Great Gatsby Essays (559 words) - The Great Gatsby, Jay Gatsby

Great Gatsby The Great Gatsby, a novel by F. Scott Fitzgerald, is about the American Dream, and the downfall of those who attempt to reach its illusionary goals. The attempt to capture the American Dream is central to many novels. This dream is different for different people, but in The Great Gatsby, for Jay, the dream is that through wealth and power, one can acquire happiness. To get this happiness Jay must reach into the past and relive an old dream and in order to do this he must have wealth and power. Jay Gatsby, the central figure of the story, is one character who longs for the past. Surprisingly he devotes most of his adult life trying to recapture it and, finally, dies in its pursuit. In the past, Jay had a love affair with the affluent Daisy. Knowing he could not marry her because of the difference in their social status, he leaves her to amass wealth to reach her economic standards. Once he acquires this wealth, he moves near to Daisy, "Gatsby bought that house so that Daisy would be just across the bay," and throws extravagant parties, hoping by chance she might show up at one of them. He, himself, does not attend his parties but watches them from a distance. When this dream doesn't happen, he asks around casually if anyone knows her. Soon he meets Nick Carraway, a cousin of Daisy, who agrees to set up a meeting, "He wants to know...if you'll invite Daisy to your house some afternoon and then let him come over." Gatsby's personal dream symbolizes the larger American Dream where all have the opportunity to get what they want. Later, as we see in the Plaza Hotel, Jay still believes that Daisy loves him. He is convinced of this as is shown when he takes the blame for Myrtle's death. "Was Daisy driving?" "Yes...but of course I'll say I was." He also watches and protects Daisy as she returns home. "How long are you going to wait?" "All night if necessary." Jay cannot accept that the past is gone and done with. Jay is sure that he can capture his dream with wealth and influence. He believes that he acted for a good beyond his personal interest and that should guarantee success. Nick attempts to show Jay the folly of his dream, but Jay innocently replies to Nick's assertion that the past cannot be relived by saying, "Yes you can, old sport." This shows the confidence that Jay has in fulfilling his American Dream. For Jay, his dream is not material possessions, although it may seem that way. He only comes into riches so that he can fulfill his true dream, Daisy. Gatsby doesn't rest until his American Dream is finally fulfilled. However, it never comes about and he ends up paying the ultimate price for it. The idea of the American Dream still holds true in today's time, be it wealth, love, or fame. But one thing never changes about the American Dream; everyone desires something in life, and everyone, somehow, strives to get it. Gatsby is a prime example of pursuing the American Dream. It is a marvelously written story with multiple themes. It has been described as one of the best books to come out of the United States, and I cannot dispute this. It deals with the utter shallowness of society, and the morally corrupt underbelly of the rich and the powerful. This is an excellent story that is recommended who have the time to read it.

Ranching and Agriculture on the Frontier essays

Ranching and Agriculture on the Frontier essays Ranching and Agriculture on the Great Plains During the frontier days on the Great Plains there wee two dominant ways of life. Those ways of life were ranching and farming. Most people tend to believe that farming was a much better way of life, mostly due to ties of family and community life. These ways of life were in ways similar but also different in many aspects. Cattle ranching was a way of life that took a lot of land to sustain a number of cattle. This land was used fairly lightly and used creek beds as they were, which is a process called extensive farming. It took about ten to fifteen acres for every cow/calf unit that a rancher owned, which meant the more land that a person controlled the more cattle they could raise. The vast amounts of land controlled by ranchers led to the isolation of the families that ran them. Some ranches were hundreds of miles from the next place of settlement. Upper class ranchers were able to leave the ranch in the winter, but lower and middle class ranchers had to live there year round. This meant that kids had to be home-schooled. This led to a lot of the families not being able to get out and see anything other than their families and anyone else that happened to live on the ranch. Agriculture on the Great Plains was a very intense form of farming, this meant that farmers used smaller amounts of land heavily. Farmers also had to reroute the paths of creeks to irrigate their crops because of the semi-arid conditions. Farming was more of a family based operation in that as soon as children were old enough to help they did. Everyone that was able to help on the farm did. Farming also led to the development of towns because farmers needed a place to go and sell their crops that they had grown. Farming on the Great Plains was tough, considering the semi-arid climate, wind, and the light soil composition. These conditions led the Great Plains to get the nickname Next Ye...

APN Leader Interview Project Essay Example | Topics and Well Written Essays - 1250 words

APN Leader Interview Project - Essay Example These competencies are essential behaviors for all Nursing Practitioners. They are necessary for the practitioners to face complex challenges in the translation of knowledge that is rapidly expanding into the function and practice in the health care environment that is also rapidly changing. Nurse Practitioners have skills, knowledge, as well as abilities that highly essential to the independent clinical practice. They acquire the competencies through patient care experiences that are mentored, analytic skills, and advanced knowledge of health care system. The Doctoral –prepared Nurse Practitioners get to apply their knowledge in scientific foundation in the quality care practice, they also have the ability to apply their acquired skills in technology and also in information literacy. Practitioners engage in practice inquiries where they improve health outcomes, health policy as well as health care delivery (Joel, 2013). There are also areas of increased skills, knowledge, and expertise that includes collaboration, advanced communication skills, leadership, complex decision making and the health care business. Upon completion of NP program, the practitioners fully possess the nine core competencies that are not based on or determined by population focus (Joel, 2013). The nine Nurse Practitioner Core Competencies are; scientific foundation competencies, leadership competencies, quality competencies, practice inquiry competencies, technology and information literacy competencies, policy competencies, heath delivery system competencies, ethics competencies, and independent practice competencies. The Nurse Practitioner (NP) in this case critically analyzes evidence and data for the improvement of advanced nursing practice, integrates knowledge from a combination of sciences and humanities that are within the nursing science context and translates research and knowledge in order to improve the processes and outcomes. The NP also gets to develop

Unique Perspective on Life by Entering the University Essay

Unique Perspective on Life by Entering the University - Essay Example I had to study. That first day in eighth grade I felt out of place in a strange country, away from the only home I had ever known, helplessly drowning in a sea of strangers speaking a strange language. I was tempted to quit and run back to Japan. I sat there, petrified, with no understanding of what was being said and no clue as to what was being studied. Fortunately, I was blessed with teachers that could sense my fear and uncertainty. With their help and patience, I was able to face my difficult situation and confront the struggle that lay ahead of me. My first challenge was learning the English language. I had the good fortune to attend Westfield High School in Virginia, which has an excellent English as a Second Language (ESL) program. This allowed me to learn English while maintaining an academic pace with my peers. Through hard work, diligence, and the demands of my teachers, I made steady progress and soon began to gain a working command of the English language. This ability opened up new doors for me and allowed me to read, communicate, and make friends. It was through these activities that I learned American customs and developed a greater appreciation of our society, holidays, politics, and history. I progressed through the ESL classes and soon joined my classmates in the regular English language courses. My classes were varied and included music, which is one of my main fascinations and avid interests. As time passed, I was no longer running from my schoolwork or escaping into music, I was pursuing academics. Thoughts of Japan began to fade and I no longer had the urge to run back to my familiar homeland. I was not only beginning to talk like an American, but I was beginning to feel like an American as well. As my vocabulary improved and my interests expanded, I was able to complete high school with an academic performance that allowed me to set my sights on higher education. Now, after two years at Northern Virginia Community College studying traditional academic subjects, I have once again set my goals to a higher standard. I have set my sights on a University degree and I am confident that I can excel in a rigorous academic program at that level.     

Reflection On A Significant Incident From Paramedic Practice Nursing Essay

Reflection On A Significant Incident From Paramedic Practice Nursing Essay The intention of this written essay is to demonstrate an understanding of my views on the art and science of reflection and the issues surrounding reflective practice. It is based on a significant incident from my own area of clinical practice as a state registered paramedic employed by a large provincial Ambulance Service N.H.S. Trust within the U.K. There is a discussion appraising the concept of reflection both generally, and in my particular area of practice. This is followed by an analysis of the incident using The What ? Model of Structured reflection suggested by Driscoll (2000). A rationale is given for the selection of this particular incident and also for the selection of the chosen model as a framework. It will show how the model has been used to reflect on the incident, what has been learnt, and the outcome on both current and future practice. Reflection is an active process of witnessing ones own experience so that we can take a closer look at it. It has its foundations in the discipline of experiential learning. Dewey (1939 cited in Rolfe, Freshwater, Jasper 2001) claimed that we learn by doing, and realising what came of what we did. Reflective practice is something more than thoughtful practice. It is that form of practice which seeks to problematise many situations of professional performance so that they can become potential learning situations and so the practitioners can continue to learn, grow and develop in and through their practice Jarvis P. (1992) pp174 -181. Johns, C (2000a) pg 34, describes reflection as a window through which the practitioner can view and focus self within the context of his own lived experience in ways that enable him to confront, understand and work towards resolving the contradictions within his practice between what is desirable and actual practice. All professionals experience physical, hands on , doing parts of their roles, but unless they search for the knowledge that comes from realising what came of what they did, then the standard of their practice can stand still. In other words if you always do what you have always done you will always get what you have always got. Roth (1989) summarized the basic elements of a reflective process as follows, à ¢Ã¢â€š ¬Ã‚ ¢ Keeping an open mind about what, and how we do things. à ¢Ã¢â€š ¬Ã‚ ¢ Awareness of what, why and how we do things. à ¢Ã¢â€š ¬Ã‚ ¢ Questioning what, why and how we do things. à ¢Ã¢â€š ¬Ã‚ ¢ Asking what, why and how other people do things. à ¢Ã¢â€š ¬Ã‚ ¢ Generating choices, options and possibilities. à ¢Ã¢â€š ¬Ã‚ ¢ Comparing and contrasting results. à ¢Ã¢â€š ¬Ã‚ ¢ Seeking to understand underlying mechanisms and rationales. à ¢Ã¢â€š ¬Ã‚ ¢ Viewing our activities and results from various perspectives. à ¢Ã¢â€š ¬Ã‚ ¢ Asking What if à ¢Ã¢â€š ¬Ã‚ ¦..? à ¢Ã¢â€š ¬Ã‚ ¢ Seeking feedback and other peoples ideas and viewpoints. à ¢Ã¢â€š ¬Ã‚ ¢ Using prescriptive (advice) models only when carefully adapted to the individual situation. à ¢Ã¢â€š ¬Ã‚ ¢ Analysing, synthesising and testing. à ¢Ã¢â€š ¬Ã‚ ¢ Searching for, identifying and resolving problems and result limitation. As a guide to its essential nature, reflection can be viewed as ten Cs of reflection. Johns.C (2000b) à ¢Ã¢â€š ¬Ã‚ ¢ Commitment believing that self and practice matter; accepting responsibility for self; the openness, curiosity and willingness to challenge normative ways of responding to situations. à ¢Ã¢â€š ¬Ã‚ ¢ Contradiction exposing and understanding the contradiction between what is desirable and actual practice. à ¢Ã¢â€š ¬Ã‚ ¢ Conflict harnessing the energy of conflict within contradiction to become empowered to take appropriate action. à ¢Ã¢â€š ¬Ã‚ ¢ Challenge and Support confronting the practitioners normative attitudes, beliefs and actions in ways that do not threaten the practitioner. à ¢Ã¢â€š ¬Ã‚ ¢ Catharsis working through negative feelings. à ¢Ã¢â€š ¬Ã‚ ¢ Creation moving beyond self to see and understand new ways of viewing and responding to practice. à ¢Ã¢â€š ¬Ã‚ ¢ Connection connecting new insight within the real world of practice; appreciating the temporality over reality. à ¢Ã¢â€š ¬Ã‚ ¢ Caring realising desirable practice as everyday reality. à ¢Ã¢â€š ¬Ã‚ ¢ Congruence reflection as a mirror for caring. à ¢Ã¢â€š ¬Ã‚ ¢ Constructing Personal Knowing in practice weaving personal knowing with relevant extant theory in constructing knowledge. Reflections can vary in their details and their complexity. Two main levels of reflective enquiry have been identified; either practitioners engage in deep and potentially meaningful inquiry, or they opt for superficial problem solving according to tradition or pressure of work. Burnard P. Chapman C.M. (1988) Reflection can be facilitated in a number of various ways. In the narrative, through reflective writing, this may be in the form of analysis of a significant incident from the writers area of practice, through poetry and journal or diary entries and in the context of a portfolio. In clinical supervision, this has been described as an exchange between practising professionals to enable the development of professional skills. B Procter (1989) pg. 23, it can be expressed through dialogue and it has a vital part to play in sustaining and developing professional practice. Reflection can also be expressed using creative strategies such as music, poetry, modelling, art and collage. There is a danger that personal reflection can focus on the negatives of a given incident, where it should involve balanced critical evaluation, focused on abilities and potential for growth. In order to provide a framework for methods, practices and processes for building knowledge from practice there are several models of reflection available. All can help to direct individual reflection. Some may be particularly useful for superficial problem solving, and other better when a deeper reflective process is required. Reflective models however are not meant to be used as a rigid set of questions to be answered but to give some structure and encourage making a record of the activity. The model I have chosen is Driscolls What? model. The reason being that though it has a format of three simple questions what? , so what?, now what? the added trigger questions give a deeper and meaningful reflective process by stimulating a more in depth enquiry leading to the formulation of an action plan for the future. It may be argued that reflective practice in my own area of clinical practice in the ambulance service has always been deployed whether through debriefing after a serious incident or the informal discussion in the cab of the vehicle. I and my crewmate, an ambulance technician, received an emergency call from ambulance control just after midnight to respond to a road traffic collision between a pedestrian and a car. The location was given as a semi-rural area some 6 miles distance from our Ambulance Station, and we were quickly on the scene. As we arrived on scene we first saw the car that had been involved in the incident and l made a quick mental note of the damage to the bonnet, windscreen and roof to assess the mechanism of injury to the pedestrian. The driver was still sitting in the drivers seat and although obviously distressed had no apparent injuries and was being comforted by a passer-by. This situation was left as it was; the primary concern was the pedestrian. The pedestrian, a male in his early forties, was lying on the road some distance from the damaged car. There were three passers-by with him; one of them stated that the casualty was unconscious but breathing. I carried out a patient assessment with a primary survey a rapid in-depth survey of airway, breathing, circulation, disability, taking 60- 90 seconds. (Joint Royal Colleges Ambulance Liaison Committee. Pre-hospital Clinical Guidelines Manual.) I immobilised the patients cervical spine using a semi-rigid cervical collar and opened his airway using the jaw thrust technique. (Institute of Health and Care Development Ambulance Service Paramedic Training Manual). On assessing the airway I observed the patients mouth and upper airway for air movement. There was obstruction due to blood and I removed this by aspirating with suction equipment, and then inserted an oropharyngeal airway in the patients mouth. Moving onto breathing assessment I exposed the patients chest to observe chest wall movement and assess for chest trauma as a cause of breathing problems. Breathing was absent so l proceeded with resuscitation guidelines. Administering basic life support with cardiac pulmonary resuscitat ion I asked my crewmate to fetch the trolley and the spinal board and we positioned the patient on to the spinal board ensuring that cervical spine immobilisation was maintained by using head blocks and straps. Once secured safely to the spinal board, placed on the trolley and transferred to the ambulance, whilst continuing Basic Life Support. The patient was attached to the cardiac monitor which showed Asystole (no cardiac output) and advanced life support was commenced. Intubating the patient was difficult, and it took several attempts to achieve, but eventually the endotracheal tube was in position and connected to the oxygen driven mechanical ventilator to allow artificial ventilation of the patient. The next task was to gain intravenous access for the administration of drugs and fluids, and full advanced life support was commenced. Whilst on The Reflective Practitioner Course I chose to reflect on this incident by writing a piece of poetry entitled Final-Cup Final based on Gibb s model of reflection (see appendix 1). The feelings I had then was that I had done everything possible to save the patients life given the circumstances. But when using Driscolls model (see appendix 2) , with the added trigger questions, a deeper and more meaningful reflection process occurred making me question my actions and leading to the formulation of an action plan for the future. Final Cup Final I remember that warm summers night so clearly, the football cup final. Most people would have watched it just the same as you. Our shift started at seven, by the time we returned to base at midnight five emergencies already, I felt ready for a break. I must have nodded off, suddenly awoke with the ringing of the phone Emergency between A and B Pedestrian versus car.. Off we set all sorts of things racing through my mind. Soon arrived on scene and first saw the damage to the car Crumpled bonnet, broken windscreen, dented roof. The driver sat there shaking, terribly distraught. Passers-by were with you, not sure how to help. Myself and my crew-mate did all we could, used all the skills we knew, Intubation, cannulation, full drugs protocol Nothing we did could save you and my helpless feelings grew. And now as l pass by the scene several times each week I often stop to wonder is there more we could have done? On careful reflection theres nothing more we could. And now I have to realise nothing could have changed. Negative thoughts turn positive look to the future and learn from what has been. Using The What ? Model of structured reflection suggested by Driscoll (2000) the incident can be analysed in the following way. The purpose of returning to this situation is to review and reflect upon my experiences of this particular incident, and help make sense of what was a stressful, complicated and messy situation. I need to question if l made the correct decision as a paramedic to continue with resuscitation of this patient or if l should have certified fact of death at the scene. The casualty was in respiratory and cardiac arrest and so cardiopulmonary resuscitation, basic, and advanced life support was commenced and the patient rushed to the nearest hospital with an accident and emergency department. My crewmate helped with clinical procedures on scene, i.e. cardiopulmonary resuscitation, assisting with intubation and cannulation and drawing up drugs. The casualtys friend and passers-by, although in an emotional state of shock helped as much as they could by fetching and carrying when asked to and I think this helper them in the situation they found themselves in by giving some purpose of being useful. At the time of the incident there was a reflection in action, where do we go from here? tuning in and going with the flow approach from both myself and my crewmate. There were two options available, either continue with resuscitation with full advanced life support or certify fact of death. The best approach at the time, and the one that l chose, even though his injuries were not compatible with life, was to continue with resuscitation. The main factor for this decision was by assessing the situation as a whole and considering the feelings of others. If resuscitation was not attempted the casualtys friend and bystanders would have thought that we were not giving him the best possible chance of survival, even though this chance was very remote. This had to be weighed up against the consequences of commencing resuscitation when it could be both futile and distressing for relatives, friends and health care personnel. Time and resources could be wasted in undertaking such measures. Through reflection on action I have recognised that no guidelines can cover every situation that may arise. They are intended to provide adequate guidance for the great majority of circumstances. Not everything is black and white, there will be grey areas, and it is the individuals responsibility to act as he thinks appropriate at that particular time. The implications for me and others when facing a similar situation again, are to recognise that there is sometimes a grey area when considering if to attempt resuscitation or not. This has to be assessed taking in to consideration the particular situation and using professional judgement based on best evidence and up to date knowledge, and at times thinking beyond the guidelines, whilst remaining professionally accountable to the Heath Professions Council. I can use this learning experience when working with and mentoring trainee ambulance staff and discussing my feelings with them and how they may react and feel in a similar situation. I can get more information and support to face a similar situation from my Clinical Support Manager, Ambulance Service Education department, Joint Royal Colleges Ambulance Liaison Committee Clinical Practice Guidelines manual and the Institute of Health and Care Development manual. Conclusion Reflection can range from deep and potentially meaningful inquiry, to superficial problem solving. The care that patients receive has the direct potential to improve through reflective practice. Structured reflective practice also has the potential to develop staff and improve the implementation of professional standards. It has the following advantages to offer the health care professional; helps to make sense of complicated and difficult situations, a medium to learn from experiences and therefore improve performance and patient care, identify educational needs, identify workload stressors, highlight barriers to development and ways of identifying improvements, and provide evidence of continual professional development and lifelong learning. In addition staff could become increasingly more motivated and empowered.

Creative Toys Company

The role of social system in the case was highly important because in the organization, The Creative Toys Company, all the people in it and their relationships to one another are mutually interdependent. This was evident in the case wherein in the transportation department, the eight members divided their work among themselves in order produce more toys. Thus, at the beginning, their department surpassed all other departments in production for 12 months. The impact on productivity is that the employees had a dysfunctional effect on the organization because they were unwilling to use their talents and were resistant to to organizational changes. This was based on the case wherein the physical layout of the department did not facilitate efficient traffic flow to and from the other departments hence the plant manager decided to call in consultants to determine a way production could be increased without physical expansion and the suggestion was for the rearrangement of the work areas in the transportation department. Two months after the change was implemented, the department’s productivity was declining hence it seemed they didn’t want to do good with their job because they were unsatisfied with the organizational change. In terms of the organization’s communication, it seems that the organization was not able to convey the key elements of the firm’s culture and vividly reinforce the values of the organization. This was based on the case wherein the plant manager tried to convey to Mr. Wilson the problem of the department but instead of keeping an open mind and listening to the needs of his employees, he just disregarded it. By not listening to his employees, Mr. Wilson did not give them the chance to have individualization which led the employees to rebel since they didn’t have a strong impact or influence on the organization. An informal organization is defined as a network of personal and social relationships (alliances, cliques, friendships) that arise as p eople associate with other people in a work environment. In the case, this informal organization caused the issue that Mr. Wilson was trying to figure out. A system could be considered as the heart of an organization that makes its different departments function well just like organs, but it should never be forgotten that it is still the humans that run the system. Without humans, the system of a company or an organization, no matter how technologically advanced it is, will be useless. As shown in the case, Mr. Wilson even hired special consultants to analyse and change the business process but in the end, they found out that the problem they were looking for was not in the system but actually in the people running the system, which were the employees. This is because the employees had an informal organization brought about by a single reason which is salary related. The informal organization is their way of voicing out their concern to the management and making their presence felt. Their somehow rebellious act caused a dysfunctional effect to the company that forced the management to look for the current issue affecting the company’s performance. There are a lot of factors that motivate people. Some motivations are just because of a deadline, some because of the rewards they get for doing a great job, or just the self fulfilment involved in the whole process of doing the job. Motivation also contributes a lot in the quality of output or work and plays a good role in maximizing a person’s potential. Making a person feel important, and giving him the proper respect and value as a person will make him feel motivated to do better and maintain this image that you have of him especially if you are the boss. Although, giving a person a reason not to get motivated can have its toll on you as a leader and as part of an organization that is output oriented. Lack of motivation will transform a person’s point of view towards work, lack of motivation will turn every task into a burden instead of an opportunity to strive and do better. In the case, Mr. Wilson probably was a nice boss due to the fact that his workers has stayed with him for at least 2 years. The problem comes in when there is an issue involving all workers that affect their motivation to work, which is their low salary. No matter how much changes to the system Mr. Wilson does, the results stayed the same because this one issue has caused the workers to not strive to do better anymore. They lacked the motivation to prove their worth to Mr. Wilson by actually trying to do more than what is expected of them.

Marcos’ family Essay

Unlike the Antagonist, the protagonist is introduced from the first scene, Eddie Carbone. At first we don’t see him as the mean and vicious person he later turns out to be. From this we get an understanding as to what kind of ‘hero’ he is. During the course of the play Eddie becomes an evil ‘hero’. Making the protagonist an evil person makes the play more effective. At no point does Eddie actually break the law, but instead breaks the rules of society. The society in which Eddie lives, (full of Italian immigrants) has made it a golden rule not to snitch, not to tell on anyone that may be doing something wrong in the governments eyes but not in theirs. Eddie makes this the first thing that Catherine and Beatrice have to know before the arrivals of the cousins. He tells them a true story about Vinnie B, how he betrayed his family by snitching to the authorities about the illegal immigrants his family was hiding. As a result Vinnie gets treated like a foreigner in his own family, and gets thrown down the stairs and has to leave the house despite being the youngest. In this play there is unity of time, place and action, all the action appears to be continuous in one place. Miller brings unity into the play, everything happens over a period of time there are no gaps except the gap between Acts 1& 2 allowing time for Catherine and Rodolfo’s relationship to grow; the unity in this play brings all the action, betray and romance in one place so it gives the audience a better understanding as what is happening. Whereas if one thing was happening in Jersey and another thing in New York it wouldn’t keep the audience interested. Miller creates a sense of pity and sorrow over the audience at the very end of the drama. Eddie ringing the Immigration Bureau brings us to the catastrophe. It is Marco who breaks the law. We, as the viewers, believe that Marco has done nothing wrong but to defend his beliefs, which is to protect his name and by doing so protecting his family. Eddies manliness was challenged when Marco confronted him to a chair lifting contest; this warned Eddie to stay away from Rodolfo. Mixing the pathos and misery with the catastrophe of Eddie’s death makes the drama much more effective. After taking a traumatic journey through Eddies mind, the audience is left to think that he will never love Beatrice again because he has been showing all his emotions, especially ‘lust’ the feeling that is usually associated with couples, towards her niece, but Miller surprises us because Eddie reclaims his love for his wife Beatrice, this is a very tear-jerking scene. He turns what the law says is right into a moral wrong, by having Eddie obey the law and telling the authorities that there are illegal immigrants in the community, but by doing so he is also put the lives of Marcos’ family in Sicily in jeopardy. Miller has borrowed many elements from the Greek Tragedy; he has used the prologue to set the basis of the play, which gave a strong sense of fate from the beginning that something awful is going to come out of Eddie taking in the two cousins. Miller has used Eddie as the Protagonist and also an evil hero. The unity of time and place has been used through out the whole play to give the audience understanding; having things done within 24 hours was significant as to what happened the next day. To have many scenes in separate places may have confused the audience. Miller made the chorus more effective by using the narrator (Alfieri) as the voice behind the story, he expressed the traditional morals and the social attitudes that the audience relate to. The pathos has been used several times in this piece of drama, one example being, when Eddie reclaims his love for Beatrice. This was a tear-jerking scene in the drama, not just making the play dramatic but allowing the audience to feel pity and sorrow for Eddie. Miller borrowing such elements has made the play more effective.