Tuesday, July 7, 2020

A Non-Traditional Med Students Road to Morehouse SOM (and Beyond)

This interview is the latest in an Accepted blog series featuring interviews with medical school applicants and students, offering readers a behind-the-scenes look at top medical schools and the med school application process. And now, introducing Shantrice. Accepted:   We’d like to get to know you! Where are you from? Where and what did you study as an undergrad? When did you graduate? Shantrice: I have lived in Georgia all of my life! I graduated from Spelman College (Atlanta, GA) with a Bachelor of Arts degree in Psychology. Upon graduating I enrolled in coursework at Georgia State University in order to complete prerequisites for medical school. I also received a Master of Science degree in Preclinical Science from the Mercer University School of Medicine (Macon, GA). Accepted:  Can you share 3 fun facts about yourself? Shantrice: 1. I love the cooking and whenever the opportunity presents itself I will binge watch Food Network and Travel Channel shows. A few of my favorites are: â€Å"Diners, Drive-Ins and Dives,† â€Å"Food Network Star,† â€Å"Down Home with the Neelys,† and â€Å"Bizarre Foods†! 2. While in elementary school I was introduced to creative writing and discovered poetry. As of today I have a collection of over 75 unpublished poems. Writing poetry has served a wide range of purposes for me. Writing has operated as a stress reliever, and an opportunity to express my individuality and life experiences. 3. My experience navigating through college with a full time job was challenging then add being a parent as well and it was a totally different dynamic! I tested out different strategies while in school I even failed at a few things but best of all, I learned so much about myself during the process. My experience as a college mother led me to established a non-profit organization, Conceive A Dream Foundation. The foundations primary target is women like myself, pursuing collegiate course work while parenting. The foundation seeks to help mothers successfully maneuver through college; connect them with mentors who can provide them with guidance; help them secure educational scholarships and financial assistance for childcare; and provide enriching opportunities for their children to participate in. These are just a few of the things I wish were available to me as a college mom, and I hope to use my personal journey as inspiration for others. Accepted: Where are you currently going to med school? What year are you? Shantrice: I am currently a first year medical student at Morehouse School of Medicine in Atlanta, GA. Accepted: Why did you choose your school? How did you know it would be a good fit? Shantrice: My primary selection factors when deciding what school to attend were location, mission, and availability of resources (Counseling services and academic support). Originally I was scheduled to attend a school out of state, however, due to personal circumstances I withdrew my acceptance. Luckily, within the same time frame I was accepted into my first choice school, Morehouse School of Medicine. It was my first choice because their mission really aligns with my current views and future career goals. I attended undergrad within walking distance from my school and I grew up not too far from the area as well so my familiarity with the community and the surrounding city was very comforting. Living the majority of my life in underserved communities, I found it very refreshing that their mission emphasizes service to underserved urban and rural communities. As a non-traditional student it was also very important for me to look at what resources are available outside of the classr oom. It has been a few years since I have experienced the rigor of graduate level course work and I was very happy with the options available for support in the areas of emotional/mental and academic aid. It also was a big plus that Morehouse SOM does an exceptional job preparing students to successfully pass USMLE Step 1 exam on their first attempt and match into residency slots. Accepted: What motivated you to pursue a career in medicine? Shantrice: As clichà © as it sounds, it has always been my dream to become a physician. In the early â€Å"green† stages of my journey towards medicine, it was my fascination with the tools physicians used and what seemed to be their magic healing powers that lead the five-year-old me to declare to my grandparents that I wanted to be a doctor. This was a desire that stuck with me through my grade school years. It was not until I was much older that I was able to really understand the gravity of being a physician and the impact that adequate/inadequate healthcare could have on a persons life. Over a span of two decades I have witnessed the effects of cancer, diabetes, CAD (coronary artery disease), CHF (congestive heart failure), CKD (chronic kidney disease), COPD (chronic obstructive pulmonary disease), strokes,   and countless more medical conditions. And many of these health challenges were faced by one person: my grandmother. To say that I was exposed at an early age to a combination of normal and abnormal medical conditions, that many students only first hear about from â€Å"Clinical Correlates† in medical school, would be an understatement. While seemingly undesirable, my familys health conditions were some of my most significant and medically motivating experiences I have had. Due to my grandparents limited education, I was looked to as their â€Å"medical translator.† I learned to read and discern lab results, I researched medical conditions and I became their mini medical dictionary.   I also learned about patient/doctor interactions. Not all of our experiences were as pleasant as my childhood fantasy of what I imagined a physician to be like! However, this only sparked a greater desire for me to become a physician and embody traits that I would want in a physician that cares for my family members. Since then, I have learned that pursuing medicine it is not an easy process. It is demanding, requires long hours, endless studyin g and the reward is not always as glamorous as the concept. However, as my life has progressed all of my experiences have converged to solidify my end goal. Accepted: What unexpected challenges did you face while going through the application process? How did you overcome those challenges? Shantrice: An unforeseen challenge I experienced during a previous cycle was not setting aside enough time to submit my application and additional material in a timely manner. I found myself meeting deadlines but literally submitting at the last minute. When I did not receive any interview invites at the end the application cycle I was not surprised. Having scores/grades that left me feeling very un-Rock Star like, I knew that I wanted to submit my applications as early as possible the following cycle. Last year I had quite a few things going on, from working to summer enrichment opportunities, having a child out of school for the summer and preparing to re-take the MCAT. With so many competing factors, I set deadlines for myself and created a firm application and study schedule. For days that I worked or had other activities, I had a specific time during breaks that I utilized for applications, I pre-wrote secondary essays when possible, and set aside enough time to have my essays p roofread before submitting my application. This freed up so much time and provided me with sufficient time to submit my essays within days of receiving the secondary. Two challenges that I faced which I did expect, were applying with multiple MCAT scores and my uncompetitive undergraduate GPA. No one ever dreams of taking the MCAT more than once, let alone twice or any additional attempt after that. Yet, the reality is, it does happen and it happened to me. A lot of applicants hate to hear this but the only way to overcome an uncompetitive MCAT score is to take the test again but with a different mindset. I suffered from severe MCAT anxiety and a lack of confidence and both factors hindered my performance. I tried self-study, group-study, a test prep course you name it, I tried. My biggest regret is having sat for the MCAT knowing I was not ready, merely because I wanted to meet a medical school application deadline. However, when I stopped putting so much pressure on myself, my whole outlook changed, my self-confidence was improved ten-fold and I saw the greatest improvement in my scores. In regards to my grades, I had exhausted many of the traditional backup options for students who complete college with an uncompetitive GPA, such as my participation in post baccalaureate classes and a Master of Science program. Despite doing well in my coursework and earning a M.S degree, my undergraduate GPA still showed inconsistency and academic vulnerability. Being rejected after finally securing medical school interviews in a previous cycle, left me feeling very defeated, like I could not overcome this roadblock. However, after self-reflection and dialogue with admissions personnel, I realized it was my delivery and not my package that ultimately cost me earlier entrance into medical school. I was so astounded that someone wanted to interview little old me, someone with my stats, that   my lack of confidence hurt me. During my next round of interviews, I did a better job at expressing my strengths and weakness. I was able to give my interviewers more background information on why undergrad was such a roller coaster for me. I felt more comfortable speaking my truth. And, I was able to specify points of growth and a trend of upward academic improvement. When you are chosen to interview, the school has seen your grades, scores, read about your activities and so on. And they picked you despite any blemishes that may be on your applications. The interview is your opportunity to show them what is beyond the electronic application, showcase who you are and why you would be an asset to their school and a great physician in the future. I did have an improved MCAT score to add to my application, but my confidence and ability to convey my maturity and what I learned from my setbacks was my biggest improvement. Accepted: How do you balance motherhood and med school? Shantrice: Before entering medical school, I assumed I would be able to apply the same strategy I employed as a working mom as I transitioned back to being a student mom. Once my semester began earlier this summer I realized that our routine would be not sufficient. The rigor of medical school was a lot different from what I experienced during graduate school and undergrad. And having a child who was on summer break while I was preparing for exams, case studies and learning loads of new information was interesting! Now that the school has started back for my son, we are learning to balance his school assignments and activities with my studying, school assignments and exams. We try out different routines and make adjustments as needed. My son is at an age where he more or less understands that my school work is lot different from his, but hes still at an age where he is still very dependent on me. It is important that during the week when we get home that we have dinner together, and complete homework and bedtime activities uninterrupted. On the weekend we have allotted time to go to a movie, go to the park or any other activity of his choosing. So far, this routine has provided me with an ideal level of satisfaction with my school-life balance. I am also grateful to have family near to spend time with him when I have to stay at school late or study for an upcoming exam. As he gets older his school work will increase in the level of difficulty and as I progress through my program, my studies will become more complex. Therefore, the main factor that helps us maintain balance is remaining flexible to change as we advance through life. Accepted: Lastly, do you have any tips for applicants who feel defeated from the med school application journey? Shantrice: †¢ Have faith in yourself and do not allow the â€Å"process† to deter you from pursuing your passion. †¢ Whether you are a traditional applicant currently in undergrad applying for the first time, a re-applicant applying for the umpteenth time, or a non-traditional student embarking on a new journey, remain true and congruent to yourself! †¢ My personal journey toward medical school has been very unorthodox. I maintained a full time job throughout undergrad, I was a parent while in school, and experienced tons of other life factors that were not typical for a student seeking to enter into medical school. I constantly compared myself to other applicants and other students that graduated with me but were already years ahead of me into their medical careers. Once I realized there are several routes that take you to the same destination, I was able to find value in my unique path and life experiences. †¢ Have confidence in yourself and confidence in your dreams. Sometimes when you experience so much adversity it can be hard to really believe in yourself and believe that achieving your goals is within your reach. You must overcome the fear that is holding you back. Once this happens you will be able to reach your full potential. Have patience because everything may not fall into place all at once. †¢ Be strategic with the schools you apply to because every school is not looking for that â€Å"Diamond in the Rough† applicant, during initial screening they may not look beyond measurable criteria (GPA and test scores) or the school may just not be the best fit for you. The application process can be expensive and time consuming. Every school has a different approach to how they filter out applicant. So do your due diligence and thoroughly research schools and/or seek advice about every step of the process. †¢ Lastly APPLY EARLY, only take the MCAT when you are absolutely ready (academically and mentally), and take advantage of medical enrichment opportunities. Sometimes the application process can be so daunting that your reasons for pursuing medicine become overshadowed. So visit open house events, attend pre-medical conferences, participate in summer enrichment programs, shadow physicians from a variety of specialties and volunteer in areas unrelated to medicine (that have a strong emphasis on service to underserved populations). Having a variety of truly meaningful experiences will not only enhance your application, it will give you a better idea if a career of lifelong service to others is truly for you. You can follow Shantrices journey by subscribing to her blog  Chronicles of a Rising Doctor. Thank you Shantrice for sharing your experience and advice we wish you much success! For one-on-one guidance on your med school applications, check out  our catalog of med school admissions services. Do you want to be featured in Accepted’s blog? If you want to share your med school journey with the world (or at least with our readers), email us at  bloggers@accepted.com. hbspt.cta.load(58291, '8a858f89-733f-41cd-8f46-83f20077e591', {}); Related Resources: †¢Ã‚  Navigate the Medical School Maze, a free guide †¢Ã‚  A Cure for MCAT Anxiety and Lots More MCAT Advice, a podcast episode †¢Ã‚  Applying to Medical School with a Low Science GPA

Tuesday, May 19, 2020

What Is the Difference Between Accuracy and Precision

Accuracy and precision are two important factors to consider when taking data measurements. Both accuracy and precision reflect how close a measurement is to an actual value, but accuracy reflects how close a measurement is to a known or accepted value, while precision reflects how reproducible measurements are, even if they are far from the accepted value. Key Takeaways: Accuracy Versus Precision Accuracy is how close a value is to its true value. An example is how close an arrow gets to the bulls-eye center.Precision is how repeatable a measurement is. An example is how close a second arrow is to the first one (regardless of whether either is near the mark).Percent error is used to assess whether a measurement is sufficiently accurate and precise. You can think of accuracy and precision in terms of hitting a bulls-eye. Accurately hitting the target means you are close to the center of the target, even if all the marks are on different sides of the center. Precisely hitting a target means all the hits are closely spaced, even if they are very far from the center of the target. Measurements that are both precise and accurate are repeatable and very near true values. Accuracy There are two common definitions of accuracy. In math, science, and engineering, accuracy refers to how close a measurement is to the true value. The ISO (International Organization for Standardization) applies a more rigid definition, where accuracy refers to a measurement with both true and consistent results. The ISO definition means an accurate measurement has no systematic error and no random error. Essentially, the ISO advises that accurate be used when a measurement is both accurate and precise. Precision Precision is how consistent results are when measurements are repeated. Precise values differ from each other because of random error, which is a form of observational error.   Examples You can think of accuracy and precision in terms of a basketball player. If the player always makes a basket, even though he strikes different portions of the rim, he has a high degree of accuracy. If he doesnt make many baskets but always strikes the same portion of the rim, he has a high degree of precision. A player whose free throws always make the basket the exact same way has a high degree of both accuracy and precision. Take experimental measurements for another example of precision and accuracy. If you take measurements of the mass of a 50.0-gram standard sample and get values of 47.5, 47.6, 47.5, and 47.7 grams, your scale is precise, but not very accurate. If your scale gives you values of 49.8, 50.5, 51.0, and 49.6, it is more accurate than the first balance but not as precise. The more precise scale would be better to use in the lab, providing you made an adjustment for its error. Mnemonic to Remember the Difference An easy way to remember the difference between accuracy and precision is: ACcurate is Correct (or Close to real value)PRecise is Repeating (or Repeatable) Accuracy, Precision, and Calibration Do you think its better to use an instrument that records accurate measurements or one that records precise measurements? If you weigh yourself on a scale three times and each time the number is different, yet its close to your true weight, the scale is accurate. Yet it might be better to use a scale that is precise, even if it is not accurate. In this case, all the measurements would be very close to each other and off from the true value by about the same amount. This is a common issue with scales, which often have a tare button to zero them. While scales and balances might allow you to tare or make an adjustment to make measurements both accurate and precise, many instruments require calibration. A good example is a thermometer. Thermometers often read more reliably within a certain range and give increasingly inaccurate (but not necessarily imprecise) values outside that range. To calibrate an instrument, record how far off its measurements are from known or true values. Keep a record of the calibration to ensure proper readings. Many pieces of equipment require periodic calibration to ensure accurate and precise readings. Learn More Accuracy and precision are only two important concepts used in scientific measurements. Two other important skills to master are significant figures and scientific notation. Scientists use percent error as one method of describing how accurate and precise a value is. Its a simple and useful calculation.

Wednesday, May 6, 2020

In Loco Parentis Was The Idea That A School Of Higher...

In loco parentis was the idea that a school of higher education has a legal responsibility to act as a parent for a student. As we trace back to history we can see how this concept was influential in developing the character of the students because it permitted universities the autonomy to do so. It imposed restrictive social rules on their students, restricting speech, socialization, and movements that hindered student’s character building. However, demographic characteristics and political movements have contributed to the development of the concept. Hence social movements during the 1960s were often the catalyst for change, therefore, students pushed for a more progressive outlook and began to question authority regarding the validity†¦show more content†¦Most importantly, Universities need to understand that their student body has changed and will continue to change, and they must be accepting of the different expectations of this changing population. Also, it is vital for student affairs professionals to be aware of the characteristic of the student body they are serving to provide them with the necessary environment to flourish academically. There are quite a few trends that will certainly impact the work of student affairs professionals. The changing demographic of students is one trend as well as globalization and technological influences. The changing demographic of students is inevitable, Generation Z, which are those born between the mid 1990s and 2012, are now coming to college. And the means that they possess different characteristics as compared to Millennials. One can undoubtedly argue that Generation Z grew up with technology, and for them, it is probably hard to go without their devices. And as a result, they bring unique expectations that universities will have to embrace to provide them with the necessary resources to flourish academically. Thus, it will also affect the curriculum of how courses are delivered or taught. Based on immigration trends, predictions indicate that there will be a significant growth of immigrant college students on college campuses (2-year and 4-year institutions) in the near futur e (Erisman Looney, 2007). Therefore, student affairs professionals will see a drastic shift inShow MoreRelatedRestricting Student s Autonomy Essay3309 Words   |  14 PagesIn Loco Parentis Restricting Student’s Autonomy The Latin phrase â€Å"in loco parentis,† directly translates to â€Å"in the place of a parent,† and refers to American universities controlling their students’ actions through discriminatory restraints (Lee 2011, 66). 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The second wave employed ethnographic methods to explore the local categories and configurations that inhabit, or constitute, these broader categories. In both waves, variation was seen as marking social categories. This paper sets out a theoretical foundation for the third wave, arguing that (1) variation constitutes a robust social semiotic system, expressing the full range of social concerns in a given community; (2) variationRead MoreGuidelines, Policies And Procedures Within Ownu.k Home Nation Affecting The Safeguarding Of Children And Young People10852 Words   |  44 Pages† Having safeguards in place not only protects and promotes the welfare of children but also it enhances the confidence of staff, volunteers, parents/carers and the general public in the schools and other organisations working with children. 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Creating Safe Spaces Unsafe Cultural Practice

Question: Describe about the Creating Safe Spaces for Unsafe Cultural Practice. Answer: Introduction Background Cultural safety is an effective practice of a person depicted by him or herself. The unsafe cultural practice occurs when one's identity is degraded (Gerlach A. 2012). It ensures that a person receives the best out of what is being offered. The culture may include the sexual orientation, occupation, age, religious beliefs, and professions among others. Whatever seems safe to one individual may be unsafe to another. Scope This report will focus on identifying safety space in the first episode of the first season of American comedy-drama Suits. The primary focus will be on the scenes that lead to the recruitment of the new junior partner in a law firm. The series of events creates unsafe space to the audience. Aim The aim of this report is to provide a summary, description, and analysis of a safe space and to recommend ways to improve the safety of the space. Summary of video clip Episode one of the first season of the American comedy-drama series Suits revolves around the attempt to employ an associate assistant lawyer for the newly promoted senior lawyer, Harvey Spector. Meanwhile, Mike Ross, a college dropout is delivering a bag of marijuana for his best friend only to find out the destination is a trap to catch him and therefore has to escape the police. Mike finds himself in an interview setting. In his interview, Harvey is impressed by him and is hired. The sequence of events in this clip is clear and easy to understand. The picture quality is superb, and one does not need to gaze to figure out what is happening. As an introduction, it gives the audience the morale to watch more. It is, therefore, a safe. The setting of this video is a hotel and was aired on June 23, 2011, in the USA. Summary of literature Film analysis involves the synthesis of a film through, cinematography, sound and editing (Aumont Michele, n.d). Safe space where individuals are secured and feel safe (Booker, 2007) while unsafe space is where people feel threatened and the place is prone to accidents (Langhout Annear, 2011). There are several theories and methods that are used in film analysis as will be discussed in this section. First is the shot-by-shot analysis which is written an account of a particular series in a film the arrangement of the shots. Ryan Lenos (2012) suggest that this method is best when dealing with small clips and is done starting with the description of the techniques used in the images being analyzed. Once the description is done, their effects on the viewers are elaborated. The techniques may include cinematography which may include the long and medium shot and the editing. The images should give the correct meaning intended to the users despite the changes that may be made. Secondly is the iconic analysis which is concerned with images. To analyze the images, some elements like the camera movements and light must be considered (Sobchack Sobchack, 2016). The light to and from the image should not affect its quality nor should the audience feel masked behind the story at the expense of the image. Both the image and the story line should speak the same language, that is, they should not be contradictive. Films can also be analyzed using the contextualist approach where a film is viewed in a broad picture like a society (Jacobs, 2013). This may include issues too with the period and date when it was created, the particular beliefs behind the creation, the directors other works, the author among others. In relation to this, for the film to be considered safe, it should not annoy the audience wherever they watch it. If the film does not meet the viewer expectations, then the clip will qualify to be in unsafe mode. This method can be linked with the psychoanalytical approach where a connection is created between various entities; in this case the video clips (Rubin, 2012). The above approaches are necessary to analyze the selected video clip that is the episode one of the first seasons of the America drama-comedy Suits (https://www.watchseries.ac/episode/suits_s1_e1.html). Using these criteria, the quality of the video regarding the pictures will be determined together with the context to help in drawing conclusion why it is considered safe. Observations/description of video The entire episode runs for 73 minutes with the size of 565 megabytes while the series of events up to a point Mike is hired goes for 24 minutes. The characters in the video are well represented and are easily identified. The pictures are clear and easy to comprehend. Their body language is also a correspondent with what they are acting like when Mike is surprised when he realize he has been trapped, his face clearly shows that he is scared. The words are also clear, and the sound quality is commendable. In their definition of safe space, Holley Steiner (2005) says that it is where people can express themselves emotionally and air their views freely and still feel part of the group. This is to say that in ensuring inclusion of individuals. In the clip, this is evident when despite not going to Harvard school of law, Mike explains himself, and he is heard. He, therefore, feels part of the movie. There is evidence of cultural intelligence in the movie clip. When Mike, a drug seller comes to an interview setting and specifically in a law setting, he immediately changes his mind to the new environment, and the viewer can easily tell the difference between the old and the new Mike. The director is, therefore, cultural sensitive even to the audience. Discussion In the video, Mike displayed a high level of cultural intelligence by adjusting his looks immediately he realizes he has been trapped and was face to face with the police. He has to look for a way to escape them and start walking in the opposite direction before starting to run. This is in line with Brislin, Worthley McNab (2006) definition of cultural intelligence as he is ready to adapt the new culture. Mike showed that he had been reading the police body language and noticed the gun they were carrying and therefore has to act first. In relation to Ryan Lenos (2012) on shot-by-shot analysis, the director of the series brings out his ideas in a sequential easy to understand manner. Harvey is first promoted and instructed to recruit an assistant. Meanwhile, Mike is on a mission to deliver drugs for his friend Trevor, and it happens that the destination of delivery is the same place the interview is taking place. When he realizes the trap, he runs towards the direction of the interview, gets a chance and is accepted. These series of events are sequential and clear. The images together with the lighting are linear. This qualifies the clip to be safe. Looking at this video from the contextualist point of view also qualifies as a safe video. Kevin Bray, the director of the series, is known for his other past good shows like the vampire diaries. With the high ratings of his previous works, viewers are interested in watching an almost similar series or even a better one. True to their prediction, Suits starts at a high rate that is appealing and exciting. Jacobs (2013) idea of viewing video from the broader society aspect is therefore manifested in this particular clip giving it the qualification. Sobchack Sobchack (2016) point of view of iconic analysis is also a qualifier depicted in the clip. In their view, the camera and light quality is a major factor when deciding the safety of a video. This is evident in the clip from the fact that the amount of light subjected to the images are suitable enough to the extent that it is easy to identify the color of the clothes the actors are wearing like to tell the black tie Mike is wearing from the brown one Harvey has during their interview. This avoids confusion of characters. Recommendations Booker (2007) advises that individuals should be provided with safe spaces to encourage them and to give them a sense of belonging. In this clip, Harvey first despises Mike with the fact that he has not gone to a law school despite the fact that he needs a job. This can demoralize and turn out to the end the road for some, however, good they may be. According to Gayle, Cortez Preiss (2013), individuals should be provided with adequate security in relation to their culture and/or religion. In this clip, the audience is at a risk of engaging in illegal activities like selling marijuana and still go unpunished or some may stop working hard with the hope that they will be employed anyway because of their smartness. These aspects may be safe to the actors, but unsafe for the viewer hence need for adjustment. It is important therefore that movie directors do not care only about driving the point home but also impacting positively on the audience. Conclusion From the discussion, the first episode of season one the American drama-comedy Suits has been analyzed and proved to offer a safe space. The clip cover the first part of the episode consisting of the series of events that lead to the hiring of Mike Ross as the new assistant to the newly promoted senior attorney, Harvey Spector. The analysis has however identified some aspects that need to be changed like the community view of the video. This is to ensure both the actors and audience gain positively. References Aumont J. and Michele M. (n.d). LAnalyse des Films/Analysis of Film. Nathan Booker, K. C. (2007). Perceptions of Classroom Belongingness among African American College Students. College Student Journal, 41(1), 178. Brislin R, Worthley R. McNab B. (2006). Cultural Intelligence- Group and Organization Management. Vol. 31 Gayle, B.; Cortez, D.; and Preiss, R.W. (2013). Safe Spaces, Difficult Dialogues, and Critical Thinking. International Journal for the Scholarship of Teaching and Learning: Vol. 7: No. 2, Article 5. Gerlach A. (2012). A critical reflection on the concept of cultural safety. The Canadian journal of Occupational Therapy. Holley, L. C., Steiner, S. (2005). Safe space: Student perspectives on classroom environment. Journal of Social Work Education, 41(1), 49-64. Jacobs C. (2013). Film Theory and Approaches to Criticis. Langhout, R. D., Annear, L. (2011). Safe and unsafe school spaces: Comparing elementary school student perceptions to common ecological interventions and operationalizations. Journal of Community Applied Social Psychology. 21(1), 71-86. Rubin J (2012). The Real Oedipus Complex. Psychology Today Ryan M. and Lenos M. ( 2012). An Introduction to Film Analysis: Technique and Meaning in Narrative Film. London: Continuum. Print Sobchack T and Sobchack V. (2016) An Introduction to Film. Longman. Retrieved on October 7, 2016 Suits season one episode one retrieved from https://www.watchseries.ac/episode/suits_s1_e1.html on October 7, 2016

Wednesday, April 22, 2020

Visual Entertainment Media Essay Example

Visual Entertainment Media Essay From its inception, visual entertainment media has not only shaped American culture, but also its values. While both TV and movies aired only what was socially moral and politically correct in their beginnings, they soon began to air what would garner the most ratings and money. We are a society that has made movie stars what they are today, yet we also criticize their every move. Visual entertainment media has come a long way from the censorship and monopolies of the 20th Century. While American culture has been shaped by visual entertainment media over the decades, isual entertainment media has been shaped by American culture at the same time. TV is a type of visual entertainment media that has truly shaped American culture, while we as a nation have shaped TV. Before we had the TV, we had the radio; we could do anything while listening to the radio, but the TV has to be watched. The technology of one being able to sit in their home and watch the same event thousands of others were watching simultaneously, left Americans in awe, and everyone had to have one, making the TV a staple in over half the American households by the mid-50s. The TV programs of the 50s such as Leave it to Beaver and The Donna Reed Show were not realistic, depicting only nuclear families with moral dilemmas and problems conveniently fixed within a 30 minute show. We will write a custom essay sample on Visual Entertainment Media specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Visual Entertainment Media specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Visual Entertainment Media specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Gunsmoke, a western that ran from 1955-1975, changed with the times, and dealt with issues that the public could relate to, such as religion, family values, and the discrimination of minorities. During the Civil Rights movement in the 60s, Gunsmoke changed its show based on what was going on in the country, depicting the sympathy toward minorities. This resonated well with the public, making it the longest running western of all-time. This is a prime example of how TV changes with the times. TV turned a little dark in the 60s, covering the assassination of President John F. Kennedy and the Vietnam War. Though the war was not as highly covered as one would be today, there were several instances of violence that did get aired. One that showed the effects that napalm had on children after being bombed, and the way prisoners were tortured by our troops, so anti-war groups began to become even more outspoken, and the country became divided. This was the greatest driving force behind the Americans that protested the Vietnam War. This would be one of the first instances of TV shaping American culture. Had the images of the war not aired, I doubt the war would have been protested to such an extent, since Americans would have never had to see a live war, nor would they have seen the effects and devastation of a war. This was a time when the younger generation of America wanted to be more free, rebelling against the war, the government, and trying to peacefully accept the Civil Rights movement that Martin Luther King, Jr. ught so hard for, then consequently died for. This is the generation that began to experiment with drugs and be one with nature. Movies of this era, such as Easy Rider and Bonnie and Clyde were appealing to this generation also with sex and realistic violence for the first time on film, making movie sales pick back up after declining with the Golden Age of cinema in 1946. Other movies such as The Godfather and Jaws were released in the 70s, gaining a cult following, which they still have today, 4 decades later. TV shows today, as well as movies and news today, are all based on how much rofit can be made. Companies making these shows want to reach their target demographic, so they create shows that appeal to their target audience, whether it be those of a certain age group, gender, ethnicity, religion, or belief system, and all the advertisements shown along with these different visual media target the same specific audience. Why advertise a commercial for denture cream on Hannah Montana? Visual entertainment shapes and influences our culture by what it puts out there for us to see. There have been critics saying it promotes violence in our youth, lamorizing drugs, sex, and alcohol, while others believe that parents should simply monitor their children better. There have been instances where children who use guns on others claim that a TV show, movie, or video game inspired them to act out in this horrific manner. While video entertainment media may glamorize all the things that we know are bad for us, it is still Just that entertainment. We have grown as a society enough to know what influences are bad and which are good for us. We have become a society that chooses to watch reality TV over fiction, though we know that ost of them are scripted. Though visual entertainment media has helped shape American culture, Americans have in turn begun to shape visual entertainment media. With the advancements in technology over the decades such as cable television, satellite television, and then the Internet, we now can watch what we want whenever we want, so the shows and movies being made can no longer disregard society, for it is society that will make or break a TV show, movie, or even a news show. We are also a society that cares more about artists having the ability to be omplete free in their artistic expression, and caring about our artists as human beings. Take Brittany Spears, Robert Downey Jr. or Tom Cruise for example these are all mega-stars that at one time or another have looked bad in the public eye, either for their actions, beliefs, or both, but yet Americans have forgiven them and given them another chance, and each of them is back on top today because of the forgiveness of these stars by their fans. There are still naysayers and critics, but that comes with being in the public eye. For the most part, Americans have come to ealize that those who e ntertain us are humans also, and they get second chances also. They have also come to be role models for youth, showing them how bad drugs can be for someone, and then also showing them that with hard work, faith, and strength anyone can beat their demons and get back on their feet, so the influence visual entertainment media has on society is positive for the most part, but there will always be things out there affecting anyone who sees it negatively. This is why we monitor what our children watch, but not everything can be monitored, so this is why e teach our children what is right and what is wrong and that not everything depicted in TV and movies is real. We, as a society, have come to see visual entertainment media as a way of life; therefore most could not live without it. Americans have shaped visual entertainment media as much as visual entertainment media has shaped American culture and its values (Lule, 2012). Reference Lule,J. (2012) Exploring media and culture (1st. ed. ) Irvington, NY: Flat World Knowledge, Inc Hum,176 . Retri from University of Phoenix Media and American Culture- september 7, 2013

Monday, March 16, 2020

A pink wool knitted dress, by Ted Hughes and Sonnet XLIII by Elizabeth Barrett Browning Essays

A pink wool knitted dress, by Ted Hughes and Sonnet XLIII by Elizabeth Barrett Browning Essays A pink wool knitted dress, by Ted Hughes and Sonnet XLIII by Elizabeth Barrett Browning Paper A pink wool knitted dress, by Ted Hughes and Sonnet XLIII by Elizabeth Barrett Browning Paper Essay Topic: Anne Sexton Poems Literature The Poems of Ted Hughes The first poem I intend to analyse is, A pink wool knitted dress. This poem is not written along conventional lines, since it does not employ the use of sonnet or stanzas of four lines. Indeed there are three lines in the first stanza while the fourth stanza could be a sonnet in itself as it consists of fourteen lines. All the other stanzas are of differing lengths as are the lengths of the lines. In terms of rhyme in many of the poems I have previously read the last word in each line often rhymes with the last word in the next line or the second next line. This sort of rhyming occurs in Barrett Browning Sonnet XLIII where the second and third lines rhyme as do the first and fourth. This pattern continues throughout the poem. Hughes writes in run on sentences, some of which carry on into the next line, in fact the style and structure of the poem reminds me more of a piece of prose than a poem. One might consider it to be reminiscent of Shakespeares blank verse it could of course also be modern style free verse. This poem itself focuses on Hughes wedding day. In the initial verses, he talks about himself, about the absence of his family, his best man who was the sexton and then about his bride. The wedding doesnt seem particularly well organized, a common characteristic of many weddings which took place in the months following the Second World War. It is so ill organized that he has to requisition the sexton as his best man. The solitary guest was the brides mother, Your mother, brave even in this, U. S foreign affairs gamble, acted all bridesmaids and all guests, even magnanimity- represented, my family. It seems they didnt have the time or money to buy their wedding clothes in Harrods! The only new item Hughes had was an umbrella. His outfit consisted of My tie- sole- drab, veteran RAF black- Was the used-up symbol of a tie? My cord jacket- thrice dyed black, exhausted, Just hanging on to it. And the bride was wearing a pink wool knitted dress. The story is told in a very low-key manner and this brings me on to a discussion of the language used. One would have expected the poet to use an elaborate, descriptive style more fitting to the occasion. He chooses not to. The words Hughes uses are purposely starkly drab. Such as smudged, sole- drab, utility, odd, spare, squeezed, and Packing children into a bus. He also uses words, which remind us of the recent war, Post war, utility, conscript, veteran, requisitioned. Because of the recent war effort clothes, di cor and furnishings were extremely grey and uniform. There are few colourful aspects of war. Despite this, humour is evident for example Hughes wanted to be married in Westminster Abbey, where the Royals are married but has to settle for the humbler St George of the Chimney Sweeps, and a borrowed best man. How can this be a love poem? The whole flavour and texture of the poem is so mundane, workaday and prosaic, just like any other day. Does this reflect Hughes innermost thoughts about his wedding? That is certainly the impression he gives me. So how is it a love poem? The answer lies in the last two stanzas where Hughes addresses his bride in language that is quite different to that used in the previous stanzas. In the second last stanza the language contains heavenly imagery, Transfigured, brimming with God, the heavens open, Riches ready to drop upon us, levitated. What a contrast to what has gone before! Not drab but uplifting and celestial. But is Hughes describing a person whom he loves or some image he sees in her? Is it what she can do for him, not what he can do for her? The last stanza seems to reflect the poets notion that his bride is crazy about him and simply cannot take her eyes off him. Nowhere in the poem does Hughes describe a similar intoxication for her. This poem is the embodiment of what Ted Hughes sees and portrays himself as a poet. Imagine what you are writing about. See it and live it Look at it, touch it, smell it Listen to it, turn yourself into it. A contrasting piece is Sonnet XLIII by Elizabeth Barrett Browning. This poem is taken from, Sonnets from the Portuguese, and is of course, number forty-three. As it is a sonnet it has the usual fourteen lines and there is a regular rhythm for which the octet is ABBA while the sestet, ABAB employs a variation. Apart from that the other features are pretty uniform and standard. All of Barrett Brownings sonnets are written in similar form. The poem has a definite rhythm e. g. n the first line certain words are stressed such as those underlined below; How do I love thee? Let me count the ways. This pattern continues throughout the poem e. g. line five. I love thee to the level of everydays. The rhythm stresses the important words such as, love, depth, breadth, height. This rhythm gives the effect of being from the heart; deep, emotional and heartfelt. The poem is totally concentrated on one theme only, love. This is quite a contrast to Ted Hughes poem, which contains black humour, a narrative, and a much lighter attitude to the relationship. I feel this poem has a religious intensity which is reflected in the uses of key words and phrases such as, depth and breadth and height, My soul can reach and also in the lines, I love thee with a love I seemed to loose, With my lost Saints A notable aspect of the poem is the fact that the title is numbered, as are the Psalms in the Book of Psalms. Furthermore, the language of this sonnet is reminiscent of the Language used in the Psalms. This idea supports my opinion that The poem expresses a certain religious intensity. The poet uses repetition for effect and emphasis, she uses the words, I love thee seven times and in the middle of the poem, she starts each of these lines with, I love thee The last three lines have a particularly spiritual effect, looking forward to love eternal after death. Browning herself suffered ill health and that she was conscious that death was never far away so this possible morbidity could arise from that feeling. It is ndoubtedly very intense. Both poems differ in many obvious ways. Ted Hughes poem is much longer, he has quite a different style and approach, his piece tells a story with a certain amount of wry humour and diversity. Only in the last part of it does Hughes concentrate on the theme Of love whereas Barrett Browning is totally concentrated on the love theme. Of course both are structurally quite different and different also in both tone and language. Hughes uses inclined, common and everyday language while Barrett Brownings is austere and devotional like the language used in a prayer. Perhaps, in the final analysis, Ted Hughes approach to ove is not quite as serious and faithful as Elizabeth Barrett Brownings. She expresses her love in depth, breadth and Height while Hughes expression of love somewhat appears to be more shallow and perhaps less sincere. Does Hughes love his bride merely because she loves him? While Barrett Browning appears to love her partner for his own sake. I prefer Ted Hughes poem, basically because I feel it is more true to life, the storyline is also interesting. This is a stark contrast to the quasi-religious intensity of Elizabeth Barrett Brownings sonnet, which I find too overpowering and totally redolent of the early Victorian ethos.

Saturday, February 29, 2020

Character Differences and Morality

In Albert Camus’ The Guest, there are three main characters: Daru the schoolteacher, Balducci the policeman, and the Arab. These three characters all reveal differences that relate to one of the overall themes of the story: morality. In the story, Daru is the main character who has a hard time dealing with the concept of morality. Although there are many other themes that are prevalent to the story, morality is the major theme that each character can relate to because of their differences. Daru is a schoolteacher who feels like he is in a state of isolation from the beginning of the story to the end. He is assigned to do a task by Balducci but once he hears what he has to do he is appalled and refuses to do it. Instead of doing what he has been assigned, Daru does the complete opposite. The actions that Daru presents throughout the story show that he isn’t sure of himself and that he is very insecure. Daru has trouble dealing with the concept of morality, and his actions send him into a state of moral anguish at the end of the story. Although at times it looks like Daru wants to do well, he ends up saying or doing the wrong thing. For example, as Balducci is leaving the schoolhouse, he orders Daru to watch the prisoner before they hand him over. Daru tells Balducci that he will not hand him over. â€Å"Listen, Balducci†¦every bit of this disgusts me and most of all your fellow here. But I won’t hand him over. Fight, yes, if I have to. But not that.† (p.5); this shows how Daru is given the opportunity to do what is right but ends up doing what is wrong. While the prisoner stays with Daru, he feels very uncomfortable. Daru feels like the Arab wants to be friends with him, and Daru doesn’t want to be. This reveals that Daru is also self centered and that he doesn’t feel comfortable around strangers. Daru also starts to feel vulnerable because of what he said to Balducci before he left. Although Daru becomes upset with the Arab and doesn’t approve of the crime he has committed, he still believes that turning him in is a shameful thing to do. This shows that Daru may have a good side to him; one that cares about others and not just himself. Also shows how Daru has trouble dealing with morality. In the end, Daru cannot decide between what is right and what is wrong, which allows the Arab to choose his own fate and leaving Daru in a bind. Balducci is the policeman. The readers of the story see Balducci as a leader. Balducci has known Daru for a long time, and considers Daru like a son to him. Balducci cares about Daru and is upset when he won’t do what he has been told to do. Unlike Daru, who has trouble grasping the concept of morality, Balducci does everything right and therefore has nothing to really worry about. The only thing that Balducci has to worry about is what will happen to the Arab, once he leaves him with Daru. Balducci follows everything that he is supposed to do, like bringing the prisoner to Daru and caring for him. Once Balducci hands the prisoner over to Daru, he leaves and heads back to El Almeur. â€Å"He looked at the Arab, motionless in the same spot, sniffed peevishly, and turned away toward the door. Good-by, son, he said†¦The door shut behind him.† (p.6) Balducci, leaving the prisoner in Daru’s hands, makes the reader wonder whether or not Balducci had an ulterior m otive. And also why he left the Arab alone with just Daru? These actions of Balducci’s show that he may have wanted to give responsibility to Daru and have him see what it’s like caring for others and not just care for himself. The Arab, who is the prisoner, is very shy and apprehensive throughout the story. Although he is given many opportunities to escape throughout the story, he doesn’t. This shows that he is loyal and wants to do the right thing. Daru asks the Arab many questions, but he is very vague in answering. The Arab wants to know what is going to happen to him, but doesn’t understand anything that Daru is asking him. He also wants to know if the gendarme, Balducci, will return. His actions throughout the story tell us that he is also concerned about his safety and what will happen to him. In the end, Daru lets the Arab go and sends him away with money and food. The Arab doesn’t know what to think about what Daru is telling him to do. This shows that the Arab is confused and that he may not be able to think for himself while he is on his own. At first he is hesitant but decides to go on ahead, with the things Daru gives him. The Arab walks on ahead and disappears. Now the Ar ab doesn’t know what to expect and doesn’t know what his future holds for him. This will certify that the above work is completely original