`int tln(t+1) dt` Find the indefinite integral

Recall that indefinite integral follows `int f(x) dx = F(x) +C` where:

`f(x)` as the integrand function

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

`C` as the constant of integration.

 For the given  integral problem: `int t ln(t+1) dt` , we may apply u-substitution by letting:

`u = t+1` that can be rearrange as `t = u-1` .

The derivative of u is `du= dt` .

Plug-in the values, we get:

`int t ln(t+1) dt= int (u-1) ln(u)...

Recall that indefinite integral follows `int f(x) dx = F(x) +C` where:

`f(x)` as the integrand function

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

`C` as the constant of integration.

 For the given  integral problem: `int t ln(t+1) dt` , we may apply u-substitution by letting:

`u = t+1` that can be rearrange as `t = u-1` .

The derivative of u is `du= dt` .

Plug-in the values, we get:

`int t ln(t+1) dt= int (u-1) ln(u) du`

Apply integration by parts: `int f*g'=f*g - int g*f'` .

We may let:

       `f =ln(u)` then `f' =(du)/u`

       `g' =u-1 du` then  `g=u^2/2 -u `

Note: `g =int g' = int (u+1) du` .

`int (u-1) du =int (u) du- int (1) du`

                       `= u^(1+1)/(1+1) - 1u`

                       `= u^2/2 - u`

Applying the formula for integration by parts, we set it up as:

`int (u-1) ln(u) du = ln(u) * (u^2/2-u) - int(u^2/2-u) *(du)/u`

                                   `=(u^2ln(u))/2-u*ln(u) - int(u^2/(2u)-u/u) du`

                                   `=(u^2ln(u))/2-u*ln(u) - int(u/2-1) du`

For the integral part:  `int (u/2-1)  du`, we apply the basic integration property:  `int (u-v) dx = int (u) dx - int (v) dx` .

`int(u/2-1) du=int(u/2) du-int (1) du`

                        ` = 1/2 int u - 1 int du`

                        `= 1/2*(u^2/2) - 1*u+C`

                        `= u^2/4 -u+C`

Applying  `int(u/2-1) du=u^2/4 -u+C` , we get:

`int (u-1) ln(u) du =(u^2ln(u))/2-uln(u) - int(u/2-1) du`

                                  `=(u^2ln(u))/2-u*ln(u) - [u^2/4 -u]+C`

                                   `=(u^2ln(u))/2-u*ln(u) - u^2/4 +u+C`

Plug-in `u = t+1` on `(u^2ln(u))/2-u*ln(u) - u^2/4 +u+C` , we get the complete indefinite integral as:

`int t ln(t+1) dt=((t+1)^2ln(t+1))/2-(t+1)ln(t+1) - (t+1)^2/4 +t+1+C`

                       OR  `[(t+1)^2/2-t-1]ln(t+1) - (t+1)^2/4 +t+1+C`

Is the American Constitution still workable? Can it meet the demands of our times?

The Constitution is still workable in that it continues to adapt.  Since the founding of this country, we have given eighteen-year olds the right to vote, abolished slavery, given women the right to vote, and allowed for the direct election of senators.  America has also had some bad ideas, such as prohibiting the consumption and sale of alcohol, but it repealed this with another amendment.  The Constitution is a living document.  The checks and balances...

The Constitution is still workable in that it continues to adapt.  Since the founding of this country, we have given eighteen-year olds the right to vote, abolished slavery, given women the right to vote, and allowed for the direct election of senators.  America has also had some bad ideas, such as prohibiting the consumption and sale of alcohol, but it repealed this with another amendment.  The Constitution is a living document.  The checks and balances system has served America for over two hundred years by maintaining a balance between the executive and legislative branches of government.  An impartial judiciary is supposed to safeguard the people's rights according to the Constitution.  The Founders did not provide for every situation explicitly in the Constitution; this allowed future generations of Americans to use the document as they saw fit.  While nothing last forever and the republics of Rome and Athens fell eventually, the U.S. Constitution provides enough safeguards in its Bill of Rights and its balance of power between the branches of government to appear stable enough to last for years to come.  

To what extent are economic shifts that originated in medieval Europe evident in today’s economy?

One major shift is the law of supply and demand. After the Black Plague killed more than forty percent of Europe's population, serfs were treated better and allowed more rights due to the their newfound ability to leave and join another manor. Similarly, in the modern economy, when workers are scarce companies offer incentives such as higher pay or more generous benefit packages to keep them.

Another change that happened in medieval Europe is a...

One major shift is the law of supply and demand. After the Black Plague killed more than forty percent of Europe's population, serfs were treated better and allowed more rights due to the their newfound ability to leave and join another manor. Similarly, in the modern economy, when workers are scarce companies offer incentives such as higher pay or more generous benefit packages to keep them.

Another change that happened in medieval Europe is a coinage system. The Roman Empire used coins, but after it fell, parts of Europe reverted back to a barter system. As kingdoms started to emerge, rulers started to implement coins for trade. They also used coins in order to make taxation easier to collect. The modern economy still uses coins and hard currency, though there is a push to go to virtual currency.

Another shift that originated in Europe during this time was the concept of private property. By the end of the medieval era, people started to graze their animals less on public land and more on their own fields. This concept of private property also meant that Europeans needed fences to keep their animals in and keep that which could harm their animals out. In the modern era, private property drives capitalistic society. People aspire to buy houses and other goods for status and comfort reasons.

What problems of society are exposed? How does the author respond to the social issue? How are social distinctions identified?

In his popular book Blink, journalist Malcolm Gladwell focuses on the issue of how we make judgments based on intuition. He argues that in the first few seconds of meeting a person or experiencing something we use "thin slices" of information to create general opinions or value judgments. He recounts some anecdotes which argue that our intuitive judgments can be very misleading, as when we stereotype people by race or social class but that...

In his popular book Blink, journalist Malcolm Gladwell focuses on the issue of how we make judgments based on intuition. He argues that in the first few seconds of meeting a person or experiencing something we use "thin slices" of information to create general opinions or value judgments. He recounts some anecdotes which argue that our intuitive judgments can be very misleading, as when we stereotype people by race or social class but that we can train our intuitions to be more effective. He argues that we often make social distinctions based on superficial information such as looks, and mistake a certain type of appearance for a deeper reality. A striking example of this is Warren Harding, an American president Gladwell claims was elected to a degree on his good looks and proved highly incompetent. 

The major social problem Gladwell engages in this work is that of stereotyping. He argues that our habits of making quick judgments based on thin slices of information lead to reinforcing racial stereotyping. He argues that we need to deliberately train our intuitive mechanisms so as to overcome this instinct to assess people based on their race or external appearance. He gives an example of a car dealer who was unusually successful because, unlike other salesmen at his company, he treated people as individuals rather than stereotyping on the basis of race and gender.

Managing Stress and the Work-Life Balance Stress Takes Its Toll Larry Field had a lot of fun in high school. He was a fairly good student,...

Managing Stress and the Work-Life Balance

Stress Takes Its Toll

Larry Field had a lot of fun in high school. He was a fairly good student, especially in math, he worked harder than most of his friends, and somehow he ended up going steady with Alice Shiflette, class valedictorian. He worked summers for a local surveyor, William Loude, and when he graduated Mr. Loude offered him a job as number-three man on one of his survey crews. The pay was not very high, but Larry was already good at the work, and he believed all he needed was a steady job to boost his confidence to ask Alice to marry him. Once he did, events unfolded rapidly. He started work in June, he and Alice were married in October, Alice took a job as a secretary in a local company that made business forms, and a year later they had their first child.

The baby came as something of a shock to Larry. He had come to enjoy the independence his own paycheck gave him every week. Food and rent took up most of it, but he still enjoyed playing basketball a few nights a week with his high school buddies and spending Sunday afternoons on the softball field. When the baby came, however, Larry’s brow began to furrow a bit. He was only 20 years old, and he still was not making much money. He asked Mr. Loude for a raise and got it—his first.

Two months later, one of the crew chiefs quit just when Mr. Loude’s crews had more work than they could handle. Mr. Loude hated to turn down work, so he made Larry Field a crew chief, giving his crew some of the old instruments that were not good enough for the precision work of the top crews, and assigned him the easy title surveys in town. Because it meant a jump in salary, Larry had no choice but to accept the crew chief position. But it scared him. He had never been very ambitious or curious, so he had paid little attention to the training of his former crew chief. He knew how to run the instruments—the basics, anyway—but every morning he woke up terrified that he would be sent on a job he could not handle.

During his first few months as a crew chief, Larry began doing things that his wife thought he had outgrown. He frequently talked so fast that he would stumble over his own words, stammer, turn red in the face, and have to start all over again. He began smoking, too, something he had not done since they had started dating. He told his two crew members that smoking kept his hands from shaking when he was working on an instrument. Neither of them smoked, and when Larry began lighting up in the truck while they were waiting for the train to stop, they would become resentful and complain that he had no right to ruin their lungs too.

Larry found it particularly hard to adjust to being “boss,” especially since one of his workers was getting an engineering degree at night school and both crew members were the same age as he. He felt sure that Alfonso Reyes, the scholar, would take over his position in no time. He kept feeling that Alfonso was looking over his shoulder and began snapping any time they worked close together.

Things were getting tense at home, too. Alice had to give up her full-time day job to take care of the baby, so she had started working nights. They hardly ever saw each other, and it seemed as though her only topic of conversation was how they should move to California or Alaska, where she had heard that surveyors were paid five times what Larry made. Larry knew his wife was dissatisfied with her work and believed her intelligence was being wasted, but he did not know what he could do about it. He was disconcerted when he realized that drinking and worrying about the next day at work while sitting at home with the baby at night had become a pattern.

Case Questions

• What signs of stress was Larry Field exhibiting?


• How was Larry Field trying to cope with his stress? Can you suggest more effective methods? 

What is one important quote from the scene in Lord of the Flies when Ralph becomes chief?

"Let him be the chief with the trumpet-thing." (Golding 22)

In the first chapter of the novel Lord of the Flies, Piggy and Ralph discover a conch shell. Ralph blows the conch and assembles the group of lost boys on the island. During their first meeting, the boys discuss the need for a chief and Jack quickly claims that he should be chief. Roger mentions that they should vote for their chief. Ralph is...

"Let him be the chief with the trumpet-thing." (Golding 22)

In the first chapter of the novel Lord of the Flies, Piggy and Ralph discover a conch shell. Ralph blows the conch and assembles the group of lost boys on the island. During their first meeting, the boys discuss the need for a chief and Jack quickly claims that he should be chief. Roger mentions that they should vote for their chief. Ralph is sitting patiently with the conch on his knees when the boys point towards him to elect him chief. Golding mentions that the conch had a powerful attractiveness to it that aided in Ralph's election as chief. Throughout the novel, the conch represents civilization, democracy, and order. The "trumpet-thing" in the quote above refers to the conch that is sitting on Ralph's leg. The fact that the boys took a special interest in it suggests their desire to remain civilized. Throughout the novel, Ralph uses the conch to assemble the boys and signify whose turn it is to talk. Later on, the boys refuse to acknowledge the conch as they slip further into barbarism, and Ralph loses his position as chief.

What charecteristics of Hotspur would make him a better leader/king than Hal?

Hotspur, or Henry Percy to give him his real name, is the son and heir of the Earl of Northumberland. Around the same age as Prince Hal, he also has a kingly bearing about him, as one would expect from a scion of one of England's greatest noble houses. Whether that would necessarily make him a better ruler than Hal is a matter for debate. Certainly, Harry Hotspur possesses a number of qualities that would...

Hotspur, or Henry Percy to give him his real name, is the son and heir of the Earl of Northumberland. Around the same age as Prince Hal, he also has a kingly bearing about him, as one would expect from a scion of one of England's greatest noble houses. Whether that would necessarily make him a better ruler than Hal is a matter for debate. Certainly, Harry Hotspur possesses a number of qualities that would make for an excellent king. He's incredibly brave in battle, charismatic, and with a forceful personality that easily binds others to his iron will.

Yet at the same time, Hotspur has many flaws. For one thing, his physical courage easily spills over into outright recklessness. He's rather impetuous, his fevered mind going in several different directions at once, making it almost impossible for him to stay focused on anything for very long. A lack of maturity and sound judgement is also a problem. There can be no doubt that, on the battlefield, Hotspur is second to none when it comes to sheer courage. After all, that's how he earned his nickname. But because of the serious character flaws we've just been considering, he is singularly unfitted for any position of great authority, be it general or king.

Prince Hal may be an upper-class delinquent with a yen for petty criminality and hanging out in taverns with low-lives and thieves, but crucially, he has the capacity to change. There's not much evidence to suggest that Hotspur has similar capabilities. And so, on balance, one would have to conclude that Hotspur would not have made a better king that Prince Hal.

I am required to write a 3500-word essay for postgraduate level. I wish to do a paratextual research. The novel that I want to choose is Night...

Night Waking was first published by Granta in paperback in 2011. There also exists a Kindle edition and a translation. It also appears that different covers have been used in different editions, possibly due to attempts to market the book in slightly different ways in different countries. In order to write a comparative study of the cover art for the different editions and other elements of the books as material object that might differ from edition to edition, you would indeed need to obtain copies of all print and electronic editions of the book. Research on the postgraduate level must always be comprehensive.

Because the novel is relatively recent, there is little if any scholarship concerning it, though there are several published book reviews. One starting point for talking about paratextual studies would be Examining Paratextual Theory and Its Applications in Digital Culture by Nadine Desrochers.

Your paper should begin with an argument concerning how and why the editions of the book differ. You might look at whether market segmentation, format, or region are determining factors.

The second section of the paper should describe the book's full publication history, including all editions and printings. For each edition, you should provide a complete bibliographic description. 

The third section of the paper should compare and contrast the different print editions, looking at such features as cover art, format, paper quality, price, and other changes between editions.

The fourth section of your paper should examine the differences between the print and digital editions. Here, you might include both a discussion of conventions of Kindle formatting which apply to most books published on Kindle and issues pertaining to this individual book. You should finish this section with a discussion of how the electronic versus print differences affect reader experience.

Your conclusion should talk about how the physical natures of the different editions create differing horizons of expectations for readers and how this would affect how we interpret or approach the text. Reader-response criticism might be a useful scholarly perspective for your conclusion.

How does Leiningen know the ants are approaching without seeing them?

Leiningen learns that the ants are approaching his plantation because he is told by a Brazilian official that the ants will probably reach his plantation in approximately two days.

When Leiningen hears the words of the official, he tells the man, "even a herd of saurians couldn't drive me from this plantation of mine." And, despite the official's explanation that the ants are "elemental" and an "act of God," Leiningen refuses to leave his plantation....

Leiningen learns that the ants are approaching his plantation because he is told by a Brazilian official that the ants will probably reach his plantation in approximately two days.

When Leiningen hears the words of the official, he tells the man, "even a herd of saurians couldn't drive me from this plantation of mine." And, despite the official's explanation that the ants are "elemental" and an "act of God," Leiningen refuses to leave his plantation. For the past three years, he has been a planter and dealt with flood, plague, and other "acts of God." Furthermore, he prides himself on how he has triumphed over every difficulty.

Even when he sees the legions of ants that march toward his land, eating everything in their paths, Leiningen refuses to leave because he believes the human mind can surpass the limitations of insects. Indeed, he believes he can win the war against them.

The human brain needs only to become fully aware of its powers to conquer even the elements.

In addition, Leiningen has always known how to "grapple with life," and he is determined to make the most of the fight against the ants.

What is the main theme of the novel?

One could specify several main themes to this story: sin, guilt, lust, and dishonesty come to mind. But I think a significant theme worth exploring is that of double standards of morality for men and women.

Hester Prynne is publicly shamed, made to wear a scarlet letter "A" on her clothing, for her "sin" of adultery. She bears a child (a daughter named Pearl), and this child is also shamed by the villagers, as she...

One could specify several main themes to this story: sin, guilt, lust, and dishonesty come to mind. But I think a significant theme worth exploring is that of double standards of morality for men and women.

Hester Prynne is publicly shamed, made to wear a scarlet letter "A" on her clothing, for her "sin" of adultery. She bears a child (a daughter named Pearl), and this child is also shamed by the villagers, as she is seen as evidence of her mother's adultery. But Hester is proud and defiant, knowing she did not do anything wrong but only followed her heart. But during this period in history, women were considered the property of men, and their sexuality was subject to the strict puritanical values of the era. Oftentimes pregnancy was the source of shame and shunning for single women, and paternity could not be determined, so it fell upon women to bear their burden alone if men did not admit their involvement.

When it is discovered that Hester's lover and the father of her child is in fact a clergyman, the double standard of morality for men and women in this context is exposed. The hypocrisy of the church, which was the source of moral guidance for communities in Colonial America, is also exposed here. Hester may be guilty of sin, but she is being judged based upon the tenets of the church, and since it is a clergyman who is her lover, there is clearly a double standard of behavior and integrity that applies to men and women as well as to clergy and laypeople. Her lover is also guilty of this sin under the these standards. But the two are in love. Hawthorne's message on some level seems to be that love transcends social norms, and hypocrisy stands in the way of lovers who cannot be together because of social expectations.

What is the setting of this story? What feature of the place seems to be the most memorable? What details suggest when the story takes place?

The setting of the story is New York near the Catskill Mountains.  The beginning and end of the story take place in a village "at the foot of these fairy mountains" ("Rip Van Winkle").  It is a place where one can see

"light smoke curling up from a village, whose shingle-roofs gleam among the trees, just where the blue tints of the upland melt away into the fresh green of the nearer landscape. It is a little village of great antiquity, having been founded by some of the Dutch colonists, in the early times of the province."

The Catskill Mountains are a memorable feature in the story.  They are described as being "west of the river, swelling up to a noble height, and lording it over the surrounding country."  The narrator describes the vibrant colors of nature in the Catskills.  The simplicity of the village is also memorable.  Both the village and the mountains are prominent places in the story.

When the story begins, it takes place in a time "while the country was yet a province of Great Britain."  Rip Van Winkle sleeps for twenty years.  When he wakes up, the Revolutionary War has already occurred and the United States has been formed.  He sees a new flag flying in the village instead of the British one.  He spots a familiar sign, but notices that

"the ruby face of King George, under which [Rip] had smoked so many a peaceful pipe... was singularly metamorphosed. The red coat was changed for one of blue and buff, a sword was held in the hand instead of a sceptre, the head was decorated with a cocked hat, and underneath was painted in large characters, GENERAL WASHINGTON."

A man in the village speaks about the "rights of citizens—elections—members of congress—liberty—Bunker’s Hill—heroes of seventy-six—and other words, which [are] a perfect Babylonish jargon to the bewildered Van Winkle."  He does not know what the man is talking about.  He has no idea that his village is no longer located within a British colony.

What was the primary reason for the economic boom that occurred in the United States after World War II?

The economic boom following World War II was the result of pent-up demand.  During the war, most production was directed to the war, weapons and ammunition, uniforms for soldiers, vehicles to move troops. For example, no vehicles for private consumption were produced during the entire war.  This meant that after the war was over, production of consumer products could resume, and people were more than ready to buy cars, appliances, and clothing.  At the same...

The economic boom following World War II was the result of pent-up demand.  During the war, most production was directed to the war, weapons and ammunition, uniforms for soldiers, vehicles to move troops. For example, no vehicles for private consumption were produced during the entire war.  This meant that after the war was over, production of consumer products could resume, and people were more than ready to buy cars, appliances, and clothing.  At the same time, soldiers returning from war were getting married, settling down, and having children.  This meant there was a need for new housing. There was a dreadful housing shortage during the war, and I know that my own parents were thrilled to find a studio apartment to start their marriage.  Various programs for benefits helped returning soldiers to purchase their homes, and educational benefits allowed them to go to college.  This generation, having fought a war and done without for so long, was ready to consume!

What do you think was Irving's purpose in writing this story?

Arguably, Irving wrote this story as a warning to his readers that living a life motivated by financial gain will only bring misery. He shows this clearly through the character of Tom Walker. When he makes a deal with the devil, he agrees to become a moneylender in return for the treasure.

Although Tom becomes a "rich and mighty man" in Boston, he begins to feel "anxious" about what will happen when he dies. He...

Arguably, Irving wrote this story as a warning to his readers that living a life motivated by financial gain will only bring misery. He shows this clearly through the character of Tom Walker. When he makes a deal with the devil, he agrees to become a moneylender in return for the treasure.

Although Tom becomes a "rich and mighty man" in Boston, he begins to feel "anxious" about what will happen when he dies. He starts going to church as a means to save his soul, but his desire for wealth does not fade. He forecloses a mortgage on a poor "land jobber," for example, who begs him for mercy. Instead of helping the man avoid a life of poverty, Tom shows no compassion and goes ahead with the foreclosure. Shortly thereafter, the devil appears at Tom's door and takes him away on a horse. Tom is never seen or heard from again.

Through this ending, Irving argues that people should not live a life dedicated solely to the pursuit of financial gain. If they do, it is certain to bring ruin.

Who was Hammurabi? |

Hammurabi was the sixth king of the Amorite First Dynasty of Babylon. He reigned from 1792 BCE to 1750 BCE. He inherited the throne from his father who was called Sin-Muballit. Under Hammurabi’s reign, Babylon expanded to include all of ancient Mesopotamia. When he took over power from his father, Babylon only consisted of Kish, Sippar, and Borsippa. He went on to conquer Assyria, Eshunna, Larsa, and Mari through carefully crafted military alliances and campaigns....

Hammurabi was the sixth king of the Amorite First Dynasty of Babylon. He reigned from 1792 BCE to 1750 BCE. He inherited the throne from his father who was called Sin-Muballit. Under Hammurabi’s reign, Babylon expanded to include all of ancient Mesopotamia. When he took over power from his father, Babylon only consisted of Kish, Sippar, and Borsippa. He went on to conquer Assyria, Eshunna, Larsa, and Mari through carefully crafted military alliances and campaigns. The main purpose of these conquests was to acquire control of the Tigris and Euphrates waters for the agricultural prosperity of his people. He also aimed to control trade routes and mining activities in areas of interest. Generally, he was a great leader who worked to better the lives of those he served through development projects such as irrigation of farmlands, the building of religious structures, fortification of city-states, and establishment of good laws that could be used to maintain order in the empire. It is this set of laws that he is chiefly known for today, especially after the discovery of the Code of Hammurabi that contained 282 laws written on stone slabs. These laws advocated for a system of justice where the crime is directly related to the punishment—an “eye for an eye” type of justice. Parallels can be drawn between the Code of Hammurabi and the Mosaic Laws in the Old Testament of the Bible.

How would you describe Paul's relationship with his Uncle Oscar in D.H. Lawrence's "The Rocking-Horse Winner"?

In D.H. Lawrence's "The Rocking-Horse Winner," Paul is a young boy who has grown up with a mother who is never satisfied with the family's finances. When Paul asks his mother why they are poor (when she describes them as such), she explains:

"Well—I suppose," she said slowly and bitterly, "it's because your father has no luck."

His mother unfairly believes they have no money, not because his dad cannot find a better job, but because they lack good luck. Paul tells his mother that he has luck, but she does not really believe him.

Absorbed, taking no heed of other people, he went about with a sort of stealth, seeking inwardly for luck. He wanted luck, he wanted it, he wanted it.

It is at times like these that Paul rides his wooden horse.

He would sit on his big rocking-horse, charging madly into space, with a frenzy that made the little girls peer at him uneasily. Wildly the horse careened, the waving dark hair of the boy tossed, his eyes had a strange glare in them. 

When he got off the horse, he would demand that it take him where there was luck, and he would hit the rocking-horse with the whip his uncle bought for him. 

One day when he is riding, Paul's mother and Uncle Oscar look on. His mother tells Paul he is too old to ride the horse, but he ignores her. When he finally slides off the horse, he notes that at least he made it to where he was going. His uncle encourages him:

Don't you stop till you get there.

Later, while spending time with Uncle Oscar, Paul mentions the name of his horse when it won a race (though he explains that his horse's name changes). Oscar recognizes the name as an actual winner in a recent horse race. Paul's sister Joan tells Oscar that Paul talks about the races with Bassett, the gardener. Oscar speaks with Bassett, but the other man is reticent to share anything about the races and Paul, and suggests that perhaps Oscar could talk to Paul about it.

Oscar is amazed, and not just a little skeptical, when Paul not only talks of making bets through Bassett with large sums of money, but also tells his uncle who he favors for the next race—and it is obvious that his uncle does not believe Paul's choice will win. Uncle Oscar takes Paul to the races and as the boy foretold, Paul's choice comes in first.

Paul takes the entire situation very seriously—he has already earned 1,500 pounds on the races, and is a partner with Bassett, who places the bets. The reader discovers that Paul sees everything about his success related directly to luck. If the house is ever going to stop "whispering" to Paul about needing more money, he knows he must continue to be lucky and win races. He offers to allow Oscar to join Bassett and him in their partnership:

Only, you'd have to promise. . . uncle, not to let it go beyond us three. Bassett and I are lucky, and you must be lucky, because it was your ten shillings I started winning with.

Bassett, Oscar, and Paul become partners and wait for Paul to come up with the next name. Paul rides his horse furiously, madly, so that the name of the winner will come to him for upcoming race, the Derby.

A day before the race, Paul's mother returns home from a party, and her intuition tells her that something is wrong with Paul. She enters his room, frightened to see him so crazed, as he calls out the name of the next winner, and then collapses.

Oscar and Bassett make their bets as instructed by Paul, but the child is very, very ill. When Bassett comes to report their success, Paul tells his mother than he did it for her, that he was lucky.

But the boy died in the night.

It is Oscar, Paul's uncle and friend, who admonishes Paul's mother.

And even as he lay dead, his mother heard her brother's voice saying to her, "My God, Hester, you're eighty-odd thousand to the good, and a poor devil of a son to the bad. But, poor devil, poor devil, he's best gone out of a life where he rides his rocking-horse to find a winner."

Why does the word "dialogue" hinge with humility?

According to the Freire Institute, this is how Pablo Freire defines dialogue:

To enter into dialogue presupposes equality amongst participants.  Each must trust the others; there must be mutual respect and love (care and commitment).  Each one must question what he or she knows and realize that through dialogue existing thoughts will change and new knowledge will be created.

A key component of Freire's education theory is that students are not banks into which teachers...

According to the Freire Institute, this is how Pablo Freire defines dialogue:

To enter into dialogue presupposes equality amongst participants.  Each must trust the others; there must be mutual respect and love (care and commitment).  Each one must question what he or she knows and realize that through dialogue existing thoughts will change and new knowledge will be created.

A key component of Freire's education theory is that students are not banks into which teachers deposit all their knowledge.  Instead, students come to the class with their own set of knowledge and experiences that must be considered in the education process. In other words, teachers have to acknowledge that students have equality and must respect the students.  This requires a large amount of humility, as teachers must lower their opinion of themselves in order to raise their opinion of their students.  Anyone wishing to have a dialogue must do this.  If your opinion of yourself is too high, then you will not hear what another person's ideas are.  Instead, you will be issuing monologues rather than engaging in discussion. A lot of what we see on social media today is of that nature.  Instead of comments opening up a dialogue between people, they are just spouting opinions and insults at each other.  They lack the humility to question their own preconceived notions.

What are equinox and solstices dates? What happens to light and dark during these times? Where is it dark or light?

Equinoxes and solstices happen due to the tilt of the Earth on its axis.  Solstices occur when the Earth is at a maximum angle away from the Sun.  During the summer solstice the sun is directly over the Tropic of Cancer.  North of this latitude line locations experience the longest day of the year (meaning they get the most sunlight on that day).  The summer solstice typically occurs around June 21st.  Around December 21st, we...

Equinoxes and solstices happen due to the tilt of the Earth on its axis.  Solstices occur when the Earth is at a maximum angle away from the Sun.  During the summer solstice the sun is directly over the Tropic of Cancer.  North of this latitude line locations experience the longest day of the year (meaning they get the most sunlight on that day).  The summer solstice typically occurs around June 21st.  Around December 21st, we experience the winter solstice.  The winter solstice occurs when the sun is directly over the Tropic of Capricorn.  The winter solstice represents the day with the least amount of sunlight in the Northern Hemisphere. 

Equinoxes, on the other hand, represent the point when the Earth’s axis is relatively straight in comparison to the sun.  During these days, the sun shines directly on the equator, causing an almost equal amount of daylight and night time.  The vernal equinox occurs on approximately March 20th and the autumnal equinox happens around September 22nd. 

Please refer to the National Weather Service website link below, which provides a visual explanation of this concept. 

What/who creates the conflict in the story?

The government of Panem has basically created the central conflict(s) in The Hunger Games. The government has, for seventy-four years, held the Hunger Games as a reminder to the people of Panem that they cannot and should not rebel against the government. The games force a boy and a girl, drawn randomly once each year in "The Reaping," from each of the 12 districts of Panem to compete in a fight to the death....

The government of Panem has basically created the central conflict(s) in The Hunger Games. The government has, for seventy-four years, held the Hunger Games as a reminder to the people of Panem that they cannot and should not rebel against the government. The games force a boy and a girl, drawn randomly once each year in "The Reaping," from each of the 12 districts of Panem to compete in a fight to the death. This competition is also obligatory viewing for everyone in Panem. The people in the Capitol enjoy it: they place bets, cheer for their favorites, and are completely absorbed in the events leading up to and during the games. 

Katniss, the protagonist and heroine, is faced with a number of conflicts throughout The Hunger Games. She must choose to rebel against the government more than once, including before the games, when she hunts illegally in the woods to support her family. Once her sister Prim is chosen in the Reaping, she faces a decision and ends up instinctively volunteering to go in Prim's place. Once she is training, she encounters conflicts with her mentor and the boy from District 12, Peeta, as well as the other tributes. Obviously, once the games begin, her conflicts are between herself and the other tributes whom she must kill to survive; she also faces internal conflicts, though, in determining how to "play" the games and when and if she should kill her competitors. All of Katniss's conflicts, though, are a result of the government's totalitarian rule, especially their installation of the Hunger Games as a required event each year. 

What are the comparisons between the English Bill of Rights (1689) and the American Bill of Rights (1791)?

The English Bill of Rights was enacted in 1689 after the overthrow of Charles the II, in what is known as "The Glorious Revolution." Charles the II alienated nearly everyone in England at the time of his reign, primarily because of his efforts to Catholicize the nation. In response, the members of parliament secretly encouraged a Dutch prince, to overthrow him. William of Orange successfully led his fleet against the English sovereign and Charles the II fled the country. After William of Orange came to power, members of parliament decided they should have a document listing their rights so that their new ruler would have reasonable limits placed upon him. The English Bill of Rights provides the following:

• The suspension of laws and dispensing with laws by the crown without consent of Parliament is illegal;


• Commission for ecclesiastical causes is illegal;


• Implementing taxes without grant of Parliament is illegal;


• Subjects of the realm have the right to petition the king. It is illegal to prosecute anyone for petitioning the king. 


• Keeping a standing army during peacetime without the consent of parliament is against law.


• Protestants are allowed to have weapons for their defense as allowed by law


• Elections for members of parliament should be held without cost to the people. 


• The freedom of speech and debates or proceedings in Parliament should not be questioned in any court or place out of Parliament;


• Extraordinarily high bail and/or fines should not be required, nor should cruel and unusual punishments be inflicted. 


• In trials for high treason, jurors should be impartial. 


• Any threats or infliction of fines and/or forfeitures before a conviction are illegal and void. 


• For redress of all grievances, and for the amending, strengthening and preserving of the laws, Parliaments ought to be held frequently.

The document states that Charles the II departure from England was an abdication, and lists twelve things he did to subvert protestants. The writers of this Bill of Rights were seeking to prevent future suppressive measures by a sovereign. 

The United States Constitution's Bill of Rights closely mirrors the English Bill of Rights. Both documents were written for the same purpose, to limit power, though the were written under different circumstances. The English Bill of Rights sought to end the tyranny of the sovereign. The United States Constitution's Bill of Rights sought to grant individual liberties and freedoms. 

In framing the U.S. Bill of Rights, the Federalists argued that a bill of rights was not necessary since whatever power wasn't given to the federal government in the constitution went to the people and the states. The Anti-Federalists argued that a bill of rights was necessary to ensure personal liberties and freedoms. The Anti-Federalists won the argument, and the first ten amendments to the constitution became law in 1791. 

The ten amendments that make up the U.S. Bill of Rights are given below: 

Amendment I

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.

Amendment II

A well-regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed.

Amendment III

No soldier shall, in time of peace be quartered in any house, without the consent of the owner, nor in time of war, but in a manner to be prescribed by law.

Amendment IV

The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no warrants shall issue, but upon probable cause, supported by oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.

Amendment V

No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a grand jury, except in cases arising in the land or naval forces, or in the militia, when in actual service in time of war or public danger; nor shall any person be subject for the same offense to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation.

Amendment VI

In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the state and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the assistance of counsel for his defense.

Amendment VII

In suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by jury shall be preserved, and no fact tried by a jury shall be otherwise reexamined in any court of the United States, than according to the rules of the common law.

Amendment VIII

Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted.

Amendment IX

The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people.

Amendment X

The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people.

                                               ***

As you can see, there are many similarities between the two documents. The English Bill of Rights was written in reaction to Charles the II suppression of religious freedoms, and other grievances. The U.S. Bill of Rights was framed to ensure individual freedoms. Amendment I to the U.S. constitution is similar to the provision in the English Bill of Rights that all members of parliament shall have freedom of speech. Where the English Bill of Rights limits this to members of parliament, the U.S. Constitution gives this right to every citizen. 

Amendment II to the U.S. Constitution, commonly known as the right to bear arms, resembles the English Bill of Rights provision to allow protestants to possess weapons for self-defense. Again, the U.S. Constitution offers this to all citizens, whereas the English Bill of Rights sought to extend this right already given to Catholic citizens so that protestants would have the right as well. 

Amendment six to the U.S. Constitution is similar to the English Bill of Rights provision that anyone tried for high treason have access to an impartial jury. The sixth amendment provides this for all citizens charged with any crime, not just for citizens charged with high treason. High treason is a crime of contradicting a sovereign, and there is no exactly similar crime in the United States. 

Amendment eight to the U.S. Constitution is nearly identical to the English Bill of Rights provision that excessive fines or bail is prohibited, as is cruel and unusual punishment.

Am doing a forum for an epics class and need a comparison of the perspectives of death in Epic of Gilgamesh and Sir Gawain and the Green Knight....

You should begin your presentation by discussing the respective contexts of the two works. The Epic of Gilgamesh is an ancient Mesopotamian epic that was based on the story of Gilgamesh, a King of Uruk, who ruled sometime between 2800 and 2500 according to Sumerian king lists. The epic was gradually embellished over many centuries from circa 2100 to circa 1200 BC. Sir Gawain and the Green Knight is a fourteenth-century romance by an unknown author extant in a single version. A major and important difference between how death is viewed in the two is the different religious backgrounds.

Mesopotamian religion was polytheistic and thus had many different gods. One of the main differences between gods and humans was that gods were immortal and humans were mortal. People with partially divine parentage lived longer than other mortals and had some godlike characteristics, but the gods tended to be jealous of mortals who did not know their place in the world, which was to worship and serve the gods. After death, humans descended into the netherworld, a dark, dismal, and unpleasant place, where they existed as spirits. Although the netherworld was not divided into a heaven and hell—it was neither a place of reward or punishment—it was not particularly pleasant. Thus, we can sympathize with Gilgamesh's desire to avoid death. The outcome of Gilgamesh's quest for immortality illustrates a belief we find in other works of the period, namely, that any quest for immortality is futile and that people should focus on making the best of their current lives.

Gawain and the Green Knight is a Christian poem, filled with Christian imagery. The key difference is that rather than this life being the best one and the netherworld a sort of dim shadow of mortal life, for Christians, this life is preparation and testing for an afterlife in which those who lead good lives are rewarded and those who lead evil lives are punished. Death of the body is not a thing to be avoided. Even if the body dies, the soul is immortal. Thus, the issue in the poem is not a quest for immortality of the body, but testing and training Gawain so that his soul will be able to go to Heaven. There are many images in the poem of Resurrection and testing, suggesting that it is a deeply religious poem meant to impress upon people that Gawain's physical strength is less important than his moral character. 

Why has the U.S. signed some environmental treaties and not others? The U.S. did not sign the Kyoto Protocol, when so many other countries approved...

The United States has a long history of viewing binding international treaties with skepticism, and Congress has often rejected international accords that its members feel might restrict or in some way inhibit the growth of U.S. industry or foreign policy. This reticence to submit to being governed by international accords stems partly from the notion of American Exceptionalism, the idea that the United States is both morally and practically superior to other nations and therefore should only submit to its own laws, or risk losing its position as a pre-eminent economic and military power. This impulse also stems from the United States’ historical isolationism, which stems from the earliest days of the republic, and the notion that the so-called "American experiment" was in part a creation of a new world order, and even a new world. 

This isolationist and exceptionalist mindset was famously demonstrated by Congressional Republicans in the early 1920s, when they refused to sign on as members states of the League of Nations, which President Woodrow Wilson had created to keep the peace after World War One. Later, after World War Two, the United States did sign on as a member state of the U.N., and to NATO, partly because the U.S. has exceptional power over the decisions and actions of both of those international bodies. Even so, the United States has still not signed on as a full member of the International Criminal Court, which the U.S. helped create, and which puts the United States in the odd position of being in same group of holdouts that include famously authoritarian human rights abusers, like North Korea, Sudan, Iran and Saudi Arabia. The reasons the U.S. gives for not signing onto the International Criminal Court are very similar to those it gave for refusing to sign the Kyoto Protocol: namely, the United States maintains that it cannot make its own government and laws subservient to international law, because doing so would undercut its sovereignty.

With regard to the Kyoto Protocol, the United States was particularly displeased with the specifics of the agreement, which put the onus for decreasing green house gas emissions on rich, industrialized nations like the United States, without forcing developing countries like China and India to make similar concessions. So you might ask what has changed between then and now, when the United States has signed onto a tougher and more comprehensive climate change bill with the Paris Climate Accord?

The short answer is that we now have a President (Obama) who has made combating climate change a central pillar of his domestic and foreign policy, because he understands the dangers of doing nothing. Moreover, the science behind climate change and the very visible evidence of the havoc it is creating in our world is much more obvious now than it was back in the late 1990s, when the Kyoto Protocol passed.

Aside from the fact that the existence of man-made Climate Change is now pretty much undisputed among mainstream scientists and government bodies, the fact that the United States was able to convince China, the second largest green house gas emitter behind the United States, to sign onto the Paris Accords and agree to equal reductions in emissions, made the United States and other industrialized nations more comfortable signing the agreement.

The thinking was that if everyone agrees to meet certain benchmarks, then no country would be disproportionally disadvantaged by agreeing to reductions. Another reason that the U.S. agreed to sign the Paris Accord stems from the fact that whereas alternative energies were not seen as profitable back in the late-90s, now they are a huge industry, and countries that adopt and create these technologies see them as a major driver of economic growth, instead of as a drag. In order to make these industries profitable and sustainable, however, individual countries have to make polluting costly, to incentivize their own domestic production of alternative energies, electric cars, and other now-mainstream products and services that benefit from an international limit on carbon emissions.

Back in 1996, many politicians in the United States saw no economic benefit from signing the Kyoto Protocol. They worried that it would negatively affect American industry. With the Paris Climate Treaty, America was the main driver of negotiations, and it was a priority of an American President. Just as importantly, the American public now generally supports efforts to combat climate change, and to profit from technologies that help to do so, whereas the public was more skeptical back in the 1990s.

why does scouts ability to read and write annoy her teacher,miss caroline?

Miss Caroline Fisher is a weak, inexperienced teacher. As such, she appears insecure in her abilities. So when Scout shows up for her first day at school, and is clearly able to read and write, Miss Caroline gets quite indignant. Atticus must've taught her, she thinks. And Miss Caroline feels rather put out as she seems to think it somehow undermines her authority as a teacher.

The unpleasant episode with Miss Caroline illustrates once more...

Miss Caroline Fisher is a weak, inexperienced teacher. As such, she appears insecure in her abilities. So when Scout shows up for her first day at school, and is clearly able to read and write, Miss Caroline gets quite indignant. Atticus must've taught her, she thinks. And Miss Caroline feels rather put out as she seems to think it somehow undermines her authority as a teacher.

The unpleasant episode with Miss Caroline illustrates once more the warped nature of life in Maycomb. It's perfectly fine for Burris Ewell to turn up for the first day of school and then stay away for the rest of term. But for a child to come to school with the ability to read and write is somehow a problem. Clearly, it's more important to follow strict, inflexible rules than to educate children properly. Miss Caroline is one of many adult authority figures in the story whose actions make little sense to those of us not familiar with the strange customs, laws, and conventions that govern the lives of the citizens of Maycomb.

Why did Madame Loisel not get married to a rich man?

The text tells us that Madame Loisel married Monsieur Loisel, a clerk at the Ministry of Education. Certainly, he was a man of modest means; yet, Monsieur Loisel loved his wife very much and endeavored to make her happy whenever he could.

The main reason Madame Loisel did not marry a rich man was because she did not have a dowry ("marriage portion") and was herself born into a family of modest means. Madame Loisel's...

The text tells us that Madame Loisel married Monsieur Loisel, a clerk at the Ministry of Education. Certainly, he was a man of modest means; yet, Monsieur Loisel loved his wife very much and endeavored to make her happy whenever he could.

The main reason Madame Loisel did not marry a rich man was because she did not have a dowry ("marriage portion") and was herself born into a family of modest means. Madame Loisel's background provided her little opportunity to become acquainted with men of wealth and distinction. Basically, her lack of social status made it impossible for her to socialize or fraternize with members of the upper class.

Certainly, Madame Loisel accustomed herself to her humble lifestyle; however, she was deeply unhappy with it. She felt herself born for every "delicacy and luxury." Madame Loisel's sullen discontent with the circumstances of her life precipitated her later suffering in the story.

In the poem "Snaps," what are the ethical statements in relation to gender, family, and convention that the poem tries to make?

In "Snaps," Espaillat contrasts the conventional expectations of how a family wants a young woman to act with her subtle signals that she is rejecting their conventions. "Good" is the pivotal ethical word in this poem. The poem begins with the word "Good" and then goes on to describe what a conventional good "little girl" looks like to her family: "how neatly dressed you look." Here goodness is equated with outward neatness and conformity.

Similarly, her 17-year-old self is praised for conformity to gender norms and the outward appearance of goodness. She is a "nice girl, with ankles crossed...gold cross against the clean sweater." The lap is described as a "small bounded nest," a metaphor that indicates the girl is closed in to a small space with boundaries, the word "nest" an indication of home. She is expected to stay within a small, limited world defined by her home. On the outside, she displays the picture of cleanliness, conventional Christianity ("gold cross") and normalcy, demure with crossed ankles and hands folded in her lap. 

But at the end of the second stanza, the poem begins to introduce some uncertainty about this picture of perfection with the words "but perhaps," which pull us into the third stanza. Here we begin to see that "they knew less than they thought." Behind her "young, obedient pose" (the word pose indicating that she is putting on a performance), the camera captures another side of her: "a strain ... a certain look." The narrator uses the metaphor of opening a "plain old book" and being unexpectedly surprised by the words found there. Where, the narrator asks the young woman in the photo

did you get it, that sharp tilt of jaw

small thrust of hip and shoulder not in keeping

with Mama's touch that bent you to the law,

to sanctities of custom?

In small, subtle ways, the woman in the photo defies gender expectations and expectations from her family ("mama") and "custom" that she be docile and obedient.

The last stanza returns to the moral/ethical term "good," redefining it. The conventions (that she not talk back, that she not cross lines forbidden to women, that she be docile, that she not "risk anything"), all of which add up to "good," are questioned in the poem's last line, where the narrator says that the woman in the photo is "flashing me a sign ... that yes, we would." This woman says yes, she will take risks, she will dare to step out of line, dare to talk back.  

The language of enclosure and conventionality used throughout much of the poem--"good, neat, obedient, small bounded nest"--helps the reader feel that in breaking out, the woman is doing something morally better than merely being "good." She is finding herself, becoming free of others' expectations--and that perhaps is best thing of all. 

In what way does Beowulf's sword fail him?

The noble Beowulf valiantly sallies forth to engage in mortal combat with Grendel's mother. This is an immensely brave action indeed, even by the standards of a hardy Nordic warrior. For Grendel's mother is fighting mad. Her son, even more repulsive and maniacal than she, has been slain by Beowulf, and now she's thirsting for bloody revenge.

As Beowulf finds himself unceremoniously thrust into the vile creature's dank and dingy den, he knows that he...

The noble Beowulf valiantly sallies forth to engage in mortal combat with Grendel's mother. This is an immensely brave action indeed, even by the standards of a hardy Nordic warrior. For Grendel's mother is fighting mad. Her son, even more repulsive and maniacal than she, has been slain by Beowulf, and now she's thirsting for bloody revenge.

As Beowulf finds himself unceremoniously thrust into the vile creature's dank and dingy den, he knows that he must do or die. Grendel's mother's maternal instincts have kicked in hard and she's just nearly killed Beowulf after snatching him up from the inky depths of the lake and dumping him deep in the bowels of her foul, cavernous lair.

At a time like this, what a noble Nordic warrior really needs is a trusty sword. But Hrunting isn't up to the job. Beowulf's sword, lent to him by Unferth, thegn of Hrothgar, king of the Danes, cannot penetrate the monster's hide. It's tougher than a suit of armor. But then, as luck would have it, Beowulf happens to find another sword just lying around the cave. Now this is a sword. It looks a whole lot better than Hrunting, for one thing. It truly is an awesome spectacle to behold; a thing of beauty. Its hilt is so gorgeous, so wonderfully ornate; it'd almost be a shame to get blood on it. And as for that blade! It is quite simply magnificent, much longer than your average blade, that's for sure. Poor Hrunting looks like a blunt pen-knife by comparison.

So noble Beowulf gleefully takes the super sword in his hands and splits the vile sea-hag right down the middle. Grendel's mother fought the good fight, but now it's all over. And Beowulf's not done just yet. By way of an encore he hacks the head off the monster. He needs something to show the folks back home that he really did perform this noble deed. And the head would make such a nice trophy back at Heorot, tastefully adorning the walls alongside Grendel's severed arm. Together, they should create just the right ambiance for the Danes' next lusty meat feast.

After Beowulf has lopped off the head, the mighty sword starts to melt. Grendel's blood must have had magic properties. The moral of this tale? If you're going to slay vengeful old sea-hags still brooding over their sons' deaths, then you might like to take along a proper weapon with you, one forged by a race of magical giants. It's certainly no good charging into mortal combat with a monster using a sword made by mere mortals, even if it has been so graciously loaned to you by Unferth, thegn of Hrothgar, king of the Danes.

Which god does Odysseus ask for help when he is about to shoot the arrow at Antinous?

We've reached Book 22 of The Odyssey. Odysseus has just proved his incredible strength and skill by successfully firing an arrow through a row of axes. Odysseus is disguised as a humble beggar, so the suitors treat him with mockery and contempt, finding him an object of humor rather than a threat. But after Odysseus meets the challenge of firing an arrow through the axes, his true identity is at last revealed. Now it's time...

We've reached Book 22 of The Odyssey. Odysseus has just proved his incredible strength and skill by successfully firing an arrow through a row of axes. Odysseus is disguised as a humble beggar, so the suitors treat him with mockery and contempt, finding him an object of humor rather than a threat. But after Odysseus meets the challenge of firing an arrow through the axes, his true identity is at last revealed. Now it's time to exact a terrible vengeance upon the suitors.

Antinous is the unofficial leader of the suitors; he's certainly the most aggressive of them. He's openly disrespected Odysseus by paying court to his wife and eating him out of house and home. Even worse than that, he's physically Odysseus in his own palace by throwing a stool at him, thinking he was just a beggar. So it must be hugely satisfying for Odysseus to get some payback when he whispers a brief prayer to Apollo and fires an arrow straight through Antinous' throat. Apollo, among other things, is the god of archers. This explains not just Odysseus' prayer, but also the hapless Antinous' suggestion that they adjourn the archery contest until the following day in order to make a sacrifice to the god.

What was Arendt's definition of work labor and action?

In Hannah Arendt's book The Human Condition, she is interested in the contrast between what she calls the active life and the contemplative life, and she worries that the debate over the status of each has blinded us to insights about the active life and the way it has changed throughout human history.  She discusses three different categories of active life: work, labor, and action.

Work, Arendt claims, has a clear beginning and end...

In Hannah Arendt's book The Human Condition, she is interested in the contrast between what she calls the active life and the contemplative life, and she worries that the debate over the status of each has blinded us to insights about the active life and the way it has changed throughout human history.  She discusses three different categories of active life: work, labor, and action.

Work, Arendt claims, has a clear beginning and end (from the idea for the object and the obtaining of raw material to the finished product) and leaves behind a durable object (e.g., a building or a machine) as opposed to something consumable (e.g., food).  Work involves some sort of interruption to nature to obtain raw materials, such as cutting down a tree for lumber.  She views this interruption as a form of violence, or at the very least, a violation of the natural order.

Labor is seen as action taken in order to survive (e.g., meeting biological needs such as eating) both as an individual and for the survival of the human race as a species.  Unlike work, labor does not have an ending because we must continually meet our biological and reproductive needs in order to survive. The fruits of labor must be consumed, forcing us to create more.

Action is the means by which human beings reveal themselves to one another through speech and physical actions.  This includes both deliberate and unintentional revelations or disclosures, and Arendt argues that what a person reveals in action is more than likely unknown to the person acting (i.e., others know us better than we know ourselves), and that revelation is made known only to the actor when they hear the story of their actions.  Action is the way human beings distinguish themselves from one another and identify who we are as individuals.  Actions in Arendt's view, be it speech or physical action, are always between and directed toward humans, and they are responsible for human relationships.  

What is the difference between race and ethnicity?

Both race and ethnicity are social constructions. However, the latter is a connection forged on one's sense of belonging to a particular country (i.e., nationality), as well as a shared language, cultural traditions, and ancestral lineage. Groups of people may live within the same borders but may not share a common ethnic identity. Ethnic difference exists in presumably homogeneous countries, such as China.

Race is an idea of human difference born out of a group's...

Both race and ethnicity are social constructions. However, the latter is a connection forged on one's sense of belonging to a particular country (i.e., nationality), as well as a shared language, cultural traditions, and ancestral lineage. Groups of people may live within the same borders but may not share a common ethnic identity. Ethnic difference exists in presumably homogeneous countries, such as China.

Race is an idea of human difference born out of a group's shared physical traits (e.g., hair color, eye color, skin color) and ancestral lineage. Biologically, there is no such thing as race. Our physical differences developed as a result of adaptation and natural selection. For example, Northern Europeans with blond hair and blue eyes developed these traits so that their bodies could absorb Vitamin D from sunlight more efficiently, due to the lack of direct sunlight in countries such as Germany or Denmark. However, the natives of these countries are still, like all human beings, descended from a common ancestor in prehistoric Central Africa: Mitochondrial Eve, the veritable mother of the entire human race.

In the eighteenth century, pseudosciences emerged which helped to establish the idea of separate races based on certain physical traits, such as skull size (e.g., craniometry). Notions of the "inferior" intelligence and character of some groups (e.g., Africans) versus the "superior" intelligence and character of other groups (e.g., Europeans) emerged at this time, as did the designation of European peoples as "Caucasian," a moniker based on the belief that all European peoples originated in the Caucasus. 

Genetically, we can identify ethnicity. Race is a bit trickier. With the popularity of genetic testing, people are finding that their lineages are a bit more complicated than they may have believed. For example, people who appear to be primarily of African descent sometimes find, through DNA testing, that they have more ancestors from European countries than from African ones. Famously, the historian and genealogist Henry Louis Gates, Jr. discovered this truth about himself through genetic testing. 

Now, one would think that a man who discovers that more than half of his ancestry is European would identify as such. Yet, the fact remains that Gates appears to be a black man. The assumption of one's race is based mainly on appearance —not origins or genetic lineage. Ethnicity can help to determine race, but it is not a decisive factor.

What does the reference to "a soldier" tell you about the time period of the story?

The reference tells us that the story is set during wartime. Specifically, it is set in French Algeria during the Second World War. France had been speedily conquered by German forces, and a large part of the country came under their direct control. The rest of the country was placed under the authority of a puppet regime based in the spa town of Vichy. The new regime was racist, authoritarian, and reactionary and maintained control...

The reference tells us that the story is set during wartime. Specifically, it is set in French Algeria during the Second World War. France had been speedily conquered by German forces, and a large part of the country came under their direct control. The rest of the country was placed under the authority of a puppet regime based in the spa town of Vichy. The new regime was racist, authoritarian, and reactionary and maintained control over French Algeria. Prejudice and bigotry towards France's Arab colonial subjects were widespread, leading to the development of a growing resistance movement.

Official discrimination against the indigenous population provides a background against which the main action of The Stranger unfolds. Meursault shoots and kills an Arab without the slightest compunction; the violent pimp Sintes beats his Arab girlfriend and generally treats her with contempt; and when Meursault is finally brought to trial for the murder he's committed, his lack of concern for his late mother appears to have more significance for the court than the life of an Arab.

The Stranger does indeed take place during wartime, as already mentioned. But there are a number of wars running throughout the story—seething, undeclared conflicts that change the lives of those concerned more completely than the more formal conflict raging in the background.

State the three parts to cell theory.

The three parts to the cell theory are as follows:

1. All living things are composed of cells.


2. All cells come from preexisting cells.


3. Cells are the basic unit of structure and function of living things. In other words, cells are the most basic building blocks of life.

The cell theory resulted from the work of several different scientists spread over the course of years.  Matthias Schleiden stated in 1838 that all plants are made of...

The three parts to the cell theory are as follows:

1. All living things are composed of cells.


2. All cells come from preexisting cells.


3. Cells are the basic unit of structure and function of living things. In other words, cells are the most basic building blocks of life.

The cell theory resulted from the work of several different scientists spread over the course of years.  Matthias Schleiden stated in 1838 that all plants are made of cells, and a year later Theodor Schwann said that all animals are made of cells.  In 1855, Rudolf Virchow stated that all cells arise from the division of preexisting cells.  This discovery put an end to the previous thinking that cells simply came about through spontaneous generation.  It is from their work and observations that we get the cell theory.  

Why do you think Roger can’t say “thank you” to Mrs. Jones as he is leaving

"Thank You, M'am," by Langston Hughes, follows the story of a young boy named Roger who attempts to steal a purse from a woman, Mrs. Luella Bates Washington Jones.  The first paragraph explains their encounter:

"She was a large woman with a large purse that had everything in it but hammer and nails. It had a long strap, and she carried it slung across her shoulder. It was about eleven o’clock at night, and she...

"Thank You, M'am," by Langston Hughes, follows the story of a young boy named Roger who attempts to steal a purse from a woman, Mrs. Luella Bates Washington Jones.  The first paragraph explains their encounter:

"She was a large woman with a large purse that had everything in it but hammer and nails. It had a long strap, and she carried it slung across her shoulder. It was about eleven o’clock at night, and she was walking alone, when a boy ran up behind her and tried to snatch her purse. The strap broke with the single tug the boy gave it from behind. But the boy’s weight and the weight of the purse combined caused him to lose his balance so, instead of taking off full blast as he had hoped, the boy fell on his back on the sidewalk, and his legs flew up. the large woman simply turned around and kicked him right square in his blue-jeaned sitter. Then she reached down, picked the boy up by his shirt front, and shook him until his teeth rattled."

Here readers are introduced to Mrs. Jones's great strength. She was not about to let a young boy take her purse without a fight. Instead, she invites him into her home and talks to him about life. She instructs him to wash his face, with warm water and a clean towel, and offers him food. She assumes he must be hungry if he is trying to steal from people. Instead, he tells her his real purpose: he wanted to buy blue suede shoes, a mark of fashion in his time period. Rather than reprimanding him or threatening him, she tells him he could have asked:

"'Well, you didn’t have to snatch my pocketbook to get some suede shoes,' said Mrs. Luella Bates Washington Jones. 'You could of asked me.'"

Roger is surprised by her calm and gracious response. How often does someone try to steal from someone and then get treated kindly? He wasn't expecting her hospitality or kindness. In fact, he asks her if she is going to take him to jail, which is probably what he believes he deserves for his crime. 

At the end of the story, we see that Roger struggles to say thank you to Mrs. Jones for her kindness:

"The boy wanted to say something else other than 'Thank you, m’am' to Mrs. Luella Bates Washington Jones, but he couldn’t do so as he turned at the barren stoop and looked back at the large woman in the door. He barely managed to say 'Thank you' before she shut the door. And he never saw her again."

It's likely that he didn't feel that the words thank you were enough; it was too simple a response to such extraordinary kindness. Or, perhaps he was still in shock. Maybe he truly could not understand her behavior and was trying to make sense of what had happened. Whatever the case, he isn't able to find the right words as he says goodbye to this mysterious woman who showed him such unbelievable grace and kindness after he tried to steal from her. 

What is the meaning of The Sixth Extinction?

The title of Elizabeth Kolbert's book The Sixth Extinction refers to the phenomenon also known as the “Anthropocene extinction” or “Holocene extinction,” an ongoing, sixth mass extinction event occurring after the Ordovician–Silurian extinction events, the Late Devonian extinction, the Permian–Triassic extinction event, the Triassic–Jurassic extinction event, and the Cretaceous–Paleogene extinction event.

The term “Anthropocene extinction” has been proposed as an extension of the Holocene extinction to emphasize the impact of the spread of human civilization on the environment. The name “Anthropocene” is a combination of anthropo-, from anthropos, meaning "human," and -cene, from kainos, meaning "new" or "recent."

Though there is some debate over the claim the that the Anthropocene extinction constitutes a new extinction event, polls of biologists indicate that most consider the Anthropocene extinction real. Numerous studies and papers have suggested that upwards of 70% of biologists acknowledge the existence of the Anthropocene extinction.

There is little consensus as to when the Anthropocene extinction began. Some have suggested that the Anthropocene extinction may have begun as early as when the first modern humans spread out of Africa between 100,000 and 200,000 years ago. Others have fixed the start point as late as the start of the industrial revolution in 1780.

Mass extinctions are characterized by the loss of at least 75% of species within a geologically short period of time. One calculation predicted that if the current rate of human disruption of the biosphere continues, one-half of Earth's higher lifeforms will be extinct by the year 2100. At the present time, the rate of extinction of species is estimated at 100 to 1,000 times higher than the historically typical rate of extinction of life forms on the planet. This means that the rate of extinction in the Anthropocene extinction is 10 to 100 times higher than any of the previous mass extinctions in the history of the planet.

Human contributions to the extinction include deforestation, hunting, pollution, and the introduction of non-native species to different ecosystems. Humans have also spread infectious diseases through livestock and crops.

Additionally, climate change is one main theory behind the magnitude of the Anthropocene extinction. Though some scientists have argued that the Earth is going through a natural, historically precedented, change in climate, most have emphasized the impact of human civilization on the environment. Human activity since the Industrial Revolution has increased the amount of greenhouse gases, such as CO2 and methane, in the atmosphere. Studies have estimated these increases in CO2 and methane to be anywhere from 36% to 148% since the beginning of the industrial revolution. CO2 samples from ice cores indicate that these levels are higher than any time in the last 800,000 years.

There is significant evidence that the impact of human civilization on the environment constitutes a new, ongoing extinction event, possibly the biggest in history.

based on the Preface, Introduction and chapters 1-4 of Ian Haney López's Dog Whistle Politics: How Coded Racial Appeals Have Reinvented...

The term "dog whistle" is used in Mr. Lopez's book as a metaphor for saying one thing that is audible to everyone, but in reality suggesting an unheard castigation of a racial group which those particularly addressed will hear. During his tenure as president, Lopez contends, President Ronald Reagan employed this strategy of "dog whistle politics" using such terms as "welfare queens," "strapping young bucks," and "states' rights." 

In his effort to reduce federal spending, President Reagan sought to trim down certain government programs such as the welfare programs using similar methods that he had successfully employed as governor of California. One effort that Reagan made was that of seeking to eliminate fraud that existed in this program. When he spoke on this topic, Reagan employed what Lopez terms "dog whistle politics." For, he spoke during his campaign in 1980 of "welfare queens" who abused the system so much that they were driving Cadillacs and wearing fur coats. [This is a rather generalized reference to women such as African-American Linda Taylor who used 80 aliases and amassed a tax-free $150,000 a year.] Less subtly, he criticized the amount afforded people on food stamps when he alluded to "strapping young bucks" who purchased T-bone steaks with their food stamps. 

According to Lopez, with these "dog whistles" Reagan tapped into the same technique used by George Wallace and Richard Nixon. In fact, like Wallace, Lopez further contends, Reagan spoke of states' rights with more than its denotation evident in his phrase. While Reagan did believe in reducing the power of the federal government and restoring more autonomy to the individual states, it could not be overlooked that he used this phrase when he addressed a crowd during his 1980 presidential campaign in Neshoba County, Mississippi, which is only seven miles from Philadelphia, Mississippi, a town associated with the murder of civil rights workers in 1964.

How would you psychoanalyze Margaret Atwood's poem "It is Dangerous to Read Newspapers"?

Margaret Atwood's "It is Dangerous to Read Newspapers" is an examination of the contrast between the speaker's everyday life and the atrocities reported in newspapers each day. 

Early in the poem, the speaker juxtaposes her innocent quotidian actions as a child with horrific events taking place in the surrounding world. 

While I was building neat
castles in the sandbox,
the hasty pits were
filling with bulldozed corpses

and as I walked to the school
washed and combed, my feet
stepping on the cracks in the cement
detonated red bombs. (1-8)

When the speaker was a child, she built sandcastles and went to school, while in other places, people were dying and bombs were exploding. She also connects those experiences to her own by suggesting that her actions caused the horrific tragedies to occur (lines 6-8).

In the next couple of stanzas, the speaker talks about how circumstances have developed as she has become older and has learned to read. She writes,

Now I am grownup
and literate, and I sit in my chair
as quietly as a fuse

and the jungles are flaming, the under-
brush is charged with soldiers,
the names on the difficult
maps go up in smoke. (9-15)

The oxymoronic phrase "quietly as a fuse" connects to the sentiment in lines 6-8, implying that the speaker's mere existence is potentially dangerous. Meanwhile, elsewhere, "jungles are flaming" as wars rage on.

The next stanza makes the connection between the speaker and tragic current events even clearer:

I am the cause, I am a stockpile of chemical
toys, my body
is a deadly gadget,
I reach out in love, my hands are guns,
my good intentions are completely lethal. (16-20)

The speaker labels herself as "the cause" of the tragedies. Even though she "reach[es] out in love," her "good intentions are completely lethal." This strange juxtaposition of innocent actions and evil outcomes is characterstic of the speaker's style throughout the poem. If you want to psychoanalyze the speaker, you might say she feels guilty that she lives such an ordinary life and carries on each day even though catastrophic events are happening all around the world. 

The speaker continues by writing,

Even my
passive eyes transmute
everything I look at to the pocked
black and white of a war photo,
how
can I stop myself

It is dangerous to read newspapers. (21-27)

She describes looking at a newspaper and being instinctively or unwittingly drawn to war photos. Her eyes may be "passive," not actively looking for evidence of tragedy, but she is drawn to it nonetheless. This is why reading the papers is "dangerous." 

The final stanza elaborates on why newspapers are dangerous:

Each time I hit a key
on my electric typewriter,
speaking of peaceful trees

another village explodes. (28-31)

As the speaker writes "peaceful" poems, "another village explodes." The tragic events happen despite her attempts to work against them through loving and peaceful acts. She again seems to feel like she causes the explosion. The speaker may be projecting her guilt outward. She may feel like her writing about "peaceful trees" shields her from reality; she is also not doing anything active to stop the catastrophes from occurring. Ultimately, the speaker may, like many people who hear about and read about tragedies on a daily basis, that she is lucky to not have experienced those events herself but to also feel guilty that she can live her ordinary life while the world burns around her. 

What is the irony behind the title of "Lamb to the Slaughter" by Roald Dahl?

The irony of the title lies in its ambivalent implications; through his fantastic story, Roald Dahl introduces an unlikely twist to the way this famous phrase is interpreted. He chooses to focus on a more direct interpretation rather than emphasize the conventional metaphor we are used to.

The phrase "lamb to the slaughter" is typically an allusion to Christ being led as an innocent to his undeserved death. In this story, the narrator chooses to...

The irony of the title lies in its ambivalent implications; through his fantastic story, Roald Dahl introduces an unlikely twist to the way this famous phrase is interpreted. He chooses to focus on a more direct interpretation rather than emphasize the conventional metaphor we are used to.

The phrase "lamb to the slaughter" is typically an allusion to Christ being led as an innocent to his undeserved death. In this story, the narrator chooses to use the phrase to characterize an actual leg of lamb as a weapon. The leg of lamb is literally the instrument of slaughter.

In the story, Mary Maloney is a faithful and loving wife; she is a woman who enjoys waiting on her husband. One evening, her husband comes home visibly agitated, only to confess that he has decided to leave her. The news shocks Mary to the point that she finds it difficult to function. At six months pregnant, Mary is in an unenviable position.

After her husband's refusal to eat dinner and his injunction that she not make a fuss, Mary whacks him on the back of his head with a frozen leg of lamb.

What are the negative effects of empires historically?

Empires are hard to defend as they become larger.  The Japanese Empire in WWII failed due to its size--the navy was simply too small to defend the entire Pacific Ocean from the advancing Americans.  Also, subjugated people inside of an empire must feel a loyalty to their conquerors, or else they will always be a burden to the empire.  The people subjugated by the Aztecs actually joined the Spanish in their war against the dominant...

Empires are hard to defend as they become larger.  The Japanese Empire in WWII failed due to its size--the navy was simply too small to defend the entire Pacific Ocean from the advancing Americans.  Also, subjugated people inside of an empire must feel a loyalty to their conquerors, or else they will always be a burden to the empire.  The people subjugated by the Aztecs actually joined the Spanish in their war against the dominant group.  This, combined with diseases, allowed less than one hundred conquistadors to defeat the mighty Aztec empire that before this had lasted over five hundred years.  The Romans were never ever to fully make the German tribes part of their empire, and the Goths were part of the reason that the Roman Empire crumbled.  Finally, Hitler had to face opposition from the French and Poles long after these regions had officially fallen to the Nazis.  Empires are also hard to maintain.  Rome spent a lot of money on forts to defend its hinterlands.  The British navy was a major expenditure, especially in the days of steamships.  Even the United States has to spend money on maintaining military bases around the world.  Empires are quite prestigious, but historically they are not meant to last forever.   

What are some examples of imagery in the book Night?

One of the reasons Night is so searing is its use of imagery. Weisel uses images to make the horrors of the Holocaust vivid in the minds of readers who never experienced it. Consider one of the novel's most famous passages:

Never shall I forget that night, the first night in camp, which has turned my life into one long night, seven times cursed and seven times sealed. Never shall I forget that smoke. Never...

One of the reasons Night is so searing is its use of imagery. Weisel uses images to make the horrors of the Holocaust vivid in the minds of readers who never experienced it. Consider one of the novel's most famous passages:

Never shall I forget that night, the first night in camp, which has turned my life into one long night, seven times cursed and seven times sealed. Never shall I forget that smoke. Never shall I forget the little faces of the children, whose bodies I saw turned into wreaths of smoke beneath a silent blue sky. 

As a reader safely in my home in 2017, I have no experience of the Holocaust. However, I know very well what children's faces look like, what a wreath looks like, and I have seen smoke. I have known many a "silent blue sky." Because I, as a reader, can create the building blocks of this image in my mind, I am able to envision the three together and feel something of Weisel's dismay. 

This is but one specific example. Weisel utilizes the same technique, the use of small, quotidian, concrete details to render the unimaginable real, throughout his memoir.

In engaging in agenda setting, priming, and framing, the news media areA. telling the public what to think.B. holding politicians accountable.C....

When the media engages in agenda setting, priming, and framing, they are mainly telling the public what to think about.

The media is able to set the agenda by determining what stories it reports. It is hard for people in the public at large to think about things if they do not know that those things are happening.  The media can set the agenda by deciding what stories to publicize.

Priming is a similar process. ...

When the media engages in agenda setting, priming, and framing, they are mainly telling the public what to think about.

The media is able to set the agenda by determining what stories it reports. It is hard for people in the public at large to think about things if they do not know that those things are happening.  The media can set the agenda by deciding what stories to publicize.

Priming is a similar process.  If the media writes or broadcasts many stories about an upcoming event, people will be primed to be interested in that event.   They will think that it is important and they will pay attention when it does.

Framing also helps determine what we will think about.  It helps determine the framework through which we will view a given issue.  For example, it cannot tell us what to think about the Planned Parenthood shooting in Colorado this past weekend, but it can tell us that we should be thinking about this in terms of the debate over funding for Planned Parenthood.

In these ways, the media does not really tell us what to think, but it does help to influence what we think about.

How did the Mayflower Compact shape the formation of politics in America?

The Mayflower Compact was the first attempt at self-government in America.  The Compact was written down and agreed to by the male members of the Mayflower voyage.  It was meant to provide for "order and preservation" of the people and to provide for "just and equal" laws.  The signers of the Compact pledged to follow the laws of the colony.  In this one can also see the beginning of a social contract system in which...

The Mayflower Compact was the first attempt at self-government in America.  The Compact was written down and agreed to by the male members of the Mayflower voyage.  It was meant to provide for "order and preservation" of the people and to provide for "just and equal" laws.  The signers of the Compact pledged to follow the laws of the colony.  In this one can also see the beginning of a social contract system in which the members of a body politic promise to follow the laws and the government promises order and equality under the law.  This would be important as the Framers of the Constitution sought to create an orderly system of government with equality under the law with the citizen's responsibility being to follow the laws provided by the government.  The Mayflower Compact was the first attempt at self-government in the New World, and in it one can see the beginnings of how the future government of the United States would operate.  

Which measure of central tendency is the most appropriate to use/report for nominal, interval and ratio measurements?

Nominal data refers to data that can be grouped into named categories. For instance, the gender of students enrolled for a given course in a given university. The best measure of central tendency to use for this kind of data is the mode. This is because the data is non-continuous.

Interval and ratio data are both continuous, hence mathematical operations can be performed on them. For interval data, the order of the values and the...

Nominal data refers to data that can be grouped into named categories. For instance, the gender of students enrolled for a given course in a given university. The best measure of central tendency to use for this kind of data is the mode. This is because the data is non-continuous.

Interval and ratio data are both continuous, hence mathematical operations can be performed on them. For interval data, the order of the values and the exact differences between them is known, e.g. temperatures of students in a class. The best measure of central tendency for reporting interval data is the mean (when the data is not skewed) or the median (when the data is skewed). Ratio data has, in addition to interval data’s properties, a clearly defined absolute zero, for instance, height data. The best measure of central tendency to use for ratio data is the mean (for non-skewed data) and the median (for skewed data).

The mean is found by summing up all the values in the data set and dividing this total sum by the number of values.

The median is the value of the middle item in a data set whose items have been arranged in order of size.

The mode is the most frequently occurring item in a data set.

What conflicting emotions does the seafarer feel when he sets off on a sea voyage?

The Anglo-Saxon poem The Seafarer was translated into modern English by S.A.J. Bradley in his book Anglo-Saxon Poetry. The book was published in 1998. The quotes used in this answer will refer to his translation of the poem into modern English. In lines 19-26 of the translation, 

Sometimes I would take the song of the swan as my entertainment, the cry of the gannet and the call of the curlew in place of human laughter, the sea-mew's singing in place of the mead-drinking. There storms would pound the rocky cliffs whilst the tern, icy-winged, answered them; very often the sea-eagle would screech, wings dappled with spray. No protective kinsman could comfort the inadequate soul.

the persona of the poem decries his loneliness. In place of human laughter, all he has to accompany him are the peals of birds. In place of warmth, the seafarer has to deal with the harsh waters. When he is at sea, the seafarer is at a place of discomfort. 

However, in spite of all his discomfort, the persona of the poem remains drawn toward the sea:

Now, therefore, the thoughts of my heart are in conflict as to whether I for my part should explore the deep currents and the surging of the salty waves—my mind's desire time and time again urges the soul to set out.... (lines 33-36)

In spite of the sea's many threats and dangers, no amount of boons could confine the seafarer to land:

...he will have no thought for the harp, nor for the ring-receiving ceremonial, nor for the pleasure of a woman nor for trust in that which is of the world, nor for anything else, but only for the surging of the waves—and yet he who aspires to the ocean always has the yearning. (lines 43-47)

The seafarer is conflicted because he knows of the sacrifice one has to endure when one is at sea but is nevertheless drawn toward it. He is, at the same time, comfortable and uncomfortable at sea: while he understands the comfort of being on land, he always yearns and aspires for the ocean. He is lonely at sea but also lonely without it. 

What are some rhetorical devices used in the Gettysburg Address?

Abraham Lincoln is a master at using rhetorical devices in short speeches.  In particular, his use of anaphora is notable in the Gettysburg Address.  For instance, in the final paragraph, in order to stress the point that it is the soldiers who fought at Gettysburg who will save this country and not the people standing there on that day, he repeats “we can not dedicate—we can not consecrate—we can not hallow—this ground.”  The repetition, combined...

Abraham Lincoln is a master at using rhetorical devices in short speeches.  In particular, his use of anaphora is notable in the Gettysburg Address.  For instance, in the final paragraph, in order to stress the point that it is the soldiers who fought at Gettysburg who will save this country and not the people standing there on that day, he repeats “we can not dedicate—we can not consecrate—we can not hallow—this ground.”  The repetition, combined with the dashes to indicate dramatic pauses, creates that effect.  Lincoln also uses anaphora later in the speech to emphasize what the listener, if he cannot fight, can actually do:

that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion -- that we here highly resolve that these dead shall not have died in vain -- that this nation, under God, shall have a new birth of freedom -- and that government of the people, by the people, for the people, shall not perish from the earth.

The repetition at the end of the speech drives home his purpose of convincing the listener that there is still much work to be done by the people who can make this nation a great one.  In this last line, he also uses epistrophe, “government of the people, by the people, for the people,” to emphasize what makes this nation, the people who will fight to keep it one nation.