Film Review

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Geralyn E. Nabay a $AEd%GenEd

DIVINE WORD COLLEGE OF LAOAG Graduate School Laoag City ED !"# Libertine Gertrude R. $aca &ac'(hD

Learning )a * +, Fil- Re.ie/ and Analy i A.I. Arti0icial Intelligenc A.I. Artificial Intelligence has little to do with artificial intelligence, but it is an interesting modern-day fairy tale to watch. It would've been better to leave as is the title of the book the film is based on: Supertoys Last All Summer Long by Brian Aldiss. I would not go as far as to say that movie completely ignores interesting issues regarding artificial intelligence, but the primary focus is mimicking the story of inochio and his !uest for humanity. "ere, inochio is represented by #avid $"aley %oel &smond', a robot $(mecha(' who is capable of love. #avid lives in the future where the polar ice caps have melted, resulting in the submerging of world's coastal cities. )o preserve resources, a strong birth control regimen is adopted and robots are used to perform functions that humans aren't available to do. )his ultimately ends up including the functions of se* and love. +ike with ,tanley -ubrick's 2001: A Space Odyssey, the movie $one of his inspirations, with director ,teven ,peilberg' is structured into four different phases: the part where #avid is adopted into a human family. the part where he is re/ected by the family. his search for a sense of identity $to become (real('. and his eventual reconciliation with his identity. 0onica $1rances &'2onnor' and "enry $,am 3obards' are a couple who have adopted #avid to substitute for their real son, 0artin $%ake )homas', who is in a coma. 4verything is going well until 0artin wakes up. 0artin and #avid don't get along and a string of incidents leads to #avid being abandoned by 0onica.

)his begins the second phase of the film. #avid wanders around a rain forest-like 5ew %ersey and is captured by a bunch of mecha-haters who like to destroy robots for entertainment. "e befriends 6igolo %oe $%ude +aw', a robot who is also on the run. )hey are about to be destroyed when they escape, thanks to #avid's human-like nature. )he third phase is #avid's desperate attempt to become real by finding the blue fairy, which leads him to his creator $who has created him to replace his own son'. In contrast to his e*pectations, #avid finds hundreds of replicas of himself which leads him to a catatonic state for a thousand years. )hen, archaeologists $either from another planet or evolved robots who survived humanity's eventual destruction', revive #avid and help him reali7e his dream with their ama7ing technologies. )here's a lot going on in the film, but it is a mediocre effort. 1or someone who is capable of intelligence and emotion, #avid is incapable of doing trivial things like ingesting food. 2ontrived situations like this don't appeal to me. It is also incongruous to think that an emotion like (love( can be dissected and reproduced ignoring all the other emotions we observe. )he movie's insights into artificial vs. real are not something I think very much of, since it simply anthropomorphises the human condition. )his is the biggest flaw of movies that deal with this sub/ect: there's no reason to e*pect that humans are any more special than bacteria in this universe and AI to me /ust represents a natural advance of human evolution. The Matri , which also ended up being sentimental, was far more rigorous in its portrayal. In my view, artificial human-like intelligence cannot be achieved using a top-down approach. 0olecular or atomic level simulation of the brain must be performed to replicate intelligence, consciousness and emotion. )his is because I believe traits like intelligence and consciousness and emotions are simply a logical conse!uence of having a comple* $i.e., non-linear' adaptive set of interactions $which evolutionarily arose to propagate the information in our genes'.

Geralyn E. Nabay a $AEd%GenEd

DIVINE WORD COLLEGE OF LAOAG Graduate School Laoag City ED !"# Libertine Gertrude R. $aca &ac'(hD

Learning )a * !, Co-&ari on and Contra t bet/een !1"1 SEC and 2"! 3EC !1"1 SEC is the proposed curriculum model designed by Grant Wiggin and

4ay $c)ighe $899:' which is also known as the “Backward Design Curriculum” . )his implored us to think about the outcomes, goals, and objectives we had for student learning first and then plan instruction and develop curriculum to close the gap between what the students already know and what they need to know. 5bd ; emphasis is on <backward design=, the practice of looking at the outcomes in order to design curriculum units, performance assessments, and classroom instruction. - to facilitate student understanding, teachers must e*plain the <big ideas= and essential !uestions as well as the re!uirements and evaluative criteria at the start of the class but this method only works for some topics. - students being able to e*plain, interpret, apply, have perspective, empathi7e and have self-knowledge. 2"! 3EC, )he - to 8> t/o year rogram covers 2indergarten and "! year o0 ba ic education 6 i7 year o0 &ri-ary education' 0our year o0 4unior 8igh School' and o0 Senior 8igh School 9S8S:; to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship.  offers a more active involvement of the learner, as in the case of the 6rade ? in my 4nglish class, since the se!uence of the literary te*ts follow a coherent, chronological arrangement, this allows both the teacher and the student to view these te*ts in their proper conte*t. )he se!uence shows how +iterature and my students to see the gradual development of hilippine hilippine "istory are interlinked. )he discussion of te*ts allowed hilippine +iterature in 4nglish.

,ince it also details the literary history of the hilippines in all dialects, they could easily relate to it because it caters to the different backgrounds and races they are in. Another is, the informative te*ts used as paralleled te*ts are very helpful because they enable them to be linked with the current events, issues and concerns thus making them more aware and more involved to their environment. )he use of culminating performance tasks also hone their individual independent study strategies as well as a balanced individual and cooperative learning.  1acilitating the teaching-learning process has been easier because we were provided with the learning package and the teaching guide to follow. (roble- /ith )ran ition Sche-e @ @ )oo late to make transition compulsory. #ifficulty to find students who will volunteer to go through 6rades 88 and 8>. ,ince this will be in selected pilot schools, they can actually opt to go to 2ollege. Ahy then would they enter a shady 6rade 88B @ &fficial curriculum is not yet finali7ed. It is e*pected on 5ovember, but this may be too late to train teachers. @ @ +ogistical problems for administrators. )e*tbooks and other materials are not yet developed and printed for 6rades 88 and 8>. @ @ @ @ Increased drop-outs due to perceived irrelevance of going to 6rades 88 and 8>. +ogistical problems for administrators. )e*tboo)oo late to make transition compulsory. #ifficulty to find students who will volunteer to go through 6rades 88 and 8>. ,ince this will be in selected pilot schools, they can actually opt to go to 2ollege. Ahy then would they enter a shady 6rade 88B

@

&fficial curriculum is not yet finali7ed. It is e*pected on 5ovember, but this may be too late to train teachers.

@ @

ks and other materials are not yet developed and printed for 6rades 88 and 8>. Increased drop-outs due to perceived irrelevance of going to 6rades 88 and 8>.

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