Mtvs 16 & Pregnant Glorifies Teen Pregnancy Essay Example for Free

Mtvs 16 Pregnant Glorifies Teen Pregnancy Essay According to the National Center for Health Statistics, 86 percent of mothers who give birth out-of-wedlock are teenagers. MTV’s show â€Å"16 Pregnant,† which has only been on air since June 2009, is already reflecting the rapid boom in teenage pregnancy across various cities in America. Since the early eighties MTV has been considered somewhat of a cultural phenomenon for American adolescents and its depiction of gender has a strong impact that continues to this day (Holtzman 2000). Created by Morgan J.  Freeman (director of teen shows Dawson’s Creek and Laguna Beach), the show â€Å"16 Pregnant† has been said to be guilty of exacerbating, normalizing and even glorifying teen pregnancy. Perhaps, it’s just reflecting a current social dilemma occurring amongst female youth. Each week a new episode revolves around a different girl struggling with the challenges of teenage pregnancy. The network presents these characters as â€Å"real†, plucked from the grips of reality, validated and â€Å"chosen† to represent some sort of normalized or otherwise glamorized middle-class identity of teenage motherhood. The show depicts women’s roles that are often typified to include traditional gendered norms of heterosexual relationships, marriage, motherhood and femininity. â€Å"16 Pregnant† serves as a platform to broadcast what is seen as a stereotypical American culture that is now engulfing teen girls everywhere. The social identities MTV presents reinforces those of traditional female roles and gender norms and attempts to establish a new model for pregnant teens in a modern age. Just by airing the show, MTV is assimilating new ideas of teen pregnancy into American society. Historically, there has always been some sort of unspoken Christian tradition that has governed American women’s birth rights; that one should not get pregnant out-of-wedlock. Today, however, teenage pregnancy is so rampant that families are forced to deal with the situation in a positive manner, often honoring the decision the child has made in regards to keeping and raising the newborn child (Gallagher 2009). In a 2004 survey, the Parents Television Council reported that MTV is the most watched program for those between the ages of 12 and 19. Studies showed watching MTV created a more liberal attitude toward pre-martial sex. Teenagers who watch MTV receive messages about sex that are likely to sway their own behavior. MTV is shaping the identity of the â€Å"teenage mom,† a pregnant 16 year old high school student whose uncertainty about motherhood is due to the fact that she views her pregnancy as the consequence of a selfish action that was ultimately unavoidable. 16 Pregnant† normalizes sexual behavior that eventually forces teenage girls into the traditional gender role of the â€Å"grieving mother†, one who is forced to take care of a baby while struggling to support herself (Schmidt 2009). The first episode of â€Å"16 Pregnant† takes place in Chattanooga, Tennessee and documents the life of Maci who gets pregnant by her first boyfriend, Ryan. For Maci, adoption and abortion were never an option, she figured she made the decision to have unprotected sex so now she must deal with the consequences. At one point during an argument in the show, Ryan yells out, â€Å"If we didn‘t have a kid, we wouldn’t be together,† and it’s clear from watching the that the two are still just teens. Maci struggles to take care of her newborn child, who, once born, requires constant attention and deals with the turmoil of trying to get Ryan involved in the relationship of fatherhood. The â€Å"teen mom† is now a stable identity offered up on the MTV network to heterosexual female youth; a child who is forced to mature and deal with adult realities as an accepted way of life. The show is sending a message that it is normal for teenage girls to deal with such serious issues as: birth control, adoption, abortion, marriage, and finances, further cementing these issues into the female identity at a young age. Maci symbolizes that it is now acceptable for a sixteen year old girl to be a dedicated mother in America. Episode two introduces Farrah, a cheerleader from Council Bluffs, Iowa who juggles school, work and cheer practice. Her life becomes a lot more complicated when she finds out she is pregnant. Farrah’s best friend turns on her spreading nasty rumors, forcing Farrah to finish school online. Farrahs ex-boyfriend, also the babys father, begins to harass her after he finds out she is pregnant which leads her to change her number. â€Å"I would have never lost my virginity to someone I believed would treat me like this,† Farrah exclaims about her ex-boyfriend. Farrah struggles with single motherhood and has to deal with a judgmental parent who looks down upon her decisions. Episode two again reinforces traditional American cultural eliefs of female gender roles by portraying the woman as the single mother, ultimately responsible for the child, showing the girl dealing with emotional problems while trying to hold the family together, tasks and situations often associated with femininity. These images become engrained on a young viewers minds and being sixteen and pregnant becomes just another fad for young girls to consider. â€Å"MTV has a long history of reflecting the lives of our viewers with compelling reality stories, says Tony DiSanto, MTVs president of programming. The program’s featured girls come from rural Mid-Western or Southern states, usually from small, working-class towns, in attempt to appeal to teenage girls of the same background. The implicit message at the center of the series’ class prejudice implies that working-class girls from middle America, should opt to have a child because it’s as good a road to character development as working on the high school yearbook (Bellafante 2009). The show reinforces the stereotype that a woman is at least a good mother, if not anything else and displaces the identity of â€Å"teen mom† onto middle American teenage girls. 16 and Pregnant† seems to, above all, incite viewers to working-class voyeurism, given how many cliches of lower-income American life are exploited. It could be possible that other MTV shows, are themselves, responsible for increases in teenage pregnancy. Shows such as â€Å"The Hills† and â€Å"The Real World† both portray the loose sexual morals of a younger generation, which eventually leads to an adoption of those ideals from the show’s younger viewers. Researchers at the Rand Corp. say they have documented for the first time how such exposure to sexual content on TV can influence teen pregnancy rates. They found that teens exposed to the most sexual content on TV are twice as likely as teens watching less of this material to become pregnant before they reach age twenty. This means that if teenagers think having sex is the â€Å"norm† they will continue to engage in it. â€Å"The relationship between exposure of this kind of content on TV and the risk of later pregnancy is fairly strong, says Anita Chandra, a behavioral scientist. â€Å"Even if it were diminished by other contributing factors, the association still holds† (Bellafante 2009). So, is it in fact MTV who is esponsible for the abundance of pregnant teens it is helping to exploit? One thing for sure is that such a program like â€Å"16 Pregnant† is endorsing and sanctioning teenage girls as hyper-sexed individuals. So, why does a television show have such an immense impact on the female identity? Sociologist Chris Barker’s study of British Asian girls’ television viewing practices in the U. K. suggest that soap operas provide young women with resources to discuss issues that may not be sanctioned within some of the religious and cultural spaces they inhabit (NK 2008). Nayak and Kehily, authors of Gender Youth Culture (2008), would argue that this theory could be applied to teenage girls and reality television shows in the U. S. By watching these shows the conceptualization of â€Å"appropriate femininities† are derived. These shows allow young girls to make moral and ethical judgments about what they see and refashion gender values to suit their own identities (NK 2008). The girls in â€Å"16 Pregnant† largely conform to the values of normative femininity in their search for romance, marriage, and long term happiness with a male partner In the end, MTV is glamorizing the life of a teen mother and cementing its identity in a society where sex at a younger and younger age is already becoming the norm. â€Å"16 Pregnant† is perpetuating the normalization of traditional gender roles by portraying young girls who have already been forced to take on such general notions of femininity and female identity. The young, unwed mom has now become a new identity for young girls to aspire to. Popular culture and the ways in which it is consumed forms a key site for the learning of gender identities, and MTV is the designated teacher.

The Great Shah Abbas Essay -- Isfahan Ali Qapu Interior Design Essays

The Great Shah Abbas The Great Shah Abbas I reigned from 1588-1629. He was a ruler who relocated the capital from Saljuq to Isfahan, in the center of the country. This was his attempt to centralize political and religious authority, develop capital, and institute Safavid Iran as a world power, both economically and politically. Shah Abbas began his renovations with the transformation of the little Timurid palace into the Ali Qapu, or ‘sublime port’ an entrance to the royal gardens. Abbas made it his headquarters while his architects began the creation, under his direction and often under his personal supervision, of his new capital. Abbas built the Ali Qapu with a balcony from which he was able to observe the activities in the court below him. The columned porch provided an elevated reviewing stand for royalty and guests. The interior is decorated with hanging plaster vaults that are decorated like Chinese porcelains, similar to Persian lusterware. The rooms are decorated in red, white, blue and gold, the walls painted with landscapes and Hunting scenes, the floors covered with carpets of silk and gold. There are figure paintings on the walls of the upper rooms that are blandly erotic. In front of the Ali Qapu there is a rectangular shaped pool filled with water. The water was transp orted to the pool by means of hydraulic machines worked by oxen. The upper level contained a music room at the very top of the building. The Music room was intricately decorated with small niches that were filled with glass, pottery, enameled metal and semi-precious stones, this may have been an attempt to improve the acoustics of the room. The threshold of the main gateway was regarded with high respect during Safavid times... ...utifully decorated with a wide range of colors. The entrance portal is covered with a mosaic of many colored pieces cut from larger pieces and fitted together to form complex patterns. It has been estimated that 18 million bricks and half a million tiles were used in the building of the Shah Mosque. These were the principal buildings of Shah Abbas’s reign. In the short span of his reign, Isfahan had been transformed into a great metropolis of its time. Abbas was successful in his attempt to create a city that could compare to the great cities of Christendom, and the beauty of Isfahan and the buildings he constructed will be studied and admired forever. Bibliography Blunt, Wilfrid. Isfahan, Pearl of Persia. (New York: Stein and Day Publishers, 1966.) 208 pgs. Bloom, Jonathan and Sheila Blair. Islamic Arts. (London: Phaidon Press, 1997.) 446 Pgs.

According to Aristotle Essay

Laertes verbose and theatrical behaviour causes the audience to dislike him. Nevertheless, unlike Hamlet he is willing to seize revenge at the first opportunity. There are many different perspectives on how Shakespeare addresses the theme of revenge in Hamlet, and also whether it is done successfully. One criticism made by Catherine Belsey, undermines Shakespeare’s approach, as she believed the â€Å"secular injustice is not resolved†. I only agree with the statement to a certain extent, because although Hamlet puts it off and Claudius’ death isn’t planned by him – he does force Claudius to drink the poison, causing his death. If the injustice did remain unresolved, which I don’t believe it did, then that would support the criticism made by T. S Eliot that ‘Hamlet as a revenge tragedy play itself, is a failure’. In my opinion this accusation cannot be sustained as aside from the long wait, Shakespeare does manage to keep revenge the core theme throughout. According to Aristotle; an effective tragic hero is a protagonist who â€Å"†¦ is able to evoke both our pity and terror and is not thoroughly good or thoroughly bad, but a mixture of both†. I think Shakespeare is therefore successful as we do pity Hamlet because he does want to kill Claudius but his orthodox Christianity and strict moral codes acts as a barrier – his tragic flaw is procrastination. We are also scared of his ‘bad’ side which is when he kills Polonius, attacks his mother and rejects Ophelia. Shakespeare uses a number of antitheses; evil vs. good, life vs. death, secular vs. religion and so on and the audience is left to decide which successes over the other. I think Shakespeare constructs Hamlet’s character so that the audience could become him, it is natural for us to question ourselves when faced with a dilemma as imperative as his. We understand his procrastination, but on the other hand his character does raise many questions that remain unresolved even by the end of the play. For example, we question whether his love for his mother and jealousy of Claudius is simply an Oedipus complex – especially as scenes in the film and stage directions of his actions are ambiguous causing us to be unsure of what he’s actually doing to her. Overall, an audience of any century, can relate to him and he becomes a believable psychologically developed character, unlike the others who seem to me to be caricatures and representatives of certain types of people. Word Count: 1,715 A website: http://people. brandeis. edu/~teuber/earlycrit. html http://www. britannica. com/eb/article-9063348/revenge-tragedy http://en. wikipedia. org/wiki/Revenge_play A book: Gill, Roma ed. , ‘Hamlet’ (Oxford School, Shakespeare), Oxford University Press, 2007.

“Friendship. Does It Exist Nowadays?”

Every person has a devoted friend and their relations are called friendship. Could you give the definition of the word friendship? Friendship means relations between people who help each other, have common interests and hobbies, and share the same opinions. So, it’s great! The title of today’s special lesson called friendship. What words can you bring out as associations with a good friend and with a bad friend? (at the blackboard). Support Appreciate Betray Envy Feel jealous Ignore Honest Quarrel Defend – Children, do you know any proverbs about friends? One man – no man; One for all, all for one.A man is known by his friends. -I see, children, you know a lot! Good for you! -And I have some new proverbs for you. Look and match them! (at the blackboard).- And now I’ll give you a card with a question, you should address this question to any person.Do you have many friends?What is friendship for you?What is special about your friends?What is your friend like?Why do we like our friends?What shows that you are friends?Does your friend support you?Do you appreciate your friend’s advice?Does your friend envy your success?Do you have a friend in your class?Is your friend a kind person?Is your friend talkative?Is your friend honest?Do you like spending time with your friend? How?4. Thank you, children. And now – a special task for you. You see on your papers an extract from Oscar Wilde’s story. Could you translate the title? Let’s listen to the story and say who was the devoted friend. Oscar Wilde. The Devoted Friend. Once upon a time there was a young man whose name was Hans. He lived alone in little house. He had a lovely garden where he worked every day. His garden was the best in the village and there were a lot of beautiful flowers in it. Releted essay –  An Empty Purse Frightens Away FriendsLittle Hans had a devoted friend, big Hugh the Miller. Indeed, the rich Miller was so devoted to little Hans, that he always picked some flowers or took some fruit when he was passing Han’s garden. â€Å"Real friends must have everything in common,† the Miller used to say, and Hans smiled and felt very proud that a friend with such noble ideas. Sometimes the neighbours were surprised that the rich Miller never gave little Hans anything, but Hans never thought about these things. He worked and worked in his garden. In spring, summer and autumn he was very happy.But in winter he had no flowers or fruit to sell at the market, and he was often very hungry and cold. He was also very lonely, because the Miller never came to visit him in winter. â€Å"There is no good in my going to see little Hans in winter,† the Miller used to say his Wife, â€Å"Because when people are in trouble, you must leave them alo ne. That is my idea about friendship, and I am sure I am right. So I shall wait till spring comes, and then I shall go to see him, and he will give me a large basket of flowers, and that will make him happy. † The Miller’s Wife sat in her comfortable arm-chair near the fire. It is very pleasant,† she said. â€Å"to hear how you talk about friendship. † â€Å"But can’t we invite little Hans to our house? † said the Miller’s son. â€Å"If poor Hans is in trouble, I will give him half my supper and show him my white rabbits. † â€Å"What a silly boy you are! † cried the Miller.â€Å"If Hans comes here and sees our warm fire and our good supper, he may get envious, and envy is a terrible thing. Besides, maybe he will ask me to give him some flour, and I cannot do that! Flour is one thing and friendship is another. † â€Å"How well you talk,† said the Miller’s Wife. So, who was the devoted friend in this st ory and why? 5. Say what sentences are true or false. |   |True |False | |1. Little Hans lived in his little house without family. |   |   | |2. The rich Miller was so devoted to little Hans, that he always brought him some flowers or some fruit when he was passing. |   |   | |3. The Miller used to say that felt very proud to have a friend with such noble ideas.    |   | |4. â€Å"There is good in my going to see little Hans in winter,† the Miller used to say his Wife. |   |   | |5. Miller’s son suggested inviting poor Hans to their house. |   |   | |6. Miller didn’t want to make Hans feel bad. |   |   | |7. Hans would be glad to see his friend whenever he came. |   |   | 6. Some people say that there is difference between girls’ friendship and boys’ friendship. Now you’ll read the talk between two teenagers. Try to find out that difference.Tom: Is there any difference between girls’ friendship and boysâ €™ friendship? Mary: Yeah, definitely. I mean, it’s much more important for girls having close friends, we can tell each other everything, you know, our secrets and our feelings. We depend on each other much more. If I am upset, I know, I can get support from my best friend. Well, not, actually, from my best friend, but two or three other good friends, as well. Boys are not just like that. They always talk about things: sports, films, technology, whatever, never their feelings. Tom: OK, that’s true most of the times.But we can be very good, very close friends. I know some of my friends would lend me money or support me in a difficult situation. Mary: Boys don’t stick with their old friends. They are always getting new ones. My two best friends are from primary school, so I’ve known them for 15 years. Haven’t you got a friend from primary school? Tom: Well, no. The thing is they have changed, I’ve changed. I don’t think, it’ s a good thing to keep the same friends forever. I just mean, it’s boring. -So, children, is there any difference between girls’ friendship and boys’ friendship? And now let’s speak about an ideal friend. Make a small message on theme â€Å"An Ideal Friend†. Work in groups of 4. Pay attention to the following aspects: -Character -His or her attention to you 8. In conclusion I want to say that not everybody has a real friend. But if we have such a friend it makes our life happier and more interesting. It’s dear to us and we should care for friendship. Especially nowadays it’s necessary, perhaps more than ever to have a devoted friend. Let’s be patient and love each other. â€Å"Real friendship cannot be bought at a fair†.

How to Identify the Subject in French

How to Identify the Subject in French The subject  is the  noun or pronoun in a clause or sentence that performs the action of the verb. To find the subject, ask who or what is performing the action of  the verb. It is crucial to recognize the subject because  French verbs are  conjugated according to the number, person and gender of the subject noun or the subject pronoun. David lave la voiture.  / David is washing the car. Who is washing the car? David is, so David is the subject. Subject Pronouns Subject pronouns replace the specific names of people or things: SINGULAR      1st person  Ã‚  Ã‚  je  Ã‚  I  Ã‚  Ã‚  2nd person  Ã‚  tu   you  Ã‚  Ã‚  3rd person  Ã‚  Ã‚  il   he, it / elle   she, it /  on   one PLURAL   Ã‚   1st person  Ã‚  Ã‚  nous  Ã‚  we  Ã‚  Ã‚  2nd person  Ã‚  vous   you  Ã‚  Ã‚  3rd person  Ã‚  Ã‚  ils   they (m) /  elles   they (f) The French subject pronoun  on is an indefinite pronoun that means one, we, you and they. Its often equivalent to the English  passive voice.      On ne devrait pas poser cette question.  Ã‚  Ã‚  One shouldnt ask that question. / You shouldnt ask that quesiton. Note that, unlike the English I, the French  je  is only capitalized when it begins a sentence; otherwise it is lowercase. Subjects in Sentences Whether sentences be statements, exclamations, questions, or commands, there is always a subject, either  stated or implied. Only in a command is the subject not explicitly stated; it is implied by the imperative conjugation of the verb. Sentences can be separated into a subject (un sujet)  and a predicate (un prà ©dicat). The subject is the person or thing performing the action, and the predicate is the rest of the sentence, which usually begins with the verb.Je suis professeur.  Suject:  Je. Prà ©dicat:  suis professeur. I am a teacherSubject: I. Predicate: am a professor. La jeune fille est mignonne  Sujet:  La jeune fille.  Prà ©dicat:  est mignonne.   The young girl is cute.Subject: The young girl. Predicate: is cute.

Nursing Documentation in the Age of the Electronic Health Record Research Paper

Nursing Documentation in the Age of the Electronic Health Record - Research Paper Example Deficiencies in nursing recording have forced the stakeholders to implement interventions aimed at improving healthcare documentation. Healthcare providers need to determine the best approaches for incorporating the elements of nursing into Electronic Health Records. Electronic documentation ensures long-term preservation and storage of records, which promotes evidence-based nursing care (Busch, 2008). Capturing nursing’s independent contributions to patient care requires proper comprehension and application of standardized terminologies that reflect the uniqueness of the healthcare systems. Correct use of standardized terminologies benefits the nursing profession through enhancing communication among the nursing stakeholders, increasing visibility of nursing interventions and facilitating assessment of nursing competency. The Focus of Documentation of Patient Care Information recording is a critical part of medical endeavor. Busch (2008) maintains that medical care requires c ontinuous flow of information before and after each task to maintain continuity of care. The tasks in the medical care are interdependent and build on one another to achieve the goals of nursing practice. Nurses have the responsibility of managing and implementing the plans of the medical team for the patient through recording the progress towards the outcomes. Nurses collect the patient’s information during diagnosis and record the same in files kept in the hospitals. The objective of collecting this information is to enable the nurses to trace the medical history of the patients during diagnosis in order to help them identify genealogical and chronic diseases. Future nurses for patients will also need this data for understanding the earlier medicine and its effects on the patient over time. Lack of documentation may lead to lose of crucial information required by both the nursing organization and the patients (Azari, Janeja & Mohseni, 2012). Practicing nurses, therefore, ne ed to be educated to the necessity of documenting care using standardized nursing languages in this era when sectors are rapidly embracing electronic documentation. Documentation in healthcare focuses on enhancing communication and continuity of care among the nurses and other healthcare professionals involved in the profession. Communication between the nurses and the nurses and among doctors cannot be possible, unless there is proper documentation. Doctors do not meet physically to discuss the progress of patients in most cases; documents are sent from one section of the hospital to another for the intended provider to act appropriately (Busch, 2008). Proper documentation stimulates the process of communication in the hospital, which ensures that the healthcare stakeholders achieve their objectives. Another focus of medical documentation is ensuring evidence for future reference. There are cases where doctors give incorrect medication to patients. These patients may develop compli cations, which may lead to legal liabilities. The courts of law require the records to serve as evidence for incorrect treatment disseminated. Documentation ensures that these records are available whenever required. Additionally, proper documentation leads to recording of data that is crucial for research and education (Ripley, 2009). Practicing students of medicine and nursing can refer to these documents when there is a need to link theoretical knowledge to practical knowledge. Documentation,

Choose a recently published policy compare to What we have learned( Research Paper

Choose a recently published policy compare to What we have learned( Roman Republic, French absolutism, French Revolution) - Research Paper Example The transformation was done through a series of civil wars. The wars were between the patricians and the ordinary Romans who were not from famous families. The policy of balanced distribution of power led to the weakening of the patrician’s power to run big government offices as bound by the law. During this period, the Roman constitution was also amended to accommodate republican form of government. The Roman republic extended due to the many alliances from Italian peninsula and central Italy as well as conquests (Holkeskamp. 47). New laws and policies that prevented individuals from obtaining permanent political powers were established. The political system became free and democratic as the constitution prevented political supremacy among individuals but supported political ideologies. This is because Rome was undergoing a political transition thus the new government system needed ideas to establish peace, political stability and development. Roman Republic was forced to ada pt to the new constitution, which was designed to promote republican form of government. After the transition, the Roman Republic introduced a set of guiding principles, which acted as a new set of policies that would ensure civilized leadership. In the new constitution, the government was divided into three sections. ... The new system of government portrayed a practice of democracy as powers were centralized in the three branches of government, which was made by a set of elected representatives from all parts of the Roman Republic. However, the republic system of government was corrupted by dictatorship rule, which led to its collapsing. Absolutism is a monarchical form of government that gives the monarch great powers and is given much reverence. However, the powers of a monarch are limited to by the need of support from the aristocracy. The aristocracy provides the monarch with political and military support thus may challenge the authority from time to time. Absolutism system of governance was associated with King Louis XIII and Louis XIV of France. This form of rule centralized powers to the monarch who was given unlimited powers by the divined law. In this case power was confined to one person who had the rights to regulate as well as change the political system and make decisions. This form of rule is prone to was as a country using absolutism can descend into a civil war after its collapse. In the French absolutism, the king’s word was considered to be law. Most of the revenue is collected and managed by the army. The French monarchy depended on farming and Agriculture as the main economic activities. In this case, farmers were taxed heavily in order to maintain the economy of the monarchy. The absolutism form of government was mainly focused on dictatorship as the ruler was granted the powers to do as he or she pleased by the law. Absolution also used natural laws which were affiliated to cultural practices thus could not create room for modern