What allusions does Hawthorne make in The Scarlet Letter?

Because Hawthorne used so many allusions in the novel, the only way not to miss any is to read a well-footnoted edition such as the Norton Critical Edition. I will give you two examples from chapter one to get you started.

The second paragraph in the novel alludes to Sir Thomas Moore's 1515 Utopia, a fictional work with which both the colonists Hawthorne writes about and his readers in the nineteenth century would have...

Because Hawthorne used so many allusions in the novel, the only way not to miss any is to read a well-footnoted edition such as the Norton Critical Edition. I will give you two examples from chapter one to get you started.

The second paragraph in the novel alludes to Sir Thomas Moore's 1515 Utopia, a fictional work with which both the colonists Hawthorne writes about and his readers in the nineteenth century would have been very familiar. Moore mean to contrast English or European society with what an ideal society would be like. Hawthorne's narrator points out the irony that a theocratic colony, a Utopia (ideal society), has decided one of its first buildings should be a prison. 

Another allusion—this one in the chapter's final paragraph—is a reference to Anne Hutchinson. Hawthorne's narrator speculates that the rose bush that grows beside the prison door "sprung up under [her] footsteps" as she entered the prison. Anne Hutchinson, like the fictional Hester Prynne, dared to defy the belief system of the paternalistic Puritan elders.

What social issue in Death of a Hero by Richard Aldington and All Quiet on the Western Front by Erich Maria Remarque was a concern during WWI and...

One thing you could point to is that both books are critiques of the tendency for Western societies to embrace violence as a positive trait, or as the only way to resolve conflicts. In Death of a Hero, for example, young George is browbeaten into getting a gun license -- the hope is that this "will make a man" out of him. His experience with shooting, however, is horrifying -- he wings a bird,...

One thing you could point to is that both books are critiques of the tendency for Western societies to embrace violence as a positive trait, or as the only way to resolve conflicts. In Death of a Hero, for example, young George is browbeaten into getting a gun license -- the hope is that this "will make a man" out of him. His experience with shooting, however, is horrifying -- he wings a bird, and, in trying to wring its neck, tears its head completely off. This episode is emblematic of George's disgust with bourgeois values, his desire to become a bohemian, and his embrace of "free love." None of these values serve him very well at the front, however, where he becomes a kind of automaton. In All Quiet on the Western Front, it's clear that Paul's teacher Kantorek is urging his students to enlist without fully understanding what the war will be like. Kantorek's betrayal lies in his using his position of authority to advocate for violence. Both books describe, with shocking detail, exactly what the cost of this love of violence is in human terms.

It's also pretty clear that we can trace the origins of the US's current "get tough" rhetoric about immigration or terrorism to the same nationalist ideologies and love of violence condemned in these books.

Literary device of "Still I rise"

There are many literary devices in Maya Angelou's poem "Still I Rise." First, she uses many similes to compare two unrelated things using "like" or "as." For example, in the first stanza, she says she'll rise just like the dust. She also compares herself to suns and moons, and the "certainty of tides" in the third stanza. She uses similes to compare how she will rise just as surely as the sun and moon rise....

There are many literary devices in Maya Angelou's poem "Still I Rise." First, she uses many similes to compare two unrelated things using "like" or "as." For example, in the first stanza, she says she'll rise just like the dust. She also compares herself to suns and moons, and the "certainty of tides" in the third stanza. She uses similes to compare how she will rise just as surely as the sun and moon rise. In the fourth stanza, she compares her shoulders to teardrops, saying:  

"Did you want to see me broken?

Bowed head and lowered eyes?

Shoulders falling down like teardrops,

Weakened by my soulful cries?"

Another literary device Angelou uses is repetition. She repeats the phrase "I rise" many times throughout the poem. This is a literary device poets often use to emphasize a concept or idea.

Angelou also employs the use of metaphor in her poem. "I am a black ocean, leaping and wide. Welling and swelling, I bear in the tide." 

In the sixth stanza, Angelou uses hyperbole as well as metaphor. It can be argued that the figurative language used in this stanza is metaphorical because she is comparing words to weapons with the capability to kill or wound. It is my opinion that it is hyperbole, as well, because this statement exaggerates the effect that words will have on her: 

"You may shoot me with your words,

You may cut me with your eyes,

You may kill me with your hatefulness,

But still, like air, I’ll rise."

Why did the Waknuk people shoot Sophie?

This question is a bit misleading.  It makes it seem like the Waknuk people stood Sophie up and had her executed.  That's not quite how it happened.  Earlier in the novel, Sophie escapes the Waknuk society by going to the Fringes.  Sophie must escape because she has six toes.  That makes her a Deviant.  The Waknuks are basically okay with Sophie escaping and removing her DNA from the Waknuk gene pool; however, that is not...

This question is a bit misleading.  It makes it seem like the Waknuk people stood Sophie up and had her executed.  That's not quite how it happened.  Earlier in the novel, Sophie escapes the Waknuk society by going to the Fringes.  Sophie must escape because she has six toes.  That makes her a Deviant.  The Waknuks are basically okay with Sophie escaping and removing her DNA from the Waknuk gene pool; however, that is not the case when David and his fellow telepaths escape.  The Waknuk people, including David's father, begin hunting David down.  David and his group then get captured by the Fringes, which ends up leading the Waknuks to the Fringes.  A battle soon follows and "the spider-man" shoots Joseph Strorm in the chest.  Sophie is standing next to the spider-man at this point.  

Suddenly he stiffened. His bow came up like a flash, bent to its full. He loosed. The shaft took my father in the left of his chest.

He and Sophie then try to quickly flee the battle.  While fleeing, both Sophie and the spider-man are shot and killed.  

Sophie struggled to her feet and ran on by herself. An arrow pierced right through her upper arm, but she held on, with it lodged there. Then another took her in the back of the neck. She dropped in mid-stride, and her body slid along in the dust...

Perhaps they were natural casualties of the battle, or perhaps the Waknuks intentionally targeted Sophie and the spider-man for killing Joseph Strorm.  Either way, the Waknuk people don't view Sophie and the spider-man as human.  They are Deviants and deserve death.   

What's the historical significance of Abraham Lincoln's Thanksgiving Proclamation?

Lincoln's Thanksgiving Proclamation, which declared the final day of November a national day of "thanksgiving and praise to Almighty God," was one of many similar declarations by American Presidents, usually in times of crisis. Lincoln's proclamation standardized the celebration of Thanksgiving. Before the Civil War, many states celebrated days of thanksgiving at different times of the year. After Lincoln's proclamation, all states, at least in the North, celebrated the holiday simultaneously. With World War II...

Lincoln's Thanksgiving Proclamation, which declared the final day of November a national day of "thanksgiving and praise to Almighty God," was one of many similar declarations by American Presidents, usually in times of crisis. Lincoln's proclamation standardized the celebration of Thanksgiving. Before the Civil War, many states celebrated days of thanksgiving at different times of the year. After Lincoln's proclamation, all states, at least in the North, celebrated the holiday simultaneously. With World War II looming, Franklin Roosevelt signed legislation moving Thanksgiving, now an official federal holiday, to its current date of the fourth Thursday in November. But Lincoln's proclamation was the first to make Thanksgiving a truly national holiday. His proclamation also illustrates the extreme stress the nation experienced during the Civil War, and the ways in which statements of religious faith historically played a role in national public life. Like many other Lincoln speeches, this proclamation is also studied for its rhetorical power, evoking divine assistance in the midst of an extraordinary crisis.

What is the oxidation number of 1/2 O2 and why?

First let's define the term oxidation number.  It is a way of assigning charges to each atom of a chemical compound or species.  In other words, if you pretended that each atom of a compound or species was an ion, the oxidation number for each element would be the charge assigned to that particular element as a part of the whole.  For an ion with a single element, the oxidation number of the element is...

First let's define the term oxidation number.  It is a way of assigning charges to each atom of a chemical compound or species.  In other words, if you pretended that each atom of a compound or species was an ion, the oxidation number for each element would be the charge assigned to that particular element as a part of the whole.  For an ion with a single element, the oxidation number of the element is the charge of the ion.  For a neutral chemical compound, the oxidation numbers of the individual atoms must add up to a total of zero.  O2 is molecular oxygen and is composed of two oxygen atoms bonded together with a double bond.  Since it has no overall charge and is composed of a single type of element, both of the oxygen atoms in O2 must have an oxidation number of 0 since they both have to be the same and add up to 0.  Now, 1/2 O2 is another way of saying just plain O, and the same rules apply here.  O has a total charge of zero and therefore the oxidation number of O would have to be zero as well.

What causes Rainsford to fall from the yacht in "The Most Dangerous Game"?

Rainsford's fall from the yacht is caused by his lunging for his pipe, which is knocked from his mouth as it strikes a rope after he leaps upon a rail. 

Sanger Rainsford and his friend Whitney travel on a yacht through a moonless night as they are on their way to hunt jaguars "up the Amazon." During an evening conversation, Rainsford and Whitney disagree on their perspectives about hunting these jaguars. Rainsford has no concern...

Rainsford's fall from the yacht is caused by his lunging for his pipe, which is knocked from his mouth as it strikes a rope after he leaps upon a rail. 

Sanger Rainsford and his friend Whitney travel on a yacht through a moonless night as they are on their way to hunt jaguars "up the Amazon." During an evening conversation, Rainsford and Whitney disagree on their perspectives about hunting these jaguars. Rainsford has no concern whatsoever for the prey that he hunts, while Whitney speculates about the fear that such prey must feel. After this conversation (which acts as foreshadowing), Whitney retires for the night while Rainsford stays on deck since he is not sleepy. "I'm going to smoke another pipe up on the afterdeck," he tells Whitney.

As he relaxes with his "favorite brier," Rainsford is startled by "an abrupt sound." He hears this sound repeated, a sound that he recognizes immediately as the firing of a gun. Then, in his effort to see through the darkness of a moonless night, Rainsford springs quickly onto the ship's rail. As he balances himself, his pipe is knocked from his mouth by a rope. Quickly, Rainsford reaches out for it, causing himself to lose his balance and fall into the "blood-warm waters of the Caribbean Sea." He cries out when he resurfaces from the sea's depths, but no one hears him. Even when he tries to swim closer to the receding yacht, Rainsford knows his efforts are futile. Reaching for the pipe has been a costly error, as he expended a lot of energy doing so but now must swim to shore.

What were the consequences of European expansion on global politics?

European colonization and expansion meant that wars could truly become global events now.  Nationalistic rivalry between Britain and France led to over 150 years of nearly non-stop war between 1650 and 1815.  Not only did the wars involve people who lived in the two nations, but it also involved native groups allied with those countries and colonial subjects.  These large-scale wars were not cheap to fight, so Britain and France had to improve their abilities...

European colonization and expansion meant that wars could truly become global events now.  Nationalistic rivalry between Britain and France led to over 150 years of nearly non-stop war between 1650 and 1815.  Not only did the wars involve people who lived in the two nations, but it also involved native groups allied with those countries and colonial subjects.  These large-scale wars were not cheap to fight, so Britain and France had to improve their abilities to tax their subjects.  Britain lost its American colonies due to its inability to tax them fairly and the French monarchy was deposed due to its unfair tax burden on the peasantry.  

European colonization would also play a role in both world wars of the twentieth century as well.  Economic and nationalistic rivalries in Europe stemming from colonization helped to drive the tensions that created WWI.  In WWII Japan sought to end European colonization in Asia by making themselves the major regional power in Asia--this was one of the driving factors of WWII.  After WWII colonies in Asia and Africa sought their independence from their parent countries.  In many cases these newly formed countries such as North and South Vietnam would ally with one of the world's leading superpowers, the United States or the Soviet Union.  This would be part of the Cold War as America and the Soviet Union fought proxy wars in the developing world.  All of this was a continued legacy of European colonization.  

how did the death of john f. kennedy change America?

John F. Kennedy (JFK) was an enigmatic President, with future focused ideals, in an age of television.  His death left a legacy that cannot be undervalued.

His assassination:

JFK was assassinated in an age of film and television, and it was the first time the world could watch a horrific event unfold. Between the quick way the Warren Commission had to deal with investigating the assassination and the gathering of such a wide array of film footage, it has to be said that no one of such a high position had ever been killed with so many cameras pointed at the event. From this, we see the world being affected. News reports covered the assassination worldwide. Newspapers across the globe covered the death of a foreign leader with unprecedented coverage.

All of this coverage led to a rise in conspiracy theorists.  Even in far off New Zealand, American journalists sought a paper they believed held the secrets to the assassination plot.

The Christchurch Star connection

Preoccupation with The Christchurch Star connection had existed since 1963 but intensified with the release in 1992 of Oliver Stone’s movie JFK, which put forward a conspiracy view of the assassination. It used, as part of its evidence, the front page of The Christchurch Star of 23 November 1963.

There were claims that The Christchurch Star coverage contained information which was pre-packaged by conspirators prior to the assassination taking place, and distributed in the United States and then sent out to New Zealand very soon after the event. They say Oswald’s background was reported far too quickly and it must have been a CIA-planted cover story.

Whilst conspiracy theorists did not effect massive change to America, they led to a rise in the number of popular conspiracies (particularly the moon landing later in the decade).

After his Death:

Following the death of JFK, there was a rise in support of his policies, and changes made to how America operated.

Civil Rights:

JFK had promised to improve civil rights.

Kennedy promised during his election campaign to wipe out "with the stroke of a pen" discrimination in public housing by issuing executive orders. After two years of delay, civil rights activists began sending pens to the White House to prod Kennedy to act. He eventually signed an order banning racial discrimination in wages by federal contractors

Shortly after his assassination, and the successful March on Washington, Congress passed the Civil Rights Bill.  The new President, L.B. Johnson, used the Bill as a way of honoring the death of JFK.

The Space Race:

JFK had promoted early in his reign about going to the moon.  He began with the speech, "We chose to go to the moon..." which included a timeline: "We choose to go to the Moon in this decade..."

By framing a timeline, Kennedy put the goal squarely in the eyes of the American people. The USA was behind the Soviet Union in the Space Race but ultimately caught up and won by landing a man on the moon first. This small step for man came down to Kennedy's speech fueling the nation and instilling the value that a moon landing was important for national security. After his death, these words are still echoed in relation to the moon landing itself.

Vietnam War:

Kennedy held the idea that the "Domino Theory" could spread communism throughout the Pacific, and that this should be stopped. During his reign he had troops and support for the South Vietnamese government for the war.  However, as JFK died, Johnson inherited a war that was scaling out of control. Johnson bears history's burden of having sent more troops to Vietnam, an incredibly unpopular war. Because he died when he did, Kennedy managed to maintain a reputation of fairness for the common people, as well as being peaceful, whereas Johnson, aware that Vietnam had cost him dearly, did not even run for re-election.

Other changes:

JFK brought about many changes to America during his reign, but these were not necessarily changed by his death.  His use of diplomacy during the Cuban Missile Crisis marked his strength as a leader. He also began organizations such as the Peace Corps, leaving a legacy of making the world better in the face of adversity.

More than anything else, Kennedy died with a mystique surrounding him and this, coupled with his charismatic charm and good looks, cemented his memory as a hero of the people, even though the facts of history do not always support this same glossy image. Ultimately, his legacy is one of triumph more than defeat, and he will always be the President attributed with the Civil Rights Bill, marking a massive change in America.

To what extent does ‘Sir Gawain and the Green Knight’ conform to the conventions of quest narrative?

Sir Gawain and the Green Knight conforms quite closely to the conventions of a classic quest. What are those conventions, and how does the story follow them?

First, in a conventional quest, a character (a character who will eventually be the hero of the story) hears a call to action and feels compelled to leave his current surroundings in pursuit of something. In this case, that hero is Sir Gawain. He's attending a New Year’s Eve...

Sir Gawain and the Green Knight conforms quite closely to the conventions of a classic quest. What are those conventions, and how does the story follow them?

First, in a conventional quest, a character (a character who will eventually be the hero of the story) hears a call to action and feels compelled to leave his current surroundings in pursuit of something. In this case, that hero is Sir Gawain. He's attending a New Year’s Eve feast at King Arthur’s court when an unexpected visitor, the Green Knight, arrives at the party. The Green Knight challenges someone in the party to join him in a game, then he mocks King Arthur. Sir Gawain takes this as his call to action. He doesn't want to participate in the game with the Green Knight, but he accepts this duty.

Second, in any quest, the hero faces trials and tribulations along his journey. Examples of Sir Gawain's challenges include his interactions with Lady Bertilak, who tries to seduce him. Gawain is terrified of offending her husband, who has offered him accommodation during the journey. But he must fend off Lady Bertilak's advances without offending her, too.

A classic quest also includes kind souls along the way who help the hero on his mission. In this case of that story, one of those figures is Bertilak de Hautdesert, the lord of a castle that Sir Gawain stumbles upon, and where he ends up staying before he encounters the Green Knight again.

A quest always includes fighting an enemy. Here, that's represented in the axe battle with the Green Knight: the "game" that the Green Knight initially proposed to the court at King Arthur's party.

Finally, a conventional quest typically ends in the hero achieving his aim, and if he doesn't, at least learning something about himself in the process. This particular story ends in an unusual way: Sir Gawain learns that the Green Knight invented the whole situation (including, confusingly, using magic to transform himself into Bertilak, Gawain's friendly host) as a way of testing Gawain's nerve. So although Sir Gawain doesn't exactly defeat his opponent, he does return to his home honorably. 

What are the benefits of "The Hitchhiking Game" for each participant? At what point is the game no longer fun? Why?

"The Hitchhiking Game" explores the idea of personas in relationships through the perspectives of a young couple simply referred to as "the girl" and "the young man." While both characters begin the game amused and optimistic, they reach a limit for it at different points in the story.

The Girl

At the beginning of the story, the girl is self-conscious and represses the sexual aspect of her personality, both by society's expectations and her own. The hitchhiking game offers her the benefit of escaping and expressing the repressed aspects of her personality in a seemingly low-risk scenario. She is able to adopt the persona of the type of woman she believes the young man is attracted to and, in doing so, is given the benefit of working out many of her insecurities and overcoming her inhibitions.

The game stops being fun for the girl towards the end of the story when the young man spontaneously takes her to a hotel. He begins treating her as a sexual object, rudely ordering her around and making hurtful remarks. She pleads with him to remember she is still the woman he fell in love with and her personality hasn't really changed, even if she has been playing a different role. At this point, she realizes her lover is attracted to her persona of innocence, while she herself is a multi-dimensional person. In this sense, the hitchhiking game benefits the girl by allowing her to express herself as a whole person. It also provides a stinging revelation about the conditionality of her partner's love for her.

The Young Man

The young man reaches his tolerance for the hitchhiking game much sooner than the girl does. He is almost immediately put off by what he perceives as her overtly sexual behavior. He does find himself more physically attracted to her, however, and enjoys the game on a superficial level in the very beginning. He acknowledges, if only to himself, that although he has had many casual encounters with other women, he never respected them. He is fond of the girl because he perceives her as a somewhat one-dimensional symbol of purity and innocence. Her innocence is what he values most, and when she abandons it in favor of the persona of a seductress, she loses value in his eyes. The game ceases to be fun for him when he realizes how enthusiastically the girl has taken to this new role, dashing his perception of her as being different from the other women he has known.

Both the girl and young man benefit from the hitchhiking game in their respective ways. The climax of the story involves an emotional outburst in which the girl begs the young man to see her for who she is. In return, he is forced to acknowledge, somewhat grudgingly, that he has placed her on an impossible pedestal. The game is no longer fun for either of them, but it does give the young couple deeper insight into themselves and their relationship.

What was the role of slavery in early American history? Was it justified?

In early American history, slavery was used as a means of keeping certain groups of society underneath those in power as subservient, obedient, free laborers. Similar tactics were also used in American society as a means to remind women, particularly those who wanted to be independent and find honest work on their own, of their proper place underneath white men. In the 1800s, both women and African-Americans were seen as lesser than white men, both...

In early American history, slavery was used as a means of keeping certain groups of society underneath those in power as subservient, obedient, free laborers. Similar tactics were also used in American society as a means to remind women, particularly those who wanted to be independent and find honest work on their own, of their proper place underneath white men. In the 1800s, both women and African-Americans were seen as lesser than white men, both intellectually and socially.  In fact, it was often the most impoverished or socially stigmatized women who were the most independent of their gender. For example, in the novel "Work: A Story of Experience," we witness the main character, Christie, engaging with women who are both independent and socially conscious.  It is from these “working” women that she learns her abolitionist ideals, just as author Louisa May Alcott did.

By creating this social stigma surrounding women who earned their own keep, those in power were able to keep women in their traditionally subservient role. At the beginning of Chapter 3, Christie attempts to assert her independence by claiming that she will "not be a slave to anybody.” Even the humiliating examination that she is subjected to as a woman attempting to become an actress parallels the examinations that slaves undertook before being bought. This shows that Alcott understood the use of humiliation as a tactic to keep slaves and women in their subservient roles and expressed empathy for those on the receiving end of that treatment.

Louisa May Alcott believed that the lawful slavery of human beings, both as black people and as women, was a travesty. For this reason, she chose to associate herself with working women and to write stories on their behalf. In "Work," she clearly demonstrates a belief that nothing could be less justifiable; women like Christie, and indeed all human beings, deserve to be independent and allowed to control the outcome of their own lives. Using groups of people for free labor, although advantageous at times, was certainly not something that could be justified, especially if you believed, as Alcott did, that human beings were equal regardless of their skin color.

Why is The Outsiders banned?

The Outsiders by S.E. Hinton may be banned in areas where parents and guardians believe it contains too much "mature" content and would negatively impact their children. For instance, multiple scenes center around gang violence, a result of the mounting tension between the Greasers and the Socs. Ponyboy's group of friends also swear, curse, smoke, drink, and pursue girls with patently sexual intentions. 

The predominant reason why schools remove this book from the curriculum, however,...

The Outsiders by S.E. Hinton may be banned in areas where parents and guardians believe it contains too much "mature" content and would negatively impact their children. For instance, multiple scenes center around gang violence, a result of the mounting tension between the Greasers and the Socs. Ponyboy's group of friends also swear, curse, smoke, drink, and pursue girls with patently sexual intentions. 

The predominant reason why schools remove this book from the curriculum, however, is the depiction of gang violence. However, religion played a rather large role in promoting the idea that this was a "bad" book and exposed children to unseemly content. In the late 1960s and early 1970s, following the 1967 publication of the book, Christian groups mobilized around banning the book in American schools, saying it contained and encouraged "ungodly" themes and behavior not suitable for teenagers. 

Was the American Revolution the first of its kind? Did other countries engage in similar rebellions before the American colonies did?

The American Revolution was one of the few early successful revolts for independence against a European empire, but it was not the first. In the Philippines, for example, rebellions against Spanish presence began shortly after the establishment of the Spanish colonial government in 1521; the First Carib War, a revolt by the indigenous people of St. Vincent and British colonial agents, occurred in 1769, a decade before the American Revolution began. However, rebellions against European...

The American Revolution was one of the few early successful revolts for independence against a European empire, but it was not the first. In the Philippines, for example, rebellions against Spanish presence began shortly after the establishment of the Spanish colonial government in 1521; the First Carib War, a revolt by the indigenous people of St. Vincent and British colonial agents, occurred in 1769, a decade before the American Revolution began. However, rebellions against European imperialism prior to the American Revolution failed to gain independence for the colonized states, unlike the U.S. Additionally, many of these attempts at revolt were by indigenous people resisting the colonization of their land, while the American revolutionaries were colonists who wanted to form an autonomous independent state from the former colonies. The American revolution was inspired largely by Enlightenment ideologies of liberty and democracy, rather than previous revolutions, and it was the first of the 18th century Atlantic Revolutions along with the French, Haitian, and Batavian Revolutions.

Discuss the social successes and failures of Reconstruction.

There were social successes and failures of Reconstruction. One success is that the slaves were freed and were able to work either for themselves or for others. They also gained some freedoms, such as getting the right to vote and the right to an education.

However, there were many more failures. In the South, white southerners never accepted Reconstruction. They continued to believe that whites were superior to blacks. When Reconstruction ended, the white southerners...

There were social successes and failures of Reconstruction. One success is that the slaves were freed and were able to work either for themselves or for others. They also gained some freedoms, such as getting the right to vote and the right to an education.

However, there were many more failures. In the South, white southerners never accepted Reconstruction. They continued to believe that whites were superior to blacks. When Reconstruction ended, the white southerners began to take away some of the freedoms that the former slaves had gained as a result of Reconstruction. Segregation was increasingly implemented, and methods were devised—such as the literacy test and poll tax—to deny the former slaves the right to vote. The Ku Klux Klan formed and began to terrorize, intimidate, and, in some cases, kill African Africans and those who worked for the equality of African Americans. Racism continued to exist in both the North and the South.

While there were some social successes as a result of Reconstruction, there were many more social failures associated with Reconstruction.

What were the reasons the colonists left Britain?

People left Great Britain for its American colonies for a number of reasons. Many were indentured servants, who went to places in the colonies to work for a certain period of time in return for land or other compensation awarded when they completed their terms. Some others were compelled to leave, and became indentured servants, out of debt or indigence. Others were "transported," i.e. sent to the colonies as punishment for a crime. Some came...

People left Great Britain for its American colonies for a number of reasons. Many were indentured servants, who went to places in the colonies to work for a certain period of time in return for land or other compensation awarded when they completed their terms. Some others were compelled to leave, and became indentured servants, out of debt or indigence. Others were "transported," i.e. sent to the colonies as punishment for a crime. Some came willingly, out of a desire for cheap land. A relatively small proportion came seeking religious freedom. These included, most famously, the Calvinist settlers in New England, but many Quakers also settled throughout the colonies. There were also communities of other religious dissenters, Mennonites and Moravians for example, who settled in pockets around the North American colonies. Some young men, especially those who did not receive a suitable inheritance, came to the colonies to attempt to make their fortune as land speculators, merchants, or other similar occupations. Above all, those people who had a choice came to the colonies from Great Britain because they saw economic opportunities that were simply not available at home.

What are some similarities and differences between the Islamic, Byzantine, and Western European societies? What forces led to the weakening of...

After Mohammed's death in 632 CE, Islam began to spread, initially through military conquests, into Iberia to the north and to the Indus River in the east. Under the Umayyads and Abbasids, Muslim armies conquered many parts of northern Africa and what is now the Middle East, including Persia, Egypt, and Syria. Large numbers of people were converted to Islam because of its promise of salvation, the alms that believers received, and the relief from paying taxes if one were Muslim. In addition, Muslims in conquered lands were rewarded with positions in the imperial bureaucracy and military. However, people of other religions, including Jews and Christians, were tolerated (though they were subject to a tax).

During the 8th through 13th centuries, Islam enjoyed a Golden Age, particularly in Baghdad, the site of the House of Wisdom, an institution devoted to the study of arts and sciences. Architecture reached a highpoint, and the sciences flourished as scholars advanced fields such as geometry, algebra, other mathematical fields, astronomy, and physics, in part through a revival of interest in classical learning. Scholars also developed a system of writing. The Islamic Golden Age largely ended with the Mongol invasion and the sack of Baghdad in 1258 CE.

Like the Islamic Empire, the Byzantine Empire experienced a golden age during the era of late antiquity and the early Middle Ages. After Constantine (who ruled from 324–337 CE) moved the capital of the Roman Empire to Constantinople, Christianity became the preferred religion of the empire. Constantine also tried to unify the church. Christianity became the official religion of the Byzantine Empire under Theodosius (who ruled from 379–395 CE), and pagan religions were not allowed. Jews were tolerated in the Byzantine Empire, but they were subject to a tax. In this sense, the Byzantine Empire was similar to the Islamic Empire in having a state religion that unified the empire but permitting the practice of other religions (while requiring people of other religions to pay a tax).

Justinian I, who ruled from 527–565 CE, developed a legal code that was based on civil law. This legal system was different from that of the Islamic Empire, which ruled based on sharia, or Muslim law. As in the Islamic Empire, there was a flourishing of arts, architecture, and science, particularly under Justinian, who ordered the construction of the Hagia Sophia, a church in Constantinople. The Byzantine Empire also saw the development of domed architecture and the rebirth of classical learning, as in the Islamic Empire. The Cyrillic alphabet was developed during this era. As with the decline of the Islamic Empire, the Byzantine Empire was captured by Ottomans, leading to its demise. It had, like the Islamic Empire, declined after centuries of conquests and costly wars.

Unlike the Islamic Empire and the Byzantine Empire, Western Europe was suffering a decline during this period, in part because of the slow collapse of the Roman Empire. Its decline was caused by fighting external and internal wars and by invasions such as that by the Goths. In addition, religious conflict weakened the Roman Empire. At this time, the Roman religion was in decline and had been replaced by sects such as the Gnostics until Constantine recognized Christianity. Roman and other European cities also suffered a decrease in population at this time. Western Europe, unlike the Islamic Empire and Byzantine Empire, did not experience a flourishing of arts and culture during this era until the rule of Charlemagne, whose Carolingian Empire around 800 CE brought renewed strong leadership to Western Europe and reignited learning by establishing schools.

If a haploid organism has 20 chromosomes, how many will be present in the body cells?

Chromosomes are bundles of DNA that are typically found in the nucleus of eukaryotic cells. They are a means of organizing the DNA and facilitating access to it during transcription and replication. 

Haploid is the term used for a cell that contains a single copy of each unique chromosome normally present in that organism. The majority of sexually reproducing species use haploid cells during reproduction, combining one from each parent to form a zygote. The...

Chromosomes are bundles of DNA that are typically found in the nucleus of eukaryotic cells. They are a means of organizing the DNA and facilitating access to it during transcription and replication. 

Haploid is the term used for a cell that contains a single copy of each unique chromosome normally present in that organism. The majority of sexually reproducing species use haploid cells during reproduction, combining one from each parent to form a zygote. The zygote, and all subsequent body cells, are called diploid cells, because they have two copies of each chromosome, one from each parent's haploid cell. 

Another term for body cells is "somatic" cells - deriving from the root word "soma" meaning body. Thus, any body, aka somatic cell, will have twice the number of chromosomes that we would normally expect to find in a haploid cell coming from the same organism.

In this case, if the haploid cell contains 20 chromosomes, then the diploid cell should contain 40.

What myth explains why the Kiowas are such a small tribe?

The Kiowa story of creation explains why the Kiowas are such a small tribe. According to this story, every Kiowa came into the world through a hollow log.

The Kiowas essentially originated from a "sunless" world into a world brightened by the light of the sun. Because of this, the Kiowas forever worshiped the sun deity through their yearly Sun Dance rituals. It was said that, despite the Kiowa desire to emerge into the world,...

The Kiowa story of creation explains why the Kiowas are such a small tribe. According to this story, every Kiowa came into the world through a hollow log.

The Kiowas essentially originated from a "sunless" world into a world brightened by the light of the sun. Because of this, the Kiowas forever worshiped the sun deity through their yearly Sun Dance rituals. It was said that, despite the Kiowa desire to emerge into the world, not all of the tribe were so fortunate to make their way through. Many had become stuck in a dark world because a pregnant woman had gotten lodged in the log. 

After her, no one else could get through, and this is said to be the reason Kiowas are such a small tribe of people. Upon coming out into the world, the Kiowas had originally called themselves Kwuda, which means "coming out." Later, they called themselves Tepda and Gaigwu. Kiowa is thought to have been derived from the Comanche form of Gaigwu.

What is Dave's conflict in "The Split Cherry Tree"?

Dave's conflict is with his father. After Professor Herbert punishes the boys who have split the cherry tree in Eif Crabtree's orchard, Dave is worried about how he will explain what has happened to his Pa.

When Professor Herbert has the boys pay for the tree that has been damaged, Dave does not have the money, so he asks his teacher to just whip him with a switch and let him go home early so...

Dave's conflict is with his father. After Professor Herbert punishes the boys who have split the cherry tree in Eif Crabtree's orchard, Dave is worried about how he will explain what has happened to his Pa.

When Professor Herbert has the boys pay for the tree that has been damaged, Dave does not have the money, so he asks his teacher to just whip him with a switch and let him go home early so he can do his chores on the farm. But, Professor Herbert tells Dave that he is too big to whip. As explanation, Dave replies that his father "makes us mind until we are twenty-one years old" and this includes whippings. As he sweeps the school room floor, Dave worries about what his father will do to him when he comes home. He tries to think of what lie he can tell.
Then, after Dave arrives home after seven o'clock, his father asks, "What in the world has kept you so?" Dave tells the truth, but Pa wonders; therefore, he declares that he will visit Professor Herbert.

When Pa visits the school, his preconceptions of what Professor Herbert and the methods of teaching are like are soon dispelled as Herbert takes Luster Sexton around the school, demonstrating various things to him. But, Professor Herbert also learns from Mr. Sexton, and a mutual respect between the two men is established. Finally, Pa helps Dave sweep; as he does so, he tells Dave that Professor Herbert is "a good man" and he adds,

"...School has changed from my day and time. I'm a dead leaf, Dave. I'm behind....I'll get a broom and we'll both sweep an hour. That pays your debt."

Dave's conflict is resolved as his father comes to understand Professor Herbert and his reason for having Dave stay after school. Pa helps Dave sweep and restores Dave's and his relationship as father and son.  

How are the city and jungle each described in the novel Lost City Radio?

In Lost City Radio, the jungle is described as vast and mysterious. For example, Victor's favorite spot in his village is described in the following way:

"[it is] an empty field at the edge of the jungle, a sometime park, sometime trash dump full of flowering wild plants and lizards with golden eyes, a field alive with the cawing of invisible birds" (23).

The field is full of mystery, as it has bizarre flowers sprouting in it, along with strange lizards and birds that can't be seen. Its vastness and strangeness make it incomprehensible. 

Rey later describes the jungle to Norma in the following way:

"It goes on forever. It's endless invention, it's gaudy, it's gnarled trunks and rotting husks, sunlight peeking through the canopy, and bursts of rain hitting the roof of the forest like tapping on metal. And color, color, color" (65-66). 

Rey's description of the jungle emphasizes its vastness and mystery, as it's cloaked in darkness and the sunlight barely shines. The sound of the rain is compared in a simile to the sound of metal, emphasizing the strength of the downpour. The gnarled trunks and rotting husks are symbols of the confusion and decay of the vast jungle, and the tone that is implied in this passage is one of mystery and eeriness, as the jungle is so vast that it defies comprehension.

As Norma walks with Rey through downtrodden parts of the city, the city is described in the following way: "Houses that looked like tombs, once-bright colors obscured by layers of soot" (page 65). The houses are compared, in a simile, to tombs, and they are dark and decayed. The tone that is conveyed through these images is one of decay and despair. Rey describes these city neighborhoods in the following way:  

"Neighborhoods like these are networks of impulses...human, electrical, biological, like the forest: in the summer, inexplicable carnivals of flesh; in the winter, blankets in the windows and darkened homes" (65). 

Rey uses a metaphor to compare the neighborhood to a series of impulses, making the urban neighborhoods seem alive. The neighborhoods have an energy and life that make them almost seem human--they are riotous in the summer and deadened in the winter, much in the way a person might be. The tone in this description is one of awe, as Rey marvels at the untamed quality that its inhabitants give the city. 

According to old Major, what is the nature of life like for all animals on the farm?

Early in Chapter One of George Orwell’s 1945 allegorical tale of revolution and repression Animal Farm old Major, “the prize Middle White boar” and the most respected animal on the farm, announces that he wishes to address the other animals. The myriad species of farm animals having assembled out of deference to this wise old sage, Major declares that his life is drawing to a close and he does not wish to die without addressing...

Early in Chapter One of George Orwell’s 1945 allegorical tale of revolution and repression Animal Farm old Major, “the prize Middle White boar” and the most respected animal on the farm, announces that he wishes to address the other animals. The myriad species of farm animals having assembled out of deference to this wise old sage, Major declares that his life is drawing to a close and he does not wish to die without addressing the repressive atmosphere in which the animals have lived. Before declaring that the time for revolution against the owner of the farm, Mr. Jones, has arrived, the boar first describes the nature of life for animals under the tyrannical control of farmers throughout England:

"Now, comrades, what is the nature of this life of ours? Let us face it: our lives are miserable, laborious, and short. We are born, we are given just so much food as will keep the breath in our bodies, and those of us who are capable of it are forced to work to the last atom of our strength; and the very instant that our usefulness has come to an end we are slaughtered with hideous cruelty. No animal in England knows the meaning of happiness or leisure after he is a year old. No animal in England is free. The life of an animal is misery and slavery: that is the plain truth.”

Animal Farm represented Orwell’s view of the perversion of legitimate revolution by a small cadre of apparatchiks and the replacement of one tyranny with another. His model was Russia and the Soviet Union under Joseph Stalin. Orwell’s point was that the people of Russia had legitimate grievances against the Romanov Dynasty (i.e., the czar) and that the latter’s overthrow in 1917 was therefore warranted. As Animal Farm progresses, Orwell develops the theme of Napoleon’s (read: Stalin’s) ascent among his fellow revolutionaries/animals at the expense of his main rival, Snowball (read: Leon Trotsky). All of that aside, however, Major’s view of the nature of life on England’s farms before the revolution was decidedly bleak and the conditions warranted violent redress.

Why is watching release forbidden to children, but not to Jonas

Jonas is allowed to watch the release of a child because he is the Receiver.

In the society in which Jonas lives, pain and suffering have been eliminated. Because people are not permitted to be in situations in which there is suffering, they are not made aware of what "release" actually entails. In chapter nineteen, Jonas mentions to the Giver that his father is going to release one of the identical twins recently born because...

Jonas is allowed to watch the release of a child because he is the Receiver.

In the society in which Jonas lives, pain and suffering have been eliminated. Because people are not permitted to be in situations in which there is suffering, they are not made aware of what "release" actually entails. In chapter nineteen, Jonas mentions to the Giver that his father is going to release one of the identical twins recently born because such twins are not allowed in his society. "I wish I could watch," Jonas adds after he tells the Giver that his father, whom he considers "such a gentle man," performs the ceremony and makes the little twin "clean and comfy."

The Giver explains that Jonas can watch because he is allowed to "ask anyone anything." Since the ceremony has already been performed, Jonas decides that he will view the tape which the Giver tells him is available. The Giver has Jonas himself ask for the tape on the speaker. The video screen then comes on, and Jonas is surprised to see a small room because he believes that release involves a ceremony. As the video continues, Jonas is shocked when he witnesses his father inject a needle into the smaller twin's head. Jonas sees the baby die as his father calmly speaks in his "special voice" for babies.

He killed it! My father killed it! Jonas said to himself, stunned at what he was realizing. He continued to stare at the screen numbly. (Ch. 19)

After a short time, Jonas feels a "terrible pain" as he is made aware of one of the harsh realities of his society.

You are a program manager at a local public health department tasked with increasing physical activity of adults in your community. How would you...

The CDC document in the sources below (and in the link below) helps managers of community programs develop strategies to increase physical activity in a community. This document illustrates the benefits of at least 150 minutes of moderate activity for adults per week--a benchmark that only 44% of adults in the U.S. reach.

There are several empirically validated strategies to increase physical activity among adults in a community. The CDC document states that community-wide programs...

The CDC document in the sources below (and in the link below) helps managers of community programs develop strategies to increase physical activity in a community. This document illustrates the benefits of at least 150 minutes of moderate activity for adults per week--a benchmark that only 44% of adults in the U.S. reach.

There are several empirically validated strategies to increase physical activity among adults in a community. The CDC document states that community-wide programs need to use campaigns that have multiple components and that use media such as TV, the radio, or newspaper ads to promote the campaign with "tag lines." These campaigns also have what is called "on-the-ground" components that include support groups, interventions in workplaces, community health fairs, and other events. These campaigns also involve community-wide interventions such as opening parks or schools for exercise. Effective programs are of a long duration and have a recognizable message.

Before you begin this campaign, you want to think about the message that would resonate with your community. For example, if it is a community composed of a great number of families, you would want to emphasize how adults can increase their family time by exercising with their children. If your community is made up of a lot of singles, you might emphasize the social aspect of working out. Then, you want to develop partnerships (with local businesses and community organizations) that will increase the effectiveness of your campaign. Finally, you want to develop interventions such as opening up parks and schools at night so that people have places to exercise. 

Sources

Centers for Disease Control and Prevention. Strategies to Prevent Obesity and Other Chronic Diseases: The CDC Guide to Strategies to Increase Physical Activity in the Community. Atlanta: U.S. Department of Health and Human Services; 2011.

Why did the ballerina become his empress?

In the story, the ballerina is an enigmatic figure. At Harrison's invitation, she stands up and volunteers to become his empress. 

The text does not explain why the ballerina decides to become Harrison's empress, however. However, we can refer to the content of the story to make deductions about why she does so.

From the story, we learn that Harrison is the one who removes the ballerina's physical handicaps and mask. The removal of the...

In the story, the ballerina is an enigmatic figure. At Harrison's invitation, she stands up and volunteers to become his empress. 

The text does not explain why the ballerina decides to become Harrison's empress, however. However, we can refer to the content of the story to make deductions about why she does so.

From the story, we learn that Harrison is the one who removes the ballerina's physical handicaps and mask. The removal of the mask reveals a woman who is "blindingly beautiful." It is clear that the ballerina must have suffered immensely under the weight of her handicaps. The text tells us that, in Harrison's world, those who are physically and/or mentally gifted are forced to wear burdensome handicaps. 

It is likely that the ballerina chooses to be Harrison's empress in order to experience the freedom that has long been denied her. The text tells us that the ballerina takes a moment to make her decision. When she stands up, she sways like a willow, perhaps from a combination of nervousness and the weight of her handicaps. The ballerina's risky decision to become Harrison's empress is also a costly one. 

Like Harrison, she is shot dead by Diana Moon Glampers, the Handicapper General. However, the ballerina's courageous decision testifies to the human yearning for freedom and autonomy. The ballerina is willing to risk everything in order to experience a brief liberation from her burdens.

What is Aunt Alexandra's vision for what is "lady like"?

Aunt Alexandra represents the genteel South. While her brothers are easy going and laid back, as a woman, Aunt Alexandra doesn't have that luxury. She is stern and holds the values of the South in the highest regard. She tries to impart these in Atticus's children, though they challenge her more traditional ways.

When it comes to Scout, Aunt Alexandra's expects her to behave like a lady, not a child. When Scout wants to play...

Aunt Alexandra represents the genteel South. While her brothers are easy going and laid back, as a woman, Aunt Alexandra doesn't have that luxury. She is stern and holds the values of the South in the highest regard. She tries to impart these in Atticus's children, though they challenge her more traditional ways.

When it comes to Scout, Aunt Alexandra's expects her to behave like a lady, not a child. When Scout wants to play with Walter, Aunt Alexandra prohibits it. She responds to Scout's request by saying, "I'll tell you why," she said. "Because—he—is—trash, that's why you can't play with him. I'll not have you around him, picking up his habits and learning Lord-knows-what."(23.86-87)

In addition to the value Aunt Alexandra places on lady-like, genteel behavior and her tacit disapproval of the way Atticus is raising his children, Aunty values the family name above all else. Scout's lady-like behavior, or her lack of it, affects the family name. We see this when she discusses other local families:

Aunt Alexandra, in underlining the moral of young Sam Merriweather's suicide, said it was caused by a morbid streak in the family. Let a sixteen-year-old girl giggle in the choir and Aunty would say, "It just goes to show you, all the Penfield women are flighty." Everybody in Maycomb, it seemed, had a Streak: a Drinking Streak, a Gambling Streak, a Mean Streak, a Funny Streak. (13.26)

Auntie's vision for what is lady-like, then, relies on the traditions of the past and on upholding the family honor.

How does Bud fulfill the meaning of his name throughout the course of the novel?

At the beginning of the novel, Bud recalls a conversation he had with his mother about his name. She would remind him that his name was Bud and that he should never let anyone call him Buddy. She told him that Buddy was a dog's name and that when people call him Buddy they are being "false-friendly."She then told him that a bud is a "flower-to-be" that is waiting for the right love and...

At the beginning of the novel, Bud recalls a conversation he had with his mother about his name. She would remind him that his name was Bud and that he should never let anyone call him Buddy. She told him that Buddy was a dog's name and that when people call him Buddy they are being "false-friendly." She then told him that a bud is a "flower-to-be" that is waiting for the right love and warmth to unfold. Throughout the novel, Bud refuses to allow people to call him Buddy and develops friendships with various caring individuals. Eventually, Bud travels to Grand Rapids, where he meets his grandfather, Herman Calloway. The Dusky Devastators of the Depression take Bud into their group, and he becomes a part of their family. Bud fulfills the meaning of his name by finding a home full of caring, sympathetic individuals. Bud is happy to be surrounded by people who support and love him. Myers implies that Bud will enjoy a life full of happiness where he will blossom into a talented, morally upright young man. 

A uniform solid sphere of mass M and radius R is free to rotate about a horizontal axis through its center. A string is wrapped around the sphere...

The force diagram below shows the forces acting on the sphere and the hanging object. The tension in the string is responsible for the angular acceleration of the sphere and the difference between the weight of the object and the tension is the net force acting on the hanging object. Use Newton’s second law to obtain two equations in a and T that we can solve simultaneously. The moment of inertia is that found for...

The force diagram below shows the forces acting on the sphere and the hanging object. The tension in the string is responsible for the angular acceleration of the sphere and the difference between the weight of the object and the tension is the net force acting on the hanging object. Use Newton’s second law to obtain two equations in a and T that we can solve simultaneously. The moment of inertia is that found for a sphere and will not be derived here.

`lim_(x->5^(+)) sqrt(25-x^2)/(x-5)` Evaluate the limit, using L’Hôpital’s Rule if necessary.

Given to solve,

`lim_(x->5^(+)) sqrt(25-x^2)/(x-5)`

Removing the negative form the denominator we get

= `- lim_(x->5^(+)) sqrt(25-x^2)/(5-x)`

= `- lim_(x->5^(+)) sqrt(5^2-x^2)/(5-x)`

= `- lim_(x->5^(+)) sqrt((5-x)(5+x))/(5-x)`

= `- lim_(x->5^(+)) sqrt((5+x)/(5-x))`

=`- [(lim_(x->5^(+)) sqrt((5+x))]/ [lim_(x->5^(+)) sqrt(5-x))]`

= `- sqrt(5+lim_(x->5^(+)) x) /sqrt(5-lim_(x->5^(+)) x)`

as `x->  5^(+)` ,then the denominator tends from 0 to `-1` .

so,

`lim_(x->5^(+)) sqrt(25-x^2)/(x-5)=oo`

Given to solve,

`lim_(x->5^(+)) sqrt(25-x^2)/(x-5)`

Removing the negative form the denominator we get

= `- lim_(x->5^(+)) sqrt(25-x^2)/(5-x)`

= `- lim_(x->5^(+)) sqrt(5^2-x^2)/(5-x)`

= `- lim_(x->5^(+)) sqrt((5-x)(5+x))/(5-x)`

= `- lim_(x->5^(+)) sqrt((5+x)/(5-x))`

=`- [(lim_(x->5^(+)) sqrt((5+x))]/ [lim_(x->5^(+)) sqrt(5-x))]`

= `- sqrt(5+lim_(x->5^(+)) x) /sqrt(5-lim_(x->5^(+)) x)`

as `x->  5^(+)` ,then the denominator tends from 0 to `-1` .

so,

`lim_(x->5^(+)) sqrt(25-x^2)/(x-5)=oo`

What causes Giovanni to sigh in "Rappaccini's Daughter"?

Giovanni Guasconti has moved to northern Italy in order to attend classes at the University of Padua, though he is originally from the southern part of the country. It sounds as though he finds the north somewhat dreary in comparison to his home. First, the climate is very different: the sun does not seem to shine as brightly in his eyes. Second, Giovanni clearly misses his home, and this is the first time he has...

Giovanni Guasconti has moved to northern Italy in order to attend classes at the University of Padua, though he is originally from the southern part of the country. It sounds as though he finds the north somewhat dreary in comparison to his home. First, the climate is very different: the sun does not seem to shine as brightly in his eyes. Second, Giovanni clearly misses his home, and this is the first time he has ever really been away. Third, he recollects that a member of the family to whom the armorial crest above the door to his building once belonged was mentioned in Dante's Inferno, adding to the dismal mood of this place. Finally, the narrator describes Giovanni's apartment as "desolate and ill-furnished," unlike his home. Therefore, he has a number of reasons for which to sigh.

In "The Scarlet Ibis," what is Hurst suggesting about how conflict and conformity affect the outcome of the story?

In James Hurst's short story, "The Scarlet Ibis," the tragic outcome of Doodle's death is a result of both the narrator's desire for conformity and the conflict that ensued between Doodle and the narrator based on this desire. 

Doodle knew he was being pushed beyond his limits. Brother, the narrator, had rushed him to Horsehead Landing for more training, and that exertion by itself was extremely difficult for Doodle. Brother doesn't pay much attention to...

In James Hurst's short story, "The Scarlet Ibis," the tragic outcome of Doodle's death is a result of both the narrator's desire for conformity and the conflict that ensued between Doodle and the narrator based on this desire. 

Doodle knew he was being pushed beyond his limits. Brother, the narrator, had rushed him to Horsehead Landing for more training, and that exertion by itself was extremely difficult for Doodle. Brother doesn't pay much attention to the signs that Doodle is giving him that the exertion is too much. He is completely focused on his goal. His goal is that Doodle will be like every other boy in his class, thus conforming to society's expectations of what a boy his age should be able to do. Here is the textual evidence: 

"Time was short, and Doodle still had a long way to go if he was going to keep up with the other boys when he started school. The sun, gilded with the yellow cast of autumn, still burned fiercely, but the dark green woods we passed through were shady and cool. When we reached the landing, Doodle said he was too tired to swim."

During this scene, a thunderstorm blows in suddenly, darkening the sky with black clouds. There is lightning striking, and the boys have to hurry home to avoid the storm. The following quote reveals the narrator's attitude toward Doodle as he does not live up to Brother's expectations of him in the training program.  

"Doodle was both tired and frightened, and we he stepped from the skiff he collapsed onto the grass, sending an armada of fiddler crabs rustling off into the marsh grass. I helped him up, and as he wiped the mud off his trousers, he smiled at me ashamedly. He had failed and we both knew it, so we started back home, racing the storm. We never spoke (what are the words that can solder cracked pride?) but I knew he was watching me, watching for a sign of mercy." 

Brother explains his disappointment in Doodle and how it hurt his pride. His pride had been his motivation for teaching Doodle to walk at age six, and for pushing him to become the same as every other boy in his class. His pride is what causes him to want Doodle to conform, and also what causes him to leave Doodle in the rain. Brother is fully aware that Doodle is frightened of being left alone. Racing back home faster than Doodle is capable of going is Brother's revenge for Doodle disappointing him. But his child's mind doesn't understand the tragic and irreversible consequences that will ensue.  

How is diffusion used in animals? How is diffusion used in plants?

Diffusion is the act of a greater concentration of particles mixing with a lower concentration of particles, in the effort of achieving an equilibrium on both sides.  It occurs quite naturally, without the use of energy, except in the process known as active transport. 

In animals, glucose and oxygen are carried by the blood stream to every cell in the body, where the two diffuse into the cell, where it is used by the cells...

Diffusion is the act of a greater concentration of particles mixing with a lower concentration of particles, in the effort of achieving an equilibrium on both sides.  It occurs quite naturally, without the use of energy, except in the process known as active transport. 

In animals, glucose and oxygen are carried by the blood stream to every cell in the body, where the two diffuse into the cell, where it is used by the cells mitochondria.  A chemical process breaks apart the glucose, where it is combined with the oxygen to create energy for the cell in the form of ATP, carbon dioxide, and water.  The carbon dioxide and water are diffused out of the cell as waste products, which the blood carries to each chemical's respective exit destinations. 

Plants use light energy, usually from the sun, and combine that with carbon dioxide, which diffuses into the plant from the air and water, from which it is diffused into the root system of the plant.  The simple sugar glucose is formed, with oxygen released as a waste product, which diffuses out of the plant into the air.

`f(x) = 1/(1-x) ,c=2` Use the definition of Taylor series to find the Taylor series, centered at c for the function.

Taylor series is an example of infinite series derived from the expansion of `f(x)` about a single point. It is represented by infinite sum of ` f^n(x)` centered at ` x=c` . The general formula for Taylor series is:

`f(x) = sum_(n=0)^oo (f^n(c))/(n!) (x-c)^n`

or

`f(x) =f(c)+f'(c)(x-c) +(f^2(c))/(2!)(x-c)^2 +(f^3(c))/(3!)(x-c)^3 +(f^4(c))/(4!)(x-c)^4 +...`

To apply the definition of Taylor series for the given function `f(x) = 1/(1-x)` centered at c=2, we list `f^n(x)` using the  Power rule for differentiation: `d/(dx) u^n= n *u^(n-1) *(du)/(dx) `  and basic differentiation property: `d/(dx) c* f(x)= c * d/(dx) f(x)` .

`f(x)= 1/(1-x)`

Let `u=1-x` then `(du)/(dx)= -1` .

The derivative of f(x) will be:

`d/(dx) (1/(1-x)) =d/(dx) (1-x)^(-1)`

                  `= (-1)*(1-x)^(-1-1)*(-1)`

                  `=(1-x)^-2 or 1/(1-x)^2`

Then, we list the derivatives of `f(x)` as:

`f'(x) = d/(dx) (1/(1-x))`

           `=(1-x)^-2 or 1/(1-x)^2`

`f^2(x)= d/(dx) (1-x)^(-2)`

            `=-2*((1-x)^(-2-1))*(-1)`

           `=2(1-x)^(-3) or 2/(1-x)^3`

`f^3(x)= d/(dx) 2(1-x)^(-3)`

            `=2*d/(dx) (1-x)^(-3)`

            `=2* (-3*(1-x)^(-3-1))*(-1)`

            `=6(1-x)^(-4) or 6/(1-x)^4`

`f^4(x)= d/(dx)6(1-x)^(-4)`

            `=6*d/(dx) (1-x)^(-4)`

            `=6* (-4*(1-x)^(-4-1))*(-1)`

            `=24(1-x)^(-5) or 24/(1-x)^5`

Plug-in `x=2` , we get:

`f(2)=1/(1-2)`

        `=1/(-1)`

        `=-1`

`f'(2)=1/(1-2)^2`

          `=1/(-1)^2`

         `=1/1`

         `=1`

`f^2(2)=2/(1-2)^3`

          ` =2/(-1)^3`

         `=2/(-1)`

        `=-2`

`f^3(2)=6/(1-2)^4`

          `=6/(-1)^4`

          `=6/1`

          `=6`

`f^4(2)=24/(1-2)^5`

           `=24/(-1)^5`

          `=24/(-1)`

          `=-24`

Plug-in the values on the formula for Taylor series, we get:

`1/(1-x) =sum_(n=0)^oo (f^n(2))/(n!) (x-2)^n`

` =f(2)+f'(2)(x-2) +(f^2(2))/(2!)(x-2)^2 +(f^3(2))/(3!)(x-2)^3 +(f^4(2))/(4!)(x-2)^4 +...`

`=-1+1*(x-2) + (-2)/(2!)(x-2)^2 +6/(3!)(x-2)^3 + (-24)/(4!)(x-2)^4 +...`

`=-1+(x-2) -2/2(x-2)^2 +6/6(x-2)^3 -24/24(x-2)^4 +... `

`=-1+(x-2) -(x-2)^2 + (x-2)^3 -(x-2)^4 +...`

The Taylor series for the given function `f(x)=1/(1-x)` centered at `c=2` will be:

`1/(1-x)=-1+(x-2) -(x-2)^2 + (x-2)^3 -(x-2)^4 +...`

or 

`1/(1-x) = sum_(n=0)^oo (-1)^(n+1)(x-2)^n`

What are some examples of George Orwell writing concretely in Politics and the English Language?

Politics, language, and the relationship between the two are often perplexing to people, as they find these subjects to be amorphous and difficult to grasp. Orwell attempts to alleviate this confusion in "Politics and the English Language" by anchoring his thoughts to concrete examples.

Orwell proposes that poor writing and the "abuse" or misuse of language occurs in a cycle—one impacts the other continuously. He tries to illustrate this by saying that "A man may take to drink because he feels himself to be a failure, and then fail all the more completely because he drinks." We are becoming worse at articulating our thoughts and finding an insufficient vocabulary or lexicon to properly articulate those thoughts in the first place. This results in an "ugly" cycle of inadequate language to express inadequate thoughts.

Later in the essay, Orwell characterizes those who "abuse" language as being practically robotic in their thoughtlessness. When one such person is speaking, "The appropriate noises are coming out of his larynx, but his brain is not involved, as it would be if he were choosing his words for himself." He means that the use of prepackaged phrases or metaphors does very little to convey clear, meaningful thought. The automatic action of using such language is as mindless and mechanical as the workings of a machine.

Orwell accuses contemporary writers and speakers of being both too vague and not imaginative enough. It is therefore only appropriate that this critical essay would contain such precise and original imagery to help illustrate its argument. 

Also, it is very concrete and helpful of Orwell to include lists of the words and phrases which he considers to inaccurate or "slovenly." He not only describes the categories of language he dislikes but identifies many specific examples of language that makes for poor writing. 

Orwell tries to provide concrete examples of the "abuse" of language he discusses. For instance,

In the case of a word like democracy, not only is there no agreed definition, but the attempt to make one is resisted from all sides. It is almost universally felt that when we call a country democratic we are praising it: consequently the defenders of every kind of regime claim that it is a democracy, and fear that they might have to stop using that word if it were tied down to any one meaning. 

In this passage, Orwell identifies real-world behavior that degrades the meaning of a word or "abuses" it such that it becomes "meaningless." 

These are only a few examples. It is evident that for the sake of clarity and impact, Orwell makes a concerted effort to connect his thesis to language, politics, and human behavior in the real world.

`(2+x)y' = 3y` Find the general solution of the differential equation

Recall that `y'` is the same as `(dy)/(dx)` . Then in the given problem: `(2+x)y'=3y` , we may write it as:

`(2+x) (dy)/(dx) = 3y.`

 This will help to follow the variable separable differential equation in a form of `N(y) dy = M(x) dx.`

To rearrange `(2+x) (dy)/(dx) = 3y` ,cross-multiply `(dx)` to the other side:

`(2+x)dy =3y dx`

Divide both sides by `(2+x)` :

`((2+x)dy)/(2+x) =(3y dx)/(2+x)`

`dy =(3y dx)/(2+x)`

Divide both sides by `y` :

...

Recall that `y'` is the same as `(dy)/(dx)` . Then in the given problem: `(2+x)y'=3y` , we may write it as:

`(2+x) (dy)/(dx) = 3y.`

 This will help to follow the variable separable differential equation in a form of `N(y) dy = M(x) dx.`

To rearrange `(2+x) (dy)/(dx) = 3y` ,cross-multiply `(dx)` to the other side:

`(2+x)dy =3y dx`

Divide both sides by `(2+x)` :

`((2+x)dy)/(2+x) =(3y dx)/(2+x)`

`dy =(3y dx)/(2+x)`

Divide both sides by `y` :

`(dy )/y=(3y dx)/((2+x)y)`

`(dy)/y=(3dx)/(2+x)`

 To solve for the general solution of the differential equation, apply direct integration on both sides:

`int (dy)/y=int (3dx)/(2+x)`

For the left side, apply the basic integration formula for logarithm: 

`int (dy)/y= ln|y|`

For the right side, we may apply the basic integration property: `int c*f(x) dx = c int f(x)dx` .

`int (3dx)/(2+x)= 3 int (dx)/(2+x)`

 Let `u =2+x` then du= dx

The integral becomes:

`3 int (dx)/(2+x) = 3 int (du)/u`

We can now apply the  basic integration formula for logarithm on the integral part:

`3 int (du)/u= 3ln|u| +C`

Recall `u =(2+x) ` then `3 int (dx)/(2+x) =3ln|2+x| +C`

Combining the results from both sides, we get:

`ln|y|=3ln|2+x| +C`

`y=e^(3ln|x+2|+C)`

` y= e^(ln(x+2)^3+C)` 

Law of Exponents:` x^(n+m)= x^n*x^m`

`y= e^(ln(x+2)^3)*e^C`

`e^C =C` is an arbitrary constant, so

`y= Ce^(ln(x+2)^3)`

` y = C(x+2)^3`

`x=6t^2 , y=2t^3 , 1

The formula of arc length of a parametric equation on the interval `alt=tlt=b` is:

`L = int_a^b sqrt((dx/dt)^2+(dy/dt)^2) dt`

The given parametric equation is:

 `x=6t^2`

`y=2t^3`

The derivative of x and y are:

`dx/dt= 12t`

`dy/dt = 6t^2`

 So the integral needed to compute the arc length of the given parametric equation on the interval `1lt=tlt=4` is:

`L= int_1^4 sqrt ((12t)^2+(6t^2)^2) dt`

The simplified form of the integral is:

`L= int_1^4 sqrt (144t^2+36t^4)dt`

`L=int_1^4 sqrt...

The formula of arc length of a parametric equation on the interval `alt=tlt=b` is:

`L = int_a^b sqrt((dx/dt)^2+(dy/dt)^2) dt`

The given parametric equation is:

 `x=6t^2`

`y=2t^3`

The derivative of x and y are:

`dx/dt= 12t`

`dy/dt = 6t^2`

 So the integral needed to compute the arc length of the given parametric equation on the interval `1lt=tlt=4` is:

`L= int_1^4 sqrt ((12t)^2+(6t^2)^2) dt`

The simplified form of the integral is:

`L= int_1^4 sqrt (144t^2+36t^4)dt`

`L=int_1^4 sqrt (36t^2(4+t^2))dt`

`L= int_1^4 6tsqrt(4+t^2)dt`

To take the integral, apply u-substitution method.

`u= 4+t^2`

`du=2t dt`

`1/2du=tdt`

`t=1` ,  `u =4+1^2=5`

`t=4` ,  `u = 4+4^2=20`

Expressing the integral in terms of u, it becomes:

`L=6int_1^4 sqrt(4+t^2)* tdt`

`L=6 int _5^20 sqrtu *1/2du`

`L=3int_5^20 sqrtu du`

`L=3int_5^20 u^(1/2)du`

`L=3*u^(3/2)/(3/2)`  `|_5^20`

`L=2u^(3/2)`  `|_5^20`

`L = 2usqrtu`  `|_5^20`

`L=2(20)sqrt20 - 2(5)sqrt5`

`L=40sqrt20-10sqrt5`

`L=40*2sqrt5 - 10sqrt5`

`L=80sqrt5-10sqrt5`

`L=70sqrt5`

Therefore, the arc length of the curve is  `70sqrt5`  units.

What does Baldwin mean by "black people, mainly, look down or look up but do not look at each other, not at you, and white people, mainly, look away"?

Baldwin is addressing the way in which race has created a hierarchy whose strictures are obeyed by both whites and blacks. 

Black people "look up" at those within the race who are of a higher economic class and/or whose skin is of a lighter hue. They "look down" on those who are poorer or darker. Black men might be inclined to "look down" on black women; heterosexuals may also "look down" on homosexuals.

Racism, sexism, homophobia, and classism, which often coincide, have dissuaded efforts at black unity and even the basic acknowledgement that another black person's life, however degraded or different, is still important and invaluable. If members of the community were able "to look at each other," as fellow individuals, this understanding would be obvious. The "not at you" is a reference to Baldwin's nephew, to whom the letter in The Fire Next Time is addressed.

Whites, he argues, "look away," unable to see the presence of black people at all. To look away from someone is to refuse to acknowledge their existence. In his impassioned argument, Baldwin spares no white American—neither conservatives nor liberals—from his accusation that they do not think that black lives matter as much as their own; he also says that their concerns over rioting and unrest at the time were not in response to conditions in ghettos, but instead a reaction to possible intrusion onto their property. When one's first response, in face of another's pain, is to talk about oneself, there is not only no concern for the other, there is no sense that he is there at all.

What are the characteristics of an autobiography?

A biography is the true story of a person's life. An autobiography is the true story of a person's life when it is written by that person. The author writes about him- or herself in an autobiography. Autobiographies are typically written in the first person because of this.

Like a biography, an autobiography usually tells about the important events in a person's life in chronological order. Important details can include places where the author has...

A biography is the true story of a person's life. An autobiography is the true story of a person's life when it is written by that person. The author writes about him- or herself in an autobiography. Autobiographies are typically written in the first person because of this.

Like a biography, an autobiography usually tells about the important events in a person's life in chronological order. Important details can include places where the author has lived, important people in the author's life, and life-changing events that the author experienced. When an autobiography is told in chronological order, the author usually writes about the circumstances of their birth, childhood experiences, and educational background. Anecdotes about these life stages and experiences are common.  

Autobiographies are often about people who have achieved some level of fame. In this case, parts of the autobiography would explain the author's rise or journey to fame. The author's career is usually discussed, as is if they married or had children. Some autobiographies are written by young adults, while others are written later in life. For example, Helen Keller wrote her autobiography, The Story of My Life, when she was a student in college. She went on to live for over fifty years after her autobiography was published.

Is marriage out of date in today's society?

To answer this question, it is necessary to look at both sides of the argument. For a start, think about some of the benefits of marriage. As an institution, marriage has existed in our society for centuries. For young adults, marriage has been an accepted part of growing up and establishing one's self in the community. Many people also consider marriage to provide a solid foundation for having a family by providing children with the...

To answer this question, it is necessary to look at both sides of the argument. For a start, think about some of the benefits of marriage. As an institution, marriage has existed in our society for centuries. For young adults, marriage has been an accepted part of growing up and establishing one's self in the community. Many people also consider marriage to provide a solid foundation for having a family by providing children with the stability they need. Moreover, for those with religious values, marriage offers the opportunity to have their romantic union blessed by God.

In contrast, we know that marriage in today's society is declining rapidly. In the modern United States, only 51 percent of American adults are married, compared with 72 percent of adults in 1960. Moreover, the rate of divorce has steadily risen: 60 percent of those who marry between the ages of 20 and 25, for example, will end up getting a divorce. (See the first reference link provided.) So, if fewer people are getting married and more people are getting divorced, it seems that the value of marriage has declined significantly. In addition, it suggests that marriage does not necessarily guarantee a stable environment for children.

There are also questions to consider regarding the role of marriage in our very diverse society. Gay marriage, for example, remains a taboo in many parts of the world, while in others it is only just receiving widespread attention.

In summary, marriage has certainly undergone significant changes, but the fact that so many couples do marry suggests that it still has a role to play in our society. On the question of whether it is outdated, you will need to weigh some of these advantages and disadvantages to reach your own conclusion.

What information can be determined by observing the spacing of contour lines?

The information that can be determined by observing the spacing of contour lines on a topographic map is relativesteepness.  It's relative steepness because without knowing the map's relief or the map's contour interval, all that a user can do is see that certain areas are steeper than others.  Contour lines that are closely spaced indicate a steeper section than contour lines that are widely spaced.  In order to know exactly how steep a particular...

The information that can be determined by observing the spacing of contour lines on a topographic map is relative steepness.  It's relative steepness because without knowing the map's relief or the map's contour interval, all that a user can do is see that certain areas are steeper than others.  Contour lines that are closely spaced indicate a steeper section than contour lines that are widely spaced.  In order to know exactly how steep a particular slope is, the map user will need to know the contour interval.  The contour interval is the change in elevation from one contour line to the next contour line.  Once the elevation change is known, the user would need to know what the map's scale is. By knowing the contour interval and the map's scale, a person can then calculate the actual steepness of a slope. 

How does the film version of A Separate Peace by John Knowles compare to the book?

John Knowles's book A Separate Peace is similar to the movie adaptation of the story, but there are several important differences. Overall, the message is the same and the events unfold the same way in both versions. The main differences exist in the way the story is set up and the way the literary elements develop throughout. Here are some examples:

1. In the book you get a clear idea of who is telling the story....

John Knowles's book A Separate Peace is similar to the movie adaptation of the story, but there are several important differences. Overall, the message is the same and the events unfold the same way in both versions. The main differences exist in the way the story is set up and the way the literary elements develop throughout. Here are some examples:

1. In the book you get a clear idea of who is telling the story. Gene functions as your interpreter of the story--he offers a narrative that connects a reader with the book. The use of a narrator in the book helps to draw in a reader and generates sympathy, which makes the story more meaningful. In the movie, the director chose not to use this technique. Instead of using a narrator, the director chose to create a wall between the viewer and the story, which served a different purpose. Rather than pull a reader in to experience the story directly, the director chose to create some distance, which allowed the viewers to keep an open mind about all of the characters and events. Instead of being biased to one character, as in the book, the viewers could choose whose viewpoint to sympathize with.


2. In the book, the narrative offers a reader insight as to the emotions and inner conflicts of the characters, especially Gene. Unfortunately, the movie doesn't offer the same insight, so the viewer is left to interpret what the characters may or may not be thinking and feeling. Since we've already established that the lack of narrative contributed to some distance, it's worth noting that this added even more distance for movie watchers.


3. The book didn't spend a whole lot of time on external elements, such as timing, place, and setting. The majority of the book's time was spent on internal dialogue and plot. In the movie, you get more information about the way the scenes looked because movies are inherently more visual. Whereas in the book you might feel as if you accompany the character directly, the movie makes you feel as if you're viewing a setting through a window--the effect certainly resonates differently with an audience.

Where has Alyce shown personal growth in the book The Midwife's Apprentice?

Alyce shows personal growth throughout the entire book.  For me though, there is one specific location where I see significant growth for Alyce.    

The time is when Alyce actually takes on the name Alyce.  Jane has been injured, and she is not capable of going to the Saint Swithin's Day Fair to buy supplies.  Alyce goes instead, but at this point in the story, her name is Beetle.  Jane originally found Alyce sleeping...

Alyce shows personal growth throughout the entire book.  For me though, there is one specific location where I see significant growth for Alyce.    

The time is when Alyce actually takes on the name Alyce.  Jane has been injured, and she is not capable of going to the Saint Swithin's Day Fair to buy supplies.  Alyce goes instead, but at this point in the story, her name is Beetle.  Jane originally found Alyce sleeping on a pile of dung and decided to call the girl Beetle.  While at the fair, somebody mistakes Beetle for somebody else.  He calls her Alyce, and Beetle decides to take the name as her own because she likes it.  The change in name is symbolic of Alyce's growing confidence.  She no longer feels like the girl found on a pile of poop.  She is gaining confidence in herself, her education, and her skill set, and Alyce feels that "Beetle" doesn't fit with who she is becoming.  

What a day! She had been winked at, complimented, given a gift, and now mistaken for the mysterious Alyce who could read. Did she then look like someone who could read? She leaned over and watched her face in the water again. "This face," she said, "could belong to someone who can read. And has curls. And could have a lover before nightfall."

From this point in the story, Alyce begins showing a great deal of confidence in herself.  Sure, she still makes mistakes, but this new confidence is what allows her to continue working hard for personal improvement.  Beetle would not have returned to Jane at the end of the story to get her job back.  Alyce would though, and she did.  

Was the Compromise of 1850 a good compromise?

The Compromise of 1850 did several things. It allowed California to enter the Union as a free state. It stated that the land we received from Mexico would be divided into the New Mexico and the Utah territories. The people would determine if there would be slavery in these territories. The Compromise of 1850 ended slave trading in Washington, D.C. It also included the passage of the Fugitive Slave Act. This law required northerners to...

The Compromise of 1850 did several things. It allowed California to enter the Union as a free state. It stated that the land we received from Mexico would be divided into the New Mexico and the Utah territories. The people would determine if there would be slavery in these territories. The Compromise of 1850 ended slave trading in Washington, D.C. It also included the passage of the Fugitive Slave Act. This law required northerners to help capture runaway slaves.

While a compromise is designed to give both sides part of what they wanted, this compromise created many problems. The northerners were furious that they had to help capture runaway slaves. This meant that no slave who had escaped was safe in the North. Many northerners refused to obey this law. This made the South unhappy because they relied on the enforcement of this law to capture the slaves that had escaped. The North also had a majority of states in the Senate. It is fair to say there was unhappiness with this compromise after it was created.

What concept of fame or glory is presented in "The Seafarer?"

The short answer is that the poem presents two contrasting conceptions of glory or fame. One is connected with the heroic values of pre-Christian, Germanic culture, and concerns one's reputation for having committed brave, daring deeds -- vanquishing demons and other evil forces -- that kings reward and people praise. It's the social and political prestige that bold warriors receive for being perceived as valiant, strong, and physically brave.

The other is the sort of glory that transcends earthly reputation. It's the glory of God, and it is the best and longest-lasting type of glory.

To understand this in more detail, it is helpful to realize that the original Anglo Saxon poem uses at least four different words that modern scholars have translated as "glory." These words didn't all mean exactly the same thing to people living at the time.

For instance, consider lines 72-80, where the narrator speaks of the good actions that heroic men may do -- battling against "malice of fiends" and devils. People praise heroes for these deeds, and this praise leads to what Jonathan Glenn translates as "glory:"

that children of men after may praise him,
and his glory hereafter live among angels
always for ever, eternal life’s splendor,
joy among noble ones.

But the original word used is "lof," which the Bosworth-Toller Anglo Saxon dictionary has defined as "praise, glory, song of praise, hymn." So here the poet is referencing a kind of glory or fame that comes from being made the subject of heroic tales told by others.

But that bit about "eternal life's splendor" (original word: blǽd) has also been translated as "glory," for instance by Gavin Bantock:

Then the children of men will praise him afterwards,

and his glory shall live with the angels,

and he shall abide in glory always,

sharing glory with the host.

The word " blǽd" has defined by the dictionary as "enjoyment, prosperity, abundance, success, blessedness, gift, reward, benefit, glory, honour." This word is used again in line 88, this time in the context of its shortcoming: It doesn't last forever.  As Jonathan Glenn translates it:

Glory is humbled,
honor of earth grows old and withers,
as does now every man over this Middle-Earth.

So while this sort of glory is good, its benefits are limited. As the narrator explains (lines 81-82, in a translation by Burton Raffel):

"The days are gone

When the kingdoms of earth flourished in glory;"

And here the original word Raffel translates as "glory" is especially telling: It's "onmedlan," which according to the dictionary has connotations of the puffed up sort of glory -- implying undertones of pomp, magnificence, arrogance, and boldness.

Nowadays, says the narrator, pursuing this sort of glory isn't even a realistic goal. In the past, great kings bestowed great prizes on heroes are gone. But society has changed, says the narrator. The age of great kings is over; the opportunities for heroes to aggrandize themselves in this way are past. The fame and prestige has faded. As noted above, the narrator returns to the word, "blǽd," in line 88, concluding that honor/glory/rewards-for-being-a-bold-hero has been humbled, diminished, or subdued.

The narrator goes on to note that you can't take your earthly prizes with you after death, and they won't help you when God judges you for your sins. But by living up to the harsh demands of Christianity, you may enter into a blessed state with "wuldres Ealdor," the father or master of glory (lines 123-124, translated by Jonathan Glenn):

thanks that he honored us, master of Glory,
God of Eternity, in all our time. AMEN.

----

References (in addition to the links below):

Marsden R. 2004. The Cambridge Old English Reader. Cambridge University Press. 

Mitchell B and Robbins FC. 1986. A Guide to Old English. Blackwell.

Raffel B. 1964. Poems from the Old English. University of Nebraska Press.

What are proposed solutions to ending the war on drugs in America?

The term “The War on Drugs” was popularized by the media when President Nixon gave a press conference in 1971 in which he declared drug abuse “public enemy number one.” In 2011, the Global Commission on Drug Policy reported that “the War on Drugs Has Failed.” In 2012, the U.S. Government released an updated drug policy, distinguishing it from previous “War on Drugs” policies. The new approach is based on a huge investment in research...

The term “The War on Drugs” was popularized by the media when President Nixon gave a press conference in 1971 in which he declared drug abuse “public enemy number one.” In 2011, the Global Commission on Drug Policy reported that “the War on Drugs Has Failed.” In 2012, the U.S. Government released an updated drug policy, distinguishing it from previous “War on Drugs” policies. The new approach is based on a huge investment in research from the world’s leading scholars in substance abuse. The updated policy is not looking toward drug legalization as a simple fix to drug control. The new policy further differentiates itself from previous methods by refusing to measure success through incarceration numbers. Today, the Drug Policy Alliance advocates for an end to the War on Drugs, estimating that the U.S. spends $51 billion annually in these efforts.

Current solutions are focused on a balanced approach that restricts drug trafficking and assists individuals struggling with substance abuse. The following are some proposed solutions: reduce deaths caused by opiate overdose by providing easy access to naloxone, identify healthcare providers over-prescribing opiate painkillers, improve drug abuse prevention and education, establish clear medical guidelines for treating chronic pain, include drug abuse screening in routine healthcare, and increase access to drug treatment programs. 

Why do we yawn?

As noted by Olivier Walusinski:

"Yawning is a stereotyped, and often repetitive, motor action characterised by gaping of the mouth accompanied by a long inspiration of breath, a brief acme, and then a short expiration of breath."

Yawning has been documented in broad range of vertebrate species -- even fish. It has been observed in 20-week old human fetuses. So it's a behavior with deep biological roots. But despite years of research, there is still controversy as to what function it serves. As Adrian Guggisberg and his colleagues have argued:

The only specific effect of yawning that could be demonstrated so far is its contagiousness in humans, some non-human primates, and possibly dogs, whereas all studies investigating physiological consequences of yawns were unable to observe specific yawn-induced effects in the individual of any species.

Some old physiological theories have been ruled out. For example, it was once proposed that yawning was a response to brain hypoxia (low oxygen levels). But when researchers subjected volunteers to different air mixtures to breathe -- containing differing levels of oxygen -- they found this had no effect on yawning frequency. Yawning can make your ears "pop," or adjust to changes in altitude. But so can swallowing, so it's not clear that yawning exists for this reason.

Three hypotheses still under scrutiny include the following:

(1) Yawning is a way to increase vigilance

Some researchers propose that physical movements associated with yawning compresses the  carotid body in the neck, which may then trigger the release of hormones that increase arousal and vigilance. The evidence, however, is mixed. One set of experiments show that people who yawn show the same changes (in skin conductance levels and brain waves) that are found in people who have consumed caffeine. But another experimental study failed to find such differences.

(2) Yawning cools the brain

Experiments on nonhuman animals suggest that yawning temporarily decreases core body temperature, and individuals yawn more when they suffer from medical conditions that cause elevated core body temperature. So some researchers speculate that the function of yawning is to lower body temperature and cool off the brain. But others, like Hanno Elo, are skeptical, arguing that yawning couldn't lower brain temperature unless it somehow induces water evaporation, something that hasn't yet been demonstrated.

(3) Yawning functions as a social signal

A variety of evidence shows that individuals are susceptible to "contagious yawning," responding to observing a yawn by yawning back. In human children, this reaction develops in conjunction with the emergence of "theory of mind," the ability to understand and distinguish the thoughts, motives, and feelings of other people.

There is also evidence that the power of social yawning depends on your relationship with the demonstrator. In both humans and chimpanzees, studies report that individuals are more likely to mirror a yawn when they have a close relationship with the yawner.

In one study of people from a variety of cultural backgrounds, researchers found that "the social bond had a strong significant effect on yawn contagion," with contagious yawning being the strongest between family members first, close friends second, acquaintances third, and strangers last.

If yawning is a social signal, what does the signal mean? One hypothesis is that it functions to tell others that you are shifting into a less aroused, more relaxed state (Liang et al 2015). This suggests that the spread of yawning through a group could represent the transmission of message that everyone is settling down to rest. But this, too, is subject to controversy. For instance, opponents of the hypothesis say it doesn't explain why people yawn frequently after awakening.

References

Gallup AC and Clark AB. 2015. Commentary: Yawning, acute stressors, and arousal reduction in Nazca booby adults and nestlings. Front. Psychol. 6: 1654.

Gupta S and Mittal S. 2013. Yawning and its physiological significance. Int J Appl Basic Med Res. 3(1): 11–15.

Guggisberg AG, Mathis J, Schnider A, Hess CW. 2011. Why do we yawn? The importance of evidence for specific yawn-induced effects. Neurosci Biobehav Rev. 35(5):1302-4.

Liang AC, Grace JK, Tompkins EM, Anderson DJ. 2015. Yawning, acute stressors, and arousal reduction in Nazca booby adults and nestlings. Physiol Behav. 140:38-43.

Walusinski O. 2013.Why Do We Yawn? Past and Current Hypotheses In: Hypotheses in Clinical Medicine, M. Shoja and S. Agutter (eds).