Brca1 Brca2 Essay Example For Students

Brca1 Brca2 Essay Are Women MoreSusceptibleto Breast and OvarianCancer If a Mutation inBRCA1 and BRCA2 isFoundBreast and Ovarian cancer are the two most common kinds of cancers found in women in the United States. An estimated 90-95% of cancer casesare believed to be environmental and lifestyle related. The remaining five toten percent of these types of cancers may be caused by inherited geneticmutations. The existence of a breast cancer susceptibility gene known asBRCA1 and its approximate location on human chromosome 17 have beenknown for about 4 years, on the basis of retrospective family studies. Butonly since 1994 have scientist actually been able to isolate and sequence thegene. In 1995, BRCA2 (a similar gene) was identified. In some families, thegene is inherited in a mutated form. Women who inherit a mutated form arehighly susceptible to breast and ovarian cancers. BRCA1 and BRCA2 aretwo known genes that are responsible for an increased risk of both breast andovarian cancer. (Malone 136)What i s cancer? Cancer is defined as a disease in which abnormalcells multiply without control, destroying healthy tissue and endangering life. Cancer occurs in most species of animals and in many kinds of plants, as wellas human beings. About 100 types of cancers attack human beings. BRCA1and BRCA2 are genes linked to breast (male and female), prostate, ovarian,and colon cancer. (Harris 1) Cancer strikes people of all ages, but especially middle-aged to elderlypeople. It occurs equally among both males and females. The disease canattack any part of the body and may spread through means of blood flow. Cancer may spread only if it is not caught in time. Many types of cancers aredetermined in various stages in which they can be treated and possibly cured. (Harris 2)The occurrence of a specific kind of cancer varies from country tocountry. For example cancer of the stomach is much more common in Japanthan in the United States. The primary body sites that cancer strikes mostoften are the skin ; the female breasts; and the organs of the digestive,respiratory, reproductive, blood-forming, lymphatic, and urinary systems. (Harris 2)The body of an adult human being is made up of hundreds of billions ofcells. Each minute, several billion of these die and are replaced severalbillion new cells. Each if these new cells then doubles in size and becomescapable of dicing throughout mitosis. This way, new cells are being producedfor every cell that dies. Normal, non-cancerous cells, divide at a normal raterequired to replace dying cells, never at a faster rate. Like normal cells,cancer cells reproduce by dividing, but have lost the ability to reproduce at acontrolled rate. (Collins 183)Whenever anything interferes with the reproductive control of cells, thecells multiply and gradually build up a mass of tissue called a tumor. Tumorsthat are benign do not spread, while tumors that are malignant do spread anddestroy other parts of the body. The spread of cancer from one part of thebody to the other is known as metastasis. Cancers ability to spread makesthe disease extremely difficult to treat unless detected early. (Harris 4)Most experts agree that people develop cancer mainly throughprolonged contact with one or more carcinogens. In addition, scientistssuspect that a person may inherit a tendency to develop the disease as well,linking it to DNA alterations. Carcinogens attack normal cells and mayeventually cause one of the cells to become cancerous. Scientists believe that90 to 95% of cancer start this way. The changes are then passed on to thecells descendants. One cancerous cell turns into two, and two into four, andfour into eight, and so on. Carcinogens are introduced into the body throughthe nose, mouth, or some other bodily openings. Many cancers are caused bya combination of two or more agents usually rather than a single one. (Harris 7)Some cancers, including those of the breast and colon, occur amongblood relatives at a higher than average rate. Scienti st believe that somepeople inherit a tendency to develop a certain type of cancer. Only a fewtypes of cancer though have been proven to be hereditary, such as, breast andovarian cancer. In addition researchers have identified certain genes, calledproto-oncogenes, that are vital to early tissue development. When thesegenes become changed or rearranged by chemicals or viruses, these genes intheir altered state are called oncogenes. The oncogenes than transform ahealthy cell into a cancerous cell. Scientists have identified over 50oncogenes that may cause cancer in certain organs such as the bladder,breasts, liver, lungs, colon, and pancreas. Some scientists believe thatoncogenes are involved in all cancers, while others do not. (Harris 7)Breast cancer is one of the most common types of cancer amongAmerican women, affecting 1 in 10 during their life time. It is estimated that45% of all families with significantly high breast cancer incidence, and atleast 80% of families with elevated r ates of both early-onset breast cancer andovarian cancer, carry the mutated BRCA1 gene. A rough estimate is that 1 in200 women in the U.S may have an inherited mutation in the gene. (AmericanCancer Society packet) Up until the 1940s many doctors and scientist thought breast cancerwas a result of old aging. Scientists know now that breast cancer is not aresult of old aging, but a result of being in contact with too many carcinogens,or as a result of inheriting certain genes. It is becoming more and more clear,that all cancers i.e. breast cancer, have a strong genetic basis, not necessarymeaning that they are all hereditary, but can be found linked to certain geneson chromosomes. (Love 165)Normal cells have 46 chromosomes which appear in 23 pair, butcancer cells usually have many more and on occasion fewer. The risks ofdeveloping breast cancer comes from either parent. Because each person hastwo copies of each gene, but transmits only one copy to each of his or heroffspring, the laws of chance predict that about half of all children of a parentwith a mutation in the BRCA1 gene will inherit the alteration. This flawedgene will make you more susceptible to cancer. The most common genes inwomen and men, that when damaged cause breast cancer are BRCA1 andBRCA2. BRCA1 and BRCA2 are also linked to an increased risk for ovariancancer as well as breast cancer. (Love 167)Usually breast and ovarian cancer are not inherited. It has beenestimated that about 5 to 10% of all breast and ovarian cancers are thought tobe due to mutations in a gene inherited from a parent. However, if anindividual has several closely related family members with breast and/orovarian cancer, or if cancer has occurred at an early age, there is highersuspicion that the breast cancer in that family may be an inheritance. (Scalia 1)BRCA1: BR=breast CA=cancer gene 1, located on chromosome 17q,was first discovered in 1994 by Mark Skolnick at Myriad Genetics Corp. BRCA1 normally is responsible for making proteins which is important forthe normal functions of the cells. A mutation in BRCA1 can change theprotein it makes so the protein does not work as well. The BRCA1 gene isencoded by 5591 nucleotides distributed over a gnomic region which isapproximately 100kb in length. (Langston 3) SEE DIAGRAM 1It is possible that the BRCA1 gene may be involved in some sporadiccases through somatic mutations (mutations that cannot be passed tooffspring) that occur in DNA of breast cells during a womans lifetime. Preliminary evidence, however, suggests that BRCA1 plays a small role, ifany, in sporadic breast cancer. (Langston 4)BRCA2: BR=breast CA=cancer gene 2 was discovered in 1995 by Dr. Steven Narod in Ontario, Canada. Twenty-two coding exons of the geneencode a protein of 1863 amino acids. The protein contains a putative RINGfinger domain near the amino-terminal, suggesting BRCA2 may regulatetranscription. (Levine 25) DIAGRAM 1BRCA2, located on chromosome 13q, functions similar to BRCA1. The only real difference between BRCA1 and BRCA2 is that BRCA2 increases the risk for male cancer, while BRCA1 does not. Also theestimated risk of ovarian cancer with BRCA2 is not as high as BRCA1. (Langston 3)When researchers isolated these gene, they looked at selectedindividuals with either breast and/or ovarian cancer. The researchers whoisolated the gene looked for BRCA1 mutations in 32 breast tumors and 12ovarian tumors from patients who were not known to be members ofcancer-prone families. From this test scientists found BRCA1 mutations inthree of the breast tumors and in one of the ovarian tumors. However, eachof the four was found to be a germline mutation, which suggests that thesepatients have inherited a BRCA1 gene mutation in the same way as womenfrom the families that have been studied. Future research will clarify ifBRCA1 has any role in sporadic breast cancers. Studies of families withinherited alterations in BRCA1 has suggested that more than half the womenwho carry a cancer associated mutation in the gene will be diagnosed withbreast cancer by age 50. (American Can Soc Pack 3)Since the isolation of these genes, studies characterizing the effects ofspecific mutations are presently being conducted. Existing tests to determinewhether a person carries a BRCA1 mutation are effected on both research oncommercial levels. Once the gene is identified in a family, researchers canlook directly for the specific mutation. This allows testing for familymembers to be much more easy, as well as less expensive. (Rizzler 24)In women who have been found to carry an altered BRCA1 gene, therisk to develop breast cancer by age 70 may be as high as 80.5% and the riskfor ovarian cancer 40 to 60%. In other words, out of a 100 women whoinherit BRCA1 mutations, about 80 will develop cancer by the time theyreach 70 years; about 40-60 women will develop ovarian cancer. For womenwho develop cancer in one of the breasts, the risk is increased for cancer todevelop in the oth er breast as well. Men who carry a mutation in BRCA1 donot seem to have high risk to develop breast cancer, but there may be aslightly increased risk for prostate cancer or colon cancer. (Bre OvaPAMPHLET)We all have two BRCA1 and BRCA2 genes. We get these genes fromboth our mother and our father. A mutation in either of these genes can beinherited from either parent. If the mother or father does have a mutation theneach of his or her children has a 50% chance of inheriting the mutation. Chance determines who inherits the gene and who does not, and theappearance of the gene in one child has no effect on the risk in other childrenin the family. It is possible that all or none of the offspring of an affectedparent will inherit the mutated gene. (Scalia 1) SEE DIAGRAM 2BRCA1 and BRCA2 in their natural form, are thought to be importantfor normal function of cells. Because BRCA1 is a gene that has recently beenidentified, little is known either of its role in breast cancer development or itsnormal function. If there is a mutation, however, in either of these genes, orone copy of either gene is lost or damaged, its function may be disrupted,making breast cells and ovarian cells more prone to the susceptibility ofdeveloping cancer. Not everyone who inherits a mutation in BRCA1 andBRCA2 develops breast or ovarian cancer. BRCA1 or BRCA2 mutationdoes not cause cancer; however it does increase the chances for a person todevelop cancer. Scientists do not know why only some individuals with amutation develop cancer and why some do not, however, with the rapidprogression of cancer research and genetic testing these questions may soonbe resolved. (Scalia 1)Everyone has two genes of a specific trait. One from mom and onefrom dad. If one of these genes becomes mutated, or lost, then the other canserve as a break for the other and continue to function as normal. Womenwith inherited BRCA1 mutation are born with one bad copy, so that forcancer to occur they need only one additiona l damaging mutation in a breastcell some time during life. It is suspected that the BRCA1 and BRCA2 genesfunction as a tumor suppressor. Suppressor genes normally preventuncontrolled cell proliferation and their inactivation through mutation can leadto cancer. Inherited mutation occurs only on one gene, while the other is noteffected. Chances of that person developing cancer from one of these genesis greatly increased, i.e. 85% breast cancer and 50% for ovarian cancer. How can anyone believe that a machine can think? Essay~clinical breast exams. ~mammograms. ~consultation with a qualified healthcare professional if a change in breast tissue is detected. Ovarian cancer guidelines:~CA-125 serum tumor marker testing~transvaginal ultrasound~rectovaginal pelvic examinationWomen who have a BRCA1 mutation and have been diagnosed withbreast cancer are at an increased risk of developing cancer in the other breast. This may affect treatment decisions, i.e., the choice between a mastectomy ora lumpectomy of the affected breast, and either prophylactic mastectomy ofthe unaffected breast and/or prophylactic oophorectomy. (Doctor Pamphleton breast cancer/Gaitherburg)Ways to treat breast cancer:~Prophylactic oophorectomy. Many clinicians believe that this is thetreatment of choice for the women who carry BRCA1 mutation or for thosewho have a strong family history of breast cancer. A bilateral removal of theovaries to decrease estrogen production is effective as well. Otherconsiderations include the individuals risk for cardiovascular disease andosteoporosis and her concerns about sterility. (Doctors Pamphlet on BRCA1and 2)~Prophylactic mastectomy. Because dense breast tissue may interfere withthe clinical examination and mammography, and in premenopausal women every breast cell has a mutated gene placing a woman at a 95% risk duringher lifetime for breast cancer, the volume of the breast tissue that can beaffected is reduced through mastectomy, making prophylactic surgeryappropriate for women who carry a BRCA1 mutation. However, becausesurgery cannot remove all breast tissue, the risk of developing breast cancercannot be totally eliminated. (Doctors Pamphlet on BRCA1 and 2)Another kind of treatment is hormone replacement therapy. Hormone replacement therapy has been shown to be effective in relievingsome of the conditions often associated with menopause, as well asdecreasing the risk of a heart attack and osteoporosis. However, the use ofreplacement hormones may increase the risk of breast and endometrialcancer. Post menopausal women who are currently taking hormones(estrogen or a combination of estrogen and progesterone) ha ve a relative riskof 1.46% of developing breast cancer compared to post-menopausal womenwho have never taken hormones or had breast cancer. The effect of hormonereplacement therapy for shorter periods of time and for women who carry amutated BRCA1 gene is currently unknown. (Gayther 1462)There are some life modifications that women can make in order todecrease their chance of breast cancer. Women who carry a BRCA1mutation should be encouraged to evaluate their current lifestyle habits and, ifnecessary and/or appropriate, modify the following: (Gross 88)Age at first pregnancy: Data indicates that women who deliver theirfirst child before age 30 are less likely to develop breast and ovarian cancer. Body weight: individuals who are 40% or more over- weight mayhave an increased risk of breast and ovarian cancer. In addition, maintainingdesirable body weight increases efficacy of cancer screening procedures. Exercise: Physical activity during a womans reproductive yearsaffect the production of estrogen and other sex hormones. This may providea protective effect against breast cancer risk. Tobacco use: A study indicates that a womans risk of dying frombreast cancer increases 25% if the women smokes cigarettes. Diet: Some studies suggest that eating a balanced diet has ananti-tumor affect. Recommendations for a balanced diet include foods low infat and rich in fiber and antioxidants; green leafy vegetables; soy products;and broccoli, cabbage, brussel sprouts, and other cruciferous vegetables. Alcohol: Some studies indicate there is some link between alcoholconsumption and the development of breast cancer, although no causalrelationship has not been proven. (Gross 89) SEE DIAGRAM 6In the future, scientists hope discoveries will lead to gene therapy, butfor now there is little one can do about a genetic predisposition beyondcounseling and lifestyle changes. The BRCA1/BRCA2 genetic susceptibilitytest is commercially available through Myriad Genetic and OncorMedLaboratories. Testing to verify sensitivity, specificity, and other parameterswill commence at cancer centers throughout the U.S. Educational materialswill be provided to healthcare professionals who offer BRCA1/BRCA2testing to assist in presenting and discussing issues with patients both beforeand after the test. (Breast/Ovarian Pamphlet)Having a test for either BRCA1 or BRCA2 could affect a personsability to get or to keep insurance in the future. If a mutation is found insomeones family that increases the risk for d eveloping cancer, it could affecttheir familys ability to get or to keep insurance (health, life, and disability). One may experience loss of insurance, inability to qualify for new insurance,increased premium payments, or decreased coverage. A person may belocked into a job to keep coverage, or lose coverage in the event of a job loss. (Hereditary Breast Cancer 4)Patients should talk to their doctor about how the information will bekept in their medical record. People who are concerned about how their testresults will be used need to consider paying for tests out of their ownpockets. Legislators are in the process of introducing state bills which bansuch discrimination from employers and insurance companies. Twenty statesalready have statutes that, to varying degrees, protect the confidentiality ofgenetic test results and protect them from employment or insurancediscrimination. The presence of a mutation in BRCA1 or BRCA2 indicates that thereis a risk to develop cancer. It does not mean that cancer will definitelydevelop. Although testing is very accurate, there is a chance that an inheritedmutation in BRCA1 or BRCA2 will not be detected or that a mutation existsin another gene for which testing was not done. Cancer can and does occurfor other reasons (Hereditary Breast Cancer 4)There are psychological risks for be ing tested. Some people may alsohave difficulty in knowing that they carry a gene which increases their risk todevelop breast cancer. They may experience emotions, such as: anger,denial, anxiety, or shock; fear of cancer or of the future; worry about theirhealth, family, employability; changed self-image; guilt for possibly passingthe gene to children; worry about the future medical costs and insurability. These are all normal reactions. (Hereditary Breast Cancer 4)If a mutation in BRCA1 and BRCA1 is found, one will be encouragedto inform other family members who may also carry the mutation. In theprocess, other family members may also find out confidential information. For example, someone may disclose that a family member is adopted. Therefore, sometimes relationships in families may be affected. (HereditaryBreast Cancer 4)In conclusion, it is believed that 1 out of 3 women will inherit breastcancer during their life time, though others may disagree. Undoubtedly breastcancer is a silent killer in which it must be detected early in order to beprevented or stopped. As one person put it, ?This is the most exciting andmost frightening time there is in the research of breast cancer.? BibliographyBIBLIOGRAPHYAnderson, Greg. 50 Essentail Things To Do When The Doctor Says ItsCancer. Middlesex: Plume Publishers, 1993. Beckman, M.W. ?Clinical Impact of Detection of Loss of Heterozygosity ofBRCA1 and BRCA2 Markers in Sporadic Breast Cancer.? Cancer WeeklyPlus 24 June, 1996: 25. Berger, Karen. A Womens Decision. St. Louis: Quality Medical Publishers,1994. ?BRCA1 Breast Cancer Susceptibility Gene? American Cancer SocietyAtlanta: April 1997, 1-5. ?Breast.? Encarta Disk Reference 1996 ed. Breast Net Team, Breast Net Call for Papers of Cancerwww.bei.org.au/papers/call_for.html ( 26 June, 1996). Carrela, Angela. ?Defending a Life Saving Test.? The Advocate 30 Jan.1997: A1. Collins, Francis. ?BRCA1-Lots of Mutations, Lots of Dilemmas.?The New England Journal of Medicine. 18 Jan, 1996: 183-186. ?Comprehensive BRCA1 and BRCA2 Sequence Analysis.? BRACAnalysisMyriad Genetic Corp. Cummings, Shelly. ?Genetic Counselor For Cancer.?PRO Updates. January1996: Number 1. Davidson, Nancat E., David Hunter, Maryellen Giger, and David Rose. ?Breast Cancer Network Research.? http://www.cancer.org/report.html(Jan 24 1997). Davies, Kevin. Breakthrough. New York: 1995. ?The Effects of Breast Cancer.? Body Works Computer CD-Rom 1996 ed. Fiztgerald, Michael. ?Germ-line BRCA1 Mutation in Jewish Women andNon-Jewish Women With Early-Onset Breast Cancer.? The New EnglandJournal of Medicine 18 Jan, 1996: 143-147. ?Full Sequence of BRCA2 Cancer Gene Published.? Cancer BiotachnologyWeekly 18 March, 1996: 2-6. Gayther, Simon. ?Breast Cancer-Genetic Aspects? JAMA May 1996: 14. Gross, Amy. Women Talk About Breast Sugery New York: CrownPublishers, 1993. Halloran, Liz. ?Preventing Genetic Bias.? The Advocate May 1997: A1Harris, Jules. ?Cancer? Rush Medical College 1994: 1-8. ?Hereditary Breast Cancer: Questions and Answers for Patients.? OncorMedInc. Gaithersburg, August 1996: 1-4. ?Hereditary Breast Cancer: Questions and Answers for Physicians.?OncorMed Inc. Gaithersburg, August 1996: 1-8. Ivor, Benjamin. ?The Breast-Ovary Cancer (Pre-clone).?Available www.oncolink.upenn.edu/specialty/mol_bio/brca1.html (Dec 11,1995). Kormanicky, Lydia, Anne Rosenberg. What to Do If You Get Breast Cancer. Atlanta: 1995. Langston, A. Amelia. ?BRCA1 Mutations In A Population? New EnglandJournal of Medicine. 18 January, 1996: 334-344. Levine, Joseph, and David Suzuki. The Secret of Life Boston: WGBHEducational Foundation, 1993. Love, Dr. Susan. Dr. Susan Loves Breast Book. Canada: OTA Publishing,1995. Malone, Kathleen. ?BRCA1 Mutations In A Population-Based Sample ofYoung Women With Breast Cancer.? The New England Journal of Medicine. 18 Jan, 1996: 136-137. Michnovicz, Jon. How to Reduce Your Risk of Breast Cancer. New York:Warner Books, 1994. Myriad Genetics, ?BRCA -Analysis, Genetic Susceptibility for Breast andOvarian Cancer.? http://www.ps1group.com/dg/z9d.ehtm26 Sept.,1996. Offit, Kenneth. ?Germline BRCA1 185delAg Mutations in Jewish WomenWith Breast Cancer.? The Lancet June 15, 1996: 1643. Rizzler, Carol Ann. Estrogen and Breast Cancer New York: MacMillan,1993. Robinson, Rebecca, and Jeanne Petruck. The Role of Genetic Testing In thePrevention of Occupational Disease. New York: Carol Publishing, 1994. Scalia, Jennifer. Personal Interview. 16 Feb. 1997. Sirsky, Joan. Breast Cancer Handbook. New York: Harper CollinsPublishers, 1994. ?Why Clone Animals for Use In Cancer Science Year 1995, 1995 ed. Science Essays

Purchasing Astronomy Research Paper

Purchasing Astronomy Research Paper Ideas, Formulas and Shortcuts for Astronomy Research Paper Conclusion Although producing software can be an extremely labour-intensive and challenging job, the benefits can be life-altering and supply substantial profit for quite a few years to come. Custom writing means a critical company with high standards. You will be sure to gain from it not only by saving a good deal of time but in addition by being sure your academic career isn't in danger of failure because of a poorly-written paper. The ideal thing about our writing service is that you may provide a whole description and get it written exactly the direction you require it. Astronomy Research Paper Options The syllabus states no Powerpoint, but if you truly must project graphical effects or images, it's fine to use. Introduction Writing the introduction, you are going to have to show your initial talent and expertise. Determine whether you've got enough sources to fulfill your ins tructor's requirements for the undertaking. Write out all of the essential aspects it is simple to recollect. Each exam you sit and each and every paper you deliver can produce the difference between success and failure when it has to do with college education. The fundamental processes in an 8th grade science fair project can be explained in various stages. You can be certain you will become absolutely original astronomy papers from us, so go right ahead and make your very first step towards success. Tons of new ideas were presented that I will surely use. Boy, are you ever enjoyable to obey! Then, the kid and the parent can brainstorm ideas on what sort of project ought to be carried out. Helping you identify which topics get the absolute most interest so you're able to focus your time better. If you help one blog proprietor, they will help you. Astronomy has ever been of amazing interest to a lot of people around the world. Top Choices of Astronomy Research Paper Even in the event that you've just taken introductory physics, you could be qualified. Once you have selected a category that interests you it's just an issue of locating a question you would like answered in that specific category. It's convenient for the remainder of the lab if you quit time by pressing the K' key. On the exact same parcel of paper, write down a number of the situations you know. When you are finished with that, consider your paper on a larger scale. Each is important and all of them combine to form a fantastic paper. Defining a suitable structure of the astronomy paper which you are writing is important. Additionally, your academic level and the subject don't influence the grade of the paper in any way. Engineering, that is the performance of a machine or mechanism. Then you must make sure you have sufficient details on it to compose your research paper. The third issue is to make sure the structure of your astronomy paper corresponds to the normal template. Best for first-time on-line entrepreneurs and seasoned authors who need to unlock their complete article writing and marketing potential! First of all, it's the one to lend you a helping hand once you're stuck with a tough college assignment. First you ought to choose a category that interests you. Let's say you should purchase essay for college. If you don't want to get regarded as as a bad writer you should understand how to do a title page in an appropriate way. It's only normal to be anxious about hiring an on-line essay writer since you can not ever be sure whether you are employing the ideal service or not. The Do's and Don'ts of Astronomy Research Paper Even in the event the consequence of your study isn't a scientific breakthrough, it may be of some use in a broad range of different fields. As soon as you have located the celestial object you wish to study you can turn on the narration feature and begin learning. A sample value is provided in the table. The very first is an effort to explain the truncation of stellar discs with the use of the magnetic hypothesis.

Do I Use Double Spacing in a College Essay?

Do I Use Double Spacing in a College Essay?One of the many college essay questions that students get asked is, 'Do I use double spacing in a college essay?' Double spacing has been around for many years and it is used in many types of writing. It is also used in letters and books.There are many different styles of formatting which affect how the spacing will look. This style of spacing can be used for certain content areas, such as a letter or the body of an essay. Double spaced areas have the same effect as single spaced ones.Double spaced formatting works well for paragraphs that contain a lot of important information about the point being made. In the first paragraph of the body of the essay, you can place double spaced text within the first sentence and within the first paragraph. This will show readers what the writer thinks the topic is before they turn to the main body of the essay.You can also use this style of spacing in your beginning and ending sentences. In the beginning of the body of the essay, it will show the reader how the writer thinks about the topic before they continue reading the essay. When the writer turns to the middle of the essay, they will see the end of the material.In the middle of the essay, the writer can use double spaced text within the middle of the body. This is especially effective if you are breaking up long paragraphs into several sentences. The reader will read one sentence at a time while they continue to read the remainder of the piece.Writing a college essay can be a fun experience. If you don't have enough time to write a college essay yourself, you can hire a college writing service to do the work for you. Many writing services offer courses that teach you all about writing and editing your college paper.When it comes to using double spacing in a college essay, it can help you make the text flow more naturally. It can also make it easier to make up your mind about a certain point being made. Most people tend to spend a lot of time on the first sentence of an essay, and it can be helpful to break the sentence up into several smaller sentences to make up your mind about the point being made.Double spacing is an effective way to make the content flow in your college essay. It makes the piece appear more professional and will make the reader want to read the rest of the essay. You should learn all about college writing and double spacing before you start writing your college essay.

Research Paper Topics For Us Government Employees

Research Paper Topics For Us Government EmployeesResearch paper topics for us government employees. All of us federal employees get tasked with researching topics and coming up with original, good research papers. Most of us feel that it is going to be a lot of work, but many of us do not realize how much work that there actually is involved.There are very few avenues available to us government employees, when it comes to original research paper topics. In fact, the best we can hope for is something related to our area of employment.Although, there are a number of non-government agencies that have their own research service units, they have their own requirements for these articles. Most of these requirements are for personnel to be certified by a government agency, such as the Social Security Administration or the Bureau of Labor Statistics. However, in some cases, there are requirements that have to be met by the writer.The main goal of each writer is to get published in government publications. Therefore, it will be important for the writer to start with the right place. It will also be important for the writer to know what type of article he or she is trying to write. The first step is to determine what it is that he or she wants to write.That way, it will be easier for the writer to figure out the research paper topics for us government employees. The writer will then need to think about what it is that he or she is really interested in researching.Then, the writer must start thinking about how much time he or she has to invest into it. For instance, the writer should figure out how much time he or she has on a daily basis. This should be at least an hour, but if the writer is having trouble, he or she should find someone else to help.Another thing that is crucial to all government employees is to make sure that the research paper topics for us government employees that he or she is working on are original. The easiest way to do this is to change the forma t and the structure of the research paper. A good way to do this is to use a template that has already been written and has been tested for a while.Finally, the last thing that any government employees should do is to stick to the required time frames. Just because a deadline has been given to the writer, it does not mean that the writer has to do the research article. The deadlines should be respected by the writer.

Assumption of Mary Essays

Assumption of Mary Essays Assumption of Mary Essay Assumption of Mary Essay Giving Voice to Our Values the thought experiment Fundamental premise of many Eastern philosophies and martial arts is to move with ones momentum and energy, rather than fight against them. The approach to voicing and acting on our values described in these pages a attempts to build on that same principle. Rather than taking a preaching stance wherein we might try to count- term temptations with all the moral reasons why we should behave ethically, or taking a persuasive stance wherein we might counter those same temptations with all the Para- tactical arguments for ethical behavior, the approach here is to take an enabling stance. We try to identify both the times when we already want to act in accordance with our highest moral values and also the reasons why we feel that way, and then we focus on building the iconic- dance and skills and the scripts that enable us to do so effectively and with the least amount of angst. Rather than pushing or pulling ourselves into values-based AC- Zion, we try to grease the skids that might carry us there. One way that we try to work with personal omen- Tums, rather than fight against it, is by framing our disc- 1 Copyrighted Material Giving Voice to Our Values cushion here as a thought experiment. We are invited to consider how we might voice and act on our values if we were going to do so. In this way, we sidestep all the pre- emotive arguments and rationalizations that pop up naturally, about how difficult or even impossible it may be to do so. We create a safe and enabling space, if you will, for experimentation and creative thinking. In the service of creating that safe space, we try to be explicit about as many of the working assumptions that underlie this approach to enabling values-based AC- Zion as possible. These assumptions are intended as the foundation for an exploratory rather than coercive stance. This explicit naming of our assumptions allows for a kind of informed consent at best, or at least for a Provo- signal consent as we embark upon this experiment. Even if we are not entirely certain that we accept all of the as- assumptions, this provisional consent provides room for us to act as if we did, and to see where they might take us, thereby freeing us up to create scripts and implemental- Zion plans for values-driven actions that we might never otherwise develop. Then when we are faced with the AC- tall excision to act on our values, we will at least have a well-developed strategy to consider. In this way, the De- fault of non-action, or of Just going along with the course of least resistance, will have a worthy counter position. So in the service of this informed or provisional consent, lets consider the starting assumptions for Give- inning Voice to Values. These are twelve assumptions, or give- Copyrighted Material Giving Voice to Our Values 3 ens, that form the story line behind this approach to values-driven action. Assumption One: I want to voice and act upon my values. As discussed in the Introduction, the fundamental as- assumption is that most of us want to find ways to voice and act on our values in the workplace, and to do so fee- get stuck on the idea that even if we want to act ethically, we assume that many others do not. Therefore we conclude that our efforts will be for naught and, whats more, that we will likely pay a price for trying. But why do we always focus on the folks who do not want to behave ethically? If we start instead from the premise that most of us would like to behave in accordance with our values, then it becomes less important whether everyone does so. Instead we only need Just enough folks to share this position; it becomes simply a matter of critical mass. It is a glass-half- empty or half-full kind of issue. By starting from the assumption that most folks do want to voice and act on their best values, we begin to create that very possibility, because we eliminate one of the conclusions that prevent us from Joining this group. (We are putting aside for a moment the question of Copyrighted Material 4 Giving Voice to Our Values which values we, or others, want to voice and act upon. That question is addressed in Chapter 2. Another objection to this first assumption may be the protestation: But I might not want to act on my highest values in all situations! However, Just because an idea may not always be true does not mean it is never true. For the purpose of this thought experiment, we suppose that there are many times when we would in- deed like to voice and act on our values, and by enabling that choice and learning to do so effectively, we are likely to expand the frequency of this choice. It becomes a gene- nine and even a realistic option for us. Assumption Two: I have voiced my values , at some points in my past. Even though research and our own experiences reveal many individual and organizational inhibitors, most Poe- pile have in fact chosen to voice and act on their values on some occasions. In conversations and interviews with managers at all levels of organizations and in the class- rooms where this approach has been discussed, we have yet to find anyone who cannot think of times both when they have and when they have not done so. Typically this realization leads to a conclusion that no one is truly teeth- cal. What if, as part of our thought experiment, we turned this around and concluded that no one is truly unethical? This conclusion can then be the foundation for building Copyrighted Material Giving Voice to Our Values 5 the muscle for more frequent and more effective values- driven actions. Assumption Three: I can voice my values more often and more effectively. We have the potential to expand our capacity, our effect- tipsiness, and our likelihood to voice and act on our vale- uses by acknowledging that we have such a choice, and by practicing what we would say and do if we made that choice. The working metaphor for the Giving Voice to Vale- uses approach to values conflicts is that of an individual learning a new hysterical skill or sport. Not being an tat- Leticia type myself, I did once take a class in self-defense a number of years ago. The course was called Model Mug- king, and the idea was that instead of simply learning the basic self-defense moves (fist to bridge of nose, heel to instep, knee to groin, and so on), we would also have the opportunity to experience the feel of a full-on blow did- erected at an instructor who was dressed in an entirely padded suit, like the Michelin Man. In this way, the stub- dents could practice delivering the various self-defensive moves full force, rather than simply alkali about what action was called for or miming the moves in the air without the in a support- Eve environment, we would have a chance to practice AP- Copyrighted Material 6 Giving Voice to Our Values plying them during a simulated full-speed attack as well, with the same padded instructor. The thinking and research behind this several-stage approach was that muscle memory is linked to both the experience of full-force contact as well as the heightened emotional state of the simulated engagement, and there- fore, even if our brains are frozen or reacting slowly, our bodies would remember how to respond if e encounter- tired that same emotional state again in an actual real- time situation. There are several interesting aspects to this AP- approach. Before engaging in the simulated attack, we first had to master the actual physical movements by breaking them down into their components and practicing them repeatedly, with full-force impact and with encourage- meet and feedback on our form. This is similar to the way a student of tennis or golf or any other sport might learn and practice the different strokes and positions and build the requisite muscle groups, as preparation or put- ting them together in actual play, or the way a musician practices playing or singing scales before attempting a complex musical composition. Switch,thepremiseisthatvalues-transcripts and actions are a competency that can be learned, and that it is learned by both breaking it down into its com- opponent parts and by practicing the application of those componentsscripts and action plansin cooperative and lower-stress situations. Both the cognitive aspects of the processanalyzing the arguments and creating fee- Copyrighted Material Giving Voice to Our Values 7 active scriptsas well as the experiential aspectsactually saying the words in concert with peers who stand in as prop- sees for eventual workplace colleaguesare essential. In this way, we build the muscle and the muscle memory so that the approach will come more naturally and skillfully when we encounter actual values conflicts in real time. Some might argue that this is simply an example of traditional role playing in the service of learning. On the contrary, although there is a value in the use of role playing, if we are immediately placed in a situation where we must ice our values in the face of an adversary who is primed to argue vehemently against our position, we may find ourselves unintentionally reinforcing those same anxieties and that same pessimism about our chances at success that we are trying to counter. For example, too often participants in a role play of a values conflict will demonstrate their political astuteness, their savvy, and their experience with the so- called real world of business by assuming a skeptical, if not cynical, stance, pointing out all the reasons why a defense of ethical values is not realistic or practical. Such ole plays tend to send the signal that values-based actions are naive, at best. However, if instead of adversarial role plays, we Cree- ate opportunities to practice our arguments in front of peers who assume the role of coaches, we can work co- operatively and constructively to simultaneously rein- force the best of our arguments, to revise the weakest of our arguments, and to experience the physical and memo- action act of voicing these arguments in public. Copyrighted Material 8 Giving Voice to Our Values unintended negative rein- forewomen of our own best intentions, they would be used only after we have first taken the time to craft and actually practice speaking our positions in a collaborator- dive context. Assumption Four: It is easier for me to voice my values in some contexts than others. Developing the muscle for voicing our values does not diminish the importance of selecting and developing or- generational cultures and policies and incentives that en- courage such choices. In fact, our effort to promote the development of such cultures, policies, and incentives is, in itself, an instance of voicing values. And the more such organizational enablers are in place, he more likely it is that individuals will choose to voice their values. It is a kind of virtuous circle. This is an important part of the puzzle, for there is much research that examines the impact for good or ill of organizational contexts that enable or disable dissent and that focus on narrowly defined versus broadly De- fined performance goals. We will discuss examples of this in subsequent chapters, but the important point here is to recognize that although the emphasis of the GO AP- approach is on the individual and his or her abilities and choices, the organization and its impact are not over- Copyrighted Material Giving Voice to Our Values 9 looked. Although GO is an individual strategy, individual- LULAS operate within organizations that can limit or en- hence the options available to address values conflicts. Focusing on organizational pressures and norms is, again, not a reason to avoid voicing our values but rather another opportunity to airframe our choices and act on our values, this time by actually addressing the organize- action context itself. As we will see, sometimes individual- alas can more effectively address values conflicts in the workplace by talking about what discourages ethical AC- Zion and engaging leagues in addressing those factors than by tackling the issue head-on. This becomes a kind of Jujitsu move, where colleagues are engaged in fixing the organization in such a fashion that, by the way, ad- dresses the values conflict itself. An example of this is when individuals focus on changing financial incentives and reporting systems that may not only enable, but also encourage, distortions in an organizations internal AU- dining. Looking for ways to fix the system in the service of more accurate planning and forecasting, along the way, addresses the distortions in reporting integrity. Assumption Five: I am more likely to voice my values if I have practiced how to respond to frequently encountered conflicts. There are certain frequently heard reasons and rational- actions for not voicing and acting on our values. But Copyrighted Material 10 Giving Voice to Our Values there are also possible responses or reframing that we can use to counter these reasons and rationalizations. If we familiarize ourselves with these responses in advance, we are more likely to be able to access them when needed and potentially shift a conversation or change a mind. This is especially true when we begin to see hat the types of reasons that we hearand even offer ourselvesfor not voicing our values tend to fall into a set of recognize- able and limited categories, and therefore the levers for responding to them, or entirely recasting them, are Simi- Larry recognizable and consequently learnable. Prior reflection on responses to values given decision situation. That is, if we be- come fluent in ways to address the defenses of less than ethical behaviors, we will find ourselves more easily and more automatically doing so. Rather than experiencing that deer-in-headlights feeling hen we confront values conflicts, our muscle memory can kick in and the memo- seasonality of the moment is reduced. I learned this lesson firsthand a number of years ago. While teaching at the Harvard Business School, I launched a research and course development project on Managing Diversity in the mid-sass. There was no other course on the subject at the school then, but I had both an intellectual as well as a personal interest in purr- suing this work. For a variety of reasons having to do with my own experiences and those of people I knew, I had always experienced significant discomfort when I Copyrighted Material Giving Voice to Our Values 11 witnessed unfairness or undeserved bias toward school or professional colleagues. Rather than anger toward the offender, however, I would tend to feel guilty and angry at myself for not being confident enough or skillful enough to counter the situation. At some level, I believe I felt that the experience of researching, constructing, and teaching a course on diversity might enable me to learn how to handle such situations myself, even as I was try- inning to teach others. Although teaching the course was a very positive experience for me, at the end of the two years I felt that, sadly, I as no closer to that elusive sense of bulletproof confidence and skill that I believed I needed to be able to speak up when I witnessed unfairness in my professional life. I moved on to other projects. Less than a year later, however, while working as a consultant, I was led to areas- sees the impact of the diversity research and teaching I had done. Two situations in particular caught me up short. In the first instance, my team was presenting a new piece of work to a potential client. The representative from the clients firm was making small talk at the start of our meeting, and he engaged to make several Joking but disparaging comments based on ethnic and class stereotypes. Although the comments were not specific- calla directed at me or any of my team memberswho were racially diverse and included my boss as well as seven- real more Junior managersI was concerned about the tone that we set for our ongoing working relationship. I Copyrighted Material 12 Giving Voice to Our Values didnt really think about it but I Just heard myself sue- getting, with calm but pointed good humor, that perhaps we should turn to topics about which we all were more informed. There was a palpable sense of relief among my colleagues, especially the more Junior ones, and the CLC- .NET, unfounded, good-naturally turned to a more AP- appropriate topic. I was relieved, both because I did not want to lose the client but also because I did not want to bond with him on the basis of discriminatory humor. In the second instance, I recognized that the senior member of my consulting team had made some incorrect and negative assumptions about the writing ability of the sole African-American Junior member of our group. I dont believe this manager was intentionally biased, but his unconscious conclusion was barring the Junior cool- league from a plum assignment. I found myself in a car with this senior manager, and when the subject came up, I simply explained how impressed I was with the result, the Junior consultant received an attractive writing project, and I had the opportunity to work closely with him and benefit personally and profess- signally from the association. I mention these two examples neither because I be- live I handled them flawlessly nor to argue that I always counter bias when I see it. I still struggle tit my desire to avoid conflict and with a certain natural reticence. However, I did manage to shift the behaviors and IM- pacts on my peers in these two situations (not that I have Copyrighted Material Giving Voice to Our Values 13 any illusions that I actually changed the attitudes of the client in the first example). And I did so with a mini- mum of stress and hand-wringing on my own part. In fact, in both instances, I heard myself making comments that I would never have made prior to my diversity course. In fact, in the past, I would have felt horrible about both situations but would have likely remained tongue-tied. I have concluded that the experience of researching and talking about the many ways that discrimination and bias can occur in professional contexts, and especially the identification of the many arguments against this type of bias and the many ways of responding to these situations, had had a profound impact on me. Not only had I seen how common such situations are, but I had also Para- diced, unwittingly, all the ways that one might respond. I was not shaken or put off my game when the circus- stances arose. I was able to react calmly, thereby without signaling to my audiences that this was a difficult situ- action or that they were somehow bad people. The re- sponges were fact-based, good-natured, and appropriate to the context. Had I been taken off guard or less pre- pared, I would likely have telegraphed more stress, memo- Zion, and blame. But the funny part was, I had not known that I was so prepared until I was in these situations! So I revisited my assessment of the value of my research and discussions of diversity. I believe it was more effect- dive than I had recognized. It was, in fact, a kind of pre- scripting. Copyrighted Material 14 Giving Voice to Our Values Assumption Six: My example is powerful. Just as we ourselves would like to be able to voice and act on our values, we can assume that many of our colleagues would as well. If we can demonstrate credible responses to frequently heard reasons for not voicing and acting on our values, we may encourage and empower others to Join us. An undergraduate business student I interviewed was working in a plum internship doing research for a consulting firm. When her boss told her to lie about who she was to gain intelligence from a competitor, she ex- planned that she didnt want to do so but that she would work to gather comparable information in other ways. Her boss, unconvinced by her ethical arguments, never- toeless indulged her alternative plan, and through hard work, the intern was able to generate a credible report without misrepresenting herself. It might be argued that she had had a very limited impact on the firm; after all, her boss was not likely to change his behavior going for- ward. However, the intern reported that later she was surprised and pleased to see that other interns began coming to her, asking how she managed to complete her task without deception because they, too, wanted to take that road. Whether the organization was changed example. Additionally, rather than walking away from this internship with only a sense of distill- sentiment at what she had learned about how this rep- Copyrighted Giving Voice to Our Values 15 table firm did business, she gained a sense of efficacy and greater confidence in her own options. In fact, she was offered an ongoing position with the firm. Assumption Seven: Although mastering and delivering responses to frequently heard rationalizations can empower others who share my views to act, I cannot assume I know who those folks will be. The responses we develop and practice to frequently eared reasons and rationalizations for unethical behave- IRS are intended to strengthen our own confidence in voicing and acting on our values. Additionally, this Para- twice can influence others who share our values conflict but are unable to find a way to explain their reluctance. However, we cannot assume we know who feels the con- flick and who does not simply by observing their behave- ROR because, as we have already acknowledged, we all have chosen to suppress these felt conflicts at some points in our past. Thus, in the example above, the business student intern might eve thought she had failed if her goal had been only to change her bosss behavior. However, Unix- affectedly and without her conscious intention, her be- having was noticed by some of her peers and they were influenced by her. This is important because often we can become discouraged from trying to voice our values 16 Giving Voice to Our Values because we are not certain of our ability to influence our intended audience. The thing is, we will experience more satisfaction from our efforts to voice our values if we re- main open to the possibility of unintended positive IM- pacts. This is not to say hat we do not design our scripts and action plans with a careful eye to having a hoped-for impact on a particular audience; rather it is simply to acknowledge and value the additional or alternative POS- dive impacts we may have. The only real and ultimate control we have is over ourselves, which leads us directly to the importance of the next assumption. Assumption Eight: The better I know myself, the more I can prepare to play to my strengths and, when necessary, protect myself from my weaknesses. The greater our self-knowledge, the more likely we are to be able to anticipate and manage our responses to values conflicts. Prior reflection on our own personalities and behavioral tendencies under pressure enables us to play to our strengths: that is, to frame the challenge we face in such a way that it draws on the skills and arguments with which we feel most adept and confident. Rather than AC- accepting the challenge as it is put before us, we can take an active role in reshaping it. This kind of self-assessment is not your typical values- Giving Voice to Our Values 17 clarification process. It is not about figuring out what is important to us; the Giving Voice to Values approach starts from the moment our values kick in. Instead this self- assessment is based on the observation that people who do act on their values often have found ways to describe the situation that give them power rather than ways as a prepare- Zion and trigger to consciously put mechanisms in place to protect us from our own weaknesses. However, re- search tells us that often these mechanisms need to go beyond mere self-knowledge and become external tools (incentives, deterrents, automatic review processes, transparency requirements, practicalities networks of sounding boards, et cetera). Our own internal awareness of our biases and tendencies is important but not enough to prevent us from falling ere to them: we need to go beyond awareness to active preparation for values- based decision making, a preparation that includes the script- inning and action planning that GO encourages. Assumption Nine: I am not alone. When we encounter values conflicts in the workplace, often we feel isolated and personally at risk. We may assume that our peers will not share our concern, or that to raise the issue will polarize our colleagues or expose us to greater pressure and vulnerability. This may actually be true. How- Copyrighted Material 18 Giving Voice to Our Values ever, interviews with individuals who have voiced their vale- uses in such situations veal that, in most cases, they did find and rely upon some form of external support system. The challenge is to identify whom to speak with and for which purposes. There are many different sources of support, both inside and outside organizations, and there are many ways of gathering support, some more direct than others. We can utilize our personal support networks (family, friends outside the organization) as sounding boards; we can reach out to our colleagues in the firm to build a coalition of allies or to gather sup- porting information; and we can engage in strategic use of the managerial hierarchy. However, we must consider carefully which approach is most appropriate in a par- testicular situation, keeping in mind the implications not only for ourselves and the challenge we face, but also for the individuals we engage. The examples discussed here show different ways that individuals countered the ten- Denny to feel isolated. Assumption Ten: Although I may not always succeed, voicing and acting on my values is worth doing. When pursuing our values, Just as with any other man- serial action, we do not always succeed at what we set out to achieve, et that does not necessarily prevent us and others from taking action. There are no guarantees or Copyrighted Material Giving Voice to Our Values 19 reckless action plans, around voicing values or anything else, and GO does not claim that there are. Rather than backing off from our values because we cant muster the words or the strategies in the moment, and rather than rashly voicing values in ways that belie the management sophistication and interpersonal insight we would exhibit in a less charged situation, GO is about providing the pop- opportunity to hone and reactive our approach, such that we feel greater confidence and can behave more skillfully. In this way, the goal is to increase the likelihood of success. Additionally, we are more likely to voice our values if we have decided that the costs of not doing so, and the benefits of trying, are important enough to us that we would pursue them even though we cannot be certain of success in advance. In order to get to this place of clarity, we need to spend some serious time thinking about our own identity, our personal and professional purpose, and our definition of success and failure. We will fleet clear-eyed upon the risks associated with voicing our values, so that we can be prepared to handle the possible implications. Assumption Eleven: Voicing my values leads to better decisions. It is often difficult to be certain that a specific course of action is right or wrong, but we are more likely to Copyrighted Material 20 Giving Voice to Our Values come to the best decision if we feel empowered to voice our concerns about values conflicts and discuss them with others. In fact, one of the most common objections to the idea of voicing and acting on our values is the con- CERN that we may be wrong, hat our values might spring from a place of self-righteousness or incomplete under- standing. And of course, this is a valid concern. Unfortunately, too often this concern serves to is- lance us, preventing us from sharing our perspectives be- cause we assume that they are not valid. If, however, we learn to examine our values-based position in depth and from multiple perspectives, as the GO approach out- lines, we not only will become more adept at presenting our values-based position, but we will also be testing it against the views of others and supporting it with the necessary information. Our own position will become richer. In addition, even if in the end we conclude that our going-in position was incorrect, the process of analyzing and sharing our concerns can improve our organize- action decision-making process. In fact, one of the less- sons shared by the individuals interviewed for GO is that decisions are often improved if we do not assume that managerial directives are final and unquestionable, but rather view them as simply opening hypotheses. Take- inning this view can also help us to present our views with the calm confidence that comes room the belief that we are adding value by doing so. Copyrighted Material Giving Voice to Our Values 21 Assumption Twelve: The more I believe its possible to voice and act on my values, the more likely I will be to do so. We are more likely to voice and act on our values when we believe it is possible to do so, and to do so effectively. If we pay attention to positive examples of such voice and action and spend time developing support Mecca- minims and practicing the development and delivery of responses to frequently heard reasons and rationalize- actions for unethical actions, we can expand our sense of whats possibleanother virtuous circle. On the other hand, if we focus most of our time and attention identifying and bemoaning all the ways in which we are discouraged from voicing our values, we will be reinforcing that process. This is not only common sense; increasingly it is a phenomenon supported by re- search in the fields of positive psychology as well as the cognitive neuroscience. L In fact, the GO approach described in these pages is more than a set of insights and tools that we can learn to apply; the very act of reading and reflecting upon all the ways that looks have voiced and can act on their vale- uses can change the way we experience reality. That is, rather than proving that we can act on our values, we are simply making it true. And we do this by reframing the question from whether to voice our values to how can we voice our values? Copyrighted Material 22 Giving Voice to Our Values Having now familiarized ourselves with the work- inning assumptions behind the GO thought experiment, it becomes important to ask: What are our reactions to these informed, or at least a Provo- signal, consent to the GO project, then it becomes IM- orator not only to name and define these underlying assumptions, but also to reflect on both our resonances with them as well as our reservations or objections to them. We might consider: A

Writing a Psychology Research Paper PDF

Writing a Psychology Research Paper PDFYour discipline of choice when preparing a psychology research paper is usually your specialty. Some areas like personality development are complex, and you may find that the topic is outside of your depth, but you can't forget about the most important part - the subject. What's important to you, so that you'll be able to relay the information accurately, is how to approach the material you present.The best way to plan a psychology research paper is to think of yourself as someone who has already done it once, and you'll come to understand the process much more easily. At first, you may find yourself very frustrated when you realize that you didn't get the answer you were looking for or if the information was not clear and easy to grasp. It's important to remember that any research paper will need to be written in a logical manner, and for this reason, you need to prepare all the details beforehand.Once you have the writing process well-underway , the next step is to plan out the exact content of your research paper in advance. Don't do this at the last minute, because you'll waste precious time, but keep things in mind for example the kind of questions you'll ask, the kinds of questions you'll ask, and even the kind of research you'll conduct.To start with, there's a difference between a research paper and a textbook. There are many differences and only the important one is the end result, i.e. the papers that get accepted by academic journals.A research paper is more like a scientific report, in the sense that it uses some data to inform your research. However, the results of your study will usually focus on the communication skills of an individual and not on any particular field of psychology, which is where textbooks differ from research papers.You can get two kinds of outcomes: the final result and the output. If you submit your research paper as a research paper, the outcome is considered finished once you receive th e actual research document in its final format. For this reason, it's very important to work on the final output, especially since the main purpose of submitting your paper as a research paper is to get publication. This means that you need to finish the process before you submit your research paper.Preparing a psychology research paper PDF for submission to academic journals requires that you do many things at the same time. Your goals are to make sure that the material you present is correct, so make sure you review your work and ensure that you've taken note of what you need to include.

Best Analysis Money and Materialism in The Great Gatsby

Best Analysis Money and Materialism in The Great Gatsby SAT / ACT Prep Online Guides and Tips In The Great Gatsby, money is a huge motivator in the characters' relationships, motivations, and outcomes. Most of the characters reveal themselves to be highly materialistic, their motivations driven by their desire for money and things: Daisy marries and stays with Tom because of the lifestyle he can provide her, Myrtle has her affair with Tom due to the privileged world it grants her access to, and Gatsby even lusts after Daisy as if she is a prize to be won. After all, her voice is "full of money- that was the inexhaustible charm that rose and fell in it, the jingle of it, the cymbals' song of it. . . . High in a white palace the king's daughter, the golden girl. . . ." (7.106). So how exactly does materialism reveal itself as a theme, how can it help us analyze the characters, and what are some common assignments surrounding this theme? We will dig into all things money here in this guide. Roadmap Money and materialism in the plotKey quotes about money/materialismAnalyzing characters via money/materialismCommon assignments and analysis of money/materialism in Gatsby Quick Note on Our Citations Our citation format in this guide is (chapter.paragraph). We're using this system since there are many editions of Gatsby, so using page numbers would only work for students with our copy of the book. To find a quotation we cite via chapter and paragraph in your book, you can either eyeball it (Paragraph 1-50: beginning of chapter; 50-100: middle of chapter; 100-on: end of chapter), or use the search function if you're using an online or eReader version of the text. Money and Materialism in The Great Gatsby In the opening pages, Nick establishes himself as someone who has had many advantages in life- a wealthy family and an Ivy League education to name just two. Despite not being as wealthy as Tom and Daisy, his second cousin, they see him as enough of a peer to invite him to their home in Chapter 1. Nick's connection to Daisy in turn makes him attractive to Gatsby. If Nick were just a middle-class everyman, the story could not play out in the same way. Tom and Daisy's movements are also supported by their money. At the beginning of the novel they move to fashionable East Egg, after moving around between "wherever people played polo and were rich together," and are able to very quickly pick up and leave at the end of the book after the murders, thanks to the protection their money provides (1.17). Daisy, for her part, only begins her affair with Gatsby after a very detailed display of his wealth (via the mansion tour). She even breaks down in tears after Gatsby shows off his ridiculously expensive set of colored shirts, crying that she's "never seen such beautiful shirts" before (5.8). Gatsby's notoriety comes from, first and foremost, his enormous wealth, wealth he has gathered to win over Daisy. Gatsby was born to poor farmer parents in North Dakota, but at 17, determined to become rich, struck out with the wealthy Dan Cody and never looked back (6.5-15). Even though he wasn't able to inherit any part of Cody's fortune, he used what he learned of wealthy society to first charm Daisy before shipping out to WWI. (In a uniform she had no idea he was poor, especially given his sophisticated manners). Then, after returning home and realizing Daisy was married and gone, he set out to earn enough money to win Daisy over, turning to crime via a partnership with Meyer Wolfshiem to quickly amass wealth (9.83-7). Meanwhile, Tom's mistress Myrtle, a car mechanic's wife, puts on airs and tries to pass as rich through her affair with Tom, but her involvement with the Buchanans gets her killed. George Wilson, in contrast, is constrained by his lack of wealth. He tells Tom Buchanan after finding out about Myrtle's affair that he plans to move her West, but he "[needs] money pretty bad" in order to make the move (7.146). Tragically, Myrtle is hit and killed that evening by Daisy. If George Wilson had had the means, he likely would have already left New York with Myrtle in tow, saving both of their lives. Hardly anyone shows up to Gatsby's funeral since they were only attracted by his wealth and the parties, not the man himself. This is encapsulated in a phone call Nick describes, to a man who used to come to Gatsby's parties: "one gentleman to whom I telephoned implied that he had got what he deserved. However, that was my fault, for he was one of those who used to sneer most bitterly at Gatsby on the courage of Gatsby's liquor and I should have known better than to call him" (9.69). In short, money both drives the plot and explains many of the characters' motivations and limitations. Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. Key Quotes About Money Then wear the gold hat, if that will move her;If you can bounce high, bounce for her too,Till she cry "Lover, gold-hatted, high-bouncing lover,I must have you!" - THOMAS PARKE D'INVILLIERS The epigraph of the novel immediately marks money and materialism as a key theme of the book- the listener is implored to "wear the gold hat" as a way to impress his lover. In other words, wealth is presented as the key to love- such an important key that the word "gold" is repeated twice. It's not enough to "bounce high" for someone, to win them over with your charm. You need wealth, the more the better, to win over the object of your desire. "They had spent a year in France, for no particular reason, and then drifted here and there unrestfully wherever people played polo and were rich together." (1.17) Our introduction to Tom and Daisy immediately describes them as rich, bored, and privileged. Tom's restlessness is likely one motivator for his affairs, while Daisy is weighed down by the knowledge of those affairs. This combination of restlessness and resentment puts them on the path to the tragedy at the end of the book. "There was music from my neighbor's house through the summer nights. In his blue gardens men and girls came and went like moths among the whisperings and the champagne and the stars. At high tide in the afternoon I watched his guests diving from the tower of his raft or taking the sun on the hot sand of his beach while his two motor-boats slit the waters of the Sound, drawing aquaplanes over cataracts of foam. On week-ends his Rolls-Royce became an omnibus, bearing parties to and from the city, between nine in the morning and long past midnight, while his station wagon scampered like a brisk yellow bug to meet all trains. And on Mondays eight servants including an extra gardener toiled all day with mops and scrubbing-brushes and hammers and garden-shears, repairing the ravages of the night before†¦." (3.1-3.6) The description of Gatsby's parties at the beginning of Chapter 3 is long and incredibly detailed, and thus it highlights the extraordinary extent of Gatsby's wealth and materialism. In contrast to Tom and Daisy's expensive but not overly gaudy mansion, and the small dinner party Nick attends there in Chapter 1, everything about Gatsby's new wealth is over-the-top and showy, from the crates of oranges brought in and juiced one-by-one by a butler to the full orchestra. Everyone who comes to the parties is attracted by Gatsby's money and wealth, making the culture of money-worship a society-wide trend in the novel, not just something our main characters fall victim to. After all, "People were not invited- they went there" (3.7). No one comes due to close personal friendship with Jay. Everyone is there for the spectacle alone. He took out a pile of shirts and began throwing them, one by one before us, shirts of sheer linen and thick silk and fine flannel which lost their folds as they fell and covered the table in many-colored disarray. While we admired he brought more and the soft rich heap mounted higher- shirts with stripes and scrolls and plaids in coral and apple-green and lavender and faint orange with monograms of Indian blue. Suddenly with a strained sound, Daisy bent her head into the shirts and began to cry stormily. "They're such beautiful shirts," she sobbed, her voice muffled in the thick folds. "It makes me sad because I've never seen such- such beautiful shirts before." (5.7-8) Gatsby, like a peacock showing off its many-colored tail, flaunts his wealth to Daisy by showing off his many-colored shirts. And, fascinatingly, this is the first moment of the day Daisy fully breaks down emotionally- not when she first sees Gatsby, not after their first long conversation, not even at the initial sight of the mansion- but at this extremely conspicuous display of wealth. This speaks to her materialism and how, in her world, a certain amount of wealth is a barrier to entry for a relationship (friendship or more). "She's got an indiscreet voice," I remarked. "It's full of- - " I hesitated. "Her voice is full of money," he said suddenly. That was it. I'd never understood before. It was full of money- that was the inexhaustible charm that rose and fell in it, the jingle of it, the cymbals' song of it. . . . High in a white palace the king's daughter, the golden girl. . . . (7.103-106) Daisy herself is explicitly connected with money here, which allows the reader to see Gatsby's desire for her as desire for wealth, money, and status more generally. So while Daisy is materialistic and is drawn to Gatsby again due to his newly-acquired wealth, we see Gatsby is drawn to her as well due to the money and status she represents. I couldn't forgive him or like him but I saw that what he had done was, to him, entirely justified. It was all very careless and confused. They were careless people, Tom and Daisy- they smashed up things and creatures and then retreated back into their money or their vast carelessness or whatever it was that kept them together, and let other people clean up the mess they had made. . . . (9.146) Here, in the aftermath of the novel's carnage, Nick observes that while Myrtle, George, and Gatsby have all died, Tom and Daisy are not punished at all for their recklessness, they can simply retreat "back into their money or their vast carelessness†¦ and let other people clean up the mess." So money here is more than just status- it's a shield against responsibility, which allows Tom and Daisy to behave recklessly while other characters suffer and die in pursuit of their dreams. Money: the ultimate shrug-off. Analyzing Characters Through Materialism We touched on this a bit with the quotes, but all of the characters can be analyzed from the point of view of their wealth and/or how materialistic they are. This analysis can enrich an essay about old money versus new money, the American dream, or even a more straightforward character analysis, or a comparison of two different characters. Mining the text for a character's attitude toward money can be a very helpful way to understand their motivations in the world of 1920s New York. If you analyze a character through this theme, make sure to explain: #1: Their attitude towards money. #2: How money/materialism drives their choices in the novel. #3: How their final outcome is shaped by their wealth status and what that says about their place in the world. Character Analysis Example As an example, let's look briefly at Myrtle. We get our best look at Myrtle in Chapter 2, when Tom takes Nick to see her in Queens and they end up going to the New York City apartment Tom keeps for Myrtle and hosting a small gathering (after Tom and Myrtle hook up, with Nick in the next room!). Myrtle is obsessed with shows of wealth, from her outfits, to insisting on a specific cab, to her apartment's decoration, complete with scenes of Versailles on the overly-large furniture: "The living room was crowded to the doors with a set of tapestried furniture entirely too large for it so that to move about was to stumble continually over scenes of ladies swinging in the gardens of Versailles" (2.51). She even adopts a different persona among her guests: "The intense vitality that had been so remarkable in the garage was converted into impressive hauteur. Her laughter, her gestures, her assertions became more violently affected moment by moment and as she expanded the room grew smaller around her until she seemed to be revolving on a noisy, creaking pivot through the smoky air" (2.56). In Myrtle's eyes, money is an escape from life with her husband in the valley of ashes, something that brings status, and something that buys class. After all, Tom's money secures her fancy apartment and allows her to lord it over her guests and play at sophistication, even while Nick looks down his nose at her. Obviously there is physical chemistry driving her affair with Tom, but she seems to get as much (if not more) pleasure from the materials that come with the affair- the apartment, the clothes, the dog, the parties. So she keeps up this affair, despite how morally questionable it is and the risk it opens up for her- her materialism, in other words, is her primary motivator. However, despite her airs, she matters very little to the "old money" crowd, as cruelly evidenced first when Tom breaks her nose with a "short deft movement" (2.126), and later, when Daisy chooses to run her over rather than get into a car accident. Myrtle's character reveals how precarious social climbing is, how materialism is not actually a path to happiness/virtue. In this novel, actual mountain climbing is safer than social climbing. Common Assignments and Discussion Topics About Money and Materialism in The Great Gatsby Here are ways to think about frequently assigned topics on this the theme of money and materialism. Discuss Tom Daisy as people who "smash things and retreat into their money" As discussed above, money- and specifically having inherited money- not only guarantees a certain social class, it guarantees safety and privilege: Tom and Daisy can literally live by different rules than other, less-wealthy people. While Gatsby, Myrtle, and George all end up dead, Tom and Daisy get to skip town and avoid any consequences, despite their direct involvement. For this prompt, you can explore earlier examples of Tom's carelessness (breaking Myrtle's nose, his behavior in the hotel scene, letting Daisy and Gatsby drive back to Long Island after the fight in the hotel) as well as Daisy's (throwing a fit just before her wedding but going through with it, kissing Gatsby with her husband in the next room). Show how each instance reveals Tom or Daisy's carelessness, and how those instances thus foreshadow the bigger tragedy- Myrtle's death at Daisy's hands, followed by Tom's manipulation of George to kill Gatsby. You can also compare Tom and Daisy's actions and outcomes to other characters to help make your point- Myrtle and Gatsby both contribute to the conflict by participating in affairs with Tom and Daisy, but obviously, Myrtle and Gatsby don't get to "retreat into their money," they both end up dead. Clearly, having old money sets you far apart from everyone else in the world of the novel. Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. What do Nick's comments about money reveal about his attitude towards wealth? This is an interesting prompt, since you have to comb through passages of Nick's narration to find his comments about money, and then consider what they could mean, given that he comes from money himself. To get you started, here is a sample of some of Nick's comments on money and the wealthy, though there are certainly more to be found: "Only Gatsby, the man who gives his name to this book, was exempt from my reaction- Gatsby who represented everything for which I have an unaffected scorn." (1.4) "My own house was an eye-sore, but it was a small eye-sore, and it had been overlooked, so I had a view of the water, a partial view of my neighbor's lawn, and the consoling proximity of millionaires- all for eighty dollars a month. (1.14) "They had spent a year in France, for no particular reason, and then drifted here and there unrestfully wherever people played polo and were rich together." (1.17) Nick's comments about money, especially in the first chapter, are mostly critical and cynical. First of all, he makes it clear that he has "an unaffected scorn" for the ultra-rich, and eyes both new money and old money critically. He sarcastically describes the "consoling proximity of millionaires" on West Egg and wryly observes Tom and Daisy's restless entitlement on East Egg. These comments might seem a bit odd, given that Nick admits to coming from money himself: "My family have been prominent, well-to-do people in this middle-western city for three generations" (1.5). However, while Nick is wealthy, he is nowhere near as wealthy as the Buchanans or Gatsby- he expresses surprise both that Tom is able to afford bringing ponies from Lake Forest ("It was hard to realize that a man in my own generation was wealthy enough to do that" (1.16), and that Gatsby was able to buy his own mansion ("But young men didn't- at least in my provincial inexperience I believed they didn't- drift coolly out of nowhere and buy a palace on Long Island Sound" (3.88)), despite the fact they are all about 30 years old. In other words, while he opens the book with his father's advice to remember "all the advantages [he's] had," Nick seems to have a chip on his shoulder about still not being in the highest tier of the wealthy class. While he can observe the social movements of the wealthy with razor precision, he always comes off as wry, detached, and perhaps even bitter. Perhaps this attitude was tempered at Yale, where he would have been surrounded by other ultra-wealthy peers, but in any case, Nick's cynical, sarcastic attitude seems to be a cover for jealousy and resentment for those even more wealthy than him. Why does Gatsby say Daisy's voice is "full of money"? What does it reveal about the characters' values? Gatsby's comment about Daisy's voice explicitly connects Daisy the character to the promise of wealth, old money, and even the American Dream. Furthermore, the rest of that quote explicitly describes Daisy as "High in a white palace, the King's daughter, the golden girl†¦" (7.106). This makes Daisy sound like the princess that the hero gets to marry at the end of a fairy tale- in other words, she's a high-value prize. Daisy representing money also suggests money is as alluring and desirable- or even more so- than Daisy herself. In fact, during Chapter 8 when we finally get a fuller recap of Daisy and Gatsby's early relationship, Nick notes that "It excited [Gatsby] too that many men had already loved Daisy- it increased her value in his eyes" (8.10). In other words, Gatsby loves Daisy's "value" as an in-demand product. But since Daisy is flighty and inconsistent, Gatsby's comment also suggests that wealth is similarly unstable. But that knowledge doesn't dampen his pursuit of wealth- if anything, it makes it even more desirable. And since Gatsby doesn't give up his dream, even into death, we can see how fervently he desires money and status. Connecting new/old money and materialism to the American dream In the world of The Great Gatsby, the American Dream is synonymous with money and status- not so much success, career (does anyone but Nick and George even have a real job?), happiness, or family. But even Gatsby, who makes an incredible amount of money in a short time, is not allowed access into the upper echelon of society, and loses everything in trying to climb that final, precarious rung of the ladder, as represented by Daisy. So the American Dream, which in the first half of the book seems attainable based on Gatsby's wealth and success, reveals itself to be a hollow goal. After all, if even wealth on the scale of Gatsby's can't buy you entry into America's highest social class, what can? What's the point of striving so hard if only heartbreak and death are waiting at the end of the road? This pessimism is also reflected in the fates of Myrtle and George, who are both trying to increase their wealth and status in America, but end up dead by the end of the novel. You can read more about the American Dream for details on The Great Gatsby's ultimately skeptical, cynical attitude towards this classic American ideal. Connecting money to the status of women Daisy and Jordan are both old money socialites, while Myrtle is a working class woman married to a mechanic. You can thus compare three very different women's experiences to explore how money- or a lack thereof- seems to change the possibilities in a woman's life in early 1920s America. Daisy maintains her "old money" status by marrying a very rich man, Tom Buchanan, and ultimately sticks with him despite her feelings for Gatsby. Daisy's decision illustrates how few choices many women had during that time- specifically, that marrying and having children was seen as the main role any woman, but especially a wealthy woman, should fulfill. And furthermore, Daisy's willingness to stay with Tom despite his affairs underscores another aspect of women's roles during the 1920s: that divorce was still very uncommon and controversial. Jordan temporarily flouts expectations by ""[running] around the country," (1.134) playing golf, and not being in a hurry to marry- a freedom that she is allowed because of her money, not in spite of it. Furthermore, she banks on her place as a wealthy woman to avoid any major scrutiny, despite her "incurable dishonesty": "Jordan Baker instinctively avoided clever shrewd men and now I saw that this was because she felt safer on a plane where any divergence from a code would be thought impossible. She was incurably dishonest. She wasn't able to endure being at a disadvantage, and given this unwillingness I suppose she had begun dealing in subterfuges when she was very young" (3.160). Furthermore, by the end of the novel she claims to be engaged, meaning that like Daisy, she's ultimately chosen to live within the lines society has given her. (Even if she's not actually engaged, the fact she chooses to tell Nick that suggests she does see engagement as her end goal in life.) Myrtle feels trapped in her marriage, which pushes her into her affair with Tom Buchanan, an affair which grants her access to a world- New York City, wealth, parties- she might not otherwise have access to. However, jumping up beyond her roots, using Tom's money, is ultimately unsustainable- her husband finds out and threatens to move out west, and then of course she is killed by Daisy before they can make that move. Myrtle- both working class and a woman- is thus trapped between a rock (her gender) and a hard place (her lack of money), and perhaps for this reason receives the cruelest treatment of all. So all three women push the boundaries of their expected societal roles- Daisy's affair with Gatsby, Jordan's independent lifestyle, and Myrtle's affair with Tom- but ultimately either fall in line (Daisy, Jordan) or are killed for reaching too far (Myrtle). So Gatsby ultimately provides a pretty harsh, pessimistic view of women's roles in 1920s America. What's Next? In The Great Gatsby, money is central to the idea of the American Dream. Read more about how the American Dream is treated in The Great Gatsby and whether the novel is ultimately optimistic or pessimistic about the dream. Money (or the lack of it!) is also why the novel's symbols of the green light and the valley of ashes are so memorable and charged. Read more about those symbols for a fuller understanding of how money affects The Great Gatsby. Want the complete lowdown on Jay Gatsby's rags-to-riches story? Check out our guide to Jay Gatsby for the complete story. Thinking about indulging in a little materialism yourself al Gatsby? We've compiled a list of 15 must-have items for fans of The Great Gatbsy book and movie adaptations. Looking for other literary guides? Learn more about The Crucible, The Cask of Amontillado, and "Do not go gentle into that good night" with our expert analyses. Want to improve your SAT score by 160 points or your ACT score by 4 points? 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