The “Ghost” Movie Review

Dead stuff had been widely shown on the big screen lately. Zombies, vampires and ghosts are popping out here and there – you just need to have enough time to stay updated on what Hollywood has more in store for you. But to my personal viewpoint, the majority of movies of this very type are hard to believe in. Except for one film, which is absolutely my favourite. The â€Å"Ghost† movie (1990) reveals the story on how the ghosts come to help the ones they loved. The film shows Demi Moore and Patrick Swayze as two people in love that are separated by death of one of them. The Hollywood work is also eccentric enough to remain hooking even when the whole ghost-love-story gets simply hard to believe in. Directed by Jerry Zucker, the â€Å"Ghost† movie repeatedly veers from the comic genre to the somber with certain offbeat digressions on the way. I personally think that this movie is the only one with a steamily romantic sequence where both characters get together and work magic on the screen. The story opens by presenting Sam Wheat (Patrick Swayze) and his beloved one – Molly Jensen (Demi Moore). They are a perfectly happy couple moving into a new flat. Nothing in their life foretells the troubles. Nonetheless, one day when two people are walking down the street in New York City, a man with a gun appears. One of the lovers dies. The movie creator’s attitude towards the ghosthood is very blurred and it does not provide Sam with an opportunity to get used to his new status. The man finds himself in a hospital emergency room, where he meets a fellow ghost. Sam walks here and there trying to get used to his ability to go through doors and walls. He decides to get back to the woman he loves but he finds out that there’s no chance to communicate with her. At some point Sam discovers a terrible fact about his co-worker, though the whole audience already knows what is actually going on. Fortunately, one more star of the movie is Whoopi Goldberg – the only heroine, who is actually aware of what is going on. The actress plays a medium named Oda Mae Brown, who is actually shocked by the fact that one of her fake bogus sà ©ances is interrupted by a real ghost. The woman becomes Sam’s â€Å"tool† for communication with the real world, and Molly in particular. Ms. Goldberg appears to be absolutely amazing on the screen! To my mind the â€Å"Ghost† movie is the role that really suits this actress and Whoopi professionally makes the most of it! While Demi Moore combines delicacy and toughness, her partner duly registers all emotions called for the screenplay created by Bruce Joel Rubin. Although Mr. Swayze is the one that the audience sees most of the time, only late in the story he starts to act. With the help of a fellow ghost met in the subway, Sam finally has an opportunity to take revenge on people who betrayed him. Even at this moment one can observe certain inconsistencies of the plot, especially in the scene when the ghosthood rules are bended and the couple has one last dance. The whole work by Jerry Zucker is too slow, and a couple of special effects (particularly the ones that show what happens to the other ghosts) look pretty much stupid. But you should pay attention to the fact that it was 1990 it is natural that effects were not very persuasive. Nonetheless, they do not take the charm and magic away from the movie.

Mahatma Gandhi A Leader Of Indian Freedom Struggle

Mohandas Karamchand Gandhi (M.K. Gandhi) who is also known as Mahatma Gandhi, is a great leader of Indian freedom struggle. While practicing the law his outlook got changed. He has turned into a servant leader. Since then, Gandhi personifies the qualities of a servant leader. He has demonstrated the principles of servant leadership. He believed in nonviolence (Ahimsa) and holding on to the truth (Satyagraha) throughout his life (Barnabas N Clifford, 2012). Servant Leadership Principles Followed by Gandhi Servant leadership follows 12 main principles. These include listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship, growth, building community, calling and nurturing the spirit (Spears, n.d.). Gandhi applied all these principles in different occasions. Application of the Servant Leadership Principles Gandhi made the Indian ambulance corps when he was in South Africa with other Indian volunteers, to take care and heal the injured Zulus of the Zulu rebellion (Barnabas N Clifford, 2012). He demonstrated his empathy, healing and an awareness of the needs of the people around him through this act. Gandhi gave up the pleasures in his life as a barrister when he recognized his calling to release the Indians in South Africa from racial discrimination. As a steward, he led the Indians to fight against this discrimination. He used the strategy of nonviolence and holding on to the truth in all his fights (Barnabas N Clifford, 2012).Show MoreRelatedGandhi : Gandhi And Essence Of His Movement1613 Words   |  7 PagesSecular Gandhi and Essence of his movement in Revolutionizing Congress Mahatma Gandhi was a political and spiritual leader, though not in a religious sense. 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Gandhi is acknowledged as the Father of the Nation or Bapu due to his astonishing contributions towards the independence of India, by becoming an amazing freedom fighter who led India as a leader of Nationalism, against British rule. Gandhi was one of such that believed in no nviolence, the unity of people, and bringing spirituality upon Indian politics. He worked incrediblyRead MoreMahatma Gandhi Speech1443 Words   |  6 PagesMohan Das Gandhi was one of the greatest leaders of Indian independence movement. His full name was Mohandas Karamchand Gandhi. He was given the title of â€Å"Mahatma†. Mahatma means great soul. He was given the honorific title Bapu (Father). He was also called the Father of the Indian nation. Mahatma Gandhi was born on October 2, 1969. People in India celebrate October 2nd as Gandhi Jayanti, a national holiday. He was born and raised in a Hindu Merchant caste family in Porbandar, Gujarat. 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Mahatma Gandhi had an early life struggle, he had a south african journey, he created a salt march, he did all of this just for India’s Independence. Mahatma Gandhi’s real nameRead MoreMahatma Gandhi, Martin Luther King, and Nelson Mandela1504 Words   |  7 Pagesï » ¿Mahatma Gandhi, Martin Luther King, and Nelson Mandela Non-violence is a concept that people participate in social and political change without violence. It is a form of social and political change between passive acceptances and armed struggle. Non-violence way to participate in the social and political change is including nonviolent civil disobedience against, acts of civil disobedience or other powerful influence uncooperative antagonistic form; it is similar with pacifism, but it is notRead MoreMahatma Gandhi : An Ethical Leader1292 Words   |  6 Pagesdirty, the ocean does not become dirty† (Mahatma Gandhi). 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Gandhi was born on October 2nd 1869 in Probander

Piagets Theory of Cognitive Development Free Essays

string(110) " schema will be applied to them – and although they may be a kind person, she will probably show prejudice\." Piaget’s background Jean Piaget (1896-1980) was actually not a psychologist at first; he dedicated his time to mollusc research. In fact, by the time he was 21 he’d already published twenty scientific papers on them! He soon moved to Paris, and got a job interviewing mental patients. Before long, he was working for Alfred Binet, and refining Burt’s reasoning test. We will write a custom essay sample on Piagets Theory of Cognitive Development or any similar topic only for you Order Now During his time working at Binet’s lab, he studied the way that children reasoned. After two years of working with children, Piaget finally realised what he wanted to investigate – children’s development! He noticed that children of a younger aged answered questions qualitatively different than those of an older age. This suggested to him that younger children were not less knowledgeable, but gave different answers because they thought differently. He spent over 10 years perfecting his theory, and it is widely acknowledged as one of the most valuable developmental theories – especially of it’s time. It’s no lie that there are many new, possibly more valid theories now, but Piaget’s theory has had a lot of influence on schools, teaching and education all over the world. So, let’s begin exploring Piaget’s theory, the key concepts and the stages. Theories of cognitive development: Jean Piaget. September 5, 2010 at 4:00 pm 49 comments Our first years of life are an incredible, but dangerous journey. Thousands of sperm died trying to make us, and only one made it. From our journey as an embryo to a foetus – the size of a single cell to a fully sized baby – we develop more than we will our entire lives. From birth until we’re a few years old, our development is still incredibly rapid; we have so much to learn in such little time! It is advantageous to learn quickly, that way we’re more likely to survive in the cruel, unforgiving world. Piaget’s background Jean Piaget (1896-1980) was actually not a psychologist at first; he dedicated his time to mollusc research. In fact, by the time he was 21 he’d already published twenty scientific papers on them! He soon moved to Paris, and got a job interviewing mental patients. Before long, he was working for Alfred Binet, and refining Burt’s reasoning test. During his time working at Binet’s lab, he studied the way that children reasoned. After two years of working with children, Piaget finally realised what he wanted to investigate – children’s development! He noticed that children of a younger aged answered questions qualitatively different than those of an older age. This suggested to him that younger children were not less knowledgeable, but gave different answers because they thought differently. He spent over 10 years perfecting his theory, and it is widely acknowledged as one of the most valuable developmental theories – especially of it’s time. It’s no lie that there are many new, possibly more valid theories now, but Piaget’s theory has had a lot of influence on schools, teaching and education all over the world. So, let’s begin exploring Piaget’s theory, the key concepts and the stages. Jean Piaget’s theory of cognitive development. Background: Piaget’s theory is based on stages, whereby each stage represents a qualitatively different type of thinking. Children in stage one cannot think the same as children in stage 2, 3 or 4 etc. Transitions from one stage to another are generally very fast, and the stages always follow an invariant sequence. Another important characteristic of his stage theory is that they are universal; the stages will work for everyone in the world regardless of their differences (except their age, of course, which is what the stages are based on! ) Piaget acknowledged that there is an interaction between a child and the environment, and this is a focal point for his theory. He believed a child cannot learn unless they are constantly interacting with their environment, making mistakes and then learning from them. He defined children as â€Å"lone scientists†; he did not identify any need for teachers or adults in cognitive development. Children have all the cognitive mechanisms to learn on their own, and the interaction with their environment allows them to do so. To put this in perspective, another theory by Lev Vygotsky suggested that the interaction is not important at all; the child will learn when encouraged to with an adult’s assistance. The Key Concepts of Piaget’s theory: Before explaining the main part of Piaget’s theory (the four stages), it’s very important to look at some of the underlying principles behind it. †¢Schema (pl. Schemata, although some say â€Å"Schemas† for the plural) Possibly one of the most important concepts put forward by Piaget, Schemata help individuals understand the world they inhabit. They are cognitive structures that represent a certain aspect of the world, and can be seen as categories which have certain pre-conceived ideas in them. For example, my schema for Christmas includes: Christmas trees, presents, giving, money, green, red, gold, winter, Santa Claus etc. Someone else may have an entirely different schema, such as Jesus, birth, Church, holiday, Christianity etc. Of course, there are schemata for all kinds of things – yourself (self schemata), other people (people schemata), events/situations (event schemata) and roles/occupations (role schemata). With regards to Piaget’s theory, a child might have a pre-conceived schema for a dog. If the household has a small West Highland White Terrier as a dog, the schema might be â€Å"small, furry, four legs, white†. When the child interacts with a new dog – perhaps a Labrador, it will change to incorporate the new information, such as â€Å"big, golden, smooth etc. † This is known as: †¢Assimilation Simply the process of incorporating new information into a pre-existing schema. So with the â€Å"dog† example, the child assimilated the Labrador’s information into the old dog schema. Assimilation is essentially fitting new information into schemata we already have in place. Unfortunately, this can lead to stereotyping. For example, if an old lady sees a teenager mug another person, she might assimilate â€Å"violence† or â€Å"crime† into her teenage schema. Next time she sees a teenager, her schema will be applied to them – and although they may be a kind person, she will probably show prejudice. You read "Piagets Theory of Cognitive Development" in category "Essay examples" Assimilation is normally a simple process, as new information already fits the pre-exisiting categories. †¢Accommodation When coming across a new object for the first time, a child will attempt to apply an old schema to the object. For consistency, let’s use the dog example again. The child may have â€Å"four legs, furry† in their dog schema. When coming across another similar animal, such as a cat, they might say â€Å"Look, a dog! † – that’s assimilation. However, when told that it’s actually a cat – not a dog – they will accommodate the new information into another schema. They will now form a â€Å"cat† schema; â€Å"not all four legged furry animals are dogs – some are cats too! †. They have accommodated the new information. The process just mentioned – of assimilation then accommodation is known as – †¢Adaptation Assimilation and accommodation are the two parts of adaptation – which is simply what it says – adapting our schemata to make an accurate (enough) model of the world we live in. It is a form of learning, but an entirely different form to the kind you’d see in behaviourist psychology for example (such as operant/classical conditioning). †¢Equilibrium Piaget suggested that humans naturally strive to achieve a cognitive balance; there must be a balance between applying prior knowledge (assimilation) and changing schemata to account for new information (accommodation). Piaget suggested that when a child has a schema which doesn’t fit reality, there is tension in the mind. By balancing the use of assimilation and accommodation, this tension is reduced and we can proceed to higher levels of thought and learning (equilibration). The following stages form the bulk of Piaget’s theory: STAGE ONE: The Sensorimotor stage Occurs from birth to approx. years old. During this stage, information is received through all the senses. The child tries to make sense of the world during this stage, and as the name suggests, only senses and motor abilities are used to do so. The child utilizes innate behaviours to enhance this learning process, such as sucking, looking, grasping, crying and listening. To make this even more complex, there are 6 sub-stages of this one stage. To begin, the child uses only reflexes and innate behaviour. Towards the end of this stage, the child uses a range of complex sensorimotor skills. The sub-stages are as follows: 1. Reflexes (0-1 month): The child uses only innate reflexes. For example, if a nipple or dummy is put into a baby’s mouth, they will reflexively suck on it. If an object is placed in their palm, the hand will automatically grab it. These reflexes have the sole function of keeping the child alive. 2. Primary Circular Actions (1-4 months): The child now has a fixation with it’s own body with regards to behaviour(what Piaget refers to as primary behaviour); they will perform actions repeatedly on themselves (like sucking their own hand). They also begin to refine reflexes here to form more complex versions of them. 3. Secondary Circular Reactions (4-8 months): At around 4 months, the child begins to take an interest in their environment (their behaviour is secondary). They notice that they can actually influence events in their world, for example they can drop a teddy which bashes a ball on the floor. Although this occurs, the infant will not make conscious connections between what they do and the consequences, they merely observe that their actions have interesting effects. 4. Co-ordination of Secondary Circular Reactions (8-12 months): At this point, the child begins to engage in goal-directed behaviour; they begin to develop cause-effect relationships. So rather than crawl over to a teddy in a cart to pick it up, they might instead pull the cart over with the teddy in to acquire it. The child effectively knows that their behaviour will have a certain consequence. At this stage, object permanence is acquired – but I will explain this after these sub-stages. 5. Tertiary Circular Reactions (12-18 months): At this stage, children like to use creativity and flexibility with their previous behaviours, and the result of their experimentation often leads to different outcomes. So rather than grabbing a box, they might instead try to tilt or manipulate it. 6. Symbolic/Mental Representation (18-24 months): At this stage, the child develops symbolic thought and the ability to mentally represent objects in their head. Normally, the child would need to resort to trial-and-error to achieve a desired effect. Now, however, the child can ‘plan’ to some extent and mentally construct the consequences of an action in their head. Of course, predictions are not always accurate, but it is a step up from trial-and-error. There are two key examples of mental representation in children: object permanence and deferred imitation. Object permanence is when objects exist even when out of sight. In the first three sub-stages, children will not attempt to search for an object which is hidden from their view; in their mind, the object simply ceases to exist as they cannot see it. At sub-stage four, however, they show this characteristic of object permanence. If an object is hidden from them, they will attempt to find it, but will repeatedly look in the same place – even if the object is moved (the so called â€Å"A-not-B error†). However, by sub-stage 6, the child is able to mentally represent the object in their mind, leading to exploration for an object even if it is moved. They will continue to look for an object until they find it, as they understand objects exist regardless of where they are. Deferred imitation is simply the imitation of behaviour a child has seen before. As a child can mentally represent behaviour they have seen, they are able to enact it through playing and in other situations. So a child might ‘talk’ down a toy telephone or ‘steer’ a toy car around the room. STAGE TWO: The Pre-operational Stage Occurs from 2-7 years of age. The mental representation of the sensorimotor stage provides a smooth transition to semiotic functioning in the pre-operational stage. This essentially means that a child can use one object to represent another (symbolically). For example, a child swinging their arms in a circular motion might represent the wheels on a train, or sticking their arms out and running might symbolise the movement of an aeroplane. This shows the relationships children can form between language, actions and objects at this stage. A major characteristic of this stage is egocentrism: perception of the world in relation to oneself only. Children struggle to perceive situations from another point of view or perspective, as shown by Piaget and Inhelder’s Three Mountains Task (1956). In this study, children were asked what can be perceived from certain positions on a 3D model. See the diagram below for a clearer idea. Piaget and Inhelder: Three Mountains Task (1956)†] [1 The child would have been asked, â€Å"What view does Piaget have? †. In the actual study though, they were shown around 8 cards of possible viewpoints rather than the three above. As you can imagine, the children struggled to decentralise and pick the correct picture. Another feature of this stage is conservation. Children struggle to understand the difference in quantity and measurements in different situations. For example, suppose a child is shown a short, fat beaker full of water. When that water is transferred entirely to a tall, thin beaker – we would know the level of water is identical – only the beaker has changed. However, a child in this stage will conclude there is more water in the tall beaker, just because the level of water looks higher. Children in this stage also lack the required cognition to apply reversibility to situations; they cannot imagine objects or numbers reversed to their previous form. This will be explored in the next stage (where reversibility IS present). When a child has the ability to decenter, they are said to progress to the next stage STAGE THREE: The Concrete Operational Stage Occurs from 7-11 years of age. This stage sees another shift in children’s cognitive thinking. It is aptly named â€Å"concrete† because children struggle to apply concepts to anything which cannot physically be manipulated or seen. Nevertheless, the child continues to improve their conservation skills, and by the age of 11 they can conserve numbers, weight and volume (acquired in that order). The child can also understand principles of †class inclusion†; perspective tasks become much easier, and children begin to understand that other people actually have different views to themselves. Simple maths, such as addition/subtraction become much easier. However, as this stage is concrete, Piaget suggests children will struggle to apply any prior knowledge to abstract situations. For example, when asked seriation tasks such as â€Å"John is taller than Pete. John is shorter than Simon. Who is tallest? † , concrete children often fail to provide a correct answer as the situation is too abstract. However, when dolls are used to represent Pete, Simon and John, the children are able to answer – as the situation is bought back to a concrete one with physical representations. STAGE FOUR: The Formal Operational Stage. Occurs from age 11 onwards. Children at this stage acquire the ability to think hypothetically and â€Å"outside the box†. Logical conclusions can be inferred from verbal information, and â€Å"concrete†, physical objects are no longer necessary. When presented with a problem, children at this stage can consider solutions to the problem in a logical manner. The child becomes increasingly â€Å"adult-like† with regards to their cognitive abilities. Scientific reasoning is apparent in this stage, and is indicated by Piaget and Inhelder’s Pendulum Task (1958). When asked to determine the effect different weights and rope length have on the speed of a swinging pendulum, formal operational children came to consistent and logical conclusions. How to cite Piagets Theory of Cognitive Development, Essay examples

Philippine Poetry Essay Example For Students

Philippine Poetry Essay Even before the foreign invaders came to the Philippines, the Filipinos already had their own cultural traditions, folklore, mythologies and epics. There were substantial writings by early natives that Jesuit historian FRR. Pedro Chloral noted: All of the islanders are much given to reading and writing. And there is hardly a man, much less a woman who did not read and write. Epics are stories that are written in poetic form. They are usually described to display such tremendous vitality, color and imagination. Epic stories are tales about love and adventures of native heroes. The heroes adventures are usually about how they become endowed with powers from the gods, battle monsters, triumph over formidable armies, ride the wind, travel on flying shields and protect the earliest communities of the Islands. Through the years, epic poems have grown and matured. Early historians like Padre Colic, Joaquin Martinez De Gauzing and Antonio Fiesta have all attested to the existence of these epics. At the arrival of Don Miguel Lopez De Legals in 1565, it was reported, the natives presented him with a dramatic play. During festivities and special occasions, pick poems and songs area performed. Most often, these epic poems (folk epics or tenth-epics) were titled after the names of the hero Involved, except for some which carry traditional titles like the Killing limit; the Souls Window; the Moran Daring; or the Bucolic Abalone. Old Time History, as stories about folk heroes of long ago are referred to, is used to study the lifestyle and beliefs of the people of that time. They were also referred to as lost, because they were soon forgotten by natives influenced heavily by Spanish and western colonization. It has been said that ring the early days of the Spanish intrusions, the priests destroyed all existing records of paganism, as well as all forms of writing and art work regarding the ancient Philippine folk heroes. This has been proven to be false due to the fact that the early epic poetry is still known and used at present as reference in studies of the past especially the lifestyle, love and aspirations of the early Filipinos. This valuable inheritance from the past must be preserved for this can be used as a proof for national identity. It is from these that a Filipino can feel heroic, truly pulsating with plunder of a magnificent and authentic cultural force.