In "By the Waters of Babylon," under the leadership of John, what do you think the Hill People will do with their society?

The best place to look for evidence in regards to what John's plans are for his people is the final paragraphs of the story. John has returned from New York City, and he has returned with knowledge of what the former gods really are. John discovered that the Place of the Gods was actually inhabited by normal men and women. Those men and women wound up destroying themselves in some kind of nuclear event. John...

The best place to look for evidence in regards to what John's plans are for his people is the final paragraphs of the story. John has returned from New York City, and he has returned with knowledge of what the former gods really are. John discovered that the Place of the Gods was actually inhabited by normal men and women. Those men and women wound up destroying themselves in some kind of nuclear event. John is amazed by everything he sees, and he realizes the people had amazing knowledge and technology. Unfortunately, they were unable to control it all, and ended up destroying themselves.  

At the end of the story, John vows to begin reintroducing that lost knowledge to his own people. He has to wait until he is the head priest, but his plan is to help bring in a rebirth of learning. It's very Renaissance in concept. 

Nevertheless, we make a beginning. It is not for the metal alone we go to the Dead Places now — there are the books and the writings. They are hard to learn. And the magic tools are broken—but we can look at them and wonder. At least, we make a beginning. And, when I am chief priest we shall go beyond the great river. We shall go to the Place of the Gods — the place newyork — not one man but a company. . . They were men who were here before us. We must build again.

How are the themes of warfare, search for identity, and jealousy used in A Separate Peace by John Knowles?

When the action of the book starts, Gene is a high school student faced with an identity crisis, and he is filled with fear. He writes of that time, "We were in shaky transit that summer from the groveling status of Lower Middlers to the near-respectability of Upper Middlers." Even Gene's status in the school, caught between the youngest kids and the oldest, is unclear. Gene, an intellectual, is unsure of his identity, and he...

When the action of the book starts, Gene is a high school student faced with an identity crisis, and he is filled with fear. He writes of that time, "We were in shaky transit that summer from the groveling status of Lower Middlers to the near-respectability of Upper Middlers." Even Gene's status in the school, caught between the youngest kids and the oldest, is unclear. Gene, an intellectual, is unsure of his identity, and he befriends Finny, a popular boy, in part to cover up for his own insecurities and to feel less afraid. 

Part of Gene's fear has to do with the war, as the book's action starts in 1942, during World War II. He says:

"The class above, seniors, draft-bait, practically soldiers, rushed ahead of us toward the war. They were caught up in accelerated courses and first-aid programs and a physical hardening regimen."

While Gene and his classmates are still "numbly reading Virgil," students just a bit older than them are preparing to enter the war and to leap into the unknown, worsening Gene's fears. 

While Gene admires Finny, he is also jealous of his friend's ability to get away with behavior none of the other boys would dare exhibit. For example, when Finny wears a bright pink shirt, the teachers only find it funny, not punishable. Gene thinks:

"I was beginning to see that Phineas could get away with anything. I couldn’t help envying him that a little, which was perfectly normal. There was no harm in envying even your best friend a little."

Gene's insecurity and confused identity, worsened by the coming war, makes him more and more jealous of Finny until he decides to deliberately shake the branch of the tree on which Finny is climbing. 

How does blood travel through the body?

Blood flows in our bodies through an intricate system of blood vessels known as the circulatory system. The movement is facilitated by the pumping of the heart and with every heart beat blood is pushed through the different blood vessels that go through every part of the body. There are three distinct types of blood vessels that perform different roles:

Arteries- These are blood vessels that carry blood rich in oxygen away from the heart....

Blood flows in our bodies through an intricate system of blood vessels known as the circulatory system. The movement is facilitated by the pumping of the heart and with every heart beat blood is pushed through the different blood vessels that go through every part of the body. There are three distinct types of blood vessels that perform different roles:

Arteries- These are blood vessels that carry blood rich in oxygen away from the heart. They comprise of arteries such as the pulmonary artery and the aorta. They also play a role in maintaining the consistency of the blood pressure. The arteries branch into smaller arterioles as they move further away from the heart.

Veins- These are blood vessels that carry blood poor in oxygen back to the heart. They have narrower walls compared to the arteries. They are flexible and expand to accommodate the different amounts of blood that go through them.

Capillaries- These are blood vessels that connect the arteries and the veins. They feature very thin walls to allow for oxygen and nutrients to pass through and reach the body tissues. They are also responsible for the movement of wastes from the tissues back to the blood and released through organs such as the lungs.

Blood deficient in oxygen arriving from the veins is pumped from the heart to the lungs while, blood rich in oxygen moves from the lungs to the heart through the pulmonary veins and then to the rest of the body.

During the course of the play Macbeth, the roles of Macbeth and Lady Macbeth are reversed. Do you agree?

This question references one of the most powerful aspects of the story arc of Macbeth. In the first act, Lady Macbeth is ruthless, strong, and cunning. Indeed, she resolves to "unsex" herself in order to push her husband, who is "too full of the milk of human kindness" to murder Duncan. Macbeth, on the other hand, is ambitious, to be sure, but has serious reservations about killing the King. He has resolved not to...

This question references one of the most powerful aspects of the story arc of Macbeth. In the first act, Lady Macbeth is ruthless, strong, and cunning. Indeed, she resolves to "unsex" herself in order to push her husband, who is "too full of the milk of human kindness" to murder Duncan. Macbeth, on the other hand, is ambitious, to be sure, but has serious reservations about killing the King. He has resolved not to do it, in fact, when Lady Macbeth goads him into the murder by questioning his honor and his masculinity.

After the murder of Duncan, Lady Macbeth is still a strong and ruthless character, but it turns out that her husband no longer needs her influence to persuade him to carry out murders. He has Banquo, his close friend, killed: the last act for which he shows any guilt at all. After this point, Lady Macbeth fades from the play until we encounter her again in the first scene in act 5. She is sleepwalking, frantically trying to scrub imaginary blood from her hands. It is clear that she is emotionally shattered from the guilt of the murders. Macbeth, on the other hand, has become a cruel tyrant. By the time Lady Macbeth kills herself in act 5, scene 5, the tragic transformation is complete. They have, in many ways, swapped roles, a process that eventually consumes them both.

What did Mrs. Granger send Nick when he was in college?

When Nick is a student in college, he finds a package on the doorstep of his apartment.  He opens it and discovers that it is from his former fifth grade teacher, Mrs. Granger.  Nick finds three things inside the package.  There is a dictionary, a handwritten note, and an envelope.  He first reads the note, which directs him to turn to a certain page in the dictionary, which is a new edition.  He finds a...

When Nick is a student in college, he finds a package on the doorstep of his apartment.  He opens it and discovers that it is from his former fifth grade teacher, Mrs. Granger.  Nick finds three things inside the package.  There is a dictionary, a handwritten note, and an envelope.  He first reads the note, which directs him to turn to a certain page in the dictionary, which is a new edition.  He finds a definition for the word he created, frindle, on the page.  Mrs. Granger explains that she will tell her future students about his word.  She also tells him that their battle is over so he can open the envelope.  Inside is a letter Mrs. Granger wrote to him ten years before.  Inside this letter, Mrs. Granger writes that much has changed since she started teaching.  She writes that words are important.  Predicting the future, she also writes that Nick's word is in the dictionary and expresses her feelings about the frindle battle.  This letter shows Nick that Mrs. Granger was not against him, as he had thought.

What kind of protagonist is Emily?

William Faulkner’s short story “A Rose for Emily” falls very much into the genre of macabre literature. The tale of a woman from a once-prosperous family who was isolated from society by an overprotective father and who essentially kidnaps the one man to whom she gives herself, keeping his dead body in her bed for eternity, involves a category of protagonist that departs from the conventional wisdom regarding character classification. “Protagonist,” as opposed to “antagonist,”...

William Faulkner’s short story “A Rose for Emily” falls very much into the genre of macabre literature. The tale of a woman from a once-prosperous family who was isolated from society by an overprotective father and who essentially kidnaps the one man to whom she gives herself, keeping his dead body in her bed for eternity, involves a category of protagonist that departs from the conventional wisdom regarding character classification. “Protagonist,” as opposed to “antagonist,” suggests positive features in a character, while “antagonist” would seem to imply a villainous character. At minimum, an antagonist is a character determined to prevent the protagonist from succeeding at a presumably positive endeavor. Emily, however, is not a positive character; on the contrary, she is far from admirable in any way, existing as a reclusive figure who, in Faulkner’s day, would have been referred to as a spinster known as much for her failure to pay her taxes as for her “failure” to wed.

Miss Emily Grierson is the protagonist of Faulkner’s story. She is the kind of protagonist, though, who embodies no particular traits for which to commend her. She is the protagonist simply because she is the central character in Faulkner’s story, and the figure whose actions propel the narrative. Emily is the kind of protagonist who is featured in stories about sociopaths and psychopaths—hardly the definition of protagonist that one would ordinarily expect.

What are some level 2 questions for "The Earth Men" in The Martian Chronicles by Ray Bradbury ?

I assume that you are talking about Arthur Costa's levels of questioning, as discussed in works like Developing Minds: A Resource Book for Teaching Thinking (see third link below).

According to Costa's ideas, a level one question asks students to retrieve facts or details from a text. The student doesn't have to interpret anything. The student is merely asked to find the desired information. Here are examples of a level one question:

• "What does Mrs....

I assume that you are talking about Arthur Costa's levels of questioning, as discussed in works like Developing Minds: A Resource Book for Teaching Thinking (see third link below).

According to Costa's ideas, a level one question asks students to retrieve facts or details from a text. The student doesn't have to interpret anything. The student is merely asked to find the desired information. Here are examples of a level one question:

• "What does Mrs. Ttt say the name of her planet is?"


• "Who kills the captain?"

Level two questions ask students to make sense of the information that they gather from the text. These questions often include words like why or how. They might ask the reader to analyze, compare, contrast, infer, or explain. 

They differ from level three questions in that they don't ask students to make generalizations, judgments, or evaluations that force them to go beyond the text. They don't ask the reader to speculate, hypothesize, or predict (as would a level three question like: "How might the story have ended if Mr. Xxx had been accompanied by another Martian? Would it still have ended in murder and suicide? Explain your reasoning...").

So you're looking for questions that ask students to make inferences about what's said or depicted, but stop short of requiring them to apply the information to new or hypothetical situations.

Here are some examples of such level two questions:

• "How does Mrs. Ttt's reaction to the astronauts differ from what the captain believes is appropriate?"


• "The captain infers that he and his men are in an insane asylum. What lines of evidence lead him to conclude this?"


• "Why isn't Mr. Xxx's visit to the ship enough to convince him that it is real?"