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Analysis of the doll's house
Analysis of the doll's house
Gender roles in a doll's house
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In A Doll House, Ibsen presents us with Torvald and Nora Helmer, a husband and wife who have lived together for eight years and still don't know each other. This rift in their relationship, caused in part by Torvald's and Nora's societally-induced gender roles and also by the naivete of both parties to the fact that they don't truly love one another, expands to a chasm by the end of the play, ultimately causing Nora to leave Helmer. Throughout most of the play, Ibsen continually has his characters prepare for a masquerade ball that takes place at their friends' house.
We are first introduced to the ball in Act Two. "...[T]here's going to be a costume party tomorrow evening at the Stenborgs'... Torvald wants me to go as a Neapolitan peasant girl and dance the tarantella that I learned in Capri,"(Ibsen 74) Nora says in a conversation with her friend Mrs. Linde. Ibsen has embedded quite a bit in these few lines. First of all, the whole "costume" theme is a metaphor for the "costumes" and "masks" that both Nora and Torvald wear in their everyday lives, making it ironic that Nora would need to dress up at all; she is already in costume. Aside from the problems in their marriage, Ibsen has also slyly revealed to us the infrastructure of the Helmer marriage; Nora does as Tovarld says. Nora is going as what Torvald wants and doing what Torvald wants her to do. This point is further reinforced in the next two lines. In response to Mrs. Linde's question, "...[A]re you giving a whole performance?" Nora replies, "Torvald says yes, I should."(Ibsen 74) Again, Nora's opinion never enters the picture. Her life revolves around Torvald's demands.
In the same passage, Ibsen also plants a bit of irony. Seeing Nora's tattered and...
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... as society's view towards women in Ibsen's time. With his effective use of the masquerade ball and the circumstances surrounding it, Ibsen creates not only Nora and Torvald; he creates the destruction of their marriage, as well.
Works Cited and Consulted:
Clurman, Harold. 1977. Ibsen. New York: Macmillan.
Heiberg, Hans. 1967. Ibsen. A Portrait of the Artist. Coral Gables, Florida: University of Miami.
Ibsen, Henrik. A Doll's House. Dover Thrift Edition, 1992
Northam, John. 1965. "Ibsen's Search for the Hero." Ibsen. A Collection of Critical Essays. Englewood Cliffs, N.J.: Prentice-Hall.
Shaw, Bernard. "A Doll's House Again." Twentieth-Century Literary Criticism. Detroit: Gale Research Inc., 1979.
Sturman, Marianne Isben's Plays I, A Doll's House Cliffs Notes, 1965.
Thomas, David. Henrik Ibsen. New York: Grove, 1984
By 1872 Standard Oil had purchased and controlled nearly all the refining firms in Cleveland, also two refineries in New York. The company was able to refine 29,000 barrels of crude oil a day and had its own cooper shop manufacturing wooden barrels. In 1882 Standard merged all its properties into Standard Oil Trusts, increasing the capitol to $70million, and 42 certificate holders. Ten years later the trust was broke up by Ohio court decision. The companies that made up the trust later joined in the formation of Standard Oil Company (New Jersey), since NJ had adopted a law that permitted a parent company to own the stock of other companies. Standard Oil owned three-fourths of the petroleum business in the U.
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The achievement gap is defined as the disparity between the performance groups of students, especially groups defined by gender, race/ethnicity, ability and socio-economic status. The achievement gap can be observed through a variety of measures including standardized test scores, grade point averages, drop out rates, college enrollment and completion rates. The Black-White achievement gap is a critical issue in modern society’s education system. Although data surrounding the issue clearly indicates that the racial performance gap exists in areas of standardized tests, graduation rates, dropout rates, and enrollment in continuing education, the causative reasons for the gap are ambiguous—therefore presenting a significant challenge in regard to the most effective way to close the gap. The gap appears before children enter kindergarten and it persists into adulthood (Jencks 1998). Since 1970, the gap has decreased about 40 percent, but has steadily grown since. Theories suggest the Black-White achievement gap is created by a multitude of social, cultural, and economic factors as well as educational opportunities and/or learning experiences. Factors such as biased testing, discrimination by teachers, test anxiety among black students, disparities between blacks and whites in income or family structure, and genetic and cultural differences between blacks and whites have all been evaluated as explanations for the Black-White achievement gap (Farkas 2004). The research that follows will elaborate on these factors as they affect the decline in academic performance of black males—particularly the literacy achievement of black males.
Cellulitis is a fairly common bacterial infection of the skin. Cellulitis actually means “inflammation of the cells”. This infection is usually caused by the bacteria Streptococcus or Staphylococcus. Cellulitis infection can occur in anyone, yet there are some risk factors and a more susceptible population. Cellulitis is an “opportunistic” infection which occurs through breaks in the skin. Redness, warmth, swelling and pain are symptoms of this infection. Seeking medical attention is a must for this infection.
Today, the way the educational system works in the U.S. concerns a large number of people in this country. "Only 25% of adults have a great deal of confidence in the people running education, according to the General Social Survey, down from 49% in 1974" (Russel 4). A lot of discussions have been held to find the best ways to improve teaching methods. At the same time, people recognize that a very valuable solution to increase the level of education in the United States is to look at some problems that cause difficulties and hamper the enhancement of the quality of education. The first step is to define these problems. As in every country, the U.S. wants to develop its national standards in education and wants them to be high. This has always been a government function. Being democratic, the government is trying to fit the qualities of democracy into the way to set these standards. Of course, this is not an easy task since this country has a very diverse population. To please everybody has always been an almost impossible task. Despite this impossibility, national standards have already been set. "If a visitor from another nation was dropped into an American public school classroom without knowing the state or the region, he or she would be likely to see the same lesson taught in the same way to children of the same age" (Ravitch 9). Everything seems right except the fact that the abilities of children are different. Not everybody is able to study at a college; not everybody wants to continue being educated. It is obvious that every country wants to produce as many educated people as possible. But, at the same time, every country needs workers because, regardless of the fast development of technology, there is still a great necessity for human labor. To satisfy all the necessities of the country, the government should provide different kinds of education. This does not mean that we need to eliminate all of the standards; they could be set in each field of education. Although standards are set, there is still a very big difference in teaching methods in different schools. Perhaps, the most serious problem starts in high schools: some schools provide a higher level of education than others. Students from most city schools graduate with the confidence in their knowledge; their level of educati...
...the tensions which lied within the Helmer household. After living within Torvald’s world and not being able to participate in activities in which she pleased, Nora walked out on her family and said “now it is all over” (Ibsen 129). She began to refer to Torvald as a “stranger” (Ibsen129), because she was leaving his misogynistic ways behind and pursued to commence a better life for herself. Seeing that the play defines the perceived gender roles of the time, Ibsen wrote A Doll’s House to support his ostracized view of a woman being the equivalent of a man.
When we were given the opportunity to review a book that related to our entrepreneurship class I had one goal in mind, I wanted to find an author that was not the typical writer. I did not want a sixty-five year old professor who would give me dry explanations about theories and business models that I had covered in class. Frans Johansson was raised in Sweden and received his bachelor’s in Environmental Science then earned his MBA. Johansson was just what I had been searching for, someone who was applying concepts in ways that would help me throughout my own career.
“A Doll’s House.” Drama for Students. 1985. Ibsen, Henrik. A Doll House. The Bedford Introduction to Literature.
Simonds, W. E. "Henrik Ibsen." Dial 10.119 (Mar. 1890): 301-303. Rpt. in Literature Resource Center. Detroit: Gale, 2011. Literature Resource Center. Web. 25 Mar. 2011.
Schools that are filled with low-income colored students across the country are far more likely to have inexperienced teachers, bad grades, very little opportunities for economic funding and racial segregation compared to schools in wealthier areas. The issue of teacher
Nora Helmer was a delicate character and she relied on Torvald for her identity. This dependence that she had kept her from having her own personality. Yet when it is discovered that Nora only plays the part of the good typical housewife who stays at home to please her husband, it is then understandable that she is living not for herself but to please others. From early childhood Nora has always held the opinions of either her father or Torvald, hoping to please them. This mentality makes her act infantile, showing that she has no ambitions of her own. Because she had been pampered all of her life, first by her father and now by Torvald, Nora would only have to make a cute animal sound to get what she wanted from Torvald, “If your little squirrel were to ask you for something very, very, prettily” (Ibsen 34) she said.
...e to insecure mode, many applications don’t use this protocol. UDP collectively takes all the packets together through the channel and block the resources completely. Moreover, UDP does not provide reliable data transfers since reliability costs more. For example, Li, Huang, Li and Li (2013, p. 363) explains that after combining real time data in industrial field with organization and management technologies of cloud storage systems, the real time constraint of memory and storage index mechanism can be realized. The jurisdiction management deals with the branch prediction technology; therefore it automatically fetches the data before it needs hence the process speeds up. On the other hand, capacity distribution primarily deals with the cache of CPU, so when it encounters the same query set it automatically fetches the word. As a result, UDP provides data transfer
Henrik Ibsen wants to make in his play. He wants to let society know that the women are living in a masculine society and that society will not always win in the battle of humans versus society. On page 1403, the book says, “A woman cannot be herself in the society of the present day…” With using society’s customs, deception, and symbolism Henrik Ibsen is able to make his point. With social customs, Henrik Ibsen challenges the way the woman are suppose to act. In the beginning of the play, society would have been happy, however as the reader reads on society’s ideas are pushed aside and Nora becomes her own person. Henrik Ibsen uses deception to show society what they force the people to do. For example, the reader sees that Nora has to lie about everything because society will not take her the way she is. To her, she sees nothing wrong with borrowing a little money to save her husband, but society will not have it. For example, Helmer says, “Now you have destroyed all of my happiness. You have ruined all my future. This horrible to think of!” (1395). He also says, “… The matter must be hushed up at any to appease him some way or another.” (1395). These quotes go to show that society will not take what Nora has done save to her husband’s life very well. Finally, Henrik Ibsen uses symbolism to help get his point across. With symbolism, the reader sees a connection between the tree and Nora. When the tree begins to lose it decorates, Nora loses her cover up too. The reader begins to see the real Nora and how she does what she thinks she has to do. Henrik Ibsen is able to win his battle of society versus humans in A Doll
The inferior role of Nora is extremely important to her character. Nora is oppressed by a variety of "tyrannical social conventions." Ibsen in his "A Doll's House" depicts the role of women as subordinate in order to emphasize their role in society. Nora is oppressed by the manipulation from Torvald. Torvald has a very typical relationship with society. He is a smug bank manager. With his job arrive many responsibilities. He often treats his wife as if she is one of these responsibilities. Torvald is very authoritative and puts his appearance, both social and physical, ahead of his wife that he supposedly loves. Torvald is a man that is worried about his reputation, and cares little about his wife's feelings.
In the recent years, I have much distanced myself from my Uzbek roots seamlessly and voluntarily, willingly and subconsciously. Growing up I would often hear, “This isn’t the Uzbek way,” or “this isn’t an Uzbek thing to say.” Now I fully understand the true meaning of those words. If I were to abide by the philosophy of the Uzbek culture, I would be required to first and foremost marry an Uzbek woman, as it is undeniably the most esteemed cornerstone of the intricate marital code of my culture, but one which I choose not want to uphold. These days, my parents humorously call me a cultural contrarian, but I strongly disagree with it, which ironically, in effect, only reinforces my perceived contrarianism - I am clearly a divergent.