Symbolism in The Great Gatsby and The Raven Essay - 883 Words

Symbols are secret messages that are embedded in the texts of literature. Some symbols are more well-known and better understood than others. Authors use symbols to tell how they are feeling (Overview). The symbols in F. Scott Fitzgerald’s The Great Gatsby and The Raven by Edgar Allan Poe are very different; however, they are still very important throughout both pieces of literature. Throughout The Great Gatsby the narrator, Nick, describes the colors that the characters wear and colors that are shown throughout the novel. The colors serve as major symbols in the book. â€Å"Daisy’s white wardrobe, the image of the green light across the bay, the yellow coupe- each color represents a character trait or idea (Weisbrod, 105).† Gold is†¦show more content†¦Nick associates Gatsby’s dream with Daisy to the American dream, and that all things come a new. â€Å"At various times, the colors work to convey multiple meanings, to stand for character traits, or to enrich atmosphere (Weisbrod, 105).† Another symbol in The Great Gatsby is time. This becomes evident as time harasses Gatsby throughout the novel. â€Å"The clock ticked on the washstand while Gatsby spun his gaudy, youthful dreams of the future. Significantly, even then, his memory is punctuated by sounds of time and â€Å"ticking†, and, at Gatsby and Daisy’s first meeting after five years, in Gatsby’s embarrassment he almost smashes the defunct mantelpiece clock†. Gatsby tries desperately throughout the story to recapture the past to win Daisy back. The people who attended Gatsby’s parties were written on a timetable. Throughout the story, Gatsby seems obsessed with a better time, a past, he wants to reclaim. Weather in The Great Gatsby is also a significant symbol. The weather matches with the emotion in the book. It begins to pour when Gatsby and Daisy are reunited. This shows the awkward, unknowing, and unresolved feelings of the past. When their love reawakens, the sun comes out. Gatsby’s ultimate confrontation with Tom happens on the hottest day of the summer under theShow MoreRelatedAnalysis Of Walt Whitman s I Hear America Poem1314 Words   |  6 Pagesclasses. We’ve gone through so much as a class, had many assignments along the way–some that I enjoyed, while others not so much. We rewrote the Declaration of Independence, Walt Whitman s I Hear America poem, and argumentative essays, like out The Raven analysis. We also gave speeches– that was the hardest for me, in my previous English classes, none of them made me go in front of the class and present–, made infograph, and even a multigenre project. We also can’t forget the books weâ€℠¢ve read in class

Background Information On Higher Education â€Myassignmenrhelp.Com

Question: Discuss About The Background Information On Higher Education? Answer: Introducation Higher education can be termed as the additional and voluntary final stage of education that is practiced by most of the countries and learners in the entire world. This stage is termed as the final stage of the formal education since it comes immediately after the secondary level of education. Its also termed as the third level of education in some of the world areas. Commonly, higher education is carried out and delivered in universities, upgraded vocational training centers, seminaries halls, college institutions and institute of technology. In most of the countries in the world, higher education is termed and considered as a right to everyone and therefore, its mentioned in several international human rights documentaries. (Burke, 2012)However, the way each country carries out the activities, the process, the qualification, the support and later the quality of education in the countries highly differs. In this essay, the discussion will be comparing and contrasting the higher edu cation system for two large countries that are England and Australia in terms of higher education and more specific I will elaborate on the funding and quality of the education in these two nations. Specific information about higher learning in both England and Australia Australia and England have attempted to enhance provision and access to advanced education for communally impeded groups. A few administrations confronted with comparative matters cut off or qualification limits to advanced education foundations from various districts or diverse social and cultural groups. Others have lawfully implemented projects of governmental policy regarding minorities in society to guarantee reasonable or adjusted admissions to advanced education establishments. Late England and Australian governments have adopted an alternate strategy. Leaving choices about confirmations generally to private colleges, they have utilized a mix of admonishment, KPIs and subsidizing impetuses to urge colleges to take a more extensive scope of understudies, and in addition different empowering and outreach activities and money related help bundles to energize more applications from beforehand rejected groups. However, these two countries cannot be ranked equally in terms of the qu ality and the funding of the higher education they deliver to their people. (Norton, 2013) Australia has been providing better funding facilities on the higher learning sector than England and consequently, this has resulted in the nation also has a better and quality education. Comparison of higher learning in England and Australia In terms of quality Tracing these two countries from the period after Second World War, the state of the economy and the meritocratic beliefs that rose due the effects of the war made these two countries invest and encourage more of its citizens to engage in the higher learning as a way of restoration of economic power. England took this as a serious step and encouraged its working class members to further their studies by joining the higher learning institutions. The aim of this was to ensure that the government balanced all groups of people in the society and ensure every class of people could access the higher education. This was the first step that the nation took concerning the higher learning. On the other side, very small number of people or rather citizens considered this important and thus few working class contributed to this. This was the how the gap between the two started widening in terms of the quality since England could build on the challenges experienced to better the quality of the ed ucation than Australia could. Moreover, England scholastics have looked to assess New Work's execution by bearing in mind the degree to which measurable disparity and subjective imbalance were diminished amid its time of office. In wide terms, the first comes the measure of broadening investment; the addition of reasonable get to or rather fair access. The quality of the higher education in England has greatly improved after the leaders decided to change the method they used to measure performance and participation too. These new employed techniques in England can be the reason behind the high-quality education since it steered the need for better quality education and also the role of education in the development of high skill work force and promotion of social justice too. Australian methodology did not largely contribute to the quality of the education since it was more market oriented Moreover, the higher learning policies in England are aimed at getting student fit for the subject they can perform best. This works out by the provision of different universities offering different subjects at different qualification or cut off. This means that if one needs to join a higher learning institution, they must consider what they do best, the qualifications then the institution that can offer that comfortably. In terms of funding As discussed above, Australia is more market oriented than England considering the methodology they employ. Australia employs a technique that aimed at lowering the fee rates for higher learning education while England was concentrating on the instruments that would make their student better than any other. Australia considers funding a very important factor of its countrys higher education system. (Barr.N., 2004)This is not to mean that England does not fund or neglects to fund this level of education, it only happens that Australian government has employed mechanisms that are more of funding the learners and provision of the learning facilities too. The Australian government uses a body they call HELP to offer loans to the students to help them cater for the higher learning education costs at lower rates. (Armstrong, 2011)The Australian government has also employed a system whereby each student (postgraduate, undergraduate and part-time) has a mindset that the government is taking a certain percentage of their course cost and this, therefore, leave them confidently aware that they are funded and also know which percentage is left on them. This is not the case in England since England gives more weight on the post graduate and part time students. In addition to that, unlike in England where postgraduate understudies and 66% of low maintenance understudies can't get a credit that assists them in terms of their costs and expenses, Expense HELP in Australia guarantees that for all intents and purposes all understudies can get to a charge advance that is reimbursed after graduation. What's more, it shows signs of improvement. Given the moderately low level of advance endowment, they can offer a lifetime credit designation (around $100,000) giving everybody most extreme adaptability and decision to empower them to up-expertise and re-prepare in the help of an assorted and quickly developing occupation showcase. Given the gigantic cost of non-reimbursement of understudy advances in Britain, we are just ready to offer expense credits to first-time college understudies one hit and you're finished. Moreover, the Australian framework has employed or considered better to use a lower level of non-reimbursement of understudy credits. The open endowment of loan advances as low as only 25% in Australia (and percentage incorporates a loan fee sponsorship nearby non-reimbursement) which is similar to the UK's 45%. The Australian postgraduate and undergraduate system that they use for funding has a high procuring edge for repayment (like English system ) and a vibrant, pay unforeseen repayment configuration (like England ) yet once the graduate crosses the picking up confine the monthly repayments are higher. In Australia, higher repayments lead to shorter repayment period; just 8.4 years all things considered diverged from over 26 years for England graduates. This fundamentally influences the lowering of the rate of non-repayment down in the Australian structure. It, in the same manner, ensures that most by a long shot that before attaining the age of 30, they pay off their continuing studies since its this age when most want to invest and start up families (Aston, 2010) Conclusion Considering the above discussion from the existing facts, we can conclude that both of these nations are trying very much to compete. Therefore each of the countries considers is using its own technique and system to achieve but the truth is that in terms of funding, Australia has used the best methodology which is encouraging anyone who has the qualification and not the overall ability to access the education at the cheapest cost. (Aston, 2010) England, on the other hand, is struggling to get only those with qualifications and ability to join higher learning institution. Thereby I can conclude that Australia can offer better and quality education than England that accommodates everyone. Recommendations England should consider redesigning its funding systems to accommodate everyone and not the postgraduates to be considered first. England although balances both the private sector and public sector loaning, they should make the public aware of this. (Barr, 2008) Australia government should work on considering the qualification before intake. References Armstrong. (2011). financing higher education and economic development in East Asia. issues and overview; the economics of higher education and its financing arrangements, 1-4. Aston. (2010). the impact of fees, a review of the evidence. London: University Alliance. Aston, S. (2010). the impact of fees, a review of the evidence. In the impact of fees, a review of the evidence (p. 23). London University Alliance. Barr, N. (2001). The welfare state as a piggy bank. Oxford: Oxford University Press. Burke, P.J.Kuo, Y-C.(2015).WideningParticipationinHigherEducation:Policy Regimes and Globalizing Discourses, in Huisman, J., de Boer, H., Dill, D. Souto-Otero, M. (Eds.) The Palgrave International Handbook of Higher Education Policy and Governance (pp. 547-568). Basingstoke: Palgrave Macmillan Barr, N. (2008). what lesson? The Australian Economic Review, 23-30. Barr, N. (2004). The economics of the welfare state (Fourth Edition ed.). Oxford: Oxford University Press Barr.N. (2004). higher education funding. Oxford review of economic policy, 264-282. Burke, P. (2012). The right to higher education. Beyond widening participation, 34. Norton, A. (2013). Mapping Australian higher education. Melbourne: The Grattan Institute.