Macro & Micro economics (Economics) Essay Example | Topics and Well Written Essays - 1250 words

Macro & Micro economics (Economics) - Essay Example 6 (E) If an economy is initially operating at its potential output, explain the short and long- run consequences of a permanent increase in government spending. 9 References 11 (A) Explain why perfectly competitive markets lead to an allocative efficient allocation of resources in the long run. It has often been argued that perfect competition is a market structure which results in efficient allocation of resources. Evidently, the efficient allocation of resources is achieved with due concern towards the profit-maximizing quantity of output produced by perfectly competitive firms which further leads towards price equality with respect to marginal cost. Primarily, in the long run, there exists equality between price and marginal costs at minimum efficient scale of production. In other words, an efficient allocation of resources is realised when it is not possible to enhance the society’s overall degree of satisfaction by generating more of one good and less of other goods. Cont extually, such efficiency can be achieved when the price of goods is equal to the marginal cost of production. Notably, in the long run, firms entering and exiting the industry maximizes profit where these firms generate the below illustrated long-run equilibrium: P=SRMC=LRMC=SRAC=LRAC [Note: P- Price for the good produced; SRMC-Short-run marginal cost; LRMC- Long-run marginal cost; SRAC- Short-run average cost; LRAC-Long–run average cost] Additionally, the above depicted conditions reveal that market price for a good is equal to marginal cost and average cost in both the circumstances i.e. in short-run as well as in long-run in equilibrium situation. Due to the equality in the price and the marginal cost, each firm is able to maximize their profit without making any adjustment to their output quantity. Furthermore, equality of price and average cost renders each firm in the industry to earn normal profits. In such circumstances, economic profit is zero with no economic losse s. Precisely stating, allocative efficiency is witnessed in a perfectly competitive market in the long run as the firms are determined to maximize their profits by producing quantity of output where marginal cost equals to the price and therefore leads to effective allocation of resources (AmosWEB LLC, 2013). Profit Maximizing Behaviour Result in Allocative Efficiency in the Long-Run Source: (Pearson Education Limited, 2013) (B) Explain why free markets will under-produce goods with positive externalities (e.g. vaccinations against infectious diseases). Briefly suggest how government might intervene to correct this under-provision? Positive externalities are usually related with public commodities in an economy which can be defined as the situation where the goods are valued incorrectly, i.e. the goods are purchased either at under-valued or over-valued prices owing to the failure of the free-market to accurately determine to various factors when taking decisions regarding pricing. Public goods are generally identified by their distinctive features of non-rival and non-excludability. One of the primary reasons behind the under production of such goods can be related with the emergence of free-riders. Free-riders, in the economic context, can be identified as an individual party who enjoys the direct benefits from the purchase of a public good by other parties. Notably, the primary objective of the private firm is to earn substantial profits, but wherein a problem of free-riders persist,

Increase in Aggregate Demand Essay Example for Free

Increase in Aggregate Demand Essay In order to address this question it is first necessary to define both inflation and aggregate demand. Aggregate Demand is the total amount demanded by the whole economy, ie it is not related to one single market. Inflation is the persistent increase in the average level of consumer prices compared to the same time the previous year. This is a natural occurrence over time as wages rise and so the quantity demanded increases, which activates the incentive price function and causes prices to rise, thus causing inflation. There are numerous types of inflationary pressure but nearly all can be subdivided into demand-pull or cost-push inflation. Demand-pull inflation is inflation caused by an extension in total demand, which is sufficiently big so that it exceeds total supply, this happens because of a huge increase in aggregate demand. As a result all factors that lead to large increases in aggregate demand can also cause demand-pull inflation. Thus, a main cause of demand-pull inflation could be a reduction in the levels of direct taxation. By reducing the level of direct taxation consumers have more real income and therefore greater disposable income to spend on goods and services, this leads to increased consumption and thus an extension in demand in all markets. Due to this extension in aggregate demand, firms will increase prices within each market leading to average price rises and inflation. Another factor which would cause demand-pull inflation would be a boost in consumer confidence such as the one which occurs when an economy reaches the recovery stage after emerging from recession. Due to the boost in consumer confidence and increasing amount of money is spent on goods and services which in turn raises the demand and thus firms increases prices, leading to inflation. Several further factors which also cause demand-pull inflation are a decrease in indirect taxation, rapid consumer borrowing in times with low interest rates and depreciation in the exchange rate. Cost-push inflation is inflation which occurs when firms increase prices in  order to maintain a profit margin. They did this because of an increase in cost productuion. For example the price of cars will be increased by firms if there is an increase in demand for and therefore and increase in the price of steel. A main cause of cost-push inflation is increasing labour costs. Labour costs may be increased by the government introducing a higher minimum wage or by a union led workforce negotiating a higher wage. Due to this increase in overall costs profits are reduced and it is necessary for firms to increase their prices to increase the amount of profit they are making so it reaches the previous level. In this case average prices will rise compared to the previous year even though there has been no increase in aggregate demand, as cost-push inflation is not linked to demand. A secondary cause of cost-push inflation is higher rates of indirect taxation which may be imposed by the government on certain products such as alcohol and tobacco or by increasing VAT. This is generally done in a free market economy to reduce the popularity of what are seen as negative goods which may harm peoples health. This happens because some firms feel that there is elastic demand for the products they supply and so pass on the increase in costs to their customers in the form of higher prices to maintain profitability. In this case aggregate demand has not grown but there has been an average price level increase. There is no doubt that inflation can be caused by an increase in aggregate demand, in the form of demand pull inflation, however cost plus inflation also exists where inflation occurs without an increase in aggregate demand and thus this view is incorrect.

Impact of Music of the Harlem Renaissance Upon the Artists of Today Ess

Impact of Music of the Harlem Renaissance Upon the Artists of Today   Ã‚  Ã‚  Ã‚  Ã‚  Musicians during the Harlem Renaissance created a style and movement that simply took Americans by storm. Musicians such as Duke Ellington and Louis Armstrong have inspired others all over the country. The Renaissance itself was not only an observation of life for African Americans, but it also showed Americans that they have a place in society. All of the musicians, writers, and artists shared a common purpose. This purpose was to create art that reflected the Afro American community. Through this era, African Americans provided themselves with their cultural roots and a promise for a better future. Music in this era was the beginning. It was the beginning of new life for musicians and African Americans.   Ã‚  Ã‚  Ã‚  Ã‚  All types of music require musicians. In the H.R (Harlem Renaissance), there were many who contributed to this new style of music known as jazz. These musicians all have their own style and form. Each of these styles has in some way influenced the evolution of jazz. Louis â€Å"Sachmo† Armstrong is recognized as the most famous trumpet player of this time. His â€Å"hot bop† style was heard in places like the Cotton Club and the Apollo Theatre. Everyone from all over the country would come to see him. Armstrong recorded such works as I’m in the Mood for Love, and You Rascal you (http://library.thinkquest.org/26656/english/music.html). Another famous person during this era was Coleman Hawkins, a saxophone player. Hawkins is recognized as the first great saxophonists of Jazz. His most famous work was a piece named Body and Soul (http://library.thinkquest.org†¦). Hawkins has also recorded with artists such as Thelonious Monk and Duke Ellingt on. Other people such as Bessie Smith, Josephine Baker, Duke Ellington, and â€Å"Dizzie† Gillespie have also made many contributions to the development of Jazz.   Ã‚  Ã‚  Ã‚  Ã‚  By the end of World War I, Black Americans were facing their lowest point in history since slavery. Most of the blacks migrated to the northern states such as New York and Chicago. It was in New York where the â€Å"Harlem Renaissance† was born. This movement with jazz was used to rid of the restraints held against African Americans. One of the main reasons that jazz was so popular was that it allowed the performer to create the rhythm. With This in Mind performers realized that there could no... ...ty statement, some of the feelings and expressions that were used during the beginning of the era have diffused. With this jazz has become weaker, but well known. Jazz will always continue to have character. Jazz will always be art. Jazz will always have a story to tell.   Ã‚  Ã‚  Ã‚  Ã‚  Though Jazz has changed, the background behind it still inspires those today. Even though each artist has their particular style or expression, they all can agree that music is art. They can all agree that Music is emotions and feelings. Through the years, just as all things do, Jazz and Bebop have grown and flourished across America and the World. All in all Jazz for African Americans opened the doors in America, jazz alone opened doors and ears all across the Earth. Sources cited Http://www.acns.nwu.edu/jazz/styles/bebop.html: Net Zero. 6-2-02 Http://www.geocities.com/Athens/Forum/4722/jazz.html: Net Zero. 6-2-02 Http://www.kennyg.com/biography.html: Net Zero 6-2-02 Http://library.thinkquest.org/26656/english/music.html: Net Zero. 6-2-02 Wintz, Cary D. The Harlem Renaissance. Houston Texas: Rice University Press, 1988 Http://www.wshs.fcps.k12.va.us/projects/im98/im981/jaz.htm: Net Zero 6-2-02

Private Schools vs. Public Schools :: Private Schools vs. Public Schools

  Ã‚  Ã‚  Ã‚  Ã‚  Many people in today’s society believe it’s wise to send their children to private schools. In making the decision on whether to put children in public or private schools, they look to four main factors: curriculum, class size, the graduation rate, and cost. When people have to pay for something, their first thought is, â€Å"Will I be getting what I’m paying for?† With a private school education, the amount you have to pay is usually well worth it. Public schools offer diversity. Here students can find people who are just like them and can associate better. Wherever you live, you have to send your child to the closest school. There’s no choice on what public school you can send your child to, whereas for private schools you can pick to send your child there. It’s not an easy choice for parents to decide, but many factors point toward a guarantee that a good education would be achieved, which is most important.   Ã‚  Ã‚  Ã‚  Ã‚   In general, private schools are more focused and dedicated to the education of children. Teachers in private schools often earn more and can be more dedicated when working with parents who are as equally dedicated to their children. Your school is an investment in your child’s future and not a decision to be made lightly. ( http://scsc.essortment.com) In public schools, students are inclined to misbehave because they feel that teachers don’t care about them anyway so they go in thinking that they can do whatever they want and get away with it. Private schools have their own curriculum and if it’s not being followed they don’t have to keep you in their school. With this curriculum come certain rules one must follow while being there. For teachers, some rules that apply are that they set their own standards. Teachers here don’t have a guideline that they all must follow. Each teacher is different and has their own way of teaching that doesn’t have to follow the other teachers way of teaching. In public schools, teachers have a certain curriculum to follow based on the school district in which they teach in.   Ã‚  Ã‚  Ã‚  Ã‚  Class Size is another issue. In private schools there’s usually smaller classes, so students are getting more attention. This makes it better for the students because if they need help, then it’s easier to get help from the teachers and to be more focused because of less noise and easier for teachers to control their classrooms.

Assessing The Occupational Competence in the Work Enviroment Essay

C. In carrying out assessment of occupational competence, I would ask myself: How effective was my assessment and feedback? Was there anything I didn’t anticipate? How did I deal with it? What went well? What could I improve? If I had to change anything what would I do differently? I would ask the learner what they intend to do and how they are going to achieve it, get them to tell me what tools they are going to use to get the desired look and why they will be using them, also what products are going to be used (if any). Once they have finished the assessment I will ask them how they think it went and then give them my feedback. My feedback will start with a positive e.g. well done for keeping within the time scale. And then tell them if the assessment was achieved or not and if not how they  could work towards achieving it. I will finish with another positive and setting a new target with a new date. By keeping a reflective journal on my experiences and thoughts it would help me with my future development and give me useful practice in self-evaluation. D. To maintain the currency of own expertise and competence relevant to own role in assessing occupational competence, I will need to keep my knowledge and skills up to date in order for me to be an effective and credible assessor. I will need to maintain continuing professional development and I will have to keep up to date with relevant government legislations, awarding organisation regulations, policies and organisation procedures related to assessment and quality assurance. I will also need to keep up to date with new developments in vocational training and teaching. I will attend further training courses to keep my cpd up to date and keep a log of it. I will attend standardisation meetings to show that I am keeping my assessors qualification up to standard required by the governing bodies. OUTCOME 4 Be able to plan the assessment of occupational competence. B. To plan assessment of occupational competence based on the following methods: Observation of performance in the work environment – I would observe the learner by their performance making sure the criteria is covered. This would be done through one to one with the learner. I would make sure start and finish times were set and make sure the service provided is going to meet the standards requirements. Any documentation would have to be filled in, signed and dated and new targets would be set. Examining products of work – I would check that the work of the learner has been carried out in the correct and professional way and the end result has the desired look and finish. Questioning the learner – I would initially ask the learner what their plan of action is and how they are going to achieve it, if more criteria needed to be met I would ask more questions to give them the opportunity to try and meet the level required. Discussing with the learner – I would make sure the discussions were relevant to the outcomes and assessment criteria, I would discuss the units that need to be covered and how we could use one visit to cover more than one unit (holistic approach). I would also discuss the amount of time needed for the process and dates and times of visits. I would make it clear to the learner what I would expect from them for a competent assessment. Use of others (witness testimony) – As an assessor you would need to be a professional in hairdressing with x number of year’s experience. You would need to be familiar with the national standards and carrying out observations, you would document all that has been observed but could not enter into the candidates log book. Looking at learner statements – The learner would have documented extra evidence. This would be a write up on underpinning questions when a range has not quite been met. This could also be a write up on a hair style that was achieved, explaining how they went about getting the achieved look. Insufficient evidence – If a learner hands back their assignment but has not met the criteria covered, they would be told there was insufficient evidence to complete the assignment. They would be asked to add the required evidence making the assignment achievable. Recognising prior learning – This would be when a learner has completed a unit in another qualification within the set time of the national standards. I would check their certification for proof of this and get the learner to take the test of under pinning knowledge so they would not have to do the same unit again. I would be able to document this in the learners log book with a RPL form, the form would need to be signed and dated from the achieved date on the certificate. C. To plan the assessment of occupational competence to address learner needs and current achievements. In my assessment plan I would identify any specific need that the learner may have e.g. Dyslexia (I would check with the relevant department within the training establishment to see what help could be offered to the learner i.e. extra time given for assignments and written tests). I would then agree the level and extent of their current knowledge and skills. D. In assessment planning meetings wherever possible I will always try to take a holistic approach. If one unit is being taken I would identify how many outcomes and criteria might be met, I would do this by using the assessment methods of: Observation, Examination of products of work and questioning. As an assessor, work to holistic assessment principles will maximise opportunity and save time and cost. If I have arranged to be observed assessing competence, examining products of work and questioning, I could discuss with my assessor whether I could be observed carrying out an assessment planning meeting during the same visit. This could be a follow on planning meeting with a learner who is ready to go on to the next stage of their assessment. Bilingualism Dealing with Bilingualism would first have been established at the initial assessment; the learner’s first language is not English so as an assessor I would have to find the best way of communication. This could be in using an translator (electronically or a dictionary) There would have to be a certain amount of English vocabulary on the learner’s behalf to have been able to pass the testing that is initially done before acceptance of the course. Skills testing A skill testing is a practical observation of a set skill task that has been set by the assessor. The assessor will tell the learner what is required and give the learner a set time to get the task achieved. This can be used to check the learner’s capabilities. MAINTAIN LEGAL AND GOOD PRACTICE REQUIREMENTS WHEN ASSESSING VOCATIONAL SKILLS, KNOWLEDGE AND UNDERSTANDING UV30566 TRACEY HEARNE OUTCOME 4 To evaluate my own work in carrying out assessment of vocational skills, knowledge and understanding I would ask myself: Did the learner understand what needed to be done to meet the criteria? Was the feedback clear enough for the learner to understand? Were assessments marked and returned within the timescale? By asking myself these questions I can evaluate my own work with the evidence that I have recorded. D. Take part in continuing professional development to ensure current expertise and competence in assessing vocational skill, knowledge and understanding. In taking part of ‘cpd’ this is to keep my knowledge up to date, and to maintain new skills whilst assessing. I need to be able to prove how I have been doing this. I need to show certificates I have gained in courses I have attended. Keep a record of hours worked/shadowed. Made regular visits to relevant websites. (www.habia.org) Reading relevant publications (Hairdressers Journal (HJi). Keeping a log of all my attendance and participation in events and activities will be my record of ‘cpd’.

Rita Hayworth and Shawshank Redemption Essays

Rita Hayworth and Shawshank Redemption Essays Rita Hayworth and Shawshank Redemption Paper Rita Hayworth and Shawshank Redemption Paper Essay Topic: The Shawshank Redemption The story of Rita Hayworth and Shawshank Redemption starts in 1947 when Andy Dufresne arrives at Shawshank prison. Unlikely the other convicts Andy is not a hardened criminal. He is a soft-spoken banker convicted of killing his wife and her lover. Andy claims he is innocent. Soon after he arrives at the prison The Sisters, a gang of prison rapists led by Bogs Diamond, turn their attentions to Andy. The story is narrated by Red. He is the guy who can get stuff. Red his well known for being able to get almost anything into Shawshank prison, and this is the reason that Andy approaches him. Andy has kept himself to himself, but one day approaches Red in the exercise yard. Andy used to enjoy rock-carving, and wishes to continue to do so inside the prison, now that he has plenty of time on his hands. He asks Red to get him a rock hammer. Red is a little suspicious at first, thinking this may be a lethal object (which it is). However he understands Andys request a little more when the hammer arrives. Andy used the hammer to shape himself rocks he finds in the exercise yard. He is aiming to complete an entire chess set. Andy and Red develop a very respectful friendship. After some time Andy comes into the movie theatre and asks Red to get him a poster of Rita Hayworth, who appears on the movie screen that Red is watching (This is the only reference to Rita Hayworth in the story). Red notices that Andy is uncharacteristically nervous and excited when asking for the poster. The prison agrees to provide prisons to tar the roof of a building. Obviously prisoners are keen to leave the prison even if it means hard labor. Red, being the influential man he is, discretely arranges for the guards to ensure that Red and his pals get the work detail. Whilst on the roof Hadley, the chief of the guard, is telling the other guards how he has been left an inheritance by his wealthy brother. The other guards are enthusiastic for him, however Hadley complains about the tax he will have to pay on the inheritance. Andy approachs Hadley, who nearly throws him off the roof. Buy Andy continues and explains that there is a loophole which allows Hadley to keep his entire inheritance, without paying tax. Andy offers to complete the paperwork in exchange for some beers for himself and his fellow work detail prisoners. This is a major event in the story as Andy become well regarded with his inmate friends and the guards. As with his life outside, Andy becomes a successful financial advisor inside the prison. The prison employees use Andy to complete their tax returns, loan applications and other similar financial tasks. In return the guards get Andy protection from Bogs and the other Sisters. Andy is also able to occupy his cell on his own, unlike most other inmates. In the book Andy does share his cell briefly with an Indian called Normaden. He soon leaves though, mentioning a bad draft in the cell whilst he was there. Normaden does not appear in the movie. In the movie all prisoners have their own cell. When Brooks the librarian is paroled, Andy takes over the librarian role. Andy sends weekly letters to the state senate asking for funds for books. The other inmates and guards think he is wasting his time. The state only spends prison money on bars, not books. Andy receives no response to his letters, until one day he does receive money (books in the movie). Andy then starts to write twice weekly. Andys persistent work grows the library greatly. Andy helps several other inmates to get their high school diplomas and degrees. One of the many wardens in the novel (there is only one Warden, Norton, in the movie) starts a program called Inside-Out, in which inmates work outside the prison for very low wages. Other companies cannot compete with this low-cost labor, and often bribe warden Norton not to bid on contracts. This cash has to be laundered, and Andy does this for free, for continued protection in the prison, and the sake of the library. A new prisoner called Tommy comes to Shawshank prison. Tommy tells another prisoner, who tells Andy, that Tommy had had a cellmate at a different prison who bragged about killing a rich golfer and some hot-shot bankers wife, and the banker getting jailed for it. This is clearly the real killer of Andys wife. Andy sees the possibility of a new trial since this evidence would prove his innocence. Warden Norton dismisses the story, telling Andy to ignore this made up story. When Andy argues with him warden Norton sends Andy to solitary confinement, to remind Andy of his place in the prison hierarchy. Norton interviews Tommy about the information he has. Norton is concerned about loosing Andy, and makes a deal with Tommy. Tommy will not talk of the information he has, and he gets transferred to a minimum security prison. In the movie Tommy is shot by guard Hadley. When Andy returns from solitary confinement he finds Tommy gone, along with any chance of Andys freedom. In Andys disappointed state he talks at length with Red. Andy tells Red of his dream of moving to Mexico, and settling in the small town of Zihuatanejo on the Pacific coastline. Red starts to worry about Andy, stating that he is talking funny. Andy tells Red of a town in Buxton in Maine, that was a special place for him and his wife. Andy tells Red that when he gets out of Shawshank, to locate a specific tree in a specific field in this town. Several weeks pass, and on one morning Andy is discovered missing at roll call. An initial search does not find Andy. The warden is looking in Andys cell when he discovers a poster covering the wall, now Raquel Welch. The warden removes the poster and finds a man-sized tunnel cut through the walls of the prison. Andy had been spending his evenings, since getting his rock hammer, slowly digging through the prison walls. On the night of his escape, once through the prison walls, Andy broke into a sewage pipe and crawled 500 yards through it, and finally came out into a ditch beyond the grounds of Shawshank prison. Andy was free. A while after Red gets a blank postcard from a small town in Texas (McNary), near the U. S. -Meixco border. Red knows this is Andy letting him know all is well, and he is heading to Mexico. Red is paroled and begins to make a life for himself outside of the prison. Red hick-hikes to Buxton, and finds the field and tree Andy has told him about. Red finds a buried tin, with a note from Andy, and a sum of money. Red violates his parole and catches a bus to Mexico, hoping to find his friend Andy. The novella ends here, but the movie has a final shot where we see Red waking across a sun drenched beach in Mexico, towards Andy who is working on his boat.

P1 Describe The Functions Of The Essay

P1 Describe The Functions Of The Essay P1 Describe The Functions Of The Essay P1: Describe the functions of the main cell components In this assignment I am going to describe the functions of cell organelles by explaining the main activities, where they are and what they do. To begin with I am going to describe the cell membrane which is an extracellular organelle. One of its functions is to surround the cell keeping the cytoplasm and other organelles within the cell; like a skin otherwise the cell will be unsustainable and go everywhere. Its main function is to safeguard intracellular components from the extracellular environment; the cell membrane does this as it is a semi-permeable membrane which only allows a certain amount of substances into the cell. The Centrosome is a small clear cytoplasm that contains centrioles and lies next to the nucleus. The centrosome looks like a set of tubes called tubules that are set in a cylindrical formation, the tubules produce microtubules that transports proteins during cellular mitosis. During mitosis the Centrioles divide and move to opposite sides to continue and repeat this process. The Golgi body is a series of flattened fluid sacs which is located near the nucleus, many tiny fluid-filled globules or bags lie close to the main stack, these are called vesicles. The Golgi body packages protein for delivery to other organelles or outwards from cell secretions, the Golgi body is also responsible for producing Lysosomes. The Lysosome is a round organelle that is surrounded by a membrane and containing digestive enzymes. The Lysosome is scattered all over the cell so the digestion of cell nutrients takes place, the Lysosome breaks down substances such as lipids, carbohydrates and proteins into smaller molecules that can be used by the rest of the cell. Finally the Lysosomes are involved with the breakdown of organelles that have outlived their usefulness, in other words the Lysosomes are like the cleaning crew of the cells. The Mitochondria is an oval shaped organelle which is infolded many times because it has a double membrane which forms a series of tunnels inside called Cistae which gives it its unique appearance that is shown on cell diagrams. The mitochondria is scattered across the cell as its function is to produce energy for the cell to ensure that most parts of the cell receives energy and not just one part, which basically means it’s the power-station of the cell. The Nuclear Membrane surrounds the nucleus by enclosing and separating it from the cytoplasm. It also controls what enters and leaves the nucleus. The Nucleus is a spherical body in the centre of the cell containing many

Best Character Analysis Nick Carraway â€The Great Gatsby

Best Character Analysis Nick Carraway –The Great Gatsby SAT / ACT Prep Online Guides and Tips Nick Carraway is The Great Gatsby’s narrator, but he isn’t the protagonist (main character). This makes Nick himself somewhat tricky to observe, since we see the whole novel through his eyes. How can you watch the narrator? This difficulty is compounded by the fact that Nick is an unreliable narrator – basically, a narrator who doesn’t always tell us the truth about what’s happening. In this post we will explore what we objectively know about Nick, what he does in the novel, his famous lines, common essay topics/discussion topics about Nick, and finally some FAQs about Mr. Carraway. Article Roadmap Nickas a character Nick's background Actions in the novel Character Analysis Quotes about and byNick Nick as a narrator Nick as a character FAQ clarifyingconfusing points about Nick 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. Nick Carraway's Background Nick grew up in the â€Å"middle West,† (what we call the Midwest), in a wealthy family that was â€Å"something of a clan† (1.5). His family made their money from a wholesale hardware business his grandfather’s brother began after sending a substitute to fight for him in the Civil War. Nick attended Yale, like his father, and then fought in WWI. Upon his return, he found the Midwest incredibly boring and so set off for New York to become a bond salesman: â€Å"I enjoyed the counter-raid so thoroughly that I came back restless. Instead of being the warm center of the world the middle-west now seemed like the ragged edge of the universe- so I decided to go east and learn the bond business† (1.6). Of course, we later find out that Nick’s also getting away from a woman who expects that they’re getting married, but Nick downplays this fact in his narration, which is one of our clues to his dishonesty. To see how Nick's background intersects with the stories of the other characters in the novel, check out ourGreat Gatsby timeline. Nick's Actions in the Novel This is a summary of everything Nick does during the novel, leaving out flashbacks he hears from other characters. (For a complete summary of the plot, check out our book summary!) At the beginning of The Great Gatsby, Nick Carraway takes up residence in West Egg, in a small house next to Gatsby’s enormous mansion. The year is 1922, the stock market is booming, and Nick has found work as a bond salesman. In Chapter 1, he is invited to his cousin Daisy Buchanan’s home to have dinner with her and her husband Tom, an old college acquaintance of his. There he meets Jordan Baker, Daisy’s friend and a professional golfer. In Chapter 2, while hanging out with Tom he ends up being dragged first to George Wilson’s garage to meet Tom’s mistress Myrtle Wilson, and then to the apartment Tom keeps for Myrtle in Manhattan. They invite over a bunch of friends and a drunken party ensues. Nick witnesses some of Tom’s ugliest behavior, including his physical abuse of Myrtle. In Chapter 3, Nick is invited to attend one of Jay Gatsby’s famous parties. There, he finally meets Gatsby, and also sees Jordan again. After seeing Jordan again at that party, they begin to date, and also does his best to win over her old Aunt, who controls her money. Once he starts dating Jordan he vows to stop sending weekly letters to the woman back in the Midwest. (Though, in typical Nick fashion, he never confirms that he stops sending the letters.) He also mentions a brief affair with a woman in his office that he lets fizzle out. After meeting Gatsby in Chapter 3 they begin spending time together. In Chapter 4 they drive to Manhattan together. At first he’s pretty wary of Gatsby and his story. This wariness of Gatsby is compounded by Nick’s poor (and very anti-Semitic!) impression of Meyer Wolfsheim, one of Gatsby’s associates. Later in Chapter 4, Nick meets up with Jordan in the plaza hotel and she tells him about Daisy and Gatsby’s romantic history (which she heard all about at the previous party). Nick agrees to arrange a meeting between Daisy and Gatsby, which occurs in Chapter 5. In Chapter 6, Nick goes to Gatsby’s house and witnesses an awkward exchange between Gatsby, a couple named Sloane, and Tom Buchanan. The trio had stopped by Gatsby’s house and Gatsby misreads how serious they are about having dinner together. Later, Tom and Daisy attend one of Gatsby’s parties. Tom is immediately suspicious about where Gatsby gets his money while Daisy has a bad time, looking down her nose at the affair. Gatsby confides in Nick afterwards that he wants to repeat his past with Daisy. In Chapter 7, Nick is invited along to a lunch party at Tom and Daisy Buchanan’s house, along with Gatsby and Jordan. Gatsby is hoping Daisy will tell Tom that she never loved him and is leaving him for Gatsby, but starts to feel nervous doing that in Tom’s house. Daisy is anxious as well and suggests they all go to Manhattan. Nick rides to Manhattan with Tom and Jordan, in Gatsby’s yellow car. They stop by the Wilson’s garage, where he learns that George has discovered Myrtle’s affair, but not the man she is cheating on him with. In Manhattan, the group rents a room at the Plaza hotel. A bunch of secrets come out, including the fact that Tom knows Gatsby is a bootlegger. Daisy tries to say she never loved Tom but can’t stand by the statement, Tom, satisfied he’s won, tells Gatsby to take Daisy back home in his yellow car while he drives back with Nick and Jordan. Perhaps the least subtle car in the history of cars. On the way back, they come along Myrtle Wilson’s death scene: she has been hit by the yellow car. Later that night, Nick stays outside of the Buchanans’ house while waiting for a cab back to West Egg, too disgusted with their behavior to go inside. He sees Gatsby waiting outside – he wants to make sure Daisy is alright. Meanwhile, Nick spots Tom and Daisy inside looking like co-conspirators. In Chapter 8, Nick goes to work but can’t concentrate. Jordan calls him to say where she’s staying, but he’s disgusted she doesn’t seem shaken by Myrtle’s death and they fight and break up. Nick later spends time with Gatsby in his mansion and learns his whole life story. The next day, Gatsby is shot and killed by George Wilson (and George kills himself). In Chapter 9, Nick struggles to arrange a funeral for Gatsby, which in the end is only attended by Gatsby’s father and Owl Eyes. Disgusted with the morally lawless life in the East, he decides to retreat back home to the Midwest. Key Nick Carraway Quotes In my younger and more vulnerable years my father gave me some advice that I've been turning over in my mind ever since. "Whenever you feel like criticizing any one," he told me, "just remember that all the people in this world haven't had the advantages that you've had." (1.1-2) The first lines establish Nick as thoughtful, thorough, privileged, and judgmental. This line also sets the tone for the first few pages, where Nick tells us about his background and tries to encourage the reader to trust his judgment. While he comes off as thoughtful and observant, we also get the sense he is judgmental and a bit snobby. To see more analysis of why the novel begins how it does, and what Nick's father's advice means for him as a character and as a narrator, read our article on the beginning ofThe Great Gatsby. When I came back from the East last autumn I felt that I wanted the world to be in uniform and at a sort of moral attention forever; I wanted no more riotous excursions with privileged glimpses into the human heart. Only Gatsby, the man who gives his name to this book, was exempt from my reaction- Gatsby, who represented everything for which I have an unaffected scorn. (1.4) Another quote from the first few pages of the novel, this line sets up the novel’s big question: why does Nick become so close to Gatsby, given that Gatsby represents everything he hates? It also hints to the reader that Nick will come to care about Gatsby deeply while everyone else will earn his â€Å"unaffected scorn.† While this doesn’t give away the plot, it does help the reader be a bit suspicious of everyone but Gatsby going into the story. Every one suspects himself of at least one of the cardinal virtues, and this is mine: I am one of the few honest people that I have ever known. (3.171) This is likely the moment when you start to suspect Nick doesn’t always tell the truth – if everyone â€Å"suspects† themselves of one of the cardinal virtues (the implication being they aren’t actually virtuous), if Nick says he’s honest, perhaps he’s not? Furthermore, if someone has to claim that they are honest, that often suggests that they do things that aren’t exactly trustworthy. Suddenly I wasn't thinking of Daisy and Gatsby any more but of this clean, hard, limited person who dealt in universal skepticism and who leaned back jauntily just within the circle of my arm. A phrase began to beat in my ears with a sort of heady excitement: "There are only the pursued, the pursuing, the busy and the tired." (4.164) Nick’s interactions with Jordan are some of the only places where we get a sense of any vulnerability or emotion from Nick. In particular, Nick seems quite attracted to Jordan and being with her makes a phrase â€Å"beat† in his ears with â€Å"heady excitement.† If there are only the pursued, the pursuing, the busy, and the tired, it would appear Nick is happy to be the pursuer at this particular moment. "They're a rotten crowd," I shouted across the lawn. "You're worth the whole damn bunch put together." (8.45) This line, which comes after Myrtle’s death and Tom, Daisy, and Jordan’s cold reaction to it, establishes that Nick has firmly come down on Gatsby’s side in the conflict between the Buchanans and Gatsby. It also shows Nick’s disenchantment with the whole wealthy east coast crowd and also that, at this point, he is devoted to Gatsby and determined to protect his legacy. This hints to us that our once seemingly impartial narrator is now seeing Gatsby more generously than he sees others. Gatsby believed in the green light, the orgastic future that year by year recedes before us. It eluded us then, but that's no matter- tomorrow 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. (9.153-4) This is Nick’s conclusion to his story, which can be read as cynical, hopeful, or realistic, depending on how you interpret it. You can read in detail about these lines in our article about the novel’s ending. Nick Carraway Character Analysis Nick is the narrator, but he is not omniscient (he can’t see everything), and he’s also very human and flawed. In other words, he’s an unreliable narrator, sometimes because he’s not present for a certain event, other times because he presents the story out of order, and finally because he sometimes obscures the truth. (It takes most students two reads of the novel to even catch the fact that Nick has a woman waiting for him back in the Midwest.) Because of his unreliable narrator status, the central questions many teachers try to get at with Nick is to explore his role in the story, how the story would be different without his narration, and how he compares to Gatsby. In short, you often have to analyze Nick as a character, not the narrator. This can be tricky because you have to compare Nick’s narration with his dialogue, his actions, and how he chooses to tell the story. You also have to realize that when you’re analyzing the other characters, you’re doing that based on information from Nick, which may or may not be reliable. Basically, nothing we hear in the novel can be completely accurate since it comes through the (necessarily) flawed point of view of a single person. The best way to analyze Nick himself is to choose a few passages to close read, and use what you observe from close-reading to build a larger argument. Pay close attention to moments, especially Nick’s encounters with Jordan, that give you a glimpse at Nick’s emotions and vulnerabilities. We will demonstrate this in action below! Pictured: the rose-tinted glasses Nick apparently starts to see Gatsby through. Nick as the Narrator These first questions analyze Nick's role as a narrator. Why Is Nick the Narrator and Not Gatsby? Since Nick gives a roughly chronological account of the summer of 1922, we get to see the development of Gatsby from mysterious party-giver to love-struck dreamer to tragic figure (who rose from humble roots and became rich, all in a failed attempt to win over Daisy). If Gatsby was the narrator, it would be harder for Fitzgerald to show that progression, unless Gatsby relayed his life story way out of order, which might have been hard to accomplish from Gatsby’s POV. The novel would have also been a much more straightforward story, probably with less suspense: Gatsby was born poor in South Dakota, became friends with Dan Cody, learned how to act rich, lost Cody’s inheritance, fell in love with Daisy, fought in the war, became determined to win her back, turned to crime. In short, Fitzgerald could have told the same story, but it would have had much less suspense and mystery, plus it would have been much harder to relay the aftermath of Gatsby’s death. Unless the point of view abruptly switched after Gatsby was shot, the reader would have no idea what exactly happened to Gatsby, what happened to George Wilson, and finally wouldn’t be able to see Gatsby’s funeral. Plus, with a narrator other than Gatsby himself, it’s easier to analyze Gatsby as a character. Nick is very observant, and he is able to notice things about Gatsby, like the way he misses social cues, subtle shifts in his mood, and even smaller details like his arresting smile. We probably wouldn’t have seen these facets of Gatsby if Gatsby himself were telling the story. Finally, since Nick is both â€Å"within and without† the New York elite, he is an excellent ticket in to the reader – he can both introduce us to certain facets of that world while also sharing in much of our shock and skepticism. Nick is just like the â€Å"new student at school† or â€Å"new employee† trope that so many movies and TV shows use as a way to introduce viewers into a new world. With Gatsby as narrator, it would be harder to observe all the details of the New York social elite. Is Nick Carraway an Unreliable Narrator? In many ways, Nick is an unreliable narrator: he’s dishonest about his own shortcomings (downplaying his affairs with other women, as well as his alcohol use), and he doesn’t tell us everything he knows about the characters upfront (for example, he waits until Chapter 6 to tell us the truth about Gatsby’s origins, even though he knows the whole time he’s telling the story, and even then glosses over unflattering details like the details of Gatsby’s criminal enterprises), and he’s often harsh in his judgments (and additionally anti-Semitic, racist, and misogynistic). As a reader, you should be skeptical of Nick because of how he opens the story, namely that he spends a few pages basically trying to prove himself a reliable source (see our beginning summary for more on this), and later, how he characterizes himself as â€Å"one of the few honest people I have ever known† (3.171). After all, does an honest person really have to defend their own honesty? However, despite how judgmental he is, Nick is a very observant person, especially in regard to other people, their body language, and social situations. For example, in Chapter 6, Nick immediately senses Gatsby isn’t really welcome at the Sloanes’ house before Tom says it outright. Nick is also able to accurately predict Daisy won’t leave Tom at the end of Chapter 1, after observing her standing in the door with Tom: â€Å"I was confused and a little disgusted as I drove away. It seemed to me that the thing for Daisy to do was to rush out of the house, child in arms- but apparently there were no such intentions in her head† (1.150). If only Jay could have seen Daisy’s intentions so clearly! We also come away with a very clear understanding of the messy climax (Myrtle’s death at the hands of Daisy in Gatsby’s car, George Wilson’s psychological decay and murder/suicide of Gatsby), since Nick tells the events from his point of view but also from Michaelis’s, who owns a coffee shop near George Wilson’s garage. In short, Nick delegates to another narrator when he knows he doesn’t have enough information, and makes sure the reader comes away with a clear understanding of the fundamental events of the tragedy. In short, you shouldn’t believe everything Nick says, especially his snobbier asides, but you can take his larger characterizations and version of events seriously. But as you read, try to separate Nick’s judgments about people from his observations! Is Nick Actually the Hero of the Story? A hero, or protagonist, is generally the character whose actions propel the story forward, who the story focuses on, and they are usually tested or thwarted by an antagonist. So in the most traditional sense, Gatsby is the hero – he drives the action of the story by getting Jordan and Nick to reintroduce him to Daisy (which leads to the affair, confrontation in Manhattan, the death of Myrtle, and then the murder-suicide), he goes up against an antagonist of sorts (Tom), and the story ends with his death. Gatsby’s story is thus a cynical take on the traditional rags-to-riches story. However, some people see the protagonist as also the person who changes the most in the course of a story. In this case, you might argue that since Nick changes a lot during the novel (see below), while Gatsby during the story itself doesn’t change dramatically (his big character changes come before the chronology of the novel), that Nick is in fact the protagonist. Nick’s story is a take on the coming of age narrative – he even has an important birthday (30) in the novel! Basically, if you think the protagonist is the character who propels the action of the story, and someone who has an antagonist, it’s Gatsby. But if you think the protagonist is the person who changes the most, you could argue Nick is the hero. Nick as a Character We never get a physical description of Nick, so don't blame yourself if your mental image of him is bland and amorphous like this fellow. How Does Nick Change Throughout the Novel? Nick starts out naà ¯ve and hopeful about his summer, and his future in New York more generally, as revealed through his narration (this optimism about his own life is mixed up with his sharp, snarky characterizations of others, which remain mostly the same all through the novel). And so with the sunshine and the great bursts of leaves growing on the trees- just as things grow in fast movies- I had that familiar conviction that life was beginning over again with the summer. There was so much to read for one thing and so much fine health to be pulled down out of the young breath-giving air. (1.-12) (emphasis added) As the summer goes on, he meets someone wildly more hopeful than he is – Gatsby, of course – and he begins to be more cynical in how he views his own life in comparison, realizing that there are certain memories and feelings he can no longer access. Through all he said, even through his appalling sentimentality, I was reminded of something- an elusive rhythm, a fragment of lost words, that I had heard somewhere a long time ago. For a moment a phrase tried to take shape in my mouth and my lips parted like a dumb man's, as though there was more struggling upon them than a wisp of startled air. But they made no sound and what I had almost remembered was uncommunicable forever. (6.135) (emphasis added) Finally, after the deaths of Myrtle, Gatsby, and Wilson, as well as the passing of his thirtieth birthday, Nick is thoroughly disenchanted, cynical, regretful, even angry, as he tries to protect Gatsby’s legacy in the face of an uncaring world, as well as a renewed awareness of his own mortality. "I'm thirty," I said. "I'm five years too old to lie to myself and call it honor." She didn't answer. Angry, and half in love with her, and tremendously sorry, I turned away. (9.125-6) After Gatsby's death the East was haunted for me like that, distorted beyond my eyes' power of correction. (9.127) On the last night, with my trunk packed and my car sold to the grocer, I went over and looked at that huge incoherent failure of a house once more. On the white steps an obscene word, scrawled by some boy with a piece of brick, stood out clearly in the moonlight and I erased it, drawing my shoe raspingly along the stone. (9.150) In short, as much as this is a novel about Gatsby’s failed dream/love for Daisy, you could also argue it tells the story of Nick’s loss of hope and innocence as he enters his 30s. How Does Nick Feel About Gatsby? Why Does He Come to Like Him so Much? Nick goes from initially taken with Gatsby, to skeptical, to admiring, even idealizing him, over the course of the book. When he first meets Gatsby in Chapter 3, he is drawn in by his smile and immediately senses a peer and friend, before of course Gatsby reveals himself as THE Jay Gatsby: He smiled understandingly- much 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 faced- or seemed to face- the 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. (3.73) In Chapter 4, Nick is highly skeptical of Gatsby’s story about his past, although he is somewhat impressed by the medal from â€Å"little Montenegro† (4.32). He looked at me sideways- and I knew why Jordan Baker had believed he was lying. He hurried the phrase "educated at Oxford," or swallowed it or choked on it as though it had bothered him before. And with this doubt his whole statement fell to pieces and I wondered if there wasn't something a little sinister about him after all. (4.24) He also seems increasingly skeptical after his encounter with Meyer Wolfshiem, who Nick describes very anti-Semitically. When Wolfshiem vouches for Gatsby’s â€Å"fine breeding,† (4.99) Nick seems even more suspicious of Gatsby’s origins. In Chapter 5, as Nick observes the reunion between Gatsby and Daisy, he first sees Gatsby as much more human and flawed (especially in the first few minutes of the encounter, when Gatsby is incredibly awkward), and then sees Gatsby has transformed and â€Å"literally glowed† (5.87). As Nick watches Gatsby blossom in Daisy’s presence, I think Nick himself is won over by Gatsby. Notice how warm Nick’s description is: But there was a change in Gatsby that was simply confounding. He literally glowed; without a word or a gesture of exultation a new well-being radiated from him and filled the little room (5.87) In Chapter 6, Nick honestly and frankly observes how Gatsby is snubbed by the Sloanes, but he seems more like he’s pitying Gatsby than making fun of him. It almost seems like he’s trying to protect Gatsby by cutting off the scene just as Gatsby comes out the door, coat in hand, after the Sloanes have coldly left him behind: Tom and I shook hands, the rest of us exchanged a cool nod and they trotted quickly down the drive, disappearing under the August foliage just as Gatsby with hat and light overcoat in hand came out the front door. (6.59) By Chapter 7, during the confrontation in the hotel, Nick is firmly on Gatsby’s side, to the point that he is elated when Gatsby reveals that he did, in fact, attend Oxford but didn’t graduate: I wanted to get up and slap him on the back. I had one of those renewals of complete faith in him that I'd experienced before. (7.221) As the rest of the novel plays out, Nick becomes more admiring of Gatsby, even as he comes to dislike the Buchanans (and Jordan, by extension) more and more. Why exactly Nick becomes so taken with Gatsby is, I think, up to the reader. In my reading, Nick, as someone who rarely steps outside of social boundaries and rarely gets â€Å"carried away† with love or emotion (see how coldly he ends not one but three love affairs in the book!), is admiring and even somewhat jealous of Gatsby, who is so determined to build a certain life for himself that he manages to transform the poor James Gatz into the infamous, wealthy Jay Gatsby. On the last night, with my trunk packed and my car sold to the grocer, I went over and looked at that huge incoherent failure of a house once more. On the white steps an obscene word, scrawled by some boy with a piece of brick, stood out clearly in the moonlight and I erased it, drawing my shoe raspingly along the stone. (9.150) Gatsby’s fate also becomes entangled with Nick’s own increased cynicism, both about his future and life in New York, so he clings to the memory of Gatsby and becomes determined to tell his story. Is Nick Carraway Gay? At first, this might not seem plausible – Nick dates Jordan during the book (and also admits to a few other love affairs with women) and at one point confesses to being â€Å"half in love with [Jordan].† So why do people think Nick is gay? First of all, consider the odd moment at the end of Chapter 2 that seems to suggest Nick goes home with Mr. McKee: "Come to lunch some day," he suggested, as we groaned down in the elevator. "Where?" "Anywhere." "Keep your hands off the lever," snapped the elevator boy. "I beg your pardon," said Mr. McKee with dignity, "I didn't know I was touching it." "All right," I agreed, "I'll be glad to." . . . I was standing beside his bed and he was sitting up between the sheets, clad in his underwear, with a great portfolio in his hands. "Beauty and the Beast . . . Loneliness . . . Old Grocery Horse . . . Brook'n Bridge . . . ." Then I was lying half asleep in the cold lower level of the Pennsylvania Station, staring at the morning "Tribune" and waiting for the four o'clock train. (2.128-136) Nick’s narration is confused and sporadic as he was quite drunk after the party. However, what we do see – the elevator boy chiding him to â€Å"keep your hands off the lever† (hint hint wink wink nudge nudge), shortly followed by Nick saying â€Å"I was standing beside [Mr. McKee’s bed and he was sitting up between the sheets, clad in his underwear†- seems to pretty strongly suggest a sexual encounter. And in a novel that is so short and carefully constructed, why add this short scene unless it’s supposed to help us understand Nick? Some people see that scene as a confirmation of Nick’s sexual preference, or at least an indication he’s attracted to men as well as women. However, since this was the 1920s, he couldn’t exactly be out and proud, which is why he would never frankly admit to being attracted to men in his sober narration. So instead, as the theory goes, his love for and attraction to for Gatsby is mirrored through a filter of intense admiration. So, using this reading, The Great Gatsby is narrated by a man suffered from unrequited love. Do you have to take this reading as fact? Not at all. But if you’re curious you can check out a fuller write-up of the â€Å"Nick as gay† reading and decide for yourself. Final Questions These are questions students often have about Nick after reading the book, but ones that don’t always come up in classroom discussions or essay topics. Read on if you still have unanswered questions about Nick! Also, be sure to let us know in the comments if you have more questions about Nick! What’s Going on With Nick and Jordan’s Relationship? Do They Actually Like Each Other? Nick says in his opening narration that most people in the east have earned his â€Å"unaffected scorn,† so it’s confusing to see him cozy up to Jordan in the next few chapters (1.4). However, keep in mind that scorn is earned over the course of the novel, and Nick writes the opening narration looking back at everything. So before the tragic conclusion, Nick actually is strongly attracted to Jordan and hasn’t yet realized that her attractive skepticism actually means she can be callous and uncaring. Our quote above from Chapter 4, as Nick finds himself attracted to the â€Å"hard, clean, limited† Jordan, illustrates that strong initial attraction. But post break-up, do they still feel anything for each other? Their break-up scene is really helpful to analyze to answer this question: "Nevertheless you did throw me over," said Jordan suddenly. "You threw me over on the telephone. I don't give a damn about you now but it was a new experience for me and I felt a little dizzy for a while." We shook hands. "Oh, and do you remember- " she added, "- - a conversation we had once about driving a car?" "Why- not exactly." "You said a bad driver was only safe until she met another bad driver? Well, I met another bad driver, didn't I? I mean it was careless of me to make such a wrong guess. I thought you were rather an honest, straightforward person. I thought it was your secret pride." "I'm thirty," I said. "I'm five years too old to lie to myself and call it honor." She didn't answer. Angry, and half in love with her, and tremendously sorry, I turned away. (9.130-136) Jordan, for her part, seems to admit to having genuinely liked Nick when they break up at the end and was quite hurt. And Nick, for once, is a mess of emotions: â€Å"angry† and â€Å"half in love.† So despite Nick’s earlier proclamation that everyone from the east coast is the object of his â€Å"unaffected scorn,† it would seem his attachment to Jordan is a bit more complicated: he’s disgusted by some of her behavior and yet still feels a strong attraction to her, strong enough that he’s angry and sorry during their break-up. Of course, if you subscribe to the â€Å"Nick loves Gatsby† theory you could chalk much of this scene up to repressed desires, especially Nick’s comment about not wanting to lie to himself. Why Does Nick Say â€Å"You’re better than the whole damn bunch of them†? This statement officially marks Nick’s disillusionment with the East Coast, old money crowd. Remember that this line comes after the car accident, and the scene in the hotel just before that, so he’s just seen Daisy and Tom’s ugliest behavior. Nick is proud of the statement since it was one of the last things he ever got to say to Gatsby. What can be a bit harder to spot is when exactly Nick’s earlier distrust of Gatsby morphed into respect. I argued above it begins in Chapter 5, when he watches Gatsby’s reunion with Daisy and sees Gatsby transformed and enraptured by love. What’s Next? Nick sets the stage in Chapter 1 by first explaining why he can be trusted as a narrator. Read our summary of Chapter 1 for more analysis as to why Nick’s opening makes him a bit suspicious as a narrator. Want to read more about Nick and Jordan’s relationship? Curious as to why they get together despite their differences in background? Read about love, desire, and relationships in Gatsby for more on their relationship. Did Fitzgerald see himself as more of a Carraway or a Gatsby? Read our history of F. Scott Fitzgerald’s life for more on the man behind the book. 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Comparing Education System for Design in All Cultures - Essay Example The objectives of comparative education are: To describe educational systems, results or developments; To assist in the growth of educational practices and institutions; To highlight the associations linking society and education; To outline generalized reports concerning education significant in more than one nation. The letter Q represents the question while the letter R represents the response. Q What are the elements that contribute to an education system being suitable for all cultures? R There are five vital essentials that add to an educational system capability to become further culturally competent. The system should: Value diversity; Have the competence for cultural self-evaluation; Be aware of the dynamics inbuilt when the diverse cultures intermingle; Institutionalize cultural comprehension; Develop variations to educational practices depicting an understanding of the multiplicity connecting and within the diverse cultures. Moreover, manifestation these five fundamentals ought to be in each level of the educational practices and systems. The reflection of these fundamentals should be evident in policies, attitudes, structures and services. Q What are the new learning cultures that can be integrated into the educational systems? R The designing of improved education support systems for the prospect, requires conceptualization of both identity and cultural diversity, in minimal clear-cut terms and examine them entirely across multiple timescales. Educational support classifications for the most part, have overlooked the basic alterations to contemporary education cultures. School-based education severs off itself from the online communities, social networks, and peer and media foundation learning practices of learners. Non-school education might be far more successful in relation to students’ identities and consequently causative to long-term improvement. Community cultures and individual identities nowadays are dynamically receptive to interme diate opportunities. They are extremely adaptable collections of identification and affiliations, with threads of permanence that braid into exceptional life educational biographies. It is the personal and exceptional differences between participants, ensuing from their traversals across and involvement in other communities, which are subjects for the richness of education in whichever community. Q Describe the educational differences that may exist between different cultures, which may affect the learning of the students. R In most learning institutions, education is through comprehension of textbooks, asking questions and note taking. Teaching is consistent, and lecturing is universal. However, not all individuals are capable of learning through this technique. In some communities, learning is through spoken communication and course books might not be accessible. Furthermore, some cultural organizations do not emphasize the notion of the exact time. In other cultures, children lea rn by illustration, thus, may find it tough to study by rote memorization of hypothesis and facts. Consequently, some students whose cultural custom differs from a homogeneous educational system may be wrongly labeled, lose concentration and have difficulties learning. Q Highlight the factors that may impede the association of students from different cultures. R Biases that have

Overcoming barriers in partnering in construction Essay

Overcoming barriers in partnering in construction - Essay Example No doubt, partnering in construction for private industrial purposes downwardly followed manufacturing decline in the United Kingdom, while, conversely, the main gain in share of total construction output has been in private commercial development - i.e., offices and shops - reflecting the growth of the tertiary sector of the economy. Public infrastructure, especially road-building for private transport, also showed considerable gains(Bak, J. K. 2004). In Ball's review of partnering construction output trends from 1955 to 1985, he noted the dramatic rise in public sector markets, both housing and other construction, from 1955 to 1972, as they doubled in value over this period, with the non-housing element trebling. This latter showed faster growth than any other partnering construction market (Hwang, I. J. 2003). Thereafter, following the oil crisis, there is a sharp division between falling public sector demand across all spheres, and cyclical but growing private sector partnering c onstruction. The reshaping of the public-private divide was therefore a central feature of UK construction market demand over this period (Hwang, I. J. 2003). No doubt, the power to draft building codes

4G Wireless Systems Essay Example | Topics and Well Written Essays - 2500 words

4G Wireless Systems - Essay Example Data packets are sent wirelessly to the satellites that help to transfer data quickly. This change has brought about much relief for the general public as now communication can be easier and much faster and not to mention it has become a lot less tedious. However, the fast paced changes in the technological world make it a lot harder for various companies and industries to keep up. One day a new product is introduced and the next day the team sits down to chalk out the plans to make the product better. A perfect example would be Apple’s effort to introduce new and improved versions of the iPhone and then there is the competition that makes companies run faster and faster. Using the last example of Apple it is now common knowledge that Google’s Android is becoming the competition to the iPhone. In the same manner, wireless systems have evolved from time to time and continue to do so.The wireless communication systems have been defined by giving then designations with reg ards to generations. The first generation was introduced in the early 1980s and made use of analog frequency modulation and were more or less used for the purpose of voice communication. It was not much later in the late 1980s that the second generation of wireless system technology made its way in the market was once again focused on voice communicationÃ'Ž Later, instead of a third generation technology, there was a midway between the second and third generation know as 2.5 generation.  

Overcoming barriers in partnering in construction Essay

Overcoming barriers in partnering in construction - Essay Example No doubt, partnering in construction for private industrial purposes downwardly followed manufacturing decline in the United Kingdom, while, conversely, the main gain in share of total construction output has been in private commercial development - i.e., offices and shops - reflecting the growth of the tertiary sector of the economy. Public infrastructure, especially road-building for private transport, also showed considerable gains(Bak, J. K. 2004). In Ball's review of partnering construction output trends from 1955 to 1985, he noted the dramatic rise in public sector markets, both housing and other construction, from 1955 to 1972, as they doubled in value over this period, with the non-housing element trebling. This latter showed faster growth than any other partnering construction market (Hwang, I. J. 2003). Thereafter, following the oil crisis, there is a sharp division between falling public sector demand across all spheres, and cyclical but growing private sector partnering c onstruction. The reshaping of the public-private divide was therefore a central feature of UK construction market demand over this period (Hwang, I. J. 2003). No doubt, the power to draft building codes

PUBLIC LAW Essay Example | Topics and Well Written Essays - 2250 words - 1

PUBLIC LAW - Essay Example udicial review, is where the law is contravened at some point by an administrative body in its actions or inactions, as was defined in White and Collins v Minister of Health.1 In this case, procedural ultra-vires is evident. This is whereby an administrative body fails to follow the right procedure in its actions or inactions (Fitzroy 2014, 1). As much as Catford district council is vested with the power to issue licenses, procedure as per the relevant statute law requires it to conduct consultations where necessary. Bearing in mind that the shop operates within a residential flat, it was necessary for the council to consult the adjacent household dwellers regarding the same before issuing the license. As a renter of a dwelling premise, Alya has a right to peaceful and quiet enjoyment of his property. Therefore, she has every right to protest due to the nuisance emanating from the shop during Sunday. Had the council consulted her prior to the issuance of the license, things might hav e turned differently, as some conditions could have been attached to the operating license. It was therefore illegal for the council to issue the license without conducting necessary consultations as the relevant authority suggests. Unreasonableness: The principle of reasonability is to the effect that an administrative body should be rational in acting or making its decisions. Unreasonableness is seen when an administrative body acts or makes a decision in a manner so absurd or outrageous, that a reasonable person acting in the same capacity and under the same circumstances would to do or make, as was defined in Associated Provincial Picture Houses Ltd v Wednesburry Corporation.2 In this case, the reason given for the council’s failure to conduct consultations, something which is done by all other local authorities, is so unreasonable that one would not expect such an authority to fail to act on that basis (Harel and Kahara 2010). Time and money saving is not reasonable enough to

History Teaches Us Only One Thing Essay Example for Free

History Teaches Us Only One Thing Essay History teaches us only one thing: knowing about the past cannot help people to make important decisions today. History is the past considered as a whole, the series of events which are connected with someone. It is the past which had taken place like the world wars, about the freedom fighters, the evidence which have remained when these incidents took place. Knowing about the past can just help people to gain information and to be aware of what took place in the past and this does not help in taking important decisions today as this only helps people to be aware of the things which took place. The decisions taken at that time and the decisions taken in this modern society are totally different. It is said that â€Å"Past is no predictor of future† , the decisions taken at that time will not help for the decisions taken in the current events because that depends upon the people as to what circumstances they are facing and they can just get aware if at all this has taken place in the past and not the history. The people who took decisions at that particular point of time are totally different than what a person takes at this point of time. Firstly, history does not contain the circumstances that a person wants to take decisions today especially with the circumstances which a person faces at this time and the point taken at that past which is already history. The modern world or society does not depend upon history for decisions. For example, a person taking decisions in business deals cannot be dependent upon the history because a person needs to see all the consequences and the future prospects of his or her business and not on the history, a person can get aware of the things which took place in the past and can take care that the mistakes done in the past should not repeat the wrong decisions taken in the past. It does not depend solely upon the history. The decisions taken by the person will vary from person to person whether a person is choosing a career or decisions are made for business, or it is family decisions. The decisions taken today will vary and the important decisions taken in history does not make any sense in depending on those decisions because it does not help the people in taking right decisions because the circumstances the people faced and the circumstances faced in the modern world are two different things. History is the past and one should not look back for the future decisions taking place in the current situations. One should be aware and should be careful for the decisions, one should look into the consequences of taking the risk for the decisions a person is taking whether it is a family matter, or it is in a business, or choosing a career for a student. Thus, history does not help a person to take decisions of the modern society, past should be remained as a past and should not be considered for future prospects. The decisions taken in history and the decisions taken at this point of time are two different things and one cannot compare these two different things for the important decisions made today.

B737 Ng Flight Control System Engineering Essay

B737 Ng Flight Control System Engineering Essay In this chapter the differences of the Airbus A320 and Boeing 737 NG will be discussed. There will be looked at the flight control system of the Boeing 737 NG and the flight control system of the Airbus A320 (2.2) after that a comparison between the conventional system and fly-by-wire system (2.3). 2.1 B737 NG flight control system This section will discuss the flight controls of the Boeing 737 NG. At first the primary flight controls especially the ailerons (2.1.1) and also the secondary flight controls of the Boeing 737 NG trailing edge devices (2.1.2) will be discussed. 2.1.1 Primary flight controls In this subsection, the primary flight controls of the Boeing 737NG will be discussed. The ailerons will be investigated as primary flight control in this chapter. The composition of the system (2.1.2a), the input of the system (2.1.2b), the transportation of signals (2.1.2c), the output signals (2.1.2d) and the hydraulic system of the Boeing 737NG will be discussed (2.1.2e) 2.1.1a Composition The aileron system exist of two ailerons. The Boeing 737 has an aileron on each wing. They are placed on the outer side of the wing to create a greater moment over the airplanes longitudinal axis. Over this axis the airplane will be able to roll. Because the ailerons are mounted on the outer side of the wing the needed forces can be lower than when they are placed on the inner side of the wing. The moment of the aileron is the force multiplied by the arm length. 2.1.1b Input The ailerons are positioned by the control wheels of the pilots. When the pilot controls his steering wheel a mechanical cardanic movement will make the input signal transferred to the transfer mechanism.The transferm mechanism keep the control wheel movement to a limit of 107.5 degrees left and right. This mechanism is mounted under the steering column of the pilot. The roll axis force transducer is mounted between the control shaft and aileron drum below the captains control column. The force transducer provides dual electrically isolated ac output signals that are proportional to the force applied to the control wheel or column. The signals are used by the autopilot computers when the system is engaged in CWS (manual) mode or in CMD mode with no flight mode selected. Both control wheels are cable mounted connected to each other, when the captain steer his control wheel the left aileron control bus drum will rotate and operated the control cable to rotate the right aileron control bus drum. This drum is connected exactly as the captains control wheel and the first officers control wheel will move. C:UsersTemminckDropboxHvA Projectgroep 1VProjectWerkmapKeespage 27-4.jpg 2.1.1c Transport By rotating the control bus drum, the control drum also will rotate. The control cable will be operated and will run through the airplane and routed by cable guides and kept on tension with cable tensioners. In the main wheel well the cable will be attached to the aileron body quadrant. On the quadrant the new outgoing cable is mounted. The quadrant is mounted on two aileron power control units (PCU). This PCUs are mounted at the aileron control quadrant. On this quadrant the aileron input shaft is mounted. On this shaft the autopilot control rod, the PCUs four pogo input cranks, the feel and centering unit and the aileron actuator are mounted. For backup two PCUs are mounted to help the pilot to create a higher force to the ailerons so the pilot dont need all his strength to control the ailerons. Also there are four pogo inputs installed between the body quadrant and the input shaft. These are to control the movement of the cables so that they are on tension at all times and not move when the dont need to. The feel and centering unit is used to position the ailerons to his neutral position. This can be done by movement of both aileron trim switches on the aft electronic panel. The aileron trim actuator can position the aileron input shaft to trim the system. The total trim the pilot have made can be read on the aileron trim indicator on the control wheel. The autopilot aileron actuator is duplicated for safety reasons. The autopilot actuator is with the autopilot input rod mounted to the aileron input shaft. This actuator will be electronic controlled by the flight control computers. All the actuators are hydraulic control led by system A and B. C:UsersTemminckDropboxHvA Projectgroep 1VProjectWerkmapKeespage 27-7.jpg 2.1.1d Output The control cables will led through the wings until they reach the aileron wing quadrant. This quadrant is kept on tension by the aileron cable tension spring. This for that the trenched out cables are kept on tension. The quadrant is connected with and pushrod connection to the aileron. On the aileron an aileron balance tab is mounted and connected with control rods. The aileron is armed with four balance panels to keep the balance in the ailerons. And this panels are equipped with fixed balance weights. The output signal of this system is that the aileron will move up or down after movement that the pilot will make by moving the control wheel. C:UsersTemminckDropboxHvA Projectgroep 1VProjectWerkmapKeespage 27-6.jpg 2.1.1e Hydraulic system The ailerons are powered by system A and B. When both of this systems fails, the aileron can still be operated manually by controlling the cables. The left aileron is powerd by system a and the right aileron is powered by system b. During normal operation of the ailerons, an aileron input goes through the input pogos of each PCU to its input crank. The upper and lower input cranks move, slides in the control valve, and supply hydraulic pressure to the actuator. The lower input crank is connected to the primary slide and the upper input crank is connected to the secondary slide. A torsion spring inside the PCU connects the two input cranks. Movement of the primary slide supplies one-half the total flow rate, and movement of the secondary slide supplies the other half. The primary slide moves to its full effective stroke before the secondary crank starts to move the secondary slide. When the primary and secondary slides move, hydraulic pressure goes through the control valve to one side of the actuator. This moves the actuator housing and the respective aileron body quadrant to the commanded position. The other side of the actuator is connected to the return. If one PCU cant supply a hydraulic pressure, its bypass valve will be activated and moves to the bypass position. This connects the two sides of the actuator, and prevents a hydraulic lock condition. When the pilot moves the control wheel, the ON side PCU still moves to his commanded position normally. As the ON side PCU moves, it also moves his respective aileron body quadrant and back drives the OFF side PCU actuator housing. When the OFF side housing moves, hydraulic fluid is pushed through the bypass valve. If one PCU input pogo cant move freely, the pilot must supply approximately 20 pounds of additional force to compress or extend the spring inside the pogo. The other PCU input pogo still moves its own input crank and slide to the commanded position. This equalizes pressure on both sides of the actuator and prevents a hydraulic lock condition. Now the other PCU can move the aileron body quadrant assembly normally. As the ON side PCU moves its respective aileron body quadrant it also back drives the OFF side PCU actuator housing. When the OFF side housing moves, hydraulic fluid is pushed through the bypass valve. During a manual reversion, the bypass valve receives no hydraulic pressure and moves to the bypass position. This connects the two sides of the actuator and prevents a hydraulic lock condition. When the pilot moves the control wheel more than three degrees, the primary and secondary input cranks hit the mechanical stops on the outside of the actuator housing. As the housing moves, hydraulic fluid in the actuator is through the bypass valve. Movement of the housing also moves the aileron body quadrant assembly to the commanded position.

Processed Food Should or Should not Be Banned from School Meals? Essay

Processed food should be banned from school meals due to increasing health issues in children, increasing academic deficiency and increasing production cost to produce processed foods. There are people who would oppose to this idea due to population growth and an increasing food demand. However, this escalating demand of food is forcing the food industry and other government agencies to resolve the current hunger and lack of resources issues, by hiring processing factories and private companies to manufacture processed foods. The greater part of school age children consume processed foods on a daily basis. The purpose of this study is to examine what are processed foods? What are the associated problems? Also, to determine if processed foods affect students’ health and their academic performance. In addition, what is the position of the Food and Drug Administration (FDA), United States Department of Agriculture (USDA) and food industry in the distribution of processed foods in schools? Also, to determine the outcome of this study, the behavior and health of students along with the governing agencies were analyzed to establish, if processed foods should be banned from schools or just monitored carefully. Discussion of key terms What are processed foods? It is food â€Å"composed of synthetic chemical additives, such as colorings, preservatives, sugar substitutes and trans-fats† (Fitzgerald, 2006, p.72). Fitzgerald reported that by the â€Å"1970s most meats and dairy products that were factory farmed were laced with growth hormones, antibiotics and a range of pesticides† (p.72). Furthermore, food that is frozen, packaged and canned is considered processed food. A brief explanation of the chemical additives in processed food. 1. Pre... ...with over twenty-five years' experience in the book publishing industry. He is an expert in general-interest non-fiction publishing, specializing in topics from business and personal finance to politics, current affairs, history, autobiography, self-help, and personal development. Before founding his company, Weber served as managing director of the Times Business imprint at Random House (1994-1997). This book is a life changing book. It was inspirational, informative and gave you insight about the things we do not know about the food we eat. The documentary was graphic and detailed, informing you of the process from the farm or the fields, to the manufactures, to the labeling and packaging companies. It informed me, about the school lunches, how some of the meals at school are made, to the politics behind it. This book is also a collectible.

There Is No Frigate Like a Book

In the poem â€Å"There is no Frigate like a Book†, Emily Dickinson uses words with particular connotations to give her poem a more rich and meaningful aspect. Her belief that literature is powerful enough to allow one’s mind to distance itself from reality and its immediate surroundings is enforced in the poem throughout her use of words like â€Å"frigate† â€Å"traverse† which connate a sense of journey or adventure.Dickinson compares books to means of transportation to emphasize this idea of the power of imagination. â€Å"There is no Frigate like a Book; To take us Lands away† Here the word â€Å"frigate† though its literal meaning is a warship, is used to connote a sense of adventure and exploration while â€Å"land† gives off an intriguing idea of exotic and unknown. By selecting these words and comparing them to books Dickinson expresses how powerful literature is over one’s mind for it to can take us to distant places.T he poem follows by expressing the spirituality and joyfulness that can be found in literature â€Å"Nor any Coursers like a Page; Of prancing poetry† Dickinson substitutes â€Å"coursers† for horses in this passage to conveys a stronger emphasize of majestic, beautiful and elegant also describing poetry as â€Å"prancing† thus giving it a sense of spiritual, harmony and energetic. The connotations implied by these words and their comparison to poetry in this line help imply the beauty that Dickinson beliefs to find in literatureIn the following line Dickinson reminds us how books are able to touch anyone no matter from what stratus they come from. â€Å"This Traverse may the oppress may the poorest take; Without oppress of Toll† Here â€Å"traverse† which literal term means to travel through is used to express a sense of danger and mystery, while â€Å"oppress† connotes a sense of a powerlessness, something that holds us back or keeps us dow n and â€Å"toll† suggest a meaning of a limit or burden that one must suffer through.The words in this passage work together to give the idea off the idea of the troubles that goes with traveling by comparing it to books, Dickinson is able to show how literature can do take us away without any of these burdens. In the last lines Dickinson again reinstates her idea how powerful books are, in that they can take us away. â€Å"How Frugal is the Chariot; That bears the Human soul. † By comparing books to a chariot she gives books a more magical, romanticizes tone for â€Å"chariot† connotes a sense of fantasy and fairytale, Dickinson uses â€Å"frugal† to describe the how economical book are while implying a aspect of moral goodness to them.Her use of â€Å"bear† in this passage also suggests the importance of the human soul for bearing something connotes an idea of carrying something with great significance or meaning this works with the final word à ¢â‚¬Å"soul† for soul connotes an idea of beauty and one’s whole self by using soul instead of mind Dickinson emphasizes how literature is able to take its readers and transport them not just mentally but also emotionally and spiritually into a completely different world.Dickinson uses connotation powerfully in her poem to give it a more elegant and magical feel to it, by carefully selecting her words Dickinson’s focuses more on their connotations than their denotations to give the poem the sense of power and adventure she wants to express about literature.

Journal Entry 11 and 9 Oncourse

Journal Entry #11 In this activity, you will create a personal affirmation. If you repeat your affirmation often, it will help you make choices that will strengthen the personal qualities needed to achieve your goals and dreams. 1. Write a one-sentence statement of one of your most motivations, goals, or dreams in your role as a student. My biggest goal to achieve in my career is to know that I made a difference in someone's life and helped them to feel their best. I would like to work with children at Children’s Hospital. 2. Write a list of personal qualities that would help you achieve this educational goal or dream.Compassionate, dedicated, good-listener, encouraging, understanding, caring, easy to talk to and willing to help in any way I can. 3. Circle three qualities on your list that seem the most essential for you to achieve your goal or dream as a student from step 1. It is being compassionate, good-listener and caring. 4. Write three versions of your personal affirmat ion Format A: I am a compassionate, good-listening, caring woman. Format B: I am a compassionate, good-listening, caring woman, following my life calling. Format C: I am a compassionate, good-listening, caring woman, and I enjoy feeling needed. . Choose the one sentence from Step 4 that you like best and write that sentence five or more times. I am a compassionate, good-listening, caring woman, and I enjoy feeling needed. I am a compassionate, good-listening, caring woman, and I enjoy feeling needed. I am a compassionate, good-listening, caring woman, and I enjoy feeling needed. I am a compassionate, good-listening, caring woman, and I enjoy feeling needed. I am a compassionate, good-listening, caring woman, and I enjoy feeling needed. 6. Write three paragraphs- one for each of the three qualities in your affirmation.The first quality from my affirmation is compassion. I demonstrated that quality was when my friends grandmother passed away. I was there for her at school, nearly ever y day after school, and as much as I possibly could. I was there to help her get her mind off things, and I was there for her when she was grieving and needed a shoulder to cry on. This is just one of the many times that I have been compassionate. I have a big heart and when others hurt, I hurt and I want to do anything I can to make them feel better.The second quality from my affirmation is good-listening. A specific experience in my life when I demonstrated this was when my best friend told me her husband cheated on her while she was going through the surgery. It took her quite a while to get over the pain. I didn’t mind talking to her about it every day, and I’m glad that she felt like she could come to me to let her pain out. I listened and gave her my opinion. I'm always there to listen to people's problems. If they are going through something and I feel like I can help them, then I'm all for it. The third quality from my affirmation is caring.A specific experien ce in my life when I demonstrated this quality was when my friend got really sick and needed surgery. After the surgery she was in pain and needed care. I was happy to stay with her and help her to feel better and recover faster. Journal Entry #9 1. Below the title, complete the part of your life plan for your role as a student My Dream: My dream is to be successful in a career that I love and look forward to going to everyday. My Life Role: Currently I am a wife, a mother and a college student but in the future I want to be the helper, and the go-to person in my career.And I want people to feel like they can come to me for anything they need. My Long-Term Goals in This Role: Help patients or anyone that needs physical therapy help. I want to help them and encourage them to do the best they can in recovery process. I want to make good money and be able to support my family. I want to know that I made a difference in someone's life. My long term goals as a college student are to exce l and graduate as soon as possible so that I can dive into my career and start helping people around 2015.Achieve an Associate Degree by 2015 My Short-Term Goals in This Role: To pass all my classes, and ace as many of them as I can by end of May 2014. Finish all the essays, tests and quizzes I have to write as soon as I can by the end of each week. Enjoy this first semester of college before it’s over. 2. Write about what you have learned or relearned by designing your life plan. By doing the life plan, I realized that I am going to have to work very hard to achieve my dream, meaning I need to take school very seriously so that I can start my career as soon as possible.My long term goals are going to take a lot of dedication and sacrificing to achieve them, but I know I can do it. It's not just about getting through this semester, it’s about excelling in every semester to come and doing the best I can in all of my classes. In terms of a career, I am extremely excited for when that day comes. I want to be needed and I want to help people. I learned that the hopes for my careers can become realities if I follow through with this life plan.