Media hollywood Essay Example for Free

Media hollywood Essay The media, and Hollywood in particular, represent one avenue in which the general public becomes familiar with the role of nurses. How does the media positively or negatively influence the public’s image of nursing? What other avenues may better educate the general public on the role and scope of nursing as well as the changing health care system? In Media, the portraying of nurses vary inaccurately in front of the viewing audience. The dominant image of nurse has always remained stereotype to majority of the viewers. In television nurses are tend to be just helpers of the physician in hospital but in actual life and situation its totally different. In TV serial named Grey anatomy and house it is represented that nurse are helpless , incompetent and physician are given a heroic image as representing triage medicine administration , providing psychosocial support , but in real world , it’s the nurse who do the above stated factor. However the grey anatomy doesn’t mention anything about it , its nurse a who has a prime role in giving a total patient care and to be with patient 24 * 7 The medical media drama has always shown physician as a dominant , at top notch equivalent to god and saving life of patient and nurses are relatively low skilled and differential to physician. As nurse are set to be feminine extremes as categortrized into naughty nurse and in thoughtful words of X description. But in contrary its reverse and nurse are seen autonomous in decision making for nurses expertise in medicine, public health and advance research. Experts have an understanding that media just undermine nursing profession and do not focus in health development issues and action in relation to it. As only government and university conceptualize it in last. In today highly equipped media world, nursing focus many issue like staff shortage, poor working condition, low pay in high responsibility environment and many more which is not visualized. The factors has totally undervalued nurses looking at them as uneducated.

Compare my last duchess and Porhyrias lover considering in particular

Compare my last duchess and Porhyria's lover considering in particular how the 2 central characters are presented. Both poems, "My Last Duchess" and "Porphyria's Lover" have similarities and differences. This can be seen in the two central characters, content and language. In "My Last Duchess" the duke, a rich upper class man, is talking to a messenger of a count whose daughter he wishes to marry. This poem begins in front of his last Duchess painting which is on the wall in the Duke's home. Throughout the poem, we discover the characteristics of the Duke and learn about the murder of the Duchess. "Porphyria's Lover" however begins in the lover's cottage. The poem describes a night they spent together and the murder of Porphyria. Throughout this poem, we also learn about the characteristics of the Lover. Both poems are linked through the murder of Porphyria and the Duchess. Firstly, in "My Last Duchess", the Duke is controlling. This can be seen in "The curtain I have drawn for you, but I". This tells us that the duke was in control over who saw the painting because there was a curtain present over the painting. This can also suggest that the Duke, still, thought that he had control over his late wife. This also shows the Duke being selfish and powerful. The Duke's selfishness can also be seen later in the poem. This can be seen in "A heart, how shall I say? - too soon made glad, /Too easily impressed" and "She looked on and her looks went everywhere." It would appear that the Duke was not impressed by the supposed flirtatious actions of the Duchess. This is because he wanted the Duchess to be completely his. Therefore we can see that the Duke was also a jealous man. Another characteristic of the... ...hat Porphyria, now completely belongs to the Lover. The language used here can help us establish something about the metal state of the lover. We can see that, unlike the Duke, he has psychiatric problems. His looking up to God could suggest he was trying to justify his actions by gaining God's support or he felt no guilt over what he had done. In conclusion, both poems are dramatic monologues. This is when one speaker relates the entire poem as if it was another speaker presenting the speaker. They both carry a question of ambiguity. For example we are not certain whether the Duchess was flirtatious or whether Porphyria was proud. We are not told what exactly happens in both poems. Therefore, it is up to us to intrrreperate what is happening in the two poems. Finally, any information which we are given comes from the narrator and this may not reliable.

Multiple Intelligence Theory and Its Application to Education

The discourse surrounding multiple intelligence theory (MI) and its integration into education has been that of much debate. Written as an opposition to IQ testing, MI was originally developed as an alternate account of cognitive function, initially identifying seven distinct intelligences (verbal-linguistic, logical-mathematical, bodily-kinesthetic, spatial, interpersonal, intrapersonal and musical), and later acquiring two more (naturalist and existential).Applied to an educational context, the main aim of MI theory is to demonstrate the insufficiencies of IQ measurements and traditional testing methods as evaluations of student intelligence and the grounds for planning programs and curricula suitable for all students (Moran, Kornhaber, & Gardner, 2007). MI theory is attractive to many because it offers â€Å"a more pluralistic cognitive universe† (Gardner, 1995b, p. 16).However, vigorous debate challenges MI theory, whilst the lack of clear instruction for its integration i nto pedagogy has led to misconceptions and unfaithful application of its key elements. Some of the arguments pertaining to the integration of MI in schools, and in art and design classrooms in particular, will be explored below, firstly examining critiques of the theory itself. The first debate considers the empirical aspects of MI. In Frames of Mind (1983), Gardner presents his investigation of numerous empirical studies, from which he identified the initial seven intelligences.Thus, it can be said that MI theory is formed solely on empirical evidence. Since there can be no permanence to any empirically based theory, MI can be modified in accordance to new studies, openly allowing for discussion and constant reconceptualisation (Gardner, 1995a). Whilst Kevin Williams (2000) highlights the intuitively appealing natureof MI theory, Robert J. Sternberg identifies the need for a basis for testing and comparing these â€Å"attractive† empirical theories (1984, p. 700). Klein (199 8, p. 06) points out that Gardner, whilst expanding the claims of MI theory, â€Å"provides no evidence for them,† but further demonstrates the virtually â€Å"untestable† nature of MI theory that continued to exist over a decade after Sternberg’s critique.This means that whilst it difficult to prove that MI is wrong, it is equally difficult to prove that it is correct, which questions the validity of the theory in educational contexts. Secondly, MI theory has been accused of confusing intelligence with domain and discipline. Gardner (1995a, p. 02) explains that on the contrary, â€Å"an intelligence is a biological and psychological potential†¦ capable of being realized†¦ as a consequence of the experiential, cultural, and motivational factors that affect a person. † This definition is dissimilar to that of â€Å"domain,† which is a cultural concept, relating to culturally organized activities, in which individuals are involved. In the a rt and design context, sculpture, painting and woodwork would be examples of domains, which, according to MI, can be accomplished through the utilization if intelligences such as spatial, bodily-kinesthetic and logical mathematical.In saying that, Gardiner argues that intelligences can operate in many diverse domains(Gardner, 1995a; Gardner, 1998). Logical mathematical intelligence must be applied in planning and constructing a table, for instance, to attain correct measurements and angles. Perry D. Klein accuses MI of linguistic redundancy on the basis that each intelligence is defined â€Å"as an ability in a corresponding set of domains,† and an ability in each domain is explained â€Å"with reference to the intelligence† (Klein, 1997, p. 103).Gardner (1998) believes that Klein has confused these concepts, as each domain involves several intelligences, not just one by which it is defined. For example, a student who possesses high spatial intelligence might not neces sarily produce an effective poster design without also incorporating a degree of bodily-kinesthetic intelligence, cultural support, practice and good instruction. Gardner strongly disagrees with a third critique that MI theory â€Å"so broadens the notion of intelligence that it includes all psychological constructs and thus vitiates the usefulness, as well as the usual connotation, of the term,† (Gardner, 1995a, p. 03). His argument stems from allegations that the traditional definition of intelligence provides a thin and incomplete observation of its nature, touching on only psychometric capacity and disregarding other cognitive aspects. MI deals only with matters of the intellect and Gardner believes that a more useful comprehension of cognition can be gained by considering multiple semi-independent intelligences than what is offered by the hypothesis of a single â€Å"bell curve† model of intelligence. Conversely, some critics show concern that MI regiments the var iety of human intelligences due to the restriction of categories.The formation of categories and intelligences they include is, in the opinion of John White, based â€Å"on Gardner’s own value preferences† (White in Williams, 2000, P. 107). Williams (2000), however, asserts that White may have misjudged the way in which MI can allow for the diverse combinations of intelligences in the classroom. MI encourages that key concepts or disciplines be approached in a multiple ways to enhance a students experience of ideas and implications in a way that is familiar to them.In art and design, topics can be taught using a range of approaches, from narration of an artists or designers experience (interpersonal), class discussion (verbal-linguistic) and individual reflection (interpersonal and intrapersonal) to practical experimentation or stimulation (logical-mathematical, spatial and bodily-kinesthetic). By approaching content from different perspectives, teachers can increase t heir access to the intelligences of more students and allow students to see that they are capable of representing content and their knowledge in different ways (Gardner, 1995a)A fourth concern takes the form of what Gardner (1995a, p. 203) deems a myth: â€Å"MI theory is incompatible with g (general intelligence), with hereditarian accounts, or with environmental accounts of the nature and causes of intelligence. † His response is that MI theory is primarily concerned with exploring the intelligences and intellectual procedures that g does not take into account. MI examines the scope of g, not it’s actual existence. Similarly, MI theory focuses on exploring the interaction between genetic and environmental elements, impartial on the issue of whether particular intelligences are heritable.MI’s exploration of the unique intelligences of individuals allows them to understand that they have potential to be â€Å"intelligent† in multiple ways and are no longe r restricted to the â€Å"smart† or dumb† categories that are often ascribed to g (Moran, Kornhaber, & Gardner, 2007). Considering the above arguments, MI practice should not be considered in separation of MI theory and teachers should be aware of the discourse surrounding MI theory in order to make a more educated integration of its principles into their classrooms.The almost immediate attempt to integrate MI theory into educational contexts has generated positive results in its development. However, Burke (2007) also notes that many teachers have acquired information about MI that is in contradiction to what the theory actually suggests. Written in the context of psychology, Frames of Mind relates only six paragraphs to MI practice in education (Burke, 2007). Gardner denies that MI attempts to instruct pedagogy and sees it as the educator’s role to decide how MI will best serve students (Gardner, 1995a).Considering MI theory is not the result of standardized te sts, any testing that claims to be MI based, should use an â€Å"intelligent-fair† method, as opposed to linguistic or logical methods of pen and paper testing, so that each individual intelligence is directly examined. For instance, if a student is to be assessed in aspects of spatial intelligence, it should be done based on their practical interaction with and application of visual arrangements and materials, rather than written assessment.Gardner points out that the assessment of MI’s is not always a main concern in education, but if it is appropriate for testing to occur, it should exist within an environment where the student feels comfortable and is provided with familiar materials (Gardner, 1995a). Misguided notions of MI have led to the concern that teachers need â€Å"to plan eight or nine different entry points or approaches for each lesson† (Moran, Kornhaber, & Gardner, 2007, p. 26).Burke (2007) reports that in art classes where teachers attempted to teach to every intelligence, students began to complain about far-fetched lessons. It is not always feasible, nor appropriate to attempt to conduct lessons in this way, and Gardner (1995a) agrees that to do so would be a waste of time and effort. Klein points out that the complication of growing class sizes combined with the â€Å"supposed existence of eight intelligences† and their various levels of operation, would result in an â€Å"explosion in the workload of the teachers who would have to plan and deliver these programs† (1997, p. 38). Whilst the identification of â€Å"strong† areas of intelligence in individuals can be beneficial, Klein (1997) predicts that this could also mean that students will avoid areas where their intelligence is deemed â€Å"weak. † Within an art program, for example, a student with strong verbal linguistic intelligence and weak spatial intelligence might focus their efforts more heavily in developing a written report on an artist case study and avoid tasks that require them to create or interpret compositions or work with 3D modeling.Furthermore, if a student ascribes their strong logical-mathematical intelligence to an ability such as the careful planning of measurements for a project, and the calculations prove to be more difficult then they expected, Klein suggests that they often quit as they â€Å"interpret failure as a lack of this ability† (1997, p. 389). MI has also been applied to classrooms in trivial ways. This includes the practices that exercise aspects of particular intelligence without cultivating the mind (Gardner, 1995a).An example of this would be to have students thrash their limbs about to make random marks on a surface without informing them of what energized mark-making is about and how it is relevant to art. In order to achieve deep learning, applications of MI should be student-focused, considering the intellectual attributes of each individual in order to plan educatio nal programs that are relevant, appropriate, fair and engaging (Gardner, 1995b). Understanding the dynamics of intelligences within a classroom can assist teachers in their provision of rich learning experiences.This means understanding which intelligences, both on an individual and class level, will create interference, compensation or enhancement (Moran, Kornhaber, & Gardner, 2007). Having students work collaboratively on projects can allow for intelligences to operate â€Å"across students†¦ to build shared strengths† (Moran, Kornhaber, & Gardner, 2007, p. 28). In concluding, Gardner (1998) maintains the position that MI theory can provide a rich, flexible and useful set of tools and ideas for teaching that allow educators to meet the needs of increasingly diverse classrooms by utilizing knowledge of and tapping into the specific intelligences and ubskills of individual students. MI can be useful in explaining the behavior of individuals and identifying obstacles in t heir learning with the aim of making teaching and learning relevant for more students in order to achieve deeper learning. However, to avoid misconception and subsequent misapplication of MI theory, educators must be aware of the debate that surrounds it and its progress as a continually developing empirical theory.

The Trial And Death Of Socrates And The Gita - 1563 Words

Given the current movement calling for all people to be themselves or â€Å"be-you-tiful† the idea of nonconformity has transferred to being an example of conformity itself. In this essay, I will argue that this paradox is also true of the ancient texts The Trial and Death of Socrates and The Gita, despite their conflicting messages on the importance of individuality. In The Trial and Death of Socrates, Socrates seems to take an individualist approach in that people choose to follow their â€Å"god†, or conscience, while The Gita argues that people are being guided by truth. The Gita shows this with Arjuna’s devotion to Krishna’s wishes despite his inherent ties to his family. Both Socrates and Arjuna find themselves at odds with their devotion to†¦show more content†¦The Gita makes this known by having the god Krishna, who in himself is the universe, tell Arjuna that in following him he is following his duty, which in Arjuna’s case is figh ting in the war he does not want to be apart of. The Trial and Death of Socrates also speaks of following god, but not a god in the traditional sense. This difference was also lost upon the Athenians surrounded himself with, shown by the way they sentence Socrates to death for not adhering to their conception of gods (Plato 27a). In a sense their rationale is wrong, because the â€Å"god† Socrates speaks of is not a god at all, but rather his conscience. Take the quote, â€Å"I was attached to this city by the god--though it seems a ridiculous thing to say--as upon a great and noble horse which was somewhat sluggish because of its size and needed to be stirred up by a gadfly. It is to fulfill some such function that I believe the god has placed me in the city† (Plato 30e). Notice Socrates’ use of the word â€Å"the† before god, this shows that god is not a supreme being, but rather a concept. The particular concept is the concept of universal truth, which â€Å"speaks† to Socrates through his conscience. Now that the idea ofShow MoreRelatedCritical Essay : A Synthesis Of Action1467 Words   |  6 Pagesanswering the question, â€Å"how should one act?† To illustrate this notion, the use of action was examined as it pertained to the texts The Bhagavad Gita, The Trial and Death of Socrates, and the Daodejing. As it was portrayed in The Bhagavad Gita, action was discussed through the perspective of one’s duty or obligation to act. In The Trial and Death of Socrates, action was shown on the principle of supporting one’s own beliefs. Regarding the ideologies of the Taoist philosophy and tradition, the DaodejingRead Morebhagavad gita vs. Socrates Essay1695 Words   |  7 Pagesï » ¿ The Dialogues of Self Self: Oh wise Socrates what an honor it is to meet you. I hope you have the time to converse with me. I have read the Bhagavad-Gita and the Dialogues of Plato concerning your trial and death, and have several questions concerning your belief in the immortality of the soul. Socrates: Of course my friend. That is the reason I am here. Self: Excellent. You speak of it being a noble risk to believe in the immortality of the soul. That on a basic level I understandRead MoreTrue Knowledge Is Blinded By Ignorance1658 Words   |  7 PagesBrendan Kane Journey of Transformation Dr. Viezure 10, December 2014 True Knowledge is Blinded by Ignorance I agree with the quote from the Bhagavad Gita â€Å"Knowledge is enveloped by ignorance, hence all creatures are deluded†. Humans are not fully capable of understanding true and complete knowledge, due to their ignorance. Because of human ignorance, which is defined as not completely understanding something, humans are not able to reach their full potential, and gain true wisdom. Everyone possess