The purpose of this essay is to explore the thesis that Gatsby’s dream in the novel The Great Gatsby, is to climb the class ladder and become a member of the upper class while members of that class feel threatened by the nouveau riche and tries to shut him out. Class identity is the main theme of the essay. Gatsby comes from a humble background but he decides early in his life that he wants a different life for himself and his aspirations are similar to the concept of the American dream. This essay argues that his dream undergoes a transformation when he meets Daisy and it becomes more aimed at becoming a member of the upper class, for which Daisy is a symbol. The upper class couple, Tom and Daisy, represent the old money going downhill, while Gatsby as a self-made man represents the new money that wants equal social status to that of the upper class.

Syftet med den här uppsatsen är att undersöka den visuella gestaltningen av nostalgi i filmen The Great Gatsby (2013). Undersökningens primära teori är Roland Barthes bildsemiotik, vilket nyttjas i en kvalitativ bildanalys. Strävan ligger i att analysera regissören Baz Luhrmanns tillvägagångssätt att kreera bilder som stimulerar känslor och stämningar, i form av olika objekt och färgers samspel med varandra. Fenomenet som står i centrum, och som är kopplat till karaktären Jay Gatsbys känsloliv, är det gröna ljuset. Resultatet visar att ljuset fungerar likt en metafor, där det symboliserar Gatsbys konstruerade föreställning om sin förflutna kärlek, Daisy. Hans sätt att uppfatta symbolen förändras ju mer han umgås under nutid med sin förlorade romans, vilket gestaltas genom att föremålet samverkar med flertalet element likt vatten, dimma eller gråa färginslag. Detta skapar på så vis en djupare mening kring det gröna ljuset, som i förlängningen kopplar samman bildernas byggstenar till en nostalgi.

Progressive Web Applications are becoming more advanced and have increased user activity year after year, especially on mobile platforms. But still the standard of performance does not in most cases meet what we expect in relation to the time it takes to load these. Technologies are evolving as an attempt to change this, and one that has gained a lot of attention in recent years is Google AMP (Accelerated Mobile Pages). A technology that initially aimed at very simple content, but which has recently become more advanced but has its main focus on performance. An entire application does not need to be developed with this technology, but a noted method is to use it as an entry-point to another application as an attempt to reduce the initial load time for the user and enhance the experience in later navigations. This report investigates with an experiment how the AMP technology stands against another technology focused on speed, in this case the JavaScript framework Gatsby. This is done with the frameworks as a combination using AMP as an entry-point and also developed separately, all with enhanced Progressive Web App features. To make development easier and understand the difference of applications included in the study, a literature study was also done with focus on this aspect. At the point when the applications became published and available through Google search and measurements for the applications were made, it was discovered that their metrics load time, start render and speed index all had major performance improvements for the AMP applications on the first load with a mobile device utilizing Google cache CDN, but the effect was not as great on desktop. The implementation process differs some in the frameworks included, and turned out to be more restricted with AMP with the desired effect of increasing performance. While the second framework Gatsby is developed more flexible and could be seen as a more modern way of developing.  It shows a positive opportunity to combine technologies to serve content to a user faster on mobile devices, which could be an action to speed up the web and maintain the user experience.

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This essay presents an analysis of Fitzgerald’s The Great Gatsby through a structural approach with the focus on the narrative techniques of the novel. The essay endeavours to address narrative empathy as an important aspect of the novel, through its narrative techniques, while also examines the potential of using The Great Gatsby as a pedagogical tool for developing students’ empathy in the upper-secondary school classroom. The essay concludes that The Great Gatsby has the potential of conveying empathy to the students, through its narrative techniques. / <p>Slutgiltigt godkännandedatum: 2022-06-05</p>

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The 1920’s and 30’s saw the advent of the automotive era in America as Henry Ford’s vision of production and technological progress was fully realized. But the pleasure of automobility was initially afforded to a select few, and so the automobile revealed a growing chasm between social classes. Additionally, the automobile contributed to a transformation of the social ideology of gender as more and more women spent time in cars as passengers and as drivers. And while some viewed this ideological shift as a welcome change, many Americans worried about the negative implications of women in cars. Representations of automobiles in American literature reveal this juxtaposition between positive and negative reactions, and this thesis explores the cultural impetus behind this duality, as well as the manifestations of this duality in F. Scott Fitzgerald’s The Great Gatsby, James M. Cain’s Double Indemnity, and John Steinbeck’s The Grapes of Wrath.

The purpose of this study was to examine how adult students in a reading class offered in a college-affiliated ESL program responded to The Great Gatsby (Fitzgerald, 1925; GG, afterwards) in small group book discussion sessions over eight weeks, and how they perceived their reading and discussing experiences. Analysis of students' literary responses demonstrated students' strategies in constructing textual meaning and transformation of their meaning-making strategies across time. Students in this study made sense of the text by making connections between the textual world and the text, themselves, and the world around them. Students also brought into discussion their reading experiences and a critical approach to the text. The percentage of comments devoted to each response category illustrated the changes in the focus of discussion and meaning making strategies across time. Taking up the novel, initially students spent more time discussing the historical context of the text and formulating connections with themselves and the world. Students were self-conscious about their reading difficulties. Further along in their reading, as they derived more information from the text, their discussion became more text-centered. Inferential comments and emotional reactions became more frequent elements in discussion, and talk about the reading experience itself and contextual information about the text diminished. Perceptions expressed about their reading experience of the literary text in their second language were predominantly about the enjoyment of reading and challenges and rewards in terms of: 1) language challenges, 2) culture challenges, and 3) literary challenges. Analysis of students' perceptions of their experiences in literary discussion as they read GG revealed their enjoyment of discussions and appreciation of how literary discussion had enriched their interpretation of the novel by providing opportunities for: 1) checking up on the textual information, 2) exchanging opinions, and 3) building a sense of learning community. / text

The primary purpose of this study is to examine the effects of the social and cultural revolution in post-World War One American society on gender relationships in F. Scott Fitzgerald's novels and a selection of his short stories. In his fictional works, Fitzgerald becomes a kind of social and cultural historian, reflecting the fundamental changes that began to occur in the 1920s. There were many factors that contributed to this Jazz-Age revolution in "manners and morals": the emancipation of women, giving rise to the American New Woman; the influence of Freud and his psychoanalytic theories on the already blossoming sexual revolution; and the mechanization and commercialization of all aspects of life in the machine age, drastically altering the way men and women had traditionally thought, behaved, and, communicated with one another.

A presente dissertação aborda a questão da experiência nacional representada alegoricamente no romance –O Grande Gatsby. Meu objetivo é estudar esta relação baseada na sedução estética do romance e a sua proposta de redirecionamento do Sonho Americano dos anos 20. Estudos Culturais e de Gênero fazem parte do embasamento teórico na observação de valores que são questionados e/ou perpetuados através de representações de gênero, classe social, raça e etnia no romance. A organização espacial da narrativa é entendida como um sistema estrutural em que o pertencimento de personagens a determinados “lugares” e cenários gera relações hierárquicas de poder, representadas por polaridades espaciais. Este trabalho sugere que os privilégios de algumas posições sociais estão representados alegoricamente na narrativa. O conceito de alegoria de Walter Benjamin enfatiza o estudo da temporalidade associada ao espaço narrativo e permite que se faça uma leitura do sentido gerado por essas representações, na medida em que expõe, e não omite, as contradições da narrativa. Estas remetem à impossibilidade de concretização histórica do Sonho Americano que é questionado e também re-valorizado através de sua ligação a um ideal pastoril em conflito com as demandas de uma ideologia marcadamente materialista no período entreguerras. Desta forma, a sobreposição de níveis temporais no romance liga a crença do excepcionalismo americano, patriotismo e herança cultural a um imaginário pastoril, em que uma versão do passado é legitimada e projetada para o futuro nacional. / This dissertation approaches the issue of a national experience represented allegorically in the novel – The Great Gatsby. My aim is to study this relation based on the novel’s esthetical seduction and its proposal of representing the new directions of the American Dream in the 1920s. Cultural and Gender Studies are employed as theoretical tools in order to observe the values questioned and/or perpetuated by the novel’s representation of gender, social class, race and ethnicity. The spatial organization of the narrative is conceived as a structural system in which the characters’ sense of belongingness to specific places and settings creates their hierarchical relations of power, represented by space polarities. This dissertation hopes to prove that specific social positions are inscribed allegorically in the narrative as owners of privileges in the representation of society. Walter Benjamin’s concept of allegory emphasizes the study of temporality, which is associated to space in the narrative, and allows one to conceive the meanings created by the mentioned representations, exposing the narrative’s contradictions. They lead to the historical impossibility of fulfillment of the American Dream. In the novel, the dream is questioned and also re-valued due to its link to a pastoral ideal in conflict with the demands of a materialistic ideology in the world war period. In this sense, the superposition of temporal levels in the novel connects a belief in American exceptionalism, patriotism and cultural heritage to a pastoral imagery, in which a version of the past is legitimized and projected to a national future.