Occupational Therapy Reflection Example - Free Essay Example

Sample details Pages: 14 Words: 4248 Downloads: 3 Date added: 2017/06/26 Category Psychology Essay Type Essay any type Did you like this example? It is only when practitioners understand themselves and the conditions of their practice that they can begin to realistically see how they might respond differently. (Johns 2009 P16) The concept of reflection in learning is not new. It can be traced back as far as Aristotles discussions of practical judgement and moral action in his Ethics (Grundy 1982 cited in Boud. D et al P11). Don’t waste time! Our writers will create an original "Occupational Therapy Reflection Example" essay for you Create order In 1933, Dewy stated that there were two kinds of experiential process leading to learning. The first process was trail and error which was limited by the specificity of the problem which was solved and the scope of the trial and error explorations and the second was that reflective activity involved the perception of relationships and connections between the parts of the experience.'(Boud. D et al 2005 P12). He explained reflection as a learning loop, continually feeding back and forth between the experience and the relationship being inferred. (Boud. D et al 2005). In 1980, reflective practice was introduced and seen as three core components: Things that happen to a person, the reflective process that learning has occurred and the action that was taken from this new perspective (Jasper 2003 p2) In more recent times, Kolb (1984) developed an experimental learning cycle which has been suggested to be the most effective way of learning from our experiences by linking theory t o practice (Jasper 2003): When looking at the reflective process, Schon (1983) identified two types of reflection: reflection on action and reflection in action. Reflection in action is reflecting while doing, which occurs subconsciously, intuitively and unconsciously (jasper 2003 p6). Reflecting on action involves thinking about action after it has occurred. (Jasper 2003 p6) Many people have defined reflection and In 2009, Johns defined reflection as Learning through our everyday experiences towards realising ones vision of desirable practice as a lived reality. It is a critical and reflexive process of self-inquiry and transformation of being and becoming the practitioner you desire to be. Furthermore, Boud. D et al (2005 p18) suggested that reflection is a form of response of the learner to experience. Where experience involves the response of a person to a situation or event e.g. feelings, thoughts, actions and concludes at the time or immediately thereafter. The sit uation or event could be a course or an unplanned occurrence in daily life. It could be provoked by something external or an internal experience, evolving from discomfort. (Boud. D et al 2005). There are many positive uses to reflecting on practice. Johns (2009 p15) suggests that the positive uses of reflection encourages the expression, acceptance and understanding of feelings. Negative feelings can be worked through and their energys converted into positive energy for taking future action based on understanding of the situation and appropriate ways of responding. Furthermore he proposes that reflection is empowering, enabling the practitioner to act on insights towards realising desirable practice. If practitioners truly wish to realise their caring ideals then they have no choice but to become political in working towards establishing the conditions of practice where that is possible. (Johns 2009 p17) Reflection can identify learning needs, and new learning opportunities. I t can find ways in which we learn best, differently and new courses of action toward an event. Reflection can help problem solve aiding personal and professional development and provides an escape from routine practice. Reflection allows us to be aware of the consequences of our actions, demonstrate our competences to others and achievements to ourselves. Reflection allows us to build theory from observations, help make decisions or resolve uncertainty and empower or liberate ourselves as individuals (Jasper 2009). However, reflective practice has been criticised for its lack of definition, modes of implementation and its unproven benefit (Mackintosh 1998 cited in Johns 2009 p22). Platzer et al (2000, cited in Johns 2009 p22) noted that students may be resistant to reflection revealing self, a point highlighted by Cotton (2001 cited in Johns 2009 p22) that reflection becomes a type of surveillance, assessment and control. Reflection can be used in order to aid Occupational The rapy (O.T) principles and values, continuous professional development, ethical , legal and professional views/codes of conducts/standards of pracrtice. Maintaining professionalism has been suggested as a core process competent, essential to O.T practice (Bosseers. A et al 1999 p116), as have lifelong learning, professional development and service quality and governance (Professional Standards for O.T practice 2007). Therefore reflection can be an important part in maintaining knowledgeable skills as part of professional practice. The O.T Codes of Ethics states that O.Ts shall be responsible for maintaining evidence of their continuing professional development (College of Occupational Therapists Code of Ethics and Professional Conduct 2005, 5.3) therefore, this can be done through reflection. New learning and containing professional development depend on how skilfully you can reflect on your and others practice, to gain new insights, see new relationships, make new discoveries and make explicit the new learning that occurs. (Aslop 2000 p114). Any new knowledge gained from experience will be stored for future reference as and when similar situation arises. (Aslop 2000 p115) In the following reflective account, I am going to use Johns model of reflective structure (appendix one) mixed with Gibbs reflective cycle (appendix two) and will be reflecting on action. I feel both are extremely valuable models and help to express different ideas/feelings in different ways at different points of my reflective account. Other models I could have used are Goodmans levels of reflection (1984), Bortons development framework (1970) and Fish et al strands of reflection. I choose Gibbs reflective cycle as it has characteristics of all other strategies/ frameworks for reflection that have been developed. It has been developed from Kolbs ideas and the ERA cycle. However Gibbs cycle stops at the stage of action so not providing a way to close the cycle or move to reflective practice in terms of taking action (Jasper 2003). This is because Gibbs framework had its foundations from an education context as opposed to a practice one. Therefore I decided to mix Gibbs cycle with Johns model of structured reflection, to combine theoretical reflection and practice environment. Johns is helpful in having cue questions. It provides personal awareness of ourselves, our knowledge and actions .It asks what you could do rather than what you will do. (Jasper 2003 p98). The following narrative describes a critical incident that had a significant effect on me which made me stop and think and raised questions. This incident was the role of Occupational Therapists (O.Ts) within social care and the impact of this upon a service users journey. The role of O.T and Social worker have been combined within social care producing the title Self Directed Support Practitioners (SDS practitioners) Mr.B was a 60 year old man, who lived in a bungalow on his own, with no adaptations or carers. He was admitted to hospital due to a fall whilst using the toilet. He had been released from hospital about 2 months ago and still having problems with self-care, cooking and general mobility. An S.D.S practitioner and myself carried out a home visit on Mr.B. We received a referral from the hospital regarding Mr.Bs health and ability to perform activities of daily living (ADLs). We carried out an assessment on Mr.B and upon assessment; Mr.B used the sink to aid standing from toilet which seemed to be coming off of the wall. His mobility was generally good but had difficulties raising and lowing himself in and out of the bath and rising legs over the lip of the bath. He had slight problems in the kitchen due to mild arthritis when opening of cans and jars, lifting heavy equipment and gripping cutlery. When we assessed Mr.B, I was unsure and slightly confused how to assess in an S.D.S wa y. I was thinking about my O.T values and beliefs and how I could involve these within the assessment. This would involve me assessing in a way that promotes independence, empowering him and motivating him as well as using occupation as a theraputic tool. I was unsure about how to implement social work values as they seemed to clash with my own, for example care packages. Overall I was trying to achieve independence for Mr.B with the least amount of equipment. When we actually started the assessment I was thinking how I could make Mr.B as independent as possible, using equipment to aid this if necessary and therefore empowering him. On the other hand, I had to consider social work values and beliefs. This made me feel extremely confused and concerned that I was not providing the best service for Mr.B when carrying out the assessment and going against my ethics of do good, do no harm, autonomy and justice. When assessing Mr.B he managed to lift his legs over the side of the bath, when using a bath board and hand rail to grip and hd good sitting balance. His transfers off of the toilet needed support so we offered a toilet frame to aid this. The S.D.S practitioner suggested meals on wheels to overcome the problems Mr.B had in the kitchen. When suggested, the equipment and care packages to Mr.B he mentioned that he wanted a wet room and why could he not have one as his friends had one fitted not that long ago This made me think about funding and O.Ts values and beliefs, which in turn made me feel unhappy as Mr.B could not have something he wanted, although this would go against my O.T values. The outcome of the event was not very good. Mr.B refused equipment and care packages and became angry. That made me feel sad as I wanted to help Mr.B with his activities of daily living, to live an independent life. Looking back at the event, I feel maybe I could have convinced Mr.B more to accept the equipment and care packages suggested. Although the care packages co nflicted with my O.T values, I can see a place for these with extremely impaired individuals. I would have suggested adapting equipment within the kitchen, such as grips for cultury, automatic tin openers, a kettle tipper and a perching stool. The emotions I have gone through was anxious, excitement, inquisitive during the start of the event followed by sadness toward the end. To evaluate, the good thing about the experience was the enormous opportunities for continuous professional development as the role of O.T continues to grow. I also feel my understanding of O.T and clinical reasoning skills have developed. I feel that the role of an S.D.S practitioner causes confusion, loss of role identity and crossing over of professional boundaries. Although I feel not a lot went well, I believe my contribution and O.T knowledge aided the situation. I put this across very well, sticking to O.T values and beliefs. The S.D.S. practitioner that I was with managed to balance out the professions very well but I feel provided a care package where adapted equipment would have been enough. This may have happened due to little knowledge of O.T and herself coming form a social work background. I know realise that there was not much I could have done to alter the situation anyway and perhaps a more in-depth knowledge of social work may have helped. I am now more prepared for the role of an S.D.S. practitioner. If carried out again I would definitely gain more insight into the values and beliefs of social workers and be more vocal about my O.T ones. I would have tried to encourage the Mr.B to take the equipment and explained more as to why this was important. To conclude, I have learnt that theory; professional and personal values and beliefs, ethics and legal issues often influence practice. I have learnt the importance of reflecting in order to develop myself professionally and personally. My needs in order to develop my professional practice at this stage of my career are huge. I mainly need to develop my knowledge, communication skills, professional skills and clinically reasoning skills. I have also learnt the role in which I play within a team and according to Belbins team roles, I am a monitor-evaluator mixed with team worker. This means I see all the options and judge accurately, working co-operatively in sensitively and diplomatically. (www.teambuilding.co.uk/belbin-team-role.html) Looking back over the situation, I had to look in-depth at the codes of ethics. It states that O.Ts can only provided services in which they have been taught to do so (5.1). The code of ethics also state in section 5.3 that O.Ts shall recognise the need for multi-professional collaboration but not undertake work that is deemed to be outside the scope of O.T. (College of Occupational Therapists Code of Ethics and Professional Conduct 2005). When offering equipment and services the most significant rights to health and social care are for example th e National Health Service Act (1977), Mental Health Act (1983), NHS and Community Care Act (1990) (Dimond 2004 p51) I also had to think about professional negligence as litigation is increasing due to expectations of clients in relation to health care growth and the publicity about awards of compensation raises hopes of vast settlements.(Dimond 2004 p97) The white paper on the NHS made changes in the scope of professional practice so that the traditional boundaries between different professions were removed. This presents challenges (diamond P112) no team liability (every professional is accountable for their own actions and cannot blame the team for negligence which has lead to harm), no defence of inexperience (the patient is entitled to the reasonable standard of care whoever provides the treatment), determination of competence (carried out by competent colleagues or external assessors), refusal to undertake activities outside scope of competence (no O.T should undertake ac tivities which are outside the scope of her professional practice) Occupational therapy as a new profession is facing new challenges from the introduction of the HPC and the council for regulation of healthcare profession. Greater integration of health and social care provision is taken place and the college of occupational therapists is preparing for these changes by seeking to refocus the organisations of the work of the o.t by its strategic document from interface to integration. (Dimond 2004 P397). The role of a S.D.S practitioner is extremely difficult. O.Ts felt they were taking on responsibilities of social workers and not the other way around. There were huge issues with professional boundaries and both professions disagreed with the SDS roles and were angry about the change causing conflicts between professionals and within professions. Boud et al (2005b p11) suggested that In the case of reflecting on learning, firstly only learners themselves can learn and only they can reflect on their own experiences. They suggest that teachers assist, but only have admittance to individuals thoughts and feelings by what individuals decide to reveal about themselves. Therefore the learner is in total control. Secondly, reflection is a purposeful activity directed toward a goal and lastly the reflective process where both feelings and thoughts are interconnected and interactive. Negative feelings, can form major barriers toward learning. Positive feelings and emotions can improve the learning process, keeping the learner on the task and providing a stimulus for new learning. (Boud et al 2005b p11) Appendix One The model of structured reflection (msr 1991) p51 Enable practitioners to access the depth and breath of reflection necessary for learning through experience.: ÂÂ § Bring the mind home a preparatory cue to put the person in the best position to reflect. Helps to shift the balance of seeing reflection as a cognitive activity to a more meditative activity. P52 ÂÂ § Focus on a description of an experience that seems significant in some way ÂÂ § What issues are significant to pay attention to issues that perhaps are moved by a feeling or thought p54 ÂÂ § How do I interpret the way people were feeling and why they felt that way illness and admission to hospital create significant anxiety for people p55. understanding how others are feeling strengthens my empathic inquiry, my ability to know and connect with the experience of the other person. ÂÂ § How was I feeling and what made me feel that way did it contradict my values and beliefs. Refl ection is most often triggered by negative or uncomfortable feelings (boyd Fales 1983) it seems natural to focus on negative experiences because theses situations present themselves to consciousness p56. some question which could help are why I feel this way, do I often feel this way in similar situations, could I have not been this way. Another approach is to simply write a story around the feeling p57. Reflection is about coming to know who I am so I can better use my self for therapeutic work p58. Through reflection we become aware of our fear and see the way it constrains our practice. As we reflect we begin to work through the fear. However the deeper we go the more defended we are likely to become. One reason why reflection needs to be expertly guided is to explore these depths within a secure relationship.P58 ÂÂ § What was I trying to achieve and did I respond effectively (aesthetic)- reflect on my responses and actions within the experience and whether my responses were effective in meeting my intended outcomes. E.g. how I appreciated the situation, how I made clinical decisions, my skilful response, my reflection on consequences.p59. Model of reflective inquiry helps to review the way I appreciated the situation, made clinical judgements, responded skilfully and considered if I was effective in meeting the patients health needs. I then think about the influence of the ethical, empirical and person ways of knowing on my performance what is significant about this experience.p60. I can then contemplate how I might respond more effectively given the situation again, did we act for the best, do we know what the best is, what needs to change so we can act for the best p61 Model of reflective inquiry (Johns 2006 p61) ÂÂ § What were the consequences of my actions on the patient, others and myself involves contemplating the consequences of actions for others and yourself. It is deceptively deep.p61 ÂÂ § What factors influence the w ay I was/am feeling, thinking and responding to this direction (personal) gateway to knowing self what makes me tick, what factors pull my strings? To change ourselves we have to access, appreciate and then shift our mental models. This can feel scary as it leads the person deep within themselves, unearthing and revealing influences that stem from social and cultural practices or past experiences that have left a trace. p62 Influences grid (adapted from Johns 2004a:24) p 62 To change who I am requires awareness and understanding of these influences so I can begin to let go of them and learn new patterns of being more congruent with desirable practice. This cue explores boundaries with therapy and highlights the vital need for self-development in human-human encounter work that espouses the intention to work with people from spiritual, psychological and emotional frames of reference. ÂÂ § What knowledge did or might have informed me (empirical) guides the practitione r to identify and access relevant theory or research, critique it for its value to inform the particular experience, and assimilate it within personal knowing to inform future practice, enabling the practitioner to develop praxis (informed moral practice). Allows practitioners to respond meaningfully to the evidence-based practice agenda.p63 ÂÂ § To what extent did I act for the best and in tune with my values (ethical) all action is ethical. Every story is a moral story concerning the practitioners intention to act for the good. This cue has two inter-related issues: firstly, an ethical reflection on the best, and secondly, a review of my values and beliefs that constitute desirable practice. Often ethical principles contradict each other. As such, acting for the best always needs to be interpreted within each moment (copper 1991, parker1990) p64 This may create difficulties within the team if practitioners have different values and personal agendas or demand compliance with authority. Ethical mapping (johns 1998b) p 65 ÂÂ § How does this situation connect with previous experiences (personal) * Looking forward cues ÂÂ § How might I reframe the situation and respond more effectively given this situation again (reflexivity) -it is the fuelling of inquiry and opening to other possibilities in the quest for effectiveness and professional responsibility p72 ÂÂ § What would be the consequences of alternative actions for the patient, others and myself helps weigh up judgements (developing practical wisdom) rather than leaping to quick assumptions p73 ÂÂ § What factors may constrain me responding in new ways weighing up possibilities and considering the consequences of each also the influence grid p73 ÂÂ § How do I now feel about this experience draws attention to my feelings e.g. frustrated, angry or positive ones p73 ÂÂ § Am I more able to support myself and others better as a consequence am I supported well enough within my clinical practice p73 ÂÂ § What insights have I gained as I become more experienced at reflection, I internalise the cues and find myself not using them so formally, more as a check list, especially the influences grid and ethical mapping. P75 ÂÂ § Am I more able to realise desirable practice (framing perspectives) insights are inchoate, tentative. They impact on future practice and in doing so are transformed in response. There are at least six sources of responsibility: being responsible to: p77 1. the patient and family, to help them meet their health needs and support them through the medical response 2. self, to act with integrity according to beliefs and values and to ensure self-effectiveness 3. society, to fulfil and enhance societal expectations 4. the profession, to justify actions within the guidelines of the code of conducts 5. peers, to work in collaboration and mutually supportive ways to ensure patients and families receive congruent, consistent and effective care Appendix Two Gibbs reflective cycle was developed from Kolbs experimental learning cycle: Appendix Three Another model I have chosen to follow for my reflections is that of Boud (1994). Boud states that we undergo three stages of reflection before we commit to actions or outcomes. These stages are: o Stage One Returning to the experience. Replaying the experience in the mind to observe the event as it happened and to notice what occurred. o Stage Two Attending to feelings. Whilst emotions and feelings can be a significant source of learning they can also become a barrier (Boud, 1996). For this reason we need to either work with our emotional responses, find ways to set them aside or retain and enhance them should they be positive. If our feelings form barriers it is important that we recognise this and remove them as only then can learning proceed (Boud, 1996). o Stage Three Re-evaluating experience. This evaluation stage may consist of four aspects which can enhance reflection and its outcome. These are association, integration, validation and appropriation. The se stages help us relate the new experience to what we already know, seek relationships amongst the information and authenticate the resulting ideas and feelings (Boud, 1996). References Bossers.A, Kernaghan. J, Hodgins. L, Merla. L, OConnor, C Van Kessel. M (1999) Defining and developing professionalism, Canadian Journal of Occupational Therapy, 66 (3) p116-121 College of Occupational Therapy (2005) College of Occupational Therapists Code of Ethics and Professional Conduct. London, College of Occupational Therapists Diamond. B (2004) Legal Aspects of Occupational Therapy (2nd Ed), Great Britian, Blackwell Publishing Jasper, M (2003) Beginning Reflective Practice Foundations in Nursing and Health Care. Cheltenham, Nelson Thornes Ltd Johns. C (2009) Becoming a Reflective Practitioner (3rd Ed), United Kingdom, Wiley-Blackwell Boud. D, Keogh. R Walker. D (2005) Promoting Reflection in Learning: a Model Cited in Boud. D, Keogh. R Walker. D Reflection: Turning Experience into Learning, London New York, RoutledgeFalmer Boud. D, Keogh. R Walker. D (2005b) What is reflection in Learning? Cited in Boud. D, Keogh. R Walker. D Reflection: Turning Exper ience into Learning, London New York, RoutledgeFalmer The nine Belbin Team Roles (2009) retrieved 25.1.10 https://www.teambuilding.co.uk/belbin-team-role.html Alsop. A (2004) Continuing Professional Development A Guide for Therapists, Oxford, Blackwell Publishing Butler Creek (2008) Ethics. In Creek J, Occupational Therapy Mental Health (4th Ed) Edinburgh, Churchill Livingstone Cole, M (2005) Group Dynamics in Occupational Therapy The Theoretical Basis Practice Application of Group Intervention (3rd Ed) Thorofare Creek, J (2003) Occupational Therapy defined as a complex intervention London, College of Occupational Therapist. Finlay, L (2004) The Practice of Psychological Occupational Therapy (3rd Ed) Cheltenham, Stanley Thornes Ltd. Foster, M (2002) Skills for practice. In Turner. A, Foster. M Johnson.S.E Occupational Therapy Physical Dysfunction (5th Ed) Edinburgh, Churchill Livingstone Horowitz. B (2003) Ethical decision-making challenges in clinica l practice. Occupational Therapy in Heath Care 16 (4), 1-14 McClure, P (2004) Reflection on practice, Retrieved 07.10.09 from: https://www.practicebasedlearning.org/resources/materials/docs/reflectiononpractice.pdf Reeves S, Zwarenstein M, Goldman J, Barr H, Freeth D, Hammick M Koppe I (2008) Interprofessional education: Effects on Professional practice and health care outcomes. Cochrane Database of systematic Reviews issue 1. Retrieved 11.10.09 from: https://mrw.interscience.wiley.com/cochrane/clsysrev/articles/CD002213/pdf_fs.html Richardson G Maltby H (1995) Reflection on practice: enhancing student learning. Journal of Advanced Nursing 22 (2), 235-242 Salls. J, Dolhi. C, Silverman. L Hansen. M (2009) The use of evidence-based practice by Occupational Therapy. Occupational Therapy in Health Care 23 (2), 134-14

Marjane Satrapi s Persepolis - 1728 Words

Marjane Satrapi deliberately uses an interesting layout usually used in successful comic books that convey deep messages. The layout of the graphics in Persepolis include elements such as panels, gutters, and graphic weight. The panels, or distinct segments of a comic containing a combination of images and texts, provide transitions that are instantaneous and direct. For example, on page seven, Satrapi uses a panel to show an innocent conversation with her grandmother about the rules she will assign once she becomes a prophet. The author also uses gutters - the space between framed panels- to clearly show where time happens. For instance, on page three, a gutter is used between two images to show the Islamic Revolution taking place in 1979†¦show more content†¦Based upon the images Satrapi uses, it is evident that the comics allow her to not only reflect on the memories of being surrounded by constant chaos and dramatic changes in her life, but also to convey to readers the amount of obligations she was forced to follow because of the Islamic Revolution and the fear her and her family faced because of their liberal nature in a conservative country like Iran. We can conclude this by realizing how many images in the first chapter show events like protesting and speeches that revolved around forcing people to follow a certain religion and culture. Historical Context Satrapi’s graphic fiction heavily revolves around the political history of Iran. 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A result Air Asia has to develop Free Essays

The current business environment is characterized by a considerable level of competitive rivalry and as a result businesses have to constantly reengineer their internal processes in order to develop a sustainable competitive advantage. This is the situation in the airline industry and as a result Air Asia has to develop a sustainable competitive advantage. It is believed that the installation of the e-commerce application will facilitate the implementation of the most important strategy: maximizing access to information. We will write a custom essay sample on A result Air Asia has to develop or any similar topic only for you Order Now This is one of the most important strengths for the company not only because the company will be in a position to collect more information about its customers, but also because the customers will be able to get more information as well. As a result, this will serve as an advertising tool for the company. In this respect, the company will not be facing any problem because the strategy is being implemented through a joint venture with Microsoft. The airline industry is characterized by a high level of competitive intensity and therefore Air Asia has to constantly reengineer its internal operations in order to build and maintain a competitive edge. In this respect, the strategic focus of the company is cost minimization. According to Michael Porter’s framework for strategy formulation, a business organization has three strategies at its disposal in order to build and maintain a competitive advantage. These are differentiation, cost minimization and focus (cited in Fred, 2006). Although Air Asia might be said to be implementing all three strategies, its focus is on minimizing costs. The company is implementing the strategy of focus by targeting underserved markets while it is implementing the strategy of differentiation by adding value-added services to its repertoire. However the reasoning behind choosing to adopt these strategies has been to locate opportunities for ensuring customer satisfaction through focusing on areas of the market which have not been targeted by competitors. As a result, Air Asia manages to charge lower prices than many of its competitors while maintaining comparable standards of quality. Mobile commerce is an extension of e-commerce according to which computer systems can be accessed through the internet on mobile devices such as PDA, smartphone or a cell phone (cited in Hitt, 2007). Mobil commerce has greater flexibility than e-commerce because it has satellite connectivity. As a result, devices which do not have internet connectivity but which have satellite connectivity can conduct transactions via m-commerce. In this respect, it must be mentioned that m-commerce can conduct video and audio conferencing. Therefore the application of m-commerce leads to greater scope for business-to-business and business-to consumer exchanges. This has become the crucial business model in the current business environment which is characterized by a high level of competitive rivalry. This means that businesses must focus on the process of cost minimization. This is facilitated through both e-commerce and m-commerce applications as they facilitate the development of B2B and B2C frameworks. However m-commerce is more convenient because of its greater accessibility. Air Asia’s application of Windows Vista can be extended to m-commerce because Microsoft has already developed operating systems for mobile phones. Therefore Microsoft will be in a position to create interoperability between e-commerce and m-commerce through the Air Asia gadget. Although m-commerce is wirelessly connected, it has the flexibility of being connected through e-commerce as well. This means that any solutions developed for e-commerce can be accessible through m-commerce. This will benefit the consumers because they will not have to be connected to the internet once the Windows Vista application is made compatible in the m-commerce platform. In this respect, the costs of conducting e-commerce applications are higher than m-commerce applications. E-commerce requires connectivity via a personal computer. With m-commerce the same amount of information can be processed through a cell phone. Evolution of e-commerce and m-commerce M-commerce is conducted through small hand-held devices. These devices have small screens which might make it difficult for the customers to read the information. At the same time however, these devices are easily carried. Therefore, through m-commerce, the customers can be in greater contact with the source of information. Another great advantage of m-commerce is that they use wireless application protocols. Therefore they do not have connected through wires. This enhances the portability of m-commerce applications. However the problem is that the technology involved in the wireless application protocol has still room for improvement so that connectivity is still limited. This enhances the cost of conducting transactions because the more time that the customer waits for the information to arrive, the more costly it is. Therefore money-wise it is still more feasible to use an e-commerce application. However there is no doubt that the issues of user-friendly computing are better addressed through m-commerce. In the case of e-commerce, there is a considerable level of concern with security. These issues are less relevant in m-commerce because of its wireless connectivity. However even satellite services which serve as the platform for m-commerce can be vulnerable to online hackers and therefore mobile phone companies are now investing in this area. However there is no doubt that in m-commerce there is less potential for security issues and as a result this is a more attractive proposition for the customers. The problem is that without additional advancements in e-commerce, m-commerce will not become viable. This is a critical issue to consider because different services such as airlines must focus their resources more on m-commerce than on e-commerce because mobile phones are more widely used than computers. Therefore any promotional campaigns targeting online business services will gain greater exposure through m-commerce than through e-commerce. The most important contributing factor is that even those consumers who are not comfortable with using computers in conducting online transactions will have used mobile phones for communications purposes. How to cite A result Air Asia has to develop, Papers

The Man with the Twisted Lip Essay Example For Students

The Man with the Twisted Lip Essay Examine the settings which the writers have chosen for their stories in the Signalman and The Man with the Twisted Lip. Consider the effects that each writer has created and how they contribute to the atmosphere. Both The Signalman by Charles Dickens and The Man with the Twisted Lip by Sir Arthur Conan Doyle use setting to create a menacing atmosphere. They were also both written during Queen Victorias reign: The Signalman in 1866, and The Man with the Twisted Lip in 1891. The Signalman was written five years after the Clayton tunnel crash and a year after Dickens was involved in the Staplehurst rail crash which killed ten people and injured forty-nine. Central to the Signalman are two rail accidents, preceded by the appearance of a spectre, and these are both believed to have been used as material for the story. It is, perhaps, saying that railways, a product of the Industrial Revolution and rationality, are not immune to unknown and irrational forces. The Industrial Revolution changed the world: the Victorian era saw the rise of machine powered labour needing fewer people to do work, and mass movement of people from the country to cities. The Man with the Twisted Lip is one of Doyles famous Sherlock Holmes stories. Sherlock Holmes is an amateur detective who always manages to solve his cases, unlike the police of the time who were unable to catch the infamous Jack the Ripper, at work two years before this story was written. Holmes was so popular that when Doyle killed him off, the public demanded he be brought back. Doyle used real settings for his stories, mostly in London, including Baker Street, where Holmes lived. For readers of the time, it provided a feeling that exciting things were happening in the streets they walked in; today it grants us an insight into historical London. Dickens also created many memorable descriptions of London and its people, using characters from all sections of society. This story, however, is set around an isolated stretch of railway line in an unnamed part of the countryside. This ambiguity of location adds to the mystery surrounding the line. From the very beginning of the Signalman, Dickens introduces the sinister atmosphere of the story. There is an instant contrast between the signalman, shadowed down in the deep trench and the narrator high above (in the) glow of an angry sunset. The narrator, as yet unaware of the supernatural happenings, has to descend into darkness and the unknown to satisfy his curiosity. This is a common device in many mystery and ghost stories, and in todays horror films. By calling the sunset angry, Dickens hints at violence, and also the colour red, associated with aggression. This is echoed in the rapid approach of a train, suddenly growing from a vague vibration to a violent pulsation, suggesting hostility and attack, and possibly a warning to the narrator to turn away. The rough zigzag path is also unwelcoming, and rough implies that no one else uses it. The cutting, a man-made scar on the landscape, is deep and probably dangerous, as it becomes oozier and wetter as he goes down, again, a reason for him to turn back. The stone is clammy as if it is sweating nervously and unpleasantly. As the narrator reaches the signalman, it becomes clear that this is an ominous and gloomy place. It is solitary and dismal devoid of hope or life. The wall of jagged stone is primitive and unsafe, excluding all but a strip of sky. It is denying any view of the natural world above, generating a mood of claustrophobia and captivity, accentuated by the description of the setting as a dungeon with dripping-wet walls. .uf1f38ff098419d8e4f14d57935250dac , .uf1f38ff098419d8e4f14d57935250dac .postImageUrl , .uf1f38ff098419d8e4f14d57935250dac .centered-text-area { min-height: 80px; position: relative; } .uf1f38ff098419d8e4f14d57935250dac , .uf1f38ff098419d8e4f14d57935250dac:hover , .uf1f38ff098419d8e4f14d57935250dac:visited , .uf1f38ff098419d8e4f14d57935250dac:active { border:0!important; } .uf1f38ff098419d8e4f14d57935250dac .clearfix:after { content: ""; display: table; clear: both; } .uf1f38ff098419d8e4f14d57935250dac { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf1f38ff098419d8e4f14d57935250dac:active , .uf1f38ff098419d8e4f14d57935250dac:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf1f38ff098419d8e4f14d57935250dac .centered-text-area { width: 100%; position: relative ; } .uf1f38ff098419d8e4f14d57935250dac .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf1f38ff098419d8e4f14d57935250dac .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf1f38ff098419d8e4f14d57935250dac .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf1f38ff098419d8e4f14d57935250dac:hover .ctaButton { background-color: #34495E!important; } .uf1f38ff098419d8e4f14d57935250dac .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf1f38ff098419d8e4f14d57935250dac .uf1f38ff098419d8e4f14d57935250dac-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf1f38ff098419d8e4f14d57935250dac:after { content: ""; display: block; clear: both; } READ: Essay On Teenage SuicideDickens writes that there is so little sunlight instead of describing it as dark to increase the desolation by making it seem deprived of something. Dickens also describes the smell, an earthy deadly smell reminiscent of a graveyard, a traditional horror or mystery setting. Looking one way is only a crooked prolongation of this view. The adjective crooked suggests dishonesty and wrongness, and prolongation that it never ends and again, there is no escape. In the other direction is only the gloomy red light and gloomier black tunnel. By using gloomy instead of dark Dickens makes them seem dreary. Both the light and the tunnel are significant later in the story, and the narrator is already wary of them. The use of the comparative implies that wherever he looks, he can find nothing better about the place: it only gets worse. The massive architecture of the tunnel suggests this artificial structure is soulless and makes the narrator feel small. The atmosphere is barbarous. Like the jagged wall this conveys the crudeness unexpected in this modern creation. It is also forbidding, continuing the theme that the narrator should not be there. The sense of foreboding is strong; he says it struck chill to me, a worrying sensation that could be due to the ghostly presence. Struck suggests it is sudden and perhaps unsettling. It is as if the narrator has left the natural world, and indeed, there is a supernatural presence here in the spectre that appears. It suggests death, as if he has left this world and passed into another. Finally, it is a lonesome post forgotten by all, and he later considers this may have had an effect on the signalmans mind. These subtle hints of the supernatural build the tension for later in the story. Once the narrator has introduced himself to the signalman, he is taken to the box. Although it is small, as implied by the word box itself, it has a fire, a desk and a telegraphic instrument, all solid, comforting and things. The fire is inviting and a great reassurance. The desk and telegraphic instrument are both symbols of the new logical world, where science increasingly explained the world. The Man with the Twisted Lip begins in Dr. Watsons cosy living room. It is the hour when a man gives his first yawn so he is not planning to do anything else tonight. However the arrival of Kate Whitney makes him leave his armchair and cheery sitting-room. It is not necessary for the story to start here: Doyle could have begun it on the way to the Bar of Gold, but this location is a direct contrast to the places Watson will go to next. Swandam Lane is a vile alley lurking near the wharves somewhere in the East End, the poorest part of London. Vile suggests a repulsive atmosphere and alley a dark, fetid passageway. The personification of lurking makes it seem either ashamed, or lying in wait, about to attack. The slop shop and gin shop are an indication of the poverty of the area. A slop shop was a place where ready-made clothing was sold which no respectable Victorian person would wear. The gin shop implies drunkenness and possible violence, as well as reinforcing the poverty of the area: gin was drunk by most working class people. It is dark, apart from the two golden tunnels of yellow light from a cart. Golden suggests something precious and tunnels some form of escape. Few sounds penetrate the gloom. The policemans footfall is one, as a policeman would be needed in such a place, probably to subdue the shouting revellers. These noises serve to heighten the silence around, suggesting that no one wants to stay there long. The murky river moves sluggishly, murky suggesting debris hidden beneath the surface, and the adverb sluggishly gives the river the same lazy characteristics of the inhabitants of the area, or the middle- and upper-class view of them, as until recently they were the only people able to read. .u6c1d0bdea23c3232015e7a1523db3738 , .u6c1d0bdea23c3232015e7a1523db3738 .postImageUrl , .u6c1d0bdea23c3232015e7a1523db3738 .centered-text-area { min-height: 80px; position: relative; } .u6c1d0bdea23c3232015e7a1523db3738 , .u6c1d0bdea23c3232015e7a1523db3738:hover , .u6c1d0bdea23c3232015e7a1523db3738:visited , .u6c1d0bdea23c3232015e7a1523db3738:active { border:0!important; } .u6c1d0bdea23c3232015e7a1523db3738 .clearfix:after { content: ""; display: table; clear: both; } .u6c1d0bdea23c3232015e7a1523db3738 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6c1d0bdea23c3232015e7a1523db3738:active , .u6c1d0bdea23c3232015e7a1523db3738:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6c1d0bdea23c3232015e7a1523db3738 .centered-text-area { width: 100%; position: relative ; } .u6c1d0bdea23c3232015e7a1523db3738 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6c1d0bdea23c3232015e7a1523db3738 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6c1d0bdea23c3232015e7a1523db3738 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6c1d0bdea23c3232015e7a1523db3738:hover .ctaButton { background-color: #34495E!important; } .u6c1d0bdea23c3232015e7a1523db3738 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6c1d0bdea23c3232015e7a1523db3738 .u6c1d0bdea23c3232015e7a1523db3738-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6c1d0bdea23c3232015e7a1523db3738:after { content: ""; display: block; clear: both; } READ: Rustlers of Panther Gap EssayThe steps down to The Bar of Gold have been worn by the ceaseless tread of drunken feet. This shows that people are already intoxicated when they go there to smoke opium, another indication of squalor. The steps lead down to a black gap. As in The Signalman, the character must descend into the unknown. The long low room is thick and heavy with brown smoke creating an oppressive atmosphere.