document_title: The Bourne Ultimatum (film)

question_text: who plays marie's brother in bourne ultimatum

question_tokens: who plays marie 's brother in bourne ultimatum

text: The Bourne Ultimatum (film)

text: Plot[edit]

text: Following his pursuit by Kirill (in The Bourne Supremacy), Jason Bourne (Matt Damon) evades Moscow police while wounded and deals with more flashbacks of when he first joined Operation Treadstone. Six weeks later, CIA Deputy Director Pamela Landy (Joan Allen) divulges the audiotaped confession of Ward Abbott, the late former head of Treadstone, to Director Ezra Kramer (Scott Glenn). Meanwhile, in Turin, journalist Simon Ross (Paddy Considine) of The Guardian meets an informant to learn about Bourne and Operation Blackbriar, the program succeeding Treadstone. The CIA tracks Ross as he returns to London, after his mention of "Blackbriar" during a cell phone call to his editor is detected by the ECHELON system. Bourne reappears in Paris to inform Martin Kreutz (Daniel Brühl), the step-brother of his girlfriend Marie Helena Kreutz (Franka Potente), of her assassination in India, also in the previous film.

text: Bourne reads Ross's articles and arranges a meeting with him at London Waterloo station. Bourne realizes that the CIA is following Ross and helps him evade capture for a while, but when he panics and ignores Bourne's instructions, Ross is shot and killed by Blackbriar assassin Paz (Édgar Ramírez), in the middle of a busy station, on orders of Deputy Director Noah Vosen (David Strathairn). Vosen's team, reluctantly assisted by Landy, analyzes Ross's notes and identifies his source as Neal Daniels (Colin Stinton), a CIA Station chief involved with Treadstone and Blackbriar. Bourne makes his way to Daniels' office in Madrid but finds it empty. He incapacitates gunmen sent by Vosen and Landy. Nicky Parsons (Julia Stiles), a former Treadstone operative who shares a history with Bourne, tells him that Daniels has fled to Tangier and aids his escape from an arriving CIA unit.

text: Nicky learns that Blackbriar "asset" Desh Bouksani (Joey Ansah) has been tasked with killing Daniels. Vosen sees that Nicky accessed information about Daniels and sends Bouksani after Nicky and Bourne as well, a decision with which Landy fiercely disagrees. Bourne follows Bouksani to Daniels but fails to prevent Daniels's death by a planted bomb. However, Bourne manages to kill Bouksani before he can kill Nicky. After sending Nicky into hiding, Bourne examines the contents of Daniels' briefcase and finds the address of the deep-cover CIA bureau in New York City, where Vosen directs Blackbriar. Bourne travels to New York.

text: Landy receives a phone call from Bourne, which is intercepted by Vosen. When Landy tells him that his real name is David Webb and gives him the birth date "4-15-71", Bourne tells Landy to "get some rest" because she looks tired, tipping off that he is in New York and watching her from an overlooking building (a scene replicated from the end of the previous film). Vosen intercepts a text to Landy from Bourne of a location to meet up, and leaves his office with a tactical team. Bourne, however, waits for them all to leave, enters Vosen's office, and takes classified Blackbriar documents. When he realizes that he has been tricked, Vosen sends Paz after Bourne, but the resulting car chase ends with Bourne forcing Paz's car to crash into a concrete barrier. Bourne holds the injured Paz at gunpoint, but spares his life.

text: Bourne arrives at a hospital at 415 East 71st Street, having figured out Landy's coded message. Outside, Bourne meets Landy and gives her the Blackbriar files before going inside. Vosen also figures out Landy's code and warns Dr. Albert Hirsch (Albert Finney), who ran Treadstone's behavior modification program, that Bourne is coming. He follows Landy inside the building but is too late to stop her from faxing the Blackbriar documents out. Meanwhile, Hirsch is confronted by Bourne on an upper floor, who now remembers that he volunteered for Treadstone. As Bourne flees to the roof, he is confronted by Paz, who asks, "Why didn't you take the shot?" Bourne repeats the dying words of The Professor in The Bourne Identity: "Look at us. Look at what they make you give." Paz lowers his gun, but Vosen appears and shoots at Bourne as he jumps into the East River.

text: Some time later, Nicky watches a news broadcast about the exposure of Operation Blackbriar, the arrests of Hirsch and Vosen, a criminal investigation against Kramer, and the whereabouts of David Webb, a.k.a. Jason Bourne. Upon hearing that his body has not been found after a three-day search of the river, Nicky smiles. Bourne is shown swimming away in the East River.

text: Cast[edit]

text:
Matt Damon as David Webb / Jason Bourne, a former operative for the black ops Operation Treadstone.
Julia Stiles as Nicolette "Nicky" Parsons, Bourne's former Treadstone contact in Paris.
David Strathairn as Noah Vosen, CIA Deputy Director in charge of the new Treadstone black ops upgrade called Operation Blackbriar.
Scott Glenn as Ezra Kramer, Director of the CIA.
Paddy Considine as Simon Ross, a reporter for The Guardian who has been investigating Treadstone.
Édgar Ramírez as Paz, a Blackbriar assassin.
Albert Finney as Dr. Albert Hirsch, the psychologist who oversaw Treadstone's behavioral modification program.
Joan Allen as Pamela "Pam" Landy, CIA Deputy Director and Task Force Chief, sent in to aid Vosen in tracking down Bourne.
Daniel Brühl as Martin Kreutz, Marie's brother

tag: ul

text: Tom Gallop reprises his role as Special Agent Tom Cronin, Pamela Landy's assistant. Corey Johnson plays Ray Wills, Vosen's deputy at Operation Blackbriar. Joey Ansah plays Desh Bouksani, a Blackbriar asset tasked to kill Bourne in Tangier. Colin Stinton plays Neal Daniels, CIA Station Chief in Madrid and a former member of Treadstone, who observed David Webb's initiation into the project and his transition to Jason Bourne. Lucy Liemann plays Lucy, a Blackbriar technician. Franka Potente has an uncredited appearance in a flashback as Marie Helena Kreutz, Bourne's murdered girlfriend.

text: Production[edit]

text: The Bourne Ultimatum was filmed at Pinewood Studios near London and in multiple locations around the world, including Tangier, London, Paris, Madrid (as itself and double for Turin), Berlin (as double for Moscow), New York City including the Springs Mills Building (as the deep cover CIA offices), and other locations in the U.S.[6][7]

text: Tony Gilroy, who had co-written the screenplays of the first two Bourne films, had intended The Bourne Supremacy to emphasise Bourne's repentance and atonement for his murders, but felt that the released film omitted this focus.[8] Gilroy was persuaded to write an initial draft of The Bourne Ultimatum, but did not participate further, and as of 2009 had not watched the finished film.[8] Gilroy's screenplay draft was subsequently criticized by Matt Damon.[9]

text: Tom Stoppard wrote a draft of the screenplay, later saying "I don't think there's a single word of mine in the film."[10]

text: Paul Greengrass spoke about the characterization of Jason Bourne in The Bourne Ultimatum shortly before its release:

text: Bourne is a real man in a real world in pursuit of a mythic quest. What's wonderful is that it's an oppositional story. Is he a killer, or was he made to be a killer? There is an underlying feeling that Bourne is one of us, and he's running away from "them." He's trying to get answers, and he doesn't trust them. They're all bad, and the system's corrupted. To convey that with a sense of excitement in a very contemporary land-scape is great fun. [...] If you opened your door in New York or Paris or London or whatever, you've got to believe that whatever the story it is that Bourne's engaged in [, something] could be happening there. [...] What attracts me to Bourne's world is that it is a real world and I think I'm most comfortable there.[11]

text: References to previous films[edit]

text: Within the series[edit]

text: In the audio commentary for the DVD release of The Bourne Ultimatum, director Paul Greengrass confirmed the following scenes were deliberate allusions to scenes from the previous installments of the Bourne film franchise.[12] They include:

text:
The opening chase sequence of The Bourne Ultimatum is a continuation of the Russian police attempts to capture Bourne in Moscow near the end of The Bourne Supremacy and takes place soon after Bourne's apology to Neski's daughter in the previous film.
The scene where Bourne tells Marie's brother, Martin, of his sister's death is very similar to the ending of The Bourne Supremacy, when Bourne apologizes to the Neskis' daughter for killing her parents.
The scene where Bourne crashes through a window to attack Desh is similar to the scene where Castel attacked Bourne in The Bourne Identity.
After Bourne tells Nicky she will have to run, Nicky dyes and cuts her hair, similar to the scene in The Bourne Identity with Marie dyeing and cutting her hair. She even cuts and dyes her hair into an identical style.
During the car chase with Paz, Bourne's car is destroyed in a similar fashion to Kirill's in the climax of The Bourne Supremacy. The sequence also includes similar staging, such as Bourne walking up to Paz with gun in hand but deciding not to shoot.
In the rooftop climax, Bourne tells Paz, "Look at us. Look at what they make you give", reiterating the dying words of The Professor (Clive Owen) in The Bourne Identity.
The scene at the end of The Bourne Supremacy in which Bourne tells Landy she "looks tired" is replayed with minor variations in The Bourne Ultimatum. It is followed by his brisk walk down the block. However, in Ultimatum, he's identified there.
The ending of The Bourne Ultimatum, with Bourne floating motionless in the East River, links the opening scene of The Bourne Identity, which utilizes a similar image. The music in both scenes is also repeated.
Operation Blackbriar is referred to at the very end of The Bourne Identity by Conklin's superior, Ward Abbott, but not mentioned in The Bourne Supremacy.
One of the "terminated" victims' files taken from Vosen's safe by Bourne has a photo of Richard Chamberlain, who played the original Jason Bourne in the 1988 television movie The Bourne Identity. He is identified here as "Robert Golding" and is labeled "US Citizen Classified."
Bourne says "This is real" on two occasions: in The Bourne Supremacy to Marie when she questions whether the man he spotted in Goa was actually an assassin; and in The Bourne Ultimatum when trying to convince the journalist Ross that he is in danger at Waterloo Station. The two characters spoken to are both killed by a shot from a sniper soon afterwards.

text: Outside the series[edit]

text:
The scene featuring Bourne desperately trying to catch a glimpse of Paz in the London Underground after Ross is gunned down is, according to Greengrass, an homage to the New York City Subway chase in one of his favorite films, The French Connection.[13]
The scene of the explosion in Tangier and the reaction of the people and Nicky at the cafe is, according to Greengrass, an homage to The Battle of Algiers by Gillo Pontecorvo, another one of his favorite films.[14]

text: Music[edit]

text: As with the previous films in the trilogy, the score was composed by John Powell. A new version of Moby's "Extreme Ways", entitled "Extreme Ways (Bourne's Ultimatum)", was recorded for the film's end credits.

text: Release[edit]

text: This section is in a list format that may be better presented using prose. You can help by converting this section to prose, if appropriate. Editing help is available. (May 2018)

text:
Benefit premiere — A premiere of The Bourne Ultimatum was held in downtown Oklahoma City on July 31, 2007, at Harkins Bricktown Theaters[15] to benefit The Children's Center, located in suburban Bethany. The film was shown simultaneously on three screens. Matt Damon was at the event to greet guests.
UK premiere — The film premiered at Leicester Square in London on August 15, 2007, with Matt Damon, Julia Stiles and Joan Allen attending. The film was released the next day.[16]
Australian premiere — The film premiered in Sydney on August 8, 2007, at the State Theatre, with Matt Damon attending.
Boise Contemporary Theater Advance Screening — An advance screening of The Bourne Ultimatum was held at The Egyptian Theatre to benefit Boise Contemporary Theater on July 30, 2007. Producer Frank Marshall and actor Matt Damon were in attendance.[17] The first two films, The Bourne Identity and The Bourne Supremacy, also had advance charity screenings in Boise.

text: The Bourne Ultimatum was released nationwide on August 30, 2007.[18]

text: Home Video Release — The film was released on both DVD and HD DVD Combo Format on December 11, 2007 in North America.[19] The DVD was released in both Fullscreen and 2.35:1 Widescreen aspect ratios. The HD DVD and DVD special features[20] include several deleted scenes, featurettes, audio commentary, and exclusively on the HD DVD version, HDi Interactive Format features such as Picture-in-Picture Video Commentary.

text: In addition to the stand-alone DVD release, there is a limited edition 'The Jason Bourne Collection' gift set, featuring all three films on DVD and a bonus disc with myriad bonus features such as deleted scenes and featurettes. The gift set features Swiss Bank safe deposit box packaging including foreign currency and a Jason Bourne passport.[21][22]

text: The film and special features on the HD DVD version are presented in 2:35:1 Widescreen high definition 1080i and offer Dolby TrueHD 5.1 lossless and Dolby Digital Plus 5.1 audio options.[20]

text: Reception[edit]

text: Box office[edit]

text: The Bourne Ultimatum earned $69,283,690 during its opening weekend at the box office,[3] which at the time held the record for the highest grossing August opening for seven years, later overtaken by Guardians of the Galaxy in 2014.[23] At the end of its theatrical release, the film grossed a total of $227,471,070 in the U.S. and $215,353,068 in foreign markets for a worldwide total of $442,824,138, making it the highest-grossing film in the series.[3]

text: Critical reception[edit]

text: On the review aggregator Rotten Tomatoes, the film had an overall approval rating of 93% based on 257 reviews and an average score of 8/10, higher than both predecessors.[24][25] The site's consensus describes the film as "(...) an intelligent, finely tuned non-stop thrill ride. Another strong performance from Matt Damon and sharp camerawork from Paul Greengrass make this the finest installment of the Bourne trilogy,"[26] At Metacritic, which assigns a weighted average score out of 100 to reviews from mainstream critics, the film received an average score of 85 based on 38 reviews, indicating "universal acclaim", making it the highest rated film in the franchise.[27]

text: Like its predecessor, The Bourne Supremacy, the film was criticized for its use of "shaky camera" work, as Richard Corliss of Time magazine, in an otherwise positive review, wondered "why, in the chat scenes, the camera is afflicted with Parkinson's? The film frame trembles, obscures the speaker with the listener's shoulder, annoys viewers and distracts them from the content of the scene."[28]

text: In the British press, the inclusion of a fictional journalist from the real British paper The Guardian and scenes set in the United Kingdom (particularly Waterloo railway station) were commented upon. In particular, that newspaper's reviewer joked that "dodging bullets from a CIA sniper... is the sort of thing which happens to us Guardian journalists all the time."[29][30][31][32]

text: The film was also well received in the hacker subculture, as it showed actual real-world applications such as the Bourne-again shell and Nmap, unlike many other films featuring hacking scenes (such as Hackers).[33]

text: Top ten lists[edit]

text: The film appeared on several critics' top ten lists of the best films of 2007.[34]

text:
1st — Empire
1st — Best Action/Adventure, Rotten Tomatoes[35]
2nd — Claudia Puig, USA Today
2nd — Steven Rea, The Philadelphia Inquirer
2nd — Joshua Rothkopf, Time Out New York
9th — Rene Rodriguez, The Miami Herald
10th — Christy Lemire, Associated Press[36]

text: Academy Awards[edit]

text: The film won in all three categories in which it was nominated, giving it the second highest number of awards at the 80th Academy Awards (behind No Country for Old Men):[37]

text:
Christopher Rouse for Best Film Editing[38]
Scott Millan, David Parker and Kirk Francis for Best Sound Mixing[38]
Karen M. Baker and Per Hallberg for Best Sound Editing[38]

text: Other awards[edit]

text:
ITV3 Crime Thriller Award for Film of the Year, 2008[39]
Screen Actors Guild Award for Outstanding Performance by a Stunt Ensemble in a Motion Picture, 2007

text: Sequels[edit]

text: In May 2007, prior to the release of The Bourne Ultimatum, Matt Damon claimed that he would not be interested in returning for a fourth Bourne film, stating (of his participation in the Bourne franchise): "We have ridden that horse as far as we can."[40] Damon said in August 2007:

text: I think in terms of another one, the story of this guy's search for his identity is over, because he's got all the answers, so there's no way we can trot out the same character, and so much of what makes him interesting is that internal struggle that was happening for him, am I a good guy, am I a bad guy, what is the secret behind my identity, what am I blocking out, why am I remembering these disturbing images? So all of that internal propulsive mechanism that drives the character is not there, so if there was to be another one then it would have to be a complete reconfiguration, you know, where do you go from there? For me I kind of feel like the story that we set out to tell is has now been told. I love the character, and if Paul Greengrass calls me in ten years and says, 'Now we can do it, because it's been ten years and I have a way to bring him back,' then there's a world in which I can go, 'Yeah, absolutely.' We could get the band back together if there was a great idea behind it, but in terms of now and this story, that part—the story's been told...[41]

text: However, on February 22, 2008, Variety reported that a fourth film was indeed in the works, with both Damon and Greengrass on board.[42]

text: On October 16, 2008, it was announced that George Nolfi would write the script, with Frank Marshall producing, and Jeffrey Weiner and Henry Morrison executive producing. Matt Damon, Julia Stiles, Joan Allen, and Paul Greengrass were also attached to the film.[43][44][45] Joshua Zetumer had been hired to write a parallel script—a draft which could be combined with another (Nolfi's, in this instance)—by August 2009 since Nolfi would be directing The Adjustment Bureau that September.[46] That December, Greengrass announced that he had decided not to direct the fourth Bourne film, saying that "[his] decision to not return a third time as director is simply about feeling the call for a different challenge."[47]

text: On February 1, 2010, Damon, speaking at the UK premiere of Invictus, revealed that a follow-up to The Bourne Ultimatum was "at least five years away". Greengrass, also at the premiere, re-stated that he would not be part of any further Bourne films "unless the right script came along". However, Damon revealed that in the meantime there may be a Bourne "prequel of some kind, with another actor and another director".[48] Matt Damon reconfirmed this on a March 10, 2010 appearance of Today and that he would only be involved if Greengrass was directing.[49]

text: In June 2010, it was announced that Tony Gilroy would be writing The Bourne Legacy and it would have a 2012 release date.[50] That October, Gilroy was announced as the director of The Bourne Legacy;[51] he confirmed that Damon would not return for this film and that there would be "a whole new hero":

text: This is not a reboot, it's a whole new chapter. The easiest way to think of it is an expansion or a reveal. Jason Bourne will not be in this film, but he's very much alive. What happened in the first three films is the trigger for The Bourne Legacy, and everyone who got into them will be rewarded for paying attention. I'm building a legend and an environment and a wider conspiracy. We're going to show you the bigger picture, the bigger canvas... The world we're making enhances and advances and invites Jason Bourne's reappearance somewhere down the road."[52]

text: The Bourne Legacy was released in the U.S. on August 10, 2012.[53]

text: Universal Pictures stated at a media conference in Los Angeles, California, that they are likely to release more Bourne films, despite The Bourne Legacy being given mixed reviews by critics.[54] On September 15, 2014, it was announced that Damon and Greengrass will indeed return for the next Bourne film, taking the release date, with Renner returning as Cross in a separate film at a later date.[55] On June 18, 2014, the studio pushed back the film from August 14, 2015, to July 15, 2016.[56] In November 2014, Damon confirmed that he and Greengrass would return.[57] On January 6, 2015, the studio pushed back the release date to July 29, 2016.[58]

text: The first trailer for the film was aired on February 7, 2016 during Super Bowl 50, which also revealed the title of the film.[59]


document_title: Office Space

question_text: where did they film the movie office space

root

text: Office Space

text: Plot[edit]

text: Peter Gibbons is a programmer at a company called Initech who is frustrated and unmotivated at his job. His co-workers include Samir Nagheenanajar and Michael Bolton, also programmers, and Milton Waddams, a meek collator who is mostly ignored by the rest of the office. The staff constantly suffer under callous management, especially Initech's smarmy vice president Bill Lumbergh, whom Peter loathes. They are further agitated by the arrival of consultants Bob Slydell and Bob Porter, who are brought in to help the company downsize.

tag: p

text: Peter's girlfriend Anne persuades him to attend an occupational hypnotherapy session, but Dr. Swanson, the therapist, dies of a heart attack while hypnotizing Peter. Peter wakes up the next morning newly relaxed, and he ignores repeated phone calls from Lumbergh, who had been expecting him to work over the weekend. He also ignores calls from Anne, who responds by angrily breaking up with him and admitting that she has been cheating on him, confirming his friends' suspicions. The following workday, Peter decides to skip work and asks Joanna, a restaurant waitress, out for lunch. Joanna and Peter bond over their shared loathing of idiotic management and love of the television series Kung Fu.

text: When Peter finally shows up at work, he casually disregards office protocol, including violating Initech's dress code, taking Lumbergh's reserved parking spot, refusing to follow Lumbergh's directions, and removing a cubicle wall that blocks his view out the window. The consultants, however, are impressed by his frank insights into the office problems, and they decide to promote him. They also confide that Michael and Samir's jobs will be eliminated; Peter relays this news to them, and the trio decide to get even by infecting Initech's accounting system with a computer virus designed to divert fractions of pennies into a bank account. They believe that such transactions are small enough to avoid detection but will result in a substantial amount of money over time. On Michael and Samir's last day at Initech, the pair along with Peter steal a frequently malfunctioning printer, which the three take to a field and smash to pieces to vent their frustration.

text: At a barbecue, Peter learns that Joanna had previously slept with a colleague identified as "Lumbergh". He assumes it to be his boss and confronts Joanna in disgust. She questions the morality of his financial scheme, and the two split up. Peter then discovers that a bug in Michael's code has caused their virus to steal over $300,000 in only a few days, which is far more conspicuous. Meanwhile, Joanna has finally stood up to her boss and quit, and Peter has discovered that she slept with a different "Lumbergh." Peter admits to her that the scheme was a bad idea and that he plans to accept responsibility for the crime, and they reconcile. He writes out a confession and slips it under Lumbergh's office door late at night, along with traveler's cheques for the stolen money.

text: Milton, meanwhile, has become increasingly disgruntled at his treatment by management, to the point that he has mumbled threats about setting the building on fire. The next morning, he enters Lumbergh's office to reclaim a red Swingline stapler that was taken from him. Peter arrives at work fully expecting to be arrested, but he finds instead that his problem has solved itself. The Initech building is engulfed in flames, and all evidence of the missing money has been destroyed. Peter finally finds a job that he likes, doing construction work with his next-door neighbor Lawrence, while Samir and Michael both get jobs at a rival company to Initech. Milton lounges on the beach at a fancy Mexican resort, complaining about his beverage and threatening to take his business to a competitor.

text: Cast[edit]

text:
Ron Livingston as Peter Gibbons
Jennifer Aniston as Joanna
Stephen Root as Milton Waddams
Gary Cole as Bill Lumbergh
David Herman as Michael Bolton
Ajay Naidu as Samir Nagheenanajar
Diedrich Bader as Lawrence
John C. McGinley as Bob Slydell
Joe Bays as Dom Portwood
Alexandra Wentworth as Anne
Richard Riehle as Tom Smykowski
Paul Willson as Bob Porter
Kinna McInroe as Nina
Todd Duffey as Brian
Greg Pitts as Drew
Mike McShane as Dr. Swanson
Orlando Jones as Steve
Mike Judge (credited as "William King") as Stan

text: Production[edit]

text: Development[edit]

text: Office Space was shot primarily in Austin, Texas. It originated in a series of four animated short films that Judge created entitled Milton about an office drone named Milton. They first aired on Liquid Television and Night After Night with Allan Havey, and later aired on Saturday Night Live.[5] The inspiration came from a temp job which he had that involved alphabetizing purchase orders[6] and another job as an engineer for three months in the Bay Area during the 1980s, "just in the heart of Silicon Valley and in the middle of that overachiever yuppie thing, it was just awful".[7]

text: The setting of the film reflects a prevailing trend that Judge observed in the United States. "It seems like every city now has these identical office parks with identical adjoining chain restaurants", he said in an interview.[5] "There were a lot of people who wanted me to set this movie in Wall Street, or like the movie Brazil, but I wanted it very unglamorous, the kind of bleak work situation like I was in".[6]

text: Judge sold the film to 20th Century Fox based on his script and a cast that included Jennifer Aniston, Ron Livingston, and David Herman.[5] Originally, the studio wanted to make a film out of the Milton character but Judge was not interested, opting instead to make more of an ensemble cast–based film.[7] The studio suggested that he make a movie like Car Wash but "just set in an office".[7]

text: Judge made the transition from animation to live-action with the help of the film's director of photography who taught him about lenses and where to put the camera. Judge says, "I had a great crew, and it's good going into it not pretending you're an expert".[6] Studio executives were not happy with the footage that Judge was getting. He remembers them telling him, "More energy! More energy! We gotta reshoot it! You're failing! You're failing!"[8] In addition, Fox did not like the gangsta rap music used in the film until a focus group approved of it. Judge hated the ending and wished he could have completely rewritten the third act.[8]

text: Film poster[edit]

text: Judge also hated the poster that the studio created for Office Space (which portrayed an office worker completely covered in Post-it notes). He said, "People were like, 'What is this? A big bird? A mummy? A beekeeper?' And the tagline 'Work Sucks'? It looked like an Office Depot ad. I just hated it. I hated the trailers, too and the TV ads especially".[8] Fox Filmed Entertainment chairman Tom Rothman conceded that the marketing campaign did not work and said, "Office Space isn't like American Pie. It doesn't have the kind of jokes you put in a 15-second television spot of somebody getting hit on the head with a frying pan. It's sly. And let me tell you, sly is hard to sell".[8]

text: Release[edit]

text: Box office[edit]

text: Office Space was released on February 19, 1999 in 1,740 theatres, grossing USD$4,231,727 on its opening weekend. It went on to make $10,827,810 in North America.[9] In addition to this gross, $2 million was made internationally,[10] 6 million copies in DVD, Blu-ray Disc and VHS sales[10] since February 12, 2006.[11]

text: Critical response[edit]

text: Office Space received positive reviews from critics.[8] On review aggregator Rotten Tomatoes, the film has a 79% rating based on 96 reviews, and an average rating of 6.8/10. The site's critical consensus reads, "Mike Judge lampoons the office grind with its inspired mix of sharp dialogue and witty one-liners."[12] Metacritic gives a weighted average score of 68/100, based on reviews from 30 critics, indicating "generally favorable reviews".[13] Audiences polled by CinemaScore during opening weekend gave the film an average grade of "C+" on a scale ranging from A+ to F.[14]

text: Roger Ebert of the Chicago Sun-Times gave the film three out of four stars and wrote that Judge "treats his characters a little like cartoon creatures. That works. Nuances of behavior are not necessary, because in the cubicle world every personality trait is magnified, and the captives stagger forth like grotesques".[15] In his review for the San Francisco Chronicle, Mick LaSalle writes, "Livingston is nicely cast as Peter, a young guy whose imagination and capacity for happiness are the very things making him miserable."[16] In USA Today, Susan Wloszczyna wrote, "If you've ever had a job, you'll be amused by this paean to peons."[17]

text: Owen Gleiberman in Entertainment Weekly gave the film a "C" rating and criticized it for feeling "cramped and underimagined".[18] In his review for the Globe and Mail, Rick Groen wrote, "Perhaps his TV background makes him unaccustomed to the demands of a feature-length script (the ending seems almost panicky in its abruptness), or maybe he just succumbs to the lure of the easy yuk...what began as discomfiting satire soon devolves into silly farce."[19] In his review in The New York Times, Stephen Holden wrote, "It has the loose-jointed feel of a bunch of sketches packed together into a narrative that doesn't gather much momentum."[20]

text: In 2008, Entertainment Weekly named Office Space one of "The 100 best films from 1983 to 2008", ranking it at #73.[21]

text: Legacy[edit]

text: Cult status[edit]

text: Office Space has become a cult classic, selling well on home video and DVD.[4] As of 2003[update], it had sold 2.6 million copies on VHS and DVD.[22] In the same year, it was in the top 20 best-selling Fox DVDs along with There's Something About Mary.[23] As of 2006[update], it had sold over six million DVDs in the United States alone.[24]

text: In 2008, Entertainment Weekly ranked it fifth on its list "25 Great Comedies From the Past 25 Years", despite having originally given the film a poor review.[25]

text: On February 8, 2009, a reunion of many of the cast members took place at the Paramount Theatre in Austin to celebrate the tenth anniversary of the film, which included the destruction of a printer on the sidewalk.[26]

text: On October 5, 2008, Fox aired the Family Guy episode "I Dream of Jesus" which features a scene in which Stewie and Brian destroy the record Surfin Bird in a nearly identical scene to the movie in which the characters destroy a printer, including use of the same song.

text: During the 2016 presidential election, a scene from the film was spoofed in a political advertisement, which was run by Ted Cruz mocking Hillary Clinton over her wiped personal email server. The advertisement spoofs the scene where the office workers destroy their malfunctioning printer.[27][28]

text: Television[edit]

text: Comedy Central premiered Office Space on August 5, 2001 and 1.4 million viewers tuned in. By 2003, the channel had broadcast the film another 35 times.[23] These broadcasts helped develop the film's cult following and Ron Livingston remembers being approached by college students and office workers. He said, "I get a lot of people who say, 'I quit my job because of you.' That's kind of a heavy load to carry."[23] People approached Stephen Root asking him to sign their staplers. The red Swingline stapler featured prominently in the film was not available until April 2002 when the company released it in response to repeated requests by fans of the film. Its appearance in the film was achieved by taking a standard Swingline stapler and spray-painting it red.[23]

text: Video game[edit]

text: Kongregate released a mobile game based on the film, titled Office Space: Idle Profits, on iOS and Android in 2017. The game is a free-to-play idle clicker that offers in-app purchases.[29]

text: Soundtrack[edit]

text:
Office Space: Motion Picture Soundtrack

Soundtrack album by various artists

Released
February 18, 1999

Genre
Hip hop, Rap

Length
44:35

Label
Interscope

tag: table

text:
Professional ratings

Review scores

Source
Rating

AllMusic
[30]

text:
No.
Title
Writer(s)
Performer(s)
Length

1.
"Shove This Jay-Oh-Bee" (contains portions of "Take This Job and Shove It" by Johnny Paycheck, 1977)
Canibus, Salaam Remi,
David Allan Coe
Canibus with Biz Markie
4:21

2.
"Get Dis Money"
T3, Baatin, Jay Dee
Slum Village
3:36

3.
"Get Off My Elevator"
Kool Keith, KutMasta Kurt
Kool Keith
3:46

4.
"Big Boss Man" (cover of Jimmy Reed, 1960)
Luther Dixon, Al Smith
Junior Reid
3:46

5.
"9-5" (Cover of Dolly Parton, 1980)
Dolly Parton
Lisa Stone
3:40

6.
"Down for Whatever" (from Lethal Injection, 1993)
Ice Cube, Madness 4 Real
Ice Cube
4:40

7.
"Damn It Feels Good to Be a Gangsta" (from Uncut Dope: Geto Boys' Best, 1992)
Scarface, John Okuribido,
James Prince
Geto Boys
5:09

8.
"Home"
Benny Wise, C. Hernandez, N. Vasquez, John Forte
Blackman, Destruct & Icon
4:22

9.
"No Tears" (from The Diary, 1994)
Scarface, N.O. Joe
Scarface
2:27

10.
"Still" (from The Resurrection, 1996)
Willie D, Scarface, N.O Joe
Geto Boys
4:03

11.
"Mambo #8" (from Pérez Prado Plays Mucho Mambo For Dancing, 1952)
Prado
Perez Prado
2:06

12.
"Peanut Vendor" (from Havana, 3 A.M., 1956)
Moises Simons
Perez Prado
2:39


document_title: Argos (dog)

question_text: what happens to argos after he sees odysseus

text: Argos (dog)

text:
Argos

Odysseus and Argos

Species
Dog

Sex
Male

Born
Ἄργος

Nation from
Greek

Employer
Odysseus

Known for
Speed and strength and his superior tracking skills

Appearance
Lying neglected on a pile of cow manure, infested with lice, old and very tired

text: In Homer's Odyssey, Argos (/ˈɑːrɡɒs, -ɡəs/; Greek: Ἄργος) is Odysseus' faithful dog. After ten years fighting in Troy, followed by ten more years struggling to get home to Ithaca, Odysseus finally arrives at his homeland. In his absence, reckless suitors have taken over his house in hopes of marrying his wife Penelope. In order to secretly re-enter his house to ultimately spring a surprise attack on the suitors, Odysseus disguises himself as a beggar, and only his son Telemachos is told of his true identity. As Odysseus approaches his home, he finds Argos lying neglected on a pile of cow manure, infested with fleas, old and very tired. This is a sharp contrast to the dog Odysseus left behind; Argos used to be known for his speed and strength and his superior tracking skills. Unlike everyone else, including Eumaios, a lifelong friend, Argos recognizes Odysseus at once and he has just enough strength to drop his ears and wag his tail but cannot get up to greet his master. Unable to greet his beloved dog, as this would betray who he really was, Odysseus passes by (but not without shedding a tear) and enters his hall, and Argos dies. The simplicity of the relationship between Argos and Odysseus allows their reunion to be immediate and sincere.[1]

text: Excerpt from the Odyssey[edit]


document_title: Education

question_text: what is the origin of the word education

question_tokens: what is the origin of the word education

text: Education

text: Etymology

text: Etymologically, the word "education" is derived from the Latin ēducātiō ("A breeding, a bringing up, a rearing") from ēducō ("I educate, I train") which is related to the homonym ēdūcō ("I lead forth, I take out; I raise up, I erect") from ē- ("from, out of") and dūcō ("I lead, I conduct").[3]

text: History

text: Education began in prehistory, as adults trained the young in the knowledge and skills deemed necessary in their society. In pre-literate societies, this was achieved orally and through imitation. Story-telling passed knowledge, values, and skills from one generation to the next. As cultures began to extend their knowledge beyond skills that could be readily learned through imitation, formal education developed. Schools existed in Egypt at the time of the Middle Kingdom.[4]

text: Plato founded the Academy in Athens, the first institution of higher learning in Europe.[5] The city of Alexandria in Egypt, established in 330 BCE, became the successor to Athens as the intellectual cradle of Ancient Greece. There, the great Library of Alexandria was built in the 3rd century BCE. European civilizations suffered a collapse of literacy and organization following the fall of Rome in CE 476.[6]

text: In China, Confucius (551–479 BCE), of the State of Lu, was the country's most influential ancient philosopher, whose educational outlook continues to influence the societies of China and neighbours like Korea, Japan, and Vietnam. Confucius gathered disciples and searched in vain for a ruler who would adopt his ideals for good governance, but his Analects were written down by followers and have continued to influence education in East Asia into the modern era.[citation needed]

text: After the Fall of Rome, the Catholic Church became the sole preserver of literate scholarship in Western Europe. The church established cathedral schools in the Early Middle Ages as centres of advanced education. Some of these establishments ultimately evolved into medieval universities and forebears of many of Europe's modern universities.[6] During the High Middle Ages, Chartres Cathedral operated the famous and influential Chartres Cathedral School. The medieval universities of Western Christendom were well-integrated across all of Western Europe, encouraged freedom of inquiry, and produced a great variety of fine scholars and natural philosophers, including Thomas Aquinas of the University of Naples, Robert Grosseteste of the University of Oxford, an early expositor of a systematic method of scientific experimentation,[7] and Saint Albert the Great, a pioneer of biological field research.[8] Founded in 1088, the University of Bologne is considered the first, and the oldest continually operating university.[9]

text: Elsewhere during the Middle Ages, Islamic science and mathematics flourished under the Islamic caliphate which was established across the Middle East, extending from the Iberian Peninsula in the west to the Indus in the east and to the Almoravid Dynasty and Mali Empire in the south.

text: The Renaissance in Europe ushered in a new age of scientific and intellectual inquiry and appreciation of ancient Greek and Roman civilizations. Around 1450, Johannes Gutenberg developed a printing press, which allowed works of literature to spread more quickly. The European Age of Empires saw European ideas of education in philosophy, religion, arts and sciences spread out across the globe. Missionaries and scholars also brought back new ideas from other civilizations – as with the Jesuit China missions who played a significant role in the transmission of knowledge, science, and culture between China and Europe, translating works from Europe like Euclid's Elements for Chinese scholars and the thoughts of Confucius for European audiences. The Enlightenment saw the emergence of a more secular educational outlook in Europe.

text: In most countries today, full-time education, whether at school or otherwise, is compulsory for all children up to a certain age. Due to this the proliferation of compulsory education, combined with population growth, UNESCO has calculated that in the next 30 years more people will receive formal education than in all of human history thus far.[10]

text: Formal education

text: Formal education occurs in a structured environment whose explicit purpose is teaching students. Usually, formal education takes place in a school environment with classrooms of multiple students learning together with a trained, certified teacher of the subject. Most school systems are designed around a set of values or ideals that govern all educational choices in that system. Such choices include curriculum, organizational models, design of the physical learning spaces (e.g. classrooms), student-teacher interactions, methods of assessment, class size, educational activities, and more.[11][12]

text: Preschool

text: Preschools provide education from ages approximately three to seven, depending on the country when children enter primary education. These are also known as nursery schools and as kindergarten, except in the US, where kindergarten is a term used for primary education.[citation needed] Kindergarten "provide[s] a child-centred, preschool curriculum for three- to seven-year-old children that aim[s] at unfolding the child's physical, intellectual, and moral nature with balanced emphasis on each of them."[13]

text: Primary

text: Primary (or elementary) education consists of the first five to seven years of formal, structured education. In general, primary education consists of six to eight years of schooling starting at the age of five or six, although this varies between, and sometimes within, countries. Globally, around 89% of children aged six to twelve are enrolled in primary education, and this proportion is rising.[14] Under the Education For All programs driven by UNESCO, most countries have committed to achieving universal enrollment in primary education by 2015, and in many countries, it is compulsory. The division between primary and secondary education is somewhat arbitrary, but it generally occurs at about eleven or twelve years of age. Some education systems have separate middle schools, with the transition to the final stage of secondary education taking place at around the age of fourteen. Schools that provide primary education, are mostly referred to as primary schools or elementary schools. Primary schools are often subdivided into infant schools and junior school.

text: In India, for example, compulsory education spans over twelve years, with eight years of elementary education, five years of primary schooling and three years of upper primary schooling. Various states in the republic of India provide 12 years of compulsory school education based on a national curriculum framework designed by the National Council of Educational Research and Training.

text: Secondary

text: In most contemporary educational systems of the world, secondary education comprises the formal education that occurs during adolescence. It is characterized by transition from the typically compulsory, comprehensive primary education for minors, to the optional, selective tertiary, "postsecondary", or "higher" education (e.g. university, vocational school) for adults. Depending on the system, schools for this period, or a part of it, may be called secondary or high schools, gymnasiums, lyceums, middle schools, colleges, or vocational schools. The exact meaning of any of these terms varies from one system to another. The exact boundary between primary and secondary education also varies from country to country and even within them but is generally around the seventh to the tenth year of schooling. Secondary education occurs mainly during the teenage years. In the United States, Canada, and Australia, primary and secondary education together are sometimes referred to as K-12 education, and in New Zealand Year 1–13 is used. The purpose of secondary education can be to give common knowledge, to prepare for higher education, or to train directly in a profession.

text: Secondary education in the United States did not emerge until 1910, with the rise of large corporations and advancing technology in factories, which required skilled workers. In order to meet this new job demand, high schools were created, with a curriculum focused on practical job skills that would better prepare students for white collar or skilled blue collar work. This proved beneficial for both employers and employees, since the improved human capital lowered costs for the employer, while skilled employees received higher wages.

text: Secondary education has a longer history in Europe, where grammar schools or academies date from as early as the 16th century, in the form of public schools, fee-paying schools, or charitable educational foundations, which themselves date even further back.

text: Community colleges offer another option at this transitional stage of education. They provide nonresidential junior college courses to people living in a particular area.

text: Tertiary (higher)

text: Higher education, also called tertiary, third stage, or postsecondary education, is the non-compulsory educational level that follows the completion of a school such as a high school or secondary school. Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education and training. Colleges and universities mainly provide tertiary education. Collectively, these are sometimes known as tertiary institutions. Individuals who complete tertiary education generally receive certificates, diplomas, or academic degrees.

text: Higher education typically involves work towards a degree-level or foundation degree qualification. In most developed countries, a high proportion of the population (up to 50%) now enter higher education at some time in their lives. Higher education is therefore very important to national economies, both as a significant industry in its own right and as a source of trained and educated personnel for the rest of the economy.

text: University education includes teaching, research, and social services activities, and it includes both the undergraduate level (sometimes referred to as tertiary education) and the graduate (or postgraduate) level (sometimes referred to as graduate school). Universities are generally composed of several colleges. In the United States, universities can be private and independent like Yale University; public and state-governed like the Pennsylvania State System of Higher Education; or independent but state-funded like the University of Virginia. A number of career specific courses are now available to students through the Internet.

text: One type of university education is a liberal arts education, which can be defined as a "college or university curriculum aimed at imparting broad general knowledge and developing general intellectual capacities, in contrast to a professional, vocational, or technical curriculum."[15] Although what is known today as liberal arts education began in Europe,[16] the term "liberal arts college" is more commonly associated with institutions in the United States.[17]

text: Vocational

text: Vocational education is a form of education focused on direct and practical training for a specific trade or craft. Vocational education may come in the form of an apprenticeship or internship as well as institutions teaching courses such as carpentry, agriculture, engineering, medicine, architecture and the arts.

text: Special

text: In the past, those who were disabled were often not eligible for public education. Children with disabilities were repeatedly denied an education by physicians or special tutors. These early physicians (people like Itard, Seguin, Howe, Gallaudet) set the foundation for special education today. They focused on individualized instruction and functional skills. In its early years, special education was only provided to people with severe disabilities, but more recently it has been opened to anyone who has experienced difficulty learning.[18]

text: Other educational forms

text: Alternative

text: While considered "alternative" today, most alternative systems have existed since ancient times. After the public school system was widely developed beginning in the 19th century, some parents found reasons to be discontented with the new system. Alternative education developed in part as a reaction to perceived limitations and failings of traditional education. A broad range of educational approaches emerged, including alternative schools, self learning, homeschooling, and unschooling. Example alternative schools include Montessori schools, Waldorf schools (or Steiner schools), Friends schools, Sands School, Summerhill School, Walden's Path, The Peepal Grove School, Sudbury Valley School, Krishnamurti schools, and open classroom schools. Charter schools are another example of alternative education, which have in the recent years grown in numbers in the US and gained greater importance in its public education system.[19][20]

text: In time, some ideas from these experiments and paradigm challenges may be adopted as the norm in education, just as Friedrich Fröbel's approach to early childhood education in 19th-century Germany has been incorporated into contemporary kindergarten classrooms. Other influential writers and thinkers have included the Swiss humanitarian Johann Heinrich Pestalozzi; the American transcendentalists Amos Bronson Alcott, Ralph Waldo Emerson, and Henry David Thoreau; the founders of progressive education, John Dewey and Francis Parker; and educational pioneers such as Maria Montessori and Rudolf Steiner, and more recently John Caldwell Holt, Paul Goodman, Frederick Mayer, George Dennison, and Ivan Illich.

text: Indigenous

text: Indigenous education refers to the inclusion of indigenous knowledge, models, methods, and content within formal and non-formal educational systems. Often in a post-colonial context, the growing recognition and use of indigenous education methods can be a response to the erosion and loss of indigenous knowledge and language through the processes of colonialism. Furthermore, it can enable indigenous communities to "reclaim and revalue their languages and cultures, and in so doing, improve the educational success of indigenous students."[21]

text: Informal learning

text: Informal learning is one of three forms of learning defined by the Organisation for Economic Co-operation and Development (OECD). Informal learning occurs in a variety of places, such as at home, work, and through daily interactions and shared relationships among members of society. For many learners, this includes language acquisition, cultural norms, and manners.

text: In informal learning, there is often a reference person, a peer or expert, to guide the learner. If learners have a personal interest in what they are informally being taught, learners tend to expand their existing knowledge and conceive new ideas about the topic being learned.[22] For example, a museum is traditionally considered an informal learning environment, as there is room for free choice, a diverse and potentially non-standardized range of topics, flexible structures, socially rich interaction, and no externally imposed assessments.[23]

text: While informal learning often takes place outside educational establishments and does not follow a specified curriculum, it can also occur within educational settings and even during formal learning situations. Educators can structure their lessons to directly utilize their students informal learning skills within the education setting.[22]

text: In the late 19th century, education through play began to be recognized as making an important contribution to child development.[24] In the early 20th century, the concept was broadened to include young adults but the emphasis was on physical activities.[25] L.P. Jacks, also an early proponent of lifelong learning, described education through recreation: "A master in the art of living draws no sharp distinction between his work and his play, his labour and his leisure, his mind and his body, his education and his recreation. He hardly knows which is which. He simply pursues his vision of excellence through whatever he is doing and leaves others to determine whether he is working or playing. To himself, he always seems to be doing both. Enough for him that he does it well."[26] Education through recreation is the opportunity to learn in a seamless fashion through all of life's activities.[27] The concept has been revived by the University of Western Ontario to teach anatomy to medical students.[27]

text: Self-directed learning

text: Autodidacticism (also autodidactism) is a term used to describe self-directed learning. One may become an autodidact at nearly any point in one's life. Notable autodidacts include Abraham Lincoln (U.S. president), Srinivasa Ramanujan (mathematician), Michael Faraday (chemist and physicist), Charles Darwin (naturalist), Thomas Alva Edison (inventor), Tadao Ando (architect), George Bernard Shaw (playwright), Frank Zappa (composer, recording engineer, film director), and Leonardo da Vinci (engineer, scientist, mathematician).

text: Open education and electronic technology

text: In 2012, the modern use of electronic educational technology (also called e-learning) had grown at 14 times the rate of traditional learning.[clarification needed][28] Open education is fast growing to become the dominant form of education, for many reasons such as its efficiency and results compared to traditional methods.[29] Cost of education has been an issue throughout history, and a major political issue in most countries today. Online courses often can be more expensive than face-to-face classes. Out of 182 colleges surveyed in 2009 nearly half said tuition for online courses was higher than for campus-based ones.[30] Many large university institutions are now starting to offer free or almost free full courses such as Harvard, MIT and Berkeley teaming up to form edX. Other universities offering open education are Stanford, Princeton, Duke, Johns Hopkins, Edinburgh, U. Penn, U. Michigan, U. Virginia, U. Washington, and Caltech. It has been called the biggest change in the way we learn since the printing press.[31] Despite favourable studies on effectiveness, many people may still desire to choose traditional campus education for social and cultural reasons.[32]

text: The conventional merit-system degree is currently not as common in open education as it is in campus universities, although some open universities do already offer conventional degrees such as the Open University in the United Kingdom. Presently, many of the major open education sources offer their own form of certificate. Due to the popularity of open education, these new kind of academic certificates are gaining more respect and equal "academic value" to traditional degrees.[33] Many open universities are working to have the ability to offer students standardized testing and traditional degrees and credentials.[34]

text: A culture is beginning to form around distance learning for people who are looking to social connections enjoyed on traditional campuses. For example, students may create study groups, meetups, and movements such as UnCollege.

text: Education sector

text: The education sector or education system is a group of institutions (ministries of education, local educational authorities, teacher training institutions, schools, universities, etc.) whose primary purpose is to provide education to children and young people in educational settings. It involves a wide range of people (curriculum developers, inspectors, school principals, teachers, school nurses, students, etc.). These institutions can vary according to different contexts.[35]

text: Schools deliver education, with support from the rest of the education system through various elements such as education policies and guidelines – to which school policies can refer – curricula and learning materials, as well as pre- and in-service teacher training programmes. The school environment – both physical (infrastructures) and psychological (school climate) – is also guided by school policies that should ensure the well-being of students when they are in school.[35] The Organisation for Economic Co-operation and Development has found that schools tend to perform best when principals have full authority and responsibility for ensuring that students are proficient in core subjects upon graduation. They must also seek feedback from students for quality-assurance and improvement. Governments should limit themselves to monitoring student proficiency.[36]

text: The education sector is fully integrated into society, through interactions with a large number of stakeholders and other sectors. These include parents, local communities, religious leaders, NGOs, stakeholders involved in health, child protection, justice and law enforcement (police), media and political leadership.[35]

text: Development goals

text: The 2030 Agenda for Sustainable Development, adopted by the United Nations (UN) General Assembly in September 2015, calls for a new vision to address the environmental, social and economic concerns facing the world today. The Agenda includes 17 Sustainable Development Goals (SDGs), including SDG 4 on education.[37][38]

text: Since 1909, the ratio of children in the developing world attending school has increased. Before then, a small minority of boys attended school. By the start of the 21st century, the majority of all children in most regions of the world attended school.

text: Universal Primary Education is one of the eight international Millennium Development Goals, towards which progress has been made in the past decade, though barriers still remain.[39] Securing charitable funding from prospective donors is one particularly persistent problem. Researchers at the Overseas Development Institute have indicated that the main obstacles to funding for education include conflicting donor priorities, an immature aid architecture, and a lack of evidence and advocacy for the issue.[39] Additionally, Transparency International has identified corruption in the education sector as a major stumbling block to achieving Universal Primary Education in Africa.[40] Furthermore, demand in the developing world for improved educational access is not as high as foreigners have expected. Indigenous governments are reluctant to take on the ongoing costs involved. There is also economic pressure from some parents, who prefer their children to earn money in the short term rather than work towards the long-term benefits of education.[citation needed]

text: A study conducted by the UNESCO International Institute for Educational Planning indicates that stronger capacities in educational planning and management may have an important spill-over effect on the system as a whole.[41] Sustainable capacity development requires complex interventions at the institutional, organizational and individual levels that could be based on some foundational principles:

text:
national leadership and ownership should be the touchstone of any intervention;
strategies must be context relevant and context specific;[clarification needed]
plans should employ an integrated set of complementary interventions, though implementation may need to proceed in steps;[clarification needed]
partners should commit to a long-term investment in capacity development while working towards some short-term achievements;
outside intervention should be conditional on an impact assessment of national capacities at various levels;
a certain percentage of students should be removed for improvisation of academics (usually practiced in schools, after 10th grade).

text: Internationalization

text: Nearly every country now has Universal Primary Education.

text: Similarities – in systems or even in ideas – that schools share internationally have led to an increase in international student exchanges. The European Socrates-Erasmus Program[42] facilitates exchanges across European universities. The Soros Foundation[43] provides many opportunities for students from central Asia and eastern Europe. Programs such as the International Baccalaureate have contributed to the internationalization of education. The global campus online, led by American universities, allows free access to class materials and lecture files recorded during the actual classes.

text: The Programme for International Student Assessment and the International Association for the Evaluation of Educational Achievement objectively monitor and compare the proficiency of students from a wide range of different nations.

text: Education and technology in developing countries

text: Technology plays an increasingly significant role in improving access to education for people living in impoverished areas and developing countries. Charities like One Laptop per Child are dedicated to providing infrastructures through which the disadvantaged may access educational materials.

text: The OLPC foundation, a group out of MIT Media Lab and supported by several major corporations, has a stated mission to develop a $100 laptop for delivering educational software. The laptops were widely available as of 2008. They are sold at cost or given away based on donations.

text: In Africa, the New Partnership for Africa's Development (NEPAD) has launched an "e-school program" to provide all 600,000 primary and high schools with computer equipment, learning materials and internet access within 10 years.[44] An International Development Agency project called nabuur.com,[45] started with the support of former American President Bill Clinton, uses the Internet to allow co-operation by individuals on issues of social development.

text: India is developing technologies that will bypass land-based telephone and Internet infrastructure to deliver distance learning directly to its students. In 2004, the Indian Space Research Organisation launched EDUSAT, a communications satellite providing access to educational materials that can reach more of the country's population at a greatly reduced cost.[46]

text: Private vs public funding in developing countries

text: Research into LCPS (low-cost private schools) found that over 5 years to July 2013, debate around LCPSs to achieving Education for All (EFA) objectives was polarized and finding growing coverage in international policy.[47] The polarization was due to disputes around whether the schools are affordable for the poor, reach disadvantaged groups, provide quality education, support or undermine equality, and are financially sustainable. The report examined the main challenges encountered by development organizations which support LCPSs.[47] Surveys suggest these types of schools are expanding across Africa and Asia. This success is attributed to excess demand. These surveys found concern for:

text:
Equity: This concern is widely found in the literature, suggesting the growth in low-cost private schooling may be exacerbating or perpetuating already existing inequalities in developing countries, between urban and rural populations, lower- and higher-income families, and between girls and boys. The report findings suggest that girls may be underrepresented and that LCPS are reaching low-income families in smaller numbers than higher-income families.
Quality and educational outcomes: It is difficult to generalize about the quality of private schools. While most achieve better results than government counterparts, even after their social background is taken into account, some studies find the opposite. Quality in terms of levels of teacher absence, teaching activity, and pupil to teacher ratios in some countries are better in LCPSs than in government schools.
Choice and affordability for the poor: Parents can choose private schools because of perceptions of better-quality teaching and facilities, and an English language instruction preference. Nevertheless, the concept of 'choice' does not apply in all contexts, or to all groups in society, partly because of limited affordability (which excludes most of the poorest) and other forms of exclusion, related to caste or social status.
Cost-effectiveness and financial sustainability: There is evidence that private schools operate at low cost by keeping teacher salaries low, and their financial situation may be precarious where they are reliant on fees from low-income households.

text: The report showed some cases of successful voucher and subsidy programmes; evaluations of international support to the sector are not widespread.[47] Addressing regulatory ineffectiveness is a key challenge. Emerging approaches stress the importance of understanding the political economy of the market for LCPS, specifically how relationships of power and accountability between users, government, and private providers can produce better education outcomes for the poor.

text: Educational theory

text: Educational psychology

text: Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Although the terms "educational psychology" and "school psychology" are often used interchangeably, researchers and theorists are likely to be identified as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists. Educational psychology is concerned with the processes of educational attainment in the general population and in sub-populations such as gifted children and those with specific disabilities.

text: Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology. Educational psychology, in turn, informs a wide range of specialties within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management. Educational psychology both draws from and contributes to cognitive science and the learning sciences. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks (Lucas, Blazek, & Raley, 2006).

text: The intelligence–education relationship

text: Intelligence is an important factor in how the individual responds to education. Those who have higher intelligence tend to perform better at school and go on to higher levels of education.[49] This effect is also observable in the opposite direction, in that education increases measurable intelligence.[50] Studies have shown that while educational attainment is important in predicting intelligence in later life, intelligence at 53 is more closely correlated to intelligence at 8 years old than to educational attainment.[51]

text: Learning modalities

text: There has been much interest in learning modalities and styles over the last two decades. The most commonly employed learning modalities are:[52]

text:
Visual: learning based on observation and seeing what is being learned.
Auditory: learning based on listening to instructions/information.
Kinesthetic: learning based on movement, e.g. hands-on work and engaging in activities.

text: Other commonly employed modalities include musical, interpersonal, verbal, logical, and intrapersonal.

text: Dunn and Dunn[53] focused on identifying relevant stimuli that may influence learning and manipulating the school environment, at about the same time as Joseph Renzulli[54] recommended varying teaching strategies. Howard Gardner[55] identified a wide range of modalities in his Multiple Intelligences theories. The Myers-Briggs Type Indicator and Keirsey Temperament Sorter, based on the works of Jung,[56] focus on understanding how people's personality affects the way they interact personally, and how this affects the way individuals respond to each other within the learning environment. The work of David Kolb and Anthony Gregorc's Type Delineator[57] follows a similar but more simplified approach.

text: Some theories propose that all individuals benefit from a variety of learning modalities, while others suggest that individuals may have preferred learning styles, learning more easily through visual or kinesthetic experiences.[58] A consequence of the latter theory is that effective teaching should present a variety of teaching methods which cover all three learning modalities so that different students have equal opportunities to learn in a way that is effective for them.[59] Guy Claxton has questioned the extent that learning styles such as Visual, Auditory and Kinesthetic(VAK) are helpful, particularly as they can have a tendency to label children and therefore restrict learning.[60][61] Recent research has argued, "there is no adequate evidence base to justify incorporating learning styles assessments into general educational practice."[62]

text: Mind, Brain and Education

text: Educational neuroscience is an emerging scientific field that brings together researchers in cognitive neuroscience, developmental cognitive neuroscience, educational psychology, educational technology, education theory and other related disciplines to explore the interactions between biological processes and education.[63][64][65][66] Researchers in educational neuroscience investigate the neural mechanisms of reading,[65] numerical cognition,[67] attention, and their attendant difficulties including dyslexia,[68][69] dyscalculia,[70] and ADHD as they relate to education. Several academic institutions around the world are beginning to devote resources to the establishment of educational neuroscience research.

text: Philosophy

text: As an academic field, philosophy of education is "the philosophical study of education and its problems (...) its central subject matter is education, and its methods are those of philosophy".[71] "The philosophy of education may be either the philosophy of the process of education or the philosophy of the discipline of education. That is, it may be part of the discipline in the sense of being concerned with the aims, forms, methods, or results of the process of educating or being educated; or it may be metadisciplinary in the sense of being concerned with the concepts, aims, and methods of the discipline."[72] As such, it is both part of the field of education and a field of applied philosophy, drawing from fields of metaphysics, epistemology, axiology and the philosophical approaches (speculative, prescriptive or analytic) to address questions in and about pedagogy, education policy, and curriculum, as well as the process of learning, to name a few.[73] For example, it might study what constitutes upbringing and education, the values and norms revealed through upbringing and educational practices, the limits and legitimization of education as an academic discipline, and the relation between education theory and practice.

text: Purpose of education

text: There is no broad consensus as to what education's chief aim or aims are or should be. Some authors stress its value to the individual, emphasizing its potential for positively influencing students' personal development, promoting autonomy, forming a cultural identity or establishing a career or occupation. Other authors emphasize education's contributions to societal purposes, including good citizenship, shaping students into productive members of society, thereby promoting society's general economic development, and preserving cultural values.[74]

text: Curriculum

text: In formal education, a curriculum is the set of courses and their content offered at a school or university. As an idea, curriculum stems from the Latin word for race course, referring to the course of deeds and experiences through which children grow to become mature adults. A curriculum is prescriptive and is based on a more general syllabus which merely specifies what topics must be understood and to what level to achieve a particular grade or standard.

text: An academic discipline is a branch of knowledge which is formally taught, either at the university–or via some other such method. Each discipline usually has several sub-disciplines or branches, and distinguishing lines are often both arbitrary and ambiguous. Examples of broad areas of academic disciplines include the natural sciences, mathematics, computer science, social sciences, humanities and applied sciences.[75]

text: Educational institutions may incorporate fine arts as part of K-12 grade curricula or within majors at colleges and universities as electives. The various types of fine arts are music, dance, and theatre.[76]

text: Instruction

text: Instruction is the facilitation of another's learning. Instructors in primary and secondary institutions are often called teachers, and they direct the education of students and might draw on many subjects like reading, writing, mathematics, science and history. Instructors in post-secondary institutions might be called teachers, instructors, or professors, depending on the type of institution; and they primarily teach only their specific discipline. Studies from the United States suggest that the quality of teachers is the single most important factor affecting student performance, and that countries which score highly on international tests have multiple policies in place to ensure that the teachers they employ are as effective as possible.[77][78] With the passing of NCLB in the United States (No Child Left Behind), teachers must be highly qualified. A popular way to gauge teaching performance is to use student evaluations of teachers (SETS), but these evaluations have been criticized for being counterproductive to learning and inaccurate due to student bias.[79]

text: College basketball coach John Wooden the Wizard of Westwood would teach through quick "This not That" technique. He would show (a) the correct way to perform an action, (b) the incorrect way the player performed it, and again (c) the correct way to perform an action. This helped him to be a responsive teacher and fix errors on the fly. Also, less communication from him meant more time that the player could practice.[80]

text: Economics of education

text: It has been argued that high rates of education are essential for countries to be able to achieve high levels of economic growth.[81] Empirical analyses tend to support the theoretical prediction that poor countries should grow faster than rich countries because they can adopt cutting edge technologies already tried and tested by rich countries. However, technology transfer requires knowledgeable managers and engineers who are able to operate new machines or production practices borrowed from the leader in order to close the gap through imitation. Therefore, a country's ability to learn from the leader is a function of its stock of "human capital". Recent study of the determinants of aggregate economic growth have stressed the importance of fundamental economic institutions[82] and the role of cognitive skills.[83]

text: At the level of the individual, there is a large literature, generally related to the work of Jacob Mincer,[84] on how earnings are related to the schooling and other human capital. This work has motivated a large number of studies, but is also controversial. The chief controversies revolve around how to interpret the impact of schooling.[85][86] Some students who have indicated a high potential for learning, by testing with a high intelligence quotient, may not achieve their full academic potential, due to financial difficulties.[citation needed]

text: Economists Samuel Bowles and Herbert Gintis argued in 1976 that there was a fundamental conflict in American schooling between the egalitarian goal of democratic participation and the inequalities implied by the continued profitability of capitalist production.[87]

text: The future of education

text: Many countries are now drastically changing the way they educate their citizens. The world is changing at an ever quickening rate, which means that a lot of knowledge becomes obsolete and inaccurate more quickly. The emphasis is therefore shifting to teaching the skills of learning: to picking up new knowledge quickly and in as agile a way as possible. Finnish schools have even begun to move away from the regular subject-focused curricula, introducing instead developments like phenomenon-based learning, where students study concepts like climate change instead.[88]

text: Education is also becoming a commodity no longer reserved for children. Adults need it too.[89] Some governmental bodies, like the Finnish Innovation Fund Sitra in Finland, have even proposed compulsory life-long education.[90]