Anatomy and Physiology Objectives Essays

Anatomy and Physiology Objectives Essays Anatomy and Physiology Objectives Essay Anatomy and Physiology Objectives Essay Anatomy and Physiology Chapter Objectives Chapter 1: Introduction to the Human Body Chapter 2: The Chemical Level of Organization Chapter 3: The Cellular Level of Organization Chapter 4: The Tissue Level of Organization Chapter 5: The Integumentary System Chapter 6: The Skeletal System Bone Tissue Chapter 7: The Skeletal System The Axial Skeleton Chapter 8: The Skeletal System The Appendicular Skeleton Chapter 9: Joints Chapter 10: Muscular Tissue Chapter 11: The Muscular System Chapter 12: Nervous Tissue Chapter 13: The Spinal Cord and Spinal Nerves Chapter 14: The Brain and Cranial Nerves Chapter 15: The Autonomic Nervous System Chapter 16: Sensory, Motor, and Integrative System Chapter 17: The Special Senses Chapter 18: The Endocrine System Chapter 19: The Cardiovascular System The Blood Chapter 20: The Cardiovascular System The Heart Chapter 21: The Cardiovascular System Blood Vessels and Hemodynamics Chapter 22: The Lymphatic System and Immunity Chapter 23: The Respiratory System Chapter 24: The Respiratory System Chapter 25: Metabolism and Nutrition Chapter 26: The Urinary System Chapter 27: Fluid, Electrolyte, and Acid-Base Homeostasis Chapter 28: The Reproductive System Chapter 29: Development and Inheritance 2 2 2 3 3 3 4 4 4 5 5 6 6 7 7 8 8 8 9 9 10 11 11 12 12 13 13 14 14 Chapter 1: Introduction to the Human Body Define anatomy and physiology, and name several subspecialties of these sciences. Describe the levels of structural organization that make up the human body. List the 11 systems of the human body, representative organs present in each, and their general functions. Define the important life processes of the human body. Define homeostasis and explain its relationship to interstitial fluid. Define homeostasis. Describe the components of a feedback system. Contrast the operation of negative and positive feedback systems. Explain how homeostatic imbalances are related to disorders. Describe the anatomical position. Relate the common names to the corresponding anatomical descriptive terms for various regions of the human body. Define the anatomical planes, sections, and directional terms used to describe the human body. Outline the major body cavities, the organs they contain, and their associated linings. Chapter 2: The Chemical Level of Organization Identify the main chemical elements of the human body. Describe the structures of atoms, ions, molecules, free radicals, and compounds. De? ne a chemical reaction. Describe the various forms of energy. Compare exergonic and endergonic chemical reactions. Describe the role of activation energy and catalysts in chemical reactions. Describe synthesis, decomposition, exchange, and reversible reactions. Describe the properties of water and those of inorganic acids, bases, and salts. Distinguish among solutions, colloids, and suspensions. De? ne pH and explain the role of buffer systems in homeostasis. Describe the functional groups of organic molecules. Identify the building blocks and functions of carbohydrates, lipids, and proteins. Describe the structure and functions of deoxyribonucleic acid (DNA), ribonucleic acid (RNA), and adenosine triphosphate (ATP). Chapter 3: The Cellular Level of Organization Describe the structure and functions of the plasma membrane. Explain the concept of selective permeability. De? ne the electrochemical gradient and describe its components. Describe the processes that transport substances across the plasma membrane. Describe the structure and function of cytoplasm, cytosol, and organelles. Describe the structure and function of the nucleus. Describe the sequence of events in protein synthesis. Discuss the stages, events, and signi? cance of somatic and reproductive cell division. Describe the signals that induce somatic cell division. Describe how cells differ in size and shape. Chapter 4: The Tissue Level of Organization Name the four basic types of tissues that make up the human body and state the characteristics of each. Describe the structure and functions of the ? ve main types of cell junctions. Describe the general features of epithelial tissue. List the location, structure, and function of each different type of epithelium. Describe the general features of connective tissue. Describe the structure, location, and function of the various types of connective tissue. De? ne a membrane. Describe the classi? cation of membranes. Describe the general features of muscular tissue. Contrast the structure, location, and mode of control of skeletal, cardiac, and smooth muscle tissue. Describe the structural features and functions of nervous tissue. Explain the concept of electrical excitability. Describe the role of tissue repair in restoring homeostasis. Describe the effects of aging on tissues. Chapter 5: The Integumentary System Describe the layers of the epidermis and the cells that compose them. Compare the composition of the papillary and reticular regions of the dermis. Explain the basis for different skin colors. Contrast the structure, distribution, and functions of hair, skin glands, and nails. Compare structural and functional differences in thin and thick skin. Compare structural and functional differences in thin and thick skin. Describe the effects of aging on the integumentary system. Contrast the structure, distribution, and functions of hair, skin glands, and nails. Chapter 6: The Skeletal System Bone Tissue Describe the six main functions of the skeletal system. Describe the structure and functions of each part of a long bone. Describe the histological features of bone tissue. Describe the blood and nerve supply of bone. Describe the steps of intramembranous and endochondral ossi? cation. Explain how bone grows in length and thickness. Desc ribe the process involved in bone remodeling. Describe the sequence of events involved in fracture repair. Describe the importance of calcium in the body. Explain how blood calcium level is regulated. Chapter 7: The Skeletal System The Axial Skeleton Describe how the skeleton is divided into axial and appendicular divisions. Classify bones based on their shape or location. Describe the principal surface markings on bones and the functions of each. Name the cranial and facial bones and indicate whether they are paired or single. Describe the following special features of the skull: sutures, paranasal sinuses, and fontanels. Describe the relationship of the hyoid bone to the skull. Identify the regions and normal curves of the vertebral column and describe its structural and functional features. Identify the bones of the thorax. Chapter 8: The Skeletal System The Appendicular Skeleton Identify the bones of the pectoral (shoulder) girdle and their principal markings. Identify the bones of the upper limb and their principal markings. Describe the joints between the upper limb bones. Identify the bones of the pelvic girdle and their principal markings. Describe the division of the pelvic girdle into false and true pelves. Compare the principal differences between female and male pelves. Identify the bones of the lower limb and their principal markings. Describe the development of the skeletal system. Compare the principal differences between female and male pelves. Chapter 9: Joints Describe the structural and functional classi? cations of joints. Describe the structure and functions of the three types of ? brous joints. Describe the structure and functions of the two types of cartilaginous joints. Describe the structure of synovial joints. Describe the structure and function of bursae and tendon sheaths. Describe the types of movements that can occur at synovial joints. Describe the six subtypes of synovial joints. Describe six factors that in? uence the type of movement and range of motion possible at a synovial joint. Explain the effects of aging on joints. Explain the procedures involved in arthroplasty, and describe how a total hip replacement is performed. Chapter 10: Muscular Tissue Explain the structural differences between the three types of muscular tissue. Compare the functions and special properties of the three types of muscular tissue. Explain the importance of connective tissue components, blood vessels, and nerves to skeletal muscles. Describe the microscopic anatomy of a skeletal muscle ? ber. Distinguish thick ? laments from thin ? laments. Outline the steps involved in the sliding ? lament mechanism of muscle contraction. Describe how muscle action potentials arise at the neuromuscular junction. Describe the reactions by which muscle ? bers produce ATP. Distinguish between anaerobic and aerobic cellular respiration. Describe the factors that contribute to muscle fatigue. Describe the structure and function of a motor unit, and de? ne motor unit recruitment. Explain the phases of a twitch contraction. Describe how frequency of stimulation affects muscle tension, and how muscle tone is produced. Distinguish between isotonic and isometric contractions. Compare the structure and function of the three types of skeletal muscle ? bers. Describe the effects of exercise on different types of skeletal muscle ? bers. Describe the main structural and functional characteristics of cardiac muscle tissue. Describe the main structural and functional characteristics of smooth muscle tissue. Explain how muscle ? bers regenerate. Describe the development of muscles. Explain the effects of aging on skeletal muscle. Chapter 11: The Muscular System Describe the relationship between bones and skeletal muscles in producing body movements. De? ne lever and fulcrum, and compare the three types of levers based on location of the fulcrum, effort, and load. Identify the types of fascicle arrangements in a skeletal muscle, and relate the arrangements to stren gth of contraction and range of motion. Explain how the prime mover, antagonist, synergist, and ? xator in a muscle group work together to produce movements. Explain seven features used in naming skeletal muscles. Describe the origin, insertion, action, and innervation of the muscles that move the humerus. Describe the origin, insertion, action, and innervation of the intrinsic muscles of the hand. Describe the origin, insertion, action, and innervation of the muscles that move the femur. Describe the origin, insertion, action, and innervation of the muscles that act on the femur, tibia, and ? bula. Describe the origin, insertion, action, and innervation of the muscles that move the foot and toes. Chapter 12: Nervous Tissue List the structures of the nervous system. Describe the three basic functions of the nervous system. Contrast the histological characteristics and the functions of neurons and neuroglia. Distinguish between gray matter and white matter. Describe the organization of the nervous system. Recall that the nervous system consists of two main subdivisions: the central nervous system and the peripheral nervous system) Describe the cellular properties that permit communication among neurons and effectors. Compare the basic types of ion channels, and explain how they relate to graded potentials and action potentials. Describe the factors that maintai n a resting membrane potential. List the sequence of events that generate an action potential. Explain the events of signal transmission at a chemical synapse. Distinguish between spatial and temporal summation. Give examples of excitatory and inhibitory neurotransmitters, and describe how they act. Describe the classes and functions of neurotransmitters. Identify the various types of neural circuits in the nervous system. Describe the classes and functions of neurotransmitters. Identify the various types of neural circuits in the nervous system. Chapter 13: The Spinal Cord and Spinal Nerves Describe the protective structures and the gross anatomical features of the spinal cord. Describe how spinal nerves are connected to the spinal cord. Describe the components, connective tissue coverings, and branching of a spinal nerve. De? ne plexus, and identify the distribution of nerves of the cervical, brachial, lumbar, and sacral plexuses. Describe the clinical signi? cance of dermatomes. Describe the functions of the major sensory and motor tracts of the spinal cord. Describe the functional components of a re? ex arc and the ways re? exes maintain homeostasis. Describe the protective structures and the gross anatomical features of the spinal cord. Describe how spinal nerves are connected to the spinal cord. Describe the origin and distribution of the cervical plexus. Describe the origin, distribution, and effects of damage to the brachial plexus. Describe the origin and distribution of the lumbar plexus. Describe the origin and distribution of the sacral and coccygeal plexuses. Chapter 14: The Brain and Cranial Nerves Identify the major parts of the brain. Describe how the brain is protected. Describe the blood supply of the brain. Explain the formation and circulation of cerebrospinal ? uid. Describe the structures and functions of the brain stem Describe the structure and functions of the cerebellum. Describe the components and functions of the diencephalon. Describe the cortex, gyri, ? ssures, and sulci of the cerebrum. List and locate the lobes of the cerebrum. Describe the nuclei that comprise the basal ganglia. List the structures and describe the functions of the limbic system. Describe the locations and functions of the sensory, association, and motor areas of the cerebral cortex. Explain the signi? ance of hemispheric lateralization. De? ne brain waves and indicate their signi? cance. Identify the cranial nerves by name, number, and type, and give the functions of each. Describe how the parts of the brain develop. Describe the effects of aging on the nervous system. Explain the formation and circulation of cerebrospinal ? uid. Describe the components and functions of the diencephalon. Describe the locations and functions of the sensory, association, and motor areas of the cerebral cortex. Explain the signi? cance of hemispheric lateralization. De? ne brain waves and indicate their signi? cance. Chapter 15: The Autonomic Nervous System Compare the structural and functional differences between the somatic and autonomic parts of the nervous system. Describe preganglionic and postganglionic neurons of the autonomic nervous system. Compare the anatomical components of the sympathetic and parasympathetic divisions of the autonomic nervous system. Describe the neurotransmitters and receptors involved in autonomic responses. Describe the major responses of the body to stimulation by the sympathetic and parasympathetic divisions of the ANS. Describe the components of an autonomic re? ex. Explain the relationship of the hypothalamus to the ANS. Chapter 16: Sensory, Motor, and Integrative System De? ne sensation, and discuss the components of sensation. Describe the different ways to classify sensory receptors. Describe the location and function of the somatic sensory receptors for tactile, thermal, and pain sensations. Identify the receptors for proprioception and describe their functions. Describe the neuronal components and functions of the posterior column–medial lemniscus pathway, the anterolateral pathway, and the spinocerebellar pathway. Identify the locations and functions of the different types of neurons in the somatic motor pathways. Compare the locations and functions of the direct and in- direct motor pathways. Explain how the basal ganglia and cerebellum contribute to movements. Compare the integrative cerebral functions of wakefulness and sleep, and learning and memory. Describe the four stages of sleep. Explain the factors that contribute to memory. Identify the locations and functions of the different types of neurons in the somatic motor pathways. Compare the locations and functions of the direct and indirect motor pathways. Explain how the basal ganglia and cerebellum contribute to movements. Chapter 17: The Special Senses Describe the olfactory receptors and the neural pathway for olfaction. Describe the gustatory receptors and the neural pathway for gustation. List and describe the accessory structures of the eye and the structural components of the eyeball. Discuss image formation by describing refraction, accommodation, and constriction of the pupil. Describe the processing of visual signals in the retina and the neural pathway for vision. Describe the anatomy of the structures in the three main regions of the ear. List the major events in the physiology of hearing. Identify the receptor organs for equilibrium, and describe how they function. Describe the auditory and equilibrium pathways. Describe the development of the eyes and the ears. Describe the age related changes that occur in the eyes and ears. Chapter 18: The Endocrine System Compare control of body functions by the nervous system and endocrine system. Distinguish between exocrine and endocrine glands. Describe how hormones interact with target-cell receptors. Compare the two chemical classes of hormones based on their solubility. Describe the two general mechanisms of hor mone action. Describe the mechanisms of control of hormone secretion. Describe the locations of and relationships between the hypothalamus and pituitary gland. Describe the location, histology, hormones, and functions of the anterior and posterior pituitary. Describe the location, histology, hormones, and functions of the thyroid gland. Describe the location, histology, hormone, and functions of the parathyroid glands. Describe the location, histology, hormones, and functions of the adrenal glands. Describe the location, histology, hormones, and functions of the pancreatic islets. Describe the location, hormones, and functions of the male and female gonads. Describe the location, histology, hormone, and functions of the pineal gland. List the hormones secreted by cells in tissues and organs other than endocrine glands, and describe their functions. Describe the actions of eicosanoids and growth factors. Describe how the body responds to stress. Describe the development of endocrine glands. Describe the effects of aging on the endocrine system. Describe the two general mechanisms of hormone action. Describe how the body responds to stress. Chapter 19: The Cardiovascular System The Blood Describe the functions of blood. Describe the physical characteristics and principal components of blood. Explain the origin of blood cells. Describe the structure, functions, life cycle, and production of red blood cells. Describe the structure, functions, and production of white blood cells (WBCs). Describe the structure, function, and origin of platelets. Explain the importance of bone marrow transplants and stem cell transplants. Describe the three mechanisms that contribute to hemostasis. Identify the stages of blood clotting and explain the various factors that promote and inhibit blood clotting. Distinguish between the ABO and Rh blood groups. Explain why it is so important to match donor and recipient blood types before administering a transfusion. Chapter 20: The Cardiovascular System The Heart Describe the location of the heart. Describe the structure of the pericardium and the heart wall. Discuss the external and internal anatomy of the chambers of the heart. Describe the structure and function of the valves of the heart. Outline the ? w of blood through the chambers of the heart and through the systemic and pulmonary circulations. Discuss the coronary circulation. Describe the structural and functional characteristics of cardiac muscle tissue and the conduction system of the heart. Explain how an action potential occurs in cardiac contractile ? bers. Describe the electrical events of a normal electrocardiogram (ECG). Describe the pressure and volume changes that occur during a cardiac cycle. Relate the timing of heart sounds to the ECG waves and pressure changes during systole and diastole. Explain the relationship between exercise and the heart. Describe several techniques used for failing hearts. Describe the development of the heart. Describe the structural and functional characteristics of cardiac muscle tissue and the conduction system of the heart. Explain how an action potential occurs in cardiac contractile ? bers. Describe the electrical events of a normal electrocardiogram (ECG). De? ne cardiac output. Describe the factors that affect regulation of stroke volume. Outline the factors that affect the regulation of heart rate. Chapter 21: The Cardiovascular System Blood Vessels and Hemodynamics Contrast the structure and function of arteries, arterioles, capillaries, venules, and veins. Outline the vessels through hich the blood moves in its passage from the heart to the capillaries and back. Distinguish between pressure reservoirs and blood reservoirs. Discuss the pressures that cause movement of ? uids between capillaries and interstitial spaces. Explain the factors that regulate the volume of blood ? ow. Explain how blood pressure changes throughout th e cardiovascular system. Describe the factors that determine mean arterial pressure and systemic vascular resistance. Describe the relationship between cross-sectional area and velocity of blood ? ow. Describe how blood pressure is regulated. De? ne pulse, and de? ne systolic, diastolic, and pulse pressures. De? e shock, and describe the four types of shock. Explain how the body’s response to shock is regulated by negative feedback. Describe and compare the major routes that blood takes through various regions of the body. Describe the development of blood vessels and blood. Explain the effects of aging on the cardiovascular system. Contrast the structure and function of arteries, arterioles, capillaries, venules, and veins. Outline the vessels through which the blood moves in its passage from the heart to the capillaries and back. Distinguish between pressure reservoirs and blood reservoirs. Explain the factors that regulate the volume of blood ? ow. Explain how blood pressure changes throughout the cardiovascular system. Describe the factors that determine mean arterial pressure and systemic vascular resistance. Describe the relationship between cross-sectional area and velocity of blood ? ow. Chapter 22: The Lymphatic System and Immunity List the components and major functions of the lymphatic system. Describe the organization of lymphatic vessels. Explain the formation and ? ow of lymph. Compare the structure and functions of the primary and secondary lymphatic organs and tissues. Describe the development of lymphatic tissues. Describe the components of innate immunity. De? e adaptive immunity, and describe how T cells and B cells arise. Explain the relationship between an antigen and an antibody. Compare the functions of cell-mediated immunity and antibody-mediated immunity. Outline the steps in a cell-mediated immune response. Distinguish between the action of natural killer cells and cytotoxic T cells. De? n e immunological surveillance. Describe the steps in an antibody-mediated immune response. List the chemical characteristics and actions of antibodies. Explain how the complement system operates. Distinguish between a primary response and a secondary response to infection. Chapter 23: The Respiratory System Describe the anatomy and histology of the nose, pharynx, larynx, trachea, bronchi, and lungs. Identify the functions of each respiratory system structure. Describe the events that cause inhalation and exhalation. Explain the difference between tidal volume, inspiratory reserve volume, expiratory reserve volume, and residual volume. Differentiate between inspiratory capacity, functional residual capacity, vital capacity, and total lung capacity. Explain Dalton’s law and Henry’s law. Describe the exchange of oxygen and carbon dioxide in external and internal respiration. Describe how the blood transports oxygen and carbon dioxide. Explain how the nervous system controls breathing. List the factors that can alter the rate and depth of breathing Describe the effects of exercise on the respiratory system. Describe the development of the respiratory system. Describe the effects of aging on the respiratory system. Describe the anatomy and histology of the nose, pharynx, larynx, trachea, bronchi, and lungs. Identify the functions of each respiratory system structure. Explain the difference between tidal volume, inspiratory reserve volume, expiratory reserve volume, and residual volume. Differentiate between inspiratory capacity, functional residual capacity, vital capacity, and total lung capacity. Chapter 24: The Respiratory System Identify the organs of the digestive system. Describe the basic processes performed by the digestive system. Describe the structure and function of the layers that form the wall of the gastrointestinal tract. Describe the nerve supply of the GI tract. Describe the peritoneum and its folds. Identify the locations of the salivary glands, and describe the functions of their secretions. Describe the structure and functions of the tongue. Identify the parts of a typical tooth, and compare deciduous and permanent dentitions. Describe the location and function of the pharynx. Describe the location, anatomy, histology, and functions of the esophagus. Describe the three phases of deglutition. Describe the location, anatomy, histology, and functions of the stomach. Describe the location, anatomy, histology, and function of the pancreas. Describe the location, anatomy, histology, and functions of the liver and gallbladder. Describe the location, anatomy, histology, and functions of the small intestine. Describe the anatomy, histology, and functions of the large intestine. Describe the three phases of digestion. Describe the major hormones that regulate digestive activities. Describe the development of the digestive system. Describe the effects of aging on the digestive system. Chapter 25: Metabolism and Nutrition De? ne metabolism. Explain the role of ATP in anabolism and catabolism. Describe oxidation–reduction reactions. Explain the role of ATP in metabolism. Describe the fate, metabolism, and functions of carbohydrates. Describe the lipoproteins that transport lipids in the blood. Describe the fate, metabolism, and functions of lipids. Describe the fate, metabolism, and functions of proteins. Identify the key molecules in metabolism, and describe the reactions and the products they may form. Compare metabolism during the absorptive and post absorptive states. De? e basal metabolic rate (BMR), and explain several factors that affect it. Describe the factors that in? uence body heat production. Explain how normal body temperature is maintained by negative feedback loops involving the hypothalamic thermostat. Describe how to select foods to maintain a healthy diet. Compare the sou rces, functions, and importance of minerals and vitamins in metabolism. Chapter 26: The Urinary System List the functions of the kidneys. Describe the external and internal gross anatomical features of the kidneys. Trace the path of blood ? ow through the kidneys. Describe the structure of renal corpuscles and renal tubules. Identify the three basic functions performed by nephrons and collecting ducts, and indicate where each occurs. Describe the ? ltration membrane. Discuss the pressures that promote and oppose glomerular ? ltration. Describe the routes and mechanisms of tubular reabsorption and secretion. Describe how speci? c segments of the renal tubule and collecting duct reabsorb water and solutes. Describe how speci? c segments of the renal tubule and collecting duct secrete solutes into the urine. Describe how the renal tubule and collecting ducts produce dilute and concentrated urine. De? ne urinalysis and describe its importance. De? ne renal plasma clearance and describe its importance. Describe the anatomy, histology, and physiology of the ureters, urinary bladder, and urethra. Describe the ways that body wastes are handled. Describe the development of the urinary system. Describe the effects of aging on the urinary system. Chapter 27: Fluid, Electrolyte, and Acid-Base Homeostasis Compare the locations of intracellular ? uid (ICF) and extracellular ? uid (ECF), and describe the various ? uid compartments of the body. Describe the sources of water and solute gain and loss, and explain how each is regulated. Explain how ? uids move between compartments. Compare the electrolyte composition of the three major ? uid compartments: plasma, interstitial ? uid, and intracellular ? uid. Discuss the functions of sodium, chloride, potassium, bicarbonate, calcium, phosphate, and magnesium ions, and explain how their concentrations are regulated. Compare the roles of buffers, exhalation of carbon dioxide, and kidney excretion of H+ in maintaining pH of body ? uids. De? ne acid–base imbalances, describe their effects on the body, and explain how they are treated. Describe the changes in ? uid, electrolyte, and acid–base balance that may occur with aging. Chapter 28: The Reproductive System Describe the location, structure, and functions of the organs of the male reproductive system. Discuss the process of spermatogenesis in the testes. Describe the location, structure, and functions of the organs of the female reproductive system. Discuss the process of oogenesis in the ovaries. Compare the major events of the ovarian and uterine cycles. Explain the differences among the various types of birth control methods and compare their effectiveness. Describe the development of the male and female reproductive systems. Describe the effects of aging on the reproductive systems. Chapter 29: Development and Inheritance Explain the major developmental events that occur during the embryonic period. Describe the major events of the fetal period. De? ne a teratogen and list several examples of teratogens. Describe the procedures for fetal ultrasonography, amniocentesis, and chorionic villi sampling. Describe the sources and functions of the hormones secreted during pregnancy. Describe the hormonal, anatomical, and physiological changes in the mother during pregnancy. Explain the effects of pregnancy on exercise and of exercise on pregnancy. Explain the events associated with the three stages of labor. Explain the respiratory and cardiovascular adjustments that occur in an infant at birth. Discuss the physiology and hormonal control of lactation. De? ne inheritance, and explain the inheritance of dominant, recessive, complex, and sex-linked traits.

Establiment of Hong Kong as a British Colony Essay

Establiment of Hong Kong as a British Colony - Essay Example According to the author, Hong Kong, as a British colony, consisted of people who were dissatisfied and who did not have an adequate say in the matters of its homeland, though Britain claimed to provide it autonomy. The Chinese people in Hong Kong were dissatisfied just as people from other colonies were regardless of the fact that their colonizers had brought Hong Kong to where it was- a globally known place in which people foresee future prospects. However, there were reasons to people’s dissatisfaction. What the author brings to focus in this periodical is the fact that China, driven by its chase to bring the country together (including its lost parts), not just brought people from Hong Kong to lose their confidence in China but also to question their future standing. The author has been able to bring many points to prove this, his non-biased nature brings the incidents in Hong Kong as they were and provides the reader with a better understanding of what Hong Kong and its pe ople went through. The second periodical, The Legacy of The British Administration of Hong Kong: A View From Hong Kong, also by Ming K. Chan is a deviation from his first periodical. Here the author is writing in a post-1997 period discussing the impact of British Colonialism on Hong Kong. The author talks about the highly ‘trumpeted’ British contributions to Hong Kong- the rule of law, the civil service, economic freedom, and democratization. The author openly questions the true merits of the rulers and in fact considers that the mentioned contributions are either too highly merited or beset with flaws. The author appears more biased in his opinions in this periodical where he almost rejects the idea of colonizers having done any good to Hong Kong and that whatever good was done it was done out of need. The two articles, though written by same author, are written in different periods and

Case Assignment for Opt-e-Scrip Essay Example | Topics and Well Written Essays - 1250 words

Case Assignment for Opt-e-Scrip - Essay Example 1) Pharmaceutical companies: they want drugs to be rolled out in market with a big bang. They want huge marketing campaigns to surround the drug in order for it to be profitable. Nothing wrong in it, but with serious doubts on drug efficacy and serious issue of low drug response makes the prices of branded drugs unjustified. Companies will want to see this product sidelined as this poses a serious threat to their business plans. 2) Wholesalers: they are not so concerned with OES products and not directly affected. But if our products go global and create a wide spread impact even the wholesalers will be affected as majority of its business comes from selling high priced branded drugs. 3) Pharmacy Benefit Managers (PBM): they are the ones who will be certainly affected by OES products. They are the ones who list down the products under the benefit plan and hence the pharma co. gets business. They also get commission and under the table benefits in cash and kind for including costly br anded drugs. PBM might not want our drug to go global. Only 4 PBMs control more than 50% of drug market which means they have an immense power over the drug industry, its prices and policies. 4) Retail pharmacies: their involvement in the whole drug distribution market was important but the effect of OES will not be as intense. They sell generic and branded products and rely upon their margins and some incentives of selling branded drugs. If they are not able to sell a lot of branded products, they can diversify and sell many other related products. Only the large retails pharmacy chains which are also PBMs might be affected by PMT. 5) Health insurance carriers: many are a part of PBM or outsourced to them and few have their own PBM service in-house. They work in very close coordination with PBMs. It is good for health insurance companies to actually see OES products do well so that it saves on the payouts to people who claim benefit from them. If we try to seek their support for OE S and keep them as confederates it will help us. 6) Employers: one leads to another, a cascading effect where employers and payers can play a big role. Employer can use health insurers who use such PBMs who support our products and hence create a win win for overall benefit of society. 7) Physicians: they are one of the key. Though the plan surrounding them failed once, OES should not be let down by it. There is scope to win their support and make OES products a hit. 8) Consumers: they are the one who are the key beneficiaries of the whole OES campaign to introduce PMT. If a wide spread public support is seeked it will help OES reinforce the concept for the drug industry. Analysis of Industry The industry is more complex than it appears. You are the best person to realize this fact and know first hand how tough it was to introduce this revolutionary product in drug market. As shown in the Appendix: The pharmaceutical drug market, physical drug distribution and benefit distribution a re two interconnected channels which operate in the country. OES should consciously target the benefit distribution because that is where the key critical decisions are taken which impacts the cost of drug delivery to the end user. This is where the decision of inclusion and non inclusion of branded patented drugs vs. generic drug is taken. Pharmaceutical industries are using three distinct strategies to

Impact on Women and African-Americans Essay Example for Free

Impact on Women and African-Americans Essay These changes included more rights and jobs to many different men and women in America that would help change America into what it is today. At the time of World War I, Many whites were recruited in the military and sent to Europe. The result was a demand for workers in all types of jobs. Many African-Americans facing a plight in the south because of drought, loss of jobs, and racial discrimination immigrated to northern cities like New York, St.Louis, and Chicago. Between 1910 and 1930, over hundreds of thousands of African Americans moved. In northern cities African Americans could work at steel mills, munitions plants, stockyards, and the new automobile assembly line opened by Henry Ford specifically for African Americans. The African Americans that had moved to the city lived in poor slums, also known as ghettos. The African Americans usually lived in one-room kitchenettes. Many African-Americans took the opportunity to start new business such as hairdressing. With many African Americans succeeding in â€Å"areas of finance that whites considered too risky† . The whites discriminated against African Americans because African-Americans competed with whites for jobs because they work for less and are sometimes used as strikebreakers, or people who would be hired when workers in a union went on strike. Instead of Migrating to the north many Africans joined the effort to help the war. There were 2 sides that had different opinions about the war. On one side was W. E. B. Du Bois who believed that â€Å"African-American support for the war would lend strength to calls for racial justice. On the other side there was William Monroe Trotter, who believed that African-Americans should not support the American government who was racist towards the African-American community. Eventually 367,710 African-Americans were drafted into the war and were separated into black only regiments. Before the war many women worked as housewives and only worked in the textile industry. During the war, many men who went off to war got replaced by women in their workplace. Women now worked as sellers, elevator operator, chauffeurs, street car conductor, railroad worker, and even farm workers. Many women started working as telephone receptionists and telegraph workers, because many jobs believed that women were more apt than men to do that kind of work. The government also had the need for women to get government jobs. Government jobs open at the time were clerks, stenographers, and telegraphers. Because of World War I, many women were in demand in the job market and soon women enrolled in courses of higher education. Women started learning more about mathematics because women were dominating over the many industries at the time. Newspapers even started articles designed for women. With higher education some women even advanced in the medical field and law field to become doctors, lawyers, and bankers. When women started working in factories, they faced hardships in working conditions. There were dangerous fumes and explosive dangers. There was always the risk of accidental explosions. It was even harder for mothers because there were not any child care policies offered by many companies. Women soon began making unions, such as the National Women’s Trade Union League, where women met and found ways to help raise women wage and have better work conditions. Some women were among the soldiers in the battlefields. Many women who worked on the frontlines were nurses, and the usual requirements were 16 years of age and plain looking. Women who were nurses learned basic medical procedures and helped wounded soldiers with treatment and sometimes helped bath and organized time off for soldiers. Women also cooked in the frontlines as well as driving ambulances. The women effort in war also spread to the weapons industry. Many women worked with ammunition while men were gone. Women that worked with ammunition had to face dangerous working conditions in factories with explosives. Women worked well with machines and were soon renowned for their skills in operating and being fast learners. Women worked on spreading peace. Many women volunteered in the Red Cross and their facilities. The women in the Red Cross aided the war efforts by working as nurses, by rolling bandages, knitted, socks and worked hospitals for the military. Women also pushed for peace movements. A famous woman, Jane Addams was one of the founders of the Women’s Peace Party and was still actively participating even after the United States entered into the war. The impact of women on the war finally led to the 1919 pass of the Nineteenth amendment that was made to help the women’s suffrage cause, it said that states could not deny any citizen the right to vote because of their sex. In the 1920s most immigrants came from southern and Eastern Europe. Most of these immigrants did not speak any English and were therefore discriminated against. Anti-immigrant feelings arose because many of the Americans believed these new immigrants would not be loyal to their country. Soon organizations like the Committee of Public information (CPI) emerged. The CPI set up Loyalty leagues in other countries to promote more care for America among immigrants. We see that WWI helped open the doors for many opportunities to people of all sex and race. Women gained new rights and were more respected in the economy. African-Americans found more jobs, and immigrants learned about the Americas and its greatness even before arriving in America.

Burnning Notebooks as Therapy Essay -- Personal Narrative Writing

Burnning Notebooks as Therapy For many people, the purpose of journaling is a sort of catharsis. With pen on paper, they are able to work through problems and issues. These problems are overcome simply by allowing time to process these tribulations enough to form sentences about them. I too use writing for this purpose. However, I often do not allow writing to be the last step in my emotional eradication. I was seventeen the first time I held a match to a completed page, but lighting the fire is the last step. Before a notebook can be burned, it must first be filled; this isn't an easy task. A Mead composition notebook contains one hundred sheets--or two hundred pages. The goal in essence is to write. As each word flows onto the paper through the pen, some event must set the precedent; be it long narrations of break-ups or pained descriptions of breakdowns, copious amounts of material must pave the way--the emotionally passive life cannot be translated onto paper. However, for those who can complete the task, the reward comes when the back cover is closed. It is then that the... Burnning Notebooks as Therapy Essay -- Personal Narrative Writing Burnning Notebooks as Therapy For many people, the purpose of journaling is a sort of catharsis. With pen on paper, they are able to work through problems and issues. These problems are overcome simply by allowing time to process these tribulations enough to form sentences about them. I too use writing for this purpose. However, I often do not allow writing to be the last step in my emotional eradication. I was seventeen the first time I held a match to a completed page, but lighting the fire is the last step. Before a notebook can be burned, it must first be filled; this isn't an easy task. A Mead composition notebook contains one hundred sheets--or two hundred pages. The goal in essence is to write. As each word flows onto the paper through the pen, some event must set the precedent; be it long narrations of break-ups or pained descriptions of breakdowns, copious amounts of material must pave the way--the emotionally passive life cannot be translated onto paper. However, for those who can complete the task, the reward comes when the back cover is closed. It is then that the...

Effect of Temperature on Enzyme Activity

Investigating the Effect of Temperature on Enzyme Activity Almost all chemical reactions that occur in living organisms are catalyzed by enzymes. Many factors in a cell’s environment affect the action of an enzyme. In this investigation, you will design an experiment to determine the effect of temperature on an enzyme-catalyzed reaction. You will complete an entire lab write-up using the CHS LAB REPORT FORMAT. Fundamental Question How does temperature affect the rate of an enzyme-catalyzed reaction?Materials †¢Raw liver†¢Forceps †¢Petri dish†¢Labeling tape and pen †¢Dropper pipette†¢Ice bath †¢0. 1% hydrogen peroxide solution†¢3 thermometers †¢Liver puree†¢Warm-water bath †¢25-mL graduated cylinder†¢Clock or watch with second hand †¢5 50-mL beakers†¢Paper towels †¢Filter-paper disks Part A: Observe the Catalase Reaction 1. Put on apron and safety goggles. Use forceps to place a small piece of raw liver in an open petri dish. Use a dropper pipette to put a drop of hydrogen peroxide solution on the liver.CAUTION: Hydrogen peroxide can be irritating to skin and eyes. If you spill any on yourself or your clothes, wash it off immediately and tell your teacher. Observe what happens. RECORD in notebook. Liver contains the enzyme catalase, which breaks down hydrogen peroxide (H2O2) to water (H2O) and oxygen gas (O2). When hydrogen peroxide is broken down by catalase, bubbles of oxygen gas are released. 2. With your teacher’s guidance, select the proper equipment and technology to measure catalase activity—a filter-paper disk. . To measure the activity of catalase, use a graduated cylinder to place 25 mL of hydrogen peroxide solution in a 50-mL beaker. 4. Use forceps to dip a filter-paper disk in liver puree. Place the filter-paper disk on a paper towel for 4 seconds to remove any excess liquid. 5. Use the forceps to place the filter-paper disk at the bottom of the beaker of hydrogen peroxide solution. Observe the filter-paper disk, and record the number of seconds it takes to float to the top of the liquid.RECORD in notebook. Part B: Design an Experiment 1. Use your observation and knowledge to develop a TESTABLE QUESTION and about how temperature will affect the rate at which catalase breaks down hydrogen peroxide. RECORD in notebook : TQ in When†¦Will format; 2. Write a BACKGROUND section of the lab by doing some research about enzymes. Use part A of this lab, and the information in section 2-4 of the textbook to help you write this.Be sure to include the Biological significance (why does it matter how enzymes function; why is it essential to rid the cell of H2O2; why is enzyme specificity important to the speed of the reaction), the Content of the class (what is the enzymatic reaction; what are the products, reactants, and enzymes involved in the chemical reaction; what do you expect to happen to the speed of the reaction when temperature is ma nipulated; what do enzymes do in chemical reactions), and the Link to this lab (how will you test this in lab; what are the mv, rv, and cvs in the lab).RECORD in notebook in paragraph format. 3. Write a HYPOTHESIS to include your prediction of what will happen in the lab. RECORD in notebook: HYP in IF†¦THEN†¦BECAUSE format. 4. Design an experiment to test your hypothesis. Your experimental plan should include PROTOCOL (materials and procedure in pictures) as well as any appropriate controls and replications (repetitions). Be sure to identify all manipulated, responding, and controlled variables in your experimental plan. Include any necessary safety precautions and safety equipment in your plan. . As you plan your investigative procedures, refer to the Lab Tips box on p. 55 of your textbook for information on demonstrating safe practices, making wise choices in the use of materials, and selecting equipment and technology. 6. Construct a DATA table similar to the one below in which to record the results of your experiment. Perform you experiment ONLY after you have obtained your teacher’s approval of your plan. RECORD data in your notebook. Data Table Temperature (oC)Time (seconds)Observations Trial 1Trial2Trial3Control Temperature: 7. Make a graph of the results of your experiment. Plot temperature on the x-axis and the variable by which you measured catalase activity on the y-axis. RECORD the graph in your notebook under the ANALYSIS section. Explain this graph. 8. Make a graph of class results in the ANALYSIS section. Explain this graph. In addition to your graph, write the rest of the ANALYSIS section of the lab, using the CHS LAB REPORT FORMAT. Include the following in your notebook: Explain what should have happened Identify what should have happened including the relationship between the time it takes the disk to float to the top and the amount of catalase activity; the optimal temperature for the enzyme; the shape change of enzymes when not in homeostasis and how that changes the effectiveness of the enzyme. Explain what actually happened †¢Summarize data Explain why these results occurred by incorporating background information †¢Again, use the information from the background section (enzyme structure, enzyme function, homeostasis, temperature, pH, etc) to explain the actual results.Compare actual to expected results (describe and explain similarities and differences—use numbers) Use simple statistics to explain data †¢Be sure to use both extremes represented (coldest, hottest, fastest, slowest) and be sure to use averages (group and class) calculate percent change if appropriate State likely human errors and how these affected the data †¢What did go wrong, what could’ve gone wrong, explain Explain how the experiment could’ve been done differently †¢Did this lab protocol actually test the testable question? Were the controlled variables actually controlled? †¢Wha t could’ve been controlled better? †¢Was the experimental control actually controlled? 9. Write a CONCLUSION for the lab, again referring to the CHS format. RECORD in your notebook and be sure to include the following: †¢Re-state the hypothesis and indicate whether it was supported or rejected †¢Did this protocol answer the fundamental question? †¢What controlled variable(s) could be changed to better answer the fundamental question? (Describe at least two different ones)

The Great Gatsby By F. Scott Fitzgerald - 1365 Words

The Great Gatsby by F. Scott Fitzgerald is the compelling story of the lengths one man goes to in order to try and win back the love of his youth. In order to do so, the titular figure of the novel, Jay Gatsby, reinvents himself from the hardscrabble soldier of his younger years into an enigma of a millionaire; during his time living at West Egg, Gatsby is revered by all, but known by none. Despite the lavish lifestyle which has made him ever so well known for, Gatsby is never able to win back Daisy, the girl who has for so long represented the culmination of all of his desires. In his novel The Great Gatsby, Fitzgerald uses Gatsby’s desperate struggle to ingratiate himself into Daisy’s life to illustrate how one can never overcome the socio-economic barriers placed upon them at birth. â€Å"Literary geography is typically about humans inhabiting spaces, and at the same time spaces inhabiting humans† (Foster 173). Throughout The Great Gatsby, Fitzgerald uses the two Eggs to demonstrate the large impact location has on the lives of his characters. Because of the complicated social structure of America during the 1920s, it is both figuratively and literally impossible for Gatsby to truly become a part of Daisy’s life. In the grand world of the upper echelon of New York City, geography is everything. For these elite members of society, the East Egg of Long Island is the place to be, a place where money seems to grow on trees and life is ever easy for its inhabitants. These oldShow MoreRelatedThe Great Gatsby by F. Scott Fitzgerald1393 Words   |  6 PagesF. Scott Fitzgerald was the model of the American image in the nineteen twenties. He had wealth, fame, a beautiful wife, and an adorable daughter; all seemed perfect. Beneath the gilded faà §ade, how ever, was an author who struggled with domestic and physical difficulties that plagued his personal life and career throughout its short span. This author helped to launch the theme that is so prevalent in his work; the human instinct to yearn for more, into the forefront of American literature, where itRead MoreThe Great Gatsby By F. Scott Fitzgerald1343 Words   |  6 PagesHonors English 10 Shugart 18 Decemeber 2014 The Great Gatsby F. Scott Fitzgerald s 1925 novel The Great Gatsby is a tragic love story, a mystery, and a social commentary on American life. The Great Gatsby is about the lives of four wealthy characters observed by the narrator, Nick Carroway. Throughout the novel a mysterious man named Jay Gatsby throws immaculate parties every Saturday night in hope to impress his lost lover, Daisy Buchanan. Gatsby lives in a mansion on West Egg across from DaisyRead MoreThe Great Gatsby By F. Scott Fitzgerald1155 Words   |  5 PagesThe Great Gatsby The Jazz Age was an era where everything and anything seemed possible. It started with the beginning of a new age with America coming out of World War I as the most powerful nation in the world (Novel reflections on, 2007). As a result, the nation soon faced a culture-shock of material prosperity during the 1920’s. Also known as the â€Å"roaring twenties†, it was a time where life consisted of prodigality and extravagant parties. Writing based on his personal experiences, author F. ScottRead MoreThe Great Gatsby By F. Scott Fitzgerald1166 Words   |  5 Pagesin the Haze F. Scott Fitzgerald lived in a time that was characterized by an unbelievable lack of substance. After the tragedy and horrors of WWI, people were focused on anything that they could that would distract from the emptiness that had swallowed them. Tangible greed tied with extreme materialism left many, by the end of this time period, disenchanted. The usage of the literary theories of both Biographical and Historical lenses provide a unique interpretation of the Great Gatsby centered aroundRead MoreThe Great Gatsby by F. Scott Fitzgerald845 Words   |  3 PagesIn F. Scott Fitzgerald’s novel, The Great Gatsby, colors represent a variety of symbols that relate back to the American Dream. The dream of being pure, innocent and perfect is frequently associated with the reality of corruption, violence, and affairs. Gatsby’s desire for achieving the American Dream is sought for through corruption (Schneider). The American Dream in the 1920s was perceived as a desire of w ealth and social standings. Social class is represented through the East Egg, the WestRead MoreThe Great Gatsby By F. Scott Fitzgerald Essay970 Words   |  4 Pagesrespecting and valuing Fitzgerald work in the twenty-first century? Fitzgerald had a hard time to profiting from his writing, but he was not successful after his first novel. There are three major point of this essay are: the background history of Fitzgerald life, the comparisons between Fitzgerald and the Gatsby from his number one book in America The Great Gatsby, and the Fitzgerald got influences of behind the writing and being a writer. From childhood to adulthood, Fitzgerald faced many good andRead MoreThe Great Gatsby By F. Scott Fitzgerald2099 Words   |  9 Pagesauthor to mirror his life in his book. In his previous novels F. Scott Fitzgerald drew from his life experiences. He said that his next novel, The Great Gatsby, would be different. He said, â€Å"In my new novel I’m thrown directly on purely creative work† (F. Scott Fitzgerald). He did not realize or did not want it to appear that he was taking his own story and intertwining it within his new novel. In The Great Gatsby, by F. Scott Fitzgerald, he imitates his lifestyle through the Buchanan family to demonstrateRead MoreThe Great Gatsby By F. Scott Fitzgerald1607 Words   |  7 Pages The Great Gatsby is an American novel written in 1925 by F. Scott Fitzgerald. One of the themes of the book is the American Dream. The American Dream is an idea in which Americans believe through hard work they can achieve success and prosperity in the free world. In F. Scott Fitzgerald s novel, The Great Gatsby, the American Dream leads to popularity, extreme jealousy and false happiness. Jay Gatsby’s recent fortune and wealthiness helped him earn a high social position and become one of the mostRead MoreThe Great Gatsby By F. Scott Fitzgerald1592 Words   |  7 PagesMcGowan English 11A, Period 4 9 January 2014 The Great Gatsby Individuals who approach life with an optimistic mindset generally have their goals established as their main priority. Driven by ambition, they are determined to fulfill their desires; without reluctance. These strong-minded individuals refuse to be influenced by negative reinforcements, and rely on hope in order to achieve their dreams. As a man of persistence, the wealthy Jay Gatsby continuously strives to reclaim the love of hisRead MoreThe Great Gatsby By F. Scott Fitzgerald1646 Words   |  7 PagesThe 1920s witnessed the death of the American Dream, a message immortalized in F. Scott Fitzgerald’s The Great Gatsby. Initially, the American Dream represented the outcome of American ideals, that everyone has the freedom and opportunity to achieve their dreams provided they perform honest hard work. During the 1920s, the United States experienced massive economic prosperity making the American Dream seem alive and strong. However, in Fitzgerald’s eyes, the new Am erican culture build around that The Great Gatsby By F. Scott Fitzgerald - 1365 Words The Great Gatsby, a book incorporating many symbols. Society. Colors. The american dream. All of these are shown by Fitzgerald in the way he writes The Great Gatsby. This novel follows the lives of Nick Carraway, Jay Gatsby, Tom and Daisy Buchanan, Jordan Baker, and George and Myrtle Wilson. Throughout the story many events from history appear, and within these events many important things to all of the characters. Nick Carraway is the narrator of the novel and closely follows the life of Jay Gatsby, and more importantly the affairs happening between Daisy and Jay, and Tom and Myrtle. One of the first events that take place in the book is when Nick goes to visit his cousin, Daisy. They are not close however and have never actually met. â€Å"â€Å"We don’t know each other very well, Nick,†Ã¢â‚¬  (16). While talking Jordan mentions Gatsby’s name, this would be the first that Nick would hear of the man, All he would know of him for many chapters was that he was well known in the area and was rich, Nick however liver right next to him and would later get to know him even more. Social classes in The Great Gatsby are in a sense confused. The social classes are not as they should be in certain factors, the main factor being money and how it was made. Not only how it was made but by doing the acts required to gain money, it changes people and how they view both the world and themselves. There is the old money, which is east egg, and then there is the new money, which is west egg. Gatsby fallsShow MoreRelatedThe Great Gatsby by F. Scott Fitzgerald1393 Words   |  6 PagesF. Scott Fitzgerald was the model of the American image in the nineteen twenties. He had wealth, fame, a beautiful wife, and an adorable daughter; all seemed perfect. Beneath the gilded faà §ade, however, was an author who struggled with domestic and physical difficulties that plagued his personal life and career throughout its short span. This author helped to launch the th eme that is so prevalent in his work; the human instinct to yearn for more, into the forefront of American literature, where itRead MoreThe Great Gatsby By F. Scott Fitzgerald1343 Words   |  6 PagesHonors English 10 Shugart 18 Decemeber 2014 The Great Gatsby F. Scott Fitzgerald s 1925 novel The Great Gatsby is a tragic love story, a mystery, and a social commentary on American life. The Great Gatsby is about the lives of four wealthy characters observed by the narrator, Nick Carroway. Throughout the novel a mysterious man named Jay Gatsby throws immaculate parties every Saturday night in hope to impress his lost lover, Daisy Buchanan. Gatsby lives in a mansion on West Egg across from DaisyRead MoreThe Great Gatsby By F. Scott Fitzgerald1155 Words   |  5 PagesThe Great Gatsby The Jazz Age was an era where everything and anything seemed possible. It started with the beginning of a new age with America coming out of World War I as the most powerful nation in the world (Novel reflections on, 2007). As a result, the nation soon faced a culture-shock of material prosperity during the 1920’s. Also known as the â€Å"roaring twenties†, it was a time where life consisted of prodigality and extravagant parties. Writing based on his personal experiences, author F. ScottRead MoreThe Great Gatsby By F. Scott Fitzgerald1166 Words   |  5 Pagesin the Haze F. Scott Fitzgerald lived in a time that was characterized by an unbelievable lack of substance. After the tragedy and horrors of WWI, people were focused on anything that they could that would distract from the emptiness that had swallowed them. Tangible greed tied with extreme materialism left many, by the end of this time period, disenchanted. The usage of the literary theories of both Biographical and Historical lenses provide a unique interpretation of the Great Gatsby centered aroundRead MoreThe Great Gatsby by F. Scott Fitzgerald845 Words   |  3 PagesIn F. Scott Fitzgerald’s novel, The Great Gatsby, colors represent a variety of symbols that relate back to the American Dream. The dream of being pure, innocent and perfect is frequently associated with the reality of corruption, violence, and affairs. Gatsby’s desire for achieving the American Dream is sought for through corruption (Schneider). The American Dream in the 1920s was perceived as a desire of w ealth and social standings. Social class is represented through the East Egg, the WestRead MoreThe Great Gatsby By F. Scott Fitzgerald Essay970 Words   |  4 Pagesrespecting and valuing Fitzgerald work in the twenty-first century? Fitzgerald had a hard time to profiting from his writing, but he was not successful after his first novel. There are three major point of this essay are: the background history of Fitzgerald life, the comparisons between Fitzgerald and the Gatsby from his number one book in America The Great Gatsby, and the Fitzgerald got influences of behind the writing and being a writer. From childhood to adulthood, Fitzgerald faced many good andRead MoreThe Great Gatsby By F. Scott Fitzgerald2099 Words   |  9 Pagesauthor to mirror his life in his book. In his previous novels F. Scott Fitzgerald drew from his life experiences. He said that his next novel, The Great Gatsby, would be different. He said, â€Å"In my new novel I’m thrown directly on purely creative work† (F. Scott Fitzgerald). He did not realize or did not want it to appear that he was taking his own story and intertwining it within his new novel. In The Great Gatsby, by F. Scott Fitzgerald, he imitates his lifestyle through the Buchanan family to demonstrateRead MoreThe Great Gatsby By F. Scott Fitzgerald1607 Words   |  7 Pages The Great Gatsby is an American novel written in 1925 by F. Scott Fitzgerald. One of the themes of the book is the American Dream. The American Dream is an idea in which Americans believe through hard work they can achieve success and prosperity in the free world. In F. Scott Fitzgerald s novel, The Great Gatsby, the American Dream leads to popularity, extreme jealousy and false happiness. Jay Gatsby’s recent fortune and wealthiness helped him earn a high social position and become one of the mostRead MoreThe Great Gatsby By F. Scott Fitzgerald1592 Words   |  7 PagesMcGowan English 11A, Period 4 9 January 2014 The Great Gatsby Individuals who approach life with an optimistic mindset generally have their goals established as their main priority. Driven by ambition, they are determined to fulfill their desires; without reluctance. These strong-minded individuals refuse to be influenced by negative reinforcements, and rely on hope in order to achieve their dreams. As a man of persistence, the wealthy Jay Gatsby continuously strives to reclaim the love of hisRead MoreThe Great Gatsby By F. Scott Fitzgerald1646 Words   |  7 PagesThe 1920s witnessed the death of the American Dream, a message immortalized in F. Scott Fitzgerald’s The Great Gatsby. Initially, the American Dream represented the outcome of American ideals, that everyone has the freedom and opportunity to achieve their dreams provided they perform honest hard work. During the 1920s, the United States experienced massive economic prosperity making the American Dream seem alive and strong. However, in Fitzgerald’s eyes, the new Am erican culture build around that