Southworths Brilliant Writing Essay -- Biography Biographies Essays

Southworth's Brilliant Writing    Few nineteenth-century American women novelists met with success equal to that of Emma Dorothy Eliza Nevitte Southworth (E.D.E.N. Southworth). Harriet Beecher Stowe, Susan Warner, Fanny Fern, and others certainly sold record numbers of individual novels; however, E.D.E.N. Southworth's over 40 novels consistently became best-sellers throughout a 44-year career, making her, over time, perhaps the best-selling author, male or female, of her generation. Her stories entered into the American consciousness--becoming popular plays, shaping fashion trends, developing women's visions of themselves--as well as shaped the image of "Americanness" in the minds of international readers around the globe. In particular, Southworth's novels taught the world a vision of the American woman that equaled in power and influence James Fenimore Cooper's presentation of the American man that so captured international attention. Back at home, reviewers, critics, and other novelists either praised or rejected the immense energy of her writing, her vision, calling her the best novelist of the age or, conversely, attacking the unladylike exuberance of her prose or themes. Her primacy forced the literary world to respond--either as lovers or haters. Southworth's life trials shaped the fiction writer she became. As a woman repeatedly placed on the margins--by poverty, neglect, social stratification, status as an abandoned woman--Southworth learned to speak the language of the dispossessed. In an era when debates over human rights dominated the political and social landscape, Southworth wrote fiction celebrating strong independent women, aboli... ... to rewrite nineteenth-century literary history to include Southworth, for she reflected and commented upon the social realities for women in her time, argued for human rights for many without voices, and promoted tolerance of religion, race, and class, and in doing so, captured the imagination of generations of readers. In her own time, Southworth's voice certainly carried far, reaching across the country and over the oceans to England, France, Germany, and Iceland to touch the hearts and minds of millions. She deserves a place in literary history, not only for the impact she had on readers, but also for the lessons she teaches us about nineteenth-century culture, social tensions, and gender, class, and race ideology. Southworth stands, then as now, as a vital figure in the development of the novel in America.   

Did Women Gain from the Revolution

Women’s place before and after the revolution was no different. They were regarded not as masters of the house nor the maternal backbones of great men, but they were almost possessions of husbands, property no more or less valuable than slaves. According to Forrest McDonald, the generation after the Revolution saw the first gains for American women, but those who lived through it saw no significant improvements in their lifetime.His argument relies on the words used during the construction of the new government as being masculine words such as â€Å"Republic† which formal definitions of at that time excluded slaves, non-property holders, children, and women. Men at the time of the Revolution, asserts McDonald, subscribed to a theory by a popular political theorist of the seventeenth-century, who claimed that men should cultivate their land, as well as their homes. This notion disagrees with some of the arguments that Elizabeth Fox-Genovese put forth, that women took car e of the home and family and men took an active role in the public sphere.Fox-Genovese believes that women had established a different perspective of themselves after the war, that they were seen less dangerous or deviant and more as mothers of patriots and respected for the work they put in raising the children and taking care of the household while the men fought the war. While this may or may not be true, judging how mass social perspectives change in this case is not easy. For example it is much easier and reliable if today we wanted to see how peoples perspective on the role of women in the workforce has changed.We could look up Gallup polls conducted over the past fifty or more years and be able to see a definite concrete assessment of how people’s opinion over the years has changed. Today women are interchangeable in almost every profession that men occupy, but in the 1950s and early 60s a good majority of the American population still believed that women’s plac e was in the home. But in the 18th century they did not conduct Gallup polls, and to assert that men’s perception of women changed in any significant way is going far out on a limb.Women could have gained more respect after the revolution, but was it necessarily a result of the revolution, or perhaps they just riding a wave of social enlightenment that was happening all over the world at this time, not just in the Americas. This may have indeed been the case, also one must ask was anything significantly gained for women during the revolution that has some concreteness, something written in law or legislature. Maybe it would be correct to say women gained from the revolution if there was something written in for women in the Constitution.The fact of the matter is women before the revolution had no rights, and the new â€Å"free† republic formed after the revolution still had no formal clause granting women citizenship, or any guarantees to the rights protected by the Co nstitution. The Revolution itself did little for women, it was a war fought by men for men who believed in an ideology that was constructed by men. At the time of the revolution there were no factories, or large manufacturing plants in cities where large numbers of people could be employed.This was a characteristic of the Industrial Revolution, which started more than half a century after the Constitution was written. The Industrial Revolution also saw large exoduses of people from the farms to large cities, where the factories were located. But during the revolution, the majority of the population lived far away from cities. They lived off the land they cultivated by hand and sweat. They were farmers. They owned their land and profited from the things they made or grew or raised.This meant that going to work was as simple as going out the front door on to the large corn-field to plow. The men were always home, so there was not a need for women to take a dominant role in taking care of the day to day duties of the home. If the man viewed himself as the head of his family, then there was no need to make women in charge of the home because he should already be in charge of the home himself, with the children and wife subjugated below him. The man at this time raised his children, controlled his wife, and basically was the dominant figure in the household.It is noted by Fox-Genovese that Abgail Adams, Sam Adams’ wife wrote to her husband and asked him to â€Å"remember the ladies. † But that is not all she wrote, she also warned in that same letter that arrived to her husband during the construction of the Constitution at the Continental Congress, â€Å"If particular care and attention is not paid to the Ladies, we are determined to foment a Rebellion, and will not hold ourselves bound by any Laws in which we have no voice or Representation. Even with this message in mind, Sam Adams did not fight hard enough for his wife in order for there to be an y rights or priveledges guaranteed for women in the Constitution. I think that it is important to note that, because the threat that the wife posed was not strong enough there was nothing done for women in the Constitution. It was not strong enough because at the time women could not strike, for what would they stop doing?At that time they were not the sole responsibility of taking care of the house, nor did they work for one particular industry at all. Women at the time were not much better off than slaves, often uneducated and unable to perform any time of skill that would get them employed. They were basically just there to bear children and help their husbands. And unfortunately that would remain the case for years to come.

Essay on Polynomial and Great Falls College

Essay on Polynomial and Great Falls College Essay on Polynomial and Great Falls College INSTITUTION: Great Falls College Montana State University COURSE TITLE: College Algebra COURSE NUMBER: M 121- ­Ã¢â‚¬ 80, M 121- ­Ã¢â‚¬ 81 NUMBER OF CREDITS: 3 SEMESTER/YEAR: Fall 2013 INSTRUCTOR: Ronald Yates Email: ronald.yates2@gfcmsu.edu Office Hours: By appointment I. COURSE DESCRIPTION: This course presents concepts, principles and methods of college- ­Ã¢â‚¬ level algebra. Topics to be covered include polynomial, rational, radical, exponential, and logarithmic functions and their graphs, and real and complex numbers. II. COURSE MATERIALS: Textbook: College Algebra: Graphs and Models, Fifth Edition, by Bittinger/Beecher/Ellenbogen/Penna, published by Pearson Access Code: MyMathLab access code is packaged within new textbooks or may be purchased separately. Calculator: A scientific calculator is required. A TI- ­Ã¢â‚¬ 83/84 (or equivalent) graphing calculator is strongly recommended. A calculator with a symbolic manipulator (TI- ­Ã¢â‚¬ 89, TI- ­Ã¢â‚¬  92, etc.) will not be allowed for testing. III. COURSE OBJECTIVES: Upon completion of the course, the student will demonstrate a minimum competency level of 70% in the following areas: 1. Manipulate real and complex numbers. 2. Manipulate polynomial, rational, radical, exponential, and logarithmic functions of a real variable. 3. Graph polynomial, rational, radical, exponential, and logarithmic functions of a real variable. 4. Find inverse functions for selected polynomial, rational, radical, exponential, and logarithmic functions of a real variable. 5. Use polynomial, rational, radical, exponential, and logarithmic functions of a real variable to model real- ­Ã¢â‚¬ world phenomena and solve applied problems. Revised August 2013 IV. COURSE OUTLINE: (See Addendum for Detailed Calendar) Chapter 1: Graphs, Functions, and Models Chapter 2: More on Functions Chapter 3: Quadratic Functions and Equations; Inequalities Chapter 4: Polynomial and Rational Functions Chapter 5: Exponential & Logarithmic Functions V. COURSE CALENDAR – See Addendum This schedule is subject to change at the discretion of the course instructor to accommodate instructional and/or student needs. VI. COURSE EVALUATION – See Addendum for Details