The 1920’s in the united States was a time of economic growth in which people lived frivolous lives by believing their money would make them happy. It was a time of alcoholic prohibition and a time of emancipation for women. Thus, it was a time of parties, drinking and wild women for those who could afford it. Those who were at the bottom of society were constantly striving for the top of the economic ladder. This time era, in Long Island, is the basis of F. Scott’s Fitzgerald’s book, The Great Gatsby. It has become one of the great classics in American literature and is well known for its commentary on social status. Through the introduction of many “status” oriented characters, Fitzgerald comments on the social lives of those living in the twenties. But does it go beyond the social status issues it addresses, and focus on something deeper? Yes, the characters may focus on their constant climb to economic well being, but more importantly they reveal a theme of The Great Gatsby: in the midst of man’s heart is loneliness and the need to be needed, which is surrounded by the greed of money. “Gatsby offers a detailed social picture of the stresses of an advanced capitalist culture in the early 1920s” (Fitter), “Fitzgerald discloses in these people a meanness of spirit, carelessness and absence of loyalties. He cannot hate them, for they are dumb in their insensate selfishness, and only to be pitied.” (Clark). Fryc 2 The plot, or general development of the story, is carefully designed to grow as the reader gets to know the characters. It isn’t until the last few chapters that the actual events of the story add to the theme. Even then, the character’s reactions to these events are what strengthen the theme of loneliness. The narrator, Nick Carraway, presents his own view of himself at the beginning of the story. By being the narrator, he only allows the reader to know what he wants them to know about him. He gives the impression that he is an upright human being that “reserves all judgments” (p.1). However, by the end of the story, he has come to the conclusion that everyone he has come into contact with is shallow and self-absorbed. Although he might give the impression that he is content with life, a small glimpse of loneliness can be seen in him.
...arding their personal experience with loneliness. In the end, the novel comes to say that humans are most happy when they are able to confide in others for protection and advice.
The 1920’s were a time of growth and innovation. The workforce was getting bigger, women finally had the right to vote, and African Americans started to integrate and migrate from the south to the north looking for jobs. The result was a larger working class and the creation of a new, middle class. Society became more consumer-based, allotting for more leisure time. Times could not get any better. Business was booming, America was turning into a world power, skyscrapers dotted the skylines, and a new music started to sweep the nation. However, not everything was good. There was a huge spike in crime, and the heroes of society were also the biggest criminals. Due to Jazz Age and prohibition, the 1920’s were an intense time period with a newfound drive for innovation, the new woman, and a loss of structure.
Lev Vygotsky stages of development were not defined by age or biology. Social and cultural experiences were the basis for his theory. Consciousness was an end product of social interactions (Kearsley, 1994-2010). The history of the child’s society and his own personal history determine how the child thinks. Language is crucial for development as it is with words that a child conceptualizes and makes sense of the world (Schütz, 2004). A precept of Vygotsky’s theory wa...
Vygotsky placed much more emphasis on language that Piaget (book). Vygotsky’s theory focuses on the role of interpersonal processes and the role of the child’s community and culture which provide a framework from which the child’s construction of meaning develops (book). Although Vygotsky stressed that the process must be in in the context of the child’s culture and the tools available within that culture. Vygotsky was always especially interested in cognitive processes which underline understanding which has led to the concept of shared understandings that occur when people communicate with each other. Vygotsky argued that through the use of language formed through social interaction a child can develop as a thinker and a learner (book). As a conscious individual people could not accomplish very much without the aids and tools within their culture such as language (book). Piaget argued that language was strongly influenced by the underlying cognitive structures within the individual child (book). They also disagreed on the egocentric speech of children. When observing children Piaget concluded that half of the mistakes children made was down to egocentric speech which he argued showed that children have not tried to communicate with another or adapted so others can understand them he also argued that young children did not seem to care if anyone else could understand them and
Do you think you would have a happy life if you were incredibly rich? You might think that being rich and able buy anything you wanted would give you a happy life. However, as The Great Gatsby by F. Scott Fitzgerald shows money does not bring a happy life. Many of the book’s characters have all the money they could ever need, but there are still things they want that money can’t buy.
Four years later in 1917, Vygotsky graduated from Moscow University and landed a job as a literature teacher at one of the local secondary schools in Gomel, Russia. He would continue his work as a teacher from 1917-1924, when he resigned to accept a job at the local teacher’s college. There, one of Vygotsky’s responsibilities was to teach courses in psychology, which is what sparked his interest in psychology, specifically cognitive development of children. During 1924, Vygotsky met a man by the name of Alexander Luria who worked at Moscow’s Institute of Psychology (MIP). Impressed by Vygotsky’s work, Luria offered him a job working at MIP, which allowed him the opportunity to work and study the cognitive development of children and adults suffering from numerou...
Explore the presentation of loneliness and isolation in “The Great Gatsby”. In the course of your writing, make connections to “The Perks of Being a Wallflower”.
The Great Gatsby “The Great Gatsby”, by F. Scott Fitzgerald, depicts the vast social difference between the old aristocrats, the new self-made rich and the poor. He vividly interprets the social stratification during the roaring twenties as each group has their own problems to deal with. Old Money, who have fortunes dating from the 19th century, have built up powerful and influential social connections, and tend to hide their wealth and superiority behind a veneer of civility. The New Money made their fortunes in the 1920s boom and therefore have no social connections and tend to overcompensate for this lack with lavish displays of wealth. As usual, the No Money gets overlooked by the struggle at the top, leaving them forgotten or ignored.
Oedipus is guilty because, despite knowing the prophecy that he will commit parricide and incest, he yet kills an elderly gentleman and sleeps with an elderly women. The choice was his, and this accounts for his guilt.
For Vygotsky, children are seen as active beings on their development through social interactions with parents, teachers, and other adults, as well as by participating in their cultural activities. The interactions they have with other individuals and their culture opens their minds to new information and helps develop skills not previously attained. To further understand cognitive development in Piaget and Vygotsky’s theory, we must first look at the processes involved.
Hansen M., Nohria N., and Tierney T. (1999), “What’s your Strategy for Managing Knowledge?,” Harvard Business Review (March 1999), 106–16.
Vygotsky believed that during the early stages of life as infants, language (nonconceptual speech) and thinking (nonverbal thought) were separate areas of development. Nonconceptual speech would be a child mumbling words without completely understanding their meaning. A child observing or playing with an object without using words would be nonverbal thought. As intellectual development continues, verbal thought begins connecting these two areas during early childhood. When this starts happening, children start using self-directed speech, “a verbal behavior in which children talk to themselves, naming objects or narrating their actions-particularly as they solve problems” (Trawick-Smith, 2010, p.53). This action demonstrates that children are being guided in learning through using language. Vygotsky believed that this verbal thought became more and more prominent throughout development and this learning continued to progress within the rest of the child’s life.
Even though Piaget didn’t believe in the significance of inputs that could be acquired from the environment, but yet Vygotsky was very confident that children that children where very acknowledgeable of the inputs from their environment around them. Piaget’s cognitive development theory has four stages to it. His first stage was the sensorimotor stages which happens from birth until a child is two years old. This stages infants rely solely on their reflexes like rooting and sucking. Preoperational stage is the 2nd stage and it happen from the age of 2years old up until a child is 7 years of age, and during this stage children feel as if everyone thinks like they do. His 3rd stage is known as the concrete operational stage, that occurs when children are 7-11 years of age and during this stage children will start to feel a lot of improvement in their thinking. Piaget’s last stage was known as the formal operational stage, and at this stage children are able to understand and recognize symbols, and master abstract thinking. Children are also have the ability to solve intricate problems on their own. And even in contrast, Vygotsky assumed that there are no set of phases. And even in contrast Vygotsky thought that there was no set of phrase for children. But he felt that private speech was way more essential to the aid for children when they are thinking about an issue they are having/ going through. Private speech can be internalized sooner or later, but it’s something that never goes away. Unlike Piaget, Vygotsky didn’t think that the development could be detached from social context while children can create knowledge and lead their
In most organizations, effective utilization of knowledge increases productivity, creates competitive advantage and, ultimately, improves profits.
(106) 'Knowledge management means using the ideas and experience of employees, customers and suppliers to improve the organisation’s performance. ' (5) Knowledge management (KM) is best when 'it is in alignment with organizational culture, structure and strategy ' (5). For this reason, the aim of this briefing document is to advise Santander on solutions to potential KM barriers employees may face by discussing three key barriers- culture, technology and leadership.