How does Boxer escape from being attacked by Napoleon's dogs?

In chapter 7, Napoleon calls an assembly to begin his purge and orders his dogs to immediately attack four defenseless pigs. The dogs drag the pigs by their ears in front of Napoleon before three of them attack Boxer. Fortunately, Boxer sees the attack coming and kicks the first dog to the ground and does not let it get up. While the pinned dog shrieks for mercy, the two other dogs run away in terror....

In chapter 7, Napoleon calls an assembly to begin his purge and orders his dogs to immediately attack four defenseless pigs. The dogs drag the pigs by their ears in front of Napoleon before three of them attack Boxer. Fortunately, Boxer sees the attack coming and kicks the first dog to the ground and does not let it get up. While the pinned dog shrieks for mercy, the two other dogs run away in terror. Boxer then looks towards Napoleon to know whether he should crush the dog or let it go. Napoleon then appears to change his countenance and orders Boxer to let the dog go. Boxer is able to escape being attacked because of his size and strength. Boxer is by far the most powerful, physically intimidating animal on the farm and cannot be easily brought down by several dogs. Unfortunately, Boxer is not intelligent and is easily manipulated by Napoleon.

How did Alfred Wegener come up with the theory of plate tectonics?

Alfred Wegener was a German meteorologist who had a keen interest in how the continents of the Earth came to be in their present locations.  He developed a theory known as the theory of continental drift,which basically stated at one time, all the major land masses of the Earth were together in one super-continent, which he called Pangaea.  Surrounding this one super-continent was one super-ocean, called Panthalassa.  For whatever reason, the super-continent broke into...

Alfred Wegener was a German meteorologist who had a keen interest in how the continents of the Earth came to be in their present locations.  He developed a theory known as the theory of continental drift, which basically stated at one time, all the major land masses of the Earth were together in one super-continent, which he called Pangaea.  Surrounding this one super-continent was one super-ocean, called Panthalassa.  For whatever reason, the super-continent broke into pieces and the pieces drifted to their present-day locations.  His inspiration was the visual appeal of the continents, they looked like pieces of a giant jigsaw puzzle.  His evidence was the discovery of similar rock formations, coal deposits, and fossil discoveries on continents separated by major bodies of water.  His theory failed to gain much acceptance due to the fact he could not explain how the continents drifted.  The modern theory of plate tectonics was developed and furthered by a United States naval officer, Harry Hess, who discovered underwater mountain ranges while taking sound readings of the ocean floor.  The cracks in the middle of the mountain ranges fueled the theory of ocean-floor spreading, which provided an explanation of how the continents moved.

Newjack: Guarding Sing Sing Summary

Early in journalist Ted Conover's nonfiction account of the year he spent as a corrections officer in New York State's Sing Sing prison, Newjack: Guarding Sing Sing, he meticulously describes the prison's decrepit condition, noting that "If the whole structure were radically shrunk, the uninitiated might perceive a vaguely agricultural purpose; the cages might be thought to contain chickens, or mink." Conover's point is that the American criminal justice system has failed miserably and that...

Early in journalist Ted Conover's nonfiction account of the year he spent as a corrections officer in New York State's Sing Sing prison, Newjack: Guarding Sing Sing, he meticulously describes the prison's decrepit condition, noting that "If the whole structure were radically shrunk, the uninitiated might perceive a vaguely agricultural purpose; the cages might be thought to contain chickens, or mink." Conover's point is that the American criminal justice system has failed miserably and that the conditions in which the nation's prison population is housed and treated represents a serious failure to understand the nature of crime and punishment; it also represents a collective failure to adopt a penal system consistent with the country's principles. The prisoners he helped guard were housed like animals, and it should, he concludes, come to little surprise that they responded accordingly.

Newjack is not only a depiction of life inside Sing Sing. It is also a history of the prison itself, from its initial construction during the 1820s to the present. It also serves as a critical analysis of America's criminal justice system. One of the topics covered by Conover, in addition to descriptions of his responsibilities as a prison guard with an emphasis on both the mundane nature of the job and the terror that is inherent in having to confront dangerous, violent convicts daily, is the long unsuccessful history of implementing prison reform. 

Thomas Mott Osborne was warden of Sing Sing in the early part of the 20th century. Osborne had—like Conover a century later and for a much briefer time—checked himself into a prison with his identity concealed so that he could see for himself the conditions in which the United States housed its inmates. Passing himself off as a convict, Osborne was appalled by what he witnessed and was determined to reform the correctional system in New York State. He failed and Conover's observations during his time as a prison guard mirrored those of Osborne. This further illuminates the inability or unwillingness of the United States to adopt measures to reduce the prison population (like many others, Conover is critical of mandatory sentence guidelines and the excessive use of incarceration for nonviolent drug offenses) and to address the problem of recidivism. 

Conover’s examination of the criminal justice system and firsthand observations of life inside a particularly notorious penal institution was intended to illuminate the shocking contradictions between American values and the way it treats over one million of its citizens. The United States, he declares, has failed to create a criminal justice system that rehabilitates those it incarcerates and it does nothing to make our cities safer.

Who is the “they” Macbeth refers to in his letter to Lady Macbeth?

Macbeth begins his letter to his wife, Lady Macbeth, with a description of his encounter with the Weird Sisters. The "they" he refers to when he says, "'They met me in the day of success, and I have learned by the perfectest report theyhave more in them than mortal knowledge," refers to these three witchy women. He explains that he came upon them after winning on the battlefield, and though he tried to...

Macbeth begins his letter to his wife, Lady Macbeth, with a description of his encounter with the Weird Sisters. The "they" he refers to when he says, "'They met me in the day of success, and I have learned by the perfectest report they have more in them than mortal knowledge," refers to these three witchy women. He explains that he came upon them after winning on the battlefield, and though he tried to ask them more questions, they disappeared before his eyes.  After this, a messenger from Duncan came to tell him that he has been awarded the title Thane of Cawdor, which the Weird Sisters had prophesied. Macbeth says that he wants to let his wife know about these events so that she can begin to anticipate their happy fates. He calls her his "dearest partner of greatness" and seems, genuinely, to care for her and her happiness. 

Where is logos used in Rachel Carson's "The Obligation to Endure"?

When any speaker or writer presents an argument, the speaker uses three elements to appeal to their audience: ethos, pathos, and logos. A speaker uses ethos when they establish themselves as a credible source of information; a speaker uses pathos when they engage the emotions of their audience; a speaker uses logos when they use facts, data, or logic to persuade their audience.

In "The Obligation to Endure," Carson uses logos in a variety of...

When any speaker or writer presents an argument, the speaker uses three elements to appeal to their audience: ethos, pathos, and logos. A speaker uses ethos when they establish themselves as a credible source of information; a speaker uses pathos when they engage the emotions of their audience; a speaker uses logos when they use facts, data, or logic to persuade their audience.

In "The Obligation to Endure," Carson uses logos in a variety of ways. Primarily, she tracks the historical and ecological evidence in America for the last two centuries to explain why, as a nation, the US is so dependent on DDT. She uses specific, concrete details ("The United States Office of Plant Induction alone has introduced almost 200,000 species") as well as expert opinion, such as quotes from Connecticut entomologist Neely Turner.

It is important to remember that ethos, pathos, and logos all work together. When Carson uses logos, she is also appealing to pathos (by shocking us with the damage caused by DDT) and developing her ethos (by proving that she is knowledgeable on the subject).

Questions about the book called " The Awakening" 1.identify the novel's point of view and discuss the effect of any significant shifts in narrative...

The Awakening is told from a third-person omniscient point of view. It is tempting to say that it is limited omniscient because the narrator spends so much time detailing Edna's thoughts and feelings, but the narrator does offer the thoughts and feelings of other characters at times.

The settings, New Orleans and Grand Isle, are of import, in part, because Edna is an outsider here. She is not used to the Creole way of life, which is something made painfully transparent to her when a salacious novel makes its way through Grand Isle society. The Creole men and women read it openly while Edna feels she must hide it when it is her turn. Edna's outsider status gives her even more to contemplate. It further distances her outward life, and the way in which she must conform in order to retain social acceptance, from her inner life, the way in which she would like to behave and the choices she would prefer to make: the two are often at odds. The individual is almost always at odds with society (in novels at least), and Edna is no exception.

One major theme of this text is that the price of freedom from social rules is alienation. We see this in the end, especially, when Robert refuses to stay with Edna in any relationship other than a marriage. She simply wants them to be together as lovers, not with her as his wife/possession, and he cannot stomach living so outside of the norm. Should Edna, a married woman, simply remain married to Leonce and yet sleep with Robert openly, the social repercussions would be catastrophic: Edna and Robert would be utterly shunned. Consider, as well, Madamoiselle Reisz: she lives outside the rules—she never married, she has devoted her life to her music—and she is only really invited to be the entertainment at parties, never as a simple guest. Her alienation is likely the result of her failure to behave, in more ways than one, in a manner that is considered to be socially appropriate.

In Chapter IX, the narrator writes of Edna, "But the very passions themselves were aroused within her soul, swaying it, lashing it, as the waves daily beat upon her splendid body." This is a good example of mood and tone. In terms of mood, the words are exciting but dangerous at the same time: "aroused" and "passions" vs. "lashing" and "beat." We sense that there is danger to be found in this awakening of passions. Further, this language is somewhat sympathetic toward Edna: an indication of tone. She seems like an unwitting victim to her passions, something she cannot control. In Chapter X, the waves "coiled back [into the water] like slow, white serpents." This is a simile, an example of figurative language, that compares the waves to snakes: a comparison that might conjure up images of the devil in the garden of Eden, a symbol of temptation, just as the sea tempts Edna. Birds, especially caged birds are often used symbolically for Edna in the text as well; so that would be a great place to start to look for symbolism quotations—see in the final scene: "A bird with a broken wing was beating the air above, reeling, fluttering, circling, disabled down, down to the water." Quotations like these help us to come to themes regarding the oppression to be found in strictly regimented gender roles, or, specifically, when women are oppressed.

in Fahrenheit 451 what are some quotes that use power?

I am not sure if the question is asking for quotes that contain the word "power," or if the question is asking about quotes that show a theme/message of power in the book. 

There are not that many uses of the word "power" in the novel. The first three uses occur during Montag's early conversation with Clarisse:

One time, when he was a child, in a power-failure, his mother had found and lit a last candle and there had been a brief hour of rediscovery, of such illumination that space lost its vast dimensions and drew comfortably around them, and they, mother and son, alone, transformed, hoping that the power might not come on again too soon.

This quote contains two uses of the word power, and both are referring to electrical energy. The next time that "power" occurs in the text is about a page later:

How rarely did other people's faces take of you and throw back to you your own expression, your own innermost trembling thought?

What incredible power of identification the girl had; she was like the eager watcher of a marionette show, anticipating each flicker of an eyelid, each gesture of his hand, each flick of a finger, the moment before it began.

This is a much better quote because it uses the word "power," and the quote fits more in line with a thematic approach to power. From talking with Clarisse, Montag is astounded by her uniqueness. She is absolutely like no one else that Montag has ever met. She likes nature and is averse to violence. She asks him tough questions about his job and his happiness. Montag is absolutely drawn to this girl, and he recognizes her power to do this.

Fahrenheit 451 is about a lot of different ideas, but central to the entire book is the power of books and reading. When readers are first introduced to Montag, we see a man that loves his job and does not question his role in burning books:

IT WAS A PLEASURE TO BURN.

IT was a special pleasure to see things eaten, to see things blackened and changed.

That changes dramatically over the course of the story, and the following quote is a great quote that shows Montag beginning to understand that books hold more than just words on a page:

"You weren't there, you didn't see," he said. "There must be something in books, things we can't imagine, to make a woman stay in a burning house; there must be something there. You don't stay for nothing."

Montag does not know what is in the books yet, but he realizes that there must be something very powerful in the pages. This sentiment is echoed in a very powerful quote that Beatty says while talking to Montag:

"Knowledge is power!"

What internal conflict does Alyce feel at the beginning of chapter 11 in The Midwife's Apprentice?

In the beginning of chapter 11, Alyce feels conflicted about her inclinations. She is torn between her usual habit of deferring to her employer and her burning desire to distinguish herself as a capable midwife in her own right.

The chapter begins with a young boy, Matthew Blunt, asking Alyce to come and tend to his mother (who is in labor). Matthew tells Jane Sharp (the midwife) that his mother only wants Alyce. Of course,...

In the beginning of chapter 11, Alyce feels conflicted about her inclinations. She is torn between her usual habit of deferring to her employer and her burning desire to distinguish herself as a capable midwife in her own right.

The chapter begins with a young boy, Matthew Blunt, asking Alyce to come and tend to his mother (who is in labor). Matthew tells Jane Sharp (the midwife) that his mother only wants Alyce. Of course, Jane has no idea who Matthew is referring to; after all, she has only known Alyce as "Beetle."

When Jane discovers who Alyce really is, she is visibly upset and accuses Alyce of taking her customers away from her. Torn between her usual habit of deferring to the midwife and her pride at having been sent for, Alyce must make a decision.

In the end, Alyce's pride seals her decision. She goes with Matthew back to his home and begins to tend to the boy's laboring mother. Despite all her efforts, however, the baby refuses to be born. Ultimately, Alyce realizes that she must send for the midwife.

The chapter ends on a sad note; ashamed of her failure, Alyce decides to leave the village.

How did Lewis and Clark's journey shape the US?

Initially tasked with exploring the Louisiana Purchase and scouting for a "northwest passage" to the Pacific Ocean, the US Army Captain Meriwether Lewis and Lieutenant William Clark led a "Corps of Discovery" west from St. Louis.  Lewis and Clark would travel just over 7,000 miles over the span of twenty-eight months.  Along the route, they lived off the land, relying on local guides and interpreters, including the legendary Sacajawea.  Trying to follow and float along rivers the Corps focused on trying to establish a navigable path to the then known Pacific Ocean.    

They departed St. Louis Missouri in May 14, 1804, reached the Pacific at the mouth of the Columbia River (Oregon) on November 15, 1805, and returned to St. Louis on September 23, 1806.  In all, 59 people volunteered for the expedition, with thirty-three reaching the Pacific, the balance staying at Fort Mandan, North Dakota.

Upon the successful completion of their mission, President Jefferson reported to congress that the expedition had been a great success, and consistent with the fiscally conservative nature of the times, launched into a lengthy explanation justifying the expense of the trip.  In all, Lewis and Clark made contact with roughly two dozen different Native American nations/tribes; mapped a route through the Dakotas, Montana, Idaho, and Oregon; and catalogued and gathered samples of hundreds of native plants, animals, and minerals. Perhaps most importantly, their travels mapped an early route for the Oregon Trail, which would lead to extensive western settlement over the next forty years.

Coupled with the Louisiana Purchase, Gadsden Purchase, and the Mexican American War Lewis and Clark’s expedition fully realized the manifest destiny of the young United States.  The mapping provided an understanding of the scope of the American Continent, establishing just how much land lay undeveloped.  What can be called European expansion came at the price of conquest and domination of Native American and Spanish/Mexican lands, which would become especially bitter as large numbers of European Americans pushed westward over the next century. 

National Park Service FAQ for Lewis and Clark Trail

High Res, zoom-able map of trail

Gabriel's Horn is famous for having an infinite surface area but a finite volume. Prove that the volume is finite.

We are asked to confirm that the volume of the figure known as Gabriel's Horn is finite.

We will use the fact that ` int_1^( oo) (dx)/x^p={[[1/(p-1),"if" p>1],["diverges", p<=1]] `

The solid is generated by revolving the unbounded region between the graph of `f(x)=1/x ` and the x-axis, about the x-axis for `x>=1 ` .

We use the disk method: each disk is a circle of radius f(x).

`V=pi int_1^(oo) (1/x)^2dx `

`V=pi int_1^(oo) (dx)/(x^2) `

Using the Lemma above we get:

`V=pi(1/(2-1))=pi ` which of course is finite.

What is logocentrism? |

Dictionary.com defines logocentrism as “a method of literary analysis in which words and language are regarded as a fundamental expression of external reality, excluding nonlinguistic factors such as historical context." According to the site, it can also mean “excessive faith in the meanings of words or their specific usages."

However, to best understand the term, we must first look to the field of linguistics. In linguistics, the central domain of research is speech. This is because the field defines language as the set of rules that speakers (speaking or signing) acquire when they are young. From as early as less than a year old, we acquire language, and barring any neurodivergent conditions, we acquire language with one hundred percent success. Language is also performed as speech. Writing is an artifact of that speech. Think of it as a snapshot of where we are linguistically at any given time.

Writing is also not acquired with one hundred percent success, nor do all people in the world have written language in their systems. So, when we write, we are representing something that exists beyond the scratches we make on paper (or keystrokes on the keyboard).

German philosopher Ludwig Klages was keenly aware of this relationship, and in the 1920s, he coined the term logocentrism. “Logos” is the Greek word for speech, thought, law, or reason, and a logocentrist is someone who would view speech as the central principle of language and philosophy. The philosopher Derrida further explains:

Speech is the original signifier of meaning, and the written word is derived from the spoken word. The written word is thus a representation of the spoken word. Logocentrism maintains that language originates as a process of thought which produces speech, and that speech then produces writing. Logocentrism is that characteristic of texts, theories, modes of representation and signifying systems that generates a desire for a direct, unmediated, given hold on meaning, being and knowledge.

In this relationship, “writing is considered exterior to speech, and speech is conceptualized as exterior to thought." Writing in this regard would be considered a signifier of a signifier, in keeping with Ferdinand de Saussure’s semiotics, which holds that all signs communicate meaning, and that this meaning contains two parts: (1) the form of the sign (signifier) and (2) its meaning (the signified).

C.S. Peirce also developed a theory of semiotics in which the relationship of signs is tri-part: (1) the specific physical form of the sign (vehicle), (2) the aspect of the world that the sign carries meaning about (sign object), and (3) the meaning of the sign as understood by an interpreter (interpretant).

As outlined by de Saussure and Peirce above, a reader is twice removed from the writer of a given work. “Logocentrism thus asserts that writing is a substitute for speech and that writing is an attempt to restore the presence of speech."

Additional Resources:

https://linguistics.stackexchange.com/questions/788/why-does-linguistics-focus-on-spoken-languages-rather-than-written-ones

What is your interpretation of the relationship between Mary and Billy (Will)?

The relationship between Billy and his mother Mary is a codependent one. By vying for his mother's love and approval in the shadow of his abusive father, Billy gives Mary power she would not have otherwise. When he gets older and grows up, she loses that power and the two eventually have a less personal, less codependent relationship. 

As a child, Billy relies on the love, protection, and acceptance his mother offers him. He is unable to get it from anyone else. As a result, Billy shapes himself into the kind of person she expects throughout his childhood. 

Mary's husband Constantine abused his wife and children, especially Billy. For example, one night when Billy finds his parents filling their Easter baskets, Constantine thinks of his son's small frame and how at five he already "had a scrawny neck and a squeaky, pleading voice." He is annoyed by his son's presence and disappointed in Billy, so he shakes him hard after Mary tries to defuse the situation by telling Billy that it is just a dream. Mary intervenes for him and makes her husband stop.

Constantine decides he has not done enough and slaps Billy's behind hard—making him fall. He goes to hurt him more, and Mary gets in between them. This type of interaction explains the relationship between Billy and Mary during his childhood. Because her husband is abusive toward Billy, Mary is more focused on him; she dotes on him more than his sisters—always in an attempt to stop Constantine from abusing Billy.

Billy wants to please Mary. At one point, she chooses to buy him a stuffed monkey because that is what Mary wants him to prefer. Billy himself wants a Barbie, but he does not tell his mother. Part of the reason he wants to please her is because she is his protector and the one who stands up for the person Billy is inside. His father sees Billy as he wants him to be—a boy who wants to buy a football rather than replace a broken toy horse. Mary accepts the desires that Billy voices and continues to love him, even though that love stifles him.

Billy is appreciative of the love Mary has for him. At the same time, though, it overpowers him and prevents him from coming into his own. Cunningham writes the following:

She smiled, deeply pleased, and told him he was a good little boy, a prize. She told him he deserved all sorts of good things, and if anyone tried to tell him differently, that person didn't know what he was talking about. Billy stared at her gratefully. She offered a practiced smile, one he'd seen thousands of times: a quick jerking upward of the corners of her mouth, a squeezing shut of the eyes, as if the act of smiling caused her a sharp and exquisite pain. Something bucked inside him, a feeling so unruly he thought he might be sick. She was his friend. She was the one who allowed. How could he dislike her? 

Mary appreciates Billy because he is the kind of child she can connect with. Cunningham says that "of Mary's children, only Billy wanted the things she wanted to give." He is happy to do as she asks. He is polite and studious and does not rebel. Billy is the only one of her three children that Mary really understands.

As he gets older, Billy separates himself from his mother and she feels desperate over the loss of the relationship. She does not understand why he might not want to attend Harvard and why he is not lining up for the life she imagined for him. In the same token, Billy sees her as a barrier to having his own life shaped by his own desires. 

When he leaves home, Billy changes his name and goes by Will instead, further separating himself from the child Mary understood so clearly. This puts Mary more in line with her husband, who has never understood Billy. When they visit him at college, the changes are more clear to them. Cunningham says:

Again, her emotions rose in such confusion that she felt the moisture break out along her upper lip. She wanted to defend Billy from his father. She wanted to stand next to Constantine and demand to know who Billy had turned himself into. How had he gotten so lost? Her lungs clenched up and she struggled for a breath.

She sees Billy as a reflection of herself, and, now that he has changed into a more sullen, unkempt person, she does not have that connection anymore. It frightens and upsets Mary and keeps her from being able to connect with the person Will is. She is faced with this when she visits him on the day he is about to graduate from college. It is clear to her that she does not know him. "Although she thought of Billy constantly, she thought of him in faintly abstract terms, the way she'd think of a character in a television show when the show wasn't on."

As Will gets older, she is able to visit with him a couple times every year in Boston. She still thinks of him as Billy, though she calls him Will when she speaks to him. Even though they are together, the relationship between them is more stiff and formal than in the past. 

Mary is aware that her son is gay and is happy not speaking about it. Once Will meets Harry, however, she has to acknowledge and accept it on a more significant level. It is the first time in years that she sees him as the son she once had—recognizing the same pride and embarrassment in his declaration of love for Harry that he had when he brought home a necklace he had made at summer camp as a child. 

Mary recognizes that she can hurt him for the first time in years when he asks if she finds his orientation strange. However, she says she is not shocked, and she asks to know more. It is the right choice for their relationship. Even though she still feels anger for all the things he did not achieve, she still loves him. Her acceptance of him is the first time they have really connected since before he left for college. 

In the end, the codependent relationship between Billy and Mary gave Mary power that she did not have otherwise. Her husband controlled her, and the world she lived in was not the one she wanted. Young Billy worked for her attention and approval until he finally left the family home to grow into an adult. In the end, Cunningham writes,

By accepting him she had lost much of her power, and she saw that she would not be able to get it back even if she wanted to. He’d moved beyond the reach of her disapproval. She had released him.

She did accept Will. Mary recognizes who her son is and is able to love him for that. She also recognizes that Harry is a good man—the kind of man she might have chosen for herself if things were different. This creates a bridge between them that allows them to have a less codependent relationship and develop a more normal one, even if they are not particularly close. Mary still feels more connected to him than to her daughters. She recognizes that she has to love him as he is; there is no other option. 

What were the cultural changes of the 1960s?

The 1960s saw the birth of a new form of counterculture and witnessed significant changes in the roles of women, African Americans, and others in society. The early 1960s were a time of hope, but after John F. Kennedy's assassination in 1963 and the worsening of the conflict in Vietnam in the mid and late 1960s, people began to question authority and traditional institutions such as schools, churches, and the government. 

Students played prominent roles...

The 1960s saw the birth of a new form of counterculture and witnessed significant changes in the roles of women, African Americans, and others in society. The early 1960s were a time of hope, but after John F. Kennedy's assassination in 1963 and the worsening of the conflict in Vietnam in the mid and late 1960s, people began to question authority and traditional institutions such as schools, churches, and the government. 

Students played prominent roles in new forms of activism through organizations such as Students for a Democratic Society (SDS) and SNCC, or the Student Nonviolent Coordinating Committee, which advocated African American rights and equality. In the late 1960s, youth culture was popularized through rock and roll and in concerts like Woodstock in 1969. College campuses became places of protests and revolt against the war in Vietnam, among other causes.

Women's rights became a focus of popular protests, and the role of women changed as women pushed for equal pay and equal rights. Many formerly all-male colleges and graduate schools began to admit women, and more professions began to open their doors to women. During the 1960s, women also had greater sexual freedom than ever before, in part because of the invention of the birth control pill (which the FDA approved as a contraceptive in 1960). The idea that a woman had to get married began to fade away as more women delayed marriage or did not marry at all. In addition, starting with the Stonewall Riots of 1969 in New York City, people in the LGBTQ community began to advocate for their rights and fight against police harassment of their community.

As a result, many hidebound institutions (for example, marriage and regular church worship) that had defined earlier eras began to crumble. By the end of the 1960s, the expectations of women had changed radically, and women, African Americans, and others began a crusade for equality that continues until today. 

I need to compare doublethink and Newspeak in a paragraph. What is one quote for each to show their differences and similarities?

In 1984, there are some differences between doublethink and Newspeak. Doublethink, for example, is the practice of holding and accepting two contradictory ideas at the same time. The Party slogan, "War is Peace," is one example of doublethink, because war and peace are opposites, and, therefore, cannot be the same thing, but the idea is accepted anyway.

As Winston comments in Part One, Chapter Three, doublethink is all about controlling the perception of truth...

In 1984, there are some differences between doublethink and Newspeak. Doublethink, for example, is the practice of holding and accepting two contradictory ideas at the same time. The Party slogan, "War is Peace," is one example of doublethink, because war and peace are opposites, and, therefore, cannot be the same thing, but the idea is accepted anyway.

As Winston comments in Part One, Chapter Three, doublethink is all about controlling the perception of truth and reality:

"Reality control," they called it: in Newspeak, "doublethink."

In contrast, Newspeak is the official language of Oceania. It is very similar to English, but has been whittled down to its most basic form. As Syme explains to Winston in Part One, Chapter Five:

We’re destroying words — scores of them, hundreds of them, every day. We’re cutting the language down to the bone. 

Although doublethink and Newspeak are very different, they share one similarity. That is, their purpose. Both doublethink and Newspeak are designed to brainwash the people of Oceania, so that the Party has total control. Doublethink controls the information that people believe, while Newspeak narrows down the range of thoughts, making it impossible for people to think anything negative about the Party. 

How can prejudice be a response to threats to self-esteem? How does prejudice relate to group interests?

Prejudice is a negative opinion about a person or group of people that is not based on actual experience. Discrimination occurs when a person acts on their prejudice. The development of prejudice can occur in many different ways. Research has shown that individuals may develop prejudice as an attempt to build self-value when a person's self-esteem is threatened. This can occur in two ways. Individuals may ally themselves with a winning/ dominant group against a losing/ minority group. Alternatively, individuals may act on their prejudice on a person-to-person basis as an active manifestation of their belief that they are inherently better than the other person, discriminating to boost their self-esteem. When people experience an event that causes a drop in their self-esteem, they become more likely to act on prejudice in order to rebuild their self-esteem. For example, in the 1980s, Detroit autoworkers discriminated heavily against Japanese people after suffering widespread job losses. Their job loss motivated them to seek other avenues to rebuild their self-worth, which in this case was at the expense of Japanese people.

Prejudice plays a role in both inter-group and intra-group dynamics. Research has shown that individuals have increased self-esteem when they affiliate themselves with a group they believe to be better than another group. This behavior naturally leads to the formation of prejudices against other groups in order to establish the internal valuation system that favors the person's group over others. Affiliation with groups boosts individual self-esteem, and a group of individuals that hold the same prejudice will be unified on that basis.

The relationship between self-esteem and prejudice may seem grim. These behaviors indicate that people build their own worth at the expense of others. Though people do use prejudice as a means of developing self-esteem, one solution is simply to eliminate the person's deficit of self-esteem by building their worth in other ways. There are many ways to build self-esteem that do not come at the expense of other people. Creating self-esteem in healthy ways may decrease a person's perceived need to discriminate against others.

Discuss the postmodern tool of ventriloquism, referring to three texts: Flaubert's Parrot, The Passion (by Jeanette Winterson), and Babysitter by...

Ventriloquism typically refers to a specific type of stage performance in which a person (the ventriloquist) creates the illusion of his/her voice coming from a different place (usually a dummy or puppet). As a postmodern literary tool, the term ventriloquism is also used to describe voices that cannot be traced to a source, that are dissociated or displaced. Postmodern literature frequently challenges cultural and political assumptions about authorship, originality, and subjectivity that are based in Enlightenment thought. Ventriloquism can thus be seen as one means used by postmodern authors to challenge these assumptions.

In Julian Barnes’s novel Flaubert’s Parrot, for example, the narrator, Dr. Geoffrey Braithwaite, examines Flaubert’s life from different perspectives while searching for a stuffed parrot that supposedly sat on Flaubert’s desk while he wrote “Un coeur simple.” Significantly, the text features many instances of intertextuality that make it at times difficult to differentiate between the narrator and Flaubert’s own texts and correspondence. This is particularly apparent in the chapters “The Flaubert Bestiary” and “Examination Papers,” which seem to be comprised of collages of Flaubert’s correspondence. Similarly, the chapter “Braithwaite’s Dictionary of Accepted Ideas” is a parody and pastiche of Flaubert’s “Dictionary of Accepted Ideas” (i.e., the narrator adopts and emulates Flaubert’s voice and hence ironically undermines notions of authorship, subjectivity, and originality).

Jeannette Winterson’s The Passion, on the other hand, uses ventriloquism in the form of historiographic metafiction. The term metafiction refers to a specific form of fiction that is self-conscious and openly addresses the fact that it is imaginary. Winterson’s novel is set during the Napoleonic Wars and tells the story of a young French soldier. However, while some parts of the novel are based on real historic events, Winterson also takes liberties in depicting and interpreting certain historic events. In doing so, Winterson calls into question how history is told and by whom. This, too, can be seen as an instance of literary ventriloquism.

Robert Coover’s short story “The Babysitter” uses ventriloquism by presenting various versions of the same simple plot. Each version of the plot is different, which speaks to the fact that Coover tries to suggest that various versions of reality may exist side by side. This draws attention to the fact that our knowledge is shaped by narratives, and whoever controls the narrative also controls the story. This, of course, has wider ideological implications about how meta-narratives are shaped and what implications this may have for our sense of reality.  

Who is telling the story in Walk Two Moons?

The primary narrator of Walk Two Moonsis Salamanca Tree Hiddle, or Sal. She tells the story in two parts. One part is of her life in Euclid, Ohio, after she and her father moved there from Bybanks, Kentucky, before her mother left. The other part is of her road trip with her grandparents, to whom she tells the first story in a series of flashbacks, along with incidents from her life in Bybanks before...

The primary narrator of Walk Two Moons is Salamanca Tree Hiddle, or Sal. She tells the story in two parts. One part is of her life in Euclid, Ohio, after she and her father moved there from Bybanks, Kentucky, before her mother left. The other part is of her road trip with her grandparents, to whom she tells the first story in a series of flashbacks, along with incidents from her life in Bybanks before her mother left.

Sal is what is called an unreliable narrator, which is one who does not tell all she knows. The events in the two stories have already happened in her past, but she waits until the end to reveal the truth to the reader. She drops hints along the way, which a second reading will make obvious. She is going with her grandparents to Idaho to reach her mother and bring her home by her mother’s birthday. While she says that her mother left her and her father to visit a cousin, she lets the reader assume that she might come back. It is not until the final chapters that Sal reveals her mother died in a bus accident. There are other mysteries along the way, including the whereabouts of Phoebe Winterbottom’s mother, whose disappearance in some ways mirrors that of Sal’s mother. All these clues tell what Sal knew all along.

What drives Winnie to the woods in Tuck Everlasting?

For Winnie Foster, the woods represent a rare taste of freedom. She is an only child and feels like she is constantly being monitored by her parents. She feels stifled, and she wants nothing more than just to be herself. The woods hint at a world beyond, a world of freedom and opportunity for adventure which she can explore at leisure, far from the prying eyes of her overprotective parents. How she envies the toad...

For Winnie Foster, the woods represent a rare taste of freedom. She is an only child and feels like she is constantly being monitored by her parents. She feels stifled, and she wants nothing more than just to be herself. The woods hint at a world beyond, a world of freedom and opportunity for adventure which she can explore at leisure, far from the prying eyes of her overprotective parents. How she envies the toad and his freedom! Sick of being ordered about by her mother and grandma she makes an important decision: she is going to run off to the woods and escape.

Although still only a child, Winnie does not feel she should be treated like a little kid. However, that is precisely how she is treated at home. That is why the woods look so inviting. There, she can finally be herself, just like the toad can be true to his nature too. There is a portentousness to Winnie's desire to be a grown-up. Over the course of the story, she will be faced with many situations that force her to grow up very quickly indeed. Ironically, for reasons that will become clear as the story unfolds, this will take place in an environment in which the people she meets, for a very strange reason, are unable to grow in the way that she does.

What is a summary of The Other Wes Moore?

The Other Wes Moore is the story of two African American males, both with the same name, both from the same city of Baltimore, both from the same generation. Yet, their lives take on two very different paths. Wes, the author, has led a very successful life, achieving high academic attainments including a Rhodes Scholarship to Oxford. The other Wes Moore, however, is a convicted criminal, languishing in prison for the rest of his life...

The Other Wes Moore is the story of two African American males, both with the same name, both from the same city of Baltimore, both from the same generation. Yet, their lives take on two very different paths. Wes, the author, has led a very successful life, achieving high academic attainments including a Rhodes Scholarship to Oxford. The other Wes Moore, however, is a convicted criminal, languishing in prison for the rest of his life with his brother after killing a police officer.

Wes the author becomes fascinated by the story of his namesake. He comes to see him almost as a brother. He wants to find out exactly what happened and which choices were made, that led to their completely divergent life stories. So he starts writing to the other Wes in prison. Thus begins an extensive correspondence between the two men which reveals even more astonishing parallels between their lives.

The author Wes interviews dozens of people in the other Wes Moore's life to gain a more complete understanding of how he came to be in prison. In doing so, he also learns more about himself and the place he occupies in the much bigger story of his generation of African American males. Together, he and Wes devise a project for helping people understand the impact that certain decisions can have on one's life and the life of others.

This doesn't mean that Wes Moore the author is in any way seeking to downplay the role of environmental factors in creating the conditions for crime: the poverty, the institutionalized racism, and the chronic lack of economic opportunity. But, his overriding message is almost an existential one. Ultimately, he recognizes that irrespective of our upbringing and environment, we still have the freedom to choose whom we want to be in life.

Why does Jerry's mother feel she is too protective?

Jerry's mother worries that she is too protective because she feels that she may be causing her son to feel obligated to be with her, a condition which can lead to his loss of independence.

As a widow, Jerry's mother has a close relationship with him. In this story, she and Jerry are on holiday on the coast of a foreign country, and Jerry accompanies his mother to the beach each day. Anxious that she might be...

Jerry's mother worries that she is too protective because she feels that she may be causing her son to feel obligated to be with her, a condition which can lead to his loss of independence.

As a widow, Jerry's mother has a close relationship with him. In this story, she and Jerry are on holiday on the coast of a foreign country, and Jerry accompanies his mother to the beach each day. Anxious that she might be smothering the eleven-year-old boy's growing sense of independence, she asks Jerry if he would like to go somewhere other than their usual spot. Jerry tells her that he would like to "have a look at those rocks" which are in the distance. Although anxious about such "a wild-looking place," the mother gives her permission. Afterwards, she reassures herself silently that Jerry is an excellent swimmer. "She was determined to be neither possessive nor lacking in devotion"; however, it is not without anxiety that she goes to her beach.

Jerry's mother's faith in him allows the boy the opportunity to become independent later. At the "wild" beach he encounters older boys who can dive and swim through a rock tunnel under the sea. At first, they are somewhat friendly, but, after they realize he cannot perform this feat, the older boys reject Jerry. As a result, he secretly practices holding his breath and swimming underwater until he makes his "rite of passage" and successfully swims all the way through the tunnel.

Because of his understanding and unselfish mother, Jerry has completed a stage of maturation. After this, Jerry returns home. His mother notices that he looks pale and has bumped his head, but she does not question him further. When Jerry tells her he can hold his breath underwater for two or three minutes, she calmly responds,

Can you, darling? . . . Well, I shouldn't overdo it. I don't think you ought to swim any more today.

She does not need to say these things because Jerry feels that it is no longer important for him to go to the wild bay.

What is a précis for the book A Fierce Discontent: The Rise and Fall of the Progressive Movement in America, 1870-1920 by McGerr?

McGerr's A Fierce Discontent: The Rise and Fall of the Progressive Movement in America, 1870-1920 is a study of the Progressive Era. The author tries to make sense of the many impulses and agendas that defined the Progressive Era. He locates the source of the movement in the impulses and anxieties of the middle class at the time and states that:

Progressivism was the way in which these Victorian men and women came to answer the basic questions of life . . . What is the individual? What is the relationship between the individual and society? (xiv).

In other words, Progressivism was led by middle-class people reacting to the excesses of the Gilded Age and trying to determine the extent to the which the individual bore responsibility for his or her society and was connected to the larger society. He traces the ways in which the Victorian middle class took on four specific battles: to change big business, change people, put an end to class conflict, and deal with segregation. The author focuses on both the larger and more apparent political battles the Progressives waged but also the smaller, more domestic questions they wrestled with (such as divorce and gender roles).

The author recognizes the limits of Progressivism, including its unwillingness to totally restructure the economy and its acceptance of segregation. As the author writes, "the Progressives turned to segregation as a way to halt dangerous social conflict" (page 183). In other words, the Progressives saw segregation as a way to protect groups such as African-Americans and Native Americans from destruction.

McGerr's argument is based on a wide range of sources, including both public acts and laws, the writings of private individuals, and cultural sources, such as reporting on sports. The author states that it's important to understand the Progressive Era because it set the stage for the political battles that would be waged for the rest of the 20th century.

Does the old man exhibit skills, strength, and smarts in The Old Man and the Sea?

Santiago is a wise old fisherman who loves the sea, which he fondly calls "la mar." When he ventures out on the eighty-fifth day of having caught no fish, this poor man has the simplest of equipment. He is, however, very skilled and experienced.

The old man is equipped with two fresh albacores (tunas), which hang on his two deepest lines. On the other lines, he has "a big blue runner" (also known as a bluefish) and a yellow jack. These fish are known to be eaten by marlins. Santiago has the lines, which are thick as pencils, looped onto

a green-sapped stick so that any pull or touch on the bait would make the stick dip (like a bobber) and each line had forty-fathom coils which could be made fast to the other spare coils so that, if it were necessary, a fish could take out over three hundred fathoms of line. (31)

Clearly, he is going after big fish, probably a marlin. While Santiago has primitive equipment compared to what marlin fishermen use today, he has his skills acquired over his many years of fishing to assist him. First of all, he watches the sky and the water. He knows when he sees birds diving into the water that they are feeding on a school of fish, and soon a big fish may come along to feed, too. When Santiago sees a man of war bird, he says aloud, "He's got something. . . . He's not just looking." (33) This is a clever strategy.

As a skilled fisherman, Santiago watches his line and waits until "he felt the gentle touch on the line, and he was happy" because he knows the fish is going to take the bait. When he feels the heavy weight of a fish, Santiago lets more line out, but he does not allow any slack in the line (slack could cause him to lose his fish)—"the pressure of his thumb and finger were almost imperceptible." His experience has taught him just the right touch.

He knew what a huge fish this was. . . . At that moment he felt him stop moving but the weight was still there. Then the weight increased and he gave more line. He tightened the pressure of his thumb and finger for a moment and the weight increased and was going straight down.
"He's taken it," he said. "What a fish. . . . He has it [the line of bait] sideways in his mouth now, and he is moving off with it." (43)

Now Santiago knows that he has the marlin securely on his line. He hopes that the hook will puncture the marlin's heart; that would cause the marlin to rise to the surface, and then Santiago could harpoon him. But the fish does not surface. Santiago does not have enough strength to pull the great fish out, either. So the fish swims for hours, and there is nothing Santiago can do but brace the line across his back. The old man endures this line on his back for hours—which clearly demonstrates his strength.

After a long time, the fish suddenly lurches and pulls the old man down onto the bow. It would have pulled him overboard, but Santiago braces himself and gives the fish more line. The old man endures for two days and two nights as the marlin pulls him along. Finally, on the third day, the great fish circles the boat. Exhausted and almost delirious, Santiago somehow manages to pull the marlin onto its side and pierce it with his harpoon. Then, he ties it to his boat's side, and he tries to bring the great fish in, but sharks follow the blood trail and eat much of the marlin.

After Santiago returns, many other fishers go into the water, gathering around the boat to look at what was tied to it. One man measures the skeleton of what was a massive fish.

On the American flag, there are 50 stars. Were there any reasons for this design other than to represent the 50 states? For example, do the stars...

The official flag of the United States of America underwent a series of revisions since its original design during the period of the revolutionary war against the British Crown. Its design was no accident, with the Continental Congress passing a resolution on June 14, 1777 that stated:

"Resolved: that the flag of the United States be made of thirteen stripes, alternate red and white; that the union be thirteen stars, white in a blue field,...

The official flag of the United States of America underwent a series of revisions since its original design during the period of the revolutionary war against the British Crown. Its design was no accident, with the Continental Congress passing a resolution on June 14, 1777 that stated:

"Resolved: that the flag of the United States be made of thirteen stripes, alternate red and white; that the union be thirteen stars, white in a blue field, representing a new Constellation."

The number of stars, of course, corresponded to the number of British colonies-turned-United States. There were 13 states at the nation's outset, and 13 stars reflecting that number (i.e., one star for each state). As the number of states in the Union increased over time, the "blue field" inside of which sat the stars representing the states was subsequently changed to reflect those increases. For each of these modifications to the original flag, a congressional resolution or presidential "Executive Order" was issued officially increasing the number of stars while dictating the pattern and dimensions of the stars and stripes. 

While the number of stars increased in accordance with the nation's growth, the original thirteen stripes, representing the original 13 colonies, has remained constant. 

What is the main difference between the teachings of W.E.B. Du Bois and Booker T. Washington?

The main difference between the teachings of W.E.B. Du Bois and Booker T. Washington lies within their beliefs regarding the best way to achieve progress within the African-American community.  Booker T. Washington believed that the best path to African-American progress resided within a temporary acceptance of the racial discrimination aimed at them.  He thought that even though they were free from slavery, African-Americans should continue to seek work in crafting and agriculture.  That is, they...

The main difference between the teachings of W.E.B. Du Bois and Booker T. Washington lies within their beliefs regarding the best way to achieve progress within the African-American community.  Booker T. Washington believed that the best path to African-American progress resided within a temporary acceptance of the racial discrimination aimed at them.  He thought that even though they were free from slavery, African-Americans should continue to seek work in crafting and agriculture.  That is, they should continue to hone the labor and farming skills that were once forced upon them in order to earn and save money and perhaps even begin to create businesses for themselves.  He believed that this would help them to gain the respect of the white community, which would eventually bring about an end to racism and racial discrimination.

W.E.B. Du Bois, on the other hand, believed racism and oppression would only continue if African-Americans followed Booker T. Washington’s plan.  Instead, Du Bois believed that African-Americans should begin to pursue further education.  In his essay collection The Negro Problem, he advocated for a “talented tenth” of the African-American population to become leaders of the race via education, leadership, and social activism.  Later in his life, Du Bois came to realize that progress could emerge in a number of ways, and that the contributions of those who didn’t pursue a traditional education were also integral to social progress.

In Freak the Mighty, how does sentence length in chapters 13 and 14 impact the tone of the text? Use ACE format to answer the question—include...

In order to analyze sentence length in certain chapters of Freak the Mighty, the young adult novel Rodman Philbrick published in 1993, we have to understand key elements of the story itself. And we must compare and contrast sentence length in chapters thirteen and fourteen with sentence length in other parts of the book.

Let's start by looking at the very first paragraph of the book:

I never had a brain until Freak came along and let me borrow his for a while, and that's the truth, the whole truth. The unvanquished truth, is how Freak would say it, and for a long time it was him who did the talking. Except I had a way of saying things with my fists and my feet even before we became Freak the Mighty, slaying dragons and fools and walking high above the world.

This passage introduces us to the two primary characters, Max (who's doing the talking) and Kevin (whom he refers to as "Freak"). As we can surmise from this text, Kevin is brilliant and Max is not. But Kevin is physically handicapped, and he must wear braces on his legs. Max, on the other hand, isn't intellectually gifted, but he's big and strong. Together, as friends, they'll help to balance out each other's deficiencies. This friendship is central to the novel.

But what about sentence length? In this first chapter, we can notice that the sentences are long. You might even describe one or two of these sentences as rambling or run-on. Max is the one speaking (he's the book's narrator), and his thoughts seem to blend into one another, stream-of-consciousness-style, as if he is thinking aloud.

Now, let's look at some examples of sentence length in chapters 13 and 14. These are the first lines of chapter 13:

It's October. Friday the thirteenth. Today is unlucky. The day starts out pretty normal. The teachers think of Freak and Max as their own little unit.

In this passage, the sentences are much shorter than the sentences we read in chapter 1. Max's ideas are more concrete and decisive; his phrases are clipped. This tone suits the dark content of chapter thirteen, in which, we'll learn, Freak has an accident at school:

Later, Freak was eating American Chop Suey, his favorite meal. Suddenly he started choking and turned blue. The teacher phoned the ambulance and they went to pick him up. Max wasn't allowed to come in, even though by this time Freak was fine again. The nurses said that he would be fine. 

Max's language here is comparatively somber, if we look at it side by side with the first chapter. It's a form of foreshadowing of the events to come.

Let's take a look at chapter 14 and an example of the sentences in it:

Max is downstairs putting gift wrap on a present when he hears yelling from upstairs. He crept up the stairs and listened at the door. His Grim wanted to carry a gun around the house, and Gram was against it. They said that Killer Cane could come at any minute now that he was up for parole. Max opened the door and asked his Grim whether he would come. Apparently the court made it so he wasn't allowed to get within a mile of the house, or he would be thrown back in jail. This is why a gun was a good idea to keep.

Here, the sentences are longer than the sentences of chapter 13 but shorter and more straightforward than the sentences of chapter 1. What can we assume about this? Max, it seems, is more "himself" in chapter 1, relaxed and unconcerned about some of the frightening or stressful things that will happen later in the book. By chapter 13, when Freak has his accident in the cafeteria, Max is worried, and he relays information in a more concise way, just delivering the facts.

By chapter 14, it seems like Max has relaxed a little bit: Freak has recovered from the accident, and he's fine. He returns, at least partly, to his free-form, stream-of-consciousness way of speaking or thinking, so we see longer sentences. But in short order, the scary prospect of his father, an ex-convict, being released from prison, and the notion that his grandfather feels like he must carry a gun around the house, is anxiety-producing. He's not relaxed here, and the clipped sentence structure reflects that.

When Max is calm, his sentences are longer and even run on sometimes. When he's feeling worried about the things going on in his life, reporting information about Freak's accident or his violent father being let out of prison, the sentences are short, journalistic, as if he's just delivering the information without reflecting much on how he feels.

Franz Ferdinand's assassination is usually considered the spark of WWI. Which other events (antecedent to the assassination) can explain the...

The Franco-Prussian War, which took place between 1870 and 1871, was a key incident on the road to World War I. France suffered heavy losses, leading to hate and fear of a now united Germany. Otto von Bismarck managed to unite the German states under the Prussian flag, and France feared a strong Germany so much that it signed a treaty with Russia to ensure that, in the event of war with Germany, France would...

The Franco-Prussian War, which took place between 1870 and 1871, was a key incident on the road to World War I. France suffered heavy losses, leading to hate and fear of a now united Germany. Otto von Bismarck managed to unite the German states under the Prussian flag, and France feared a strong Germany so much that it signed a treaty with Russia to ensure that, in the event of war with Germany, France would have support.

Another key event was the Russo-Turkish War of 1877-1878, as it helped to create the Balkan nationalism which was partly responsible for starting World War I. Turkey lost its Balkan territories and had a newfound animosity for Russia.

The creation of the Dual Alliance between Austria-Hungary and Germany in 1879 was also key. Even though Bismarck defeated Austria-Hungary in war, he desired to have them as a partner in the event of an attack by Russia. In light of a German alliance with another major European power, France and Russia signed a secret treaty in 1894 ensuring mutual defense.

Alfred von Schlieffen created the Schlieffen Plan in 1905 in order to propose a strategy by which Germany could defeat both France and Russia at the same time. This plan put a lot of emphasis on mobility and timetables and did not take into account that Russia could mobilize its troops faster than expected or that Britain would not take an invasion of Belgium lightly. It was also assumed that the French army would capitulate quickly. All of these factors turned out to be fatal for Germany.

Finally the ascension of Kaiser Wilhelm II to the throne of Germany in 1888 was a major part of the beginning of World War I. The kaiser did not wish to maintain the leadership of von Bismarck, so he let him retire. The kaiser also had a personal love of ships and a desire to be Britain's rival. His naval building program started an arms race between Germany and Britain. While the kaiser was portrayed as being one of the chief villains of World War I, he was only caught up in the events once they started. Still, his leadership of Germany prior to the war was a contributing factor to World War I.

What is King's definition of "civil disobedience"?

In his "Letter From Birmingham Jail," Dr. Martin Luther King Jr. writes a response to eight white religious leaders who were expressing concern about the civil rights movement. In particular, these religious leaders were concerned with people breaking laws. They wanted blacks to wait for justice and, in the meantime, to obey the laws. Basically, they wanted them to be quiet and not make a fuss. 

Martin Luther King's response to them is composed of...

In his "Letter From Birmingham Jail," Dr. Martin Luther King Jr. writes a response to eight white religious leaders who were expressing concern about the civil rights movement. In particular, these religious leaders were concerned with people breaking laws. They wanted blacks to wait for justice and, in the meantime, to obey the laws. Basically, they wanted them to be quiet and not make a fuss. 

Martin Luther King's response to them is composed of brilliant rhetoric and logical arguments. He points out the violence and injustice blacks in the South have endured. He defines civil disobedience as a refusal to follow laws that are not just. He considers a law that is not fair to be unjust. There was nothing fair about black people being treated as second class citizens. There was nothing just about black people having separate and inferior restaurants, movie theaters, schools, and churches. In every facet of society, black people were degraded, treated as less than worthy of dignity, and disrespected.

King was a Christian, a community leader, and an American citizen. He took a stand against the injustice he saw and experienced as a black man in the South in order to enact change. He engaged in debate and discourse in order to change the laws of society. He even went to jail for his beliefs. His desire to see injustice eliminated was greater than his desire to follow the laws of the day. He stated that he followed just laws, but an unjust law is no law at all. Here is a quote from his letter: 

One may well ask, "How can you advocate breaking some laws and obeying others?" The answer is found in the fact that there are two types of laws: there are just laws, and there are unjust laws. I would agree with St. Augustine that "An unjust law is no law at all." Now, what is the difference between the two? How does one determine when a law is just or unjust? A just law is a man-made code that squares with the moral law, or the law of God. An unjust law is a code that is out of harmony with the moral law. To put it in the terms of St. Thomas Aquinas, an unjust law is a human law that is not rooted in eternal and natural law. Any law that uplifts human personality is just. Any law that degrades human personality is unjust. All segregation statutes are unjust because segregation distorts the soul and damages the personality.

`int sqrt(25x^2+4)/x^4 dx` Find the indefinite integral

To solve the indefinite integral, we follow `int f(x) dx = F(x) +C`

where:

`f(x)` as the integrand function

`F(x)` as the antiderivative of `f(x)`

`C` as the constant of integration.

For the given integral problem: `int sqrt(25x^2+4)/x^4dx` , we may apply integration by parts: `int u *dv = uv - int v *du` .

Let:

`u =sqrt(25x^2+4)`

Apply Law of Exponent: `sqrt(x) = x^(1/2)` , we get:  `u =(25x^2+4)^(1/2)`

To find the derivative of `u` , we may apply Power rule for derivative: `d/(dx) u^n= n* u^(n-1) * d/(dx)(u)`

`u' = 1/2 *(25x^2+4)^(1/2-1) * d/(dx) (25x^2+4)`

`u' = 1/2*(25x^2+4)^(-1/2)* (50xdx)`

`u' = 25x(25x^2+4)^(-1/2)dx`

Apply Law of exponent: `1/x^n =x^(-n)` .

`u' = (25x)/(25x^2+4)^(1/2)dx or(25x)/sqrt(25x^2+4)dx`

 Let: `v' = 1/x^4 dx`

To find the integral of `v'` , we apply  Law of exponent: `1/x^n =x^(-n)` and Power rule for integration:`int x^n dx = x^(n+1)/(n+1) +C` .

`v = int v'`

  `= int 1/x^4 dx`

  `= int x^(-4) dx`

  `= x^(-4+1)/(-4+1)`

  `= x^(-3)/(-3)`

  `= - 1/(3x^3)`

Apply the formula for integration by parts using the following values: `u =sqrt(25x^2+4)` , `u' =(25x)/sqrt(25x^2+4) dx` , `v'= 1/x^4 dx` and `v=- 1/(3x^3)` .

`int sqrt(25x^2+4)/x^4dx =sqrt(25x^2+4)*-( 1/(3x^3)) - int(25x)/sqrt(25x^2+4)*(- 1/(3x^3))dx`

                              `=-sqrt(25x^2+4)/(3x^3) - int -25/(3x^2sqrt(25x^2+4))dx`

To evaluate the integral part, we may apply the basic integration property: `int c*f(x) dx = c int f(x) dx` .

`int -(25x)/(3x^3sqrt(25x^2+4))dx =-25/3int 1/(x^2sqrt(25x^2+4))dx`

The integral resembles one of the formulas from the integration table for rational function with roots. We follow:

`int (du)/(u^2sqrt(u^2+a^2)) = -sqrt(u^2+a^2)/(a^2x) +C`

For easier comparison, we may apply u-substitution by letting: `u^2 = 25x^2` or `(5x)^2` then `u=5x ` and `du = 5dx` or `(du)/5 = dx` . When we let `u^2 =25x^2` , it can be rearrange as `x^2=u^2/25` . Applying the values, the integral becomes:

`-25/3int 1/(x^2sqrt(25x^2+4))dx =-25/3int 1/((u^2/25)sqrt(u^2+4))*(du)/5`

                                        ` =-25/3int 25/(5u^2sqrt(u^2+4))du`

                                       ` = -125/3int 1/(u^2sqrt(u^2+4))dx`

By comparing "`u^2sqrt(u^2+a^2)` " with "`u^2sqrt(u^2+4)` ", we determine the corresponding value: `a^2=4` . Applying the aforementioned integration formula for rational function with roots, we get:

`-125/3int 1/(u^2sqrt(u^2+4))dx =-125/3* [-sqrt(u^2+4)/(4u)] +C`

                                      `=(125sqrt(u^2+4))/(12u) +C`

Plug-in `u^2= 25x^2 ` and `u =5x` on  `(125sqrt(u^2+4))/(12u) +C` , we get the indefinite integral:

`int -25/(3x^2sqrt(25x^2+4))dx=(125sqrt(25x^2+4))/(12*5x) +C`

                                       `=(25sqrt(25x^2+4))/(12x) +C` .

For the complete indefinite integral, we get:

`int sqrt(25x^2+4)/x^4dx =-sqrt(25x^2+4)/(3x^3) - int -25/(3x^2sqrt(25x^2+4))dx`

                             `=-sqrt(25x^2+4)/(3x^3)-(25sqrt(25x^2+4))/(12x) +C`

Why and how did Nixon's presidency, despite Watergate, start the Republican ascendency of the following period?

This question points to an apparent paradox in American political history. The Watergate scandal, occurring as it did under a Republican presidency, might have been crippling for the GOP. But it was not, and the 1970s witnessed the rise of a national conservative movement that swept Ronald Reagan into the White House in 1980 and permanently shattered what has sometimes been called a "liberal consensus" after World War II. There are many reasons why this...

This question points to an apparent paradox in American political history. The Watergate scandal, occurring as it did under a Republican presidency, might have been crippling for the GOP. But it was not, and the 1970s witnessed the rise of a national conservative movement that swept Ronald Reagan into the White House in 1980 and permanently shattered what has sometimes been called a "liberal consensus" after World War II. There are many reasons why this is the case, but one is that Watergate caused many Americans to lose faith in the presidency and the federal government in general. This, ironically given that Nixon was a Republican, played into the hands of conservatives whose core message was, as Ronald Reagan put it in his first inaugural address in 1981, "Government is not the solution to our problems. Government is the problem." Seen in this light, Nixon's wrongdoing was the inevitable conclusion of a state that had grown in power since World War II. Perhaps more importantly, the Nixon administration had witnessed the first waves of an economic downturn marked by high unemployment and inflation that dealt a severe blow to the Ford and Carter administrations that followed Nixon. Additionally, Republicans could look at Nixon's campaigns of 1968 and 1972 and see the efficacy of appealing to working class white men, including union members, formerly loyal Democratic voters. Nixon was especially diligent in cultivating southern whites by suggesting he would rein in civil rights policies like busing and affirmative action. Conservative southern whites and blue-collar Northerners would form the backbone of what were sometimes called "Reagan Democrats" in the 1980s. So Nixon's presidency, while ending in disgrace, actually ushered in a period of conservative dominance that has profoundly altered the political landscape.

What is the Atlantic world? What has led historians to begin studying the idea of an Atlantic world?

The Atlantic world, which has been discussed and studied by scholars, such as Paul Gilroy, and historians, such as Douglas Egerton, encompasses both the New World—North and South America—as well as Europe and West Africa. 

The Atlantic World is studied in regard to the impact of trans-Atlanticism—the transport of people and goods across the Atlantic Ocean—since the beginning of the Age of Exploration in the 1400s. Atlantic studies particularly focus on the impact of the...

The Atlantic world, which has been discussed and studied by scholars, such as Paul Gilroy, and historians, such as Douglas Egerton, encompasses both the New World—North and South America—as well as Europe and West Africa. 

The Atlantic World is studied in regard to the impact of trans-Atlanticism—the transport of people and goods across the Atlantic Ocean—since the beginning of the Age of Exploration in the 1400s. Atlantic studies particularly focus on the impact of the Atlantic slave trade, or the Triangular trade, which brought slaves from the west coast of Africa to the Caribbean, South America, particularly Brazil, and the American colonies. 

Historians began to study the concept of "the Atlantic world" to understand the cultural, economic, and political impacts of this exchange of people and goods over the centuries. For example, to understand why the United States has built so much more wealth than other nations, it is important to study how slavery operated in the United States, as well as how it gained its independence from Great Britain, which allowed it to retain its wealth instead of giving it to the Crown. It is also important to understand the expansion of slavery into western territories after the Louisiana Purchase in 1803 and the invention of the cotton gin in 1793. One then finds that Southern states supplied Britain and the New England states with the cotton that was used in textile factories. Thus, there was economic cooperation and codependency among the nations that existed long before we began talking about globalism.

By the late nineteenth century, cultural exchange became more important. Minstrel shows were exported from the United States to Britain and, less successfully, to Germany. Jazz, a positive cultural product, was exported to France from the United States shortly after the First World War due to the presence of black soldiers in France. Accordingly, slavery is not the only context in which we can think about trans-Atlanticism. We can also look at circumstances in which cultural exchange took place.

Finally, during the Enlightenment and the revolutionary periods, there was an exchange of political ideas between Europe and North America that encouraged the revolutions in America, Haiti, and France, respectively. As a result, many scholars study what are called the Atlantic Revolutions.

What were the challenges facing the country during the Gilded Age and Progressive Era and how are they similar to problems facing the nation today?

There were a number of problems in the late 19th Century in the United States that still exist today.  There were racial tensions during this period that were very defined.  African-Americans suffered through black codes, Jim Crow Laws, and even lynchings.  There was very little economic or political opportunity for African-Americans during this time.  While African-Americans fought for civil rights for the better part of the Twentieth Century, a disconnect between the races still exists...

There were a number of problems in the late 19th Century in the United States that still exist today.  There were racial tensions during this period that were very defined.  African-Americans suffered through black codes, Jim Crow Laws, and even lynchings.  There was very little economic or political opportunity for African-Americans during this time.  While African-Americans fought for civil rights for the better part of the Twentieth Century, a disconnect between the races still exists today.  Black Americans suffer from housing discrimination, unequal treatment before the law, and are behind in terms of educational and employment opportunities.  

A number of other problems that existed during the Gilded and Progressive Eras are still issues today.  Urban decay, environmental protection, corporate greed and abuses, and the rights of women come to mind as obvious examples.

`8+6+9/2+27/8+...` Find the sum of the convergent series.

`8+6+9/2+27/8+........`

Let's find the common ratio of the terms:

`r=a_2/a_1=6/8=3/4`

`r=a_3/a_2=(9/2)/6=9/12=3/4`

So this is a geometric sequence with common ratio of `3/4`

`S_oo=a/(1-r)`  where a is the first term

`S=8/(1-3/4)`

`S=8/(1/4)`

`S=32`

The sum of the given convergent series is 32.

`8+6+9/2+27/8+........`

Let's find the common ratio of the terms:

`r=a_2/a_1=6/8=3/4`

`r=a_3/a_2=(9/2)/6=9/12=3/4`

So this is a geometric sequence with common ratio of `3/4`

`S_oo=a/(1-r)`  where a is the first term

`S=8/(1-3/4)`

`S=8/(1/4)`

`S=32`

The sum of the given convergent series is 32.

What animal gave Zaroff a difficult time and actually injured him?

The animal that gave General Zaroff a difficult time and actually injured him was a Cape buffalo.  

Readers learn this detail as General Zaroff and Rainsford are getting to know each other over dinner and some drinks. Rainsford compliments General Zaroff on his collection of trophy heads from his hunts. Rainsford then comments that the head of the Cape buffalo is the largest that he has ever seen.

"You have some wonderful heads here," said...

The animal that gave General Zaroff a difficult time and actually injured him was a Cape buffalo.  

Readers learn this detail as General Zaroff and Rainsford are getting to know each other over dinner and some drinks. Rainsford compliments General Zaroff on his collection of trophy heads from his hunts. Rainsford then comments that the head of the Cape buffalo is the largest that he has ever seen.

"You have some wonderful heads here," said Rainsford as he ate a particularly well-cooked filet mignon. "That Cape buffalo is the largest I ever saw."

Zaroff admits that the buffalo was indeed a "monster" of a kill. Rainsford is a bit curious about the encounter, so he asks Zaroff if the buffalo charged. Zaroff confirms that it did charge and threw him against a tree. The impact fractured Zaroff's skull, but he was still able to kill the creature.

"Oh, that fellow. Yes, he was a monster."

"Did he charge you?"

"Hurled me against a tree," said the general. "Fractured my skull. But I got the brute."

In my opinion, the buffalo isn't the only animal that gave Zaroff a difficult time. Rainsford successfully evades Zaroff for days, which is not something that Zaroff was used to. Rainsford gives Zaroff such a difficult time that Zaroff never successfully kills his prey. Instead, Rainsford kills Zaroff. 

Which specific elements in Crane's "The Bride Comes to Yellow Sky" help to determine its theme, and how?

Stephen Crane's 1898 short story was meant to explore, sometimes humorously, how the American West was changing near the turn of that century. 

• Trains were making it easier for people to travel great distances, and Crane opens the story with the town policeman, Jack Potter, returning to Yellow Sky with the woman he has married earlier that day in San Antonio. She is an Easterner unused to the vast distances of the West and the...

Stephen Crane's 1898 short story was meant to explore, sometimes humorously, how the American West was changing near the turn of that century. 

• Trains were making it easier for people to travel great distances, and Crane opens the story with the town policeman, Jack Potter, returning to Yellow Sky with the woman he has married earlier that day in San Antonio. She is an Easterner unused to the vast distances of the West and the unique pressures on her husband in his prominent role in Yellow Sky. So, the initial setting of the story, the train, illustrates how trains were bringing Easterners and Westerners together.


• The fact that the story's protagonist is a lawman with enemies in a Western town is a familiar trope. Potter really has two "enemies:" the town, to whom he will have to answer for his choice in marrying an Easterner without their "permission;" and Scratchy, his "ancient enemy" and a living artifact of the Old West.


• The fact that Scratchy walks away from his "showdown" with Jack Potter—who is described as a "city policeman," and not a sheriff—suggests that civilization and modern thinking have reached West Texas. 

What is Rainsford's attitude towards the hunter and the hunted in "The Most Dangerous Game"?

Rainsford's attitude toward the hunter and the hunted changes as the narrative develops.

In the exposition of "The Most Dangerous Game," as they travel through the "moonless Caribbean night," Rainsford talks with his friend Whitney with whom he intends to hunt jaguar. Whitney muses on how the jaguar must feel when it, a predator, finds itself hunted. Rainsford dismisses Whitney's sympathy for the jaguar, "Bah! They've no understanding." But Whitney maintains that surely the animal...

Rainsford's attitude toward the hunter and the hunted changes as the narrative develops.

In the exposition of "The Most Dangerous Game," as they travel through the "moonless Caribbean night," Rainsford talks with his friend Whitney with whom he intends to hunt jaguar. Whitney muses on how the jaguar must feel when it, a predator, finds itself hunted. Rainsford dismisses Whitney's sympathy for the jaguar, "Bah! They've no understanding." But Whitney maintains that surely the animal understands the fear of death.

"Nonsense," laughed Rainsford. "....Be a realist. The world is made up of two classes--the hunters and the huntees. Luckily, you and I are hunters...."

Of course, the irony of this statement is that Rainsford himself later becomes a predator-turned-prey just as the jaguar does. Moreover, he learns the error of his declaration to Whitney that prey do not understand the threat of death because he later declares to Zaroff in their final confrontation, "I am still a beast at bay." Clearly, Rainsford has changed his opinion on the feelings of the hunted as he has learned how an animal at bay feels since he has been pursued by a predator and must fearfully hide in a tree. Furthermore, he later must flee pursuing hounds, and in order to escape, he risks a dangerous leap far out into the sea as the only hope of saving himself.

How did the Seven Years War lead to the tensions that would eventually cause the British colonies in America to declare for independence? Be sure...

The part of the Seven Years War that occurred in North America is typically called the French and Indian War.  The French and Indian War helped cause the British colonies to declare independence mainly because it drove a wedge between them and the government in London.

After the French and Indian War ended, the British government was not in good shape financially.  The war had been very expensive.  The British government felt that the American...

The part of the Seven Years War that occurred in North America is typically called the French and Indian War.  The French and Indian War helped cause the British colonies to declare independence mainly because it drove a wedge between them and the government in London.

After the French and Indian War ended, the British government was not in good shape financially.  The war had been very expensive.  The British government felt that the American colonies needed to help pay for the costs of the war.  The government felt that the war had helped the colonies a great deal and that the colonies had not borne their fair share of the costs.  Therefore, the government started to impose taxes on the colonies and also tried to enforce existing laws about trade more effectively so that the government could make more money off colonial trade.  The British did this because they felt that it was only fair for the colonists to help pay for the war.

The colonists, however, did not believe they should be taxed or that the existing laws should be enforced.  They had become used to “salutary neglect” on the part of the British government.  They were accustomed to being left alone and to not being taxed very much.  When the British government imposed taxes and tried to enforce laws more stringently, the colonists felt that their rights were being trampled.

When the British government tried to exert more control, the colonists became angry. When the colonists pushed back, the government became angry because it believed the colonists were unjustly resisting governmental control.  This eventually led the colonies to declare independence.

Can you explain Harris's thoughts on integrational linguistics ?

Roy Harris was a linguistics professor who spent the past 25 years researching the development of an integrative approach to signs and semiological systems. He believed that this research was essential to all human communication. He also believed that by looking at both current educational practices combined with traditional views on linguistics we can form a more comprehensive understanding of interpersonal relations.  According to Roy Harris, "Integrationism has important implications for our understanding of interpersonal relations, as well as of modern society and its communicational resources, including the entire range of arts and sciences." 

Harris was a proponent of the idea that all communication demands constant creative activity, even communication which seems very trivial and unimportant at the time. Not only must you communicate something or "transmit" a message, you must also set up conditions under which the communication will be received in the way that you desire it to be. It requires preparation and open-endedness.

He also pointed out the fact that communication takes time.  Its basic function is to integrate our past experiences with our present ones, and, in order to do that, human beings must be capable of recognizing the integrative process. If we were unable to, no language would be possible! Any signs that we perceive cannot come without context; in other words, signs do not predate communication; it is the other way around. Without language, signs would not exist. This is quite contrary to traditional semiology. 

Finally, he believed that we must reject the theories of traditional linguistics and the static models which it employs, once and for all. These theories, which claim that communication is a system which exists outside the realm of the individual, are harmful to our understanding of communication and interpersonal relations and can hinder our ability to explain linguistic change or unique phenomena which may have occurred throughout history.

How do Cassie and her brothers react to the news of the Berrys being burned in Roll of Thunder, Hear My Cry?

In Chapter 1, Cassie and her brothers are greatly disturbed to hear that men of their congregation have been set on fire.

This incident creates anxiety in itself, but when their father issues them an order not to go to the Wallace store for any reason, the children are, indeed, worried about what changes are occurring in their environment. Of course, this incident foreshadows the main conflict in the narrative; for, later in Chapter 3...

In Chapter 1, Cassie and her brothers are greatly disturbed to hear that men of their congregation have been set on fire.

This incident creates anxiety in itself, but when their father issues them an order not to go to the Wallace store for any reason, the children are, indeed, worried about what changes are occurring in their environment. Of course, this incident foreshadows the main conflict in the narrative; for, later in Chapter 3 when Mr. Avery comes to the Logan home, this same problem is discussed.

When he first arrives, Mr. Avery asks Mrs. Logan if her husband is home because he wants to inform him of a growing problem: "It's...it's them again. They's ridin' t'night." When Mrs. Logan asks why they are "riding," Mr. Avery replies that he does not really know, but as they are aware,

"Anytime they thinks we steppin' outa our place they feels like they gotta stop us. You know what some of 'em done to the Berrys...."

The pretext of the burning of the Berrys was that one of them flirted with a white woman, and the other two relatives tried to defend him.

As the Logan children listen to what Mr. Avery tells their mother, they become frightened, worried that the white men will come after them because they have sabotaged the school bus carrying the white children in retaliation for the driver's veering into the muddy water that splashes onto them. They do not yet understand the greater threat.

Which of the following is a nonrenewable resource (and why)? A: Natural gas B: Hydrogen fuel cell C: Wind power D: Solar energy

The answer is A: Natural Gas. To understand why, first consider the definition of a non-renewable energy source: 

A non-renewable resource (also called a finite resource) is a resource that does not renew itself at a sufficient rate for sustainable economic extraction in meaningful human time-frames. An example is carbon-based, organically-derived fuel. ("Non-renewable Resource")

In simple terms, it means a resource that, once used, will not be naturally replenished. Unlike the other choices,...

The answer is A: Natural Gas. To understand why, first consider the definition of a non-renewable energy source: 

A non-renewable resource (also called a finite resource) is a resource that does not renew itself at a sufficient rate for sustainable economic extraction in meaningful human time-frames. An example is carbon-based, organically-derived fuel. ("Non-renewable Resource")

In simple terms, it means a resource that, once used, will not be naturally replenished. Unlike the other choices, natural gas, once it has been extracted, is not created again (or at least, not fast enough for it to matter to us). What is natural gas? 

Natural gas is a naturally occurring hydrocarbon gas mixture consisting primarily of methane, but commonly including varying amounts of other higher alkanes, and sometimes a small percentage of carbon dioxide, nitrogen, hydrogen sulfide, or helium. It is formed when layers of decomposing plant and animal matter are exposed to intense heat and pressure under the surface of the Earth over millions of years. ("Natural Gas")

The most important part of that definition, for our purposes, is "over millions of years." This means that even if natural gas was forming, the time it takes, and the need for additional decomposing plant and animal matter, means that for all intents and purposes, what we have on the earth now represents all of the natural gas we can use. Thus, it is not renewable.

Please use the links below to learn more about natural gas and renewable energy sources.

Why is the epicenter more dangerous than the hypocenter?

The epicenter receives the highest intensity of the earthquake because it lies directly above the point of focus or the hypocenter of the earthquake. However, this might not always be the case when the magnitude of the earthquake is very high. The magnitude and other geological factors will force the impact to spread around and greatly affect areas further away from the epicenter. The areas further away might be affected more than the epicenter. Thus,...

The epicenter receives the highest intensity of the earthquake because it lies directly above the point of focus or the hypocenter of the earthquake. However, this might not always be the case when the magnitude of the earthquake is very high. The magnitude and other geological factors will force the impact to spread around and greatly affect areas further away from the epicenter. The areas further away might be affected more than the epicenter. Thus, an explosion at the hypocenter will generate vibrating waves that may travel directly to the epicenter and cause much damage in that area or travel in all directions and reach different parts of the earth.

The epicenter can be termed as the most dangerous area during an earthquake. However, the situation may change depending on the magnitude and other geological conditions.

What is a quote that shows why the monster put the locket in Justine's pocket?

The creature describes the way he murdered William and how he found the valuable portrait of the beautiful woman, William's mother, in the boy's possession.  He says that he knew such a woman would never look upon him and smile that way, and this thought makes him bitterly angry.  The creature soon finds Justine, asleep in a barn nearby; he recognizes her beauty, as well, and that she is "'one of those who joy-imparting smiles...

The creature describes the way he murdered William and how he found the valuable portrait of the beautiful woman, William's mother, in the boy's possession.  He says that he knew such a woman would never look upon him and smile that way, and this thought makes him bitterly angry.  The creature soon finds Justine, asleep in a barn nearby; he recognizes her beauty, as well, and that she is "'one of those who joy-imparting smiles are bestowed on all but [him].'"  He realizes that if he wakes her, she would scream in terror and curse him.  The creature thinks,

not I, but she, shall suffer; the murder I have committed because I am forever robbed of all that she could give me, she shall atone.  The crime had its source in her; be hers the punishment!  Thanks to the lessons of Felix and the sanguinary laws of man, I had learned now to work mischief.  I bent over her and placed the portrait securely in one of the folds of her dress.  (Chapter 16)

Thus, he decides that Justine is, indirectly, the source of all his misery (as she becomes a sort of representative of all humanity, who has or will reject him), and his misery compelled him to murder, and so the murder of William can be traced back to her.  Therefore, he thinks, she should bear the punishment, not he.  He believes human laws to be bloodthirsty and cruel, and he has likewise learned some cruelty from hearing the histories taught by Felix, and so he knows how to wreak havoc.  He purposely frames Justine for William's murder by placing the valuable bauble in her dress.

Why is Chaucer called the "father of English poetry," in detail?

There are several reasons why Chaucer is called the "father of English poetry." The first is that histories of literature for many centuries had preferred, primarily for pedagogical reasons, to create small canons of monumental poets rather than trying to teach a wider range of poets. This was in part designed to create a shared cultural canon. More recent critics would argue that there is no one "father" of English poetry but a cluster of...

There are several reasons why Chaucer is called the "father of English poetry." The first is that histories of literature for many centuries had preferred, primarily for pedagogical reasons, to create small canons of monumental poets rather than trying to teach a wider range of poets. This was in part designed to create a shared cultural canon. More recent critics would argue that there is no one "father" of English poetry but a cluster of poets who were important during the period of the formation of middle English literature. Older works of criticism, though, still cleave to the notion of the individual genius (usually a white male) who serves as a "father" to a literary movement.

Chaucer was especially important in his contributions to the evolution of iambic pentameter as the predominant meter of English verse. Metrically, this meant synthesizing the Anglo-Saxon strong stress tradition, a form in which lines consisted of two accented syllables, a caesura, and two more accented syllables, with any number of unaccented syllables and a fixed alliterative pattern, with the syllabic patterns of French verse. This led to the accentual-syllabic prosody still used today.

He was also important for the sheer variety and volume of his work and for being one of the poets instrumental in the rise and refinement of the vernacular as a medium for poetry.