The Rain Man Essay -- Movie Film Rain Man Rainman Essays

The Rain Man The Rain Man stars Dustin Hoffman and Tom Cruise. The movie was made in 1988. The movie is about an autistic man named Raymon, who is a idiot savant played by Dustin Hoffman and his fast, talking self absorbed, egocentric brother Charlie Babbitt, who is played by Tom Cruise. A egocentric person is a person with the simple recognition that every living thing views the world from a unique, self-oriented perspective(LIFE: Inherently Egocentric written by James Craig Green http://pw2.netcom.com/~zeno7/ego.html). Charlie is a car salesman whose business is going down hill. Charlie and his girlfriend are on their way to Palm Springs when Charlie gets a call from his friend and co-worker. He tells him that his fathers' lawyer has been trying to reach him, because his father was dead and the funeral was the next day. Charlie who never had a good relationship with his father decided to go out there to pay his respects and to go get his share of his fathers estate. When the lawyer read the will, Charlie finds out all he received was his fathers' 1949 Buick and his prized rose bushes. The lawyer says the rest of the estate is going to a beneficiary. Charlie is mad at what his father did. He tries to find out who get everything else, because it is worth about three million dollars. Charlie finds out the name and location of the beneficiary, but does not know anything else. So Charlie goes to Wallbrook institution to find out who this guy is. While he is inside a man comes up to Charlies' car and hop s in. He says he drove it just last week. After Charlie asks him a couple of questions he finds out that they are brothers. Charlie's first impression of Raymon is that he is retarded. Charlie decides in order to get his cut of his fathers' money, he will abduct his brother and wait for them to hand him his one and a half million dollars as a ransom because he thinks he deserves it. Charlie takes Raymon from Wallbrook and heads out on the road back to Los Angeles. Charlie tells him if they make it back soon they can go and see a Dodgers game. Charlie's girl friend objects to what Charlie is doing to Raymon and decides to leave him. The next morning Charlie and Raymon go out for breakfast and Raymon starts to throw a fit when the maple syrup is not on the table before they order. He also wants toothpicks to eat with, not the knife and fork provided. C... ...ctured and safe. The fact that Raymon is a brilliant idiot savant would be interesting but have little value in his day to day life. Charlie's portrayal as an egocentric person was also very believable. It was obvious from the beginning of the movie that he viewed everything that happened very personally. He was self-centered and could not think of others. By the end of the movie he learns to think of others including Raymon and he even wants to incorporate Raymon into his everyday life. I think it happened too quickly though, I mean how many people can go from being egocentrical to a person who is at the exact opposite side of how to live life. Even today autism is not recognized or else it is misunderstood by the public, parents and professionals. This film put a lot of the rumors of autistics and savants to rest. Before this movie not a lot of people had known how you could recognize an autistic person. This film was a really good film. As stated before this film not many people knew much about autistic people. This film opened up the eyes of people to autistics. This was the first film to actually show how autistic people live and how they like to have a daily schedule.

Life stages

Cognitive: at this stage children can think in language without fully understanding, Pigged said that from 2-7 years they will be unable to work things out or think about things in a logical way (pre- operational stage). From 7-11 years they will be able to work out simple problems known as â€Å"concrete operations†, this is what Pigged called the concrete-operational stage. Emotional It is in the childhood life stage where people develop an idea of self, they will start understanding self and others. They are likely to direct a large amount of their energy in to mastering skills and knowledge.Relationships with their parents, other relatives, friends and teachers will have an impact on the child's self-confidence and how they feel valued. The child may develop a permanent sense of confidence or of inferiority and failure. Social Childhood is where social learning first occurs, primary solicitation will take place which is where a child will learn social roles and behaviors f rom within their family context. This will provide a ‘safe base' from which children will explore relationships with other children and learn cooperation through play.As a child gets older they will become increasingly independent by making friendships with other children which will lead to them developing mutual trust. Towards the end of the childhood stage, children will develop a circle of friends and will begin to be able to understand another person's point of view. Adolescence (10-18 years) The physical changes that occur in the body during adolescence are mainly due to puberty, which is triggered by the hypothalamus in both genders. Puberty occurs generally between 11 and 13 years of age in females and between 13 and 15 years in males.Female puberty: The physical changes that will occur in adolescent females are; pubic hairs, breast growth, periods beginning and widening of hips. These changes occur in order for females to prepare for pregnancy and childbirth and are dr iven by the hormone estrogen. Male puberty: Male adolescents will develop reams. These changes occur to make them physically strong and is driven by testosterone. Intellectual It is within the adolescence stage of life where ‘adult thinking' will develop, this means thinking using logic and abstract thought processes and is called the formal operational stage in Piglet's stages of development.Logical thinking enables adolescents and adults to think scientifically and solve complex problems in their heads that they would not have previously been able to. Abstract thought processes allow adolescents and adults to think beyond the limits of everyday experience and wink through complicated problems without requiring to see concrete pictures to solve them. Emotional In adolescence the sense of self will continue to develop, in this stage adolescents will need to develop a secure sense of identity, this was first stated by Erikson.A clear understanding of self-identity will enable a person to feel secure when working with others and also to make a sexual loving attachment to another person. Self-esteem in adolescence may depend on the development of identity. Social In adolescence, secondary social learning will occur. An adolescent's self-worth will owe be more heavily influenced by other adolescents than by family. They will copy the behavior, clothing, interests, beliefs and cultural values from their own network of friends.Adulthood (18-65 years) Early adulthood: A person's physical performance will peak at 19-26 years, and at this age an adult will be optimistic about their future health. The main physical concerns are likely to be with diet, weight, exercise, addiction, reproduction, pregnancy and breastfeeding. Middle adulthood: this is when health concerns will begin to develop and sight is very likely to decline. An adult in this stage will also develop wrinkles and grey hairs. Men will experience a reduction of testosterone and women will experience menopause, this is a sharp reduction in estrogen, reduction of bone density and loss of fertility.Intellectual Adulthood is also included in Piglet's formal operational stage of intellectual development, which I have described in the adolescence intellectual development stage. A psychologist called Chase said that there is extending cognitive skills in adulthood, including; an achieving stage, a responsibility stage and an executive stage. Creativity peaks in adulthood in relation to lyrical poetry or theoretical math's or physics in an adults ass-ass, and in areas such as philosophy or history later in adulthood.Emotional A psychologist named Erikson gave much input in to the emotional development of adulthood, he said that in early adulthood there will be a conflict of intimacy vs.. Where an adult will be avoiding isolation learning to form an attachment to a partner, they will be trying to not be too self-centered or defensive. Middle adulthood: this is where an adult will be att empting to stay involved with their social life and legislations, but there will be a loss of interest in social issues which will create a risk of emotional stagnation.In early adulthood friendship networks will be very important and they will be forming adult, sexual relationships and starting a career which will have some form of career pathway. Adults will be thinking about and will be likely to experience marriage and parenthood. Mature adults may have a reduced amount of time socializing within friendship networks due to their time being priorities to child care, parent care, work and other family commitments. Older adulthood (65+ years) Older adults will be less active and are therefore likely to put on weight regardless of eating the same as they previously had.They will be more susceptible to disease and illness, for example; osteoporosis, arthritis, stroke and flu. Older adults will also be prone to falling over as their balance will moderately decrease, half of over ox's currently meet the equality act definition of disabled. It is in older adulthood where Chaises re-integrative stage occurs, this is where due to having a limited amount of energy older adults will only focus on tasks that are important to them. There will be a plasticity of cognitive skills in this life stage; this will be effected by a lack of stimulation, anxiety and disease, for example dementia.Older adults are likely to have a certain sense of wisdom, this will be shown by and due to experience, empathy and understanding. Emotional In older adulthood there will be a conflict of ego integrity vs.. Despair, meaning that in order to cope with aging and death an adult will need to have developed a secure sense of self. A failure to do this will result in despair. Older adults are likely to have heir emotions highly effected by experiencing different forms of loss, this could be of purposes and roles, health and/or death of friends and family.Retirement will have a large impact on a n older adult's social interaction as they will no longer be working, however an increasing number of over ass are working each year. Because of this, older adults will have much more free time but are likely to focus on existing relationships rather than search for new ones. A problem with the solicitation of the elderly is loneliness, 1 in 10 over ass say that they often or always eel lonely, this will link with older adulthood's emotional development. Australia, K. 2014.

Common Core Essay

The common core is a set of standards which were developed by state leaders along with teachers, school administrators and many other people, not the Federal Government. The common core has standards. Standards which are not curriculum. Standards that â€Å"do not tell principals how to run their schools, and they do not tell teachers how to teach. Local teachers, principals, and district administrators ultimately decide how the standards are to be met and the curriculum to be use† (Laine and Minnich). The school districts still have to choose which textbooks to use and, which curricula they wish to add and drop. The basic standards of the common core are: Aligned with college and workforce-training expectations; Rigorous in content and include the application of knowledge through higher-order skills; Built on strengths and lessons taken from state standards; Informed by standards in top-performing countries, so that all students are prepared to succeed in the global economy a nd society; and Evidence-based, clear, and aligned across a child’s K-12 education. The common core has many pros and cons to reforming the education system. In the Article The common core is a change for the better the authors mention that the common core provides a good foundation on what needs to be taught (Gardner and Powell). The authors also touched on the fact that students nowadays are â€Å"more mobile than ever†, families have to move around more to follow and find available jobs. With the common core all across the Country have the same standards. There is some consistency within all schools in America. If a family was to move from Maine to Nevada, it would be quite impossible to expect things to be the exact same. However, you can still have an idea of the standards and know what to expect. This is a great thing about the Common Core. Every Student this way is exposed to the same standards. Once students are mingled together in colleges and universities across the country the professors can expect almost every student to be able to do the same things, to a degree. Not to say that every student knows the  exact same co ntent, however they will all have graduated high school with the same skills. Skills that may be taught in a variety of styles, none the less resulting in the same skills. The common core requires teachers to be very specific and hand out rubrics, stating exactly the quality of work that is expected. This eliminates the confusion that can arouse from complicated projects or open research topics. The students will know exactly what the teacher is requiring of them. Ultimately making it easier on the students to provide what the teacher wants and getting the highest grade possible if the students puts in the effort required to meet the expectations. Effort: defined as â€Å"an earnest or strenuous attempt† by dictionary.com, is where a problem arises in the common core. The common core standard â€Å"Rigorous in content and include the application of knowledge through higher-order skills† is asking 21st century students to put in lots of effort, they can’t ask Siri to write their English paper or do their history project. Most high school aged students in the United States are not going to put in the required effort to achieve rigorous assignments. I know that when I was in high school my attitude was ‘if I wait to the last minute it only takes a minute’. That’s not because I was swamped with assignments or didn’t understand it. It was because I would rather be doing anything else, after having spent all day in classrooms with new information being drilled into my head. The absolute last thing I wanted to do was go home and spend more hours on homework. Making high school more rigo rous is going to prevent kids from being kids. Students in the United States are less motivated to learn and value education less and less. Stephen Krashen says that another problem with very rigorous assignments is â€Å"CCSS are so demanding that in English language arts classes, educators and students will have little time for anything not directly linked to the standards† (Krashen). I do not quite agree with this statement because the standards are not the curriculum being taught, just the way it is being taught. Teachers and schools have some free space to spend as much time as they feel necessary to focus on aspects they feel more important. The common core has pros and cons, just like anything in life. One set of standards isn’t going to please everyone in the United States. My personal opinion is that the common core has good intentions, but may be a bit unrealistic. If every school in America was teaching the same skills to the same degree, all students would have the same experiences entering college. There are 50 states with thousands of different schools in each states. Within those thousands of schools there are teachers who all have their own style of teaching. Not to mention the millions of students that all learn a little differently at a different pace. What are the odds that every state school, and teacher are able to provide every student with the exact same skills, using the exact same standards? There are good intentions behind it, and the United States can give it a chance, but I feel as though it may be unrealistic. Works Citied Fine, Sarah. â€Å"Moving Forward With The Common Core.† Education Week 30.8 (2010): 18-19. Professional Development Collection. Web. 16 Mar. 2014. Gardner, Nancy S. Powell, Rod. â€Å"The Common Core Is A Change For The Better.† Phi Delta Kappan 95.4 (2013): 49-53. Professional Development Collection. Web. 16 Mar. 2014. Krashen, Stephen. â€Å"THE COMMON CORE. (Cover Story).† Knowledge Quest 42.3 (2014): 36-45. Professional Development Collection. Web. 16 Mar. 2014. Richard, Laine, and Chris Minnich. â€Å"Common Core: Setting the Record Straight.† Education Week 32.36 (2013): Web. 16 Mar. 2014