Language Portfolio Essay Example | Topics and Well Written Essays - 2000 words

Language Portfolio - Essay Example It is always within my reach. My native country in Russia is where it all started. I became conscious of my existence in a place where the struggle for social steadiness is of great importance. It is the place where I became oriented with a cynical outlook in life while at the same time it enabled me to anticipate and understand any difficulties I encounter in life. Because of such view point, moving to Istanbul a few years ago became a welcoming experience for me. The shift in adjusting from Russian to Turkish culture became a needed challenge for me. Living in Turkey opened my doors to the convergence of cultures between the East and West. It allowed me to reflect on the hybrid between Western and Eastern influences. It opened my eyes to the cultural differences I have witnessed around me. Eventually, I decided to move into the United States only to immerse myself in a multi-cultural surrounding. While I experienced various intercultural encounters from my global travels, I sought to find a place where my love for culture and the arts will be satisfied. Because of this intense interest to retrace my European heritage and culture, I have looked up to the French language to equip me with better understanding of human creativity that I see in French cinema, literature, and arts. My various trips to France were always field with memorable moments that fueled my interest and love for humanities. As such, my motivation to learn French is deeply rooted from my appreciation of the country and its culture. As my future journey to live in France awaits me, I never cease to continuously the language. A Question of Identity: What it would mean for me to be a fluent speaker of French Learning French has always entailed a more personal than practical reasons to master the language. It cannot be denied that my motivation to learn French mainly comes from my appreciation of the culture in general. I learn French not only because it entails various opportunities in working fo r international organizations abroad, but also because it means that I am able to associate myself with French culture. Many might wonder why I exhibit such love for the language, but I can only tell them that I have been to many places around the world and while each country showcases a unique cultural heritage, I would say that in terms of music, architecture, movies, and literature, the French culture exhibits a more lively appreciation for the arts. Perhaps the word I should use in describing the French is sophistication. My various travels to France have always been memorable as I was able to appreciate the heritage and the undying affinity of the French people towards arts and literature. Personally, I want to live in this kind of setting where I could revel on the French countryside and associate with the like-mindedness I shared with French people. For these reasons, becoming a fluent speaker of French allows me to understand and penetrate in French society. A lot of friends whom I treasure deeply are French and to be able to gain more meaningful experiences with them, I am determined to hone

Principle Centered Leadership by Covey Essay Example | Topics and Well Written Essays - 750 words

Principle Centered Leadership by Covey - Essay Example The cover quoted a famous Chinese proverb which states, "Give a man a fish and you feed him for a day; teach him how to fish and you feed him for a lifetime." It is better to teach someone how to do something than to do it for them. For example, if I were in charge of certain process in quality control of a firm, I can choose to do it myself and not teach it to my subordinates but that will just be a short term solution. My subordinates will still be dependent on me and not learn how to do it themselves. On the contrary, teaching them the process would be a long term solution and will eventually make them more responsible and probably assume the job in the future. This principle is what Covey discussed in his six conditions of empowerment where the employees are allowed to self-supervise making them accountable for their own actions. I enjoyed reading this book because the concepts presented do not only apply to the business world but also in my personal life since the wisdom and tru th that it speaks of is very universal. The ideas that he proffered are applicable in making managerial decisions in an organization, as well as decisions that we make in our everyday struggles in life. The first point that struck me is the importance of developing a mission statement. I believe in his idea that a principled leader should develop a mission statement that is short, simple, generic and easily memorized so that every employee understands it and accepts it as a guiding principle resulting in its successful implementation in the organization. Having a clearly defined mission statement will prevent companies from having employees who are unclear of their company’s priorities and goals. Even as individuals, I realized that having a mission statement is a must if we want to succeed in life. Another important aspect in Covey’s book which I think will have an impact in my leadership style is the relevance of having clear communication lines in an organization. I became more aware that every employee no matter how far below they are in the hierarchy of the organizational structure must have a voice in the company. As a leader, I will try to always have an open ear to the ideas of my employees and try to develop a personal relationship with them. Covey however stressed that leaders must also learn to strike a balance between logical and emotional and sympathy and empathy to become effective communicators. My favorite chapter in Covey’s book is Chapter 11 which discuses the thirty methods of influence. According to Covey, the best way to influence the consumer’s lives is to model by example, build caring relationships, and to mentor by instruction. I particularly took notice of no. 4 which is the â€Å"performance of anonymous service†. It reminded me of a gospel passage from Matthew 6: 3-4 which states, â€Å"In giving alms, you are not to let your left hand know what your right hand is doing. Keep your deeds of mercy s ecret, and your Father who sees in secret will repay you.† Although I have known this passage previously, as a leader, I did not realize that selfless service, that is, not expecting any reward from serving others, would redound to a positive influence among my co-workers.

Arab and Israel Conflict Essay Example | Topics and Well Written Essays - 2000 words - 3

Arab and Israel Conflict - Essay Example al and nationalist clash over competing territorial ambitions after the collapse of the Ottoman Empire and it involves the foundation of the Zionist movement and the ensuing formation of the modern State of Israel. The first conflict between the two nations, known as the first Arab-Israeli War, started on May 15, 1948, when five Arab armies invaded the one-day- old Jewish state. This war is generally divided into two phases: the first began on November 30, 1947 and ended on May 14, 1948, with the termination of the British Mandate and the second phase started on May 15, 1948 and ended on July 20, 1949, with the signing of the last of the Armistice Agreements between Israel and its Arab neighbours. Significantly, the War of Independence in 1948 was the most destructive wars that the two nations ever fought and it only marked the beginning of the Arab-Israeli conflict. â€Å"By the time the fighting was over, Israel, albeit at the exorbitant human cost of 1 percent of its population, had survived the Arab attempt to destroy it at birth and had asserted its control over wider territories than those assigned to it by the UN Partition Resolution.† (Karsh 2008, P. 6). It is essential to realise that the 1948 war was more than a war about national self-determination in the light of concept of the formation of a Jewish homeland and the displacement of the Palestinians. This chapter makes a reflective exploration of the War of Independence in 1948, outlining the balance of forces which shaped the British Mandate of Palestine between Palestinians, Arabs, and the increasing number of immigrant Jews, in order to comprehend the various aspects of the conflict such as the two-state solution provided by the United Nation. The 1948 Arab–Israeli War, which was fought between the newly declared State of Israel and its Arab neighbours, has been known in different names, and the Israelis call it as the War of Independence or War of Liberation while the Arabs name it as the

Principle Centered Leadership by Covey Essay Example | Topics and Well Written Essays - 750 words

Principle Centered Leadership by Covey - Essay Example The cover quoted a famous Chinese proverb which states, "Give a man a fish and you feed him for a day; teach him how to fish and you feed him for a lifetime." It is better to teach someone how to do something than to do it for them. For example, if I were in charge of certain process in quality control of a firm, I can choose to do it myself and not teach it to my subordinates but that will just be a short term solution. My subordinates will still be dependent on me and not learn how to do it themselves. On the contrary, teaching them the process would be a long term solution and will eventually make them more responsible and probably assume the job in the future. This principle is what Covey discussed in his six conditions of empowerment where the employees are allowed to self-supervise making them accountable for their own actions. I enjoyed reading this book because the concepts presented do not only apply to the business world but also in my personal life since the wisdom and tru th that it speaks of is very universal. The ideas that he proffered are applicable in making managerial decisions in an organization, as well as decisions that we make in our everyday struggles in life. The first point that struck me is the importance of developing a mission statement. I believe in his idea that a principled leader should develop a mission statement that is short, simple, generic and easily memorized so that every employee understands it and accepts it as a guiding principle resulting in its successful implementation in the organization. Having a clearly defined mission statement will prevent companies from having employees who are unclear of their company’s priorities and goals. Even as individuals, I realized that having a mission statement is a must if we want to succeed in life. Another important aspect in Covey’s book which I think will have an impact in my leadership style is the relevance of having clear communication lines in an organization. I became more aware that every employee no matter how far below they are in the hierarchy of the organizational structure must have a voice in the company. As a leader, I will try to always have an open ear to the ideas of my employees and try to develop a personal relationship with them. Covey however stressed that leaders must also learn to strike a balance between logical and emotional and sympathy and empathy to become effective communicators. My favorite chapter in Covey’s book is Chapter 11 which discuses the thirty methods of influence. According to Covey, the best way to influence the consumer’s lives is to model by example, build caring relationships, and to mentor by instruction. I particularly took notice of no. 4 which is the â€Å"performance of anonymous service†. It reminded me of a gospel passage from Matthew 6: 3-4 which states, â€Å"In giving alms, you are not to let your left hand know what your right hand is doing. Keep your deeds of mercy s ecret, and your Father who sees in secret will repay you.† Although I have known this passage previously, as a leader, I did not realize that selfless service, that is, not expecting any reward from serving others, would redound to a positive influence among my co-workers.

Medicaid and the Uninsured Essay Example | Topics and Well Written Essays - 500 words

Medicaid and the Uninsured - Essay Example However, it seems that the Deficit Reduction Act (DRA) (2005) poses a threat to those families who might use Medicaid and SCHIP. Reasons include the imposition of cost sharing, the complications involved in levels of income and percentage of cost demanded, and the need for individual families to keep records that determine what percentage to pay. This is difficult and complicated, as many such families' incomes vary a lot. Research also shows that imposing premiums makes people stop paying or applying for cover. Having such tight budgets already, this represents a further demand on limited resources. Knowing that treatment may be refused if one cannot pay is yet another deterrent. Restrictions on adults without children, enrolment processes, and the lack of knowledge of what is available are other factors preventing both adults and parents taking up insurance for themselves or their children. Christopher P. Tompkins, Stuart H.

Earthquake Preparedness of Staff Nurses Research Proposal

Earthquake Preparedness of Staff Nurses Research Proposal A STUDY TO ASSESS THE EFFECTIVENESS OF AN INFORMATION BOOKLET ON EARTHQUAKE PREPAREDNESS IN TERMS OF KNOWLEDGE AND PRACTICE OF STAFF NURSES WORKING IN SELECTED COMMUNITY HEALTH CENTERS OF GUJARAT STATE   INVESTIGATOR Bhavisha R. Patel ABSTRACT Disaster has been Mankind’s constant though inconvenient companion since time immemorial. The fury of nature can be as disastrously beautiful as the gifts of nature received gratis. Natural disaster continues to strike unabated and without notice and is perceived to be on the increase in their magnitude complexity, frequency and economic impact. India has been traditionally vulnerable to natural disasters on account of its unique geo-climatic conditions. Floods, droughts, cyclones, earthquakes and landslides have been recurrent phenomena. About 60% of the landmass is prone to earthquakes of various intensities; over 40 million hectares is prone to floods; about 8% of the total area is prone to cyclones and 68% of the area is susceptible to drought. The main objective of the study was assessing the knowledge and practice of the Staff Nurses before and after the administration of an Information Booklet on Earthquake Preparedness in the selected Community health centre of Gujarat state. The conceptual frame work is based on System theory model. Materials Method used for the study was after a preliminary study on Earthquake Preparedness of Staff Nurses conducted at Adalaj CHC, a pre-post interventional study was performed on 8 CHCs of Gujarat State. Four districts of Gujarat state i.e. Ahmedabd, Gandhinagar, Panchamahal and Bharuch were selected randomly. Each CHCs of selected districts were randomly selected. While sample selection was done by Lottery Method. One group pre post design used for the study Data collection includes personal data, knowledge of Earthquake Preparedness of staff nurses with help of structured knowledge questionnaires, Practice of Earthquake Preparedness of staff nurses with help of structured observation check list. An Information Booklet was introduced in terms of knowledge and Practice performing by Staff Nurses on Earthquake Preparedness. Reliability of the tool was confirmed by Pearson test and validity was done from experts of different health department. Results of or Forty staff nurses were included from Eight CHCs of Gujarat state. For the knowledge it is reveals the comparison between pre-test and post-test knowledge score obtained by the Samples on Earthquake Preparedness. The mean pre test score is 15.82 and the mean post test score is 29.75. The Standard Deviation of pre test knowledge score is 2.77 and that of the post test is 1.84. The calculated‘t’ is 13.92 and the tabulated’ is 1.68 at 0.05 level of significance. For practice of the samples it is reveals the comparison between pre-test and post-test practice score obtained by the Samples on Earthquake Preparedness. The mean pre test score is 35.47 and the mean post test score is 48.025. The calculated‘t’ is 21.37 and the tabulated’ is 1.68 at 0.05 level of significance There was significant difference between pretest mean score and posttest mean score for knowledge and practice of samples regarding Earth quake Preparedness of Staff Nurses. After administration of an Information Booklet, there was improvement in samples’ Knowledge and Practice. So it was concluded that An Information Booklet on Earthquake Preparedness increased the knowledge and practice of staff nurses working in selected CHCs of Gujarat State. Introduction â€Å"Hospitals Safe from Disasters Reduce Risk, Protect Health Facilities, Save Lives,† (World Health Day). Disaster caused by nature’s fury is not uncommon in this planet, earth. In fact, scientists believe that the birth of this planet, earth was the result of an explosion that occurred in the solar system, from time immemorial this planet has witnessed numerous natural disasters. In the past, man used to view this natural disaster as the â€Å"ACTS OF GOD† Gradually; science opened the doors of knowledge and enabled man to understand the mysteries of nature. On January 26, 2001 Gujarat was rocked by a violent earthquake. Thousands of people died and there was loss of about 400 crore rupees to the nation. It was one of the severest earthquakes to have hit the country. In served to highlight the gaping holes in the nation’s disaster management ability. This devastating incident made the investigator take up the present study. Nurses in any location will be on the front line as caregivers and managers in the event of a damaging, disaster. Having read the views of various authors the investigator is able to visualize that disaster situations are very different from routine nursing care situation. Nurses need to have adequate knowledge and training to work in such a unique, chaotic, stressful situation and to identify and meet the complex, multi various health needs of victims of disaster. India has been traditionally vulnerable to natural disasters on account of its unique geo-climatic conditions. Floods, droughts, cyclones, earthquakes and landslides have been recurrent phenomena. About 60% of the landmass is prone to earthquakes of various intensities; over 40 million hectares is prone to floods; about 8% of the total area is prone to cyclones and 68% of the area is susceptible to drought. In the decade 1990-2000, an average of about 4344 people lost their lives and about 30 million people were affected by disasters every year. The loss in terms of private, community and public assets has been astronomical. At the global level, there has been considerable concern over natural disasters. Even as substantial scientific and material progress is made, the loss of lives and property due to disasters has not decreased. In fact, The human toll and economic losses have mounted. It was in this background that the United Nations General Assembly, in 1989, declared the decade 1990- 2000 as the International Decade for Natural Disaster Reduction with the objective to reduce loss of lives and property and restrict socio-economic damage through concerted international action, especially in developing countries. OBJECTIVES OF THE STUDY: 1. To assess the knowledge of the Staff Nurses before and after the administration of an Information Booklet on Earthquake Preparedness in the selected Community health centre of Gujarat state. 2. To assess the practice of the Staff Nurses before and after the administration of Information Booklet on Earthquake Preparedness in the selected Community health centre of Gujarat state. HYPOTHESES OF THE STUDY: H1: The mean post test knowledge scores of the Staff Nurses after the administration of an Information Booklet on Earthquake Preparedness will be significantly higher than their mean pre test Knowledge scores as evident from the Structured Knowledge Questionnaire at .05 levels. H2: The mean post test practice scores of the Staff Nurses after the Administration of an Information Booklet on Earthquake Preparedness will be significantly higher than their mean pre test practice scores as evident from the structured observational Checklist at .05 levels. OPERATIONAL DEFINITIONS Effectiveness: it refers to the power of the information booklet to bring about changes in knowledge and practice of staff nurses regarding earthquake preparedness. Informational Booklet: A handy written material, which will enhance the knowledge of staff nurses regarding earthquake preparedness improve practice of the staff nurse. Earth Quake: A sudden violent shaking of the ground as a result of movement within the earth’s crust. Preparedness:- is concerned with forecasting and working, education and training of population, organization for and management of disaster including preparation of operational plan, training of relief groups, ensuring adequate supplies of necessary funds. Knowledge: It is the ability of staff nurses to respond to a structured knowledge questionnaire regarding earthquake preparedness resulting as evident from knowledge score. Practice: It refers to the abilities of the staff nurse to guide and provide care to the earthquake preparedness with the use of informational booklet. At Evidence by Structured Observational Check List. Staff nurse: staff nurse (male and female) who are working in community health center. Community health center: In this study CHC refers to community health center covering a population of 80,000 to 1.20 lake with 30 beds and specialist in surgery, medicine, obstetrics and gynecology, and pediatrics with X-ray and laboratory facilities. DELIMITATIONS OF THE STUDY:- The study is delimited to Staff nurse of selected CHC of Gujarat state accessible during the data collection will be selected for the sample. The study is delimited to Staff nurse who are willing to participate in the study. The study is delimited to the CHC of selected district of Gujarat State only. The study is delimited to the 40 staff nurses only. RESEARCH DESIGN Research design selected for the present study was one group pre test post test design. The investigator had developed structured Knowledge Questionnaire and Structured Observational Checklist for evaluation of pre test and post test. RESEARCH SETTING:- The present study was conducted in the selected Community Health Center of Gujarat State. Investigator was divided Gujarat state in five regions (north, east, and west, south and central) and from that investigator will select any four districts by lottery method). From each district by lottery method investigator will select two Community Health Center. ANALYSIS AND INTERPRETATION Materials Method used for the study was after a preliminary study on Earthquake Preparedness of Staff Nurses conducted at Adalaj CHC, a pre-post interventional study was performed on 8 CHCs of Gujarat State.. Four districts of Gujarat state i.e. Ahmedabd, Gandhinagar, Panchamahal and Bharuch were selected randomly. Each CHCs of selected districts were randomly selected. While sample selection was done by Lottery Method. One group pre post design used for the study Data collection includes personal data, knowledge of Earthquake Preparedness of staff nurses with help of structured knowledge questionnaires, Practice of Earthquake Preparedness of staff nurses with help of structured observation check list. An Information Booklet was introduced in terms of knowledge and Practice performing by Staff Nurses on Earthquake Preparedness. The main area of knowledge and Practice include – Introduction of Earthquake, Types and Phases of Disaster, Earthquake Preparedness and Care of Victim. Reliability of the tool was confirmed by Pearson test and validity was done from experts of different health department. Results for Forty staff nurses were included from Eight CHCs of Gujarat state. For the knowledge it is reveals the comparison between pre-test and post-test knowledge score obtained by the Samples on Earthquake Preparedness. The mean pre test score is 15.82 and the mean post test score is 29.75. The table also shows that the Standard Deviation of pre test knowledge score is 2.77 and that of the post test is 1.84. The calculated‘t’ is 13.92 and the tabulated’ is 1.68 at 0.05 level of significance. For practice of the samples it is reveals the comparison between pre-test and post-test practice score obtained by the Samples on Earthquake Preparedness. The mean pre test score is 35.47 and the mean post test score is 48.025. The table also shows that the Standard Deviation of pre test practice score is 3.17 and that of the post test is 2.03. The ca lculated‘t’ is 21.37 and the tabulated’ is 1.68 at 0.05 level of significance There was significant difference between pretest mean score and posttest mean score for knowledge and practice of samples regarding Earthquake Preparedness of Staff Nurses. After administration of an Information Booklet, there was improvement in samples’ Knowledge and Practice. So it was concluded that An Information Booklet on Earthquake Preparedness increased the knowledge and practice of staff nurses  working in selected CHCs of Gujarat State. CONCLUSIONS The following conclusions can be drawn from the study findings. For personal data investigator concluded the results and it is revealed that 18(45%) of the samples are in the age group of 31-40 years, 37(92.5%) are female, 40(100%) has not attend training regarding Disaster Management, 35(87.5%) have the professional qualification of GNM and 17(42.5%) have 6-10 years clinical experience and 39(97.5%) have not any experience related Earthquake Management. From knowledge questionnaire it is revealed that the mean difference in the area related to the Introduction of Earthquake is 3.30, in area related to Earthquake Types and Phases is 1.82, in area related to Earthquake Preparedness 5.42 and while area related to Care of Victim is 3.37. Samples have gained more knowledge in the area related to Earthquake Preparedness and Care of Victim. Obtained mean difference in all area of knowledge the calculated‘t’ is greater than tabulated‘t’ (1.68) and so the investigat or concluded that there is significant increase in the mean post test knowledge score as compared to the mean pre test knowledge score after the administration of an Information Booklet on Earthquake Preparedness which is statistically proved and so the null hypothesis Ho1 is rejected and research hypothesis H1 is accepted.. Mean post test knowledge score is higher than mean pre test knowledge score with the mean difference of 13.92 which is statistically proved that the Information Booklet on Earthquake Preparedness is effective in terms of knowledge among the samples. The calculated‘t’ (13.92) is significantly greater than the tabulated ‘t’(1.68) so there is significant increase in the knowledge of samples after the administration of the Information Booklet on Earthquake Preparedness. For The Observational Checklist It is is revealed that the mean difference in the area related to the Arrangement of infrastructure and equipments is 6.25, in area related to Preparation of Emergency kit articles is 2.025, in area related to Communication Facility 3.75 and while area related to Round the clock inspection of medicine and repair of equipment is 0.53. Samples have gained more practice in the area related to Arrangement of infrastructure and equipments and Communication Facility .Obtained mean difference in all area of practice the calculated ‘t’ is greater than tabulated ‘t’(1.68) and so the investigator concluded that there is significant increase in the mean post test practice score as compared to the mean pre test practice score after the administration of an Information Booklet on Earthquake Preparedness which is statistically proved and so the null hypothesis Ho2 is rejected and research hypothesis H2 is accepted. Mean post test practice s core is higher than mean pre test practice score with the mean difference of 12.55 which is statistically proved that the Information Booklet on Earthquake Preparedness is effective in terms of practice among the samples. The calculated‘t’ (21.37) is significantly greater than the tabulated ‘t’(1.68) so there is significant increase in the practice of samples after the administration of the Information Booklet on Earthquake Preparedness. From all the above mentioned findings, it can be concluded that the administration of an Information Booklet was definite increase in both Knowledge and Practice of Staff Nurses. This clearly indicates that an Information Booklet on Earthquake Preparedness was effective in improving the Knowledge and Practice of the Samples. BIBLIOGRAPHY:- NEWSPAPERS â€Å"Coping with Calamities†. The Times of India, 31st January,2001. â€Å"Courses on Disaster Management Need Upgrading.† The Times of India, 18th January, 2002. â€Å"Networking Relief and Rehabilitation†. The Times of India, 30th January, 2001. â€Å"Press for Quack-Resistance Building Norms† The Times of India, 31st January, 2001. JOURNALES Anne G.H. Coping with Disaster. â€Å"American Journal of Nursing†. 1980 Dec; 80(4): 683. Berglin SL. Emergency Nurses in Community Disaster Planning. â€Å"Journal of Emergency Nursing†. 1990, 16(4): 290- 292. Bhatia, S.C., et. Al. â€Å"A Probabilistic Hazard map of India andAdjoining Regions†. Ann. Geofis, 1999, 42(6), 1153-1155. Bland, John. Superfluous to Requirement. â€Å"World Health†. 1991, 22(1), 17-20. Bittner, Patricia, Disaster Preparedness. â€Å"World Health†. 1991,22(1), 13. INTERNET www.who.int/disaster/repo/5522pdf prehospital disaster search www.redcross.int Disaster and triage http//206.39.77.2/DMCR/triage/rules.htm www.database .disaster BOOKS Best John w. â€Å"Research in Education†. New Delhi; prentice Hall of India Private Limited, 1992. B.T.Baswanthappa.â€Å"Nursing Theories†. 2ndEdition, Jaypee Brothers, New Delhi, 2005. B.T.Baswanthappa.â€Å"Nursing Research†. 2nd Edition, Jaypee Brothers, New Delhi, 2005. C.V.R Murty. â€Å"Preparing for Earthquakes: Where India Stands†. Vol 3, No.3, May 2000. Garrett, H. and K. Woodworth, R.S. â€Å"Statistics in Psychology and Evaluation†. Bombay: Vakils Feffers and Simons Ltd., 1981. Polite, D.F.. and Hungler, B.P. â€Å"Nursing Research; Principles and Methods†. Philadelphia: J.E. Lippincott Company, 1999. W.H.O, â€Å"Coping with Natural Disaster the Role of Local Health Personnel and the Community†, Geneva: WHO, 1989.

Te Great Gatsby :: Essays Papers

Te Great Gatsby Setting This story takes place at West Egg in Long Island, an unfashionable town. It is in the early 1900’s. Characters A. Nick Carraway- Nick is the story narrator. He is a young man from Minnesota who moves to the east after fighting in the First World War. He is Jay Gatsby’s next-door neighbor. B. Jay Gatsby- Jay is the title character. He is a wealthy man who lives in a gothic mansion in West Egg. He was born with the name Jay Gatz on farm in North Dakota. C. Daisy Buchanan- Daisy is Nick’s cousin. She is the woman with whom Gatsby is in love. She lives right across from Gatsby with her husband Tom. She is bitter and a little cynical. D. Tom Buchanan- Tom is Daisy’s husband. He is arrogant and hypocritical. E. Jordan Baker- Jordan is Daisy’s friend who becomes romantically involved with Nick during the story. She is a talented golfer but cheated her way into winning her first tournament. F. Myrtle Wilson- Myrtle is Tom’s lover. Her husband George owns a run-down garage. Summary Like the setting says, the story takes place at West Egg in Long Island. The narrator, Nick, is not like the people of West Egg. He drives out to East Egg to have dinner with his cousin Daisy and her husband Tom where he is introduced to Jordan Baker, the woman who he will begin a romantic relationship with. She informs Nick of Myrtle Wilson, Tom’s secret lover. As the summer goes on, Nick learns more about his mysterious neighbor Gatsby. He throws extravagant parties at his mansion every Saturday night to impress the women he loves, Daisy. Nick arranges for Gatsby and Daisy to reunite. After this they fall in love and start and affair. Tom finds out about his wife’s wrongdoings and confronts Gatsby at a suite in the Plaza Hotel in New York. Tom claims that he and Daisy have a history that Gatsby could never understand. He also tells Daisy that Gatsby’s fortune comes from bootlegging illegal alcohol and other criminal activities. On their way home Nick, Jordan and Tom discover that Gatsby’s car struck and killed Myrtle, Tom’s lover. They rush back to Long Island where Nick learns from Gatsby that Daisy was driving the car that struck Myrtle, but Gatsby intends to take the blame.