The Americam Dream Essays - The Great Gatsby, Daisy Buchanan

The Americam Dream ?The American Dream? People may say that the definition of the ?American Dream?, means to be wealthy, others may argue that it means to be healthy. Most people think that it is a combination of both. In the novel ?The Great Gatsby?, Nick Carraway and Jay Gatsby reveal two different meanings to the phrase, ?The American Dream?. Nick's interpretation of the American Dream is based on being healthy and happy. Gatsby's on the other hand is more lenient toward the wealthier aspect. Throughout the entire novel Nick Carraway is known as an honest, trustworthy, loyal, and judgmental type of person. As soon as Nick reaches the age of thirty, he realizes a sense of moral responsibility. He can not tolerate how everything is revolving around money. He is disgusted with the eastern society and now figures out that it is time to leave and move on so that he can be happy. So, he returns to the Middle Western society and fulfills his personal responsibilities. Jay Gatsby is the exact opposite of Nick Carraway. As the novel progressives his attitude towards life does not change and he just becomes more and more selfish. He devotes his life to being with Daisy Buchanan and he thinks that he can only get her to love him if he is rich. He is an extremely romantic character, but definitely falls short in realizing that love can not be bought, it must be there from the start. It is safe to say that Nick is a trustworthy person and that Gatsby is a materialistic person. They each present totally different characteristics and are examples of the established rich and the newly rich. This novel resulted in a man who realized that there is more to life than money, and a man that did not succeed, because he was too caught up in money. The ?American Dream? is definitely a combination of health and wealth. Bibliography the grapes of wrath English Essays

MATHEMATICS Standard Level Essays - Academic Transfer, Free Essays

MATHEMATICS Standard Level Essays - Academic Transfer, Free Essays MATHEMATICS Standard Level M13/5/MATME/SP2/ENG/TZ1/XX/M 16 pages MARKSCHEME May 2013 MATHEMATICS Standard Level Paper 2 2 M13/5/MATME/SP2/ENG/TZ1/XX/M This markscheme is confidential and for the exclusive use of examiners in this examination session. It is the property of the International Baccalaureate and must not be reproduced or distributed to any other person without the authorization of the IB Assessment Centre. 3 M13/5/MATME/SP2/ENG/TZ1/XX/M Instructions to Examiners Abbreviations M Marks awarded for attempting to use a correct Method; working must be seen. (M) Marks awarded for Method; may be implied by correct subsequent working. A Marks awarded for an Answer or for Accuracy; often dependent on preceding M marks. (A) Marks awarded for an Answer or for Accuracy; may be implied by correct subsequent working. R Marks awarded for clear Reasoning. N Marks awarded for correct answers if no working shown. AG Answer given in the question and so no marks are awarded. Using the markscheme 1 General Mark according to scoris instructions and the document Mathematics SL: Guidance for e-marking May 2013. It is essential that you read this document before you start marking. In particular, please note the following. Marks must be recorded using the annotation stamps, using the new scoris tool. Please check that you are entering marks for the right question. If a part is completely correct, (and gains all the must be seen marks), use the ticks with numbers to stamp full marks. If a part is completely wrong, stamp A0 by the final answer. If a part gains anything else, it must be recorded using all the annotations. All the marks will be added and recorded by scoris. 2 Method and Answer/Accuracy marks Do not automatically award full marks for a correct answer; all working must be checked, and marks awarded according to the markscheme. It is generally not possible to award M0 followed by A1, as A mark(s) depend on the preceding M mark(s), if any. An exception to this rule is when work for M1 is missing, as opposed to incorrect (see point 4). Where M and A marks are noted on the same line, eg M1A1, this usually means M1 for an attempt to use an appropriate method (eg substitution into a formula) and A1 for using the correct values. Where there are two or more A marks on the same line, they may be awarded independently; so if the first value is incorrect, but the next two are correct, award A0A1A1. Where the markscheme specifies (M2), N3, etc., do not split the marks, unless there is a note. Once a correct answer to a question or part-question is seen, ignore further working. Most M marks are for a valid method, ie a method which can lead to the answer: it must indicate some form of progress towards the answer. A marks are often dependent on the R mark being awarded for justification for the A mark, in which case it is not possible to award A1R0. Hence the A1 is not awarded for a correct answer if no justification or the wrong justification is given. 4 M13/5/MATME/SP2/ENG/TZ1/XX/M 3 N marks If no working shown, award N marks for correct answers. In this case, ignore mark breakdown (M, A, R). Do not award a mixture of N and other marks. There may be fewer N marks available than the total of M, A and R marks; this is deliberate as it penalizes candidates for not following the instruction to show their working. There may not be a direct relationship between the N marks and the implied marks. There are times when all the marks are implied, but the N marks are not the full marks: this indicates that we want to see some of the working, without specifying what. For consistency within the markscheme, N marks are noted for every part, even when these match the mark breakdown. If a candidate has incorrect working, which somehow results in a correct answer, do not award the N marks for this correct answer. However, if the candidate has indicated (usually by crossing out) that the working is to be ignored, award the N marks for the correct answer. 4 Implied and must be seen marks Implied marks appear in brackets eg (M1). Implied marks can only be awarded if correct work is seen or if implied in subsequent working (a correct final answer does

How Bureaucracy stands in the way Essay Example | Topics and Well Written Essays - 250 words

How Bureaucracy stands in the way - Essay Example Teachers have limited access to technology, instructional resources, materials which aid them in teaching the students. Teaching curriculums in schools remain not fit for the students because teachers don’t have access to engaging curriculums which reaches the international academic requirements (The Broad Foundation, 2013). Inadequate students’ mentors and master teachers also contribute to failure of education. Teachers are not free to reach their heads as well as the students due to bureaucracy. Less attention to students’ needs and complaints is also very common in many schools. The school committee focuses mostly on time spending meetings, struggle for leadership and setting of policies benefiting themselves. In all these undertakings what is affecting the teachers and students is never discussed therefore the low academic achievements. The labor laws and agreements prevent the board members from directly communicating to teachers and students and therefore their problems are never addressed on. In the school systems, the issue of accountability brings a lot of problems as there is conflict of who is responsible of this or that (The Broad Foundation,