Essay on Characters on The Great Gatsby

Daisy Buchanan is a wealthy stunning lady with a voice that is melodious. She’s friendly, easygoing, but difficult to meet. Her inaccessibility transforms her into Gatsby’s target. Still, after all, there had already been a gulf between them: Daisy had already married and had a child before Gatsby finally became wealthy.

The differences in ideals between them also holding the lovebirds apart when Daisy left her husband for Gatsby. Every next chapter of the book crashed through Daisy’s initial picture as an attractive lady, a mom, and a mother. Daisy is a lady who was conceived on her own day, vain and featherbrained. She is quickly excited, for instance, by Gatsby’s mansion’s lavish interior architecture, the large closet he owns, and his apparent grandeur in the eyes of her environment. Gatsby acknowledges that money sounds like the sound of her voice.

Tom Buchanan is an embodiment of one set of them. He is overly selfish, confident in his individuality, projects brute dominance, keeps on to his individualistic beliefs steadily, and is not timid in revealing his arrogance and narrow mentality. Much like his wife, Tom loved being of high status from his birth and gaining substantially from the financial position of his family. That’s why his values are largely determined by being rich and his views on society. The evils of other social divisions and even mortality (like Myrtle Wilson’s death) are secondary concepts for him that are not worthy of his consideration.

The Buchanan couple’s outward elegance is compared with the nastiness within them, their loneliness, and their narcissism. Tom, intrigued by the sparkles of the diamonds, will spend long hours gazing at the shop windows. Yet, he can’t, even for a minute, keep a serious thought.

Essay on Teaching Medical Ethics

Concern over the teaching and learning of medical ethics has evolved over the past 30 years. A “coming of age” process is described in two national reports on the emergence and establishment of medical ethics education and continues today.

Medical ethics literature is often more exhortative than empirical. When based on the qualitative experiences of the writer(s), it does not usually meet the criteria required of qualitative research. Medical schools describe competence in both the scientific aspects of disease and the humanistic aspects of patient care as necessary outcomes, but wide variation exists in the weight and priority given scientific v. humanistic values in the curriculum.

On the other hand, while the literature on medical ethics education is sparse in comparison to medical literature that is disease or technique related, I believe that it must also be noted that biomedical education literature is equally or more limited. No clear consensus exists on the content or the approach best able to imbue students with its desired outcomes. For example, several studies found that pre-clerkship ethics instruction that was illness-specific (e.g. AIDS) and provided identification of personal support systems for the medical student was effective in minimizing or avoiding concerns that resulted in discrimination and bias when providing treatment. Unfortunately, “new” illnesses cannot be anticipated.

Nor can new technologies that will raise ethical questions about existing illnesses or evolving support methods such as internet support groups. It is important to identify and minimize existing problems, but a problem for medical ethics education is that it must also be proactive toward fixture actions. It must also identify ways to successfully prepare future physicians to deal with new issues that arise over the course of their careers. Prior to 1967 when an ethics program was instituted at Pennsylvania State University College of Medicine, neither medical ethics nor medical humanities existed as a field of study.

Initially, most medical schools began formal instruction in ethics by incorporating ethics content into the professional curriculum as units of other courses. The current trend is for schools to require separate courses in medical ethics in increasing numbers. However, no consensus exists on this trend or the other options. Should medical ethics education support the trend away from an embedded approach? Is it better to incorporate specific classes on medical ethics into existing basic medical course plans?

Essay on History of Coaching

Turbulent economic environments generate changes in the way business is performed. Such turbulence was experienced at the dawning of the 20th century. That turbulence brought demand for expansion in both production and productivity in the United States. At that time, Frederick Taylor had been, since 1875, working on scientific management techniques. These were the techniques that would be used to fulfill that demand for production and productivity.

By 1900, Taylor had commenced work on his book, The Principles of Scientific Management, which was published in 1915. In the late 1920s and early 1930s, the world was going through a devastating depression. One company, in particular, was searching for assistance to survive the depression. Studebaker had a monumental problem: insufficient car sales. Studebaker’s management decided the sales group with the assistance of a coach could expand car sales, thus strengthening chances for surviving the devastating depression. Studebaker Corporation was located in South Bend, Indiana, and so was Notre Dame University with a winning football coach.

Studebaker turned to Notre Dame for assistance, and that assistance was found in Knut Rockne. Studebaker negotiated a contract with Rockne on May 1, 1928, to expedite the transformation of car sales. Rockne had been building successful football squads for years; he apparently understood methods and psychology needed to make an organization function. Rockne characterized the manager’s job as that of designating, preparing, guiding, encouraging, and compensating employees. Similarly, he characterized the coach’s job as designating, preparing, guiding, and encouraging football players during the final year, 1932, of Rockne’s life, Studebaker made him head coach of a sales management team.

One manifestation of his coaching strategy was illustrated by the directive that all sales managers of agencies were expected to be competitors for the main string position. In the 1950s, again, a sluggish economy brought demand for assistance to the industrial arena. Successively, articles began appearing in periodicals about the coaching process. One attempt to investigate coaching as a management process was illustrated in the 1958 work of Mace and Mahler.

They envisioned coaching as a deserving and obtainable management skill. In the late 1970s, American corporations began to realize that their market share was being lost, a substantial amount to Japan and assistance was necessary if the market position was to be maintained or regained. Once again, attention shifted to the human resource elements within organizations.

Essay on The human needs of a person

A human being is a creature with endless needs and wishes. Until and unless we are provided with these resources, the human-self is not happy and cannot operate properly. In the history, we have seen examples of people who created a civilization of their own to meet their needs. Even the tiniest and menial things were used to gain from, and make new and improved things. Human beings are materialistic and they require sufficient resources to satisfy their inner desires and basic needs. Continue reading “Essay on The human needs of a person”