Compare and contrast the theories

Compare and contrast the theories Part I 1. Compare and contrast the theories and basic treatment models of Albert Ellis and Aaron T. Beck. Include a discussion of the structure, theoretical/philosophical positions, therapist activity, demands on the client, and empirical support. Albert Elliss basic treatment model is rational emotive behavior therapy (REBT). The theoretical basis of Elliss model is that individuals routinely cope with life issues by reconstructing their beliefs, affect, and behaviors in adaptation to the problem (Ellis, 2000). While this psychological process seems like a positive way to adapt in regards to an issue, many individuals inevitably construct poor beliefs and behave in a repetitive and maladaptive manner. Meaning, that not only does the problem still exist in one way or another, but that the behavior, or more specifically the schematic agenda, created by this poor cognitive process only adds to a schema that is poorly built. In this regard, the future result of the next problem will be dealt with poorly all over again due to a lack of introspection of the past consequences or possibly simply due to a lack of individual skills. Additionally, REBT considers that most individuals bring about problems for themselves by creating personal imperatives (Ellis, 2000). These personal imperatives involve internal statements that include: I will perform well to gain others approval, my life should be trouble-free and enjoyable, and everyone should treat me well (Ellis, 2005). In this manner, when these expectations (demands) are not met, individuals create their own affective misery. In response to this, therapists using REBT are expected to use a more directive manner than when using a psychodynamic approach, for example. Clients are shown how to acknowledge and then dispute within themselves their irrational beliefs. In addition, therapists not only give the clients unconditional acceptance, but the therapist must gives themself Unconditional Self-Acceptance (aka USA) (Ellis, 2005). Becks Cognitive therapy rests on the principle of collaborative empiricism (Hollon Beck, 2000). Cognitive therapy theorizes that clients have automatic thoughts and that these thoughts are incorrect beliefs, therefore, they create maladaptive behaviors (Wenzel, Brown, Beck, 2009). A cognitive therapist would teach their clients how to think more like a scientist by showing them that their beliefs are not necessarily facts. Meaning, client would collect data from their issues, their behaviors, and their consequences, and pseudo-empirically test their possibly irrational beliefs. Within this process, the hope is that the automatic thoughts will be addressed and corrected. Though, Becks Cog ­nitive therapy is somewhat different than Elliss Rational Emotive-Behavior Ther ­apy (REBT). While they both have their basis in the processes of cognition and how those thoughts motivate behavior, one could argue that REBT uses the influence of logic reasoning to change the clients schema (Hollon Beck, 2000). Also, Becks Cog ­nitive therapy differs from REBT because there is an emphasis in the testing of beliefs in-vivo from an empirical point of view. In either type of cognitive-based therapy, there are a large degree of empirical data that supports how effective CBT is. In fact, there are studies that suggest CBT is more effective than medication for depression (McGinn, 2000). 2. The First Wave was behavior therapy. The Second Wave was Cognitive and cognitive-behavioral therapy. The Third Wave includes the works of Hayes and Linehan. Is the Third Wave a wave, a tsunami, or just a gentle lapping at the shore? How are these waves different? The first wave, Behavior therapy, is based upon the theories of classical conditioning and operant conditioning developed by B.F. Skinner and Ivan Pavlov. Behavior-based therapy considers the behaviors antecedent and reaction, then viewing how the consequence is processed to influence the occurrence and the repetition of the same behavior (Skinner, 1969). The second wave involves the addition of the cognitive model. This model is based on how interpretations or misinterpretations are created and how they eventually relate to the individuals affective experiences and the behavior that is manifested. (Wenzel, Brown, Beck, 2009). The combination of behavioral and cognitive aspects in this wave is the use of reinforcers that are directly related to personal experiences. Meaning, that the exposure of thoughts, reinforcers, and behaviors to the client will help in the realization of negative thought patterns in relation to their situation. Thus, in the true essence of CBT, they will be ab le to scrutinize themselves, the world, and the future. The hope is that the client will work, with the therapist, towards beneficial life changes. The third wave is its own wave. This wave of Cognitive therapy was developed as a consequence of the restructuring process of the second wave of Cognitive Therapy. As described by Linehan Dimeff (2001), Dialectic Behavioral Therapy (DBT) was created due to the failures of standard Cognitive and/or Behavioral therapy. It is suggested that too much emphasis was put on change the of individual which resulted in an invalidation of the client; an invalidation of the ability of the client to succeed when they have, in their perception, failed so much already. Therefore, a large conceptual part of DBT is skills training of emotion regulation, interpersonal effectiveness, mindfulness, and distress tolerance (Linehan Dimeff, 2001, p. 1). DBT purposefully takes into account not only the change that needs to occur cognitively, but also the in the moment affect of the client. Concurrently with DBT, Acceptance and Commitment Therapy (ACT) was created by Steven Hayes as a psychological intervention that also uses mindfulness but has a spotlight on personal acceptance (Hayes, 2009). Hayes coins a term called psychological flexibility, in where an individual is able to fully connect to themselves in spite of the changing situations and personal mood. With this flexibility in mind, the third wave CBT and the mindfulness concept differs from traditional second wave CBT due to highly dynamic approach that is expected from the therapist towards the client. Maybe too simply put, 2nd wave CBT focuses highly on »Ã‚ ¿ cognition while DBT focuses more on behavior and skills (or lack of). Therefore, the central aspect of the new third wave CBT is helping clients review and accept their thoughts in order to alter the maladaptive automatic reactions they have been using to cope. CBT is not just how your cognitions effect your behavior, but an attempt to understand the complex interconnection of schemas that produce reactions in all areas of functioning including: affect, physiology, and behavior (Claessens, 2010). 3. From your reading and research what would be the main points of agreement and difference between: 1) CBT, 2) psychodynamic therapy, and 3) family systems therapy. While psychodynamic therapy and family systems therapy agree that human development is largely determined by significant interpersonal relationships, and that this understanding is crucial to treatment, CBT places greater emphasis on the individual. The main focus of CBT is placed only on the person in therapy, their schemas, automatic thoughts, and cognitive distortions (Freeman Eig, n.d.). Conversely, psychodynamic theory revolves around feelings and behavior being determined by interactions with others. Transference plays a key role in understanding present patterns of behavior which originated in previous attachment-based relationships (Leichsenring, Hiller, Weissberg, Leibing, 2006). Psychodynamic psychotherapy aims to identify problematic relationships from the past and to provide the client with a safe, therapeutic relationship, as well as helping them build additional positive relationships. While family systems therapy also works within the context of attachment-based rela tionships, the focus is on the relational dynamics taking place in the moment. Family and couples therapists work with all affected people, together and separately, in order to address intrapersonal and interpersonal dysfunction (Liddle, 2010). CBT and psychodynamic therapy both address the clients core beliefs, though how these beliefs were formed is not necessarily crucial to CBT based treatment. Family systems puts the focus on developing positive interactions between family members. Meanwhile, relationships in family systems therapy are already established and occurring in the present (Liddle, 2010). Psychodynamic therapy focuses on harmful relationships of the past and understanding them, but not always focusing on building positive relationships in the future. While both the CBT and Psychodynamic approach attempt to diminish psychopathological symptoms and grief, a very central difference between CBT and psychodynamic therapy is that psychodynamic therapy attempts to determine at why you feel or behave the way you do. Specifically, psychodynamic therapy concentrates on trying to uncover the deep and often unconscious motivations for feelings and behavior whereas CBT does not necessarily consider this a priority you cant see whats ahead of you when youre looking over your shoulder (Freeman, 1993, 2011). In practice, CBT attempts to lessen the clients suffering as quickly as possible training their mind to replace maladaptive thought patterns, perceptions, and conduct with helpful ones in order to modify behavior and affect. Part II 1. How is structure used in CBT? What is the purpose of structuring the sessions? What techniques would be used to achieve the structure for the therapy and for the sessions? Structure in therapy can have several meanings. Structure could mean the format of the therapy as a whole, whether it would be very brief, short-term, or long-term. Structure could mean the environment of where therapy takes place, such as in a hospital or in a private office. However, the most relevant and crucial meaning of structure within CBT is the structure of the session. 45-50 minutes a week is not a great length of time, so the structure of CBT in practice should be designed to be as efficient as possible. Each session should be a meaningful exchange between therapist and client. The therapists and clients collaborative goals should always be center stage, but the set agenda needs to take precedence. As Freeman, Pretzer, Fleming, Simon (1990) notes, spending a few minutes each session is an asset to the therapeutic milieu and is possibly the most valuable technique in creating a environment of progression instead of digression. A typical structure of a session as described by Freeman, Pretzer, Fleming, Simon (1990) involves: agenda setting, a review of clients current status, consideration of events of the past week, requesting feedback regarding previous session, review any homework from the previous session, a focus on main agenda issues, develop any new homework, and once again looking for feedback regarding current session (p.17). Taking into consideration how the client and therapist envision the sessions while creating a agenda allows redirection of the client when the discussion goes off the expect path, but also reduces the likelihood that the client will feel pushed around or invalidated (Freeman, Pretzer, Fleming, Simon, 1990). Additionally, a client who is defensive, aggressive, or always in crisis may make the progression of the weekly session unstable when a joint program is not set (Persons, Davidson, Tompkins 2001). Therefore, the collaboration between client and therapist when setting the main agenda is essential. If this teamwork does not occur, in where the therapist decides completely the topic of the session, the client may not effectively grasp the meaningfulness of the session due to a lack of motivation because they do not feel involved. Additionally, a lack of review of the agenda with the client may also put the inexperienced therapist unsure of where to go next in the session (Persons, Davidson, Tompkins 2001). The termination of a session should not be an unexpected and sudden event for the client. A therapist must bring some sort of closure in relation to goals of the session while allowing sufficient time to address the ending of therapy and any issues the client still has. (Joyce, Piper, Ogrodniczuk, Klein (2007). Therefore, even with an opportunity for feedback about the previous session toward the beginning of a session, there should be a set time for feedback about the curren t session at the end of the therapy. In both instances, this time allows for a discussion of problems that may have occurred, such as errors in communication, misunderstandings, or general feedback from the client (Freeman, Pretzer, Fleming, Simon, 1990). 4. How is Narcissistic Personality Disorder defined, assessed, conceptualized, and treated? How does a therapist deal with this resistant patient? Narcissistic Personality Disorder is defined by cognitive processes that involve selective attention of the meaning of events and dichotomous thinking (Freeman, n.d.). This dysfunctional internal thought arrangement is due to the postulation that the individual considers themselves as special, or just better than others. However, from a psychodynamic perspective, the definition of the disorder changes a bit. Ledermann (1982), describes the disorder as something of an opposite of an individual who considers themselves as special or has a proclivity to engage in self-worship, it is the inability to love oneself and hence the inability to love another personThey are fixated on an early defense structure which springs into being in infancy-when, for whatever reasons, there is a catastrophically bad fit between the baby and the mother, frequently compounded by the lack of an adequate father and by other inimical experiences in childhood. Babies, thus deprived, grow into persons who lack t rust in other peopleThey experience their lives as futile and empty, and their feelings as being frozen or split off (p.303). This psychodynamic perspective is a bit extremist and obviously over-analyzed. To say that the narcissistic individual is unable to love is akin to calling an individual with low self esteem a sociopath. On second thought, it has been noted that a narcissistic individuals is very similar to a sociopath due to a lack of empathy for others and no desire to do what is right (Freeman, Pretzer, Fleming, Simon, 1990). Regardless, one could argue that the narcissistic individual really does suffer from low esteem. That maybe they are grasping at the straws of the world looking for someone to approve of them. The more likely reality is that on a day by day, second to second process, the narcissistic individual is looking for aspects of their lives and environment that feed or fit into their own schema of how great they are. This could also entail an ignoring of any evidence that goes contrary to their belief structure. Therefore, the treatment and the goal of therapy for the narcissistic individual is not to necessarily expose the cognitive flaws and the interpersonal manipulations that have occurred. Doing so would go against the foundation of the narcissistic individuals schematic structure and probably prematurely end therapy (Freeman, Pretzer, Fleming, Simon, 1990). First, a realization of the difficulty that lies ahead must occur for the client and the therapist. There must be a observed equalization of power between the therapeutic alliance because preventing a power struggle is generally the first step that must be taken. Freeman, Pretzer, Fleming, Simon, (1990) allude to the idea that homework assignments may not be the best approach with these individuals due to the likelihood of noncompliance because of the patients belief that they are special. Instead the therapist must present the therapy to the client as something of great value to them instead of a type of humiliation (Freeman, n.d .). A resistant patient such as this is not only opposing to feedback or questioning, they see it as a fundamental aggressive criticism that attacks their very existence. Due to their innate response to invalidate a therapists statement or view, a therapist must be dynamic and hold an absolute positive regard towards the individual and appear to appreciate deeply what is stated by the client.

Respiratory Diseases :: Nursing

Respiratory Diseases   Ã‚  Ã‚  Ã‚  Ã‚  Respiration is the process of taking in and using oxygen. There are three different phases of respiration: external respiration, internal respiration, and cellular respiration. External respiration is the intake of oxygen from the environment and the release of carbon dioxide. In internal respiration, oxygen is carried to the cells and carbon dioxide is carried away from the cells. In cellular respiration, oxygen is used in chemical reactions within the cells. Some Diseases of the respiratory system are: bronchial asthma, the common cold, and diphtheria. Bronchial asthma is a disease in which the bronchial passages are made smaller and swelling of the mucous lining causes blockage of breathing, usually due to dust, animal fur or feathers, or pollen. Many people have asthma which is caused by allergies, called extrinsic asthma, usually suffer from hay fever. Non allergic asthma, which adults usually have, is called intrinsic asthma. Intrinsic asthma is usually caused by respiratory infections and emotional upsets. A typical asthma attack begins with coughing, wheezing, and shortness of breath. Some people have dry coughing as the only symptom. Attacks usually last only a couple hours. An attack may happen again in hours to even years after the first attack. Asthma attacks can be treated and prevented by the use of drugs. Albuterol or terbutaline, which can bring relief within minutes, is the usual treatment. The common cold is another disease of the respiratory system. The cold affects the mucous membranes of the nose and throat. It causes nasal congestion, sore throat, and coughing. A cold usually lasts up to an average of seven days. There is no known cure for the common cold yet. Diphtheria is another respiratory disease that, most of the time, affects

Inquiry learning Essay

Introduction Discovery learning or Inquiry Learning has a long history in education and has regained popularity over the last decade as a result of changes in the field of education that put more emphasis on the role of the learner in the learning process. Zachos, Hick, Doane, and Sargent define discovery learning as â€Å"the self-attained grasp of a phenomenon through building and testing concepts as a result of inquiry of the phenomenon. † The definition emphasizes that it is the learner who builds concepts, that the concepts need to be tested, and that building and testing of concepts are part of the inquiry of the phenomenon. Computer simulations have rich potential to provide learners with opportunities to build and test concepts, and learning with these computer simulations is also referred to as simulation-based discovery learning (Lester, Vicari, & Paraguacu, 2004). Students engaged in discussions – raising questions, resting ideas, challenging each other’s assertions – is at the heart of inquiry learning. Such discussions enable students to go beyond hands-on activities to interpret and reflect on their experiences and develop new ways of thinking. Reflecting their understanding of inquiry learning, the originators of network science aimed to have students in distant classrooms use the network to discuss science with one another like collaborating scientists (Feldman, 2000). Literature Review The main goal of discovery learning activity is to obtain and/or construct knowledge about a domain by performing experiments and inferring rules and properties of the domain from the results of those experiments. Research on discovery learning has shown that learners can experience a range of problems that can prevent successful learning. Discovery learning requires learners to act in the same manner as scientist when discovering the properties and relations of the domain that is simulated, using processes that are very similar to the processes of scientific discovery. Learners need to generate hypotheses, design experiments, predict their outcome, interpret data and reconsider hypotheses in order to construct knowledge about the domain. With each of these learning processes, problems can arise. Learners can fail to state testable hypotheses, design uninformative experiments or interpret experimental results badly (Gauthier, Frasson, & VanLehn, 2000). In order to make discovery learning successful, learners can be supported from within the learning environment. The learning environment can contain cognitive tools that can be directed at the support of one or more learning processes. Cognitive tools can offer support to the learner in several ways of support, creating a learning dialogue between the learning environment and the learner and at establishing the conditions under which profitable learning processes takes place. Cognitive tools play a role in supporting and provoking these learning processes (Gauthier et al. , 2000; McTighe & Wiggins, 2005). Like in discovery learning, the idea of simulation-based discovery learning is that the learner actively engages in a process. In an unguided simulation-based discovery environment learners have to set their own learning goals. At the same time they have to find and apply the methods that help to achieve these goals, which is not always easy. Two main goals can be associated with simulation-based discovery learning; development of knowledge about the domain of discovery, and development of skills that facilitate development of knowledge about the domain (Lester, Vicari, & Paraguacu, 2004). Those who read Guthrie, Cornford, Allen, and Bluck, among others, will find there what we might call the â€Å"traditional view. † According to this view, the paradox is a dilemma about one’s epistemic resources at the outset of inquiry and the role those resources play at the inquiry’s conclusion. The alternatives that the dilemma proposes are beginning with 1) total, explicit knowledge or 2) absolute ignorance. The doctrine of recollection provides the solution with its proposal that all inquiry begins with something intermediate between 1) and 2): latent, unconscious, or implicit knowledge. When these commentators speak of â€Å"total knowledge,† they seem to have in mind â€Å"self-consciously clear† or â€Å"conscious† knowledge (Anton & Preus, 1989). There are three points to be borne in mind in any discussion on learning by discovery. First, what is involved primarily is the learning of facts, concepts and principles rather than skills, techniques or sensitivities; and the subjects most relevant to discovery learning are mathematics, science and environmental studies. Second, it is usually associated with the traditional classroom, and third learning by discovery does not just happen; it comes about as a result of a particular teaching method or strategy. Numerous strategies can be distinguished in this connection; perhaps the most common one to be found is that of guided discovery (Manion, Morrison, & Cohen, 2004). Discovery or Inquiry must ultimately in the history of the race precede instruction; for if it’s this teacher who teaches from someone else who learned it from another teacher that cannot go back indefinitely. Somewhere in the knowledge that we pass on in the process of teaching, someone must have discovered it for himself. so we see, first of all, that learning by discovery is primary (Loucks-Horsley & Olson, 2000). Learning by instruction is secondary. And if this is so then we also see that teachers are, in an absolute sense, dispensable. For nothings which can be learned by instruction with teachers is impossible to learn without teachers. I don’t mean teachers aren’t useful; they are. For most of us would not be able to learn without the help of teachers or learn as rapidly or learn as easily the things we have to come to know in the course of our lifetime. But I do not mean that teachers are only helps. And this understanding of the teacher as an aid, as something which helps in the process of learning, is the deepest insight into the nature of teaching in relation to learning (Adler, 2000). Learning by instruction, learning with the help of teachers is no less active than learning by discovery or inquiry. Perhaps it would be better then, instead of saying learning by instruction and learning by discovery, to call them both learning by discovery; learning with a teacher as â€Å"aided discovery† and learning without a teacher, as â€Å"unaided discovery (Adler, 2000). Analysis Many network science projects have not lived up to their potential to involve students in productive inquiry. Firstly, the network science model of curriculum typically constraints classrooms by imposing rigid schedules for data submission and exchanges. The low level of completion for many network science projects – which, was less than 50% of classes in one project submitting data – may reflect teacher’s inability to fit the real lives of their classrooms, punctuated by school events and holidays and snowstorms, into the schedule demands of many network science projects (Feldman, 2000). Aiming to coordinate work among classes, many network science projects are constrained by centralized schedules. To refocus science learning on inquiry, teachers and students need flexible schedules to allow questions to be pursued in greater depth. Without such flexibility, the potential of the curriculum to support student inquiry is greatly diminished (Feldman, 2000). Secondly, network science encourages the use of scientific and social problems to spark learning, focusing on the importance of investigating questions for which the answer is not known. However, this emphasis on questions for which the answer is not known and the questions are of genuine interest to scientists excludes the possibility of students investigating concepts that may be well known to scientist but no longer of interest to them. Because such concepts are still unknown to students and potentially of great interest, they offer a scientific excursion through which students can reliably have successful and powerful learning experiences. For example, students might investigate phenomena as simple as why some objects float – a topic that is unlikely to be of any interest to scientists (Feldman, 2000). Inquiry learning, under appropriate conditions, is highly desirable; an elaborate pattern of ideas must be built up in a child’s head and only the child can built it; it is the teacher’s job to help the child to build up this elaborate structure of interrelated ideas, and to help the child correct the structure of interrelated ideas, and to help the child correct the structure whenever it is found to be in error (Solomon, 1988). By means of discovery learning we may reasonably expect children to learn something new; and to do so through some initiative of their own. Moreover, a teacher supports a child’s self-chosen activity with questions, commentary and suggestions (Manion et al. , 2004). Conclusion In this paper, we presented a view on combining collaborative learning and the discovery learning. The aim was to show how we can benefit from theoretical knowledge on discovery learning to enhance the added value that collaboration can have and, vice versa, how collaboration in itself can serve as support for the processes of discovery that learners can engage in. Mutual gain can be created from combining collaborative and discovery learning by increasing the mutual awareness in tools supporting either type of learning. Adding knowledge about discovery to collaborative tools can enhance collaborative tools to adapt themselves or give feedback on their contents. On the other hand, collaborative processes take the role of cognitive tools for discovery learning in making learning processes explicit. Of course the examples given in the paper are only a small part of what become possible combining two powerful paradigms of learning (Gauthier et al., 2000). In the latter part of the paper we show how a theory of discovery learning can help to design architecture for communicative support for discovery learning. A central place is taken by a common frame of reference that supports the communication between the different components in the architecture (Gauthier et al. , 2000). References: Adler, M. J. (2000). How to Think About the Great Ideas: From the Great Books of Western Civilization. Chicago and La Salle: Open Court Publishing. Anton, J. P. , & Preus, A. (1989). Essays in Ancient Greek Philosophy: Plato. New York: SUNY Press. Feldman, A. (2000). Network Science, a Decade Later: The Internet and Classroom Learning. Mahwah, New Jersey: Lawrence Erlbaum Associates. Gauthier, G. , Frasson, C. , & VanLehn, K. (2000). Intelligent Tutoring Systems. Germany: Springer. Lester, J. C. , Vicari, R. M. , & Paraguacu, F. (2004). Intelligent Tutoring Systems. Berlin Heidelberg, NY: Springer. Loucks-Horsley, S. , & Olson, S. (2000). Inquiry and the National Science Education Standards: A Guide for Teaching and Learning. Washington DC: National Academies Press. Manion, L. , Morrison, K. R. B. , & Cohen, L. (2004). A Guide to Teaching Practice. London and New York: RoutledgeFalmer. McTighe, J. , & Wiggins, G. P. (2005). Understanding by Design. Virginia USA: Association for Supervision and Curriculum Development. Solomon, C. (1988). Computer Environments for Children: A Reflection on Theories of Learning and Education. Cambridge, Massachusetts; London, England: MIT Press.

The Great Gatsby By F. Scott Fitzgerald - 1190 Words

The author of The Great Gatsby, F. Scott Fitzgerald, was born September 24, 1896 and died December 21, 1940. He began writing the novel 2 years before publishing it. Then it was later published April 10, 1925. He was inspired to write the book by the parties he had attended while visiting Long Island’s north shore. The Great Gatsby was not popular its first year being published. After WWII the book took a turning point and became one of his best sellers. Today The Great Gatsby is considered to be a literary classic. The Great Gatsby was set on Long Island in 1922. It served the social history of America during the Roaring Twenties. That era being known for its economic prosperity, the evolution of jazz, bootlegging, and other criminal activities Scott Fitzgerald depicted in his novel. He uses the social developments of the 1920s to build Gatsby’s stories. He goes from simple detail like automobiles to vast themes like his discreet allusions to the organized crime cultu re which was the source of Gatsby fortune. Fitzgerald’s visits to Long Island’s north shore and his experiences attending parties at mansions inspired The Great Gatsby’s setting. Many events in Fitzgerald’s early life are casted throughout The Great Gatsby. Scott Fitzgerald was a young man, and like Nick, he was educated at an Ivy League school. He is also comparable to Gatsby, as he fell in love while stationed in the military and fell into a life of decline trying to prove himself to the girl he was inShow MoreRelatedThe Great Gatsby by F. Scott Fitzgerald1393 Words   |  6 PagesF. Scott Fitzgerald was the model of the American image in the nineteen twenties. He had wealth, fame, a beautiful wife, and an adorable daughter; all seemed perfect. 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Scott Fitzgerald1607 Words   |  7 Pages The Great Gatsby is an American novel written in 1925 by F. Scott Fitzgerald. One of the themes of the book is the American Dream. The American Dream is an idea in which Americans believe through hard work they can achieve success and prosperity in the free world. In F. Scott Fitzgerald s novel, The Great Gatsby, the American Dream leads to popularity, extreme jealousy and false happiness. Jay Gatsby’s recent fortune and wealthiness helped him earn a high social position and become one of the mostRead MoreThe Great Gatsby By F. Scott Fitzgerald1592 Words   |  7 PagesMcGowan English 11A, Period 4 9 January 2014 The Great Gatsby Individuals who approach life with an optimistic mindset generally have their goals established as their main priority. Driven by ambition, they are determined to fulfill their desires; without reluctance. These strong-minded individuals refuse to be influenced by negative reinforcements, and rely on hope in order to achieve their dreams. As a man of persistence, the wealthy Jay Gatsby continuously strives to reclaim the love of hisRead MoreThe Great Gatsby By F. Scott Fitzgerald1646 Words   |  7 PagesThe 1920s witnessed the death of the American Dream, a message immortalized in F. Scott Fitzgerald’s The Great Gatsby. Initially, the American Dream represented the outcome of American ideals, that everyone has the freedom and opportunity to achieve their dreams provided they perform honest hard work. During the 1920s, the United States experienced massive economic prosperity making the American Dream seem alive and strong. However, in Fitzgerald’s eyes, the new Am erican culture build around that