The Generation of Rave Subcult essays

The Generation of Rave Subcult essays The Generation of Rave Subculture and is the Term Subculture Still Relevant for the Genre? The dictionary defines subculture as A cultural subgroup differentiated by status, ethnic background, residence, religion, or other factors that functionally unify the group and act collectively on each member. Therefore anyone subscribed to that group must have similarities with other members. In the case of youth culture and subculture the links tend to be less permanent but have an extremely important and pervasive effect on the community. According to David Muggletons Inside Subculture youth culture is based around factors such as lifestyle, musical taste, beliefs, sexual orientation, even dress sense. These attributes encourage the generation and upkeep of a sub-sect of individuals all with similar ideals and principles. The culture overtime can generate expectations of its members in an almost autonomous role inspiring the use of drugs and changes in musical taste and doctrine. Mark Tittley, a researcher into subculture, explains how and why a subculture begins to grow. A subculture forms when the larger culture fails to meet the needs of a particular group of people. Rave developed as a kickback from the sterile, kraftwerk-esque, 80s. It began as a quite innocent knee-jerk reaction to synth-pop that developed from a mandate from those select few in search of something new (as with any new movement). Music, being an overriding factor in most cultures, had a very prominent effect on rave. Unlike other movements rave was missing a common factor. The focus of any movement is the artist. Innovators and architects of the music take on the role of spokesperson or become the icon of a generation. Jazz had Dizzy Gillespie, glam rock saw David Bowie as an idol, and generation X grunge teens venerated Curt Cobain. All of these embodied the scene becoming iconic and almost representative of s...

Organize Your Homework With Color Coded Supplies

Organize Your Homework With Color Coded Supplies Whether you are in high school, college, or beyond, organization is key to academic success. Did you know that you can actually improve your grades if you can organize your homework and study time effectively?  One way to do this is to incorporate a color coding system into your homework routine. Heres how it works. 1.Gather a Set of Inexpensive, Colored Supplies You may want to start with a pack of colored highlighters, then find folders, notes, and stickers to match them. Sticky notesFoldersHighlightersColored labels, flags, or round stickers (for sale items) 2. Select a Color for Each Class For example, you may want to use the following colors with a system like this: OrangeWorld HistoryGreenMathRedBiologyYellowHealth or PEBlueGeographyPinkLiterature 3. Make a Mental Connection Between the Color and the Class For instance, you might relate the color green to money- to make you think of math. You may have to play around with the color system to make each color makes sense for each class. This is just to get you started. The color connection will be clear in your mind after a few days. 4.Folders Obviously, youll use each folder to keep track of homework for each class. The type of folder isnt important; just use the type that is best for you or the type that your teacher requires. 5.Sticky Notes Sticky notes are useful when doing library research, writing down book and article titles, quotes, brief passages to use in your paper, bibliographical citations, and reminders. If you can’t carry around several packs of sticky notes, then keep white notes and use colored pens. 6.Colored Flags These handy markers are for marking pages or reading assignments in books. When your teacher gives a reading assignment, just place a colored flag at the beginning and ending points. Another use for colored flags is marking a date in your organizer. If you carry around a calendar, always place a flag marker on a date when an important assignment is due. That way, youll have a constant reminder that a due date is approaching. 7.Highlighters Highlighters  should be used when reading over your notes. In class, take notes as normal- and be sure to date them. Then, at home, read over and highlight in an appropriate color. If papers get separated from your folder (or never make it into your folder) you can easily recognize them by the colored highlights. 8.Labels or Round Stickers Stickers or labels are great for keeping your wall calendar organized. Keep a calendar in your room or office, and place a color-coded sticker on the day that an assignment is due. For instance, on the day you receive a research paper assignment in history class, you should place an orange sticker on the due date. This way, everyone can see an important day approaching, even at a glance. Why Use Color Coding? Color coding can come in useful in a number of ways, even for a very  disorganized student. Just think: if you see a random paper floating around you’ll be able to know at a glance if it’s a history note, research paper note, or math paper. Organizing your notes and paperwork isn’t the only part of a good homework system. You need a space designated for the time spent studying and working that is also well kept and organized. Ideally, you should have a desk in a well-lit, comfortable, and quiet area. Keeping your workspace organized is just as important as your work. Even though you may keep a planner with you, a wall calendar can be exceptionally useful. School isn’t your whole life and sometimes you have a lot of clubs and engagements to keep track of. Having all that information in one spot will help you organize everything in your life, to make sure you never have conflicting obligations.

Schwinn bicycles Case Study Example | Topics and Well Written Essays - 1000 words

Schwinn bicycles - Case Study Example This research aims to evaluate and present the main strength of the company that lies in its large number of association with the industry segment. The company’s association with the industry dates back to more than a hundred years. Schwinn bicycles was once the market leader in the industry and has a an easy brand recall by the customers. The expertise of manufacturing and other operational aspects also constitute some of the other strngths of the company. A team of deidcated huamn resource base as well as a number of manufacturing units also serve as potential strngths of the company. The major areas of weakness of the company lies in its considerbly degrading market share and its outdated product line that finds very few takers in the market. In addition to this the issue lies with the poor positioning of the company as the customers find the brand and its products outdated and old fashioned that does not meet the expectations of the prospective sutomer segments. The intern al organizational aspects like HR policy and the aspect of sourcing some of the products from Asian nations has also put questions over the aulity aspect of the company’s products. One of the possible alternatives before Schwinn bicycles is a repositioning strategy. Repositioning involves changing the perception about a product or a brand in the minds of the target market audience. The repositioning strategy would involve focusing on innovation and needs of the customers and successfully communicating this change so as to change the perception of the brand and its product in the minds of the target market audience. ... In addition to this scope also exists for the company in unexplored and new markets wherte the company can leverage its association with the industry and its accrued experince to gain customer confidence that can reap benefits for the company. Opportunities also exists for the company in innovating its exiting product line that can help it to make its cash registers ringing and help maintain profitability and sustainability in the long run. Threats Schwinn Bicycles faces threats from its competitors in the market that of late have taken an edge over it in the market by virtue of greater innovation and newer product lines. The company also faces threats from the negative positioning and a poor image among the customers with the brand and its products. The constantly dwinndling market shares along with large number of debt obligations and the extensive levels of competition in the market serves as sources of considerable threats that can generate considerble issues for the organization . Analysis of Alternatives In the light of the issues surrounding the company, it has become imperative for the company to undertake strategic changes in its functioning that can help generate competitive advantage for the organization. Some of the strategic alternatives that can be considered by the company are stated below: One of the possible alternatives before Schwinn bicycles is a repositioning strategy. Repositioning involves changing the perception about a product or a brand in the minds of the target market audience. The repositioning strategy would involve focusing on innovation and needs of the customers and successfully communicating this change so as to change the perception of the brand and its product in the

How did a major religious, intellectual, or political transformation Essay - 1

How did a major religious, intellectual, or political transformation affect feminist ideas and demands Answer with an that focuses on one such transition - Essay Example ance from 600 BCE to Present to illustrate the historical underpinnings of feminist thought, with a special focus on the underlying political transformation. Marlene LeGates states that the events and circumstances surrounding the French Revolution of eighteenth century provided crucial political transformations which were later manifest fully during the feminist movement. The French tradition of ‘querelle des femmes’ served as an open forum for both men and women to freely express their political opinions. At these gatherings, members of both sexes were known to express their discontent with the then prevailing religious, political and intellectual culture. This forum allowed women to question the â€Å"authoritarian, hierarchical and patriarchal† social order that most considered the natural and only social arrangement possible. It also has to be remembered that the preceding century was also the time when two crucial breakthroughs were achieved in the intellectual realm. These were the discoveries made by Galileo Galilei about the cosmos surrounding earth and the physical laws of nature purported by Isaac Newton. T he significance of a forum such as ‘querelle des femmes’ should be seen in light of the way these parallel scientific developments were treated by the religious and political Establishment of the day. The fact that women freely argued and expressed their opinion with men at a time when Galileo was being persecuted by the Church for expressing scientific truths, says something about the advanced status of women in the period immediately preceding the French Revolution (LeGates, p.121). It is then apt to infer that the political transformation that is effected by the French Revolution of the late Eighteenth century is induced by and later absorbed into notions of gender equality during the feminist movement. In the preceding century, equally important political developments took place across the English Channel, namely the establishment

Preserving Water is Preserving Life Essay Example for Free

Preserving Water is Preserving Life Essay There are various resources that the Earth provides its inhabitants, but the most important natural resource is water. However, despite the fact that water is an irreplaceable natural resource, humans tend to abuse without knowing the implications. It is necessary to save water not only because it is a very manageable resource (Padmavathy Malarvizhi, 2006), but also because of the fact that water provides life to every living thing on Earth. Without it, life cannot be sustained: humans can survive weeks without food, but without water, they will only be able to survive for a few days. Apart from this, water also sustains the growth of life in forests, jungles which are the habitats of other species. Unfortunately, as much as the world would like to believe that natures resources would last forever, such is not possible. Water is a finite source, and only about 0. 024% of all the water resources in the world is accessible, while the rest of the worlds water supply consists of oceans and inaccessible freshwater in the deep earth (Dauvergne, 2005). Humans, animals, and plant life will not be able to subsist without water; plant life would not be able to grow, and animals which eat plants will not have any food supply. These animals will deplete in numbers, they will devastate the food chain and bigger animals which eat these animals will also lose their food supply. If animals continue to thin in numbers, they would eventually become endangered, and unfortunately, it is possible that they may become instinct. In order to preserve life on Earth, every individual should have the initiative to save water. There is a need to educate people of the implications of losing freshwater on Earth, for the first step to understanding would be education. If people pitch in and do their part for the preservation of water, life on Earth may have a chance in subsisting for generations. References Dauvergne, P. (2005). Handbook of global environmental politics. Cheltenham: Edward Elgas Publishing Limited. Padmavathy, S. Malarvizhi. (2006). Conservation of protected water resource in household. In G. Chandrakumar N. Mukundan, Water resource management: Thrust and

Opening Scene of Educating Rita Essay -- Educating Rita Themes Charact

Opening Scene of Educating Rita Explore the ways in which Russell engages the audiences interest in the main characters and themes in the opening scene of Educating Rita and explain whether you think the play written in 1979 is still relevant to 2005. Willy Russell’s play, Educating Rita, written in 1979, is a story about a typical lower class woman called Rita who decides she wants to lead an ‘educated life’ and she tries to do this by getting a private tutor called Frank to teach her, but learning to lead an educated life proves to be not what she expected. Willy Russell introduces Frank and Rita in two very different ways. Frank is introduced as a well read university tutor who seems to like his drink; this is shown when Russell writes ’the walls are lined with books’ making him appear educated. But then writes: â€Å"pulls out a pile of books to reveal a bottle of whisky† which makes the audience question their first impression of him as a typical university teacher, is he an alchoholic? Does he drink too much? Is this important? Rita is introduced as an uneducated, loud, rude young woman. The first impression Russell gives the audience is Rita saying: â€Å"I’m comin’ in, aren’t I?† to someone she has never met before, which shows a lack of manners or simply a casual upbringing. He then shows her going to a chair and â€Å"dumping her bag†. By using the verb â€Å"dump† Russell immediately suggests that Rita is not a ladylike person, and this follows the impression that she is ill mannered. Russell presents the play as a two-hander so that the audience is focused on the clash between Frank and Rita and the entire play is focused on Frank and Rita’s point of view. The two very contrasting personalities seem t... ... or missing something in his life, and Rita also says ‘ I want to be free’ which means she feels trapped in her life and wants to escape and she wants to do this by getting educated. They both seem to change through the play almost into totally different people, Rita changes her name to susan as she thinks it sounds ‘proper’. The play has a certain humour about it as the two characters personalities and views are almost opposite, this creates chaos, as neither of them knows what the other is talking about which is amusing to the audience, and Rita is very loud and uses a lot of swearing and slang which is not what you would expect in a university. In conclusion, Russell uses the contrast of the two characters in Educating Rita to create humour and engage the audience, whilst facing issues and views that are still a problem and relevant to today in 2005.

A safe seat for lightweight vehicles

The Working Group on Accident Mechanics has developed a low mass vehicle (LMV) with a curb weight of 650 kg, called â€Å"Cratch†. This experimental vehicle demonstrates that a high level of passive safety for the occupants of low mass vehicles is achievable in frontal collisions (Frei 97). The development of a car seat suited for use in LMVs has been a part of this project. The seat is an important element of the restraint system: In the case of a frontal crash, the initial position of the occupant is defined by the contour and position of the seat, and, during the crash, a part of the occupant's kinetic energy is absorbed through deformation of the seat base. In rear-end impacts the seat represents the entire restraint system. During a collision against a conventional car, the low mass vehicle, due to the fundamental laws of motion, is exposed to higher accelerations and a larger change in velocity than its counterpart (Niederer 93). The seat presented here was specially adapted to these severe conditions. Nevertheless, almost every feature of the concept could easily be adapted for use in conventional cars. The main focus of the development was on the improvement of the rear-end impact safety, which represents a substantial problem, also for conventional cars. Compared to the considerable improvements of crash safety in frontal and side impacts accomplished during the last years, progress concerning the rear-end impact safety has somewhat stagnated. This may be related to the fact that rear-end crashes are often considered to be less dangerous, since there is a very high surviving probability for the occupants. In spite of this, it is very worthwhile to invest in rear-end impact safety since injuries caused by this collision type do not only cause high amounts of compensation costs but also can have very unpleasant consequences to the occupants involved. Energy absorption In addition to the functional mock-up, two crash-testable models of the seat have been built. They were used in the Cratch experimental low mass vehicle in a full scale frontal crash test with a delta-v of more than 70 km/h, and in a series of sled based rear impact tests. Figure 4: The crash test model of the seat: raw structure and completed seats integrated into Cratch low mass vehicle. Seating position is more upright as in conventional cars. The requirement for a geometrical adaptability for the spectrum ranging from the 5th to 95th percentile occupant alone is not sufficient; the energy absorption capabilities of the seat must also be made suitable for the whole group. This means that the seat must deform softly enough not to exceed tolerance limits for light persons but must also provide enough deformation space for heavy occupants. Since the amount of prototypes was limited, e.g. more than one test per seat specimen had to be performed, the seats had to be reusable, leading to a rather robust and heavy construction. Seats for ‘real world' use do not have to fulfil the reusability requirement, allowing for a less heavy construction. The seat has been designed to withstand an sled impact speed of 33.3 km/h. This corresponds to a situation in which a standing low mass vehicle is hit on the rear end by a conventional car of twice the weight travelling at 50 km/h. Based on a force-deformation curve of an existing car and an assumed characteristic for the Cratch (which has not been rear-end impact tested) an acceleration-time curve for the Cratch has been calculated and simplified for use in simulations and sled testing. The maximum acceleration level is 30 g. Since it is known that cervical spine injuries can already occur at much lower loads, impact speeds of 22.2 and 11.1 km/h have also been taken into account for the design of the seat. The corresponding acceleration levels for these speeds are only 20 and 12 g, because in these cases impact energy is considerably smaller and the deformation zones of the cars are not deformed to a degree that higher forces (leading to higher accelerations) are built up. In order to find suitable stiffness characteristics for the different energy absorbing units of the seat, a simple computer simulation model was used in which the occupant is modelled by four independent masses. Realistic results with such a model can only be expected in case where there are no, or very little translational displacements between the body parts. For our purposes, this is not a real disadvantage, since the aim is to find a setting wich results in a minimum of relative translational deformations (at least in the upper body regions). In a first step, the model was verified through comparison with a well-tried rigid body simulation program. Unfortunately, there is no model of the cervical spine available yet that is able to exactly mimic the behaviour of a human neck. Figure 6: Simplified rear-end impact model of occupant and seat, used for computer simulation. The deformation characteristics of the paddings have been evaluated by dynamic impact pendulum tests. Energy absorption is performed both by foam paddings and by rotational yielding of the seat back. Yielding is controlled by a deformation element, which consists of a three point bending beam made of aluminium. The yielding moment is 3000 Nm. During loading, the element builds up deformation force in the elastic range only gradually. This is undesirable as it causes a faster backward movement of the head restraint in the first phase of the collision. Bolts have therefore been integrated in the construction to obtain a deformation characteristic that sooner reaches its energy absorbing level. The bolts shear off during the onset of the yielding process and cause higher forces at the beginning of the deformation process. The replaceable deformation elements are the only structural parts of the seat that are supposed to absorb energy. Energy absorbing properties of other load bearing components are irrelevant. This means that the seat concept and the choice of material for the realisation are almost independent of each other. The centre of rotation of the yielding back rest is positioned relatively high above the seating level. Yielding of the back rest is thus delayed and an earlier contact between head and head restraint is obtained. Because the pelvis is already in contact to the back rest at the beginning of the crash, no considerable relative velocities between the pelvis and the back rest arise during impact and therefore little deformation space is needed in this region. The acceleration levels of the different body parts are mainly influenced by the stiffness characteristics of the foam paddings. The paddings have to be chosen such that relative movements between head, neck and thorax are minimised. A combination was found that works adequately under the conditions mentioned above. Even with an automatically adjusted head restraint, for comfort reasons there will remain some initial distance between the head and the head restraint, causing a delay of the acceleration of the head in comparison to the thorax. A layer of a very soft foam applied in the thorax region reduces the acceleration of the thorax in this first phase of the impact (Muser 94) and thus helps to synchronise movements of the head and the thorax (as tests by Svensson (96) have shown). Assembly of energy absorbing foams in the seat back. A hard foam type (Woodbridge Enerflex) and two softer foams (Dow) have been used. Empty spaces in front of protruding structural components prevent excessive compression of foams and increase of forces in these regions. Renault is hoping supermini buyers will be ‘Vel Satisfied' with the look of the new Clio, which is revealed by Auto Express with this world exclusive spyshot picture.The distinctive supermini borrows its bold front-end styling from the controversial Vel Satis, and is charged with storming straight to the top of its competitive market sector when it goes on sale in the UK in September priced from à ¯Ã‚ ¿Ã‚ ½7,500. Destined to go head-to-head with the forthcoming Ford Fiesta and the still-secret Peugeot 107, the radical Clio will boast an innovative new range of engines and gearboxes. These include direct-injection petrol and diesel powerplants, and new CVT transmission plus a revised five-speed manual. Both the three and five-door editions will be available from launch, and the duo will be instantly identifiable from the existing cars thanks to bold new headlamps and an aggressive grille. Wing mirrors, sills and side rubbing strips are also revised, as are the edges of the bumpers, which now blend into the slippery lines more effortlessly. At the rear, revised lights share centre stage with a huge Renault badge. And in keeping with company policy, the manufacturer's name will no longer appear on the bootlid. Major interior changes will place greater emphasis on safety. It's thought that the Clio will now include curtain airbags, following the lead set by Vauxhall's Corsa, and it will aim to gather the full five stars in the revised Euro NCAP crash-test series. Equipment levels, too, are expected to be more generous than at present, and will probably include satellite navigation for the first time. Keyless start, as fitted to the Laguna (see photo) and Vel Satis, will not feature, however. The engine line-up will be largely familiar to buyers of the current Clio, as the powerplants are among the newest in the business. The company used to have a reputation for poor-quality, outdated motors, and so has worked hard to transform its entire range into the most sophisticated in the business. First in the line-up will be a new 1.2-litre 16-valver offering 75bhp and class-leading fuel economy, followed by the 98bhp 16v 1.4-litre. The top-of-the-range luxury Clio will be powered by the 1.6-litre unit which features 110bhp, while the 172 tuned by Renaultsport will continue to use the fire-breathing 2.0-litre engine – ensuring it keeps its place at the top of the hot hatch tree. Renault will also keep pushing its diesels, which are enormously popular in mainland Europe. Two options will be available, both based on the company's state-of-the-art new 1.5-litre dCi oil-burner, with either 65bhp or 85bhp. Gearbox choices will be limited to a five-speed manual and a conventional auto at first, although the firm is experimenting with Nissan's acclaimed CVT automatic from the current Micra. Renault's own ‘Easy' clutchless manual was dropped due to slow sales and is unlikely to be revisited. Of course, the new look isn't only reserved for the mainstream models. Renault's stylists have also interpreted it for the fire-cracker hot hatch, the Renaultsport 172. And our spy photographers were able to bring you an all-round tour of the model which must uphold the honour of the craziest hot hatch on the market today. Inside has been treated to a mild spruce-up. You can clearly see new metallic-effect sports trim on the facia, and Renault insiders say that there will be revised specification levels for the UK. However, the main architecture remains unchanged. Visually, the new face has a meaner stare, with an aggressive front airdam that's open rather than fluted. The deeper rear valance comes with an air-vent groove beneath the bumper line. New five-spoke alloys, a chunky Renault logo on the tailgate, colour-coded side-rubbing strips and a new slash of silver trim complete the picture. As you can see, the styling tweaks lift the Clio's profile slightly upmarket, giving it a more mature and sensible image – but don't be fooled†¦ The tuned 2.0-litre four-cylinder 16-valve engine remains one of the most entertaining hot hatch motors of its kind, and the power output will stay at 172bhp, guaranteeing the same performance. However, if enthusiasts were hoping that the wildest hot hatch ever – the Renaultsport Clio V6 – would get the same changes, they'll be disappointed. As it's such a specialised, low-volume machine, it is remaining unchanged throughout its lifetime. Not that we are complaining! Something as anti-establishment as the Clio V6 isn't about to appear dated just because the car it was loosely based on has had a subsequent facelift. Of course, the standard model's fresh look is designed to keep the Clio riding high in the sales charts until an all-new successor arrives in 2003. This will share its platform and engines with the next Micra, although they will have different interiors and styling to reflect their diverse characters. On the whole, these latest revisions to the range look set to keep interest levels bubbling away for the already successful Clio family. And what's more, the timing couldn't be better, as there is a whole host of new metal lurking on the horizon†¦ With the likes of the stylish MINI here this summer, a Fiesta replacement being unveiled in September, the next-generation Peugeot 106 and Citroen Saxo due next year and Volkswagen's Polo arriving in 2003 as well, the Clio must face up to some stiff competition. But by welcoming its baby to the latest family look, Renault is out to prove that it hasn't only been concentrating on larger products such as the Laguna, Avantime, Vel Satis and next Espace. There's more than enough fight left in the supermini – especially as insiders say that the update won't affect the pricing strategy.

Judge and Court

COURT VISIT (REACTION PAPER) CRIMINAL CASE I. Court Setting I choose to enter the Regional/ Municipal Trial Court, 7th Judicial Region, Branch 9 at the Municipality of Cebu City. The Branch 9 trial court is air conditioned and inside the court has 6 accused people sitting at the right corner from the judge place. Witnesses who expresses there are sitting at the judge left side. Facing the judge are the families, friends and relatives of the accused and victims and also the lawyers of both side. There are 2 Policemen and 1 armed S. W. A. T. an and some students that were acquired to observe the court hearing. II. Court Producing The case that we attended was criminal cases. It was about killing the friend of the witness somewhere in V Rama. Bimbo was the name of the accused and he was shackled together with the 5 accused men. The witness was there but he didn’t saw Bimbo killing the victim but his brother saw what happened and was not able to be there and be the witness because he can’t talk for that time. Bimbo’s lawyer was not that good at presenting and it was so obvious that Bimbo is really guilty.III. Observation We arrive there at around 12 pm and there were no court hearings at that time cause its lunch time and the regular time of court hearing is 2 pm. As we stroll around the Capitol we saw many court rooms and some are not air- conditioned, some are also non- trial court. There are different cases in every court; some are drug, criminal cases and many more. As I observed, everyone inside the court are required to turn off their phones and stay quite while the hearing is going on. The judge is in charge of the courtroom.It is the judge's job to listen to everything that everyone says in court. When in court, people call the judge â€Å"Your Honor† when they talk to him. Another part of the judge's job is to know the law and to decide if there is enough evidence to prove the law was broken. As the hearing started it was first led by a prayer. The case that we attended was about Criminal Cases. Bimbo which is the accused was said to break the law of killing. I can see the guilt of Bimbo’s face there and I think his conscience killed him for that moment.I don’t know his intentions in doing such crime but I can say that his sorry for what he did. If Bimbo doesn’t want to be in jail, then he could have chosen a professional lawyer for him to be proven not guilty. But obviously he was guilty and the evidences presented of the victim’s witness and lawyer was really convincing. IV. Suggestion There were some mistakes that the translator did, to have a clear understanding between the witnessed and the lawyer, she must have slowly but surely translated what both sides says for everyone to know and understand what really happened.For me, the 2 policemen and the S. W. A. T man should be sitting near the accused people because everyone inside the court doesn’t really know what thei r capable off. What if, one of the accused can’t control his temper and got really angry at that time? Anyone could have got hurt if that happen. To avoid such incident they should be notified of some bases of unnecessary doings. Sarah May N. Valiente BFA- AA 2 (MWF 7:30- 8:30 am)

No Child Left Behind

No Child Left Behind Purpose Students with severe disabilities need special education to ensure that â€Å"No Child Left Behind† policy provisions are fulfilled. As a result, educators should use evidence-based instructional strategies to ensure that students with disabilities demonstrate educational progress during yearly assessment as provided in the NCLB educational provisions.Advertising We will write a custom book review sample on No Child Left Behind specifically for you for only $16.05 $11/page Learn More The US educational policy requires schools to demonstrate that students in grade 3 through 8 make adequate yearly progress (AYP) towards proficiency in mathematics and literacy. However, demonstrating AYP and evaluating progress on academic content standards for students with disabilities is challenging. Browder and Cooper-Duffy (2003) argue that â€Å"although research is now emerging on states’ alternate assessment practices, many questions remain about how best to measure the progress of students with severe disabilities on state academic standards (p. 157). The purpose of this research is to determine evidence-based practices that educators can use to teach students with severe disabilities to enable them show adequate yearly progress (AYP) as well as progress in academic content standards. In addressing the research topic, the authors reviewed numerous literatures with information about the educational needs of students with disabilities. They conducted the study with the intention to identify evidence-based instructional support that students with disabilities need to demonstrate annual progress. Design Throughout the study, the researchers used secondary research strategy to address the research objectives. They evaluated the previous literatures that address various empirical research studies on evidence-based practices for students with severe disabilities in relation to NCLB provisions. To begin with, the authors evaluated and compared research on skills acquisition for students with disabilities. Second, the researchers evaluated the literature on instructional strategies that promote the students’ adequate annual progress. They discovered that numerous studies exist that demonstrate that students with disabilities can acquire skill through mastering technique (Horner, Carr, Halle, McGee, Odom, Wolery, 2005). Team planning was identified as another core aspect that promotes annual progress for students with disabilities. Finally, the researchers assessed the literature on evidence-based practices that would ensure that students with disabilities achieve learning objectives successfully (Browder Cooper-Duffy, 2003). The findings on evidence-based strategies for teaching students with disabilities were compiled, compared, and the conclusions were derived based on the empirical results.Advertising Looking for book review on education? Let's see if we can help you! Get your first paper w ith 15% OFF Learn More Findings and Conclusions The data from the studies indicated that educators can use evidence-based practices to promote skill acquisition and learning for students with disabilities. The use of instructional support for which scientific evidence has been obtained was found to play an important role in enhancing learning for students with disabilities (Odom, 2005). This study concentrated on two aspects of instructional support namely: how skills are defined and how skills are taught (Browder Cooper-Duffy, 2003). The researchers discovered that defining skills aligned with academic content standards required educators to employ the research foundation available for functional skills. This approach mainly targets skills mastery whereby the targeted skill can include a chained response, a pivotal response, or a single, discrete response. Furthermore, the authors discovered that the yearly process assessment for students with severe disabilities c an be attained by focusing on specific responses that are taught to mastery. In addition, it was found that students with disabilities need individualized instruction besides cooperative learning activities to cement their academic understanding, and enable them to meet expectations for yearly progress. The research provides that the use of assistive technology can enable students with disabilities expand their use of symbolic communication that is related to mathematics, science, and reading. The authors also found that the students’ yearly progress can be enhanced through augmentative and alternative communication (AAC) (Browder Cooper-Duffy, 2003). Lastly, the study discovered that the instructors can use time delays to teach students with severe disabilities how to arrange objects and match them to the pictures on a communication board for request generation. This was identified as an example of self-instructional strategy that students with disabilities could use to per form family routines without assistance (Odom, 2005). The article provides a snapshot of the evidence-based practices for students with severe disabilities in relation to NCLB requirements. The study did not show clearly how the states would define progress for students with severe cognitive disabilities relating to the state standards in academics. Therefore, the research leaves gaps that will need to be studied in the future. Critique This article provides evidence-based strategies for teaching students with disabilities from previous empirical studies. Although the strategies are discussed in depth, it would be better if the researchers conducted primary research to determine the teachers’ experiences and collect raw data for evaluation and analysis.Advertising We will write a custom book review sample on No Child Left Behind specifically for you for only $16.05 $11/page Learn More However, the evidence-based practices provided in the article coul d be beneficial and provide a solid foundation for future research on evidence-based practices for students with severe disabilities in relation to NCLB provisions. The article provides that students with severe disabilities can acquire skills in a general educational class through cooperation, but it does not provide insight on evidence-based practices that could apply to students with multiple cognitive disabilities (Browder Cooper-Duffy, 2003). Through this article, educators can identify the evidence based practices they may employ in teaching students with severe disabilities and enhance their learning. I concur with the suggestions that the use of augmentative alternative communication, time delays activities, and assistive technologies are among the evidence-based educational strategies that can promote the instruction of students with severe disabilities. References Browder, M.D., Cooper-Duffy, K. (2003). Evidence-based practices for students with severe disabilities and t he requirement for accountability in â€Å"No Child Left Behind†. The Journal of Special Education, 7(3): 157-163. Horner, R. H., Carr, E.G., Halle, J., McGee, G., Odom, S., Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165-179. Odom, S.L. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children, 71(2), 137-148.

Best Character Analysis Jay Gatsby - The Great Gatsby

Best Character Analysis Jay Gatsby - The Great Gatsby SAT / ACT Prep Online Guides and Tips The man, the myth, the legend, Jay Gatsby is the titular hero of The Great Gatsby. Nick first comes to know him as an incredibly wealthy, mysterious man who throws lavish parties, but we eventually learn his background: a boy from humble origins who is desperate to win back the love of a rich woman, Daisy, and loses everything in his last attempt to win her over. So where did Gatsby get his money? Does he actually love Daisy? And what’s so â€Å"great† about him anyway? This guide explains Gatsby’s rags-to-riches story, what he does in the novel, his most famous lines, and common essay topics. Read on for an in-depth guide to all things Jay Gatsby. Article Roadmap Gatsbyas a character Physical description Gatsby'sbackground Actions in the novel Character Analysis Quotes about and byGatsby Common discussion topics and essay ideas FAQ clarifyingconfusing points aboutGatsby 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. Jay Gatsby's Physical Description We were sitting at a table with a man of about my age (3.60) He smiled understandinglymuch more than understandingly. It was one of those rare smiles with a quality of eternal reassurance in it, that you may come across four or five times in life. It facedor seemed to facethe whole external world for an instant, and then concentrated onyouwith an irresistible prejudice in your favor. It understood you just so far as you wanted to be understood, believed in you as you would like to believe in yourself and assured you that it had precisely the impression of you that, at your best, you hoped to convey. Precisely at that point it vanishedand I was looking at an elegant young rough-neck, a year or two over thirty, whose elaborate formality of speech just missed being absurd. (3.76) His tanned skin was drawn attractively tight on his face and his short hair looked as though it were trimmed every day. (3.93) Gatsby’s very first appearance is a bit surprising and anti-climatic – he is presented as just another party-goer of Nick’s age before it’s revealed that he’s actually the famous Gatsby. That said, Nick’s description of Gatsby’s smile – â€Å"rare† and â€Å"full of eternal reassurances† that â€Å"understood you the way you wanted to be understood† – sets Gatsby apart as someone special and alluring. Gatsby has tan skin and short hair, but otherwise most of Gatsby’s characterization comes through his dialogue and actions – Nick doesn’t linger on his physical appearance the way he does with other characters (especially Tom and Myrtle). Perhaps Gatsby having more of a â€Å"blank slate† appearance allows the reader to more easily project his shifting characterization onto him (from mysterious party host to the military man madly in love with Daisy to the ambitious farmboy James Gatz), whereas characters like Tom Buchanan and Myrtle are more stiffly characterized. Jay Gatsby's Background Gatsby was born â€Å"James Gatz,† the son of poor farmers, in North Dakota. However, he was deeply ambitious and determined to be successful. He changed his name to â€Å"Jay Gatsby† and learned the manners of the rich on the yacht of Dan Cody, a wealthy man who he saved from a destructive storm and ended up being employed by. However, although Cody intended to leave his fortune to Gatsby, it ended up being taken by Cody’s ex-wife Ella Kaye, leaving Jaywith the knowledge and manners of the upper class, but no money to back them up. Gatsby ended up enlisting in the military during World War I. He met Daisy in Louisville before he was shipped out to Europe. In his uniform, there was no way for anyone to know he wasn’t wealthy, and Daisy assumed he was due to his manners. He kept up this lie to keep up their romance, and when he left she promised to wait for him. Gatsby fought in the War, gained a medal from Montenegro for valor, and was made an officer. After the war ended, he briefly attended Oxford University through a program for officers, but left after five months. By the time Gatsby returned to America, he learned that Daisy had married and became determined to win her back. Through Meyer Wolfshiem, Gatsby got into shady business (read: bootlegging, gambling) to get rich. It worked, and Gatsby accrued a huge sum of money in just 3 years. He moved to West Egg, bought an extravagant mansion and a Rolls Royce, and started throwing lavish parties and building up a reputation, all in the hopes of meeting Daisy again. Luckily, an aspiring bond salesman named Nick Carraway moves in next door just as the novel begins. Nick is Daisy’s second cousin, and through that connection he is able to reunite with Daisy during the novel. To see how Gatsby's life fits into the biographies of the novel's other characters, check out our timeline. What Jay Gatsby Does in the Novel Although Nick briefly glimpses Gatsby reaching out to Daisy’s green light at the end of Chapter 1, we don’t properly meet Gatsby until Chapter 3. Gatsby has been throwing lavish parties, and he invites Nick Carraway to one. They meet, and Gatsby takes a liking to Nick, inviting him out on his hydroplane the next day. He also speaks to Jordan Baker in private, and reveals his past history with Daisy Buchanan. In Chapter 4, he spends more time with Nick, telling him about his service in WWI as well as a made-up story about his past as the only surviving member of a wealthy family. Later, he has Jordan explain Gatsby and Daisy’s background in a bid to get Nick to help the pair reunite. Through Jordan and Nick, Gatsby is thus able to meet with Daisy again and begins an affair with her in Chapter 5. Throughout all of this Gatsby continues to do business with Meyer Wolfsheim and run his own bootlegging â€Å"business," mainly based on the mysterious phone calls he's always taking. Rumors begin to swirl about where he got his money. Tom Buchanan, in particular, is instantly suspicious of Gatsby when they meet in Chapter 6 and even more so after he and Daisy attend one of Gatsby’s parties. Daisy seems particularly unhappy and Gatsby frets. At the beginning of Chapter 7, he stops throwing the parties, fires his current staff, and hires Wolfshiem’s people instead, telling Nick he needs discreet people – this makes the affair easier, but also hints at Gatsby’s criminal doings.In the climactic Manhattan confrontation with Tom and Daisy later in Chapter 7, Gatsby tries to get Daisy to admit she never loved Tom, and to leave him, but she doesn’t. Later in the same chapter, he and Daisy leave together to drive back to West Egg in Gatsby’s distinctive yellow car. However, Daisy is driving and hits and kills Myrtle Wilson, who ran out into the road since she thought the car was Tom’s. Gatsby resolves to take the blame for the incident and still believes that Daisy will leave Tom for him. During Chapter 8, Gatsby confides in Nick about his past, the true story this time.At the end of Chapter 8, Gatsby is shot and killed by George Wilson, who believes Gatsby killed Myrtle and was the one sleeping with her. Meanwhile, Daisy and Tom have left town to avoid the repercussions of Myrtle’s death. In Chapter 9, Gatsby’s funeral is sparsely attended, despite Nick’s efforts to invite people. Gatsby’s father does make an appearance, sharing some details about young Jay’s early ambition and focus. Nick leaves New York shortly after, disenchanted with life on the east coast. Thus Gatsby's actual death has caused Nick's metaphorical death of leaving New York forever. Though real death is obviously much worse. Jay Gatsby Quotes Catchphrase: â€Å"old sport† Gatsby adopts this catchphrase, which was used among wealthy people in England and America at the time, to help build up his image as a man from old money, which is related to his frequent insistence he is â€Å"an Oxford man.† Note that both Jordan Baker and Tom Buchanan are immediately skeptical of both Gatsby’s â€Å"old sport† phrase and his claim to being an Oxford man, indicating that despite Gatsby’s efforts, it is incredibly difficult to pass yourself off as â€Å"old money† when you aren’t. He reached in his pocket and a piece of metal, slung on a ribbon, fell into my palm. "That's the one from Montenegro." To my astonishment, the thing had an authentic look. Orderi di Danilo, ran the circular legend, Montenegro, Nicolas Rex. "Turn it." Major Jay Gatsby, I read, For Valour Extraordinary. (4.34-39) In this moment, Nick begins to believe and appreciate Gatsby, and not just see him as a puffed-up fraud. The medal, to Nick, is hard proof that Gatsby did, in fact, have a successful career as an officer during the war and therefore that some of Gatsby’s other claims might be true. For the reader, the medal serves as questionable evidence that Gatsby really is an â€Å"extraordinary† man – isn’t it a strange that Gatsby has to produce physical evidence to get Nick to buy his story? (Imagine how strange it would be to carry around a physical token to show to strangers to prove your biggest achievement.) 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) In Chapter 5, the dream Gatsby has been working towards for years – to meet and impress Daisy with his fabulous wealth – finally begins to come to fruition. And so, for the first time, we see Gatsby’s genuine emotions, rather than his carefully-constructed persona. Nick finds these emotions almost as beautiful and transformative as Gatsby’s smile, though there’s also the sense that this love could quickly veer off the rails: Gatsby is running down â€Å"like an overwound clock.† In that sense, this moment gently foreshadows the escalating tensions that lead to the novel's tragic climax. "I wouldn't ask too much of her," I ventured. "You can't repeat the past." "Can't repeat the past?" he cried incredulously. "Why of course you can!" He looked around him wildly, as if the past were lurking here in the shadow of his house, just out of reach of his hand. "I'm going to fix everything just the way it was before," he said, nodding determinedly. "She'll see." (6.128-131) This is probably Gatsby’s single most famous line. His insistence that he can repeat the past and recreate everything as it was in Louisville sums up his intense determination to win Daisy back at any cost. It also shows his naivetà © and optimism, even delusion, about what is possible in his life – an attitude which are increasingly at odds with the cynical portrait of the world painted by Nick Carraway. "Your wife doesn't love you," said Gatsby. "She's never loved you. She loves me." (7.238) This is the moment Gatsby lays his cards out on the table, so to speak – he risks everything to try and win over Daisy. His insistence that Daisy never loved Tom also reveals how Gatsby refuses to acknowledge Daisy could have changed or loved anyone else since they were together in Louisville. This declaration, along with his earlier insistence that he can â€Å"repeat the past,† creates an image of an overly optimistic, naà ¯ve person, despite his experiences in the war and as a bootlegger. Especially since Daisy can’t support this statement, saying that she loved both Tom and Gatsby, and Tom quickly seizes power over the situation by practically ordering Gatsby and Daisy to drive home together, Gatsby’s confident insistence that Daisy has only ever loved him feels desperate, even delusional. Gatsby believed in the green light, the orgastic future that year by year recedes before us. It eluded us then, but that's no mattertomorrow we will run faster, stretch out our arms farther. . . . And one fine morning So we beat on, boats against the current, borne back ceaselessly into the past. (9.153-154) One of the most famous ending lines in modern literature, this quote is Nick’s final analysis of Gatsby – someone who believed in â€Å"the green light, the orgastic future† that he could never really attain. Our last image of Gatsby is of a man who believed in a world (and a future) that was better than the one he found himself in – but you can read more about interpretations of the ending, both optimistic and pessimistic, in our guide to the end of the book. Jay Gatsby Character Analysis If you read The Great Gatsby, odds are you will have to write at least one paper that analyzes Gatsby as a character or connects him to a larger theme, like money, love, or the American Dream. To do this well, you should closely read Gatsby’s key scenes (meeting Daisy again in Chapter 5, the confrontation in the hotel in Chapter 7, his decision to take the blame in Chapter 8) along with his background, revealed over Chapters 6, 8, and 9. By understanding both Gatsby's past and his present in the novel, you can write about him confidently despite his many-layered personality. It can be helpful to compare Gatsby to other characters, because it can make it easier to understand his attitude and motivations. Nick’s cynical nature makes Gatsby’s naivetà © and optimism readily apparent, for example. You should also consider how Gatsby’s interaction with the book’s famous symbols (especially the green light) reveal aspects of his character. Remember that there are many valid ways to interpret Gatsby, as he is a very complex, mysterious character. As long as you back up your arguments with evidence from the book you can connect Gatsby to various big-picture themes and ideas. We will explore that in action below with some common essay topics about Gatsby. Gatsby is especially linked to the American Dream! What makes Gatsby so great? I think the best way to tackle this question is to ask â€Å"why is Gatsby called great† or â€Å"who thinks Gatsby is great?† That way you won’t get bogged down in an unoriginal argument like â€Å"well, he has a lot of money and throws amazing parties, and that’s pretty awesome, so†¦he’s pretty great I guess?† Remember that the book is narrated by Nick Carraway, and all of our impressions of the characters come from his point of view. So the real question is â€Å"why does Nick Carraway think Gatsby is great?† Or in other words, what is it about Gatsby that captures cynical Nick Carraway’s imagination? And the answer to that comes from Gatsby’s outlook and hope, not his money or extravagance, which are in fact everything that Nick claims to despise. Nick admires Gatsby due to his optimism, how he shapes his own life, and how doggedly he believes in his dream, despite the cruel realities of 1920s America. So Gatsby’s greatness comes from his outlook – even if, to many readers, Gatsby’s steadfast belief in Daisy’s love and his own almost god-like abilities come off as delusional. Why is Gatsby obsessed with repeating the past? Gatsby is not so much obsessed with repeating the past as reclaiming it. He wants to both return to that beautiful, perfect moment when he wedded all of his hopes and dreams to Daisy in Louisville, and also to make that past moment his present (and future!). It also means getting right what he couldn’t get right the first time by winning Daisy over. So Gatsby’s obsession with the past is about control – over his own life, over Daisy – as much as it is about love. This search for control could be a larger symptom of being born into a poor/working class family in America, without much control over the direction of his own life. Even after he’s managed to amass great wealth, Gatsby still searches for control over his life in other ways. Perhaps he fixates on the reclamation of that moment in his past because by winning over Daisy, he can finally achieve each of the dreams he imagined as a young man. How would the book be different if Gatsby â€Å"got the girl?† The Great Gatsby would probably be much less memorable, first of all! Sad endings tend to stick in your mind more stubbornly than happy ones. Furthermore, the novel would lose its power as a reflection on the American Dream if Gatsby ended up with Daisy, the book would be a straightforward rags-to-riches American Dream success story. In order to be critical of the American Dream, Gatsby has to lose everything he’s gained. The novel would also lose its power as an indictment of class in America, since if Daisy and Gatsby ended up together it would suggest walls coming down between old and new money, something that never happens in the book. Instead, the novel depicts class as a rigid and insurmountable barrier in 1920s America. A happy ending would also seem to reward both Gatsby’s bad behavior (including crime, dishonesty, and cheating) as well as Daisy’s (cheating, killing Myrtle). This would change the tone of the ending, since Gatsby's tragic death seems to outweigh any of his crimes in Nick's eyes. Also, Gatsby likely wouldn't have caught on as an American classic during the ultra-conservative 1950s had its ending appeared to endorse behavior like cheating, crime, and murder. In short, although on your first read of the novel you more than likely are hoping for Gatsby to succeed in winning over Daisy, the novel would be much less powerful with a stereotypically happy ending. How does Jay Gatsby represent the American Dream? Should we be hopeful or cynical about the status of the American Dream by the end of the novel? There is a bit of a progression in how the reader regards the American Dream in the course of the novel, which moves in roughly three stages and corresponds to what we know about Jay Gatsby. First, the novel expresses a cautious belief in the American Dream. Gatsby’s parties are lavish, Nick rides over the Queensboro bridge with optimism and the belief that anything can happen in New York (4.55-7), and we see some small but significant breaking of class conventions: Myrtle holding court at an apartment with Tom Buchanan (Chapter 2), the â€Å"modish† African Americans riding over the bridge with a white driver (4.56), old money and new money mingling at Gatsby’s party (Chapter 3). However, this optimism quickly gives way to skepticism. As you learn more about Gatsby’s background and likely criminal ties in the middle-to-late chapters (4-8), combined with how broken George seems in Chapter 7 upon learning of his wife’s affair, it seems like the lavish promises of the American Dream we saw in the earlier half of the book are turning out to be hollow, at best. This skepticism gives way to pessimism by the end of the novel. With Gatsby dead, along with George and Myrtle, and only the rich alive, the novel has progressed to a charged, emotional critique of the American Dream. After all, how can you believe in the American Dream in a world where the strivers end up dead and those born into money (literally) get away with murder? So by the end of the novel, the reader should be pretty pessimistic about the state of the American Dream, though there is a bit of hope to be found in the way Nick reflects on Gatsby’s outlook and extends Gatsby's hope to everyone in America. Is Gatsby a tragic hero? How you answer this prompt will depend on the definition you use of tragic hero. The most straightforward definition is pretty obvious: a tragic hero is the hero of a tragedy. (And to be precise, a tragedy is a dramatic play, or more recently any work of literature, that treats sorrowful events caused or witnessed by a great hero with dignity and seriousness.) If we consider The Great Gatsby a tragedy, that would certainly make Gatsby a tragic hero, since he’s the hero of the book! But in Aristotle’s (influential) and more specific definition, a tragic hero is a flawed individual who commits, without evil intentions, some wrong that leads to their misfortunate, usually followed by a realization of the true nature of events that led to his destiny. The tragic hero also has a reversal of fortune, often going from a high place (in terms of society, money, and status) to a ruined one. He also has a â€Å"tragic flaw,† a character weakness that leads to his demise. Using Aristotle’s definition of a tragic hero, Gatsby might not fit. There isn’t a sense that he commits some great wrong (unlike, say, the classic example of Oedipus Rex, who kills his own father and marries his mother) – rather, his downfall is perhaps the result of a few smaller wrongs: he commits crimes and puts too much faith in Daisy, who ends up being a killer. In that sense, Gatsby is more of a playful riff on the idea of a tragic hero, someone who is doomed from aiming too high and from trusting too much. Especially since a huge part of The Great Gatsby is a critique of the American Dream, and specifically the unjust American society that all of the characters have to live within, the idea of a tragic hero – a single person bringing about his own fate – doesn’t quite fit within the frame of the novel. Instead, Nick seems to indict the society around Gatsby for the tragedy, not Gatsby himself. Final Questions Does Gatsby really love Daisy? Does Daisy really love Gatsby? On the surface in Gatsby, we see a man doing whatever it takes to win over the woman he loves (Daisy). He even seems willing to sacrifice everything to protect her by taking the blame for Myrtle's death. However, he ends up killed for his involvement in the affair while Daisy skips town to avoid the aftermath. This can make it look like Gatsby loves Daisy truly while Daisy doesn't love him at all. However, the truth is much more complicated. Gatsby claims to love Daisy, but he rarely takes into account her own feelings or even the fact that five years have passed since their first romance and that she's changed. In fact, he's so determined to repeat the past that he is unable to see that Daisy is not devoted to him in the way he thinks she is. Furthermore, Gatsby seems to love Daisy more for what she represents money, status, beauty than as an actual, flawed human being. As for Daisy, it’s pretty clear she loved Gatsby up until she married Tom (see the bathtub scene as recounted by Jordan in Chapter 4), but whether she still loves him or is just eager to escape her marriage is harder to determine (you can read more in depth about Daisy right here). Either way, there are certainly strong feelings on both sides. I don't think you could argue Daisy never loved Gatsby or Gatsby never loved Daisy, but their relationship is complex and uneven enough that it can raise doubts. Read more about love and relationships in Gatsby for more analysis! What’s up with Nick and Gatsby’s friendship? Does Nick believe Gatsby? Why does Gatsby come to admire Nick? Nick, for his part, starts out suspicious of Gatsby but ends up truly admiring him, to the point that he tells Gatsby that he’s worth more than Daisy, Tom, and their ilk put together. But why does Gatsby come to rely on Nick so much? Part of the answer comes in Nick’s introduction, when he establishes himself as both part of a privileged group (his family is pretty wealthy and he’s a Yale graduate), but also someone who’s not as incredibly wealthy as the Buchanans – in short, Nick is the sort of person Gatsby wishes he was but not to the degree Gatsby would be jealous of him. Perhaps more importantly, Nick establishes himself as relatively grounded and a good listener, which is the type of person lacking in Gatsby’s high-flying circles (hundreds of people come to his parties but Nick seems to be the first real friend he makes). Both Nick and Gatsby seem to recognize each other as kindred spirits – people both â€Å"within and without† of New York society, rich but not old money aristocracy. The cherry on top of this is the fact Nick is related to Daisy, and is thus a link to her Gatsby can use. So Gatsby starts confiding in Nick to get closer to Daisy, but continues because he finds Nick to be a genuine friend – again, something he severely lacks, as his poor funeral attendance suggests. What’s up with the â€Å"Jay Gatsby is black† theory? Is there any chance it’s true? Recently, some scholars have argued that another possible layer of The Great Gatsby is that Gatsby is actually part black, but passing as white. This would make Tom’s racist statements much more charged and ironic, if it’s true his wife is cheating on him with a black man. It would also explain Gatsby’s desire to completely sever ties to his past and reinvent himself with an old money background. However, many Fitzgerald scholars point out that Fitzgerald’s conversations with his editor about the book are well documented, and they never had any discussions about Gatsby’s race. So basically, this theory is intriguing and can be argued for based on the text, but if you take a more historical/biographical approach it’s less likely to be true. You can read more about it here and decide for yourself if you believe it! There are also similar theories that argue that Gatsby is Jewish. You can read one such theory in depth here. Is Gatsby based on a real person? Is this a true story? Is there a Great Gatsby house I can go visit? The Great Gatsby is not based on a true story, and there wasn’t a specific person in F. Scott Fitzgerald’s life who inspired the character of Jay Gatsby. However, F. Scott Fitzgerald did live briefly on Long Island (which is the inspiration for East Egg and West Egg) and spent time with New York celebrities. This was all during the 1920s, when bootlegging and organized crime were in their heyday. So he certainly could have been inspired by real life, newly-rich celebrities. (If you’re curious, the house Fitzgerald lived in is still standing on Long Island, but it’s not a tourist site like, say, Mark Twain’s house is.) Finally, and perhaps most potently, Fitzgerald himself went through a Gatsby-like heartbreak. Before he married Zelda Sayre, he was in love with a wealthy woman named Ginevra King. A dark-haired beauty, Ginevra went on to marry a wealthy man, leaving F. Scott Fitzgerald behind and heartbroken. Those experiences may have all combined to create the character of Jay Gatsby (as well as Daisy Buchanan), but Jay isn’t based on any one person. You can also read more about F. Scott Fitzgerald's life and the history of the novel's composition. What’s Next? Still confused about how the last few chapters play out? Catch up with our summaries of chapters 7, 8, and 9. Read more about Daisy and Gatsby’s relationship and how it stacks up to others in the novel over at our analysis of love, desire, and relationships in Gatsby. Still wondering about Gatsby’s legacy? Is he a man to be admired or a cautionary tale of someone who put too much stock in an old love? Read about different ways to interpret the novel’s ending. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Liverpool and Britain dependent on other countries Essay

Liverpool and Britain dependent on other countries - Essay Example Although the exact moment of globalization occurring in Liverpool is a highly debatable question considering the length of Britain’s history and its extensive involvement in world affairs, it could be send that the election of â€Å"New Labour† in 1997 marked the rapid acceleration of the period. With Tony Blair’s successful efforts to remake the formerly left-wing, anti-free trade Labour party into a pro-market moderate party, Britain decided to go full steam ahead with economic global integration. Britain got its economic act together just as globalization was accelerating, in the late 1980s. It has managed to catch and ride the current wave successfully, selling the world financial and business services where once it sold cotton textiles and machines. Shifting earlier and more decisively than most countries out of mass manufacturing, where it had few advantages over lower-cost competitors, to more easily defended high-value-added goods and services gave it an edge. Margaret Thatcher's painful union-bashing left Britain with flexible labour markets at a time when countries such as France and Germany are struggling with unbudgetable workers and high unemployment. Britain has always been a trading nation. Liverpool has been a central part of that history. Founded by King John in the 12 century, the city has been an important port for a very long time. In the 19th century it became, along with Manchester, the first two British cities connected by railway, allowing the quick transport of goods to market.