Why does Pip look up to people who put him down?

Pip wants to be a gentleman, and his definition of a gentleman at the beginning of Great Expectations is someone who has education, wealth, and the right social connections.  It is only logical that he would look up to other members of the upperclass, like Miss Havisham and Estella. When Miss Havisham invites Pip as a young boy to "play" with her adopted daughter, he believes he has an opportunity to share in their wealth...

Pip wants to be a gentleman, and his definition of a gentleman at the beginning of Great Expectations is someone who has education, wealth, and the right social connections.  It is only logical that he would look up to other members of the upperclass, like Miss Havisham and Estella. When Miss Havisham invites Pip as a young boy to "play" with her adopted daughter, he believes he has an opportunity to share in their wealth and high living.  Though they are unkind to him and humiliate him for his lowly status and unlearned manners, Pip still longs to be their equal.  He feels the injustice of his own circumstances in that he had no choice in who brought him up or how.  After Estella has made him cry, Pip explains that “in the little world in which children have their existence, whosoever brings them up, there is nothing so finely perceived and so finely felt, as injustice,” and he is willing to put up with just about anything in order to escape his old life.  After a year of being in their world, he finds a disdain for his home and his future as a blacksmith.  He calls his home “coarse and common” and would not want Estella or Miss Havisham to ever see it.  It is clear that he wants more from life and has raised his own expectations.

Find the centroid of the region bounded by the graphs of `y=b/asqrt(a^2-x^2)` and `y=0`

Given curves are ,

`y=(b/a)sqrt(a^2-x^2) , y=0`

let `f(x) =(b/a)sqrt(a^2-x^2)`

and `g(x)=0`

In order to find the Centroid of the region bounded by the curves ,

first we have to find the area bounded by the curves ,so ,

now in order to find the area , we have to find the intersecting points of the curves. This can be obtained by equating f(x) and g(x) .

=>` f(x) = g(x)`

=> `(b/a)sqrt(a^2-x^2) =0`

=> `sqrt(a^2-x^2) =0`

=> `x^2 = a^2`

=> `x= +-a`---------(1)

so the curves `f(x)>=g(x) on [-a, a]`

so the area `= int _a ^b [f(x) -g(x)]dx` where the lower bound is -a, and the upper bound is a

`= int _-a ^a [(b/a)sqrt(a^2 - x^2) -0]dx`

`=int_-a^a[(b/a)sqrt(a^2 - x^2)]dx`

The function which is being integrated is an even function so,

=`2int_0^a[(b/a)sqrt(a^2 - x^2)]dx`

=`2(b/a) int_0^a[sqrt(a^2 - x^2)]dx`

let `x=a sin(theta)` ------(2)

so , `dx = a cos(theta) d(theta)`

but from (1) and (2) we get

`x=+-a , x= asin(theta)` is

`sin(theta) = +-1`

=> `theta = sin^(-1) (+-1)`

so` theta = +-(pi/2)`

so ,now with the new integrals we get

area` = 2(b/a) int_0^a[sqrt(a^2 - x^2)]dx`

  = `2(b/a) int_(0) ^(pi/2) sqrt(a^2 - a^2 sin^2 (theta)) a cos(theta) d(theta)`

  = `2(b/a) int_(0) ^(pi/2) sqrt(a^2(1 - sin^2 (theta))) a cos(theta) d(theta)`

  =`2(b/a) int_(0) ^(pi/2) sqrt(a^2( cos^2 (theta))) a cos(theta) d(theta)`

  =`2(b/a) int_(0) ^(pi/2) (a cos (theta)) a cos(theta) d(theta)`

  =`2(b/a)int_(0) ^(pi/2) (acos (theta))^2 d(theta)`

  =`2(b/a)(a^2)int_(0) ^(pi/2) (cos^2 (theta)) d(theta)`

we can right the above integral as

  =`(2)(b/a) (a^2)int_0 ^(pi/2) (cos^2 (theta)) d(theta)`

  as we know that `int cos^2(x) dx = (1/2)(x+(1/2)sin (2x))`

now ,

area = `(2)(b/a) (a^2)int_0 ^(pi/2) (cos^2 (theta)) d(theta)`

=`(2)(b/a) (a^2) [(1/2)(x+(1/2)sin (2x))]_0 ^(pi/2)`

 = `2(b/a)(a^2)[((1/2)((pi/2)+(1/2)sin (2(pi/2))))-(1/2)((0)+(1/2)sin (2(0)))]`

=`2(b/a)(a^2)[((1/2)((pi/2)+(0)))-0]`

=`2(b/a) a^2 [pi/4]`

=` ((pi a^2)/2)*(b/a)`

=`(pi*a*b)/(2)`

Now the centroid of the region bounded the curves is given as ,

let `(x_1,y_1)` be the co- ordinates of the centroid so ,

`x_1` is given as

`x_1 = (1/(area)) int _a^b x[f(x)-g(x)] dx`

  where the limits  `a= -a , b= a`

so,

`x_1 = (1/(area)) int _-a^a x[((b/a)sqrt(a^2-x^2))-(0)] dx`

=`(1/((pi*a*b)/2)) int _-a^a x[((b/a)sqrt(a^2-x^2))] dx`

=`(2/((pi*a*b))) int _-a^a x[((b/a)sqrt(a^2-x^2))] dx`

let` u = a^2 -x^2 => du = -2x dx`

`(-1/2)du = xdx`

The bounds are then `u = a^2 - (a^2) = 0` and `u=a^2-(-a)^2 = 0`

so, 

`= (2/((pi*a*b))) int _0^0 [((b/a)sqrt(a^2-x^2))] dx`

`= 0` since for `int_a^b g(u) du = G(a) - G(b)` it follows that `int_0^0 g(u) du = G(0) - G(0) = 0`  

so, `x_1 = 0`

and now let us `y_1` and so ,

`y_1` is given as

`y_1 = (1/(area)) int _a^b (1/2) [f^2(x)-g^2(x)] dx`

    where the `a= -a , b= a`

so ,

= `(1/((pi*a*b)/(2))) int _-a ^a (1/2)[((b/a)sqrt(a^2 -x^2))^2 -[0]^2] dx`

= `(2/((pi*a*b))) int _-a ^a (1/2)[((b/a)sqrt(a^2 -x^2))^2] dx`

= `(2/((pi*a*b))) (1/2) int _-a ^a [((b/a)sqrt(a^2 -x^2))^2] dx`

= `(1/((pi*a*b)))  int _-a ^a [((b/a)sqrt(a^2 -x^2))^2] dx`

= `(1/((pi*a*b)))(b/a)^2  int _-a ^a [(sqrt(a^2 -x^2))^2] dx`

since the function which is being integrated is even function so ,we can write the above equation as

= `(2/((pi*a*b)))(b/a)^2  int _0 ^a [(sqrt(a^2 -x^2))^2] dx`

= `(2/((pi*a*b)))(b/a)^2  int _0 ^a [(a^2 -x^2)] dx`

= `(2/((pi*a*b)))(b/a)^2   [((a^2)x -(x^3)/3)]_0 ^a`

= `(2/((pi*a*b)))(b/a)^2   [[((a^2)a -(a^3)/3)]-[((0^2)a -(0^3)/3)]]`

= `(2/((pi*a*b)))(b/a)^2   [[((a^2)a -(a^3)/3)]-[0]]`

= `(2/((pi*a*b)))(b/a)^2   [((a^3) -(a^3)/3)]`

= `(2/((pi*a*b)))(b/a)^2 [ (2*(a^3))/3)]`

= `(2/((pi*b)))(b)^2 [ (2)/3]`

= `(2/((pi)))(b) [ (2)/3]`

=`((4b)/(3pi)) `

so the centroid of the area bounded by the curves is

= `(x_1,y_1)= (0,(4b)/(3pi))`

What evidence is there that Gatsby still lacks the background to attract a person from Daisy’s social class, despite his wealth in The Great Gatsby?

The rejection of the Sloanes in Chapter Six of The Great Gatsby evinces the rejection of Jay Gatsby by the upper class of East Egg who have "background."

After having arranged for Gatsby to meet Daisy at his cottage, Nick does not see either one for a while. But one Sunday Nick stops to visit Gatsby and is surprised to find Tom Buchanan there along with Mr. and Mrs. Sloane as they all have been out riding their horses. Nervously, Gatsby informs Tom that he knows Daisy; then, he invites Tom and the Sloanes to remain for dinner, but they decline. As the others converse, the Sloanes do not enter the conversation; however, after Mrs. Sloane has a couple of drinks, she says, "We'll all come to your next party, Mr. Gatsby." Gatsby expresses delight that they will come. Then, he suggests that Tom and the Sloanes stay for supper. When Mrs. Sloane says, "You come to supper with me," her husband says "Come along" to her only.

Gatsby looked at me questioningly. He wanted to go and he didn't see that Mr. Sloane had determined he shouldn't.

When everyone but Gatsby goes outside, Mr. Sloane takes his wife aside and has a private "impassioned conversation" with her.

"My God, I believe the man's coming," said Tom. "Doesn't he know she doesn't want him?"

Tom and the Sloanes mount their horses and start to go, but not before Gatsby, who has no horse, has said he will follow them in his car. But, just as he steps outside with his light overcoat and hat, he realizes that they have quickly trotted away. Thus, it is apparent that Gatsby is not of the same social class as the Sloanes, and he will not be socially acceptable at their "big dinner party [where] he won't know a soul...." as Mr. Sloane has said.

Tom also wonders how someone like Jay Gatsby would know Daisy. Of course, the truth is that Gatsby of West Egg, Long Island, "sprang from his Platonic conception of himself" and is not accepted by the social class of East Egg. 

Why is Thanksgiving celebrated? |

There are many different ways to answer this question.  Let us look at a few.

One way to answer this is to say that Thanksgiving is celebrated as a way of emulating the Pilgrims who were some of the earliest European settlers in what is now the United States.  The Pilgrims had a three-day holiday to celebrate their first good harvest after they came to New England.  Some of our traditions today are based on...

There are many different ways to answer this question.  Let us look at a few.

One way to answer this is to say that Thanksgiving is celebrated as a way of emulating the Pilgrims who were some of the earliest European settlers in what is now the United States.  The Pilgrims had a three-day holiday to celebrate their first good harvest after they came to New England.  Some of our traditions today are based on the idea that our celebrations are imitations of their celebration.

A second way to answer this is to say that we celebrate Thanksgiving because Abraham Lincoln proclaimed it as a holiday in 1863.  In that year, the Civil War was raging, but Lincoln felt moved to call for a day of thanksgiving on the final Thursday of November.  He wanted to give thanks for the blessings that the country enjoyed even in the middle of a terrible war.  Ever since then, Thanksgiving has been celebrated as a holiday, although the date has been moved around at times.  In this view, then, we celebrate Thanksgiving because President Lincoln established it as a holiday over 150 years ago.

A final answer is that we celebrate Thanksgiving because it is traditional.  We can say that the real reason people celebrate this holiday is because that is how things are done.  Schools are out on Thanksgiving and the day after.  Some places of business give employees the day (or both days) off.  People value Thanksgiving as a day when they can get together with family and enjoy a large meal and other activities with the people they love.  If we look at things in this way, Thanksgiving is celebrated because it is something that Americans like to do.  We have grown up with it and it strikes a chord with us.  It makes us happy to celebrate the holiday, so we do.

Any of these three answers would be a plausible response to this question. 

Did Henry intentionally smash Mr. Levine's village in "Tunes for Bears to Dance To"?

In the young adult novel Tunes for Bears to Dance To, Henry's horrible employer at the local grocery store, Mr. Hairston, blackmails him into agreeing to smash up Mr. Levine's village in exchange for Henry being able to keep his job and receive the headstone for Eddie, Henry's deceased brother whose death prompted the family's move in the first place.

Mr. Hairston also tells Henry that destroying the village will result in Henry's mother receiving a promotion and a pay raise, while failing to destroy it will get his mother fired and ruin his reputation at school. 

Henry feels backed into a corner and does not think he can share this information with his mother. Thus, he hides out in the art center's storage room with a mallet in hand, eventually dozing off to sleep while he considers what he should do. When he wakes up, he walks to the village display and raises the mallet over his head to smash it. 

In the process of doing this, Henry decides that he will not smash the village after all; however, a rat scares him and causes him to accidentally drop the mallet on the village. Thus, although Henry initially planned on intentionally destroying the village to save his and his mother's job and to receive the headstone, the actual physical act of destruction was unintentional. 

What does Dee mean when she calls Maggie backward?

When Dee calls Maggie backward, she means that she is uneducated and ignorant whereas Dee herself is educated and knowledgeable. 

While she was away getting an education, Dee changed. She decided to name herself Wangero and became more interested in her cultural heritage. After returning home to visit her family, Dee asks her mother for the heirloom quilts her grandmother made. She wants to display things that her family has created and used—including the quilts. 

When Dee...

When Dee calls Maggie backward, she means that she is uneducated and ignorant whereas Dee herself is educated and knowledgeable. 

While she was away getting an education, Dee changed. She decided to name herself Wangero and became more interested in her cultural heritage. After returning home to visit her family, Dee asks her mother for the heirloom quilts her grandmother made. She wants to display things that her family has created and used—including the quilts. 

When Dee asks for the quilts, her mother says no. She promised the quilts to Maggie, Dee's sister who lives at home and is marrying a local man. Dee gets upset. Alice Walker writes:

"Maggie can't appreciate these quilts!" she said. "She'd probably be backward enough to put them to everyday use."

Dee means that Maggie is ignorant of their heritage because, unlike Dee, she is uneducated on cultural issues. However, Dee is missing the point. The quilts are meant to be used. They're family heirlooms—not art to put on a wall and point to when discussing cultural histories.

Her mother remembers when she offered Dee a quilt as she left to go to college and her daughter refused, saying they weren't in style. Dee thinks that Maggie can't appreciate the quilts the way she, Dee, can now. However, it's likely that Maggie is able to better appreciate the quilts. She learned quilting from her family and will use the quilts, remembering her grandmother each time she sees one. Dee, on the other hand, would not have the same emotional attachment or experience. 

Find the distance traveled by a baseball in 1.7 s if the baseballs average speed is 22.4 m/s

Take note that average speed can be computed using the formula

`s_(avg) = (t otal .distance . covered)/ (t otal . time . taken)` 

  Plugging in the given values, the formula becomes

`22.4m/s =(distance)/(1.7s)`

Isolating the distance, the equation turns into

`22.4 m/s * 1.7s = dista n c e`

`33.08 m= dista n c e`

Therefore, the baseball has a traveled a total distance of 33.08 meters.

Take note that average speed can be computed using the formula

`s_(avg) = (t otal .distance . covered)/ (t otal . time . taken)` 

  Plugging in the given values, the formula becomes

`22.4m/s =(distance)/(1.7s)`

Isolating the distance, the equation turns into

`22.4 m/s * 1.7s = dista n c e`

`33.08 m= dista n c e`

Therefore, the baseball has a traveled a total distance of 33.08 meters.

What are some major features of Renaissance Humanism?

Renaissance Humanism was an international movement in European culture. Its major focus was on revival of classical Greek and Latin culture, in opposition to the scholasticism of the late middle ages. The humanists advocated a return "ad fontes" (to the sources). This meant a concerted effort to find original Greek manuscripts of both the Bible and ancient literary, scientific, and philosophical texts and to engage in meticulous editing to recuperate the original phrasing and meaning. 

...

Renaissance Humanism was an international movement in European culture. Its major focus was on revival of classical Greek and Latin culture, in opposition to the scholasticism of the late middle ages. The humanists advocated a return "ad fontes" (to the sources). This meant a concerted effort to find original Greek manuscripts of both the Bible and ancient literary, scientific, and philosophical texts and to engage in meticulous editing to recuperate the original phrasing and meaning. 

While scholastic philosophy was very technical and scientific, accessible only to specialists, the humanists had a greater appreciation for what we now would consider belles lettres, essayistic writing aimed towards a general educated audience. The humanists were especially interested in letter writing and saw Cicero's letters as models for emulation. 

Latin was the international language of humanism. In a rebellion against what they considered the barbaric nature of Church Latin, humanists attempted to revive classical traditions of Latin vocabulary, syntax, and pronunciation, increasing the divide between the Latin in general use and emerging vernaculars.

what was the significant in vietnam's declaration of independence

The first line in the document repeats verbatim the most famous sentence in America's Declaration of Independence: "all men are created equal." The document then goes on to describe how the French had exploited the people of Vietnam for decades. This is also similar to America's Declaration of Independence in that Jefferson lays out a list of wrongdoings committed by the British government and thus makes the case for independence. The last segment of Vietnam's...

The first line in the document repeats verbatim the most famous sentence in America's Declaration of Independence: "all men are created equal." The document then goes on to describe how the French had exploited the people of Vietnam for decades. This is also similar to America's Declaration of Independence in that Jefferson lays out a list of wrongdoings committed by the British government and thus makes the case for independence. The last segment of Vietnam's Declaration of Independence states that the country is already free and independent by virtue of defeating both the Japanese in WWII and the French colonization efforts. This piece of the document has echoes of Thomas Paine's Common Sense in that Vietnam's Declaration of Independence states that independence is already a reality and this document makes it official to the world.

Another item of note about the document: this declaration was a speech by Ho Chi Minh, the founder of North Vietnam and a beloved anti-colonialist figure in Vietnamese history. Ho Chi Minh saw himself as what could be equated to the George Washington of Vietnam.

Why would the playwright choose to use Puritanism as a backdrop for a comment on hysteria in The Crucible?

Arthur Miller likely chose the Salem Witch Trials of 1692 in order to comment on the hysteria created by the McCarthy hearings of the 1950s because they have several elements in common. First, both populations feared an enemy they could not identify by sight: anyone could be a witch, according to the Puritans, and anyone could be a Communist. It was simply impossible to look at someone and know their motives and allegiances. Moreover, both...

Arthur Miller likely chose the Salem Witch Trials of 1692 in order to comment on the hysteria created by the McCarthy hearings of the 1950s because they have several elements in common. First, both populations feared an enemy they could not identify by sight: anyone could be a witch, according to the Puritans, and anyone could be a Communist. It was simply impossible to look at someone and know their motives and allegiances. Moreover, both populations feared terrible and immediate personal harm from these antagonists; both felt that their community's security was at risk as a result of their presence. In both communities, then, paranoia led to hysteria, and people began to turn on their neighbors. In the Salem Witch Trials, the testimony of children was used to condemn innocent men and women to death, and during the Red Scare, the testimony of schoolchildren might be enough to get a teacher believed to have Communist sympathies fired. Finally, during both episodes in American history, it was not enough to simply confess to wrongdoing; the convicted had to name names of other guilty parties in order to be considered credible. Though no one was put to death as a result of the McCarthy hearings, the rampant hysteria created an environment of fear that matched, in many ways, the emotional environment created by the girls' accusations in The Crucible.

Why did King Henry VIII have a significant impact on English religion?

Henry VIII formed his own church, and proclaimed it the state religion of England.

Henry VIII was King of England from 1509 until 1547. His first wife, Catherine of Aragon, had been married to Henry's brother, Arthur. At the time, special consent of the Roman Catholic church was needed and obtained so that Catherine could marry Henry. They were married for over twenty years, and had one surviving child, Mary. Henry reportedly had various mistresses,...

Henry VIII formed his own church, and proclaimed it the state religion of England.

Henry VIII was King of England from 1509 until 1547. His first wife, Catherine of Aragon, had been married to Henry's brother, Arthur. At the time, special consent of the Roman Catholic church was needed and obtained so that Catherine could marry Henry. They were married for over twenty years, and had one surviving child, Mary. Henry reportedly had various mistresses, including Mary Boleyn. Henry wanted Mary Boleyn's sister Anne as another mistress, but she refused. Henry petitioned the Pope for an annulment of his marriage to Catherine on the grounds she had been married before. He was refused, despite repeated requests and threats. Henry then proclaimed himself head of the church in England and turned England towards Protestantism. The new church had a lot of similarities to the Roman Catholic church, but various differences exist--fewer sacraments, for example. But the newly formed church allowed Henry to divorce Catherine and marry Anne. They had one child, Queen Elizabeth I. Henry had Anne beheaded in 1536.

Why did President Truman have a meeting at Potsdam in 1945?

The Potsdam Conference was held in the summer of 1945. Harry Truman, Joseph Stalin, Winston Churchill, and Clement Attlee attended it. One of the main purposes of this conference was to discuss what to do with Germany after World War II had ended.

The leaders reached several agreements about Germany and about Europe. They created a Council of Foreign Ministers. It included Great Britain, the Soviet Union, the United States, France, and China. They also...

The Potsdam Conference was held in the summer of 1945. Harry Truman, Joseph Stalin, Winston Churchill, and Clement Attlee attended it. One of the main purposes of this conference was to discuss what to do with Germany after World War II had ended.

The leaders reached several agreements about Germany and about Europe. They created a Council of Foreign Ministers. It included Great Britain, the Soviet Union, the United States, France, and China. They also agreed that an Allied Control Council would deal with the military administration of Germany. They agreed to have four zones of occupation. France, Great Britain, the United States, and the Soviet Union would have a zone that it would administer. Germany would be a demilitarized country. They also planned to try to develop Germany economically. The goal was to develop farming as well as developing industries that had no connection to military products, materials, or equipment. They also were going to put war criminals on trial. Germany would also pay reparations. There was some discussion about the border between Germany and Poland, but most of that was resolved after the war ended. However, Poland did get some land from Germany.

The leaders also agreed to issue an ultimatum to Japan to surrender without conditions. A little over a week after this ultimatum was issued, we dropped the first atomic bomb on Japan at Hiroshima.

There were many issues that were discussed at the Potsdam Conference.

Why do you think the young lady asked Framton the initial set of questions?

At the beginning of the story, Framton Nuttel arrives at Mrs. Sappleton's home with a letter of introduction and is greeted by her mischievous niece, Vera. Vera initially asks Mr. Nuttel if he knows anyone from around the area and if he is familiar with her aunt, Mrs. Sappleton. Framton responds by telling Vera that he knows absolutely nobody from the area and only knows Mrs. Sappleton's name and address. Vera then begins to tell...

At the beginning of the story, Framton Nuttel arrives at Mrs. Sappleton's home with a letter of introduction and is greeted by her mischievous niece, Vera. Vera initially asks Mr. Nuttel if he knows anyone from around the area and if he is familiar with her aunt, Mrs. Sappleton. Framton responds by telling Vera that he knows absolutely nobody from the area and only knows Mrs. Sappleton's name and address. Vera then begins to tell Mr. Nuttel a made-up story about why her aunt leaves the French window open. The reason Vera initially questions Frampton Nuttel is to understand his background better and discern if he is gullible enough to believe her fanciful ghost story. Vera's inquiries indicate that Mr. Nuttel will be easily deceived and that she can have fun making the neurotic, unfamiliar man lose his nerve when Mr. Sappleton and Ronnie arrive home after hunting. 

How does Chaucer use irony in the Canterbury Tales?

There are numerous examples of dramatic irony in The Canterbury Tales. Overall, Chaucer skillfully uses irony as a way of putting distance between what appears on the surface to be the case and what he thinks is really going on. Right from the outset, Chaucer adopts the literary strategy of drawing a clear distinction between Chaucer the (somewhat naive) pilgrim, the narrator of the Tales, and Chaucer the author of those very same Tales, a world-weary, cynical chronicler of human foibles, forever casting a knowing wink at the reader.

The pervading sense of irony is much in evidence in The General Prologue. Here, we are treated to a collection of character sketches of each individual pilgrim that develops Chaucer's taste for irony to its fullest extent. Chaucer, the naive pilgrim narrator has, it appears, many a good word to say about his fellow pilgrims as they gather together at The Tabard Inn. However, upon on closer inspection, we find that things are not all that they seem. The monk, for example, is lauded as "A manly man, to been an abbot able." On a superficial level, this is high praise indeed. However, Chaucer the ironist arguably wants to suggest, ever so gently, that worldliness (rather than piety) is the ideal qualification for becoming an abbot.

This is one of many examples of Chaucer using irony as a means of satirizing the Church. Here we see that there is a serious side to Chaucer's use of irony. Though a devout Christian, Chaucer nonetheless subscribed to a widely-held conviction in the Middle Ages that the Church was irredeemably worldly, hypocritical, and corrupt. Irony in The Canterbury Tales is not simply used for comic effect; it has a clear moral purpose too.

Both comic and moral elements are ably combined in the amply proportioned figure of the Prioress. Chaucer the naive pilgrim gazes admiringly at her flashy jewels, including a "brooch of ful gold shene." Yet, Chaucer the ironist cannot resist insinuating that such ostentatious displays of wealth are rather inappropriate for the head of a nunnery.

Chaucer's irony, though, is never intended to be wounding or vicious. Even the Prioress, for all her obvious faults, still proves to be an immensely stimulating companion on the long, arduous journey to Canterbury. In other words, for all its importance as a literary device, irony is never allowed by Chaucer to obscure his unforgettable, sympathetic portrait of fallen humanity in all its richness and diversity.

How is The Giver a Cautionary tale?

Lois Lowry's novel, The Giver, takes place in a constructed world in which emotion, choice, and memory have been removed from the human community. Upon first introduction, this world seems perfect. Everything has an order to it, and nothing seems to ever go wrong. However, once more of Lowry's world is revealed, we see that there is actually a lot wrong with it. Humans do not love, nor do they feel pain. Jonas learns...

Lois Lowry's novel, The Giver, takes place in a constructed world in which emotion, choice, and memory have been removed from the human community. Upon first introduction, this world seems perfect. Everything has an order to it, and nothing seems to ever go wrong. However, once more of Lowry's world is revealed, we see that there is actually a lot wrong with it. Humans do not love, nor do they feel pain. Jonas learns that individuals that do not fit perfectly into the community are "released" (killed). The humans in this community are living lives without passion or personal purpose.

The Giver is a cautionary tale that warns against giving too much power to governing bodies in exchange for comfort. Individuals living in the world of The Giver want for nothing in terms of daily comfort. Their dwellings, partners, family units, and occupations are arranged for them. In exchange for this security, however, they have forfeited personal choice. The Giver shows that while this ordered world seems perfect, it is actually far from it. The world Jonas ultimately flees lacks dimension meaning, and beauty. 

Describe the study in which German judges were asked to make a decision about appropriate sentences for wrong-doers. After reading about the case,...

I'm going to focus on the first set of related questions about the German study, as per ' policy. If you have more questions, you can submit them separately.

The study concerns the anchor effect, a heuristic where people rely too heavily on an initial piece of information when making a judgment. Specifically, the researchers showed that our judgments involving the correct value of a number—in this case, how long criminal sentences should be—are heavily influenced by exposure to other numbers, even random numbers.

In this study, researchers conducted four different experiments. In each one, researchers presented volunteers (judges and lawyers) with a packet of evidence regarding a fictional criminal case wherein the jury had issued a guilty verdict. They were also given relevant passages of the penal code (to tell them the minimum and maximum sentences stipulated by law).

After being allowed to review the materials for 15 minutes, these legal experts were asked to give their judgment as to what the defendant's sentence should be.

If the volunteers' judgments reflected purely fair and rational processes, they should have based their judgments on the information packets alone. The researchers wanted to know if these highly-trained individuals—who were accustomed to following a large body of procedural rules and deliberating in a rational way—would fall victim to the anchor effect. Before the volunteers delivered their sentences, they were given one additional piece of information—an outside suggestion about how long the sentence should be.

These outside suggestions were irrelevant. As you note in your question, one was framed as the suggestion of a journalist. In two other cases, the suggestions were explicitly acknowledged as random. Nonetheless, in every case, these legal experts were swayed by the suggestion. For example, in a rape case, half the volunteers were told to imagine that a journalist called them on the phone and simply asked:

"Do you think that the sentence for the defendant in this case will be higher or lower than one year?"

The other half were told to imagine that the journalist had asked if the sentence would be higher or lower than three years.

The judges were also told to imagine that they refused to answer the question and hung up. This simple, imagined phone call was enough to influence their sentences. Judges exposed to the "one year" suggestion issued, on average, a sentence of about 25 months. Judges exposed to the "three year" suggestion recommended an average of 33 months.

The same effect was observed in experiments where volunteers were given a suggestion they were told was totally random:

For experimental purposes, the following prosecutor's sentencing demand was randomly determined, therefore it does not reflect judicial expertise.

Researchers even observed the anchor effect when the only suggestion was a random number that the volunteers generated themselves by rolling the dice! Simply having that random number as a basis for comparison led to significant differences in sentencing times for a shoplifting offense—7.8 months versus 5.28 months.

Why were the recommendations so powerful? Why do anchor numbers have so much sway?

Evidence from previous studies suggests that selective accessibility plays a role, and researchers gathered more evidence for that explanation in this criminal sentencing study.

The idea behind "selective accessibility" is that thinking about the anchor number—as we inevitably do when we hear it—makes it easier for us to retrieve information that is consistent with that number. Thus, if somebody  puts a higher number in your head, it helps make more accessible any information about the case that is consistent with getting a heavier sentence (e.g., the defendant used a weapon). Conversely, if someone puts a lower number in your head, it makes it easier for you to retrieve the information about the case that would be consistent with a lighter sentence.

In a fourth experiment, the researchers tested this idea by measuring how long it took people to classify different types of evidence after being exposed to an anchor number. They found that legal experts were quicker to identify exculpatory evidence when they had been exposed to a low anchor number. They were quicker to identify incriminating evidence when they had been exposed to a high anchor number.

Reference

Englich B, Mussweiler T, Strack F. 2006. Playing dice with criminal sentences: The influence of irrelevant anchores on experts' judicial decision making. Pers Soc Psychol Bull. 32(2):188-200.

Outline criticisms of Von Thunen's Theory of Economic Rent.

Von Thunen was a German geographer who devised a model to explain the location of various forms of land use. In particular, his model was devised after observing land use around cities in Germany in 1826.

His theory of Economic Rent stated that use of land would be decided by the interplay between transport costs (price of getting goods to market) and the economic rent (money that land is worth) that the land commands.

The closer to the central place, the more expensive the economic Rent, but the cheaper the transport costs. In this case the farmer would use the land in a very intensive manner to make as much profit as possible. If the farmer were to buy land with cheaper economic rent further from the city, then using it for market gardening would be cost inhibitive. Not only would this land require many costly inputs such as labour and fertiliser, it would also have high transport costs as market garden produce needs to be at the market regularly to sell.

The furthest land from the city would be much cheaper with a low Economic Rent because of its distance from the market. The transport costs, however, would be high also. In this particular situation an extensive land use such as livestock would be the best as it only needs a few visits to the market.

Although the model makes sense and is useful in deducing generalised land use patterns, it has been criticised for the assumptions it is based on.  

Firstly, Von Thunen based his model on pre industrial Germany – where roads, trains and heavy and light industry did not exist. This type of cultural landscape hasn’t existed in many developed nations for centuries thus reducing its usefulness in a modern context

It assumes that an area has only one major central place in a uniform physical environment (flat, uniform soil and climate as well as no rivers or mountains) The variety of physical environments that exist in actuality have a huge influence on location of land use. Added to this assumption is that the central place is isolated from other areas due to wilderness. This assumption therefore doesn’t take into account the reliance on trade that exists in most modern countries.

The model does not suggest how changing technology would influence the model. It is based on horse and cart technology of 1820’s Germany.

There are many criticisms of Von Thunen’s Theory of Economic Rent (Land Use Location) . Despite this, the nature of a model is that of a starting point and not an answer. By adding one change at a time a Geographer can still use this model to explain theories of how land is used.

What do you understand about Iago, Cassio, and Othello as they are presented in Act II of Othello?

Act II provides a clear delineation of the three characters. It is in this act that we learn what sets the three apart. The act also provides insight into how exactly Othello and Cassio, specifically, become targets for Iago's manipulation.

We discover in scene one that Cassio, Othello's newly-appointed lieutenant, has recently set foot on Cyprus and is now, with some trepidation, awaiting the arrival of his master and his beautiful, newly-wed bride, Desdemona. Cassio expresses concern since he had lost contact with the general's ship during an inordinately rough period at sea. He is generous in his praise for Othello and seems genuinely concerned. He has only high praise for Desdemona and is full of complimentary rhetoric when asked about her. It is clear from his conversation that he has an open and generous nature, one who seems to see only the good in others. We soon discover this naivete is what Iago sees as a weakness which he can exploit.

Next to arrive on the scene is Iago, accompanied by Emilia and Desdemona. Cassio expresses delight at their safe arrival and welcomes them warmly, going so far as to kiss Emilia, Iago's wife.

We are quickly made aware of Iago's cynicism when he makes a derogatory remark about women which leads to Desdemona reprimanding him for his slander. As their conversation continues, Iago makes his misogyny quite clear. His verbal altercation with Desdemona makes her feel somewhat insulted. We also soon learn of his planned malice when he comments on Cassio's warm approach to Desdemona as the lieutenant takes her palm.

[Aside] He takes her by the palm: ay, well said,
whisper: with as little a web as this will I
ensnare as great a fly as Cassio.

It is obvious Iago has already formulated a pernicious scheme to implicate Cassio for having an illicit relationship with Desdemona and thus make him lose his position. He is bitter and resents that Othello decided to appoint Cassio and not him.

With Othello's arrival, we are made patently aware of the love he and his wife have for each other. Both express relief at seeing one another and Othello, especially, grandly expresses his joy. Once again, Iago proves just how devious and malicious he is by saying, as he witnesses the two lovers' reunion:

O, you are well tuned now!
But I'll set down the pegs that make this music,
As honest as I am.

The implication is that, in being true to himself, Iago will make it his duty to upset the harmony between the two by letting them play to his tune. Towards the end of Scene 1, Iago further illustrates his demonic nature by convincing Roderigo that Desdemona is in love with Cassio. At the conclusion of the scene, he declares his evil intent to mislead Othello and manipulate him into believing that he, as his ancient, truly only has the general's best interests at heart.

In scene three, Iago's attempt to manipulate Cassio into confessing that Desdemona is a flirt fails miserably, as the young lieutenant only has good to say about her. He then persuades the somewhat gullible officer into drinking some wine, something the lieutenant acknowledges he is not used to because he is easily inebriated. It is clear Cassio wishes to please Iago and probably acquiesces to his request to avoid offending him, unaware he is being manipulated.

Further proof of Iago's malcontent is given when he uses Roderigo to set up an altercation with Cassio, who has become tipsy and, therefore, forgetful of his place and duty. The altercation turns into a brawl, which draws Othello's attention. True to character, Iago, "in all honesty" makes a plea in Cassio's defense, and, in an act of deliberate irony, points a finger at the embarrassed lieutenant for being responsible for the fracas. Othello immediately dismisses Cassio.

Othello's actions in this scene confirm his status as a leader. He quickly intervenes and metes out punishment. He is harsh, uncompromising, and considerate of the confusion and anxiety that any disruption might bring to the already-fearful citizens of Cyprus. Cassio is deeply humiliated by the dismissal and, to deepen the irony, turns to Iago for advice. The sly ancient suggests the embarrassed ex-lieutenant approach Desdemona for assistance.

The scene ends with Iago expressing probably his darkest desire: he is about to begin a campaign in which he will absolutely and irrevocably demonize the innocent and virtuous Desdemona.

So will I turn her virtue into pitch,
And out of her own goodness make the net
That shall enmesh them all.

He is prepared to sink to the depths of perversion and destroy innocent lives, not only because he wants to get back at the general but also because he hates everything that is good and pure. In this way, Iago proves he is the epitome of evil.

Did Jimmy Valentine change because of the setting or by himself?

O. Henry shows that the triggering factor in Jimmy Valentine's reformation was that he fell in love at first sight with a beautiful small-town girl named Annabel Adams. 

Jimmy Valentine looked into her eyes, forgot what he was, and became another man. 

He had to become "another man" in order to win the love of a girl like Annabel, for she would never have anything to do with a criminal. However, the author suggests that there were other factors involved in Jimmy's reformation and that Annabel was only the catalyst. For one thing, Jimmy was finding that it was easier for him to get caught and harder for him to get out of prison. As the story opens he is serving time in a state prison and working "assiduously" in the prison shoe shop. He has many connections on the outside, and he expected to be pardoned after serving only a few months of a four-year sentence for safe-cracking.

He had served nearly ten months of a four year sentence. He had expected to stay only about three months, at the longest. 

This is an ominous sign. Another ominous sign is that he is getting famous as the best safe-cracker in the business. Everybody in the underworld and everybody in law enforcement knows about Jimmy Valentine. Ben Price immediately recognizes his handiwork when he commits three burglaries right after being released.

Ben Price investigated the scenes of the robberies, and was heard to remark: “That's Dandy Jim Valentine's autograph. He's resumed business."

Jimmy can see that he is in danger of becoming what is called "an habitual offender," always a suspect, always on the lam. getting stiffer sentences, developing the look and attitude of a career criminal and convict. 

When Jimmy moves to Elmore, Arkansas to set up a business, he is not thinking of reforming. He just wants to find a new territory and shake his notoriety. He sets up a shoe business as a "front," but when he falls in love with Annabel he decides to become a real small-town businessman. The experience in prison has been an asset. He becomes successful in the shoe business and is soon engaged to Annabel. 

Jimmy's reformation is largely due to himself. He is a very intelligent young man and can see the handwriting on the wall. No doubt he would have decided to reform eventually. His love for Annabel sparked the decision to do so right then and there. He learns that a man who has the brains and talents to be a successful criminal can use the same brains and talents to go straight. Jimmy was a successful crook and became a successful businessman. He found that the straight life was much better than the crooked life. As he tells a friend in a letter:

Say, Billy, I've quit the old business—a year ago. I've got a nice store. I'm making an honest living, and I'm going to marry the finest girl on earth two weeks from now. It's the only life, Billy—the straight one. I wouldn't touch a dollar of another man's money now for a million.

MLK vs Malcolm X Chart

I will compare and contrast the two leaders—my advice would be to put this information in a Venn diagram, with the commonalities of the two leaders in the middle and their differences in the separate part of the circles.  Martin Luther King Jr. was a civil rights leader who organized boycotts and peaceful protests.  His position as an evangelical pastor made him popular with all but the most strident segregationists.  King was known for his...

I will compare and contrast the two leaders—my advice would be to put this information in a Venn diagram, with the commonalities of the two leaders in the middle and their differences in the separate part of the circles.  Martin Luther King Jr. was a civil rights leader who organized boycotts and peaceful protests.  His position as an evangelical pastor made him popular with all but the most strident segregationists.  King was known for his speeches where he envisioned a world where black and white people could live together—this is most eloquently put in King's "I Have a Dream" speech.  

Malcolm X was a member of the Nation of Islam and he viewed separation of the two races as the most acceptable way to achieve justice.  Early in his speaking career, he argued that the white race would fail and that black people were superior to whites.  He accused leaders such as Martin Luther King as being too soft.  Malcolm X spoke to the anger that some African Americans felt having lived under segregation.  Malcolm X would eventually separate from the Nation of Islam and adopt a more moderate message, but he still argued for black political participation in order to achieve civil rights goals.  

Both leaders were assassinated—Malcolm X in 1965 by a member of the Nation of Islam, and King in 1968 by a segregationist.  Both men were controversial in that they were arguing to change the status quo.  Both men were also against the war in Vietnam. The Vietnam War claimed a higher percentage of black than white lives.  

In the short story "The Wrong Category," Barry seems to be surprised at the girl's behavior in the Red Lion: "He wondered at the girl's nerve, her...

In The Wrong Categoryby Ruth Rendell, the main character, Barry, has been stalking the streets at night, visiting the spots where several murders have occurred. This seems to be either a very strange hobby or the suspicious actions of a murderer himself. One night, Barry meets a brunette woman in the bar who fits the description of the killer's preferred victims. Barry, however, is seemingly shocked at the woman's behavior. Not only is she...

In The Wrong Category by Ruth Rendell, the main character, Barry, has been stalking the streets at night, visiting the spots where several murders have occurred. This seems to be either a very strange hobby or the suspicious actions of a murderer himself. One night, Barry meets a brunette woman in the bar who fits the description of the killer's preferred victims. Barry, however, is seemingly shocked at the woman's behavior. Not only is she not afraid of him, she is acting out of the ordinary for a woman of her time by hitting on him.

At first glance, she seems like she's trusting of him because he's an unassuming, innocent-looking man who seems like more of a nerd than a dangerous individual. Barry, on the other hand, seems surprised, and this could offer readers another reason to believe him to be guilty of the murders. For example, if Barry were indeed the murderer, he would likely have a negative opinion of women and believe them to be inferior to him. Therefore, he would feel uncomfortable if women were to step out of "their place" in society. He would view it as an affront that his next victim was so outgoing, and it would possibly make him nervous.

However, after reading the entire story, the reader can go back and change their perception of the exchange. We see now that Barry is simply nervous about the woman because she doesn't fit the profile of the victims—rather, she fits the profile of a possible killer. They go to the spot where the last murder occurred, and the woman runs. Why? Well, perhaps because Barry lets on that he knows about the murders and takes her there, essentially making her believe that he has caught her in the act: a lady murderer!

Indeed, gender expectations and role reversal play a large part in our own perception of the story upon first read. The plot twist works because it goes against all of our own previously held beliefs about gender roles and who is the most likely culprit as a serial killer whose primary targets are women.

How is Odysseus transformed into a hero?

The ruler of Ithaca, Odysseus is one of the many Greek heroes in The Iliad. The Iliad showcases the strengths and weaknesses of each of the Greek heroes, but Odysseus shines above the others because of his cleverness. At the climax of the war, when both sides have lost heroes and suffered great losses, Odysseus offers an end to the stalemate. Odysseus's plan, to send the fleet away and to leave the wooden horse as...

The ruler of Ithaca, Odysseus is one of the many Greek heroes in The Iliad. The Iliad showcases the strengths and weaknesses of each of the Greek heroes, but Odysseus shines above the others because of his cleverness. At the climax of the war, when both sides have lost heroes and suffered great losses, Odysseus offers an end to the stalemate. Odysseus's plan, to send the fleet away and to leave the wooden horse as a gift to the Trojans, finally brings the ten-year war to an end with a Greek victory. Odysseus believed rightly that the Trojans would bring the gift into the city. Odysseus and his hand-picked Greek soldiers opened the gates to allow the Greek army, which had returned, to conquer the city.

Odysseus is a new type of hero in Greek stories. His gift of intellect sets him apart from the other Greeks who prize athletic and military prowess, as seen in Achilles and Agamemnon. Odysseus is also the champion who speaks for Greece as a whole—though at the time, Greece was little more than a collection of rival cities. Odysseus sees Greece as something greater, an ideal worth setting aside the petty squabbles of the rival kings. It is this same cunning and cleverness that allowed a later generation of Greek leaders to achieve victories at Thermopylae and Salamis.

Odysseus's story continues in The Odyssey, where he again displays courage and cleverness on his ten-year journey home from the Trojan War.

What was the impact of the Revolutionary War on African Americans, women, and Native Americans?

The Revolutionary War, for the most part, did not improve the lot of women, African Americans, or Native Americans. While about 9,000 African Americans (both free and enslaved) fought in the Patriot army, hoping to win their freedom, they were sorely disappointed after the war. The Constitution did not grant them the right to vote, and the slave trade was only disallowed for 20 years following the ratification of the Constitution. In addition, the Constitution...

The Revolutionary War, for the most part, did not improve the lot of women, African Americans, or Native Americans. While about 9,000 African Americans (both free and enslaved) fought in the Patriot army, hoping to win their freedom, they were sorely disappointed after the war. The Constitution did not grant them the right to vote, and the slave trade was only disallowed for 20 years following the ratification of the Constitution. In addition, the Constitution enforced the fugitive slave law, requiring escaped slaves to be returned to their owners. 

Despite Abigail Adams's famous plea in a letter to her husband, John Adams, to "remember the ladies" in the laws he was helping to draft in 1776, women did not get the right to vote until 1920, far after the Revolution. In the early Republic, the idea of "republican motherhood," that women had an important role in raising the children that would lead the new nation, took hold and led to the creation of some women's schools. However, the Revolution did little to help women. 

Native Americans were generally hurt by the Revolution, as the British had been preventing American settlement past the Proclamation Line of 1763 that ran along the Appalachians to protect Native American lands. After the Revolution, however, white settlers began streaming across this line, displacing Native Americans. In addition, Native Americans were not allowed the right to vote and were not counted for purposes of representation; instead, they were considered the citizens of separate nations in the Constitution. 

Answer the following: A) The narrator of "Our Society at Cranford" by Elizabeth Gaskell is (a) second person limited (b) first person limited (c)...

The student's question specifies the text of "Our Society at Cranford" by Elizabeth Gaskell. For purposes of discussion, it will be presumed that the assigned text was Chapter 1 of Gaskell's classic of 19th Century literature, Cranford, which is titled "Our Society." Cranford had its origins in a series of short stories written incrementally that were subsequently formed into a single novel. That opening chapter, "Our Society," as the title suggests, provides a descriptive narrative of the fictional town of Cranford in Gaskell's native England. One need not read too far into this chapter to identify the form of narrative the author employed in her story. On the second page of Chapter 1, Gaskell's narrator, Mary Smith, states:

"I can testify to a magnificent family red silk umbrella, under which a gentle little spinster, left alone of many brothers and sisters, used to patter to church on rainy days. Have you any red silk umbrellas in London? We had a tradition of the first that had ever been seen in Cranford. . ."

The use of the words "I" and "We" clearly suggest that the author of the novel in question employed first-person limited narration. In general, first-person limited narration is used by authors wishing to tell a story form the narrator's perspective. The "limited" element suggests that the narrator is able only to provide observations and suggestions, but cannot, logically, see inside the minds of the other characters, thereby "limiting" the first-person perspective. Mary Smith is not a god or a seer capable of reading minds, therefore the form of narration used is first-person limited.

The second question posed by the student regards the tone of Matthew Arnold's poem "Dover Beach."  Unlike Gaskell's opening chapter, in which a perfunctory reading of the opening passages suffices to identify the type of narration employed, Arnold's poem requires a thorough reading in order to identify the tone. And, that tone is decidedly dark and melancholy, evident in the author's use of phrases and words such as "eternal note of sadness," "Of human misery," "the melancholy, long, withdrawing roar," and ""And we are here as on a a darkling plain."  One could be forgiven for rushing to judgment with regard to Arnold's tone. "Dover Beach" begins with a somewhat calming demeanor, noting that "The sea is calm tonight," and that "the moon lies fair Upon the straights," and so on. By the end of the first stanza, however, the tone has taken an unambiguous turn from serenity to sadness. The answer to the question, then, is "C," "dark and bleak." Spend enough time in England, and one cannot help but appreciate the poem's tone.

If one were forced to categorize the full text of Gerard Manley Hopkin's "The Windhover," it would present a more challenging case than with Arnold's poem. The reason for the difficulty of answering would be that it does not include option (e) All of the above. Alliteration, onomatopoeia, anaphora and personification can all be said to exist in "The Windhover." As the student specifies only one line, however, the task is rendered considerably more simple. That line reads as follows: "dom of daylight's dauphin, dapple-dawn-drawn Falcon . . ." That's it; neither the text immediately before nor that which follows are included in the student's question. For that reason, the answer is (a) alliteration. The phrase clearly fits within the definition of "alliteration" because of its repetitive use of the letter "d" for each word in that line except for "of" and "Falcon." As the definition of "alliteration" is precisely that--the repeated use of the same consonant at the beginning of adjacent or closely-connected words--alliteration is clearly the proper answer.

The student's final question, 'what is the definition of "portmanteau",' can be answered as (a) "a word made up of two words." 

Do you think the women's movement is stronger or weaker today than it was in the 1970s? In what ways?

The Second Wave of feminism in the United States began in the 1960s and persisted throughout the next two decades. At this time, women championed the right to work outside the home for equitable pay, reproductive rights, and raised awareness about the prevalence of sexual assault and domestic abuse. I think that in some small ways, the feminist movement of today is stronger, but it is not quite the same as the atmosphere and activism of the mid-century.

Technology has had a huge impact on women's movements around the world as social media, email, and the ability to create public webpages enables people to spread awareness much more easily and quickly. Not only is it possible to share information relating to women's issues, the internet and social media can offer a private safe space for personal expression for those who are unable to be open about their gender, sexuality, or social concerns in other realms of life. Though technology makes it easier to facilitate this kind of interaction, current women's issues are surprisingly not at the forefront of social awareness. It is as though current advocates for women have traded public attention for the security online advocacy and awareness-raising offers. With that in mind, I think it really speaks to how hard Second Wave Feminists had to work to be out in public advocating for women in a pre-digital age.

In some ways technology can help to organize women's advocacy groups or offer support communities, but these are often long-distance and loosely connected. In the 1960's and 1970's, organization was much more community-based, with women and their allies advocating in their own cities and states to address the problems they faced. This hands-on and lived form of activism sought to address and eradicate institutionalized sexism at all levels of society. In contrast, many women and their allies today are encouraged to raise awareness and advocate "from a distance," by casting their vote, donating to a women's shelter, or signing a petition as opposed to working in-person to remedy the issues in their particular community.

Much of the attitude towards women's movements in the United States today is part of the aftermath of Second Wave Feminism. After the two decades or so of loud, visible protesting and rebellion, women's issues kind of faded into the background of American culture. There is a cultural assumption that the fight is over, women achieved equality in the 1970's and it's all fine now. I would even go so far as to say there is an apathy in current attitudes towards women's activism because "gender equality" was attained years ago, despite the persistent wage gap.

In some ways, it could be said that Third (and Fourth, if you call our present era such) Wave Feminists cannot see the forest for the trees. The Third Wave brought individualized experiences to the forefront of social awareness, emphasizing intersectionality of race, biological sex, bodily ability, and class and how these identities compound gendered experiences. Much of the literature on women's advocacy from the 1990's onward has focused on these nuanced experiences of womanhood, which does enrich the purpose of feminist advocacy, but it poses the risk of losing sight of overarching, systemic issues. While it is important to address the ways institutionalized oppression manifests itself in intersectional experiences, social advocacy- much like an emergency room- should seek to remedy the biggest issues first. There have been attempts to redirect social attention towards issues like the wage gap and unrealistic beauty standards for all women while validating more nuanced identities, but this has not received anything like the attention Second Wave activists received. 

In sum, current women's movements are enabled by technology, at the penalty of functioning in a disembodied space. The Second Wave Feminists had no choice to advocate anywhere but in person, fully embodied, working in a web of local-to-global activism. The issues of Second Wave Feminism were made visible to all, and though this laid the foundation for emerging Third (and Fourth) Wave Feminists, globalization and technology have had major impacts on how women's movements are organized and perform. Another way to put it might be to say that while it is very difficult to ignore a protest happening in your street, it is easy to close out of a browser window detailing the struggles women face today.

How does Goethe's variation of the Faust legend differ from that in Washington Irving's The Devil and Tom Walker?

In Goethe's Faust Mephistopheles tempts Faust by appealing to his desire for knowledge and control of nature. Faust then falls prey to sensuous delights after Mephistopheles promises him a moment of strong experience and restores his youth. Faust falls in love with the young and beautiful Gretchen. Faust is lured by the devil with the promise of knowledge and later the promise of sensual pleasures. Faust does the devil's work by killing Gretchen's brother and mother and then striving to achieve earthly accomplishments. In the end Faust, who recognizes that God is a higher power than himself, is redeemed and welcomed into heaven.

Tom Walker, on the other hand, is lured into doing the devil's work by the promise of finding Captain Kidd's treasures. Instead of being tempted by sensuous delights or the promise of knowledge, Tom Walker is tempted by greed. He lives his life as a rapacious money lender. Eventually he tries to repent but, unlike Faust, he is never given the chance for redemption. Instead, after he dies, he is said to haunt the swamp where he first encountered the devil. While Faust undergoes a true redemption and accepts God, Tom Walker only undergoes the outward manifestations of redemption. He attends church, but he remains a miserly and self-interested moneylender. Therefore, in the end, while Faust flies to God and achieves true salvation, Tom Walker is forever claimed by the Devil. 

How could you compare DNA to a city?

DNA is the genetic blueprint for an organism.  In humans, a DNA strand contains 3 billion base pairs.  That long DNA strand is divided into more manageable sections.  Those sections are called chromosomes.  I'll use humans again.  Humans have 46 chromosomes.  A chromosome contains genes.  A gene is a section of a chromosome, which is the same thing as saying that a gene is a section of DNA.  A gene is then composed of a...

DNA is the genetic blueprint for an organism.  In humans, a DNA strand contains 3 billion base pairs.  That long DNA strand is divided into more manageable sections.  Those sections are called chromosomes.  I'll use humans again.  Humans have 46 chromosomes.  A chromosome contains genes.  A gene is a section of a chromosome, which is the same thing as saying that a gene is a section of DNA.  A gene is then composed of a certain number of base pairs.  The number of base pairs depends on the gene; however, the organization of a single base pair is the same.  A base pair is composed of two nucleotide units that have been "attached" to each other with the nitrogen base.  A nucleotide is composed of a deoxyribose, a phosphate, and 1 of 4 possible bases.  Those bases are Adenine (A), Thymine (T), Guanine (G) and Cytosine (C).  A always pairs with T, and C always pairs with G.  The order of the nitrogen bases functions like a code that determines how our body grows and functions.  

It is possible to compare the structure and organization of DNA to a city.  Each nitrogen base could be compared to an individual home on a street.  A bunch of homes in a row would then be similar to a gene.  Not all of the homes on a street are identical homes (different bases), and not all streets have the same number of homes or types of homes (different genes).  The entire series of streets in a given neighborhood would then be a single chromosome.  Cities have many different neighborhoods just like DNA has different chromosomes.  All of the streets/neighborhoods together in a single city would then be similar to all of the chromosomes of a single cell's DNA. 

How do fleas help dogs and the other way around?

The relationship between dogs and fleas is a symbiotic relationship, but there is a point of confusion in your question as it implies that all symbiotic relationships are beneficial ones in both directions. The symbiotic relationship between dogs and fleas is classed as a parasitic symbiotic relationship.

Three major classes of symbiotic relationships are mutualism, commensalism, and parasitism. In mutualism, both symbionts (the two partners in any symbiotic relationship) derive benefit from the relationship....

The relationship between dogs and fleas is a symbiotic relationship, but there is a point of confusion in your question as it implies that all symbiotic relationships are beneficial ones in both directions. The symbiotic relationship between dogs and fleas is classed as a parasitic symbiotic relationship.

Three major classes of symbiotic relationships are mutualism, commensalism, and parasitism. In mutualism, both symbionts (the two partners in any symbiotic relationship) derive benefit from the relationship. For example, the flower and the bee both derive benefit from their symbiotic relationship: the bee get an energy source (and makes us honey) and the flower is pollinated. In commensalism, one symbiont benefits from the existence of the other while the other remains unharmed. A classic example of a commensal symbiotic relationship is that between the cow and the egret. The herbivorous cow grazes grasses flushing out insects. The egret follows, eating the insects as they disperse. 

In parsitism, one symbiont feeds off the other leaving the other symbiont damaged or harmed in some tangible way. One example of parasitism that all are familiar with is the parasitic relationship between humans and mosquitoes. They feed off human blood and the human has an unpleasant bite to contend with that can produce varying degrees of severity depending upon individual sensitivities and the contaminants on the mosquito (mosquitoes carry diseases like malaria and dengue fever).

Another example of parasitic symbiosis is the parasitic relationship in your question: the symbiotic relationship between dogs and parasitic fleas. By definition, the parasitic relationship between the dog and flea is a relationship in which benefit derives to one symbiont (the flea) while harm or damage derives to the second symbiont (the dog). The flea sucks the blood of the dog (just like blood-sucking mosquitoes) deriving the benefit of life sustaining nourishment and energy. The dog suffers the bites the flea inflicts and the continuing discomfort since fleas multiply quickly, retain their habitat once they attach to it and are extremely to get rid of even with help from humans.

To answer your question, how do fleas help dogs and dogs help fleas, by definition of their parasitic symbiotic relationship, fleas do not help dogs in any way whatsoever, but dogs (unwittingly and with the result of great discomfort, even disease if the dog is allergic or if the flea is carrying disease, like tapeworm) help fleas by providing a nourishment source and a favorable habitat and breeding ground.

Should teachers be paid more?

The other educator who has responded to this question has done a thorough job of answering it as it pertains to K-12 grades. I would like to answer it from my perspective as an English instructor at a university, as this conversation certainly pertains to higher education. 

Many American colleges and universities are undergoing the same staffing troubles right now-- the adjunct crisis. Rather than hiring full-time employees who have the opportunity to work under a stable contract, receive benefits, and eventually advance through the ranks of academia, most universities are choosing to hire adjuncts: teachers paid on a class-by-class contingent contract which ends at the conclusion of the school term. It's estimated that three-quarters of American professors are actually just contingent faculty. That means that students are being taught by instructors who have no job security and no freedom. 

Unlike most jobs, the work doesn't stay at work when you're a teacher. When you are teaching five classes of introductory composition and rhetoric a semester with an average of 25 students per class, you are coming home with  125 papers (six to seven page long each) to grade about three times throughout the semester. This doesn't include the other materials that require review: homework assignments, tests, quizzes, in-class writing exercises, etc. The workload is exhausting and occupies most of our time outside of school, particularly if you are attempting to provide genuine, thorough feedback to each student. Most adjuncts I know are so eroded by this process that they end up simply assigning numerical grades without written feedback by the end of the semester; while this certainly is harmful to students who are learning and need to understand what mistakes they have made as budding writers, we simply cannot afford to do otherwise. 

Many adjuncts are prevented from teaching too many classes at a single university; this forces them to look at other local schools to subsidize their teaching load. Many of my colleagues teach five classes per semester at three different schools: three classes at two different community colleges and two classes at a state university. Add on three hours of round-trip commuting time between three different cities to each work day, and you will see how quickly your personal time evaporates. 

Other adjuncts I know work side jobs throughout the year to supplement their meagre income, often in retail or at restaurants. In the last three years of teaching at a university, I made $15,000 per year; in other words, I have been living below the poverty line despite the fact that I possess a Bachelor's degree in English Literature and a Master of Fine Arts in Writing. I supplement that income by working three other jobs--answering questions like this one for , editing online curriculum for a local school, and writing copy for a local business' marketing team. I consider myself lucky because at least I'm not doing hard labor; at the same time, these intellectual efforts are draining on the energy I try to preserve for my students. 

Ultimately, this hurts students who are paying more than ever before for a college education. How can I--or any other adjunct in the same position--be present to my work when I'm worried about whether I'm going to be able to afford rent this month? 

So, to conclude, yes, adjuncts should be paid more because:

1. We're highly educated, highly trained individuals making poverty-level wages.

2. We receive no benefits. 

3. Our job security is non-existent; our teaching position could evaporate at any time.

4. The quality and amount of work we're doing eclipses the microscopic pay we receive. 

5. It's better for students when their teachers are in a stable financial situation.

What is an example of humorous tone in "The Ransom of Red Chief"?

In the second paragraph of O. Henry's story, the narrator establishes a humorous tone with his description of the town in Alabama where he and Bill Driscoll got the idea for the kidnapping:

"There was a town down there, as flat as a flannel-cake, and called Summit, of course."

"Flannel-cake" was a colloquialism for pancake, so it is a type of ironic humor for a town whose geography was flat to be named...

In the second paragraph of O. Henry's story, the narrator establishes a humorous tone with his description of the town in Alabama where he and Bill Driscoll got the idea for the kidnapping:

"There was a town down there, as flat as a flannel-cake, and called Summit, of course."

"Flannel-cake" was a colloquialism for pancake, so it is a type of ironic humor for a town whose geography was flat to be named "Summit," a term for the highest point of a mountain. The addition of "of course" intensifies the humorous tone; it is absurd for a town so flat to be so comically misnamed.  This opening is an appropriate set-up, tonally, for a story of a criminal plan that will, likewise, go absurdly, comically wrong when the father of the kidnapped boy demands money from the kidnappers to take him off their hands.

In “Love in L.A.” by Dagoberto Gilb, the protagonist returns to his car after speaking with the woman whose car he hit. “Back in his car he...

Jake is always imagining different roles for himself. At the beginning of the story, he daydreams about having a different car, and about how a new car would lead to a new lifestyle, one of "[e]xotic colognes, plush, dark nightclubs, maitais and daiquiris, necklaced ladies in satin gowns, misty and sexy like in a tequila ad." Jake conflates this daydream with the girl in the Toyota -- he is instantly on the make with her,...

Jake is always imagining different roles for himself. At the beginning of the story, he daydreams about having a different car, and about how a new car would lead to a new lifestyle, one of "[e]xotic colognes, plush, dark nightclubs, maitais and daiquiris, necklaced ladies in satin gowns, misty and sexy like in a tequila ad." Jake conflates this daydream with the girl in the Toyota -- he is instantly on the make with her, pretending to be first a musician, then an actor. His talk with her is like his daydreaming about the car, in that he is constantly trying to improvise a better or more interesting life for himself. In fact, he simply lies to the girl: his insurance information is fake, and even his license plates, which the girl takes down, are not his own. So when he feels "both proud and sad" about his performance, in a way that describes his whole approach to life. The proud part is that, through his ability to imagine himself in these different lives, he is able to have this moment on the freeway with the girl; the sad part is that none of his "performance," especially his conversation with her, is real.

I think Gilb identifies with his protagonist because 1) like the protgonist, Gilb spent many years pretending to be a writer, or imagining what it would be like to earn a living as a writer -- like the man in the story, he too is both "proud and sad" about his writing: proud of his talent but conflicted about choosing writing as a career. He writes, "They were parallel dream worlds, one where I made a good living as a carpenter, another where I made a living as a writer. Most thought the writer one was fantasy. I didn't, but then I didn't know any better."

What is a summary of A People's History of the United States, chapter 9? How does it describe the evolution of slavery?

Chapter 9 of Howard Zinn's A People's History of the United States examines slavery, the Civil War, and the Reconstruction era. Zinn traces the limited successes of grassroots abolitionist movements in the late slavery era to the development of the Civil War to the brief progress experienced by former slaves to the violent, racist backlash against African Americans.

The text details the violence directed at slaves and the difficulty faced by abolitionists trying to free...

Chapter 9 of Howard Zinn's A People's History of the United States examines slavery, the Civil War, and the Reconstruction era. Zinn traces the limited successes of grassroots abolitionist movements in the late slavery era to the development of the Civil War to the brief progress experienced by former slaves to the violent, racist backlash against African Americans.

The text details the violence directed at slaves and the difficulty faced by abolitionists trying to free them, as well as the relatively limited slave revolts of the early 19th century. Most slaves did not engage in armed resistance, however, and instead attempted to flee and resisted "pre-politically," by affirming their humanity with religious expression, art, and music. Legal changes in the mid-19th century made escaping plantations and retaining freedom much more difficult for former slaves, despite abolitionists’ resistance. Additionally, the 1857 execution of John Brown and passage of the ban on mailing abolitionist literature in the south were major blows to the growing abolitionist movement.

The election of Lincoln in 1861 resulted in the secession of several states, which led to the first battles of the Civil War. Abolitionists used the war to increase their campaign for emancipation; while they differed ideologically with Lincoln, who aimed to deport ex-slaves to Africa after freeing them, the freeing of Union-state slaves with the Emancipation Proclamation was viewed as a minor success. 20% of slaves fled their plantations during the war; 200,000 total joined the Union army, and demands for equal pay were passed by Congress in 1864. The Civil War waged for four years, claiming 600,000 lives. The Union was restored in 1865.

After the war, new Constitutional amendments and racial equality laws allowed for ex-slaves to progress socially and politically. The years after the Civil War showed some progress, with the election of African Americans to state legislatures and introduction of racially mixed schools. However, backlash including the creation of the KKK, widespread murder and rape by white men in black communities, and church arsons began soon after. Coalitions between white business owners denied opportunity to black workers, popular writers used stereotypes of former slaves as violent and primitive to promote racism in society, little government reconstruction aid benefited the impoverished formerly-enslaved, and lynchings continued throughout the south. The brief progress enjoyed by African Americans shortly after the abolition of slavery quickly devolved into more violence and fear. The chapter ends with a brief examination of late-19th century black leaders, such as Booker T. Washington and W.E.B. Du Bois, and their leadership in the fight for full racial equality.

How did the U.S. intervene politically to get a treaty for the Panama Canal? What was a significant result, other than the treaty, of U.S....

The November 3, 1903 hint is key to figuring out the "significant result" of U.S. involvement with Panama, the canal, and Colombia.  November 3, 1903 is the day that Panama separated from Columbia.  Interestingly, Panama doesn't consider this date their independence day.  November 28, 1821 is Panama's independence day from Spain.  

The U.S. got involved with Panama, Colombia, and the canal in June of 1902.  That's when the U.S. Senate voted in favor...

The November 3, 1903 hint is key to figuring out the "significant result" of U.S. involvement with Panama, the canal, and Colombia.  November 3, 1903 is the day that Panama separated from Columbia.  Interestingly, Panama doesn't consider this date their independence day.  November 28, 1821 is Panama's independence day from Spain.  

The U.S. got involved with Panama, Colombia, and the canal in June of 1902.  That's when the U.S. Senate voted in favor of pursuing the possibility of getting an ocean connecting canal placed in Panama.  In January of 1903, the Hay-Herran Treaty was signed by U.S. and Colombian officials.  The treaty granted the U.S. use of the Isthmus of Panama in exchange for $10 million and an annual payment.  The U.S. Senate ratified the treaty; however, the Colombian Senate rejected it.  

At this same time, Panamanian unrest under the government of Colombia was growing.  President Roosevelt was informed that Panamanian rebels were preparing to revolt and separate from Colombia.  Instead of trying to negotiate a peaceful outcome, Roosevelt actively supported the Panamanian rebels.  Trains were rerouted to strand Colombian troops, and a U.S. naval warship even arrived in the area to further discourage any Colombian resistance.  This rebellion began on November 3, 1903.  On November 6, 1903, the U.S. recognized the Republic of Panama.  Less than two weeks after that, the U.S. signed the Hay-Bunau-Varilla Treaty with Panama.  This treaty was similar to the previous treaty, and it granted the U.S. control of the Panama Canal Zone in exchange for paying Panama $10 million and an annual payment of $250,000.

Who does Caliban tell about Prospero having him as a slave?

In act 3, scene 2, Caliban tells Stephano about having had the island stolen from him by Prospero. Because Stephano's friend, Trinculo, happens to be there, he also hears the story. Trinculo does not believe Caliban and calls him a liar.

According to Caliban's telling of the story, Prospero, a tyrannous and wicked magician, used deceitful magic spells to take the island from him and make him a slave. Caliban tells this story in order...

In act 3, scene 2, Caliban tells Stephano about having had the island stolen from him by Prospero. Because Stephano's friend, Trinculo, happens to be there, he also hears the story. Trinculo does not believe Caliban and calls him a liar.

According to Caliban's telling of the story, Prospero, a tyrannous and wicked magician, used deceitful magic spells to take the island from him and make him a slave. Caliban tells this story in order to try to entice Stephano into kiling Prospero and taking Miranda as his bride. Caliban says,

As I told thee before, I am subject to a tyrant, a sorcerer that by his cunning hath cheated me of the island.

However, it is in a conversation with Prospero early in the play, in act 1, scene 2, that Caliban tells a fuller story of his enslavement. He says that Prospero wooed him with kind words and then betrayed him by taking his island and enslaving him, making Caliban his subject. Prospero objects and says he only turned on Caliban when Caliban tried to rape Miranda. Caliban says:

This island’s mine, by Sycorax my mother,

Which thou takest from me. When thou camest first,

Thou strok’st me and made much of me . . .

And then I loved thee

And showed thee all the qualities o' th' isle,

The fresh springs, brine pits, barren place and fertile.

Cursed be I that did so! All the charms

Of Sycorax, toads, beetles, bats, light on you!

For I am all the subjects that you have,

Which first was mine own king.

In what 3 ways does Keneally portray Jimmie Blacksmith as a victim and not just as a heartless murderer in The Chant of Jimmie Blacksmith?

Keneally's main goal throughout this book is to show that Jimmie became a killer because he was a victim, tired of being exploited over and over again by white society. 

The story starts off in the year 1900, which was a heightened time of prejudice against the Aboriginal people of Australia, as well as any people of color. In fact, the group of laws known as the "White Australia" policy was enacted in 1901, restricting...

Keneally's main goal throughout this book is to show that Jimmie became a killer because he was a victim, tired of being exploited over and over again by white society. 

The story starts off in the year 1900, which was a heightened time of prejudice against the Aboriginal people of Australia, as well as any people of color. In fact, the group of laws known as the "White Australia" policy was enacted in 1901, restricting the number of non-white settlers who could come into the country. This racist societal atmosphere is the foundation for all the ways in which Jimmie is abused in his life. 

Jimmie is half-white, half-aborigine, raised by a white foster family. He's told that he should abandon aboriginal culture entirely, join white society, find a job, and marry a white woman. 

One way in which Jimmie is definitely a victim is that every time he is able to find work, he is cheated out of the money he is owed by the white men he works for. This is especially terrible when he works for the Constable, who sexually abuses non-white prisoners. 

He also faces prejudice when he marries Gilda, a white woman, and before the wedding can take place, he is forced by the minister's wife to chop a stack of wood. She says she'll have him arrested if he doesn't. Gilda is also pregnant with another man's child when he meets her, so Jimmie has to deal with judgement from others about that. 

Overall, Jimmie is a victim because he has been forced into alienation from both white and aboriginal society, leaving him without a way of life in which he has a chance at happiness.  

The Purpose of Government A lot of people wonder what is the purpose of government, why is it there anyway? This is a good question because even...

Great start! At , we can't do your assignment for you or rewrite your essay. But we can offer you feedback and model useful strategies! I've included specific paragraphs from your essay that model the appropriate corrections and offered feedback on the content of the piece.

The Purpose of Government

...

The purpose of government is to do what the people tell elected officials to do, which is why they were elected. I don’t like...

Great start! At , we can't do your assignment for you or rewrite your essay. But we can offer you feedback and model useful strategies! I've included specific paragraphs from your essay that model the appropriate corrections and offered feedback on the content of the piece.

The Purpose of Government

...

The purpose of government is to do what the people tell elected officials to do, which is why they were elected. I don’t like it when representatives in Congress do not follow the Constitution. The Constitution gives people rights and lets people be free to do whatever they want with their own lives. (Really? Does it let us do "whatever" we want? Think about how the Constitution allows us to be free—but how it is also supposed to protect us and help us work together.) Everyone wants to be free and enjoy the freedoms that the writers of the Constitution wanted for us. It is important for those in government to try to meet everybody's needs, whatever they might be. This is what governments should do—help to make everything as fair and equal as possible.

The Constitution makes it the government's job to ensure that everybody is treated equally. This right is in the Fourteenth Amendment. People want to be equal and this means that government must do what the people tell them to do. Why else do people vote them into office? What good would they be if they did not do what the people wanted them to do? This is how the founders of the Constitution were hoping to make America work. (Please make the last sentence a bit clearer. What do you think the Founding Fathers were really hoping for?) It is a good thing that it is written in the Constitution that the people can tell the government that it is supposed to do what the people want it to do.

This is also why the people who wrote the Constitution created three different parts of the government. This is called "the separation of powers." This is so the President can make Congress make laws that do what the people want them to do. (The President does not "make" Congress make laws. Bills, which become laws, can start in Congress. However, the President has to sign a bill into law. A bill can pass through Congress, but still not become a law if the President does not sign it.) The Constitution also gives the courts the power to decide when things are not constitutional. I think this is an important idea because this does not give the President, the senators and representatives, or the lobbyists too much power. "Checks and balances" help to make sure that no one has too much strength in government.

A few final pointers:

• You do not need citations for this essay, so I took them out.


• Try not to start sentences with "I think" or "I feel." This is your essay, so it is quite clear that these are your thoughts, feelings, or ideas. Your sentences are stronger and clearer when you do not start them this way.

What is the storyline in Such Times, its so difficult to understand.

In short, Such Times is a novel about gay men in the 1970s, especially in regards to the onslaught of the AIDS virus. The title of the work comes from the lines from early on:

It's hard to believe there used to be such times.

This is especially in regards to keeping both relationships and the seriousness of AIDS “in the closet” during that decade. The result of this was years of pleasurable sensation for...

In short, Such Times is a novel about gay men in the 1970s, especially in regards to the onslaught of the AIDS virus. The title of the work comes from the lines from early on:

It's hard to believe there used to be such times.

This is especially in regards to keeping both relationships and the seriousness of AIDS “in the closet” during that decade. The result of this was years of pleasurable sensation for these lovers which was followed by years of pain and loss.

Specifically, this is the story of Jasper’s and Timothy’s relationship (that went on for the greater part of 20 years). Jasper was much older than Timothy when they became lovers: Jasper in his forties and Timothy in his teens. There are various settings which homosexual relationships are explored: baths of San Francisco, boardwalks in New York City, Paris sidestreets, etc. There are many sensual outings as well as intimate scenes where feelings are shared between the (mostly male) characters.

Jasper is also the first of the two to succumb to the AIDS virus. It is at this point that Timothy wonders whether he should hide the fact he is HIV positive, but he decides that he would “cease to be [himself]” as a result. In this way, AIDS becomes a character itself. Timothy almost wins, … almost. And, in fact, only doubts his love for Jasper when Jasper gives in to the disease.

How would you describe the atmosphere established in the opening paragraphs of "The Pedestrian"?

As a literary device, atmosphere describes how the feel of a place is inspired by details in a story such as objects, setting, or background. Atmosphere is slightly different from mood, though. While mood describes the internal feelings of the reader upon reading a particular piece of writing, atmosphere incorporates the feeling a particular location inspires.

In the story, the atmosphere established in the first paragraphs is one of abject loneliness and alienation. The setting...

As a literary device, atmosphere describes how the feel of a place is inspired by details in a story such as objects, setting, or background. Atmosphere is slightly different from mood, though. While mood describes the internal feelings of the reader upon reading a particular piece of writing, atmosphere incorporates the feeling a particular location inspires.

In the story, the atmosphere established in the first paragraphs is one of abject loneliness and alienation. The setting is a quiet city on a misty evening, and the streets appear empty. Mr. Leonard Mead is the only human presence on the streets.

The "buckling concrete walk," intersections, and moonlit avenues are empty of human presence; the words "silence," "graveyard," "gray phantoms," "tomb-like," and "alone" further reinforce the feeling of isolation we get when we visualize this city in our minds. A feeling of decay and extinction is in the air. The author also tells us his story is set in 2053 A.D., seemingly a futuristic vision of a world gone wrong. His skillful use of atmosphere in the first paragraphs prepares us to expect dysfunction and uncertainty as we anticipate the resolution to the story.

How does Scout’s limited understanding of the events in chapter 15 affect the reader?

Given the fact that Scout narrates the story in retrospect, the reader perceives events, characters, and situations from her naive point of view. In chapter 15, Scout runs into the middle of a lynch mob that intends to harm her father in order to murder Tom Robinson. Once Scout enters the group of men, she searches for a familiar face and attempts to have a casual conversation with Walter Cunningham. Scout is unaware of the...

Given the fact that Scout narrates the story in retrospect, the reader perceives events, characters, and situations from her naive point of view. In chapter 15, Scout runs into the middle of a lynch mob that intends to harm her father in order to murder Tom Robinson. Once Scout enters the group of men, she searches for a familiar face and attempts to have a casual conversation with Walter Cunningham. Scout is unaware of the dangerous situation she has entered and does not grasp the gravity of the situation.

Scout's limited understanding of the situation emphasizes her naive point of view and childish innocence. Her perspective gives the reader a rare look at how a child would perceive such a menacing, dangerous circumstance. Scout's innocent reaction also creates sympathy for Atticus. The reader is aware of Scout's age and innocence and sympathizes with Atticus's difficult position. At this dramatic, intense moment in the novel, Atticus's primary concern is Scout, Jem, and Dill's well-being. Overall, the reader sympathizes with Scout and her father when she decides to run into the middle of a lynch mob in chapter 15.

What case for giving women the vote does Jane Addams make? How does she relate her case to ideas about femininity?

Jane Addams—founder of Hull House, a settlement house for poor, newly arrived European immigrants, and co-founded with fellow reformer Ellen Gates Starr in 1889—was a major figure of the Progressive Era. True to her time, she believed that most of the nation's social ills could be ameliorated or eradicated by reforms. She contributed a great deal of her time—never marrying or having children—and money to philanthropy, social science research, and aid to the poor.

She...

Jane Addams—founder of Hull House, a settlement house for poor, newly arrived European immigrants, and co-founded with fellow reformer Ellen Gates Starr in 1889—was a major figure of the Progressive Era. True to her time, she believed that most of the nation's social ills could be ameliorated or eradicated by reforms. She contributed a great deal of her time—never marrying or having children—and money to philanthropy, social science research, and aid to the poor.

She campaigned actively for Theodore Roosevelt and supported women's suffrage with the belief that other women would vote in favor of the social legislation that mattered to her. Some of this legislation concerned neighborhood improvement—that is, the establishment of nurseries, kindergartens, playgrounds, cooperative housing for young women, and the abolition of child labor, to name a few. Clearly, these issues, particularly the care of children, are more often associated with women, or femininity. 

`dy/dx = (1-2x) / (4x-x^2)` Solve the differential equation

`dy/dx = (1-2x) / (4x-x^2)`

This differential equation is separable since it can be written in the form

• 
  `N(y)dy =M(x)dx`

Bringing together same variables on one side, the equation becomes

`dy=(1-2x)/(4x-x^2)dx`

Taking the integral of both sides, it turns into

`int dy = int(1-2x)/(4x-x^2)dx`

`y+C_1 = int(1-2x)/(4x-x^2)dx`

`y+C_1= int (1-2x)/(x(4-x))dx`

To take the integral of right side, apply partial fraction decomposition.

• `(1-2x)/(x(4-x)) = A/x + B/(4-x)`

• 
  `1-2x = A(4-x)+Bx`

Let x=0.

`1-2(0) = A(4-0)+B(0)`

`1=4A`

...

`dy/dx = (1-2x) / (4x-x^2)`

This differential equation is separable since it can be written in the form

• 
  `N(y)dy =M(x)dx`

Bringing together same variables on one side, the equation becomes

`dy=(1-2x)/(4x-x^2)dx`

Taking the integral of both sides, it turns into

`int dy = int(1-2x)/(4x-x^2)dx`

`y+C_1 = int(1-2x)/(4x-x^2)dx`

`y+C_1= int (1-2x)/(x(4-x))dx`

To take the integral of right side, apply partial fraction decomposition.

• `(1-2x)/(x(4-x)) = A/x + B/(4-x)`

• 
  `1-2x = A(4-x)+Bx`

Let x=0.

`1-2(0) = A(4-0)+B(0)`

`1=4A`

`1/4=A`

Let x=4.

`1-2(4)=A(4-4)+B(4)`

`-7=4B`

`-7/4=B`

• `1/(2x-x^2) = (1/4)/x + (-7/4)/(4-x)`

• 
  `1/(2x-x^2) = 1/(4x) + (-7)/(4(4-x))`

• 
  `1/(2x-x^2) = 1/(4x) + (-7)/(-4(x-4))`

• 
  `1/(2x-x^2) = 1/(4x) + (7)/(4(x-4))`

So the integrand at the right side decomposes to

`y + C_1 = int (1/(4x) + 7/(4(x-4)))dx`

Then, apply the formula `int 1/u du = ln|u| + C` .

`y + C_1 = 1/4ln|x| + 7/4ln|x-4|+C_2`

Isolating the y, the equation becomes

`y= 1/4ln|x| + 7/4ln|x-4|+C_2-C_1`

Since C1 and C2 represent any number, it can be expressed as a single constant C.

`y = 1/4ln|x| + 7/4ln|x-4|+C`

Therefore, the general solution of the given differential equation is `y = 1/4ln|x| + 7/4ln|x-4|+C` .