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The Great Gatsby Essay
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The Great Gatsby Essay
Materialism tends to cause a form of distraction from true bliss. It is not the possessions themselves that are the problem, but rather how they can affect our core values and principles. If materialism occupies too much of your time and energy, you will never have all you want in any other aspect of life. In The Great Gatsby, for example, there exists a society obsessed with money and leisure that are confident about both because they have everything to show for it. They even go so far as to place their faith in tangible assets instead of intangible attributes such as relationships or honor. This obsession can ultimately cause ruin when true values are no longer important because people begin to care more about what they have than who they know or who they are.
The clock is a symbol in Fitzgerald’s The Great Gatsby. The clock can be compared with Gatsby and Daisy’s history together, as both are old and during this meeting, thought to have been broken well beyond repair. The moment in which Gatsby attempts to catch the clock when he knocks it over is to demonstrate his endeavors in “catching” Daisy after he, in a sense, knocks over their relationship. Overall, a clock is an object that is considered to be useless without the right time, similar to Gatsby and Daisy’s relationship. Due to timing being the primary barrier to a good future with Daisy, Gatsby deems time to be a pivotal matter to settle on his path to achieving his dream. He soon becomes infatuated with the notion of repeating the past by going on to the future as if the present never occurred. Nick, disturbed by Gatsby’s idea informs Gatsby that he cannot repeat the past, bewildered, Gatsby replies by saying: “Can’t repeat the past? Why of course you can! He looked around wildly, as if the past were lurking here in the shadow of his house, just out of reach of his hand” (110). The Gatsby’s house is a symbol in Fitzgerald’s The Great Gatsby. It symbolizes the corruptions of the American dream in the 20s, and it is also symbolic of Jay Gatsby’s pathological obsession with Daisy. He remains absolutely determined to win her back even though he has nothing to offer her. Gatsby is stubborn on his belief that to obtain his dreams he must move backwards to the past from where they originate from, but overlooks the simple rule of time only being able to move forward.
Light is what occurs when energy is added to a photon, a dream is what occurs when efforts and energy are added to an ambition. Fitzgerald mentions a green light at the end of the dock opposite to Gatsby’s various times throughout the story, it was only until the middle of the novel when the readers are aware of what this light sincerely signifies. The light at the end of the dock was actually Daisy’s, and Gatsby looking out toward it every night depicts him looking out towards his dreams, aspirations, and greatest wishes. The first time this light is mentioned was when Nick first notices Gatsby standing on his dock, gazing outward and, “[stretching] out his arms toward the dark water in a curious way, and far as I was from him I could have sworn he was trembling. Involuntarily I glanced seaward-and distinguished nothing except a single green light” (21). Gatsby stood looking perfectly straight, as if though he were an inch away from the face of his dreams looking straight into its eyes. As he comes back to reality, he is hit with the truth of how far away his longings truly are.
In conclusion, Gatsby, no different than any other individual, lives a life directed solely at fulfilling his dreams. In order to achieve these dreams Gatsby resorts directing all his efforts toward them. These actions bring about the main theme in the novel of chasing dreams, which is exhibited through symbols such as time, money, and the green light at the end of the dock. The illustrious novel, A Great Gatsby written by F. Scott Fitzgerald, depicts the life of a mysterious man named Jay Gatsby and his endeavors in pursuing his most vital dream, the woman he loves, Daisy Buchanan. Unfortunately, for Gatsby, a reaction of unlucky events occur just as Gatsby almost accomplishes his dreams. Gatsby lived a promising and fulfilling life spent following his desires, carefully plotting out the steps to take on his path of dreams, sadly, he was unaware of the factors he could not account for.
Work cited
Fitzgerald, F. Scott. The Great Gatsby. Scribner, 2004.
Heart structure and a little physiology (2)
Heart structure and a little physiology
Goals: Our goal is to advance understanding of contrivances of basic cardiovascular regulation to care the development of new treatments and insights into medical therapies.
1.Know the locations of the structures listed
2.Know the function/description of the following structures
3.Be able to trace the path of blood through the heart.
4. Answer questions after doing online exploration.
You will use pictures of our heart models to do this exercise. Not all the structures are shown on all the views, so if you can’t find something go to another model. Also, there are more numbers listed than structures listed so you will not use all the numbers,
Parts 1 and 2 Lab report: Please put the number of each structure as shown in the pictures in front of the word and write the function or description after the word. (Shown in red below. )
The endocardium and right coronary arteries are not shown by a number on the models. The numbers are the actual numbers that you would see on the model. Superior vena cava –
Left common carotid artery (7)- Left common carotid ascends directly from the arch of Aorta as a HYPERLINK “http://www.meddean.luc.edu/lumen/meded/radio/curriculum/Pulmonary/Image80a.jpg” second branch.its function is to supply Major portion of blood to the head and neck regions.
Aortic arch (9)- The aortic arch is the share of the key artery that bends amongst the ascending and descending aorta. It leaves the heart and rises, then inclines back to create the arch. The aorta allocates blood from the left ventricle of the heart to the rest of the body Parts.
Pulmonary trunk (12)- it pumps blood from the right ventricle during artial ventricular diastole
Right pulmonary veins (18)- its function is to collect blood from the right lung and vice versa.
Left pulmonary veins (28)- allow passage of oxygenated blood from the HYPERLINK “https://www.thoughtco.com/anatomy-of-the-lungs-373249” lungs to the heart.
Inferior vena cava (21)- it is large vein that carries de-oxygenated blood from the lower body to the heart.
Right atrium (23) – The right atrium includes one of the four chambers of the heart. It pumps deoxygenated blood into the pulmonary veins around the lungs.
Right ventricle (73)- it is the chamber within the heart that is responsible for pumping oxygen-depleted blood to the lungs.
Left atrium (11)- Its primary roles are to act as a farm chamber for blood returning from the lungs and to act as a pump to transport blood to other areas of the heart.
Left ventricle (24)- Pumps oxygenated blood from lungs to body
Apex (20)- is responsible for variable ventricular reduction and sending and getting information signs from the heart’s atrial nodes.
Right coronary artery (56)- The right coronary artery explicitly provides blood to the right atrium, heart ventricles, and the cells in the right atrial wall, which are named the sinoatrial node
Left coronary artery(4) – left coronary artery and it’s a division that supply bulk of oxygenated blood to ventricular myocardium, and additionally to the left atrium, left atrial appendage, pulmonary artery, and aortic root
Tricuspid valve (36)– it creates the boundary amongst the right ventricle and the right atrium.
Endocardium(34) – it is the tissue that lines the innermost HEART, made up of epithelial cells. It also protects the heart valves, providing a smooth surface that offers no occasion for blood cells to stick to it as they badge through the heart.
Pulmonary semilunar valve(28)- it prevent back flow of blood into the right ventricle while being passed away to the lungs by the pulmonary artery for oxygenation.
Bicuspid (mitral) valve(58)- the function of the bicuspid valve is to regulate the flow of blood in one direction through the left side of the heart, particularly in respect to preventing any blood from bring up back into the lungs.
Aortic semilunar valve(70) – The aortic valve is the valve between the left ventricle and the aorta. Its main function is two- fold.
Sinoatrial node70)- it acts as a pacemaker, groups the rate and control at which cardiac muscle cells contract. The pacemaker is influenced by nerves, hormones, body temperature.
Atrioventricular node(59)- it is one of the main parts of the cardiac electrical conduction system, which regulates heart rate and rhythm
pictures of the models:
HYPERLINK “https://mr.learn.minnstate.edu/d2l/tools/LMS/quicklink.asp?ou=415229&type=content&rCode=A34CA89F-910D-4B74-A5DD-6D6B0D8A8FCB” t “_blank”heart anterior
HYPERLINK “https://mr.learn.minnstate.edu/d2l/tools/LMS/quicklink.asp?ou=415229&type=content&rCode=429F6DC8-023C-408B-9D49-21092D86F7EE” t “_blank”heart interior
HYPERLINK “https://mr.learn.minnstate.edu/d2l/tools/LMS/quicklink.asp?ou=415229&type=content&rCode=0509F954-B83A-4B17-804C-B685873256EC” t “_blank”heart posterior
Go to the following website for more practice at identifying the parts:
HYPERLINK “http://www.gwc.maricopa.edu/class/bio202/cyberheart/hartint0.htm” http://www.gwc.maricopa.edu/class/bio202/cyberheart/hartint0.htm
Part 3 Lab report: Please write a paragraph tracing the path of blood through the heart.
When the heart beats, oxygen-poor blood enters the right atrium through the superior and inferior venae cavae and the coronary sinus. Blood flows from the right atrium into the right ventricle through the open right AV valve, or tricuspid valve. As the right ventricle fills, 70% flow is passive through the relaxed right atrium. When the right atrium contracts, it completes ventricular filling by pushing in the last 30%. Now, when the right ventricle contracts, the tricuspid valve is pushed closed and it prevents backflow of blood into the right atrium. As contraction continues, pressure on blood inside the ventricle rises until the pulmonary semilunar valve is forced open. Blood is propelled into the pulmonary trunk and toward the gas exchange surfaces of the lungs, where oxygen is picked up and carbon dioxide is discharged. The pumping of the right ventricle also forces oxygen-rich blood in the capillaries of the pulmonary circuit toward the left side of the heart within the pulmonary vein.
An Online Exploration of the hearthttp://sln.fi.edu/biosci/heart.html
Part 4 Lab report: Navigate the HYPERLINK “http://sln.fi.edu/biosci/heart.html” t “_blank” website and write the answers to the following:1. What is the largest vessel that is attached to the heart, and what does it do?
Aorta-The aorta is a conduit for oxygenated blood to leave the heart and mingle to the organs and peripheral limbs. 2. What is pulmonary circulation?
It is the share of the circulatory system which transports deoxygenated blood away from the right ventricle of the heart, to the lungs, and gets back oxygenated blood to the left atrium and ventricle of the heart.3. The sound you here when you listen to your heart with stethoscope is actually what?
heartbeat4. Distinguish between systole and diastole phases of the heart.
Diastole is the portion of the cardiac cycle once the heart fill-ups with blood succeeding systole while Systole is the part of the heartbeat when the heart muscle indentures and impels blood from the chambers into the arteries.
5. Distinguish between an artery and a vein. veins carry blood from the nerves of the body back to the heart while artery carry blood away from the heart to the tissues of the body
6. What is a sphygmomanometer?is a machine that measures blood pressure.7. How is hypertension treated?
Taking of high blood pressure drugs to avoid more future complications of the disease. HYPERLINK “https://www.healthline.com/health/diuretics” Diuretics-help the kidneys get rid of extra water and salt . This reduces the capacity of blood that desires to pass through the blood vessels, and as a outcome, blood pressure goes down8. Name 3 risk factors for hypertension.
Being overweight or obese
The more the weight the more blood flow is required to supply oxygen and nutrients to the tissues. As the capacity of blood dispersed through the blood vessels upsurges, so ensures the pressure inside the arteries.
Too much salt (sodium) in your diet
Too much sodium in the diet can cause body to hold fluid, and can also causes the arteries in the body to narrow. Hence this Both factors rise blood pressure.
Too little potassium in your diet
Potassium helps stabilize the amount of sodium in the cells. Potassium brings the smooth muscle cells in the arteries to contract which cools down blood pressure.
9. What is artherosclerosis?
is a state where the arteries becomes cynical and pointed because of an extreme accumulation of plaque about the vessel wall10. What is electrocardiography?is the method of recording the electrical action of the heart above a era of time using electrodes placed on the skin.11. Describe how angioplasty works?Angioplasty procedures imaging regulation to insert a balloon-tipped catheter into a blocked blood vessel somewhere the balloon is magnified to open the vessel and rally blood flow. It may be done with vascular stenting the assignment of a small wire mesh tube inside the blood container to help keep it open. 12. Why are artificial hearts not an option for permanent replacement of a bad heart?
It cannot be used permanently simply because the body will rejecting it at the end , discerning that it is a extraneous object; such as a disease or bacteria.13. Name two symptoms of a heart attack?
Painful pressure, pressing, fullness or pain in the middle of your chest. It lasts more than a few minutes, or goes away and comes back.
discomfort in one or both arms, the back, neck, jaw or stomach.
Shortness of breath with or without chest distress.
signs such as flouting out in a cold sweat, nausea or dizziness
PSTD in Children
PSTD in Children
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PSTD in Children
Posttraumatic Stress Disorder (PTSD) is a mental condition that develops due to exposure to traumatic events, such as natural disasters, accidents, suicide bombings, terrorist attacks, physical or sexual trauma, and violence (Kolaitis, 2017). Most people tend to encounter one or more of these potentially traumatic occurrences in their lives. However, since children are less capable of protecting themselves and have few coping mechanisms, they are more vulnerable to traumatic events compared to adults (Li et al., 2020). According to Li et al. (2020), a significant number of children who encounter traumatic events experience symptoms of PSTD, with roughly 20% to 30% developing the full disorder in the first six months. Research reveals that PSTD symptoms are expressed differently by different age groups (Pate, 2021). For instance, children below the age of 6 years express PSTD through sleeping issues and distress when they are not near their parents. On the other hand, children between the age of 7 and 11 express PSTD through sleeping issues, absenteeism in school, aggression, impulsive behaviors, or reenactments of their trauma through play (Pate, 2021). PSTD in children may last for years, augment the children’s risk of suffering from other related conditions, and impairs children’s psychosocial functioning in the future (Li et al., 2020). Therefore, there is a need for effective treatment and management of PSTD in children. This paper discusses effective intervention strategies for PSTD in children. Specifically, the paper discusses trauma-focused interventions since they are the most effective forms of psychological treatments.
One effective intervention strategy for PSTD in children is Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) (Cohen et al., 2016). This is an evidence-based therapy that assists children in dealing with the negative effects of trauma, including overcoming harmful behaviors and thoughts, processing their traumatic experiences, and developing appropriate interpersonal and coping skills. Also, TF-CBT entails a treatment component for parents and caregivers to best accomplish the treatment goals for children with PSTD. It allows parents to learn positive parenting, stress management, effective communication, and behavior management skills (Cohen et al., 2016). Usually, TF-CBT’s key components are represented using the acronym PRACTICE, where P stands for psycho-education and parenting, Relaxation (R), Affect regulation (A), Cognitive coping (C), Trauma narration and processing (T), In vivo mastery (I), Conjoint sessions (C), and Enhancing safety and future development (E) (Peters et al., 2021). Different therapeutic components are successively introduced into therapy by sequentially following the acronym along with appropriate clinical cautions. TF-CBT incorporates concepts from humanistic, attachment, and family systems theories. It incorporates cognitive therapy, which seeks to modify an individual’s behavior by changing the perceptions or thoughts of an individual, especially those that lead to inaccurate or unhelpful views of the world. It also includes behavioral therapy, which aims to modify habitual responses to non-dangerous circumstances. Family therapy investigates patterns of relationships among members of a family in order to discover and relieve difficulties. Lastly, the attachment theory stresses the importance of effective parent-child relations (Cohen et al., 2016). TF-CBT has been successfully applied across various settings, including home-based, residential, and hospitals, to treat PSTD among children (Peters et al., 2016).
Another effective intervention strategy for PSTD in children is mindfulness-based interventions (MBIs). Mindfulness entails the awareness of feelings, thoughts, and bodily sensations as well as the surrounding environment (Zhang et al., 2021). Being mindful is characterized by being friendly, open, non-judgmental, kind, compassionate, and accepting. MBIs reduce PTSD by helping the patients to improve their capacity to differentiate between the past and the present. This allows them to minimize the re-experiencing PSTD symptoms (Li et al., 2020). Hopwood and Schutte (2017) further add that MBI provides training on decentering and accepting orientation towards experience. The authors further add that these interventions involve a series of exercises such as mindfulness application in daily situations to help the PSTD victims develop mindfulness capacity. This intervention also improves the victim’s ability to tolerate distressing thoughts, memories, and feelings. This allows children to avoid distressing memories. MBIs also involve training in relaxation and stress reduction (Li et al., 2020).
Lastly, art therapy is an effective intervention strategy for PSTD in children. Art therapy promotes expression and healing. Research reveals that dealing with traumatic memories may be overwhelming and tough and sometimes difficult to express in words (Li et al., 2020). Art therapy assists patients in safely accessing traumatic memory. Li et al. (2020) further add that children are often not in a position to give a detailed description of their traumatic event because of their poor language capacity. Consequently, this makes it challenging for healthcare providers to identify the best interventions for helping these children. In such cases, art therapy has been found to help ameliorate PTSD in children (Ugurlu et al., 2016).Overall, PSTD in children may have adverse effects, including increasing risk of children suffering from other related conditions and impairing their future psychosocial functioning. Thus, it is vital to effectively treat and manage PSTD among children. TF-CBT, which assists children in dealing with the adverse effects of trauma, including overcoming harmful behaviors and thoughts, processing their traumatic experiences, and developing appropriate interpersonal and coping skills, is the most effective intervention strategy for PSTD among children. Other effective intervention strategies for PSTD in children include MBIs and art therapy. MBIs reduce PTSD by helping the patients to improve their capacity to differentiate between the past and the present, while art therapy assists patients in safely accessing traumatic memory.
References
Cohen, J. A., Deblinger, E., & Mannarino, A. P. (2016). Trauma-focused cognitive behavioral therapy for children and families. Psychotherapy Research, 28(1), 47-57. https://doi.org/10.1080/10503307.2016.1208375Hopwood, T. L., & Schutte, N. S. (2017). A meta-analytic investigation of the impact of mindfulness-based interventions on posttraumatic stress. Clinical Psychology Review, 57, 12-20. https://doi.org/10.1016/j.cpr.2017.08.002Kolaitis, G. (2017). Trauma and posttraumatic stress disorder in children and adolescents. European Journal of Psychotraumatology, 8(4), 1-2. https://doi.org/10.1080/20008198.2017.1351198Li, Y., Zhou, Y., Chen, X., Fan, F., Musa, G., & Hoven, C. (2020). Posttraumatic stress disorder in children and adolescents: Some recent research findings. Psychosomatic Medicine. http://dx.doi.org/10.5772/intechopen.92284Pate, K. M. (2021). Understanding Posttraumatic Stress Disorder in Children: A Comprehensive Review. Inquiries Journal, 13(02).
Peters, W., Rice, S., Cohen, J., Murray, L., Schley, C., Alvarez-Jimenez, M., & Bendall, S. (2021). Trauma-focused cognitive-behavioral therapy (TF-CBT) for interpersonal trauma in transitional-aged youth. Psychological Trauma: Theory, Research, Practice, and Policy, 13(3), 313-321. https://doi.org/10.1037/tra0001016Ugurlu, N., Akca, L., & Acarturk, C. (2016). An art therapy intervention for symptoms of posttraumatic stress, depression, and anxiety among Syrian refugee children. Vulnerable children and youth studies, 11(2), 89-102. https://doi.org/10.1080/17450128.2016.1181288Zhang, D., Lee, E. K., Mak, E. C., Ho, C. Y., & Wong, S. Y. (2021). Mindfulness-based interventions: an overall review. British medical bulletin, 138(1), 41-57. https://doi.org/10.1093/bmb/ldab005