POL654 University of Miami Mission Impossible 1996 Movie Analysis Review the O’Leary, et al. article in this week’s Learning Resources and select a movie f

POL654 University of Miami Mission Impossible 1996 Movie Analysis Review the O’Leary, et al. article in this week’s Learning Resources and select a movie for your review.

Analyze the movie of your choice using the framework described in the O’Leary, et al. article
Determine whether you will prepare a PowerPoint presentation or a paper of your analysis(Note: if you decide to prepare a Powerpoint presentation the general guideline is 15-20 slides depending on level of detail per slide; The example provided is a Powerpoint analysis).

(Note: if you decide to prepare a Powerpoint presentation the general guideline is 15-20 slides depending on level of detail per slide; if you decide to write a paper, the guideline is 5 to 7 double-spaced pages. The example provided is a Powerpoint analysis).

(IM ALLOWING YOU TO CHOOSE THE MOVIE) More than meets your
Monsters, Inc. is more
than just another
Disney/PIXAR favorite
It presents a story line
riddled with ethical
issues and characters
that easily translate from
the screen to real life
Monsters, Inc. Walt
Disney, Co. & PIXAR
Animation Studios. Perfs.
Billy Crystal, John
Goodman, DVD 2001.
The Plot
Monsters Incorporated is
the electricity plant that
powers Monstropolis
City is dependent on
children’s screams for
energy
The plant is the center of
the action in the movie as
well as in the city
The Plot
The monsters in the plant
compete for the #1
scarer position.
Due to this competition, a
child escaped into the
plant
This sets off the chain of
events that sets the plot
in motion
The Plot
The Scare Floor
Boo Escapes
James P. Sullivan
The #1 scarer
Loved and admired by all
(except Randall), “Sully”
is the prime example of a
monster
Conventional Level
Approval of Others
Orientation
Stages of Moral Development
Lawrence Kohlberg’s Stages
Level 2: Conventional
•Maintaining the expectations of one’s own
family, peer group, or nation is seen as valuable
in its own right, regardless of the
consequences.
•The person does not merely conform to
expectations but exhibits loyalty to the group &
its norms.
•The person is able to see situations from the
point of view of others & assumes everyone is
similar.
•The person is motivated to conform to the
group norms & subordinates the needs of the
individual to those of the group.
Principles
Conventional
Preconventional/
Premoral
Stages of Moral Development
Lawrence Kohlberg’s Stages
Stage 3: Approval of Others Orientation
• Good behavior
• Looking up to what is expected by those for
whom one feels loyalty, affection, & trust
• Right action = what is generally expected in
one’s role.
• Peer group norms — “It is moral to do what
friends do.”
Focus
Others
Level 2
Conventional Level
Mike Wazowski
Sully’s best friend and
job partner
Preconventional/
Premoral Stage
Punishment/Obedience
Orientation
Stages of Moral Development
Lawrence Kohlberg’s Stages
Level 1:Preconventional/Premoral
•Responds to rules/expectations & can apply labels–”good” or “bad”,
right or wrong
• Rules are seen as externally imposed
• Right/wrong is interpreted in terms of pleasure/painful consequences
of actions or of physical power of those setting the rules
•Sees situations from his/her point of view
• Primary motivation is self interest
Stages of Moral Development
Lawrence Kohlberg’s Stages
Stage 1: Punishment/Obedience Orientation
Fear and obedience to avoid punishment – “It is moral to do anything that you can
get away with.”
Focus
Self
•Trouble is avoided by obeying powerful
authorities.
• “Might makes right”.
Level 1
Preconventional Level
Boo
A human child that
escapes into the monster
world because a door
was left open
Presumed to be deadly
by monsters
Purely innocent
Randall Boggs
The #2 scarer
Always competing with
Sully for the #1 spot,
Randall will do anything to
be the best.
Preconventional/ Premoral
Stage
Punishment/Obedience
Orientation
Self Gratification
Orientation
Stages of Moral Development
Lawrence Kohlberg’s Stages
Level 1:Preconventional/Premoral
•Responds to rules/expectations & can apply labels–”good” or “bad”,
right or wrong
• Rules are seen as externally imposed
• Right/wrong is interpreted in terms of pleasure/painful consequences
of actions or of physical power of those setting the rules
•Sees situations from his/her point of view
• Primary motivation is self interest
Stages of Moral Development
Lawrence Kohlberg’s Stages
Stage 1: Punishment/Obedience Orientation
Fear and obedience to avoid punishment – “It is moral to do anything that you can
get away with.”
Focus
Self
•Trouble is avoided by obeying powerful
authorities.
• “Might makes right”.
Level 1
Preconventional Level
Stages of Moral Development
Lawrence Kohlberg’s Stages
Stage 2: Self Gratification Orientation
Self-oriented exchange — “Let’s make
a deal; any agreed upon exchange is
moral.”
Focus
Self
Individuals are primarily concerned
with satisfying their own needs.
View actions as right that promote
one’s self interest.
Level 1
Preconventional Level
Mr. Waternoose
The CEO of Monsters, Inc.
Frustrated by the energy
crisis, Mr. Waternoose will
do anything to ensure the
survival of his company
Doesn’t know what to do
now that children don’t
scare as easily
Preconventional/Premoral
Stage
Self Gratification
Orientation
Stages of Moral Development
Lawrence Kohlberg’s Stages
Level 1:Preconventional/Premoral
•Responds to rules/expectations & can apply labels–”good” or “bad”,
right or wrong
• Rules are seen as externally imposed
• Right/wrong is interpreted in terms of pleasure/painful consequences
of actions or of physical power of those setting the rules
•Sees situations from his/her point of view
• Primary motivation is self interest
Stages of Moral Development
Lawrence Kohlberg’s Stages
Stage 2: Self Gratification Orientation
Self-oriented exchange — “Let’s make
a deal; any agreed upon exchange is
moral.”
Focus
Self
Individuals are primarily concerned
with satisfying their own needs.
View actions as right that promote
one’s self interest.
Level 1
Preconventional Level
The Plot Thickens
Randall was trying to cheat his way to the top
Let a child escape into the factory
Found by Sully
Sully and Mike try to hide Boo
Try to find a way to get rid of her
Develop affection
The Plot Thickens
Randall is on the hunt for Boo
Wants to use her to try out the Scream Extractor
Machine that sucks the screams out of children
Developed with the permission of Mr. Waternoose
Sully and Mike learn about the Scream Extractor and
try to protect Boo and safely return her to the human
world
Principles Stage
The Plot Thickens
After much trouble, being exiled to the human world and
finding a way home, Mike and Sully successfully rescue
Boo and expose Randall and Mr. Waternoose’s evil plans
Boo is returned home
Sully becomes the CEO of Monster’s, Inc.
Discovers that laughter is 10 times more powerful than
screams
Changes the entire culture and future of the monster world
Individual Values
Mr. Waternoose
Secure the future of Monsters, Inc. at any cost
Randall
Be the #1 scarer and develop the Scream Extractor
Mike Wazowski
Get rid of Boo as soon as possible and get back to breaking the scare record
James P. “Sully” Sullivan
Ensure Boo gets home safely
Double standard – scaring on the job is acceptable
Organizational Culture
Culture of Self Gratification
Orientation
Monstropolis and Monsters,
Inc.
Power the city through
children’s screams
Banish any monster that
“knows too much”
Child Detection Agency
Find and destroy any
children for public safety
Stages of Moral Development
Lawrence Kohlberg’s Stages
Stage 2: Self Gratification Orientation
Self-oriented exchange — “Let’s make
a deal; any agreed upon exchange is
moral.”
Focus
Self
Individuals are primarily concerned
with satisfying their own needs.
View actions as right that promote
one’s self interest.
Level 1
Preconventional Level
Public Sector Principles
Children are dangerous
but their screams
necessary for survival
Utilitarian Principle
Means to an end
Scaring is an accepted
and respected profession
Evolution of the Film
Sully
Realizes that scaring is not
acceptable
Individual & Professional Value
Cluster
Principles Level
Social Contract Orientation
Mike
Realizes that there’s more than just
being the #1 scaring team
Individual Value Cluster
Conventional Level
Approval of Others Orientation
Stages of Moral Development
Lawrence Kohlberg’s Stages
Level 3: Principles
•This level represents higher values & the questioning of the existing legal
system in light of social utility & abstract principles — justice & human
dignity
•No longer blindly accepts the values/ norms of the group
Principles
Conventional
Preconventional/Premoral
•The person questions authorities, laws,
values of society, perhaps even redefining
them in terms of universal moral principles
that seemingly can be justified to any rational
individual, whatever the person’s role in
society & whatever society he/she belongs
to.
Stages of Moral Development
Lawrence Kohlberg’s Stages
Stage 5: Social Contract Orientation
•People hold a variety of conflicting personal
views/opinions
•Emphasizes fair ways of reaching consensus by
agreement, contract & due process
•Believes that all values & norms are relative &
that, apart from this democratic consensus
(social contract), all should be tolerated.
•Acknowledges the possibilities of change in the
social contract.
•Loosening of the commitment to the
expectations of others & conventional order, in
favor of reliance on personal standards of social
responsibility.
•Individual begins to question the legitimacy of
the law
Focus
Humankind
Level 3
Postconventional
Autonomous
Level
Evolution of the Film
Monsters, Inc.
Corporate culture focused on making children laugh
No more energy crisis
Organizational Value Cluster
Monstropolis & CDA
Realize children are not deadly
Serving Public Interest of both worlds
Social Contract Orientation
Universal Ethical Principles Orientation will most likely come with time
Stages of Moral Development
Lawrence Kohlberg’s Stages
Stage 5: Social Contract Orientation
•People hold a variety of conflicting
personal views/opinions
•Emphasizes fair ways of reaching
consensus by agreement, contract & due
process
•Believes that all values & norms are
relative & that, apart from this democratic
consensus (social contract), all should be
tolerated.
Focus
Humankind
Level 3
Postconventional
Autonomous
Level
The Laugh Floor
Looking Back…
Had you been Sully or Mike, how would you have handled
the situation?
Difficult because of the societal culture
Given the circumstances, Sully’s behavior was acceptable
The way the conflict was resolved was not the best way
Not much that could have been done given that Randall and
Mr. Waternoose kept everything a secret
CDA could perhaps have taken a more aggressive
approach
Is the Van Wart typology
realistic?
Value Cluster Decision Criteria
Individual
Professional
Organizational
Legal
Public Interest
Maintaining one’s and other’s personal integrity; attempts to integrate
various aspects of a character’s life; and effort to connect beliefs and
actions; honesty; principle-based behavior; adherence to the “golden
rule.”
Recognition of social ideals; expressions of value placed on education,
theory, knowledge; concerns with upholding standards of conduct; an
evident concern with emerging social issues.
Valuing individuals within the organization; embracing the benefits of
diversity; a focus on outcomes over process; designing jobs to enable
employees to achieve growth and personal satisfaction; the value of
accountability and efficiency; the effectiveness of transformational
leadership.
Questioning overly narrow views; challenging actions based upon rules
rather than what is right; not automatically adopting the interests of the
wealthy or powerful; expressing the value of equality; respect for
constitutional values; working to change outdated regulations.
Concerns with fairness, justice, equity; supporting individual rights as
defined by the Bill of Rights; affirming the public’s right to be actively
involved in government; making decisions regardless of their political
popularity; emphasizing compassion and benevolence.
The End
CATEGORY
Content
60% of total Assignment
grade
CATEGORY
Support
20% of total Assignment
grade
CATEGORY
Format
10% of total Assignment
grade
CATEGORY
Language
10% of total Assignment
grade
Feedback
Excellent (up to 60%)
All required components are
included and adequately
addressed.
Good (up to 40%)
Student missed one minor
component.
Excellent (up to 20%)
All statements are substantiated
by relevant references. All
references are cited correctly.
Good (up to 15%)
Most statements are substantiated
by relevant references. Minor
errors in citations.
Excellent (up to 10%)
Content is presented clearly and
in a logical sequence. Guidelines
for presentation are followed.
Good (up to 8%)
Content is mostly presented in a
clear and in a logical format.
Excellent (up to 10%)
No spelling or grammar errors.
Good (up to 8%)
Very few spelling or grammar
errors.
Fair (up to 20%)
Student missed one major
component or two minor
components.
Poor (up to 10%)
Student missed more than one
major component or more than
two minor components.
Earned %
Fair (up to 10%)
Some statements are
substantiated by relevant
references. Multiple errors in
citations.
Poor (up to 5%)
Few statements are substantiated
by multiple relevant references or
references are missing entirely.
Numerous errors in citations.
Earned %
Fair (up to 6%)
Poor (up to 4%)
Content is unclear in some
Content is unclear or sequence
instances or sequence not logical. not logical.
Earned %
Fair (up to 6%)
Several spelling or grammar
errors.
Earned %
Poor (up to 4%)
Excessive spelling or grammar
errors.
Total Earned Percent:
0
Instructions for completing the Movie Analysis assignment
1. Download and read, “Through the Lens Clearly: Using Films to Demonstrate Ethical
Decision-Making in the Public Service” by Carole Jurkiewicz and Robert Giacalone. The
article can be found via the UM Library e-journals. The title of the journal you enter is
Journal of Public Affairs Education. Once you access the journal you can search for the
article by putting the title and/or author in the search bar.
2. As you read the article, pay special attention to Table 1 showing Van Wart’s Five Value
Clusters (p. 258), Figure 1 (p. 261), and Table 2 showing a list of films.
3. Carefully read the 8 steps for analysis contained on pages 262 and 263. These will be
used to guide your analysis and structure your presentation.
4. You are asked to select a film to analyze. It can be one of the movies shown in Table 2
or another movie of your choice. You can choose a movie currently in theaters or one
that is older. It can be a drama, action, comedy, documentary, foreign or other film of
your choice.
5. Watch the movie giving special attention to the material you could use to prepare your
presentation following the 8 steps of the article.
6. Prepare your analysis of the movie using the framework in Table 1 and Figure 1 or using
any of the theoretical frameworks covered in the course (e.g., from the Public Service
Ethics text: the Kew Gardens Principle, Kohlberg’s moral development theory, the ethics
triangle, ethical principles approach, the five-stage problem-solving method, linedrawing, or various concepts from behavioral ethics found in both Blind Spots and To
Serve with Honor).
7. If you want to use selected short “clips” from the movie to highlight salient scenes in the
film that inform your analysis, it is fine to do so, but not essential.
8. Your analysis should be submitted as a Powerpoint presentation for posting on
Blackboard on the date assigned in the course syllabus.
Note: An example is provided on the course website from two MPA students who completed
this assignment: one is on the film, Twelve Angry Men, and the other on Monsters, Inc.

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