My Internship At The Hilton - 1130 Words

During my internship at the Hilton, I have discovered hands on experience in the field I desire to have a degree in and hopefully land a job in after graduation. The amount of information I gathered and retained from this time frame in unimaginable. I thoroughly have enjoyed my stay at this hotel. The staff has been nothing but friendly and understanding. Everyone is willing to assist and direct me to the accurate direction to following proper procedures. Personally, if I could stay longer then I would continue working at this location in Galveston. At the beginning, my goal was to strengthen my skillset and ensure by the end that the hospitality industry is the right fit. There have been ups and downs along the way but I firmly believe†¦show more content†¦The Hilton Galveston Island Resort values diversity and inclusion. From building connections in the trade around the world, the hotel embraces differences as a way of success. Diversity is a prominent facet of the busines s, which develops the hospitality company into a leading competitor. The Human Resources Department recruits interns from foreign countries, such as the Ukraine, Russia, and Romania, through a foreign exchange program. The Hilton seeks to influence the unique cultures of our worldwide population in order to produce a work atmosphere of inclusiveness. Most of the staff members are open and welcoming to diversity and inclusion. The Hilton encourages people from around the world to work for the company to gain hospitality experience. Management strives to mix the various cultures in with job tasks and departments to provide equal opportunity to display one skillset. Staff member’s hard work and determination determine their job title ranking in the hotel. The Hilton firmly highlights that all staff members may express their viewpoints and opinions. This features a sense of equal value to everyone. For example, in pre shift meetings, we have the managers from each department meet once in the morning as well as in the afternoon. Different races, genders, national origins, and ages are exemplified amongst these individuals. The Hilton promotes diversity in leadership

Analysis Of John Milton s Paradise Lost - 1480 Words

Roberts 1 Jackson Roberts Dr. Marks AP English 11 Mar, 2015 Paradise Lost: A â€Å"Knotty Problem† In the world of literature, the most memorable characters are often those who are the most complex. Readers may sympathize with a character they find appealing, but the most enigmatic characters will stick out in their minds when they think back on their reading. In John Milton’s Paradise Lost, Satan provides an archetype for this sort of character. Throughout the poem, an obvious contradiction develops between the apparent heroism in Satan’s actions and his role as the poem’s main force of evil. First, it is clear that throughout the poem that Satan plays the role of the classic villain. It is often said that â€Å"actions speak louder than words†, and Satan’s actions in Paradise Lost are a continuous stream of dreadful deeds. One example of his evil doings that readers will be most revolted by is his incestuous impregnation of his own daughter, Sin. His resultant son/grandson, Death, then also im pregnates his mother, which also implies Satan’s evil genetics passing down through generations. When Sin surprises Satan by telling him that she is his daughter, rather than feeling remorse, Satan is glad, because he can use his kinship to Sin and Death to get free from the gates of Hell with sweet talk. When he tells Sin, â€Å"I come no enemy, but to set free/ From this dark and dismal house of pain,/ Both him and Roberts 2 thee† (2, 822-824), Satan further removes himself from theShow MoreRelatedAnalysis Of John Milton s Paradise Lost 1852 Words   |  8 Pagesliterary merit. Do not merely summarize the plot. (2010 AP Literature and Composition) Disobedience and Exile an Analysis of Satan from Milton’s Paradise Lost John Milton’s epic poem, Paradise Lost, has been the subject of criticism and interpretation through many years; these interpretations concur in that Adam and Eve are the sufferers of the poem, and it is their blight to lose Paradise because of their disobedience; however, their exile is merely a plight brought by Satan, and it is he who suffersRead MoreAnalysis Of John Milton s Paradise Lost Essay2201 Words   |  9 PagesEve’s story arc in Paradise Lost, by John Milton, is a bildungsroman, the German word for a â€Å"novel of education.† Eve develops through the five stages of a typical bildungsroman character, as demonstrated by several different works from the genre. It will be useful to discuss several different bildungsromans from different eras and regions to fully determine the necessary characteristics of a bildungsroman, like The Odyssey, To Kill a Mockingbird, David Copperfield, Adventures of Huckleberry FinnRead MoreAnalysis Of John Milton s The Of Paradise Lost 1122 Words   |  5 Pageshumankind could be considered heroic according to well-known author John Milton. Book IX of Paradise lost portrays this sense of heroism through the sins of Adam and Eve, but also creates a sense of controversy through the unexpected personality swap between Satan and of God. This literary work is a major contribution to biblical and literary history; therefore a reason why this work is still read today. The poem must turn tragic, and Milton asserts his intention to show this great fall is more heroic thanRead MoreAnalysis Of John Milton s Paradise Lost 1499 Words   |  6 Pagesbeing, an epic hero if that being has done what is required. In John Milton’s, â€Å"Paradise Lost†, the character of Satan presents itself as an epic hero, Milton tests that the character of Satan forces the reader to consider the possibility that Satan may actually be a hero, or at the very least, a character worth seeing in a more complex light. This along with the following examples are all showing how the character of Satan in â€Å"Paradise lost†, can be view and is viewed as an epic hero thought the novelRead MoreAnalysis Of John Milton s Paradise Lost 1071 Words   |  5 Pages Writing AP Exam Essays Advanced Placement English Literature Composition Name Juan Linares Major Work Data Page Paradise Lost Writer/Nationality John Milton/ UK 1608-1674 Theme/Meanings of the work as a whole Disobedience plays a key role in the unfolding of Milton’s poem. Satan disobeys God because God gave him free will, and causes Eve to disobey Adam, to disobey God. Justification of God. Death must happen to the world but because of the Son, DeathRead MoreAnalysis Of John Milton s Paradise Lost 1035 Words   |  5 PagesSatan is the first figure to speak in Milton’s poems in Paradise Lost. His words to Beelzebub are the sort of utterances a politician would make to his party members after a defeat. It combines convincement with the virtue of emotional manipulation. Satan’s words shift like a dream from expression of grief and sympathy to the restatement of united defiance, to which Beelzebub replies unconsciously. Milton creates this shift so subtly that it is hardly noticed and highlights through this that theRead MoreAnalysis Of John Milton s Paradise Lost 869 Words   |  4 PagesIn his epic, Paradise Lost, Milton entertains the reader with his version of how one of the greatest falls of humanity occurred. Although many would consider God or Adam and Eve as the main characters in a story like this, the main character of this epic is truly Satan. Satan is shown as a strong and powerful character who is completely overwhelmed with emotions which create a type of hell in his mind; even when he is in heaven, he cannot escape his true life. Satan’s desire for vengeance on God’sRead MoreAnalysis Of John Milton s Paradise Lost 1606 Words   |  7 PagesIn books one, two, four and nine of Paradise Lost, Milton portrays Satan as heroic, introducing freedom and reason to the minds and lives of humanity. Satan allows his subservient fallen angels, as well as Adam and eve to recognize authority, reason and the true meaning of freedom. The beginning of the story is told through Satan’s point of view, making him the first empathetic character the reader is introduced to. From the very beginning of Book One, Satan explains how him and other fellow angelsRead MoreAnalysis Of John Milton s Paradise Lost1442 Words   |  6 Pages(Name) (Instructor) (Course) (Date) Heroism in John Milton’s Paradise Lost There are many definitions of a hero, and establishing the hero in John Milton’s Paradise Lost has been object to scholarly debate. One definition of a hero is that by Aristotle, who defined a hero as a person who is divine and superhuman. However, other definitions encompass the aspect of virtue in heroism. Despite all the definitions for a hero, it remains factual that a hero would be someone that the readers would delightRead MoreAnalysis Of John Milton s Paradise Lost 1253 Words   |  6 Pages Students often read John Milton’s works with great difficulty; he is determined to have his audience know his goals and how important his writing is through epic metaphors and masterful language. In Paradise Lost, he tells his audience that this will the epic to end all epics and that this is the most important tale of all mankind: the fall of Man. Comparatively, Alexander Pope used the same style of epic not to tell an important tale, but to question much of the life of ar istocracy in his time

Elizabeth Cady Stantons Heroic Qualities - 737 Words

Introduction- background on mid-late 1800’s and the Civil Rights Movement. Define what it would take to be a hero during that time period. (Thesis) Elizabeth Cady Stanton demonstrated how she was a hero through her passion for women’s rights, her courage to stand up for what she believed, and her ability to overcome the discrimination that she faced all her life. Elizabeth Cady Stanton showed heroism through her strong passion for women’s rights. All throughout her life, Stanton’s actions showed how passionate and determined she was. It was these two things that were the driving force behind everything she did. This passion made Stanton hero because she was willing to go to lengths that no one else would. Though Elizabeth Cady Stanton showed her passion throughout her whole life, it became unmistakable when she was studying in her fathers law office after she graduated, when she traveled to London for the International Anti-Slavery Convention, and when sh e worked with Susan B. Anthony. Stanton’s passion for women’s rights started to become evident when she studied in her father’s law office. Elizabeth Cady Stanton graduated from Emma Williams Female Seminary in 1833, and then began to study laws and government history in her father’s office (DISCovering Biography 4). While at Judge Cady’s office, Stanton saw a never ending flow of weeping women coming in, all looking for legal help that Judge Cady could not provide. The more women that came in, the more Elizabeth became

Law Assignment

Question: Discuss about the contract between Kale and Citi Plus Pty Ltd. Answer: Facts and Issues Kale secured a long term lease to run a factory for his cabinet making business. In August 2015, Kale was successful in wining a tender which required him to make 70 cupboards for apartment units for a company called CitiPlus Pty Ltd. Thus, in order to complete the said tender, Kale employed 15 tradesmen. The said tender contract was to begin in January 2016 for a period of one year. However, in November 2015 Kale was informed that the State Road Authority I compulsorily acquiring the factory premises of Kale and he is required to vacate the same by March 2016. Thus, the issue in the said case is as follows:- To determine the status of contract between Kale and CitiPlus Pty Ltd To determine whether Kale claim for his losses and expenses Whether it is practical for Kale to shift to a new premise setting a new factory Law The Australian Contract Act governs all the contracts which are made and executed in Australia. Once a contract is made it binds the contracting party to comply with the obligations created under the said contract (Chen-Wishart, 2012). However, many a times, sometimes it becomes very difficult for the contracting parties to fulfill the duties assigned under a contract due to occurrence of certain supervening situations which are beyond the power and control of contracting parties (Kramer, 2010). Thus, a contract ending due to an unforeseeable and uncontrollable event beyond the power of the contracting parties is termed as frustration of a contract. In Australia, the rules of frustration of a contract are governed under the Frustrated Contracts Act 1988 (Furmston, Cheshire Fifoot, 2012). In a popular Australian case law, Taylor v Caldwell, Caldwell contracted to allow Taylor to use his Hall premises for conducting four concerts for four days for $100 each (Hutchison, 2010). The cont racted stated that the Hall should be fit for concert however before the first concert; the Hall was destroyed by fire (Poole, 2012). Thus, the judge in the said case stated that if the performance of a contract is dependent on existence of a particular thing or an individual and the said thing ceases to exist, the performance of the contract can be excused for impossibility to perform. Thus, section 6 of the Frustrated Contracts Act 1988 states that the contracting parties are discharged from the obligations they have under a contract in case the contract becomes impossible to perform (Anson ET AL., 2010). The government of every country has the right to acquire any premises from an individual to serve better needs of the public and community at large (Niven Bardsley, 2013). Thus, in South Australia, the Land Acquisition Act 1969 makes rules and regulations for government to acquire any land or premise of any individual in Australia by providing a notice under section 10 of the said Act stating their intention to do so (Figgis, 2014). However, section 22B of Division 2 of the Land Acquisition Act 1969 states that the individual is entitled to compensation in case the land acquisition under the Act has diverted or diminished the individuals interest in the said land or the enjoyment of an individuals interested in the said acquired land is adversely affected. this compensation can be monetary or in the form of transfer the title of another land to the individual whose land is acquire, however, it is subjective and depends on negotiations (Mercer, 2013). Application In the present case, Kale secured a long term lease to run a factory however, the said land on which Kales cabinet making factory was operative was intended to be acquired by the State Road Authority. Thus, the contract which Kale had with CitiPlus Pty Ltd of supplying 70 cupboards would be frustrated as the factory was an important factory in the said contract and without the existence of the factory, the performance of the contract would be impossible. Thus, keeping in mind the judgement in the case Taylor v Caldwell, it is clear that the performance of the contract between Kale and CitiPlus Pty Ltd dependent on the factory and if the factory ceases to exist, the said contract stands frustrated. Therefore, according to section 6 of the Frustrated Contracts Act 1988 Kale and CitiPlus Pty Ltd are discharged of their legal obligations under the said contract. Moreover, Kale had incurred many expenses in order to complete the contract with CitiPlus Pty Ltd which was frustrated due to land acquisition, thus Kales interest in the land taken by the State Road Authority as adversely affected along with diminishing his interest in the said land causing him to suffer many losses and expenses, thus, under section 22B of the Land Acquisition Act in South Australia, Kale can claim for compensation from the State Road Authority. It is advisable for Kale to shift to a new premise, however the decision should not be made in haste and Kale can request the State Road Authority to provide him with another land as compensation. Conclusion The contract between Kale and CitiPlus Pty Ltd is frustrated. Kale can claim his losses and expenses from State Road Authority and it is advisable for Kale to shift his factory. Reference List Adam, K. (2013). Auditors and Corporate Failure: An Analysis of the AWA and HIH failures in Australia and the Role of the Auditors. Adam, K. (2013). The Law of Negligence: Company Auditor. Allan, G. (2013). HIH Collapse: A Costly Catalyst for Reform, The.Deakin L. Rev.,11, 137. Anson, W. R., Beatson, J., Burrows, A. S., Cartwright, J. (2010).Anson's law of contract. Oxford University Press.

Management of Cirrhosis and Acites †Free Samples to Students

Question: Discuss about the Management of Cirrhosis and Acites. Answer: Introduction: The diseases is caused by several factors like alcohol, hepatitis B, hepatitis C and non-alcoholic fatty liver. The disease may have more than one cause in an individual depending on their lifestyle and other factors(Suk, Kim, Baik, 2014). However, in the case of Nathan, the major cause of the disease is alcohol. This indicates that he is suffering from alcoholic liver cirrhosis that develops from drinking over ten years. He is a smoker and has been consuming two glasses of beer every day for the past fifteen years. The life of Nathan has made him exposed to risk factors associated with the disease. This may have led him to develop the fatty liver disease which may have led to the development of the disease. The incidence and risk factors of liver cirrhosis in patients can be analyzed in phases based on the signs and symptoms that are reported by the patient. The condition is described as the result of all chronic liver disease(Karageorgos, et al., 2017). From the clinical information, Nathan is in the asymptomatic phase or compensated cirrhosis which is followed by complications of portal hypertension, ascites, hepatic encephalopathy and variceal bleeding which are signs that have been reported by the patient. The transition in the disease occurs at a rate of 5-7% per year which leads to liver cancer. The condition advances from one stage to another as the individual continues exposing the body to the conditions that accelerate the disease and move it from one stage to another. The impact of the liver cirrhosis is the burden it has to the family and the patient. The disease has a big impact on the finances and the time spend to take care of the patient. Nathan has been admitted in the dependency unit for investigation which makes him vulnerable this requiring the assistance of family. The longer he stays in the unit the higher the cost. According to Hung, Liang, Hsu, Wei-Chen Tai (2017) add that when the stage develops to the severe stage with signs like yellowing of the skin, loss appetite, itching, bruising and swollen belly start to show, the patient develops psychological problems when he discovers that the body is slowly failing. Further, the disease leads to stressful complications like salt restrictions and elimination of proteins in the diet which may lead to changes in normal family diet. Therefore, the disease carries both physical and psychological burdens to the patient and his family. The liver and the brain communicate to regulate the appetite of the individual through increasing craving for food. Through the liver enzyme liver fructose-1, 6-bisphosphates, the appetite of an individual is controlled. Liver cirrhosis patients report loss of appetite because their liver is not functioning well thus leading to clogging fluids in the body system(OShea, Dasarathy, McCullough, 2010). These fluids make the patient loose appetite since some of them need to be egested while others need to circulate in the whole body. Lack of a good functioning liver leads to loss of appetite since the body is not functioning normally. Nathan has experienced this problem and has been struggling to eat all the time. Bruising is a result of weakened blood vessels due to diseases and decreased production of blood clotting factors by the diseased liver. Since the liver plays a major role in clotting of blood(p., Cardenas, Arroyo, Rodes, 2004). Then when the liver is weakened, there is a problem producing these clotting elements which makes the skins to easily get bruised even with the slightest compression. The liver plays the role of filtering toxics from the body to ease digestion. When the liver is overworked due to indulgence in alcohol, toxic residues build up. Loss of body weight is one of the factors associated with loss of appetite(Suk, Kim, Baik, 2014). This problem may also lead to build up of fats around the belly thus reducing the absorption of minerals into the body which leads to weight loss. This is one of the complication signs that show the disease is moving to the severe. Ascites is described as the buildup of fluids in the abdomen which leads to increased abdominal size(Friedman Keeffe, 2011). Nathan has reported this symptom which has led to shortness in breath and abdominal discomfort. Further, Nathan reported a mildly jaundiced sclera which may be a result of the disease. The liver coordinates with the rain to increase alertness and functioning of the body. Through removal of toxins in the body, the brain works well thus keeping the individual alert all times(Friedman Keeffe, 2011). When the liver fails to work well the toxins build up in the bloodstream thus affecting the function of the central nervous system which coordinates normal body functioning thus leading lack alertness, apnea, confusion and difficulty thinking clearly among others. Two common types of drugs are used to treat alcohol-related liver disease; Glucocorticosteroids and pentoxifylline. Glucocorticosteroids use is based on steroid therapy that has been widely used to treat such patients because they have an early response to treatment through a decrease in serum bilirubin level (Thursz, Richardson, Allison, Austin, 2015). Through use of the therapy and aggressive eternal nutrition, patients can be assisted to overcome the condition and lead a better life. The treatment relies on the effect of steroids on polymorphonuclear neutrophil functions thus inhibiting pro-inflammatory transcription factors which may increase toxicity in the bloodstream. This leads to suppressed inflammatory and immune-mediated hepatic destruction (OShea, Dasarathy, McCullough, 2010). The therapy is based on an equivalent of 30-40 mg/d of prednisone for 30 days and a rapid taper and withdrawal for two weeks. However, Lewis Stine (2013) suggests that the treatment method has re ported several complications like development of life-threatening infections. Marked anti-anabolic effects of the steroids mat suppress regeneration and lead to slowed healing Further, if after seven days of treatment there is no reduction in serum. Steroids need also to be avoided in patients with gastrointestinal bleeding requiring transfusion, chronic hepatitis B virus infection, evidence of active infection, and probably in hepatorenal syndrome. Pentoxifylline is used as an alternative to corticosteroids in patients with severs alcoholic cirrhosis. The drug works through increasing intracellular concentration of adenosine and guanosine which improve the outcome of liver problem through downregulation of pro-inflammatory cytokines that play a role in pathogenesis of the disease. The treatment is also said to have antifibrotic effects that work through attenuation of profi-brogenic cytokine and procollagen expression(Assimakopoulos, Thomopoulos, Labropoulou-Karatza, 2009). However, Pentoxifylline has been highly regarded as the better option when compared to prednisone since it reports higher survival of patients (Gupta Lewis, 2008). It also improves renal function of the system thus leading to increased efficacy in preventing hepatorenal syndrome in the severe complications of hepatitis patients (Parker, Armstromng, orbett, Rowe, Houlihan, 2013). Studies have indicated the effectiveness of the drug in achieving a positive response in the patient and controlling the manifestation of the disease. Despite side effect challenges that lead to fatal situations, the medication has more positive results than negative results. The first nursing care strategy in patients with liver cirrhosis is nursing assessment through assessing bleeding, fluid retention and mentation. Bleeding entails checking the skin, gums, stool, and vomit to determine if the patient has internal and external bleeding(Vlaisavljevi? Rankovi, 2015). Fluid retention is measured through weight the patient and their abdominal girth to understand the level of fluid retention and lastly mentation entails assessing the level of consciousness through analyzing behavior and personality. The next step is diagnosis of the risk factors that the patient is suffering from. Cardenas, Arroyo, Rodes (2004) argue that such factors may include activity intolerance, imbalanced nutrition, and high risk for injury, chronic pain, fluid volume excess, ineffective breathing pattern and disturbed thought. Each of these factors is important in shaping the nursing care goals that will be established. The patient needs to be assisted overcome the challenges that they are facing through reducing the distress caused by the disease before treatment begins. The next step is setting nursing care plan and goals. If the patient has good consciousness, then the plans can be set with him or her. While if they are not conscious, then the plans can be set by their kin who needs to understand the nursing care plan that will be used before medication and after medication. Each goal is related to the condition of the patient and the signs and symptoms that they have displayed (Cardenas, Arroyo, Rodes, 2004). The need to set goals with the patient is a participatory approach used to increase the patients participation and cooperation in achieving the desired treatment. The last step in the application of nursing interventions to the patient. The first intervention is promoting rest to increase respiratory efficiency or provision of oxygen if needed. Efforts need to be initiated to prevent respiratory, circulatory or vascular disturbances to the patient to allow the body pull itself together (Cardenas, Arroyo, Rodes, 2004). Nutritional status can also be used through providing high proteins supplemented with vitamins. The patient needs to be encouraged to eat small portion frequently and if there is difficulty in eating, then nutrients need to be provided through feeding tube. Since most patients with the diseases have problems with their skin, then skin care needs to be provided through changing their position frequently and avoiding use of irritating substances on the skin. Also lotions can be used to sooth the skin to prevent itching(Vlaisavljevi? Rankovi, 2015). Risk injury needs to be reduced too through use of side rails on the bed or orienting time and place procedures to prevent agitation. The patient needs to be instructed on body management instructions like being assisted to get out of the bed and other forms of assistance. The last intervention is offering of psychological support to the patient. The patient needs to be assisted develop a positive mentality that the disease can be cured to increase their response to medical intervention. This strategy prevents denial and self-blame which may hinder response and intake of medication(Friedman Keeffe, 2011). The family and health practitioners work together to assist the patient manage the condition by adapting to the healthcare routine provided. Without this, then the patient will face difficulty in responding to the therapy since it requires personal commitment to overcome the challenges that they are facing. References Assimakopoulos, S. F., Thomopoulos, K. C., Labropoulou-Karatza, C. (2009). Pentoxifylline: A first line treatment option for severe alcoholic hepatitis and hepatorenal syndrome? World Journal of Gastroenterol, 15(25), 3194-3195. Friedman, L. S., Keeffe, E. B. (2011). Handbook of Liver Disease. Elsevier Health Sciences. Gupta, N., Lewis, J. (2008). Review article: the use of potentially hepatotoxic drugs in patients with liver disease. Aliment Pharmacol Therapy, 28, 1021-1041. Hung, T.-H., Liang, C.-M., Hsu, C.-N., Wei-Chen Tai. (2017). Association between complicated liver cirrhosis and the risk of hepatocellular carcinoma in Taiwan. PLOS One, 12(7). Karageorgos, S. A., Stratakou, S., Koulentaki, M., Voumvouraki, A., Mantaka, A., Samonakis, D., . . . Kouroumalis, E. A. (2017). Long-term change in incidence and risk factors of cirrhosis and hepatocellular carcinoma in Crete, Greece: a 25-year study. Annals of Gastroenterol, 30(3), 357-363. Lewis, J., Stine, J. (2013). Review article: prescribing medications in patients with cirrhosis a practical guide. Alimentary Pharmacology Therapeutics, 37(12). OShea, R., Dasarathy, S., McCullough, A. (2010). Alcoholic liver disease. Hepatology, 51, 307-328. p., G., Cardenas, A., Arroyo, V., Rodes, J. (2004). Management of cirrhosis and acites. New England Journal of Medicine, 350, 1646-1654. Parker, R., Armstromng, M., orbett, C., Rowe, I., Houlihan, D. (2013). Systematic review: pentoxifylline for the treatment of severe alcoholic hepatitis. Alimentary Pharmacology Therapeutics, 37(9). Suk, K., Kim, M., Baik, S. (2014). Alcoholic liver disease: treatment. World Journal of Gastroenterology, 20(36), 1293412944. Thursz, M. R., Richardson, P., Allison, M., Austin, A. (2015). Prednisolone or Pentoxifylline for Alcoholic Hepatitis. The New England Journal of Medicine, 372, 1619-1628. Vlaisavljevi?, Z., Rankovi, I. (2015). Specific Nursing Care Rendered In Hepatic Encephalopathy: Contemporary Review and New Clinical Insights. Nursing Care, 4(4), 1-7.

Best Summary and Analysis The Great Gatsby, Chapter 5

Best Summary and Analysis The Great Gatsby, Chapter 5 SAT / ACT Prep Online Guides and Tips Because The Great Gatsbyis nine chapters long, getting to Chapter 5 means that we’ve arrived in the exact middle of the story. Thus, it makes sense that this chapter takes a single event - Daisy and Gatsby’s perfectly romantic reunion - and uses it to both tie together everything that has been set up so far, and also to create such a delicate balance of safety and happiness that it’s clear that everything will soon crumble. But before the bubble of love pops, enjoy the world’s most magical, most carefully planned â€Å"accidental† date. Quick Note on Our Citations Our citation format in this guide is (chapter.paragraph). We're using this system since there are many editions of Gatsby, so using page numbers would only work for students with our copy of the book. To find a quotation we cite via chapter and paragraph in your book, you can either eyeball it (Paragraph 1-50: beginning of chapter; 50-100: middle of chapter; 100-on: end of chapter), or use the search function if you're using an online or eReader version of the text. The Great Gatsby: Chapter 5Summary Nick comes home to find all the lights on in Gatsby’s mansion. Gatsby wants to hang out, but clearly only because he wants to know what Nick has decided about asking Daisy for tea.Nick is happy to do it, and they plan for a day after Gatsby has had a chance to get Nick’s lawn cut. Gatsby then makes a totally out of place proposal to do some bond business with Nick (whose job is selling bonds, and who doesn’t seem particularly good at it or invested in it). Nick is uncomfortable about the quid pro quo (that’s Latin for â€Å"something for something† - in other words, a transaction) feeling of the deal and declines. The next day, Nick invites Daisy to tea, and cautions her not to bring Tom. Gatsby sends someone to mow the lawn, orders a huge number of flowers, isn’t thrilled with Nick’s sad tea and cakes selection, and worries that the day will be ruined because it’s raining. He then freaks out at the last second that Daisy isn’t coming, but just then she pulls up in her car. Gatsby and Daisy meet in Nick’s living room in the most awkward, strained, and tense scene imaginable. It’s unclear whether either one is happy to see the other. They are unable to speak two words. When Nick tries to leave them alone, Gatsby panics and tries to leave also. Nick calms him down, and then stands outside in the rain for an hour to give Gatsby and Daisy some privacy.When he returns, the two are totally different – no longer embarrassed, much calmer, and Gatsby is actually glowing. Gatsby suddenly brags that it only took him three years to earn the money to buy his mansion. Nick calls him out on this since earlier Gatsby had said he had inherited his wealth. Gatsby quickly says that the inheritance was lost in the financial panic of 1914 and that he’s been in several businesses since then. Daisy then exclaims that she loves Gatsby’s giant mansion (she can see it out of Nick’s window). They go over to Gatsby’s, and he shows them around the now empty house, never taking his eyes off Daisy and her reaction to his things. Gatsby is completely overwhelmed by Daisy’s presence. He is overcome with feelings that he can’t even put into words. Gatsby opens a cabinet and starts pulling out piles of shirts and throwing them onto a table. Every kind of shirt color and pattern imaginable stack higher and higher on this table until Daisy puts her head into the shirts and starts to cry about their beauty. It starts raining again, and Gatsby shows Daisy that her house is directly across the bay from his. Nick sees a photograph of Dan Cody, who Gatsby says used to be his best friend until he died. Gatsby shows Daisy a bunch of newspaper clippings about her that he’s been collecting (she would have been featured in the gossip pages that described fancy parties and rich people’s society). Hegets a phone call about Detroit but hangs up quickly. This is the first time that he hasn’t excused himself to take acall in the novel. Nick tries to leave again, but is again roped into staying.Gatsby asks Ewing Klipspringer, a guest who apparently is just always at the house, to play the piano for them. He plays a comical love song. Nick finally says goodbye and leaves.As he does, he sees Daisy whisper in Gatsby’s ear, and imagines that her siren-like voice holds him in thrall. Daisy’s constant shirt-inspired weeping has now gotten her banned from Brooks Brothers. Key Chapter 5 Quotes "You're selling bonds, aren't you, old sport?"..."Well, this would interest you. It wouldn't take up much of your time and you might pick up a nice bit of money. It happens to be a rather confidential sort of thing." I realize now that under different circumstances that conversation might have been one of the crises of my life. But, because the offer was obviously and tactlessly for a service to be rendered, I had no choice except to cut him off there. (5.22-25) Nick recognizes that what he quickly dismissed in the moment could easily have been the moral quandary that altered his whole future. It seems that Nick thinks this was his chance to enter the world of crime – if we assume that what Gatsby was proposing is some kind of insider trading or similarly illegal speculative activity – and be thus trapped on the East Coast rather than retreating to the Midwest. It’s striking that Nick recognizes that his ultimate weakness – the thing that can actually tempt him – is money. In this way, he is different from Gatsby, whose temptation is love, and Tom, whose temptation is sex – and of course, he is also different because he resists the temptation rather than going all-in. Although Nick’s refusal could be spun as a sign of his honesty, it instead underscores how much he adheres to rules of politeness. After all, he only rejects the idea because he feels he â€Å"had no choice† about the proposal because it was â€Å"tactless.† Who knows what shenanigans Nick would have been on board with if only Gatsby were a little smoother in his approach? He had passed visibly through two states and was entering upon a third. After his embarrassment and his unreasoning joy he was consumed with wonder at her presence. He had been full of the idea so long, dreamed it right through to the end, waited with his teeth set, so to speak, at an inconceivable pitch of intensity. Now, in the reaction, he was running down like an overwound clock. (5.4) On the one hand, the depth of Gatsby’s feelings for Daisy is romantic. He’s living the hyperbole of every love sonnet and torch song ever written. After all, this is the first time we see Gatsby lose control of himself and his extremely careful self-presentation. But on the other hand, does he actually know anything about Daisy as a human being? Notice that it’s â€Å"the idea† that he’s consumed with, not so much the reality. The word â€Å"wonder† makes it sound like he’s having a religious experience in Daisy’s presence. The pedestal that he has put her on is so incredibly high there’s nothing for her to do but prove disappointing. Daisy put her arm through his abruptly but he seemed absorbed in what he had just said. Possibly it had occurred to him that the colossal significance of that light had now vanished forever. Compared to the great distance that had separated him from Daisy it had seemed very near to her, almost touching her. It had seemed as close as a star to the moon. Now it was again a green light on a dock. His count of enchanted objects had diminished by one. (5.121) Almost immediately when he’s finally got her, Daisy starts to fade from an ideal object of desire into a real life human being. It doesn’t even matter how potentially wonderful a person she may be – she could never live up to the idea of an â€Å"enchanted object† since she is neither magical nor a thing. There is also a question here of â€Å"what’s next?† for Gatsby. If you have only one goal in life, and you end up reaching that goal, what is your life’s purpose now? Is Gatsby more in love with the idea of love than with the actual human being he obsesses over? The Great GatsbyChapter 5 Analysis Now let's consider how this chapter plays into the book as a whole. Overarching Themes Love, Desire, and Relationships. After an earlier chapter of Tom and Myrtle together, we get a chapter of Daisy and Gatsby together. At first glance, the pairs are diametric opposites. Tom and Myrtle are crass and vulgar, constantly chattering about nothing, driven by materialism and physical desire, without a drop of love or romance between them. On the other hand, Gatsby and Daisy are modest and embarrassed, almost speechless, overwhelmed by feelings, and have a physical comfort with each other that Tom doesn’t inspire either in Daisy or in Myrtle (both of whom he physically hurts in varying degrees). Gatsby’s love for Daisy has an otherworldly quality that is several times described in either mythic or religious terms. But already the chapter anticipates that elevating the relationship to such heights makes a fall almost inevitable. Morality and Ethics. Nick is tempted by what he later comes to realize is the moral quandary of his life. Twice, Gatsby offers to do some kind of business with him. There are two ethical challenges in this offer. First, Gatsby is suggesting that Nick needs to be paid for services rendered – that asking Daisy to tea and letting Gatsby see her at Nick’s house is a transaction that needs to be reimbursed somehow. This casts an oddly pimp-and-prostitute vibe on what Nick is being asked to do, which would dispel some of the fairytale romance that Gatsby is ostensibly going for. Second, since it comes on the heels of their encounter with Mr. Wolfshiem, Gatsby’s business proposition is most likely illegal (Insider trading? Speculation? Printing fake bonds? There are several possibilities.). It connects Nick to the lawless criminality that in this novel is associated with the new â€Å"Wild East.† Symbolism: Gatsby's Shirts.Gatsby showers Daisy with his array of exquisite shirts in a display that is at the same time self-congratulation and also a submissive plea. On the one hand, this odd moment is like a male bird’s complicated mating dance – the shirts are the peacock’s plumage. These shirts are a visual representation of how far Gatsby has come – he can literally cover Daisy with his riches. But on the hand, the desperate way he shows them off ties into Nick’s observation that â€Å"think he revalued everything in his house according to the measure of response it drew from her well-loved eyes† (5.1). He wants her approval and is putting all of himself out there for her to pronounce judgment on. Motifs: Weather. For the first time, the novel dwells at length on an extremeweather event. The intermittent downpour sometimes limits and sometimes facilitates Daisy and Gatsby’s afternoon together. The rain allows for moments of physical comedy. For example, Gatsby’s plan to â€Å"accidentally† drop by Nick’s house during tea with Daisy falls apart when he makes his appearance soaking wet (meaning that he obviously wasn’t simply trying to visit Nick – who would do that in that kind of weather?). The rain also creates physical and emotional boundaries, allowing Daisy and Gatsby to stay in their private world. Literally, this happens when they can’t tour the mansion’s grounds and have to stay in his house. But more importantly, this happens when the rain creates a mist that hides Daisy’s house across the bay from view. She doesn’t have to think about her marriage or her daughter – she can exist with Gatsby surrounded by magical-sounding â€Å"pink and golden billow of foamy clouds† (5.134). As soon as one magical light experience (the green dock light) goes stale, Gatsby replaces it with another (sunlit rain clouds). Maybe he just needs a lamp. Crucial Character Beats Nick agrees to invite Daisy over for tea and an â€Å"accidental† meeting with Gatsby. He is able to resist the offer to do business with Gatsby. Daisy and Gatsby finally meet! It’s awkward and horrible at first, but after an hour alone together both of them seem very happy. Then, the trio goes to tour Gatsby’s mansion. Gatsby is overwhelmed by Daisy’s presence and is almost manic. He throws piles and piles of his shirts in front of her until she cries at how beautiful they are. Nick keeps trying to leave Gatsby and Daisy alone, but keeps being roped back into their company. Compare this to the way he was trying to get away from Tom and Myrtle in Chapter 2and also forced to stick around. Daisy and Gatsby are left alone together, clearly full of feelings for each other, and in their own little world. What’s Next? Laugh at a drenched, umbrella-less Gatsby in the most recent movie adaptation- it’s one of the few physical comedy bits in the novel, and that movie gets it just right. Explore the chapter’s other key symbol: the green light on Daisy’s dock. Review the chapter’s main motifs: the rainy weather, and the conspicuous lack of alcohol. Move on to the summary of Chapter 6, or revisit the summary of Chapter 4. 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Process Consultation Essays

Process Consultation Essays Process Consultation Paper Process Consultation Paper â€Å"Process Consultation is a set of activities on the part of the consultant that help the client to perceive, understand, and act upon the process events that occur in the client’s environment in order to improve the situation as defined by the client† (Schein 1988). The purposes of this essay is to examine some of the contextual factors of how group dynamics evolve and the role of a process consultant, by exploring the similarities and differences that characterize, to established and effective process consultation when working with a group or team. The systems approaches focuses attention on the relationship between a system or sub-system and its environment rather than trying to understand things automatically. It follows from this perspective that any enterprise aimed at studying group processes will be shaped by the environment in which it exists. A well design process implies that the consultant should always select the proper intervention that will be the most helpful at any given time; the consultant should be familiar with a variety of questions, exercises and other forms of intervention when working with groups, at the same time is very important that the proper feedback is given as the group evolves during such process. Group relations training creates multiple and at times conflictual role constellations. Proving an effective group dynamics process requires some of the multiple role relations that are contained within the consultant-team relationships. Studying group dynamics in the here-and-now evokes primitive dimension of unconscious life and along with it powerful emotions that are often suppressed in natural work organizations. Using as an example experiential group relations between students the efforts of introducing the Lewin’s model which was based on his observations of group dynamics and organizational development, â€Å"unfreezing-change-refreeze† the model focuses on how people can be motivated to accept organizational change and reject and replace the status quo with a new approach and the roles in organizational development by Schein based on a pattern of shared basic assumptions that the group learned as it solved its problems of external adaptation and internal integration, hat has worked well enough to be considered valid and, therefore, to be taught to new members as the correct way you perceive, think, and feel in relation to those problems, these two models are introduce to explore group dynamics into the classroom. (Kurt Lewin 1996) (Edgar Shein 1988). While many of these experiments are either so cursory or sufficiently truncated in one way or another that they provide only a superficial taste of the aims of this experiential learning method, other efforts, such as those discussed in class, have succeeded in providing students with deep and intensive theoretical and experiential learning. One reason teaching group dynamics has been more successful in school settings than in other sorts of work organizations is that there is a basic congruence between the primary task of the group relations in class and that of the school: both are concerned primarily with learning. The general task congruence tells only part of the story, however, because the most dramatic and important difference between the two models stems from the differences in the primary task or tasks that each enterprise pursues. The defining characteristics of the freestanding group relations is that it can be designed and implemented with an extraordinarily sharp focus on a single primary task of providing learning opportunities. The consistent adherence to that focus provides a â€Å"work boundary† or referent against which interpretation of unconscious process can be made. The training program within the school, in contrast, does not pursue the learning task so single-mindedly, or ruthlessly, as it often seems to organization members. The purposes of the course must conform to the mission of its immediate school environment, which includes not only teaching and learning but credentialing and, in the case of a professional school, professional socialization as well. By its very nature, the embedded group relations training program is more varied and diffuse in its purposes, a fact that creates a different array of opportunities and constraints than those of the freestanding work organization. In systems theory it is axiomatic that the attempt to pursue more than one task diminishes the effectiveness with which any single task can be achieved. As resources-emotional, intellectual, financial, and material-are deployed against multiple tasks, fewer are available for each. Additional resources are required to manage the inevitable conflicts and strains that emerge in the effort to contain multiple aims. Understanding differences between the traditional modelled and the program embedded in the school environment requires an appreciation of this fact. Differences in design choices-in the extent to which the more primitive aspects of group and unconscious constrains imposed on the enterprise-all flow from this essential difference, which can be understood in terms of the different environments accomplish the task through balancing protection and vulnerability takes on a different character in each context. The role of grading might be an instructive example. An important part of the school’s mission is to export students’ reason for matriculating. Organizations in the school’s immediate environment that hire students often make decisions based on their performance. Grades are often used, at least on the surface, as a means of differentiating students according to performance. In keeping with the school’s multiple missions, professors in group dynamics must assign a grade to the students. This poses something of a dilemma: how can students are expected to challenge authority, explore persecutory anxieties, and explore their irrational processes if they are to be graded on their participation? A structural solution is used to provide the protection necessary to experiential learning. Students are not graded on the basis of the study group or even on classroom behaviour, but on the basis of assigned papers alone. From the group-as-a-whole perspective, doing this ultimately begs the question because it implies the papers are less ofâ€Å"group product† than other instances of members’ behaviour. In fact, from this conceptual vantage point, a paper represents the group’s influence as much as the roles that individuals find themselves in. For the purpose of grading, however, the whole-group focus must be relinquished, and for this part of the course the professor must work at the individual level of analysis. Thus the management school context creates a set of conditions that requires working at multiple levels of analysis. New avenues for learning are opened. To be sure, the tension between the individual and group levels mirrors an element of organizational reality that can offer important learning to students about the ambiguities and uncertainties of organizational life. Teachers and administrators must relate to both individual’s behaviour represents his or her group, and they must develop ways of handling the tensions. The added complexity of the credentialing process has costs in terms of depth of inquiry into the group as an entity. Important data and experience from the group as a whole gets channelled into a connection between student and professor. Sometimes students use the movement between levels of analysis defensively by lodging their capacity for inquiry and self reflection largely in the papers and avoiding the exposure of bringing in into the experiential sessions. At the same time, establishing an individual level relationship creates learning opportunities that are precluded when working solely on the group-as-a-whole level. Students are able to refine their capacity to work conceptually, to work on linking experience and theory, and to deepen their capacities to formulate hypotheses through their based relationship to the professor (which typically develops through the papers). Managing the movement between different levels of analysis and working to prevent defensively motivated oscillations between levels are challenges to students and teachers alike. The context creates a need for teachers of these courses to develop and refine this skill. To be sure, the contextual environment intrudes into the school-based group training program as well. These self-study groups serve equally as social holograms, bringing in all of the salient group, institutional, and intergroup relationships that are represented by the group membership of students. But in this model, the self-study group’s experience is mediated by a powerfully complex, interdependent, and unmanageable transactional environment- the school itself. Moving back and forth between different processes can be daunting for the group or team. For example: if we mentioned the student/ teacher relation, the tendency to confuse the differing role requirements of student/ group member and consultant /teacher is strong, and the quite different emotional textures underlying the different role relations pose important ambiguities in student-teacher relations. Students take the course for credit as well as for learning, and the consultant is in the position, at the end of the course, of evaluating students. Often group members experience interpretation as judgment and attack, leading them to create in fantasy an image of authority as punitive and critical. Interpreting those can lead to fruitful exploration of persecutory anxieties that underlie authority relations in group life. However, interpreting the image of consultants as evaluators is complicated by the close proximity of the formal evaluator role, which is filled by the same person. Question of the consultant/teacher’s capacity to keep the two roles distinguished comes sharply into view in this type of design. Will the professor be able to contain his feeling within the experiential subsystem and use them in the service of learning? Or is he likely to act out his feeling toward student in experiential groups by unconsciously downgrading the student’s thinking in the papers? If so, then it is hardly safe to explore this possibility, and an essential element of the necessary protection is covertly removed. Consultants along with the professor in the experiential sessions are expected to work with the same range of intense projections. The authority boundary between consultants and student in those groups attracts fantasies and projection and puts the teacher in the Position of having to adhere to the same sort of emotional abstinence and detachment that any group consultants must. Group relations courses posit a set of inter group relation with the other classes, faculty, and student. The transactional environment of the course is a complex and density interdependent one, comprising a wide variety of individual and groups; some groups like departments are permanent, and other, like classes area temporary. The conditions required to conduct a traditional course. To extend to which these condition can be negotiated, the course will adopt procedures. Making these choices and judgment goes against the grain of typical class enrolment procedures, and as one might expect it evokes powerful emotional; dynamic. Sometimes student feel unjustly excluded and will mobilize a network of support for their cause, which can involve other faculty, student, or administrations. The pressure brought to bear can be strong, especially for faculty members, and all of these exchanges involve not only the effort to exert interpersonal influence, but whatever intergroup relations or interdepartmental rivalries exist, these issues can serves as an irritant , or vehicles for historic tension between groups. Pressures to make alternation or special arrangement for certain students during the entry process can be great for junior faculty members when approached by senior ones. The disturbing feelings that can be evokes around this process can execute tensions between groups, especially where there are pre-existing tensions grounded in ideological, methodological, and political issues, In addition, other class exists in the transactional environment of group dynamics course that are affected by what is happening in the group dynamics course. That are subgroups of student from other course bring their shared experiences from earlier terms into the class, and subgroups of the student are also simultaneously taking other course together. I have often wondered what it means for another class to contain a small group, say four or five, students who are in the midst of such an interpersonally intense experience. While there has been almost inquiry into this, partly because of the norm of confidentiality, I am sure quite sure the reciprocal influence is great. Another part of process consultation that needs to be considered is the part of being also a coach as group dynamics take place. When coaching is applied from the process consultant, it tends to portray certain kinds of benefits that could not be seen before in the individual, skills are sharpened thus they become highly skilled individuals, through coaching areas that need development are identified thus room for improvement is created, coaching provides an avenue through which guidance can be accessed by an individual or team, coaching tends to support continual learning which is a process that should be undertaken daily by the team or individual, lastly it instils the team work spirit as well as enhances the productivity level of the team or individual. Process Consultation as a business has widely taken root; most people want to have the best when it comes to organizations, when it comes to proper learning skills and having the proper tools when working with groups. Being just skilled is not the answer but how well you tackle your client’s unique problem is the ultimate goal for each consultant in any arena.