text:
Be Careful of Stones that You Throw
From Wikipedia, the free encyclopedia
Jump to: navigation, search
"Be Careful of Stones that You Throw"
Single by Hank Williams aka Luke the Drifter
Released
1952
Recorded
July 11, 1952, Nashville
Genre
Country
Length
2:57
Label
MGM
Songwriter(s)
Bonnie Dodd
Producer(s)
Fred Rose
"Be Careful of Stones that You Throw" is a song recorded by Hank Williams. It was written by Bonnie Dodd.
Contents
[hide]
1 Background
2 Cover versions
3 Discography
4 References
Background[edit]
Bonnie Dodd was a steel guitar player who wrote Tex Ritter's 1945 hit "You Will Have to Pay" and had been recording herself since 1937.[1][full citation needed] The cautionary "Be Careful of Stones that You Throw" was very much in the tradition of moralizing recitations that Williams was releasing under the Luke the Drifter name; the song recounts the heroic act of a young lady who is killed while saving a child from a passing car, the same child whose mother had previously ostracized her. It was recorded at Castle Studio in Nashville with Jerry Rivers (fiddle), Don Helms (steel guitar), and Harold Bradley (rhythm guitar), while it is speculated that Chet Atkins played lead guitar and Ernie Newton played bass.[2][full citation needed]
Cover versions[edit]
Red Sovine covered the song for Deluxe.
Porter Wagoner recorded the song for RCA.
Dion recorded the song for Columbia.
Hank Williams, Jr. cut the song as Luke the Drifter, Jr. for MGM.
Bob Dylan and the Band recorded the song in 1967, as can be heard on The Bootleg Series Vol. 11: The Basement Tapes Complete.
David Allan Coe included it on his 1997 LP The Ghost of Hank Williams.
Discography[edit]
Main article: Hank Williams discography
See also: List of songs written by Hank Williams
References[edit]
Jump up ^ Escott, Colin 2004, p. 345.
Jump up ^ Escott, Colin 2004, p. 347.
Retrieved from "https://en.wikipedia.org/w/index.php?title=Be_Careful_of_Stones_that_You_Throw&oldid=771019937"
Categories:
Hank Williams songs
Song recordings produced by Fred Rose (songwriter)
Hidden categories:
Articles with hAudio microformats
Articles needing more detailed references
Year of song missing
Navigation menu
Personal tools
Not logged in
Talk
Contributions
Create account
Log in
Namespaces
Article
Talk
Variants
Views
Read
Edit
View history
More
Search
Navigation
Main page
Contents
Featured content
Current events
Random article
Donate to Wikipedia
Wikipedia store
Interaction
Help
About Wikipedia
Community portal
Recent changes
Contact page
Tools
What links here
Related changes
Upload file
Special pages
Permanent link
Page information
Wikidata item
Cite this page
Print/export
Create a book
Download as PDF
Printable version
Languages
Add links
This page was last edited on 19 March 2017, at 01:18.
Text is available under the Creative Commons Attribution-ShareAlike License; additional terms may apply. By using this site, you agree to the Terms of Use and Privacy Policy. Wikipedia® is a registered trademark of the Wikimedia Foundation, Inc., a non-profit organization.
Privacy policy
About Wikipedia
Disclaimers
Contact Wikipedia
Developers
Cookie statement
Mobile view

values: mw-page-base noprint

values: mw-head-base noprint

values: firstHeading firstHeading en

values: siteSub noprint

values: jump-to-nav mw-jump

attrs: colspan class style

attrs: href class title

values:
/wiki/Luke_the_Drifter
mw-redirect
Luke the Drifter

values: /wiki/Nashville mw-redirect Nashville

values: A more detailed citation is required. (July 2015)

values:
/wiki/Hank_Williams,_Jr.
mw-redirect
Hank Williams, Jr.

values:
reflist mw-references-wrap
list-style-type: decimal;

values: Category:Song recordings produced by Fred Rose (songwriter)

values: Category:Articles with hAudio microformats

values: Category:Articles needing more detailed references

values: Discussion about edits from this IP address [ctrl-alt-n]

values: A list of edits made from this IP address [ctrl-alt-y]

values: You are encouraged to create an account and log in; however, it is not mandatory

values: You're encouraged to log in; however, it's not mandatory. [ctrl-alt-o]

values: Discussion about the content page [ctrl-alt-t]

values: p-namespaces navigation vectorTabs p-namespaces-label

values:
p-variants
navigation
vectorMenu emptyPortlet
p-variants-label

values: Past revisions of this page [ctrl-alt-h]

values: p-views navigation vectorTabs p-views-label

values:
p-cactions
navigation
vectorMenu emptyPortlet
p-cactions-label

values:
mw-wiki-logo
/wiki/Main_Page
Visit the main page

values:
/wiki/Main_Page
Visit the main page [ctrl-alt-z]
z

values: Featured content – the best of Wikipedia

values: Find background information on current events

values:
/wiki/Special:Random
Load a random article [ctrl-alt-x]
x

values: portal navigation p-navigation p-navigation-label

values: Guidance on how to use and edit Wikipedia

values: About the project, what you can do, where to find things

values: A list of recent changes in the wiki [ctrl-alt-r]

values: portal navigation p-interaction p-interaction-label

values: List of all English Wikipedia pages containing links to this page [ctrl-alt-j]

values: /static/images/wikimedia-button-1.5x.png 1.5x, /static/images/wikimedia-button-2x.png 2x

values: /static/images/poweredby_mediawiki_132x47.png 1.5x, /static/images/poweredby_mediawiki_176x62.png 2x

values:
suggestions
display: none; font-size: 13px;

values: mediawiki ltr sitedir-ltr mw-hide-empty-elt ns-0 ns-subject page-Be_Careful_of_Stones_that_You_Throw rootpage-Be_Careful_of_Stones_that_You_Throw vector-nav-directionality skin-vector action-view


text:
Social mobility
From Wikipedia, the free encyclopedia
Jump to: navigation, search
Social mobility is the movement of individuals, families, households, or other categories of people within or between social strata in a society. It is a change in social status relative to one's current social location within a given society.
Contents
[hide]
1 Definition
2 Typology
2.1 Social status and social class
2.2 Class cultures and social networks
3 Patterns of mobility
4 Influence of intelligence and education
5 See also
6 References
7 Further reading
8 External links
Definition[edit]
Social mobility is defined as the movement of individuals, families, households, or other categories of people within or between layers or tiers in an open system of social stratification. Open stratification systems are those in which at least some value is given to achieved status characteristics in a society. The movement can be in a downward or upward direction.[1][2]Absolute social mobility refers to the overall numbers of people who end up in a different layer of stratification from that of their parents. Relative social mobility refers to the differences in probability of attaining a certain outcome, regardless of overall structural changes; a society can have high absolute mobility and low relative mobility. The availability of at least some social mobility can be important in providing pathways to greater equality in societies with high social inequality.
Typology[edit]
Mobility is most often quantitatively measured in terms of change in economic mobility such as changes in income or wealth. Occupation is another measure used in researching mobility, which usually involves both quantitative and qualitative analysis of data, but other studies may concentrate on social class.[3] Mobility may be intragenerational, within the same generation, or intergenerational, between one or more generations.[4] Intragenerational mobility is less frequent, representing "rags to riches" cases in terms of upward mobility. Intergenerational upward mobility is more common, where children or grandchildren are in economic circumstances better than those of their parents or grandparents. In the US, this type of mobility is described as one of the fundamental features of the "American Dream" even though there is less such mobility than almost all other OECD countries.[5]
Social status and social class[edit]
Illustration from a 1916 advertisement for a vocational school in the back of a US magazine. Education has been seen as a key to social mobility, and the advertisement appealed to Americans' belief in the possibility of self-betterment as well as threatening the consequences of downward mobility in the great income inequality existing during the Industrial Revolution.
Social mobility is highly dependent on the overall structure of social statuses and occupations in a given society.[6] The extent of differing social positions and the manner in which they fit together or overlap provides the overall social structure of such positions. Add to this the differing dimensions of status, such as Max Weber's delineation[7] of economic stature, prestige, and power and we see the potential for complexity in a given social stratification system. Such dimensions within a given society can be seen as independent variables that can explain differences in social mobility at different times and places in different stratification systems. In addition, the same variables that contribute as intervening variables to the valuation of income or wealth and that also affect social status, social class, and social inequality do affect social mobility. These include sex or gender, race or ethnicity, and age.[8]
Education provides one of the most promising chances of upward social mobility into a better social class and attaining a higher social status, regardless of current social standing in the overall structure of society. However, the stratification of social classes and high wealth inequality directly affects the educational opportunities people are able to obtain and succeed in, and the chance for one's upward social mobility. In other words, social class and a family's socioeconomic status directly affect a child's chances for obtaining a quality education and succeeding in life. By age five, there are significant developmental differences between low, middle, and upper class children's cognitive and noncognitive skills.[9]
Among older children, evidence suggests that the gap between high- and low-income primary- and secondary-school students has increased by almost 40 percent over the past thirty years. These differences persist and widen into young adulthood and beyond. Just as the gap in K–12 test scores between high- and low-income students is growing, the difference in college graduation rates between the rich and the poor is also growing. Although the college graduation rate among the poorest households increased by about 4 percentage points between those born in the early 1960s and those born in the early 1980s, over this same period, the graduation rate increased by almost 20 percentage points for the wealthiest households.[9]
Average family income, and social status, have both seen a decrease for the bottom third of all children between 1975-2011. The 5th percentile of children and their families have seen up to a 60% decrease in average family income.[9] The wealth gap between the rich and the poor, the upper and lower class, continues to increase as more middle-class people get poorer and the lower-class get even poorer. As the socioeconomic inequality continues to increase in the United States, being on either end of the spectrum makes a child more likely to remain there, and never become socially mobile.
A child born to parents with income in the lowest quintile is more than ten times more likely to end up in the lowest quintile than the highest as an adult (43 percent versus 4 percent). And, a child born to parents in the highest quintile is five times more likely to end up in the highest quintile than the lowest (40 percent versus 8 percent).[9]
This is due to lower- and working-class parents (where at least one has at most a high school diploma) spending less time on average with their children in their earliest years of life and not being as involved in their children's education and time out of school. This parenting style, known as "accomplishment of natural growth" differs from the style of middle-class and upper-class parents (with at least one parent having higher education), known as "cultural cultivation".[10] More affluent social classes are able to spend more time with their children at early ages, and children receive more exposure to interactions and activities that lead to cognitive and non-cognitive development: things like verbal communication, parent-child engagement, and being read to daily. These children's parents are much more involved in their academics and their free time; placing them in extracurricular activities which develop not only additional non-cognitive skills but also academic values, habits, and abilities to better communicate and interact with authority figures. Lower class children often attend lower quality schools, receive less attention from teachers, and ask for help much less than their higher class peers.[11] The chances for social mobility are primarily determined by the family a child is born into. Today, the gaps seen in both access to education and educational success (graduating from a higher institution) is even larger. Today, while college applicants from every socioeconomic class are equally qualified, 75% of all entering freshmen classes at top-tier American institutions belong to the uppermost socioeconomic quartile. A family's class determines the amount of investment and involvement parents have in their children's educational abilities and success from their earliest years of life,[11] leaving low-income students with less chance for academic success and social mobility due to the effects that the (common) parenting style of the lower and working-class have on their outlook on and success in education.[11]
Class cultures and social networks[edit]
These differing dimensions of social mobility can be classified in terms of differing types of capital that contribute to changes in mobility. Cultural capital, a term first coined by French sociologist Pierre Bourdieu is the process of distinguishing between the economic aspects of class and powerful cultural assets. Bourdieu described three types of capital that place a person in a certain social category: economic capital; social capital; and cultural capital. Economic capital includes economic resources such as cash, credit, and other material assets.
Social capital includes resources one achieves based on group membership, networks of influence, relationships and support from other people. Cultural capital is any advantage a person has that gives them a higher status in society, such as education, skills, or any other form of knowledge. Usually, people with all three types of capital have a high status in society. Bourdieu found that the culture of the upper social class is oriented more toward formal reasoning and abstract thought. The lower social class is geared more towards matters of facts and the necessities of life. He also found that the environment in which person develops has a large effect on the cultural resources that a person will have.[12]
The cultural resources a person has obtained can heavily influence a child's educational success. It has been shown that students raised under the concerted cultivation approach have "an emerging sense of entitlement" which leads to asking teachers more questions and being a more active student, causing teachers to favor students raised in this manner.[13] This childrearing approach which creates positive interactions in the classroom environment is in contrast with the natural growth approach to childrearing. In this approach, which is more common amongst working-class families, parents do not focus on developing the special talents of their individual children, and they speak to their children in directives. Due to this, it is more rare for a child raised in this manner to question or challenge adults and conflict arises between childrearing practices at home and school. Children raised in this manner are less inclined to participate in the classroom setting and are less likely to go out of their way to positively interact with teachers and form relationships.[13]
In the United States, links between minority underperformance in our schools have been made with a lacking in the cultural resources of cultural capital, social capital, and economic capital, yet inconsistencies persist even when these variables are accounted for. "Once admitted to institutions of higher education, African Americans and Latinos continued to underperform relative to their white and Asian counterparts, earning lower grades, progressing at a slower rate, and dropping out at higher rates. More disturbing was the fact that these differentials persisted even after controlling for obvious factors such as SAT scores and family socioeconomic status".[14] The theory of capital deficiency is among the most recognized explanations for minority underperformance academically—that for whatever reason they simply lack the resources to find academic success.[15] One of the largest factors for this, asides from the social, economic, and cultural capital mentioned earlier, is human capital. This form of capital, identified by social scientists only in recent years, has to do with the education and life preparation of children. "Human capital refers to the skills, abilities, and knowledge possessed by specific individuals".[16] This allows college-educated parents who have large amounts of human capital to invest in their children in certain ways to maximize future success—from reading to them at night to possessing a better understanding of the school system which causes them to be less differential to teachers and school authorities.[15] Research also shows that well-educated black parents are less able to transmit human capital to their children when compared to their white counterparts, due to a legacy of racism and discrimination.[15]
Patterns of mobility[edit]
While it is generally accepted that some level of mobility in society is desirable, there is no consensus agreement upon "how much" social mobility is "good" or "bad" for a society. There is no international "benchmark" of social mobility, though one can compare measures of mobility across regions or countries or within a given area over time.[17] While cross-cultural studies comparing differing types of economies are possible, comparing economies of similar type usually yields more comparable data. Such comparisons typically look at intergenerational mobility, examining the extent to which children born into different families have different life chances and outcomes.
The Great Gatsby Curve. Countries with more equality of wealth also have more social mobility. This indicates that equality of wealth and equality of opportunity go hand-in-hand.[18]
In a study for which the results were first published in 2009, Wilkinson and Pickett conduct an exhaustive analysis of social mobility in developed countries.[19] In addition to other correlations with negative social outcomes for societies having high inequality, they found a relationship between high social inequality and low social mobility. Of the eight countries studied—Canada, Denmark, Finland, Sweden, Norway, Germany, the UK and the US, the US had both the highest economic inequality and lowest economic mobility. In this and other studies, in fact, the USA has very low mobility at the lowest rungs of the socioeconomic ladder, with mobility increasing slightly as one goes up the ladder. At the top rung of the ladder, however, mobility again decreases.[20]
One study comparing social mobility between developed countries[21][22][23] found that the four countries with the lowest "intergenerational income elasticity", i.e. the highest social mobility, were Denmark, Norway, Finland, and Canada with less than 20% of advantages of having a high income parent passed on to their children.[22]
Comparison of social mobility in selected countries
Studies have also found "a clear negative relationship" between income inequality and intergenerational mobility.[24] Countries with low levels of inequality such as Denmark, Norway and Finland had some of the greatest mobility, while the two countries with the high level of inequality—Chile and Brazil—had some of the lowest mobility.
In Britain, much debate on social mobility has been generated by comparisons of the 1958 National Child Development Study (NCDS) and the 1970 Birth Cohort Study BCS70,[25] which compare intergenerational mobility in earnings between the 1958 and the 1970 UK cohorts, and claim that intergenerational mobility decreased substantially in this 12-year period. These findings have been controversial, partly due to conflicting findings on social class mobility using the same datasets,[26] and partly due to questions regarding the analytical sample and the treatment of missing data.[27] UK Prime Minister Gordon Brown has famously said that trends in social mobility "are not as we would have liked".[28]
Along with the aforementioned "Do Poor Children Become Poor Adults?" study, The Economist also stated that "evidence from social scientists suggests that American society is much 'stickier' than most Americans assume. Some researchers claim that social mobility is actually declining."[29][30] A German study corroborates these results.[31] In spite of this low mobility Americans have had the highest belief in meritocracy among middle- and high-income countries.[32] A study of social mobility among the French corporate class has found that class continues to influence who reaches the top in France, with those from the upper-middle classes tending to dominate, despite a longstanding emphasis on meritocracy.[33]
Thomas Piketty (2014) finds that wealth-income ratios, today, seem to be returning to very high levels in low economic growth countries, similar to what he calls the "classic patrimonial" wealth-based societies of the 19th century wherein a minority lives off its wealth while the rest of the population works for subsistence living.[34]
Social mobility can also be influenced by differences that exist within education. The contribution of education to social mobility often gets neglected in social mobility research although it really has the potential to transform the relationship between origins and destinations.[35] Recognizing the disparities between strictly location and its educational opportunities highlights how patterns of educational mobility are influencing the capacity for individuals to experience social mobility. There is some debate regarding how important educational attainment is for social mobility. A substantial literature argues that there is a direct effect of social origins (DESO) which cannot be explained by educational attainment[36]. However, other evidence suggests that, using a sufficiently fine-grained measure of educational attainment, taking on board such factors as university status and field of study, education fully mediates the link between social origins and access to top class jobs[37].
The patterns of educational mobility that exist between inner city schools versus schools in the suburbs is transparent. Graduation rates supply a rich context to these patterns. In the 2013–14 school year, Detroit Public Schools observed a graduation rate of 71% whereas Grosse Pointe High School (Detroit suburb) observed an average graduation rate of 94%.[38] A similar phenomena was observed in Los Angeles, California as well as in New York City. Los Angeles Senior High School (inner city) observed a graduation rate of 58% and San Marino High School (suburb) observed a graduation rate of 96%.[39] New York City Geographic District Number Two (inner city) observed a graduation rate of 69% and Westchester School District (suburb) observed a graduation rate of 85%.[40] These patterns were observed across the country when assessing the differences between inner city graduation rates and suburban graduation rates.
Lack of education frequently leads to lack of success in the future for many individuals. They do not possess the degrees required to even apply for a plethora of jobs. Therefore, these individuals may get stuck in communities that are at a stand still. Ultimately, the social classes remain stagnant because nothing is changing within each social construct and education is at the forefront in terms of its contribution to the future issues.
Influence of intelligence and education[edit]
Social status attainment and therefore social mobility in adulthood are of interest to psychologists, sociologists, political scientists, economists, epidemiologists and many more. The reason behind the interest is because it indicates access to material goods, educational opportunities, healthy environments, and nonetheless the economic growth.[41][42][43][44][45][46]
Researchers did a study that encompassed a wide range of data of individuals in lifetime (in childhood and during mid-adulthood). Most of the Scottish children which were born in 1921 participated in the Scottish Mental Survey 1932, which was conducted under the auspices of the Scottish Council for Research in Education (SCRE)[47] and obtained the data of psychometric intelligence of Scottish pupils. The number of children who took the mental ability test (based on the Moray House tests) was 87,498. They were between age 10 and 11. The tests covered general, spatial and numerical reasoning.[41][42]
At mid-life period, a subset of the subjects participated in one of the studies, which were large health studies of adults and were carried out in Scotland in the 1960s and 1970s.[41] The particular study they took part in was the collaborative study of 6022 men and 1006 women, conducted between 1970 and 1973 in Scotland. Participants completed a questionnaire (participant's address, father's occupation, the participant's own first regular occupation, the age of finishing full-time education, number of siblings, and if the participant was a regular car driver) and attended a physical examination (measurement of height). Social class was coded according to the Registrar General's Classification for the participant's occupation at the time of screening, his first occupation and his father's occupation. Researchers separated into six social classes were used.[48]
A correlation and structural equation model analysis was conducted.[41] In the structural equation models, social status in the 1970s was the main outcome variable. The main contributors to education (and first social class) were father's social class and IQ at age 11, which was also found in a Scandinavian study.[49] This effect was direct and also mediated via education and the participant's first job.[41]
Participants at midlife did not necessarily end up in the same social class as their fathers.[41] There was social mobility in the sample: 45% of men were upwardly mobile, 14% were downwardly mobile and 41% were socially stable. IQ at age 11 had a graded relationship with participant's social class. Same effect was seen for father's occupation. Men at midlife social class I and II (the highest, more professional) also had the highest IQ at age 11. Height at midlife, years of education and childhood IQ were significantly positively related to upward social mobility, while number of siblings had no significant effect. For each standard deviation increase in IQ score at the age 11, the chances of upward social mobility increases by 69% (with a 95% confidence). After controlling the effect of independent variables, only IQ at age 11 was significantly inversely related to the downward in social mobility. Which means that more years of education help a man to surpass his father's social class, and that low IQ makes a man prone to fall behind his father's social class.
Structural equation model of the direct and indirect influence of childhood position and IQ upon social status attainment at mid-life.All parameters significant (p<.05)[41]
Higher IQ at age 11 was also significantly related to higher social class at midlife, higher likehood car driving at midlife, higher first social class, higher father's social class, fewer siblings, higher age of education, being taller and living in a less deprived neighbourhood at midlife.[41] IQ was significantly more strongly related to the social class in midlife than the social class of the first job.
Finally, height, education and IQ at age 11 were predictors of upward social mobility and only IQ at age 11 and height were significant predictors of downward social mobility.[41] Number of siblings was not significant in neither of the models.
Another research[43] looked into the pivotal role of education in association between ability and social class attainment through three generations (fathers, participants and offspring) using the SMS1932[42] (Lothian Birth Cohort 1921) educational data, childhood ability and late life intellectual function data. It was proposed that social class of origin acts as a ballast[43] restraining otherwise meritocratic social class movement, and that education is the primary means through which social class movement is both restrained and facilitated—therefore acting in a pivotal role.
It was found that social class of origin predicts educational attainment in both the participant's and offspring generations.[43] Father's social class and participant's social class held the same importance in predicting offspring educational attainment—effect across two generations. Educational attainment mediated the association of social class attainments across generations (father's and participants social class, participant's and offspring's social class). There was no direct link social classes across generations, but in each generation educational attainment was a predictor of social class, which is consistent with other studies.[50][51] Also, participant's childhood ability moderately predicted their educational and social class attainment (.31 and .38). Participant's educational attainment was strongly linked with the odds of moving downward or upward on the social class ladder. For each SD increase in education, the odds of moving upward on the social class spectrum were 2.58 times greater (the downward ones were .26 times greater). Offspring's educational attainment was also strongly linked with the odds of moving upward or downward on the social class ladder. For each SD increase in education, the odds of moving upward were 3.54 times greater (the downward ones were .40 times greater). In conclusion, education is very important, because it is the fundamental mechanism functioning both to hold individuals in their social class of origin and to make it possible for their movement upward or downward on the social class ladder.[43]
In the Cohort 1936 it was found that regarding whole generations (not individuals)[44] the social mobility between father's and participant's generation is: 50.7% of the participant generation have moved upward in relation to their fathers, 22.1% had moved downwards, and 27.2% had remained stable in their social class. There was a lack of social mobility in the offspring generation as a whole. However, there was definitely individual offspring movement on the social class ladder: 31.4% had higher social class attainment than their participant parents (grandparents), 33.7% moved downward, and 33.9% stayed stable. Participant's childhood mental ability was linked to social class in all three generations. A very important pattern has also been confirmed: average years of education increased with social class and IQ.
There were some great contributors to social class attainment and social class mobility in the twentieth century: Both social class attainment and social mobility are influenced by pre-existing levels of mental ability,[44] which was in consistence with other studies.[50][52][53][54] So, the role of individual level mental ability in pursuit of educational attainment—professional positions require specific educational credentials. Furthermore, educational attainment contributes to social class attainment through the contribution of mental ability to educational attainment. Even further, mental ability can contribute to social class attainment independent of actual educational attainment, as in when the educational attainment is prevented, individuals with higher mental ability manage to make use of the mental ability to work their way up on the social ladder. This study made clear that intergenerational transmission of educational attainment is one of the key ways in which social class was maintained within family, and there was also evidence that education attainment was increasing over time. Finally, the results suggest that social mobility (moving upward and downward) has increased in recent years in Britain. Which according to one researcher is important because an overall mobility of about 22% is needed to keep the distribution of intelligence relatively constant from one generation to the other within each occupational category.[54]
Researchers looked into the effects elitist and non-elitist education systems have on social mobility. Education policies are often critiqued based on their impact on a single generation, but it is important to look at education policies and the effects they have on social mobility. In the research, elitist schools are defined as schools that focus on providing its best students with the tools to succeed, whereas an egalitarian school is one that predicates itself on giving equal opportunity to all its students to achieve academic success.[55]
When private education supplements were not considered, it was found that the greatest amount of social mobility was derived from a system with the least elitist public education system. It was also discovered that the system with the most elitist policies produced the greatest amount of utilitarian welfare. Logically, social mobility decreases with more elitist education systems and utilitarian welfare decreases with less elitist public education policies.[55]
When private education supplements are introduced, it becomes clear that some elitist policies promote some social mobility and that an egalitarian system is the most successful at creating the maximum amount of welfare. These discoveries were justified from the reasoning that elitist education systems discourage skilled workers from supplementing their children's educations with private expenditures.[55]
The authors of the report showed that they can challenge conventional beliefs that elitist and regressive educational policy is the ideal system. This is explained as the researchers found that education has multiple benefits. It brings more productivity and has a value, which was a new thought for education. This shows that the arguments for the regressive model should not be without qualifications. Furthermore, in the elitist system, the effect of earnings distribution on growth is negatively impacted due to the polarizing social class structure with individuals at the top with all the capital and individuals at the bottom with nothing.[55]
Education is very important in determining the outcome of one's future. It is almost impossible to achieve upward mobility without education. Education is frequently seen as a strong driver of social mobility.[56] The quality of one's education varies depending on the social class that they are in. The higher the family income the better opportunities one is given to get a good education. The inequality in education makes it harder for low-income families to achieve social mobility. Research has indicated that inequality is connected to the deficiency of social mobility. In a period of growing inequality and low social mobility, fixing the quality of and access to education has the possibility to increase equality of opportunity for all Americans.[57]
"One significant consequence of growing income inequality is that, by historical standards, high-income households are spending much more on their children's education than low-income households."[57] With the lack of total income, low-income families can't afford to spend money on their children's education. Research has shown that over the past few years, families with high income has increased their spending on their children's education. High income families were paying $3,500 per year and now it has increased up to nearly $9,000, which is seven times more than what low income families pay for their kids' education.[57] The increase in money spent on education has caused an increase in college graduation rates for the families with high income. The increase in graduation rates is causing an even bigger gap between high income children and low-income children. Given the significance of a college degree in today's labor market, rising differences in college completion signify rising differences in outcomes in the future.[57]
Family income is one of the most important factors in determining the mental ability(intelligence) of their children. With such bad education that urban school are offering, parents of high income are moving out of these areas to give their children a better opportunity to succeed. As urban school systems worsen, high income families move to rich suburbs because that is where they feel better education is; if they do stay in the city, they put their children to private schools.[58] Low income families don't have a choice but to settle for the bad education because they cannot afford to relocate to rich suburbs. The more money and time parents invest in their child plays a huge role in determining their success in school. Research has showed that higher mobility levels are perceived for locations where there are better schools.[58]
See also[edit]
Economic mobility
Great Gatsby Curve
Social and Cultural Mobility (book)
Social inequality
Socio-economic mobility in the United States
Socioeconomic status
Status attainment
References[edit]
Jump up ^ Simandan, D., 2018. Rethinking the health consequences of social class and social mobility. Social Science & Medicine. https://doi.org/10.1016/j.socscimed.2017.11.037
Jump up ^ Heckman, J.J. and Mosso, S., 2014. The economics of human development and social mobility. Annu. Rev. Econ., 6(1), pp.689-733.
Jump up ^ Grusky, David B. & Erin Cumberworth (February 2010). "A National Protocol for Measuring Intergenerational Mobility" (PDF). Workshop on Advancing Social Science Theory: The Importance of Common Metrics. Washington, D.C.: National Academy of Science. Retrieved 15 July 2014.
Jump up ^ Lopreato, Joseph & Hazelrigg, Lawrence E. (December 1970). "Intragenerational versus Intergenerational Mobility in Relation to Sociopolitical Attitudes". Social Forces. University of North Carolina Press. 49 (2): 200–210. doi:10.2307/2576520. JSTOR 2576520.
Jump up ^ Orsetta Causa; Åsa Johansson (July 2009). "Intergenerational Social Mobility Economics Department Working Papers No. 707". Organisation for Economic Co-operation and Development.
Jump up ^ Grusky, David B & Robert M. Hauser (February 1984). "Comparative Social Mobility Revisited: Models of Convergence and Divergence in 16 Countries". American Sociological Review. 49 (1): 19–38. doi:10.2307/2095555. JSTOR 2095555.
Jump up ^ Weber, Max (1946). "Class, Status, Party". In H. H. Girth and C. Wright Mills. From Max Weber: Essays in Sociology. New York: Oxford University. pp. 180–95. CS1 maint: Uses editors parameter (link)
Jump up ^ Collins, Patricia Hill (1998). "Toward a new vision: race, class and gender as categories of analysis and connection". Social Class and Stratification: Classic Statements and Theoretical Debates. Boston: Rowman & Littlefield. pp. 231–247. ISBN 0-8476-8542-X.
^ Jump up to: a b c d Greenstone, M; Looney, A; Patashnik, J; Yu, M (November 18, 2016). "Thirteen Economic Facts about Social Mobility and the Role of Education". Brookings Institution. Retrieved April 5, 2017.
Jump up ^ Lareau, Annette (2011). Unequal Childhoods: Class, Race, and Family Life. University of California Press.
^ Jump up to: a b c Haveman, Robert; Smeeding, Timothy (2006-01-01). "The Role of Higher Education in Social Mobility". The Future of Children. 16 (2): 125–150.
Jump up ^ Bourdieu, Pierre (1984). Distinction: A Social Critique of the Judgement of Taste. London:: Routledge. ISBN 0415567882. Retrieved 15 February 2013.
^ Jump up to: a b Lareau, Annette. Unequal Childhoods: Class, Race, and Family Life. University of California Press.
Jump up ^ Bowen, William; Bok, Derek. The Shape of the River : Long-Term Consequences of Considering Race in College and University Admissions. Princeton University Press.
^ Jump up to: a b c Massey, Douglas; Charles, Camille; Lundy, Garvey; Fischer, Mary. The Source of the River: The Social Origins of Freshmen at America's Selective Colleges and Universities. Princeton University Press.
Jump up ^ Becker, Gary (1964). Human Capital: A Theoretical and Empirical Analysis, with Special Reference to Education. New York: Columbia University Press.
Jump up ^ Causa, Orsetta & Åsa Johansson (2011). "Intergenerational Social Mobility in OECD Countries". Economic Studies. 2010 (1). doi:10.1787/eco_studies-2010-5km33scz5rjj.
Jump up ^ Miles Corak (July 8, 2013). "Income Inequality, Equality of Opportunity, and Intergenerational Mobility" (PDF). doi:10.1257/jep.27.3.79. Forthcoming in the Journal of Economic Perspectives .
Jump up ^ Wilkinson, Richard & Kate Pickett (2009). The Spirit Level: Why Greater Equality Makes Societies Stronger. Bloomsbury Press. ISBN 978-1608190362.
Jump up ^ Isaacs, Julia B. (2008). International Comparisons of Economic Mobility (PDF). Brookings Institution.
Jump up ^ CAP: Understanding Mobility in America - April 26, 2006
^ Jump up to: a b Corak, Miles (2006). "Do Poor Children Become Poor Adults? Lessons from a Cross Country Comparison of Generational Earnings Mobility". In Creedy, John; Kalb, Guyonne. Dynamics of Inequality and Poverty (PDF). Research on Economic Inequality. 13. Emerald. pp. 143–188. ISBN 978-0-76231-350-1.
Jump up ^ "Financial Security and Mobility - Pew Trusts" (PDF).
Jump up ^ The Great Gatsby Curve Paul Krugman| 15 January 2012
Jump up ^ Blanden, J.; Machin, S.; Goodman, A.; Gregg, P. (2004). "Changes in intergenerational mobility in Britain". In Corak, M. Generational Income Mobility in North America and Europe. Cambridge: Cambridge University Press. ISBN 0-521-82760-4.
Jump up ^ Goldthorpe, J.; Jackson, M. (2007). "Intergenerational class mobility in contemporary Britain: political concerns and empirical findings". British Journal of Sociology. 58 (4): 525–546. doi:10.1111/j.1468-4446.2007.00165.x.
Jump up ^ Gorard, S. (2008). "A reconsideration of rates of 'social mobility' in Britain: or why research impact is not always a good thing". British Journal of Sociology of Education. 29 (3): 317–324. doi:10.1080/01425690801966402.
Jump up ^ Clark, Tom (10 March 2010). "Is social mobility dead?". The Guardian. London.
Jump up ^ "Ever higher society, ever harder to ascend". The Economist. December 29, 2004. Retrieved 2013-02-15.
Jump up ^ Mitnik, Pablo; Cumberworth, Erin; Grusky, David (2016). "Social Mobility in a High Inequality Regime". Annals of the American Academy of Political and Social Sciences 140-183.
Jump up ^ Jäntti, Markus; Bratsberg, Brent; Roed, Knut; Rauum, Oddbjörn; et al. (2006). "American Exceptionalism in a New Light: A Comparison of Intergenerational Earnings Mobility in the Nordic Countries, the United Kingdom and the United States". IZA Discussion Paper No. 1938. Bonn: Institute for the Study of Labor.
Jump up ^ Isaacs, Julia; Sawhill, Isabel (2008). "Reaching for the Prize: The Limits On Economic Mobility". The Brookings Institution. Retrieved 15 February 2013.
Jump up ^ Maclean, Mairi; Harvey, Charles; Kling, Gerhard (2014-06-01). "Pathways to Power: Class, Hyper-Agency and the French Corporate Elite". Organization Studies. 35 (6): 825–855. doi:10.1177/0170840613509919. ISSN 0170-8406.
Jump up ^ Piketty, Thomas (2014). Capital in the 21st century. Belknap Press. ISBN 978-0674430006.
Jump up ^ Phillip Brown; Diane Reay; Carol Vincent (2013). "Education and social mobility". British Journal of Sociology of Education. 34 (5–6): 637–643. doi:10.1080/01425692.2013.826414.
Jump up ^ Education, occupation and social origin : a comparative analysis of the transmission. Bernardi, Fabrizio,, Ballarino, Gabriele,. Cheltenham, UK. ISBN 9781785360442. OCLC 947837575.
Jump up ^ Sullivan, Alice; Parsons, Samantha; Green, Francis; Wiggins, Richard D.; Ploubidis, George. "The path from social origins to top jobs: social reproduction via education". The British Journal of Sociology: n/a–n/a. doi:10.1111/1468-4446.12314. ISSN 1468-4446.
Jump up ^ "DPS Graduation rates are up 6.5 percentage points over last year and 11 percentage points since 2010-11". March 6, 2015.
Jump up ^ "Overall Niche Grade".
Jump up ^ "WESTCHESTER COUNTY GRADUATION RATE DATA 4 YEAR OUTCOME AS OF JUNE".
^ Jump up to: a b c d e f g h i Deary, I. J., Taylor, M. D., Hart, C. L., Wilson, V., Smith, G. D., Blane, D., & Starr, J. M. (2005). Intergenerational social mobility and mid-life status attainment: Influences of childhood intelligence, childhood social factors, and education. Intelligence, 455–472.
^ Jump up to: a b c Deary, I. J., Whiteman, M. C., Starr, J. M., Whalley, L. J., & Fox, H. C. (2004). The Impact of Childhood Intelligence on Later Life: Following Up the Scottish Mental Surveys of 1932 and 1947. Journal of Personality and Social Psychology, 130–147.
^ Jump up to: a b c d e Johnson, W., Brett, C. E., & Deary, I. J. (2010a). The pivotal role of education in the association between ability and social class attainment: A look across three generations. Intelligence, 55-65.
^ Jump up to: a b c Johnson, W., Brett, C. E., & Deary, I. J. (2010b). Intergenerational class mobility in Britain: A comparative look across three generations in the Lothian Birth Cohort 1936. Intelligence, 268–281.
Jump up ^ Breen, R., & Goldthorpe, J. H. (2001). Class, mobility and merit: The experience of two British birth cohorts. European Sociological Review, 17, 81–101.
Jump up ^ von Stumm, S., Gale, C. R., Batty, G. D., & Deary, I. J. (2009). Childhood intelligence, locus of control and behaviour disturbance as determinants of intergenerational social mobility: British Cohort Study 1970. Intelligence, 37(4), 329-340.
Jump up ^ Scottish Council for Research in Education (1933). The intelligence of Scottish children: A national survey of an age-group. London, UK7 University of London Press.
Jump up ^ General Register Office (1966). Classification of occupations 1966. London, UK7 HMSO.
Jump up ^ Sorjonen, K., Hemmingsson, T., Lundin, A., & Melin, B. (2011). How social position of origin relates to intelligence and level of education when adjusting for attained social position. Scandinavian Journal of Psychology, 277–281.
^ Jump up to: a b Nettle, D. (2003). Intelligence and class mobility in the British population. British Journal of Psychology, 551–561.
Jump up ^ Forrest, L. F., Hodgson, S., Parker, L., & Pearce, M. S. (2011). The influence of childhood IQ and education on social mobility in the Newcastle Thousand Families birth cohort. BMC Public Health, 11(1), 895.
Jump up ^ Waller, J. H. (1971). Achievement and Social Mobility: Relationships among IQ Score, Education, and Occupation in Two Generations. Social Biology, 252-259
Jump up ^ Young, M., & Gibson, J. (1963). In search of an explanation of social mobility. The British Journal of Statistical Psychology, 27-36.
^ Jump up to: a b Burt, C. (1961). Intelligence and social mobility. The British Journal of Statistical Psychology, 1−24
^ Jump up to: a b c d Cremer, Helmuth; Donder, Philippe De; Pestieau, Pierre (2010-08-01). "Education and social mobility". International Tax and Public Finance. 17 (4): 357–377. doi:10.1007/s10797-010-9133-0. ISSN 0927-5940.
Jump up ^ "Social Mobility and Education | The Equality Trust". www.equalitytrust.org.uk. Retrieved 2017-04-06.
^ Jump up to: a b c d "Thirteen Economic Facts about Social Mobility and the Role of Education | Brookings Institution". Brookings. 2013-06-26. Retrieved 2017-04-06.
^ Jump up to: a b Herrnstein, Richard (1994). The Bell Curve: intelligence and Class Structure in American Life. Free Press. ISBN 0-02-914673-9.
Further reading[edit]
Clark, Gregory, The Son Also Rises: Surnames and the History of Social Mobility (Princeton, NJ: Princeton University Press, 2014).
Grusky, David B., and Erin Cumberworth. 2012. "A National Protocol for Measuring Intergenerational Mobility?" National Academy of Science.
Lipset, Seymour Martin and Reinhard Bendix. 1991. Social Mobility in Industrial Society. Transaction Publishers
Matthys, Mick 2012. Cultural Capital, Identity, and Social Mobility. Routledge.
Maume, David J. 1999. "'Glass Ceilings and Glass Escalators: Occupational Segregation and Race and Sex Differences in Managerial Promotions.'" Work and Occupations vol. 26. (November):483-509.
McGuire, Gail M. 2000. "'Gender, Race, Ethnicity, and Networks: The Factors Affecting the Status of Employees’ Network Members.'" Work and Occupations vol. 27 (November): 500-523.
Mitnik, Pablo, Erin Cumberworth and David Grusky. 2016. "Social Mobility in a High-Inequality Regime." Annals of the American Academy of Political and Social Science 663(1):140-184.
External links[edit]
Jo Blanden; Paul Gregg; Stephen Machin (April 2005). "Intergenerational Mobility in Europe and North America" (PDF). The Sutton Trust.
Nancy Birdsall; Miguel Szekely (July 1999). "Intergenerational Mobility in Latin America: Deeper Markets and Better Schools Make a Difference". Carnegie.
Boushey, Heather (2005). Horatio Alger is Dead, Center for Economic and Policy Research Economics Seminar Series.
The New York Times offers a graphic about social mobility, overall trends, income elasticity and country by country. European nations such as Denmark and France, are ahead of the US. [1]
Retrieved from "https://en.wikipedia.org/w/index.php?title=Social_mobility&oldid=828235900"
Categories:
Social classes
Social inequality
Socio-economic mobility
Hidden categories:
CS1 maint: Uses editors parameter
Use dmy dates from September 2010
Navigation menu
Personal tools
Not logged in
Talk
Contributions
Create account
Log in
Namespaces
Article
Talk
Variants
Views
Read
Edit
View history
More
Search
Navigation
Main page
Contents
Featured content
Current events
Random article
Donate to Wikipedia
Wikipedia store
Interaction
Help
About Wikipedia
Community portal
Recent changes
Contact page
Tools
What links here
Related changes
Upload file
Special pages
Permanent link
Page information
Wikidata item
Cite this page
Print/export
Create a book
Download as PDF
Printable version
In other projects
Wikimedia Commons
Languages
العربية
Azərbaycanca
Čeština
Dansk
Deutsch
Eesti
Ελληνικά
Español
Esperanto
Euskara
فارسی
Français
한국어
Հայերեն
हिन्दी
Bahasa Indonesia
Italiano
עברית
Қазақша
Lietuvių
Magyar
Македонски
Nederlands
Norsk
Polski
Português
Русский
Slovenčina
Српски / srpski
Suomi
Svenska
Українська
اردو
Tiếng Việt
中文
26 more
Edit links
This page was last edited on 1 March 2018, at 10:29.
Text is available under the Creative Commons Attribution-ShareAlike License; additional terms may apply. By using this site, you agree to the Terms of Use and Privacy Policy. Wikipedia® is a registered trademark of the Wikimedia Foundation, Inc., a non-profit organization.
Privacy policy
About Wikipedia
Disclaimers
Contact Wikipedia
Developers
Cookie statement
Mobile view
Enable previews

key: html

type: local

value: div

attrs: id class

values: mw-page-base noprint

values: mw-head-base noprint

value: a

attrs: id class lang

values: firstHeading firstHeading en

values: siteSub noprint

values: jump-to-nav mw-jump

value: b

attrs: href title

value: p

attrs: role tabindex class

values: button 0 togglelink

value: span

attrs: class dir xml:lang

values: toctitle ltr en

value: li

values: Edit section: Social status and social class

attrs: alt src width height class srcset data-file-width data-file-height

values:
/wiki/Income_inequality
mw-redirect
Income inequality

values: Three-component theory of stratification

values:
/wiki/Independent_variable
mw-redirect
Independent variable

values:
/wiki/Intervening_variable
mw-redirect
Intervening variable

values: Edit section: Class cultures and social networks

values:
/wiki/Credit_(finance)
mw-redirect
Credit (finance)

values:
/wiki/Great_Gatsby_Curve
mw-redirect
Great Gatsby Curve

values: The Spirit Level: Why More Equal Societies Almost Always Do Better

values:
/wiki/Developed_countries
mw-redirect
Developed countries

values:
nofollow
external text
http://www.cls.ioe.ac.uk/ncds

values:
nofollow
external text
http://www.cls.ioe.ac.uk/bcs70

values: Edit section: Influence of intelligence and education

values: Scottish Council for Research in Education

values:
/wiki/Independent_variables
mw-redirect
Independent variables

values: Socio-economic mobility in the United States

values:
nofollow
external text
//doi.org/10.2307%2F2576520

values:
nofollow
external text
//www.jstor.org/stable/2576520

values:
nofollow
external text
//doi.org/10.2307%2F2095555

values:
nofollow
external text
//www.jstor.org/stable/2095555

values: Category:CS1 maint: Uses editors parameter

values:
nofollow
external text
https://www.jstor.org/stable/3844794

values:
nofollow
external text
//doi.org/10.1257%2Fjep.27.3.79

values: British Journal of Sociology of Education

values:
nofollow
external text
//www.worldcat.org/issn/0170-8406

values:
nofollow
external text
https://www.worldcat.org/oclc/947837575

values:
nofollow
external text
//www.worldcat.org/oclc/947837575

values:
nofollow
external text
//www.worldcat.org/issn/1468-4446

values:
nofollow
external text
//www.worldcat.org/issn/0927-5940

values: -moz-column-width: 30em; -webkit-column-width: 30em; column-width: 30em; list-style-type: decimal;

values: Category:Use dmy dates from September 2010

values: Discussion about edits from this IP address [ctrl-alt-n]

values: A list of edits made from this IP address [ctrl-alt-y]

values: You are encouraged to create an account and log in; however, it is not mandatory

values: You're encouraged to log in; however, it's not mandatory. [ctrl-alt-o]

values:
/wiki/Social_mobility
View the content page [ctrl-alt-c]
c

values: Discussion about the content page [ctrl-alt-t]

values: p-namespaces navigation vectorTabs p-namespaces-label

values:
p-variants
navigation
vectorMenu emptyPortlet
p-variants-label

values: Past revisions of this page [ctrl-alt-h]

values: p-views navigation vectorTabs p-views-label

values: Recent changes in pages linked from this page [ctrl-alt-k]

values:
/wiki/Wikipedia:File_Upload_Wizard
Upload files [ctrl-alt-u]
u

values: A list of all special pages [ctrl-alt-q]

values: Permanent link to this revision of the page

values: Link to connected data repository item [ctrl-alt-g]

values: Printable version of this page [ctrl-alt-p]

values: portal navigation p-wikibase-otherprojects p-wikibase-otherprojects-label

values: حراك اجتماعي – Arabic

values:
interlanguage-link interwiki-az
display: none;

values:
interlanguage-link interwiki-cs
display: none;

values:
interlanguage-link interwiki-da
display: none;

values:
interlanguage-link interwiki-de
display: none;

values:
interlanguage-link interwiki-et
display: none;

values: Κοινωνική κινητικότητα – Greek

values:
interlanguage-link interwiki-el
display: none;

values:
interlanguage-link interwiki-eo
display: none;

values:
interlanguage-link interwiki-eu
display: none;

values: تحرک اجتماعی – Persian

values:
interlanguage-link interwiki-fa
display: none;

values:
interlanguage-link interwiki-ko
display: none;

values: Սոցիալական շարժունություն – Armenian

values:
interlanguage-link interwiki-hy
display: none;

values: सामाजिक गतिशीलता – Hindi

values:
interlanguage-link interwiki-it
display: none;

values: ניידות חברתית – Hebrew

values:
interlanguage-link interwiki-he
display: none;

values: Төмендеуші мобильдік – Kazakh

values:
interlanguage-link interwiki-kk
display: none;

values:
interlanguage-link interwiki-lt
display: none;

values:
interlanguage-link interwiki-hu
display: none;

values: Општествена подвижност – Macedonian

values:
interlanguage-link interwiki-mk
display: none;

values:
interlanguage-link interwiki-nl
display: none;

values:
interlanguage-link interwiki-no
display: none;

values:
interlanguage-link interwiki-pl
display: none;

values: Социальная мобильность – Russian

values:
interlanguage-link interwiki-sk
display: none;

values: Друштвена покретљивост – Serbian

values:
interlanguage-link interwiki-sr
display: none;

values:
interlanguage-link interwiki-fi
display: none;

values:
interlanguage-link interwiki-sv
display: none;

values: Соціальна мобільність – Ukrainian

values:
interlanguage-link interwiki-uk
display: none;

values: تحرک معاشرہ – Urdu

values:
interlanguage-link interwiki-vi
display: none;

values: All languages (initial selection from common choices by you and others)

values: mediawiki ltr sitedir-ltr mw-hide-empty-elt ns-0 ns-subject page-Social_mobility rootpage-Social_mobility skin-vector action-view


text:
The Escape; or, A Leap for Freedom
From Wikipedia, the free encyclopedia
Jump to: navigation, search
This article needs more links to other articles to help integrate it into the encyclopedia. Please help improve this article by adding links that are relevant to the context within the existing text. (August 2017) (Learn how and when to remove this template message)
The Escape; or, A Leap for Freedom is a play written by African American abolitionist William Wells Brown While the play was published in 1858, it was not officially produced until 1971 at Emerson College.[1] It was one of the earliest extant pieces of African American dramatic literature. Williams Wells Brown would tour and give readings of his play at Anti-Slavery rallies and political events.[2]
This is a typical play from the late 1800s in 5 acts.
Contents
[hide]
1 Scene Breakdown
2 Characters
3 Plot summary
4 References
Scene Breakdown[edit]
Act 1, Scene 1: A Sitting-Room in the house of Dr. Gaines
Act 1, Scene 2: Doctor's Shop of Dr. Gaines
Act 1, Scene 3: A Room in the Slave Quarters
Act 1, Scene 4: Dining Room of Dr. Gaines and Mrs. Gaines
Act 2, Scene 1: The Parlor of Dr. Gaines
Act 2, Scene 2: View in Front of the Great House
Act 2, Scene 3: A Sitting-Room in the house of Dr. Gaines
Act 3, Scene 1: Sitting-Room
Act 3, Scene 2: The Kitchen- Slaves at Work
Act 3, Scene 3: Sitting Room
Act 3, Scene 4: In the Forest near Dr. Gaines's Property
Act 3, Scene 5: Room in a Small Cottage on the Poplar Farm
Act 4, Scene 1: Interior of a Dungeon, likely the basement of Dr. Gaines's Estate
Act 4, Scene 2: The Parlor of Dr. Gaines
Act 4, Scene 3: In the Forest near Dr. Gaines's Property
Act 5, Scene 1: Bar in the American Hotel
Act 5, Scene 2: Forest at Night
Act 5, Scene 3: A Street
Act 5, Scene 4: Dining Room of a Quaker Family
Act 5, Scene 5: The Niagara River and a Ferry Boat.
Characters[edit]
Dr. Gaines, Proprietor of the farm at Muddy Creek.
Rev. John Pinchen, Clergyman.
Dick Walker, Slave speculator.
Mr. Wildmarsh, Neighbor to Dr. Gaines.
Major Moore, Friend of Dr. Gaines.
Mr. White, Citizen of Massachusetts.
Bill Jennings, Slave speculator.
Jacob Scragg, Overseer to Dr. Gaines.
Mrs. Gaines, Wife of Dr. Gaines.
Mr. and Mrs. Neal and their Daughter, Quakers in Ohio.
Thomas, Mr. Neal's hired man.
Glen, Slave of Mr. Hamilton, brother-in-law of Dr. Gaines.
Melinda, Slave of Dr. Gaines, Mixed Raced.
Sampey, Slave and Son of Dr. Gaines.
Cato, Slave and Assistant of Dr. Gaines.
Sam, Dolly, Susan, and Big Sally, Slaves of Dr. Gaines.
Pete, Ned, and Bill, Slaves.
Officers, Loungers, Barkeeper, etc.
Plot summary[edit]
The play follows the story of two slaves from different owners who marry in secrecy. Melinda, who is owned by Dr. Gaines, is a biracial slave who marries Glen, who is owned by Mr. Hamilton. Mrs. Gaines fears that her husband Dr. Gaines has taken a liking to Melinda and orders Dr. Gaines to sell her. Dr. Gaines makes a move on Melinda which causes her to tell about her secret marriage. Dr. Gaines becomes furious and promises Melinda he will kill Glen. Melinda becomes mad and heartbroken when hearing this. Dr. Gaines then hides Melinda in a Cabin on the Property of the Poplar Farm. Dr. Gaines lies to his wife about selling Melinda. However, Mrs. Gaines does not believe him and one night follows him to the cottage. After Dr. Gaines leaves the cottage, Mrs. Gains breaks in and tries to force Melinda into drinking poison to kill herself. Melinda escapes and runs into the forest. Meanwhile, across on the Gains Estate, Glen is being tortured by Jacob Scragg. Sampey, another mixed race character who is a slave to his father, Informs Glen of what happened to Melinda. Glen manages to escape the dungeon and meets Melinda in the forest. The couple follow the North Star to Canada to escape for freedom. Meanwhile, Dr. Gaines gets a group of men together to hunt down the runaway slaves. There is a last confrontation on the docks of a ferry that is heading to Canada. Mr. White a northern gentleman saves the day by holding up the slave hunters while the ferry takes off.[3]
References[edit]
Jump up ^ Hatch, James; Shine, Ted (2011). Black Theatre USA: Plays by African Americans from 1847-1938. New York: Free Press. p. 37. ISBN 1451636504.
Jump up ^ Farrison, William Edward. (1969). William Wells Brown: Author & Reformer. University Of Chicago. p. 97.
Jump up ^ Brown, William Wells (1858). The Escape; or, A Leap for Freedom. Phila, PA.: Rhistoric Punlications.
[hide]
v
t
e
Slave narratives
Slave Narrative Collection
Captivity narrative
Individuals
by continent
of enslavement
Africa
Robert Adams (c. 1790 – ?)
Francis Bok (b. 1979)
James Leander Cathcart (1767 – 1843)
Ólafur Egilsson (1564 – 1639)
Hark Olufs (1708 – 1754)
Mende Nazer (b. 1982)
Thomas Pellow (1705 – ?)
Joseph Pitts (1663–1735?)
Guðríður Símonardóttir (1598 – 1682)
Europe
Lovisa von Burghausen (1698–1733)
Olaudah Equiano (c. 1745 Nigeria – 31 March 1797 Eng)
Ukawsaw Gronniosaw (c. 1705 Bornu – 1775 Eng)
Roustam Raza (1783–1845)
Brigitta Scherzenfeldt (1684–1736)
North America:
Canada
Marie-Joseph Angélique (c. 1710 Portugal – 1734 Montreal)
North America:
Caribbean
Juan Francisco Manzano (1797–1854, Cuba)
Esteban Montejo (1860–1965, Cuba)
Mary Prince
Venerable Pierre Toussaint (1766 Saint-Dominque – June 30, 1853 NY)
Marcos Xiorro (c. 1819 – ???, Puerto Rico)
North America:
United States
Sam Aleckson
Jordan Anderson
William J. Anderson
Jared Maurice Arter
Solomon Bayley
Polly Berry
Henry Bibb
Leonard Black
Henry "Box" Brown
John Brown
William Wells Brown
Peter Bruner (1845 KY – 1938 OH)
Ellen and William Craft
Hannah Crafts
Lucinda Davis
Noah Davis
Lucy Delaney
Ayuba Suleiman Diallo
Frederick Douglass
Kate Drumgoold
Jordan Winston Early (1814 – after 1894)
Sarah Jane Woodson Early
David George
Moses Grandy
William Green (19th century MD)
William Grimes
Josiah Henson
Fountain Hughes (1848/1854 VA – 1957)
John Andrew Jackson
Harriet Ann Jacobs
John Jea
Thomas James (minister)
Paul Jennings (1799–1874)
Elizabeth Keckley
Boston King
Lunsford Lane
J. Vance Lewis
Jermain Wesley Loguen
Solomon Northup
John Parker (1827 VA – 1900)
William Parker
James Robert
Moses Roper
Omar ibn Said
William Henry Singleton
Venture Smith
Austin Steward (1793 VA – 1860)
Venerable Pierre Toussaint (1766 Saint-Dominque – 1853 NY)
Harriet Tubman
Wallace Turnage
Bethany Veney
Booker T. Washington
Wallace Willis (19th century Indian Territory)
Harriet E. Wilson
Zamba Zembola (b. c. 1780 Congo)
See also Treatment of slaves in the US, Exodus narrative in Antebellum America, Slavery among the indigenous peoples of the Americas
South America
Osifekunde (c. 1795 Nigeria – ? Brazil)
Mahommah Gardo Baquaqua (1845–1847, Brazil)
Non-fiction books
The Interesting Narrative of the Life of Olaudah Equiano (1789)
The Narrative of Robert Adams (1816)
American Slavery as It Is (1839)
Narrative of the Life of Frederick Douglass, an American Slave (1845)
The Life of Josiah Henson (1849)
Twelve Years a Slave (1853)
My Bondage and My Freedom (1855)
Incidents in the Life of a Slave Girl (1861)
The Underground Railroad Records (1872)
Life and Times of Frederick Douglass (1881)
Up from Slavery (1901)
The Peculiar Institution (1956)
The Slave Community (1972)
Fiction/novels
Oroonoko (1688)
Sab (1841)
Uncle Tom's Cabin (1852)
The Heroic Slave (1852)
Clotel (1853)
Dred: A Tale of the Great Dismal Swamp (1856)
The Bondwoman's Narrative (1853?–1861?)
Our Nig (1859)
Jubilee (1966)
Confessions of Nat Turner (1967)
Roots: The Saga of an American Family (1976)
Underground to Canada (1977)
Kindred (1979)
Dessa Rose (1986)
Beloved (1987)
Middle Passage (1990)
Queen: The Story of an American Family (1993)
Hang a Thousand Trees with Ribbons (1996)
Ama: A Story of the Atlantic Slave Trade (2001)
Walk Through Darkness (2002)
The Known World (2003)
Unburnable (2006)
Copper Sun (2006)
The Book of Negroes (2007)
The Underground Railroad (2016)
Young adult books
Amos Fortune, Free Man (1951)
I, Juan de Pareja (1965)
The Slave-girl from Jerusalem (2007)
Essay
To a Southern Slaveholder (1848)
A Key to Uncle Tom's Cabin (1853)
Plays
The Escape; or, A Leap for Freedom (1858)
The Octoroon (1859)
Related
African-American literature
Caribbean literature
Films featuring slavery
Songs of the Underground Railroad
Book of Negroes (1783)
Cotton Plantation Record and Account Book (1847)
Slave Songs of the United States (1867)
Amazing Grace: An Anthology of Poems about Slavery (2002)
The Hemingses of Monticello (2008)
Documentaries
Unchained Memories (2003)
Frederick Douglass and the White Negro (2008)
Retrieved from "https://en.wikipedia.org/w/index.php?title=The_Escape;_or,_A_Leap_for_Freedom&oldid=811828822"
Categories:
1858 plays
Works about American slavery
Southern United States in fiction
Hidden categories:
Articles with too few wikilinks from August 2017
All articles with too few wikilinks
Articles covered by WikiProject Wikify from August 2017
All articles covered by WikiProject Wikify
Navigation menu
Personal tools
Not logged in
Talk
Contributions
Create account
Log in
Namespaces
Article
Talk
Variants
Views
Read
Edit
View history
More
Search
Navigation
Main page
Contents
Featured content
Current events
Random article
Donate to Wikipedia
Wikipedia store
Interaction
Help
About Wikipedia
Community portal
Recent changes
Contact page
Tools
What links here
Related changes
Upload file
Special pages
Permanent link
Page information
Wikidata item
Cite this page
Print/export
Create a book
Download as PDF
Printable version
Languages
Add links
This page was last edited on 24 November 2017, at 07:18.
Text is available under the Creative Commons Attribution-ShareAlike License; additional terms may apply. By using this site, you agree to the Terms of Use and Privacy Policy. Wikipedia® is a registered trademark of the Wikimedia Foundation, Inc., a non-profit organization.
Privacy policy
About Wikipedia
Disclaimers
Contact Wikipedia
Developers
Cookie statement
Mobile view
Enable previews

values: mw-page-base noprint

values: mw-head-base noprint

value: i

values: firstHeading firstHeading en

values: siteSub noprint

values: jump-to-nav mw-jump

value: img

attrs: alt src width height srcset data-file-width data-file-height

value: td

attrs: class href

values: Wikipedia:Only make links that are relevant to the context

value: small

values:
plainlinks metadata ambox ambox-style
presentation

values:
reflist mw-references-wrap
list-style-type: decimal;

values:
/wiki/Slave_narratives
mw-redirect
Slave narratives

values: Treatment of slaves in the United States

values: The Life of Josiah Henson, Formerly a Slave, Now an Inhabitant of Canada, as Narrated by Himself

values:
/wiki/Confessions_of_Nat_Turner
mw-redirect
Confessions of Nat Turner

values:
/wiki/The_Slave-girl_from_Jerusalem
mw-redirect
The Slave-girl from Jerusalem

values: nowraplinks hlist collapsible autocollapse navbox-inner

values: Category:Southern United States in fiction

values: Category:Articles with too few wikilinks from August 2017

values: Category:All articles with too few wikilinks

values: Category:Articles covered by WikiProject Wikify from August 2017

values: Category:All articles covered by WikiProject Wikify

values: Discussion about edits from this IP address [ctrl-alt-n]

values: A list of edits made from this IP address [ctrl-alt-y]

values: You are encouraged to create an account and log in; however, it is not mandatory

values: You're encouraged to log in; however, it's not mandatory. [ctrl-alt-o]

values: Discussion about the content page [ctrl-alt-t]

values: p-namespaces navigation vectorTabs p-namespaces-label

values:
p-variants
navigation
vectorMenu emptyPortlet
p-variants-label

values: Past revisions of this page [ctrl-alt-h]

values: p-views navigation vectorTabs p-views-label

values:
p-cactions
navigation
vectorMenu emptyPortlet
p-cactions-label

values:
mw-wiki-logo
/wiki/Main_Page
Visit the main page

values:
/wiki/Main_Page
Visit the main page [ctrl-alt-z]
z

values: Featured content – the best of Wikipedia

values: Find background information on current events

values:
/wiki/Special:Random
Load a random article [ctrl-alt-x]
x

values: portal navigation p-navigation p-navigation-label

values: Guidance on how to use and edit Wikipedia

values: About the project, what you can do, where to find things

values: A list of recent changes in the wiki [ctrl-alt-r]

values: portal navigation p-interaction p-interaction-label

values: List of all English Wikipedia pages containing links to this page [ctrl-alt-j]

values: Recent changes in pages linked from this page [ctrl-alt-k]

values:
/wiki/Wikipedia:File_Upload_Wizard
Upload files [ctrl-alt-u]
u

values: A list of all special pages [ctrl-alt-q]

values: Permanent link to this revision of the page

values: Link to connected data repository item [ctrl-alt-g]

values: Printable version of this page [ctrl-alt-p]

values:
uls-settings-trigger
Language settings
0
button
true

values: /static/images/wikimedia-button-1.5x.png 1.5x, /static/images/wikimedia-button-2x.png 2x

values: /static/images/poweredby_mediawiki_132x47.png 1.5x, /static/images/poweredby_mediawiki_176x62.png 2x

values:
suggestions
display: none; font-size: 13px;

values: mediawiki ltr sitedir-ltr mw-hide-empty-elt ns-0 ns-subject page-The_Escape_or_A_Leap_for_Freedom rootpage-The_Escape_or_A_Leap_for_Freedom skin-vector action-view


text:
Paul Fusco
From Wikipedia, the free encyclopedia
Jump to: navigation, search
This article is about the puppeteer. For the photographer, see Paul Fusco (photographer).
Paul Fusco
Born
(1953-01-29) January 29, 1953 (age 64)
New Haven, Connecticut, US
Occupation
Puppeteer, voice-over artist, actor, television producer, writer
Years active
1981–present
Spouse(s)
Linda Fusco (m. 1978)
Children
Christopher Fusco
Paul Fusco (born January 29, 1953 in New Haven, Connecticut) is an American puppeteer, voice-over artist, and character actor. He is best known as the puppeteer and voice of the title character on the sitcom ALF,[1] for which he also served as creator, writer, producer, and director.[2] He formed the production company Alien Productions with Tom Patchett and Bernie Brillstein.
Contents
[hide]
1 Career
1.1 ALF
2 Personal life
3 Filmography
4 References
5 External links
Career[edit]
This section of a biography of a living person needs additional citations for verification. Please help by adding reliable sources. Contentious material about living persons that is unsourced or poorly sourced must be removed immediately, especially if potentially libelous or harmful. (September 2017) (Learn how and when to remove this template message)
As a student, Paul Fusco worked in the audio-visual department of Hamden High School in Hamden, Connecticut where his interest in television and film began. His early career included a stint performing on a local children's television show and various other work that included both puppeteering and stage magic/ventriloquism. In the early 1980s, he met puppet builders and fellow puppeteers Bob Fappiano and Lisa Buckley who were both embarking on careers within the industry and they joined his team. Together they made various television specials for HBO, Showtime and others including The Crown of Bogg and The Valentine's Day That Almost Wasn't.
ALF[edit]
Main article: ALF (TV series)
Fusco created the ALF character in 1984 using an alien-looking puppet that was hanging around his house that he used to annoy his family and friends. He wanted to create a television show based on the character and through Bernie Brillstein he met Tom Patchett, and together they came up with the concept behind the ALF sitcom. They pitched the idea to NBC's Brandon Tartikoff, who loved the idea and commissioned the show. ALF was a huge success, beginning in 1986 and lasting four seasons, during which 99 episodes were produced.
Fusco also created and produced two animated series for NBC: ALF: The Animated Series and ALF Tales. A co-production of DIC, Alien Productions, Lorimar-Telepictures and Saban Entertainment, the cartoons portrayed Gordon Shumway (ALF) and his family in their days on Melmac prior to the planet explosion. Animated segments were hosted by the live-action ALF, who read letters from viewers and told stories about life back home. Space Cats, a Paul Fusco-produced show in association with Marvel Productions, also ran on NBC in the early 1990s, which was another mix of live action puppetry and animation. The episodes would begin with the live action puppetry where Captain Catgut (voiced by Fusco), the leader of the Spacecats, would receive a mission briefing about the trouble at hand. Space Cats lasted one season and produced 13 episodes, being cancelled after NBC withdrew its commitment to Saturday morning cartoons.
NBC unexpectedly cancelled ALF in 1990 after production wrapped for Season Four, leaving the final episode ("Consider Me Gone") as an unresolved cliffhanger. ABC offered Fusco closure to the story arc and produced a television movie in 1996 called Project ALF co-starring Martin Sheen. The movie (produced by Paul Fusco Productions) saw ALF escaping from the military base where he had been held for testing, but the scientist who he thinks will help him is really plotting to expose his existence to the world on a television talk show.
Fusco kept ALF in the public eye as much as possible after Project ALF. Between 1996 and 2001, ALF made many television guest appearances including The Cindy Margolis Show, Talk Soup and Love Boat: The Next Wave. Fusco continued the trend by featuring ALF on NBC's 75th Anniversary Show and the 2003 TV Land Awards. During 2004, he revived his guest spot on Hollywood Squares, and also became the "spokesalien" for phone company 10-10-220. ALF merchandise also returned with posters, figures and T-shirts. The U.S.-Canadian DVD release of the original sitcom was the recipient of much critical and fan backlash due to distributor Lionsgate Home Entertainment's insistence on utilizing syndicated/edited versions instead of remastering the original uncut NBC-TV broadcast versions, resulting in poor sales.[3] Conversely, the German DVD release included complete episodes for all but three of the 99 entries.[4]
The ALF renaissance led to ALF's Hit Talk Show in 2004, created and produced by Fusco for TV Land. The show was a mix of celebrity chat and skits filmed in front of a live audience from Hollywood's Sunset Boulevard. In November 2007, ALF appeared as "TV Icon of the Week" on The O'Reilly Factor.
In August 2012, Fusco confirmed that Sony Pictures Animation has acquired the rights to ALF and will develop the property into a CGI-live action hybrid feature. The Smurfs producer Jordan Kerner will also produce the film, along with Tom Patchett and Fusco.[5]
Personal life[edit]
Paul Fusco lives with his wife Linda and son Christopher.[6]
Filmography[edit]
Year
Film
Role
Notes
1972 Mr. Goober[7]
1981 The Crown of Bogg
1982 The Valentine's Day that Almost Wasn't
1983 Santa's Magic Toy Bag
1983 An Easter Story
1983 A Far Out Fourth
1983 A Thanksgiving Tale
1984 The Moonstone Gem
1985 Dumbo's Circus
1985 Kidstime with T.X. Critter[8] puppeteer and voice of T.X. Critter
1986-1990 ALF puppeteer and voice of ALF TV series (103 episodes, 1986–1990)
1987 ALF: The Animated Series
1987 Matlock 1 episode
1988 ALF Tales
1990 Cartoon All-Stars to the Rescue
1990 A Very Retail Christmas
1991 Blossom 1 episode
1991 Spacecats
1996 Project ALF
1999 Love Boat: The Next Wave 1 episode
2000 The Cindy Margolis Show 1 episode
2002 NBC 75th Anniversary Special
2003 TV Land Awards: A Celebration of Classic TV
2004 Hollywood Squares
2004 ALF's Hit Talk Show 7 episodes
2007 The O'Reilly Factor 1 episode
2011 Good Morning America 1 episode
2012 The Hub's ALF Week
2016 Donald Trump's The Art of the Deal: The Movie ALF
2016 Mr. Robot (TV series) puppeteer and voice of ALF S02E06
TBA ALF: The Movie [9] Producer
References[edit]
Jump up ^ O'Connor, John J. (September 22, 1986). "TV REVIEWS; 'TOGETHER WE STAND' AND 'ALF'". New York Times. Retrieved August 10, 2010.
Jump up ^ "Paul & Linda Fusco: ALF". YouTube. 0:45-0:57: University of Connecticut - Litchfield County Writers Project. April 4, 2007. Retrieved September 17, 2017.
Jump up ^ Lacey, Gord (August 13, 2004). "ALF – Lions Gate Explains Syndication Episodes on DVD Set". TVShows on DVD.com. Archived from the original on January 28, 2010. Retrieved December 31, 2009.
Jump up ^ http://www.imdb.com/name/nm0299319/ Biography for Paul Fusco
Jump up ^ Kit, Borys (August 8, 2012). "'ALF' Movie Lands at Sony Animation With 'Smurfs' Producer (Exclusive)". The Hollywood Reporter. Retrieved August 9, 2012.
Jump up ^ http://www.tv.com/paul-fusco/person/9059/biography.html Robbins, Luke, Biography for Paul Fusco. 2004
Jump up ^ Hi There, Boys and Girls!: America's Local Children's TV Shows. Univ. Press of Mississippi. 2001-01-01. ISBN 9781604738193.
Jump up ^ Hollis, Tim (2001-10-29). Hi There, Boys and Girls! America's Local Children's TV Programs. Univ. Press of Mississippi. ISBN 9781578063963.
Jump up ^ Kit, Borys (August 8, 2012). "'ALF' Movie Lands at Sony Animation With 'Smurfs' Producer (Exclusive)". The Hollywood Reporter. Retrieved August 9, 2012.
External links[edit]
Paul Fusco on IMDb
[hide]
v
t
e
ALF
Television
ALF
ALF: The Animated Series
ALF Tales
Alf's Hit Talk Show
Project ALF
Seasons
1
2
3
4
Main cast
Paul Fusco
Max Wright
Anne Schedeen
Andrea Elson
Benji Gregory
Related
ALF: The First Adventure
ALF (video game)
Cartoon All-Stars to the Rescue
Permanent Midnight
Authority control
WorldCat Identities
VIAF: 262840240
ISNI: 0000 0003 8190 736X
GND: 139346791
BNF: cb14099466s (data)
Retrieved from "https://en.wikipedia.org/w/index.php?title=Paul_Fusco&oldid=801053384"
Categories:
1953 births
Living people
American puppeteers
American male voice actors
American male film actors
American male television actors
Male actors from New Haven, Connecticut
Hidden categories:
Use mdy dates from June 2013
Articles with hCards
No local image but image on Wikidata
BLP articles lacking sources from September 2017
All BLP articles lacking sources
Wikipedia articles with VIAF identifiers
Wikipedia articles with ISNI identifiers
Wikipedia articles with GND identifiers
Wikipedia articles with BNF identifiers
Navigation menu
Personal tools
Not logged in
Talk
Contributions
Create account
Log in
Namespaces
Article
Talk
Variants
Views
Read
Edit
View history
More
Search
Navigation
Main page
Contents
Featured content
Current events
Random article
Donate to Wikipedia
Wikipedia store
Interaction
Help
About Wikipedia
Community portal
Recent changes
Contact page
Tools
What links here
Related changes
Upload file
Special pages
Permanent link
Page information
Wikidata item
Cite this page
Print/export
Create a book
Download as PDF
Printable version
Languages
العربية
Azərbaycanca
Deutsch
Español
Norsk
Polski
Português
Русский
Українська
Edit links
This page was last edited on 17 September 2017, at 11:00.
Text is available under the Creative Commons Attribution-ShareAlike License; additional terms may apply. By using this site, you agree to the Terms of Use and Privacy Policy. Wikipedia® is a registered trademark of the Wikimedia Foundation, Inc., a non-profit organization.
Privacy policy
About Wikipedia
Disclaimers
Contact Wikipedia
Developers
Cookie statement
Mobile view
Enable previews

values: mw-page-base noprint

values: mw-head-base noprint

values: firstHeading firstHeading en

values: siteSub noprint

values: jump-to-nav mw-jump

attrs: role class

values:
note
hatnote navigation-not-searchable

value: th

attrs: colspan style

value: tr

values:
/wiki/Voice_actor
mw-redirect
Voice actor

values: plainlinks metadata ambox ambox-content ambox-BLP_sources

values:
/wiki/Alien_Productions
mw-redirect
Alien Productions

values:
/wiki/Saturday_morning_cartoons
mw-redirect
Saturday morning cartoons

values:
/wiki/Hollywood_Squares
mw-redirect
Hollywood Squares

values:
/wiki/ALF%27s_Hit_Talk_Show
mw-redirect
ALF's Hit Talk Show

values:
/wiki/Mr._Robot_(TV_series)
mw-redirect
Mr. Robot (TV series)

values:
nofollow
http://www.imdb.com/name/nm0299319/
external free

values:
reflist mw-references-wrap
list-style-type: decimal;

values:
nofollow
http://www.imdb.com/name/nm0299319/
external text

values: nowraplinks collapsible autocollapse navbox-inner

values:
nofollow
external text
https://viaf.org/viaf/262840240

values:
nofollow
external text
http://isni.org/isni/000000038190736X

values:
nofollow
external text
https://d-nb.info/gnd/139346791

values: Category:American male television actors

values: Category:Male actors from New Haven, Connecticut

values: Category:No local image but image on Wikidata

values: Category:BLP articles lacking sources from September 2017

values: Category:All BLP articles lacking sources

values: Category:Wikipedia articles with VIAF identifiers

values: Category:Wikipedia articles with ISNI identifiers

values: Category:Wikipedia articles with GND identifiers

values: Category:Wikipedia articles with BNF identifiers

values: Discussion about edits from this IP address [ctrl-alt-n]

values: A list of edits made from this IP address [ctrl-alt-y]

values: You are encouraged to create an account and log in; however, it is not mandatory

values: You're encouraged to log in; however, it's not mandatory. [ctrl-alt-o]

values:
/wiki/Paul_Fusco
View the content page [ctrl-alt-c]
c

values: Discussion about the content page [ctrl-alt-t]

values: p-namespaces navigation vectorTabs p-namespaces-label

values:
p-variants
navigation
vectorMenu emptyPortlet
p-variants-label

values: Past revisions of this page [ctrl-alt-h]

values: p-views navigation vectorTabs p-views-label

values:
p-cactions
navigation
vectorMenu emptyPortlet
p-cactions-label

values:
mw-wiki-logo
/wiki/Main_Page
Visit the main page

values:
/wiki/Main_Page
Visit the main page [ctrl-alt-z]
z

values: Featured content – the best of Wikipedia

values: Find background information on current events

values:
/wiki/Special:Random
Load a random article [ctrl-alt-x]
x

values: portal navigation p-navigation p-navigation-label

values: بول فوسكو – Arabic

values:
https://az.wikipedia.org/wiki/Pol_Fasko
Pol Fasko – Azerbaijani
az
az
interlanguage-link-target

values: Фаско, Пол – Russian

values: Пол Фаско – Ukrainian

values: mediawiki ltr sitedir-ltr mw-hide-empty-elt ns-0 ns-subject page-Paul_Fusco rootpage-Paul_Fusco skin-vector action-view


text:
Photon energy
From Wikipedia, the free encyclopedia
Jump to navigation Jump to search
Photon energy is the energy carried by a single photon. The amount of energy is directly proportional to the photon's electromagnetic frequency and inversely proportional to the wavelength. The higher the photon's frequency, the higher its energy. Equivalently, the longer the photon's wavelength, the lower its energy.
Photon energy is solely a function of the photon's wavelength. Other factors, such as the intensity of the radiation, do not affect photon energy. In other words, two photons of light with the same color and therefore, same frequency, will have the same photon energy, even if one was emitted from a wax candle and the other from the Sun.
Photon energy can be represented by any unit of energy. Among the units commonly used to denote photon energy are the electronvolt (eV) and the joule (as well as its multiples, such as the microjoule). As one joule equals 6.24 × 1018 eV, the larger units may be more useful in denoting the energy of photons with higher frequency and higher energy, such as gamma rays, as opposed to lower energy photons, such as those in the radiofrequency region of the electromagnetic spectrum.
Contents
[hide]
1 Formula
2 Examples
3 See also
4 References
Formula[edit]
The equation for photon energy[1] is
E = h c λ {\displaystyle E={\frac {hc}{\lambda }}}
Where E is photon energy, h is the Planck constant, c is the speed of light in vacuum and λ is the photon's wavelength. As h and c are both constants, photon energy changes with direct relation to wavelength λ.
To find the photon energy in electronvolts, using the wavelength in micrometres, the equation is approximately
E ( e V ) = 1.2398 λ ( μ m ) {\displaystyle E(eV)={\frac {1.2398}{\mathrm {\lambda } ({\mu }m)}}}
Therefore, the photon energy at 1 μm wavelength, the wavelength of near infrared radiation, is approximately 1.2398 eV.
Since c λ = f {\displaystyle {\frac {c}{\lambda }}=f} , where f is frequency, the photon energy equation can be simplified to
E = h f {\displaystyle E=hf}
This equation is known as the Planck-Einstein relation. Substituting h with its value in J⋅s and f with its value in hertz gives the photon energy in joules. Therefore, the photon energy at 1 Hz frequency is 6.62606957 × 10−34 joules or 4.135667516 × 10−15 eV.
In chemistry and optical engineering,
E = h ν {\displaystyle E=h{\nu }}
is used where h is Planck's constant and the Greek letter ν (nu) is the photon's frequency.[2]
Examples[edit]
An FM radio station transmitting at 100 MHz emits photons with an energy of about 4.1357 × 10−7 eV. This minuscule amount of energy is approximately 8 × 10−13 times the electron's mass (via mass-energy equivalence).
The highest energy gamma rays detected to date, very-high-energy gamma rays, have photon energies of 100 GeV to 100 TeV (1011 to 1014 electronvolts) or 0.016 microjoules to 0.016 millijoules. This corresponds to frequencies of 2.42 × 1025 to 2.42 × 1028 Hz.
A photon with a wavelength equal to the Planck length would have an energy of about 7.671 × 1028 eV or 1.229 × 1010 joules (12.29 gigajoules). This is roughly the amount of energy produced by the world's most powerful coal-fired power station, the Taichung Power Plant, during a period of 2.25 seconds.
During photosynthesis, specific chlorophyll molecules absorb red-light photons at a wavelength of 700 nm in the photosystem I, corresponding to an energy of each photon of ≈ 2 eV ≈ 3 x 10−19 J ≈ 75 kBT, where kBT denotes the thermal energy. A minimum of 48 photons is needed for the synthesis of a single glucose molecule from CO2 and water (chemical potential difference 5 x 10−17 J) with a maximal energy conversion efficiency of 35%.
See also[edit]
Photon
Electromagnetic radiation
Electromagnetic spectrum
Planck constant and Planck units
Planck–Einstein relation
References[edit]
Jump up ^ "Energy of Photon". Photovoltaic Education Network, pveducation.org. Archived from the original on 2016-07-12. Retrieved 2015-06-21.
Jump up ^ Andrew Liddle (27 April 2015). An Introduction to Modern Cosmology. John Wiley & Sons. p. 16. ISBN 978-1-118-69025-3.
Retrieved from "https://en.wikipedia.org/w/index.php?title=Photon_energy&oldid=832032761"
Categories:
Foundational quantum physics
Electromagnetic spectrum
Photons
Navigation menu
Personal tools
Not logged in
Talk
Contributions
Create account
Log in
Namespaces
Article
Talk
Variants
Views
Read
Edit
View history
More
Search
Navigation
Main page
Contents
Featured content
Current events
Random article
Donate to Wikipedia
Wikipedia store
Interaction
Help
About Wikipedia
Community portal
Recent changes
Contact page
Tools
What links here
Related changes
Upload file
Special pages
Permanent link
Page information
Wikidata item
Cite this page
Print/export
Create a book
Download as PDF
Printable version
Languages
Español
ਪੰਜਾਬੀ
Português
Edit links
This page was last edited on 23 March 2018, at 12:22.
Text is available under the Creative Commons Attribution-ShareAlike License; additional terms may apply. By using this site, you agree to the Terms of Use and Privacy Policy. Wikipedia® is a registered trademark of the Wikimedia Foundation, Inc., a non-profit organization.
Privacy policy
About Wikipedia
Disclaimers
Contact Wikipedia
Developers
Cookie statement
Mobile view
Enable previews

values: mw-page-base noprint

values: mw-head-base noprint

values: firstHeading firstHeading en

values: siteSub noprint

values: mw-jump-link #mw-head

values: mw-jump-link #p-search

values:
/wiki/Electromagnetic_wave
mw-redirect
Electromagnetic wave

values: vertical-align: -2.005ex; width:8.056ex; height:5.509ex;

values: vertical-align: -2.671ex; width:16.997ex; height:6.009ex;

values: vertical-align: -2.005ex; width:6.568ex; height:4.843ex;

values: vertical-align: -0.671ex; width:7.492ex; height:2.509ex;

values:
/wiki/Planck-Einstein_relation
mw-redirect
Planck-Einstein relation

values: vertical-align: -0.338ex; width:7.445ex; height:2.176ex;

values:
reflist mw-references-wrap
list-style-type: decimal;

values:
catlinks mw-normal-catlinks
catlinks mw-normal-catlinks
interface

values: Discussion about edits from this IP address [ctrl-alt-n]

values: A list of edits made from this IP address [ctrl-alt-y]

values: You are encouraged to create an account and log in; however, it is not mandatory

values:
/wiki/Photon_energy
View the content page [ctrl-alt-c]
c

values: Guidance on how to use and edit Wikipedia

values: About the project, what you can do, where to find things

values: A list of recent changes in the wiki [ctrl-alt-r]

values: portal navigation p-interaction p-interaction-label

values: List of all English Wikipedia pages containing links to this page [ctrl-alt-j]

values: Recent changes in pages linked from this page [ctrl-alt-k]

values:
/wiki/Wikipedia:File_Upload_Wizard
Upload files [ctrl-alt-u]
u

values: A list of all special pages [ctrl-alt-q]

values: Permanent link to this revision of the page

values: Link to connected data repository item [ctrl-alt-g]

values: Printable version of this page [ctrl-alt-p]

values: ਫੋਟੋਨ ਊਰਜਾ – Punjabi

values: /static/images/wikimedia-button-1.5x.png 1.5x, /static/images/wikimedia-button-2x.png 2x

values: /static/images/poweredby_mediawiki_132x47.png 1.5x, /static/images/poweredby_mediawiki_176x62.png 2x

values:
suggestions
display: none; font-size: 13px;

values: mediawiki ltr sitedir-ltr mw-hide-empty-elt ns-0 ns-subject page-Photon_energy rootpage-Photon_energy skin-vector action-view