STRUGGLE FOR LIFE IN THE CURIOUS CASE OF BENJAMIN BUTTON (2008) DIRECTED BY DAVID FINCHER: AN INDIVIDUAL PSYCHOLOGICAL APPROACH

The major problem of this study is to elucidate the struggle for a better life of Benjamin Button reflected in David Fincher’s The Curious Case of Benjamin Button. The objectives of the study are; to analyse the structural elements of the movie and to analyse the character of Benjamin Button based on individual psychological perspective. In conducting this study, the researcher uses qualitative research in which the data are based on primary data the movie David Fincher’s The Curious Case of Benjamin Button itself. While secondary data are David Fincher’s biography and other data which is related with the research. The study comes to the following conclusions. First, based on the structural analysis of each elements, it shows that the character and characterization, casting, plot, setting, point of view, theme, mise en scene, cinematography, sound, and editing are related to each other and form the unity into good quality of a movie. Second, based on the individual psychological analysis, there is close relation between the movie production and the psychological view underlying it. The writer finds that Benjamin Button’s struggle for a better life leads him to an autonomous personality that has a great self confident in life. This movie also teaches that someone should sacrifice for their dreams

An Inquiry Concerning the Characterıstics of the Creative Person

This study was conducted with the participation of 20 pre-service science teachers. The study aims to examine pre-service science teachers’ views on the characteristics of the creative person. The data collected was analyzed by coding the answers. It was found that pre-service teachers mostly identified the following characteristics as the characteristics of a creative person: ‘thinks/interprets differently/originally’, ‘curious’, ‘enjoys research’, ‘has imagination’, ‘observant’, ‘self-confident’, ‘questions/enjoys questioning’, ‘sociable, not shy’, ‘open to new ideas’, ‘knowledgeable’, ‘farsighted’, ‘enjoys exploration’, ‘patient’, ‘enjoys learning’, ‘open to criticism’, and ‘talented’. These descriptions indicate that the creative person is considered to have a very wide and varied range of characteristics. This does not mean, however, that a creative person needs to have all of these characteristics at once. Keywords: creative personality characteristics, creativity, science educatio

Supervision and the dynamics of collusion : a rule of optimism?

In the UK, Serious Case Reviews and Inquiries undertaken over the last five decades continue to evidence that children are both silenced and rendered invisible as a result of parental behaviour and professional inaction. There have been recent calls for practitioners to enact greater professional curiosity in child protection practice, whilst simultaneously acknowledging that practitioners have less opportunity to be curious in overly bureaucratic and unsupportive environments. Good-quality supervision may provide one mechanism to encourage professional curiosity, but supervision and the supervisory processes therein have received scant attention or scrutiny within such inquiries. Whilst supervision can act as a conduit to encourage good practice, ensuring compliance with standards and promoting the positive well-being of individual practitioners (the core conditions under which professional curiosity may flourish), we hypothesise that complex relational dynamics have the potential to disrupt such endeavours. In the discussion that follows, we shall first seek to explore the tenets of good supervision, before scrutinising the potential pitfalls, with a focus on how one specific factor, the rule of optimism, may be transposed onto the supervisory relationship and, as in front line practice, how it may stifle professional curiosity in the supervisory relationship