Aristotles Poetics

Aristotles Poetics In the ancient classical periods, the Greek's Empire was known as most powerful and as a center of knowledge centralizing in Athens. Three main philosophers dominated that age: Socrates, Plato, and Aristotle. Having the Poetics as a main topic for this research, I feel obliged, therefore, to give an introductory biography about its author; Aristotle.Aristotle was born in a northern country in Greece called Stagira, ruled by the Macedonians at that time. His father, Nicomachus, was a friend of the Macedonian king Amyntus II and his personal physician. Some scholars suspect that his father's occupation later influenced his theories and studies. At the age of 18 or 17, after his father's death, he was sent to Athens to study at Plato's Academy, spending almost 20 years there first as a student, a very bright and distinguished student, then later as a teacher. After Plato's the academy was left under the leadership of Plato's nephew, while Aristotle traveled to Assos in Asia Minor where he married the king's niece Pythias.Alexander Muir Public School, Toronto, 1902 [OHQ-P...After spending three years there and two more in Mytilence, he was invited by King Phillip II back to Stagira to tutor his 13 year old son Alexander (later world conqueror, Alexander the great). When Alexander became a king, Aristotle left to Athens and founded his own school at a place called the Lyceum and taught in it for thirteen years. During those thirteen years he has composed the greater number of his philosophical treaties. Due to the death of Alexander and fall of the Macedonian rule Aristotle was charged with impiety and, therefore, fled to Chalcis, where he met with his death a year later, leaving behind a fortune of his works and treaties from sciences of nature to politics.Influenced by Plato, Aristotle's early writings...

Standard deviation Essays

Standard deviation Essays Standard deviation Essay Standard deviation Essay Essay Topic: A Streetcar Named Desire In this unit, students will examine and discuss the ways in which content, plot, setting, imagery, characterisation, style and theme reflect the historical and social context of the time when the text was composed. Students will also explore the ways characters in texts have individually different human experiences. In addition, students will be encouraged to reflect on their own perspectives in issues, ideas and experiences.Class texts will include Of Mice and Men, A Streetcar Named Desire, An Enemy of the People and a film study of Boy in the Striped Pyjamas. In this unit, students will examine and discuss the ways in which content, plot, setting, imagery, characterisation, style and theme reflect the historical and social context of the time when the text was composed. Students will also explore the ways characters in texts have individually different human experiences. In addition, students will be encouraged to reflect on their own perspectives in issues, ideas and experiences.C lass texts will include Of Mice and Men, A Streetcar Named Desire, An Enemy of the People and a film study of Boy in the Striped Pyjamas. Task 1: In-class essay Weighting: 25% Length 800-1000 words Date due: Week 6 August 27th amp; 28th Text: Of Mice and Men Conditions: Question given to students 1 week prior to the exam on August 20th. Essay will be written over 2 periods. Novel allowed. Assessment Criteria You will be assessed on the degree to which you demonstrate:  · an ability to respond critically to texts and logically justify viewpoint  · an ability to evaluate and synthesise material to make meaning  · imagination and originality competent and effective use of language for a range of purposes and audiences  · control of appropriate medium. Task 2: Oralon perspectives in poetry/short story and one text of your own choice Weighting:25% Time 8-10 minutes Due dates: Weeks 9-10 TOPIC: â€Å"You cant see the world from somebody elses point of view and not be changed. â €  Lena Coakley By studying various texts it becomes evident that people can have different opinions on a range of issues.You are to select: * one poem/song * one short story and * another text of your own choosing that explores various perspectives on an issue, event or person. Present your analysis of these three texts in an oral presentation. In your presentation it is expected that you will include: * an explanation of your chosen topic (issue, event or person) * an examination of the relevance of Coakley’s quotation * the perspectives offered by each of your chosen writers/composers * an analysis of the techniques utilised to present each perspective * your personal response to the issue and each ext. Possible Topics are: The Stolen Generation Rationale: 400 – 600 words Date due: Week 12- October 21st Text: Boy in the Striped Pyjamas TOPIC: Choose to do either 1or 2 1.Imagine you are writing a follow up article on two of the people whose stories are told in Bo y in the Striped Pyjamas. The article will explore each person’s views and perspectives as portrayed in the film and any influences on those views. Their stories will be published in â€Å"The Two of Us,† a regular feature in The Good Weekend magazine of The Sydney Morning Herald. The tone, language and presentation (layout, pictures and graphics) of the articles should be in keeping with â€Å"The Two of Us. † (minimum of 400 words per response) 2. Look closely at a particular incident from Boy in the Striped Pyjamas that is significant for two characters.Write about the incident from the viewpoint of each character. This is to be a first person narrative in the form of an internal monologue. It is essential that this is not just a retelling of the events. You must try to capture the voice of each character along with their emotional response to the events and how they feel about the possible consequences. (minimum of 400 words per response) Conditions: You mus t submit a 400-600 word rationale that explains the decisions you made in the creative process. This is a BSSS requirement. Assessment CriteriaYou will be assessed on the degree to which you demonstrate:  · an ability to respond critically to texts and logically justify viewpoint  · an ability to evaluate and synthesise material to make meaning  · competent and effective use of language for a range of purposes and audiences  · control of appropriate medium. Task 4: Common task – essay written under exam conditions Weighting: 25% Length 800-1000 words Date: Week 15 Conditions: A copy of the play will be allowed with tabs, but no markings can be present on the tabs or in the text. TOPIC: TBA Assessment CriteriaYou will be assessed on the degree to which you demonstrate:  · an ability to respond critically to texts and logically justify viewpoint  · an ability to evaluate and synthesise material to make meaning  · competent and effective use of language for a range of purposes and audiences  · control of appropriate medium. Assessment Policies and Procedures Unit assessment procedures are conducted in accordance with the policies of the ACT Board of Senior Secondary Studies. Information about the following policies can be accessed in the Daramalan College Senior College Guide to Courses or on the ACT BSSS website. ww. bsss. act. edu. au -plagiarism -cheating -late and non submission of assessment tasks -attendance -course requirements and prerequisites -appeals procedures Moderation and Meshing Procedures All English teachers engage in rigorous moderation procedures. This entails samples of student responses to all major tasks being assessed by two teachers to ensure the accurate and consistent awarding of grades and marks. Should agreement not be reached initially, the English Coordinator is notified and a third teacher assesses the student response(s) in question.This process continues until such time as agreement is reached. Teachers rev iew their assessment of all student responses based on the outcome of the above procedure. A record is kept of all moderation undertaken. The meshing of the English Integrated and English Extended scores occurs at the end of each semester when all student responses to all tasks have been assessed and moderated. This process results in a combined Tertiary English rank order and is carried out by the English Coordinator. There is no meshing of scores in Accredited English or between Tertiary and Accredited English courses. Grade descriptorsPlease see the attached table which has been extracted from the BSSS English Framework document. Penalties Penalties will be applied for cheating, plagiarism and late and non submission of assessment tasks. Students must meet the attendance and assessment requirements in order to be credited with the unit of study. Method of Unit Score Calculation Daramalan College is required to follow the procedures set down by the ACT Board of Senior Secondary St udies for the calculation of unit scores. These procedures are to ensure that unit scores are comparable from unit to unit throughout the course and across courses/subjects.For the first unit of Year 11 the mean and standard deviation of unit scores for each course/subject are to be derived from historic parameters. In subsequent semesters the unit scores for the course/subject group are to be backscaled to the previous semester. How are the unit scores calculated? 1. The parameters (mean and standard deviation) for each unit are set by the Director of Curriculum in accordance with ACTBSSS policy. The parameters are not necessarily the same for each course. 2. During the semester, students are given marks for assessment items.The weightings for these assessment items are detailed on the unit outline which students are given for each unit they are studying. 3. The raw scores for each assessment task are standardised to produce a z-score for each assessment task. This procedure is don e so that there can be comparability between the scores. 4. The z-scores are then added using the appropriate weightings to give an overall z-score for the unit. 5. The overall z-score is then standardised or back scaled to the given mean and standard deviation for that unit. This score is the final unit score.Z Scores The z-score shows how many standard deviations the student is above or below the mean. For example, a z-score of 1. 0 indicates that the student has achieved a result that is one standard deviation above the mean. Two of the most important pieces of information for a student are the rank and z-score that they achieve in subject each semester as they give an indication of where the student stands in relation to other students. COURSE SCORES At the end of Year 12, students are awarded a Raw Course Score for each T Course completed.These scores indicate the relative ranking of students within a Scaling Group and are not designed to show a level of achievement in a course . For all course types, (minor, major, major/minor, double major), Raw Course Scores are calculated using the 80% rule. That is, the top 80% of unit scores are used to calculate the Raw Course Scores. These calculations are done in the ACTBSSS database. Raw Course Scores are calculated in the following way: Minor Courses Raw Course Scores are calculated as follows: a) If two units have been completed, then the best 1. 6 units are used and averaged.For example, if the unit scores were 78 and 82, then the course score is calculated as follows: (82 + 78 x 0. 6) /1. 6 = 80. 5 b) If three units have been completed, the best 2. 4 units are used and averaged. For example, if the unit scores were 75, 83 and 85, then the course score is calculated as follows: (85 + 83 +75 x 0. 4) /2. 4 =82. 5 Major Courses Raw Course Scores are calculated as follows: a) If four units have been completed, the best 3. 2 units are used and averaged. For example, if the unit scores were 81, 75, 57 and 72, then t he course score is calculated as follows: (81 + 75 +72 +57 x 0. 2) /3. 2 =74. b) If five units have been completed, the best 4. 0 units are used and averaged. For example, if the unit scores were 82, 90, 60, 75 and 65, then the course score is calculated as follows: (90 + 82 +75 +65) /4. 0 =78 Major Minor Courses and Double Major Courses The same procedures are used for these courses. The best 4. 8 units are used for major/minor courses and the best 6. 4 units for double major courses. Note: When a student completes more than the minimum requirements for a course, a Raw Course Score is calculated when the minimum requirements have been met and when the student has completed their studies.The higher of the two values is recorded as the Raw Course Score. Raw Course Scores are then scaled by the ACTBSSS by a method called Other Course Score (OCS) scaling. This produces a Scaled Course Score for each T Course completed. Scaled Course Scores are reported on the Tertiary Entrance Statemen t. They are not reported on the ACT Year 12 Certificate. The best 3. 6 Scaled Course Scores are then used to calculate the student’s ATAR. For further details about the procedures used to generate course scores and the Australian Tertiary Admission Rank, refer to the article â€Å"Whats the ATAR? (ACT Board of Senior Secondary Studies). Students must keep a copy of all assignments submitted, together with drafts and preparation notes, all marked work and your notes for oral presentations. This material must be retained until unit results are released. All work submitted (with the exception of in-class tasks and exams) must have a Statement of Authorship attached. Year 12 students must submit 2 copies of assignments done at home as their work is being collected for Moderation in Semester 2 2012. The last day for the submission of assessment items is 13 November, 2013, 3. 30pm.The declaration below is to be signed and returned to your English teacher. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. STUDENT DECLARATION: I †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. have read the relevant policies and procedures referred to above. (PRINT YOUR FULL NAME) I understand what my rights and responsibilities are for the completion of this unit. Signature: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. UNIT GRADE DESCRIPTORS for T COURSES Assessment criteria| Responding critically| Evaluation and synthesis of ideas| Imagination and originality| Use of language| Control of medium| A student who achieves an A grade typically| esponds to texts critically and with a high degree of insig ht justifies viewpoint through well-structured, logical argument and highly effective use of textual references| synthesises and evaluates material in a complex manner to construct a perceptive response| demonstrates a high degree of creativity andoriginality| communicates with asophisticated control oflanguage for a range ofpurposes and audiences| demonstrates a highlydeveloped control and use of the conventions of the medium| A student who achieves a B grade typically| responds to texts critically and with insight ustifies viewpoint through structured, logical argument and effective use of textual references| synthesises and evaluates material in an effective manner to construct a competent response| effectively demonstrates creativity and originality| communicates witheffective control oflanguage for a range ofpurposes and audiences| demonstrates an effective and consistent control and use of the conventions of the medium| A student who achieves a C grade typically| res ponds to texts critically and with some insight justifies viewpoint through structured argument and some use of textual references| ynthesises and evaluates material to construct a satisfactory response| demonstrates somecreativity and originality may present work that is derivative in nature| communicates withdeveloping control oflanguage for a range ofpurposes and audiences| demonstratesunderstanding of theconventions of the medium but applies theminconsistently| A student who achieves a D grade typically| responds to texts withoccasional insight shows some capacity to justify and supportviewpoint| synthesises and evaluates material in a limited manner to construct a response| demonstrates limitedcreativity and little in theway of originality ay present a literalinterpretation| communicates withinconsistent control oflanguage with limitedunderstanding of purposes and audiences| demonstrates a partialunderstanding of themedium and limited use of its conventions| A student who achieves an E grade typically| paraphrases or retells shows little capacity tojustify and supportviewpoint| constructs a simplistic or incomplete response| demonstrates anunderstanding of simpleand concrete ideas presents a literalinterpretation| communicates with limited control of language| demonstrates littleunderstanding of theconventions of the medium|

The Pros and Cons of Organ Donation the Giving and Receiving Research Paper

The Pros and Cons of Organ Donation the Giving and Receiving - Research Paper Example Adoption of unhealthy lifestyle practices has led to failure of organs in various individuals and the list of those who are on the receiving end out way the number of people who are on the donating end. In this paper, the emphasis will be on the benefits and cons of donating organs and receiving organs as donation. Body Benefits Various individuals have experienced failure of organ either due to their own ill practices or due to natural health deteriorating conditions. If these people are able to successfully obtain a transplant of their failed organs, they can obtain a second chance to live and continue to be operating in a productive manner by eradicating and solving their past mistakes. There are several organs that can be transplanted and research is being conducted to increase the number of tissues and organs that can be transplanted. Becoming a donor whether living or dead can be a satisfying experience as by donating one would not only be saving one life, he/she might even be bringing smiles to several faces associated with the person requiring a donation (Bramstedt, 2011, p.153). Donating organs after end of life can leave a satisfactory remark on a deceased individual’s family while they are in the grieving process. ... The people who should be considered as most deserving are those who have been waiting for several years. While making the decision from an ethical standpoint, one should decide whom to donate while taking into consideration the utilitarian rule of ethics. The utilitarian rule of ethics suggests that actions that result in the highest amount of benefits to the society should be considered over those actions that result in lower amount of benefits and higher amount of costs (Kanniyakonil, 2007, p.67). While keeping this view in mind, the organ should be donated to those who have high number of people dependant on them and the organ should be given to those who have more years available to live. Organs are even useful after life, they can be useful for those who are still alive. Keeping this in mind one can even opt to donate his/her organs after he/she dies. Costs Organ transplantation can have several benefits; similarly, there are several risks and costs associated with this procedur e. One of the major risks associated with organ transplantation is the procedure through which the organ is transplanted. Organ transplantation requires a major surgery for both the donor and the person who is on the receiving end. Any complications can arise during the procedure and these complications can result in lifelong impairments. Even if the surgery is completed successfully and without any complications, still the donor may face loss of productivity and absence from work, huge amount of pain during the operation and even during the recovery session and cost of medications that are required to assist in recovery. Although an individual has abundant amount of tissues and cells and he/she can share them to perform a good deed, but

Civil education research Essay Example | Topics and Well Written Essays - 250 words

Civil education research - Essay Example However, in case of young people from ethnic and racial minorities and from economically weaker communities and families, levels of civic knowledge and political socialization are low. UK declared citizenship education a statutory requirement in schools in 2002. This provision happens to be flexible in its approach as each individual school can decide as to the way and manner in which this civic education is provided. The surprising thing is that the outcomes of civic education have been found to be more positive in such methods that encourage active engagement and identification with political issues (Hahn, 2010, p. 10). Young people actively involved in community activities and issues tend to be politically more vocal and communicative. Again, civic knowledge and engagement in political discourse and activism is very low in young people from economically weaker families. Traditionally speaking there were no formal programs for citizenship education in Australia (Hahn, 2010, p. 13). It has been found that the Australian youth does evince a low interest and faith in political parties and political issues (Hahn, 2010). Besides, their attitude towards political socialization and discourse is also that of unconcern. Yet, surprising thing is that young people do show more insight and interest in such issues, in which they registered a direct social participation and

Company Problem Essay Example | Topics and Well Written Essays - 1750 words

Company Problem - Essay Example sales targets for the current year (2008) owing to the continuous fall in the sales of its trucks and SUVs which form a significant part of its revenues. The fall in its automobile segment is also largely due to the growing environmental concerns, likely impact of global warming, and the resultant shift in customer preferences towards environmental friendly and fuel efficient cars. All these factors together have led to formation of several alternatives that could help the company address these critical issues and retain its competitive positioning in the industry as well as continue its rapid progress towards attaining its future targets that of a 15% share in the global automobile industry. The alternatives discussed above are developed keeping in mind the company’s strengths and weakness and its ability to tackle the present situation through its range of products and strategic planning abilities. The Toyota Motor Corporation is one of the largest automobile manufacturers in the world. Founded in 1926, by Sakichi Toyoda as a modest automatic looms manufacturing company, Toyota has grown to be a multi million dollar organization and a world leader in automobile manufacturing. The company through its substantial diversification, expansion and R&D efforts has managed to capture significant market shares, and aims to capture 15 %1 of the global market by the year 2015. However, the company currently has been facing certain setbacks due to several factors such as the rising fuel prices, environmental concerns such as global warming, weakening of the yen, as well as threats from low cost car manufacturers from developing nations such as India and China. These factors could pose serious threats to the company’s advancement towards growth and prosperity. To combat such external forces, the company has initiated efforts at creating environmental awareness through encouraging an d driving the sales of its hybrid car – The Prius, as well as by initiating and

F Scott Fitzgerald Was An American Dreamer English Literature Essay

F Scott Fitzgerald Was An American Dreamer English Literature Essay Modernism was a literary movement in the 19th century that challenged the traditional way of presenting art and all other aspects of social life, modernism also claimed that the traditional life was outdated and needed reforms and it described both a set of cultural tendencies and many associated cultural movements. Modernism was a contradiction against the conservative values of realism It argued that unlike traditional social system, the modern culture was permanent. It aimed at identifying the root causes that undermined social progress. Fitzgerald uses the basic concepts of modernity to advocate for change in literature and embrace new form of social organization. In his works, Fitzgerald uses various themes that advocate for modernism. Fitzgerald further emphasizes the way in which Modernism is fascinated with the way the mind processes or projects a reality which surrounds the individual but which is often alienating and oppressing. (Camacho) He utilizes the technique of the un reliable narrator to further locate The Great Gatsby within the Modernist sensibility. The experience of modernity was sophisticated and the narrator wishes that everyone would accept modernism. One things sure and nothings surer The rich get richer and the poor get children (www.goodreads.com) Here we are made aware of the fact that riches stood as a definition for the pompous and sophisticated people in society i know Ive been everywhere and seen everything and done everythingSophisticated God, Im sophisticated (Fitzgerald) The Great Gatsby explains in literary style all the characteristics of modernism. The experience of modernity was sophisticated and the narrator wishes that everyone would accept modernism Either you thinkor else others have to think for you and take power from you, pervert and discipline your natural tastes, civilize and sterilize'(goodbooksincquotes.blogspot.com) Fitzgerald calls out on the society to civilize as he saw tradition as numbing and detaching pe ople who expect positive aspects of modernity. Fitzgerald has cleared in his novel In America about the modernity how the women is set free but is aimless without any goal and is used as a sex object in the novel Tender is the night and because of this reason women like rosemary left behind people like Dick back and marched ahead towards the future One of the most interesting contributions Fitzgerald makes to the analysis of modernity he found in his various sources is his suggestion that the quintessential American art form, the cinema epitomizes the modern tourists consciousness is the movie movie studio at Monte Carlo, where Rosemary goes to meet Brady (Jackson, p. 139) There are many aspects of modernism in F. Scott Fitzgeralds works. Especially, The Great Gatsby, addresses important issues of Modernism. Most of the issues that relate to modernism are the development of technology, feminism, the effect of World War I upon society, a questioning of God, and the possibility of man s place in a possibly Godless Universe. Apart from these themes that deal in Modernist literature, Fitzgerald founded the technique of the unreliable narrator make The Great Gatsby an important part of modernism In fact, F. Scott Fitzgerald is a leader of the modernist movement in literature. His works look at the typical characteristics of modernism.The uniqueness and novelty of Fitzgeralds style put him in the lead of modernist writers. Fitzgeralds works of art and the characterization are used to aptly illustrate Fitzgerald as one who started the modernist movement. Moreover, modernism meant breaking away from traditional responses and predictable forms and raising social issues of decadence in an urbanized and industrial society. In this aspect Fitzgerald has succeeded greatly in his novel, The Great Gatsby. F. Scott Fitzgerald is known for his symbolic writing, like in the novel The Great Gatsby -Fitzgerald uses symbolism in the novel to represents an accurate reflection of the American life in the 1920s -The Doctor T.J. Eckelburgs eyes symbolize a godlike being watching everything a society, The food at Gatsbys party symbolize the members of the 1920s society -oranges show wasteful life, The two women dressed in yellow at Gatsbys party -they symbolize the values of the 1920s. Symbols are objects that recur in a piece of writing, which add an additional layer of meaning to the piece beyond the simple literal function of the object Gatsby believed in the green light, the orgastic future that year by year recedes before us. It eluded us then, but thats no mattertomorrow we will run faster, stretch out our arms farther (Fitzgerald), Fitzgerald uses the green light as a metaphoric language to represent the consequences of the past to future dreams; Her porch was bright with the bought luxur y of star-shine; the wicker of the settee squeaked fashionably as she turned toward him and he kissed her curious and lovely mouth. She had caught a cold and it made her voice huskier and more charming than ever and Gatsby was overwhelmingly aware of the youth and mystery that wealth imprisons and preserves, of the freshness of many clothes and of Daisy, gleaming like silver, safe and proud above the hot struggles of the poor (Fitzgerald). This attraction to the lights and shining things are a symbolic device; as Pachalska said, To some extentthe symbolism of the green light is Fitzgeralds invention, but its interpretation is conditioned and constrained by the conventional associations of green and light, which are not under Fitzgeralds control (Pachalska, p. 283); the symbol is characterizing to darkness as light. In The Great Gatsby, Nick is aware of the influence effect light can have; I liked to walk up Fifth Avenue and pick out romantic women from the crowd and imagine that in a few minutes I was going to enter into their lives, and no one would ever know or disapprove. Sometimes, in my mind, I followed them to their apartments on the corners of hidden streets, and they turned and smiled back at me before they faded through a door into warm darkness (Fitzgerald). In great Gatsby America is like a dream, an illusion which means something that attracts but they are not achievable, everybody seeks ambitiously but eventually realizes that all dreams are not achievable and the dreams were all hallucinations or imaginations. Fitzgeralds lifestyle symbolism represent the superficial life lead by the society during the 1920s the sheep on the back lot of the old Laemmle studio (Fitzgerald, p.75), the sheep symbolize people and how they do what another person does without thinking if it is right or wrong, they follow what is done by others -you dont use your brains and think if what is done is right or wrong. the sheep just follows without thinking. So people are c ompared to them as they also do not think before acting. another big symbol throughout Fitzgeralds works is the car it symbolises the wealth and class, When they got to the coast again the sky way grey, and at Santa Monica a sudden gust of rain bounced over them, Stahr halted beside the road, put them. Stahr halted beside the road, put on a raincoat, and lifted the canvas top (Fitzgerald, p.305) this quote symbolizes wealth -only wealthy people drive nice cars, Everybody had seen it. It was a rich cream color, bright with nickel, swollen here and there in its monstrous length with triumphant hat-boxes and supper-boxes and tool-boxes, and terraced with a labyrinth of wind-shields that mirrored a dozen suns (Fitzgerald, p. 164) Gatsbys car is a good example as a status symbol. Overall, F. Scott Fitzgerald is very symbolic in his writing and applies those symbols to make observations of the world around him. He uses symbols to criticize human inhabitants and American society in many wa ys.

Jane Addams and the Progressive Movement Essay -- Jane Addams Feminism

Jane Addams and the Progressive Movement Works Cited Not Included Jane Addams is recognized as a social and political pioneer for women in America. In her biography, which later revealed her experiences in Hull House, she demonstrates her altruistic personality, which nurtured the poor and pushed for social reforms. Although many of Addams ideas were considered radical for her time, she provided women with a socially acceptable way to participate in both political and social change. She defied the prototypical middle class women by integrating the line that separated private and political life. Within these walls of the settlement house, Addams redefined the idea of ?separate spheres,? and with relentless determination, she separated herself from the domestic chores that woman were confined to during the later half of the nineteenth century which led to the twentieth one. During the late nineteenth century, the notion of ?separate spheres? dictated that the women?s world was limited to the home, taking care of domestic concerns. Women were considered to be in the private sphere of society. Men on the other hand were assigned the role of the public sphere, consisting in the participation of politics, law and economics. Women in the meantime were to preserve religious and moral ideals within the home, placing children on the proper path while applying valuable influence on men. The idea was that the typical middle class woman would teach children middle class values so that they too will enjoy the luxuries and benefits in the future that the middle class has to offer (Lecture, 10/17). One can argue that Jane Addams did comply with the ideal middle class women, that she remained in ?her sphere? of society. This can mos... ...the stereotypical idea of the man as the provider and leader of the typical home, women were free to run their lives as they felt, and not as society entailed them to do. It provided women experience in life that reached over to the public realm. The ?separate spheres? did not exist in Addams world; her progressive stance enabled many workers to benefit. Addams envisioned a world that did not discriminate based on one?s gender, and her commitment into the ?public realm? had tremendous impact. Child labor ceased, women won the eight-hour workday, and everyone enjoyed more benefits and improved working conditions. Jane Addams established the path for future women to take as well, which led to women?s suffrage, and eventually equal pay and mutual respect. She was not your typical middle class woman; she was a reformer that changed the way America functioned forever.