The Great Gatsby By F. Scott Fitzgerald - 1345 Words

The Great Gatsby (1925) is very modern in style due to the assortment of different techniques used by F. Scott Fitzgerald throughout the novel, in order to keep up with the trend of 20th century modern literature. Through the critical analysis of techniques used such as symbols, ideas, narration and characters we can explore in-depth to what extent that The Great Gatsby can be deemed as ‘modern’ in style. During the modernist period in the 1920’s, when The Great Gatsby was written, modernism was at its peak. Fitzgerald was majorly influenced by these new diversions from the mainstream Victorian style of writing. As seen in The Great Gatsby there are a number of new variations that arise as part of the modernist period, such as the 1st person narration being reintroduced as a more common style of writing, compared to the typical Victorian style 3rd person omniscient narration. We can also see unconventional symbols such as the green light and the eyes of Dr T.J. Ec kleburg which further reinforce the modernist style used by Fitzgerald. Additionally Fitzgerald uses modernist characters to show the diverse types of people in the â€Å"Roaring Twenties†. As well as the comparison between West Egg and East Egg inhabitants, Fitzgerald showcases the condescending attitudes of the old money towards the ‘nouveau rich’ such as Gatsby. 1st person narration of The Great Gatsby is one of the defining differences to other novels of the modernist period, as the majority of novels in theShow MoreRelatedThe Great Gatsby by F. Scott Fitzgerald1393 Words   |  6 PagesF. Scott Fitzgerald was the model of the American image in the nineteen twenties. He had wealth, fame, a beautiful wife, and an adorable daughter; all seemed perfect. Beneath the gilded faà §ade, however, was an author who struggled with domestic and physical difficulties that plagued his personal life and career throughout its short span. This author helped to launch the theme that is so prevalent in his work; the human instinct to yearn for more, into the forefront of American literature, where itRead MoreThe Great Gatsby By F. Scott Fitzgerald1343 Words   |  6 PagesHonors English 10 Shugart 18 Decemeber 2014 The Great Gatsby F. Scott Fitzgerald s 1925 novel The Great Gatsby is a tragic love story, a mystery, and a social commentary on American life. The Great Gatsby is about the lives of four wealthy characters observed by the narrator, Nick Carroway. Throughout the novel a mysterious man named Jay Gatsby throws immaculate parties every Saturday night in hope to impress his lost lover, Daisy Buchanan. Gatsby lives in a mansion on West Egg across from DaisyRead MoreThe Great Gatsby By F. Scott Fitzgerald1155 Words   |  5 PagesThe Great Gatsby The Jazz Age was an era where everything and anything seemed possible. It started with the beginning of a new age with America coming out of World War I as the most powerful nation in the world (Novel reflections on, 2007). As a result, the nation soon faced a culture-shock of material prosperity during the 1920’s. Also known as the â€Å"roaring twenties†, it was a time where life consisted of prodigality and extravagant parties. Writing based on his personal experiences, author F. ScottRead MoreThe Great Gatsby By F. Scott Fitzgerald1166 Words   |  5 Pagesin the Haze F. Scott Fitzgerald lived in a time that was characterized by an unbelievable lack of substance. After the tragedy and horrors of WWI, people were focused on anything that they could that would distract from the emptiness that had swallowed them. Tangible greed tied with extreme materialism left many, by the end of this time period, disenchanted. The usage of the literary theories of both Biographical and Historical lenses provide a unique interpretation of the Great Gatsby centered aroundRead MoreThe Great Gatsby by F. Scott Fitzgerald845 Words   |  3 PagesIn F. Scott Fitzgerald’s novel, The Great Gatsby, colors represent a variety of symbols that relate back to the American Dream. The dream of being pure, innocent and perfect is frequently associated with the reality of corruption, violence, and affairs. Gatsby’s desire for achieving the American Dream is sought for through corruption (Schneider). The American Dream in the 1920s was perceived as a desire of w ealth and social standings. Social class is represented through the East Egg, the WestRead MoreThe Great Gatsby By F. Scott Fitzgerald Essay970 Words   |  4 Pagesrespecting and valuing Fitzgerald work in the twenty-first century? Fitzgerald had a hard time to profiting from his writing, but he was not successful after his first novel. There are three major point of this essay are: the background history of Fitzgerald life, the comparisons between Fitzgerald and the Gatsby from his number one book in America The Great Gatsby, and the Fitzgerald got influences of behind the writing and being a writer. From childhood to adulthood, Fitzgerald faced many good andRead MoreThe Great Gatsby By F. Scott Fitzgerald2099 Words   |  9 Pagesauthor to mirror his life in his book. In his previous novels F. Scott Fitzgerald drew from his life experiences. He said that his next novel, The Great Gatsby, would be different. He said, â€Å"In my new novel I’m thrown directly on purely creative work† (F. Scott Fitzgerald). He did not realize or did not want it to appear that he was taking his own story and intertwining it within his new novel. In The Great Gatsby, by F. Scott Fitzgerald, he imitates his lifestyle through the Buchanan family to demonstrateRead MoreThe Great Gatsby By F. Scott Fitzgerald1607 Words   |  7 Pages The Great Gatsby is an American novel written in 1925 by F. Scott Fitzgerald. One of the themes of the book is the American Dream. The American Dream is an idea in which Americans believe through hard work they can achieve success and prosperity in the free world. In F. Scott Fitzgerald s novel, The Great Gatsby, the American Dream leads to popularity, extreme jealousy and false happiness. Jay Gatsby’s recent fortune and wealthiness helped him earn a high social position and become one of the mostRead MoreThe Great Gatsby By F. Scott Fitzgerald1592 Words   |  7 PagesMcGowan English 11A, Period 4 9 January 2014 The Great Gatsby Individuals who approach life with an optimistic mindset generally have their goals established as their main priority. Driven by ambition, they are determined to fulfill their desires; without reluctance. These strong-minded individuals refuse to be influenced by negative reinforcements, and rely on hope in order to achieve their dreams. As a man of persistence, the wealthy Jay Gatsby continuously strives to reclaim the love of hisRead MoreThe Great Gatsby By F. Scott Fitzgerald1646 Words   |  7 PagesThe 1920s witnessed the death of the American Dream, a message immortalized in F. Scott Fitzgerald’s The Great Gatsby. Initially, the American Dream represented the outcome of American ideals, that everyone has the freedom and opportunity to achieve their dreams provided they perform honest hard work. During the 1920s, the United States experienced massive economic prosperity making the American Dream seem alive and strong. However, in Fitzgerald’s eyes, the new Am erican culture build around that

Ctitical Thinking Techniques of Root Cause Analysis Essay

Critical Thinking Techniques Used In Root Cause Analysis Root cause analysis is a common term used by investigators and analysts that means different things to different people. However, in its most literal sense root cause analysis requires the performer to systematically break down a situation into individual components or processes in a search for truth that can be supported by facts (Eckhardt, 2007). This analysis should be conducted in the form of an investigation into both the apparent symptoms of a situation as well as the causes that led up to the situation being analyzed. As an example, if performed correctly, a police investigation will use root cause analysis to first determine what happened, and only after the event is†¦show more content†¦This action requires the analyst to have an understanding of the components involved and the process being investigated. By considering, then discarding or retaining scenarios that may have caused the situation, the analyst will be able to narrow the scope of the investigation until the source of the problem has been uncovered. My position with my company is tasked with performing root cause analysis to uncover problems related to employee compensation and payout. To accomplish this task, I am required to have an understanding of how the compensation plan functions, what compensation rules are in place, and to maintain a working knowledge of the order writing and compensation systems and data flow. Recently, I was tasked with determining why my organization’s data product unit sales were not accelerating at the same pace as the revenue generated from the units sold. Many factors exist that could cause this scenario, including a higher quantity of speed upgrades, more higher-end product sales, or tracking problems. My first course of action was to ensure that there had been no change in order writing procedures or tracking methodology. Once I was comfortable that there was no change in procedure or methodology, I eliminated the possibility that there were

Reflective Account †Plan, Prioritise and Balance Time Free Essays

A situation arose relating to a Live – in carer, (to be known in this reflective account as carer A) who was due to go into a placement and relieve an existing member of staff ( to be known in this reflective account as carer B) as part of a two-week job share. Carer A had problems with regard to her residency and as a matter of urgency had to adjust the dates of the changeover. When first the call was made by carer A, she was so upset that I did not know if she was going back at all. We will write a custom essay sample on Reflective Account – Plan, Prioritise and Balance Time or any similar topic only for you Order Now My personal knowledge of the circumstances of the client was extensive, learned time and lots of communicating with the clients’ wife and the client himself and the achievement of home visits. I was wholeheartedly aware of how a change at such short notice would affect the clients’ wife who lives in the home, along with the client and who oversees the care provision of her husband who has advanced dementia and cannot communicate his needs at all. My immediate thoughts were not to alarm the clients’ wife unnecessarily but to establish the facts involved in situation and solve the issue with the best possible outcome for all parties in mind. In planning my steps to ensure an effective outcome, my first thoughts were to secure the existing care arrangements, which involved contacting carer B. This meant a discreet phone call to her to ask if and how long she would be able to stay to cover for carer A. I was aware that I possibly only had a window of opportunity of one week because carer B was to be placed into another live – in, with another client. I also knew that carer B had a hospital appointment to attend within the timeframe which meant that the clients’ wife would possibly require extra support for this time. Carer B agreed to stay but did need off duty for a whole day because of the distance to and from the hospital. Once the cover had been successfully secured, my next step was to find out how long this extra cover would be required for. This involved contacting carer A. It may have seemed better if I had started my enquiries the other way around but my thoughts were that if carer B had made other private plans for the week then I would have been looking for a replacement with a carer C and so I stored the information in my head. In communicating with carer A, my thoughts were to ensure that I was offering practical professional support to assist where possible with her issues and also offer a sympathetic ear to support her emotional state at the time. I had to be realistic about what I needed to achieve to ensure a positive outcome for all parties and I could only achieve a positive outcome by planning the next steps. Carer A came to the office to discuss the situation with me and together we worked out a practical plan of action. This involved a longer- term approach and would be running in the background after carer A returned to her placement and would not involve the client further at this stage. A call was then made to the clients’ wife to inform her of the situation and the steps I had already taken to ensure that our obligation as a care provider would be met. In communicating with the clients’ wife I was to be mindful as to the conversation held, my considerations toward all parties was to be factual, honest, practical and professional. The new changeover date was established, consideration was given to how best carer B could achieve her visit to the hospital and all parties agreed an arrangement as to how best both would be achieved. My involvement continued as I escorted both carer A and carer B too and from their respective placements by using my personal transport, as neither carer is a driver and access to the clients home is more challenging than most as they live away from the use of public transport. My support will continue as I will be offering practical help to carer A in ensuring a positive outcome for her. I will maintain contact with the clients’ wife by phone fortnightly In the timeframe allocated to this example of how I plan, prioritise and balance my time, I still work within the office supporting the office staff to deal with other issues that occur within any working day. I ensured that the office would be covered adequately when I was to be out of the office, I ensured that I could be contacted in the case of an emergency, should the staff need my support when out and about. I made sure that an affirmative plan of action was in place for any eventuality that could occur in this situation. How to cite Reflective Account – Plan, Prioritise and Balance Time, Essays

History Parallels In Economy Essay Example For Students

History Parallels In Economy Essay Asone can see there are many striking parallels between the Gilded Age or the erafrom the eighteen eighties to the eighteen nineties compared to the Silicon Ageof the nineteen eighties to the nineteen nineties. The preconditions for thesetwo massive economic booms share similar birth paths laid in laissez fairepolicy, no regulation or deregulation and innovative booms. Before the 1880sthere was no real conflict between the welfare of the American people and thatof its business units. That happy relationship lasted only until the 1880s. Bigbusiness or Trusts, appeared in the United States during that decade. Once theywere established, it grew faster and to a larger size than it did elsewhere. Onereason was the absence of any countervailing force in America. A new countrymade up almost entirely of immigrants, who needed jobs, big business waswelcomed and a favorable economic policy provided a catalyst for there birth. These economic conditions gave rise to innovators, monopolists, and mostimportantly, rugged individuals who changed the landscape of the worlds economyforever. Their huge personalities went hand in hand with the vast size of theirempires. The problems big business raised provoked a powerful public responsethat immediately moved into the realm of the political economy and provided fora change in the leniency of laissez faire. In the closing years of thenineteenth century, the United States became the only major industrial power toenact legislation explicitly designed to curb the power of large corporations. Congress passed the Interstate Commerce Act in 1887, the Sherman Antitrust Actin 1890, and the Federal Trade Commission and Clayton acts in 1914. The ShermanAntitrust Act remains the most stringent in the world. The nineteen eightys andmore importantly Ronald Reagans election victory was the catalyst for theSilicon Age. Reagan and his re- clothed trickle down economics or Reaganomicsbrought laissez faire to a maximum point. Not only did he repeal or lay offenforcement of these anti trust and anti business laws, but went as far asdropping the Governments case anti trust cases. The stagnant equity marketsbegan to take flight and the greatest bull market continues 15 years later. Coupled with major tax cuts and financial market innovations, an era oftechnological revolution appeared. This Era would witness innovations and Titansthe likes as we have never seen before. What we call the New Economy is trulythe dawn of a new age, a Silicon Age. The numbers have been impressive: a 70%increase in real profits since 1990, inflation below 2%, 4.5% unemployment, plusrising real wages, even for the lowest paid workers. The 1990s have all theingredients in place for a further surge of innovation that could rival theGilded Ages. Over the next decade or so, the New Economy, so far propelledmainly by information technology may turn out to be only the initial stage of amuch broader flowering of technological, business, and financial creativity. Theeconomy seems to be undergoing a wholesale rejuvenation. Businesses, financialservice firms, and universities are reinventing themselves. Even politicians andpolicymakers are starting to grasp the new technological and economicrea lities.(Business Week). The New Economy or Silicon Age of the 21st CenturyEconomy will still resemble the economies of old in market behavior though. Eachinnovative surge creates economic and social ills, from recessions tostock-market crashes to widespread job losses, and this one wont be different. But thats the price a nation must pay to achieve the benefits of dynamicchange.

Flying with the Airbus A380 Essay Example

Flying with the Airbus A380 Paper The Airbus A380 is the largest commercial airplane in the entire world. It weighs up to 1,200,000Lbs full of passengers and cargo. When this massive plane is empty, it weighs up to 610,000lbs. So how does the Airbus A380 fly? To make this big boy, it took a lot of intelligent engineers to interpret the four forces of flight. The first force to make the Airbus A380 fly is lift. The wings on the Airbus A380 have rectangular flaps on both wings. The flaps come down and cause the air to go over the flaps to cause lift. Another word for the term wing is airfoil. Airfoils on the Airbus A380 are made to cause Bernoullis principle. Bernoullis principle causes high pressure air or slow moving air to go under the airfoil. This high pressure air pushes up on the bottom of the airfoil and causes the plane to lift off the ground. The next force to make the Airbus A380 fly is thrust. Newton’s third law is which made me understand how thrust makes the A380 fly. His law says, for every action there is an equal and opposite reaction. This means the four massive turbofan engines suck in air and blow it out the back towards the back of the plane, as that is happening the plane moves forward, so that is the opposite reaction. The air blows one way and the plane goes the other way. Thrust is the power of the air getting pushed out the back of the Turbofan engine, the more thrust the faster the plane will fly. When creating the Airbus A380, the engineers had to make sure that thrust over powers the weight and gravity the Airbus A380 has. Gravity is the force that pulls the A380 towards the ground. The more weight the plane has the more gravity there is going to be. The last force is drag. Drag is the force acting in the opposite direction as the object is moving. The Airbus A380 is pointy instead of circular at the cockpit because that is what allows the Airbus A380 to be Aerodynamic. The wings also on the plane are extremely thin this is because the eng We will write a custom essay sample on Flying with the Airbus A380 specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Flying with the Airbus A380 specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Flying with the Airbus A380 specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

The eNotes Blog Top Ten Love Lines From Literature for YourValentine

Top Ten Love Lines From Literature for YourValentine When it comes to Valentines Day, do you find yourself mulling over the remaining dozen or so cards left at the drugstore, trying to decide whether the kitten with the googly-eyes exclaiming Youre purrrrrrrrrrrrrrfect! is any better or worse than the over-sized card with a creepily happy train chugging out the words, I chooo-choo-choose YOU! ? Well, dont despair. Here are ten relationship-saving sentiments for you to borrow. Find a nice, blank card, write one of these lines inside, and buy the book that it came from. Wrap it up, and, using your best toe-in-the-sand look, say, Honey, I thought of you the second I read this. Hey, come on its sort of true 1. â€Å"I love you without knowing how, or when, or from where. I love you simply, without problems or pride: I love you in this way because I do not know any other way of loving but this, in which there is no I or you, so intimate that your hand upon my chest is my hand, so intimate that when I fall asleep your eyes close.† ― Pablo Neruda, 100 Love Sonnets 2. â€Å"To love at all is to be vulnerable. Love anything and your heart will be wrung and possibly broken. If you want to make sure of keeping it intact you must give it to no one, not even an animal. Wrap it carefully round with hobbies and little luxuries; avoid all entanglements. Lock it up safe in the casket or coffin of your selfishness. But in that casket, safe, dark, motionless, airless, it will change. It will not be broken; it will become unbreakable, impenetrable, irredeemable. To love is to be vulnerable.† ― C.S. Lewis, The Four Loves 3. â€Å"Perhaps all the dragons in our lives are princesses who are only waiting to see us act, just once, with beauty and courage. Perhaps everything that frightens us is, in its deepest essence, something helpless that wants our love.† ― Rainer Maria Rilke 4. â€Å"I carry your heart with me (I carry it in my heart)I am never without it (anywhere I go you go,my dear; and whatever is done by only me is your doing,my darling) I fear no fate (for you are my fate,my sweet)I want no world (for beautiful you are my world,my true) and its you are whatever a moon has always meant and whatever a sun will always sing is you here is the deepest secret nobody knows (here is the root of the root and the bud of the bud and the sky of the sky of a tree called life; which grows higher than the soul can hope or mind can hide) and this is the wonder thats keeping the stars apart I carry your heart (I carry it in my heart)† ― E.E. Cummings 5. â€Å"If there is no love in the world, we will make a new world, and we will give it walls, and we will furnish it with soft, red interiors, from the inside out, and give it a knocker that resonates like a diamond falling to a jewellers felt so that we should never hear it. ― Jonathan Safran Foer, Everything is Illuminated 6.   â€Å"The power of a glance has been so much abused in love stories, that it has come to be disbelieved in. Few people dare now to say that two beings have fallen in love because they have looked at each other. Yet it is in this way that love begins, and in this way only.† ― Victor Hugo,   Les Misà ©rables 7. â€Å"Love is the ultimate outlaw. It just wont adhere to any rules. The most any of us can do is to sign on as its accomplice. Instead of vowing to honor and obey, maybe we should swear to aid and abet. That would mean that security is out of the question. The words make and stay become inappropriate. My love for you has no strings attached. I love you for free.† ― Tom Robbins, Still Life With Woodpecker 8. â€Å"I love you, Buttercup said. I know this must come as something of a surprise to you, since all Ive ever done is scorn you and degrade you and taunt you, but I have loved you for several hours now, and every second, more. I thought an hour ago that I loved you more than any woman has ever loved a man, but a half hour after that I knew that what I felt before was nothing compared to what I felt then. But ten minutes after that, I understood that my previous love was a puddle compared to the high seas before a storm. Your eyes are like that, did you know? Well they are. How many minutes ago was I? Twenty? Had I brought my feelings up to then? It doesnt matter. ― William Goldman, The Princess Bride 9.   â€Å"I fell in love with her courage, her sincerity, and her flaming self respect. And its these things Id believe in, even if the whole world indulged in wild suspicions that she wasnt all she should be. I love her and it is the beginning of everything.† ― F. Scott Fitzgerald 10.   â€Å"Maybeyoull fall in love with me all over again. Hell, I said, I love you enough now. What do you want to do? Ruin me? Yes. I want to ruin you. Good, I said. Thats what I want too.† ― Ernest Hemingway, A Farewell to Arms

Two questions essay Example | Topics and Well Written Essays - 500 words

Two questions - Essay Example The echo boomers are known to be interested with diverse fun activities and projects. Therefore, for the hotel to attract them, it has incorporated different activities in its services. Such activities include; golf course facilities, swimming pools, pool tables, and libraries. Echo boomers are also known to be high achievers with the desire to make a lot of money while still young. With hotel having this generation as their major target, it has also implemented such facilities as gambling machines. It also holds events such as auctioning of expensive items such as wall paintings. Most of the persons attracted into the hotel are therefore able to make money by taking advantage of the different opportunities offered at the hotel. Other business opportunities are also made possible by the hotel inviting the experienced business entrepreneurs who then offer investment projects to the echo boomers. Therefore, with all these activities and facilities, the hotel has hence managed to attract its target group, the echo boomers. Ecotourism mainly deals with nature and preservation of the environment. Therefore, it is one strategy that has made a lot of progress in attracting people who are interested with the natural environment. Ecotourism has promoted the tourism industry through use of attraction such as national parks and natural resources. Ecotourism also makes the environment appeal to people thus, attracting many tourists even those that are not interested with nature (Whyte, 2010). Space is one viable tourist attraction in the world, but which is very expensive. Currently, only few persons have managed to undertake this source of income since many people also assert that is a dangerous activity. An organization that is working to make this economic attraction possible is the Depaul Space tourism Organization. Despite a lot of challenges being experienced in the

Disney case study Assignment Example | Topics and Well Written Essays - 250 words

Disney case study - Assignment Example Thirdly, Shanghai Disney should strive to be innovative as much as possible in order to maintain and attract new customers. This means the fairytale experience should be achieved at all times to keep consumers interested and willing to explore beyond the norm. Fast-forward to 2020, Dubai will be the best location for the next Disney park. Besides being the largest city in the Middle East, Dubai is currently enjoying sustainable growth in all fronts, particularly the tourism industry. High-net worth individuals are visiting the city in high droves who are investing highly in the region. The region boasts a host of cultures, who are widely knowledgeable of Walt Disney and its characters. For example, majority of Disney Paris visitors is from the Arabian Gulf and visit its theme parks for a number of days (Hamid, 2013). Dubai is also easily accessible in the shortest time from other countries such As the United States, London, Hongkong, making it a leading and suitable candidate for a Disney-themed park. Hamid, T (2013). Walt Disney Courts Middle East Market but no plans for UAE Theme Park. The National:Business. Retrieved 18th November from

Research Paper Example | Topics and Well Written Essays - 1000 words

Research Paper Example This depicts that instructors are not utilizing appropriate mechanisms to enhance knowledge comprehension and retention, as well as the techniques that stimulate learners’ interest in academics. This dissertation scrutinizes the quandary of academic reforms, the various facets that it possesses, as well as some of the suggested modifications (Futrell, p. 1). Varied individuals suggest differing resolutions to the problem of academic restructuring in America. Additionally, there have been innumerable transformations of the current structure of American education since instigation. The main quandary is defining the perfect system of organizing and delivering of knowledge in academic institutions. This quandary is because of having varied ideologies on education from reformists, as well as scholars. In addition, politicians also add to the misunderstanding that surrounds defining the ideal structure of education that is worth implementing. Most politicians voice what they perceiv e as the anticipation of voters. Therefore, it is also debatable whether it is appropriate to embrace their ideologies. Moreover, there is a universal conviction in the global community, which is extremely beneficial, that education is an imperative resource that is crucial to participate in life’s triumphs. ... Furthermore, there is immense significance in defining the ideal structure of an academic system to settle the quandary of educational modification with a vivid objective in mind. Moreover, modifying education is transforming the manner of depiction of information to learners. Thus, it is the obligation of educationalists and policy creators to determine the ideal mechanism to convey information to learners, as well as the appropriate amount of information at every level of academics. Additionally, it is crucial to comprehend that modification of a single strategy that, in turn, affects a single facet of education does not amount in an ideal academic structure. However, it is also extremely intricate to suggest that there is one individual or committee that can create an ideal academic structure. Criticisms will always arise, but it is significant to create an academic structure that optimally integrates the most productive strategies. Moreover, there are reformists who raise the iss ue of implementation of multicultural mechanism of education. However, there is also a quandary in defining an academic structure that is multicultural. The advocates of this ideology have some scopes of interest such as open-mindedness, ethics amongst other ideologies. The suggestion of educational modification with regard to multiculturalism in America commenced in the 1960’s. This was due the surfacing of public rights associations, but the coining of the terminology â€Å"multicultural academics† had not occurred. The basis for multicultural structure of academics was the ideology that it was necessary for the U.S to revisit its endeavour of educating diverse affiliations. Moreover, in this epoch,

Reflecting On Ones Practice Nursing Essay

Reflecting On Ones Practice Nursing Essay Striving to become better at what one does entails reflecting on both the positive things that one has achieved and the mistakes committed in the process of performing ones duties and responsibilities. Reflective practice focuses on the learning that has evolved and correcting what has been done wrong. This essay assesses my professional, clinical development through an analytical reflection from a patient seen in the Emergency Care Centre (ECC), as part of the holistic health assessment module. The assessment model used in the consultation will be examined, together with theoretical and evidence based practice, and how this has helped developed my approach, linking decision-making and best practice outcomes. Following Gibbs (1988) model of reflection, I shall establish the integration between theory and practice. This model identified six stages involved in reflective practice where at each stage the I would ask myself a number of questions leading to the final stage of an action plan. It begins with selecting a critical incident to reflect upon followed by keen observing and describing of the incident, then analyzing my experience. This is followed by interpreting the experience and exploring alternatives leading up to an action plan. This is is a cyclical process which enables continual retrospective reflection. II. Reflective Practice Reflective practice has been a key underpinning of qualified nurses since the United Kingdom Central Council for Nursing, Midwifery and Health Visiting (UKCC) (1992) required them to keep a professional portfolio. As professionals, we are accountable for our ongoing learning and self development, providing the best care to our patients. To ensure this, we need to focus on our actions and skills to be able to meet the demands of patients, colleagues and professional bodies. In order to be reflective practitioners, we need to be reflective thinkers. Reflective thinking is thinking that is aware of its own assumptions and implications as well as being conscious of the reasons and evidence that support the conclusion (Lipman, 2003, p.26). John Dewey defined reflective thinking as an active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusion to which it tends (cited in Martin, 1995, p.167) . Reflective thinking leads one to be more self-aware so he can develop new knowledge about professional practice. Reflective practice has been recognised to be an important tool for professional development. Rowls and Swick (2000) agree and observed that practitioners who regularly reflected enabled them to develop their skills and the way they deal with patients. Schunk and Zimmerman (1998) describe how a self- reflective practice allows us to monitor, evaluate and adjust our performance during learning. Adjusting strategies based on assessment on our learning helps to achieve the goal of learning and identifying the activities well suited to our situations (Schunk Zimmerman, 1998). However, practitioners often found the process quite time consuming and there was a greater fear of becoming introspective or being critical of oneself too much in practice. It is likely that one can be too engrossed in his reflection that he gets to neglect the delivery of a great work performance. Schons theory outlines two different types of reflection that occur at different time phases: reflection on action (Schon 1983) and reflection in action (Schon 1983). Reflection in action is often referred to the colloquial phrase as thinking on your feet a term used to being able to assess ourselves within a situation, making appropriate changes and still keeping a steady flow in the process. Reflection on action is when reflection occurs after the event. This is where the practitioner makes a deliberate and conscious attempt to act and reflect upon a situation and how it should be handled in the future (Loughran 1996). This means while performing a professional task, and one keeps thinking if what he is doing is right, he is doing reflection-on-action. After the task, he gets to evaluate what he has done right or wrong, and at that point, he is engaging in reflection-in-action. I am aware that I practice both kinds in my profession. However ,Fry, Ketteridge and Marshall (2003) seem to take a balanced view and define reflection to be an integration of existing knowledge and new knowledge. This implies that as a reflective practitioner, I should always evaluate if my current knowledge is still applicable, and in updating myself, should be able to incorporate my new learning with what I already know. My Own Practice I have been an Emergency Nurse Practitioner for the past 6 years. My task was mostly seeing patients in the emergency setting with minor injuries. I took this course to gain further knowledge and revise what needs to be improved in what I previously learnt during my 15 years as a nurse. Basically, I assess patients with localized problems (i.e, sprained ankles, lacerations, painful joints, minor head injuries etc.). I found it very daunting having to deal with the person as a whole again and investigate multiple systems (respiratory, cardiac, muscular, etc). Having attended tutorials regarding the assessment of these systems using the inspection, palpation, percussion and auscultation (IPPA) methods, I was eager to practice what I have learned and felt ready to assess a patient. Reflecting on Ones Practice In the tradition of Gibbs (1988) reflective practice, the first step is concentrating on one particular example from my own work experience. One incident that is worth reflecting on was my encounter with a patient with left-sided chest pain. I immediately thought that the patient was suffering from cardiac chest pain, but upon further examination, I found out that the patient actually had a recent chest infection which was treated by a GP with antibiotics. The chest infection was resolved, but the patient was left with residual chest pain. It turns out that it was mild pleuritic chest pain after all. In this incident, I initially felt confident in my diagnosis of cardiac chest pain due to my years of experience as an emergency nurse. Such vast experience exposed me to a variety of symptoms and its diagnosed illnesses. My confidence also came from having attended enough tutorials regarding the assessment of symptoms manifested by different body systems. Upon reading the patients notes, the symptom of left-sided chest pain immediately made me conclude that it was cardiac chest pain. I know that merely reading the patients notes is not enough in coming up with conclusive diagnosis. The clinical evaluation may include the basic inspection, palpation (feeling with the hands), percussion (tapping with the fingers), and auscultation (listening) (IPPA) (The Free Dictionary, 2013); CURB 65, which is a simple well-validated tool for the assessment of severity in community acquired pneumonia (CAP) is another essential evaluative method in checking the presence of a deadly respiratory diseas e. The Ohio State University College of Medicine (2012) shares its guideline in the use of this approach. CURB is short for checking the patients confusion, blood urea nitrogen, respiratory rate, and systolic blood pressure. If the patient seems to be delirious or confused, then he is given a score of 1 on the confusion item. If his blood urea nitrogen value is greater or equal to 20 mg/dL, then it also garners a score of 1. A respiratory rate that is more or equal to 30 breaths/minute is also credited for 1 point. The same is true for the systolic blood pressure if it is less than 90 mm Hg or a diastolic blood pressure less than or equal to 60. If the patient is 65 years old and above, then it also gains 1 point. Computing all the points, if the patients score is 0 or 1, then he can safely be treated as an outpatient. However, a score of 2 may indicate that he needs closer supervision when receiving outpatient treatment, or he may be recommended for inpatient observation admission. Most of the time if the collated score of the patient is 3, 4 or 5, then this usually means the patient needs to be confined to inpatient treatment (Ohio State University College of Medicine, 2013). Clinical judgment of the professional is necessary for a decision to be made for the patient. (Karmakar Wilsher, 2010). Still another evaluative method in examining the patient is the Pulmonary Embolism rule-out Criteria (PERC) (Hugli et al., 2011). The thorough process it entails determines if there is a potentially life-threatening cause of chest pain which may include pulmonary embolus, acute coronary syndrome, aortic dissection or tension penumothorax (King et al., 2012, para.3). If the patients chest pain becomes worse when he is applied deep inspiration and recumbency, then it is likely that it is due to a pleuritic cause. With Gibbs reflection model, so far, the first three steps of identifying a critical incident, observing and describing of the incident have already been done. Now comes analyzing my experience. Triage notes stated a 57 year old female who was suffering from left sided chest pain. Observations were blood pressure ; 184/78, pulse ; 74, respiratory rate; 16, saturations on O2; 98%. I had decided to take this patient and perform an assessment on her. The immediate thoughts were of cardiac chest pain as it was stated to be left sided in nature. Since starting the health assessment module the cardiac patient was the system I was least confident in, in the assessment process. I was anxious before seeing the patient. I had concluded that she was suffering from a cardiac chest pain, and imagined her to be requiring some form of intervention from the cardiac team. However, when meeting the patient and gaining further medical history it was clear that she was in fact a stable patient with a different complaint from my first impression. She had recently been treated for a chest infection by her GP, she had undergone a course of anitbiotics, amoxicillin 500mg for 1 week, after which she had felt much better, but over the following week had been left with a residual left sided chest pain which was worse on deep inspiration. She had initially had an expectorating cough, which had now resolved to an occasional dry cough. After a thorough assessment including IPPA, baseline observations, chest x ray, bloods including D Dimer, full blood count, UEs, cardiac enzymes, and a Wells score to rule out PE, the patient was diagnosed with pleuritic chest pain or pleurisy by the Doctor. (see appendix 1) Initially, I was uncomfortable evaluating the patients condition because it was my first patient with a cardiac problem.Throughout the assessment process I felt uneasy with the knowledge that I had initially made a judgement about the patient without even meeting her. It made me revise my approach to patients as a whole and not jump to conclusions before all avenues had been investigated. I was humble enough to accept my mistake when it was confirmed that it was a mild pleuritic chest pain, garnering from the information from further examination and history taking. I felt the need to read up on cardiac chest pain and push myself into seeing patients with that particular problem so that I can overcome my apprehensions. Next in Gibbs model is the interpretation of my experience. The interpretation of the patients condition from the initial triage notes made me aware of myself making a judgement before setting eyes on the patient. This concerned me and made me question my actions. I understood that I was nervous and uneasy at the thought of assessing a patient unaccompanied, and with hindsight put too much pressure on myself regarding responsibility and duty of care. I recognised the need for me to understand that I was gaining knowledge and skills as part of the degree module that I was completing, this didnt require me to diagnose the clinical conditions of the patients, but facilitated in the learning process of assessment skills and putting into place ideas of diagnosis / differential diagnosis. It also made me reflect on my thought processes regarding making snap judgements without gaining further information. The last stage in Gibbs model entails creating an action plan. The experience I have just analyzed made me realize that the current knowledge and experience I currently have are not enough. I need to learn to be more open in my evaluation of the patients symptoms, and hold my judgment until I have completed the necessary information derived from both examination tests and consulting the medical history of the patient. The fast rate of change in the medical field necessitates health practitioners like me to constantly update myself of current trends and the latest methodologies in nursing care. I should also remind myself all the time that the patients welfare comes way before my own ego in terms of priority. Conclusion Through reflective evaluation I was able to adjust the way I assessed patients with chest pain. I relaxed considerably more and let myself enjoy the assessment process. I was able to consolidate the new skills I had learnt and put in place a methodical process of evaluating differential diagnosis. I understood that the official diagnosis was going to be made by the Doctors mentoring my practice which considerably lessened the pressure I put on myself. Through this reflective process it became evident that good and bad working practice can be monitored and evaluated. Mistakes can be avoided and good working practice can be upheld. Although the feelings initially were disheartening, support from colleagues and my own learning outcomes have helped me progress and develop my skills of assessment. As Atkins and Murphy (2003) suggest that reflection should be made in times of uncomfortable feelings and thoughts surrounding a situation.

Environmental Change and Bounded Cultures :: Essays Papers

Environmental Change and "Bounded" Cultures Viewing â€Å"‘cultures’ as shared, bounded wholes, relating to single, static environments† is a deceptive perspective in global environmental science today. As â€Å"global environmental problems have local environmental impacts,† the way that scientists think of local indigenous communities affects the relevancy of any international aid a global scientific community can offer (209). Ultimately, â€Å"environmentally benign beliefs translate into environmentally benign practice,† and unless scientists overcome predispositions about the inertness of culture, any valuable international relationship towards a â€Å"common future† will be lost (215, 222). As with other indigenous languages around the world, local West African languages entail political significance in terms of relationship between land and farmer. Such political terms â€Å"do not translate easily into those of Western environmental science,† and appreciation for their meaning requires an authentic â€Å"globalization of environmental discourse† (211, 222). Because foreign scientists have no knowledge of the West African â€Å"cultural embeddedness† of language and land, they are often unaware of the â€Å"enduring links† between contemporary West African farmers and their ancestors who once worked the same plot of earth. Invariably, contemporary global sciences evaluate indigenous environmental practices â€Å"only on their own [Western] terms,† and do not allow for reinterpretation of ideas that could inform care of the earth (224). A limited understanding of indigenous practices also promotes the â€Å"repackaging† of local knowledges as â€Å"romanticized notions,† allowing Westerners to invent their own interpretations of what is â€Å"traditional† and ultimately â€Å"suppress local creativity† (211). In â€Å"the imposition of global orthodoxies and analysis† upon â€Å"environmental values and notions of sustainability† in Non-Western cultures, Western scientists infringe â€Å"not only on local livelihoods but also on cultural freedom† of fellow human beings (224). The scientific power of a dominant culture in defining the environmental practices of other cultures limits our international potential for environmental sustainability, as it limits the voices and legitimate contributions of indigenous societies. The political reality of â€Å"globally defined environmental agendas† simply does not reflect the agendas of every community around the globe, rather, it reflects â€Å"the priorities of those in positions of power† (Leach and Fairhead 210).