Ancient Rome Essay

†¢ It is not acceptable to simply say â€Å"the two civilizations were similar and different† – specify specifically how they are similar and different †¢ Possible Prompt: Analyze similarities and differences in techniques of imperial administration in TWO of the following empires. – Han China (206 B. C. E. –220 C. E. ) – Mauryan/Gupta India (320 B. C. E. –550 C. E. ) – Imperial Rome (31 B. C. E. –476 C. E. )Example †¢ The political system of Han China is similar to the Guptan Empire in that both included strict laws and stressed the importance of your role in society. A major difference between these administrations is that in Han China the king was fully in charge, even revered, while in the Mauryan/Guptan Empire priests were at the top of the hierarchy. Example †¢ The imperial administration of Han China and Imperial Rome were similar because they were both headed by an emperor. However, they differed in their treatment of the emperor. In Han China a ruler’s decisions, if detrimental to society, could be questioned. While in Rome, what the emperor decreed could not be questioned. What do I need for my thesis? †¢ You must address 1 specific similarity and 1 specific difference. †¢ i. e. Both the Empires of China and Rome were ruled by an emperor who maintained imperial control, however, the Chinese instituted a system of scholar bureaucrats that gained their position through merit, while the Romans never achieved such an elaborate bureaucracy. What is a direct comparison? †¢ This is a comparison that is not split between paragraphs or by other sentences. It must be one or two sentences that compare one subject of the comparison to another. †¢ Your comparisons should be supported by evidence to support your statement. Example Direct Comparison: While both the Roman and Han (or Gupta) Empires left behind many achievements, the Han (or Gupta) were much more technologically and culturally creative. Evidence: – The Romans took much of their culture from the Greeks, such as their religion, artwork and architecture. – While the Romans had aqueducts, roads and other great works, much of this was taken from others and improved upon. The Gupta on the other hand came up with the concept of zero and a base 10 number system that is still in use today. – The Romans relied on slavery for their source of labor, while the Chinese relied upon free peasants. This led to technological stagnation on the part of the Romans, while the Chinese were able to (insert pieces of specific evidence here). What is analysis? †¢ This is where you explain why. †¢ You tell the reader what caused this similarity or difference to occur. †¢ This is usually a because sentence and the most difficult part of the comparison essay. †¢ The reason that the Guptan bureaucracy was never as elaborate as that of the Chinese was because†¦. 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Classical Hollywood Style Essay

‘Classical Hollywood cinema possesses a style which is largely invisible and difficult for the average spectator to see. The narrative is delivered so effortlessly and efficiently to the audience that it appears to have no source. It comes magically off the screen.’ John Belton, film scholar, Rutgers University Classical Hollywood narrative refers to the filmmaking tradition established in Hollywood during the 1920s and 1930s. It became the dominant style throughout the western world against which all other styles were judged. While there have been some challenges to it in recent years, it remains the accepted style for most Hollywood films today. The Hollywood style is so effective in convincing us what we see on the screen is real that we often have to forcibly remind ourselves that it is ‘only a movie’. Oddly Hollywood, so often associated with everything that is fake, is also the home of classical narrative realism. ‘Tinsel town’ has spent a fortune every year since the 1920s faking realism. What are classical Hollywood narrative films? Classical Hollywood narrative films have plots that progress through time in a linear way, are based on character-driven action and use the continuity editing style (see page 233). The style is ‘classical’ because it is based on the classical principles of literature and art. A work is described as classical if it has perfect balance and symmetry. It must also be clear, simple and free of excesses of emotionalism or irrelevant detail. From beginning to end, all elements must be integrated and the resulting sense of harmony should reassure and satisfy the audience. Features of classical Hollywood narrative The Hollywood style takes advantage of the compact people make with the filmmaker when they pay their ticket price. They willingly want to ‘suspend disbelief’ (see page 135). Deep down, people know it is tomato sauce, but they really want to believe it is blood. In a conspiracy with the audience to make movies believable, classical Hollywood narrative has developed the following features. Three-act narrative. Hollywood plots are set out according to the three-act structure of orientation, complication and resolution (see pages 138-9). A situation is presented, a disruption is introduced, and then the resolution ties everything up in a strong closure. Life is not so simple, of course, and actual events rarely have such neat starts or finishes. Even so, the word realism can be applied to Hollywood style because it is based on classic literary narrative realism. Objective storytelling. The audience in a Hollywood film knows more than the characters do. We are able to see what is happening in other places at the same time, and we can see what other characters are doing. In this respect we are god-like – we can see everything! This makes the style of storytelling objective, according to film academics David Bordwell and Kristen Thompson. It also allows us to accept simultaneous time or parallel editing (see page 25). Character driven. The American style of cinema is almost exclusively concerned with individual characters (and stars). This contrasts sharply with the Soviet montage style of filmmaking. The objective of the Hollywood movie is to relate what happens to the characters and whether or not they got what they wanted. The films have strong individual characters who struggle to fulfil their hopes and goals. These characters are arranged in a hierarchy, from hero or protagonist (see page 141) to antagonist and then down to minor characters and supporting cast. Mise-en-scene. One of the most important aspects of Hollywood style is the mise-en-scene (see page 17), whose sole function is to manufacture realism. Time and space. American movies have a strong sense of movement – either through time or through geography. The story movement through time most often follows a straightforward line of episodic events. Flashbacks or flashforwards may be used, but the overall linear direction is strongly maintained. Whether through time or space, movement is totally subordinate to the action, say Bordwell and Thompson. Only the bits that are important to the story are shown. Classical continuity editing. A typical feature film has between 800 and 1200 shots. Editing is designed to render all these shot changes invisible or imperceptible. Editing in the invisible style serves to hide any jumps or discontinuities that would alert the viewer to ‘non-reality’. Following are some of the features of continuity editing (more detail is provided in chapter 2): †¢ Shot progressions in the classical Hollywood style – ELS, LS, MS, CU †¢ Continuity cutting – for example, cutting on action or movement to distract the viewer †¢ Matching techniques to hide cuts – for instance, eyelines are matched †¢ Transitions such as dissolves smooth the remaining joins where necessary †¢ Simultaneous time or parallel editing (crosscutting) †¢ Application of the 18O degree rule †¢ Use of three-point lighting to naturalise appearances †¢ Use of music is subservient to the story – it just reinforces the meaning.

Herpeutic relationships in nursing

For Carl Rogers, discussing therapeutic relationships suggests that the relationship between the one being helped and the helper is a mutual one. Buber (1966) opposed and disagreed with Rogers and suggested that, because it is always the patient that comes to the professional for help and not the other way around, the relationship can never be a mutual one. Mutualism is defined as ‘the relation between two different species of organisms that are interdependent; each gains benefits from the other', (dictionary. eference. com (2008). Campbell (1984) said the role of a nurse in a therapeutic relationship is; somebody who shares freely with others, but does not interfere and allow others to make and define their own journey. Patterson (1985) believes that the relationship itself is central and quoted that ‘counselling or psychotherapy is an interpersonal relationship. Note that I don't say that counselling or psychotherapy involves an interpersonal relationship-it is an inter personal relationship'. The Nursing and Midwifery Council (NMC) influence a therapeutic relationship throughout The Code (2008), it quotes ‘you must listen to the people in your care and respond to their concerns and preferences and you must make arrangements to meet people's language and communication needs'. It encourages nurses to develop their relationship with the patient through the use of communication skills and through educating the patient about their illness. A therapeutic relationship is based on the communication between the nurse and the client themselves. You can read also Coronary Artery Disease Nursing Care Plan Communication involves almost every aspect of our interactions with others; and it plays an important part in any relationship. The holistic approach helps us, as nurses to encourage/support and authorize the patient with the accurate knowledge and understanding in order to help them to recover from their illness. If the nurse has the aptitude to communicate skilfully with the patient, throughout developing a therapeutic relationship, the patient will be more eager and willing to communicate and be more open with the nurse. Within a therapeutic relationship, trust is essential (holisticlocal. co. uk), and helps the nurse to increase their chance in healing the patient to overcome their illness and gain their respect. Patients expect the nurse to have the essential knowledge and to be able to display caring attitudes, so that they are able to trust the nurse and assign their care to the Professional. Breaching trust can make it very hard to re-establish it and therefore if a promise is made it should be adhered to. Mitchell and Cormack(1998) agree with this as they believed ‘patients themselves value therapeutic relationships which offer respect, trust, and care and it seems that such relationships may in themselves prove to be healing in the broadest sense' (Mitchell & Cormack (1998). In relationships constantly agreeing/ disagreeing with the other person on every occasion is not necessary as this could lead to aggravation, annoyance, and eventual dissatisfaction. Particular skills are needed to be adequately assertive without damaging the relationship. There are a variety of key skills which incorporate inside this relationship. Listening attentively and fully taking in to consideration what the patient is saying is perhaps the single most important skill that must be accomplished by the nurse. Listening to the patient without instantly giving suggestions and advice or diminishing the client's opinion, is central to the establishment of developing a relationship. Listening refers to more than hearing what the patient says and Rogers (1980) believed that ‘In some sense attending and listening means that you lay aside yourself; this can only be done by persons who are secure enough in themselves that they know they will not get lost in what may turn out to be the strange and bizarre world of the other, and that they can comfortably return to their own world when they wish', he is referring to ‘getting lost in the world of the other'. Burnard (1997) describes the art of ‘attending' as the act of truly focusing on the other person, consciously making ourselves aware of what they are saying and what they are trying to communicate. Vital to the establishment and construction of a therapeutic relationship is the nurses own capability to use an extensive range of communication skills, strategies and interpersonal skills. Effective and successful communication is a necessary aspect in producing and preserving a successful relationship. Regardless of the surroundings and the duration of interaction, the nurse acts in therapeutic ways to supervise the limitations of the relationship. This could involve tasks such as, the nurse introducing themselves to the client and addressing the patient by their preferred name/title, or showing a genuine interest in, and compassion for the client. In a therapeutic relationship between the nurse and the patient the power tends to be unequal, although nurses may not observe themselves as having power and authority in the relationship. The nurse should always try and remember that the patient is in a vulnerable position and due to the nurse's amount of health care knowledge and her position in the health care system the patient may feel more vulnerable than they already are. The misuse of power /authority can be known as abuse and using it appropriately enables the nurse to maintain paramount professionalism as well as dealing with the patients requirements. Empathy is also part of the structure of a nurse and patient relationship. Burnard (1995) defines empathy as ‘the ability to perceive accurately the feelings of another person and to communicate this understanding to him'. The nurse should be able to view the patient's illness and circumstances from their position and not look down upon them from an exalted position and the patient should not be made to feel vulnerable. Millenson concludes by stating ‘accurate empathy is always empowering, since it represents an understanding and acceptance of the speakers feelings' (Millenson, 1995). Respecting the client and their dignity at all times is fundamental to the relationship between the nurse and the client. The nurse should appreciate and understand the patient's religion, culture and the other aspects related to the patient themselves and the patient's background, and whilst providing care these factors should be taken in to account. Respect is not an attitude; it is an element that nurses should ‘master' and when showing respect nurses should make a difference in the way a patient is seen. Mayeroff (1971) believes that it is ‘more than good intentions and warm regards'. There are certain skills that users can use in attending to clients, in order to generate a therapeutic environment. They can be summarised in the acronym S-O-L-E-R. Sit facing the patient squarely; adopting a posture that indicates involvement is important. Open posture, crossed arms and legs illustrate lessened participation/availability; an open posture shows that you are open to the client and to what they have to say. Lean slightly towards the other person to enhance communication. Establish eye contact with the patient, keeping it fairly steady but not staring. Relax, and don't be nervous, adopt a comfortable posture and this will also helps put the client at ease. People might use these guidelines differently in relation to culture and individuality, so they should not be taken as absolute rules. Therapeutic relationships are also encouraged, supported and developed by members of the multi-disciplinary team, for example; doctors. Doctors support patients by educating them about their illness and also by developing a therapeutic relationship with the patient. They have to consider professional intimacy and also the method in which they communicate with the patient, since giving bad news is very different to giving good news and they also have to think about their facial expressions and body language and show empathy. This also relates to other members of the Multi Disciplinary team (MDT), such as physiotherapists, psychologists, dieticians etc. During practice, I have had to think about my communication skills, key elements and professional intimacy, on an occasion, were I communicated with the relatives of a terminally ill patient. The wife of this patient was crying, and therefore in order to comfort her, I talked to her, held her, hand and gave her a hug. The communication skills I used were Empathy, which Mayeroff (1971) believes is an essential part of caring. I also used verbal communication and non verbal communication, which is described as ‘an awareness of your body and mind as a source of communication' Egan(1990) and also showing respect, Rogers (1961, 1967) ‘You are there to help clients, not to judge them', following Standal (1954), who calls this kind of respect ‘unconditional positive regard' Egan(1990).

Dominique Francon loves Roark yet struggles to destroy him. Why And Essay

Dominique Francon loves Roark yet struggles to destroy him. Why And how does this conflict connect to the novel's theme and meaning - Essay Example olumn seriously, and instead uses it to mock the institution that she writes for, the architects she writes about, and even the readers who read her work and actually take what she writes seriously. We might even go so far as to say that she mocks herself when she makes a mockery of her column which is a parody of what a real newspaper column should be. While she despises people such as Ellsworth Toohey and Peter Keating, she sees them socially and heaps praises on them through her writing and even marries Peter Keating at one point in the novel. The greatest contradiction that we find in Dominique Francon is her apparent love for Howard Roark and her continuous attempts to discredit and destroy him as an architect, which is to say that she seeks to destroy him as a man. But it cannot be doubted that she loves Howard Roark – from the moment they met, she became compelled to have him in her thoughts all the time. Also from the moment they met, her very existence became a struggle against wanting to go to him and knowing that she must wait for him to come to her. After leaving the countryside (and the quarry), Dominique felt that â€Å"she was not free any longer. Each step through the streets hurt her now. She was tied to him - as he was tied to every part of the city.† (Rand, 1943) However, after (officially) meeting him at a formal party and finding out that he was the architect Howard Roark, she used her column to sway the public’s sympathy away from Roark’s buildings, by seeming to take a disparaging attitude against his buildings, most notably against the Enright house. Within that contradiction is another contradiction, in the sense that Dominique chooses to disparage Roark’s work by subtly praising it, by saying that it makes all other buildings look terrible because of because of the contrast between Roark’s buildings’ marked greatness and understated dignity and everything else in the city – an act that goes unnoticed by most readers and is