The Problem Of Memphis Needing From His Upbringing And...

The problem of Memphis needing to resort to unethical behavior to save his brother results from his upbringing and previous life of carjacking. In the film, evidence of this problem is seen when a team of former criminals forms to break the law and steal fifty cars in one night in an effort to save Kip’s life. The team members, who are risking their lives, feel the impact of this problem and will likely face jail time for partaking in the multi-car theft. The police force also faces impacts from this problem when their time and resources are occupied trying to stop the team of car thieves. A demanding leader causes the need for unethical behavior when he influences Memphis to take on the task by threatening to kill his brother and allowing minimal time for Memphis to consider the request, resulting in descriptive decision making (Chen, personal communication, January 19, 2016). Memphis also feels affective and normative commitment to his family organization. He has an emotional attachment to his family and believes in their values. He also feels responsible for the life of crime his brother has lead, since Memphis used to steal cars and set that behavior as an example for his brother. The espoused and enacted values in the Raines’ family did not align during Kip’s childhood (Chen, personal communication, January 19, 2016). The mother espoused the value of honest and lawful work, yet Memphis stole cars without punishment. Kip observed this criminal activity as an enacted

Literary Analysis Of The Great Gatsby - 1673 Words

Jack and Tobey Ms. Mccombe English 11 10 April 2015 Literary Analysis of The Great Gatsby Dreams are a compelling force in people’s lives. They are what propel them forward each and every day in an effort to reach something better. The American Dream has been sought after by millions all over the world for hundreds of years. This country was founded on the belief that anyone could achieve their dreams. However, in the 1920s these hopes and aspirations began to splinter until they ultimately shattered. In the novel, The Great Gatsby, F. Scott Fitzgerald uses symbolism, setting, and theme to depict the unattainability of the American Dream. Throughout the novel, Fitzgerald’s use of symbolism helps create an ambiance of longing. He dominantly uses color to represent and convey specific messages to the reader. These colors are woven so seamlessly into the story that one would not think very much of them. However, they play a large role in shaping the novel. Fitzgerald uses yellow to represent money, and Gatsby’s desire to be included among the elite â€Å"old money† social class. His longing is shown through his yellow car and his yellow suit. Although yellow represents a major aspect of the novel, the green light at the end of Daisy’s pier holds the most significance. When Nick says, â€Å"Gatsby believed in the green light †¦ † (Fitzgerald 180), he is referring to Gatsby’s American Dream and how he believed that he would one day be reunited with Daisy. Green expresses the same feelingsShow MoreRelatedLiterary Analysis Of The Great Gatsby 1490 Words   |  6 PagesJaylinn Cooper Mrs. Fowler English III March 3, 2017 Literary Analysis of The Great Gatsby The 1920s in America, known as the Roaring Twenties, was a time of celebration after a destructive war. It was a period of time in America characterised by prosperity and optimism. There was a general feeling of disruption associated with modernity and a break with traditions.The Roaring Twenties was a time of great economic prosperity and many people became rich and wealthy. Some people inherited oldRead MoreLiterary Analysis Of The Great Gatsby1142 Words   |  5 PagesLiterary Analysis of The Great Gatsby Literature is medium that allows authors to express personal beliefs and value to others in a variety of ways. Francis Scott Key Fitzgerald, regarded as one of the best writers in America, wrote The Great Gatsby to convey his perception of American society in the early 20th century. Fitzgerald uses a specific orientation of storytelling to render his purpose of writing the novel. The Great Gatsby revolves around Jay Gatsby. His mysterious background and behaviorRead MoreLiterary Analysis Of The Great Gatsby Essay1898 Words   |  8 PagesSameet K. 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There are ways to imitate the results, such hiding one’s true self from others, as Gatsby attempts with Nick, or an all-encompassing devotion to one thing or person, as if that thing or personRead MoreThe Great Gatsby Literary Analysis741 Words   |  3 Pagesâ€Å"The Great Gatsby† by F. Scott Fitzgerald was on the the greatest pieces of American literature ever constructed. F. Scott Fitzgerald is considered one of the five greatest authors in American history. His Book â€Å"The Great Gatsby† was named the third most important book in American literature. An article by John A. Pidgeon it says â€Å"I am absolutely convinced that â€Å"The Great Gatsby† is one of the finest of americ an literature†(Pidgeon) â€Å"The Great Gatsby† is clearly a highly thought of piece of literatureRead MoreLiterary Analysis Of The Great Gatsby1787 Words   |  8 PagesThe Great Gatsby, published in 1925, is hailed as masterpiece of American fictions of its time. 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However, the onset of the Second World War revived the novel, which later became an essential component of high school curricula and differentRead Moresparknotes vs cliffnotes830 Words   |  4 Pagesunderstanding the literary elements, character developments, and plot development that a author uses to help create the story. Both sites provide similar information, ranging from overall plot summaries and character analysis, but Sparknotes goes more into the literary aspect of the book, while cliffnotes focuses more on the character and his motives. In analyzing Jay Gatsby, Cliffnotes focuses much more on Gatsby himself and his underlying motives to his character, like â€Å"In assessing Gatsby, one must examineRead MoreThe Great Gatsby By F. 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Gatsby is a perfect example of careless lifestyle. But these parties are actually just a way, he puts up with his unfulfilled

Size Distribution of a Coarse-Grained Soil-Free-Sample for Students

Question: Required to determine the particle size distribution of a coarse-grained soil (Soil 1) by carrying out a sieve analysis and a sedimentation test (hydrometer analysis). The results obtain from these tests are then used to classify Soil 1 according to the Unified Soil Classification System (USCS). Answer: Introduction The main purpose of this experiment was to find the particle size distribution for a coarse-grained soil. The main experiment which was carried out to determine this was sieve analysis and sedimentation test (hydrometer analysis). The results achieved were later used to categorize the soil which was done according to the UCSC category. Procedure There were two experiments whereby the first the one was for particle size determination. The following procedure was done Soil sample of about 200 gm was first weighed The arrangement of the sieves was done in descending order of their aperture that is the 4.75mm, 2.36mm, 1.18mm, 600um, 300um, 150um and 75um. The soil sample was then sieved and masses retained on each sieve was weighed and recorded. The finer sample was used for the sedimentation test. The following procedure was carried out. In this experiment, a hydrometer scale which measures the quantity in g/l was used. In this experiment the cylinder was filled with distilled water. Then the hydrometer was inserted and the correction meniscus reading Cm was recorded. Also, the water temperature was measured. Then the milk shake container was used whereby 20g of fine grained soil was added then distilled water was added to full and recorded as Mo. the mixture was shaken for about two minutes using a milk shaker. Then the content in the milk shaker was poured into a 1000ml cylinder. Any fine remains in the milk shaker were washed with distilled water. Then the water was added to craft the mixture 1000 ml. A stopper was placed on top of the cylinder and then the cylinder was turned upside down for about 5 times. After shaking the content, it was placed on a table and the hydrometer was used to take the readings at different intervals. The readings were taken at 30sec, 1min, 2min, and 4 minutes. The hydrometer was taken out after the 4 minute reading and washed with distilled water. It was then used to take a final reading at 8 min. Results Data sheet 1: Sieve Analysis AS Sieve Sieve+sample g (2) Mass retained g (2)-(1) Cumulative mass retained, g % cumulative mass retained % Mass passing Size, mm Weight, g (1) 4.750 427.03 427.06 0.03 0.03 0.014 99.986 2.360 474.65 487.45 12.8 12.83 6.69 93.41 1.180 383.40 419.18 35.18 48.61 23.18 76.82 0.600 347.66 390.86 43.2 91.81 43.78 56.22 0.300 343.40 399.17 55.77 147.58 70.36 29.64 0.150 305.72 318.34 12.62 160.2 76.38 23.62 0.075 290.22 293.93 3.71 163.81 78.15 21.85 Pan 265.70 300.84 35.14 199.05 94.90 5.10 Datasheet 3: Hydrometer Test The following was sample description achieved. The mass in the suspension, Mo (g) = 21.6 The specific unit weight of the soil Gs = 2.65 Normal temperature = 26oC Recorded Time (min) t Recorded Hydrometer reading (g/l) Rh Meniscus corrected hydrometer reading (g/l) Rh Temperature (oC) Corrected hydrometer reading Rc F1 F2 F3 0.5 15 15 25.3 3.80 14.14 1 14.5 14.5 25.3 2.82 10.00 2 12 12 25.3 3.88 7.07 4 11 11 25.3 3.90 5.00 8 10 10 25.3 3.92 3.54 Conclusion From the experiment, its clear that the soil is well graded. The soil has all categories of the soil in terms of size grading. This can be seen because all the sieves have retained some amount of the sample soil. Therefore through the experiment, the classification of the soil sample in terms of the sizes is done.