Essay on Capital Punishment Must Be Put To Death - 1712 Words

Capital punishment, better known as the death penalty, has been around for centuries. Like all elements of modern society, the death penalty has evolved over the course of many years. Initially, the death penalty was administered by a royal court or monarchy through brutal stoning. Since then, the guillotine, noose, electric chair, and [currently] lethal injection have all been tools created to administer the death penalty here in the United States. Before the act of actually ending the criminal’s life is performed he or she waits on death row during the course of any court proceedings. In America, death row is the term given to the section of a prison reserved for inmates awaiting trial concerning the death penalty. The term â€Å"death row†Ã¢â‚¬ ¦show more content†¦Above all, the death penalty is ineffective and corrupt The truth remains, that there is no completely accurate way to measure whether actual crime rates are lowered or not in states where the death penalty is legal. â€Å"Mistakes will be made in any system that relies upon human testimony for proof† (Top 2 of 4). It is also true that â€Å"No system can produce results which are 100% certain all the time.† (Top 2 of 4). Naturally, the effectiveness of the death penalty cannot be determined strictly by evaluating statics. Although there is no way to prove anything involving the testimonies of humans 100% accurate, there is no room to make assumptions in favor of a decision to terminate lives. The death penalty is not supported by any records that legitimately prove claims of lowering crime rates; particularly homicides. In fact research says: â€Å"States that have death penalty laws do not have better crime rates or murder rates than states without such laws.† (Top 1 of 4). â€Å"And states that have abolished capital punishment show no significant changes in either crime or murder rates.† (Top 1 of 4). In short there is no evidence of the death penalty or the laws that establish it lowering crime rates. From its beginnings, the death penalty was established to scare people out of committing certain crimes. People who were givenShow MoreRelatedCapital Punishment1534 Words   |  7 PagesThe death penalty has been around for many centuries and will probably be around for many to come. Although some citizens feel capital punishment is ethically wrong, it is necessary in today s society for various reasons. Society must be kept safe from the barbaric acts of murders and rapist, by taking away their lives to function and perform in our society. Most criminals don t take into account the results of their actions. If a person intending to commit a crime, sees another criminal put toRead More The Need for Capital Punishment in America Essay1151 Words   |  5 Pagescrime as murder is punishable by death. Americans should take a position for anyone on death row, to be executed sooner rather than later. The moral reality in an argument for capital punishment is that they know the difference between the death penalty and what happens when it is actually put into place from the court of law. In the United States there are more people sitting in prison on death row than actually being executed at time of sentence. When the death penalty is not carried out, thenRead MoreArgument For Capital Punishment889 Words   |  4 Pagesdiscussing whether the death penalty is wrong. I will be arguing in favor of capital punishment and will be presenting several arguments to back up my position. First, an understanding of what the death penalty is and why it is used currently needs to be established. The death penalty has been around almost as long as humans have. It is a form of punishment that is a deterrent for other criminals. Also, capital punishment is a way to prevent the criminal being put to death from committing any furtherRead MoreEssay on A Call for Change: Abolishing the Death Penalty1 728 Words   |  7 Pagessociety, an idea from the past has become crooked and is no longer needed. A fashion of punishment might have benefited society in past generations, but the human race is always advancing and improving; therefore, a change must occur to keep enhancing humanity. One change must be capital punishment. The United States’ government must stop trying to preclude murder by committing murder and the ultimate punishment should be prison for life with no chance of parole. In 2010, 558 citizens in the stateRead MoreEssay on Capital Punishment863 Words   |  4 PagesCapital Punishment Capital punishment is the lawful infliction of the death penalty, and since ancient times, it has been used to punish a large variety of offenses. The penalty of death is reserved for the most serious and detested crimes. The legal system must sentence the death penalty to capital crime offenders. Criminals convicted of murder or rape need to be executed because they are dangerous to the world and the human race. However, America seems to to always want to put people in prisonRead MoreCapital punishments should not be banned; people believe capital punishment is unconstitutional,900 Words   |  4 PagesCapital punishments should not be banned; people believe capital punishment is unconstitutional, that the person on death row actually committed a crime that put them there. There are complaints about the money put out for capital punishment and some think that the death penalty sends the wrong message or that our government is broken. Even though people believe capital punishment sh ould be banned, it should not be banned due to multiple reasons. In the United States, capital punishment (also knownRead MoreEssay about Differing Christian Attitudes Toward Capital Punishment1547 Words   |  7 PagesDiffering Christian Attitudes Toward Capital Punishment This assignment is to discuss the different views of Christians on Capital Punishment. I will explore both sets of view, whether they are for or against it. I will say which bible verses may have swayed their opinions of capital punishment, and what they think God has to say about the whole issue. I have opinions from Christians today, who I have asked their opinions on the matter. I will also include churchs Read MoreNo Easy Way Out814 Words   |  4 Pagesbetween capital punishment and life without parole is an ongoing debate being waged between the states. Capital Punishment, or the death penalty, is the process by which an individual is put to death by the state for a capital offense, whereas life without parole is when a capital offender is sentenced to a life behind bars with no opportunity for freedom. The choice to adopt or abolish capital punishment is up to each state, and it is the state’s verdict to determine if capital punishment is unjustRead MoreToughts on the Capital Punishment1646 Words   |  7 PagesCapital Punishment On June 1, 1985 Kathy Wilhoit was murdered. Greg Wilhot was left a single father to care for his four months old and fourteen months old. Nearly a year after Kathy was murdered Greg was accused, arrested and charged with the murder. The evidence to convict Greg of murder was a bite mark on Kathy’s body, that two dental â€Å"experts† matched with Gregs bite. This man was behind bars with two young daughters at home, so his parents decided to hire one of Oklahoma’s â€Å"best† defenseRead MoreThe Consequences Of The Death Penalty Essay1573 Words   |  7 Pages they are typically not focused upon the long-term consequences, such as death, but rather the immediate arrest and imprisonment. In fact, according to Kovandzic et al. (2009), the long-term risks never enter the forefront of the criminal’s mind during the decision-making process. By narrowing their focus upon the gains rather than the costs, they are able to minimize (or even eliminate) th eir fear of arrest and punishment, and even sometimes believing they wouldn’t get caught, invalidating the deterrent

The Many Drawbacks Of Homeschooling - 1733 Words

The Many Drawbacks of Homeschooling Carole Kennedy, a principal at a school in Columbia, Missouri, talks about how time and time again she has seen many bright young children turn into lazy and poor students when they decided to turn to homeschooling. Carole specifically remembers a young boy who used to go to public school. He had some behavioral problems and his parents constantly received calls from school. She said that eventually the parents grew sick of dealing with the student’s problems at school and decided to withdraw him from public school to teach him at home. All of the child’s former friends had heard that at home he did very little work. This has happened to many children over the years (Pfleger 55). Most children would†¦show more content†¦Most parents do not want their children pressured into making bad decisions that will hurt them later in life. Religion also plays a key role in a parent’s decision to keep their children home from publ ic schooling. â€Å"Families from diverse backgrounds resort to homeschooling because they are dissatisfied with the quality or content of public schools† (Lines 21). A family that revolves heavily around religion would not be happy with the lack of religious studies in public school. Public schooling also poses difficulties if a family lives in the military and must constantly move around from place to place. In some cases, to just keep a child home proves easier. Many people argue that their children are safer in home schools than in public schools in the wake of all the recent school shootings as well. Public schooling demonstrates effectiveness and efficiency. Homeschooled parents like to point out that public schools do not have a specific learning program for every child. While it might appear that public schools use broad learning techniques, they actually â€Å"have been refined for decades to supply the best possible teaching to the vast majority of all students† (Hudak 41). Though it may appear that these teaching styles do not cover a student’s specific learning style; the schools supplement them with special programs like the Gifted and Talented program. TheseShow MoreRelatedEssay On Homeschooling907 Words   |  4 PagesHomeschooling Many families are taking their children out of public and private school’s classroom to move the classroom to their homes. In both articles, the parents have different reasons for why they are choosing to homeschool instead of keeping their children in public or private schools. Homeschooling is not for everyone and cannot be taken lightly. There are many different reasons why families would rather homeschool instead of sending their children to public schools. According to parentsRead MoreIs Homeschool Not Public School?757 Words   |  4 PagesUsing whatever resource is available is great. Even if the choices are limited because you are home with your children there are better ways if parents take the time to think about what is the best way to homeschool. 1. Remember you are home: Homeschooling does take time to adjust to but don’t require your children to school as if they were in public school. Scheduling is much different. It’s much more relaxed and calm. There is no need for strict, inflexible rules. Encouragement and love are necessaryRead MoreHomeschooling: A New Way of Learning Essay1547 Words   |  7 Pagesmy family. My experiences as a homeschooler led me to want to research homeschooling and how it has affected others. Where homeschooling remains to be one of the fastest developing trends in America and that very trend is spreading worldwide. The number of students being homeschooled has increased greatly, to about 1.1 million from 1999 to 2003, according to a study conducted by the U.S. Department of Education. With many new and exciting statistics being put out daily, such include homeschoolersRead MoreEssay on Definition of Home Schooling1622 Words   |  7 Pagestraditional school environment† (Education Resources Information Center (ERIC), 1999). Parents homeschool their children in many different ways. The techniques vary from traditional ways of teaching using textbooks, to community activism, to the study of classic literature and Latin, and many versions in between (Ransom, 2001; Izhizuka et. al., 2000). Homeschooling is permitted in all 50 states, however, each state has its own rules and regulations for legally taking a child out of the traditionalRead MoreEducation Is Not A Perfect System978 Words   |  4 Pagesessentially become â€Å"schooling† (Gatto 28). Compulsory education’s major flaw is its existence as a â€Å"network† whose sole purpose is to churn out citizens who will fit into the American workforce (Gatto 53). An alternative to compulsory education is homeschooling, and if Gatto were to decide, all children would be homeschooled within their individual community. Yet, in what John Dewey would call today’s â€Å"progressive society,† an increased expectation of global participation requires children’s educationRead MorePublic High School Reform : Public School2137 Words   |  9 PagesPublic High School Reform Let s get straight to the point, American public school s are failing, and although the solutions to their many problems aren’t entirely implicit, remedial endeavors have been lackluster at best. In fact, According to PISA(Program for International Student Assessment), a recent international academic assessment, American students are significantly falling behind their international counterparts in math, reading, science, and have sunk to the 36th spot in the internationalRead MoreThe And The Contemporary Manifestations Of Alternates From Traditional School Structures1419 Words   |  6 Pagesthe large, overarching beliefs from both sides of the argument, but as far as the contemporary issues and possibilities are concerned, there are three alternative school structures I would like to look at; private schools, charter schools, and homeschooling. The first example I would like to look at is charter schools. Charter schools are a rather recent invention having only begun twenty four years ago in Minnesota. Since then, however, they now account for a total 5.8% of public schools in 2012Read MoreThe Benefits And Drawbacks Of Total Immunization1634 Words   |  7 PagesAuditing The Benefits And Drawbacks of Total Immunization On April 16, 1850, many people were relieved to know that the polio vaccination became required in all US schools. At this time, doctors and medical researchers did not think that now requiring one vaccine would create such a ripple affect, as well as so much controversy. Now, in the twentyfirst century, vaccinations are one of the medical fields strongest defenders of health and have created the ability for the body to become immune to virusesRead MoreEssay The Dark Side of Online Education2078 Words   |  9 Pagesadvanced, but that they are being replaced by at home online courses. Unfortunately many of the students enrolled aren’t because they need this type of education but rather that they do it out of pure convenience. The problem with all of this is that people are so impressed by the possibilities that they forget that homeschooling is not necessarily the best environment for education. Although convenience may be important to many Americans today, the potential harm of an online education to a young studentRead MoreShould Home Schooling Be Encouraged as an Alternative to Educate Children?2711 Words   |  11 Pagestogether. Thus, they fought for their common goal which was to let children to have the opportunity to study in a better and safer environment, and hence, motivate children to study. (Parenting 4 Dummies, 2007). For many years, there are many who tend to argue that home schooling bri ngs many disadvantages. These disadvantages includes the impression that homeschooled kids are unable to get socialize, cost of home schooling will be a burden for parents and some of them even claim that home schooling is

Night of the Long Knives Free Essays

The Night of the Long Knives(The Blood Purge) Hitler had an abundance of power due to the enabling act that was granted to him by President Hindenburg. Even with all his power, Hitler still felt threatened by the SA leaders. This lead to the Night of the long Knives June 29th, 1934. We will write a custom essay sample on Night of the Long Knives or any similar topic only for you Order Now This purge was only the beginning of his conquest to be the dictatorial power of Germany. What happened on the Night of the Long Knives? And why did Hitler arrange it. What happened during the Night of the Long Knives? This event saw the wiping out of he SA leaders and other people that angered Hitler. Hitler ordered his SS troops to arrest the leaders of the SA and political figures. Hitler assembled a fairly large group of SS and regular police, and went to the Hanselbauer Hotel in Bad Wiessee. Ernest Rohm and his followers were staying there. Upon arriving at the hotel, Hitler personally arrested Rohm and high ranking officers of the SA. Hitler then headed back to Munich where he addressed an assembled crowd of party members and SA members, saying â€Å"the worst treachery in world istory. † Hitler told the crowd that â€Å"undisciplined and disobedient characters and asocial or diseased elements† would be annihilated. When he arrived back in Berlin, he radioed to G oring saying the codeword â€Å"kolibri† to let loose the execution squads on more unsuspecting people. Hitler also used this purge to make a move on the conservatives he found unreliable. Himmler, Goring and Hitler himself ordered the SS against old enemies. Kurt von Schliecher George Strasser (angered Hitler by resigning from the party) and Gustav Ritter von Kahr former Bavarian state commissioner who brought down the Beer Hall Putsch in 1923) The reasons why this purge happened was because Hitler feared that someone would try and over throw him, Rohm and the SA had the power to do so if they wanted (Rohm was the leader of the SA, the SA had a force of over 3 million men). So Hitler did what he thought needed to happen. He got rid of the problems and anyone else he thought had the power to overthrow him. The Night of the Long Knives did not just remove those who opposed or threatened Hitlers position. It also got the army to sign an oath that Hitler needed. The army saw the SA as a threat to their authority because the SA outnumbered them, also Rohm spoke about taking over the regular army by including them with the ranks of the SA. This alarmed the army leaders. Hitler then made a pact with the army. If Rohm and the other SA leaders were removed then the army would be in control of the SA. However for that to occur the army had to sign an oath of loyalty to Hitler. Hitler told the public of this gruesome even on July 13th 1934. Hitler told the Reichstag. in this hour I was responsible for the fate of the German people, and I thereby I became the supreme judge of the German people. I gave order to shoot the ringleaders in this treason, and I further gave the order to cauterize down to the raw flesh the ulcers if this poisoning of the wells in our domestic life. Let the nation know that its existence- which depends on its internal order and security- cannot be threatened with impun ity by anyone! And let it be known for all the time to come that if anyone raises his hand to strike the state, then certain death is his lot† – Adolf Hitler, July 13th, 1934. he aftermath of the Night of the Long Knives aka â€Å"The Blood Purge. † Hitler got away with his purge because Hitler had the cabinet approve a measure on July 3rd that declared â€Å"The measures taken on June 30th to July 1st and 2 to suppress treasonous assaults are legal as acts of self-defense by the State. † A new law was added which was signed by Hitler, Franz Gurtner, and the Minister of the interior Wilhelm Frick. The new law legalized the murderes committed during the purge under treason. The army applauded the Night of the Long Knives nd President Hidenburg expressed his â€Å"profoundly felt gratitude† and he congratulated Hitler. Hitler rewarded Himmler by giving him control of the SS. Himmler would now only answer to Hitler. Also Hitler game himself President a s well as Chancellor, a new role called ‘Der Fuehrer’. He also made himself head of the armed forces, who swore an oath of loyalty. Adolf Hitler was now in complete control after President Hindenburgs death in August. The Night of the Long Knives occurred on June 29th 1934. Many high ranking officers of he SA were killed, including several of Hitlers partners executed in the purge. After the purge Hitler created another Nazi organization called the Schutzstaffel or also known as the SS. The SS became the most feared arm in Nazi Germany. The Night of the Long Knives was an action to get rid of those disagreeing with Hitler or getting in the way of his rise to power. He was scared that someone would attempt to overthrow him. The result was the rise of an even greater/ stronger paramilitary for the Nazis. How to cite Night of the Long Knives, Papers

Dwight D. Eisenhower free essay sample

Historians often remark on the similarities between the 1950s and the 1920s. Both were prosperous decades, both had economies led by the automobile and construction industries, both had pro-business administrations in Washington, and both seemed marked by a retreat from social reform. Beyond those superficial similarities, the differences are perhaps more informative. By the 1950s, the nation was rapidly becoming more suburban and less rural and urban. Twelve years of depression and five years of war had made the government, industry, and bureaucratic organizations far bigger and more impersonal. Further, the United States had become an activist member of the world community. In the 1950s prosperity at home became not only an end but an instrument to fight the Cold War. OVERVIEW As the introduction makes clear, the automobile and the culture of the highway were in many ways the ties that bound Americans to one another in the 1950s. Automobiles reflected the increasing abundance of the era, with newly designed models being presented yearly, graced in this decade by ever-more-upswept tail fins. The fears of many Americans during the Depression era—that differences of class might lead to social conflict—now gave way to concern that the rise of a consensus among Americans, in support of anticommunism and middle-of-the-road suburban values—might be breeding a suffocating conformity. The Rise of the Suburbs Two factors shaped suburban growth in the postwar era: the baby boom and prosperity. More children created a need for more housing, as well as for other goods and services. Rapid economic growth and government policies like the G. I. Bill made home ownership practical for far more people. Developers like William Levitt used mass production techniques to build housing rapidly at affordable prices. Levittown, begun in 1947, typified the new auto-dependent suburbs. The interstate highway system begun during the period symbolized a continuation of moderate New Deal-style involvement in the economy, in the guise of Eisenhower’s â€Å"modern Republicanism. † And the new highways encouraged suburban growth as the most popular form of housing. As highways paved the exodus to suburbs, cities began to decline. They were unable to provide recent African-American migrants from the South and Hispanics in the Southwest the opportunities that earlier immigrants had found. The Culture of Suburbia The new suburbs blurred class distinctions and celebrated the single-family dwelling, where family rooms and live-in kitchens afforded more space for baby-boom families. The notion of â€Å"civil religion†Ã¢â‚¬â€that civic-minded Americans ought to hold some core of religious belief, regardless of the particular creed—gained in popularity. Public leaders proclaimed religion a weapon in the cold-war struggle against Communism. At the center of this idealized world stood the mother and father of the family. Father, the organization man, worked increasingly in more bureaucratic settings, often for large conglomerate firms. Although more women than ever worked outside the home, the public image of the ideal mother promoted the notion that housework and family provided sufficient outlet for female talent. Though women more often worked and received more education, the social patterns of the decade segregated them more than in earlier eras. Emphasis on exclusive gender roles reflected a larger concern with sexuality. The research of Alfred Kinsey challenged a number of conceptions and taboos about normal sexual behavior. New sexual attitudes were also a consequence of increased leisure time. For most Americans, more free time meant more opportunity to gather in front of the television as the new medium became the center of family entertainment. The Politics of Calm Former General Eisenhower brought a gift for organization and political maneuvering to the White House. Reflecting the politics of the era, he resisted the demands of conservative Republicans to dismantle New Deal programs. He preferred his own brand of modern Republicanism. While initiating a number of modest social welfare programs, he rejected more far-reaching proposals of liberal Democrats to provide large-scale federal housing aid or a universal health care system. In the face of Democratic demands for government activism, Eisenhower maintained a pragmatic approach that led him to support programs like the Interstate Highway Act and the construction of the St. Lawrence Seaway, neither of which took any funds from general revenues. Still, partisan politics flourished. Issues about corrupt officials and the President’s health dogged the administration. Recessions hurt the Republicans in the Congressional elections of 1954 and 1958. Eisenhower’s personal popularity remained so high, however, that he easily defeated Adlai Stevenson in the 1956 election. The recessions marked temporary downturns in a generally expanding economy. Large multinational and conglomerate firms managed much of the private sector of the economy. Fears of excess concentration of corporate power were balanced by the stabilizing effects of diversity. New technologies such as computers made it easier to manage complex corporate empires. Nationalism in the Age of Superpowers The prosperity of the 1950s at home depended on maintaining a stable international system of markets and resources. Eisenhower shared responsibility for foreign policy with his experienced but somewhat belligerent secretary of state, John Foster Dulles. Under Dulles, U. S. anti-Soviet rhetoric became more confrontational, with an expressed willingness to push to the â€Å"brink† of nuclear war in order to counteract Soviet influence. As many nations worldwide clamored for independence and an end to the old colonial remnants of imperialism, both superpowers competed for the allegiance of former colonies and nonaligned nations. Although the Korean War ended in 1953, regional conflicts in Vietnam, Quemoy and Matsu, Hungary, Guatemala, Iran, and the Middle East all demonstrated how the cold war struggle inflamed international tensions. Often Eisenhower and Dulles supported covert action, as in Iran and Guatemala, when they wanted to topple popular governments that seemed to have a pro-Communist tilt. The death of Stalin eased some cold war tensions. While Eisenhower made moves toward conciliation (the Geneva Summit and his â€Å"Open Skies† proposal), they were offset by renewed rivalry (the U-2 incident, the race into space, Castro’s Cuban revolution). Nationalism, especially in the Middle East, Eastern Europe, and Latin America, posed special problems. A brief war between Egypt and Israel, France, and Britain closed the Suez Canal. A simultaneous uprising in Hungary found the U. S. unprepared to act. To discourage Soviet gains in the Middle East, the administration won approval for the Eisenhower doctrine and briefly sent troops to Lebanon. The launching of the Soviet space satellite Sputnik in 1957 made Americans fear they had lost their edge in defense technology. In his farewell address, Eisenhower warned not to allow such unrealistic fears to lead to over-spending on the military-industrial complex. The Cold War along a New Frontier The roots of social upheaval in the 1960s lay beneath the calm surface of the 1950s. John F. Kennedy opened the new era with his call to â€Å"get the nation moving again. † As a Catholic and playboy son of the wealthy Joseph Kennedy, Jack Kennedy seemed an unlikely presidential candidate. Yet he showed superb organizational skills, laid to rest the religious issue, and bested Richard Nixon in televised debates. For all that, Kennedy won the election by an unprecedentedly narrow margin. As president, Kennedy was not instinctively a liberal. Still, he brought to the White House a crew of pragmatic liberals convinced they could reach â€Å"New Frontiers. That meant practical reforms at home and a more dynamic policy to contain Communism abroad. Kennedy shared with his advisers the belief that they could use power when and where it was needed to get optimal results. The new administration turned its attention abroad to the instabilities of the Third World, hoping to counter them with programs like the Alliance for Progress, the Peace Corps, and â€Å"special forcesâ₠¬  military advisers. Almost immediately, the aborted invasion of Cuba at the Bay of Pigs raised doubts about Kennedy’s judgment. So, too, did his confrontation with Khrushchev in Vienna and the Soviet decision to build a wall in Berlin. Kennedy countered by stepping up aid to South Vietnam. And when intelligence sources discovered in October 1962 that the Soviets had placed offensive missiles in Cuba, the President faced the worst crisis of the nuclear age. Using restraint, he rejected air strikes in favor of a blockade. Privately he offered Soviet Premier Khrushchev a face-saving way out of the crisis. The next year Kennedy negotiated a nuclear test ban treaty, which slightly eased the heated-up Cold War. LEARNING OBJECTIVES Students have been given the following topics as learning objectives. After reading the chapter they should be able to: 1. Explain how mass automobility affected American lifestyles in the 1950s. 2. Discuss the impact of organizations and the pressures for conformity on suburban living, for both men and women. 3. Distinguish Eisenhower’s â€Å"modern Republicanism† from both New Deal reformism and Taft conservatism. 4. Compare the Eisenhower-Dulles â€Å"New Look† approach to the Cold War with the concept of containment pursued by Truman and Acheson. . Discuss the Kennedy administration’s application of pragmatic liberalism. 6. Explain how Kennedy’s cold war foreign policy led to crises in Cuba and Vietnam before Soviet-American tensions eased. ISSUES FOR DISCUSSION The chapter opener emphasizes how central the automobile was to society in the 1950s. The impact, however, was different for adolescents than for adults, an issue stu dents will be sensitive to. Students should also be able to distinguish between physical and social mobility, yet see how the two concepts complement each other. Another comparison worth discussing would be between automobile-centered communities and those built around railroad or trolley lines. What was the difference between the massive public works program like the Eisenhower Interstate Highway system and earlier public works projects under the New Deal? In dealing with suburbia, it is useful to compare the traditional value of detached, single-family dwellings—the new suburban ideal—with prevailing urban realities. How did the concept of civil religion suit the needs of suburban life? Central, too, in the 1950s suburb was the tension between vestiges of the nineteenth-century cult of domesticity and the suburban version, reincarnated. Betty Friedan’s The Feminine Mystique is a good source, and an excerpt appears in the Student Study Guide. You can compare the pressures on organization-bound husbands and suburban wives, especially the need for conformity. Dwight Eisenhower seems to have been an ideal President for the 1950s, moderate and reassuring. How did his concept of modern Republicanism satisfy the desire to leave New Deal reformism behind? How did his election serve to moderate anticommunist hysteria? In what ways did Eisenhower fail on this issue and civil rights? You might also emphasize the ways that the media distorted many of these issues. In foreign policy, Eisenhower shared the stage with Dulles. Students should be able to identify the ways in which the two men were similar and different in attitudes and strategies. Most important was their call for an offensive approach to containment (brinkmanship). What do students think of this concept and why did it show such limited results? In the realm of politics, students may understand from the Reagan years the importance of media images in politics. That same awareness can be easily applied to Kennedy and his administration. Richard Goodwin’s Remembering America offers some interesting insights into the inner workings of the Kennedy political organization. Discussion of Kennedy’s success in muting the religious issue can lead students to consider future prospects for women and minority presidential candidates. Most students seem to have a distorted image of Kennedy, usually too positive or, of late, too much informed by gossipy accounts. It is useful therefore to discuss the limitations of pragmatic liberalism as Allen Matusow does in The Unraveling of America. Matusow underscores how cynical some of the Kennedy circle could be. What also should be brought out is that Kennedy, once a supporter of Joseph McCarthy, succeeded in wresting the anticommunist issue from the Republicans. What then, one might ask, was the cost—with possible topics for appraisal including the cold war space and nuclear arms races, the showdown in Cuba, and the commitment to a corrupt government in South Vietnam. The implications of the Cuban missile crisis in bringing the nation to the brink of nuclear annihilation are well elaborated in Graham Allison’s The Essence of Decision. LECTURE STRATEGIES The decade of the 1950s sits squarely between contrasting eras of hardship, turmoil, and change. It followed the Great Depression and World War II, during which consumer goods were scarce, food was rationed or unaffordable, and even marriage and birth rates fell (Generations of the Republic, Part 5: The Modern Family). On the far side of the fifties, civil rights protests, assassinations, the movements of the New Left, and the Counterculture shaped world sharply at odds with the â€Å"placid† decade preceding it. One approach to treating the fifties is to set it firmly in context, so that students see it not as some aberration or backwater calm unrelated to what precedes or follows it, but as a logical part of the century’s pattern of historical development. The abundance of th e fifties is a natural rebound from the constraints of depression and war: the boom in housing, Levittowns, and suburban growth; the boom in babies, education, and the rock ‘n’ roll teen culture. And as we shall see, the sixties, with their expressions of revolt and protest, follow naturally from the culture of abundance, affording students an opportunity to think about goals beyond the mere making of a living, and impelling African Americans and other minorities to seek to share in an abundance that became more widespread during the 1950s. An opening lecture might set the culture of abundance in national and international context; our metaphor for doing that was to see Eisenhower, the man who organized D-Day and a consummate master of the military bureaucracy, as the â€Å"organization man† at the center of political affairs. In an age of superpower confrontation, the ideology of brinkmanship heightened the rhetoric of cold war confrontation (for good material on John Foster Dulles, see Townsend Hoopes’ The Devil and John Foster Dulles), but Eisenhower’s more pragmatic caution lent a moderating brake to Dulles’ hard-line approach. Robert Divine’s Eisenhower and the Cold War provides good background information. One dramatic way to highlight the technological rivalry as well as the political overtones of the superpower confrontation is by focusing on the Sputnik crisis, with good material available in Walter MacDougall’s Heavens and Earth. For the culture of abundance at home, it may be worth expanding in a lecture (or perhaps two) on the dual contrast between the â€Å"Organization Man† in the workplace and the home-making women of the suburbs. For the first, William Whyte’s Organization Man has a test at the end of the book that could be administered to students, designed to show them how to beat the organization. And of course, the â€Å"organization woman† at home—queen of the kitchen, driving the kids to piano lessons, fulfilling herself through motherhood—is vividly described in Betty Friedan’s Feminine Mystique. For the underlying material culture of the era, Thomas Hine’s Populuxe provides superb illustrations showing, for example, how the parabola influenced both the design of lawn chairs and Chrysler’s â€Å"Forward Look. † There are plenty of visuals here that could be used either on an overhead projector or as slides prepared from the book, illustrating the often delightfully bizarre way this generation expressed abundance through the design of its homes, automobiles, and furniture. Review and Test Questions MULTIPLE CHOICE 1. The chapter introduction uses the automobile as a symbol for the 1950s in order to make the point that: a. culture of mobility developed, featuring abundance and a high degree of movement, especially to the suburbs. b. the variations and yearly changes in car design reflected the diversity and divisions in American life. c. government programs no longer focused on people (as in the New Deal), but on things (as with the Interstate Highway Syste m). d. car-buying adults were more influential than children and their toys in shaping American culture. (pp. 934-936) 2. â€Å"If the 1950s had a symbol,† says your text, â€Å"it was: a. the Bomb. † b. Sputnik. † c. the automobile. † d. the suburban home. † (pp. 934-936) . An earlier chapter pointed out that by 1920, more than half the American population lived in urban places. By 1960, 40 years later, half the population lived in: a. the Sunbelt. b. western states. c. cities of 100,000 or more. d. suburbs. (p. 936) 4. According to the text, all of the following contributed to the explosive growth of suburbs EXCEPT: a. television, which drew Americans toward center cities. b. the baby boom, which created a need for housing. c. the automobile, which made the suburbs accessible. d. the return of prosperity, which made TV, houses, and cars affordable. (p. 936) 5. All of the following help explain the rise of suburbia EXCEPT: a. â€Å"white flight,† which lured rural residents to the glamour and high living standards of metropolitan areas. b. the â€Å"baby boom,† which provided a large number of young families seeking their own houses. c. availability of cheap single-family houses on their own lots. d. availability of a transportation system that allowed commuting to a job elsewhere. (pp. 936-938) 6. Which one of the following was NOT a major social or economic trend of the post-World War II era? a. a booming residential construction industry, especially in suburbia b. ffluence for many Americans who had income to spend on cars and other consumer goods c. a high birth rate d. an uncritical cultural consensus enthusiastically supported by intellectuals and middle-class suburban parents alike (pp. 936-938) 7. The suburban lifestyle flourished in the 1950s, but there were problems, including all EXCEPT: a. pressures toward organiza tional conformity. b. impoverishment of the inner city. c. disruption of the nuclear family. d. anxieties about juvenile delinquency. (pp. 936-940) 8. All of the following factors account for the baby boom EXCEPT: a. the U. S. ad one of the highest marriage rates in the world. b. the U. S. had one of the highest birth rates in the world. c. Americans placed a high value on a woman’s right to choose for herself about childbearing. d. Americans placed a high value on motherhood and larger families. (pp. 936-938) 9. As Henry Ford had been to mass production of automobiles, so William Levitt was to the mass production of: a. ships. b. houses. c. baby products. d. religion. (pp. 942-943) 10. American life in the 1950s has been described—then and since—as a time of â€Å"consensus. † Which of the following evidence supports that blanket judgment? . attitudes toward civil rights b. â€Å"highbrow† and â€Å"middlebrow† comments on mass culture c. t he â€Å"beat† generation d. employee attitudes within large corporate organizations (pp. 940-941) 11. Church membership in the 1950s: a. for the first time in the twentieth century declined to less than half the population. b. for the first time in the twentieth century grew to more than half the population. c. grew steadily in the suburbs but declined sharply in cities and rural areas. d. became irrelevant to the consumer-oriented culture of the suburbs. (pp. 940-941) 12. Religion in the 1950s: . was increasingly seen as unimportant to everyday life. b. was usually a unifying factor in the conformist communities of suburbia. c. was one way Americans in suburbia maintained a sense of identity and community. d. was marked by declining church membership in most faiths. (pp. 940-941) 13. Which stereotype of women was most common in the 1950s? a. independent and career-oriented b. an equal partner in American democracy c. domestic and motherly d. genteel and cultured (p. 944) 14 . Popular design features that marked the houses of suburbia included all EXCEPT: a. imple, formal lines and uniform color schemes. b. picture windows but larger, more private master bedrooms. c. split-level construction. d. live-in kitchens and family rooms. (pp. 942-943) 15. Alfred Kinsey’s famous mid-century research dealt with: a. conformity. b. human sexuality. c. juvenile delinquency. d. business prosperity. (p. 945) 16. Modern Republicanism in practice meant: a. social liberalism. b. fiscal conservatism. c. selective cutbacks in New Deal programs like farm price supports. d. significant hikes in military spending. (pp. 946-948) 17. At the heart of the sustained economic growth of the 1950s were: a. large, diversified conglomerates. b. new high-tech telecommunications and entertainment businesses. c. the construction and agricultural sectors. d. government fiscal measures that prevented recessions. (p. 948) 18. What phrase did President Eisenhower coin to describe the vulnerable neighbors of a country like Vietnam threatened with a communist takeover? a. â€Å"sitting clucks† b. â€Å"at the brink of war† c. â€Å"our firm friends† d. â€Å"a row of dominoes† (p. 953) 19. For corporations in the 1950s, diversification and conglomeration were: a. edges against major recessions. b. keystones of federal economic policies. c. innovations not previously characteristic of American firms. d. ways to avoid becoming involved overseas. (pp. 948-949) 20. Which of the following statements about the domestic policy style of the Eisenhower era is most accurate? a. As president, General Eisenhower w as predictably an activist and decisive leader. b. â€Å"Ike’s† presidency stressed moderation and behind-the-scenes negotiation. c. As a staunch conservative, Eisenhower sought to eliminate as many New Deal welfare state programs as he could get away with. d. Eisenhower used his personal popularity to persuade the Republican-dominated Congress to enact most of his legislative proposals. (pp. 946-948) 21. At the height of the Cold War in the 1950s, all of the following were true EXCEPT: a. The United States tended to rely on nuclear weapons in order to save money. b. The hostility between the U. S. and U. S. S. R. grew more and more intense and uncompromising. c. The two superpowers competed for the allegiance of the newly independent nations of the Third World. d. Unrest, nationalism, and even revolution plagued the countries of the â€Å"Third World. † (pp. 951-953) 22. Which of the following statements about the foreign policies of the Eisenhower era is NOT true? a. In the final stages of the French-Vietnamese war, the United States was subsidizing the costs of the French war effort. b. The CIA orchestrated covert operations in the Middle East and Latin America that toppled governments. c. In 1956, a joint French-British force invaded Egypt after Gamal Nasser seized control of the Suez Canal, but the U. S. sided with Egypt against its NATO allies. d. The summit meeting scheduled for 1960 between Dwight Eisenhower and Nikita Khrushchev was never held because of the Berlin blockade. (pp. 951-953) 3. The â€Å"new look† in Cold War policy, identified with Eisenhower and John Foster Dulles, proclaimed U. S. commitment to: a. limited war in peripheral areas b. â€Å"summit† negotiations with Soviet leadership c. deterring the Soviets from all-out war by threatening a full nuclear response to any aggressive act d. continuing the Truman admi nistration’s approach to containing communism through primary reliance on our allies (pp. 954-956) 24. In the final stages of the French-Vietnamese war, the United States: a. adopted a policy of strict neutrality. b. was subsidizing the costs of the French war effort. . deployed nuclear weapons in support of the French. d. contributed ground combat troops in support of the French. (p. 953) 25. The dramatic proposal Eisenhower made to the Soviets at the 1955 Geneva Summit was: a. phased disengagement. b. limited deterrence. c. 54-40 or fight. d. open skies. (pp. 955-956) 26. Just before leaving office in 1961, President Eisenhower warned Americans of: a. the growing Russian hostility toward China. b. the dangers of the â€Å"military-industrial complex. † c. the threat from internal communist agents. d. the risks of a â€Å"missile gap. † (p. 958) 27. All of the following offered, directly or implicitly, conscious dissent from the consensus-oriented, organizational culture of the 1950s EXCEPT: a. abstract art. b. rock and roll. c. the TV preachers. d. the beats. (pp. 949-951) 28. All of the following offered, directly or implicitly, conscious dissent from the consensus-oriented, organizational culture of the 1950s EXCEPT: a. Jackson Pollock. b. Jack Kerouac. c. Elvis Presley. d. Marilyn Monroe. (pp. 949-951) 29. In the election of 1960, which of the following were key components in Kennedy’s victory? a. religion b. race c. ethnicity d. all of the above e. none of the above p. 959) 30. The cornerstone of Kennedy’s foreign policy in Latin America was a program known as the: a. Alliance for Progress b. Peace Corps c. NATO d. Voice of America (p. 961) COMPLETION 1. The National Defense Education Act of 1958, passed in response to [the launch of a Russian satellite or Sputnik] authorized federal funding of science and for eign language programs in public schools. 2. The National Defense Highway Act created today’s system of [interstate] highways. 3. Crucial to the increased reliance on the automobile was the creation of this highway system, paid for by taxes on [gasoline (and tires and other auto parts)]. . Consistent with suburbia’s leisure-minded lifestyle was a new household technology that burgeoned in the 1950s: [television]. 5. [Guatemala or Iran] was one of the places where the CIA orchestrated covert operations that toppled the government. 6. When [the French] asked the United States to intervene against the Viet Minh in 1954 in Indochina, President Eisenhower refused the request. IDENTIFICATION QUESTIONS Students should be able to describe the following key terms, concepts, individuals, and places, and explain their significance: Terms and Concepts Interstate Highway Act |civil religion | |organization man |conglomerate | |modern Republicanism |mass automobility | |New Look |br inksmanship | |covert operations |Open Skies | |Eisenhower Doctrine |U-2 |Sputnik |Sunbelt phenomenon | |beatniks |abstract expressionism | Individuals and Places |St. Lawrence Seaway |Billy Graham | |William Whyte |John Foster Dulles | |Jacobo Arbenz Guzman |Nikita Khrushchev | |Beirut, Lebanon |Gary Powers | MAP IDENTIFICATIONS Students have been given the following map exercise: On the map on the following page, label or shade in the following places. In a sentence, note their significance to the chapter. 1. Quemoy 2. Dien Bien Phu 3. South Vietnam 4. Taiwan 5. Hanoi ESSAY QUESTIONS (FACTUAL) 1. Identify three factors that explain suburban growth after World War II. 2. Explain how each of the following affected (or were affected by) the growth of the suburbs: the federal highway system, the film industry, housewives, African Americans. 3. Describe the key features of conglomerates and diversified corporations. 4. What connections were made during the 1950s between popular culture and juvenile delinquency? Why were such connections made and were they convincing, in your opinion? 5. Explain how social class, religion, and ethnicity affected suburban communities. 6. Explain the role of nuclear deterrence and covert operations in Eisenhower’s foreign policy. ESSAY QUESTIONS (INTERPRETIVE) 1. Compare the quality of life in the suburbs with the quality of life either on farms or in cities. 2. What impact did the rise of large organizations have on the American tradition of individualism? 3. Compare and contrast the Eisenhower-Dulles conduct of foreign policy with that of Truman-Acheson. . â€Å"Highbrow† critics condemned the suburban culture of the 1950s and the popular culture of the mass media. What claims did the critics make? What economic and social developments were they reacting to? In your opinion, were the criticisms justified? 5. How did Dulles and Eisenhower counterbalance each other in the making of foreign policy? What were the principal swings of foreign policy during the Eisenhower administration? Critical Thinking EVALUATING EVIDENCE (MAPS) 1. Locate Quemoy and Matsu on the map, â€Å"Asian Trouble Spots† (page 953). Why would they be a point of contention between the Nationalist and Communist Chinese governments? 2. Looking again at the Asian map, explain Eisenhower’s domino theory about Vietnam. What information other than geographic data would you need to evaluate whether or not the theory was valid? 3. Looking again at the map on page 953, what countries, if any, would you say were vital to American security? What makes them vital? EVALUATING EVIDENCE (ILLUSTRATIONS AND CHARTS) 1. In the painting Easter Morning (page 935), how many details of â€Å"ideal† suburban life are shown? What aspect of 1950s culture is Norman Rockwell satirizing? . What underlying message does the photograph of a demonstration fallout shelter (page 957) give about the notion of surviving a nuclear war? In what ways does it convey that message? 3. In the graph, â€Å"Internal Population Movement after World War II† (page 939), what trends are shown to continue after the war? How does that continua tion contribute to an explanation of the â€Å"Sunbelt phenomenon? † To the rise of the civil rights movement? CRITICAL ANALYSIS Students have been asked to read carefully the following excerpt from the text and then answer the questions that follow. The increased willingness to see sexual pleasure as an integral part of marriage received additional attention in 1948, with the publication of an apparently dry scientific study, Sexual Behavior in the Human Male. Its author, Professor Alfred Kinsey, hardly expected the storm of publicity received by that study or its companion, Sexual Behavior in the Human Female (1953). Kinsey began his research career as a zoologist with a zest for classifying data. During the 1940s he had turned to collecting information on sexual behavior. Based on more than 10,000 interviews, Kinsey reached conclusions that were startling for his day. Masturbation and premarital petting, he reported, were widespread. Women did not just endure sex as a wifely duty; they enjoyed it in much the same way as men did. Socioeconomic factors of race, class, ethnicity, and age often dictated sexual preferences. Extramarital sex was common for both husbands and wives. About 10 percent of the population were homosexual. It is difficult in more sexually liberated times to appreciate the impact of Kinsey’s work and the controversy surrounding it. Commentators called his first volume â€Å"the most talked about book of the twentieth century. † Social scientists, with some justice, objected that Kinsey’s sample was too limited. (Most of his subjects were Midwestern, middle class, and well-educated. ) Later studies challenged some of his figures (for example, the percentage of homosexuals in the population). More strident critics of the day charged that Kinsey was a â€Å"menace to society† who would destroy the morals of the nation. Kinsey replied that he had published a â€Å"report on what people do which raises no questions about what they should do. Polls indicated that most Americans felt comfortable about having such research published, perhaps partly because they found liberation in the discovery that behaviors once treated as sinful or perverse were widely practiced. Questions 1. Why do the authors think it is more difficult today to understand the impact of the Kinsey report than when it was first published? 2. To what extent is a value judgment implied by their phrase â€Å"in more sexually liberated times? † 3. What research results that Kinsey reported might have offended social conservatives? Why did some people believe Kinsey was a subversive or a menace? 4. Kinsey considered his work to be scientific research. What statements in this excerpt reveal that the reactions to his results were as much philosophical or political as sociological or academic? Can a case be made that his research did have philosophical or political consequences? 5. What (if any) elements of the Kinsey report do you think would remain controversial today? PRIMARY SOURCE: Betty Friedan Attacks the Feminine Mystique* In 1963, Betty Friedan jolted the myth of the contented suburban housewife when she published The Feminine Mystique. Friedan tried to explain how the image of independent career women, popular in the 1930s, had become trivialized into a cult of domesticity and submissiveness. She further wanted to urge women to expand their horizons and develop a stronger sense of personal identity. By the end of 1949, only one out of three heroines in the women’s magazines was a career woman—and she was shown in the act of renouncing her career and discovering that what she really wanted was to be a housewife. In 1958 and again in 1959, I went through issue after issue of the three major women’s magazines ithout finding a single heroine who had a career, a commitment to any work, art, profession, or mission in the world, other than â€Å"Occupation: housewife. † Only one in a hundred heroines had a job; even the young unmarried heroines no longer worked except at snaring a husband. These new happy housewife heroines seemed strangely younger than the spirited career girls of the thirtie s and forties. They seem to get younger all the time—in looks, and a childlike dependence. They have no vision of the future, except to have a baby. The only active growing figure in their world is the child. The housewife heroines are forever young, because their own image ends in childbirth. Like Peter Pan, they must remain young, while their children grow up in the world. They must keep on having babies because the feminine mystique says there is no other way for a woman to be a heroine. Here is a typical specimen from a story called â€Å"The Sandwich Maker† (Ladies’ Home Journal, April, 1959). She took home economics in college, learned how to cook, never held a job, and still plays the child bride, though she now has three children of her own. Her problem is money. Oh nothing boring, like taxes or reciprocal trade agreements, or foreign aid programs. I leave all that economic jazz to my constitutionally elected representative in Washington, heaven help him. † Questions 1. From reading this passage, how would you define the feminine mystique? 2. How would you describe Friedan’s tone? What words or phrases influence your reading of it? 3. What historical sou rce material does Friedan use to document her case about changing women’s attitudes? 4. What does Friedan’s choice of sources tell you about her view of the role the media play in shaping popular values? 5. If you were a historian, what would you do to test Friedan’s interpretation of the causes of the rise of the feminine mystique? 6. Based on Friedan’s brief description of â€Å"The Sandwich Maker,† sketch a hypothetical story you would write that would be consistent with what the women’s magazines were publishing. How would the happy homemaker reconcile her need for more money with her obligations to family? 7. Check your version against either the original or Friedan’s summary of the story in The Feminine Mystique. Filmography: Film Options for the Classroom Frank Lloyd Wright (Ken Burns Lynn Novick, 1998) Fabled architect’s enduring influence on American material culture. Avalon (Barry Levinson, 1990) The patriarch of a Jewish family hands down history in postwar Baltimore. Family of immigrants in pursuit of the American Dream. Goin’ to Chicago (George King, 1994) Documentary chronicle of the great migration of 4 million African Americans from the rural South to the cities of the north after World War II—profoundly changing American urban culture forever. West Side Story (Robert Wise, 1961) Film adaptation of Broadway musical, updating the Romeo and Juliet story to multicultural, late 1950s, New York City environment. Ten Academy Awards, music including â€Å"America. † Guess Who’s Coming to Dinner (Stanley Kramer, 1967) Racism revisited in upscale America. Mixed racial marriage perplexes liberal sensibilities. The Wild One (Laslo Benedek, 1954) Placid Eisenhower years revisited. Marlon Brando vehicle for the alienated 50s. When asked what he’s rebelling against, he responds, â€Å"What have you got? † Blackboard Jungle (Richard Brooks, 1955) Underside of American postwar prosperity in a New York City public school. Sidney Poitier personifies troubled youth in the symbolic context of Bill Haley’s rock and roll classic â€Å"Rock Around the Clock. Rebel without a Cause (Nicholas Ray, 1955) Tortured high school student defines alienation for an entire generation of youth. The â€Å"generation gap† on film. James Dean becomes a cultural icon. The Graduate (Mike Nichols, 1967) Important cultural marker as landmark film of the decade. The new generation reject s â€Å"plastic,† seductive middle-class values embodied in Mrs. Robinson. Film expresses culture. Anthem of alienation. The Last Picture Show (Peter Bogdanovich, 1971) Study of small town American life in 1950’s Texas. Truly nostalgic—in the original sense of the term—†a painful return home. American Grafitti (George Lucas, 1973) Coming of age in the early 1960’s, in the context of the California Dream. Homage to small-town life. Study of social rituals and malaise. Who’s Afraid of Virginia Woolf? (Mike Nichols, 1966) Edward Albee 1962 play brought to the screen. Emotionally defeated history professor, his wife, and guests dramatically explore the nature of personal history in relation to contemporary identity. Has much to say about how any past is interpreted and informs the present. Pleasantville (Gary Ross, 1998) Be careful what you dream for. 0s nostalgia proved problematic via 90s high-tech. An artistic backlash against neo-Purit anism. Distributed in the context of Kenneth Starr’s Clinton crusade. The idea of the movie, testifies the director, â€Å"came to me the day after Newt Gingrich was swept to power. † Nashville (Robert Altman, 1975) Patriotism, country music, and political assassination combine to give a view of trends in the South and the nation during the supposedly placid 50s. *From The Feminine Mystique by Betty Friedman, by permission of W. W. Norton Company, Inc. Copyright 1974, 1963 by Betty Friedan.

How do the dramatic techniques used in the play help audience to understand the importance of Shirleys transformation Essay Example

How do the dramatic techniques used in the play help audience to understand the importance of Shirleys transformation? Essay In Shirley Valentine Willy Russell presents the transformation of a stifled middle-aged woman who changes dramatically from her married self. This is represented by the use of different dramatic techniques such as voiceovers, flashbacks, monologues and other effects which are some of the devices Willy Russell uses to display changes during the play. This will alter the audiences view towards Shirley a stifled, bored, middle-aged woman to an outgoing, adventurous and free woman. This play is influenced by kitchen sink drama although it is not exactly similar. A kitchen sink drama is about pessimistic working class men, with an emphasis on domestic realism and their social problems. However in this play the main protagonist is a woman. This play also contains humour unlike a kitchen sink drama but both type of play are similar as these plays are based on the unfulfilled life of the main character. This play is focused on a working class life, social problems and relationships of a woman who hasnt fulfilled her life and is stuck at home. The character of Shirley represents the frustrations of working class women who remains isolated from the outside world and instead have to dwell in work of domestic labour. From this we can tell that Willy Russell was influenced from his childhood as he had become a ladies hairdresser, a job he didnt quite enjoy, by taking his mothers advice. This job connected Russell to women and their lives where he was able to socialise w ith many women and gained an inside view of how they felt. Russell combined his problems in life to working class women, creating the relationship between Shirley and her life. We will write a custom essay sample on How do the dramatic techniques used in the play help audience to understand the importance of Shirleys transformation? specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on How do the dramatic techniques used in the play help audience to understand the importance of Shirleys transformation? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on How do the dramatic techniques used in the play help audience to understand the importance of Shirleys transformation? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Russell satirises feminism in the play by introducing Shirleys best friend Jane who believes in feminism, only because of her past experiences with her husband. But Willy Russell mocks feminism as Jane goes of with another man. Although Jane is supposed to represent feminism gone wrong in the play, we could also work out Willy Russell thoughts on feminism. However Russell isnt against feminists as he sympathises with Shirley. The title sequence and opening scenes help to establish Shirleys character as a weighed down, lonely housewife trapped in the life of domestic labour. As the movie, Shirley valentine starts we are shown different types of house chores portraying that Shirley valentine has something to do with domestic chores. During the credits for Shirley valentine we are shown sketches presenting the incompleteness, as sketches are the first draft of the final painting and this hints that there will be changes. The theme song employs the disappearance of Shirley, Shirley wasnt there anymore, but it also states I would like the chance to be the girl who used to be me. Meaning that if Shirley has a chance to change back to who she was she would take it. As the movie begins we are shown Shirley walking towards the camera loaded with shopping bag weighing her down, which changes to a street of small semi-detached houses with small front garden, this implies the narrowness of her life. When Shirley ente rs the house she sighs and the first person she talks to is the wall Hello wall. Through this monologue we can understand she is lonely because when she is using monologue we know that she is talking on her own. Altogether we can assume that she is depressed and from the theme we can say that the Shirley doing the housework isnt who she used to be. We know that she changed into someone completely different. Willy Russell uses flashback to show the audience how Shirley Valentine slowly changed into Shirley Bradshaw. This also shows us the contrast of what Shirley use to be like and how she is now. The flash back of when Shirley and Joe were newly married, shows how they were happily married as they used to be more fun, spontaneous and comfortable in their marriage. When we go back to Shirleys present state, it seems that the relationship is very boring and they are less socialised with each other. This shows how their relationship had changed from one thing to another. The flashback of where Shirley is discussing the clitoris with her friends, she states about what Joe thinks of the clitoris, and when he replies, doesnt go as well as the Ford Cortina. This employs that Joe isnt physically interested in Shirley anymore. Another flashback of how Shirley used to be like when she was young. In the scene during assembly, Willy Russell showed how school destroyed her life. When Shirley was a kid she was neglected by her teacher and was never expected to get anything right butwhen she finally did, the headmistress thought that she has cheated. Through voice over we are told, I was never really interested in school after that. I became a rebel. This informed us that she gave up her education during her childhood now as a result she is an adult with no education and is trapped in her marriage. Another flashback has shown how Shirley Valentine was like. She use to wear her school skirt so high, this shows her confidence where as in the present, she lacks this. This flash back also shows that her school life was not good I hate everything this shows her low self esteem. This flashback also states her rebellious and mischievous side, Well tickle my tits till Friday. Her personality then was opposite to Shirleys personality now. The flash back of when Shirley met Marjorie shows how Shirley life is very boring, Got a postage stamp? I will write it down for you! this shows how her life is narrow and empty and that she has done nothing interesting in her life. This flashback had also shown how she never received much love in her relationship, there was real affection in that kiss. It was the sweetest kiss Id known for years. Shirley was so affected by the way Marjorie said goodbye because the kiss was a nice, warm and comforting kiss, which she hadnt experienced in years. All these flashbacks are very effective as they help us to empathise with Shirley now by showing bit by bit of how the events in her life changed who she was to who she is. Encounters with minor characters establish Shirleys character and reveal changes in her attitude. When she meets Renos, she is then more sociable and gregarious; she is also much happier talking to him. When she is dining with the holiday makers Dougie and Jeannette, she gains more confidence. She turns to Sydney speaking with emphasis. whereas previously she wouldve spoken to the camera but now she expresses her opinions publicly. The quote most important invention of all the wheel mean that Shirley is reclaiming the young, brave Shirley valentine who was crushed by poor education and is now displaying knowledge/intelligence. She is also expressing how she is feeling, which wouldnt have done before. When Shirley meets Costas, we see the changes transforming Shirley Bradshaw to Shirley valentine. I wanna jump of the roof! This portrays that she is regaining the bravery of young Shirley, but when she was back at Liverpool she was resistant of going as she was too old. After meeting Costas Shirley tells herself Ive fallen in love with the idea as living. This displays Shirleys transformation she felt how it is to be free, to live that shes fallen in love with it. Shirley valentine uses minor characters and various comic devices to add humour, to reveal elements of Shirleys personality and to mock stereotypes. With the use of irony, sarcasm and wordplay Shirley valentine became an entertaining play. Humour is presented as a strategy in which Shirley uses to cope with her miserable life. Her witty remarks to Joe Joe: you are going round the bend. Shirley: do hope so. Ive always wanted to travel. reveals a part of the confident that Shirley once had. Minor characters also add to the humour of the screenplay. The tourist complaining about Greece being too Greek, provides entertainment. Russells use of dramatic monologue helps us to empathise with Shirley by Shirleys relationship with the audience. It helps us to feel included in Shirleys life as she reveals her inner thoughts. Monologues also create a sense of intimacy as we feel she is confiding her secrets to us, trusting us when she is talking to the camera or herself Shirley (to camera): he says he still loves me. You know this helps us feel involved, like she really is talking to us. Initially, the dramatic monologue reveals Shirleys opinion on her life, such as I do miss them, the kids highlighting her loneliness. Shirley looks unbelievingly at the camera. This includes the audience helping us to understand her reaction. Dramatic monologue helps us to empathise with Shirley. Why do we get all this life if we dont ever use it? this makes us feel that Shirley is asking us that question as well as herself. It makes us wonder about this and feel sympathy for her. Thats where Shirley Valentine disappeared to. She got lost in all this unused life. This quote lets us know how she feels lost. It makes us realise how hopeless Shirley feels. All of this makes us feel what she is saying. Dramatic monologue charts Shirleys developing confidence, particularly as she prepares to go to Greece. After the visit from Gillian, when Shirley describes herself as brave and marvellous the audience sees a remarkable change in Shirleys mood and self-esteem. Voiceovers help us to keep updated. Shirley (VO): Jane divorced her husbandfound him in be with the milkman This is more informative because she tells us why Jane became a feminist. This also helps us feel involved in Shirleys life. Voice over is also one of the dramatic techniques which adds Shirleys point of view in the present to the past. This creates the difference of how Shirley was feeling then and how she is feeling now young Shirley: I hate the world. I hate everything. Shirley (VO): but I didnt really hate anything. The only thing I hated was me. This also shows that Shirley is becoming more self-aware as the screenplay progresses, so that she can recognise, for example, her low self-esteem. Willy Russells use of setting highlights the difference between Shirley in Greece and Shirley in Liverpool in many ways. When Shirley was in Liverpool, she was in many scenes which represented Shirley such as small semi-detached house with small front gardens this shows the narrowness of her life. Whereas in Greece the sea lapping gently below her. This shows freedom. The atmosphere in Liverpool also represents Shirley pouring with rain. This creates a dull, sad and depressing mood which highlights the unexciting life of Shirley. However in Greece the stunning natural beauty of the place This shows how Shirley is changing as this scene is contrasting to the rain, and the shimmer of the midday sun on a calm sea this represents a strong contrast to Liverpool rainy England to sunny Greece, shows changes in Shirley. Shirley states that she loves the difference between England and Greece It was like Id come to the far side of paradise. An I loved it. Another contrast is Shirleys appearance. While Shirley was in Liverpool, Shirley usually wore cloths without any shape such as an overall, where as when Shirley is in Greece she wears cloths that show out her figure. This play is divided into scenes in Liverpool and Scenes in Greece. There are differences in scenes in Liverpool and Greece which informs us where she is and when something is happening day or night. This helps us to see where Shirley is in our head and creates an atmosphere. This also helps us know more about the flashbacks to see them as memories instead of stories. The absence of flashbacks in the Greek scenes shows that Shirley is enjoying her time in Greece as she is spending less time thinking about the past and more time thinking about the present. This presents change in Shirley as a more relaxed person. The climatic moments of the play is when Shirley is having dinner with Joe. This is the point, when Shirley decides to go to Greece for a change. Willy Russell ensures that the audience emphasises with Shirley decision to leave Joe, when Joe patronises her. He does not appreciate Shirleys hard work. When Joe pushes his plate along the table, it hits Shirleys plate and the contents tip into Shirleys lap. This became the final straw for Shirley and the audience know that Shirley must have had enough. This scene also shows that Joe uses Shirley as doormat as she has to do all the work for him, just as he wants it to be e.g. the routine. We can see that Shirley needs a break, needs to rebel and going to Greece is something the audience will agree with. My final impression of Shirleys character is that she isnt Shirley Bradshaw anymore, that her transformation to Shirley Valentine is complete. She is relaxed and peaceful where before Shirley was always stressed and depressed. When Shirley says He needs a holiday. He needs to feel the sun on his skin and to be in water thats deep as forever. This proves that shes changed so much she can now worry about Joe and his unfulfilled life. The fact that Shirley cannot be recognised by her own husband says that her visual transformation is symbolic of her emotional change. But now Im Shirley Valentine again. Shirley has reclaimed her true identity and at the end she fulfils her dreams near the setting sun showing a happy ending. From all this I can see that Shirley is now a very happy and free person and has changed for good. Overall we can see that slowly we have watched the transformation of Shirley Valentine transform into Shirley Bradshaw and change back into Shirley Valentine. She has turned from a life of captivity in house chores and boredom to freedom and adventure. This has been portrayed by the impact of dramatic techniques which creates empathy and shows past experiences, changes and her point of view on things helping us to understand this transformation.

Mosaic of Thought Workshop for Reading Comprehension

'Mosaic of Thought' Workshop for Reading Comprehension When was the last time you finished a book and you were asked to complete a worksheet about it? You probably havent had to do that since you were a student yourself, however, this is something that most of us ask our students to do on a daily basis. To me, this doesnt make much sense. Shouldnt we teach students to read and comprehend books in a manner that is consistent with how they will read and comprehend as adults? The book Mosaic of Thought by Ellin Oliver Keene and Susan Zimmermann, as well as the Readers Workshop method, moves away from worksheets with comprehension questions that use more real-world, student-driven instruction. Rather than depend solely on small reading groups, the Readers Workshop method blends whole group instruction, small needs-based groups, and individual conferring to guide students through the application of the seven basic comprehension strategies. What are the thinking strategies that all proficient readers use as they read? Determining What is Important - Identifying themes and diminishing focus on less important ideas or pieces of informationDrawing Inferences - Combining background knowledge and textual information to draw conclusions and interpret factsUsing Prior Knowledge - Building on previous knowledge and experiences to aid in comprehension of the textAsking Questions - Wondering and inquiring about the book before, during, and after readingMonitoring Comprehension and Meaning - Using an inner voice to think about if the text makes sense or notCreating Mental Images - Implementing the five senses to build images in the mind that enhance the experience of reading Believe it or not, many children may not even know that they are supposed to be thinking as they read! Ask your students if they know to think as they read - you may be shocked by what they tell you! Ask your students, Did you know that its OK not to understand everything you read? They will most likely look at you, surprised, and answer, It is? Talk a little bit about some of the ways that you can build your understanding when you are confused. As you know, even adult readers, are confused sometimes when they read. But, we bet it made them feel a little better to know that they dont have to fake understanding when they read; the best readers question, reread, look for context clues, and more in order to better understand and move through the text. To get started with the Mosaic of Thought reading strategies, choose one of the comprehension strategies to focus on for a full six to ten weeks. Even if you only get to a few of the strategies in a year, you will be doing a major educational service for your students. Here is a sample schedule for an hour-long session: 15-20 minutes - Present a mini-lesson that models how to use the given strategy for a certain book. Try to pick a book that really lends itself to this strategy. Think aloud and you demonstrate how good readers think as they read. At the end of the mini-lesson, give the kids an assignment for the day that they will do as they read the books of their own choosing. For example, Kids, today you will use sticky notes to mark the places where you could really visualize what was going on in your book. 15 minutes - Meet with small needs-based groups to meet the needs of students who need extra guidance and practice in this comprehension area. You can also build in time here to meet with 1 to 2 small guided reading groups, as you may be doing in your classroom now. 20 minutes - Use this time for one-on-one conferring with your students. Try to get to 4 to 5 students per day, if you can. As you meet, delve deep with each student and have him or her demonstrate to you exactly how they are using this strategy as they read. 5-10 minutes - Meet again as a whole group to review what everyone accomplished and learned for the day, in relation to the strategy. Of course, as with any instructional technique that you encounter, you can adapt this concept and this suggested schedule to fit your needs and your classroom situation. Source Oliver Keene, Ellin. Mosaic of Thought: The Power of Comprehension Strategy Instruction. Susan Zimmermann,  2nd Edition, Heinemann, May 2, 2007.

It's a history class (Final Exam (Take Home), 30%) Essay

It's a history class (Final Exam (Take Home), 30%) - Essay Example In his book, he claimed that Africa had no future of its own yet, but only that of Europeans in the continent (Trevor-Roper et al 72). After much research into the past of the African people before colonization, it has been found that the views of these two men were to say the least, misplaced, deceitful and unfounded. A critique of Hegel’s and Hugh’s comments Before the coming of the white man, the continent of Africa was home to the native Africans who possessed their customs, politics and economies. Through the passage of time, these factors remained of their own making. Their history was marked with events of peace, strife, ceremonies and rituals, and as barbarous or primitive as it seemed, it was their own history with no external influences (Nnoromele 43). When the Europeans arrived to Africa, they denied it a place in world history. Georg Hegel, Hugh Trevor Roper and other Western philosophers called it a land without norms that needed to be cultured. In other wo rds, they viewed Africa as a wild beast that possessed no knowledge of right and wrong or his identity and his interests. According to them, he was occupied with nothing else but the instinct of daily survival from factors like hunger and other beasts. For this reason, he needed some taming with religion and domestication with civilization, both of which, they believed he lacked (Rodney 43). To the whites, Africans had no religion and thus no idea of God. To them, their belief was fetish that is the belief in inanimate objects. For this reason, African religious objects were stashed as myths and artifacts in boxes then ferried away to the Western museums as a nagging reminder that they might never learn. Prior to the Europeans, Africans were engaged in various traditional religions. The generalization of these religions is difficult due to the diversity of Africa’s pre-colonial cultures, but they had some similar characteristics. These similarities included the belief in a su preme being, spirits and other various divinities, the use of magic, the veneration of ancestors, the use of traditional medicine and an oral basing rather than a scriptural one. Another major generalization was the belief that humanity existed to harmonize the physical world with the supernatural one. These religions were passed down from one generation to the other through art, festivals, rituals, word of mouth, songs and dances, names of people, proverbs, myths, beliefs and customs. Upon entry of the Europeans, Africans did not just sit back and allow the dissolution of their religious institutions. In southern Nigeria, for example, opposition from highly organized traditional religious institutions met the Christian missionaries. Religious societies like the Okigwe and the Obgunorie clashed with the missionaries in several occasions. Another resistance to religious colonization was the maji maji (sacred water) revolt of 1905-1907, which took place in Tanzania. The movementâ€⠄¢s leader, Kinjeketile, convinced his fighters that he possessed some sacred water, which, upon drinking, would make one invulnerable to bullets from the Europeans. However, just as many other African revolts, they lost the battle and had to adhere to the white man’s demands. To end the strife and come to a standpoint, the missionaries in many African lands sat with the indigenous leaders to come up with the African

MACROECONOMIC Essay Example | Topics and Well Written Essays - 1000 words

MACROECONOMIC - Essay Example It has also seen that the market and business of the country getting to have a sense of decency and accountability. The banks major role is to regulate the money or the Australian currency. It is also responsible for the management of other banks. In essence the RBA has a regulatory role in the Australian economy rather than profit making like other banks. The absence of this bank could have seen a scenario was prices of commodities rise insignificantly and no one has control over them. Financial institutions could have also been free to impose any interest rates and totally create a situation of anarchy in the economy. It is then necessary that we keenly look at the role of the RBA in the economy of Australia. The role of the RBA Though the reserve bank can play several other roles there are three major roles that can be sidelined in the study of the functions of the RBA to the economy of Australia. These roles are. ... Interest rates are a significant and basic thing that loaners look at before they can take a lone from the bank. The RBA then plays a very basic role of regulating the availability of money in the economy to be borrowed, these is done by the bank regulating and defining the general cost rate of interest in the whole banking sector. These are ideally achieved through the domestic market operations (RBO). In these case then the bank is responsible for the granting of government securities, these securities are like the treasury notes and also the treasury bonds. These two will directly influence the general interest rate of the banks. Maintenance of employment Unemployment is one key factor in the determination of the economic status of a country. Unemployment is majorly or in most cases high when inflation is high. With the prices of commodities being high and purchase power of citizen being low then a situation presents itself were many employees will not employ more workers or in ev en other case downsize there labor force. The RBA has a major role of regulating inflation by ensuring that it remains at a very low value. This low inflation is very critical in marginalizing prices in the market and thus the purchase power remains high. These unable more people to get employed and thus in such a case the RBA is playing a very critical role of maintaining employment. Ensuring economic prosperity Finally the RBA has a very major role of developing the economy of Australia. From the roles it plays it ensures that there is stability in the currency of Australia. A stable currency is a very good indicator of economy growth. When the currency is strong against other international currencies then the economy

We live in a patriarchal society discuss how gender links to Essay

We live in a patriarchal society discuss how gender links to inequality in society using examples from the past and present and in England and Arab spring - Essay Example Not only have there been both overt and covert means to ensure that the status quo is maintained, but even in the modern era, it has become common for openly discriminatory actions against women to be promoted at almost every level of society. The world today has seen numerous changes and women have come to experience opportunities that were not open to them for many centuries. It is therefore important that a comprehensive discussion of how gender links to inequality in society be conducted. In Elizabethan England, it was a common belief among individuals in society that women were inferior in all aspects to men. This belief ensured that women were put in a subordinate status where they did not have the same opportunities as those that were given to men (Ellis, 1839). Even Queen Elizabeth I herself seemed to promote this bias and she did this through accepting that she was indeed as physically weak as any woman, but despite this, she was also a woman who had the heart and stomach of a king. It seems that she compared herself thus because she wanted to attribute some of the male features that were believed to be superior to herself. Moreover, even the most prominent writers of the time such as Shakespeare and John Knox, the protestant leader, all believed that women were inferior. The latter especially promoted this belief by stating that women were created in perfection in order to serve and obey man, a statement that shows the predominance of patriarchy in society (Fle tcher, 1994). This attitude towards women continued to be propagated in later centuries and some of its aspects have remained prevalent to this day. The patriarchal nature of English society has led to a situation where women have continued to be discriminated against despite the development of ideals such as gender equality. The sometimes-unconscious discrimination against women in society has led to the continuation of

Effect of Whipped Egg Whites on Soufflé Volume

Effect of Whipped Egg Whites on Soufflà © Volume R. Ardura THE EFFECT OF WHIPPING EGG WHITES OVER ITS LEAVENING CAPACITY IN SOUFFLES INTRODUCTION We may all agree with the grand statement Nicholas Kurti said over his presentation â€Å"The Physicist in the Kitchenâ€Å": â€Å"It is a sad reflection on our civilization that while we can and do measure the temperature in the atmosphere of Venus, we do not know what goes on inside our soufflà ©s† (Barham, 2001). Soufflà ©s, sponge cakes, meringues, and bread are some examples of baked foams. Foams â€Å"allow [the diner] a better perception of the texture of a dense mass in the mouth and enhance the perception of odors† (This, 2009). Understanding how foams work under dynamic conditions is crucial for any chef to achieve a better end product and give the consumer a greater enjoyment. Egg whites are commonly used as an aerating agent because of its foaming properties. Their foam assists in the leavening process, although the actual leavening agent is air. Foam simply allows air to be incorporated into baked goods (Figoni, 2011). The end goal is to capture and retain as much air inside the soufflà © to achieve an airy, light and delicate end product. Foams are a colloidal system of a gas dispersed into a liquid continuous phase (Pawel et al, 2014). In the case of soufflà ©s, the continuous phase is water with egg white proteins, lipids and carbohydrates dissolved in it—which will strengthen the dispersing medium—, and the dispersed phase is air (McWilliams, 2012). Oxygen, nitrogen, carbon dioxide, and some of the other components of air are mostly hydrophobic. In other words, air can dissolve in water but only in tiny amounts (MyHrvold, 2011). The mechanical action of beating pushes air bubbles into the continuous phase of the forming foam while the protein of the egg whites unfold to form a monolayer film at the surface of the air pushed inside. This stage of foam forming is called absorption (Cherry, 1981). The hydrophilic part of the egg white proteins will be attracted and bound with water and any hydrophilic component present in the solution, while the hydrophobic end will be oriented inwards surrounding the gas phase and stabilizing the bubble (MyHrvold, 2011). When talking about foams in food products, it is of interest to know the foam’s stability and volume. Any solids, such as sugar, present in the continuous phase of foam add viscosity to the liquid base. Different levels of viscosity, or resistance that a fluid poses to shear forces, changes the mouth-feel of the product and duration of the foam. In general, the more viscous a liquid is, the longer its bubbles last (Pugh, 1996). We should also keep in mind that a greater resistance to shear forces means a smaller increase of volume from air expansion. Therefore, the recipe used in this study has minimal foaming agents and foaming stabilizers to ensure that the outcome truly reflects the impact of the whipping stage on the increased volume and stability of the soufflà ©. The rate and extent in which albumin unfolds to form a film at the surface of the gas, also called the absorption rate, increases as shear force is applied to the egg white when beaten (Damodaran and Song, 1988). As protein unfolds and entraps gas to form new bubbles the overall volume of the solution grows. Foam becomes opaque and can be pulled into soft peaks. While some bubbles collapse, others are surrounded with a second monolayer. The second film covers any coagulated regions, caused by over beaten proteins, from the first monolayer (Cherry, 1891). The bubbles progressively become smaller and foam gets tighter until stiff peaks are formed (McWilliams, 2012). This is usually the stage egg whites are brought to for making soufflà ©s. It is a common belief that bringing the egg white foam to this stage will make a more stable soufflà ©. The normal pH value for egg whites is from 7-8, but as they age their pH goes up. However, the rate and area to which proteins unfold and reposition at the interface is conditional to the protein’s intermolecular limitation to form new bonds. The overall egg white foam stability is optimal at or near the isoelectric pH of albumin—pH5.5 (Cherry, 1981). This is due the convex shape bubbles take near the pI of albumin, which exhibit a slower liquid drainage rate than decay from gas diffusion and disproportionation (Damodaran, 1994). As a result of less liquid drainage the foam films remain thick enabling dry foams of high stability to be formed (Malysa and Lunkenheimer, 2007). Furthermore, the addition of an acid boosts the number of free-floating hydrogen ions in the egg white slowing down disulfide bonding and exposing hydrophobic regions that result in further adsorption sites (Murray, 2007). In order to generate the same variables for this study, all egg whites were ti trated to pH 5.5 creating a more suitable protein conformation for entrapping and holding air dispersions. Foam will start to form when the number of new and accumulated bubbles exceeds the number of rupturing ones. The stability of foam does not only depend on the solution’s composition but also the state of the bubble’s adsorption layers (Malysa and Lunkenheimer, 2007). Most studies focus on the stability of foams under static conditions where a tight bubble network and high stability are formed. Considering that in the soufflà © production process foam is subject under dynamic conditions, surface elasticity may become of significant importance when analyzing foam expansion and stability on such systems. In addition, even though it would seem logical that a highly flexible unfolded protein would cover a greater surface area than a compact folded protein, Damodaran and Song found that one of albumin’s folded intermediates occupies a greater surface area (Damodaran and Song, 1988). Therefore, in order for a protein to entrap the maximum amount of gas in foam and exert the most favorable reduction of the surface tension, it should be processed (whipped) until an optimum degree of unfolded and folded coils are achieved (Damodaran, 1989). The physical law that animates the phenomenon occurring in a soufflà © was discovered by the French scientist and balloonist J. A. C. Charles. Charles’ law states, â€Å"†¦the volume occupied by a given weight of a given gas is proportional to its temperature† (McGee, 2004). Some may conclude that the greater amount of air bubbles trapped the greater the volume will raise as the soufflà © is baked. Others may believe that it does not matter the stage the egg white has been whipped to because gas will always expand a fixed amount. However, bearing in mind Damodaran and Song’s discovery and the assumption that surface elasticity could play a determining roll on foams expansion and stability under dynamic conditions, there might be the possibility to believe that stiff peak is not the optimum stage at which the egg white must be whipped to achieve the maximum final volume in soufflà ©s. This study will focus on the effects different stages of whipped egg white foams have on the final volume of soufflà ©s. After this study a chef will know the best possible utilization of egg whites for soufflà ©s and other food preparations where egg whites act as a leavening agent. Learning about egg white’s surface rheology through measurements recollected over a range of timescales will help to understand how the protein structure on whipped egg whites relate to the final volume of soufflà ©s. It may also suggest a better way to produce other backed foam products as sponge cakes, meringues and bread. WORKS CITED Barham, P. (2001). The Science of Cooking. Berlin, Germany: Springer-Verlag GmbH. Figoni, P. (2011). How Baking Works (3rd ed, pp. 258, 267, 300 303) Hoboken, NJ: John Wiley Sons. McGee, Harold (2004). On Food and Cooking: The Science and Lore of the Kitchen (1st ed.), Egg Foams (pp.109-113). New York, NY: Scribner. McWilliams, Margaret (2012). Foods: Experimental Perspectives. (Seventh ed., pp. 113, 114, 116, 384-387, 412). New Jersey: Pretince Hall. MyHrvold, N., Young, C. Bilet, M. (2011).The Modernist Cuisine: The Art and Science of Cooking(1st ed., Vol 4, pp. 74, 240-255). Bellvue, WA: The Cooking Lab. This, H. (2009), Science of the Oven. New York, NY: Columbia University Press. Pawel, P., et al. (2014). The Physical and Linear Viscoelastic Properties of Fresh Wet Foams Based on Egg White Proteins and Selected Hydrocolloids. Food Biophysics, 9:76-87 Cherry, J. P. (1981). Whipping and Aeration. In Cherry McMaters (Eds.), Protein Functionality in Foods (pp. 150-153). American Chemical Society: USA. Damodaran, S (1994). Protein functionality in food systems. In N. S. Hettiarachchy G. R. Zeigler (Eds.), Structure-Function Relationship of Food Proteins (pp. 15-17). Chicago, IL: Institute of Food Technologists. Damodoran, S. (1989) Interrelationship of molecular and functional properties of food proteins. In J. E. Kinsella W. G. Soucie (Eds.), Food Proteins (pp. 21-22). Champaign, IL: The American Oil Chemists’ Society. Damodoran, S. and Song, K. B. (1988). Kinetics of absoption of proteins at interfaces: Role of protein conformation in diffusional adsorption. Biochim. Biophys. Acta 954:253. Malysa, K. and Lunkenheimer, K. (2007). Foams under dynamic conditions. Current Opinion in Colloid Interface Science, 13 (2008), 150-162. doi:10.1016/j.cocis.2007.11.008 Murray, B. S. (2007) Stabilization of bubbles and foams. Current Opinion in Colloid Interface Science. 12 (2007), 232-241. doi:10.1016/j.cocis.2007.07.009

Richard Cory, by Edwin Arlington Robinson :: Poetry Analysis

Paraphrase: A man named Richard Cory appeared to have it all: looks, a suave persona and a respectable social status. These qualities were respected and admired by the townspeople, even envied to a small degree. Despite his apparent perfect life, Richard Cory shot and killed himself. Purpose: The purpose of this poem is to show that people are not always who they appear to be. Moreover, the people that seem to have it all may still be emotionally unstable and act irrationally such as committing suicide. Structure: There are 4 stanzas, each serves to reveal a different piece of information (1st stanza: town’s consensus about Richard Cory, 2nd stanza: personality, 3rd stanza: social status, 4th status: the abrupt, unforeseen ending of his life). Speaker: There is one speaker and the POV is third person. Shift: The shift in this poem occurs at the second to last line. Before this, the poem revolves around the, what seems to be, ideal life of Richard Cory. But at this line the poem ends abruptly with an unexpected suicide, stated as an understatement. Syntax/Grammar/Diction: There is repetition of â€Å"always† in relation to how the townspeople describe him. This means that Richard Cory’s public appearances were routine and unchanging maybe even a false facade. The use of the colon to connect two full sentences serves to associate ideas. The diction of â€Å"imperially slim† (4), â€Å"glittered† (8), â€Å"fluttered† (7) and â€Å"admirably schooled† (11) all indicate Richard Cory’s apparent superiority over the rest of the townspeople. Tone: The tone before the shift is admiring with a small hint of envy. The tone after the shift is rather indifferent, there is no diction indicating remorse or any other emotion over his death.