Network security Dissertation Example | Topics and Well Written Essays - 12500 words

Network security - Dissertation Example The consequences of plagiarism have been explained to me by my institution; and 3. The project is all my own work and I have acknowledged any use of others’ published or unpublished works. 4. The project was completed over the period from January 2011 to June 2011. Student Signature:_______________ Date: __________________ Acknowledgements I would like to thank all the technical staff of Majan College who have helped me throughout the completion of this project with various ideas. Also I would like to thank my friend Mr. Bader who actually was a major support with his connections in the educational institutions of Oman. Special thanks for my friend Mr. Safi Ullah Sharief who has helped me in proof reading of this project. I extend all my thanks to all the network administrators and the supporting staff in the computer department of various colleges in Sultanate of Oman, who despite of their busy schedule help me in providing the information and technical details, without which this project could not have be done by me. I express my gratitude to my family for their patience, understanding care and support which they provided to me during this period. And sincere appreciation goes to Dr. Kim Heng Teo for the advisory support during the formulation of this project Abstract Network security is a crucial issue. For wired network and wireless network, somewhat transformed security measures are required as wireless network requires more strict security as compared to wired network. The educational institutions make use of wired as well as wireless networks for their processes and procedures. Students, staff and other faculty members make use of the network for accessing required data and information. The combination of wired and wireless networks plays an important part in enabling network users to enjoy a network that is more optimized and resourceful. When wired network is combined with wireless network, there are some implications for security on educational institutions. A research is conducted with the help of a questionnaire that is generated to collect the responses of respondents on the issue of security needs for wired and wireless networks. A total of forty one respondents submitted filled in questionnaires. The research is set in colleges in the context of improvising the security of the college network after adding the wireless network (Wireless LAN) with the existing wired network (Local LAN). The problem for the Network administrators is focused on understanding that the security needs to be strengthened when a wireless network is added to the wired network. In addition to the questionnaire, interviews are also conducted with some questions to know the security issues raised after interconnection of the two networks. The research analyzes that the business impacts of combined wireless and wired network security in educational institutions. The benefits associated with the usage of combined network are better speed, enhanced bandwidth, wider communication and better information retrieval. Disadvantages such as theft of passwords and personal financial data are there. The combined network will be more beneficial than disadvantageous for the users of the network. Abbreviation IT Information Technology PC Personal Computer LAN Local Area Network MAC Mandatory Access Control WEP Wired Equivalent Privacy ADSL Asymmetric

Argue Analysis Worksheet Essay Example for Free

Argue Analysis Worksheet Essay †¢ A statement is any unambiguous declarative sentence about a fact (or non-fact) about the world. It says that something is (or isn’t) the case. †¢ An argument is a series of statements meant to establish a claim. †¢ A claim or conclusion is the statement whose truth an argument is meant to establish. †¢ A statement’s truth value is either true or false. o All statements have a truth value. A statement is false when what it says about the world is not actually the case. A statement is true when what it says about the world is actually the case. †¢ A premise is a statement that is used in an argument to establish a conclusion. What we can say about an argument: †¢ An argument is valid if its premises necessarily lead to its conclusion. That is, if you accept that the premises are all true, you must accept that the conclusion is true. †¢ An argument is sound if it is valid and you accept that all its premises are true. †¢ A good, convincing argument is a sound argument. That is, since you accept all the premises are true, you must accept the conclusion is true (because the argument is valid). †¢ A bad argument is any other kind of argument. Examples: †¢ â€Å"Every animal needs to breathe in order to live. Fish are animals. Fish cannot breathe in the air. Therefore, fish cannot live in the air.† Here, the claim is that â€Å"fish cannot live in the air.† The premises are â€Å"Every animal needs to breathe in order to live,† â€Å"Fish are animals,† and â€Å"Fish cannot breathe in the air.† The argument is valid – the premises necessarily lead to the conclusion. The argument is also sound – the premises are true. It is a good argument. †¢ â€Å"Oranges are green. All green things make me sick. Therefore, oranges make me sick.† The claim is â€Å"oranges make me sick.† The premises are â€Å"Oranges are green,† and â€Å"All green things make me sick.† The argument is valid – if we accept the premises, we are forced to accept the conclusion. However, the argument is not sound – oranges are not, in fact, green, so one of the premises is false. This is a bad argument. †¢ â€Å"Broccoli is green. Some green things make me sick. Therefore, broccoli makes me sick.† The claim is â€Å"broccoli makes me sick.† The premises are â€Å"Broccoli is green,† and â€Å"Some green things make me sick.† Here, all the premises are true. However, the argument is not valid – even if we accept the premises, we are not forced to accept the conclusion. Just because some green things are sickening does not mean that broccoli is. This is a bad or unsound argument. (Notice, it doesn’t make any difference whether or not broccoli makes me sick – whether or not the conclusion is true. Even if the conclusion is true, the premises have not given us reason to believe that it is true.) †¢ â€Å"Whales know how to play hockey. Therefore, Canadians like winter.† The claim is â€Å"Canadians like winter.† The premise is â€Å"Whales know how to play hockey.† The argument is neither valid nor sound. It’s a bad argument. (Again, it doesn’t make any difference whether the conclusion is true.) Part II: Analyzing an Argument Reconstructing the argument The examples I’ve given are overly simplistic. Usually arguments come in complicated prose. It is therefore difficult to figure out what the argument is, let alone whether it is good. Our first step is to reconstruct the argument. That is, we must convert the argument into a series of statements, identifying the premises and the conclusion and laying them out so that the premises lead to the conclusion. Take Socrates’s argument in the Apology: â€Å"For Death is to be as it were nothing, and to be deprived of all sensation And if no sensation remains, then death is like a dreamless sleep. In this case, death will be a blessing. For, if any one compares such a night as this, in which he so profoundly sleeps as not even to see a dream, with the other nights and days of his life, and should declare how many he had passed better and more pleasantly than this night, I think that not only a private man, but even the great king himself, would find so small a number that they might be easily counted.† The first step is to identify the conclusion. Go through the passage and try to find the point. What is Socrates trying to establish? It’s buried in there: â€Å"Death will be a blessing.† To proceed, we first have to get rid of anything unnecessary – mere rhetorical flourishes, repetitions, and irrelevancies. Go through the passage and get rid of anything that doesn’t support the conclusion in some way: â€Å"For Death is to be deprived of all sensation if no sensation remains, then death is like a dreamless sleep. death will be a blessing. if any one compares such a night [of sleep without dreams] with the other nights and days of his life, and should declare how many he had passed better and more pleasantly than this night, I think.. [he] would find so small a number† Once we’ve dispensed with what we don’t need, we can reformulate the argument as a series of statements: 1. Death is to be deprived of all sensation. 2. If no sensation remains, death is like a dreamless sleep. 3. Anyone will consider a dreamless sleep better than most days and nights. 4. Death is a blessing. Now we’re ready to add anything that seems to be missing. Are there any premises that seem to be assumed, but aren’t stated? 1. Death is to be deprived of all sensation. 2. If no sensation remains, death is like a dreamless sleep. 3. Death is like a dreamless sleep. 4. Anyone will consider a dreamless sleep better than most days and nights. 5. Anyone will consider death better than most days and nights. 6. Anything that is better than most days and nights is a blessing. 7. Death is a blessing. Now, we need to say something about the inference in the argument. We need to say how the argument is put together. We should identify assumed premises and sub-arguments – conclusions that are premises for the main conclusion. This will also help us to identify if anything else is missing. 1. Death is to be deprived of all sensation. (Assumption) 2. If no sensation remains, death is like a dreamless sleep. (Assumption) 3. Death is like a dreamless sleep. (Conclusion from 1 and 2) 4. Anyone will consider a dreamless sleep better than most days and nights. (Assumption) 5. Anyone will consider death better than most days and nights. (Conclusion from 3 and 4) 6. Anything that is better than most days and nights is a blessing. (Assumption) 7. Death is a blessing. (From 3, 5, and 6) At this point, we’ve completed the reconstruction of the argument. No reconstruction is perfect, and I don’t mean to suggest that this is the only possible reconstruction of Socrates’s argument. It just seems to me as if this is what Socrates is saying. If you disagree with my critique, you can always question the faithfulness of my reconstruction. That’s a standard philosophical move. Analyzing an Argument Once we’ve reconstructed an argument – shown what we think it is and how it is supposed to work – we can begin to say whether an argument is good or bad. We need to evaluate the argument’s validity and soundness. First, take a step back. Assume that you don’t have any prior opinion about the conclusion. In this case, are you convinced? If you are, then you need to figure out why. If you aren’t, you need to figure out why not. That’s the point of the critique – to identify the strengths and weaknesses of the argument. It’s hard to decide where to start. Often, the issues of validity and soundness get tangled up. In general, you just have to choose whatever is convenient. In this case, let’s look at soundness first. Do we accept the premises to be true? The first premise seems acceptable. At least I’m willing to give Socrates the benefit of the doubt. The second, however, seems questionable. Does the lack of sensation really imply a similarity to dreamless sleep? It seems to me that (permanent) lack of sensation is different from dreamless sleep in at least one important respect – sleeping includes waking up. Lack of sensation does not. I mean, is it right to say that a corpse, or even a stone – neither of which senses – does something like sleep? The third premise is a conclusion of a sub-argument. Our willingness to accept its truth depends on the soundness of Socrates’s argument for it: 1. Death is to be deprived of all sensation. (Assumption) 2. If no sensation remains, death is like a dreamless sleep. (Assumption) 3. Death is like a dreamless sleep. (From 1 and 2) We’ve already considered the truth of this argument’s premises. We concluded that (1) was fine, but (2) was questionable. What about validity? It seems that this argument is valid. If we accept (1) and (2) we must accept (3). So we are convinced of (3) as much as we are convinced of (2). The fourth premise is an assumption about what humans in general would think. These kinds of generalizations are notoriously difficult to establish. Who’s to say what everyone would think? That said, I think it’s a fairly reasonable assumption that most people would consider a dreamless sleep better than a hum-drum day at the office or a normal night of tossing and turning. I know I would. The fifth premise is another conclusion of a sub-argument, which goes like this: 3.Death is like a dreamless sleep. (From 1 and 2) 4.Anyone will consider a dreamless sleep better than most days and nights. (Assumption) 5.Anyone will consider death better than most days and nights. (From 3 and 4) Is this sound? Clearly the argument is valid. Ignoring any lingering misgivings about (4), then, the argument is as sound as (3), whose acceptance depends on (2), as we said above. The only major problem identified, so far, is with (2). This does raise an interesting point, though. What if we compare death – non-existence – to the days of our lives? It just might be that a state of death – lacking all sensation, including pain and suffering – might be better than some of our days, though certainly worse than more pleasurable ones. Perhaps, then, death is not something to seek, but also not something to fear. The sixth premise is another assumption I’m willing to grant Socrates. People might disagree about what the definition of â€Å"blessing† is, but Socrates’s seems reasonable enough. Now, on to the conclusion. Is the argument valid? Do (3), (5), and (6) lead to (7)? Well, not quite. Properly speaking they only support the claim that â€Å"Anyone will consider death to be a blessing.† Socrates hasn’t established what death really is, just what people would usually think of it. But perhaps this is splitting hairs. As for soundness, we’ve already accepted (with reservations) (5) and (6). Again, (3), and thus (2), is the major sticking point. We can consider Socrates’s argument sound only if we accept (2). Critiquing an Argument At this point, it’s time to state what we’ve learned about Socartes’ argument in an argument of our own. We’ve ready to write our critique: Socrates’s argument that death is a blessing in the Apology is interesting, but suffers from some weaknesses. As it stands it is not convincing. In the first place, Socrates cannot establish what death really is, but only what people think about it. He never discusses what death is, only what people think about it. Therefore, he cannot reach his intended conclusion. Moreover, the whole argument hinges on whether it is correct to say that lack of sensation is like a dreamless sleep. Sleeping seems to imply the possibility of waking, so it is quite different in this respect from a complete lack of sensation. Is it fair to say that a corpse, or even a stone, is doing something â€Å"like sleeping† just because they cannot sense anything? If we do not accept this assumed analogy, Socrates’s argument does not follow. That said, Socrates does raise the interesting point that death might be compared to the rest of the days of one’s life. In this case, it might be that death is better than some days, but worse than the very best days. If so, then death is perhaps not something to seek, but not something to fear, either. Even if death is not a blessing, perhaps it is not a curse, either. Socrates’s argument does lead us to reconsider our common view of death as something invariably bad and the worst of all possibilities. Note how I’ve first identified the conclusion and said what I think about the argument as a whole. Since I don’t think the argument is good, I’ve said why I think so. In particular, I point out two important weaknesses, I say why they are weaknesses, and I say which is more problematic. I then comment on what I think is a strength of the argument, and why I think it is a strength. Finally, I summarize what I draw from the argument. Now, an argument critique should contain all of these elements, though not necessarily in this order. Most importantly, an argument critique has to say what the strengths and weaknesses of an argument are, and why they are strengths and weaknesses.

Effectiveness of the Opening Chapter to Great Expectations Essay

Charles Dickens ?Great Expectations? was written during the 19th century, published in weekly installments in a magazine. The novel is based around Pip, the opportunities he is presented with and the difficulties he has to face. In the first chapter we are introduced to Pip, and Magwitch, an escaped convict. The theme of crime and punishment immediately draws us in. Dickens uses a number of techniques to ensure the readers continuing interest, such as pathetic fallacy, metaphor, themes, symbolism, and adjectives. When the convict appears, Dickens describes him using powerful word such as ?stung? ?glared? ?growled? ?terror? and ?savage? which immediately grabs the readers attention. Pip is described here as ?the small bundle of shivers growing afraid of it all and beginning to cry? which makes the reader feel sympathy and encourages them to read on to find out what happens next. Pathetic fallacy is used in the first chapter as the windy cold gloomy marshes in which Pip first encounters the convict are perceived as a fearful, sinister place. In chapter 1 we are introduced to Pip, an orphan, and Magwitch, a convict, the two main characters and who the novel is based around. The events are described by Pip, the protagonist, whom we immediately feel sympathy for. Dickens writes ?My father's family name being Pirrip, and my Christian name Philip, my infant tongue could make of both names nothing longer or more explicit than Pip? ? his innocent childish tendencies appeal to the reader and makes them want to read on. As Dickens describes the bleak marshes in which Pip encounters the convict, a sinister, gloomy picture is painted in the readers mind. This is reinforced by the convicts threatening behavior towards Pip, as he threa... ...oung Pip and uses his power to his advantage when commanding him to do things for him. Pip is left weak and powerless. ?Parents and children?, another theme is shown during the first chapter, when Pip describes how his parents and five brothers died and he was brought up by his elder sister. The theme is revisited, concerning Ms Havisham, who adopted Estella when she was a baby and raised her as her own daughter. After reading the first chapter, the reader is left on a cliffhanger, and with unanswered questions. Will Pip keep his terrifying meeting with the convict a secret? Will he do what he has ordered him to do? How will their relationship develop? Dickens uses a variety of methods and techniques effectively, the reader is immediately drawn in. The techniques Dickens uses grab the readers attention and encites them to continue reading the rest of the novel.

Analysis of Maus: the Animal Behavioral Stance Essay

I want to use Maus as my analysis. I feel like you can gain insight into this blend more easily because the connections Spiegelman used was so closely related to how people view society. The intentionality behind it so obvious, trying to tell the story of a World War Two survivor in way that people could relate to without getting too emotionally evolved. It’s like Art’s psychiatrist says to Art, â€Å"I’m not talking about YOUR book now, but look at how many books have already been written about the Holocaust. What’s the point? People haven’t changed†¦ Maybe they need a newer, bigger Holocaust.† I think what he was trying to say is that most people don’t understand what those survivors really went through. There is about a thousand different depictions of the Holocaust, but none that tell the story like Maus does. It’s something about the way you see through Vladek’s eyes, as a mouse rather than human, that perhaps makes it easier for us to â€Å"get it†. However, the types of animals he used made it a little complicated to not get involved emotionally. Viewing the Jews as vermin and the Germans as cats trying to exterminate those vermin, made it even more real, I felt. The way people feel like the Polish are dirty people (pigs) and how Americans feel they can conquer or take anything they feel (dogs), just adds to the subjectivity of the situation. We want to feel for the mice as the cats treat them so, but we only know mice as vermin, not hopeless creatures being picked on, or exterminated in this case, by the creature in higher power. On top of that, I believe the Behavioral Stance (animals are intelligent and are capable of associative learning, that is they are capable of grasping that certain actions or a certain chain of events are linked to others) applies to this novel because when Vladek is continually finding a way to provide or hide his family, shows that he has an understanding of the horrors that could possibly happen to him if they were captured.

Womens Images in William Wordsworth Romantic Poems

1.1 Basic Consideration Basically, the woman’s images in literature has a part which is cannot be separated with literary work and the reality at the time. In Western Europe, 18th century, there was a complex era for intellectual movement, artistic and especially literature. The increasing of industrial revolution influenced the art, music, literature in the line. Poem became one of the important literary works to see the historical phenomenon in that era/time of the literary published. It includes what or how the society face the women. William Wordsworth as one of famous English poet had shown it in some his literary work. In this case, writer will focus on three poems. They are: The Daffodils, She was a Phantom of Delight, and The Solitary Reaper. However, this research will concern on the literary works only without implicate the life of the poet or the social phenomenon which influences the literary works. Hence, New Criticism or researchers are known as Formalist Criticism is the approach which is used to analyze the poems. The main reason why do the writer use New Criticism as the â€Å"knife† to â€Å"dissect† the poems are because people will know how the poet (William Wordsworth) represents the women in his works as â€Å"work†. Therefore, there will be no effect from the extrinsic elements of poem which has been already explained. Moreover, the result of this research is will produce the pure literary analysis based on the literary works itself. It will develop the criticalShow MoreRelatedLord Byron And Childe Harolds Pilgrimage By Samuel Taylor Coleridge1075 Words   |  5 Pagesdo is pick up some of his prose. In any of his pieces, there’s a raw sense of emotion and vulnerability that no other Romantic shows. William Blake wrote of nature and religion. William Wordsworth wrote of the beauty of nature and how it made him feel in hindsight. Samuel Taylor Coleridge wrote of the supernatural and a sense of peace that eventually fades away. All of those Romantic poets used a piece of their life in their works, whether large or small, but not to the extent that Lord Byron did.Read More Felicia Hemans and Jane Taylor Essay1093 Words   |  5 Pagesnotions of romantic poetry during their lives. In order to define romantic poetry on must look towards Bronte and Hemans male contemporaries at the time since their works influenced many other writers of that time. William Wordsworth and Coleridge both wrote criticisms on what made a good poet and what factors made up good poetry. In Biographia Literaria, Coleridge defines the poet and poetry. He sees a distinction from the poetic genius itself which sustains and modifies images of the ownRead MoreAlienation in WWII literature2652 Words   |  11 Pagesgeneration’, with newspapers being filled with stories about Angry Young Men and Outsiders. 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Simple Muscle Movement - Original Writing - 1521 Words

You wake up early to a brisk morning, overcast and a little chilly. You stumble around in your bedroom, naked, looking for something to throw on. You work your way to the bathroom and acknowledge that your morning has officially started. This thought overwhelms you. Leaving your room, you walk out onto your balcony where you know you’ll find something that will relieve the feeling of a crushing reality. A small rectangular box with a lighter resting on top of it is perched on the armrest of one of the lawn chairs. You sit down and reach for it. Un flip the lid and slowly withdraw the cigarette from within. You pull it to your lips along with the lit lighter in your other hand. Before you place it in between your lips you have a thought. A†¦show more content†¦The cake scenario, just like in the smoking scenario, The statement â€Å"I could have chosen something different† was made. Nagel helps us clarify what exactly we mean by this. The decision before smoking was open. You could have smoked or not smoked, and it was only when you chose what you wanted to do that you picked it. Instead of smoking you could have not smoked, you could have chosen that, just like â€Å"that†. Nagel puts it like this, â€Å"you could have chosen †¦ just then, as things actually were.† What he is saying here is that nothing different happened in this ‘other instead’ where you choose not to smoke. Everything that happened before you had to choose happened exactly the same. You still just woke up in the same scenario and feel overwhelmed. Nagel, the ever clever old man, calls bull on this. People don’t change a choice just because, something, no matter how remotely small it may seem, had to have been different. You woke up hungry and ate first, then went out to the balcony. You chose this time not to smoke because the taste of the cigarette would ruin the lingering flavors of banana pancakes still on your tongue. Or you simply woke up, but this time you were not overwhelmed. Whatever that small change was, it would be the change that allowed for a different set of events to unfold. All this to say that nothing until the moment we actually choose is determined. I need to stop and chuckle here. When Nagel presents this â€Å"conclusion† not even half way

Lorraine Hansberry s A Raisin - 1278 Words

A Raisin In The Sun by Lorraine Hansberry is a realistic fictional drama in which the play s title and the characters represent the play s theme. The play focused on black American struggles to reach the American Dream of life, liberty, and the pursuit of happiness during the 1950’s and the 1960’s. The idea of everyone having the chance to achieve a better life should exist for all. Hansberry created her title using a line from Langston Hughes’ poem â€Å"A Dream Deferred† the original poem was written in 1951 about Harlem. Hughes’ poem further suggested that when dreams are deferred â€Å"Does it drp up like a raisin in the sun?†. This meant that Hansberry used the metaphor of a raisin left to dry up in the sun to describe what happens to the dreams of the characters in the play. Hughes’ poem further suggested that when dreams and goals are denied to be pursued people depressed and die with their dreams. This meant that black America may respond dead in their dreams. Hughes’ noted black America’s discontent with life and society. Hughes’ poem was a precursor to the civil rights movement. Hansberry not the only used Hughes’ poem to create her title but she also used it to express the message of how an American Dream should be for everyone. Though her characters, Walter Younger, Beneatha Younger and Lena Younger, Hansberry created real examples of black America’s struggles to reach the American Dream. Through her character, Walter Younger, Hansberry created a real example of aShow MoreRelatedLorraine Hansberry s A Raisin1120 Words   |  5 Pagesâ€Å"A raisin in the sun† was written by Lorraine Hansberry. The play was not expected to do so well because it had one white cast member, an inexperienced director, and an untried playwright. Set in the south side of Chicago in the 1950s, the play begins in the morning in the Youngers apartment. 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It revolves around the Y ounger family who bought a house in a white neighborhood with the money of Big Walter’s insurance check. But they are facing problems from the neighborhood as the â€Å"welcoming committee† offers to buy the house of off them just so they will not move into the neighborhood. In the play A Raisin in the Sun one of the many issues the YoungerRead MoreLorraine Hansberry s A Raisin869 Words   |  4 Pagesand I pass them cool quiet looking restaurants where them white boys are sitting back and talking bout things†¦sitting there turning deals worth millions of dollars†¦sometimes I see guys don’t look much older than me’’- (1.2.226). A Raisin in the Sun by Lorraine Hansberry was published in 1959, develops the plot of an African American family facing a war against racism in the slums of Chicago. They are a family of 5 squeezed in a two-bedroom apartment, they are restricted socially and financially withRead MoreLorraine Hansberry s A Raisin1147 Words   |  5 PagesIn A Raisin In The Sun by Lorraine Hansberry. Broward College, Central Campus Theater in building 6, on Sunday, the 1st of November. The play was performed by Broward College students. The type of stage was Proscenium stage with extended apron. I thought it was a little bit small, but it did not show as a problem. The pre-show was dark and a feel of suspense. I felt excited to see how everything would play out. The play takes place down south of Chicago in the 1950’s. The production was much aRead MoreLorraine Hansberry s A Raisin1995 Words   |  8 Pages In A Raisin in the Sun, Lorraine Hansberry utilizes the insurance check to symbolize the American Dream as the check provides the members of Younger family with the opportunity to achieve their aspirations. The concept of the check reveals Walter’s and Mama’s perceptions of themselves and of their lifestyle, and their responses to the check reveals their contrasting approaches for escaping their impoverished world; therefore, Walter’s and Mama’s characteristics and reaction to the arrival of theRead MoreLorraine Hansberry s A Raisin Of The Sun1527 Words   |  7 Pagesâ€Å"A Raisin in the Sun† is about the Younger Family who live in a small apartment in Chicago. The family is torn apart as every member has different dreams and goals, yet Mama and her daughter-in-law Ruth desperately attempt to hold the family all together. In both the movie and the play, the family’s dreams remain the same. Mama wants her family to get along and she wants t o purchase a house. Her son, Walter, wants the life insurance money from his father to invest in a liquor store to achieve hisRead MoreLorraine Hansberry s A Raisin Essay1445 Words   |  6 Pages A Raisin in the Sun is a dramatic play written by Lorraine Hansberry in 1957 and debut on Broadway in 1959. Lorraine Hansberry used the title A Raisin in the Sun from Harlem A Dream Deferred a poem by Langston Hughes, Which ponders the question of what happens to a dream if it’s never achieved. The play helps shed light on the lives and struggles of a black family during the Civil Rights movement. The play was set in the Southside of Chicago during the Civil Rights movement, sometime between 1945Read MoreLorraine Hansberry s A Raisin982 Words   |  4 Pagesauthor is talking about, it is better to ask them directly in person, but the unfortunate part is that they might be dead. In the play, A Raisin in the Sun, the author, Lorraine Hansberry, choose to name her play from a famous poem by Langston Hughes. It is difficult to really know why she choose Hughes’ poem but there are reasons to infer. Lorraine Hansberry choose to name her play after Langston Hughes’ poem because of what the poem meant and that poem closely related to the characters within theRead MoreLorraine Hansberry s A Raisin975 Words   |  4 Pagesin televisions, magazines and newspaper ads. As poor blacks invest their life’s work in trying and subsequently failing to achieve this imaginary dream, they end up devouring any sense propriety remaining in their life; the play A Raisin in The S un by Lorraine Hansberry exemplifies this tragedy. In the play Lena Younger and her family was rewarded ten thousand dollars of life insurance money, which is a lot of money for a family of their socioeconomic class. With that kind of money the Youngers dreamt