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Eulogy

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Abstract

Two unknowns were attempted to be identified by a series of solubility tests, followed by a series of functional group tests. Derivatives of the compounds were to be formed to confirm the identity of the substances. The solid did not have a melting point, rather, it sublimed. The solid and liquid were tested for solubility in water, 5% NaOH, 5% NaHCO, 5% HCL, and HSO4. The liquid was found to have a boiling point of 184°C. The liquid was tested using the beilstein test for halogens, the ferric chloride test for phenols, ,4-DNP for carbonyls, Br/CCl4 for multiple bonds, and the Tollens test for aldehydes. No derivative could be formed with the liquid because the sample evaporated. It was concluded that the liquid was benzaldehyde, which has a BP of 17°C.

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Introduction

Qualitative analysis of unknown compounds is based on functional group chemistry. Several different classification tests can be performed on a substance to determine the functional groups that are present, or absent for that matter. For example, the Beilstein test, tests for halogens. A copper wire is heated and then coated with the sample and then heated again. If a green flame is present, this is a positive result. The green flame is the result of the production of a volatile copper halide ().

The most important tests that should be performed initially are the solubility tests. These tests give important information about the functional groups present. For example, compounds that contain 4 or less carbons, and contain oxygen, nitrogen, or sulfur are usually soluble in water (). A flow chart on page 44 of the lab text outlines the procedure to follow for the solubility tests. Identity of unknown compound can be concluded by logical elimination of certain functional groups, and by using the results of each classification test to narrow the possibilities.

Results and Discussion

The tests and results for the solid unknown #6 are located in table 1.

Table 1

Solubility tests

According to the chart on p. 44 of the lab text, the solid probably does not have a low molecular weight, and is not a carboxylic acid or amine because it was not soluble in water. Furthermore, it was also indicated that it is not a carboxylic acid because it was not soluble in NaOH. NaOH insolubility also suggests it is not a phenol. The solid was not soluble in HCl, which suggests it is not a base, such as an amine. The solid was soluble in HSO4, which indicates that the solid is a neutral compound, or inert.

Possibilities based on solubility tests

· Alkenes

· Alcohols

· Ketones, aldehydes

· Nitro compound

· Esters, ethers

· Alkyl halides

· Aromatic compound

Classification tests

The solid was first tested for multiple bonds to eliminate or indicate an alkene. The tests is based on the reactivity of a double bond with the addition of bromine

The solution of Br/CCl4 and the solid did not become colorless, which indicates that the compound does not contain a multiple bond between carbons.

The solid was then tested for an aldehyde or ketone with the ,4-DNP test. The color of the precipitate formed is used as a guide to the type of functional group present. A yellow precipitate usually indicates an unconjugated ketone or aldehyde (). A red precipitate indicates conjugation. The solid tested produced a yellow-orange precipitate. From the results of the saturation test, which suggested no multiple bonds, it can be concluded that the solid may be an unconjugated aldehyde or ketone.

The Tollens test was used to differentiate between an aldehyde and a ketone because of the highly positive ,4-DNP test. The Tollens test is based on the fact that aldehydes normally produce a precipitate of silver metal by reduction of ammoniacal silver nitrate

The solid did produce a heavy silver precipitate on the sides of the glass test tube. Because ketones do not normally react in this test, one can conclude the solid is an aldehyde.

Derivative formation

It was concluded from the classification tests that the solid is an aldehyde, however no derivatives were formed. ,4-DNP and semicarbazone were attempted to be produced. The procedure for ,4-DNP was repeated twice with extra precision. Upon consultation with Mrs. Collins, the lab manager, it was concluded that the second batch of ,4-DNP was contaminated or produced incorrectly. The second batch was compared to the first and they were clearly different. There was not enough time to repeat the procedure a third time with new ,4-DNP.

The solid did appear to have a melting point. The melting point was attempted of the Fisher-Johns apparatus and the Mel-Temp apparatus twice. The solid appeared to sublime, which occurs when a solid goes directly to the vapor phase. This may have occurred because the vapor pressure of some solids depends on the temperature of the surroundings.

According to the appendix of derivatives on p. A of the lab text, the most likely possibility for the compound is pentanal. This was concluded because it was the only aldehyde that did not for semicarbazone. Also, according to the HO solubility test, the solid most likely has more than 4 carbons. Pentanal is not conjugated and has no double bonds, which was suggested by the ,4-DNP and the saturation test. The structure for pentanal is

Table

Test Positive result Result Comment

Solubility tests

The liquid was soluble in water, which suggests the compound contains 4 or less carbons, and may contain O, N, or S. If a compound is soluble in water, the Ph of the liquid should be considered. The liquid did not change the color of the red or blue litmus paper, so the compound is neutral. The compound was soluble in both NaOH and NaCO, which indicates a phenol, or carboxylic acid.

Possibilities based on solubility tests

· Carboxylic acid

· Phenol

· Low MW neutral compound

Classification tests

The liquid was tested for a phenol with the ferric chloride test. Red, Blue, or purple colors are produce in this test from the formation of complex phenols with the Fe(III) ion (). The liquid did not produce any colors. The liquid was then tested for the presence of a halogen with the Beilstein test. The Beilstein test is positive with the production of a green flame. The color is produced from the formation of a copper halide (). This test was also negative.

Because the litmus test indicates a neutral compound, and the ferric chloride test eliminated the possibility for a phenol, the liquid was tested for an aldehyde or ketone. The solubility of the unknown in water may have been due to the presence of a double bonded O. The ,4-DNP test was positive for the presence of a carbonyl. Furthermore, the Tollens test was positive for an aldehyde, giving the same result as the unknown solid. The saturation test, Br/CCl4, was positive for multiple bonds.

No derivatives could be made with the liquid because the sample appeared to have evaporated. Based on the BP of 184°C, and the above data, the unknown was concluded to be benzaldehyde, which has a BP of 17°C

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Salmon Fishing the Great Lakes

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Salmon Fishing the Great Lakes

Salmon fishing the great lakes has never been better. Great numbers of king(Chinook), coho, atlantic, and pink salmon have been taken over the last few years. The fishing has been so good that it is one of the most uprising sports today in Michigan. Most of the salmon have been coming out of Lake Michigan and Lake Huron. These two bodies of water hold an amazing amount of fish just waiting to bite. All it takes to catching them is just getting out there and finding them.

The salmon fishing season unofficially starts during the spring. During this time of year the place to be is in the southern portion of Michigan. Warm water from water run-off and streams flows into the lakes, warming the shallow water. Bacteria and parasites swarm the area, developing and multiplying in great numbers. When this happens, bait fish move in to feed on these organisms. Along with the bait fish come the salmon. Salmon will come in and heavily feed on the bait fish. During this time is when you want to be fishing. You will have a lot of luck at this time of year.

Following the spring salmon run is the summer fish. During this time of year the fish are a little bit harder to find. They will range in depths from anywhere in the thirty foot range to the one hundred and fifty foot range. A little trial and error has to be done in order to find the fish. Once they are located you can catch them in great numbers.Order College Papers on Salmon Fishing the Great Lakes

In the fall time, fishing can be great. At this time of year salmon are running into the rivers to spawn. To sustain their energy they eat a lot. This is why the fishing can be so good. Salmon of larger size are taken in large number. They are in very close and tend to school together. The smaller salmon tend to stay out deeper, for they are not ready to spawn yet. Fishing in shallow at this time of year will produce fish after fish on your boat.

The salmon season ends with fishermen lining the river banks and casting their bait into the currents. When it gets into the winter months the salmon head out into the deep water to avoid the freezing lake. The following spring will bring them back again.

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Assignment - Software Design for Telephone System

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Assignment - Software Design for Telephone System

Assumptions -

· The software is designed for local calls only, it will serve the people living in that geographic area.

· This system does not support conference. Help with essay on Assignment - Software Design for Telephone System · The subscriber will not be allowed to make any calls if his account accumulates an outstanding bill of £500 or more.

· The system will start charging once the connection is successful, and not during connecting or unsuccessful call.

· The system will disconnect from the caller if the connecting sequence has reached a timeout period of 1min.

· There are voice recorded messages that can be played to the caller when there are certain errors encountered.

This software will be running at the local exchange to manage the connections and charge the subscribers for the service. This telephone switching system consists of mainly two components, the controlling software and the electronic switching circuitry. It controls and allows two users to connect to each other, as show on the DFD below.

When the caller picks up his phone, he actually closes the circuit and connects to the local exchange telephone network. The system will detect this and lookup the Telephone Directory for the particulars for this telephone line and the respective subscriber. If the system detects that it is a valid line with subscription it will send a dial tone signal to the phone. The caller hears the dial tone will then dials the number of the callee, the system receives the signal to connect to another telephone line. It will look up the Telephone Directory again to check for any outstanding amount unpaid by the subscriber, if its £500 or more, the caller will be barred from making any calls. If not the system will look up the Telephone Directory for the particulars of the callee. For this case, since it is the caller party pays, even if the callee has chalked up a bill of £500 or more, he can still be contacted, unless his phone line is down.

If there is such a number where the caller dials, and the system has looked up the Telephone Directory checking the status of the callee. It will check if the callee is currently online, if the callee is busy, the system will send a busy tone back to the caller, signaling a call made is unsuccessful. The transaction is thus ended. If the caller wishes to redial, he will have to hook up his phone first to disconnect from the network before dialing, the system will then restart the sequence once again.

If the callee is free, the system will send a signal or a high current to ring the callee's phone, at the same time, the system will send a ringing tone to the caller, telling him that the callee is not engaged and that he has to wait for the callee to pick up his phone

However, if the callee is unavailable; his phone line is not engaged but is not at home, the ringing signal will continue to sound for a period of 1 min or until the caller hangs up, whichever is earlier, the system will terminate the call and end the transaction.

If the callee is free and available, and once he picks up the phone, his phone too will be connected to the telephone network, the system senses this and connects the caller to the callee.

The system will activate the timer once the connection is successful, and base on the current pricing plans, the system will calculate the duration of the call and charges to the caller's account, until either party ends the call. The system will also updates the subscriber's account when he makes payment.

On the occasion when the phone number dialed by the caller is invalid, the system will playback a prerecorded voice messages telling him that there is no such number or that the number has been terminated.

The DFDs below will show a more detail process in each stage of a call and their process specification.

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Anne Pery

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Martha Hailey Dubose recently wrote in a passage from her Women of Mystery novel on Anne Perry's legacy, including a section on Perry's growing appeal among contemporary murder-mystery fiction readers. Dubose, however, noticeably titled the section on Anne Perry "Past Imperfect" (45). When beginning a research project into Perry, the writer known for her Thomas Pitt and William Monk mystery series, it is nearly impossible to ignore the fact that despite Perry's seemingly consistent grasp on all aspects of her life, she nearly lost all potential of fame and fortune at the age of 15 due the murder the she, along with best friend Pauline Parker, committed.

The great New Zealand murder of 154 began what would appear to be Perry's greatest influence to the murder mystery genre. On June , 154, Juliet Hulme, for whom we now know as Anne Perry, and Pauline Parker murdered of Honora Parker, Pauline's mother. Prior to the murder, both Hulme and Parker kept a diary in which they relayed their aspirations to move to America and become famous writers. Pauline and Juliet coded their personal identities in the diary, consistently calling each other by different aliases. At the time of the murder, Pauline referred to Juliet as "Deborah".

The Perry/ Parker trial, which convicted the two girls to an indefinite prison Martha Hailey Dubose recently wrote in a passage from her Women of Mystery novel on Anne Perry's legacy, including a section on Perry's growing appeal among contemporary murder-mystery fiction readers. Dubose, however, noticeably titled the section on Anne Perry "Past Imperfect" (45). When beginning a research project into Perry, the writer known for her Thomas Pitt and William Monk mystery series, it is nearly impossible to ignore the fact that despite Perry's seemingly consistent grasp on all aspects of her life, she nearly lost all potential of fame and fortune at the age of 15 due the murder the she, along with best friend Pauline Parker, committed.

The great New Zealand murder of 154 began what would appear to be Perry's greatest influence to the murder mystery genre. On June , 154, Juliet Hulme, for whom we now know as Anne Perry, and Pauline Parker murdered of Honora Parker, Pauline's mother. Prior to the murder, both Hulme and Parker kept a diary in which they relayed their aspirations to move to America and become famous writers. Pauline and Juliet coded their personal identities in the diary, consistently calling each

Please note that this sample paper on Anne Pery is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Anne Pery, we are here to assist you. Your cheap custom college paper on Anne Pery will be written from scratch, so you do not have to worry about its originality.

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Does a Fetus Have Rights?

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I believe a fetus should have rights because of my culture, religion, and

experience. If you are responsible enough to have sex, you should be responsible for your actions. A fetus has a heartbeat, legs and arms, fingers and toes, and eyes at eight weeks after conception. The fetus may only be an inch long but it is still a human life. I believe there should be rights to protect a fetus. I grew up in south Florida and it seemed every year younger and younger kids were having sex. I had a steady boyfriend through high school and a very open relationship with my mother. She talked to me about sex, contraception, and the consequences of my actions. Sex education can play a very positive role a teenager's life, I know it did in mine. I was raised as a Catholic and the church had a strong influence on my beliefs. When I was in eighth grade I attended CCD or Sunday school. The church showed us a video of an abortion procedure, after the fetus was taken out of the mother it was tossed in a trash can. In the trash can you could see other fetus and blood. I remember crying throughout the whole video. The Catholic Church sure knows how to brainwash. Now I'm more educated and know not all I was told as a child was necessarily true. From the time I was thirteen until now I have had a quite a few friends become pregnant. Some of the girls decided on abortion and others chose to have the baby. I support my friends, but who supports the fetus? If a fetus did have rights who would speak for it? If the government spoke for the fetus then it would depend on the opinions of the President, Congress, and the courts. If religious groups spoke for the fetus there would be no abortions. There would need to be a neutral person(s) to speak for the fetus.

The first article I came across on the internet supported my beliefs. It was an article from The Christian Science Monitor titled "South Carolina tests the bounds of a fetus's rights." In this article the courts of South Carolina are deciding if the state can press charges against drug abusing pregnant mothers. A woman in South Carolina gave birth to a still born baby with high levels of cocaine in its bloodstream. The courts are deciding if she should be charged with child abuse or murder. The states are cracking down on drug abusive mothers. "As a result of this trend, some 00 women in 0 states have been charged for violating some kind of 'fetal rights'" (The Christian Science Monitor). I found this article to use opinion based evidence because it took place in South Carolina and they have more laws and opinions about "fetal rights." The evidence is obviously biased because not all women are being prosecuted and not all states are supporting it.

The other article I found to support my belief was from the Catholic Educator's Resource Center. I found this article to also be bias because the author is a pro-life supporter and philosopher. The article is called "The Apple Argument Against Abortion" and it states thirteen principles or steps to prove fetus should have rights. The author exaggerates by saying babies all over are being slaughtered. "Traditional common sense and morality say all humans are persons and have rights" (Kreeft). the author asks a pro-choicer to stand up and prove that a fetus is not a person. Some of Kreeft's thirteen principles are observational evidence, but some of the principles are strongly opinionated.

The next article I read went against my belief that a fetus should have rights. The article, "Abortion When do rights begin?" was written in the Capitalism Magazine. The author says individual rights begin at birth, but a fetus is only part of the mother. A fetus before five months can not survive on its own so how can it be given rights? The author believes only the mother has rights and her rights include the right to control her body; before, during, and her pregnancy. "Those who assert that a woman has no right to an abortion are willing to condemn her and her husband to the responsibilities of parenthood, as a duty, rather than as a chosen value" (Lewis). The evidence found in this article is obviously opinionated because the whole article is based on the author's opinion with no observational evidence. I also believe this article is biased because it doesn't show another point of view.

The last article I read was also against my belief. "Students Clash Over Bill that would Protect Fetus' Rights" was written in The New York Times College section. The article is about Laci Petterson and her unborn son Connor Petterson. Laci and Connor's bodies were found along a shoreline after they had gone missing for four months. Now Congress is trying to pass a law called the "Laci and Connor's Law" stating that anyone charged with murdering a pregnant women shall be charged with both crimes. Abortion-rights activist say that it is unconstitutional to punish the murderer twice. "There are better alternatives to punishing criminals who commit violent crimes against pregnant women, a majority of the states already have laws established to punish criminal acts that result in harm to pregnancy" (Bear). I thought this article used opinion based evidence because the author is an abortion-rights activist and the entire article is based on her opinions. The evidence used in this article if free because the court shows the steps in Laci and Connor's court case.

There are situations that could have an impact on my belief that a fetus should have rights. If I (or anyone) was raped and became pregnant I would consider abortion as an option. I would want the right to have the option. I feel having the baby would be a horrible experience for the baby and myself. I would have to look at my child everyday and remember that horrendous crime. I would also consider abortion if my life was in jeopardy. If I could not deliver my baby and survive, again I would like to have the option. Another experience that would challenge my belief would be if my teenage daughter came home pregnant. I would hope I could educate her about the importance of sex and contraception. I would have to know in my heart that she could make right decision, but it would be important that she have options. I feel there are certain situations that abortion may be the right choice, but I disapprove of people using abortion as a form of birth control. In conclusion, a fetus should have rights but a mother should have rights also.

Works Cited

Bear, Jennifer. "Students Clash Over Bill That Would Protect Fetus' Rights." New York Times 1 May 00. http//www.nytimes.com/uwire/uwire_FNYP05100770168.html

Kreeft, Peter. "The Apple Argument Against Abortion." Catholic Educators Resource Center 000. httpwww.catholiceducation.org/articles/abortion/ab0045.html

Lewis, Andrew. "Abortion When do rights begin?" 14 Feb. 000. http//www.capmag.com/article.asp?id=7.html

"South Carolina tests the bounds of a fetus' rights." The Christian Science Monitor 8 June 001. http//scmonitor.com/durable/001/06/8/fp1s1.csm.shtml

Please note that this sample paper on Does a Fetus Have Rights? is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Does a Fetus Have Rights?, we are here to assist you. Your cheap custom college paper on Does a Fetus Have Rights? will be written from scratch, so you do not have to worry about its originality.

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The Great Gatsby and the criticism of the American dream.

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The 10's were a period of decadence and partying despite the prohibition, a legal ban on both the production and selling of alcohol, providing an opportunity for criminal organisations to supply it illegally and at a high cost. The Great Gatsby was written in 15, after the First World War but before the Depression in the 10's, amidst this time of partying and bootleg alcohol. The American dream evokes the idea that everyone can achieve their goals and happiness through hard, honest work- that everyone is presented with the same opportunities and can reach their full potential simply by striving to be all that they can and staying true to their beliefs and moral values. Thomas Jefferson expressed the embodiment of The American dream in the Declaration of Independence 1776

'We hold these truths to be self-evident, that all men are created equal, that they are endowed by their creator with certain unalienable rights, that among these are life, liberty and the pursuit of happiness.'

The Great Gatsby is set during 1 in two 'eggs' just outside of New York. The West Egg, one of the regions, is home to 'new money' and those that have acquired their wealth rather than being born into it. The East Egg in contrast inhabits those who have a conventional social standing and represent the ideals of the old upper classes. At the beginning we are introduced to the narrator Nick Carraway; he has been taught by his father to reserve judgement on others as not all have had the advantages in life as he. Fitzgerald establishes this, as he wants to ensure that the reader trusts Nick's recount of events as neutral and unbiased despite the fact that he is an involved character in the novel. It becomes clear however that Nick Caraway can not hide his feelings of the characters, he has a distaste for their immoral actions, however, this form of narrative allows Fitzgerald to not only be morally detached from the novel but also to display his own optimism of life in the character of Gatsby.

'Gatsby of course can have no consciousness of his own significance-what his life really means-which is why Nick Carraway's role, and the narrative method Fitzgerald has chosen, are of such crucial importance.' (1)

Custom Essays on The Great Gatsby and the criticism of the American dream.

Fitzgerald's characters are young and privileged, Tom and Daisy Buchanan, or young and deprived, Myrtle and George Wilson; they contrast each other. Jay Gatsby is the main character in the novel and it is he that is striving to achieve the American dream, or he is in pursuit of the one thing that he thinks will make him complete, which is his first love Daisy. 'The American dream in its true sense has never been limited to material success alone' (). At the end of the chapter1 the reader witnesses, through the eyes of Nick, Gatsby stretching his arms out and looking into the distance at a 'single green light'. On the surface this symbolic gesture can be seen as Gatsby reaching out to Daisy who lives on the other side of the dock. It is representative however of Gatsby trying to capture the deceptive aspirations that are the American dream or on a whole something that everyone strives for but is just out of our reach. Gatsby thought that once he had achieved wealth and power he would have happiness in Daisy, however he can't buy everything that is important to her; he cannot buy an established position in society. Gatsby chose the quick route to success, rather than working hard and honestly, and achieved it by becoming involved with some illegal organisations in order to make his money fast. The American dream when it was first established determined that all could reach their goals by honest, hard work but Gatsby's corruption contrasts this and demonstrates Fitzgerald's criticism of it. The dream is unrealistic, as it does not take into consideration the changes in society and its inhabitants. The fact that light is green can be quite deceptive to the reader implying that colours within the novel are important symbols in themselves. Daisy is wearing white on the first encounter with her indicating that she may be a virginal, innocent person however by the end of the novel this image is contradicted as she is actually shallow and superficial, motivated solely by greed and material possessions.

The rich characters in the novel own lavish mansions and cars, which were luxury items at this time and only owned by those who could afford them, and Fitzgerald's description of them are poetically exquisite. For example 'The front was broken by a line of French windows, glowing now with reflected gold and wide open to the warm wind of the afternoon…' (pg.1) It was these material possessions however that corrupted the American dream. The characters are obsessed with their outward appearances, what they have on display and then ultimately how others perceive them via these status symbols. Gatsby himself has a lavish mansion however he built it not to show others what he had but to capture Daisy's attention; if Daisy herself was not so shallow and concerned with superficial appearances Gatsby would have no need for such status symbols. The rich characters in the novel assume that Gatsby is the same and that all his possessions are fake and for show also; for example Jordan assumes that the books in the library are merely for display when in fact they are actually real. Jay Gatsby's dream was honest at the beginning but he became corrupted along the way achieving his money and luxuries by partaking in illegal activity. Daisy herself was so shallow that she set standards that Jay would never be able to live up too whilst at the same time had no intention of ever leaving her husband.

The eyes of T.J. Eckleburg that look over the ''valley of ashes'' are symbolic of a godlike presence watching over the characters and their actions. Many of the immoral actions of the characters take place under these watchful eyes, for example the death of Myrtle and Tom's affair, and they are representative of Fitzgerald's attitude towards the lack of moral values in his own society. Fitzgerald describes them as brooding over the 'solemn dumping ground', judging the characters for allowing themselves to become spiritually corrupt. George Wilson whilst grief stricken at the end of chapter eight describes how he had taken his wife to the window and said 'I told her she might fool me but she couldn't fool God...God sees everything'. Myrtle is the one character that pays for her immoral actions, as God is the definitive judge of virtue of honesty. The characters idolised their possessions rather than God and lost their spiritual aim in life, as did many Americans living during this time period. A life without purpose or aim is meaningless; Tom and Daisy surrounded their lives with all their money could buy yet despite all they had their lives were empty and both had affairs to compensate for this. His description of the valley of ashes is heaving with images of baron, deadened area that not a living being could survive in - ' a fantastic farm where ashes grow like wheat into ridges and hills and grotesque gardens; where ashes take the forms of houses...of ash-grey men, who move dimly and already crumbling through the powdery air' (pg ). This depiction is not only of an area similar to a desert or harsh environment but also significant of the moral wasteland that the area represents.

Fitzgerald describes Gatsby as having 'something gorgeous about him, some heightened sensitivity to the promises of life' and it may be the element of hope that Gatsby embodies that he finds so attractive. Gatsby remains ever optimistic that he will be able to win Daisy back despite the fact that he becomes corrupted whilst trying to achieve this dream. Gatsby is a hopeless romantic and, as Fitzgerald almost did, he lost the woman of his dreams, his true love because he had no money. For Gatsby his pursuit of money and possessions was merely a means for him to capture his dream. The American dream encouraged people to strive in order to attain whatever it was that would make them feel happy, successful and complete. The green light that Gatsby was obsessed with symbolises hope and it is with this image that Fitzgerald makes his strongest criticism of the American dream. The light is out of reach for Gatsby, as he has set himself a goal that he will never be able to accomplish, and his death at the end of the novel symbolises the death of The American dream itself.

'If Gatsby is redeemed as an individual, it is only by the determination which he clings to his dream, however flawed and fragile its basis may be.' ()

The American dream can bring consequences when the idealist becomes absorbed with material wealth and forgets about their spiritual well being. Love and happiness cannot be bought and Gatsby's dream was doomed to fail as he had focused too much of his time on material improvement that time eluded him, but it was the circumstances of the period that had placed him under this pressure.

'Gatsby exemplifies only a process of corruption for which he is not individually responsible. His sense of the ideal is no more nor less than that which his society offers him.' (4)

Gatsby had a romantic ideal but it belonged to a specific period of his life that was to remain in the past as, time waits for no man, Daisy had moved on and was unwilling to risk all that she had gained to retreat into the past. Time is irrelevant to Gatsby, as the broken clock signifies, but this causes him to fail to keep in touch with reality. Gatsby's dream belonging in the past juxtaposes Fitzgerald's belief that the American dream belongs there also- reality and modern society can not keep up with the ideals that the American dream had once stood for. Fitzgerald poetically describes Gatsby's attempts to go beyond his past as wasted time and energy 'So we beat on, boats against the current, borne back ceaselessly into the past (pg187)- He was never to be successful as he is modern man living in a backward society. Tom and Daisy Buchanan represent the force of the current; America was to be the land of dreams but they embody the traditional views of European aristocracy and have infected the society with these opinions. The West Egg and East Egg regions are symbolic not only by the people that live in them but also because of the division between them; the ideals that the dream originally stood for cannot co-exist in a world that still has divisions among the classes. The American dream suggests that all people are equal but in the novel social discrimination is still at large and cannot be overcome by any of the characters. Myrtle's affair with Tom is her attempt to try and break into this world but in doing so becomes corrupted herself, sneering at other people from her own class and becoming offensive. Her desire to become a member of this group is simply from her social ambition and she has no regard for the feelings of either Daisy or her husband George's feelings. In contrast to this Gatsby's yearning to do so is only somewhat influenced by social purposes but it is not the sole reason; it is however more imperative for him to succeed because his whole existence revolves around his belief that he can accomplish what he set out to do.

George and Myrtle Wilson are important characters in the novel as they contrast the rich world that Tom and Daisy inhabit yet all live unhappy lives; Nick Caraway describes George as being grey, covered with the ashen dust and 'mingling immediately with the cement colour of the walls'. His depressing situation is due to his dying business; there is a gleam of hope in his eyes when he sees that Tom has come down to his garage hoping that he has brought some trade with him. The poor believed that their problems would vanish if they had more money but as demonstrated through Gatsby money can not buy happiness. Tom and Daisy were rich yet their lack of true love, lack of morals and lack of principles all led to their unhappiness. None of Gatsby's so-called friends attend his funeral; his struggle for wealth and status had been wasted as in the end he was left with nothing. Consequence is a word of no significance to the characters in the novel. Nick says in chapter nine of Tom and Daisy, 'They were careless people, Tom and Daisy- they smashed up things and then retreated back into their money...and let other people clean up the mess they had made'. Tom and Daisy allowed Gatsby to be murdered for a crime that he did not commit; Tom because he wanted Gatsby to be punished for loving his wife and Daisy as she had never before had to take consequences for her own actions. This is reinforced by Jordan's description of being a driver; it was not up to her to be careful but to the other drivers on the road. Their life of decadence and carelessness caused the death of the American dream when they allowed Gatsby to die for their own corrupt actions.

'Daisy and her morally empty, sosphitcated worldliness is quite incapable of sustaining the dream that Gatsby has created around her' (5)

Tom, Daisy and Jordan are this 'dust' in the valley of ashes that have eventually caused the corruption of the American dream. The valley of ashes and the dust within are what are ultimately left of The American dream after the rich socialites destroyed it.

QUOTATIONS

1. Andrew Hook, F. Scott Fitzgerald, Ed. Robin Gilmore 1, 4

. Andrew Hook, F. Scott Fitzgerald, Ed. Robin Gilmore 1, 5

. Andrew Hook, F. Scott Fitzgerald, Ed. Robin Gilmore 1, 58

4. Andrew Hook, F. Scott Fitzgerald, Ed. Robin Gilmore 1, 58

5. Andrew Hook, F. Scott Fitzgerald, Ed. Robin Gilmore 1, 56

BIBLIOGRAPHY

1. Hook, Andrew 'F. Scott Fitzgerald, 1

. Mizener, Arthur 'This Far Side of Paradise', Houghton Mifflin Company 15

. www.sparknotes.com

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