World Literature Assignment Help Essay Example for Free

World Literature Assignment Help Essay The most significant component of Homer’s Iliad is the most self-evident: the focal issue in this sonnet is warfare. In reality, the Iliad is our most established, generally popular, and most suffering tale about men in battle. So one may well start by investigating certain highlights of this specific war narrative. How does Homer portray the war in order to underline a few highlights instead of others? Such an inquiry is important in light of the fact that the phraseâ war storyâ does not uncover especially about a specific fiction.  After all, fighting, especially the Trojan War, can be and has been utilized to build up an incredibly wide scope of the distinctive storiesâ€dramatic undertakings, chivalric stories, diverting parodies, severe social discourses, verifiable sagas, different styles of satire, sentiment, etc, regularly in combination. For war is a fertile reason for a wide range of various stories, as one may expect, given that it incorporates such huge numbers of story possibilities. So we may begin by checking whether we can get a feeling of a portion of the more striking highlights of Homer’s treatment of the war. A most at first astonishing aspect concerning the Iliad is what number of notable subtleties of the full Trojan War story Homer forgets about. The sonnet gives us no nitty gritty feeling of how the war began (either the momentary reason for Paris’ and Helen’s elopement or the drawn out causes in the wedding of Thetis and Peleus and the Judgment of Paris), nor are a considerable lot of the most well known episodes in the opening or shutting phases of the war given any consideration (for instance, the penance of Iphigeneia, the enrollment of Odysseus and Achilles, the deserting of Philoctetes, the Trojan Horse, and the fall of Troy, among numerous others). There are numerous references to the way that Troy will in the long run fall, yet no subtleties are provided. First-time perusers of the Iliad who have some recognition with subtleties of the celebrated account every now and again remark, regularly with a feeling of disillusionment, on what a small number of such occurrences are incorporated here. One would believe that any artist keen on holding his audience’s consideration with some energizing story occasions would utilize probably some of these. But one scans the Iliad in vain for the vast majority of one’s most loved stories from the Trojan War. Rather, the Iliad focuses on barely any weeks in the tenth year of the war. The activity covers impressively less time than that, obviously, in light of the fact that there are some significant holes (e.g., the nine days’ plague in Book 1, the twelve-day sit tight for Zeus, the twelve-day abuse of Hector’s cadaver), and the spotlight is solely on what is happening in that generally short time. There’s an intriguing twofold sequence at work. Events move rapidly from one war zone understanding to anotherâ€there is heaps of energizing action. At a similar time, while there is little consideration paid to an exact order, we additionally get a feeling that a ton of time is passing by; this war is crawling, without anything changing definitely (other than individuals being killed). We don't encounter this war as a total occasion, with a start, center, and end, an involvement in plainly got causes and a progression of occasions prompting a positive conclu sion. We start the sonnet amidst fighting, and we end the book, half a month later, in precisely the equivalent place. The just thing we know without a doubt toward the end is that the battling will proceed, as in the past. The fighting is likewise unremitting. One ridiculous experience is constantly trailed by another without critical variety in the fundamental idea of the experiences and without pause. All endeavored ceasefires are bound to disappointment, other than those the gatherings make, unexpectedly enough, to gather or commend the dead. Even around evening time, when the battling has commonly halted, the war overwhelms people’s activities, considerations, and dreams. There is none of that sense, so noticeable in the Odyssey, that an evening’s feast and rest carry something to an end so when Dawn shows up the following day, something new and distinctive is going to start. This story structure makes a feeling that this war is less a specific and one of a kind authentic battle than it is an enduring state of life. These warriors are doing what they have consistently been doing and what they will keep on doing (a feeling that is unequivocally fortified, as we will see, by their recollections of the past and their expectations for the future). There has been no reasonable starting to this, and there will be no unmistakable end. Of course, on the off chance that we bring to the sonnet an information on the subtleties of the Trojan War, we realize that the custom reveals to us it does in the long run end. But the Iliad does not urge us to consider that in any detail, aside from the references to the way that Troy will fall sometime in the not so distant future, and, on the off chance that we do, there is little in the sonnet to propose that such an occasion would transform anything without a doubt (progressively about this later). Moreover, the nonattendance of any feeling of venturesome sentimental experience in the sonnet (despite the way that the conventional story of the Trojan War incorporates a wide range of opportunities for such occasions) creates a feeling that singular genius in strategies, methodology, or slyness (a typical element of the Odyssey and of incalculable mainstream war fictions) is strange here, in light of the fact that this war is bigger than the endeavors of any one man or little gathering of men. It isn't something which the individual warrior can, through his individual endeavors, modify in any noteworthy way. Whatever he and his friends do today, at that point tomorrow, in the event that he is as yet alive, he should proceed doing. By the finish of the Iliad, we have seen some uncommon human lead, brilliant fortitude, unpleasant annihilation, and the sky is the limit from there, none of which has changed the course or the idea of the war in the slightest. Confronted with this circumstance, the men appear to be caught, as Odysseus watches: Zeus makes sure that from our young days to our mature age we should crush away at vomited war, till, individually, amazing. (14.104) [14.85] A few perusers locate this account beat perturbing. Where are we going with the story? There is a ton of action,â but generally speaking nothing is changing and there is nearly nothing if any feeling of closure. For the individuals who anticipate different things from a war fiction, it is somewhat astounding and maybe frustrating to find that the vast majority of the energizing stories we partner with this war originate from other sourcesâ€the Odyssey, Aeneid, and Metamorphoses, for exampleâ€where the vision of war is totally different from what Homer is creating in the Iliad. I might want to recommend that all these moderately evident subtleties help to make a feeling that this vision of war is completely fatalistic. The war is neither a transitory issue nor a discrete authentic occasion nor a one of a kind adventure. It is, somewhat, the essential, perpetual, and certain state of life itself. It is man’s destiny. Before investigating this point further, we should initially explain unequivocally what the termsâ fate,â fatalism, andâ fatalisticâ mean here, for in these advanced, quite non-fatalistic occasions we may not all grip the idea clearly. To affirm that Homer pictures the war as man’s destiny is to guarantee that Homer perspectives it as the fundamental state of life into which these men are conceived. They don't decide to have the world along these lines, and a large number of them express their disappointment with this situation and their craving for something different. But there is nothing they can do to change that condition. Whatever began this war and whatever will end it (on the off chance that it ever closes) are outside human ability to control. It is important to include here the significant point that, comprehended in this sense, these terms convey no vital feeling of positive thinking or negativity. It is conceivable to be an affirmed passivist but then sense that the essential states of life are tantamount to they could be or are orchestrated man’s advantage (as in, state, a confidence in opportune Christianity), or, on the other hand, to have a positively cynical feeling of the world one is conceived into. All these terms show, as I state, is that life is, in a manner of speaking, a game where the principles are made up and constrained by others and where people have no capacity to change the circumstance. The termsâ fateâ andâ fatalisticâ also don't imply that human activities are predetermined. This point is critical to get a handle on for a comprehension of the Iliad and practically all traditional Greek literature. Human creatures might be not able to adjust the circumstance, yet in any event one basic since they are free agents. They are allowed to pick how to respond to these given conditions. In the Iliad the men have decided to be warriors; more than that, a large portion of them are resolved, in their opportunity, to go about as nobly as could be expected under the circumstances, to satisfy a code which demands that they go up against this bleak lethal reality with a scope of human characteristics (fearlessness, devotion, physical quality, etc). Weâ will be going into this element of the sonnet in more noteworthy detail in another essay. For the second it’s fundamental to get a handle on the point that key to lives of these men is their free attes tation of their independence notwithstanding a cruel destiny which they can't alter.This fatalistic nature of the sonnet rises likewise in the manner Homer demands the all inclusive extent of war. As we read the story, we are continually managing a specific occasion including explicit people, yet we are likewise mindful of a bigger picture, for these occasions are a piece of an any longer time period. The well known diversions, which have occasioned a specific measure of threatening remark, serve to remind us over and over that fighting is a state of life itself.

A Critique of the Short Story Say Goodbye

This paper is shows an evaluate of the Short Story Say Goodbye. This evaluate would focus on the composing style of the creator. It would likewise give a few bits of knowledge from the defender of this paper on how the story can be identified with the manner in which an individual carry on with his life. The writer of the story had fittingly given a title to the story that he had composed. It catches the quintessence of the story and its passionate feel. Any peruser who might peruse this story would have the option to identify with it in light of the fact that the creator had the option to show how individuals treat life. In the initial segment of the story, Eileen McCoy is a common lady who underestimates everything. She doesn't stress a lot over her life since she realizes that her closest companion Liz is there to deal with her. Eileen didn't likewise feel that there would be some kind of problem with her life since she had been with James for as far back as thirty-six years and from the story they had an upbeat life. In spite of the fact that Eileen cherishes her better half, she didn't have the foggiest idea about that something was coming until they went to see the specialist. James McCoy, then again, is an excellent case of how the individuals carry on when they feel a major issue with them. All things considered, there are a few people who sidestep the subject of having a registration. Since James was putting off any registration from the specialist, he couldn't have his finding early. Subsequently, it turned out to be past the point of no return for a treatment that could have drawn out his life. Second thoughts are constantly acknowledged when it is past the point of no return and this is the thing that the writer had imparted to the perusers. It is elegantly composed and the peruser can relate effectively to how the story was composed. The creator finished the story in a generally excellent manner. The peruser can truly feel the feeling of the two characters toward the finish of the story. In spite of the fact that the characters didn't really bid farewell, the creator didn't show how Eileen would have bid farewell to James. This is an open consummation where one would envision James in his deathbed and how Eileen would make the most out of their lives. It is a decent system to keep the perusers think much after the peruser had perused the story. The topic of the story is offered directly to the perusers and despite the fact that the story isn't long, any peruser would recall it. This is on the grounds that what the story gives the peruser is an exercise that each individual should realize which is â€Å"Live life without limit and acknowledge what you have. † The story could likewise change lives and open the eyes of the peruser. Having a â€Å"James McCoy† as a companion or a family, the peruser can really advise somebody they know to look out for their wellbeing since you just have one life. A person’s life is constantly connected to somebody and each life is significant. On the off chance that the individual needs the individuals they know sincerely to remain upbeat, at that point the individual should consistently deal with how they are. An individual can make another one’s life hopeless by simply being sick and when an individual is gone, the person who endures most are the one’s deserted. An elegantly composed story merits acclaim and what makes a difference in a story is the substance and not the length. It is acceptable to peruse short stories, for example, this one since it is a story which could be occurring right this second. There are individuals out there who have quite recently been educated things that could change their life always right this second. Offering this story to different perusers could assist them with changing how they see life and value it more.

Timed Essay Topics - How To Choose Good Timed Essay Topics

Timed Essay Topics - How To Choose Good Timed Essay TopicsTired of giving all the stressful details about your home life to your Timed Essay topic? It's time for you to have a break from that, and you can do this by browsing for different Timed Essay topics that interest you, or that are similar to your topic.Read some sites online that offer timed essay topics with samples so that you can practice how to write a good essay on that topic. This way, you will have an idea on how the format works and what is expected of you when writing a timed essay.You might think that writing a timed essay is impossible for someone who doesn't know how to write essays, but it's not. Timed essay topics, when created properly, don't demand too much of a person to get done. But for people who lack the skills to write essays, it might be a very long time before they finish one.Of course, finding Timed Essay Topics that interests you may take some time, and as you gain experience, you will find that it's easier to write an essay. It's also good to know that you're not alone in your plight. Most people who enter university to write a timed essay either have no experience writing essays, or they lack the skills.There are many sites online where you can find Timed Essay Topics that interest you. However, many of these sites offer only a small sample, or the sample is not helpful in helping you figure out how to write a good essay.If you are looking for help with your essays, try to avoid sites that offer essay writing help. These types of sites are often scams that only want to get your money.A lot of the essays that you see on these sites seem like they came straight out of a middle school paper. In other words, they are rushed, and the grammar is just as bad as those produced by the high school students.Therefore, if you want to achieve a good essay, the better you write, the more you'll get paid. That is why Timed Essay Topics are so important, because not every essay is easy to wri te and not every essay has to be well-written.

Heart of Darkness in Relation to its Title Essay - 1360 Words

The Parallel meaning of the novella with its title- Heart of Darkness The title, Heart of Darkness, aptly chosen, can be very strongly linked to the novel. IT can be used to describe Joseph Conrad’s views on civilization, the individual mind and the land into which he ventures. These sum up his opinions on the bourgeoise society, uncivilized society and the faults of human nature, linking them to the land under one common theme and thus establishing the title. ‘Heart of Darkness’ can most noticeably describe Marlow’s journey into the heart of the land. A dominant symbol in the novel is of the river- the snake- â€Å"But there was in it one river especially, a mighty big river, that you could see on the map, resembling an immense snake†¦show more content†¦Surrounded by dark jungle and distant mist, he knows his journey will be a blind one, one where he is new and possibly unwelcome. Also, by saying he felt he was headed towards the center of the earth rather than the continent, he refers to the earth’s core, where in religion and folklore hell resides. With this, all he knows about his impending journey is that it will be a voyage into chaos and, ultimately, death. Where the setting depicts heading into the heart of darkness, one can only begin to grasp the relationship of inside to outside, of hell to the norm. This is even existent in civilization as well as individuals, who are hosted and somewhat intensified by Conrad’s use of the land. Although Conrad wrote this novella before the psychological era of Freud (and in some cases Jung), the two shared many similarities. Relating to the phrase â€Å"Heart of Darkness,† Freud believed everyone was born primitive, and in some senses, there is always a primitive aspect waiting to be shown, being covered up in a constant struggle to keep it locked away inside. 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Video Games Improving Critical Life Skills - 1587 Words

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China Has Great Physical Diversity Essay - 2017 Words

Geographical Location: China has great physical diversity. The east and south of the country consists of fertile lowlands and foothills, and is the location of most of China s agricultural output and human population. The west and north of the country is dominated by sunken basins (such as the Gobi and the Taklamakan), rolling plateaus, and towering massifs. It contains part of the highest tableland on earth, the Tibetan Plateau, and has much lower agricultural potential and population. Traditionally, the Chinese population centered on the Chinese central plain and oriented itself toward its own enormous inland market, developing as an imperial power whose center lay in the middle and lower reaches of the Yellow River on the northern plains. More recently, the 18,000 km (11,000 mi) coastline has been used extensively for export-oriented trade, causing the coastal provinces to become the leading economic center. 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BeforeRead MoreAdolf Hitler and The Holocaust Essay729 Words   |  3 Pagesand people with medical handicaps. This geonocide, led by Adolf Hitler, who was the chancellor and future dictator of Germany, resulted in the death of six million Jews and thousands of other innocents. The Holocaust is arguably the worst thing that has happened in our history. In our modern world we still have racist and religious problems accross the world particularly in the Middle East and Africa. By studying the Holocaust we can learn many things and gain a perspective on our lives. Adolf HitlerRead MoreYin Yang And Chinese Culture1282 Words   |  6 Pagespercent of healing depends on curative means and seventy percent on nursing care† (Wong Pang, 2000). In the past, the Chinese felt that taking care of the sick was strictly within the family. During the first recruitment of nursing as a profession in China, the institutional setting was a foreign subject. In 1907, it was felt that the nursing profession was misunderstood because people thought of it as servant’s work. It needed to be known that caring for the sick was more than a collection of tasks

Tort Scenario free essay sample

Tort Actions The most prevalent tort in scenario 2 is negligence. The first act of negligence would be the glass that was found in Anna’s food that caused her injury. The second negligent act was the waiter’s decision to carry a flaming dish through the restaurant without announcing his presence. The restaurant owner’s negligent decision to not install an emergency exit other than a revolving door entrance caused an elderly woman to be trampled and caused several other patrons to suffer from smoke inhalation and burns.Anna also has a medical malpractice tort because when she was taken to the hospital to have surgery on her mouth a hospital mistake resulted in her leg being amputated instead. Potential Plaintiffs The potential plaintiffs in this case are Anna, the elderly woman that was trampled, the waiter who was burned, and the restaurant patrons that suffered smoke inhalation and burns. Possible Defendants Possible defendants are the cooks because of their negligence and actions that caused Anna to be served a dish with glass in it to begin with. We will write a custom essay sample on Tort Scenario or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The waiter is a possible defendant because he failed to announce his presence and was responsible for tossing his apron onto another tablecloth starting a larger blaze. The restaurant owner is another possible defendant because they failed to provide a proper emergency exit. Defendants of the malpractice tort are both the doctor who performed the wrong surgery on Anna and the hospital in which the mix up took place.The surgeon failed to ensure he was performing the right procedure on the right patient and the hospital because they failed to have standard operating procedures in place that would prevent such a horrible mishap. Tort Elements Anna can claim negligence against the restaurant and its owner because their breach of duty to care caused for Anna to injure her mouth when she bit down on glass that was in her food.Anna can claim malpractice against the hospital and the doctor that mistakenly amputated her leg instead of performing surgery on her mouth! The elderly woman and the patrons of the restaurant can claim negligence against the restaurant owners because of their failure to install a proper emergency exit. Defenses In this case it is possible that the defendants- the restaurant owner and waiter, could try and use the defense that patrons entering the restaurant do so with a certain amount of assumed risk.They may try to say that patrons are fully aware of the types of dishes (including the flaming dishes that started this incident) and that the patrons enter the restaurant at their own risk. It is possible that the cooks may try to claim that the glass was put into the meal after it left the kitchen and that they are not responsible. The restaurant owners may try to dismiss the patron’s claims of negligence and claim that those injuries would still have occurred if there had been another emergency exit.The restaurant owners may claim that the smoke inhalation and burns were not because of the revolving door exit, but rather the fault of the patrons being frantic. Claim Resolution Anna has two strong claims in this scenario. The first claim is her negligence claim against the re staurant because of the glass in her food. This incident is directly responsible for Anna being taken to the hospital where her malpractice claim took place when doctors mistakenly amputated her leg.The elderly woman has a strong case again the building owners because she suffered injuries being trampled while other patrons were trying to squeeze through the revolving door. The staff and patrons that suffered injuries might have a more difficult time proving their case because the smoke inhalation and burns might have occurred regardless. If taken to trial the judge could also decide that the waiter dropping the flaming plate was an accident and therefore the following injuries were the result of an accident and not negligence.

Health promotion free essay sample

What is health promotion and why is it important in our world today? I am sure it seems the answer is not very complicated: but is it as simple as promoting health? According to the World Health Organization (WHO), â€Å"Health promotion is the process of enabling people to increase control over, and to improve, their health† (World, 2013). This is a change from the past in that healthcare providers are encouraging our patients to take control of their own health while guiding and educating them in the right direction. Health has been shown not to just be free from disease but also encompasses physical, mental, and social well-being (WHO 2013). The whole purpose of promoting individual health is to give the communities the ability to feel they have control over their health plan and help them to stay out of the hospitals, which is what they prefer. This takes cooperation by the patient and the healthcare provider. We will write a custom essay sample on Health promotion or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It is imperative that a nurse stay up to date with a continuous changing healthcare pattern, since they have a big role in health promotion. A big part of health promotion is related to nurses educating the communities, especially since nurses are becoming more and more involved in the communities. As time advances, researchers are predicting nurses will move more out of the hospital and into the communities. Now, more than ever, nurses are challenged to improve patient outcomes by assessing and creating education plans that will increase the patient’s awareness and understanding of their disease process and management. After very thorough assessments and the need for education is completed, nurses must create a plan for implementing a strategy to reach the audience targeted. It states in the article Public Health Nutrition: Focus on Prevention, the three different levels of implementation methods utilized today. The first method is individually focused and promotes health outcomes through educating, changes to a healthy lifestyle, and individual behaviors. The types of interventions are carried out through one-on-one educational discussions and telephone conversations. The next implementation tier is more community-focused. These interventions put the spotlight on the needs of the community, as an example, such as public posters or classes to promote diet modification. The last method to be identified in the article include system-focused interventions. These interventions shift the focus from the individual to the facilities that serve individuals and the laws and policies surrounding the facility. For example, improvements in school lunches to make them healthier (University, 2012). If the healthcare providers can use the combination of the three methods listed above with the nursing process it can to improve outcomes of the patients and community in all areas of nursing. Health promotion is split by healthcare into three levels: primary, secondary, and tertiary. Primary prevention’s main concept is to prevent the disease from occurring and keeping the public healthy. A couple of examples of how this is accomplished are through education, regular exams, and immunizations. A few years ago the Journal of the American Academy of Nurse Practitioners published an article, Reducing heart disease through the vegetarian diet using primary prevention, and it discusses how if a patient leads a vegan lifestyle this could cut out a lot of the processed foods and help the patient to improve chronic heart conditions. If one is unsure exactly how to pursue a vegetarian diet having a consultation with a dietitian is an additional option. Next on the pyramid of health is secondary prevention. This layer of prevention focuses on after an injury or illness has been diagnosed. The goal is to prevent progression or slow down the disease. Using the example of heart disease above, if providers are teaching regarding secondary prevention it would include termination of smoking, diet and exercise, and keeping a healthy weight and blood pressure (Mosca, i. e. 2010). These goals are more patient specific than primary prevention. The last tier includes tertiary prevention which focuses on helping the public prevent a further decline in health while maximizing their quality of life after being diagnosed with a chronic condition. In a recent article, The Effects of Cardiac Tertiary Prevention Program after Coronary Artery Bypass Graft Surgery on Health and Quality of Life, it discusses cardiac rehabilitation as a possibility to fall into the tertiary level. This falls into the category in that it helps restore patient’s well-being while decreasing the suffering and complications. This does take even more participation and cooperation of the patient. In conclusion, there are many things healthcare providers can attempt to do in order to educate the public. However, utilizing the three tiers of health promotion (primary, secondary, tertiary) shows a well-organized technique that can break down different levels of health. Every patient falls into at least one category on the continuum, so this is also making it easier for the provider when educating in that they can customize the patient’s care plan in a more organized way. This includes utilizing the nursing process, critical thinking, and therapeutic communication allowing nurses to identify where the patient fits into the wellness continuum and helping them reach their highest level of wellbeing. Health Promotion free essay sample This essay will begin by discussing the different definitions of health that have been put forward, and will also discuss the necessity of health promoters to be able to understand why there are differing definitions of health and the importance of the difference in our understanding of what health means to the individual. There have been many definitions of health, which include phrases such as ‘absence of disease’, and ‘ability to cope’. The World Health Organisation (WHO) (1946) gave its definition of health as ‘a state of complete physical, mental and social well-being, and not merely the absence of disease or infirmity’. However, it is very difficult to define health due to its complexity and broadness. Health and well-being can be described as the absence of physical illness, disease and mental distress. This is a negative definition of health and well-being, as it is impossible for a person to free from illness or disease. We will write a custom essay sample on Health Promotion or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Health and well-being can also be described as the achievement and maintenance of physical fitness and mental stability. This is a positive definition of health and well-being or health and well-being as being a result of a combination of physical, social, intellectual and emotional factors. Stimson and Webb (1975) carried out research which suggested that people have their own private comments on their own ill health, compared to what they chose to tell their doctors. The research indicated that people did not always believe or accept the medical explanation given for their illness. The study suggests people hold their own views and hold their own explanations for ill health. (Doyal. L. at el. (1991) A Theory of Human Need. London. Macmillan) Health promoters have to collect a significant amount of information before they can put out a campaign on a particular disease. They have to look at health models and their approaches and even statistical information from CENSUS reports, death certificates, survey’s, and even General Practitioner (GP) records and so on. The World Health Organisation (WHO) defined health promotion as ‘enabling people to gain control over their lives’ (WHO 1986). There are four approaches to take in to consideration before putting together a health promotion campaign, and they are: The medical approach: this focuses on activity which aims to reduce morbidity and premature morbidity. Activity is targeted towards whole populations of high-risk groups. This kind of health promotion seeks to increase medical interventions which will prevent ill health and premature death. The medical approach is conceptualised around the absence of disease. It does not seek to promote positive health, for example ‘Smoking advertisement’, smoking adverts only advertise damage the body will develop through regular inhalation of tobacco. This kind of promotion can be criticised for ignoring the social and environmental dimensions of health. In addition, the medical approach encourages dependency on medical knowledge and removes health decisions from people concerned. The medical approach also relies on having an infrastructure capable of delivering screening or an immunisation programme. This includes trained personnel, equipment, laboratory facilities, and information systems which determine who is eligible for the procedure and record uptake rates. And in the case of immunisation, a vaccine which is effective and safe. The educational approach: the purpose of this approach is to provide knowledge and information, and to develop the necessary skills so that people can make their own informed choice regarding their health behaviour. The educational approach should be distinguished from a behaviour change approach, and that it does not set out to persuade or motivate change in a particular direction. However, this will be the service user’s voluntary choice, and it may not be the one the health promoter would prefer. The educational approach is based on a set of assumptions about the relationship between knowledge and behaviour: that by increasing knowledge, there will be a change in attitudes which may lead to a change in behaviour towards a healthier lifestyle. To provide educational information to clients regarding health and well-being, provisions would have to be put in place, through the following resources: leaflets, booklets, visual displays or one-to-one advice with their own GP. By providing these sources this may provide opportunities for people to share and explore their own attitudes towards health education. Empowerment: This approach helps people to identify their own concerns and gain the skills and confidence and for the person to act upon them. Social change: this approach recognises the importance of social-economic environment’s in determining health. Its focus is at the policy or environmental level, and the aim is to bring about changes in the physical, social and economic environment which will have the effect of promoting health. This approach will also look at social class, the promoter will take in to consideration people’s gender, race, ethnicity, sexuality, working, unemployed and so on. Basically the social approach will look at theories that are linked to social class and determine whether or not, that poverty and low social class are the reasons for high mortality rates linked to a specific disease. This is when the promoter will now go away and put together his/her campaign. The Acheson Report (1998) shows that there is an existence of health inequalities and their association to social class, in this report there is data, even though there is a down fall in mortality, the superior classes take in to account more rapid mortality deterioration. Also The Black Report (1980) shows that there are higher levels of poverty in the lower class and higher death rates due to ill health, the higher social class live in a more advanced area which is much more suitable for living conditions, but in contrast to that, people who live in a higher class seem to live in the centre of a city which is much more prone to pollution. LO2 Whether we come from poverty, working class or a higher class background, there are many health influences all around us, for example the environment we live in can influence our health; for instance, living with a partner who is controlling can impact on the stability of mental health, living in a city centre can influence poor health due to pollution (inhalation of fumes from motor vehicles and fuel plants). Although living in a higher class society can have a positive effect on better healthcare, there are still factors of negative influences on health and well-being. Smoking, eating the wrong types of food, lack of exercise, no socialisation, alcohol, misuse of drugs, all these things can have an enormous negative effect on our health and well-being. However eating the correct foods (5 ADAY) and consuming the correct portion size as well as combining at least 30 minutes of physical activity a day can have a great deal of positive’s upon our lifestyle. For instance exercise is good for the brain as well as the body. According to NHS Choices (2013) ‘by eating five portions of fruit or vegetables and just 30 minutes of activity a day, will increase the secretion of Serotonin within our brains’. Serotonin is a hormone found in the brain, it influences our mood, sexual function, appetite, sleep, memory and learning, temperature regulation, and some social behaviour. So we could say the more Serotonin we produce the healthier the brain becomes, which results in a happier you. LO3 For the third and final part of this essay I am going to talk about the political side of health promotion within the UK and take a look across the globe at other parts of the world. Health Promotion is everywhere we look, especially in the media. We see it every day in the news whether it be on the television or in the newspapers. Health Promoters plan and develop ways to help people to change their eating and exercise habits to improve their way of life. There are lots of Health Promoters today that campaign against unhealthy living. Health Promoters give you guidance to a healthier lifestyle whether it is help with eating habits, smoking, alcohol intake, oral health, physical activity and mental health. Each and every one of us will indulge ourselves in to a habit and put ourselves at risk of chronic diseases at some point in our lives. According to Dr Robert Beaglehole (2011) â€Å"The real tragedy is that more hasn’t been done to avoid this epidemic, as overweight and obesity, and their related chronic diseases, are largely preventable†. Approximately 80% of heart disease, stroke, type 2 Diabetes, and 40% of cancer could be avoided through healthy diet, regular physical activity and avoidance of tobacco use. † This is why Health Promotional campaigns are important, as it gives us a better outlook on life and can also expand our lives too (Huffington Post) 2011. Health promotion is an important element of the governments health agenda. On forming a new government, the new labour set public health policies in line with its health agenda. Out of this rose a new white paper Saving Lives: Our Healthier Nation, which sets ambitious targets for life expectancy to be increased, and inequalities in health to be reduced. The Labour Government plan to achieve this through its public health policy in a third way (Connelly 1999). ‘Labours policies are aimed at strengthening communities, and encouraging individuals to seize opportunities and take responsibility for their action’. The Government hopes to improve the health of individuals by reducing health inequalities through health promotion. By doing so the Government will look at a range of different sources of information before they decide the need of a health promotion campaign. The Government have their own facilities to obtain information such as up to date statistical evidence via the website www. direct. gov/statistics . They can also obtain information from Registry Offices, such as marriage certificates, death certificates and birth certificates. By doing so, the Government will acquire accurate results to continue lobbying the new health promotion campaign needed to address the UK to improve quality of life. Before the campaign can be given the go ahead to become a final document, the Government have to look for ethical errors. For instance is the health promotion campaign fair to all people who are involved, meaning, does the campaign aim its information at all service users or is it aimed at a particular generation, gender, culture and so on. For a health care promotion to be respected it has to be aimed at everyone regardless of the persons background. By involving all service users, promoters can eliminate discrimination and visually display that equality and diversity are no longer an issue within our society especially in the health care sector. Health Promotion free essay sample In this reflection essay I will discuss about health promotion activity which took place during my placement in St’Clare Centre, Glassnevin, Ballymun. Health promotion allows one to empower and educate individuals to make lifestyle choices and changes to promote their health and help prevent disease (Naidoo and Wills 2000). This can be challenging when individual health beliefs differ. According to Whitehead (2004) the concept changes with demands, it is delivered by health workers but has become politically driven as the nation’s health changes. As a consequence strategies for health promotion can be influenced by the financial demands . According to Irish cancer society(2000) , seven thousand deaths annually are attributed to smoking related diseases in Ireland, as a result healthcare professionals are tasked with motivating and assisting every smoker to quit were possible . I was working as a student nurse on a day care ward when this health promotion activity occurred. The patient, Charles(name changed to protect patient’s identity) was a 74 year old gentleman who resided with his 67 year old wife and sole carer Sharon. We will write a custom essay sample on Health promotion or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They lived in a densely populated council estate, which was known to be one of the towns more deprived areas. Their only source of income was their government pension. Charles has bad cough and his diagnosis was a chronic obstructive pulmonary disease (COPD). Charles had suffered from COPD for 6 years, a combined chronic lung disease which damages the airway passages, reducing the lungs’ capacity to inhale and exhale air (Haas Sperber 2000). According to Gibson (2003) the risk of developing COPD is significantly increased in active and passive smoking. Charles had a 30 year history of smoking and had been informed this was the probable cause of his COPD. He had previously refused smoking cessation advice, agreeing to give up in his own time, however since commencing long term oxygen therapy 10 months ago he confirmed that he had felt isolated and unable to give up. I studied Charles admission paperwork and his smoking history. I offered Charles the opportunity to speak with our smoking cessation team which is in line with service centre policy when identifying a patient smoker, however he was defensive and declined the offer again advising that he would quit in his own time. I began to build a good rapport with Charles, he apologised for his defensive response when I had offered him the services of the smoking cessation team. Using this as my cue I commented that he had abstained from smoking for two days and praised him for doing so. He agreed that it was not easy to smoke in service centre as his illness made it impossible for him to go outside. He confided that at home he rarely went out and found that smoking helped relieve the stress he felt under, he added that since he already had COPD he didn’t see the point in stopping now. I asked if he felt comfortable talking about the subject, he nodded his head so I continued to enquire about his previous attempts to stop, as he explained that his wife had continued to smoke. I asked if it would have been more successful if his wife had also stopped, but he had not wanted to ask this from her as this was ‘his disease’. He had also found the excessive sputum production difficult to manage when he had tried to stop. I explained that it often take several attempts to stop smoking, agreeing that cessation would not ‘cure’ his COPD. I explained that sputum production and cough are affected on cessation but this would eventually pass. Later that day I gave Charles some literature on smoking cessation to read in his own time. The literature detailed support services available, a diary to plan his journey, tips on managing triggers to smoking, coping with withdrawal symptoms and an explanation regarding systemic effects on the body during cessation. Both health and financial benefits were detailed depending on how much the individual smoked. Charles smiled and winked which reassured me that I had not upset him with my actions. The following day Charles expressed he would like to attempt smoking cessation again, I informed the nurse in charge, she knew of his smoking on his last admission and had offered the service which was declined. During the start I had felt uncomfortable when Charles adamantly declined advice. I gave consideration to his situation, he was removed from his usual surroundings, feeling unwell and being asked personal questions by a complete stranger, I concluded it would not be unusual for a resident to be negative in this situation. I was surprised that Charles had not given up when he was first diagnosed, but as an ex smoker I understood the difficulties one can encounter. Charles initially felt guilty about his inability to stop smoking, but was more able to communicate after a couple of days once a good relation had been established. Charles had low expectations and was originally resistant to change however Rollnick et al. (2001) suggest that this could be linked to past failed attempts. Once he had considered the benefits to his health, Charles felt reassured the support and advice given would help him and his wife. The episode of health promotion was positive, action was taken despite reservations in resident acceptance the service was offered. Carlebach (2009) suggest that a previous decline of cessation advice should not be a barrier to offering services again. Charles had refused help in the past despite his disease, the National Institute of Clinical Excellence (NICE) (2010) advise patients with COPD who continue to smoke should be encouraged to stop, furthermore smoking cessation decelerates the disease progression (WHO 2006). The use of good communication and rapport building skills built trust between resident and me in facilitating further smoking cessation discussion. Owens (2001) stated that nurses who invested in building a nurse patient relationship often picked up cues which could be crucial for their health and holistic care. The non judgemental approach and use of literature gave Charles the option to educate himself in smoking cessation, Rollnick et al. (2001) stated that patients prefer autonomy when making decisions, although there was a risk he would not read the information as I was asking him to examine a subject he had initially not wanted to discuss. However, empowering Charles to make his own choices had a desirable outcome in this case. Charles may have felt responsible for his disease. According to Sines et al. (2009) health promotion advice given when a patient is already suffering adds resistance to change, this may explain his defensive manner. By holistic assessment it was clear that social isolation had increased Charles desire to smoke, suggesting ways of resuming social activities demonstrated to Charles how his quality of life could be improved. A combination of health promotion approaches were being used in the centre. An educational approach gave the resident the information to discover health benefits for himself . Not all health promotion activities in centre are accepted by residents as they are sometimes being asked to change long term habits, from which they are already suffering the effects of. For this reason health education should start at an early age to encourage health enhancing behaviours. By process of reflection on this episode of health promotion I have learnt that reflection can take place during an event which can influence the outcome. Before this event I many times think that there is no need of health promotion activities. On reflection I can see how my involvement positively changed the outcome for the residents, leading me to appreciate the value a nurse’s role can add, this is a skill I will work on and incorporate into practice with future patients.

Best Character Analysis Myrtle Wilson - The Great Gatsby

Best Character Analysis Myrtle Wilson - The Great Gatsby SAT / ACT Prep Online Guides and Tips In most books and movies, the â€Å"other woman† – the woman having an affair with a married man – is often painted as a villain. But what about in The Great Gatsby, a novel in which both married women (Myrtle Wilson and Daisy Buchanan) are having affairs? Especially given that one (Daisy) ends up killing the other (Myrtle), is Myrtle just a one-note â€Å"other woman,† or is there more to her? Myrtle’s role in the story isn’t as large as Daisy’s, Gatsby’s, or Tom’s. However, she is crucial to the plot of the story, and especially to its tragic conclusion. Find out more about Myrtle’s role in Gatsby in this guide! Article Roadmap Myrtleas a character Physical description Myrtle's history before the novel begins Actions in the novel Character Analysis Myrtle quotes Common discussion topics and essay ideas 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. Myrtle Wilson's Physical Description Then I heard footsteps on thestairs and in a moment the thickish figure of a woman blocked out the light from the office door. She was in the middle thirties, and faintly stout, but she carried her surplus flesh sensuously as some women can. Her face, above a spotted dress of dark blue crepe-de-chine, contained no facet or gleam of beauty but there was an immediately perceptible vitality about her as if the nerves of her body were continually smouldering. She smiled slowly and walking through her husband as if he were a ghost shook hands with Tom, looking him flush in the eye. (2.15) Unlike Nick’s description of Daisy, which focuses on her voice, mannerisms, and charm, and unlike his description of Jordan, which focuses on her posture and athleticism, Nick’s description of Myrtle focuses almost entirely on her body itself. Perhaps this fits with her role as Tom’s mistress, but it also indicates Nick sees little in Myrtle in terms of intellect or personality. This description also speaks to the strong physical attraction between Tom and Myrtle that undergirds their affair. This attraction serves as a foil to the more deep-seated emotional attraction between Gatsby and Daisy, the novel’s central affair. Myrtle Before the Novel Begins We don’t know a ton about Myrtle Wilson’s background except what we can gather from the passing comments from other characters. For example, we get the sense Myrtleloved her husband when they got married, but has since been disappointed by his lack of cash and social status, and now feels stifled by her twelve-year marriage: "I married him because I thought he was a gentleman," she said finally. "I thought he knew something about breeding, but he wasn't fit to lick my shoe." "You were crazy about him for a while," said Catherine. "Crazy about him!" cried Myrtle incredulously. "Who said I was crazy about him? I never was any more crazy about him than I was about that man there." She pointed suddenly at me, and every one looked at me accusingly. I tried to show by my expression that I had played no part in her past. "The only crazy I was was when I married him. I knew right away I made a mistake. He borrowed somebody's best suit to get married in and never even told me about it, and the man came after it one day when he was out. She looked around to see who was listening: " 'Oh, is that your suit?' I said. 'This is the first I ever heard about it.' But I gave it to him and then I lay down and cried to beat the band all afternoon." "She really ought to get away from him," resumed Catherine to me. "They've been living over that garage for eleven years. And Tom's the first sweetie she ever had." (2.2-7) She begins her affair with Tom Buchanan after he sees her on the train and later presses against her in the station: I was going up to New York to see my sister and spend the night. He had on a dress suit and patent leather shoes and I couldn't keep my eyes off him but every time he looked at me I had to pretend to be looking at the advertisement over his head. When we came into the station he was next to me and his white shirt-front pressed against my armand so I told him I'd have to call a policeman, but he knew I lied. I was so excited that when I got into a taxi with him I didn't hardly know I wasn't getting into a subway train† (2.120). Myrtledesperately wants to come off as sophisticated and wealthy despite herhumble roots. Nick finds her efforts tacky and vulgar, and he spends a lot of time commenting on her clothes, mannerisms, and conversational style. She is oblivious about upper-class life: she tells her sister at one point Tom doesn’t divorce Daisy because Daisy is Catholic. This is a small inside joke on Fitzgerald's part - since Tom and Daisy are part of the community of uber-WASPy residents of East Egg, there's almost nochance that Daisy could be Catholic. That Myrtle thinks accepts Tom's lieshows that she is not a well-schooled as she thinks she is about the life and customs of the elite class she wants to be a part of. Still, before the novel begins, Tom has gotten comfortable showing Myrtlearound in popular restaurants and doesn’t hide the affair. Perhaps this causes Myrtle to misunderstand what she means to Tom: she doesn’t seem to realize she’s just one in a string of mistresses. To see Myrtle's life events alongside those of the other characters, check out our timeline of The Great Gatsby. Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. Summary of Myrtle's Action in the Novel The idea of Myrtle Wilson is introduced in Chapter 1, when she callsthe Buchanans’ house to speak to Tom. We get our first look at Myrtle in Chapter 2, when Nick goes with Tom to George Wilson’s garage to meet her, and then to Myrtle’s apartment in Manhattan for a party.On that day, she buys a dog, has sex with Tom (with Nick in the next room), throws a party, and is fawned on by her friends, and then ends up with a broken nose when Tom punches her after she brings up Daisy. This doesn’t prevent her from continuing the affair. Later on, in Chapter 7, George starts to suspect she’s having an affair when he finds her dog’s leash in a drawer at the house. He locks her upstairs in their house, determined to move out west once he gets the money from the car sale he’s waiting on from Tom. Myrtle glimpses Tom, along with Nick and Jordan, as they drive up to Manhattan in Gatsby’s yellow car. Myrtle and George fight later that evening, and Myrtle manages to run out of the house after yelling at George to beat her and calling him a coward. Just then, she spots the yellow car heading back for Long Island. Thinking it’s Tom, she runs toward and then out in front of the car, waving her arms. But Daisy is driving the car, and she decides to run over Myrtle rather than get into a head-on collision with an oncoming car. She hits Myrtle, who dies instantly. Myrtle’s death emotionally and mentally devastates George, which prompts him to murder Gatsby (who he mistakes for both his wife’s killer and lover), and then kill himself. The death car. Key Myrtle Wilson Quotes Mrs. Wilson had changed her costume some time before and was now attired in an elaborate afternoon dress of cream colored chiffon, which gave out a continual rustle as she swept about the room. With the influence of the dress her personality had also undergone a change. The intense vitality that had been so remarkable in the garage was converted into impressive hauteur. Her laughter, her gestures, her assertions became more violently affected moment by moment and as she expanded the room grew smaller around her until she seemed to be revolving on a noisy, creaking pivot through the smoky air. (2.56) Here, we see Myrtle transformed from her more sensuous, physical persona into that of someone desperate to come off as richer than she actually is. Wielding power over her group of friends, she seems to revel in her own image. Unlike Gatsby, who projects an elaborately rich and worldly character, Myrtle’s persona is much more simplistic and transparent. (Notably Tom, who immediately sees Gatsby as a fake, doesn’t seem to mind Myrtle’s pretensions – perhaps because they are of no consequence to him, or any kind of a threat to his lifestyle.) "Daisy! Daisy! Daisy!" shouted Mrs. Wilson. "I'll say it whenever I want to! Daisy! Dai" Making a short deft movement Tom Buchanan broke her nose with his open hand. (2.125-126) Here we see Myrtle pushing her limits with Tom – and realizing that he is both violent and completely unwilling to be honest about his marriage. While both characters are willful, impulsive, and driven by their desires, Tom is violently asserting here that his needs are more important than Myrtle’s. After all, to Tom, Myrtle is just another mistress, and just as disposable as all the rest. Also, this injury foreshadows Myrtle’s death at the hands of Daisy, herself. While invoking Daisy’s name here causes Tom to hurt Myrtle, Myrtle’s actual encounter with Daisy later in the novel turns out to be deadly. "Beat me!" he heard her cry. "Throw me down and beat me, you dirty little coward!" (7.314) When George confronts his wife about her affair, Myrtle is furious and needles at her husband – already insecure since he’s been cheated on – by insinuating he’s weak and less of a man than Tom. Also, their fight centers around her body and its treatment, while Tom and Daisy fought earlier in the same chapter about their feelings. In this moment, we see that despite how dangerous and damaging Myrtle’s relationship with Tom is, she seems to be asking George to treat her in the same way that Tom has been doing. Myrtle's disturbing acceptance of her role as a just a body - a piece of meat, basically - foreshadows the gruesome physicality of her death. Michaelis and this man reached her first but when they had torn open her shirtwaist still damp with perspiration, they saw that her left breast was swinging loose like a flap and there was no need to listen for the heart beneath. The mouth was wide open and ripped at the corners as though she had choked a little in giving up the tremendous vitality she had stored so long. (7.317) Even in death, Myrtle’s physicality and vitality are emphasized. In fact, the image is pretty overtly sexual – notice how it’s Myrtle’s breast that’s torn open and swinging loose, and her mouth ripped open at the corners. This echoes Nick’s view of Myrtle as a woman and mistress, nothing more – even in death she’s objectified. This moment is also much more violent than her earlier broken nose. While that moment cemented Tom as abusive in the eyes of the reader, this one truly shows the damage that Tom and Daisy leave in their wake, and shapes the tragic tone of the rest of the novel. The graphic and bloody nature of Myrtle's death really sticks with you. Common Essay Topics/ Areas of Discussion You will most likelybe asked towrite about Myrtlein relation to other characters (especially Daisy), or in prompts that ask you to compare the â€Å"strivers† in the book (including also Gatsby, George Wilson) with the old money set (Tom, Daisy, Jordan). To learn how best to approach this kind of compare and contrast essay, read our article on common character pairings and how to analyze them. It’s less likely, but not impossible, that you will be assigned a Myrtle-specific essay. In either case, Myrtle’s most important chapters are 2 and 7, so close read those carefully. When writing about her, pay close attention to Myrtle’s interactions with other characters. And if you’re writing an essay that discusses Myrtle as someone trying to live out the American Dream, make sure to address her larger influences and motivations. We’ll take a look at some of these strategies in action below. Why Do Tom and Myrtle Get Together? What Do They See in Each Other? For readers new to Gatsby, Tom and Myrtle’s relationship can seem a bit odd. There is obvious physical chemistry, but it can be hard to see why the classist, misogynist Tom puts up with Myrtle - or why Myrtle accepts Tom's mistreatment. For Tom, the affair – just one in a string he’s had since his honeymoon – is about taking and being able to get whatever he wants. Having an affair is a show of power. Especially since he’s been taking her around popular restaurants in Manhattan (2.4), it’s clear he’s not exactly hiding the relationship – instead, he’s flaunting it. He’s so assured of his place in society as a wealthy man, that he’s free to engage in some risky and socially inappropriate behavior – because he knows no one can actually touch his wealth or social position. For Myrtle, the affair (her first) is about escape from her life with George, and a taste ofa world – Manhattan, money, nice things – she wouldn’t otherwise have access to. It’s clear from how Myrtle moves and speaks that she’s confident and self-assured, and assumes that her relationship with Tom is a permanent ticket into the world of the wealthy – not just a fleeting glimpse. The fact that Tom sees Myrtle as disposable but Myrtle hopes for more in their relationship is painfully apparent at the end of Chapter 2, when she insists on bringing up Daisy, and Tom responds by breaking Myrtle’s nose. But despite this nasty encounter, the two continue their relationship, suggesting that this kind of abuse is the norm for Tom’s affairs, and Myrtle is too eager to stay in the new world she’s found – or even believes that Tom will still leave Daisy for her – that she stays as well. By the end of the novel, Myrtle doesn't seem to have been completelymistaken about Tom's affection for her. After all, Tom says he that he â€Å"cried like a baby† (9.145) when he found dog food for the dog he's bought her in Myrtle’s apartment. Of course, since it's Tom, his grief is probablyself-pitying than selfless. Either way, their relationship is indicative of both their values: Myrtle's ambition and Tom’s callousness. What Does Myrtle’s Life (and Tragic Ending) Say About the American Dream? Myrtle, like George and Gatsby, was obviously not born into money, and instead is relying on her own wits to make it in 1920s America. In a manner quite similar to Gatsby’s, she consciously adopts a different persona to try and get access to a richer circle (while George seems to be the only one relying on honest work – his shop – and honest relationships, through his loyalty to Myrtle, to improve his lot in life). But Myrtle aims too high, and ends up killed when she mistakes Gatsby’s yellow car for Tom’s, and runs out in the road assuming the car will stop for her. In the same way that Gatsby overestimates his value to Daisy, Myrtleoverestimates her value to Tom. Even if Tom had been driving the car, and even if he had stopped for her, he would never have whisked her away from George, divorced Daisy, and married her. Furthermore, the fact she assumed the garish yellow car was Tom’s shows how little she understands the stiff, old money world Tom comes from. Myrtle’s complete misunderstanding of Tom, as well as her violent death, fit the overall cynical message in the book that the American Dream is a false promise to those born outside of the wealthy class in America. As hard as anyone tries, they don’t stand a chance of competing with those in America born into the old money class. They will never understand the strange internal rules that govern the old money set, and will never stand a chance of being their equal. How Does Myrtle's Home Reflect Her Character, Attitudes, Beliefs, and Values? This is a prompt that you can obviously use for any of the characters, but it’s especially interesting in Myrtle’s case, since she has two residences: the house above the auto shop that George owns, and the apartment that Tom Buchanan rents for her in the city. Myrtle'shome with George is a dark, hopelessimage of working class life in America: it's an apartment above a baregarage, nestled in the dreadful Valley of Ashes. George is utterly mired in this home, even coated with a thin layer of ash from the factories outside. In contrast, Myrtle is vivacious and free of the ash, which gives her a layer of separation from her actual home. Myrtle’s apartment with Tom is overstuffed and gaudy, and she seems much happier and more at home there. The mix of high-brow pretension in the decor with her low-brow entertainment speaks to how Myrtle values the appearance of wealth and sophistication, but doesn’t actually understand what upper-class taste looks like the way Tom and Daisy Buchanan do. So while the Wilson’s garage is a testament to the struggle of the working class in American in the 1920s, Myrtle and Tom’s apartment is a physical representation of the airs Myrtle puts on and the appearances of wealth she values. Myrtle's taste in decor overlaps quite a bit with King Louis XIV's. Why Exactly Does Myrtle Run Into the Road? One of the novel’s most important events is also one that can be confusing for students: namely, Myrtle’s death at the end ofChapter 7. How exactly does she end up in the road? What does it have to do with her strange encounter with Tom, Nick, and Jordan in the garage earlier in the day? The incident is confusing because we come at it from many narrative angles: Setup from Nick's point of view Michaelis’s inquest testimony about the accident Nick'sdescription of the accident sceneright after Myrtle's death Gatsby's explanation of the accident to Nick after the fact Additional information from Michaelis in Chapter 8 about George’s actions both before and after Myrtle’s death A final revelatory confession from Tom about his role in George's violence in Chapter 9 Piecing together these three takes on the incident, this is what happens, in order: Before the accident, George has begun to suspect Myrtle's affair. George locks Myrtle up above the garage, saying "She’s going to stay there till the day after to-morrow, and then we’re going to move away† (7.3). Michaelis, uncomfortable, finds an excuse to leave. Tom, Jordan, and Nick driveup to the gas station in the yellow car. Tom brags that the car is his. Myrtle looks downstairs and concludes two things: first, that Jordan is Tom’s wife, and second, that Tom owns the yellow car. Later that evening, Myrtle fights with George about being locked up. We don’t see much of this fight. All we know is that she cries â€Å"throw me down and beat me!† (7.314) to George. Meanwhile, Gatsby and Daisy are driving back from Manhattan to East Egg after the Plaza Hotel showdown. Myrtle runs outside. Outside, Myrtle sees the yellow car and assumes it’s Tom on his way back to Long Island. Myrtle runs out to the car, waving her arms, likely because she thinks Tom will stop for her and rescue her from George. At the same time, another car is driving in the opposite direction towards Manhattan. When Daisy sees Myrtle in the road, she has to make a quick decision: either run over Myrtle, or swerve into the oncoming car to avoid Myrtle. Daisy first drives toward the oncoming car, but at the last second, turns back into her own lane and hits and kills Myrtle instead. What’s Next? Still a bit confused about the climax of the novel? Get a detailed recap of Chapters 7,8and 9 to understand exactly how the three deaths play out. Learn more about Myrtle’s marriage and her relationship with Tom over at our post about love and relationships. Still a bit confused about the old money/new money/working class themes? Read about social class in the novel in our post on the role of social classes in this novel. 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:

Mousetrap by Agatha Christie Essay Example | Topics and Well Written Essays - 500 words

Mousetrap by Agatha Christie - Essay Example When the culprit is caught, everyone is shocked and relieved. The play comes to an end with the Ralstons exchanging anniversary gifts. There are eight inhabitants of Monkswell Manor. There are Mollie and Giles Ralston who are the hosts. Christopher Wren is the most suspicious one since he behaves in a peculiar manner. Mrs Boyle is an old woman who is never pleased by anything and only talks to complain about something or the other. Her presence is not appreciated by anybody and she is later killed in the hotel. Mr Paravicini is a foreigner. Major Metcalf has retired from army and later we find out is a policeman in disguise. Miss Casewell is an odd woman who seems to have had a difficult childhood. She turns out to be the sister of the escaped murderer. The last guest is Detective Sergeant Trotter who is not actually a man of law but one defying it. He is, in fact, the killer and Miss Casewell’s brother. Later in the play we find out that Trottor - also called Georgie - is the man behind the murders. His awful childhood led him to first killing Mrs Lyon who did not take care of him or his siblings, resulting in the death of one of them. Then he strangles Mrs Boyle since she sent them under Mrs Lyon’s responsibility. He tries to kill Mrs Mollie Ralston whose help he had asked for but not received. He is not successful in his attempt but it is clear that despite the time passed, Georgie still carried the grudge with him. It affected him mentally till he took matters in his own hands to take revenge, planning deaths of the people who he thought did him wrong. Agatha Christie has a great way with words but speaking them out loud makes quite a difference too. Mrs Boyle always gives off the air of a woman unimpressed with the world. Mollie has these naive comments to say. Miss Casewell slips up at times, giving off the look of someone always occupied with something else. All the characters have a certain way of

Evo Morales Bolivia Case Study Example | Topics and Well Written Essays - 1500 words

Evo Morales Bolivia - Case Study Example Many refer to El Alto as La Paz's shanty town. The majority population in Bolivia is Aymaras or Quechuas Indian from the "original nations of the Andes" (Brea, 2007). The majority in Bolivia are poor indigenous peoples. He visited many nations who have established socialist agendas within their countries. Those visited include Venezuela's Hugo Chavez and Cuba's Fidel Castro. The goal of those visits was to align Bolivia's government with other successful socialist states. A result of those visits was economic aid from Venezuela's Hugo Chavez. Morales' political party (Movement for Socialism) rejects the neo-liberal policies and capitalism of the United States in favor of a socialist government that focuses on improving the welfare of all Bolivians. The focus of Morales' political campaign had been in support of indigenous rights. In his inaugural address Morales stated: "The 500 years of Indian resistance have not been in vain. ... 2. Economic Policies and Nationalization One of Morales' first moves was the nationalization of Bolivia's hydrocarbons. Prior to nationalization foreign companies took the majority of profits and left the Bolivians with a mere 18% of the profits. Bolivia's "Gas War" began with the people's protesting against privatization of Bolivia's natural resources. Although past presidents had declared Bolivia's natural resources as property of the State (Martinez, 2007) Bolivia's leaders continued to bow down to the International Monetary Fund's (IMF) mandated reforms. Thus, Bolivia's resources were sold with profits going to foreign corporations in the oil and gas business (82%) (Martinez, 2007). 89% of Bolivian voters requested that the government take control of Bolivia's natural resources (Martinez, 2007). Many believe that Evo Morales nationalized Bolivia's natural resources by following Venezuela's Hugo Chavez's lead. In fact Morales actually followed Norway's lead in nationalizing their oil resources. Norway's government receives 90% of the revenue generated by the sale of oil (Martinez, 2007). In addition, Norway's government owns the most shares of the State's oil company. Despite nationalization, private companies that received the 82% of profits prior to nationalization continue to operate within Bolivia receiving lower profits (including Exxon-Mobile, a U.S. Corporation). The Bolivian government did not seize assets of companies working within Bolivia, just the higher cut of the profits generated by the sale of oil and natural gas by these companies. The profits from oil and gas sales have been used by the Bolivian government to improve the educational system within Bolivia and make available low/no interest loans to the poor to

Education Timeline Essay Example for Free

Education Timeline Essay Education Timeline Antiria Jenkins HIS324: History of American Education Instructor: Timothy Kilgore November 12, 2012 http://prezi. com/vcesi_y4xome/history-of-american-education-timeline/ Education in the United States has faced great changes toward development in the past hundreds of years. At the beginning, during the Colonial Era, the principles of education were mainly based on those already used by European nations at the time. However, the country began to adopt its own approaches toward teachings given different social, political and religious practices (Rippa 9). 1635The first Latin Grammar School (Boston Latin School): Founded on April 23, 1635, in Boston, Massachusetts, it is known as the first public school and oldest existing school in the United States. The Latin grammar curriculum was designed for boys 8 to 15, based on European Schools in a Puritan area. Schools were to prepare boys for college and the service of God. Protestantism believed that education was needed so that individuals could interpret the bible. 1751American Academy founded by Ben Franklin: The demand of skilled workers in the middle of the eighteenth century led Benjamin Franklin to start a new kind of secondary school, thus, the American Academy was established in Philadelphia. American high schools eventually replaced Latin grammar schools. Curriculum was geared to prepare students for employment. Academies eventually replaced the Latin Grammar Schools and some admitted Women. 783Introduction of Noah Webster’s Speller: Noah Webster published the A grammatical Institute of the English language, also known as, â€Å"the blue-back speller. † This was the most widely circulated of the early American textbooks and like Webster’s American Dictionary it strived to establish a national identity as well as the United States’ linguistic and cultural independence of England. As the first popular American textbo ok, the introduction of Noah Webster’s speller stands as a significant event in the history of American education. 817(April 15, 1817) Connecticut Asylum for the Education and Instruction of Deaf and Dumb Persons: The Connecticut Asylum at Hartford for the Instruction of Deaf and Dumb Persons opens. It is the first permanent school for the deaf in the U. S. Thomas Hopkins Gallaudet and Laurent Clerc are the schools co-founders. In 1864, Thomas Gallaudets son, Edward Miner Gallaudet, helps to start Gallaudet University, the first college specifically for deaf students. 824First State-Supported School Established: Originally named the Boston English Classical School and established in 1821, the school was renamed the English High School in 1824 and also, during that year, became the first-state supported common school. The adoption of the English High as a state-supported common school is a significant event in the history of American education as it was, essentially, the first public school. 1855Abolition of Segregation of Schools in Massachusetts: Following the case of Roberts v. Boston, the state of Massachusetts abolished segregation in their schools. The victory would be the first in a long battle lasting nearly an entire century. This was the first law to oppose segregated schools in the United States and is, therefore, a significant event in the history of American education. 1856The First Kindergarten: In the United States Margarethe Schurz founded the first kindergarten in Watertown, Wisconsin, in 1856. Her German-language kindergarten impressed Elizabeth Peabody, who opened the first American English-language kindergarten in Boston in 1860. The kindergarten was much more influential in the United States and in the northern part of Europe which encouraged the National Education Association to begin a kindergarten department in 1874, and later, teachers founded the International Kindergarten Union in 1892. 1896The Laboratory School of the University of Chicago (First Progressive Laboratory):John Dewey, the father of the progressive education, established the first laboratory school for testing the progressive educational method. This would lead to a popular trend in education adopted by schools during the first half of the twentieth century. Progressive education emphasizes cultivation of problem solving and critical thinking skills through hands-on learning activities. 1905 Carnegie Foundation for the Advancement of Teaching: Founded by Andrew Carnegie in 1905 and chartered in 1906 by an act of Congress, the Carnegie Foundation for the Advancement of Teaching is an independent policy and research center. The Foundation encouraged the adoption of a standard system for equating seat time (the amount of time spent in a class) to high school credits which is still in use today. This system is known as the Carnegie Unit. 1939 The Wechsler Adult Intelligence Scale (first called the Wechsler- Bellevue Intelligence Scale): This scale was developed by David Wechsler and is intended to measure human intelligence reflected in both verbal and performance abilities. It introduces the concept of the deviation IQ, which calculates IQ scores based on how far subjects scores differ (or deviate) from the average (mean) score of others wh o are the same age, rather than calculating them with the ratio (MA/CA multiplied by 100) system. Wechsler intelligence tests, particularly the Wechsler Intelligence Scale for Children, are still widely used in U. S. schools to help identify students needing special education. 1944 The Servicemens Readjustment Act of 1944 (GI Bill of Rights): Bill signed into law on June 22, 1944 by President Franklin Roosevelt during World War II. The GI Bill affords military veterans government funding to pursue or continue educational goals following their service. The GI Bill not only compensates veterans for their service, but has also been responsible for the growth of American colleges and universities. 1954 Brown v. Board of Education of Topeka: On May 17, 1954, The U. S. Supreme court ruled in Brown v. Board of Education that separate schools did not provide equal education to students and therefore banned the segregation of schools nationwide with a ruling of (9–0) decision stated that separate educational facilities are inherently unequal and declared unconstitutional. 1958 Defense Education Act of 1958: The Defense Education Act of 1958 was signed into law on September 2, 1958 by the United States government during the cold war in reaction to the successful launch of the Soviet satellite Sputnik. The Soviets’ scientific success motivated the U. S. government to fund the U. S. Office of Education’s establishment of scientifically and mathematically centered curriculum. The act contained ten titles designed to improve the nations schools. 1964 Civil Rights Act of 1964: The Civil Rights Act of 1964 signed on July 2, 1964 by President Lyndon B. Johnson banned discrimination in all federally funded programs and outlawed major forms of discrimination against racial, ethnic, national and religious minorities, and women. This law helped to further the ruling of Brown v. Board of Education as many schools had continued segregation. The Civil Rights Act of 1964 financially, â€Å"cut-off,† institutions, such as public schools, which promoted discrimination of any and all types and gave leverage to the movement. 1965 The Elementary and Secondary Education Act (ESEA): The Elementary and Secondary Education Act (ESEA) was passed on April 9, 1965 s a part of the War on Poverty. It emphasizes equal access to education and establishes high standards and accountability as well as provides federal funds to help low-income students, which results in the initiation of educational programs such as Title I and bilingual education. 965 The Higher Education Act: The Higher Education Act was signed on November 8, 1965 to strengthen the educational resources of colleges and universities and to provide financial assistance for students in postsecondary and higher education. It increased federal money given to universities, created scholarships, gave low-interest loans for students, and established a National Teachers Cor ps. 1965 Project Head Start: The Head Start program started in the summer of 1965 as an eight week summer program for children from low-income communities going into public school in the fall (Styfco and Zigler, 2003). The program provided preschool classes, medical care, dental care, and mental health services (Kagan, 2002). 1975Education for All Handicapped Children Act now known as The Individuals with Disabilities Education Act (IDEA): requires public schools to make available to all eligible children with disabilities a free appropriate public education in the least restrictive environment appropriate to their individual needs and requires public school systems to develop appropriate Individualized Education Programs (IEPs) for each child which will reflect the individualized needs of each student. 002 The No Child Left Behind Act: On January 8, 2002, NCLB was signed into law. NCLB supports standards-based education reform based on the premise that setting high standards and establishing measurable goals can improve individual outcomes in education. The Act requires states to develop assessments in basic skills. States must give these assessments to all students at select grade levels in order to receive federal school funding. All students are required to meet the standards establish by NCLB at the accountability of educators. 2004 H. R. 350, The Individuals with Disabilities Improvement Act (IDEA 2004): reauthorizes and modifies IDEA. Changes, which take effect on July 1, 2005, include modifications in the IEP process and procedural safeguards, increased authority for school personnel in special education placement decisions, and alignment of IDEA with the No Child Left Behind Act. The 2004 reauthorization also requires school districts to use the Response to Intervention (RTI) approach as a means for the early identification of students at risk for specific learning disabilities. RTI provides a three-tiered model for screening, monitoring, and providing increasing degrees of intervention using â€Å"research-based instruction with the overall goal of reducing the need for special education services (Re-authorization, 2004). The history of education has been influenced multiple times over the past years. In some shape, form, or fashion, the many changes have affected many lives, especially those with disabilities. Going from segregation to desegregation, women involvement in education and fighting for equal education of those individuals with disabilities has not only marked historical events but has brought togetherness among all races and genders. Without these historical events in shaping education, the world would be at a standstill. References Dewey, John. 1938 (1963). Experience and Education. New York: Collier Books Kagan, J. (2002). Empowerment and education: Civil rights, expert-advocates, and parent politics in Head Start, 1964-1980. Teachers College Record, 104(3), 516-562. Re-authorization of the IDEA 2004. Retrieved November 5, 2012 from http://www. nj. gov/education/specialed/idea/reauth/ Rippa, Alexander. Education in a Free Society. Eighth Edition. New York: Longman, 1997. 3-107. Print. Styfco, S. , amp; Zigler, E. (2003). Early Childhood Programs for a New Century. Reynolds, A. , amp; Wang, M. (Eds. ) The federal commitment to preschool education: Lessons from and for Head Start (pp. 3-33). Washington, D. C. : Child Welfare League of America, Inc.