The Great Depression Was The Worst Economic Slump Ever In U.S. Essays

The Great Depression was the worst economic slump ever in U.S. history, and one which spread to virtually all of the industrialized world. The depression began in late 1929 and lasted for about a decade. Many factors played a role in bringing about the depression; however, the main cause for the Great Depression was the combination of the greatly unequal distribution of wealth throughout the 1920's, and the extensive stock market speculation that took place during the latter part that same decade. The maldistribution of wealth in the 1920's existed on many levels. Money was distributed disparately between the rich and the middle-class, between industry and agriculture within the United States, and between the U.S. and Europe. This imbalance of wealth created an unstable economy. The excessive speculation in the late 1920's kept the stock market artificially high, but eventually lead to large market crashes. These market crashes, combined with the maldistribution of wealth, caused the American economy to capsize. The "roaring twenties" was an era when our country prospered tremendously. The nation's total realized income rose from $74.3 billion in 1923 to $89 billion in 1929(end note 1). However, the rewards of the "Coolidge Prosperity" of the 1920's were not shared evenly among all Americans. According to a study done by the Brookings Institute, in 1929 the top 0.1% of Americans had a combined income equal to the bottom 42%(end note 2). That same top 0.1% of Americans in 1929 controlled 34% of all savings, while 80% of Americans had no savings at all(end note 3). Automotive industry mogul Henry Ford provides a striking example of the unequal distribution of wealth between the rich and the middle-class. Henry Ford reported a personal income of $14 million(end note 4) in the same year that the average personal income was $750(end note 5). By present day standards, where the average yearly income in the U.S. is around $18,500(end note 6), Mr. Ford would be earning over $345 million a year! This maldistribution of income between the rich and the middle class grew throughout the 1920's. While the disposable income per capita rose 9% from 1920 to 1929, those with income within the top 1% enjoyed a stupendous 75% increase in per capita disposable income(end note 7). A major reason for this large and growing gap between the rich and the working-class people was the increased manufacturing output throughout this period. From 1923-1929 the average output per worker increased 32% in manufacturing(end note 8). During that same period of time average wages for manufacturing jobs increased only 8%(end note 9). Thus wages increased at a rate one fourth as fast as productivity increased. As production costs fell quickly, wages rose slowly, and prices remained constant, the bulk benefit of the increased productivity went into corporate profits. In fact, from 1923-1929 corporate profits rose 62% and dividends rose 65%(end note 10). The federal government also contributed to the growing gap between the rich and middle-class. Calvin Coolidge's administration (and the conservative-controlled government) favored business, and as a result the wealthy who invested in these businesses. An example of legislation to this purpose is the Revenue Act of 1926, signed by President Coolidge on February 26, 1926, which reduced federal income and inheritance taxes dramatically(end note 11). Andrew Mellon, Coolidge's Secretary of the Treasury, was the main force behind these and other tax cuts throughout the 1920's. In effect, he was able to lower federal taxes such that a man with a million-dollar annual income had his federal taxes reduced from $600,000 to $200,000(end note 12). Even the Supreme Court played a role in expanding the gap between the socioeconomic classes. In the 1923 case Adkins v. Children's Hospital, the Supreme Court ruled minimum-wage legislation unconstitutional(end note 13). The large and growing disparity of wealth between the well-to-do and the middle-income citizens made the U.S. economy unstable. For an economy to function properly, total demand must equal total supply. In an economy with such disparate distribution of income it is not assured that demand will always equal supply. Essentially what happened in the 1920's was that there was an oversupply of goods. It was not that the surplus products of industrialized society were not wanted, but rather that those whose needs were not satiated could not afford more, whereas the wealthy were satiated by spending only a small portion of their income. A 1932 article in Current History articulates the problems of this maldistribution of wealth: "We still pray to be given each day our daily bread. Yet there is too much bread, too much wheat and corn, meat and oil and almost every other commodity required by

Canteen Services Essays

Canteen Services Essays Canteen Services Essay Canteen Services Essay The issue is as to the status of an employee of Unit Run Canteen in Armed Forces. 3. Appellant Shri R. R. Pillai was recruited as Airman in the Indian Air force on 7. 10. 1967 and was discharged from service on 31. 10. 1988 as Junior Warrant Officer as he sought for premature retirement from service. Before his discharge he had been looking after the affairs of the Unit-Run-Canteen (in short the `URC). After discharge he was engaged as Manager of URC at Southern Air Command on an honorarium of Rs. ,000/-P. M. w. e. f 1. 2. 1989. Para 6 of the appointment letter clearly stated that the appointment was governed by the terms and conditions as laid down in Air HQ letter No. 20728/P/Org dated 31st January, 1984 issued under the relevant Regulations. The terms and conditions of service of canteen employees are covered by the rules called The Rules regulating the Terms and Conditions of Service of Civilian Employees of Air Force Unit Run Canteen paid out of Non Publi c Funds. 4. According to the appellant the view taken in Mohd Aslams case (supra) is the correct view, it is stated that even if Canteen Store Department (in short the `CSD) was not the source of funding, other parameters clearly cover the employees in question of Government service. 5. Reference is made to certain decisions to support the stand, e. g. , Kona Prabhakara Rao v. M. Seshagiri Rao and Anr. (1982 (1) SCC 442 (para 9) and Satrucharla Chandrasekhar Raju v. Vyricherla Pradeep Kumar Dev and Anr. (1992 (4) SCC 404 at 412). Even if full funding is not there partial funding by quality discount is there which is the test for determining as to which employee is a government servant. Reference is also made to certain subsequent decisions in which Aslams case (supra) has been referred to. It is pointed out that on the date the OAs were decided, Aslams case (supra) was applicable and therefore de facto doctrine would apply. In any event, it is stated that Rule 24 cannot take out the benefits in the manner done. The High Court had not considered the challenge to Rule 24. It is pointed out that the decision which has been given can only be re-considered for compelling reasons and the view taken in Aslams case (supra) is a possible view. In any event, the appointing body is an instrumentality of State and, therefore, Articles 14 and 16 of the Constitution of India, 1950 (in short the `Constitution) are applicable. With reference to Section 23 of the Indian Contract Act, 1923 (in short the `Contract Act) it is stated that Section 23 of the Contract Act clearly prohibits the appointments in the manner done. 6. Learned counsel for the Union on the other hand submitted that Aslams case (supra) proceeded on erroneous factual basis. It proceeded on the basis as if the canteen or the establishment in question was funded by the CSD. The issue is not whether it is an instrumentality of the State. Issue is whether the concerned employees are government employees. It is submitted that Union of India and Anr. v. Chote Lal (1999 (1) SCC 554) clearly applies to the facts of the case. 7. It is submitted that unit run canteen is amenable to Shops and Commercial Establishments Statutes because the appointment cannot be made dehors the Rules. There is no prescribed qualification or age limit. Similarly there is no grade or cadre. Therefore, it cannot be said that the concerned employees are holders of civil posts. 8. In the case of Aslams case (supra) a Bench of this court proceeded on incorrect factual premises inasmuch as after noticing that the URCs are not funded from the Consolidated Fund of India, it went wrong in concluding that the URCs are funded by CSD as well as the articles were supplied by the CSD. Unfortunately, it did not notice that no such funding is made by the CSD. Further, only refundable loans can be granted by the CSD to URCs at the rate of interest laid down by it from time to time upon the application of URCs seeking financial assistance. URCs can also take from other Non- Public Funds. Further observation regarding supply is also not correct. URCs, in fact, purchase articles from CSD depots and it is not an automatic supply and relation between URCs and CSDs is that of buyer and seller and not of principal and the agent. This Court further went wrong in holding that URCs are parts of CSDs when it has been clearly stated that URCs are purely private ventures and their employees are by no stretch of imagination employees of the Government or CSD. Additionally, in Aslams case (supra) reference was made to Chandra Raha and Ors. V. Life Insurance Corporation of India (1995 Supp (2) SCC 611). The Bench hearing the matter unfortunately did not notice that there was no statutory obligation on the part of the Central Government to provide canteen services to its employees. The profits generated from the URCs are not credited to the Consolidated Funds, but are distributed to the Non Public Funds which are used by the units for the welfare of the troops. As per para 1454 of the Regulations for the Air Force, 1964 the losses incurred by the non public funds are not to be borne by the State. 9. The factors highlighted to distinguish Chotelals case (supra) in our considered opinion are without any material. There was no scope for making any distinction factually between Aslams case (supra) and Chotelelals case (supra). In our view, therefore, Aslams case (supra) was not correctly decided. 10. The question whether the URC can be treated as an instrumentality of the State does not fall for consideration as that aspect has not been considered by CAT or the High Court. Apparently, on that score alone we could have dismissed the appeal. But we find that the High Court placed reliance on Rule 24 to deny the effect of the appointment. From Rule 4 read with Rule 2 it is clear classification that all employees are first on probation and they shall be treated as temporary employees. After completion of five years they might be declared as permanent employees. They do not get the status of the Government employees at any stage. In Aslams case (supra) CATs order was passed in 1995. By that time 1999 Rules were not in existence and 1984 rules were operative. 11. It is to be noted that financial assistance is given, but interest and penal interest are charged. The URCs can also borrow from financial institutions. The reference is answered by holding that employees of URCs are not government servants. 12. The High Court has come to an abrupt conclusion about validity of Rule 24, distinguishing the decision of this Court in Delhi Transport Corporation v. D. T. C. Mazdoor Congress and others (AIR 1991 SC 101). Present appellant had questioned validity of Rule 24. High Court should have considered that challenge in the proper perspective. But it is not necessary to examine that question as the original employee R. R. Pillai has already expired. But, in the peculiar facts of the case we direct that a sum of Rs. 2 lakhs be paid to his legal representatives within a period of three months in full and final settlement of all his claims. 13. The applications for intervention are dismissed. 14. This order shall operate in respect of the appeal filed by the deceased through his legal heirs and other appeals by the Union of India. 15. The appeals are disposed of accordingly.

How to Conjugate the Verb Vedere in Italian

How to Conjugate the Verb Vedere in Italian Vedere Can Be Defined As To seeTo look atTo meetTo visitTo consultTo go overTo checkTo find outTo grasp What to Know About â€Å" Vedere† It’s an irregular verb, so it doesn’t follow the typical -ere verb ending pattern.It’s a transitive verb, so it takes a direct object.The infinito is â€Å"vedere.†The participio passato is â€Å"visto.†The gerund form is â€Å"vedendo.†The past gerund form is â€Å"avendo visto.† Indicativo/Indicative Il presente io vedo noi vediamo tu vedi voi vedete lui, lei, Lei vede essi, Loro vedono Ad esempio: Ti vedo bene. - You look good.Dalla sua finestra si vede il mare. - From her window you can see the sea. Il passato prossimo io ho visto noi abbiamo visto tu hai visto voi avete visto lui, lei, Lei, ha visto essi, Loro hanno visto Ad esempio: Ho visto Giulia al bar. - I saw Giulia at the cafe.Questo film l’abbiamo gi visto. - We have already seen this movie. L’imperfetto io vedevo noi vedevamo tu vedevi voi vedevate lui, lei, Lei vedeva essi, Loro vedevano Ad esempio: Lui vedeva il mondo come un posto magico. - He saw the world as a magical place.Col sole in faccia non vedevo niente. - With the sun in my face I couldn’t see anything. Il trapassato prossimo io avevo visto noi avevamo visto tu avevi visto voi avevate visto lui, lei, Lei aveva visto essi, Loro avevano visto Ad esempio: Non avevo mai visto uno struzzo prima d’ora. - I had never seen an ostrich before now.Vi avevo visti insieme in piazza. - I had seen you together in the middle of the square. Il passato remoto io vidi noi vedemmo tu vedesti voi vedeste lui, lei, Lei vide essi, Loro videro Ad esempio: La vide e si innamorà ² subito, era un colpo di fulmine! - He saw her and fell in love right away, it was love at first sight!Quel Natale i bambini videro per la prima volta Babbo Natale! - On that Christmas, the children saw Santa Claus for the first time! Il trapassato remoto io ebbi visto noi avemmo visto tu avesti visto voi aveste visto lui, lei, Lei ebbe visto essi, Loro ebbero visto TIP: This tense is rarely used, so don’t worry too much about mastering it. You’ll find it in very sophisticated writing. Il futuro semplice io vedr noi vedremo tu vedrai voi vedrete lui, lei, Lei vedr essi, Loro vedranno Ad esempio: Chi vivr, vedr. - Who will live, will see. (Figuratively: time will tell) Il futuro anteriore io avr visto noi avremo visto tu avrai visto voi avrete visto lui, lei, Lei avr visto essi, Loro avranno visto Ad esempio: Mi avrai visto nella zona. - You must have seen me around the neighborhood. Congiuntivo/Subjunctive Il presente che io veda che noi vediamo che tu veda che voi vediate che lui, lei, Lei veda che essi, Loro vedano Ad esempio: È importante che non ci veda insieme. - It’s important that she doesn’t see us together.Assicurati che vedano bene! - Make sure they can see clearly! Il passato io abbia visto noi abbiamo visto tu abbia visto voi abbiate visto lui, lei, egli abbia visto essi, Loro abbiano visto Ad esempio: Sembra che tu abbia visto una fantasma. - It seems like you saw a ghost. L’imperfetto io vedessi noi vedessimo tu vedessi voi vedeste lui, lei, egli vedesse essi, Loro vedessero Ad esempio: Vorrei che tu vedessi questo panorama. - I wish that you could see this view.Se i nonni vedessero come sei cresciuto! - If grandpas could see how grown up you are! Il trapassato prossimo io avessi visto noi avessimo visto tu avessi visto voi aveste visto lui, lei, Lei avesse visto essi, Loro avessero visto Ad esempio: Se ti avessi visto, sarei rimasto. - If I had seen you, I would have stayed.Se avessi visto il cartello non mi saresti venuto addosso! - If you had seen the sign you wouldn’t have crushed into me! Condizionale/Conditional Il presente io vedrei noi vedremmo tu vedresti voi vedreste lui, lei, Lei vedrebbe essi, Loro vedrebbero Ad esempio: Se ti desseha dato una possibilit, vedrebbe che sei un uomo fantastico. - If she gave you a chance, she would see that you’re a fantastic guy. Il passato io avrei visto noi avremmo visto tu avresti visto voi avreste visto lui, lei, egli avrebbe visto essi, Loro avrebbero visto Ad esempio: Ti ho detto che l’avrei visto. - I told you that I would see him.Se foste venuti avreste visto uno spettacolo indimenticabile! - If you came you would have seen an unforgettable show!

The Effect of Light Intensity on the Abundance of White Clover Coursework

The Effect of Light Intensity on the Abundance of White Clover - Coursework Example The intention of this study is white clover (Trifolium repens) - a perennial, low growing plant with trifoliate leafs consisting of three oval shaped leaflets, normally found in grasslands. It is very common, and is prevalent in lawns and pasture. It is often considered a weed, and as such there are many commercially available options for controlling it, such as the use of weed killers. However, one problem with controlling the growth of clover in this way is that it also has effects on any other plants that are growing in the same area, which may be undesirable. The role of white clover is not always a negative one. It is an important species in much of the world as a consequence of its ability to grow alongside grass, producing pastures in which both species are present. It has the ability to fix atmospheric nitrogen, which enhances the growth of the grass species. White clover is often used to suppress the growth of weeds while allowing the growth of desired crops such as mustard. As a consequence, the factors which control the growth of clover are important to understand, whether the desire is to enhance or repress the growth of the species. One important factor in the growth of any species is the availability of light. Plants produce nutrients for growth and reproduction through the process of photosynthesis. This process occurs within chloroplasts which are present in plant cells, but not in animal cells. . The amount of sunlight required for the maximum level of growth and reproduction differs between species of plants. This can be illustrated by the concept of ecological succession. Here, a community progresses from one form into one that is different in both structure and composition over a significant period of time. Succession occurs either through creating a community in a new unoccupied habitat, or following a disturbance. In both cases the first step is the recruitment of plants that thrive under high light conditions. These are often called the p ioneer species, and are often grass-like species. Pioneer species are generally intolerant of shade and are eventually outcompeted by species that are more shade-tolerant, i.e. require less light in order to grow . As a consequence the presence of clover inhibits the growth of some species which require high levels of light, and facilitates the growth of haters that are tolerant of shade. It is likely that the same applies of clover itself. White clover has been shown to respond differently to the quality of light that it was grown under in the laboratory , so it is likely the amount of light would have some effect on white clover growth in the natural environment. The aim of this study was to use a naturally varying range of light to determine whether the amount of light available had any effect on the abundance of white clover. Plan Hypothesis: There will be a significantly positive relationship between available light and the abundance of white clover. This is because of the incr eased amount of light that is available to the clover as it emerges from the tree canopy allows for increased growth and hence increased abundance, while under the canopy the lack of light decreases

F1 case Studay answering some questions using some markiting Assignment - 1

F1 case Studay answering some questions using some markiting methodology - Assignment Example All Ferrari cars are red in colour representing Italy’s national colour. The factory at Maranello is a state of the art infrastructure and is an up-to-date facility. Ferrari cars have always been low on displaying their sponsors logo and names. Being one of the oldest companies in the business Ferrari has had its share of ups and downs. The journey has not been a smooth one for Ferrari. New Zealander Bruce McLaren, who was a F1 driver himself, founded by McLaren in 1966. McLaren registered its first victory in 1968 but the true dominance of McLaren was in the late 1980s and early 1990s. The domination was such that McLaren won 15 out of the 16 races in a year in the period. Williams was founded by Frank Williams and again Frank too was a driver. Williams lead the technological development in F1 that was triggered in the early 1990s. William dominated F1 from 1992 – 1994. 1975 – 1978 was a great time for Ferrari as it dominated F1. Ferrari bagged both drivers and constructors world championship in 1975 and followed it up with the constructors championship in 1976. The tragic accident of Lauda which kept him away from action for nearly 6 weeks was the reason that Ferrari could not get the drivers’ championship in 1976. Ferrari won both drivers and constructors championship in 1977, and the drivers’ championship in 1978. During this period Ferrari made few changes to its structure. Montezemolo was promoted to head the entire motorsport operations of Fiat, while Danielle Audetto was made Ferrari’s sporting Director. The strategy here was to replicate the success of Ferrari with Fiat. This strategy backfired as Audetto was not able to fill in the shoes of Montezemolo. He failed to develop a strong relationship with the lead driver and the design team. This eventually led to Lauda moving out of Ferrari. Also during this time, Ferrari became complacent and adopted a short-termed focused strategy wherein it tried to develop their

Tools and Decision Making for Ongoing Performance Essay Example for Free

Tools and Decision Making for Ongoing Performance Essay In this presentation, Learning team B will discuss common problems encountered in the hospital, ways in which decisions are made dealing with risk and quality management issues. We will provide a scenario and give our advice on how to decrease the transmission of hospital acquired infections. Then we will discuss challenges the team faced while completing this assignment. Encountered problems with Hospital Decision Making (Felicia) Acquired Information for Decision Making (Felicia) Common Decision Making Tools (Felicia)Â  Challenges that may be encountered in risk and quality management (Mom) Waiting until the last minute and then not having enough time to make an informed decision is not only a risk in any organization; it is a quality issue also. When individuals are rushed they tend to make mistakes or overlook important information that may be needed to make decisions. If one misses important information the quality of service may be affected. Not using a well thought out method to when decision making may lead to the wrong action or measure being taken. For example, if a nurse has a patient with a pressure ulcer and the nurse has no guideline or routine that is enforced for this type of pressure ulcer then the treatment that the nurse gives may not be the best for the patient. When one makes a decision one must use the information available to make the best possible decision for the best outcome. If the information available is not accurate then the wrong decision could be made. This is not only a risk but it may decrease the quality of the organization as well. Strategies that should be adapted to improve ongoing performance (Sonya) One can measure the quality of health care by observing its structure, processes, and outcomes. Structure measures assess the accessibility, availability, and quality of resources, such as health insurance, bed capacity of a hospital, and number of nurses with advanced training. Process measures assess the delivery of health care services by clinicians and providers, such as using guidelines for care of diabetic patients. Outcome measures indicate the final result of health care and can be influenced by environmental and behavioral factors. Examples include mortality, patient satisfaction, and improved health status. Decision making process tools (Mar) FMEA- A step-by-step approach for identifying all possible failures in a product or service. Best used to take actions to eliminate or reduce failures. Flow Chart- A picture of separate steps of a process in sequential order. This is used to study a process for improvement. To communicate to others how a process is done. Cause–and-effect diagram- A tool that helps identify, sort, and display possible causes of a specific problem or quality characteristic. It graphically illustrates the relationship between a given outcome and all factors that influence the outcome. Helps determine the root causes of a problem or quality characteristic using a structured approach. Increases knowledge of the process by helping everyone to learn more about the factors at work and how they relate. Check sheet- A structured, prepared form for collecting and analyzing data. A generic tool that can be adapted for a wide variety of purposes. When collecting data on the frequency or patterns of events, problems, defects, defect location, defect causes, etc. Control chart- A graph used to study how processes change over time. When determining whether your quality improvement project should aim to prevent specific problems or to make fundamental changes to the process. Histogram: Most commonly used graph to show frequency distributions. Frequency distributions show how often each different value in a set data occurs. When analyzing whether a process can meet the customers requirements. When seeing whether a process change has occurred from one time period to another. When you wish to communicate the distribution of data quickly and easily to others. Pareto chart: A bar graph. The lengths of the bars represent frequency or cost (time or money) and are arranged with longest bars on the left and shortest on the right. The chart visually depicts which situations are more significant. When there are many problems or causes and you want to focus on the most significant. Analyzing broad causes by looking at their specific components. Run chart: Display process performance over time. Detect special causes of variations. * Scatter diagram: Graphs pairs of numerical data with one variable on each axis, to look for a relationship between them. If the variables are correlated, the points will fall along a line or curve. The better the correlation the tighter the points will hug the line. When numerical data is paired. When your dependent variable may have multiple values for each value of your independent variable. When trying to figure out whether two variables are related. Scenario (Sonya) ABC organization has noticed an increase in patients who have acquired infections while receiving care and service. In fact, there seems to be so many different types of infections that the organization does not know where to start. With your guidance, the organization will be able to identify infections and the number of infections per category throughout the facility to determine the vital few and focus their efforts on the few areas that will bring about the greatest return on investment of time and effort. The organization needs to identify which infections affect the most patients. Information needed (mom) This is a check sheet that shows what information is needed to identify the types of infections that are being acquired in the hospital. One the infection is identified then one must find the prevalence of the infection. Who is being infected, how are they being infected, how to treat the infection and so on and so forth. This check sheet will let the hospital know all the information needed to decrease the rate of infections. Why the process (MAR) The check sheet is one of the tools of choice because it enables the hospital to find out which patients are affected, when and where the infection may be coming from and other information needed to stop the spread of infection. A cause-and-effect diagram was chosen because it shows the cause of infections so that we can come up with a plan and enforce current plans to decrease the likely hood that the infection will occur. The Pareto Chart gives the hospital a way to tract the infection and how much the infections will cost the hospital. Decision (Mom) The reason that we have chosen each process is because these processes give the hospital a way to identify the types of infection and the ways in which the infections are being transported to the patients. They will identify which units are having the most infection rates so that we will know who needs reinforcement with infection control. This will track what infections are occurring so that infection control policies can be updated in a timely fashion to help minimize infection occurrence. Changes (MAR) Changes of the results that we are finding include but are not limited to the decrease of nosocomial infections. They will make the staff more aware of infection control. This will also give the hospital ample opportunity to retrain staff that are not up to par or are noncompliant with infection control policies. Explanation (Mom) Quality of service is a major issue in health care. The plans that are in place are meant to identify infections. Identify units that are most affected. The patients are our main priority. This will tell us what type of patients are more likely to get the infection. We want to decrease the number of infections that occur by reinforcing the infection control policies. This will increase patient safety and patient satisfaction which will save the hospital money in the long run. Challenges (Mar)Â  The challenges that our team faced while completing the assignment were time restraints. We all have different schedules and time availability. We have learned to adapt so that the assignment is completed in a timely fashion. We also realized that we need to communicate precisely what each of our parts in assignment should be. The most important thing that we found challenging was interpreting what exactly the assignment requirements were. We will be sure to make sure we ask questions if we need clarification in the future.

Creating Sympathy for The Great Gatsby Essay examples -- F. Scott Fitzg

Creating Sympathy for The Great Gatsby      Ã‚  Ã‚  Ã‚   In the text, The Great Gatsby, the author, F. Scott Fitzgerald leads us to sympathize with the central character of the text, Jay Gatsby. Fitzgerald evokes our sympathy using non-linear narrative and extended flashbacks as well as imagery, characterization and theme. Through these mediums, Fitzgerald is able to reveal Gatsby as a character who is in an unrelenting pursuit of an unattainable dream. While narrative and imagery reveal him to be a mysterious character, Gatsby's flaw is his ultimate dream which makes him a tragic figure and one with which we sympathize.    In the opening pages of the text, we are introduced to the main characters through the believable and trustworthy narrative of Nick Carraway. We discover that Nick is a moral character who is disenchanted with society after returning from the East. Throughout the text, Fitzgerald uses Nick's narrative to guide our response to the central character of the text, Gatsby, whom Nick states, "represents everything for which I have unaffected scorn." Nick's narrative also reveals the weak and shallow characters of Tom and Daisy. Nick's ability to recognise this emptiness and compare it with Gatsby through imagery shows the effectiveness of Nick's narrative. The strong image of Gatsby reaching out toward the green light can be juxtaposed to Tom and Daisy whom Nick describes as being "careless people." Nick's references to Daisy's voice and his attraction to her voice as "glowing and singing", emphasises that we can trust him as a narrator as he too is vulnerable to temptation and worldly beauty. This concept of Nick being a character that is "within and without" leads us to trust him as he does... ...athy by depicting Gatsby as isolated and betrayed by a society that is shallow and incapable of morality. Throughout the text, Fitzgerald uses the mentioned mediums to effectively evoke our sympathy toward the central character in the text, Gatsby.    Works Cited and Consulted: Berman, Ronald. "The Great Gatsby" and Fitzgerald's World of Ideas. Tuscaloosa: U of Alabama P, 1997. Chambers, John B. The Novels of F. Scott Fitzgerald. London: Macmillan/New York: St Martin's P, 1989.   deKoster, Katie, ed. Readings on "The Great Gatsby." San Diego: Greenhaven, 1998.   Fitzgerald, F. Scott. The Great Gatsby. New York: Charles Scribner's Sons, 2004. Higgins, John A. F. Scott Fitzgerald: A Study of the Stories. New York: St. John's UP, 1971. Whitley, John S.   F. Scott Fitzgerald: "The Great Gatsby." London: Edward Arnold, 1976.