The rest of the play Essay Example for Free

The rest of the play Essay When Mr and Mrs Putnam are talking with Parris, they start referring to their own child exploits and tell of murdered babies. Parris is at first shocked and then slightly disbelieving of them until Putnam mentions a murdering witch. (Parris turns to Betty, a frantic terror rises in him. ) This shows one of the most dramatic parts of Act 1. Miller gives the audience the impression that hysteria will happen in the future. I think this because this is an action that shows a mortal fear in Parris for witches because of what the accusation will do to his reputation. This could explain his actions later in the play and why he is damming the suspect with such conviction. Miller structures the idea of witchcraft being spread throughout the village very carefully and intelligently. He sets up some characters, Abby, Mercy, Goody Putnam and Mr Putnam, to be gossipy, manipulative and vindictive. They hear a hint of witchcraft and instantly they play upon the this rumour to their own advantage. We can gain these clues by the opening actions of characters and the background information provided by Miller. Here are a couple of characters I have chosen. Abby (A striking beautiful girl, an orphan, with and endless capacity for disassembling. ) Mr Putnam Another reason to believe him a deeply embittered man with his attempt to break his fathers will. So it is not surprising to find that so many accusations against people are in the handwriting of Thomas Putnam, or that his name is so often found as a witness corroborating the supernatural testimony. These quotations give the audience clues of their darker side in their personalities. The dramatic action in the first act sets up expectation of an explosive story and plot. When Parris presses Abby and aggressively questions her as well and Abby viciously shakes Betty on the bed. These incidents could lead to there being more of these in the future. Some parallels can be drawn from the first acts events and events later on in the play. When Parris presses in Abby and she tries to speak her opinion, this happens later on but with Proctor, her secret adulterer instead of her uncle, in the first act. Also at the end of Act 1 the children are causing hysteria by naming random people in the village, they cause hysteria when Mary Warren tries to prove they are unauthentic. The actions in the first act are structured by Miller so that the actions reappear in the later stages, while the people dont learn from their mistakes. The language that Miller uses is Arcane, the old English that was used in the colony of America. He uses this old language to great effect to reflect the time and the religious metaphors and symbolism that is contained in Arcane. One such phrase is, Mark this! This is a great phrase for people to hear you and recognise you in a conversation. He uses implicit meanings in the language to try and give clues for later on in the play. He uses this in his opening description of Abby. .. an endless capacity for disassembling. The explicit meaning of this is that she can take things apart for a long time but there is a sub-meaning to this. She can break more things that are not physical with her strikingly beautiful looks she could break people, their hearts and their lifes. I feel that The Crucible has a lot of cumulative factors that give is clues to the storyline, the action in the future and how the characters will develop.

Feminism In Elizabeth Barrett Browning English Literature Essay

Feminism In Elizabeth Barrett Browning English Literature Essay Through a detailed analysis of the writings of Victorian era female poet, Elizabeth Barrett Browning, this essay exposes the underlying themes of feminism in the authors works. The essay makes specific reference to two of Barrett Brownings most noteworthy poems, Aurora Leigh, a directly biographical piece, and The Runaway Slave at Pilgrims Point, not officially an autobiographical piece. The essay reveals the theme of feminism through an examination of key aspects of Barrett Browning, including: the inner conflict resulting from the struggle to choose between female identity and accomplished author, the comparisons made between the oppressive practice of slavery and the poor treatment of Victorian women, and the importance of female autonomy prevalent in the poems of Elizabeth Barrett Browning. All of these aspects come together together in the essay and Elizabeth Barrett Browning is successfully able to shed light on the oppressive treatment of women living in the Victorian period. Through her writings that often surround cruel female oppression, Victorian era poet Elizabeth Barrett Browning expresses feminist views in her works. Though often done subtly and indirectly, Barrett Browning uses her poems as a medium to express her aversion towards Victorian era female oppression that manifested itself in areas such as societal expectations and lack of independence. Despite the fact that few pieces by Barrett Browning are said to be truly biographical, one could suggest that numerous other poems by Barrett Browning depict her life as a woman living the Victorian period, as well as the lives of women in general living in the Victorian period. Through the analysis of two of Barrett Brownings works in particular, Aurora Leigh and The Runaway Slave at Pilgrims Point, one can clearly see areas of Barrett Brownings own life being expressed in her writing. Aspects of Elizabeth Barrett Brownings life that are most visibly expressed in her writing include her inner turmoil between wanting to be a poet, and yet also wanting to maintain her femininity. Also visible is her condemning view of slavery, and how she likens the practice of slavery to the then treatment of women. And finally visible is her belief in the importance of women gaining independence from men. Through a detailed analysis of Barrett Brownings work with a particular focus on Aurora Leigh and The Runaway Slave at Pilgrims Point, one can see how the works reflect Barrett Brownings own lifetime experiences and opinions regarding female rights. The works of Elizabeth Barrett Browning depict her aversion towards the misogynistic Victorian era society. Numerous works by Elizabeth Barrett Browning reflect the inner conflict that existed in her life. This inner turmoil is made very apparent in Aurora Leigh. Barrett Browning often depicts this conflict between wanting to become a poet and yet also wanting to possess femininity through a use of symbolism. As the scholar Dorothy Mermin observes, A woman who tried to be a poet within this structure would seem to be taking the part of a man (Mermin, 715). In saying this, Shires asserts the notion that Barrett Browning, and by transference Aurora, is torn between wanting to be a poet and still wanting to fulfill her role as the archetypical Victorian woman. The conflict between a woman wanting to assert herself in any male-dominated field while still maintaining a feminine identity would have been felt by many Victorian women, not just Elizabeth Barrett Browning as a poet. Barrett Browning uses figurative imagery to help convey this inner turmoil within both Aurora Leigh and also The Runaw ay Slave at Pilgrims Point. In the first book of Aurora Leigh, Barrett Browning writes of being sent to England to live at her aunts house, where she strives to lead the life of a proper lady that her aunt avidly advocates. However, when she describes the lifestyle of her aunt, she describes it as being caged: She had lived a sort of cage-bird life, born in a cage à ¢Ã¢â€š ¬Ã‚ ¦ I, alas, a wild bird scarcely fledged, was brought to her cage (p. 13). Cages, used to entrap animals, act as a universal symbol for oppression, entrapment, and control. In this way Barrett Browning suggests that the life that was regarded as being most fit for the Victorian era women was something she viewed as being oppressive and constricting. Furthermore, by using the word cage, Barrett Browning implies that the lives the women led were no better than an animals life. Through creating this image, Barrett Browning is making a statement about her rejection to conform and become, essentially, a domesticate d pet. The narrators rejection of her aunts lifestyle does not necessarily convey Barrett Brownings internal turmoil to the reader, but it does show her strong opinions against the expectations of Victorian women. As Barrett Brownings description of her upbringing with her aunt continues in book two of the poem, her inner conflict is again described through her use of symbolism. As the narrator celebrates her twentieth birthday, she makes the ultimate statement about her conflict between her identity as an artist and her femininity. She claims that she does not feel complete as either an artist or a woman, though the resources for her to achieve either one or the other are available to her. Woman and artist-either incomplete, both credulous of completion. There I held the whole creation in my little cup (p. 38). Clearly, Aurora feels she is incapable of becoming both a writer and a real woman in her Victorian society, and thus she feels she is forced to choose one or the other. By w riting that she held the whole creation in her teacup, a personal item, Barrett Browning implies that the personal decision was, literally, in her own hands. In this way, the teacup itself is symbolic of Auroras, and thus Barrett Brownings, inner conflict and moreover expresses just how ultimately personal the choice between artist and woman is. And as Zonana states, in the poem Aurora undergoes a à ¢Ã¢â€š ¬Ã‚ ¦transformation into a poet who reconciles being a woman with being an artist (Zonana, 242). Through these examples, it becomes visible to the reader that the use of figurative imagery in Aurora Leigh plays an important role in depicting the internal struggle within both Aurora Leigh and Elizabeth Barrett Browning with regards to personal identity. The theme of inner conflict is also visible in her poem The Runaway Slave at Pilgrims Point. Just as in Aurora Leigh, the conflicts present in the text can be related to Elizabeth Barrett Brownings own life and internal struggle. There are many parallels that can be drawn from the runaway slave within the text, and Elizabeth Barrett Browning. This provides reason to believe that the poem may purposely, yet indirectly, reflect some of the happenings that Barrett Browning experienced as a Victorian woman. This poem tells the story of a black female slave, a dichotomy to the proper white female discussed in Aurora Leigh, however The Runaway Slave at Pilgrims Point as well depicts Barrett Brownings struggle with her identity as an author and as a woman. In stanza eighteen of The Runaway Slave at Pilgrims Point, the narrator observes the baby she bore her master. She cannot help but see her master when looking at her infant childs white face in contrast to her own: My own, own child! I co uld not bear to look in his face, it was so white. à ¢Ã¢â€š ¬Ã‚ ¦ For the child wanted his liberty Ha, ha! He wanted the master-right (18, 1-7). The narrator continues: I saw a look that made me madà ¢Ã¢â€š ¬Ã‚ ¦ The masters look, that used to fall on my soul like his lashà ¢Ã¢â€š ¬Ã‚ ¦or worse! And so, to save it from my curse, I twisted it round in my shawl (21, 3-7). In a response to The Runaway Slave at Pilgrims Point, Tricia Lootens states: Better, she suggests, to be whipped than to have ones soul (implicitly) stripped bare; better to kill ones child than to curse him. Even in violence, soul trumps flesh: classic EBB (Lootens, 497). Stated simply, Lootens asserts that in the work of Barrett Browning, the worth of ones soul is greater than ones flesh. Flesh is valueless without soul. Knowing the value that Barrett Browning places on the human spirit, these lines signify the authors turmoil. The narrator kills her own child children being a flesh embodiment of a womans femin inity to spare the childs spirit. In this way, the action of the runaway slave in Barrett Brownings writing represents the feelings of the author; the spirit, or the artistic desires of her spirit, is worth sacrificing the flesh, or her femininity, for. As the text progresses to stanza twenty-six, where the narrator describes the act of burying her child under nightfall: My little body, kerchiefed fast, I bore it on through the forest on: And when I felt it was tired at last, I scooped a hole beneath the moon. Through the forest-tops the angels far, With a white sharp finger from every star, Did point and mock at what was done. (26, 1-7) This passage exposes much more than just the notion that society will chastise the narrator for killing her own child, hence her burying under the cover of nightfall, but further that even the angels above with their white sharp fingers will blame or point and mock her for her act. Just as the angels in heaven harshly judge the narrator for killing her child, the Victorian society would judge Elizabeth Barrett Browning, or any Victorian woman, who shirked her stereotypical social responsibility as a woman. Another theme used by Elizabeth Barrett Browning to expose the ill treatment of Victorian era women is slavery. Elizabeth Barrett Browning was notoriously opposed to the slavery that existed during the Victorian period, and this is reflected in several of her works. Perhaps one of the factors that inspired this resentment towards the practice of slavery was a sense of understanding from Barrett Browning that developed from her experience with the oppression of Victorian women; the plight of slaves and women would have been felt similarly in the era. This may provide an explanation to Barrett Brownings focus on slavery she was able to sympathize. Within Aurora Leigh there are links made between the practice of slavery and female oppression. Dalley describes Aurora Leigh as being written with the purpose of denying Victorian era gender roles: EBB clearly conceived of Aurora Leigh as a challenge to the conventional tradition[s] governing womens behavior because it openly discusses the plight of women and calls for changes to existing laws governing marriage and property, and attitudes governing womens work for money (Dalley, 526). Within Aurora Leigh, the idea of slavery and its similarity to the oppression of women becomes most evident in book two. As Aurora describes to her cousin Romney why she denies the concept of marriage, the connection between slavery and female oppression becomes lucid: à ¢Ã¢â€š ¬Ã‚ ¦Am I proved too weak to stand alone, yet strong enough to bear such leaners on my shoulder? Poor to think, yet rich enough to sympathise with thought? Incompetent to sing as blackbirds can? (p. 48). In this passage, Aurora appears to have some of the inferiorities that the oppressed blacks were thought to posses mental inferiority and weakness. By subtly making this correlation, Barrett Browning likens the oppressed woman to an oppressed slave. She suggests that a wife was to a husband as a slave was to a master. Both the woman and the slave required the s upposed superior man to compensate for their inherent shortcomings. This passage is important in that it depicts Barrett Brownings opinions towards slavery while also addressing her opinion of sexism, while effectively correlating the two. Later in the poem, again to Romney, Aurora states: We sew, sew, prick our fingers, dull our sight, Producing what? A pair of slippers, sir, To put on when youre weary-or a stoolTo tumble over and vex you . . curse that stool! Or else at best, a cushion where you lean (p. 206). Auroras statement directly draws a comparison between being a Victorian era woman and being a slave. Through Aurora, Barrett Browning suggests that a man does not desire a wife as an equal companion in life, but rather to act as an aid to him in his life, while the wife gains little from the marriage. This thankless job of assistance is also what was expected of slaves. Both act as a mere tool to facilitate a mans life. In this passage, Aurora recognizes that in her patriarchal society, women were little more than tools to convenience their husband. These words spoken by Elizabeth Barrett Browning show that women were capable of realizing that they were being wronged and taken advantage of, which meant that they were not as mentally incapable as they were portrayed and thought to be. And moreover, they liken the treatment that the Victorian era women faced to the unethical treatment of slaves. Through the fact that The Runaway Slave at Pilgrims Point centres on a female slave, there are many areas that display Barrett Brownings opinion towards the practice. However, in certain instances, Barrett Browning glorifies the choices made by the narrator which demonstrates her hatred for slavery, and further demonstrates that she desires to escape the slavery of her gender. In the final stanzas of the poem, the narrator describes that the men are hunting her, knowing they will soon capture her, she literally laughs at the thought of her own demise: My face is black, but it glares with a scorn which they dare not meet by day. Ha!-in their stead, their hunter sons! Ha, ha! They are on me-they hunt in a ring! Keep off! I brave you all at once (29-30, 6-3). In these lines, Barrett Browning conveys the absolute fearlessness and strength of the narrator. The tone of the passage, through its liberal use of punctuation and literal use of laughter, becomes excited and maniacal, and in a se nse seems to glorify the narrator and her defiance. Perhaps Barrett Browning created this effect of glorification of the narrator because she, as a woman, would want to see the narrator courageously defy and overcome her oppressors. By laughing in the face of her oppressors hunting her, the narrator can take control of the situation and remove any satisfaction that her killers may get from her death. After having killed her child, and now letting herself die, she will be reunited with her child in a place where racial or gender-based oppression does not exist. This implies the notion that by glorifying the narrator and her final actions in the closing of the poem, Barrett Browning suggests that the narrator, wronged as she may have been by the men, was not only able to overcome, but furthermore triumph over her lifes obstacles. This furthers the idea that Barrett Browning wishes to see the oppressed overcome their oppressors. Again, in the last stanza of the poem, Barrett Browning d epicts the narrator as bravely awaiting her death, I am floated along, as if I should die of libertys exquisite pain. In the name of the white child waiting for me in the death-dark where we may kiss and agree (36, 3-6). In writing these lines in such a way, Barrett Browning creates a seeming sense of duty in the narrator, suggesting that to defend ones position or gender should be honourable. By including the narrators jovial mood towards her demise, Barrett Browning makes the statement that the oppressed woman was able to take actions into her own hands, and by her dissatisfying reaction, rob her oppressors of any satisfaction. In this way, Barrett Browning glorifies the bold action of the narrator so as to glorify the action of opposing her oppressors. Through this poem, Barrett Browning not only demonstrates her opposition to slavery, she also demonstrates its relation to the treatment of women, suggesting that fighting against either is an honourable act. Finally, the theme of womens autonomy is prevalent in Elizabeth Barrett Brownings works. Womens independence is a central theme in Aurora Leigh and in fact, acts as a driving force in not only the actions of Aurora, but in Elizabeth Barrett Brownings own life. The desire for female autonomy is visible in Aurora Leigh when Aurora marks herself as a writer by crowning herself with ivy. As Aurora crowns herself, she discusses the need to prove herself worthy: The worthiest poets have remained uncrowned till death has bleached their foreheads to the bone; and so with me it must be unless I prove unworthy of the grand adversity, and certainly I would not fail so much. (p.38). Although there is not explicit mention of what the grand adversity is, it is very likely the mere fact that Aurora, and of course Barrett Browning herself, were females in a misogynistic period. As previously mentioned, women in the Victorian era would be little more than the chattels of their husbands. For a Victori an woman to become a prominent poet, she would need to break free of the constraints placed on her by a misogynistic society. It is evident that both Aurora and Elizabeth Barrett Browning felt that in order to achieve their desires, they had to overcome the domineering masculine influence in their lives. This theme of female independence is visible in Aurora Leigh as Aurora explains to her cousin, Romney, why she cannot marry him. You misconceive the question like a man, who sees a woman as the complement of his sex merely. You forget too much that every creature, female as the male, stands single in responsible act and thought (p. 51). In writing this passage, Barrett Browning states that women, just as much as men, possess individual thought and actions, despite the opposing opinion of Victorian men such as Romney who believe that women are simply extensions of their husbands. Barrett Browning suggests that if women are not granted even the most basic of liberties from their patriarchal society, then they will never achieve independence unless they boldly act out against their Victorian gender constraints. While the theme of female independence is slightly less conspicuous in The Runaway Slave at Pilgrims Point, it is nevertheless alluded to in several instances. The mere fact that the poem centres on a female slave who yearns for freedom from her master instils in the piece an intrinsic theme of the need for female sovereignty. In many lines of the poem, the narrator discusses the oppression of the black slaves and especially black, female flaves, and through this description links to the oppression of Victorian period women can be drawn, as both are treated as chattels of their master. Despite the fact that the narrator is talking about black slaves in the following passage, parallels can be drawn to oppressed females: But we who are dark, we are dark! Ah, God, we have no stars! About our souls in care and cark our blackness shuts like prison bars. (6, 1-4). In this excerpt, the narrator explains that due to their blackness, or their skin colour, they are automatically regarded as be ing lesser than their white masters. Of course, not only did the black slaves have no control over their skin colour, but furthermore it is irrelevant to their mental and physical capabilities as a human. Just as the slaves were judged as being inferior because of their race, women were also assumed to be ultimately inferior to men based on their gender, an inherent and irrelevant feature of their identity. The femininity of women was falsely equated to, by men, frivolous unintelligence. Elizabeth Barrett Browning would have been familiar with this entrapment that she wrote about, not only from experiencing life as a Victorian woman, but also due to her chronic illness that often limited her actions. The concept of female independence becomes visible again as the poem nears the end: I am not mad: I am black. I see you staring in my face-I know you, staring, shrinking back, Ye are born of the Washington-race, and this is the free America: (32, 1-5). By mentioning George Washington an d the free America, Barrett Browning draws explicit attention to the point that America is a country founded on freedom, and it becomes emphasized just how horribly the slaves, and in a similar way women, were treated in the gloriously free country, and just how un-free their lives really were. In this passage, Barrett Browning insinuates that no nation can ever be free until all of its people are free. Within The Runaway Slave at Pilgrims Point, just as the slaves were oppressed by their masters in the free country of America, Elizabeth Barrett Browning was oppressed by her civilized yet patriarchal, Victorian society. Through indepth analysis of key themes in the poetic works of Elizabeth Barrett Browning with a particular focus on the autobiographical Aurora Leig and non-biographical The runaway slave at Pilgrims Point, it becomes lucid that Barrett Browning uses her writing to express her own experiences and opinions towards the unjust Victorian treatment of women. Firstly, these experiences and opinions are displayed through Barrett Brownings use of interal struggle between the identity of poet and woman. Also, she expresses herself through her fierce opposition to slavery visible in both poems. Finally she achieves this purpose through the importance of individual independence that is portrayed in her poems. When all of these elements of Elizabeth Barrett Brownings poetry are examined individually, it is clear that Barrett Browning uses her poetry as a medium to express her experiences and opinions towards the ill treatment of Victorian era women.

How You Are Using Reflective Practice Nursing Essay

How You Are Using Reflective Practice Nursing Essay The aim of this assignment is to discuss how I am using reflective practice and codes of conduct in my journey to becoming a health professional. Through this discussion, the relationship between reflection, codes of conduct, and professional development will be demonstrated. For the purposes of this assignment, references to a reflection on an aspect of my clinical practice; namely maintaining patient confidentiality, will be made (see appendix). This reflection is guided by Gibbs Reflective Cycle (1988) (cited in Jasper, 2003, p. 77). I selected this framework as it allows one to reflect in a systematic manner on positive aspects of the experience as well as areas for improvement. Indeed, this aspect of my clinical practice will form the context of this assignment, as well as other relevant standards of conduct (Nursing Midwifery Council (NMC), 2008). The following paragraphs will discuss codes of conduct and the process of reflection with reference to my professional development. Nursing practice is underpinned by clear regulatory principles (the NMC code of conduct, 2008). The code provides standards of conduct, performance and ethics for nurses and midwives and is a tool in safeguarding the wellbeing of the public. As Goldsmith (2011, p. 12) states, the code should be used to guide daily practice. However, Sutcliffe (2011) argues that the code can be difficult to implement in practice. Sutcliffes argument is supported by first-hand experience during my placement. The following excerpt summarises the experience on which I reflected: During visiting hours on the ward a gentleman approached me to ask for the whereabouts of a patient (this patient had recently gone to theatre). In a helpful manner, I proceeded to inform the gentleman of the patients location. However, the conversation was interrupted by a member of staff who correctly established the identity of the visitor. In these circumstances, I did not uphold a key principle of the code: to respect peoples right to confidentiality (NMC, 2008, p.3); in spite of the fact that I had learnt about this principle prior to going on placement. This key standard of conduct is reiterated in the guidance published by the Department of Health (DH, 2003) and by the Caldicott report (1997) (cited in Crook, 2003). Whilst reflecting-on-action following this experience, the code offered a benchmark against which I evaluated my professional conduct. As a developing health professional I learnt that I must respect a persons right to confidentiality and I must act as an advocate for those who I am helping to care for. My reflective process highlighted the importance of regularly referring to the code and other supporting guidance so as to develop my professional practice in this area. In my reflection, I propose an action plan for managing subsequent situations. This action plan applies other pertinent aspects of the code, for example, to work effectively as part of a team, to share information with your colleagues (NMC, 2008, p.5) and to keep clear and accurate records (NMC, 2008, p. 6). With reference to applying these principles to my practice hereafter, I would consult the patients notes to confirm next of kin and patients location (i.e. theatre) and effectively communicate with colleagues about this situation. Furthermore, confidentiality is underpinned by trust (Pattison Wainwright, 2010). Gibbs action plan (1988) functioned as an aid to my learning and development. Throughout my career I plan to consider and reflect on the fundamentals of the code whenever I am thinking of my learning obje ctives and professional development (Goldsmith, 2011). Johns (2004, p. 1) proposes that the reflective process is a way of being within everyday practice. To illustrate this further, the technique allows the practitioner to become mindful of self within the context of a particular experience. The intention is to resolve incongruity between a practitioners own vision and actual experience (Johns, 2004). Schà ¶n (1987) (cited in Johns, 2004, p.1) distinguishes between reflection-on-action (as shown by my reflection) and reflection-in-action. For example, reflection-in-action refers to occasions when a practitioner takes a momentary pause during a particular experience in order to make sense of it and to consider how best to proceed. Consequently, as we become accustomed to thoughtfully analysing our practice following an event (on-action), the ability to reflect-in-action becomes a part of everyday practice (Johns, 2004). Mention should be made here of an absence of conventional research to support this argument; although anecdotal eviden ce has been found (Johns, 2004). These two layers of reflection; namely in-action and on-action, are the cornerstone of professional development. For me, reflection as a learning process will facilitate the move from a novice learner to an intuitive expert, by means of developing implicit knowledge accumulated from past experiences (ORegan Fawcett, 2006). As I reflect on subsequent experiences in the remit of patient confidentiality, I will develop practical and professional knowledge. The benefits of using reflective practice have been well documented. ORegan Fawcett (2006) explains that the process reduces the gap between theoretical knowledge and nursing practice and fosters the development wisdom and implicit knowledge. Fawcetts argument has been illustrated by my reflective process. It is important to discuss what it means to be a professional nurse in order to evaluate its significance to the reflective process and codes of conduct. A registered nurse acquires a body of specialist knowledge from the educational and practical setting. However, the idea of holding a body of knowledge is arguably less important than the ability to draw on intuitive knowledge, tuned through previous practical experimentation and reflection (Schà ¶n, 1987 Stevenson, 1990). My personal experience of the reflective process is that it facilitates the move from reflection-on-action to reflection-in-action. Similarly, this sophisticated skill reduces the perceived theory-practice gap. ( To summarise this discussion, I have used Gibbs reflective cycle to reflect on an aspect of my clinical practice; namely patient confidentiality. The code (NMC, 2008) has functioned as a benchmark against which I have evaluated my professional knowledge and behaviour. Indeed, the NMC advocates the use of reflective practice for professional growth. I can conclude that an improved skill in reflective thinking will drive my professional growth. Similarly, the values highlighted by the code are equally essential for the development of my professional accountability. It is important to note that the mutual function of reflective practice, codes of conduct and professional development is to ultimately deliver excellent nursing care to our patients. References Crook, M. A. (2003) The Caldicott report and patient confidentiality. Journal of Clinical Pathology, 56 (6): 426-428. Department of Health (DH). (2003) Confidentiality: NHS code of practice. Leeds: DH. Gibbs, G. (1988) Learning by doing: a guide to teaching and learning methods. Oxford: Further Education Unit, Oxford Brookes University. Goldsmith, J. (2011) The NMC code: conduct, performance and ethics. Nursing Times, 107 (37): 12-14. Institute of Health Records and Information Management. (1997) The Caldicott Report. London: IHRIM. Jasper, M. (eds.) (2003) Beginning reflective practice. Cheltenham: Nelson Thornes. Johns, C. (2004) Becoming a reflective practitioner. 2nd ed. Oxford: Blackwell Publishing. Nursing Midwifery Council (NMC). (2008) The code: standards of conduct, performance and ethics for nurses and midwives [online]. Available from: http://www.nmc-uk.org/Documents/Standards/The-code-A4-20100406.pdf [Accessed 25 February 2013]. ORegan, H. Fawcett, T. (2006) Learning to nurse: reflections on bathing a patient. Nursing Standard, 20 (46): 60-64. Pattison, S. Wainwright, P. (2010) Is the 2008 NMC code ethical? Nursing Ethics, 17 (1): 9-18. Schà ¶n, D. (1987) Educating the Reflective Practitioner. San Francisco: Jossey-Bass. Stevenson, J. S. (1990) The development of nursing knowledge: accelerating the pace. In Chaska, N. I. (ed.) The nursing profession: turning points. St Louis: The C.V. Mosby Company. pp. 597-607. Sutcliffe, H. (2011) Understanding the NMC code of conduct: a student perspective. Nursing Standard, 25 (52): 35-39.

The Bus :: essays research papers

The Bus I have this friend named Ted. Ted has an old school bus all spray-painted and beat up looking. This in and of itself is not that big a matter. What makes this bus different is he attached the top half of a Volkswagon van on top of the bus. This bus has been around for around fifteen years or so and has looked about the same if not worse the whole time. See, Ted used to live in this bus. It's a project he has been working on for some time now. Numerous people have asked him why he won't get rid of the ugly thing. His parents don't ask him to, they tell him to get rid of it. I have wondered myself why he has a bus such as he does and why he bothers putting so much money into it. I do notice a slight difference in Ted's eyes when he is working on it though, so there must be something about it worth saving. Ted Jensen was born December 29, 1969 right here in Vancouver, Washington at the old Memorial Hospital (now a clinic I have been told.) His parents are still alive and kicking along with his brother and sister. I met Ted as my neighbor when I first moved to my current home. He has a strong sense of what’s right and fair, as I feel I do. This must be the biggest reason why I like Ted. That and he would not intentionally hurt anybody without them deserving it completely. He may be a little headstrong at times, but he is very easy going most of the time. If I ever need anything, and I do mean anything, Ted is the guy I go to. If he does not already have it, or have access to the item or information I want, he can usually tell me who does. The year is 1986 and the location is a Grateful Dead concert. As Ted was enjoying the festivities of such a concert he came across a vehicle that pulled him to examine it closer. It was an old school bus that had been rebuilt and remodeled into a motor home of sorts. Ted knew then that he had to have one and proceeded to investigate his options. As luck would have it one of his friends needed some cash flow for a lawyer and had a 1976 school bus for sale to get it.

Great Expectations: Pip’s Views of Expectations Essay -- Great Expectat

Great Expectations – Discuss Pip’s views of expectations and how they affect him. The novel Great Expectations is focused around the theme of a young male’s expectations and how they rule his life. It tells us the effects they have on people and the negative impact they have on Pip’s life. The Title to the novel â€Å"Great Expectations† totally contradicts the main theme in the book, as the expectations turn out to be not so great after all. The book is split up into 3 sections of Pip’s â€Å"Great Expectations†, all of these sections show us how Pip’s life has been affected by these expectations. Throughout the novel we see how expectations have left their mark on Pip’s life. Chapter one is were we are introduced to the main character Pip. Our first impression of Pip is that he is naà ¯ve, innocent and lonely young boy, the fact that Pip refers to his mother as â€Å"Georgina, wife of the above† tells us that he has received no guidance or teaching in his life and is unaware of his surroundings. Pip is then dramatically changed by his expectations when Pip first meets Mrs Havisham. He is introduced to a whole new view of life, and realises he is not as happy as he thinks he is. Pip in a way blames his upbringing as he says, â€Å"My sisters bringing up made me sensitive.† When introduced to Estella Pip is infatuated by her and when she says how â€Å"coarse† and â€Å"common† he is, he feels embarrassed and humiliated. This is the turning point of Pip’s life, his blinding obsession with Estella makes him determined to become the gentleman that she wants, guided by his expectations. Pip’s expectations are acted upon many different characters throughout the novel, and nearly most of the time they have a negative effect on othe... ...y aren’t all they what seem to be. Overall throughout this book expectations play a big role, we see how they rule Pip’s life and how they can affect others in many different ways. We see how Pip’s life ends up in a good way and that how expectations can blind others from reality. Money can change anybody and Pip was no exception. When Pip is poor he truly wants to be a gentlemen, he has great expectations for himself. Pip feels embarrassed that his family has no money. Pips pride corrupts him and blinds him from how he is treating Joe. Expectations are extremely significant throughout this novel and they show us what they can do if you are obsessed with them. In Victorian society it was an extremely sought after dream to be wealthy and well respected, Pip was a victim of this view and eventually realised that a gentleman is something more than riches.

Different Type of Toys

Toy A teddy bear A toy is any object that can be used for play. Toys are associated commonly with children and pets. Playing with toys is often thought to be an enjoyable means of training the young for life in human society. Different materials are used to make toys enjoyable and cuddly to both young and old. Many items are designed to serve as toys, but goods produced for other purposes can also be used. For instance, a small child may pick up a household item and â€Å"fly† it through the air as to pretend that it is an airplane. Another consideration is interactive digital entertainment, such as a video game. Some toys are produced primarily as collector's items and are intended for display only. The origin of toys is prehistoric; dolls representing infants, animals, and soldiers, as well as representations of tools used by adults are readily found at archaeological sites. The origin of the word â€Å"toy† is unknown, but it is believed that it was first used in the 14th century. [1] Toys, and play in general, are important when it comes to growing up and learning about the world around us. The young use toys and play to discover their identity, help their bodies grow strong, learn cause and effect, explore relationships, and practice skills they will need as adults. Adults use toys and play to form and strengthen social bonds, teach, remember and reinforce lessons from their youth, discover their identity, exercise their minds and bodies, explore relationships, practice skills, and decorate their living spaces. Child development A rubber duck is a popular bathtime toy for small children. Toys, like play itself, serve multiple purposes in both humans and animals. They provide entertainment while fulfilling an educational role. Toys enhance cognitive behavior and stimulate creativity. They aid in the development of physical and mental skills which are necessary in later life. One of the simplest toys, a set of simple wooden blocks is also one of the best toys for developing minds. Andrew Witkin, director of marketing for Mega Brands told Investor's Business Daily that, â€Å"They help develop hand-eye coordination, math and science skills and also let kids be creative. â€Å"[8] Other toys like Marbles, jackstones, and balls serve imilar functions in child development, allowing children to use their minds and bodies to learn about spatial relationships, cause and effect, and a wide range of other skills as well as those mentioned by Mr. Witkin. One example of the dramatic ways that toys can influence child development involves clay sculpting toys such as Play-Doh and Silly Putty and their home-made counterparts. Mary Ucci, Educational Direct or of the Child Study Center of Wellesley College, demonstrates how such toys positively impact the physical development, cognitive development, emotional development, and social development of children. 9] Toys for infants often make use of distinctive sounds, bright colors, and unique textures. Through play with toys infants begin to recognize shapes and colors. Repetition reinforces memory. Play-Doh, Silly Putty and other hands-on materials allow the child to make toys of their own. Educational toys for school age children of often contain a puzzle, problem-solving technique, or mathematical proposition. Often toys designed for older audiences, such as teenagers or adults demonstrate advanced concepts. Newton's cradle, a desk toy designed by Simon Prebble, demonstrates the conservation of momentum and energy. Not all toys are appropriate for all ages of children. Some toys which are marketed for a specific age range can even harm the development of children in that range. Gender A toy tank with a remote control. Such toys are generally thought of as boys' toys. Certain toys, such as Barbie dolls and toy soldiers, are often perceived as being more acceptable for one gender than the other. It has been noted by researchers that, â€Å"Children as young as 18 months display sex-stereotyped toy choices†. 10] Playing with toys stereotyped for the opposite gender sometimes results in negative consequences from parents or fellow children. In recent years[citation needed], mainly in western countries[citation needed], it has been looked down upon for males to play with toys that were originally stereotyped as being girls' games and toys. However, it is generally not as looked down up on for females to play with toys designed â€Å"for boys†, an activity which has also become more common in recent years. [11] Economics Toys â€Å"R† Us operates over 1,500 stores in 30 countries and has an nnual revenue of US$13. 6 billion With toys comprising such a large and important part of human existence, it makes sense that the toy industry would have a substantial economic impact. Sales of toys often increase around holidays where gift-giving is a tradition. Some of these holidays include Christmas, Easter, Saint Nicholas Day and Three Kings Day. In 2005, toy sales in the United States totaled about $22. 9 billion. [8] Money spent on children between the ages of 8 and twelve alone totals approximately $221 million annually in the U. S. 12] Toy makers change and adapt their toys to meet the changing demands of children thereby gaining a larger share of the substantial market. In recent years many toys have become more complicated with flashing lights and sound s in an effort to appeal to children raised around television and the internet. According to Mattel's president, Neil Friedman, â€Å"Innovation is key in the toy industry and to succeed one must create a ‘wow' moment for kids by designing toys that have fun, innovative features and include new technologies and engaging content. In an effort to reduce costs, many mass-producers of toys locate their factories in areas where wages are lower. 75% of all toys sold in the U. S. , for example, are manufactured in China. [8] Issues and events such as power outages, supply of raw materials, supply of labor, and raising wages that impact areas where factories are located often have an enormous impact on the toy industry in importing countries. Many traditional toy makers have been losing sales to video game makers for years. Because of this, some traditional toy makers have entered the field of electronic games and are enhancing the brands that they have by introducing interactive extensions or internet connectivity to their current toys. [13] Physical activity A boy from Jakarta with his ball. Ball games tend to be good exercise, involving lots of physical activity and are popular worldwide. A great many toys are part of active play. These include traditional toys such as hoops, tops, jump ropes and balls, as well as more modern toys like Frisbees, foot bags, astrojax, Myachi, and the yo-yo. Playing with these sorts of toys allows children to exercise, building strong bones and muscles and aiding in physical fitness. Throwing and catching balls and frisbees can improve hand-eye coordination. Jumping rope, (also known as skipping) and playing with foot bags can improve balance. Safety regulations Toys with small pieces, such as these Lego elements are required by law to have warnings about choking hazards in some countries. Many countries have passed safety standards limiting the types of toys that can be sold. Most of these seek to limit potential hazards, such as choking or fire hazards that could cause injury. Children, especially very small ones, often put toys into their mouths, so the materials used to make a toy are regulated to prevent poisoning. Materials are also regulated to prevent fire hazards. Children have not yet learned to judge what is safe and what is dangerous, and parents do not always think of all possible situations, so such warnings and regulations are important on toys. There have also been issues of toy safety regarding lead paint. Some toy factories, when projects become too large for them to handle, outsource production to other less known factories, often in other countries. Recently, there were some in China that America had to send back. The subcontractors may not be watched as closely and sometimes use improper manufacturing methods. The U. S. government, along with mass market stores, is now moving towards requiring companies to submit their products to testing before they end up on shelves. [17]

Tikal

With its plethora of palaces, altars, shrines, and soaring temples, Tikal may be the premier Maya site. For over 1,100 years, the Maya built here, expanding the site until it covered an area of 25 square miles. In its heyday, the city may have had 100,000 residents, and it was ruled by a single dynasty of over 39 successive rulers. The heart of the site is the Great Plaza, which is surrounded by the Central Acropolis, the North Acropolis, and Temples I and II.In the North Acropolis alone, 100 buildings lie piled atop one another. Temple I is 145 feet tall, but it is dwarfed by Temple IV. At 212 feet, Temple IV, built around A. D. 741, is the tallest pre-Columbian structure in the Western Hemisphere. Champey is located 11km to the south of Lanquin, in a valley with steep walls, surrounded by tropical humid forest. There is a 300m long limestone bridge, on top of which there are several natural pools of different sizes, filled with crystalline mountain spring water.The pools are 3-14 f t. deep. Underneath the bridge is the Cahabon River. At the end of the bridge, the water from the pools falls rejoining the river, forming a 40ft waterfall. The color of the water changes during the year depending on the season, sun and other natural factors, making for unique picture-taking opportunities. It is a beautiful place, often called idyllic. Copan is located in northern Honduras. The first descriptions of Copan appeared in a letter to King Philip II of Spain dated March 8, 1576.Home to the longest text in Precolumbian America, the stairway provides a history of Copan written in stone. More than 2,200 blocks rise from steps that recorded the history of the 16th ruler Yax K’uk Mo’. Carved out of greenish andesite makes this even more fascinating. Alter Q shows Yax K’uk Mo’ transferring power to the final ruler of Copan, Yax Pac. During Holly Week, Antigua Guatemala hosts the most beautiful religious celebration in the America, when huge processio ns wind their way through the town’s streets.The Spanish Colonial style permeates every part of the town: its houses, churches, squares, parks and ruins, also its traditions and folklore as well Copan Ruinas, a small and beautiful town just a few minutes from the Copan Mayan Ruins. It is a peaceful town that offers you all basic services you need to make your visit an enjoyable experience, such as hotels, restaurants, museums, handicrafts, and many other amenities. Just a few minutes away, the Copan Archaelogical Park, declared by UNESCO a Patrimony to Humanity, is waiting for you.Copan Ruinas is located on the Western side of Honduras, very near the border with Guatemala. It is only 12 km from the border crossing point of El Florido, and about 240 km from Guatemala City and 160 km from San Pedro Sula, which is the main Honduran gateway into Copan. http://www. semucchampey. com/en/semuc-champey. html https://www. cia. gov/library/publications/the-world-factbook/geos/gt. html http://www. pbs. org/wgbh/nova/maya/media/copa_01_q. html http://www. lonelyplanet. com/guatemala/practical-information/money-costs http://mayaruins. com/yucmap. html