Gender Stereotypes in Movies - 1060 Words

In the movie The Problem: Women at the Top, women were hardly in the work force because of concerns due to family, childcare, the ability, and fear of moving forward and higher in their career and the concern of no job to return to. Women have been known to take on the role of a housewife, mother, and caretaker. Therefore, women were held back in the past to attain stability on their own because of their hesitation of taking care of children, family and their household chores. Unfortunately, this issue has not changed much in todays day in age. Being a mother is still a dire role women face because of the economy, lack of support from their male partners as well as the thought of being self centered and selfish in many cultures. Due to the incorrect stereotype of women being homemakers, they are unable to establish their careers and less likely to achieve managerial or higher positions. As in the movie, Women Train to do Mens Jobs, women are trained to perform jobs that are typically known to be performed by men such as construction and operating a forklift. Men have been performing these jobs due to upper body strength. However, women have been proving to a lot of employers that they too are able to perform the job similar to men, if not, better. Typically, mens jobs pay more than some womens meaningless jobs. For example, construction workers are paid approximately $20 per hour where as women workings as a housekeeper are paid minimum wage of $8 perShow MoreRelatedGender Stereotypes In The Media1207 Words   |  5 Pages Gender Stereotypes are everywhere in the world. This paper will focus on the formation of Gender stereotypes through different media sources. The media sources that will be used include television shows, movies and magazines. Thus the paper will also explore the effect that gender stereotyping may have on development of a person’s social and individual identity. There were many different media sources that I used to see where Gender Stereotypes were predominant. First of all I reviewed differentRead MoreWomen s Social And Mental Development1439 Words   |  6 Pageshas influenced people worldwide. Television shows and movies provide highly idolized characters, but creates unrealistic and falsified interpretation of what it mean to be a specific gender. As a result, it can be seen that today’s modern western pop cultural, has become globalized into an industry of gender roles in which has transformed mainstream television, commercial ads, movies and toys. Stereotypical traits have been assigned to each gender and has become a significant problematic concern amongRead MoreGender Roles Of Women And Men1464 Words   |  6 Pages Introduction: Gender Roles in media is how women and men are portrayed in everyday media such as tv shows, movies, and music. Today media can have negative effects on the thought of gender roles in the society because more and more people stereotype following the media, while stereotyping can lead to prejudices and gender discrimination. This is a controversial issue because men and women are depicted a certain way with unequal and identified gender-related stereotypes which influence the societyRead MoreGender and Violence in Disney Movies Essay542 Words   |  3 PagesGender and Violence in Disney movies Many of us have seen a Disney movie when we were younger. Disney movies captured our attention with their mortals and successful conclusion. The animations and music transform us into a land of magic where anything is possible if we just believe. Disney movies wrapped us in the idea that good always triumphs evil, that happy ever after exists. We have become the generation of Beauty and the Beast, The 101 Dalmatians, Dumbo and Snow White as children nowRead MoreThe Negative Effect Of Stereotypes1613 Words   |  7 PagesThe Negative Effect of Stereotypes in Comedy We all laugh at the things we see in the media that are perceived as funny; whether it be appropriate or offensive. One of the most popular subjects that comedians and comedy shows rely on is stereotypes. Stereotypes play a large role in society and the everyday lives of individuals. These stereotypes have resulted in blurred assumptions of others based on what we see and hear in the media. The use of stereotypes in comedy to make something funny has aRead MoreGender Roles Of The Film Industry1228 Words   |  5 PagesThe film industry has created the conventional gender roles of society into their movies. A majority of films have supported some of the male and female stereotypes. In the history of the film industry, the role of men is primarily that of the stereotypical working class man or hero, while the roles of women are primarily portrayed as being somewhat inferior to men. In the 1930s through the 1970s, men held the leading roles in films while women played smaller roles. I n terms of jobs, women wereRead MoreMedia Representation Of The Media1149 Words   |  5 Pagesportrays is gender. In today’s culture the issue of the difference between men and women can be seen heavily in media. In roles actors and actresses play on television, and through songs gender representation is an issue that is present. Most of the representations however are negative. It plays off of the stereotypes that are associated with men and women. In this ever-changing society media, through various forms of entertainment, plays a negative role in the representation of gender. Most ofRead More300 - a Gender Analysis Essay1323 Words   |  6 Pages300 Gender The film industry has created the conventional gender roles of society into their movies; A majority of films have supported some of the male and female stereotypes. In the history of the film industry, the role of men is primarilythat of the stereotypical working class man or hero, while the roles of women are primarily portrayed as being somewhat inferior to men. In the 1930s through the 1970s, men held the leading roles in films while women played smaller roles. Men were typicallyRead MoreEssay on Informative speech1259 Words   |  6 Pagesinform my audience about the different stereotypes Disney portrayed in their movies. Central Idea/Thesis Statement: Different types of stereotypes in Disney movies effect children’s view on gender roles. INTRODUCTION I. When you wish upon a star; makes no difference who you are†¦. Or does it? If you recognized this classic Disney song, that means you grew up watching Disney during your childhood. II. The Disney movie franchise has been producing movies for many years now. The Walt Disney StudiosRead MoreSocialization - Gender Messages in the Mass Media Essay975 Words   |  4 PagesSocialization - Gender Messages in the Mass Media How Images on Television/Movies reinforce society’s expectations of gender. The most powerful form of mass media that we enjoy in America is the television. What we see on our T.V.’s can have very deep and profound effects on our beliefs, our life-styles and our needs and behaviors. On most of T.V. women are portrayed as flawless, beautiful, hair of silk, skin like peaches and cream and God forbid if they can pinch an inch, whereas

Writing A Report- The Title Clinical Teaching And Building Team Work

Question: Writing a Report about the Assessment 2, title Clinical teaching about Building Team work. Answer: Overview The clinical teaching report shall help in incorporating relevant teaching and learning approaches. The aim of this report is to reflect upon the feedback provided to the participants. Following a thorough process of communication, feedback was also received from the session participants. The clinical plan was delivered four months back with the purpose of gathering knowledge and skills of registered nurses. The purpose of clinical teaching plan is to develop the sense of belongingness in the beginners as a nurse. The plan also helped the nurses to provide systemic and individualized care in patients with a holistic approach. The target audience for the above purpose are clinical educators and practitioners. The learning outcome of the clinical plan is to have a conceptual understanding on belongingness and the ways to develop the feeling of care towards patients (O'Connor, 2014). Feedback The objective of clinical teaching was to help the patients recover from mental problems. The teaching objective was also to help the nurses apply nursing interventions. The participants stated that the mentors were highly experienced and qualified that gave the training an excellent blend. There were several learning opportunities discovered by the participants. The mentors gave the freedom to learn, question and critically analyse situations. However, the participants stated that there were assumptions made that they were familiar with concepts, terms, procedures and geography of everything (Hooper et al., 2016). The patients at HDU Mental health Centre acknowledged the teamwork among the staffs. The recovery also improved at the medical centre as they nurses offered emotional support, respect and empathy. The patients were allowed to participate in decisions and preferences were respected. The team worked on different cases at the medical centre and arrived at decisions regarding therapies and treatment jointly. However, some negligence was reported by the patients regarding communication. There was delay in the communication process as the nurses were trying to hand over their work to other nurses. There was delay in medications for the same reason (Velo Smedley, 2014). Evaluation I used the Kirkpatrick's Four-Level Training Evaluation Model to analyze the training effectiveness. The four levels namely, reaction, learning, behaviour, and results. Firstly, the reaction was measured to analyze how well the training was received by audience. The second level measures the knowledge resulting from the training. The behaviour of the participants was also measured based on the training received. The participants behaviour was measured to assess if the participants learned everything right. The final results of the training were measured if the team work was enhanced (Tan Newman, 2013). The questionnaire was also prepared to evaluate the training session. It was economical and well administered that could cover the large group of nursing participants. General comments and trainers knowledge and skills were assessed using the questionnaire. Observation was made if the technical proficient skills in the student nurses increased. The participants were further asked if t hey developed a sense of belongingness. The patients were also asked if they were treated with care. The difference in opinion before and after the training was measured (Koharchik et al., 2015). Follow Up Clinical supervision is an essential practice that helps the profession. The supervision shall help in quality improvement and assurance. In the supportive role, the supervisors shall help in building morale, assessing strengths, weaknesses and preventing burnout. The follow-up supportive function is critical as it shall enhance the quality of care provided to the patients. The primary goal of clinical supervision is to protect the welfare of the patient. Supervision also helped in building a good relationship between clients (White, Ewan, Ewan, 2012). It also helped in changing the beliefs about the way people change in clinical supervision. The important factors were considered to be applied in counselling. The discussions also helped in achieving a level of comfort to talk about sensitive issues. The workshops and educational classes helped the nursing students in conducting themselves in a manner for philosophy, recovery and patient satisfaction. The counsellors progress was che cked with the clinical goals as set forth in the individual development plan (Plakht et al., 2013). Barriers or Challenges The clinical teaching plan involved certain barriers. The learning needs were not very clear as the objectives were not sufficiently stated and integrated. Here was little coordination as the clinical faculty assumed that the concepts shall be covered by other faculty. This left the participants or students to determine themselves of the various subjects to patient care. Few students attitude were the greatest barrier to learning as they had expectation of spoon feeding. Some mentors also overestimated their teaching strengths as they did not recognize teaching as a discipline (Reilly Oermann, 2013). The physical settings for audio-video were not up to the mark. The busy, complex setting of a teaching hospital is not an ideal environment in which to teach all the competencies future physicians need to master. The patient participation and student differences also act as hindrance in the learning environment. Not all students learn at the same rate, and the explanation of concepts wa s quick at times. A few students did not get sufficient time to get acquainted with the concepts (Oermann, 2016). Lessons Learned There are several ingredients that would help in making the learning environment thriving. There is scope for building better relationships with students at the first day. There should be rounds arranged for icebreaking to establish better relations. The faculty and staff must reach out to every participant in the training session. For better understanding, the mentors must use humour and other strategies to relate to the students. The strategy can also be used to present the information regarding rules and regulations (O'Mara et al., 2014). There should be no assumptions made that the students might be familiar with certain concepts and terms. The mentors must always start from the scratch. It may be time consuming but it shall pay off in the long run. The students must be allowed to make decisions so that they are confident. Technology must be used in a better way and efforts shall be made to make the classroom digital. It is a great way to engage the students and helps the student s in understanding and learning better (Papathanasiou, Tsaras, Sarafis, 2014). Philosophy of Clinical Teaching In my opinion, teaching shall be successful by measuring the effectiveness of student success, not only in the related professional field but also for the future professional careers. I recognize the impact of my attitude, behaviour and instructions not only shaping the perception of nursing, but also the future practice. As described in the adult learning theory, unique life experiences must frame from learning experiences. There is a need to bridge the gap between classroom knowledge and clinical practice. The learning environment must also provide the students with an environment to achieve the learning goals with minimum distraction. Nursing must be put forward as a theory of contribution to humanity. I value fairness, compassion, respect, trust, mutual learning and contribution. It is my goal that by sharing my talents and experiences, that I might help to better the greater whole, demonstrated through my interactions with patients, students and colleagues, in hospitals, at inst itutes of learning, and in our world community (Billings Halstead, 2012). References Billings, D. Halstead, J. (2012).Teaching in nursing. St. Louis, Mo.: Saunders Elsevier. Hooper, J., Benton, K., Mancini, M., Yoder-Wise, P. (2016). Optimal Clinical Instruction in Nursing Education Programs: Recommendations From the Field.Journal Of Nursing Regulation,7(2), 53-59. https://dx.doi.org/10.1016/s2155-8256(16)31078-x Koharchik, L., Weideman, Y., Walters, C., Hardy, E. (2015). Evaluating Nursing Students Clinical Performance.AJN, American Journal Of Nursing,115(10), 64-67. https://dx.doi.org/10.1097/01.naj.0000471947.66986.4a O'Connor, A. (2014).Clinical instruction and evaluation. Sudbury, Mass.: Jones and Bartlett Publishers. Oermann, M. H. (2016). Reflections on Clinical Teaching in Nursing.Nurse Educator,41(4), 165. O'Mara, L., McDonald, J., Gillespie, M., Brown, H., Miles, L. (2014). Challenging clinical learning environments: Experiences ofundergraduate nursing students.Nurse Education In Practice,14(2), 208-213. https://dx.doi.org/10.1016/j.nepr.2013.08.012 Papathanasiou, I., Tsaras, K., Sarafis, P. (2014). Views and perceptions of nursing students on their clinical learning environment: Teaching and learning.Nurse Education Today,34(1), 57-60. https://dx.doi.org/10.1016/j.nedt.2013.02.007 Plakht, Y., Shiyovich, A., Nusbaum, L., Raizer, H. (2013). The association of positive and negative feedback with clinical performance, self-evaluation and practice contribution of nursing students.Nurse Education Today,33(10), 1264-1268. https://dx.doi.org/10.1016/j.nedt.2012.07.017 Reilly, D. Oermann, M. (2013).Clinical teaching in nursing education. New York: National League for Nursing. Tan, K., Newman, E. (2013). The evaluation of sales force training in retail organizations: a test of Kirkpatrick's four-level model. International Journal of Management, 30(2), 692. Velo, K., Smedley, A. (2014). Using reflection to enhance the teaching and learning of midwifery students.British Journal of Midwifery,22(2). Weller, J. M., Nestel, D., Marshall, S. D., Brooks, P. M., Conn, J. J. (2012). Simulation in clinical teaching and learning.Med J Aust,196(9), 594. White, R., Ewan, C., Ewan, C. (2012).Clinical teaching in nursing. London: Chapman Hall.