Tiered pricing airlines and pharmaceuticals

Tiered pricing airlines and pharmaceuticals Introduction Most industries and companies change pricing strategies in a volatile manner depending on various marketing environmental factors. Ideally, companies’ pricing strategies are much influenced by the desire to increase corporate profits and cover operating and other costs (Thomas Maurice, 2010). One of the commonest pricing strategies is the differential pricing strategy or the tiered pricing approach.Advertising We will write a custom essay sample on Tiered pricing airlines and pharmaceuticals specifically for you for only $16.05 $11/page Learn More Pharmaceutical and airline firms are examples of industries that adopt tiered pricing techniques to share costs among their customers. These firms can drastically change prices in a span of days, moments through differential price sharing methods. According to Thomas Maurice (2010) the strategy is based on the notion that customers must not be treated equally, and that firms need to put some e fforts on products. Rather than selling products to all customers in similar approaches, a firm tries to classify and categorize its customer in groups and charge different prices to different groups. Tiered pricing behavior of pharmaceutical and airline firms Today’s marketing research has primarily focused on the pricing policies and strategies by the organizations. Most researches indicate that organization pricing policies are set based on; existence of price tiers, face value pricing, and discount/ premium variation pricing policy. Pharmaceutical and airline firms’ products are good examples where this strategy is prevalent and as a profit maximizing technique (Moe fader, 2008). According to Moe and fader, 2008, tiered pricing is mostly influenced by the ideology of advance purchasing of products by the customers. They added that, firms in pharmaceutical and airline industries customers provide advance information pertaining to the overall demand, diffusion acros s consumers and the demand elasticity of their products forcing a more elaborated marketing efforts to differentiate prices accordingly. For example, airline firms adopt a multi pricing discrimination practice which essentially involves variation of prices dramatically based on timing or hours of purchases. Airlines purchasing in advance by customers also perfect airline price tiers. Pharmaceutical firms’ price tiers are based on medicine quality and better services depending on the income levels or the individual status in an economy.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Yadav, 2010 argue that, price tiers in the medicine and health fraternity is faced with challenging factors on offering quality health provision in most developing countries. In fact, the industry is much cautions in differentiating its prices. In addition, price differentiation in pharmaceutica l firms adds another advantage in maximizing profits. For example, variation on pharmaceutical products depends on incomes of the customer group. Yadav, 2010, further states that, pricing strategies in pharmaceutical companies its challenging firm’s growth and the success in improving access in low and middle earners. Essentially, recent trends shows that firms in pharmaceutical and airline industries pay much attention to price tiers since its differential is based on economic and demographic characteristics of the target consumers. Strategically, these industries utilize differential pricing to create more opportunities to serve the minor or the low income categories and still maximizing profits and developing economies of scale to maximize profits. Again, since the industries are socially responsible demanding, tiered pricing enable airlines and pharmaceutical firms to portray and advocate for social responsibility and not enhancing profit maximization. To reinforce the di fferential pricing techniques, industries like airline or hotels engages in yield management. The concept refers to situations where firms or industries group customers to facilitate differentiating prices of its products (Shumsky Netessine, 2002). Industries practicing this concept are characterized by; expensive storing of products, future demands are uncertain, markets can be segmented, the same products can be perceived differently by customers, and suppliers in the industry are profit oriented. For example, airline industry can group customers into leisure travellers and business travellers. Similarly, a firm can offer discounted prices and full price to the groups to further segment markets. All these pricing techniques and market segmentation support price differentiation to the same product offering same satisfaction capacity (Shumsky Netessine, 2002).Advertising We will write a custom essay sample on Tiered pricing airlines and pharmaceuticals specifically for you for only $16.05 $11/page Learn More Conclusion Differential pricing strategies depend on three tiers in the pharmaceutical and airline industry. These ties include class pricing, bulk selling and selling products based on the willingness to pay. According to the strategy, companies believe that they can increase profits by acknowledging that consumers vary in terms of preferences and lifestyle, tastes, behaviors, income level, and response to marketing mix or geographical categories. In addition, differential pricing benefit firms to target certain groups of customers such as frequent customers and loyal customers. In such a case, no fixed price is set for the industrial products and the major goal is to maximize profits via sharing expenses in selling products to all customers. References Moe, W. W. Fader, P. S. (2008). The Role of Price Tiers in Advance Purchasing of Event Tickets. Web. Shumsky, F Netessine, S. (2002). Yield Management. Web. Thomas C. Maurice , S. C. (2010). Managerial Economics. New York: McGraw-Hill Higher Education. Yadav, P. (2010). Differential Pricing for Pharmaceuticals. Review of current knowledge, new findings and ideas for action. Zaragoza Logistics Center: SPAIN MIT-Zaragoza International Logistics Program.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More

USS Alabama (BB-60) in World War II

USS Alabama (BB-60) in World War II USS Alabama (BB-60) was a South Dakota-class battleship that was commissioned into the U.S. Navy in 1942. The last ship of its class, Alabama initially served in the Atlantic Theater of World War II, before receiving orders to shift to the Pacific in 1943. Largely serving as protection for American aircraft carriers, the battleship took part in all of the U.S. Navys major campaigns in the Pacific Theater. In addition to covering the carriers, Alabama provided naval gunfire support during landings on Japanese-held islands. In the course of the war, the battleship did lose a single sailor to enemy action earning it the nickname The Lucky A. Alabama currently a museum ship moored in Mobile, AL. Design Construction In 1936, as the design of the North Carolina-class neared completion, the U.S. Navys General Board gathered to address the two battleships that were to be funded in Fiscal Year 1938.  Though the Board was leaning towards building two additional North Carolinas, Chief of Naval Operations Admiral William H. Standley preferred to pursue a new design.  As a result, the building of these vessels was delayed to FY1939 as naval architects began work in March 1937.   While the first two battleships were officially ordered on April 4, 1938, a second pair of vessels was added two months later under the  Deficiency Authorization which passed due to increasing international tensions.  Though the escalator clause of the Second London Naval Treaty had been invoked permitting the new design to mount 16 guns, Congress requested that the battleships stay within the 35,000-ton limit set by the 1922 Washington Naval Treaty. In laying out the new South Dakota-class, naval architects designed a wide spectrum of plans for consideration.  A key challenge proved to be finding approaches to improve upon the North Carolina-class while staying within the tonnage restriction.  The answer was the creation of a shorter, by approximately 50 feet, battleship that utilized an inclined armor system.  This offered enhanced underwater protection relative to earlier vessels.   USS Alabama (BB-60) in Casco Bay, ME, during her shakedown period, circa December 1942.   US Navy History and Heritage Command As naval leaders called for vessels capable of 27 knots, designers sought a way to obtain this despite the reduced hull length.  This was achieved through the creative layout of boilers, turbines, and machinery.  For armament, the South Dakotas matched the North Carolinas in carrying nine Mark 6 16 guns in three triple turrets with a secondary battery of twenty dual-purpose 5 guns.  These were supplemented by an extensive and constantly changing array of anti-aircraft weapons.   Construction of the fourth and final ship of the class, USS Alabama (BB-60) was assigned to Norfolk Naval Shipyard and commenced on February 1, 1940.  As work moved ahead, the United States entered World War II after the Japanese attack on Pearl Harbor on December 7, 1941. Building of the new vessel proceeded and it slid down the ways on February 16, 1942, with Henrietta Hill, wife Alabama Senator J. Lister Hill, serving as sponsor.  Commissioned on August 16, 1942, Alabama entered service with Captain George B. Wilson in command.   USS Alabama (BB-60) Nation:  United StatesType:  BattleshipShipyard: Norfolk Naval ShipyardLaid Down: February 1, 1940Launched: February 16, 1942Commissioned: August 16, 1942Fate: Museum Ship, Mobile, ALSpecificationsDisplacement:  35,000  tonsLength: 680.8 ft.Beam:  108.2 ft.Draft: 36.2 ft.Propulsion:  30,000 hp, 4 x steam turbines, 4 x propellersSpeed:  27 knotsComplement: 1,793 menArmamentGuns9 Ãâ€" 16 in.  Mark 6 guns (3 x triple turrets)20 Ãâ€" 5 in dual-purpose gunsAircraft2 x aircraft Operations in the Atlantic After completing shakedown and training operations in the Chesapeake Bay and Casco Bay, ME that fall, Alabama received orders to proceed to Scapa Flow to reinforce the British Home Fleet in early 1943.  Sailing with USS South Dakota (BB-57), this action was necessary due to a shift of British naval strength to the Mediterranean in preparation for the invasion of Sicily.  In June, ​Alabama covered the landing of reinforcements in Spitzbergen before taking part in an attempt to draw out the German battleship Tirpitz the following month.   Detached from the Home Fleet on August 1, both American battleships then departed for Norfolk.  Arriving, Alabama underwent an overhaul in preparation for redeployment to the Pacific.  Departing later that month, the battleship transited the Panama Canal and arrived at Efate on September 14. Covering the Carriers Training with carrier task forces, Alabama sailed on November 11 to support American landings on Tarawa and Makin in the Gilbert Islands.  Screening the carriers, the battleship provided a defense against Japanese aircraft.  After bombarding Nauru on December 8, Alabama escorted USS Bunker Hill (CV-17) and USS Monterey (CVL-26) back to Efate.  Having sustained damage to its port outboard propeller, the battleship departed for Pearl Harbor on January 5, 1944 for repairs.   Briefly dry docked, Alabama joined Task Group 58.2, centered on the carrier USS Essex (CV-9), later that month for attacks in the Marshall Islands.  Bombarding Roi and Namur on January 30, the battleship provided support during the Battle of Kwajalein.  In mid-February, Alabama screened the carriers of Rear Admiral Marc A. Mitschers Fast Carrier Task Force as it conducted massive raids against the Japanese base at Truk.  Ã‚  Ã‚  Ã‚   USS Alabama (BB-60) en route to the Gilberts and Marshalls to support the invasions of Makin and Tarawa, 12 November 1943. US Navy History and Heritage Command Sweeping north into the Marianas later that month, Alabama sustained a friendly fire incident on February 21 when one 5 gun mount accidentally fired into another during Japanese air attack.  This resulted in the death of five sailors and wounding of an additional eleven.  Following a pause at Majuro, Alabama and the carriers conducted attacks through the Caroline Islands in March before covering landings in northern New Guinea by General Douglas MacArthurs forces in April.   Proceeding north, it, along with several other American battleships, bombarded Ponape before returning to Majuro.  Taking a month to train and refit, Alabama steamed north in early June to take part in the Marianas Campaign.  On June 13, it engaged in a six-hour pre-invasion bombardment of Saipan in preparation for the landings two days later.  On June 19-20, Alabama screened Mitschers carriers during the victory at the Battle of the Philippine Sea. Remaining in the vicinity, Alabama provided naval gunfire support to troops ashore before departing for Eniwetok.  Returning to the Marianas in July, it protected the carriers as they launched missions in support of the liberation of Guam.  Moving south, they conducted a sweep through the Carolines before striking targets in the Philippines in September.   In early October, Alabama covered the carriers as they mounted raids against Okinawa and Formosa.  Moving to the Philippines, the battleship began bombarding Leyte on October 15 in preparation for landings by MacArthurs forces.  Returning to the carriers, Alabama screened USS Enterprise (CV-6) and USS Franklin (CV-13) during the Battle of Leyte Gulf and later was detached as part of Task Force 34 to aid American forces off Samar. Final Campaigns Withdrawing to Ulithi for replenishment after the battle, Alabama then returned to the Philippines as the carriers struck targets across the archipelago.  These raids continued into December when the fleet endured severe weather during Typhoon Cobra.  In the storm, both of Alabamas Vought OS2U Kingfisher floatplanes were damaged beyond repair.  Returning to Ulithi, the battleship received orders to undergo an overhaul at Puget Sound Naval Shipyard.   Crossing the Pacific, it entered dry dock on January 18, 1945.  Work finally was completed on March 17.  Following refresher training on the West Coast, Alabama departed for Ulithi via Pearl Harbor.  Rejoining the fleet on April 28, it departed eleven days later to support operations during the Battle of Okinawa.  Steaming off the island, it aided troops ashore and provided air defense against Japanese kamikazes. USS Alabama (BB-60) in Puget Sound, WA, March 1945. US Navy History and Heritage Command   After riding out another typhoon on June 4-5, Alabama shelled Minami Daito Shima before proceeding to Leyte Gulf.  Steaming north with the carriers on July 1, the battleship served in their screening force as they mounted attacks against the Japanese mainland.  During this time, Alabama and other escorting battleships moved inshore to bombard a variety of targets.  The battleship continued to operate in Japanese waters until the end of hostilities on August 15.  During the course of the war, Alabama did not lose a single sailor to enemy action earning it the nickname Lucky A.   Later Career After assisting with initial occupation operations, Alabama departed Japan on September 20.  Assigned to Operation Magic Carpet, it touched at Okinawa to embark 700 sailors for the return voyage to the West Coast.  Reaching San Francisco on October 15, it disembarked its passengers and twelve days later hosted the general public.  Moving south to San Pedro, it remained there until February 27, 1946, when it received orders to sail to Puget Sound for a deactivation overhaul.   With this complete, Alabama was decommissioned on January 9, 1947 and moved to the Pacific Reserve Fleet.  Struck from the Naval Vessel Registry on June 1, 1962, the battleship was then transferred to the  USS Alabama Battleship Commission two years later.  Towed to Mobile, AL, Alabama opened as a museum ship at Battleship Memorial Park on January 9, 1965.  The vessel was declared a National Historic Landmark in 1986.

USS Alabama (BB-60) in World War II

USS Alabama (BB-60) in World War II USS Alabama (BB-60) was a South Dakota-class battleship that was commissioned into the U.S. Navy in 1942. The last ship of its class, Alabama initially served in the Atlantic Theater of World War II, before receiving orders to shift to the Pacific in 1943. Largely serving as protection for American aircraft carriers, the battleship took part in all of the U.S. Navys major campaigns in the Pacific Theater. In addition to covering the carriers, Alabama provided naval gunfire support during landings on Japanese-held islands. In the course of the war, the battleship did lose a single sailor to enemy action earning it the nickname The Lucky A. Alabama currently a museum ship moored in Mobile, AL. Design Construction In 1936, as the design of the North Carolina-class neared completion, the U.S. Navys General Board gathered to address the two battleships that were to be funded in Fiscal Year 1938.  Though the Board was leaning towards building two additional North Carolinas, Chief of Naval Operations Admiral William H. Standley preferred to pursue a new design.  As a result, the building of these vessels was delayed to FY1939 as naval architects began work in March 1937.   While the first two battleships were officially ordered on April 4, 1938, a second pair of vessels was added two months later under the  Deficiency Authorization which passed due to increasing international tensions.  Though the escalator clause of the Second London Naval Treaty had been invoked permitting the new design to mount 16 guns, Congress requested that the battleships stay within the 35,000-ton limit set by the 1922 Washington Naval Treaty. In laying out the new South Dakota-class, naval architects designed a wide spectrum of plans for consideration.  A key challenge proved to be finding approaches to improve upon the North Carolina-class while staying within the tonnage restriction.  The answer was the creation of a shorter, by approximately 50 feet, battleship that utilized an inclined armor system.  This offered enhanced underwater protection relative to earlier vessels.   USS Alabama (BB-60) in Casco Bay, ME, during her shakedown period, circa December 1942.   US Navy History and Heritage Command As naval leaders called for vessels capable of 27 knots, designers sought a way to obtain this despite the reduced hull length.  This was achieved through the creative layout of boilers, turbines, and machinery.  For armament, the South Dakotas matched the North Carolinas in carrying nine Mark 6 16 guns in three triple turrets with a secondary battery of twenty dual-purpose 5 guns.  These were supplemented by an extensive and constantly changing array of anti-aircraft weapons.   Construction of the fourth and final ship of the class, USS Alabama (BB-60) was assigned to Norfolk Naval Shipyard and commenced on February 1, 1940.  As work moved ahead, the United States entered World War II after the Japanese attack on Pearl Harbor on December 7, 1941. Building of the new vessel proceeded and it slid down the ways on February 16, 1942, with Henrietta Hill, wife Alabama Senator J. Lister Hill, serving as sponsor.  Commissioned on August 16, 1942, Alabama entered service with Captain George B. Wilson in command.   USS Alabama (BB-60) Nation:  United StatesType:  BattleshipShipyard: Norfolk Naval ShipyardLaid Down: February 1, 1940Launched: February 16, 1942Commissioned: August 16, 1942Fate: Museum Ship, Mobile, ALSpecificationsDisplacement:  35,000  tonsLength: 680.8 ft.Beam:  108.2 ft.Draft: 36.2 ft.Propulsion:  30,000 hp, 4 x steam turbines, 4 x propellersSpeed:  27 knotsComplement: 1,793 menArmamentGuns9 Ãâ€" 16 in.  Mark 6 guns (3 x triple turrets)20 Ãâ€" 5 in dual-purpose gunsAircraft2 x aircraft Operations in the Atlantic After completing shakedown and training operations in the Chesapeake Bay and Casco Bay, ME that fall, Alabama received orders to proceed to Scapa Flow to reinforce the British Home Fleet in early 1943.  Sailing with USS South Dakota (BB-57), this action was necessary due to a shift of British naval strength to the Mediterranean in preparation for the invasion of Sicily.  In June, ​Alabama covered the landing of reinforcements in Spitzbergen before taking part in an attempt to draw out the German battleship Tirpitz the following month.   Detached from the Home Fleet on August 1, both American battleships then departed for Norfolk.  Arriving, Alabama underwent an overhaul in preparation for redeployment to the Pacific.  Departing later that month, the battleship transited the Panama Canal and arrived at Efate on September 14. Covering the Carriers Training with carrier task forces, Alabama sailed on November 11 to support American landings on Tarawa and Makin in the Gilbert Islands.  Screening the carriers, the battleship provided a defense against Japanese aircraft.  After bombarding Nauru on December 8, Alabama escorted USS Bunker Hill (CV-17) and USS Monterey (CVL-26) back to Efate.  Having sustained damage to its port outboard propeller, the battleship departed for Pearl Harbor on January 5, 1944 for repairs.   Briefly dry docked, Alabama joined Task Group 58.2, centered on the carrier USS Essex (CV-9), later that month for attacks in the Marshall Islands.  Bombarding Roi and Namur on January 30, the battleship provided support during the Battle of Kwajalein.  In mid-February, Alabama screened the carriers of Rear Admiral Marc A. Mitschers Fast Carrier Task Force as it conducted massive raids against the Japanese base at Truk.  Ã‚  Ã‚  Ã‚   USS Alabama (BB-60) en route to the Gilberts and Marshalls to support the invasions of Makin and Tarawa, 12 November 1943. US Navy History and Heritage Command Sweeping north into the Marianas later that month, Alabama sustained a friendly fire incident on February 21 when one 5 gun mount accidentally fired into another during Japanese air attack.  This resulted in the death of five sailors and wounding of an additional eleven.  Following a pause at Majuro, Alabama and the carriers conducted attacks through the Caroline Islands in March before covering landings in northern New Guinea by General Douglas MacArthurs forces in April.   Proceeding north, it, along with several other American battleships, bombarded Ponape before returning to Majuro.  Taking a month to train and refit, Alabama steamed north in early June to take part in the Marianas Campaign.  On June 13, it engaged in a six-hour pre-invasion bombardment of Saipan in preparation for the landings two days later.  On June 19-20, Alabama screened Mitschers carriers during the victory at the Battle of the Philippine Sea. Remaining in the vicinity, Alabama provided naval gunfire support to troops ashore before departing for Eniwetok.  Returning to the Marianas in July, it protected the carriers as they launched missions in support of the liberation of Guam.  Moving south, they conducted a sweep through the Carolines before striking targets in the Philippines in September.   In early October, Alabama covered the carriers as they mounted raids against Okinawa and Formosa.  Moving to the Philippines, the battleship began bombarding Leyte on October 15 in preparation for landings by MacArthurs forces.  Returning to the carriers, Alabama screened USS Enterprise (CV-6) and USS Franklin (CV-13) during the Battle of Leyte Gulf and later was detached as part of Task Force 34 to aid American forces off Samar. Final Campaigns Withdrawing to Ulithi for replenishment after the battle, Alabama then returned to the Philippines as the carriers struck targets across the archipelago.  These raids continued into December when the fleet endured severe weather during Typhoon Cobra.  In the storm, both of Alabamas Vought OS2U Kingfisher floatplanes were damaged beyond repair.  Returning to Ulithi, the battleship received orders to undergo an overhaul at Puget Sound Naval Shipyard.   Crossing the Pacific, it entered dry dock on January 18, 1945.  Work finally was completed on March 17.  Following refresher training on the West Coast, Alabama departed for Ulithi via Pearl Harbor.  Rejoining the fleet on April 28, it departed eleven days later to support operations during the Battle of Okinawa.  Steaming off the island, it aided troops ashore and provided air defense against Japanese kamikazes. USS Alabama (BB-60) in Puget Sound, WA, March 1945. US Navy History and Heritage Command   After riding out another typhoon on June 4-5, Alabama shelled Minami Daito Shima before proceeding to Leyte Gulf.  Steaming north with the carriers on July 1, the battleship served in their screening force as they mounted attacks against the Japanese mainland.  During this time, Alabama and other escorting battleships moved inshore to bombard a variety of targets.  The battleship continued to operate in Japanese waters until the end of hostilities on August 15.  During the course of the war, Alabama did not lose a single sailor to enemy action earning it the nickname Lucky A.   Later Career After assisting with initial occupation operations, Alabama departed Japan on September 20.  Assigned to Operation Magic Carpet, it touched at Okinawa to embark 700 sailors for the return voyage to the West Coast.  Reaching San Francisco on October 15, it disembarked its passengers and twelve days later hosted the general public.  Moving south to San Pedro, it remained there until February 27, 1946, when it received orders to sail to Puget Sound for a deactivation overhaul.   With this complete, Alabama was decommissioned on January 9, 1947 and moved to the Pacific Reserve Fleet.  Struck from the Naval Vessel Registry on June 1, 1962, the battleship was then transferred to the  USS Alabama Battleship Commission two years later.  Towed to Mobile, AL, Alabama opened as a museum ship at Battleship Memorial Park on January 9, 1965.  The vessel was declared a National Historic Landmark in 1986.

Does the media lead USA foreign policy Essay Example | Topics and Well Written Essays - 4000 words

Does the media lead USA foreign policy - Essay Example The influence of media on US foreign policy is not, however, a new phenomenon. In the 1890s, two newspapers allegedly brought the Americans to the doorstep of war against a European country. The present contention on the effect of media on the US foreign policymaking implies a more pervasive, consistent and more powerful influence, although there is also an opposing contention that it is media itself which is being manipulated by the government to influence public opinion. Nevertheless, it is a fact that the collapse of the Cold War has taken away many of the constraints that used to hound media in the reportage of events all over the world. In addition, communications technology grew by leaps and bounds during this period allowing media networks access to almost anything in all corners of the world. The inevitable question that, therefore confronts many is whether or not US foreign policymaking has become susceptible to media’s growing influence and is now being led by it. Al beit media has increased its impact on public opinion and even on policymakers to the extent of speeding policymaking, studies and researches done on the subject show that its impact is not significant enough to alter foreign policies per se or change the course of policymaking. Historically, significant changes in US foreign policy occurred in turn-around periods where policies drastically changed from one paradigm to another. The 1890s and the 1930s, for example, were watersheds in US foreign policies. Today, after the collapse of the Cold War, the world is witnessing another evolution of US foreign policy as an imperceptible confluence of forces are seemingly dictating upon it to reformulate in the light of emerging events that see the economic rise of certain countries threatening to outdo and outrun America’s own (Trubowitz 1998 1-4). The change in foreign policy in the 1890s was spurred by the explosion of the economy at home. Although the US was used to dealings with

Free trade and mercantilist Essay Example | Topics and Well Written Essays - 1000 words

Free trade and mercantilist - Essay Example So, while free trade is beneficent in its purest form, modern policymakers have hijacked the concept to serve the interests of select private businesses at the cost of smaller business enterprises and the majority of the electorate. (Dunkley, 2004, p.53) The rest of this essay will look into how free trade, despite strong arguments in its favor, has not always been adopted in economic policy making. It was by the start of 1970s that currents of change were detected in the global economic order, with nationalism and protectionism being replaced by neo-liberalism and free flow of capital. But there were also concerns that this new economic paradigm can lead to excesses and decadence. For example, the unsavory side-effects of free trade in this period includes â€Å"the appearance of a nearly feral form of entrepreneurship in which black marketers, drug barons, arms merchants, rackets bosses, Mafiosi, and other profiteers were emerging as the economic and political leaders of the social transformations underway in their respective societies.† (Buchanan, 2000, p.1) These developments acted as a disincentive for a few governments to draw up free trade policies. Another reason why free trade practices are not uniformly accepted is due to the effect it has on workers and consumers. Some believe that under this system, workers become helpless pawns of their capitalist masters, compelled to sell their labor power at sub-optimal costs. The only theoretical alternative they have to evading this exploitation is to become destitute, which is a far greater misery. Multi-national corporations (MNCs), which are the facade of free trade, are perceived as coercing citizens to unwillingly participate in the capitalist market system, while also leaving consumers with no choice but to buy their products. (List, 1997, p.51) In the book titled Telling the Truth about History, author Joyce Appleby traces how MNCs came to be

Video games’ good and bad effects Essay Example for Free

Video games’ good and bad effects Essay Many wonder if there are any good things about video games. The question becomes even more prominent when you think about children and teens, who might spend more time playing video games than going outside. And then there are adults who develop video game addictions. Sometimes these addictions could lead to problems with employment, relationships and other aspects of life. However, despite all these things, I still say there are many good things about video games, regardless of who is playing. True, while everyone needs to have a life beyond the Xbox, video game entertainment is generally very positive. Through video gaming, you develop the following: 1) Eye-Hand Coordination When youre thinking about some of the good things associated with video games, this tops the list. This is particularly the case for young children, who still need to develop their motor skills. Interaction with the controller teaches them how to coordinate their movements. 2) Fitness Thanks to the Wii, the Xbox Kinect and similar devices, video games can be controlled by more complex body movements. If this is done over a long period of time, video games can actually help a person lose weight. In fact, there are even games dedicated to fitness. They offer the same workout as any aerobics class. 3) Problem-Solving Skills Many games on the market will not let you progress unless you solve a puzzle. How the puzzle manifests itself will depend on the title, but most are designed to test a persons deductive reasoning. 4) Improved Reading Although the reading is not as intense as a book, it is still more detailed than what you see on television. Bad things Video games can be bad for you, but not for the reasons you might think. Theyre not bad for you because theyll make you violent — because they wont. However they can be bad for you for other reasons. Heres a look at the top 5 reasons why video games can be bad for you. Addiction is defined as The condition of being habitually or compulsively occupied with or involved in something. †  Anyone who has really been into video games has experienced this. Kids and adults alike think about getting home and playing games. They also spend a great deal of time reading gaming magazines, participating in online gaming forums, looking for future game releases, and of course, spending countless hours playing games. When they arent doing any of these things, theyre wishing they were. It cost a lot of money to stay current with the latest video games and hardware (console and/or computer). Many gamers spend all of their money on gaming. For example, its not uncommon for a gamer to have 50-100 games that cost $40-$50 each. They also often have at least 2 different game consoles and 1 high-end PC. This can easily add up to thousands of dollars a year to maintain a typical gamers habits. Theres often a direct correlation with the amount of time spent playing video games, and the amount of time spent engaging in a quality relationship. In the most extreme example I could find, there was a couple that was so consumed with playing video games that they ended up neglecting their 3 children — to the point that they were malnourished, naked, and covered in their own feces. Although thats an extreme case, I still think theres something to be said about people who spend the majority of their free time playing video games. My guess is that theyre probably not dating or pursuing a meaningful relationship in their free time. Update: A reader brought to my attention an online group dedicated to loved ones who have been affected by their partners addiction to World of WarCraft (WoW). Their description includes the following Do you have a loved one that plays World of Warcraft so much that you feel like you are a widow? This group isnt just for wives, but for anyone, husbands, girl or boyfriends, mothers, fathers, sons or daughters, or anyone that has had a relationship effected by this addictive game. Avid gamers are similar to people who smoke a lot of marijuana — in that they dont get much done. Reading a good book, taking care of bills, writing an article, inventing something, mowing the lawn, etc are simply not a priority when it comes to getting to the next level or finishing a game. Many gamers have things they would like to do in life, but they never get around to it, because they spend so much of their time playing games. Then, when they do have time to work on one of their projects, theyre too tired to do it, because they stayed up till 3am playing a game. Instead of taking a trip, mountain biking, or hanging out with friends at a cafe, gamers spend their time in a virtual reality. Whereas real life experiences bear long lasting friendships and memories, videos games do not. The only pictures that come from video games are screenshots, and the memories that are created from playing those games are ultimately meaningless. Living means interacting, growing, learning, teaching, and loving — none of which can be accomplished in the virtual wasteland of video games.

One Flew Over The Cuckoos Nest: Power Essay -- essays research papers

One Flew Over the Cuckoo's Nest: Power Peoples' ability to use power to control and manipulate situations and people is a skill not many people have. Unfortunately this skill can lead to conflict as it did in Ken Kesely's novel One Flew Over The Cuckoo's Nest when McMurphy and Nurse Ratched meet each other. McMurphy has been after Nurse Ratched's power right from the beginning. After the first group meeting he pointed out that the meeting was like a "pecking party". The Nurse starts it with pointing out something wrong with someone and then the men join in with their criticism. Her book was the same idea. The men would listen to each other and when one said something that they shouldn't have they write it down so it can be brought up for "therapeutic reasons", but when McMurphy came all that changed. That made the nurse furious, that was her way of keeping perfect control and power over the patients. McMurphy had complete power over the patients from when he first came in. Nobody like him had ever been in the ward before. He came in singing and laughing, something that no one had heard in a long time. He walked around the room shaking hands, introducing himself to everyone, even the chronics. He taught the acutes how to play cards and he taught them to gamble. His very first bet though was that he could get the best of nurse Ratched within the week, and he did. She...

What Role do Unconscious Factors Play in the Experience of Organisational Life, and how can Workers’ Appreciation of these Factors Lead to better Outcomes for Users?

1. Introduction The following essay considers the role that unconscious factors play in organisational life, and looks at the extent to which awareness of these factors amongst workers can improve outcomes for users. The idea is considered both in relation to appropriate literature and also in relation to my own experience of a social work organisation, the placement I experienced in a children’s home. The ways in which social work practice can be oppressive and anti-oppressive, and the impact of both of these for the user, are also explored. My interest in this area has been informed by my experience in a care home for children (Adeza) as a student social worker. I worked with a wide range of client groups including children (and their families) under stress, children (and their families with mental health problems, children at risk and children with physical and mental disabilities. I had a wide range of duties including administrative functions, advising clients and supporting children in a variety of ways. I became aware of the ways in which unconscious attitudes can impact upon the way clients and other staff are treated through a phenomenon I later learned was called projection, that is, the psychological mechanism whereby worries and fears about oneself are seen as present in other people, and demonised. For example, some clients had internalised a set of notions about being inadequate parents, which were then projected onto staff at the home, in a variety of ways. 2. The Notion of the Unconscious Understanding human needs, wants and motivations is a central part not only of organizational theory but also of human psychology generally. Various theories have been proposed to explain the variety of behaviours which characterise human beings, for example behaviourism, which reduces the role of the ‘mental’ and looks at human actions in terms of stimulus and response (Baran and Davis 2011), and Weber’s idea of work as salvation (Nelson and Quick 2010). However, the notion of the unconscious has been widely influential, and derives from work by Freud in the late 19th and early 20th Century.The idea is situated in the wider set of notions developed by Freud called psychoanalysis.Central to Freud’s idea is the notion that â€Å"powerful unconscious drives, mostly sexual and aggressive†¦ motivate human behaviour and put people in conflict with social reality† (Saiyadain 2003, p. 32).For Freud, the unconscious is that of which we are unaware, but which can manifest itself through thoughts and behaviours. He separated out three levels of consciousness: The conscious (everything one is aware of) The preconscious (things one is not aware of, but which could be brought to consciousness through effort of will) The unconscious (that of which one is unaware, and which one is normally powerless to bring to conscious awareness) The unconscious includes desires, buried memories, desires and needs. Individuals can be motivated by unconscious forces, which make themselves manifest through behaviour, thoughts, feelings and words. Freud believed therapeutic work could be done by uncovering these unconscious forces and making the individual aware of their deeper motivations through a process of psychoanalysis (McKenna 2000). Freud suggested a number of ways in which the contents of the unconscious work to influence human behaviour. These include regression, repression, sublimation and projection. Regression is the phenomenon whereby people return to earlier behaviour patterns (for example a stutter), repression means the ways in which unpleasant emotions are blocked from conscious awareness, sublimation denotes the way in which impulses (perhaps aggressive) which are unacceptable to the conscious mind are channelled into another activity, for example devotion to work or sport, while projection means the mechanism whereby thoughts or feelings which are not acceptable to the conscious mind are attributed to someone else (finding them lazy, for example) (Saiyadain 2003). Intuitively, and based on my experience in my placement, I feel that there is evidence for the existence of the unconscious. For example, I have seen adolescent children regress to an earlier stage, displaying bed wetting and thumb sucking for example, particularly at times of great stress. However, Freud’s ideas have been subject to an intense critique, particularly that there is a lack of empirical evidence for them (Hersen and Thomas 2006). Additionally, it has been pointed out that the idea of the unconscious lacks predictive power: although it can function as a good explanation of behaviour, it cannot indicate how people will behave in the future (Abbott 2001). I can see that these are valid criticisms: however, as the next sections show, I feel the concept of the unconscious and its mechanisms invaluable in understanding people better, which I feel is a necessary part of delivering the person-centred care that is a key part of social care in the 21st Century (Joseph Row ntree Foundation 2011). 3. The Unconscious and Organisational Life As well as being widely influential (though much debated) in psychology generally, the concept of the unconscious and its mechanisms has been incorporated into theories of organisational life. The key element to the idea of the unconscious is the notion that â€Å"much of the rational and taken-for-granted reality of everyday life expresses preoccupations and concerns that lie beneath the reality of conscious awareness† (Morgan 1998, p. 186). It follows that organisational theories need to take account of the hidden dynamics which influence the workplace. In addition, it has been suggested that theorists of organisational behaviour have been influenced by unconscious forces such as repression. Morgan 1998, for example, suggests that Taylor’s model of ‘scientific’ and rational management might have been rooted in his puritan background with strong routines and work ethic. Morgan also suggests that the predominant bureaucracy of modern work places might be a function of repression. Worker’s reactions to these types of workplace will depend upon their own mechanisms of regression. In other workplaces, organisational culture can often by dominated by self-centred attempts at wrestling control from others, or the playing out of â€Å"a phallic-narcissistic ethos† (Morgan 1998, p. 192) within the workplace. Often, the workplace might reproduce the traditional patriarchal family, with a dominant style associated with ‘male’ qualities of aggression, ambition and rigid rules. One unconscious mechanism which I was particularly aware of in my placement was projection.In this, workers deal with internal turmoil by attributing the key elements of what is bothering them to someone else rather than themselves. For example, in an organisation, poor results might be blamed by one group (managers) on ground-level staff, and vice-versa (Rashid 1983). Projection has been succinctly defined as the â€Å"attribution of one’s own attitudes and beliefs onto others† (Borkowski 2009, p. 56). In order to avoid feelings of guilt or excess anxiety, workers might see their co-workers as possessing the qualities they most dislike in themselves (Borkowski 2009). While it allows the person doing the projecting to protect their self-esteem, the mechanism whereby co-workers, for example, are blamed for putting a person in a bad mood, are damaging to organisational efficiency (Borkowski 2009). It can lead to stereotyping and, through this, to oppressive working metho ds. stereotyping is a way of organising experience by applying common traits to certain groups of people (the elderly, ethnic minorities, children). While it allows abstract thought to take place more easily, it can lead to the association of negative traits with particular groups. Projection seems to be at work in stereotyping, whereby a group is seen to possess negative characteristics not held by the person ascribing the characteristics. It has been shown that these mechanisms can lead to worse health and social care for certain groups seen as ‘the other’ (Borkowski 2009). One example is that people working with abused children can be marginalised and rendered invisible, as society as a whole does not want to admit that such abuse exists. Nurses are also often forced to bear the brunt of negative projections from service users and other professionals. In addition, social work in general often suffers, as its existence underlines the presence of vulnerable and needy p eople, mortality and other key issues. These all evoke deep and complex feelings in others, and workers in these professions often bear the weight of others negative expectations, â€Å"issues of dependency, aggression and sexuality† Yelloly and Henkel 1995, p. 195). Within social work, it has been acknowledged that certain forms of practice can be oppressive, particularly to service users but also to other workers. Anti-oppressive practice works to overturn ways of working which marginalise, scapegoat and downplay the people who they work for, both on a personal and micro- level, and at a wider social level. While anti-oppressive practice covers a wide range of activities, becoming aware of the extent to which people are marginalised through unconscious mechanisms such as projection is one key part (Balloch and Hill 2007). Becoming aware of the extent to which negative characteristics are projected onto others, either individuals or groups, is a central step in moving away from oppression. Today, immigrant groups can find themselves scapegoated for the wider problems of society, for example, both by individuals and by political groups (Shulman 2008). Anti oppressive practice offers a way for projection, stereotyping and discrimination to be co mbated in the workplace, through an attitude of criticality and reflection upon situations in the workplace. The process of uncovering oppression can be likened to that of becoming aware of unconscious processes, as well as uncovering motivations which derive from unexamined unconscious attitudes and mechanisms (Heenan 2011). 4. Understanding the Unconscious and Improved User Outcomes The ways in which the unconscious operates in the organisational context, the negative impact it can have, and the opportunities it presents for ultimately improving user outcomes is illustrated by my experience working in a children’s home.I have concentrated above on the phenomenon of projection, because this was the unconscious mechanism which most appeared to be in existence during my placement. One child with whom I worked, supporting to live independently after care, would frequently express the opinion that the women staff with whom she came into contact were ‘useless’, were over-emotional, and were not as effective as male staff. I used to find this frustrating, particularly as she was female herself, until I put her case into the context of her background. One of a family of girls, with whom her mother was unable to cope, she had internalised negative feelings about women, developed a androgenous, tomboy-ish appearance herself, and projected doubts and fe ars about herself onto female staff. There are also discusses two related unconscious mechanisms (first identified by Melanie Klein), splitting and projective identification, both of which I experienced during my placement.Splitting often occurs in groups, and refers to the process whereby a situation is polarised and seen as ‘black’ and ‘white’, that is, with ‘good’ and ‘bad’ elements. It happens when people are unable to tolerate ambiguity (Zachar 2000). I saw this in group discussions between staff, when one manager who took a fairly strict line to discipline and adherence to regulations was demonised by staff informally after meetings. I felt (perhaps because I was an outsider) that although she might have expressed her ideas better, there was a great deal of sound advice in what she said. However, others seemed unable to see this, preferring to make her a ‘scapegoat’ for everything they disliked about the experience of working in the care home. I also saw this situation improve when a higher manager called a meeting in which we discussed communication styles used within the home.I also saw projective identification, where people unconsciously identify with another person or group, with one staff member, who seemed to project feelings of her own vulnerability (she had just gone through a difficult divorce) onto the female white children in our care. Her attitude towards this gender / ethnic group was markedly different, she would spend extra time with them, and buy small presents. I was present when this was noted by another staff member, who carefully suggested her experience might be leading to her favouritism. She took this suggestion very well, and her behaviour, I noticed, became fairer afterwards. 5. Conclusion There are some problems with the notion of the unconscious, particularly its lack of predictive power and lack of empirical evidence. However, in terms of my placement in a children’s care home, I have found it a useful way of understanding why people – both staff and clients – behave in the way they do. It also seems to offer a useful tool for moving towards an anti-oppressive practice. In my experience, if people are made aware of the ways in which unconscious mechanisms operate, they are better able to see their oppressive actions, better able to understand why they are acting as they do, and as a consequence able to change the way they behave in a way which is beneficial to clients. 6. References Abbott, T (2001) Social and personality development Routledge, UK Balloch, S and Hill, M J (2007) Care, community and citizenship: research and practice in a changing policy context, The Policy Press, Bristol. Baran, S J and Davis, D K (2011) Mass Communication Theory: Foundations, Ferment, and Future (6th edn.), Cengage Learning, Belmont, CA Borkowski, N (2009) Organizational behavior, theory, and design in health care, Jones & Bartlett Learning, USA Foster, A and Roberts, V Z (1998) Managing mental health in the community: chaos and containment, Routledge, UK Heenan, D (2011) Social Work in Northern Ireland: Conflict and Change, The Policy Press, Bristol. Joseph Rowntree Foundation (2011) ‘Transforming social care: sustaining person-centred support’, Joseph Rowntree Foundation, UK McKenna, E F (2000) Business psychology and organisational behaviour (3rd edn.), Psychology Press, UK Morgan, G (1998) Images of organization, Berrett-Koehler Publishers, California CA. Nelson, D L and Campbell, J (2010) Organizational Behavior: Science, the Real World, and You (7th edn.), Cengage Learning, Belmont, CA. Rashid, S A (1983) Organizational Behaviour, Taylor & Francis, UK Saiyadain, M S (2003) Organisational Behaviour,m Tata McGraw-Hill Education, India. Shulman, L (2008) The Skills of Helping Individuals, Families, Groups, and Communities (6th edn.), Cengage Learning, Belmont, CA. Thomas, J C (2006) Personality and everyday functioning, John Wiley and Sons, Hoboken, NJ. Yelloly, M and Henkel, M (1995) Learning and teaching in social work: towards reflective practice (2nd edn.), Jessica Kingsley Publishers, UK Zachar, P (2000) Psychological Concepts and Biological Psychiatry: A Philosophical Analysis, John Benjamins Publishing Company, USA

Communication with individuals who have dementia Essay

Alzheimer’s disease Short-term memory loss is associated with Alzheimer’s disease. Individuals affected with this disease may be unable to remember things that have just happened or ask the same questions repeatedly. Individuals suffering with it can also forget people this could be just forgetting their names and eventually just forgetting who they are. This itself can cause communication issues and the individual may not know who they are talking with and on top of that may repeat the same parts of the conversation over and over as they have forgotten what has already been said. Individuals may also struggle in finding the right words or can’t remember the right word for what they want to say so it can be hard to hold a conversation. If they can’t explain what they mean properly an individual with dementia may become frustrated and this can often be dismissed as agitation or aggression. Vascular Dementia With Vascular Dementia although the causes are different to Alzheimer’s a lot of the symptoms are similar. For instance they may suffer memory loss, lose things and be disorientated. All these things can cause difficulties when communicating. There can be different symptoms of vascular dementia as different areas of the brain can be affected but most include slower thinking processes. Communication often becomes slow and the individual may find it hard to find the right word or forget what they were trying to say in the first place. This is very frustrating for them. People are often tempted to finish their sentences off for them which can lead to further frustration as its usually finished wrongly and not what they wanted to say. Read more:  Understand the Role of Communication and Interactions With Individuals Who Have Dementia Dementa with Lewy Bodies (DLB) Again this does have some common symptoms with Alzheimer’s and Vascular dementia. For example memory loss and disorientation but it also has other symptoms that aren’t always found in other forms of dementia. Someone with DLB may experience visual hallucinations. This means they see things that aren’t really there. An individual experiencing hallucinations may be  extremely frightened by them and be very afraid. They are very real to the individual and should be taken seriously. It can be difficult to comfort someone with hallucinations as it can cause them a lot of distress. When the person is experiencing hallucinating it can cause communication difficulties as the person isn’t in touch with what is real and what is not as the hallucinations are very real to them. Non-verbal comfort and lots of reassurance are the best way to communicate with someone during hallucinations. Vivid dreams can also be experienced with this kind of dementia. Individuals with DLB may show different levels of alertness. There moods can change quickly from being chatty one minute to not knowing who you are the next. It is important to have flexible communication so you can respond to the individuals’ mood appropriately. An individual experiencing this form of dementia are also susceptible to falls and trips as there balance can be affected. Fronto-temporal dementia This form of dementia can be found in older people but is often found in younger people between 30 to 60. Early stage symptoms are similar to other forms of dementia. For instance communication issues such as forgetting or not understanding words or peoples’ names. There isn’t memory loss in the early stages but it seems like there is because of the communication problems. Personality changes are often common in this form of dementia. The may become extrovert when they weren’t before or vice versa, they may behaving inappropriately or lack empathy. They can behave inappropriately, for instance removing clothing in public or shouting loudly. It can seem like they are being selfish as they can lack warmth for others. The personality changes can make communication difficult. Especially for people that have known the person before they suffered with dementia. They may feel that they don’t know the person anymore and find it hard to interact with them. 1.2 Physical and mental health factors should always be considered when communicating with an individual that suffer with dementia. For instance they may have eye sight problems or not be able to hear well which can affect their ability to communicate. Hearing and vision problems should not  be over looked. Regular eye and hearing tests should be performed as an individual with dementia may not be able to communicate that there is a problem. Glasses and hearing aid batteries should be checked regularly. Someone suffering with dementia may also have problems with pain. They may find it hard to communicate what the problem is or where the pain is coming from. They may not be able to express or explain that they are in pain. Pain can cause other problems such as lack of concentration, increased memory loss, aggressive behaviour, sleeping problems and mood swings or a short temper. These are often mistaken for the persons dementia because of their lack of communication skills. It is important that people working with individuals that suffer from dementia are aware that pain could be a factor. Physical disability or illness needs to be taken into consideration. Someone who has had a stroke or has an illness like cerebral palsy may have difficulty with speech but not with memory problems. An individual with early stage dementia may understand perfectly what you are saying to them but may have difficulty communicating back. They may not be able to find the words are put the wrong words in the sentence. This can be very frustrating for them. You have to patient and let them speak without trying to finish the sentence off for them. When dealing with an individual regularly you can become familiar with the way they communicate which can make it easy for both of you. An individual suffering with dementia may experience depression or anxiety. This too can cause communication problems as it can affect how they respond to others. They may not be interested in being involved in having a conversation which can make it hard for others trying to talk to them. It can also cause reduced concentration and problems with sleeping which then can lead to more confusion. This can make communication and other forms of interactions extremely difficult. 1.3 When communicating with an individual who has sensory impairment it is important to use hand gestures, body language, facial expressions and touch. Various aids or equipment can also be used such as flash cards, pictures or sign language to help understanding. If an individual suffers from hearing loss it is important to ensure that hearing aids are fitted correctly, working properly and batteries are changed regularly. When speaking to  someone with hearing loss you need to be not too far away from them, speak clearly and don’t shout. Some individuals with hearing problems can lip read and some may be able to do sign language. Gestures and pointing to things can help and the use of flash cards could also be of use. As dementia progresses though, an individual may find it more difficult to use sign language or lip read as it becomes harder for them to remember how to do it. Glasses or contact lenses are the most common way of assisting someone who is visually impaired. You should ensure that the lenses are clean and that the individual has regular eye tests to ensure that they are wearing the right prescription glasses. An individual suffering with dementia may forge to put there glasses on so it is important to remind them to put them on. If someone has severe visual impairment you should not just suddenly begin speaking as they may not have realised you were there. Make sure that you introduce yourself when speaking so they know who it is and you don’t shock them. You may need to use touch more than what you would when speaking to someone fully sighted as they will not see facial expressions, body language and gestures. It is important to maintain good communication and interaction as some with visuals impairment suffering with dementia can find the progression of the illness very frightening. 1.4 Individuals with dementia often demonstrate problem behaviour. There are many things that may contribute to such behaviours even something as simple as an uncomfortable, loud, or stressful environment. They could be experiencing pain, or be finding it hard to communicate or carry out simple tasks or perhaps there in unfamiliar surroundings. As a carer it is important that you pick up on these kinds of situations so you can ease the discomfort of the individual quickly so as little distress is caused as possible. It is important that you remain calm yourself. Offer reassurance to the individual and be patient and relaxed. Use body language and the tone of your voice to try and calm the situation. Sometimes distraction can help, perhaps try and engage them in a different topic of conversation so they then forget that they were angry or unhappy. Sometimes carers can become stressed out or find it hard to cope with a particular individual, at these times it is best to take time out or get someone else to help you. Getting anxious or upset yourself can make their behaviour worse and it is  important not to take aggressive or problem behaviour personally. If you do find yourself becoming stressed with a situation take time out to relax. Often other individuals need to be involved when supporting an individual with dementia. These could be family and friends, carers or other professionals. For example: GP – For medical advice and health problems, help with medications and side effects Speech Therapist – To help with communication issues Social Worker – Can often provide useful background information, family history or situation Dementia Care Adviser – Offer advice and technique on ways to improve interactions Advocates – Provide information about the persons capacity and what is considered to be in there best interests and will be able to offer a view of the persons perspectives Family and friends – Can offer information about the person and tell you background information. Also may be able to offer advice about communication methods as they know the individual better 2.4 Dementia is a progressive illness and effects people suffering with it in different ways. A persons communication and interactions are most likely effected but with different levels of difficulty. People with dementia suffer different symptoms but most experience isolation due to increasing difficulty with communication. Often people assume that an individual with dementia cannot communicate and write them off if they do not get a response from them the first time instead of trying a different approach. The symptoms of dementia do often have a big impact on how a person communicates and they can often find it difficult to find the right word or repeat the same things several times. They may be confused about where they are or what time period there in which also can contribute to making communication difficult but there are different approaches that can be used. Picture cards or flash cards are a good way of finding out what an individual wants when they are unable to find the words. Also its important to watch their body language and gestures to pick up on things that they are trying to communicate. Although dementia does cause huge problems with communication it is important for care staff to support and develop new ways to get around  it. Carers and other peoples’ attitudes play a big part in the well-being of people with dementia. The best way to respond to the behaviour of an individual with dementia is by using creativity, flexibility, patience and compassion. Don’t take their behaviour personal, they have an illness that affects the way they behave. It is important to try and establish what is causing the behaviour to reduce the stress for everyone concerned. One of the following could be a factor: Medical problem, such as experiencing pain or side effects from medications – this needs to be resolved by a GP or a CPN Wandering around a lot – this is often caused by boredom or they may be trying to find something or someone. Offering regular exercise and activities can help with this Repetitive behaviour – this can be caused because they need to or like to feel busy. Give them something to do ask if they would like to help with jobs around the home make them feel important and independent. Behaviour trigger – often it can be hard to find the trigger but sometimes a more calming environment can help and distraction techniques can be used. Repetition – People with dementia often repeat the same things over and over. This can be very frustrating for carers. They may ask the same questions or do the same activity over and over again. This can be triggered by boredom or environmental factors. Try and comfort them or distract them and look out for similar behaviours or signs. Certain behaviours could indicate that they need the bathroom or that they are hungry. Incontinence – this is a common problem in people with dementia. They may not be able to find the bathroom in time and have an accident. An individual with dementia may find this very embarrassing and be upset with themselves. Be understanding and offer reassurance. This can be avoided by prompting regular trips to the toilet. Insomnia – Restlessness, agitation, disorientation and other troubling behavior in people with dementia often get worse at the end of the day and sometimes continue throughout the night. A day full of activities and discouraging daytime napping can help. With dementia trouble behaviour can simply just be part of the illness.  Carers need to be flexible with how they act to try and address any issues. 4.1  Reality orientation is about trying to keep the person suffering with dementia in the here and now by making sure the person knows who and where they are. If they become confused about things then they are corrected about anything that isn’t reality. Individuals are constantly reminded of the day, place, time and situation they are in. This approach is used as much today. Validation is part of a person centred approach. A persons confusion is accepted and carers do not tell them that their feelings are wrong or try to correct them. The approach focuses on the individuals feelings rather than what they are saying. Their expressed feelings are accepted as being valid and accepted. The idea of this approach is to build trust and increase well-being and is much more commonly used than the reality orientation approach.

Graduation Party Ideas Make It Legendary!

Graduation Party Ideas Make It Legendary! You did it! All those 24-hour Red-Bull-and-Calculus benders did the trick. Now, as you consider the final weeks of your college experience, you think, â€Å"Hey, I should totally celebrate by throwing THE MOTHER OF ALL PARTIES.† You should do that. Here are the five best types of parties for graduating college. Pick your poison and get ready to forget everything you’ve learned over the past four years. The Kegger Not innovative, but still fun. Get together some of your friends from the College of Education or Mechanical Engineering program and get crazy. When you’re throwing one of these, remember to go simple. Cheap food, lots of inexpensive alcohol, and a few bottles of whiskey. Now you’re talking fun! Drinks: PBR, Jack Daniels, and Jello Shots. Food: Taquitos, Oreos, Chips, and Queso. Activities: Quarters, Beer Pong, and Strip Poker The Club Party For you and your buddies from the School of Marketing, Broadcast Journalism, Education, or Nursing, maybe a club party is the right speed. Here, you can drink, dance, and still manage to give your outgoing selves a chance to meet some new people. Dress up, drink some Appletini’s and bask in your success at the same time you scope out the hotties. Drinks: Cosmopolitans, Whiskey Sour, Bloody Mary, Boilermaker Food: Macaroni Bites, Fried Oysters, Mini Cheesecake Activities: Dancing, Wet T-Shirt Contests, Retreating to a Private Bottle Service Table The Cheese and Wine Party If you are graduating with a degree in Philosophy, Literature, Journalism, or History you may want a party that is quiet enough so that you can discuss your favorite topics. You can throw this in your home or apartment, as long as it is in good taste and excellently furnished. Having a good amount of medium-quality wine and unique appetizers is all you need to get this party set up. Once there, though, you may need to do some official activities to get people to feel comfortable. Drinks: Pinot Noir, Sauvignon Blanc, Cabernet Franc (Check out Good Wine Under $20 for more ideas) Food: Teleme Cheese, Stuffed Mushrooms, Salmon Bites Activities: Charades, Apples to Apples, Icebreaker Games The Theme Party Nothing says fun like a graduation party that’s also a costume party. You can make it easy so that guests must come in their cap and gown, or turn it into a toga party. Either way, it makes for a night full of unique activities and foods that your guests will never forget. The only thing to keep in mind, however, is that many grads have family and friends who will be joining them. Make sure your theme is inclusive enough so that everyone feels like they’re welcome to join in. Drinks: Choose drinks that go with your party. If you have a Renaissance party, mead might be a good choice. For a toga party, you’d want to have lots of dark red wine. Just keep drinks consistent with your theme. Food: Food should also be consistent with your party. If you have a 80’s themed party, you might be able to just get away with traditional party snacks. If you decide to have a Meditteranean-themed party however, you might have olives, falafel, or gyros. Do some research to see what foods will be delicious, cheap, and fun. Activities: Again, research will be your key friend for developing the right activities. You might choose some specific dances and games that relate to your chosen theme. You might also decide to have a contest for the best costume. Grad Party Tips No matter which party style you pick, here are some of the key things to remember when you throw your party: Have extra. Make sure you have extra food, drinks, toilet papers, and game boards. Create something to save memories. Give out â€Å"yearbooks† or other party favors that guests can share and sign. You don’t have to have your party on graduation day. Pick a day that is less stressful. Your guests won’t have to worry about their company as much. Send out invitations at least a week in advance. As graduation gets closer, everyone’s schedule fills up, so make sure your party gets on the list. Choose low maintenance, if possible. The goal is for all of you to have fun. That’s kind of hard if you’re running around cleaning up spills and creating culinary masterpieces. What do you plan for your grad party? Do you have some more ideas to share? Hurry up!

The Best Great Gatsby Timeline

The Best Great Gatsby Timeline SAT / ACT Prep Online Guides and Tips Sometimes, even when you've carefully read a book and tried to follow all the intricacies of which character did what and when, you just can't quite put the whole thing together. That goes double for a novel likeThe Great Gatsby, which uses literary devices like flashbacks and flashforwards to explain the behavior of its characters in its present. But don't fret! In this article, I've taken all of the novel's events and rearranged them in straightforward, chronological order. This completeGreat Gatsby timeline allows you tosee exactly when all of the book's events took place, and also get individual chronologies for each major character. Why Make a Great GatsbyTimeline? There are several good reasons why a timeline that organizes the book's events is a useful tool. First, a timeline jettisons potentially confusing time-shifts. Even though the novel is told mostly chronologically, ithas several flashbacks and flashforwards. The most notable flashbacks revolve aroundJames Gatz's transformation into Jay Gatsby, and what happened between him and Daisy. Meanwhile, the flashforwards take us into Nick's present-day framing narrative, after his disenchanted return to the Midwest. Second, reordering all of these events in a clear chronology can help clarify the motivations and emotions behind character behavior.Putting Tom, Nick, and Gatsby’s activities side by side can help with compare/contrast assignments by reframing your thoughts about what they were each going through at a particular time. Finally, a warning.Watch out for other timelines out there on the web.I’ve found such mistakes as: Some timelines claim Gatsby was born in 1892 - but this is wrong. Fitzgerald gives enough dates, ages, and other details to accurately determine the right yearsfor the book’s events. Some timelines claim that Dan Cody died in 1910 - again, wrong. That Daisy and Gatsby first date occurred in August - nope, it’s October, which is important for the novel’s seasons motif. The Great Gatsby Timeline 1851 Nick Carraway's grandfather's brother starts the hardware business that his family owns. "the actual founder of my line was my grandfather's brother who came here in fifty-one, sent a substitute to the Civil War and started the wholesale hardware business that my father carries on today" (1.5) 1857 Dan Cody is born. (We know this because he is 50 years old when he meets Gatsby on Lake Superior in 1907.) 1890 James Gatz is born in North Dakota toHenry C. Gatz.. (We know this because he is 17 years old when he meets Dan Cody in 1907.) â€Å"His parents were shiftless and unsuccessful farm people- his imagination had never really accepted them as his parents at all.† (6.7) 1892 Nick Carraway is born in a Midwestern city. (We know this because he turns 30 in 1922, the summer the novel takes place.) â€Å"My family have been prominent, well-to-do people in this middle-western city for three generations. The Carraways are something of a clan† (1.5) Tom Buchanan is born to a very prominent family in Chicago. (We know this because he is 30 during the summer when the novel takes place.) "Now he was a sturdy, straw haired man of thirty with a rather hard mouth and a supercilious manner." (1.19) 1899 Daisy Fay is born in Louisville, Kentucky. (We know this because she is 18 when she meets Gatsby in Louisville in 1917.) â€Å"Our white girlhood was passed together there. Our beautiful white†¦Ã¢â‚¬  (1.140) 1901 Jordan Baker is born in Louisville, Kentucky. (We know this because she says that Daisy is two years older.) "The largest of the banners and the largest of the lawns belonged to Daisy Fay's house. She was just eighteen, two years older than me, and by far the most popular of all the young girls in Louisville." (4.130) 1902 Dan Cody, Gatsby's mentor, buys his yacht the Tuolomee and starts sailing. He does this to get away from Ella Kaye, his estranged second wife. "The none too savory ramifications by which Ella Kaye, the newspaper woman, played Madame de Maintenon to his weakness and sent him to sea in a yacht, were common knowledge to the turgid journalism of 1902." (6.11) 1906 James Gatz works as a clam digger and salmon fisher on Lake Superior, and tries to go to St. Olaf Lutheran College in southern Minnesota before dropping outtwo weeks later unhappy to be working as a janitor to support himself. "For over a year he had been beating his way along the south shore of Lake Superior as a clam digger and a salmon fisher ... An instinct toward his future glory had led him, some months before, to the small Lutheran college of St. Olaf in southern Minnesota. He stayed there two weeks ... despising the janitor's work with which he was to pay his way through. Then he drifted back to Lake Superior" (6.8-10) 1907 James Gatz, 17 years old, meets Dan Cody in Little Girl Bay on Lake Superior and changes his name to Jay Gatsby. "James Gatz- that was really, or at least legally, his name. He had changed it at the age of seventeen and at the specific moment that witnessed the beginning of his career- when he saw Dan Cody's yacht drop anchor over the most insidious flat on Lake Superior ... So he invented just the sort of Jay Gatsby that a seventeen-year-old boy would be likely to invent, and to this conception he was faithful to the end." (6.6-6.7) â€Å"Cody was fifty years old then, a product of the Nevada silver fields, of the Yukon, of every rush for metal since Seventy-five. The transactions in Montana copper that made him many times a millionaire ... He had been coasting along all too hospitable shores for five years when he turned up as James Gatz's destiny at Little Girl Bay.† (6.11) 1907-1912 Gatsby sails the seas with Cody for five years. â€Å"He was employed in a vague personal capacity- while he remained with Cody he was in turn steward, mate, skipper, secretary, and even jailor, for Dan Cody [put] more and more trust in Gatsby ... The arrangement lasted five years during which the boat went three times around the continent.† (6.13) 1910 Myrtle marries George Wilson. (We know this because Wilson tells Michaelis that he and Myrtle have been married 12 years by the summer of 1922 when the novel takes place.) "I married him because I thought he was a gentleman," she said finally. "I thought he knew something about breeding, but he wasn't fit to lick my shoe†¦.The only crazy I was was when I married him. I knew right away I made a mistake.† (2.112-116) 1911 Myrtle and George Wilson move into the apartment above the garage in the valley of ashes. "They've been living over that garage for eleven years. And Tom's the first sweetie she ever had." (2.117) Nick Carraway and Tom Buchanan go to Yale University. (We know this because they graduate in 1915.) 1912 Dan Cody dies in Boston. Heleaves $25,000 to Gatsby, but Ella Kaye uses legal means to take away this inheritance. Gatsby is penniless but has learned polished manners and how the rich operate. 1914 World War I begins. 1915 Nick Carraway graduates from Yale University in New Haven, Connecticut, and goes to fight in WWI. "I graduated from New Haven in 1915, just a quarter of a century after my father, and a little later I participated in that delayed Teutonic migration known as the Great War." (1.6) Tom Buchanan also graduates from Yale University. â€Å"one of the most powerful ends that ever played football at New Haven- a national figure in a way, one of those men who reach such an acute limited excellence at twenty-one that everything afterward savors of anti-climax. †¦ there were men at New Haven who had hated his guts† (1.16-20) October 1917 Gatsby is stationed at Camp Taylor in Louisville, where hemeets Daisy Fay (he is 27, she is 18). They are together for a month, and he is shocked by how much in love with her he falls. â€Å"He knew that Daisy was extraordinary ... He felt married to her, that was all.† (8.13) Jordan also meets Gatsby. "One October day in nineteen-seventeen-(said Jordan Baker that afternoon, sitting up very straight on a straight chair in the tea-garden at the Plaza Hotel) - I was walking ... to Daisy Fay's house ... she was sitting in it with a lieutenant I had never seen before ... The officer looked at Daisy while she was speaking, in a way that every young girl wants to be looked at sometime, and because it seemed romantic to me I have remembered the incident ever since. His name was Jay Gatsby" (4.129-133) Winter 1917-1918 Gatsby leaves for Europe to fight in WWI. Wild rumors were circulating about her- how her mother had found her packing her bag one winter night to go to New York and say goodbye to a soldier who was going overseas. (4.134) 1918 Jordan becomes a professional golfer. She is later mired in a cheating scandal, but nothing is proven. "That was nineteen-seventeen. By the next year I had a few beaux myself, and I began to play in tournaments" (4.134) September 1918 Gatsby fights with distinction in the Argonne Battle, and thenis promoted to Captain and then to Major. He also receives several medals. "He did extraordinarily well in the war. He was a captain before he went to the front and following the Argonne battles he got his majority and the command of the divisional machine guns." (8.17) 1919 After Armistice, Gatsby spends fivemonths at Oxford University in England, in a program for army officers. "It was in nineteen-nineteen, I only stayed five months. That's why I can't really call myself an Oxford man ... It was an opportunity they gave to some of the officers after the Armistice," he continued. "We could go to any of the universities in England or France."" (7.218-220) June 1919 Despite some reluctance, Daisy marries Tom Buchanan. â€Å"â€Å"Tell 'em all Daisy's change' her mine. Say 'Daisy's change' her mine!'." She began to cry- she cried and cried†¦Next day at five o'clock she married Tom Buchanan without so much as a shiver† (4.140-142) August 1919 Tom Buchanan has an affair with a chambermaid during the honeymoon. "That was in August ... Tom ran into a wagon on the Ventura road one night ... The girl who was with him ... was one of the chambermaids in the Santa Barbara Hotel." (4.143) October 1919 Meyer Wolfshiem fixes the 1919 World Series. â€Å"The idea staggered me †¦ if I had thought of it at all I would have thought of it as a thing that merely happened, the end of some inevitable chain. It never occurred to me that one man could start to play with the faith of fifty million people† (4.115) November 1919 Gatsby returns to Louisville while Daisy and Tom are on their multi-month honeymoon. â€Å"He stayed there a week, walking the streets where their footsteps had clicked together †¦ He stretched out his hand desperately as if to snatch only a wisp of air, to save a fragment of the spot that she had made lovely for him. But it was all going by too fast now for his blurred eyes and he knew that he had lost that part of it, the freshest and the best, forever.† (8.28-30) Gatsby goes to New York and asks his future partner, Meyer Wolfsheim, for a job. "I made him †¦ I raised him up out of nothing, right out of the gutter. I saw right away he was a fine appearing, gentlemanly young man, and ... I knew I could use him good. ... We were so thick like that in everything- " He held up two bulbous fingers "- always together." (9.85-87) January 1920 Prohibition goes into effect through the passage of the 18th Amendment, which outlawed most kinds of alcohol. Prohibition spurswidespreadunderground organized crime (represented by Meyer Wolfshiem and Gatsby in the novel). April 1920 Daisy gives birth to Pammy, and the Buchanans move to France. "The next April Daisy had her little girl and they went to France for a year. I saw them one spring in Cannes and later in and then they came back to Chicago to settle down." (4.144) 1921 The Buchanans move to Chicago, where Nick visits them for 2 days, then to East Egg on Long Island, New York. Spring 1922 Tom starts an affair with Myrtle Wilson. â€Å"When we came into the station he was next to me and his white shirt-front pressed against my arm- and so I told him I'd have to call a policeman, but he knew I lied. I was so excited that when I got into a taxi with him I didn't hardly know I wasn't getting into a subway train.† (2.120) June 1922 Nick decides to learn bond trading in New York. He rents a small house in West Egg, Long Island, next door to Gatsby’s mansion. Nick has lunch with the Buchanans (Daisy is his cousin), and meets Jordan Baker. Nick has a brief relationship with a woman from Jersey City. "I even had a short affair with a girl who lived in Jersey City and worked in the accounting department, but her brother began throwing mean looks in my direction so when she went on her vacation in July I let it blow quietly away." (3.155) July 2, 1922 Tom takes Nick to meet Myrtle. They go to a Manhattan apartment, to a small party that ends with Tom punching Myrtle in the face for talking about Daisy. (We know the exact date because Nick notes that it was two days before the 4th of July holiday.) July 1922 Nick is invited to one of Gatsby’s house parties and meets him. Also at the party is Owl-Eyes, the guest who enthuses about Gatsby’s library. â€Å"People were not invited- they went there. †¦ they conducted themselves according to the rules of behavior associated with amusement parks. Sometimes they came and went without having met Gatsby at all† (3.7) Nick starts a relationship with Jordan Baker. Gatsby takes Nick out to lunch, where Nick meets Meyer Wolfshiem, and where Gatsby meets Tom. Jordan tells Nick that Gatsby and Daisy had been in love five years before. Nick invites Daisy over for tea so that Gatsby can â€Å"drop by† and he and Daisy reconnect. August 1922 A reporter comes by to investigate the rumors about Gatsby. "It was a random shot, and yet the reporter's instinct was right. Gatsby's notoriety, spread about by the hundreds who had accepted his hospitality and so become authorities on his past, had increased all summer until he fell just short of being news. " (6.5) Tom Buchanan meets Gatsby when Tom stops by Gatsby’s in the middle of a horseback ride. "I went over to his house one Sunday afternoon. I hadn't been there two minutes when somebody brought Tom Buchanan in for a drink ... Tom and a man named Sloane and a pretty woman in a brown riding habit" (6.17-18) Tom and Daisy come to Gatsby’s next party, which Daisy hates. Gatsby and Daisy begin their affair; Gatsby fires his staff and stops his parties. "I hear you fired all your servants." "I wanted somebody who wouldn't gossip. Daisy comes over quite often- in the afternoons." So the whole caravansary had fallen in like a card house at the disapproval in her eyes." (7.13-15) Daisy invites Nick and Gatsby for lunch at her house. She and Gatsby plan to reveal their love to Tom, but instead in the unbearably hot day, the group decides to go to Manhattan to the Plaza Hotel. There, Gatsby reveals the affair, and Tom reveals that Gatsby’s money comes from crime. Daisy is unwilling to completely renounce Tom, which decimates Gatsby. Daisy decides to stay with Tom. ""Oh, you want too much!" she cried to Gatsby. "I love you now- isn't that enough? I can't help what's past." She began to sob helplessly. "I did love him once- but I loved you too." Gatsby's eyes opened and closed. "You loved me too?" he repeated." (7.264-266) On the way back from the hotel, Daisy, driving Gatsby’s car, runs over and kills Myrtle Wilson. That night, Tom convinces George Wilson that it was actually Gatsby who killed Myrtle. Also that night, Gatsby decides that he will take the blame for Myrtle’s death, and Nick and Jordan break up. The next day, Tom and Daisy skip town for good. Later that day, Wilson shoots and kills Gatsby and then himself. September 1922 The murder-suicide is mischaracterized as the actions of a deranged grieving husband, and there is no mention of the Buchanans or of Myrtle’s affair in the police report. Gatsby’s father, Henry Gatz comes to the funeral from Minnesota. â€Å"a solemn old man very helpless and dismayed, bundled up in a long cheap ulster against the warm September day. His eyes leaked continuously with excitement† (9.33) Nick can’t find anyone else to come to the funeral. Even Wolfshiem refuses to come. â€Å"Let us learn to show our friendship for a man when he is alive and not after he is dead† (9.99) Owl-eyes is the only other person who comes to the funeral. October 1922 Nick hashes things out with Jordan. Nick runs into Tom in Manhattan, where Tom confesses to telling Wilson that Gatsby was driving the car that killed Myrtle. November 1922 Completely disillusioned and horrified, Nick moves back home to the Midwest. â€Å"West Egg especially still figures in my more fantastic dreams. I see it as a night scene by El Greco: a hundred houses, at once conventional and grotesque, crouching under a sullen, overhanging sky and a lustreless moon.† (9.126) 1924 Nick writes the storyabout Gatsby and that fateful summer - this story is the novel that we are reading. â€Å"After two years I remember the rest of that day, and that night and the next day, only as an endless drill of police and photographers and newspaper men in and out of Gatsby's front door. ... When I came back from the East last autumn I felt that I wanted the world to be in uniform and at a sort of moral attention forever; I wanted no more riotous excursions with privileged glimpses into the human heart. Only Gatsby, the man who gives his name to this book, was exempt from my reaction- Gatsby who represented everything for which I have an unaffected scorn.† (9.1-4) The whole novel is basically Nick's furious journaling about his formative summer. Individual Character Timelines If you're writing a character analysis, or comparing two characters to each other, it may help to have those characters' biographies separate from the novel as a whole. Jay Gatsby Timeline James Gatz isborn in 1890 in North Dakota. In 1907, after a year of clam digging and fishing and two weeks at St. Olaf College in Minnesota, James Gatz changes his name to Jay Gatsby and meets Dan Cody. Gatsby sails with Dan Cody from 1907 to 1912, when he loses the inheritance Cody wanted to leave him to Cody's wife. In October 1917, Daisy and Gatsby meet in Louisville and date for a month, before Gatsby ships out to fight in WWI. Gatsby fights with distinction, is promoted to Major, and gets several medals. In 1919, he spends five months studying at Oxford University, then returns to the states and gets a job with Meyer Wolfshiem. Gatsby buys a house across the bay from Daisy and Tom. Gatsby takes Nick out to lunch, where Nick meets Meyer Wolfshiem, and where Gatsby meets Tom. Nick invites Daisy over for tea so that Gatsby can â€Å"drop by† and he and Daisy reconnect. Gatsby and Daisy begin their affair; Gatsby fires his staff and stops his parties. Daisy is unwilling to completely renounce Tom, which decimates Gatsby. Daisy decides to stay with Tom. Daisy, driving Gatsby’s car, runs over and kills Myrtle Wilson. Nick Carraway Timeline Nick Carraway isborn in 1892 in aMidwestern city. Nick goes to Yale University from 1911 to 1915, at the same time as Tom Buchanan. After graduation, Nick goes off to fight in WWI. In the summer of1922, Nick moves to West Egg, New York, to sell bonds. He rents a house next door to Gatsby. Nick starts dating Jordan Baker and meets Tom's mistress. Gatsby takes Nick out to lunch, where Nick meets Meyer Wolfshiem, and where Gatsby meets Tom. Nick moves back to the Midwest in the fall of 1922. Nick invites Daisy over for tea so that Gatsby can â€Å"drop by† and he and Daisy reconnect. Nick breaks up with Jordan when she is completely unmoved by Myrtle's death. Nick ends up being in charge of Gatsby's funeral and can't find anyone to come. Completely disillusioned and horrified, Nick moves back home to the Midwest. Two years later, in 1924, Nick writes the story that is the novel we are reading. Daisy Buchanan Timeline Daisy Fay is born in 1899 in Louisville, Kentucky. She grows up friends with Jordan Baker. In October 1917, Daisy and Gatsby meet in Louisville and date for a month, before Gatsby ships out to fight in WWI. Daisy marries Tom Buchanan in June 1919. In 1920, Daisy gives birth to Pammy, and the Buchanansmove to France for a year, before coming back to Chicago, and then to East Egg. Nick invites Daisy over for tea so that Gatsby can â€Å"drop by† and he and Daisy reconnect. Gatsby and Daisy begin their affair. Daisy is unwilling to completely renounce Tom, which decimates Gatsby. Daisy decides to stay with Tom. Daisy, driving Gatsby’s car, runs over and kills Myrtle Wilson. The next day, Tom and Daisy skip town for good. Tom Buchanan Timeline Tom Buchanan is born in 1892 in Chicago, Illinois. Tomgoes to Yale University from 1911 to 1915, where he is a star football player. Daisy marries Tom Buchanan in June 1919. On their honeymoon, he has his first affair. In 1920, Daisy gives birth to Pammy, and the Buchanansmove to France for a year, before coming back to Chicago, and then to East Egg. In the spring of 1922, Tom starts an affair with Myrtle Wilson. In early summer, Nick comes to dinner at Tom and Daisy's house, where Tom praises a recent racist book. On July 2, 1922,Tom takes Nick to meet Myrtle. They go to a Manhattan apartment, to a small party that ends with Tom punching Myrtle in the face for talking about Daisy. In August,Tom meets Gatsby when Tom stops by Gatsby’s in the middle of a horseback ride. Daisy is unwilling to completely renounce Tom, which decimates Gatsby. Daisy decides to stay with Tom. After Daisy, driving Gatsby’s car, runs over and kills Myrtle Wilson, Tom convinces Wilson that the car's driver was actually Gatsby. The next day, Tom and Daisy skip town for good. In October,Nick runs into Tom in Manhattan, where Tom confesses to telling Wilson that Gatsby was driving the car that killed Myrtle. Myrtle Wilson Timeline In 1910, Myrtle marries George Wilson. Myrtle and George move into theapartment above the garage in 1911. In the spring of 1922, Tom starts an affair with Myrtle Wilson. On July 2, 1922,Tom takes Nick to meet Myrtle. They go to a Manhattan apartment, to a small party that ends with Tom punching Myrtle in the face for talking about Daisy. George figures out that Myrtle is having an affair. He locks her in their house until he can get enough money to leave the city. Trying to escape, Myrtle runs out toward Gatsby's car because she thinksTom is driving. Daisy, driving Gatsby’s car, runs over and kills Myrtle Wilson. George Wilson Timeline In 1910, Myrtle marries George Wilson. Myrtle and George move into theapartment above the garage in 1911. In the summer of 1922, George tries repeatedly to convince Tom to sell his car to George so that George can resell it. George figures out that Myrtle is having an affair. He locks her in their house until he can get enough money to leave the city. Daisy, driving Gatsby’s car, runs over and kills Myrtle Wilson, which completely devastates and unhinges George. The next day,GeorgeWilson shoots and kills Gatsby and then himself. What's Next Read our summary of the novel's plot in the order that it happens. Learn the significance behind the novel’s title, itsbeginning, and its ending. Use your newfound understanding of the characters' lives to get more meaning out of our overview of the charactersor dive deeper with our detailed character analyses. Learn the background of and context for the novel in our explanations of the history of the composition of the bookand the biography of F. Scott Fitzgerald. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

The Great Gatsby Essay Example | Topics and Well Written Essays - 750 words - 6

The Great Gatsby - Essay Example This depiction of the stereotypical women roles is especially true in the 1920’s setting of the novel. In the narration of the story, though it is accurate that the males are the central characters, the women serve to help shape them and make the audience appreciate who they are and why they are such. These women, for the most part, appear like they have no control over their lives and that it is the men who give directions and make the decisions. But all of them are gullible to their relationships. Toward the end nobody knows who is playing who. The women seem like tragic characters but the reader does not always feel for them because a lot of it is their fault. The plot becomes interesting as it revolves around the women and how they serve as the anchor of the events. Daisy Buchanan is the central character that binds the whole thing together. She is perhaps the very reason for the creation of Jay Gatsby, a worldly man created by James Gatz to impress her and sweep her off her feet. From their romantic encounter years earlier, Gatz fell in love with Daisy and created an idea of her he could not let go. Daisy’s marriage to Tom Buchanan started off unusually with the latter’s display of wealth and the pearls which she had privately refused saying â€Å"Tell ‘em all Daisy’s change’ her mine. Say ‘Daisy’s change’ her mine!’† (Fitzgerald 83) but thereafter wore as if nothing happened. From the early days of their marriage Tom’s infidelity was already obvious with a chambermaid in his car during an accident just right after their honeymoon. After marriage, Daisy had become a notorious socialite together with her rich husband. â€Å"They moved with a fast crowd, all of them youn g and rich and wild, but she came out with an absolutely perfect reputation† (ibid 84). Myrtle Wilson lives an equally miserable married life comparable to Daisy’s