Movie Review Examples

Examples of Movie Review Roughly speaking, a film review is a short description aimed at providing the potential viewer with the information about its strengths and weaknesses. The style of a review is reader-oriented and can be either formal or informal. The main grammar peculiarity is the preferential use of present tenses. As for the structural peculiarities, a review normally contains the following parts: An introduction, which gives all the background information, such as the type of the film, cast and the director, main characters and the setting. A main body, which deals with the key plot elements as well as the comments on the acting, directing and character development. A conclusion, which is mainly the opinion of the author about whether the film is worth watching. Consider the following examples of movie reviews in order to get familiarized with the style peculiarities: 1. Formal review introduction Released in 1999, American Beauty shocked the audience, questioning the very basis of the American family life ideal. A powerful and provoking tragical comedy, created by Sam Mendes and a wonderful cast of Kevin Spacey (Lester Burnham), Annette Benning (Caroline Burnham), Mena Suvari (Angela Hayes) and Thora Birch (Jane Burham), exploits the usual topic of the midlife crisis, but uncovers a deep hidden conflict of the personality feeling oppressed within the limits of the â€Å"normal† life and the society, which uses a wide range of tools to make you behave in the correct way. 2. Informal review introduction Tired of sobby melodramas and stupid comedies? Why not watch a film with a difference? American Beauty by Sam Mendes is both a drama and a comedy, which definitely absorbed the best features of the genres, creating a powerful and mind-boggling cocktail of love, hatred, sinful passion, rebellion, loneliness, fear and total liberation.

Generalized Anxiety Disorder ( Gad ) Essay - 2397 Words

Literature Review Generalized Anxiety Disorder Generalized anxiety disorder (GAD) is a disorder in which an individual may feel persistent, excessive, and worry about everyday things that may not even happen. Individuals with this disorder may feel worry, excessive anxiety, and have thoughts of the worst even when there is no need for concern. A person experiencing GAD may expect a disaster. They may worry about their finances, money, health, family, work, or any issue that may come to mind. This disorder may be present when a person worrying increases on more days than one for at least six months. GAD can interfere with work, school, family, and even social activities. GAD can be diagnosed in adults when they experience at least three of the symptoms. These symptoms include restlessness or feeling on the edge, fatigue, difficulty focusing or mind going blank, irritability, muscle tension, pain in back or headaches, and sleep disturbance (ADAA, n.d.). According to the Mayo Clinic, genetics may play a role as well as other factors, but is not fully known. Some of the risk factors for GAD is personality, genetics, and sex. With personality, a person who is shy, have negative thoughts, or who avoids dangerous situations may be more prone to generalized anxiety disorder than others are. GAD may run in the family, thus being a genetic factor. Also, women are more prone to have GAD than men. The common two treatments for GAD include medication and psychotherapy. PsychotherapyShow MoreRelatedGeneralized Anxiety Disorder ( Gad )1782 Words   |  8 PagesGeneralized Anxiety Disorder (GAD) is a mental disorder marked by extreme anxiety and worry (apprehensive expectation) over a period of at least 6 months. It is accompanied by at least three of these six somatic or psychological symptoms: feeling on edge, fatigue, problems with concentration, feeling irritable, physical tension, and problems with sleep. Allgulander2012 GAD pervasive cogn dysfunction w/focus on threat and risk tow indiv/family Tension worry muscle pain sleep dist irritability PsychRead MoreGeneralized Anxiety Disorder ( Gad )999 Words   |  4 PagesGeneralized Anxiety Disorder (GAD) is one of the most diagnosed mental disorders today, and can often be closely linked to concurrent symptoms or disorders including physiological, behavioral, other anxiety disorders, depression and substance abuse. (Merino, Senra Ferreiro, 2016) (Cacioppo Fregberg, 2013, p. 688). GAD most notably produces symptoms of excessive worry and anxiety related to non-specific risks, which often leads to functional decline both socially and professionally (Roberge etRead MoreGeneralized Anxiety Disorder (Gad) Is Characterised By1404 Words   |  6 PagesGeneralized Anxiety Disorder (GAD) is characterised by exaggerated and excessive anxiety and worry concerning everyday life events (Roemer, Orsillo, Barlow, 2002, as cited in Treanor, Erisman, Salter-Pedneault, Roemer, Orsillo, 2010). This can include; work, family, money and many other factors. Approximately 2% of the populat ion is affected by GAD (Stapinski, Abbott, Rapee, 2010, as cited in Burton, Westen Kowalski, 2015). GAD majorly affects the way people think, which can also resultRead MoreGeneralized Anxiety Disorder ( Gad ) Affects Multiple Areas Of An Individual s Life929 Words   |  4 PagesGeneralized Anxiety Disorder (GAD) affects multiple areas of an individual’s life. GAD may co-occur with other disorders, impacting an individual’s social, personal, and professional life. GAD and MDD are closely connected to each other, and may co-occur. However, they each have their own distinguishing characteristics (Blanco et al., 2013). Moreover, rumination is considered to be a process of repetitive and negative thoughts (Valenas Szentagotai, 2014). Likewise a person experiencing ruminationRead MoreA Community Mental Health Team While Working With A Client With Generalized Anxiety Disorder ( Gad )2459 Words   |  10 PagesHealth Team while working with a client with Generalise d Anxiety Disorder (GAD). GAD is a long-term condition that causes someone to feel anxious about a wide range of situations and issues, rather than one specific event. GAD is a common mental health condition affecting 1 in every 25 people in the United Kingdom, its prevalence is slightly more among women than men and individuals between the ages of 35 and 55 (NHSChoices, 2014). People with GAD feel anxious most days and often struggle to rememberRead MoreGeneralized Anxiety Disorder ( Gad )1790 Words   |  8 PagesPsych 201 Research Paper Generalized Anxiety Disorder (GAD) Generalized Anxiety Disorder (GAD) is diagnosed when a person stresses or worries excessively about their everyday problems for 6 months or more. This excessive worrying can cause many concerning physical symptoms. GAD affects about 40 million adults in America. GAD effects twice as many women as it does men. The disorder typically develops gradually, and can begin stage of life. The years of highest risk for GAD development, however,Read MoreThe Use Of Generalized Anxiety Disorder ( Gad )774 Words   |  4 Pagesan important part of anxiety disorder. They discussed the two different functions of Generalized Anxiety Disorder (GAD). There is the function were people can isolate due to their worries and anxiety. This is part of GAD that to me appears to be more common. GAD appears to be one of those disorders that can be minimized greatly by the public. In that sense it is close to the view on Depressive disorders; the person is just sad and they need to get over it. Anxiety Diso rders can be a similar viewRead MoreGeneralized Anxiety Disorder Essay1602 Words   |  7 Pagesï » ¿ Case Analysis: Generalized Anxiety Disorder (GAD) Bryan Wood Abnormal Psychology Professor Powell April 14, 2015 Bryan Wood Mr. Powell PSY 322 April 14, 2015 Case Analysis: Generalized Anxiety Disorder (GAD) â€Å"During a panic attack, the first thing you want to do is get out of the situation that is causing it. However, since most professors find it disrespectful to leave during class, I had to sit for an hour and half in this agonizing state†¦It was as if I had terminal cancerRead MoreGeneralized Anxiety Disorder771 Words   |  3 Pagescountry are affected, it is estimated that â€Å"5% - 6% of teens ages 13-18 are affected by this troubling disorder, not including the teens that receive no treatment,† (â€Å"Generalized†). Youth that receive no treatment could be considered are under privileged. Meaning that they do not have the resources or are very limited to resources that could help them get the proper treatment for their disorder. Many of those adolescents are children that come from low income families, single family homes, or fosterRead MoreSymptoms And Symptoms Of Generalized Anxiety Disorder Essay1085 Words   |  5 PagesGeneralized Anxiety Disorder s Introduction to the paper Anxiety is a component found within many other mental disorders. The most common is depression. There are a number of anxiety disorders in the DSM, we will be looking at generalized anxiety disorder (GAD). Generalized anxiety disorder causes one to worry and have anxiety about an event or activity that will most likely intensify and have a high impact on that particular activity or event. An individual diagnosed with generalized anxiety disorder

Childcare Cache Level 3 Unit 1 Free Essays

string(81) " They will also feel more valued when you are doing something with the children\." Unit 1 An introduction to working with children E1 and E2 Statutory Statutory is funded by local and central government. It is free for children to go and schools are compulsory, so children have to go. Hucklow primary school is for children aged 4-11. We will write a custom essay sample on Childcare Cache Level 3 Unit 1 or any similar topic only for you Order Now It follows the national curriculum. The school hours are from 8:45 to 3:00pm. They help children that need additional learning and extra tuition in English and Maths so that they can achieve the best they can do. They have a playground for the children to play. They have equipment out at break and lunch times for children to be imaginative and creative with the equipment. They promote healthy eating by cooking their own food. They have a range of after school clubs. The school will educate the children. It allows the parents to go to work. The parents know that they are in a safe place. Voluntary Voluntary services are often funded by charities. At Longley 4G community centre people can volunteer. They get the money from charities. There is a play group called Longley little ones where carers with children under 5 years. It is every Monday. It is ? 1 per family. There are toys for them to play with like slides, sand trays, play dough and much more. There are healthy snacks and hot drinks for the adults. Related essay: Childcare Level 2, Unit 1 Assignment They also have the Longley wrigglers for carers with new born babies to pre-walkers and pregnant families, on a Wednesday. Older siblings can come along too. There are other activities like sports activities, rounder’s and football for 8-16 years old and Zumba and Street Dance. It brings the community together. The parents can help each other. The parent can make friends with the other parents. Private They are profit making organisations. Monkey business it is a huge play area for children aged 0-12 years old. It has two areas, one for over 5’s and one for under 4’s. The over 5’s is a huge place for kids to play in. In the under 4’s there is soft toys for them to play with. It got a ball pool for the kids. It is open all week from 9:30- 6/7pm. The parents can relax as they know the children are in a safe place. The parents can catch up with their friends. E3 The United Nations Convention on the Rights of the Child. UNCRC. 1989. This legislation is an international treaty which almost every country in the world has signed. Children and young people under 18 years the UNCRC applies to them. In this legislation children have the right to be with their families that will care for them or someone who will be best to care for them. They have a right to clean water and food. A fairly good standard to live in. They have right to health care. They have the right to play. They have a right not to be hurt and neglected, to be kept safe. They have a right not to be used as cheap workers and disabled children have the right to special care and training. Children’s Act 1989. The Children’s Act 1989 gives all children the right to survive, to achieve the best they can do, to be protected from any abuse, to take part in the family culture and the social life of the family, to have their views taken seriously, play and rest, to enjoy the leisure’s they have. The Children’s Act was developed in 2004 when the five outcomes in the Every Child Matters (ECM) legislation for every child in the UK. The Children’s Act was also upgraded in 2006, where local authorities had to improve the outcomes of all the children that are under 5 years. Help the people with the poorest outcomes to make sure the services are available. The local authorities to make sure the needs of working parents especially the ones with disabled children and people on low incomes are met. Every Child Matters. Every Child Matters is connected to The Children’s Act 2004. It was set out improve the way they work with children and young adults. It is so that they can grow up to be healthy, stay safe, enjoy and achieve, making a positive contribution and achieving economic wellbeing. E4 There are loads of principles and values that are there when working with children. There are five outcomes they are being healthy, staying safe, enjoy and achieve, making a positive contribution and achieving economic wellbeing. Every Child Matters is a programme that has changed how the children’s services ran. It helped them resolve problems earlier in life before it got more serious. The Early Years Foundation Stage (EYFS) it helps children get ready for school. The children are taught the basic skills. It helps them with their communication, social and emotional, physical and personal development. They have a progress check at the age of two so the children will get additional support before they start school. The new framework uses clear language. It strengthens partnership with the professionals and the parents. E5 You can value and respect the children by smiling at them, saying hello when they come in, talking to the parents about them. Getting stuff for them that they may want, letting them go and play. Helping them when they need it, talking to them and helping them to get ready for things like painting, going outside and getting ready to leave. All this will make them feel equal to everyone else as they will see that you are helping them and others. They will feel more confident in what they are doing as they will know they are doing is right or they will ask if you are stuck and when you get more confident they will get more self-esteem when you praise them for doing good. They will also feel more valued when you are doing something with the children. E6 Caring is an important skill when working with children because it shows that you are approachable as they will come to you easily. You are gentle and kind, you are considerate e. g. feelings and that you are thoughtful. Another important skill is communication. There are four different types of communication that are useful with working with children, they are verbal, body, written and sign. This will develop their communication skills for now and later in life. Being and effective team player can help your work with children as you can support each other, you can share ideas and listen to others, you will support the children and it teacher’s children to be a good team player. E7 There are lots of study skills that you can do to support your learning. There are different types of learning styles. There is visual learner where they see and watch something to help them learn, they see pictures in their heads as a demonstration, and they will recognise faces better than names. Auditory learner is someone that is good at speaking and listening. They talk about what they are writing. It is unusual for them to notes. Kinaesthetic learner are people that learn by doing things like practical lessons, they are not really that organised. I am a read and write person, that means handouts are better for me to learn, from the information I have, I take notes and put it into my own words. To help you with your learning you need to use time management. This is when you use a calendar, diary or planner so that you know what assignments need to be completed. You need to manage time the time to achieve the task you have planned. You could put this in the order of importance like which assignment you need to hand in first. You could also make lists, ask others to help you, make target that are sensible and that you are honest with you and others. Another form of study skills is doing your own research. This is quite important. You could use all the research that is available to you like books and the internet. The library is the best place for research as it has got all the stuff you needs that will help you like books, reference books, videos, DVD and the internet. There is other information you may need that is in the library that can help you with your study. Evaluation is a study skill you will learn over time as when you observe or read about your own words you will need to evaluate this. You would need to analyse the information, them come to a good conclusion that you can state. This is difficult for some people but it gets easier soon enough D1 Practitioners should develop and maintain a appropriate relationship with the parents of the children and other professionals you work with because the parents need to trust you to look after their child and if you don’t use ppropriate relationship, the parent may not trust you with their child. You will need to be aware of your roles and responsibilities when working with children. Relationships are important with parents. This will benefit the children. The parents know their child the best and they understand them more than anyone else. The parents will feel more valued and more involved with their child. The practitioner must work in a professional way so that the needs and welfare of the child are the best. When doing this the children will learn about good relationships. The other colleagues and you need to feel supported. With the parents, they have rights to make choices about their child and any decisions concerning with their child’s education. So when you have daily contact with the parents you show a professional impression on yourself and the job you are doing. You should also keep parents involved about their child’s activities they are doing and you should try and encourage the parents to contribute in their child’s learning. D2 A multi-agency team are people from different jobs that come together to support the children and their families. It is essential that everyone working with children and their families communicates well and understands their roles and responsibilities’ (child care and education, Tassoni P). The people who work alongside each other to support the children and their families are childminder, nanny, teachers, health visitors, speech and language therapist, childcare advisers, social workers, play workers, portage workers, occupational therapists, dieticians, specialist teachers, outreach workers, nursery nurses, nurses and doctors, members of a voluntary organisations, polices (welfare officers) and child protection officer. It’s getting people together to help the children in need it makes sure that everyone is around for the child. They are there for the benefit of the children. It improves communication with everyone involved as everybody will know what the others are doing. It keeps it focus on the child or young person at all time. It will improve the information sharing in the team. It makes accessing support easier for the children and their families. It will help children’s progress develop more. They will share information to each other to help and support the children. It will put the parents of the children in touch with the right people. The common assessment will see if the child any help with something. They give children all round needs support. They will make sure children can talk to the professionals about their problems in a comfortable setting. Re-submission C We should listen to children’s views and value their opinions because it is their learning. They will feel more respected and feel equal to the other children because they know that you care what they are thinking. The children’s confidence and their self-esteem will grow. The children are all individual and they all learn in different ways and at different speed. Listening to the children will fit the education around the needs of the children. The children know how they learn best and they feel more appreciated when you listen to them. B Practitioners need to understand the limits and boundaries when working with children. They need to understand that they need to follow the policies and procedures when in a work place like the health and safety. Partnership with parents or carers is key because they know their child best and you need to respect their views. Safeguarding is important so that all practitioners should have a valid criminal record bureau (CRB) when they are working with children. This will ensure the safety and welfare of the child. You should always keep information you have learned about a child confidential as they could be in danger or hiding away from someone. This can be broken if the welfare of the child is at risk. If information is shared on a need to know basis is should be within work. For early years practitioners should and must work is that will recognise and the respond to the human rights of all children everywhere, no matter who they are. The Children’s Act 2004 made ‘Every Child Matters’ the law so every practitioners have to follow it and the five outcomes . All employees have the responsibilities to care for the children. The welfare of the child is the most important thing. You should always contribute to the children’s care, learning and development. Re-submission A A child central approach is when they have the freedom to choose what they want to do. It gives them the experience, to explore and to ask questions about what they have found. ‘All practice with children needs to be centred upon the needs and interests of each child’. child care and education, Tassoni, P). ’With the child at the centre, taking into account the perspective of the child’. (child care and education, Beaver, M). It makes sure that the child is put first before anything and anyone else. The school education system to fit the child need of the child around the child as every child learn s in their own pace and learns in different ways. It is helping the children develop more in their education. Every child is individual, no child is the same and child central approach supports that of the child. This it focus on the child and nothing else so that the child’s wellbeing and interests are at the centre of all the practice. This will help in the child’s confidence and esteem in themselves. The children learn best when they are doing an activity. When planning an activity you need to make sure it is child centred and from previous experience so the child will develop more. E8 References and bibliography Beaver, M (2008). Child Care and Education. Cheltenham: Thornes, N. P543. Tassoni, P (2007). Child Care and Education. Essex: Heinemann. P11 and p234. How to cite Childcare Cache Level 3 Unit 1, Essay examples