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Eliza Haywood and ?The History of Miss Betsy Thoughtless?, 2002.
A study of the claims that eighteenth century author, Eliza Haywood, wrote her novel "The History of Miss Betsy Thoughtless" as a means of promoting social reforms.
1,857 words (approx. 7.4 pages), 6 sources, MLA, $ 59.95
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Abstract
The paper describes the life of Eliza Haywood, an eighteenth century English author whose literary works were considered scandalous for the times she lived in in. The paper examines Haywood's novel, "The History of Miss Betsy Thoughtless". It shows that modern scholarship elevates this novel as Haywood?s most successful and most influential work. The paper examines how Eliza Haywood so successfully managed to meet her contemporaries in using the new genre of the novel to elicit reform, especially the reforms of women's educational standards and the position of women in marriage and family life.
From the Paper
"There is no shame to be found in the propriety with which Haywood?s evolution as an author took her, as those were the true restrictions experienced by women of her class and of her time. The early challenges and the heated controversy that were elicited by her early works may have left her in a historical position of obscurity but they prove she was making an attempt to alter a system that left female authors unrecognized outside of infamy. Looking back at her works and the biographical information available for her leaves a modern literary historian happily intrigued by her narrative and her life and there is nothing like a mystery to engage modern thought on historical evolution in literature or life."
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Haywood vs. Fielding, 2002.
The following paper examines Eliza Haywood?s ?The History of Miss Betsy Thoughtless? and Henry Fielding?s ?Joseph Andrews and Shamela? 18th century novels that explored the social mores of high and low society at the time.
1,800 words (approx. 7.2 pages), 2 sources, MLA, $ 57.95
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Abstract
This paper explores how Haywood and Fielding approached the subject of education, particularly through Haywood?s ?The History of Miss Betsy Thoughtless? and Fielding?s ?Joseph Andrews and Shamela.? The differing objectives to educating the sexes as well as the possible consequences of obtaining an education are also explored.
From the Paper
"Education is indirectly explored in Haywood?s ?The History of Miss Betsy Thoughtless.? The heroine spends her formative years in a boarding school, ?the governess of which had the reputation of a woman of great good sense, fine breeding, and every way qualified for the well forming of the minds of those young persons who were entrusted to her care. [Her father] was so well pleased with having placed his daughter where she was likely to improve in all the accomplishments befitting her sex." (Haywood, 9) Through the misadventures of Miss Betsy Thoughtless, Haywood implies that one of the reasons why a girl should be educated would be to enhance her chances of securing a good marriage (then the only means of climbing the social ladder or attaining an accomplishment recognised by society)."
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"Love in Excess", 2004.
An analysis of the gender-neutral language of love in Eliza Haywood?s "Love in Excess".
5,209 words (approx. 20.8 pages), 6 sources, MLA, $ 129.95
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Abstract
This paper examines how Eliza Haywood?s novel, "Love in Excess", suggests that passionate emotion is a universal sentiment. It looks at how the characters? thoughts posit that there is a universal language of love that dissolves the prominence of gender and how, at the same time, the novel works to enforce codes of amorous action that are inherently linked to gender, perhaps to suggest that these codes serve some purpose. It explores how the novel does not censure internal expressions of true passion, although it does at times suggest that sexual codes of conduct are necessary. Characters who overstep the boundaries of conduct too flagrantly generally censure themselves through self-destruction. The characters that self-destruct do so specifically because they take actions that transgress gender boundaries.
From the Paper
"According to the narrator, love is its own agent; it is a force that acts independent and without regard for the people whom it affects. Because humanity has no control over love, it cannot be held responsible for the feelings it evokes. This force is so far beyond the cognitive capabilities of man that is ?ceases to be worthy? of a simple definition or ?that name? that society has given it. The idea that man becomes ?really possest with it,? posits love as a supernatural force. One usurped by this force can no longer be held accountable because he cannot be ?master of his actions.? The human being is little more than a victim, much as one might be victim to a ?misfortune? such as ?poverty, sickness or deformity.? Essentially, love is a disease that anyone of ?human nature? is susceptible to."
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Eliza Doolittle and Medea, 2007.
A comparative analysis of the characters of Eliza Doolittle, from George Bernard Shaw's "Pygmalion" and Medea, from Euripides' play, "Medea".
1,305 words (approx. 5.2 pages), 2 sources, MLA, $ 44.95
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Abstract
This paper compares the characters of Eliza Doolittle from George Bernard Shaw's "Pygmalion" and Euripides' Medea by considering their different strengths and weaknesses, and the modes of representation used to distinguish them. Some reflection is also given to the means the authors use to convey the nature of each character and the ways in which the changes within the character are expressed. Finally, an attempt is made to analyze the two characters through considering the ways in which they have changed by the end of the play.
From the Paper
" Although many critics have described Medea as being a woman that is transformed from someone who is suicidal and depressed into a person who is driven by anger and revenge, it is clear that Medea had always been a determined, strong woman. She had often used her magic powers to obtain what she wanted; shown through her actions in helping Jason obtain the Golden Fleece, the murder of her own brother, and through manipulating the daughters of Pelias to murder their own father. Instead, Medea is portrayed through Euripides, as a woman that kills while being completely sane, through an anger that is fuelled by pure jealousy. She is a woman scorned."
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Eliza and Dog Woman, 2002.
This paper discusses the presentation of female characters in the two books ?Pygmalion? by George Bernard Shaw and ?Sexing the Cherry? by Jeanette Winterson.
1,250 words (approx. 5.0 pages), 0 sources, $ 42.95
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Abstract
The following paper asserts that both Shaw and Winterson assigned different attributes to their female leading characters in the novels 'Pygmalion? and ?Sexing the Cherry?. However, this paper contends that the purpose of creating such figures, such as Eliza and the Dog woman, is identical in both cases.
From the Paper
"The two books Pygmalion and Sexing the Cherry are starkly different in their storyline and narrative techniques, yet the only connecting link is the dominance of female characters in both stories. For example in the Pygmalion, it is Eliza Dolittle who is the most important female character while Dog Woman plays the leading role in 'Sexing the Cherry?. We notice that these two women have been presented in a contrasting light, as one happens to be a self-conscious young woman who is beautiful and sophisticated while the other is an ugly-looking person and has been repeatedly described as a monstrous creature. This is because Dog Woman who happens to have no other name in the book is grotesque character with nothing lady-like about her. Her mannerisms, her language, her dialect and her tone are all rather crude and the woman is an epitome of unsophisticated characteristics."
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"When we are Free" ( Ed Dale Haywood Et Al ), 1999.
Reviews collection of essays on virtues of economic freedom, individualism, morality, rule of law and private property.
1,125 words (approx. 4.5 pages), 1 source, $ 39.95
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From the Paper
" The collection When We Are Free, edited by Dale M. Haywood, Timothy G. Nash, and R. John Amin, is a book about freedom, as the editors note in the Preface. They state that their book is "an unapologetic endorsement of freedom and all of its corollaries" (vii), but a central issue in the book is economic freedom and how it relates to those corollaries--individualism, morality, the rule of law, responsibility, private property, free markets, limited government, and enterprise. In keeping with this theme, the book is divided into sections that develop the idea of capitalism as the economic ideal and freedom as a necessary condition for capitalism. The readings develop the ideas of the importance of property and its relationship to human life, the role of government, systems of economic organization, the specific nature of the American system, and various elements.."
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Education in the 18th Century, 2002.
A look at two novels dealing with the topic of education in the 18th century - a comparison of their attitudes.
1,785 words (approx. 7.1 pages), 2 sources, MLA, $ 57.95
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Abstract
Eliza Haywood and Henry Fielding both wrote 18th century novels which explored the social mores of high and low society at the time. What is intriguing is how they approached the subject of education, particularly through Haywood?s ?The History of Miss Betsy Thoughtless? and Fielding?s ?Joseph Andrews and Shamela.? The differing objectives to educating the sexes are explored as well as the possible consequences of obtaining an education are proffered.
From the Paper
"Education is indirectly explored in Haywood?s ?The History of Miss Betsy Thoughtless.? The heroine spends her formative years in a boarding school, ?the governess of which had the reputation of a woman of great good sense, fine breeding, and every way qualified for the well forming of the minds of those young persons who were entrusted to her care. [Her father] was so well pleased with having placed his daughter where she was likely to improve in all the accomplishments befitting her sex." (Haywood, 9) Through the misadventures of Miss Betsy Thoughtless, Haywood implies that one of the reasons why a girl should be educated would be to enhance her chances of securing a good marriage (then the only means of climbing the social ladder or attaining an accomplishment recognised by society)."
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Jack Welch's Leadership Principles, 2007.
This paper exmaines Betsy Morris' article "The New Rules" that reviews and analyzes Jack Welch's leadership principles.
2,393 words (approx. 9.6 pages), 1 source, MLA, $ 73.95
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Abstract
This paper looks at the article "The New Rules" where business analyst Betsy Morris seriously challenges the management principles and rules ascribed to Jack Welch. The paper discusses how his leadership style and principles have been the driving force of modern management. The paper explains how Morris suggests that current global, economic and political circumstances demand a rethinking of the fundamental assumptions of Welch's position on various issues and the establishment of new rules for today's managers.
From the Paper
"When he became CEO, Welch continued many of the traditions of previous CEO's. Oddly, this is rarely mentioned in the glowing published accounts of his career at General Electric. It is true that Welch established a no nonsense leadership style which earned him a reputation of being ruthless yet fair, but this is a common approach in the corporate world. It is also true that he was scornful of bureaucracy, rejected archaic business ways, and fired many managers who resisted applying his business rules and principles, but once again, many other corporate executives have scorned bureaucratic red tape, pursued innovation, and replaced managers who relied too much on traditional management methods."
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Women and Eccentricity, 2002.
A comparative essay on the the characters of Eliza Doolittle in Shaw's "Pygmalion" and the Dog-woman in "Sexing the Cherry" by Winsterston.
1,300 words (approx. 5.2 pages), 2 sources, MLA, $ 43.95
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Abstract
The paper shows how Eliza Doolittle and the Dog-woman project almost opposite images of British womanhood. The author discusses how Eliza has been turned out by her father into the slums of London and how she longs to live in comfort and security - she thinks her dreams can come true if she can speak proper English. The author shows that the Dog-woman, on the other hand, unlike the Cockney flower girl, is practically a misfit, but not quite -she wears her size and oddness as though they were inevitable.
From the Paper
"Shaw?s depiction of Eliza is based more on Victorian England?s class society and his main theme is challenging the proverb ?You can?t make a silk purse out of a sow?s ear.? Women were to be seen and not heard, hardly intellectual companions, and primarily chosen as wives for business, family or property reasons, and very well bred to attract a lord or an earl. Higgins clearly views Eliza as less than he, not only because she is a woman, but because she is poor and uncivilized in her speech and manner. Winterson?s viewpoint is that women like Dog-Woman know how to survive and take care of themselves, are ingenuous and make the most of what they?ve been given, and with a flair, as opposed to the Twelve Dancing Princesses, whose fairytail marriages all end in disaster."
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'Pygmalion' by George Bernard Shaw, 2006.
A discussion regarding the mysterious relationship of Henry Higgins and Eliza Doolittle.
1,369 words (approx. 5.5 pages), 0 sources, $ 45.95
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Abstract
This paper takes a look at the the relationship between Higgins and Eliza in George Bernard Shaw's book 'Pygmalion'. The paper relates the Greek myth of Pygmalion to the character of Henry Higgins and discusses how Pygmalion and Galatea can be compared to Higgins and Eliza.
From the Paper
"Although Higgins may have just viewed Eliza as a project, there was something in the beginning which did fascinate him. "Oh, I can't be bothered with young women. My idea of a lovable woman is somebody as like you [Mrs. Higgins] as possible. I shall never get into the way of seriously liking young women; some habits lie too deep to be changed." (Higgins, p. 71) Higgins also saw Eliza as a challenge. He saw her bad habits and for once actually thought these habits could be changed. As I mentioned earlier, Higgins found the local women to be a bore. He wanted someone more intellectually stimulating, well-mannered, and similar to his own mother. Underlying what society viewed as a duchess was also Higgins' upbringing which helped him to form his own notions of what a lady should be like. Whether he knew it or not, he subconsciously was teaching Eliza to be like the only woman he ever truly did know, his mother. He created a woman that he could love because she was created and taught under his specifications."
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Constructivism in the Contemporary Arts Classroom, 2008.
A review of Eliza Pitri's article "Teacher research in the Socio-constructivist Art Classroom."
1,006 words (approx. 4.0 pages), 1 source, APA, $ 35.95
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Abstract
This paper discusses an article that explores socio-constructivism, a creative student-centered approach to teaching in today's American arts classroom. The author notes that although the article, "Teacher Research in the Socio-Constructivst Art Classroom" by Eliza Pitri is often repetitive and pedantic and contains a detailed description of the components of socio-constructivism as well as practical instructions for teachers who wish to implement it. The paper concludes with a brief analysis of how the use of this approach might impact pedagogy in the author's school.
From the Paper
"Expanding upon the work of earlier scholars, Pitri maintains that the socio-constructivist approach recognizes that people construct knowledge from the events and phenomena they come across in their lives. Citing a handful of scholars who have devoted themselves to the study of socio-constructivist epistemology and its implications for classroom instruction, Eliza Pitri writes that learners who actively pursue knowledge instead of simply sitting in a desk passively absorbing knowledge as articulated by someone else are learners who aggressively integrate new information and experiences into their pre-existing knowledge base; along the way, they revise and re-interpret "old" knowledge as part of an ongoing effort to reconcile it with "new" knowledge...."
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The Public Sexual Female Self, 2007.
A comparison of the concept of the public female self as seen in "Fantomina," by Eliza Hayward and "Eloisa to Abelard," by Alexander Pope.
1,879 words (approx. 7.5 pages), 5 sources, MLA, $ 60.95
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Abstract
This paper compares the concept of the public female sexual self, as portrayed by two 18th century writers: Eliza Hayward and Alexander Pope. The paper analyzes Hayward's text, "Fantomina," and Pope's text, "Eloisa to Abelard", citing examples from the texts and discussing their context in the work in order to compare the two texts and their authors.
From the Paper
"Once this innocence is transgressed, Eloisa continues to burn with heat within, heat that suggests fire and damnation, although Pope does not openly condemn Eloisa as Haywood does Fantomina. Although Haywood has been described essentially as a conservative in her presentation of conventional morality, by suggesting such a hyper-sexualized public sphere, she herself paradoxically causes the reader to see sexuality where it might not otherwise seem to be lurking. The outer sexuality infiltrates the home, and even creates it within an innocent girl. In the message of almost all of the author's works, the house by day can be a scene of debauchery at night if strangers are allowed to enter it, just as it was in the case of Eloise (Pettit 2002, p.1)."
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Two Pairs of Dramatic Characters, 2007.
This paper compares and contrasts two sets of dramatic characters: Eliza and Higgins in George Bernard Shaw's "Pygmalion" and Biff and Happy in Arthur Miller's "Death of a Salesman."
2,248 words (approx. 9.0 pages), 5 sources, MLA, $ 69.95
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Abstract
This paper compares and contrasts the characters in two plays, "Pygmalion" and "Death of a Salesman." Through this comparison, the reader gleans insights into the character development in each play and the resolved and unresolved issues in each play. The paper gives a brief plot summary of each play and describes the traits of the major characters. Also cited are the unresolved conflicts. The author concludes that both Eliza and Higgins in George Bernard Shaw's "Pygmalion," and Biff and Willy in Arthur Miller's "Death of a Salesman" consistently reveal only half-truths about themselves to each other, and to other characters in the play
From the Paper
" If "Drama is the art of significant juxtaposition" (H.D.F.Kitto), that is to say that dramatic conflict springs from a dialectical opposition of ideas; e.g., a half-truth in debate with another half-truth, in analyzing two pairs of dramatic "opponent" characters, then, first Eliza and Higgins in George Bernard Shaw's Pygmalion and second, Biff and Willy in Arthur Miller's Death of a Salesman one may define the nature of the respective "half-truths" of these characters according to how their confrontations are dramatized and resolved (or not). I will explore the issue of whether the dialectic between either of these two pairs of characters, Higgins and Eliza and Willy and Biff, is ever resolved."
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"The Coquette", 2005.
Studies the character, Eliza Wharton, in this novel by Hannah Foster.
1,084 words (approx. 4.3 pages), 1 source, $ 37.95
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Abstract
In her 1797 novel, "The Coquette," Hannah Foster presents her critical analysis of female freedom and the politics of courtship and marriage within the restrictive confines of a conventional seduction novel. The paper shows that through her protagonist, Eliza Wharton, Foster creates a woman who goes against the social conformity of a virtuous life, questioning the restrictions that marriage placed on women.
From the Paper
"The real, final decline of Eliza's physical and mental stability occurs when she learns that she is pregnant, "At the first discovery, absolute distraction seized the soul of Eliza, which has since terminated in a fixed melancholy" (Foster, 140). Eliza's moral redemption rests on her acceptance of the ethics of female self-sacrifice. Paradoxically, it is only by losing her fife that Eliza regains part of the power she relinquished from her seduction. On the other hand, her death finally puts her beyond the reach of the libertine who has pursued her, physically as well as psychologically, throughout the novel."
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Film: Jacques Tourneur's "I Walked with a Zombie", 2007.
This paper analyzes a specific scene from Jacques Tourneur's 1943 classic film "I Walked with a Zombie".
1,365 words (approx. 5.5 pages), 1 source, MLA, $ 45.95
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Abstract
This paper examines the love triangle with a zombie and two brothers, in Jacques Tourneur's film "I Walked with a Zombie", as delineated in the scene in which the maid Alma brings Betsy her breakfast in bed. The author points out that this scene demonstrates the way this film is deliberately and carefully crafted. The paper utilizes Roland Barthes' model of textual analysis, which determine the meanings of a specific text, to dissect this interaction and interpret the ways in which it ties the characters of Betsy and Jessica together. The author states that Barthes's approach to analysis still leaves important questions unanswered. The paper concludes that no system can take into account the infinite ways in which an adroit author can manipulate his or her text, subverting it, twisting it and then simply ignoring parts of it completely.
From the Paper
"Lastly, the Cultural Code is a loose concept that acknowledges the importance of common cultural knowledge in understanding texts. As mentioned above, again the cultural code is most relevant in this sequence in relation to class and race. A knowledge of Western racial history enables viewers to understand that, as privileged members of the racial upper class, both Betsy and Jessica enjoy a similar social status that places them above Alma. To illustrate, it would be surprising to see Alma wait on Betsy if she too were black, which itself would be surprising since blacks at the time of the film were generally denied the opportunities necessary to enter the medical field in the first place."
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