Fahrenheit 451 And 1984 - The Fear Of Utopia Essay -- Ray Bradburys F

Several conflicting frames of mind have played defining roles in shaping humanity throughout the twentieth century. Philosophical optimism of a bright future held by humanity in general was taken advantage of by the promise of a better life through sacrifice of individuality to the state. In the books Brave New World, 1984, and Fahrenheit 451 clear opposition to these subtle entrapments was voiced in similarly convincing ways. They first all established, to varying degrees of balance, the atmosphere and seductiveness of the â€Å"utopia† and the fear of the consequences of acting in the non-prescribed way through character development. A single character is alienated because of their inability to conform – often in protest to the forced conditions of happiness and well being. Their struggle is to hide this fact from the state’s relentless supervision of (supposedly) everything. This leads them to eventually come into conflict with some hand of the state which se rves as the authors voice presenting the reader with the ‘absurdity’ of the principles on which the society is based. The similar fear of the state’s abuse of power and technology at the expense of human individuality present within these novels speaks to the relevance of these novels within their historical context and their usefulness for awakening people to the horrendous consequences of their ignorance. In these novels the main characters are, or become, unable to conform to the society’s standards. These characters represent the authors’ view of the ‘utopia’ as they see it with the veil of ignorance removed. In 1984, for instance, we start out with a character, Winston, who is constantly observing the ironies of the world about him. Through his job at the ministry of truth, he becomes a hand of the state, creating fiction to support its endeavors: â€Å"Comrade Ogilvy, unimagined an hour ago, was now a fact †¦ he would exist just as authentically †¦ as Charlemange and Julius Caesar.† (1984, p54) As the book progresses he becomes more aware of his individuality and eventually is unable to hide it. Similarly in Fahrenheit 451, Montag becomes aware of problems with his society, but not logically - emotionally. It disturbs him greatly when a medical team that helps his wife appear and disappear within a matter of minutes: â€Å"There are too many of us, he thought. There are billions of us and that’s too many. Nobo... ...n Brave New World , John, a ‘savage’ not raised by the society asks the world leader, Mustapha Mond, why they do not show films like Othello. Mustapha cites that not showing that kind of film is the â€Å"price we have to pay for stability.† As well, he speaks of the necessity for different classes of people to be in operation, even though more efficient methods through science exist. The prime directive of all these ‘utopias’ is to pacify their public and either thrill them with the collective being of a nation, or sedate them with excitement and drugs. The authors therefor saw the ‘utopian’ societies to be a trap for weak minded publics, and that once in place, such systems would be able to perpetuate indefinitely due to the efficiency at which they protect and propagate themselves. Through fear, diversion and sedation the utopia can maintain a strong grip on the people it encompasses before anyone realizes the sacrifices made. The popularity of these books does rule out the possibility of such a society coming into existence in the future, however. The state of people is not about to change, and their ignorance will continue regardless of the harshness of the wake up calls issued.

Ethics of Teachers Essay

Teachers are ultimately viewed as â€Å"perfect† in the eyes of their students; therefore, their demeanor should exemplify a high standard of ethical reasoning and protocol. Teachers are part of the educational world and should not participate in unethical behaviors which may deter the method of analyzing and reasoning of students. The personality of teachers is crucial when they may impact the future career goals and educational path of their students. Although teachers may not be significantly aware, they are held to high standards by their students and they are extremely important individuals that may impact the foundation of a student’s educational success. The positive behavior that teachers vibe to their students impact their motivational trends which promotes them to excel. However, often times teachers may display negative emotions that may detour a student’s path and leave them feeling unworthy, unappreciated, and the desire to give up on their future goals. Students spend the majority of their life in the classroom, which concludes that the overall organizational culture and ethics that teachers exemplify in the classroom will ultimately affect the mindset of students. The focus of this paper will be to compare and contrast the overall culture in the classroom of students surrounded by positive and negative teachers. I will explicitly outline the factors that will cause a student to excel or fail due to the organizational culture that is embedded within them. I will further conclude the paper by implying that teachers are more important than the subject courses they may teach, but are the educational leaders that have a significant impact on the lives of their students. Introduction: The interaction between teachers and students is critical to produce high-level student learning and achievement. The teaching styles of teachers may be related to moral management; they display respect and fairness in their teaching environment. In relation to Stakeholders, teachers may be viewed as a key stakeholder in the field of education since they are the primary key holders that lay the foundation of the future of the students. In order for teachers to effectively influence their students in positive directions, they will have to demonstrate strong ethical values. Being an individual of high ethical values, two basic questions are involved, â€Å"What is the right thing to do and why should you do the right thing? † (Bowie and Schneider, 2011). Teachers have the moral obligation to maintain their character to a higher standard in the presence of their students. The teacher as a stakeholder is expected to possess the professional knowledge to lead the students in instruction. However, It is challenging for teachers to transform the culture and have a positive view in the eyes of their students without parental support. Parents are the educational stakeholders that provide parental guidance for the students and the support for the teachers Literature Review: The empowerment of teachers will facilitate the empowerment of students† (Short and Greer, 2002). As educators, teachers have to embrace the ethical standards that enjoin virtues of honesty, compassion, and loyalty. â€Å"And, ethical standards include standards relating to rights, such as the right to life, the right to freedom from injury, and the right to privacy. Such standards are adequate standards of ethics because they are supported by consistent and well-f ounded reasons† (Bowie and Schneider, 2011). Teacher have to continuously be involved in the moral beliefs and conducts and strive to ensure that they shape the future of their student’s lives under a solid foundation of ethnicity. Relating to the Domains of Human Activities, teachers may relate to the triads of Moulton’s continuum into the categories of Positive Law (Codified Ethics Regulation), Ethics (implementation of moral values, requiring integrity and practice, and Free Choice (liberty, allowing creativity, self-realization and license). Positive Law would refer to the Code of Ethics have to abide by to ensure equality to their profession of teaching. The professional educator accepts personal responsibility for teaching students character qualities that will help them evaluate the consequences of and accept the responsibility for their actions and choices (Campbell, 2006). † All teachers have a Code of Ethics that they are morally responsible for upholding. The foundation to the success of teachers is their ethical and moral reasoning that is their guide of â€Å"doing what is right† in their classroom and teachers with high integrity respect the values of their Code of Ethics. The National Education Association (NEA) has created a code of ethics for the different needs of the teaching profession, which are: ? Access to varying points of view ?Do not distort subject matter ?Protect students from harm ?Do not embarrass or disparage ?Do not discriminate ?Do not use professional relationship for private advantage ? Do not disclose confidential information Teachers of high integrity, have an intrinsic awareness between ethical and moral principles. They display ethical knowledge which includes a sense of right and wrong, treating others with respect, being objective, patient and compassionate. Embodying ethical knowledge gives the teacher the ability to practice their teaching skills with morals and ethics and not just viewing their job as being teaching only (Campbell, 2006). † A teachers’ rationale to success may be based on the motto of Winston Churchill, â€Å"Mountaintops inspire leaders but valleys mature them† (Pockell and Avila, 2007 ). Teachers should give their students the freedom of choice and self-realization which will promote a sense of unity with the teachers and students. However, with regards to liberty, it should be limited to protect the ethics within the classroom. Ethics in the classroom should be valued to a high standard to maintain the organizational climate in the classroom. â€Å"Each pupil graduating from the elementary, secondary, or higher grades of education should receive personal advice and direction regarding further education or employment (Horne, 1970). † An excellent example of how teachers with high ethical values can impact student achievement is prevalent in a School System where elementary students where behind in their current grade level. The Elementary Alternative Education Program was established to help students become motivated to excel in their educational venue. The program was targeted at students that were two-three years behind in their current grade and was over-aged for their grade level. The teachers that committed to educate the students had a high level of moral and ethical responsibility to motivate their students and transform their students to become students of higher academic success learning. The table below depicts the improvement in academic of students from the 2007 – 2008 school year till the 2010-2011 school year. The data below indicates that the students enrolled in the program with the assistance of their teachers are now on the pathway on Graduation from high school. The students were deemed unreachable to teach due to their classroom behavior and other factors, but with the determination of their teachers they have increased their academic level. The National Bureau of Economic Research has indicated that â€Å"Good Teachers† raise Student Achievement. Although there is no silver bullet that guarantees that every student will be successful, now more than ever research provides guidance about the characteristics of effective schools and effective teachers that, if followed, can help maximize school and ultimately student performance† (Horne, 1970). According to Post, Preston, and Sachs, â€Å"The stakeholders in a corporation are the individuals and constituencies that contribute, either voluntarily or involuntarily, to its wealth-creating capacity and activities, and that are therefore its potential beneficiaries and/or risk bearers. In comparison with this model, teachers are the stakeholders that voluntarily work to improve the success of their students through motivation and determination. However, the primary impact of teachers whether they are successful in improving academic success or not is to educate the students. Every student has the ability to learn, however, they need a teacher that has a passion for teaching to educate the students. In regards to the Stakeholders Analysis, teacher has to identify the needs of their students and execute a plan to approach the problem for face-value. As teachers, it is important to understand that all students are different and they should utilize different methods to attempt to reach their students. The â€Å"big picture† that teachers normally use to motivate them to help their students is the graduation rate. The success of student cannot be done alone. Teachers have to reach out to the parents to unite as one to help the students since their common goal is the success of their students. Often times students are unfortunate to be enrolled in the classroom of a teacher that lacks integrity and the culture of the classroom is detrimental to the learning process. The culture of the classroom is set by the teachers and the students. If the overall organizational culture of the classroom is disorientated, then the students will be ineffective in performing their daily tasks. Teachers must be able to present their material, effectively manage their classrooms, facilitate maximum student involvement, and ultimately, enhance student learning. â€Å"The vision implementation of teachers affects the performance and many attitudes of many of their students. (Kirkpatrick and Locke, 1996). Teachers have to ensure the classroom climate is has a positive effect on the students and that the motivational factors are supportive in the overall success of the students. â€Å"As with many aspects of classroom management, the most important factor in creating a positive classroom environment is the teacher, and this is where the process must start. † The climate in the classroom is of course more than the physical classroom environment. It is a process that builds the psychological framework for all activity that happens in the classroom. The classroom climate is not just about motivation and student well-being, it is a major ingredient of the context for successful learning. Real learning cannot take place in a negative classroom climate. According to the Jones’ Issue Contingent Model, teachers that have negative impact on student achievement fail to utilize ethical reasoning while attempting to teach their students. The failure may arise from attempting to teach all the students in the same process with utilizing Differentiated Instruction to reach all students. If they would have used the Synthesis of Ethical Decision-Making Model, then they would have realized the different stages of Differentiated Instruction and had a positive impact on their students. Teachers that fail to differentiate their teaching is modeling immoral management, meaning they are they are displaying minimal ethical reasoning with the students. As teachers, they have the responsibility to educate the children as a moral obligation to the students, parents, and themselves. By failing to address the needs of the students, they are depicting low moral intensity. Moral intensity of the issue itself does have a significant role and could influence teachers in their ethical decision-making process as their attention to the issue are being directed by the embedded intensity level of the respective issues. â€Å"The primary goal of ethical reasoning is to help individuals act in morally responsible ways (Weiss, 125). † While natural rights are the basis for justice, rights cannot be realized nor does justice become operative without power. The interaction between one’s ethical philosophies can influence the ethical decisions that an individual can make. Teachers are liable to treat each student in their classroom with an equal right to the most extensive basic liberty compatible with a similar liberty for others, which in their case is their education. Teachers have the moral obligation to treat all students in the classroom equally. They have the right to receive an education and the teacher’s highest level of knowledge that may displayed to them. Teachers are faced with many trials and tribulations in the classroom, but they have the moral obligation to provide students with a environment conducive to learning. For students to achieve, it is the responsibility of teachers to provide a classroom culture that will increase a student’s motivational factors. Feedback, where positive or negative can promote student achievement. Teachers are viewed as teachers are more important than the subject courses they may teach, but are the educational leaders that have a significant impact on the lives of their students. Leadership is a reflection on modeled behavior that is learned. Students learn from the teachers and adapt themselves to their leadership demeanor. Leaders within an organization, have vast types of leadership styles. Teachers, however, are viewed as individuals with more personal ethics. Transformational leaders produce students that will be effective leaders and impeccable role models for their fellow peers. They have the ability to empower, coach, and lead their students to success. The theory of transformational leaders is based on the theory of James Burns. The type of leadership style is moral because it increases the humanities of students and their aspirations. True leadership, defined by its ethical core, is transforming for the leader and the follower alike. Transforming leadership transcends other forms of leadership because it is committed to doing the right things as opposed to doing things right (Anderson et al, 2006). Teachers assume the ethical responsibility to transform the culture of their students and are responsibility for the in adverse effects it may have on their students. â€Å"Transforming leadership also assumes that the transformation is mutual and reciprocal in which a follower can assume a leadership role and the leader a follower role. Teachers are more than classroom teachers; they are role models to their students. Students often mimic the behavior of their teachers because they admire their leadership style. Often times teachers that possess high integrity and ethical behavior are called â€Å"mean. † Teachers push their students to work harder than anticipated so they can excel in academic achievement. When students have to work harder than normal, they respect the morals that their teachers require them to uphold. Culture is another factor that is critical in transforming the culture of students. Conclusion: Leadership is a reflection on modeled behavior that is learned. Students learn from the teachers and adapt themselves to their leadership demeanor. The success of students not only start with the parents, but it is the teachers that the parents have entrusted with their children to teach them the skills they will need to become successful professionals once they leave the reins of their teachers. As with many aspects of classroom management, the most important factor in creating a positive classroom environment is the teacher. Real learning cannot take place in a negative classroom climate. The classroom must be conducive and inviting for parents, staff, and most of all children. The relationship between parents and teachers, like every other relationship, depends on trust. Above all, teachers must not compete with parents; what teachers have learned about their students is different from what parents know, primarily because they observe, interact with, and experience the students in group settings. While our observations and experiences are different, they are not necessarily more valid than hose of parents. Teachers, students, and parents are all key stakeholders within the educational organization. The ultimate goal for all stakeholders is to achieve a high school diploma and then proceed to their career goals. â€Å"Teaching is designed to result in action† (Schaefer, 1990). Teachers, student, and parents will â€Å"act† as a unit of one to maintain the culture of the classroom environment to motivate the students to excel at their highest academic level.

Definition and Examples of Aphaeresis in English

Aphaeresis is a  rhetorical and phonological term for the omission of one or more sounds or syllables from the beginning of a word. Also spelled apheresis. Adjective: aphetic. Also called syllabic loss or initial vowel loss. Common examples of aphaeresis include round (from around), specially (from especially), and spy (from espy). Note that the deleted initial sound is usually a vowel. EtymologyFrom the Greek, taking away Examples and Observations Children learning to speak first tend to retain only the final syllable of words (-nette for marionnette, -range for orange), then two syllables (-anna for nanna, -octor for doctor). Loose pronunciation (xactly for exactly) has thus something childish about it. But in tention! (for Attention!) economy of effort and efficiency come into play.Like apocope, aphaeresis most commonly involves the slack use of an expression rather than a literary device.(Bernard Dupriez, A Dictionary of Literary Devices, trans. by Albert W. Halsall. Univ. of Toronto Press, 1991)New Words From OldAphaeresis has given us a number of new words, like drawing-room (from withdrawing-room), fend (from defend; whence fender), sport (from disport), and stain (from distain). A number are aphetic in the narrow sense: pert (from now obsolete apert, going back ultimately to Latin appertus open), peal (from appeal), mend (from amend), fray (from affray), the verb ply (from apply), the adjective live (from alive), spy (f rom espy), and tend (from both attend and intend). In the above cases, significant semantic development followed the aphaeresis, so that one does not normally connect in ones mind the shortened and the original longer forms.(The Merriam-Webster New Book of Word Histories, 1991)Aphaeresis in Contemporary SpeechContrary to the substitution and addition of syllables, syllabic loss, known as aphaeresis, is not at all uncommon. In particular, the constraints under which it operates are exactly the ones predicted by the speech error data. The omissions occur in word-initial positions and affect unstressed syllables containing reduced vowels. Quite often, the syllable only consists of a vowel. . . .Indeed, aphaeresis occurs on a wide scale in the spoken language of today (and yesterday). . . . Typical examples include about in How bout that? and unless in I aint going less you do. . . . Relaxed circumstances are all that is needed for aphaeresis to occur.(Thomas Berg, Linguistic Structure and Change: An Explanation From Language Processing. Oxford University Press, 1998)The Lighter Side of AphaeresisI cant kill the possum [for opossum], cause [for because] it might be innocent. I cant let the possum go, because it might be guilty. Cant make a good soup, cant do a handstand in a pool. Cant spell the word lieutenant. There are a lot of cants in my life right now.(Amy Poehler as Lesley Knope in The Possum. Parks and Recreation, 2010) Pronunciation: a-FER-eh-ses

Argumentative Synthesis The Things They Carried

Argumentative Synthesis â€Å"The Things They Carried† Tim O’ Brien, having the memories of war engraved in his mind, recalls the memories of his youth during battle in â€Å"The Things They Carried,† an intriguing collection of military accounts that symbolize his attempt to resist closure from past experiences. O’ Brien’s story reflects the difficult choices people have to make in their struggle to confront the war waging inside their bodies as well as on the ground they tread. In Steven Kaplan’s criticism, â€Å"The Undying Uncertainty of the Narrator in Tim O’ Brien’s The Things They Carried,† he explores the uncertainty and inevitability that lies in the path of each soldier through their military conquest of Than Khe. In context to O’ Brien’s†¦show more content†¦The items the soldiers carry hold a substantial amount of credibility throughout each personal story; however, within O’Brien’s story, he lack s credibility aside from the obvious tangible elements of the items held, questioning where the truth lies within these evidential fragments of the soldiers’ lives. These personal accounts of exact measurements attest the reader’s knowledge of war as well as the mental ability to calculate the exact weight upon each person’s hump through a fiction of mental and emotional agility. O’Brien quotes within Chen’s criticism stating, â€Å"A true war story, if truly told, makes the stomach believe† (Chen 77). This background knowledge of O’Brien’s theory that an â€Å"absolute occurrence is irrelevant because a true war story does not depend upon that kind of truth,†(Chen 77) places the credibility of the information upon the emotional accounts that O’Brien’s writing bestows upon the personalities of the soldiers. The â€Å"academic tone that at times makes the narrative sound like a government report (Kaplan 45) ,† adds documentation like analysis of these compilations of war endeavors as told by the narrator. Kaplan continues that the â€Å"transitional phrases such as â€Å"for instance† and â€Å"in addition,†Ã¢â‚¬â„¢ (Kaplan 45) as well as â€Å"whole paragraphs dominated by sentences that begin with â€Å"because,†Ã¢â‚¬  (Kaplan 45) convince certainty of theShow MoreRelatedMastering Graduate Studies 1e32499 Words   |  130 Pagesoverall purpose. 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Frankenstein, By Mary Clark - 1874 Words

Frankenstein has been portrayed in nearly every sort of artistic representation, from theatrical productions to major motion pictures. The story is well-known throughout modern-day society — or at the very least, an altered version of it. In popular culture the name â€Å"Frankenstein† is commonly associated with the monster, rather than the doctor. While this may be due to the infatuation our disenchanted society has with themes of science-fiction and fantasy, Anna Clark argues that the idea of the monster as the protagonist goes much deeper. Clark’s idea that Frankenstein’s monster is the true protagonist, is rooted in the the way certain characters are focalized through the creature’s narrative (245). Clark refers to this narration technique as â€Å"protagonism,† and gives credit to it being the major reason the monster is perceived as the protagonist (245). Most people would argue that if the creature is not the protagonist, then Franken stein must be. 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Inclusive Learning †Ptlls Free Essays

Unit 009 Understanding inclusive learning and teaching in lifelong learning I currently teach yoga to adults at the level of beginners, I have been teaching yoga classes for the past eighteen months. I have another year of study to undertake on the British Wheel of Yoga Diploma. My typical class sizes ideally should be between seven and fifteen students. We will write a custom essay sample on Inclusive Learning – Ptlls or any similar topic only for you Order Now Unfortunately I did not have enough students for my adult education course to run last term. My ideal yoga class would be ninety minutes in length as this allows for adequate time to settle the class, physical posture work, pranayama (breathing control) and finally relaxation and reflection at the end of the session. Whilst I wouldn’t ordinarily use ice breakers when teaching a physical practice, I can definitely see the benefits of using them if I was teaching a workshop or session which involved academic type of learning such as ancient yoga philosophy, kriyas (cleansing techniques) or understanding the chakra system. During this course we have learned that ice breakers are a good way to relax people and breakdown the barriers to learning and are best used at the start of the course. (1. 1) At the start of a term I do establish some ground rules with my students. As it’s a yoga class these rules usually centre around what is appropriate clothing, practicing in barefoot on a suitable mat, not eating a heavy meal before class, turning off mobile phones and discussion around working within their own physical capabilities. Before undertaking this PTLLS course I did not understanding this information exchange to be ground rules. However I can now clearly see that these are indeed ground rules. They serve as a means of guiding the student through what is expected of them and making the class a safe lace to learn. (Daines et al 1993) suggest that people will learn best they feel secure and can try things out safely. (1. 2) My main style of teaching is to offer a theme to the class and interweave that theme to promote learning in the students as well as them performing the physical postures and breathe control techniques. It is safe to say that the main strategy is to demonstrate the postures and then lead the students in active learning in the form of them practicing the postures. I do circulate around the class and offer adjustments and positive feedback where appropriate. Whilst some students are well practiced in yoga others may need extra tuition. This can be done in a way that allows for differentiation a simple and classic way is by layering the way a posture is taught. This style of teaching ensures that everyone in the class can achieve something in a posture. It also ensures that the more advanced students feel challenged by the class. The methods which I commonly use are tutor led demonstration, verbal instructions and handouts. These different methods of teaching are aimed at meeting the needs of the different styles of learners, thereby ensuring the maximum amount of student participation in the lesson. (Spillman 1991 p30) â€Å"The key to differentiated curriculum is the flexible use by teachers of a wide range of activities and lesson organizations†. (1. 3) (Word count 529) References Daines et al. (1993) Adult Teaching Adult Learning. Continuing Education Press: Nottingham Spillman,J. (1991) Differentiation – An approach to Teaching and Learning. Pearson Publishing: Cambridge How to cite Inclusive Learning – Ptlls, Essays

Impact of Stereotypes Free Samples for Students -Myassignmenthelp

Question: Discuss about the Nursing Stereotypes and its Impact on Nurses. Answer: Introduction In the nursing field there are many stereotypes that have been defining this field for a very long period of time. Most of these images are bad myths and negative. Some of these stereotypes are traditional and some came of late. Most of these images affecting this field are gender related. However these stereotypes like the others are just myths and outdated ideas as the world is growing. Types of Nursing Stereotypes and the Impact Happell, et al (2014) really disagrees with the view of nursing as a female profession; this is one of the professions that undermine masculinity. This is because the term nursing formally originated from mothers breastfeeding, then it grew to the people who care for the disabled and the ill in the community. In history women were the one who took the place of nursing because men were busy preparing for war giving and examples in World War 1 and World War 11. Countries like USA and Canada also led to the growth of this idea. During the early years their nurses who were women formed their own groups which didnt allow any men to be part of it for a long period of time as Gray, (2010) suggests. . Because of this gender inequality in this fields there a lot of negative impacts. Because people follow history, men are finding it hard to go into these fields. Young children found their mothers are the nurses hence telling them to follow that career will be mostly in vain to most of them. Families also mostly the parents also have a part in this. This is because they are the old people and according to their belief they understanding nursing belongs to female hence its very hard for them to allow their female siblings to follow that career path. The belief that nurses are naughty; this is one of the bad image affecting this field. This is supported by the idea of how nurses dress mainly. The dressing mode attracts attention sexually instead of focusing in their work. This is because most of them are females. Some of the movies produced also have characters whose profession are nursing but there are characterized with sexual attraction showing that this stereotype has been believed in the society. This stereotype brings along a negative impact into the community. When parents get in touch with some of these evil stories it will be very hard for them to allow their female children to go through this path. Same case to males, it will be hard for them to marry the female nurses because of the belief that the marriage will be unsuccessful because of lack of trust due to cheating in marriage. The children of these nurses will have a hard time mingling with other children because of the negative remarks about the mothers. This will bring a negative effect in the society. According to Clarke, (2017) people believe that most nurses are failures or dropouts of other major profession. Nurses are believed to have failed in other hard medical professions like surgery and medicine. Because of this failure they tend to go to nursing which is still a profession in the same field but less demanding compared to others. However, even if most people misunderstand this, a lot of people follow nursing as a profession and a career not as a second option. This brings upon a negative impact into the community because of these stereotype people undermine nursing as a small career in life. When people get this mentality mostly parents they fail to advice their children to follow this career because they want big titles careers. To the children also wanting to pursue this career they will feel discouraged on choosing such a career. People in the community also will fail to support and respect nurses because they will see them as low profile people. Another stereotype is that nurses work for doctors. People believe that nurses get command from the doctors but it is not the case. Doctors and nurses are coworkers Weaver, et al (2013). Nurses job is to update the doctors about the patients health, some even works along surgeons as that is their work but people misunderstand this. Nurses are hired and fired by senior nurses, they also answer to their unit manager who also is also a nurse. They also follow certain protocols which are set by their fellow senior nurses officers hence this stereotype is a major lie Liaw, et al (2014). On the same point, when people hear that they work mostly with the patients what comes to mind is that they are also involved in handling dirty and unhealthy staffs concerning the patients. This stereotype has a negative impact in the society. Young men and women who want to become nurses fear to go and work under harsh conditions believed to be set by the doctors. This also helps create a bad picture that nurses are low level employees hence minimal respect to them. The belief that the nurses also work under very bad conditions also discourages the children and the families. The guardians also affected by this bad perspective will find it hard to advice their children to go and work under this profession. There also a stereotype that male nurses are gays Weaver, et al (2014). This mostly comes from the concept that this field is for females only. To add salt on that the media itself through movies also helps in motivating this type of a stereotype. Various male nurses have been teased of being gays just because they are believed to be in the wrong field (Berkery, Tiernan and Morley, 2014). This image has a negative impact in the society. It negatively affects both the people who want to follow this career, those pursuing and the parents. To the people who want to follow this career mainly men, they will be unable considering the bad image they will bring to their friends and community at large. To the people in the career, they will have a low self-esteem and also feel it hard to appreciate the work they do. It will be very hard for the people in this career to feel pride of themselves. The parents who mainly believe in Christianity cannot tolerate any kind of this stories hence to be on a safe side they will never advise their children to go in that field. Another stereotype is that nurses are taken to be angels (Kelly, Fealy and Watson, (2012). They are believed that they are sent from heaven to the world to provide health care. They are known to get their way out of the paper bag and from the sight of blood everywhere. This is totally misguided. Its true they save life but the real truth is that they are professionals Sarabia-Cobo and Pfeiffer, (2015). People believe that nursing is always acting nice on a patient but to some point it may change to violent and dirty. Due to this type of stereotype, people find surprises when they come to know who a real nursing is. A person who wants to pursue such a career may think that it is full of nice things but in real sense it is dirty Rajacich, et al (2013). Before one chooses to do such a career one has to prepare mentally according to the real truth. Finally the stereotype that combines all the others together is that nurses are said to be unskilled Hoeve, Jansen, and Roodbol, (2014). Everybody knows that doctors go through a very rough training before they become one. The public always think the nurses are at the bottom because of the less training they go through. Of course this is not true. Nurses undergo their own training different from doctors hence each has the field that they are experienced in. Nurses look at a patient, determines the health and can also implement treatment in conjunction with other health workers Clow, Ricciardelli and Bartfay, 2014). This kind of stereotype has a negative effect on the society. When people go to hospitals to be treated and they are left under nurses surveillance they feel bad because what comes to mind is that they will not be treated properly. The people in this field also are less respected. Parents also will find it hard to advice their children to go and specialize in this field. Conclusion In conclusion, these nurses stereotypes are dangerous to nurses and to the general public. To the nurses they carry and destroy their profession greatly. To the public people who may feel like becoming nurses may find it difficult to be considering the bad picture set. The media is the main determinant in propagating these stereotypes. This also affects the patient because when nurses are degraded they feel low and will end up treating patients in a cruel manner. Health of many individuals is at risk when nurses are disrespected. References Berkery, E., Tiernan, S., Morley, M. (2014). The relationship between gender role stereotypes and requisite managerial characteristics: the case of nursing and midwifery professionals.Journal of nursing management,22(6), 707-719. Clarke, D. (2017). Student life-What its like to be a gay male nursing student: Nurse training can be a complex experience for gay men, involving daily negotiations with the stereotypes that plague the profession.Nursing Standard,31(23), 35-35. Clow, K. A., Ricciardelli, R., Bartfay, W. J. (2014). Attitudes and stereotypes of male and female nurses: The influence of social roles and ambivalent sexism.Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement,46(3), 446. Gray, B. (2010). 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