Scenes from a Marriage by Ingmar Bergman English Version by Emily Mann
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Integrating Play and Family Therapies to Help Children with Anxiety
Integrating Play and Family Therapies to Help Children with Anxiety | EMAN TADROS, MS, MFT 16 | PLAYTHERAPY | March 2018 | www.a4pt.org COMMENTS BY CLINICAL EDITOR: Suggestions for helping children with anxiety through family play therapy. raditional family therapy approaches are significantly Combining Play and Family Therapies geared more towards adolescents and adults, though Keith and Whitaker (1981) posited that there are many parallels Lund, Zimmerman, and Haddock (2002) argued that between the process of play therapy and family therapy, notably, family therapy “can become child friendly with a little that structure is critical, scope is increased through magic and adaptation and creativity” (p. 448). Lund and colleagues rituals, play constantly weaves the symbolic and the real, and body (2002) reported many barriers that prevent therapists language is always implicit. They proposed that play therapy utilizes from including young children in family therapy, including a belief T a “parental surrogate” to help children adjust on biopsychosocial that it was acceptable to exclude children from family therapy levels to different settings in their world, such as home, school, sessions if the therapist was uncomfortable with their presence. and playground (Keith & Whitaker, 1981, p. 244). Play therapists are Willis, Walters, and Crane (2014) offered that marriage and family already familiar with how the interplay between symbolic and real therapists (MFT) “tend to view child-focused work as the realm is freely exhibited in the child’s self-expression (Landreth, 2012), as of child or play therapists rather than family therapists” (p. 288). well as how structure is crucial to the process in both directive and I would argue that child-focused work is the duty of all therapists non-directive approaches. -
Dreams, Reality & the Various Symbolic Intepretations And
Matthew A. Sheldon Art History 206 Elena Gorfinkel 2/24/13 Persona (1966) Ingmar Bergman's Persona is one of those fascinating films where you keep returning to it, trying to uncover more of its mysteries and hoping it reveals more of its secrets. The beginning of Stanley Kubrick's 2001: Space Odyssey captured the birth of man. Persona and its infamous beginning is said to have captured the death of the motion picture camera. Persona is the quintessential example of the art house film and there will be several times within the film where Bergman is informing you what is real and what is fantasy. For example, in the climax of the film Bergman clearly shows the camera crew and sound operators on a crane filming the last scene, which indicates to me that Bergman, is reminding the audience that what we are witnessing isn't necessarily 'real'. Like the attributes of the art film Persona gives no clear answers, the film is based more on interpretation, its ending is ambiguous, its character’s lack any defined desires and goals, and what every audience member sees in the film can differ based upon each person's perspective. American film theorist David Bordwell stated, “First, the art cinema defines itself explicitly against the classical narrative mode, and especially against the cause-effect linkage of events.” I realized the best approach when watching this film is to try and not dissect every individual scene and instead try to focus on the underlying themes Bergman is trying to project between the power struggles within its two characters. -
Play Parent Workbook
PL Physical Literacy AY Assessment for Youth CS4L PHYSICAL LITERACY parentCS4L PLAYparent Workbook 1 TABLE OF CONTENTS What is Physical Literacy? 4 What is PLAY? 5 What is PLAYparent? 6 PLAYparent Workbook 7 Physical Literacy Visual Analog Scale (VAS) 8 Cognitive Domain: Confdence, Motivation and Comprehension 9 Framework 9 Question 1. Confdence to participate in physical activity and sport 9 Question 2. Motivation to participate in physical activity and sport 10 Question 3. Understands movement terms like skip, gallop, hop and jump 10 Question 4. Desire to participate in activities alone 11 Question 5. Desire to participate in activities with others or in groups 11 Question 6. Knowledge related to healthy physical activity 12 Scoring & Calls-to-action 13 Motor Competence 14 Locomotor 14 Framework 14 Question 7. Coordination when moving 14 Question 8. Safety while moving in the environment relative to others 15 Question 9. Number of movement skills acquired 15 Question 10. Ability to balance during movement 15 Question 11. Ability to run 16 Question 12. Ability to start, stop and change directions 16 Scoring & Calls-to-action 17 Object Control 18 Framework 18 Question 13. Ability to use hands to throw, catch and carry objects 18 Question 14. Ability to use feet to kick or move objects 19 Question 15. Left side is as capable as the right side 19 Scoring & Calls-to-action 21 Environment 22 Framework 22 Question 16. Amount of participation in water activities 22 Question 17. Amount of participation in indoor activities 22 Question 18. Amount of participation in outdoor activities 23 Question 19. -
Attachment in the Classroom
Educ Psychol Rev (2009) 21:141–170 DOI 10.1007/s10648-009-9104-0 REVIEW ARTICLE Attachment in the Classroom Christi Bergin & David Bergin Published online: 21 May 2009 # Springer Science + Business Media, LLC 2009 Abstract Attachment influences students’ school success. This is true of students’ attachment to their parents, as well as to their teachers. Secure attachment is associated with higher grades and standardized test scores compared to insecure attachment. Secure attachment is also associated with greater emotional regulation, social competence, and willingness to take on challenges, and with lower levels of ADHD and delinquency, each of which in turn is associated with higher achievement. These effects tend to be stronger for high-risk students. In this era of accountability, enhancing teacher–student relationships is not merely an add-on, but rather is fundamental to raising achievement. Understanding the role of attachment in the classroom will help educators be more effective, particularly with challenging students. Twelve suggestions to improve teacher–student relationships and school bonding are provided. Keywords Attachment . Achievement . School bonding . Teacher–student relationship Children’s socioemotional well-being is critical to school success, and attachment is the foundation of socioemotional well-being. Because of this, educators—from preschool to high school—can be more effective if they understand how attachment influences their students. Attachment influences school success through two routes: indirectly through attachment to parents, and directly through attachment to teachers and schools. In this article, we briefly review basic attachment concepts for readers who are not familiar with attachment research. We then show how attachment to parents is linked to school success, and we summarize the limited research on attachment-like relationships with teachers. -
Active Play: Simple Games and Activity Ideas
Active Play: Simple Games and Activity Ideas Children have different needs and abilities depending upon their age. Children need a safe environment that promotes and encourages their physical, intellectual, emotional and social growth. Keep the ages and needs of the children in your care in mind when planning games and activities. Younger children have shorter attention spans, and are just learning how to coordinator their bodies, while older children may get bored with not enough of a “challenge” in the game or activities. Read more about children’s developmental ages and stages: Growth and Development Child’s Development Ages & Stages Go, Go, Stop Pick a leader, and start and end spots. Have children line up at the start and the leader stand at the end with his back to the children. The object is to get to the end where the leader is. Have the leader yell go, go, go for a few seconds (i.e., 2 second, 10 seconds, etc.) and then yell stop. All children stop and freeze. If the leader turns around and sees any child moving, that child has to go back to the starting spot. The game ends when a child touches the leader. Follow the Leader To begin the game, you may want an adult to lead. Children line up behind the leader. The leader decides the actions for children to follow. The children mimic the leader's actions. Any players who fail to follow or do what the leader does are out of the game. Change leaders and give every child time to lead the others. -
September 16, 1976
Digital Kenyon: Research, Scholarship, and Creative Exchange The Kenyon Collegian College Archives 9-16-1976 Kenyon Collegian - September 16, 1976 Follow this and additional works at: https://digital.kenyon.edu/collegian Recommended Citation "Kenyon Collegian - September 16, 1976" (1976). The Kenyon Collegian. 941. https://digital.kenyon.edu/collegian/941 This News Article is brought to you for free and open access by the College Archives at Digital Kenyon: Research, Scholarship, and Creative Exchange. It has been accepted for inclusion in The Kenyon Collegian by an authorized administrator of Digital Kenyon: Research, Scholarship, and Creative Exchange. For more information, please contact [email protected]. The is: '- Kenyon -ft. Collegian O Established 1856 Volume CIV, Number 2 Kenyon College, Gambier, Ohio 43022 Thursday, September 16, 1976 Hon. Colin Jackson, M.P., Sonatas Set To Give British View For Sunday y Of World Problems Recital The Department of Music will present harpsichordist Julane By PETER KAY government's Foreign Affairs Group. Rodgers on Sunday, Sept. 19 at 4 v. p.m. in Rosse Auditorium. The Colin Jackson, a a The Honorable Jackson's travels have given him i program will contain the major member of British Parliament and vast knowledge of China. He has met national styles of late Baroque established commentator on world with such world leaders as Indian harpsichord music. France is affairs, will give a lecture in Rosse Prime Minister Indira Gandhi, represented by the Pieces de Clavecin Hall entitled "The World in Crisis Jordan's King Hussein, President in D Minor (Louis Couperin) and the 1976 A View, from the House of Suharto of Indonesia, and the late Pieces in A from Nouvelles Suites de Commons," on Monday, September King Faisal of Saudia Arabia. -
Scaling-Up Playful Parenting
SCALING-UP PLAYFUL PARENTING The LEGO Foundation and UNICEF in partnership with the Early Childhood Development Action Network (ECDAN), Africa Early Childhood Network (AfECN), International Step by Step Association (ISSA) and Aga Khan Development Network (AKDN) Parents and primary caregivers have an important role to play in their children’s development. Their responsive caregiving sets a critical trajectory for brain growth in young children, which lays a solid foundation for healthy development and lifelong learning. Evidence from a range of countries shows that when caregivers engage in quality play and reading with their children, it can result in improved learning outcomes that persist throughout the life course. On October 29th, 2019, the LEGO Foundation announced a new partnership with UNICEF to scale parenting interventions that promote playful interactions, increase global knowledge and buy-in for playful parenting programs, and bolster primary caregivers’ demand for playful learning during the early years. This partnership aligns with the Foundation’s 2019 commitment which pledged to bring to scale impactful programs that support parents and caregivers to strengthen their children’s development through play. While ample evidence confirms the benefits of Playful Parenting programs, such efforts have rarely expanded beyond the local level. The LEGO Foundation, by way of its Playful Parenting initiative, is investing in bringing programs to scale and developing learning to help ensure sustainability and continued expansion. “Stimulating -
Film Appreciation Wednesdays 6-10Pm in the Carole L
Mike Traina, professor Petaluma office #674, (707) 778-3687 Hours: Tues 3-5pm, Wed 2-5pm [email protected] Additional days by appointment Media 10: Film Appreciation Wednesdays 6-10pm in the Carole L. Ellis Auditorium Course Syllabus, Spring 2017 READ THIS DOCUMENT CAREFULLY! Welcome to the Spring Cinema Series… a unique opportunity to learn about cinema in an interdisciplinary, cinematheque-style environment open to the general public! Throughout the term we will invite a variety of special guests to enrich your understanding of the films in the series. The films will be preceded by formal introductions and followed by public discussions. You are welcome and encouraged to bring guests throughout the term! This is not a traditional class, therefore it is important for you to review the course assignments and due dates carefully to ensure that you fulfill all the requirements to earn the grade you desire. We want the Cinema Series to be both entertaining and enlightening for students and community alike. Welcome to our college film club! COURSE DESCRIPTION This course will introduce students to one of the most powerful cultural and social communications media of our time: cinema. The successful student will become more aware of the complexity of film art, more sensitive to its nuances, textures, and rhythms, and more perceptive in “reading” its multilayered blend of image, sound, and motion. The films, texts, and classroom materials will cover a broad range of domestic, independent, and international cinema, making students aware of the culture, politics, and social history of the periods in which the films were produced. -
IS NATURE OR NURTURE to BLAME? NO, IT’S the BRAIN! Revista Iberoamericana De Psicología Del Ejercicio Y El Deporte, Vol
Revista Iberoamericana de Psicología del Ejercicio y el Deporte ISSN: 1886-8576 [email protected] Universidad de Las Palmas de Gran Canaria España Barreiros, André; Abreu, Ana Maria SPORTS EXPERTISE: IS NATURE OR NURTURE TO BLAME? NO, IT’S THE BRAIN! Revista Iberoamericana de Psicología del Ejercicio y el Deporte, vol. 12, núm. 2, 2017, pp. 307-312 Universidad de Las Palmas de Gran Canaria Las Palmas de Gran Canaria, España Available in: http://www.redalyc.org/articulo.oa?id=311151242014 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative REVISTA IBEROAMERICANA DE PSICOLOGÍA DEL EJERCICIO Y EL DEPORTE Vol. 12 nº 2 pp. 307-312 ISSN 1886-8576 SPORTS EXPERTISE: IS NATURE OR NURTURE TO BLAME? NO, IT’S THE BRAIN! André Barreiros1,2 & Ana Maria Abreu3 Universidade Lusófona do Porto1, Portugal; Universidade do Porto2, Portugal; Universidade Europeia, Laureate International Universities3, Lisboa, Portugal ABSTRACT: For long, people have wondered about the reasons for the superior performance of elite athletes. As it seems, researchers have been divided between reasons that pertain to nature and those that pertain to nurture. More recently, more complex interactionist theories have come to light. These theories posit that both genes and environment contribute to the development of motor expertise in a non-linear way. It is possible that this discussion might never be resolved. Here, we propose that instead of concentrating on the reasons “why”, we concentrate on the “how”, i.e., brain function associated to motor expertise. -
Berkeley Art Museum·Pacific Film Archive W Inte R 2 0 18 – 19
WINTER 2018–19 BERKELEY ART MUSEUM · PACIFIC FILM ARCHIVE UNIVERSITY OF CALIFORNIA PROGRAM GUIDE 100 YEARS OF COLLECTING JAPANESE ART ARTHUR JAFA MASAKO MIKI HANS HOFMANN FRITZ LANG & GERMAN EXPRESSIONISM INGMAR BERGMAN JIŘÍ TRNKA MIA HANSEN-LØVE JIA ZHANGKE JAMES IVORY JAPANESE FILM CLASSICS DOCUMENTARY VOICES OUT OF THE VAULT IN FOCUS: WRITING FOR CINEMA 1 / 2 / 3 / 4 CALENDAR DEC 9/SUN 21/FRI JAN 2:00 A Midsummer Night’s Dream 4:00 The Price of Everything P. 15 Introduction by Jan Pinkava 7:00 Fanny and Alexander BERGMAN P. 15 1/SAT TRNKA P. 12 3/THU 7:00 Full: Home Again—Tapestry 1:00 Making a Performance 1:15 Exhibition Highlights Tour P. 6 4:30 The Cabinet of Dr. Caligari P. 5 WORKSHOP P. 6 Reimagined Judith Rosenberg on piano 4–7 Five Tables of the Sea P. 4 5:30 The Good Soldier Švejk TRNKA P. 12 LANG & EXPRESSIONISM P. 16 22/SAT Free First Thursday: Galleries Free All Day 7:30 Persona BERGMAN P. 14 7:00 The Price of Everything P. 15 6:00 The Firemen’s Ball P. 29 5/SAT 2/SUN 12/WED 8:00 The Apartment P. 19 6:00 Future Landscapes WORKSHOP P. 6 12:30 Scenes from a 6:00 Arthur Jafa & Stephen Best 23/SUN Marriage BERGMAN P. 14 CONVERSATION P. 6 9/WED 2:00 Boom for Real: The Late Teenage 2:00 Guided Tour: Old Masters P. 6 7:00 Ugetsu JAPANESE CLASSICS P. 20 Years of Jean-Michel Basquiat P. 15 12:15 Exhibition Highlights Tour P. -
Plutarch on the Role of Eros in a Marriage
1 2 3 4 Plutarch on the Role of Eros in a Marriage 5 6 Jeffrey Beneker 7 8 Plutarch’s thinking on marital relationships has attracted a significant amount 9 of interest in recent years and has been approached from a variety of 10 perspectives. Some scholars have studied the societal aspect of marriage in 11 Plutarch’s works, raising questions about the role of women in the household, 12 in the community, and especially in their interactions with men, and therefore 13 they have tended to address larger social issues, such as gender, sexuality, and 14 equality.1 Others have taken a philosophical tack and have examined Plutarch’s 15 writing, especially as it concerns the nature and value of marriage, in terms of 16 the broader philosophical traditions to which it is related.2 However, my focus 17 in this paper is much more narrow. I intend to explore one particular 18 component of the marital relationship itself: the erotic connection that exists, 19 or might exist, between a husband and wife. Looking first to the Moralia and 20 the dialogue Amatorius, I will argue that Plutarch describes the eros shared 21 between a married couple as an essential prerequisite for the development of 22 philia and virtue. Then, turning to the Lives, I will demonstrate how the ideas 23 found in the Amatorius are fundamental to Plutarch’s representation of 24 marriage in the biographies of Brutus and Pompey. 25 In the Amatorius, Plutarch, who is himself the principal speaker, touches on 26 a variety of topics related to eros, but the discussion itself is motivated by a 27 single event: the wealthy widow Ismenodora has expressed her desire to marry 28 the ephebe Bacchon, who comes from a family of lower social standing. -
The Films of Ingmar Bergman Jesse Kalin Frontmatter More Information
Cambridge University Press 0521380650 - The Films of Ingmar Bergman Jesse Kalin Frontmatter More information The Films of Ingmar Bergman This volume provides a concise overview of the career of one of the modern masters of world cinema. Jesse Kalin defines Bergman’s conception of the human condition as a struggle to find meaning in life as it is played out. For Bergman, meaning is achieved independently of any moral absolute and is the result of a process of self-examination. Six existential themes are explored repeatedly in Bergman’s films: judgment, abandonment, suffering, shame, a visionary picture, and above all, turning toward or away from others. Kalin examines how Bergman develops these themes cinematically, through close analysis of eight films: well-known favorites such as Wild Strawberries, The Seventh Seal, Smiles of a Summer Night, and Fanny and Alexander; and im- portant but lesser-known works, such as Naked Night, Shame, Cries and Whispers, and Scenes from a Marriage. Jesse Kalin is Andrew W. Mellon Professor of Humanities and Professor of Philosophy at Vassar College, where he has taught since 1971. He served as the Associate Editor of the journal Philosophy and Literature, and has con- tributed to journals such as Ethics, American Philosophical Quarterly, and Philosophical Studies. © Cambridge University Press www.cambridge.org Cambridge University Press 0521380650 - The Films of Ingmar Bergman Jesse Kalin Frontmatter More information CAMBRIDGE FILM CLASSICS General Editor: Ray Carney, Boston University The Cambridge Film Classics series provides a forum for revisionist studies of the classic works of the cinematic canon from the perspective of the “new auterism,” which recognizes that films emerge from a complex interaction of bureaucratic, technological, intellectual, cultural, and personal forces.