Comparing Symbolical Language in Their Eyes Were Watching God and Great

Symbolical Language in Their Eyes Were Watching God and The Great Gatsby In some novels, strong impressions are exploited to conceal other meanings. Unraveling these symbolic word puzzles may reveal insights into the author's perspective and one's own secrets.   A careful analysis of selected passages of two books: Zora Neale Hurston's Their Eyes Were Watching God and Francis Scott Fitzgerald's The Great Gatsby, will show that symbolical language can reveal even more insight. In this comparison, symbolism in the passages containing variations of the words "blossom" or "blooming" will be examined to reveal human development beyond sexuality and anatomy. The protagonist, Janie, in Hurston's Their Eyes Were Watching God, was sixteen years old when a series of natural events led to her to unlocking the secrets of her own sexuality. "Janie had spent most of the day under a blossoming pear tree in the back yard" introduces a location suitable for observing a miracle of reproduction in nature. The word "blossoming" indicates the narrator's comments are in the active present tense. The next few sentences, changing to past tense, reveal that this particular day--the third day--was much different than the first two. "That was to say, ever since the first tiny bloom had opened." The author poetically reveals progressive stages of pear tree flowers "blooming" along with their pollination by bees. This process so intensely intrigues Janie that her enhanced awareness triggers previously hidden sensual emotions and desires. Janie's continuous observation of the interplay among the plant and insect kingdom--mixed with her own intuitive feelings while lying on her back beneath the pear tree--leads her to a burst of in... ...prevent Gatsby from relating to other "nice" girls like Daisy (148). In other words, both Janie and Gatsby had stumbled into a new awareness because of major turning points in their lives, but these were just beginnings! They had graduated from being "grown up children," but now they were like "children at being adults" still having much to learn. The remaining story developments of both books detail further growth in the character development of the protagonists and the principle characters. And so it is with us and how we unravel the mysteries of symbolism in literary word puzzles, that we as readers can also grow like "blossoms blooming" through the eyes of Hurston and Fitzgerald. Works Cited Fitzgerald, F. Scott. The Great Gatsby. New York: Scribner, 1953. Hurston, Zora N. Their Eyes Were Watching God. New York: Harper & Row, 1937.

Evolution of Medical Practice Essay

1) Great Cases in Bioethics, compiled & edited by Paul A. Lombardo (2005) [available at the law school copy center] 2) Limits: The Role of Law in Bioethical Decisionmaking, by Roger B. Dworkin (Indiana, 1996) & Strangers at the Bedside: A History of How Law and Bioethics Transformed the Practice of Medicine, by David J. Rothman (Harper-Collins, 1991). [These are available for background material.–on reserve at the Law Library & the Center for Bioethics] The field of Bioethics has developed over the past thirty years as a product of several shifts in American cultural consciousness. The pervasive use of rights-based rhetoric borrowed from the civil rights movement contributed to the evolution in the role of physicians as they relate to patients. An ongoing conversation about the impact of law in shaping medical practice also influenced the current complexion of Bioethics as an area of study. A number of legal cases stand as signposts for critical moments in the history of Bioethics. They mark the changing public perception of the intersection of science, medicine, personal values and law. This seminar explores those cases. The first two weeks of the seminar will include a course orientation and exploration of two cases by the instructor. Each week thereafter will feature a presentation on one or more seminal cases, prepared by one or more students. The second hour of the seminar will be a discussion period that focuses on the cultural impact, legal significance and ethical issues raised by the cases. In addition to a class case presentation and involvement in seminar discussions, each law student will be required to complete a research paper building on material presented during the case presentation. Students should be prepared to choose a topic and presentation date at the first seminar meeting. Guidelines for Class Presentations and papers Each student is required to choose a case and make a class presentation that explores the historical, legal, and ethical context of the case. The rest of the students will prepare for the class by reading the case opinion(s). In the first hour, students should: Present the case in its historical setting, budgeting time to entertain questions during or at the end of the hour. The presentation should highlight critical facts of the case, with particular attention to both facts and arguments that have engendered ethical debate. Describe the responses of commentators (ethicists and other) to the case when it was decided; Note the prevailing norms of that period with reference to the ethical and legal issues in the case—this will require a search of the literature of the period; Be prepared to answer the question: Why is this a paradigm case (or set of cases) in the history of bioethics, in other words, why does this case have enduring significance in ethical and legal debate? Students should plan their seminar presentation by meeting with the Professor well in advance of the scheduled presentation date. Resources: A variety of resources may be used, including journal articles from the legal and medical literature, other cases that preceded and followed it, and contemporary media coverage that will explain the social/cultural reaction to the case. Audio visual aids, including video/audio tapes, slides or overheads may be used to elucidate elements of the case. Depending on the time at which the case occurred and the amount of commentary (of various kinds) it may have generated, each student may use different types of resource material, and may choose a different disciplinary perspective from which to present the case. Research for the presentation should range from popular & professional books and articles that elucidate the case and its impact to information found on the Internet. Students will be expected, as part of the class session, to provide other seminar participants with copies of a detailed outline of their presentation. A bibliograpy (1-2 pages) of sources must accompany the materials. The second hour will involve A discussion with assistance from other students and the Professor, to place the case in the current ethical and legal context. What are the contemporary ethical issues with which the case is now associated? What current cases need to be examined in reference to the â€Å"Great Case?† Where does the debate stand today? What is at stake ethically in the debate and what is your position on the issues? Seminar Paper Each student will be required to write a research paper of significant size and substance on a topic that expands on or relates to the case presented in class. The paper will provide an in-depth exploration of issues raised during the class discussion or in conference with the Professor, and will incorporate reference material discovered during research. The paper should be no less than 25 pages, and should demonstrate familiarity with the scholarly literature in the relevant areas.

Conflict Management. The military has no single approach...

Conflict Management Webster s defines conflict as: To come into collision; be in mutual opposition (274). If you wanted to choose an organization to study conflict in, you would have to look no further than the military. The military has no single approach to conflict management. There are too many individual personalities within a multitude of internal systems to be able to singularize the conflict. It is often the case that the conflict you are having was caused by a system put into place by someone outside your organization. It could be as simple as the cause and effect syndrome. For example, if the 335th Forward Support Battalion (FSB) commander put a policy in place, that his battalion would perform mandatory proficiency training†¦show more content†¦I have had to work with many individuals whom I just could not come to a mutual understanding with. 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