Movie Analysis †a Beautiful Mind - 1439 Words

Movie Analysis – A Beautiful Mind A Beautiful Mind is a true story based on the life of John Forbes Nash, the mathematical genius who, while a graduate at Princeton University in the 1940s, discovered a principle equation that changed economic theory. But his extraordinary career was sidetracked by his struggle with schizophrenia, almost destroying his family and himself. The irony of his predicament was that the drugs that kept his psychosis in check also prevented him from thinking coherently. In order for him to think, he couldnt take his medication, which lead to continuous delusions. He eventually learned to use his own minds logic to keep his thoughts in check, even though he still suffered from schizophrenia. The movie†¦show more content†¦He experiences hallucinations again after stopping his medication. He wanders around the house while he was supposed to be watching his son in the bathtub, and his son almost drowns. He also believes that people are telling him to kill his wife. According to th e information I have read about schizophrenia, I believe this film does a good job of accurately portraying the disorder. It includes behaviors associated with the disorder, as well as treatments and side effects from the medication. In the movie Nash is constantly suffering from paranoia due to his schizophrenia. He believes that he is being watched by the Soviets who are after his brilliant mind. Even though these beliefs are false he can’t shake the feeling of being watched or followed. His paranoia leads to him acting as if he is always on edge and constantly concerned with the situation. He can’t function normally and concentrate on the important matters such as his family and work. He is fixated with his paranoia and the images created by schizophrenia. The movie does show a truthful perception of the illness known as paranoia. The power of his paranoia almost ruined his life and it was clearly displayed in the movie. Paranoia can affect all kinds of people inclu ding people with brilliant minds like Nash. It usually occurs more with people who have a reason to be suspicious of others. Nash’s theories were very important and this may have caused himShow MoreRelatedAnalysis Of The Movie A Beautiful Mind 1025 Words   |  5 Pages College of Mount Saint Vincent Samantha Barreau April 27, 2015 English Professor McCain A Beautiful Mind The movie takes place in 1947, the main character John Nash arrives at Princeton. Him and Martin Hansen are both recipients of an award. The prestigious award was a Carnegie Scholarship for math. At the opening reception, he meets a group of math and science graduate students, there names were Richard Sol, Ainsley, and Bender. He even meets his roommate Charles Herman, and he’s a literatureRead MoreMovie Analysis : A Beautiful Mind Essay1745 Words   |  7 Pageswho have demonstrated achievement. Biopics are films based on real life people sharing their greatest achievements. Aron Ralston in ‘127 hours’ had to make a major decision whether to cut his arm off or not, in order to survive, John Nash in ‘A Beautiful Mind’ had to choose whether to take his medication in order to get better from his mental illness, Schizophrenia. Both of these films have been developed to retell the stories of these men and to be as accurate as possible, to help the audience understandRead MoreA Beautiful Mind: an Abnormal Movie Analysis1027 Words   |  5 PagesA Beautiful Mind: An Abnormal Movie Analysis A Beautiful Mind is a 2001 cinematic semi-biography based upon the life of Nobel Laureate of Economics John Forbes Nash, Jr. Seneca said that there is no great genius without some touch of madness, and this is certainly the case with Dr. Nash. The movie opens on Nash as a graduate student at Princeton University. He struggles to find a unique idea, one that will set him apart from his peers and earn him recognition. Though Nash is self-admittedlyRead MoreAnalysis of Movie a Beautiful Mind Essay1703 Words   |  7 PagesA Beautiful Mind The movie â€Å"A Beautiful Mind† directed by Ron Howard is based on the real story of mathematician John F. Nash Jr., played by Russell Crow. John Nash was a gifted young man from West Virginia that, while studying in Princeton, created his â€Å"game theory† also knows as â€Å"Nash equilibrium†, which was the break through in modern economics, and for which he got the Nobel Memorial Prize in Economics later on in his life. Also except his extraordinary mind John Nash had a psychologicalRead MoreKeeping the movie ‘A Beautiful Mind’ in mind, the following is a psychological analysis on John1100 Words   |  5 PagesKeeping the movie ‘A Beautiful Mind’ in mind, the following is a psychological analysis on John Nash ,the main character of the movie who is also a victim of Paranoid Schizophrenia .It also aims at analyzing the effect it had on the people around him. Schizophrenia has been defined as â€Å"split mind†. It refers not to a multiple personality split but rather to a split from reality that shows itself in disorganized thinking, disturbed perceptions, and inappropriate emotions and actions†. In the movie ,NashRead MoreBrothers Grimm and Beautiful Mind1109 Words   |  5 Pages* A Beautiful Mind Film Analysis A Beautiful Mind Film Analysis This movie is based on the true story of the brilliant mathematician John Forbes Nash Jr. He made remarkable advancements in the field of mathematics at a young age and had a very promising future. Unfortunately, John Nash had problems deciphering the difference betwe Premium 855 Words 4 Pages * Film Analysis: a Beautiful Mind WEEK 3 A Beautiful Mind Film Analysis xxxxxx x. xxxxxxRead MoreAnalysis Of A Beautiful Mind1293 Words   |  6 PagesA Beautifully Scary Mind Film Analysis on A Beautiful Mind Most people remember having an imaginary friend growing up when they were young, but when that friend or friends appear in your late 20’s or 30’s as they did for John Nash, the Nobel Prize winning mathematician, they are usually called delusions or hallucinations. These are symptoms of schizophrenia and after making a groundbreaking discovery in the field of economics, Nash began experiencing hallucinations of a best friend, federal agentsRead More Ethical Analysis of A Beautiful Mind Essay1595 Words   |  7 PagesEthical Analysis of â€Å"A Beautiful Mind† â€Å"A Beautiful mind† is a story based on the life of John Forbes Nash, who is a famous mathematician. Unfortunately, he is suffering from paranoid schizophrenia that majorly affects his personal and social life. Schizophrenia is a psychological disorder in which the patient’s ability to function is impaired by severely distorted beliefs, perceptions, and thought processes (Hockenbury, 2010). John Nash, the main character, faces many challenges in his professionalRead MoreA Beautiful Mind Film Analysis843 Words   |  4 PagesA Beautiful Mind Film Analysis This movie is based on the true story of the brilliant mathematician John Forbes Nash Jr. He made remarkable advancements in the field of mathematics at a young age and had a very promising future. Unfortunately, John Nash had problems deciphering the difference between reality and hallucinations. He had a mental disorder known as Schizophrenia. Schizophrenia is a severe, complex illness that causes hallucinations and can affect a person’s ability to think clearlyRead More Analysis of the Film, A Beautiful Mind Essay1561 Words   |  7 PagesAnalysis of the film A Beautiful Mind In the movie, A Beautiful Mind, the main character, John Nash, is a mathematician who suffers from schizophrenia. Schizophrenia is actually the most chronic and disabling of the major mental illnesses and it distorts the way a person thinks, acts, expresses emotions, interprets reality and relates to others. The movie, A Beautiful Mind, John Nash, who is played by Russell Crowe, is a true story about a mathematician whose life is horrific

Aboriginal Rights Of Aboriginal People - 1390 Words

In 1967, a landmark event occurred for the Indigenous Community of Australia. They were no longer declared Flora and Fauna This means that Aboriginal people would be considered a part of the landscape and not humans in their own right.. In 1967, a Referendum was held by all members of Australian society voting on the issue of allowing Indigenous Australian to be a part of the census and thereby able to vote and be counted as part of Australia’s population. This achieved not only citizenship for Aboriginal people, but put the issue of Indigenous Rights on both the political and social platforms. This essay will look at the lead up to the Referendum, how Aborigines and their supporters communicated their belief in their rights to the†¦show more content†¦After this time, many atrocities occurred, such as the fact that Aboriginals were often killed for sport, and massacres such as Myall Creek were occurring, where 28 Aboriginal men, women and children were murdered near Myall Creek Station in 1838. There was also the problem of the Stolen Generation, when Aboriginal children were forcibly taken from their homes to be raised as though they were white. It was only recently in 2008, that Kevin Rudd, the Prime Minister of Australia at the time, apologised for the actions that the government had undertaken. In another apologetic move, Prime Minister Paul Keating delivered a powerful speech regarding the fact that Aboriginal Communities were still segregated despite the fact that laws had been changed a number of years ago. This shows that the idea of atonement by Australia is quite a new topic. Does this prove the challenges that Aboriginal’s faced nearly 200 years ago are still present in today’s society? It was enough to force the Aboriginal men, women and children to begin act in support of their rights. Following World War II, Australia was split in two. The majority of people were those that lived in houses which had both power and water. However, the Indigenous minority of Australia was not so lucky. They were not eligible for the same benefits that the White citizens of Australia

Integrating Traditional Medicine with Western Medicine Free Essays

Name: Anthony OLUSOLA Course Title:Medical Anthropology Topic:Traditional and Bio-Medical Practice: Integrating traditional and modern systems in the Nigerian health care delivery. Research Question: To what extent, if any, has traditional medicine in comparison to Bio-Medical practice, been incorporated to the health care delivery systems in Nigeria and how much promotion is given to the significance and efficacy of the practice of traditional medicine in curing same illness? Abstract: The practice of traditional medicine among the people of Nigeria in the Western region of Africa transcends the advent of Bio-Medicine and occupies a prominent position in the delivery of health care. Majority of the rural dwellers as well as substantial proportion of the urban dwellers rely on traditional medicine for solutions to illness and healing. We will write a custom essay sample on Integrating Traditional Medicine with Western Medicine or any similar topic only for you Order Now A significant number of Nigerians living abroad rely strongly on the efficacy of traditional herbs for medical treatment, regardless of their level of education and cost of transporting such herbal medicine to their country of residence. However, several successive governments in Nigeria have continued to neglect the indigenous health care methods in their health policy. This paper examines the relevance of traditional medicine and its contributions to health care delivery systems in Nigeria, and the rate at which people opt for alternative medical interventions as brought about by the inaccessibility of modern medicine as well as the financial implications. Against these backdrops, this paper proposes considerable recognition for traditional medical practice and its possible integration into the nation’s health care delivery system. Medical system in Nigeria: An examination Whereas health is the most precious of all things and it is the foundation of all happiness, traditional medicine, in response to the health needs of the people, developed as an integral part of the various communities in Nigeria and its practice dates back in time, long before the advent of modern technology and inventions. It in fact, plays a huge role in providing a sense of identity and spirituality to the people of Nigeria. Historically, traditional medicine reflects the social-religious structures of the indigenous societies from which it emerges, along with the values, beliefs, behaviours and practices developed over the years. The administration of traditional medicine is conducted by a traditional healer or elder, often regarded as native doctors, who took care of their patients using extracts of plants, animals and mineral substances as well as other methods based on the social, cultural and religious beliefs of the community. Such person is also considered to be well grounded in the prevailing knowledge, attitudes, and beliefs in the community about physical, mental and social well-being and the cause of diseases and disabilities (WHO, 1976). The medical services provided by this individual is widely acceptable among the people both in the rural and the urban areas. According to World Health Organization, traditional medicine is the totality of knowledge and practices, whether explicable or not, used in diagnosing, preventing or eliminating a physical, mental or social dis-equilibrium and which rely exclusively on past experiences and observations handed down from generation to generation, whether verbally or in writing (WHO,1976). With this definition, it can be argued that the practice of traditional knowledge is rooted in the in-depth wisdom and versatility of the administrator not only on the causality of diseases, but also the need for a healthy community without necessarily draining the people of their finances thus making health care accessible and affordable. However, despite the importance of traditional medicine, it has incredibly suffered neglect and non-recognition by the nation’s health developing and planning agencies. More attention is continually drawn to the modern medical system with little or no concern for the accessibility of this system as well and its affordability. The sustainability of an average family in Nigeria is valued at less than 5 dollars a day. Notwithstanding the government’s preposition on the establishment of a health care system that is promotive, protective, preventive, restorative and rehabilitative to every citizen of the country within the available resources so that individuals and communities are assured of productivity, social well-being nd enjoyment of living (F. M. H. 1988), the system, as is currently practiced is very inadequate in comparison to the Nigerian growing population and slow-paced economic development. According to the health manpower statistics, the ratio of the registered medical doctors as against the population’s need is put at 1:1,100 with modern medical facilities being administered in mega cities and little or none made available at the rural areas. As a result of lack of supervision or adequate provision for the essential needs of medical practitioners, doctors often times are faced with the conscientious decision to commute to the rural areas to administer Medicare on out-of-pocket expenses, which after a while becomes impossible to carry on. Thus the people in the rural area are left in the care of the traditional healer, who eventually cure their diseases with less charges than the bio-medical practice thereby saving the patients some money. The news of the efficacy of the traditional medical administration soon spreads to the urban cities and an inflow of travelers is experienced for consultation and medical attention. In certain medical cases, modern medical practitioners would refer a particular patient with illness considered incurable using modern medications to traditional healers thus further reaffirming the extent to which traditional medicine constitute important source of medical care for many people regardless of their wealth or level of education. Unfortunately, the effect of globalization and capitalist theory has eaten deep into the Nigerian government such that the individual gains or profits of the policy makers and that of those at the corridor of power is rated high and considered most important than the health and healing of the citizens. Much ado is made on the need for the nation to catch up with modern world in science and technology but the nation’s economy, as it is presently, cannot readily meet the high cost of modern health care and the advanced technology. How to cite Integrating Traditional Medicine with Western Medicine, Papers

King Lear Blindness Essay Example For Students

King Lear Blindness Essay In Shakespeares King Lear the issue of sight against blindness is a recurring theme. In Shakespearean terms, being blind does not refer to the physical inability to see. Blindness is here a mental flaw some characters posses, and vision is not derived solely from physical sight. King Lear and Gloucester are the two prime examples Shakespeare incorporates this theme into. Each of these characters lack of vision was the primary cause of the unfortunate decisions they made, decisions that they would eventually come to regret. The blindest of all was undoubtedly King Lear. Because of his high position in society he is supposed to be able to distinguish good from bad: unfortunately, his lack of insight prevented him to do so. However, his vision is clouded by his lack of insight. Since he cannot see into other peoples characters, he can never identify them for who they truly are. When Lear is angered by Cordelia, Kent tries to reason with Lear, who is too stubborn to remain open-minded. Lear responds to Kents opposition with, Out of my sight! to which Kent responds:See better, Lear, and let me still remain (Act I, sc I, l. 160). Kent, once banished, creates a disguise for himself and is eventually hired by Lear as a servant. The kings vision is so superficial that he is easily deceived by Kents changed appearance. He can never see his trusted servant for whom he really is. He only learns of Kents noble and honest character just prior to his death, when his vision is cleared. By this time, however, it is too late for an honest relationship to be salvaged. Lears vision is also blurred by his lack of direction in life, and his poor ability to predict the outcome of his actions. This, in addition to his lack of insight into other people, condemns his relationship with his most beloved daughter, Cordelia. When Lear asks his daughters who loves him most, he already thinks that Cordelia has the most love for him. However, when Cordelia says: I love your MajestyAccording to my bond, no more nor less (Act I, sc. I,ln. 94-95) Lear cannot see what these words really mean. Goneril and Regan are only putting on an act. Their love for their father is not as great as they say. Cordelias words show that she has seen her sisters facade, and she does not want to associate her true love with their false love. Lear, however, is fooled by Goneril and Regan into thinking that they love him and Cordelia does not. Kent, who has sufficient insight, is able to see through the dialogue and knows that Cordelia is the only daughter who actually loves Lear. He tr ies to convince Lear of this, sayingAnswer my life my judgment, Thy youngest daughter does not love thee least (Act I, sc I, ln. 153-154). Lear, however, only sees what is on the surface, and cannot understand the deeper intentions of his daughters speeches. As his anger grows from the argument, his foresight diminishes and he becomes increasingly rash and narrow-minded. When Lear disowns Cordelia and banishes her from his kingdom he sayswe Have no such daughter, nor shall ever see That face of hers again (Act I, scene I, lines 264-266)Ironically, he later discovers that Cordelia is the only daughter he wants to see, asking her to forget and forgive (Act IV, scene VII, line 85). By this time, he has finally started to gain some direction, and his sight is cleared. But it is too late. His lack of precognition had condemned him from the beginning, and actually cost him his and his daughters life. .u09ee47733d4a34bb72bc4f41553d751d , .u09ee47733d4a34bb72bc4f41553d751d .postImageUrl , .u09ee47733d4a34bb72bc4f41553d751d .centered-text-area { min-height: 80px; position: relative; } .u09ee47733d4a34bb72bc4f41553d751d , .u09ee47733d4a34bb72bc4f41553d751d:hover , .u09ee47733d4a34bb72bc4f41553d751d:visited , .u09ee47733d4a34bb72bc4f41553d751d:active { border:0!important; } .u09ee47733d4a34bb72bc4f41553d751d .clearfix:after { content: ""; display: table; clear: both; } .u09ee47733d4a34bb72bc4f41553d751d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u09ee47733d4a34bb72bc4f41553d751d:active , .u09ee47733d4a34bb72bc4f41553d751d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u09ee47733d4a34bb72bc4f41553d751d .centered-text-area { width: 100%; position: relative ; } .u09ee47733d4a34bb72bc4f41553d751d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u09ee47733d4a34bb72bc4f41553d751d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u09ee47733d4a34bb72bc4f41553d751d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u09ee47733d4a34bb72bc4f41553d751d:hover .ctaButton { background-color: #34495E!important; } .u09ee47733d4a34bb72bc4f41553d751d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u09ee47733d4a34bb72bc4f41553d751d .u09ee47733d4a34bb72bc4f41553d751d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u09ee47733d4a34bb72bc4f41553d751d:after { content: ""; display: block; clear: both; } READ: History of Cell Membrane EssayIn Lears character one sees that physical sight does not necessary guarantee clear sight. Gloucester however shows that physical blindness does not bring about lack of insight into other peoples intentions. Prior to the loss of his eyes, Gloucesters vision was very much like Lears. He was unable to see what was going on around him. Instead, he only saw what was presented to him on the surface. His blindness denies him the ability to see the goodness of Edgar and the evil of Edmund. Although Edgar was the good and loving son, Gloucester all but disowned him. He was ready to kill the son who would later save his life. Gloucesters blindness begins when Edmund convinces him by means of a forged letter that Edgar was plotting to kill him. When Edmund shows him the letter that is supposedly from Edgar, it takes very little convincing for Gloucester to believe it. As soon as Edmund mentions that Edgar could be plotting against him, Gloucester calls him an Abhorred villain, unnatural, detested, brutish villain (Act I,sc. II,ln 81-82). He does not even stop to consider whether Edgar would do such a thing because he cannot see into Edgars character. The idea of Edmund being after the earldom neve r occurs to him. At this point, Gloucesters life is headed down a path of damnation similar to Lears because of a similar lack of sight. Near the end of the play, Gloucester finally regained his sight and realized that Edgar saved his life disguised as Poor Tom and loved him all along. He realized that Edmund planned to take over the earldom and that he was the evil son of the two. Gloucesters famous line: I stumbled when I saw (Act IV, Sc I, Ln 20-21) is ironic. His inability to see the realities of his sons occurred when he had his physical sight but was mentally blind; but his ability to see the true nature of his sons occurred after having his eyes plucked out by the Duke of Cornwall. Fortunately, the consequences of Gloucesters blindness throughout the play was minimal, after all, he was the only one to die as a result of his tragic flaw. From this point onwards, Gloucester learns to see clearly by using his heart to see instead of his eyes. It is evident that he realizes this when he says: I have no way and therefore want no eyes;I stumbled when I saw. Full oft tis seen,Our means secure us, and our mere defectsP rove our commodities.(Act IV,sc I,ln 18-21)In this, he is saying that he has no need for eyes because when he had them, he could not see clearly. He realizes that when he had eyes, he was confident that he could see, while in reality, he could not see until he was physically blind. Afterwards, he sees with his mind instead of his eyes. Gloucesters vision can be contrasted with that of Lear. While Lear has the physical sight that Gloucester lost, Gloucester has the clearer vision that Lear will never gain. When Lear and Gloucester meet near the cliffs of Dover, Lear questions Gloucesters state:No eyes in your head, nor no money in your purse? Your eyes are in a heavy case, your purse in a light, yet you see how this world goes. Gloucester. I see it feelingly. (Act IV, sc.VI, ln 147-151)Here, Lear cannot relate to Gloucester because his vision is not clear, and he wonders how Gloucester can see without eyes. Although Lear has seen his mistakes, he still believes that sight comes only from the eyes. Gloucester tells him that sight comes from within. Vision is the result of the mind, heart, and emotions put together, not just physical sight. This is a concept that Lear will never understand. In King Lear, clear vision is an attribute portrayed by the main characters of the two parallel plots. While Lear portrays a lack of vision, Gloucester learns that clear vision does not emanate from the eye. Throughout this play, Shakespeare is saying that the world cannot truly be seen with the eye, but with the heart. The physical world that the eye can detect can accordingly hide its evils with physical attributes, and thus clear vision cannot result from the eye alone. Lears downfall was a result of his failure to und erstand that appearance does not always represent reality. Gloucester avoided a similar demise by learning the relationship between appearance and reality. Had Lear learned to look with more than just his eyes, he might have avoided this tragedy.

Styles of Leadership

7 Steps to Getting Enough Sleep in College

7 Steps to Getting Enough Sleep in College Theres a reason most college students sleep in whenever they have the chance: theyre exhausted, sleep-deprived, and in desperate need of some sleep at any given time. And yet, finding time to sleep in college can be quite challenging. Sleep is often the first thing to get cut when stress levels and workloads pile up. So just how can you find time to sleep in college? 7 Steps to Getting Enough Sleep in College Step #1: Do your best to make sure you get a certain amount every night. This one is admittedly common sense, but theres a reason why its listed first. If you get 7 hours on Monday, 2 hours on Tuesday, etc., this pattern can wreak havoc on your bodys (and minds) ability to really rest and recover as you sleep. Getting a decent and consistent amount of sleep each night is your best bet for not feeling exhausted during your entire 4 (or 5 or 6) years of college. Try to set up a sleep pattern that works for your schedule and do your best to stick to it. Step #2:  Take naps. The reality of college life, of course, often gets in the way of the previous suggestion. So what can you do? Take naps, whether they be 20-minute power naps or a nice, 2-hour nap between classes in the afternoon. The sleep will let you rest and recover while still allowing you to take on the remainder of your day. Step #3:  Exercise. Besides keeping you healthy, exercise helps you sleep better. While your schedule may be packed, finding time to exercise is easier than you think and can definitely help increase your energy level and decrease your exhaustion. Step #4:  Eat well. Also in the I know I should do that, but ... category, eating well can help make your sleep more restful and productive. Think about how you feel if you eat a good breakfast, a healthy lunch, and a not-too-crazy dinner. Eating well makes during your waking hours, and the same applies to your sleeping hours. Healthier meals really do mean healthier sleep. Choose wisely! Step #5:  Dont pull all-nighters. Yes, the dreaded all-nighter is a rite of passage for many, if not most, college students. Yet they are positively dreadful on your body (and mind and spirit and everything else). Do your best to figure out how not to procrastinate in the first place so you dont have to pull all-nighters during your time in school. Step #6:  Make sure your sleep is restful. Falling asleep with the TV on, the lights on, your roommates music on, and tons of people popping in and out all night may look like a normal night for you but it is not a normal and healthy way to get restful sleep each night. Sleeping in a non-restful environment can sometimes leave you feeling more sleepy than refreshed in the morning, so do your best to make sure that when you go to sleep you can actually, you know, sleep. Step #7:  Watch your caffeine intake. College life requires a lot of energy which sometimes means that students walk around drinking coffee all day, every day. But that cup of coffee you drank after dinner may very well keep you up until breakfast tomorrow. Try to avoid having too much caffeine  during the later hours of the day so that you can actually rest (instead of fight the last of your caffeine buzz) when you finally go to sleep at night.

Sensationalism Media Research Paper Example | Topics and Well Written Essays - 750 words

Sensationalism Media - Research Paper Example â€Å"As we all know, the ethical heights journalists set for themselves are not always reached. But, all in all, like politics, it is an honorable profession practiced, for the most part, by people trying to do the right thing.† (Media / Political Bias) Most of the journalists report the news in accordance with their political bias. For example the recent Indo American nuclear agreement has been reported sensationally by most of the Medias in America and India. The American journalists who had soft corner towards the Republicans reported the agreement as a useful one for the American interest while others reported against it. In India also the left supported journalists severely criticized prime minister Man Mohan Singh and his United Progressive Alliance (UPA) government for signing such an agreement with America. They have criticized that the agreement may control the authority of India to conduct further activities in the nuclear energy field. The general public in India and America were confused by the spreading of entirely different interpretations of the agreement. A layman doesn’t know much about the nuclear energy and the agreement and the journalist succeeded in creating confusion among the public. Such sensational journalism may not help the progress of a country and hence it should be controlled by proper means by the government. It is generally accepted that freedom of expression is a basic right. But misuse of even the basic rights must be prevented if it creates harm to the society. Spreading of religious belief is often considered as a basic right in many secular countries. But it should never interfere with other’s beliefs and forceful implementation of such beliefs cannot be accepted in a civilized society. Same way the basic right, freedom of expression should never affect a country’s progress in any circumstances. It should

The History of Sugar and Its Influence Assignment - 1

The History of Sugar and Its Influence - Assignment Example In seeking to integrate with such an understanding and leverage a further realization for how current society ingests larger and larger amounts of sugar, as well as the ways in which societal stakeholders can seek to lessen the impacts of sugar consumption, the August 2013 issue of National Geographic features a cover story that is entitled â€Å"Sugar (A Not so Sweet Love Story)†. The following analysis will seek to derail the discussion and summary of the analysis which the author performs. It is the hope of this student that such a summary will be useful in helping not only to understand the key points of the authors argument but also with regards to utilizing these understandings and prescriptions for a better life and an overall decrease in the level of obesity and health impacts that the consumption of too much sugar has been tied to. Firstly, the author traces the history of how sugar came to be introduced to the West and subsequently the remainder of the world. As with so many inventions and development in human history, the spread of Empire was ultimately the vehicles through which most of the world came to integrate with the consumption of sugar. The author indicates that era conquerors were the first to spread an awareness and appreciation for sugar and the lands that they conquered. In comparing to the spread of sugar throwing paint at a fan, the author discusses the way through which an appreciation of refined sugar and the means through which it can be added to see dishes and ingredients as a means of making things tastier, the author points to how the spread of sugar into the West was first evidenced around 500 B.C.E. him from this point, sugar production spread into much of the Western world and was incorporated into the diet of individuals; albeit to a much lesser degree that it is within the current ti me.

Wireless Electricity Assignment Example | Topics and Well Written Essays - 500 words

Wireless Electricity - Assignment Example International Journal Of Computational Engineering Research (ijceronline.com), Volume 2 Issue 7, pp. 48-51. This is a research paper which was published in the international journal. This paper presents a detailed analysis of wireless transmission and various associated concepts. This paper is a good source for developing the base for the research. This paper also discusses some of issues with wireless transmission. In the start, authors differentiate between wireless and wired medium of energy transmission. This is a detailed project report presented by four students. This report presents a detailed analysis of wireless energy transmission. In this report, authors discuss different applications of wireless energy transmission. In this scenario, they analyze these applications on the basis on certain parameters such as user-friendliness, sustainability, economical and technological feasibility and health and safety. This paper discusses a wide variety of methods and technologies exist up to now for wireless transmission of electricity and the need for a Wireless System of Energy Transmission. They also discuss their advantages, disadvantages and economical consideration. This paper also discusses the history of wireless transmission. Mohammed, S. S., Ramasamy, K., & Shanmuganantham, T. (2010). Wireless Power Transmission – A Next Generation Power Transmission System. International Journal of Computer Applications, Volume 1 Issue 13, pp. 100-103. This paper discusses a detailed analysis of technologies available for wireless energy transmission. The paper is based on finding a solution to deal with energy losses that occur in case of wireless transmission due to the wireless nature of this energy transmission. This is a thesis that is presented by a graduate student for the completion of his graduation in electrical engineering. This thesis is a complete guide for wireless

Inequality in Education

Inequality in Education Is Inequality in Education Being Reduced? What Effect Does This Have on Other Aspects of Womens Lives? Throughout history, women have been repressed in many different ways by patriarchal systems within society. In Western society, women have gradually gained more power in many aspects of their lives and some (including many post-feminists) would even go so far as to say that equality has been achieved. However, in certain developing countries feminism is a relatively new idea and women may still have very few or limited rights. A common issue with patriarchal societies is gender discrimination in regards to schooling. In Europe, women have been discriminated against in education as far back as the medieval period. Girls were not formally educated, but rather learned from their mothers. Female role models within their community showed them how to perform household tasks, care for children and enforced the importance of feminine behaviour in order to attract a husband. It was in the mid to late 19th Century that formal education became available to females, in the form of same-sex colleges. Womens education started to be considered more seriously following the Representation of the People Act 1918, which allowed some women to vote in Parliamentary elections. WWII also changed attitudes to girls education, as women had been put to work while their husbands were abroad and realised that they had the potential to be more than ‘just housewives and the Education Act of 1944 ensured â€Å"free education for all from primary to secondary†, including females. In 1975 the Sex Discrimination Act was passed, and women were legally required to be given the same occupational opportunities as men. Legally, education was finally balanced between the genders, which was definite progress towards equality when compared with the uneducated females of previous centuries.However, once legal barriers preventing women from achieving in education were removed, feminists began to focus on issues of socialisation. What a patriarchal society expected and approved of in females was ha rder to combat than legislation. Sue Sharp (1976, pg 132) interviewed girls in Ealing schools, and one said that â€Å"I think men should [have careers]. If they [girls] want to they can, but I think it suits men really. Once men start on something, I suppose they go ahead, but women they always change their minds†. The girls in Sharpes 1976 study showed limited career aspirations, and put more emphasis on their desire to marry and raise a family. This attitude was reflected in the fact that in the 1970s there were twice as many males in higher education than females (Major).However, when Sharpe repeated her study in 1994 the results were different. Although girls were still likely to aspire to â€Å"Womens Work† such as childcare and beauty therapy, some showed interest in fire-fighting or mechanics. They also showed a desire to have a successful career so as not to be financially dependent on a husband in case of breakdown of a marriage, and expected husbands to help with household tasks. Also, as of 2009 Major claimed that â€Å"there are now more women than men in higher education 51% to 49% is the average†. Parents often encourage or even expect their daughters to attend university and find careers for themselves, and Darla Shine goes so far as to argue that women do not have professional careers are sometimes negatively stigmatised as being â€Å"slobs†.The number of qualifications girls get could thoroughly affect many aspects of their adult life. One of the most obvious differences education makes to an individuals life is their possible income. Graduates with the highest level of qualification earn, on average, more than twice the wage of employees with no qualifications and are also half as likely to be unemployed (Careers Scotland, 2009). Poverty can lead to health issues (due to a poor diet or low quality of heating or sleep in cheaper housing) and depression and stress. Crime is also more prevalent in low-income areas, so uneducated females may be either victim of a crime or be arrested for crimes themselves, leading to imprisonment. It is, therefore, clear that refusing women this one right to education, or somehow limiting it, can contribute to gender inequality in almost all aspects of later life. In conclusion, steps have most definitely been made towards a less male-orientated system of education. Recognising that most girls perform better in coursework than the end of term exams, many establishments have altered the assessment style to cater towards both genders. Girls are performing better than boys in school, but â€Å"gendered subjects† are still criticised as they reinforce gender stereotypes. Some organisations, such as CC4G are trying to help girls branch into male-dominated areas such as computer technology. Sharpes study and Majors article show the differences that 20 years can make, so who knows what the result of two more decades of feminist activism will be? Sociological Theories on Gender Inequality in Education Most types of feminism are based on the idea that gender is a social construct which a child is labelled with at birth depending on its sex. Therefore, any ideas of male dominance in cultures are seen to be a consequence of socialisation and not a natural and biological state of being. This leads to the conclusion that men and women can potentially have the same sets of skills, and can learn all subjects equally well in education establishments if patriarchal socialisation does not interfere. Feminists recognise that girls often choose to pursue subjects such as English, social sciences, healthcare and childcare or beauty therapies in colleges and university, whereas males opt for more technical fields of study or manual labour. Although they accept that females make this choice themselves, some feminists are concerned that this choice is subconsciously made due to a â€Å"hidden curriculum† within schools which channels the two sexes into particular roles that are expected of them by society. The subjects picked by girls rely more on emotions and femininity, whereas technical subjects lead to well-paid executive occupations or â€Å"macho† physical labour. Radical feminists argue that men consciously exploit women in society by limiting them to subjects that are seen as feminine in order to prepare young girls for their intended role as wife and mother. Oakley (1974) noted that men might approve of women who are moderately successful in their occupation, as long as they are willing to run the home as well. This is known as a â€Å"triple shift†, where the woman provides financial support by working, emotional support for the family, and keeps the home in order. Liberal Feminists also believe that society is still discriminatory against women, yet trust that progress is being made towards equality and males are generally cooperative to the cause. They believe that males have been socialised to act in certain ways which discriminate against women, but do not necessarily exploit females consciously and that some of the problems lies within womens own attitudes. They refer to the studies of Sue Sharpe, which show that girls opportunities and ambitions are improving, and are optimistic that over time equality will be achieved. Sharpe (1976, pg 66) states that â€Å"It is in the media that the most conventional and exaggerated stereotypes are found, parodying the ways in which people are supposed to live†. It is thought that because education establishments are usually run by males, with women in pastoral positions such as teachers and learning assistants, girls do are not shown that it is men who hold executive positions. New Right theorists believe that gendered subjects can have positive effects, as the traditional gender roles which they prepare young people for can strengthen nuclear families so that they are self-sufficient both economically and emotionally. Functionalists take a ‘march of progress view and say that joint conjugal roles are becoming more common in Western homes. Ferri and Smith (1996) observed that in dual full-time earner households, fathers were more likely to share in child care and domestic work. This is allowing women to pursue professional careers more easily, so young females are expected to do well in education from an early age in preparation for their adult working life. Functionalists say that a school is a positive form of socialisation which teaches females skills that will aid them in the future. Socio-biologists on the other hand, believe that gender is inherent to sex and behaviour is controlled by your DNA. They point out that the male and female hormones cause different behaviour which would explain why males and females choose different paths of education. Oestrogen creates more emotional behaviour, which links to childcare or social sciences, and testosterone creates competitive personalities which cause men to choose professional subjects which will in future help them provide for their mate and offspring. Dawkins (2006) states that â€Å"behaviour is genetically programmed according to sex and genetic differences underlie mens dominant position in society†. This theory thinks that gender roles are a product of evolution, as males and females which followed this pattern of behaviour could reproduce and raise offspring in a stable environment to pass on their genes, making gender roles a product of evolution. They note that other animals have gender roles, and it is, therefore, the natural state.In summary, most theories agree that much progress has been made towards equality for the sexes in education. The theories do however disagree on whether gendered subjects are harmful or beneficial to society. Feminists also draw attention to the fact that even if equality is gained within education, the workplace is still male dominated, and the â€Å"glass ceiling† discriminates and prevents women reaching their full potential. Equality in education is just one stepping stone on the way to completely equal rights, in all aspects of life. Bibliography DAWKINS, Richard (2006) The Selfish Gene, 30th Anniversary Edition. Oxford, OUP. ENSLIN, Penny and TJITTAS, Mary (2004) Liberal feminism, cultural diversity and comparative education, Comparative Education, 40: 4, 503 — 516 FERRI, E and SMITH, K (1996) Parenting in the 1990s. [online] Findings Social Policy Research 106. York, Joseph Rowntree Foundation. Last accessed on 12th December 2009 at www.jrf.org.uk OAKLEY, Ann (1974). The Sociology of Housework. London, Martin Robinson. MAJOR, Lee Elliot (2009) Why boys cant keep up with the girls [online] Last accessed 11th December 2009 http://www.guardian.co.uk MURRAY, Jenni (2009) British History In-depth: 20th Century Britain: The Womans Hour [online]. Last accessed 8th December 2009 at http://www.bbc.co.uk/history SHARPE, Sue (1976) â€Å"Just Like a Girl† How Girls Learn to be Women, Middlesex, Penguin Books. SHINE, Darla. 10 Golden Rules for a Happy Housewife [online]. Last accessed 11th December 2009 at http://www.juniormagazine.co.uk BLACKS ACADEMY. Sue Sharpe: Just Like a Girl. [online] Last accessed 14th December at http://www.blacksacademy.net/content/2984.html BRITISH HISTORY. A History of the County of Middlesex: Volume 1: Physique, Archaeology, Domesday, Ecclesiastical Organization, The Jews, Religious Houses, Education of Working Classes to 1870, Private Education from Sixteenth Century (1969) [online], pp. 311-312. Last accessed 9th December 2009 at http://www.british-history.ac.uk/ CC4G. CC4G [online] Last accessed 10th December 2009 at www.CC4G.net CAL POLY POMONA. The Educational Legacy of Medieval and Renaissance Traditions: the Education of Men and Women [online]. Last accessed 7th December 2009 at http://www.csupomona.edu THE GUARDIAN (2006) Girls get with the (computer) program. [online] Last updated 10th January 2006. Last accessed 14th December 2009 at http://www.guardian.co.uk/educationCAREERS SCOTLAND. Key messages Qualifications and earnings. [online] Last accessed 14th December 2009 at www.careers-scotland.org.uk NATIONAL ARCHIVES. The Struggle for Democracy: Getting the Vote [online] Last Accessed 8th December at www.nationalarchives.gov.uk SPARTACUS. Women and University Education [online] Last accessed 9th December 2009 at www.spartacus.schoolnet.co.uk Domestic Division of Labour. [online] Last accessed 13th December 2009 at http://www.lexden-publishing.co.uk Equal But Different (2009) [online] Last updated 14th December 2009. Last accessed 15th December 2009 at http://equalbutdifferent.blogspot.com/

INDIVIDUALS VS SOCIETY IN THE MIDDLE AGES Essay -- Essays Papers

INDIVIDUALS VS SOCIETY IN THE MIDDLE AGES The feudal society of the Middle Ages, from 300 AD – 1300AD, created instability that resulted in civil wars and the Crusades. This culture is what caused the changes and development of individuals and their society. Feudalism was a type of government in which political power was treated as a private possession and was divided between many lords during the Middle Ages. Only nobles were to rule until knights could build up lordships. 1 Empires were becoming too vast and too complicated. They began to split in half and then subdivide again without stopping for long centuries until 1300. This brought about a decline in public spirit. Causes of destruction multiplied with the level of conquest. Emperors became worried about their personal safety and the public peace. 2 Aristocrats took responsibility for defense against invaders. A family that fought for a certain area became hereditary rulers of that area. This seemed to be the best way for them to preserve their wealth, standard of living, and political position in an unstable world. Kings were losing control, as political power had become private, heritable property for counts and dukes. The weakening of the kings gave the aristocracy the opportunity to gain the service of most knights. The knights were nothing by themselves. They had no prestige, no political power, not even much military significance. They had to have a lord to function effectively and they had to serve the lord regularly and faithfully. Members of the aristocracy gave loyalty and services only when he felt it was to his advantage. 3 Civilization was completely engulfed by the inflow of barbarous elements from outside, partly by penetration, partly by... ...ld 300-1300. 2d ed. Toronto, Ontario: MacMillan Company, 1968. 3. See Hoyt 4. See Cantor 5. See Cantor 6. Contamine, Philippe. War in the Middle Ages. New York, New York: Basil Blackwell Ltd, 1984. 7. "Medieval Crusades." The Crusades. 22 October 1999. http://www.Kent.pvt.k12.ct.us/Department/General_Studies/ contents.htm. 8. See Contamine 9. Peters, Edward. Europe: The World of the Middle Ages. Englewood Cliffs, New Jersey: Prentice Hall INC, 1977. 10. See Contamine 11. See Cantor 12. See Cantor 13. See Contamine 14. See Peters 15. See Contamine 16. See Contamine 17. Riley-Smith, Jonathan. The Crusades – A Short History. Great Britain: The Athlone Press Limited, 1987. 18. See Riley-Smith 19. See Riley-Smith 20. See Medieval Crusades 21. See Peters 22. See Peters