F. Scott Fitzgeralds The Great Gatsby Essay -- Fitzgerald Great Gatsb

The 1920s was a time of excess and growth. Economically, it was a time for great financial gain. Largely because of improvements in technology, productivity increased while overall production costs decreased, and the economy grew. Not only was this time filled with prosperity, but corruption as well. People who had previously worked day and night finally acquired leisure time. Some of the most wealthy people made the choice to fill this free time with gluttony and lust. Many authors during this time believed that the excessive spending and consumption would surely lead to ruin. Although many people associate good times and carefree abandon with the reverie of the 1920s, some also suggest a hidden, much darker side. In his novel The Great Gatsby, F. Scott Fitzgerald, conveyed his belief that wealth and materialism corrupted the American Dream. In The Great Gatsby, F. Scott Fitzgerald shows his disapproval of the times by portraying characters attempting to achieve their American Dream by any means possible. Myrtle Wilson, a low class inhabitant of the valley of ashes, puts her morals to the side when pursuing the wealthy life. Not even marriage stops Myrtle from having an affair with Tom Buchanan-- a rich man who enables her to finally buy the life she thinks she deserves. Not only does Myrtle cheat on her own husband, but she has an affair with someone who caught her eye with "a dress suit and patent leather shoes and [she] couldn't keep [her] eyes off him" (Fitzgerald 40). It is not a love for Tom that attracted Myrtle, but his money and power that she lusts after. Jay Gatsby-- a man actually in love with Daisy Buchanan and not simply the money she represents-- aspires to achieve his dream of wealth in... ...ent within Tom and Daisy signify that wealth cannot buy a person everything, including happiness. Fitzgerald questions the validity of the fiscally inclined American Dream within The Great Gatsby. During the 1920s, F. Scott Fitzgerald conveyed his disdain for the corruption within the American dream by depicting the immoral actions of society in his literature with a disapproving tone. Even though the country was economically prosperous, people increasingly lost much needed morals on their journey of the American Dream. Affairs and other sins took place with little guilt. People got caught up in the corruption around them in order to try to get their piece of the growing wealth. Without making some changes, society could have been on its way to self-devastation. Works Cited Fitzgerald, F. Scott. The Great Gatsby. 1st ed. New York: Scribner, 2004. Print.

Similarities Between Northern and Southern American Colonies

The Northern and Southern colonies had many similarities between the years of 1607 to 1763, but the idea that they were more similar than different is vastly incorrect. The economy in the Southern colonies was based off of planting and slave labor, which was very common, while land in the Northern colonies, for the most part, was not fertile enough to support planting. Another difference between the North and South was that government and the church had very close ties in the North, compared to a representative self-government in the South, separate from any church. People and towns were too far apart for churches to flourish in the South, whereas in the North, religion was very important and often taken to extremes. In the Southern colonies, tobacco was a huge crop, and the economy of several colonies was based almost entirely off of it. The history of tobacco is relatively short—by 1612, John Rolfe had perfected methods of growing tobacco that eliminated most of the bitterness of the leaf. After the first boatload of tobacco was sent to Europe, the European people quickly developed a high demand for it, one which American colonists were more than happy to fulfill. Because of the sudden incredibly high demand for tobacco, colonists were overwhelmed, and planted tobacco anywhere they could, including the ground next to the street and between graves. The tobacco-growing frenzy was so huge that colonists in the South had to import some of their foodstuffs at first, for they were not able to grow it themselves with all their land being used for tobacco. Because the crop of tobacco robs the soil of its nutrients so quickly, the demand for land exponentially increased, which led to an increased need for workers, preferably cheap, which is when wealthy planters turned to slavery. In comparison, the land in the Northern colonies was mostly glaciated soil, with stones in the dirt forced to the surface after every winter. Because of the rocky soil, staple crops did not grow well and so black slavery was not profitable in the North. Colonists who realized they would not be able to make much of a living off of the land became good at other things. Shipbuilding, fishing, and commerce were among the main professions in Northern colonies, due to the excessive fishing opportunities. Governing styles is another major difference between the Northern and Southern colonies. The first self-controlled government was established in Virginia, one of the Southern colonies, in 1619, the House of Burgesses. This was somewhat similar to the British parliament, met once a year in Jamestown, and was made up of twenty-two people. These twenty-two people were the governor of the colony, six prominent citizens hand-selected by the governor, and fifteen burgesses, or representatives, from varied locales, usually the larger plantations in the area. Overall, the people controlled the government in the South. This fact could be disputed about Northern government. In the Northern colonies, the government was more inclusive than it had been in the past in that all freemen could vote. Freemen were adult male landowners who belonged to the Puritan congregation. All male property owners could be involved in town government, regardless of whether or not they were Puritan. They would participate in town meetings, where matters large and small were discussed, debated, and solved by the people of the town themselves. According to the doctrine of the covenant followed by Northern colonists, the role of government was to enforce God’s laws, which applied to both believers and non-believers. Even with the government being so religious, clergymen were not allowed to hold an official political office, which led to the idea of the separation of church and state. The separation of towns was more of an issue in the South than the separation of church and state, in terms of religion. Because of the vast amounts of land needed by plantation owners to grow tobacco and other staple crops, towns and people were spread out, which slowed urban development significantly and also made the establishment of churches and schools difficult and expensive. Nevertheless, there was still religion in the Southern colonies—the vast majority of colonists were Anglican. In the Northern colonies, there were many churches, of several religious groups. Puritans and Quakers were the dominant religious groups in the North, though Quakers would not abide by laws set by the Puritans, so they were fined, flogged, and banished. In one extreme case, four Quakers, one a woman, who defied expulsion from their colony, were hanged. An extremist Puritan by the name of Anne Hutchinson claimed that a holy life was no true sign of salvation, and that the truly saved were going to heaven no matter what they did in their life, so they would not need to obey neither God’s nor man’s law. At the time, this was considered antinomianism and extreme heresy, so Anne was banished from her colony and forced to move. In conclusion, the Northern and Southern colonies did have many things in common, but the thought that they were more similar than different from the year 1607 to 1763 is an immense misconception. In the Northern colonies, it was not possible to grow staple crops because of the rocky soil, so settlers turned to other ways to make a profit than agriculture and slavery, while in the South, slavery and tobacco farming were the sole source of income for several colonies. The government in Northern colonies had close ties to the Puritan church, while in Southern colonies the style of government leaned towards self-representative. Churches were not common in Southern colonies, while they were of utmost importance, and often taken to extremes in Northern colonies.

Differentiated Instruction Paper

Differentiated Instruction Differentiated instruction is a process to approach teaching and learning for students with differing abilities in the same class. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is assisting in the learning process (Polloway, Patton, and Serna, 2005). It’s an individualized instructional method. It is used to help students with diverse needs learn using a general curriculum. There are several approaches to using differentiated instruction when teaching learners with cultural or special needs. Every student has different learning styles, behaviors, and interests. It is up to teachers to meet state and district standards when teaching different learners no matter their needs. There are several ways to make sure students meet these standards. Kapusnick and Hauslein (2001) list the most common instructional strategies as acceleration, curriculum compacting, independent study, flexible grouping, independent-learning centers, complex questions, tiered activities, and contracts. Students who show mastery of instructional material through preassessment can learn at their own pace, acceleration. Curriculum compacting condenses learning and allows students to move ahead of material already learned while staying on grade level. During independent study, students progress at their own pace until they master a task by a due date agreed upon by the teacher. Teachers use flexible grouping based on students’ needs, interests, and abilities to allow students with similar capabilities to work together. Independent-learning centers provide students with remediation opportunities by investigating a topic in depth. In a differentiated classroom, the teacher asks complex questions that are open-ended, appeal to higher-order thinking skills, allow adequate wait time for answers (more than the traditional 1-3 seconds), and provide opportunities for peer discussions and follow-up questions. Additionally, tiered activities are used to promote success because the student chooses his or her own level of accomplishment (Kapusnick and Hauslein, 2001). And contracts are used as an agreement that allows students to take responsibility for completing tasks. Kapusnick and Hauslein, in an inclusive nvironment, students at all levels of understanding can learn more effectively if teachers adjust instruction for individual learning style and needs (2001). Vygotsky and Gardner’s theories of instructional practices are ways to assist teachers with presenting information to their learners. Howard Gardner’s theory of multiple intelligences asserted that students learn better and more easily when teac hers use a variety of delivery methods, providing students with learning experiences that maximizes their strengths (Kapusnick and Hauslein, 2001). Vygotsky’s zone of proximal development supports the notion that effective education facilitates development by assisting the progression to each stage through student-teacher interactions and opportunities to discuss and share ideas (Kapusnick and Hauslein, 2001). This theory requires teachers to help students with special needs by making accommodations to meet their needs. Teachers assist them until they reach their comfort zone of completing tasks independently or with minimal assistance. Students are taught the using the same curriculum, with different methods. The variation of activities provided during instruction should reflect the needs of the students. During differentiated instruction, teachers help students make sense of learning. The steps to using differentiated instruction are content, process, and product. Content is what we teach, process includes how we teach and how students learn, and product is the way our students demonstrate what they have learned (Levy, 2008). In order to find out the students’ abilities, teachers must first assess their skills. This lets the teacher know what levels the students are on. Assessments are used for various reasons. They are used to monitor progress, review abilities, and evaluate students’ strengths and weaknesses. They are an essential part of the decision-making process of determining what a student needs remediation with. Assessment results compare students individually and show differences among other peers. They are used to classify students for ability, or flexible, grouping, which identifies them for placement in special programs and groups. Assessments allow teachers to plan and adjust lessons to accommodate all learners. Grouping students according to their abilities by noting their ability levels, learning styles, and interests are ways teachers can plan for their students. Ability level groups allow teachers to place all students who may need remediation together to receive additional help, or challenging work. Students interpret instruction by what they hear, see, what they can do, and what they say. Some students pay attention to what the teacher says or reads; auditory learners, while others focus on what the teacher writes on the chalkboard, overhead projector, or smart board. Other students must do something hands-on or discuss it using more detail in order for them to grasp an understanding of a lesson. Once a teacher knows the students in the classroom and their learning styles, flexible grouping can be implemented. Students are likely to cooperate and work together as they build upon information of new knowledge. Differentiated instruction provides students with an organized instruction system consisting of basic skills and instruction. Teachers may present whole-class conversations of content big ideas followed by small group or pair work. Thoroughly explaining, demonstrating, and providing student with different interactions are skills teachers use to reach the learners. Student groups may be taught from within or by the teacher to complete assigned tasks. In differentiated instruction, the grouping of students does not have to be permanent, and can vary based on the information or tasks presented, the project, and constant evaluations. Classroom management also plays a role in differentiated instruction. Teachers must be consistent with the expectations of all the students academically and behaviorally. Along with classroom management, continuous assessment of students’ progress and therapy should also be maintained. Classroom guidance is another source of providing differentiated instruction. Guidance and school counselors assist students by counseling them to find out their needs and interests. They also inform students about educational opportunities by providing them with information on transition strategies and techniques used for dealing with unwarranted behaviors of school peers. Just like classroom instruction, counselors can use group or individual counseling sessions to support students. Depending on the students’ needs, the counselors can hold sessions in their office or in the students’ classroom. Akos, Cockman, and Strickland (2007), said through the last century, school counseling evolved from a position, to a set of services, to a multifaceted developmental program where skills needed to facilitate classroom guidance encompass a wide range of abilities, and the curricular nature of classroom guidance requires planning and delivery skills similar to those demanded of teachers. Therefore, whether for academic or social developments, school counselors plan hands-on activities and carry out classroom guidance sessions. English Language Learners (ELLs) and students with special needs may need additional assistance when learning new material. Differentiated instruction with these learners may require certain strategies when addressing curriculum factors and teaching for cultural reasons. It is important for teachers to know the cultural proficiency of their learners when taking into account differentiated instruction. According to Hoover and Patton (2005), language function, acculturation, conceptual knowledge, thinking abilities, cultural values and norms, and teaching and learning styles are curricular factors for concern with ELLs. Language function can be the conversations and social development skills the student makes. The goal is to get ELLs to use elevated language by talking more with friends, family members, and anyone they have constant communication with. It will help student focus on interpreting meanings for unfamiliar words while developing fluency skills. Acculturation is the process where one cultural group assumes traits of another cultural group (Hoover and Patton, 2005). In acculturation, students may respond with signs of withdrawal due to lack of communication and understanding. Conceptual knowledge is the new information gained from prior knowledge. It provides students with connections to the content being taught. ELLs need to apply their thinking capabilities to interact and learn the new curriculum. This is using their higher-order thinking skills. One’s cultural values and norms are their experiences and lifestyles they bring to the classroom. Differentiated instruction provides adaptations so the students can be educated using the appropriate grade level curriculum. This is again where teaching and learning styles play a role in educational developments. It focuses on the conditions the students learn under. Students with special needs or disabilities, in all grade levels, may feel as if they don’t have the same skills as non-disabled students for obvious reasons. Students with disabilities, as do many other students, may require significant practice, application, and generalization of relevant skills and concepts (Mastropieri et al. 2006). As a future educator, I have learned that it is our responsibility to educate all learners. Differentiated instruction involves just this, to teach students in the best way they could learn. Teachers plan instruction based on the readiness levels, interests, and educational needs of their students. They use multiple content, process, and product methods to promote academic and b ehavioral skills. Once teachers become familiar with the learning styles of the students and comfortable with their teaching methods, learning opportunities for the students expand. References Akos, P. Cockman, C. , Strickland, C. (2007). Differentiating classroom guidance. Professional School Counseling, Vol. 10, No. 5, p. 455-463. Hoover, J. & Patton, J. (2005). Differentiating curriculum and instruction for English-language learners with special needs. Intervention in School and Clinic, Vol. 40, No. 4, p. 231-235. Kapusnick, R & Hauslein, C. (Summer, 2001). The ‘silver cup’ of differentiated instruction. Kappa Delta Pi Record, p. 156-159. Levy, H. (2008). Meeting the needs of all students through differentiated instruction: helping every child reach and exceed standards. The Clearing House Vol. 81, No. 4, p. 161-164. Mastropieri, M. , Scruggs, T. , Norland, J. , Berkeley, S. , McDuffie, K. , Tornquist, E. , & Connors, N. (2006). Differentiated curriculum enhancement in inclusive middle school science: effects on classroom and high-stakes tests. The Journal of Special Education Vol. 40, NO. 3, p. 130-137. Polloway, E. , Patton, J. , & Serna, L. (2005) Strategies for teaching learners with special needs (8th Ed). New Jersey: Pearson-Merrill Prentice Hall.

Essay Helper

Essay Helper Essay Helper So you need to write a great application essay and dont really know when and how to get started. If so dont despair because this article is an essay helper that will put you on the right track and show you how to write personalized, brilliant and compelling admission essays that the admissions committee is sure to appreciate and reward by stamping it with that special word accept. As an essay helperthis article would like to point out that writing an admissions essay is the only step in the entire admissions process in which YOU are incomplete charge. So give it your best shot. Now is the time to: Think Plan Organize Structure So that you end up with an exceptionally written and crafted essay that is as unique as you are. Here are some useful tips from your essay help to point you in the right direction: Avoid saying too much too soon: stick to the vital point by focusing on your achievements and qualifications as well as the qualities that allow you to stand head and shoulders above the crowd. You do not want to go around repeating things that you have already written in the application form-focus more on who you are rather than what you have done. Dont just say it, prove it: if you claim to have a particular quality then you need to substantiate this with real life events in which these qualities were demonstrated along with more examples and reasons. There is no comparison between merely making a claim and letting it unfold as an interesting story. Use vivid details: from real life events-a thorough description can be a real essay helper.Instead of saying, I am interested in people from different backgrounds with a variety of interests Think of how you can say the same thing in a more detailed and captivating fashion Be precise: another realessay helperis when you zero in on actual incidents and events rather than making general sweeping statements that sound clichd and contrived. Avoid using statements like I always wanted to help people Be original: there is nothing (yawn) as boring as reading something that has been said a hundred times before. Keep these essay helper tips in mind and you are sure to come up with an essay that will make the admissions committee sit up and take notice: If you need term paper help, research paper help, or college essay help, do not hesitate to order professional custom paper writing services on our site and get your term paper written from scratch! Popular posts: Womens Rights Essay Romeo and Juliet Essays Malayalam Essays Lord of the Flies Book Review Life Experience Essay

ACT Photo Requirements How to Pick the Right Picture

ACT Photo Requirements How to Pick the Right Picture SAT / ACT Prep Online Guides and Tips If you're planning to take the ACT, you need to have a picture of yourself on your admission ticket. Do you know the ACT photo requirements? Did you know that if your picture doesn't meet the requirements, you may not be allowed to take the ACT on test day? In this article, I'll thoroughly explain how to make sure that you use an appropriate ACT picture. Also, I'll let you know how to upload your photo, and finally, I'll give you some important tips to remember to prevent any unanticipated problems on test day. Why Do You Need an ACT Picture? The ACT requires a picture to confirm your identity. The photos help prevent cheating by ensuring that nobody can take the test as somebody else. Your photo will be on your Admission Ticket and will be checked against your photo ID on test day. If you don’t have an acceptable photo on your Admission Ticket, you may be prevented from taking the ACT. ACT Photo Requirements You need to be easily recognizable from your picture. These are the requirements for the photo you use: ACT Photo Basics The picture must be of only you. No group photos or pictures with your significant other. Why did he ruin her ACT photo? No blurry or grainy photos. Make sure the picture is clear. This won't work. No shadows or dark spots over your face. Shadows are bad. The picture must have a plain background. Use a portrait photo, not a landscape photo. If you take a picture with a cell phone, the phone should be held vertically when you take the photo. You must be looking directly into the camera. No side profile pictures Face the camera. No dark glasses or sunglasses. Your eyes should be visible Sunglasses and ACT photos don't mix. Don’t wear a hat or head covering, unless it’s for religious purposes. If you do wear a religious head covering, adjust it so your face can be clearly seen. The ACT is gonna need her to remove the hat. Finally, here's an acceptable photo. ACT Photo Format and Size Requirements You can upload a JPEG, JPG, PNG, or BMP image file. The maximum file size is 5 MB. The photo must be at least 640 x 480 pixels. If you scan your photo, the uploaded picture must print as a 2† x 2† image or larger. Also, if you scan your picture, crop the image to show only your head and shoulders before you upload it. Tips for Finding or Taking an ACT Picture You can use any recent photo of you that fits the ACT photo requirements. Don’t scan a driver’s license or school ID photo. The scanned image probably won’t be high enough quality to be acceptable. If you’re taking a new picture, here are some tips: Stand a few feet in front of a plain wall. If you’re taking a picture outside, avoid having the sun at your back. Try not to use the camera flash. Use the camera zoom as needed to center only your face and shoulders within the photo frame. However, keep in mind that you can also crop photos if a photo you have or take isn't perfect. ACT Photo Upload Deadlines You don’t have to upload your photo at the time you register, but you must upload your photo by the photo upload deadline. Photo deadlines are usually 8 days before the test date. I recommend uploading your photo when you register so you don’t forget. If you don’t upload your photo by the deadline, your registration will be cancelled and you won’t be allowed to take the test. Also, your registration fee won’t be refunded. You’ll be able to request a test date change, but you’ll still have to upload a photo for that test. Here are the photo upload deadlines for the 2016-2017 academic year. Test Date Deadline (by midnight central time) September 10, 2016 September 2, 2016 October 22, 2016 October 14, 2016 December 10, 2016 December 2, 2016 February , 2017 February 3, 2017 April 8, 2017 March 31, 2017 June 10, 2017 June 2, 2017 How to Upload Your ACT Picture The ACT photo upload process is fairly straightforward. You’ll be prompted to upload your photo when you register online. You can upload any picture that’s on your computer by double clicking on the file. Also, you can transfer a hard photo to your computer by scanning it. Remember to make sure the scanned image meets the requirements before uploading it. Furthermore, you can transfer a photo from a device (cell phone or camera) to your computer by plugging the appropriate USB cord into your computer and device. Additionally, you can submit a photo from a mobile device using the free ACTPhoto app. Just download and install ACTPhoto. It’s available for both iPhones and Androids. Then you’ll be able to submit a photo from your device or use the camera to take a picture to upload. Finally, you can submit a hard photo, but that’s a little more difficult, and since you’re reading this article online, I assume you have computer access to upload a photo. Common ACT Photo Issues and Important Things to Remember The ACT is so particular about Admission Tickets and the photos on your Admission Tickets because these are security measures to help maintain the integrity of the test. You need to follow all the rules so that you’re able to take the test and receive a valid score. Here are some very important reminders for you: Make sure the name on your Admission Ticket matches the name on your photo ID. Your picture and name from your photo ID is compared to the picture and name on your Admission Ticket to confirm your identity. If there’s a different name on your ID, the test center won’t be able to effectively confirm your identity and you could be barred from taking your test. When you register online, enter your name exactly as it appears on your ID. Don’t use a nickname or any other name. Don’t forget your Admission Ticket or photo ID. If you don’t bring your ticket or ID, you won’t be allowed to take the test. The night before, lay out everything you need on test day. You can even make a checklist of things to bring, and make sure you have everything before you head to the test center. Only bring an ACT-approved calculator. You can only use a calculator on the Math section, and there are restrictions on the type of calculators you can use. Read our article on calculators for more information. Make sure you follow all ACT rules and regulations. The ACT is strict about its rules. Don’t test them. Don’t discuss specific questions while you’re on break or after the test. Only work on the section you’re supposed to be working on. Don’t keep working on a section after time expires. Read my article on ACT rules for thorough information about the rules you need to follow. If you break any of these rules, your score may be cancelled. And if you’re caught cheating, the ACT can even take legal action. What's Next? Did you miss the late registration deadline for the ACT, but you still want to take the test? Learn about ACT standby testing. Are you wondering how your score is determined? Find out how ACT scores are calculated. Finally, if you're preparing for the exam, check out this post about how to ace the ACT. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Eastern Massasauga Essay Example | Topics and Well Written Essays - 500 words

Eastern Massasauga - Essay Example Eastern Massasauga is a rattlesnake, tail tipped by grey-yellow horny rattles and with several dark brown rings. An adult Massasauga is 18 to 30 inches in length (US fish and wildlife service web). Eastern Massasaugas inhabit wet areas. During spring, Massasauga use open shallow wetlands or shrub swamps. During summer, they move upward to drier areas where they can be found the sunning in open fields. In the northern part of the US, Eastern Massasauga live in Canada, Ontario, around Georgia bay, Northern Indiana, and Northern and Central Ohio. In addition, they live in Lower Peninsula of Michigan although they are declining due to human activities. Its protection in Michigan as an endangered species is due to destruction of its habitats. Eastern Massasauga is classified in the Eukarya domain, Animalia kingdom, Chordata Phylum, and reptilian class. The botanical name of Eastern Massasauga is Sistrurus Catenatus. The word â€Å"Massasauga† translates to â€Å"great river mouth,† in the Chippewa language describing wet areas surrounding a river where snakes can be found. Other names given to Eastern Massasauga are black Massasauga rattlers, Massasauga rattlers, Michigan rattlers and swamp rattlers (Eastern Massasauga rattlesnake web). An Eastern Massasauga is a slow moving snake that often strikes if disturbed. In New York, it is the smallest of the three venomous snakes. They employ camouflage where they hide in areas that bear the same colour as themselves. Massasaugas take advantage of their different adaptations to survive in the wet areas. For instance they have to detect prey from a distance through its organs. It uses Vomero-nasal organ also known as Jacobson’s organ that is located at the roof of the mouth with nerve endings in to the brain to detect prey. They take their tongue out to pick some air and place it on to the surface of Vomero for detection. In addition, this organ detects mates, geographical regions, and predators (John

Current Research Paper Example | Topics and Well Written Essays - 1000 words

Current - Research Paper Example It there for means that Eli Lilly and company is basically the bedrock or pillar of Lilly Endowment. However, Lilly Endowment remains a motivator for the pharmaceutical company, and hence it affects some of its business and management strategies. Lilly Endowment entails some community and volunteer programs in the community. It is believed that its budget is greatly financed by Eli Lilly and company and this means that the pharmaceutical company would do anything to make gain, to put in a capacity to support Eli Endowment. This could mean cutting on expenses like reduction of labor, adoption of modern and effective digital management strategies like e-human resource management (E-hrm) to reduce the number of workers hence reduce on the labor expenses among others. Furthermore, the pharmaceutical company may have to organize some workshops and seminars to encourage the beneficiaries and officials from the Lilly endowment and this could mean some cost and time as well. Some senior management team are always required to mentor the youths and women in the Lilly Endowment and this means they have to forego their core roles in the Eli Lilly and company to encourage some members of the Lilly Endowment Inc. Lilly Endowment was founded by the core owner of Eli Lilly and company and his three core values revolved around community development, education and religion among others. This means that the same principles must be incorporated in the pharmaceutical management strategy. The element of community development could be related to its CSR which entails building schools for the locals, initiating clean water projects in the community, constructing health institutions and funding certain health related projects to eradicate epidemic like HIV and TB among others. The company is known to donating food and pharmaceuticals to the less fortunate like the street homes and elderly homes