English 101 Memoir Essay - 1530 Words

The snow had all but melted away and the smell of spring filled the air. Just a few months of school were left; it was my eighth grade year. Much preparation and months of work had been done to get ready for the last dance of the year. It was the last dance of our middle school career and the excitement was building. It all began with shopping. First with my girlfriends over the years, goofing off on trips to the mall trying on gorgeous flowing gowns for fun, and then it was finally time for me to buy one, finally a formal occasion where I got to dress up in a fancy gown with high heels, my Mom took me to the mall. Even though it wasn’t quite prom, it was still a formal dance, a celebration of completing middle school and entering into†¦show more content†¦We burst out of the door, unveiling ourselves to the crowd outside. We felt like rock stars. Everyone had to get a few more pictures with other friends as they arrived and then we filed inside. The place was decorated from top to bottom, glittered stars hung from the ceiling, white Christmas lights twinkled all around, and glimmering gowns in every color made the entire venue sparkle. As a class, months earlier, we had chosen the theme, â€Å"I’ve had the time of my life†. The girls had pulled it from our favorite movie, â€Å"Dirty Dancing†, and I think the boys just went with it. We sat down for dinner where we were served our choice of meat, with rice or potatoes and a medley of veggies. Nobody ate much though, either because of nerves, vanity, or just plain desire to get to showing off our best moves, we wanted to boogie! After about an hour the tables were cleared off of the dance floor and it was time to the highly anticipated partying. The DJ played the hottest jams of 1999 and we danced the night away. Most of the girls were in their bare feet, unable to take the pain of high heels any longer as we busted our best moves. The night was coming to an end; parents were slowly showing up to collect their kids. The DJ announced it was the last song of the night. It was our theme song. Jaimie and I swayed together on the dance floor belting out the words we knew by heart when we heard what sounded likeShow MoreRelatedPersonal Statement On Creative And Free Flowing897 Words   |  4 Pagesas I started to register for class, writing is not my strong suit. I always viewed writing as creative and free flowing, which I have much difficulty with, structure and routine is more my speed. I did not believe I would do as well as I did in English 101, and actually enjoying it. I did have some difficulties at times, but I did not give up, I exhausted all available resources and did my best. I actually excel in public speaking, I am able to command my audience and keep them captivated until theRead MoreBalancing Solidarity and Empathy972 Words   |  4 Pageswith getting tasks done than being around others for example, in the essay â€Å"The Rewards of Living a Solidarity Life† author Mary Sarton explained that, â€Å"Human intercourse often demands that we soften the edge of perception, or withdraw at the very instant of personal truth for fear of hurting, or being inappropriately present† (42). Others argue that having empathy for others can be better for y ou and for the world, in the memoir by author Azar Nafisi â€Å"Mysterious Connections that Link Us Together†Read MorePower of Literature2168 Words   |  9 PagesHow the Power of Literature Has Affected My Life - Value of Literature Alex Sidorov English 101 Alex Sidorov Thompson English 101 May 27, 2009 How the Power of Literature Has Affected My Life - Value of Literature If you asked me how much I valued literature a few months ago, I would have probably laughed it off and proclaimed it has no value because it does not affect me. What kind of value could literature possibly have? It is just books. 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In this short story, Yu Tsun (the spy) learns that a fellow agent has been eliminated. This means that he will undoubtedly be the next to be arrested and killed. This will probably happen beforeRead MoreThe Hours - Film Analysis12007 Words   |  49 PagesReincarnation in the Reader: Intertextuality in The Hours by Michael Cunningham Andrea Wild In his novel The Hours, Michael Cunningham weaves a dazzling fabric of intertextual references to Virginia Woolfs works as well as to her biography. In this essay, I shall partly yield to the academic itch to tease out the manifold and sophisticated allusions to the numerous intertexts. My aim, however, is not to point out every single reference to Woolf and her works--such an endeavour of source-hunting wouldRead MoreLiterary Criticism : The Free Encyclopedia 7351 Words   |  30 Pagessometimes, to Christoph Martin Wieland s Geschichte des Agathon of 1767.[9] Although the Bildungsroman arose in Germany, it has had extensive influence first in Europe and later throughout the world. Thomas Carlyle translated Goethe’s novel into English, and after its publication in 1824, many British authors wrote novels inspired by it.[10][11] In the 20th century, it spread to Germany, Britain,[12] France,[13][14] and several other countries around the globe.[15] The genre translates fairly directlyRead MoreMetamorphoses Within Frankenstein14861 Words   |  60 Pagesphilosophy of science, however — on th e conviction th at ( to quote Mar ilyn Butler) ‘the academic reading-list needs qualify ing or replacing with a form of newspaper and jour nal-talk wh ich 15 could be thought of as current language’ — many recent essays hav e focussed more in tensively on Mary Shelley’s and the novel’s relation to the immed iate d iscover ies and controversies of the contemporary scientific world: The fluid boundary between death and life — a dominan t theme in th e bio-medicalRead MoreMethods of Qualitative of Data Collection19658 Words   |  79 Pagesemerging analysis of a cultural group, because they provide the researcher with new vantage points and with opportunities to make the strange familiar and the familiar strange (Glesne, 1999). 04-Marshall-4864.qxd 2/1/2006 3:16 PM Page 101 Data Collection Methods 101 This method for gathering data is basic to all qualitative studies and forces a consideration of the role or stance of the researcher as a participant observer—her positionality. 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Privacy And Privacy Analysis - 783 Words

Intimacy and loyalty are like best friends, because you can be loyalty to something without any type of intimacy involve. It also can be toxic, causing a person to become badly affected, where they aren’t themselves nomore. Similar to losing your self-respect, because you give all your attention and time towards them instead of yourself. Despite the analysis of intimacy and loyalty within 1984 and Lord of the Flies, it becomes clear that intimacy and loyalty affects privacy by not allowing ones to think for themselves, and limit of freedom. 1984 was very strict, where you weren’t allowed to be yourself or even have a personality. Big Brother created fear in the citizens which force them to become loyalty to him, thinking it would keep†¦show more content†¦In the same way â€Å" Lord of the Flies,† had the concepts but different settings and time frame. The book is very interesting, but it get very shaky when the young boys start to separate in two groups , causing several conflicts. â€Å"Ralph wept the end of innocence, the darkness of man’s heart, and he fall through the air of the true, wise friend called Piggy.† Piggy is a loyal friend, because he stand up for him when Jack despites Ralph leadership, and encourage all the others to stay true to their leaders. Due to Jack power over the others and the fear he put in them, Sam and Eric didn’t buy into it, because they knew the danger Jack have behind him. Ralph didn’t want war, but he wasn’t going to settle to be rule by a person who is cruel. Major of the boys who were with Ralph betrayed him, because Jack able to frighten them. Jack capacity to create loyalty proves stronger than Ralph’s, even leading them to become murderers. Jack simply uses the own boys desires in order to create the loyalty towards himself and to build his tribe. 1984 and Lord of the flies, affect privacy by brainwashing a person to have loyalty/intimacy for the party/leader in order to gain power. Controlling is a definition for both the novels, because they wouldn’t let a person be able to officially be themselves. Unable to think straight or better â€Å"not having their own thoughts†, both the novels expresses leverageShow MoreRelatedAnalysis Of Personal Privacy871 Words   |  4 Pagessecurity questions, and passwords retaliating this issue is increasing day by day on the internet. Upon logging in, the attacker was able to collect passwords and download iCloud accounts. The downloaded accounts were then used to compromise the privacy of the people with the attackers taking the photos of the victims. Some of the perpetrators of the heinous act were caught through tracing their IP addresses. 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With Reference to six poems, explain how attitudes to war changed over the course of World War One Free Essays

World War One, or as most historians refer to it â€Å"The Great War,† was supposed to be the war to end all wars. From 1914 to 1918, young men were encouraged to sign up to fight for the British army against the might of the Germans. Because conscription wasn’t introduced until 1916, recruitment songs, posters and poetry were needed to encourage men to sign up. We will write a custom essay sample on With Reference to six poems, explain how attitudes to war changed over the course of World War One or any similar topic only for you Order Now These songs and poems were specially written using a wide variety of rhetorical devices so as to display the potential advantages that joining the army could bring. Most recruitment poems have subtle similarities as they are all written for the same purpose: to persuade. The main way they do this is through the use of rhetorical devices. In the poem ‘Who’s for the game? ‘ the first three verses have rhetorical questions featuring heavily. For example, â€Å"Who’ll grip and tackle the job unafraid† and â€Å"Who’ll give his country a hand? † This also occurs in â€Å"Fall In† with the line, â€Å"Will you send a strangled cheer to the sky / and grin till your cheeks are red? † These words are examples of rhetorical devices. They make you question yourself after you have read it about whether or not you enlist. The titles of the two poems also set the tone of the different poems and make the reader aware of what they are about to read. Making sure that the title displays this is important, because you then know what some of what is about to happen before you have even started the first word. â€Å"Who’s for the game† shows war as a fun, exciting prospect that men, if they signed up, would enjoy. Whereas â€Å"Fall In,† the other recruitment poem, has a military connotation. Fall in† is a marching term that is used a lot in the army, so before you have read a word of the actual poem, you know that the rest of the poem is going to have a military background, perhaps talking about how war is like from the military’s point of view The structure of the poems are very similar, as they both have the same rhyming pattern with alternate lines rhyming – â€Å"played† and â€Å"unafraid† as well as â€Å"fright† and â€Å"tight† This makes the poems catchy and therefore easier to remember. This will then cause the poem to stick in people’s heads, continuously persuading them to join the army. In the poem â€Å"Fall In,† the author relates personally to you with the lines â€Å"Is it football still and the picture show / the pub and the betting odds† These are all things that the people who the poems were read by would have done in their everyday life. This is mirrored in â€Å"Who’s for the game? † where they mention â€Å"the red crashing game of a fight† this compares war to a game like football to make it more appealing to the readers of the poem. This targets the audience through their word choice. â€Å"Crashing†, is a positive adjective which makes the reader more accepting of war. This also makes the poem sound more appealing and attractive to the reader. Also in â€Å"Who’s for the game? † they relate to you by appealing to men’s sense of bravery and chivalry in the lines â€Å"Your country is up to her neck in a fight / and she’s looking and calling for you† There are a number of appealing factors about that line, the first being the pronoun – â€Å"Your†; this makes it sound as if you own the country and it would be a shame to let it go. Then they refer to the country as a female in the words, â€Å"her neck† This makes them think that they are strong and brave and also personifies war as a beautiful woman that they need to go and rescue. This emphasises the point even further by saying that she’s â€Å"looking and calling for you. † The writer has made it sound like they’re talking about every single male that hasn’t signed up yet. In the next section I will look at a different viewpoint of the same experience of war, from soldier poets. These poets fought in the trenches and wrote poems about what their experiences were like. The author of â€Å"Peace,† Rupert Brooke, was a neo-classical poet whose poems glorified war and made it sound like a glorious adventure, however he never experienced combat at first hand. He became famous because of his good looks. An Irish poet was quoted to have described him as â€Å"the handsomest young man in England! † Arthur Graeme West, however, isn’t as famous as him. This is probably because he was known to write poems attacking young soldier-poets who were writing poems idealising war – like Rupert Brooke. His own personal gruesome experience was probably his motivation to write such a scathing poem about the young poets. In â€Å"Peace,† the main aim of the poem is to explain to people about how great the war is and how much of an adventure it would be when you sign up to join the army. Brooke has used the sonnet structure to his advantage. In the first eight lines, the octave, he is explaining about how war could liven up their lives in the line, â€Å"†¦ nd wakened us from sleeping,† and then in the last six lines, the sestet, he brings the poem to a close reassuring the reader about death, â€Å"Naught broken save this body, lost but breath;† This talks about how when you die your body is the only thing that is broken, and nothing is lost apart from breath, It hints at the fact that the soul of a person will live on after death. This makes the reader more accepting of death, because it says that after death you will live on. However, in â€Å"God! How I hate you,† West has also used the end of the poem to hammer home his point. In the first five lines he talks about why he is writing the poem. The title itself is from when he is addressing the poets who are glorifying war. The title continues into â€Å"†¦ you young cheerful men,† the men being the poets. In the last part he goes into a much more detailed version of war with strong adjectives like â€Å"warm grey brain,† and powerful similes like, â€Å"smashed like an eggshell† This is a good example as it likens a man’s head to an eggshell which is very easy to smash. The choice of simile here suggests that human life is fragile Imagery plays a huge part in both poems. â€Å"Peace† is showing war in a positive way like in the line â€Å"†¦ we have found release there,† this meaning that war has cleansed them from the boring Edwardian society that they lived in before the war. â€Å"God! How I Hate You,† in contrast shows war in the opposite way, with the gruesome wording in the latter section. â€Å"Spattered all bloody,† is one of the strongest phrases in the poem and it is made all the more poignant with the last two lines. These lines are almost mocking the young-soldier poets, saying that even though that the war is so ghastly, â€Å"†¦ still God’s in His Heaven† and all is right in the world. There are also hints at sarcasm, which is meant to make the soldier poets embarrassed about what they’ve written. The last poems I am going to look at are â€Å"Dulce et Decorum est† and â€Å"Anthem for Doomed Youth. † â€Å"Dulce et Decorum est† is a war poem written by Wilfred Owen in collaboration with Siegfriend Sassoon. Wilfred Owen was seen as one of the most important war-poets in World War One. He wrote poetry in the trenches and kept a diary. He experienced shell shock after a shell burst near him in 1917 and was sent to a military hospital in Scotland called Craiglockhart where he met Siegfried Sassoon. Whilst there, his poetry changed and became more explicit and more didactic in content. The poem is very negative about war. They mention a lot of the effects that war can bring on you like, â€Å"Drunk with fatigue,† which meant that the war was so tiring they were acting as if they were drunk from the effects. Also, â€Å"Deaf even to the hoots,† means that they were concentrating so hard on the war that they couldn’t hear anything at all. The reason for all this negativity is that it was written in 1917, three years after war had broken out so they had had time to see how bad the war is and to construct a poem saying how startlingly horrific it is. Owen does very well at portraying a gas attack, the main event in the poem. The first of these very emotive stanzas is â€Å"vile, incurable sores. † The first word, â€Å"vile† immediately makes your repulsed and moved about the use of this foul language. Another one is â€Å"gargling from the froth-corrupted lungs. † I think this is the worst and most dreadful of the three stanzas because corrupted makes you think of how ruined and destroyed this young soldiers lungs must be after inhaling the gas. The last one is â€Å"watch the white eyes writing in his face. † The strongest word in this stanza is definitely writihing. These poetic techniques are really vivid because they make you really disgusted at what has happened to these poor soldiers during the war. All these really horrible descriptions of war really hit home the ideas about the ‘bogus’ patriots, like Jessie Pope, whom the poem is addressed to. The reason for addressing the poem to her is that she stayed at home yet encouraged men to join the army and to go and fight in the war. As well as her it is also addressed to all the soldier poets like Rupert Brooke who glamorised war. This gave the poem more fame than others because most people saw the reception from the other well-known poets that it was aimed at. As well as using a lot of descriptions to describe war he uses continuous verbs like â€Å"†¦ uttering, choking, drowning. † This gives you the sense of the war never ending with no hope of going out as after you’ve read one word you’re immediately pounded on with another one. This gives the poem more depth than the actual words written on the page. Also a lot of similes in the first paragraph including, â€Å"Bent double, like old beg gars under sacks,† as well as â€Å"coughing like hags. † These also give you the idea that war is a really terrible place to be because things like hags and beggars aren’t very nice things to be likened to. The soldiers have also not become human because of the war – they have aged and become dehumanised. I think that putting the title at the end of the poem rounds off the whole poem because you don’t really read those last lines but it gives you time to digest the poem and focus on what you have actually read. In this poem, there is also use of sarcasm and an accusatory tone because of the people that the poet was directing it to – Jessie Pope and other poets just like her. â€Å"Anthem for Doomed Youth,† was written by Wilfred Owen in collaboration with Siegfried Sassoon when they met in Craiglockhart, a military hospital in 1917. They wrote it together relying on each other to adjust bits slightly using both poets’ skills. The war was reaching its conclusion and poems were becoming more detailed as four years of war had given them lots to write about. Gruesome injuries, horrific detail and the soldier’s own personal accounts affected how poets displayed their words to the reader. The grisly nature of the poem is displayed immediately in the first stanza with the description, â€Å"What passing-bells for these who die as cattle? † This likens deaths of soldiers to that of cattle. If someone dies like cattle it is not going to be a glorious death. The quote also states about how, after a soldier’s death, no one will sound church bells in memoriam of them in the line, â€Å"What passing-bells†¦ † This makes the deaths sound unimportant and that nobody cares if a soldier dies. Instead of bells, the only sounds they were likely to get were â€Å"the monstrous anger of the guns†¦ † and, â€Å"the stuttering rifles rapid rattle. † This likens the typical funeral noises to that of war. There is also a use of alliteration with â€Å"rifles’ rapid rattle† It shows how brutal and quick the rifles could fire. They use personification in the â€Å"choirs of wailing shells. † Instead of a choir of church boys singing the soldiers had the â€Å"wail† of an exploding shell. This creates a shocked and surprised mood to the comparison of shells to choir boys. With the line, â€Å"What candles may be held to speed them all? † It questions whether or not anyone cares about the amount of death that is happening. It says that boys won’t care because they are the ones that possibly could go to war in the future. Girls will be the only ones feeling sorry for them and â€Å"girl’s brows shall be their pall. â€Å"Palls† are the cloth used to cover coffins so it means that the girls will be the most caring people. Also at the end of the poem, to round the end off, they use a metaphor about death. â€Å"And each slow dusk a drawing-down of blinds† This likens death to the drawing-down of blinds, or in the soldier’s context, their eyes closing. This makes the reader feel more accepting of death, it being likened to just drawing down of blinds – something that some people do every evening, and there is a sense of finality over this sombre and grave ending. In conclusion, my favourite poem was â€Å"Anthem for Doomed Youth,† because it had a very musical background, â€Å"no prayers nor bells† and â€Å"†¦ save the choirs. † The poem is a great poem, I think because two poets wrote it together. With two poets working on one poem, they can annotate each other’s work and make additions to it and change some parts to suit both there own. With all the references to music there is a lot to focus on, however if you can get your head around the poem it is a very emotive and meaningful poem. How to cite With Reference to six poems, explain how attitudes to war changed over the course of World War One, Essays

Eisenhower vs. Truman free essay sample

Truman worked at his father’s farm until he joined the military to participate in World War I. He was a member of the National Guard, so he was a commander of a Field Artillery unit in France. When he returned, he opened a hat shop which actually didn’t have any success. He then became the head judge of the county of Jackson, Missouri. After that, he served as a Democratic Senator of Missouri. Finally, in 1945 he became vice president. Truman became president after Franklin Roosevelt’s death. He won the elections of 1948, with 49% of the popular votes. At first, people didn’t really trust him but they then began to accept him. After his first term, he decided to retire from his position but he still remained active in supporting Democratic candidates for the presidency. He died from Pneumonia on December 26, 1972. Dwight David Ike Eisenhower was born on October 14, 1890 in Denison, Texas. His parents were David Jacob Eisenhower and Ida Elizabeth Stover. He grew up in a poor family of 8 members including him. Since he was young he had had worked to get money for his studies and for his family. He still went to local public schools and high schools. When was going to enter to college, he decided to join the military to be able to get a free college education. He was commissioned a second lieutenant and then he began to attend to the Army War College. In 1916, Eisenhower met Mamie Geneva Doud and he proposed to her on Valentine’s Day of that year. They had two children, one of them died of scarlet fever at the age of three. Their other son was called John Sheldon Doud Eisenhower. During World War I, Eisenhower was training to be the commander and instructor of a training center for other soldiers. When World War II started, he became a chief and then a major general. Later, he became the commander of allied forces. With all his performance in his military career, he was made a five-star general. Eisenhower was elected to run on the Republican ticket with Richard Nixon as his Vice President against Adlai Stevenson. 55% of people voted for â€Å"Ike†, Eisenhower’s nickname, which made him to won the elections. After he retired after his second term, he moved to Gettysburg to take care of his health and to write his autobiography. He died from a congestive heart failure on March 28, 1969. POLICIES The Truman Doctrine was a foreign policy of the United States that tried to give assistance to any country who was threatened by communism. The initial movement of the Truman Doctrine was to give $400 million to assist Greece and Turkey. The money was given to them to have military aid and economic assistance. Truman stated: â€Å"It must be the policy of the United States to support free peoples who are resisting attempted subjugation by armed minorities or by outside pressures. † Speech to Congress, March 12, 1947, laying out what became the Truman Doctrine The Fair Deal was a domestic program made by Harry Truman. The Fair Deal, guaranteed economic opportunities and social stability. His first priority was to make a time of peace on the economy of United States. That is why he created a 21-point program that provided protection against unfair employment practices, a higher minimum wage, a greater housing assistance and unemployment compensation. And also he added health insurance to his program. On the other hand, Eisenhower’s New Look policy addressed the idea of using nuclear weapons and new technology rather than normal bombs and groups of soldiers in an effort to stabilized defense spending. His new look policy will help him to contain the Soviet Union and even win back territory that had been already lost. The main strategies of the New Look were to maintain stability to the U. S. economy while they were getting prepared for the Cold War. Also, the United States was willing to use their nuclear weapons if it was necessary to stop Communism aggression. They were using the Central Intelligence Agency to make covert missions against the soviets and to get infiltrated in their society. The last strategy was to continue making alliances and strengthening the ones that they already had. Eisenhower didn’t want to be seemed as a threat by the rest of the countries of the world, that is why he stopped the development of arm forces. He didn’t wanted that the other countries of the world think that United States was preparing weapons to be ready for the war because in that way they will think that he wanted to participate at the war and not trying to put an end to the war. The Eisenhower Doctrine was similar to the Truman Doctrine stated that the United States will provide military and economic assistance to Middle Eastern countries in resisting communist aggression. This doctrine was made to stop the involvement and influence from the Soviets in the Middle East. Eisenhower was willing to help any Middle Eastern country who asked for help against the Soviets. The Eisenhower Doctrine formed part of his containment policy too, as well as the New Look policy. All of them are related in some way. The main differences from Eisenhower and Truman are that Eisenhower was more concentrated in democracy. Containment was important for Eisenhower but it was not everything while Truman really wanted to put away communist people from the United States. ACOMPLISHMENTS President Truman helped in the process of putting an end to World War II by taking the decision of using an atomic bomb on Japan. He used the bomb to give a message to the Soviet Union that the United States was not afraid of using nuclear weapons if it was necessary. Also he wanted to find a quicker way to stop the war without losing troops. Truman also worked on the containment issue. He worked really hard to stop communism in the United States and also not letting communists to be in the United States as well. He also supported the creation of the United Nations in order to avoid future world ward and to help solving conflicts peacefully. Another of his accomplishments was to create the Truman Doctrine that helped countries from Europe to be able to resist communist intervention. Eisenhower solved the problem of 1957 at Little Rock Central High School. Nine black students went to that school as an experiment of what could happen if black and white people went to the same schools. When the students arrived to the school, they found a lot of people out of it protesting against the idea of black and white students in the same schools. The people, who were protesting, were also threatening the black students. Eisenhower had to intervene in that issue; he took control over the situation and calmed the mass of people. Then, he led the black students to enter to the school. He also helped to bring an end to the Korean War by convincing them to sign an armistice agreement. Eisenhower told to the Communists that he will have no mercy with the weapons that he will use against them and also that it can exist thee possibility of the use of nuclear weapons. Eisenhower helped to manage Cold War tensions with the Soviet Union. He kept the calm in the United States and never led anything to create hysteria in the United States. Eisenhower used the resources available to him and never looked for war. He authorized many operations by the CIA against the communist people. I think that both presidents had good and bad decisions. Also the period of time in which they were presidents was different and the decisions that they made were about different issues. Truman looked for a peace time in the United States. To achieve his goal he had to make difficult but effective decisions. He decided to drop a bomb in Japan to show to everybody that United States knew how to defend itself. Also he helped many countries with their fight against communism. He also sought for United States’ people welfare by helping them to have jobs and more opportunities as well as commodities. On the other hand, Eisenhower was a president that looked for the United States welfare and he tried to loose anyone in a fight. He always looked for a peaceful solution but when he had no choice he knew how to manage severe situations. BIBLIGRAPHY Sage, Henry J. (January 5, 2012). America and the Cold War: The Truman, Eisenhower and Kennedy Years. Retrieved fromhttp://www. academicamerican. com/postww2/coldwar. html Kelly, Martin, (February 23, 2009). Dwight D. Eisenhower Thirty-Fourth President of the United States. Retrieved fromhttp://americanhistory. about. com / od/dwightdeisenhower/p/peisenhower. htm Kelly, Martin, (April 19,2009). Harry S Truman Thirty-Third President of the Unit ed States. Retrieved fromhttp://americanhistory. about. com/od/harrystruman / p/ptruman. htm University of Virginia, (March 8, 2006). American President A Reference Resource. Retrieved fromhttp://millercenter. org/president/eisenhower/essays/ biography/5 Encyclop? dia Britannica, (May 9, 2012). Eisenhower Doctrine. Retrieved fromhttp://www. britannica. com/EBchecked/topic/181513/Eisenhower-Doctrine Spark Notes, (2012). Eisenhower and the Cold War: 1954–1960. Retrieved from http://www. sparknotes. com/history/american/coldwar/section6. rhtml U. S. Department of State,(unknown). The Fair Deal. 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