What is Rupi Kaur’s book milk and honey about?

is Canadian poet and artist Rupi Kaur’s bestselling debut collection of poetry. The poems in milk and honeyare largely about healing from abuse, trauma, and heartbreak from the point of view of a female speaker. In the book’s first section, “The Hurting,” the speaker focuses on the sexual abuse she endured as a child. Recognizing that many other women in her family have been subjected to similar experiences, she reflects on...

is Canadian poet and artist Rupi Kaur’s bestselling debut collection of poetry. The poems in milk and honey are largely about healing from abuse, trauma, and heartbreak from the point of view of a female speaker. In the book’s first section, “The Hurting,” the speaker focuses on the sexual abuse she endured as a child. Recognizing that many other women in her family have been subjected to similar experiences, she reflects on the lasting effects this abuse has had on her life and her sense of self. In the next section, “The Loving,” the speaker focuses on her adult relationships with men, which are complicated by her history of abuse. The speaker describes falling in love with one man in particular and the healing she experiences through their relationship. The third section, “The Breaking,” recounts the speaker’s breakup with the man introduced in “The Loving.” The speaker is heartbroken in this section, but she also begins to speak out against men’s sexist treatment of women. The final section of milk and honey, “The Healing,” shows Kaur’s speaker moving on to find healing, strength, and empowerment in herself and her friendships with other women.

I have to analyse the features of this painting by William Blake; please outline what William Blake is trying to depict to the viewer, including...

The painting shown here is William Blake’s “Job Rebuked by His Friends.” It is part of a series of watercolor paintings commissioned by Thomas Butts. Blake drew the series, also known as “Butts set,” between 1805 and 1806. The series of watercolor paintings are illustrations of the biblical Book of Job. The Book of Job is part of the Old Testament. One of its major theological themes is theodicy, or the question of why a good God allows evil and suffering.

The painting under consideration here pertains to Job 12:4 (“I am as one mocked of his neighbour, who calleth upon God, and he answereth him: the just upright man is laughed to scorn”). It illustrates an instance in which Job, despairing because God has allowed Satan to take his family and possessions, is mocked by his friends Eliphaz the Temanite, Bildad the Shuhite, and Zophar the Naamathite. They believe that Job’s suffering is the result of an unknown sin committed by Job.

The painting, for which Blake used pen and black ink, gray wash, and watercolor over traces of graphite, is rich in symbolism. The hands and fingers of his friends point at Job, who is kneeling down and looking at the heavens. Blake’s illustrations of the Book of Job often used the right arm (or hand) to symbolize good, whereas left arms or legs signify evil. The use of both left and right arms signifies the presence of both Good and Evil in the world, a fact that Job struggles to come to terms with. Similarly, the surrounding landscape combines dark elements (the mountains and clouds in the background) with lighter elements (Job’s chest, lighter areas in the sky or on his friends’ faces/dress). This, too, signifies the spiritual ambiguity, doubt, and adversity experienced by Job in that moment.

How has Fitzgerald used setting to emphasize the theme of class distinction in the Great Gatsby?

To show how Fitzgerald emphasizes the theme of class distinction through setting, compare the description of East Egg with that of the Valley of Ashes. East Egg, for example, is described in chapter one as a "fashionable" place that "glittered along the water." The houses here are like "white palaces," and they are home to some of the most successful and wealthy people in the area, like Tom and Daisy Buchanan.

In contrast, Nick visits...

To show how Fitzgerald emphasizes the theme of class distinction through setting, compare the description of East Egg with that of the Valley of Ashes. East Egg, for example, is described in chapter one as a "fashionable" place that "glittered along the water." The houses here are like "white palaces," and they are home to some of the most successful and wealthy people in the area, like Tom and Daisy Buchanan.

In contrast, Nick visits the Valley of Ashes in chapter two, and this setting is completely different. Nick says it is a "desolate area of land," for example, with "grotesque gardens" and a "small, foul river." This place is gray and smoky, with only a few shops on the main street. Unlike the successful millionaires of East Egg, the Valley of Ashes is home to George Wilson, a humble mechanic and car dealer, and his wife, Myrtle.

Through these contrasting descriptions, Fitzgerald shows that two worlds exist in New York. East Egg is home to the wealthiest citizens, as shown by their luxurious houses, while the poorer members of society are forced to live in the deprived and desolate place known as the Valley of Ashes.

How did Jean Jaques Rousseau help produce the French Revolution of 1789? Or, conversely, did the French Revolution proceed with little of his...

Rousseau (1712-1778) helped inspire the French Revolution. He had already died by the time the French Revolution broke out in 1789, but his ideas about freedom inspired the revolutionaries. Rousseau believed that people should choose their own government, and he was revered during the French Revolution. In fact, he was reburied in the Pantheon in 1794, and he was celebrated as a hero.

In particular, Rousseau's idea of the general will (though first formulated by...

Rousseau (1712-1778) helped inspire the French Revolution. He had already died by the time the French Revolution broke out in 1789, but his ideas about freedom inspired the revolutionaries. Rousseau believed that people should choose their own government, and he was revered during the French Revolution. In fact, he was reburied in the Pantheon in 1794, and he was celebrated as a hero.

In particular, Rousseau's idea of the general will (though first formulated by others, such as Diderot and Montesquieu), inspired Jacobins to demand reforms that would create greater equality in France, such as land reform. Rousseau's idea of "general will" meant that a nation should be governed by the rule of law, not by the decisions of an arbitrary leader. Robespierre was also influenced by Rousseau's ideas, including Rousseau's focus on the government's power to promote the common good. The professed egalitarianism of the leaders during the French Revolution was inspired by Rousseau, who believed in religious equality, and this focus on egalitarianism was behind ideas such as Deism as the new religion of the country during the French Revolution.

Why were the Patriots angry at Great Britain?

Patriots, or "Whigs" were angry at Great Britain because they felt that Parliament, with the approval of King George and his ministers, was violating their rights as English subjects. They believed strongly that the British government had no right to tax them without their consent. When Parliament passed the Stamp Act in 1765, the colonists were suddenly forced to pay a direct tax. The colonists protested that since they had no representatives in Parliament, it...

Patriots, or "Whigs" were angry at Great Britain because they felt that Parliament, with the approval of King George and his ministers, was violating their rights as English subjects. They believed strongly that the British government had no right to tax them without their consent. When Parliament passed the Stamp Act in 1765, the colonists were suddenly forced to pay a direct tax. The colonists protested that since they had no representatives in Parliament, it was unlawful to tax them. Later attempts to tax or regulate goods that the colonists had to import from Great Britain, including lead, glass, sugar, and tea met with similar complaints. They thought their rights were being violated in other ways as well. When the Crown sent troops to Boston to preserve order, many colonists saw this as an affront to their belief that standing armies should not be kept in the midst of the people. The Proclamation of 1763 had restricted the colonists in buying lands in the Ohio Valley, something they felt was their right to do. So in short, the Patriots were angry that the British government violated their rights as Englishmen. 

How did the French relations with the Native Americans compare with those of Great Britain and Spain?

The French, British, and Spanish encountered the Native Americans when they established colonies in the Americas. However, only the French had a good relationship with the Native Americans.

The French treated the Native Americans well. They traded with them. They made it clear they didn’t want to take away their land. They also learned the languages of the Native American tribes. In addition, they married the Native Americans. There was respect between the French and...

The French, British, and Spanish encountered the Native Americans when they established colonies in the Americas. However, only the French had a good relationship with the Native Americans.

The French treated the Native Americans well. They traded with them. They made it clear they didn’t want to take away their land. They also learned the languages of the Native American tribes. In addition, they married the Native Americans. There was respect between the French and the Native Americans.

The British and Spanish didn’t have a very good relationship with them. These countries wanted to take away the land of the Native Americans. The Spanish enslaved them and exploited their land for minerals. They also tried to convert them to Christianity. The Native Americans resented these actions. The British viewed the Native Americans as inferior. The British tried to impose their laws upon them. This also led to poor a relationship with them.

The French had a good relationship with the Native Americans because they treated them well, unlike the British or the Spanish.

What are some similarities and differences between Islam and Christianity?

Christianity and Islam are the two largest religions of the world, with 2.4 and 1.6 billion adherents, respectively. Both are Abrahamic faiths, which means that both of these religions trace the founding of a relationship between God and man to the biblical figure of Abraham. Because of this shared heritage, Christianity and Islam have much in common, but they do differ in a few important ways.

First, let's compare and contrast worship in Christianity and Islam. Christians and Muslims may pray privately, at home, or publicly, in a house of worship. For Christians, this public house of worship is called a Church, and for Muslims, the Masjid or Mosque. In both religions, there are ritualized ways of praying, including gestures and reciting certain prayers or passages of the holy books. One major difference between these two religions is that Muslims are required to pray five times every day, though they may be excused from this if they are sick or menstruating. While Christians are encouraged to pray daily, it is not a requirement.

We can consider some of the other requirements for people in these religions. Both observe a fasting holiday of about a month. Lent and Ramadan are considered the times of year when Christians and Muslims should reflect on their actions of the previous year, deepen their religious study, and try to abstain from sins. Many people choose to donate to charity, fast from food or a particular substance, and read their holy book more often during these times. Ramadan is also a popular time of year for fulfilling the Hajj, or pilgrimage to Mecca. To visit at least once in one's life is one of the Five Pillars (or duties, responsibilities) of Islam. The others are prayer, fasting, charity (which is encouraged in Christianity,) and attesting that there is only one God (also in Christianity.) 

The Muslim and Christian Gods are, in essence, the same God, but they are treated differently in each religion. In the Christian tradition, God is referred to with masculine pronouns and often depicted as a large man surrounded by clouds. Though depicted as a man, God is somewhat formless, the creator of all, and is timeless. In Islam, God (called "Allah" in Arabic) is never depicted, nor is the Prophet Muhammad (peace be upon him.) To do so is considered sinful because it reduces the all-encompassing nature of God to a reflection of what the artist finds beautiful. In Islam, God has no gender (indeed, is all genders) but is sometimes referred to in the masculine sense. Islam also holds that God is the creator of all things and knows all.

Authority in both religions is believed to come from God and bestowed upon people, typically by someone who is already empowered with this authority. In Christianity, priests, preachers, pastors, monks, nuns, and scholars are authority figures, but only priests can claim to trace their authority back to the Twelve Apostles. Jesus Christ is regarded as the first priest of Christianity as well as the son of God, who initiated the final covenant with God. Muslim people regard Jesus Christ as one of many prophets, but do not believe he was the son of God, or that he was the final prophet. Rather, the Prophet Muhammad (PBUH) is believed to have received the word of God, in the form of the Holy Quran, from the angel Gabriel. He is regarded as the last and truest prophet as well as the founder of Islam. In Islam, imams (similar to priests,) muezzin (who make the call to prayer,) and scholars of Islam are the authority figures. Authority in Islam does not stem from a person's ability to trace their empowerment back to Muhammad, but is drawn from their dedication to religious study.

Before we recap, bear in mind that within Islam or Christianity, there are many sects and regional variations where religious belief and practice differ. In general, these two religions have in common that they are both monotheistic, believe in revelations, have a holy book, believe in the afterlife, and require prayer and charity. They do have many more similarities on very minute levels, but I hope that I have adequately addressed major similarities and differences.

What does the novel Push say about the role of education in America?

The novel Pushemphasizes the positive impact that education can have on an individual in American society. The protagonist, Precious Jones, is an illiterate sixteen-year-old girl who lives in Harlem. Her mother, Mary, is neglectful and abusive, offering Precious no opportunity or support. When her school learns that Precious is pregnant, they decide that she should attend an alternative school. This turn of events is a positive and life-changing force for Precious, as she meets...

The novel Push emphasizes the positive impact that education can have on an individual in American society. The protagonist, Precious Jones, is an illiterate sixteen-year-old girl who lives in Harlem. Her mother, Mary, is neglectful and abusive, offering Precious no opportunity or support. When her school learns that Precious is pregnant, they decide that she should attend an alternative school. This turn of events is a positive and life-changing force for Precious, as she meets a teacher who empowers her to tell her own story.

At the alternative school, not only does Precious have the support of the teacher, Ms. Rain, but she thrives in a class of fellow students who all come from difficult backgrounds. Despite huge holes in her academic abilities, with the relentless support of her teacher, Precious soon develops an interest in literature and writing. Ms. Rain believes that the only way to learn how to write is to write, and she requires each girl to keep a daily journal. She gives each student feedback and assistance. At the school, Precious is also exposed to literature by black authors such as Alice Walker and Langston Hughes who give her inspiration.

When Precious is chased out of her home by her mother, she turns to her beloved teacher, Ms. Rain, who helps her get into a halfway house. Since the house has childcare, Precious is able to continue her education. With stability from home and school, Precious is able to grow in both her academic ability as well as her self-confidence. The success in academics gives her the strength and courage to improve in other areas of her life and to make positive changes. In this, the reader can see the positive impact that education can have on an individual, as it pushes them toward success and self-empowerment.

What occupations, according to the housekeeper, do many of these people have?

The young man who has been searching for five months for a girl named Eloise Vashner asks the housekeeper:

“Do you have many theatrical people rooming here?” 

She tells him:

“They comes and goes. A good proportion of my lodgers is connected with the theatres. Yes, sir, this is the theatrical district. Actor people never stays long anywhere. I get my share. Yes, they comes and they goes.”

No doubt most of the "theatrical people"...

The young man who has been searching for five months for a girl named Eloise Vashner asks the housekeeper:

“Do you have many theatrical people rooming here?” 

She tells him:

“They comes and goes. A good proportion of my lodgers is connected with the theatres. Yes, sir, this is the theatrical district. Actor people never stays long anywhere. I get my share. Yes, they comes and they goes.”

No doubt most of the "theatrical people" were vaudeville performers. They would rent furnished rooms because they were "booked" on "circuits" and were always on the move, traveling by train from city to city and from town to town, living out of suitcases and eating in diners. In many cases vaudevillians would have a succession of "one-night stands," meaning there were only enough theater-goers in smaller towns to sustain their act for one show and they then had to move on to the next town. Obviously, those who stayed in a rooming-house like the one described in "The Furnished Room" would not be stars. The housekeeper speaks highly of a married couple who went by the stage names of Sprowls and Mooney because they stayed for three full months. Husband and wife vaudeville teams often did "stand-up comedy" routines together.

Eloise Vashner must have come to New York with high hopes of becoming a star as a singer, but her career appears to have gone downhill "...from all-star casts down to music halls so low that he dreaded to find what he most hoped for." New York was a magnet for people with talents of every kind, but the competition was fierce.

Think of all the things Gulliver learns about the Lilliputians. What is your opinion of these little people?

Jonathan Swift satirizes English society—particularly the political and theological disputes of his own period—through his description of the Lilliputians.

Gulliver learns that despite their miniature stature, Lilliputians are extremely arrogant, pretentious, greedy, aggressive individuals, which ironically makes them completely human. The Lilliputian politicians are split into two factions, the Low-heelers and High-heelers, which satirizes the Whig and Tory political parties in England. Politicians are forced to perform dangerous stunts, in the form of rope-dancing, to...

Jonathan Swift satirizes English society—particularly the political and theological disputes of his own period—through his description of the Lilliputians.

Gulliver learns that despite their miniature stature, Lilliputians are extremely arrogant, pretentious, greedy, aggressive individuals, which ironically makes them completely human. The Lilliputian politicians are split into two factions, the Low-heelers and High-heelers, which satirizes the Whig and Tory political parties in England. Politicians are forced to perform dangerous stunts, in the form of rope-dancing, to retain their political office.

The Lilliputians are also engaged in a continual war with the Blefuscudians over a theological difference regarding what end of an egg one should break first. The debate between the Big-Endians and Small-Endians satirizes the religious schism between the Protestants and Catholics.

Gulliver also learns that the Lilliputians are treacherous, brutal individuals who are unabashed hypocrites. When the Lilliputian Emperor decides to blind and starve Gulliver, he is praised as being merciful and benevolent. Overall, the Lilliputians are portrayed as corrupt, competitive individuals who are callous and treacherous at their core.

How do George and Hazel react to the televised murder of their son Harrison Bergeron?

George and Hazel show an unnatural lack of concern regarding the televised murder of their son.

Because of his handicap, George is prevented from experiencing any emotions that are considered subversive in the dystopian world he lives in. In this world, all those who are considered of above average intelligence and beauty are required to wear "handicaps" to prevent them from taking undue advantage of these attributes. George is required to wear a mental handicap...

George and Hazel show an unnatural lack of concern regarding the televised murder of their son.

Because of his handicap, George is prevented from experiencing any emotions that are considered subversive in the dystopian world he lives in. In this world, all those who are considered of above average intelligence and beauty are required to wear "handicaps" to prevent them from taking undue advantage of these attributes. George is required to wear a mental handicap radio that is tuned to a government transmitter. The handicap ensures that any unacceptably intelligent or cogent thoughts are dispelled by the transmitter sending sharp jolts of noise to his brain.

Hazel is only of average intelligence and thus considered no threat to the existing order. She is not required to wear a mental handicap of any sort.

When their son is shot by Diana Moon Glampers, the Handicapper General, Hazel doesn't know what to think about it. She experiences confusion and sadness all at the same time, but she can't explain her feelings to George. Meanwhile, George is unable to feel pain, anger, or sadness after witnessing his son's televised execution; this is because the mental handicap he wears prevents him from doing so. Due to the government's machinations, neither Hazel nor George can muster up any normal feelings regarding their son's execution.

At the beginning of Section 2, what does the narrator say Dexter wants?

At the beginning of Section 2, the narrator says that Dexter wants to possess the material accoutrements (the trappings or outward signs of success) that come with being affluent.

He wanted not association with glittering things and glittering people--he wanted the glittering things themselves.

In other words, Dexter longs for luxury, and he works to get it. At twenty-three years old, he borrows a thousand dollars to purchase "a partnership in a laundry." His laundry...

At the beginning of Section 2, the narrator says that Dexter wants to possess the material accoutrements (the trappings or outward signs of success) that come with being affluent.

He wanted not association with glittering things and glittering people--he wanted the glittering things themselves.

In other words, Dexter longs for luxury, and he works to get it. At twenty-three years old, he borrows a thousand dollars to purchase "a partnership in a laundry." His laundry business eventually becomes well-known for its expertise in laundering English woolen golf stockings, Shetland hosiery, delicate sweaters, and women's lingerie. Before the age of twenty-seven, Dexter is the proud owner of five laundry branches, making him the owner of "the largest string of laundries in his section of the country." After making his money, Dexter sells his business and heads to New York.

As can be seen from the beginning of Section 2, Dexter is a man who prizes wealth and its material trappings above all else in life.

Two astronauts find themselves floating beside International Space Station after their spacesuit thrusters are damaged by a solar flare and...

The overall theme for this question is that in the absence of any external influences, total momentum (as well as total internal energy) is always conserved.  The basic principle behind getting both astronauts back to the ISS is for the first astronaut (5 yards away from the ISS) to rescue the second astronaut (10 yards from the ISS) before they both can return to the ISS together.   

A) If we consider the system of reference to be the ISS, Astronaut 1, and Astronaut 2, then both astronauts posses 0 momentum as they are both floating alongside the ISS, neither moving towards or away from it in any direction.  Astronaut 1 should take one of the tools from their belt and throw it in the opposite direction as Astronaut 2.  This will impart momentum (inertia in motion) to the tool as it will begin moving towards the ISS.  However, according to Newton's 3rd Law, Astronaut 1 will now possess that same amount of momentum, but in the opposite direction (towards Astronaut 2).  In short, this is like an elastic collision, though the total momentum before was 0.  According to the momentum equation, the larger mass of the astronaut will result in a much smaller velocity than the tool of choice would have received.  Astronaut 1, depending on the availability of tools, can continue this process until they reach Astronaut 2.  Once they collide, Astronaut 2 will need to catch Astronaut 1 and hold on tight, resulting in an inelastic collision.  The result will be Astronaut 1 slowing down as Astronaut 2 will have, in essence, increased his/her mass.  The original process of discarding tools should be repeated, though this time opposite the ISS.  As each tool is thrown away from the station, the astronaut pair will slow down, stop, and eventually achieve a velocity in the direction of the ISS.

B)  The conservation of energy in this action is larger than simply throwing the hammer.  The Law of Conservation of Energy states that the total internal energy of a system remains constant, but it can be transferred between objects and transformed to different types of energy.  The astronaut has an amount of potential energy stored inside of their bodies.  The action of throwing the hammer will utilize that chemical potential energy and convert it into kinetic energy, enabling the astronaut to move.  That motion will then cause the hammer to move, imparting kinetic energy to the hammer.  Overall, the total energy of the astronaut and the hammer remains constant, but the total energy of the astronaut decreases while the energy of the hammer increases.  Potential energy of the astronaut is converted to kinetic energy and then transferred as kinetic energy to the hammer.

C) When bodies rotate, inertia in motion is referred to as angular momentum.  Just as in a linear system, angular momentum is also conserved during encounters.  When the astronaut throws the hammer with a clockwise rotation, he imparts angular momentum on the hammer.  Before he threw it, the total rotational momentum of the hammer and he combined was 0.  After he throws it, the total rotational momentum will still be 0.  As a result, he will be rotating in the opposite direction as the hammer, but with a much slower rotation due to a larger mass.

a) showing details of the work, write an expansion in Fourier series of the signal f(x) which is assumed to have the period 2`pi`f(x) = "Please...

This function is odd, thus its Fourier expansions contains only `sin(nx)` terms, i.e. `a_n=0, ngt=0.` This expansion has the form  `sum_(n=1)^(oo) b_n sin(nx)`  where  `b_n = 1/pi int_(-pi)^(pi) f(x) sin(nx) dx.`

Find these coefficients:

`b_n = 1/pi int_(-pi)^(pi) f(x) sin(nx) dx = 2/pi int_0^(pi) f(x) sin(nx) dx =`

`= 2/pi int_0^(pi/2) f(x) sin(nx) dx + 2/piint_(pi/2)^(pi) f(x) sin(nx) dx) =`  

`= 2/pi int_0^(pi/2) x sin(nx) dx + 2/piint_(pi/2)^(pi) pi/2 sin(nx) dx.`

The second integral...

This function is odd, thus its Fourier expansions contains only `sin(nx)` terms, i.e. `a_n=0, ngt=0.` This expansion has the form  `sum_(n=1)^(oo) b_n sin(nx)`  where  `b_n = 1/pi int_(-pi)^(pi) f(x) sin(nx) dx.`

Find these coefficients:

`b_n = 1/pi int_(-pi)^(pi) f(x) sin(nx) dx = 2/pi int_0^(pi) f(x) sin(nx) dx =`

`= 2/pi int_0^(pi/2) f(x) sin(nx) dx + 2/piint_(pi/2)^(pi) f(x) sin(nx) dx) =`  

`= 2/pi int_0^(pi/2) x sin(nx) dx + 2/piint_(pi/2)^(pi) pi/2 sin(nx) dx.`

The second integral is obviously

`-(cos(nx))|_(x=pi/2)^pi = -1/n (cos(n pi)-cos((n pi)/2)).`

To find the second, use integration by parts:

`2/pi int_0^(pi/2) x sin(nx) dx =`

`= |u=x, du=dx, dv=sin(nx)dx, v=-1/n cos(nx)| =`  

`= -2/(n pi) (x cos(nx))|_(x=0)^(pi/2) + 2/(n pi) int_0^(pi/2) cos(nx) dx =`

`= -1/n cos((n pi)/2) + 2/(n^2 pi) (sin(nx))|_(x=0)^(pi/2) =`

`= 2/(n^2 pi)sin((n pi)/2)-1/n cos((n pi)/2).`

This way  `b_n =2/(n^2 pi)sin((n pi)/2)-1/n cos(n pi).`   Therefore  `b_1=1+2/pi, b_3=1/3 -2/(9 pi), b_5=1/5+2/(25 pi).`

The graphs are attached (the function is in blue, the approximation is in green). They are not so close but are somewhat similar. Note that on `(-4pi,4pi)` the function is `2pi` -periodic.

Why is he traveling light without many supplies?

To some extent, this is an opinion-based question because the story does not expressly say why the man was travels light. It is up to readers to determine why he is traveling that way based on the details given. I have some possible reasons that I think are all responsible for why the man was traveling light.  

1. He is ignorant of what he might need in the frigid Yukon. Readers are told that he...

To some extent, this is an opinion-based question because the story does not expressly say why the man was travels light. It is up to readers to determine why he is traveling that way based on the details given. I have some possible reasons that I think are all responsible for why the man was traveling light.  

1. He is ignorant of what he might need in the frigid Yukon. Readers are told that he is new to the area, and this is his first winter. The man simply doesn't know that he should be better prepared.  

But all this—the distant trail, no sun in the sky, the great cold, and the strangeness of it all—had no effect on the man. It was not because he was long familiar with it. He was a newcomer in the land, and this was his first winter.

2.  He only plans for what is right now. He does not know how to plan for what might happen. The story tells readers that he doesn't have the ability to imagine. He knows it's cold, but he can't imagine exactly how the cold might cause him problems.

The trouble with him was that he was not able to imagine. He was quick and ready in the things of life, but only in the things, and not in their meanings.

3. His companions already made the trip, and the man is counting on an equally uneventful trip. He is counting on having no problems, and he is expecting to arrive at a camp that already has supplies and food. He sees no reason to bring extra.

He would be in camp by six o’clock that evening. It would be a little after dark, but the boys would be there, a fire would be burning, and a hot supper would be ready.

How can I find the probability (in fractions)? S={3,5,6,8,9,12,13,14,15,16} A={3,12,5,13} B={14,15,6,3} C={12,5,8,9,16} 1. P(B|A)= ? and are...

I am assuming that we are selecting one item from a sample space of

s={3,5,6,8,9,12,13,14,15,16}.

We have event spaces:

A={3,5,12,13}

B={3,6,14,15}

C={5,8,9,12,16}

We can compute the probabilities for each event: P(A)=P(B)=2/5 and P(C)=1/2. (We find these by taking the size of the event space divided by the size of the sample space.)

(1) P(B|A) is the probability that the item selected is in B given that it is in A. If the item selected is...

I am assuming that we are selecting one item from a sample space of

s={3,5,6,8,9,12,13,14,15,16}.

We have event spaces:

A={3,5,12,13}

B={3,6,14,15}

C={5,8,9,12,16}

We can compute the probabilities for each event: P(A)=P(B)=2/5 and P(C)=1/2. (We find these by taking the size of the event space divided by the size of the sample space.)

(1) P(B|A) is the probability that the item selected is in B given that it is in A. If the item selected is in A then it is one of 3,5,12,13. Only 3 is in B, so the probability that an item is in B given that it is in A is 1/4.

P(B|A)=1/4. Using the formula `P(B|A)=(P(A and B))/(P(A)) ` , and noting that the probability that an item is in A and in B is 1/10 (only 3 is in both A and B, so there is 1 item out of the 10 total items.)

So P(B|A)=(1/10)/(2/5)=1/4 as above.

The events are not independent since `P(A and B) != P(A)*P(B) `

(2) P(A or B) These events are not mutually exclusive (it is possible for an item to be in A and B) so P(A or B)=P(A)+P(B)-P(A and B) or

P(A or B)=2/5+2/5-1/10=7/10

(3) P(A|C)

`P(A|C)=(P(A and C))/(P(C))=(1/5)/(1/2)=2/5 `

(If the item is known to be in C then it is one of 5,8,9,12,16; two of these numbers are in A so the probability is 2/5 as above.)

`f(x)=e^(4x) , n=4` Find the n'th Maclaurin polynomial for the function.

Maclaurin series is a special case of Taylor series that is centered at a=0. The expansion of the function about 0 follows the formula:

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

 or

`f(x)= f(0)+(f'(0)x)/(1!)+(f^2(0))/(2!)x^2+(f^3(0))/(3!)x^3+(f^4(0))/(4!)x^4 +...`

To determine the `4th` Maclaurin polynomial from the given function `f(x)=e^(4x)` ,

we may apply derivative formula for exponential function:` d/(dx) e^u = e^u * (du)/(dx)`

Let `u =4x` then `(du)/(dx)= 4 `

Applying the values on the derivative formula for exponential function, we get:

...

Maclaurin series is a special case of Taylor series that is centered at a=0. The expansion of the function about 0 follows the formula:

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

 or

`f(x)= f(0)+(f'(0)x)/(1!)+(f^2(0))/(2!)x^2+(f^3(0))/(3!)x^3+(f^4(0))/(4!)x^4 +...`

To determine the `4th` Maclaurin polynomial from the given function `f(x)=e^(4x)` ,

we may apply derivative formula for exponential function:` d/(dx) e^u = e^u * (du)/(dx)`

Let `u =4x` then `(du)/(dx)= 4 `

Applying the values on the derivative formula for exponential function, we get:

 `d/(dx) e^(4x) = e^(4x) *4`

Applying `d/(dx) e^(4x)= 4e^(4x)`  for each `f^n(x)` , we get:

`f'(x) = d/(dx) e^(4x)`

          `=e^(4x) * 4`

         `= 4e^(4x)`

`f^2(x) = 4 *d/(dx) e^(4x)`

           `= 4*4e^(4x)`

           `=16e^(4x)`

`f^3(x) = 16*d/(dx) e^(4x)`

          `= 16*4e^(4x)`

          `=64e^(4x)`

`f^4(x) = 64*d/(dx) e^(4x)`

      `= 64*4e^(4x)`

      `=256e^(4x)`

Plug-in `x=0` , we get:

`f(0) =e^(4*0) =1`

`f'(0) =4e^(4*0)=4`

`f^2(0) =16e^(4*0)=16`

`f^3(0) =64e^(4*0)=64`

`f^4(0) =2564e^(4*0)=256`

Note: `e^(4*0)=e^0 =1` .

Plug-in the values on the formula for Maclaurin series. 

`f(x)=sum_(n=0)^4 (f^n(0))/(n!) x^n`

         `= 1+4/(1!)x+16x^2+64x^3+256/(4!)x^4`

        `=1+ 4/1x +16/(1*2)x^2 + 64/(1*2*3)x^3 +256/(1*2*3*4)x^4`

        `=1+ 4/1x +16/2x^2 + 64/6x^3 +256/24x^4`

        `= 1+4x+ 8x^2 + 32/3x^3 + 32/3x^4`

The 4th Maclaurin polynomial for the given function `f(x)= e^(4x)` will be:

`e^(4x) =1+4x+ 8x^2 + 32/3x^3 + 32/3x^4`

or `P_4(x) =1+4x+ 8x^2 + 32/3x^3 + 32/3x^4`

What were the attitudes towards witchcraft in Shakespeare's time?

Shakespeare wrote during the English Renaissance—a time in which humankind thirsted for knowledge in many areas (sciences and arts being two of the more prominent)—but it is true that the Elizabethans were a suspicious lot who often depended more on emotion than erudition. In addition, the influences of the Catholic and Anglican churches of the time encouraged people to believe in a spiritual realm, and not just one that housed peaceful, benevolent, angelic spirits. Furthermore,...

Shakespeare wrote during the English Renaissance—a time in which humankind thirsted for knowledge in many areas (sciences and arts being two of the more prominent)—but it is true that the Elizabethans were a suspicious lot who often depended more on emotion than erudition. In addition, the influences of the Catholic and Anglican churches of the time encouraged people to believe in a spiritual realm, and not just one that housed peaceful, benevolent, angelic spirits. Furthermore, people of Shakespeare's time considered astrology and astronomy to be the same science, so they were just as willing to accept the concept that Romeo and Juliet were "star-crossed" as they were to accept they were hormone-charged teenagers. With the combination of these elements in full force, people in Shakespeare's time were very willing to accept that there could be malevolent forces in the world and also believed that these forces could be called forth by those who wanted to utilize their dark powers. The witches in Macbeth are partial evidence of this willingness to believe in the power of witchcraft; however, Shakespeare carefully crafted the three witches so they could be viewed as "secret, black, and midnight hags" with little power of their own just as easily as they could be viewed as controlling creatures in contact with a dark, occult underworld. When it came to witchcraft during Shakespeare's time (and thus, within Shakespeare's plays), the willing suspension of disbelief was not always a necessary component. Many audience members would have considered appearances by witches and spirits to be completely plausible reasons for misfortune in the lives of real people as well as characters in a play.

5) in the story Harrison Bergeson, how does the tone of the story change once Harrison appears on the television?

The tone for much of the story before Harrison's appearance is somber, sardonic, and even fatalistic. Equality is portrayed as an established reality, the tone so insistent that we are immediately suspicious of its sanctimonious certitude.

The year was 2081, and everybody was finally equal. They weren't only equal before God and the law. They were equal every which way. Nobody was smarter than anybody else. Nobody was better looking than anybody else. Nobody was stronger or quicker than anybody else. All this equality was due to the 211th, 212th, and 213th Amendments to the Constitution, and to the unceasing vigilance of agents of the United States Handicapper General.

Yet, when Harrison appears on the screen, the tone becomes animated, anticipatory, and even defiant. The earlier passive tone becomes overshadowed, and the new tone produces a brighter, more hopeful mood.

Harrison tore the straps of his handicap harness like wet tissue paper, tore straps guaranteed to support five thousand pounds.

Harrison's scrap-iron handicaps crashed to the floor.

Harrison thrust his thumbs under the bar of the padlock that secured his head harness. The bar snapped like celery. Harrison smashed his headphones and spectacles against the wall.

He flung away his rubber-ball nose, revealed a man that would have awed Thor, the god of thunder.

The once helpless Harrison becomes a sensational figure of dissent. His rebellion is executed at a frenzied pace. He and his partner leap into the air, simultaneously abandoning the "laws of the land" and the laws of gravity and motion. The tone, although changed, invites our skeptical reaction. We are led to question how long this euphoric state can last.

The dancers leap almost thirty feet high, skimming the studio ceiling as they do so. Then, hovering in midair, both lean in for a prolonged, passionate kiss. They are brought back to earth when Diana Moon Glampers fires twice from her "double-barreled ten-gauge shotgun." The tone then reverts back to the resigned, somber, and fatalistic one we see at the beginning of the story.

What are Scout's and Jem's tones toward Calpurina when asking her about her use of English in her community?

In chapter 12 of To Kill A Mockingbird Scout and Jem accompany Calpurnia to church one Sunday. The entire congregation, like Calpurnia, is African American. Both children notice that Calpurnia speaks differently to members of her church than she does when she is at the Finch residence. Calpurnia explains that she taught her son Zeebo to read using Blackstone's Commentaries, an eighteenth century English law book:

“That’s why you don’t talk like the rest of ‘em,” said Jem.

“The rest of who?”

“Rest of the colored folks. Cal, but you talked like they did in church”

Jem's tone is one of curiosity. He picks up straight away on the fact that Calpurnia speaks differently in church than she does at home. But he still doesn't know the whole story. There is a reason why Calpurnia changes her way of speaking depending on whom she is talking to, as Scout soon finds out:

“Cal,” I asked, “why do you talk n——rtalk to the—to your folks when you know it’s not right?”

Scout's tone, like Jem's, is curious, but she is also being presumptuous in assuming that there is a "right" way of talking. Scout thinks that if you know how to talk in the "proper" way, then there is no excuse for speaking in the kind of dialect used by African Americans.

Scout's tone might also be said to be a little arrogant as she automatically assumes that Calpurnia does not have a life or identity of her own outside the Finch household.

Calpurnia explains that people at church would think she was putting on airs and graces if she talked like she did at home. Yes, she knows better, but sometimes it's best not to let on, otherwise people might think you're trying to make yourself feel superior to them.

This brief episode in the story provides us with another insight into the various hierarchies that exist in Maycomb—different races, different classes, even different ways of speaking that keep people apart.

What is the purpose of the dream at the end of the story Battle Royal?

It seems clear that the grandfather's deathbed warning combined with the narrator's grueling battle experience has unsettled the narrator; his dream contains information about life's beginnings and endings, and the knowledge he now carries about his life as a black man. 

The grandfather's refusal to laugh at the dream circus clowns seems to symbolize the seriousness of the narrator's situation. Graduation from high school is a milestone, usually a time for optimism; for the narrator,...

It seems clear that the grandfather's deathbed warning combined with the narrator's grueling battle experience has unsettled the narrator; his dream contains information about life's beginnings and endings, and the knowledge he now carries about his life as a black man. 

The grandfather's refusal to laugh at the dream circus clowns seems to symbolize the seriousness of the narrator's situation. Graduation from high school is a milestone, usually a time for optimism; for the narrator, instead, it is a mirthless time. Graduating from childhood to adulthood means accepting the full weight of society's treatment of black men.

The envelopes the narrator dreams himself opening are symbolic of the endless endurance tests he has been put through, and will be put through as he ages. Like the "battle royal" of the previous evening, the narrator must perform a number of arbitrary tasks for permission to do what he wants to do, to achieve anything greater for himself. (This unending rabbit hole of envelope-opening seems to reference Booker T. Washington's "politics of respectability" argument.)

We can only guess Ellison's purpose in using a dream sequence to comment on these themes. Perhaps he means to highlight that a black man's agency can be taken away from him even in the subconscious, so punitive is society's judgment. 

What are the ways that ecological theory supports culturally sensitive work with Hispanic children and families?

On the most basic level, ecological theory concerns how individuals interact or adapt to their environment.

Thus, the ecological approach to social work among Hispanic families centers on acculturation strategies. Acculturation (as related to Hispanic families) refers to how immigrants assimilate or adapt to a culturally foreign environment. Ecological theory supports culturally sensitive work with Hispanic children and families by focusing on solutions within an ecosystem. In ecological or ecosystem theory, the ecosystem is a multi-connected network or matrix that consists of individuals, families, groups, and communities.

Bronfenbrenner (father of the ecological systems theory) hypothesized that the ecological or ecosystems framework allows social workers to study how interrelated systems within an ecosystem contribute to social dysfunction. Thus, analyzing the psycho-social factors that affect the individual allows social workers to find effective solutions to acculturation issues. The ecological/ecosystem approach allows social workers to focus on five main ecosystems that may affect any one immigrant: the microsystem, mesosystem, exosystem, macrosystem, and chronosystem.

The microsystem consists of the immigrant's closest relationships (parents, friends, teachers, caregivers, etc). The esosystem comprises the interaction between the different microsystems in an immigrant's life. For example, a Hispanic child may have supportive parents who attend PTA conferences. Here, the child's microsystems (parents and teachers) engage to provide the support he/she needs to thrive in a foreign environment. 

Meanwhile, the exosystem is not directly connected to the immigrant. It may consist of the child immigrant's parents' employers or members of the larger community. The macrosystem consists of the social, religious, and political systems that influenced the immigrant prior to his/her arrival on foreign soil. Last, but not least, the chronosystem involves changes in the immigrant's life, such as divorces, job transitions, or other types of social upheaval. 

So, ecological theory supports culturally sensitive work with Hispanic children and families by focusing on solutions that incorporate the interrelation between these five systems. Let's take the example of Hispanic elders who must rely on US-oriented caregivers. Many Hispanic elders experience difficulty in reconciling the virtues and values of their native culture with that of the foreign culture they encounter. To be efficient caregivers, nursing and medical staff must communicate an appreciation for the Hispanic patient's culture and values as well as acknowledge the validity of their perspective. Thus, attentive care at the microsystem level can lessen the development of mood disorders such as depression or anxiety among Hispanic elders.

Attention to stress-contributing factors at the exosystem or chronosystem levels is also important. Social workers who use the ecological approach understand the need to address the psycho-social factors that contribute to high poverty levels among Hispanic immigrants. Even though Hispanic immigrants often harbor strong work ethics, the lack of education prevents many from realizing the American Dream. An ecological approach would include on-the-job training, English proficiency classes, and GED classes. It may also include cultural awareness classes, where Hispanic children and families learn to appreciate and understand American culture.

At the exosystem level, many states require those on welfare to fulfill specific work requirements. Because Hispanic families often have low levels of English proficiency, they continue to live subsistence lives. An ecological approach would factor in these language challenges in formulating effective solutions to poverty issues. For example, state agencies may hire and assign Spanish-speaking social workers to work with Hispanic families. Ideally, these workers will have a knowledge of and an appreciation for Hispanic culture. Such workers can facilitate culturally sensitive discussions about the need for English-language proficiency classes, on-the-job training, high school diplomas, college educations, etc. 

For more, please refer to the links below. 

What is some sensory language in The Most Dangerous Game?

"The Most Dangerous Game" is a short story written by Richard Connell, in which a man named Sanger Rainsford finds himself trapped on an island, being hunted by a fierce predator—another man. General Zaroff, who felt he was not challenged enough with hunting animals, has been bringing people to his island to hunt for sport.

The sensory language in the story adds to the sense of suspense; the narrative wouldn't be nearly as effective...

"The Most Dangerous Game" is a short story written by Richard Connell, in which a man named Sanger Rainsford finds himself trapped on an island, being hunted by a fierce predator—another man. General Zaroff, who felt he was not challenged enough with hunting animals, has been bringing people to his island to hunt for sport.

The sensory language in the story adds to the sense of suspense; the narrative wouldn't be nearly as effective if readers weren't able to take in Rainsford's surroundings.

Some good examples of sensory language in the story are: 

1) "It's like moist black velvet."

Rainsford uses this phrase to describe the "moonless Caribbean night" that he and Whitney are sailing through near the beginning of the story. This appeals to both the sense of sight and touch—we understand that what Rainsford is seeing is pitch black, like a rich black velvet, and that the night air feels humid and moist.

2) "The cry was pinched off short as the blood-warm waters of the Caribbean Sea closed over his head." 

This sentence gives the reader a great sense of the feeling of the sea against Rainsford's skin—it's as warm as blood, like falling into a hot bath.

3) "The lights from the windows sent a flickering illumination that made grotesque patterns on the courtyard below, and Rainsford could see moving about there a dozen or so huge black shapes; as they turned toward him, their eyes glittered greenly."

This quote is all about sense of sight—it describes Rainsford's first impression of seeing Zaroff's fearsome hunting dogs. We not only know how they look to Rainsford but also understand the intimidating aura they give off.

4) "He knew his pursuer was coming; he heard the padding sound of feet on the soft earth, and the night breeze brought him the perfume of the general's cigarette."

This quote appeals to the sense of hearing and sense of smell, which are wrapped up together in one moment of tension as Rainsford waits for the General to fall into his trap.

There are plenty more examples in the story, but I think those are a few good ones to get you started!

what is a good topic sentence for a research paper on hazing that is not so broad

In order to take a broad topic, like hazing, and make it into a focused topic for a research paper, there are a few brainstorming techniques you can use. The first technique is clustering -- also called mapping, webbing, or free association. This technique helps you to understand what you already know about the topic and organize your thoughts.

To begin, write the word "hazing" on a sheet of paper. Then, write a list of...

In order to take a broad topic, like hazing, and make it into a focused topic for a research paper, there are a few brainstorming techniques you can use. The first technique is clustering -- also called mapping, webbing, or free association. This technique helps you to understand what you already know about the topic and organize your thoughts.

To begin, write the word "hazing" on a sheet of paper. Then, write a list of five words that come to your mind when you think of hazing. For this example, let's say you list terms like: college, Greek life, peer pressure, alcohol, expulsion. Which of these five words is most interesting to you, or would be most interesting to your reader? Choose only one. Take the word or phrase that most interests you and make a list for it. Again, choose the terms that are most interesting to you. Let's say you selected peer pressure as the term most interesting to you, under which you list the words: tribe, fun, homesick. Now you have a collection of ideas around the topic of hazing as it relates to peer pressure.

Now, take your small collection of terms and perform some preliminary research, to see what other reputable sources have to say. Preliminary research will help you to see if you are on the right track with your topic. If reputable sources have something to say about your search terms, you are likely on the right track and will be able to find sources to back up your thesis. For example, if you search "hazing + peer pressure + homesick," several articles come up that discuss how hazing is often a result of trying to fit in on a new campus (if you have trouble finding any reputable sources that relate to your topic, go back to your first word map and choose a new term).

After you've decided which terms relating to hazing interest you most and you have seen the research available about those terms, start to draft a topic sentence that incorporates those terms and your own point of view. The topic can be something simple, like: "Research suggests there is a strong link between homesickness and becoming the victim of hazing," or you can narrow the topic even more, like: "The correlation of reported homesickness in college freshmen and becoming a victim of hazing appears directly proportional to the size of campus."

What does Scout mean when she says, “By some voo-doo system Cal already seemed to know all about it?” (p. 103)

In chapter 11, Scout and Jem are walking past Mrs. Dubose's home on their way to the store when Mrs. Dubose begins to make derogatory comments toward them. Mrs. Dubose tells the children,

Your father’s no better than the niggers and trash he works for! (Lee, 105).

Jem becomes infuriated after hearing Mrs. Dubose insult his father and ends up destroying her camellia bush on their walk back from the store. When the children arrive...

In chapter 11, Scout and Jem are walking past Mrs. Dubose's home on their way to the store when Mrs. Dubose begins to make derogatory comments toward them. Mrs. Dubose tells the children,

Your father’s no better than the niggers and trash he works for! (Lee, 105).

Jem becomes infuriated after hearing Mrs. Dubose insult his father and ends up destroying her camellia bush on their walk back from the store. When the children arrive home, they sulk in the kitchen until Calpurnia kicks them out. Scout mentions,

By some voo-doo system Calpurnia seemed to know all about it (Lee, 106).

Scout is humorously acknowledging Calpurnia's instincts and awareness that Jem has done something wrong. Calpurnia can sense that Jem has done something that will get him into trouble judging by his body language, depressed mood, and the fact that he is not excited about seeing Atticus when he comes home from work. Scout's inability to understand Calpurnia's innate senses and awareness is the reason she ascribes Cal's knowledge of Jem's offense to "some voo-doo system." From Scout's naive, childhood perspective, Calpurnia could only know about Jem's offense through some sort of magical, supernatural ability. 

How does voter turnout in the US compare to the voter turnout in other countries? How do you explain the differences? What were the effects of the...

The United States voter turnout is a topic of interest because despite the nation being a strong democracy, it ranks lower in voter turnout compared to other developed countries. The voter turnout was slightly higher in 2016 when compared to 2012, but it remained lower than the record turnout in 2008. In 2016, the voter turnout was estimated to have reached 55.7%, which was lower compared to countries in the Organization for Economic Cooperation and Development (OECD). The highest was Belgium at 87.2%.

In the United States, voter registration by those eligible is voluntary. Thus, the number of registered voters is much lower compared to the number of potential voters. In states where competition is low between the parties, low voter turnouts have been recorded due to minimal interest. Restrictive voting laws such as photo ID mandates have also impacted negatively on turnout.

The Motor Voter law was introduced to improve participation of marginalized groups in polls. However, the law has not yielded the expected results because its main focus is on registration. Marginalized groups have yet to be convinced of the need to turn out and vote. The Australian ballot system serves the purpose of reducing fraud and expanding voter freedom during the actual voting, but it cannot motivate voters to turn out at the ballot. Thus, more needs to be done to motivate and convince the eligible voters to register and participate in electing their representatives.

In "Half and Half," by Amy Tan, what does the metaphor mean when the narrator writes, "My mother believed in God's will for many years. It was as...

It's a way of expressing An-mei's simple faith in God. An-mei firmly believes that her faith is responsible for all the blessings and good things she's received in life. The faucet metaphor is very useful, because it perfectly encapsulates a comforting, uncomplicated understanding of what faith in God entails. Just as when we're thirsty, we turn on a faucet to get a drink of water; when An-mei wants to enjoy the blessings of life, she...

It's a way of expressing An-mei's simple faith in God. An-mei firmly believes that her faith is responsible for all the blessings and good things she's received in life. The faucet metaphor is very useful, because it perfectly encapsulates a comforting, uncomplicated understanding of what faith in God entails. Just as when we're thirsty, we turn on a faucet to get a drink of water; when An-mei wants to enjoy the blessings of life, she places her unconditional faith in God.

But as her faith is based largely upon an almost constant flow of blessings, it's inevitable that when the "faucet" is turned off, then that faith will falter. And that's precisely what happens in the case of An-mei. For when Bing, her youngest child, falls into the sea, An-mei implores God to give her son back to her. Sadly, her prayers go unanswered and An-mei loses her faith.

`3^(3x-7)=81^(12-3x)` Solve the equation.

`3^(3x-7)=81^(12-3x)`

To solve, factor 81.

`3^(3x-7)=(3^4)^(12-3x)`

To simplify the right side, apply the exponent rule `(a^m)^n=a^(m*n)` .

`3^(3x-7)=3^(4*(12-3x))`

`3^(3x-7)= 3^(48-12x)`

Since both sides have the same base, to solve for the value of x, set the exponent at the left equal to the exponent at the right.

`3x-7=48-12x`

`3x+12x=48+7`

`15x=55`

`x=55/15`

`x=11/3`

Therefore, the solution is `x=11/3` .

`3^(3x-7)=81^(12-3x)`

To solve, factor 81.

`3^(3x-7)=(3^4)^(12-3x)`

To simplify the right side, apply the exponent rule `(a^m)^n=a^(m*n)` .

`3^(3x-7)=3^(4*(12-3x))`

`3^(3x-7)= 3^(48-12x)`

Since both sides have the same base, to solve for the value of x, set the exponent at the left equal to the exponent at the right.

`3x-7=48-12x`

`3x+12x=48+7`

`15x=55`

`x=55/15`

`x=11/3`

Therefore, the solution is `x=11/3` .

The Civil Rights movement is considered to be related to Madison democracy in America. What is the relationship between the struggle to achieve...

Madison defined our democratic government as a republic rather than as a pure democracy. The difference, in his words from The Federalist Papers, is that a republic is "a government in which the scheme of representation takes place." The Civil Rights movement advanced the struggle to achieve American democracy by fighting for African-Americans to enjoy the same basic liberties as other people and by gaining access to the franchise (the right to vote) for African-Americans.

Before the modern phase of the Civil Rights movement, African-Americans' rights were restricted. In the south, very few African-Americans were allowed to vote, as they were subject to poll taxes, literacy tests, and grandfather clauses (which stated that people couldn't vote if their grandfathers couldn't vote). In some southern states, the African-American voting rate was less than 10%. The Civil Rights movement fought for African-American voting rights. For example, in 1964, the Mississippi Freedom Summer, organized by CORE, Martin Luther King's SCLC, SNCC, and the NAACP, registered African-Americans to vote. Civil rights workers were killed, and others risked their lives. Eventually, the Voting Rights Act of 1965 put the power of the federal government behind the enforcement of African-American voting rights. By being able to vote, African-Americans were able to exercise their right to participate in our republican form of government by which we elect people to represent us at the local, state, and federal levels.

The Civil Rights movement also resulted in the Civil Rights Act of 1964, which made racial and forms of other discrimination in public facilities, schools, and the workplace illegal. A democracy allows rights to all its people, including people in the minority, so by granting these rights to African-Americans, the U.S. became more democratic.  

I'm writing an analysis essay on James Hogg's The Brownie of Bodsbeck. I've received feedback suggesting I connect how the nationalistic and...

From the information given in this question, it sounds as if your editor would like to see a further demonstration in your essay of the two female characters and how their struggles mirror the larger national issues in the story. The Brownie of Bodsbeckis known for Hogg's unconventional female characters, who do not conform to stereotypical female roles. Katherine's importance to the nation, despite the fact that she is unmarried and denies courtship with...

From the information given in this question, it sounds as if your editor would like to see a further demonstration in your essay of the two female characters and how their struggles mirror the larger national issues in the story. The Brownie of Bodsbeck is known for Hogg's unconventional female characters, who do not conform to stereotypical female roles. Katherine's importance to the nation, despite the fact that she is unmarried and denies courtship with the "Highland hero," gives Scotland a new kind of heroine that is set apart from earlier symbolic Scottish figures. Other characters are male but are lower-class in Scottish standards, yet play a vital part in helping their country. Hogg is showing how two non-traditional types of national hero are nonetheless hugely important to their nation. Many characters deny Katharine's usefulness and are even frightened of her, but Nanny is one of the few that can see through the former "ideals" to the new revolution that is coming true in reality. The feedback from your instructor implies that he/she would like you to juxtapose these two characters and their femininity with the larger picture of Scottish politics and freedom.

I have to write an essay on this: In The White Tiger, Balram’s father states that “my whole life I have been treated like a donkey. All I want...

This is a very complicated question, and you can come down on either side of it. Balram decides that his own personal freedom and his chance to escape his humble origins (which he refers to as "darkness") and live the life of a wealthy entrepreneur justify not only murdering his boss, Mr. Ashok, but also potentially causing the death of his family. As retribution for killing Mr. Ashok, Balram's family is also likely to be...

This is a very complicated question, and you can come down on either side of it. Balram decides that his own personal freedom and his chance to escape his humble origins (which he refers to as "darkness") and live the life of a wealthy entrepreneur justify not only murdering his boss, Mr. Ashok, but also potentially causing the death of his family. As retribution for killing Mr. Ashok, Balram's family is also likely to be murdered. Still, he reasons,  it is the only way to break out of the Rooster Coop, the metaphor Balram uses to describe the grinding hopelessness of India's poor.

Still, it is questionable whether Balram really is free at the end of the novel. He lives with the knowledge that he has committed murder and that he has likely caused the murder of his family. He is also trapped in a system of inequity and ruthlessness. Is this truly freedom?

Your thesis should include your take on Balram's situation. You can argue that he is finally able to live like a man, as he has broken out of the poverty into which he was born. You can, on the other hand, choose to argue that Balram has broken out of the "darkness" (which refers to India's rural poverty) but that he is still entrapped in immorality and corruption. Which thesis you decide on (or whether you decide on another thesis entirely) depends on whether you think he is free at the end of the novel to make his own choices or is still caught in a corrupt and limiting system. 

What is an analysis of I, Tituba, Black Witch of Salem?

This novel fills in the historical record by providing a firsthand account of the life of Tituba, the slave who was one of the first people to be accused of witchcraft in Salem, Massachusetts, during the notorious witch trials of 1692. The author fills in gaps in the historical record (as historians do not know anything of Tituba's actual birth) by describing Tituba's conception as the result of her mother's rape by a white sailor...

This novel fills in the historical record by providing a firsthand account of the life of Tituba, the slave who was one of the first people to be accused of witchcraft in Salem, Massachusetts, during the notorious witch trials of 1692. The author fills in gaps in the historical record (as historians do not know anything of Tituba's actual birth) by describing Tituba's conception as the result of her mother's rape by a white sailor on board a slave ship heading from Africa to Barbados.

The themes of racism and sexism run throughout the book. Tituba's mother, an Ashanti woman named Abena, fights off the advances of a white master and is hanged as a result. Tituba marries a fellow slave named John Indian, who later deserts her when she is imprisoned for witchcraft in Salem. The book describes the ways in which Tituba is the victim of both racism and sexism and her persistence in fighting against these evils. Even after her death, she joins her mother and her substitute mother, Mama Yaya, to continue to fight for the freedom of slaves.

The book also examines different forms of persecution. When Tituba arrives in Salem as the property of Samuel Parris (a Puritan minister), she is regarded with distrust by the Puritans, partly because of her healing capacities. She is later rescued from prison by a Jewish merchant who is also treated with contempt in Salem for his religious beliefs. Eventually, he must leave Puritan Massachusetts for Rhode Island, where he can practice his religion freely. By giving Tituba a powerful voice and a full story, the author has given us insight into how slaves at that time experienced life, both in the West Indies and in colonial America. 

Why are the people of Maycomb County so poor?

It is important to recognize that the book is set in the 1930s during the Great Depression. The entire country was facing economic hardship, so Maycomb was not unique its struggles.

That said, we also know that Maycomb is a small, rural town. The town doesn't create much opportunity to earn money; they are not a seat of industry or agriculture, for example. Geographically, it is far from most everything, too. So Maycomb is not...

It is important to recognize that the book is set in the 1930s during the Great Depression. The entire country was facing economic hardship, so Maycomb was not unique its struggles.

That said, we also know that Maycomb is a small, rural town. The town doesn't create much opportunity to earn money; they are not a seat of industry or agriculture, for example. Geographically, it is far from most everything, too. So Maycomb is not exactly a tourist or economic hub. The town members appear to be scraping by and supporting themselves as best they can.

We see many of the townsfolk, like the Cunninghams, paying for services with food rather than with money simply because they are able to grow their food but unable to earn much or any cash to spend.

What is a summary of chapter 7 from Harry Potter and the Sorcerer's Stone?

Professor McGonagall welcomed the first-year students and guided them to the sorting ceremony, where each student would be sorted into one of Hogwarts' four houses, namely, Gryffindor, Hufflepuff, Ravenclaw, and Slytherin. She told them about the importance of this ceremony and mentioned the House Cup. The ceremony was held in the Great Hall, a splendid dining hall, with all the school's students and teachers at present. After singing a greeting song, the sorting hat started...

Professor McGonagall welcomed the first-year students and guided them to the sorting ceremony, where each student would be sorted into one of Hogwarts' four houses, namely, Gryffindor, Hufflepuff, Ravenclaw, and Slytherin. She told them about the importance of this ceremony and mentioned the House Cup. The ceremony was held in the Great Hall, a splendid dining hall, with all the school's students and teachers at present. After singing a greeting song, the sorting hat started to shout out the name of the house each student was assigned to as McGonagall called the students to put on the hat one at a time in alphabetical order. Hermione and Neville were both put in Gryffindor, and Malfoy was put in Slytherin. When it was Harry's turn, the sorting hat hesitated for a while, hearing Harry asking not to be put in Slytherin, then put him in Gryffindor. Lastly, Ron joined his new friends and his brothers at the Gryffindor table. After the sorting ceremony, Dumbledore welcomed the students with a short speech and treated them to a feast created by magic. The students chatted with each other while enjoying their dinner. Harry also talked to the ghost Nearly Headless Nick, and saw Professor Quirrell and Professor Snape for the first time. Dumbledore concluded the feast with another speech, telling the new students about the school rules. Then they sang the school song and the ceremony was dismissed. Harry and his friends followed Percy into Gryffindor’s dormitory. Harry was so tired that he fell asleep almost immediately. He had a strange dream but forgot about it the next morning.

How does social science work with other cultures?

The social sciences have a great deal of interest in different cultures: in fact, most fields in the social sciences (anthropology, psychology, etc) have a discipline called "cross-cultural studies" that looks at similarities and differences across cultures. 

Many studies in the social sciences today make a point of exploring hypotheses across cultures. Psychology, for example, has historically conducted studies and experiments using mostly educated, wealthy participants from Western countries. However, more recently, the field has...

The social sciences have a great deal of interest in different cultures: in fact, most fields in the social sciences (anthropology, psychology, etc) have a discipline called "cross-cultural studies" that looks at similarities and differences across cultures. 

Many studies in the social sciences today make a point of exploring hypotheses across cultures. Psychology, for example, has historically conducted studies and experiments using mostly educated, wealthy participants from Western countries. However, more recently, the field has made a big effort to include people of all ethnicities and from many different countries in their findings (although there are still a large number of studies conducted only on psychology undergraduates!). 

This work is very important because we need to find out whether our findings DO actually apply to people from many cultures, or whether our findings only apply to certain groups of people. In this way, the field of social sciences can help uncover truths and knowledge about people from many cultures. For example, a great deal of very interesting linguistic studies have been done with the Pirahã people of the Amazon basin. Their language is extraordinarily unique and has challenged many assumptions linguists previously had about the nature of all languages. 

Who are the characters in Oliver Optic's Rich and Humble?

There are a number of characters in Rich and Humble, including Bertha, Richard, Mr. Grant, Mr. Grayle, and Mr. Sherwood. Each of them has an impact on Bertha at some point during the story.

Bertha is the protagonist of the story. After her home and her family are taken from her by Mr. Grayle, she sets out to prove their innocence and reclaim her home and fortune. She is honorable, dignified, intelligent, and kind....

There are a number of characters in Rich and Humble, including Bertha, Richard, Mr. Grant, Mr. Grayle, and Mr. Sherwood. Each of them has an impact on Bertha at some point during the story.

Bertha is the protagonist of the story. After her home and her family are taken from her by Mr. Grayle, she sets out to prove their innocence and reclaim her home and fortune. She is honorable, dignified, intelligent, and kind. She's very loyal to her family and believes in her father's innocence. Through her actions, the family is able to regain their former wealth.

Richard is Bertha's brother. He's a trial to the entire family. He drinks, creates problems, and can't be trusted. He's reckless—even at the end of the book, he isn't reformed. 

Mr. Franklin Grant is a loving father who mourns his deceased wife. He goes to jail for fraud, even though he is innocent. When Mr. Grayle accuses him of fraud, he gives him the deed to Woodhill while he raises the money to pay him back—even though he isn't obliged to. He does it so others won't question his honor.

Mr. Samuel Grayle is the man who frames Mr. Grant and takes over Woodhill, the Grants' home. He blames Mr. Grant for a deal that went bad and accuses him of fraud. When Mr. Grant gives him the bill to Woodhill as collateral, he sends the police to arrest Mr. Grant and takes possession of the estate.

Noddy Nodderson is an orphan who lives in the Hollow. He takes care of himself but is wild, disreputable, and prone to trouble. 

Master Charley is the young child at Blue Hill, where Bertha works as a governess. He is a difficult and spoiled child.

Mrs. Byron is the mistress of Blue Hill and Master Charley's mother. She fires Bertha when she discovers that her last name is Grant, not Loring, and that her father is in jail for fraud.

Peter is the head groom at Blue Hill. He offers Bertha a place to stay when she loses her job as a governess. 

Mr. Sherwood is Mr. Grant's clerk. He sleeps at the office in New York City and has proof of Mr. Grant's innocence. He tells Bertha he's waiting to get the evidence before the court and staying in the office to protect it all in the meantime.

Find information on 5 trade agreements. Talk about the countries involved and when the agreement was implemented. Then discuss the pros and...

Free trade agreements (FTA's) are an integral practice within an ever-growing globalized market economy, and, in America especially, free trade agreements have resulted in huge economic gains. As stated by the International Trade Administration, the "reduction of trade barriers and the creation of a more stable and transparent trading and and investment environment make it easier and cheaper for the U.S. to export their products and services." From this statement, it is clear that the U.S. has benefitted greatly from past FTA's with countries that range from each end of the globe.

Here are some examples: 

1)

Name of agreement                          The Central American-Dominican Republic Free Trade Agreement 

 

Countries involved                           United States, Costa Rica, Dominican Republic, Guatemala, Honduras, Nicaragua, El Salvador. (Arnadeo, 2017)       

 

Date agreement implemented         August 5, 2004 (Arnadeo, 2017)          

 

Pros of agreement                           71% increase in trade of goods since 2005. 4.7% economical growth in Nicaragua (2014). Greater foreign investment in Costa Rican telecommunication and insurance industries. Growth of gold and silver exports in Dominican Republic, as well as an increase in tourism. (Arnadeo, 2017) 

 

Cons of agreement                          This trade deal resulted in a massive upheaval due to an increase in exports of low-cost grains and a change of location for low-cost labor. Many jobs moved overseas to countries like China and Vietnam. (Arnadeo, 2017) 

2)

Name of agreement                          Trans-Pacific Partnership

 

Countries involved                           United State and 11 countries that border the Pacific (Arnadeo, 2017)

 

Date agreement implemented         February 4, 2016 (Arnadeo, 2017)          

 

Pros of agreement                            The creation of jobs due to an increase in exports and economic growth. Specifically, this agreement would help to improve the plastics, machinery, auto, and agricultural industries. (Arnadeo, 2017) 

 

Cons of agreement                           A majority of the growth that would incur would primarily benefit higher wage earners. This is a result of an increase of production of textiles and cheap goods. (Amadeo, 2017)

3)

Name of agreement                          Transatlantic Trade and Investment Partnership 

 

Countries involved                           United States and the European Union (Arnadeo, 2017).  

Date agreement implemented        In progress... (Arnadeo, 2017)          

 

Pros of agreement                            Economic growth and the creation of up to 2 million jobs. This agreement would also strengthen the relationship of Transatlantic partnerships in the face of a rise in economic power from China, India, and other Pacific nations. (Amadeo, 2017)

 

Cons of agreement                           A growth in the European economy could result in a reduction of jobs for American workers. Companies like Boeing and those that produce French champagne would be especially damaged. (Amadeo, 2017)

4)

Name of agreement                          Israel Free Trade Agreement 

 

Countries involved                           United States and Israel (Arnadeo, 2017).

 

Date agreement implemented         1985 (Arnadeo, 2017)          

 

Pros of agreement                            Resulted in a decrease in trade restrictions that limited exports between the two countries. Also resulted in greater transparency in regard to trade regulations. (Amadeo, 2017)

 

Cons of agreement                           The strengthening of ties between Israel and the U.S. resulted, in part, in the alienation of Middle Eastern and neighboring countries like Palestine. (Amadeo, 2017)

5)

Name of agreement                         Jordan Free Trade Agreement

 

Countries involved                           United States and Jordan (Arnadeo, 2017)       

 

Date agreement implemented         December 17, 2001 (Arnadeo, 2017)          

 

Pros of agreement                            Reduced trade barriers in the meat and poultry industries, specifically. Also benefitted Jordan's agricultural industry. (Amadeo, 2017)

 

Cons of agreement                           May have resulted in an increase in violations of labor-rights due to the increase in production of cheap goods. (Amadeo, 2017)

In conclusion, all of the aforementioned trade agreements have resulted in an increase in the production and export of trade goods between the countries involved. Consequently, all of the countries involved have experienced economic growth to some degree since these agreements have been signed into action. Unfortunately, this economic growth primarily benefits higher-wage earners as free trade agreements tend to help more industrialized countries. As a consequence, economies that cannot compete to the same degree tend to suffer. (Arnadeo, 2017)

References

Amadeo, K. (n.d.). The Top 12 U.S. Bilateral Trade Agreements. Retrieved June 26, 2017, from https://www.thebalance.com/what-are-bilateral-trade-agreements-pros-cons-and-list-3305911

Amadeo, K. (n.d.). Will the World's Largest Trade Agreement Be Signed This Year? Retrieved June 26, 2017, from https://www.thebalance.com/transatlantic-trade-and-investment-partnership-ttip-3305582

Amadeo, K. (n.d.). The 2004 Trade Agreement That Made Bananas Cheaper. Retrieved June 26, 2017, from https://www.thebalance.com/what-is-cafta-3305580

Amadeo, K. (n.d.). What Does Trump's Executive Order to Withdraw from the TPP Mean? Retrieved June 26, 2017, from https://www.thebalance.com/what-is-the-trans-pacific-partnership-3305581

What is the relationship between Apollo and the Furies? How do they view each other?

The Oresteia is one of many Greek literary works that takes places immediately after the Trojan War. Both the plot of the story and the characters within it would have been familiar to its audience.

The most important information you need to understand the relationship of Apollo to the Erinyes or Furies is actually the background found in Hesiod's Theogony about the generations of the Greek gods. 

According to Hesiod and other ancient sources, the...

The Oresteia is one of many Greek literary works that takes places immediately after the Trojan War. Both the plot of the story and the characters within it would have been familiar to its audience.

The most important information you need to understand the relationship of Apollo to the Erinyes or Furies is actually the background found in Hesiod's Theogony about the generations of the Greek gods. 

According to Hesiod and other ancient sources, the first generation of gods were primordial deities representing such natural elements as Chaos (or the Void), earth, night, and sky. The second generation sprang from these and overthrew them; this second generation was that of the Titans. The Furies were part of this generation. The third generation of Olympian gods (including Apollo) overthrew the Titans, imprisoning many of them or condemning them to eternal punishment.

The Furies are female goddesses of justice who see Apollo's support for Orestes as part of a pattern of the disrespect of the upstart younger gods for an older generation. They also argue that Apollo as a male god is advocating the rights of men in preference to those of women and mothers. Apollo sees the Furies as primordial, irrational, and vengeful. Thus the relationship is antagonistic until Athena, a female goddess of wisdom, creates a brilliant compromise, founding the Court of the Areopagus.

What does Miss Maudie mean by "sometimes the Bible in one hand of one man is worse than a whiskey bottle in the hand of-oh your father?"

Miss Maudie means that the Bible can be harmful when someone uses its content for evil. Even though the Bible is meant to inspire hope and love in modern Christian theology, people can twist its words in a negative way and use it to justify negative actions. Alcohol, on the other hand, was often seen as a negative; but it is all about the person using it, Miss Maudie says.

Miss Maudie is explaining to...

Miss Maudie means that the Bible can be harmful when someone uses its content for evil. Even though the Bible is meant to inspire hope and love in modern Christian theology, people can twist its words in a negative way and use it to justify negative actions. Alcohol, on the other hand, was often seen as a negative; but it is all about the person using it, Miss Maudie says.

Miss Maudie is explaining to Scout what she knows about the Radley family. Scout is curious about Arthur "Boo" Radley, a shut-in who Scout, Jem, and Dill wonder about all summer. Miss Maudie knew him as a child and explains that his family was very religious. They belonged to a type of Baptist group that Miss Maudie calls "foot-washing Baptists." They believed that every type of pleasure was sinful. 

Miss Maudie tells Scout:

"Wasn’t talking about your father," she said. "What I meant was, if Atticus Finch drank until he was drunk he wouldn’t be as hard as some men are at their best. There are just some kind of men who—who’re so busy worrying about the next world they’ve never learned to live in this one, and you can look down the street and see the results."

In this way, she is explaining how Boo Radley's father twisted the Bible's messages and made his home a sad one.

What is the Giver's favorite memory?

The answer to this question can be found in chapter 16 of The Giver. Jonas actually asks what the Giver's favorite memory is, but then he quickly backpedals and says that the Giver doesn't have to give it to him yet. 

"What is your favorite?" Jonas asked the Giver. "You don't have to give it away yet," he added quickly. "Just tell me about it, so I can look forward to it, because I'll have...

The answer to this question can be found in chapter 16 of The Giver. Jonas actually asks what the Giver's favorite memory is, but then he quickly backpedals and says that the Giver doesn't have to give it to him yet. 

"What is your favorite?" Jonas asked the Giver. "You don't have to give it away yet," he added quickly. "Just tell me about it, so I can look forward to it, because I'll have to receive it when your job is done." 

The Giver responds by saying that he would be happy to share his favorite memory with Jonas. The memory that he shares is a memory of a family at Christmas time. The memory contains a fire in the fireplace, candles on the table, snow falling outside, and lights on a tree that is inside the house. Jonas finds that last detail a bit odd, but that doesn't stop him from thoroughly enjoying the general feeling of the entire memory. Jonas witnesses the family sitting together and enjoying the company. The Giver asks Jonas what he felt, and Jonas describes two specific things. He explains that he felt "warmth" and "family." Jonas also says that he experienced a third feeling that he can't quite describe. The Giver tells him that the feeling is love, and the concept is completely new to Jonas.

"I certainly liked the memory, though.  I can see why it's your favorite. I couldn't quite get the word for the whole feeling of it, the feeling that was so strong in the room." 

"Love," the Giver told him. 

Jonas repeated it. "Love." It was a word and concept new to him. 

Do you think that Guleri and Manak love each other in the story "Stench of Kerosene" by Amrita Pritam?

The answer to your question will depend upon your personal opinion and perspective.

In the story, Guleri and Manak are married; however, Guleri appears to be barren and so cannot bear any children for Manak. Meanwhile, Manak's mother finds a second wife for her son while Guleri is away visiting her family. Obedient to his mother and tradition, Manak complies with what is required of him, but he finds no joy in his new wife.

...

The answer to your question will depend upon your personal opinion and perspective.

In the story, Guleri and Manak are married; however, Guleri appears to be barren and so cannot bear any children for Manak. Meanwhile, Manak's mother finds a second wife for her son while Guleri is away visiting her family. Obedient to his mother and tradition, Manak complies with what is required of him, but he finds no joy in his new wife.

Eventually, however, Guleri hears of Manak's second marriage, and she responds by dousing herself with kerosene and setting herself on fire. Guleri dies, possibly because she cannot imagine sharing Manak with another woman. For his part, Manak becomes grief-stricken when he hears the news. He goes about his daily chores mechanically and appears to pay no attention to his new wife. When a son is born and then brought to him, Manak screams for the baby to be taken away. He exclaims that the child smells of kerosene.

A possible reason for Manak's reaction is that thoughts of how Guleri died are still fresh in his mind, and he has yet to recover from his overwhelming grief at losing her. I would argue that both Guleri and Manak's reactions constitute the evidence you need to decide whether they love each other or not. Although Guleri's commitment to her yearly excursion may suggest indifference, her decision to kill herself can hardly be termed a dispassionate one.

You may well know of the obsolete Hindu ritual of sati, where widows burned to death as a symbol of their fidelity to their deceased husbands. In this story, Guleri commits suicide by fiery death after hearing of Manak's second marriage. It can be argued that Guleri's manner of killing herself can be seen as a statement of her love for Manak.

Was Calhoun's speech about the benefits of slavery effective?

John C. Calhoun gave a speech in which he stated that slavery is good. Whether this speech was effective for the time depends on one’s viewpoint. From a southern point of view, this was a good speech. It focused on why the South shouldn’t compromise at all on the issue of slavery. Calhoun believed that compromise will lead to more compromise, and this will eventually doom the existence of slavery in the United States. He...

John C. Calhoun gave a speech in which he stated that slavery is good. Whether this speech was effective for the time depends on one’s viewpoint. From a southern point of view, this was a good speech. It focused on why the South shouldn’t compromise at all on the issue of slavery. Calhoun believed that compromise will lead to more compromise, and this will eventually doom the existence of slavery in the United States. He also argued that the slaves were better off in the South as slaves than they would be in the North as freed people. Many southerners agreed with this position.

Many northerners would have felt that this speech was not effective, but instead counterproductive to compromise. They believed this speech encouraged southerners to refuse to consider compromise regarding the issue of slavery. To northerners, it appeared that the southerners would rather fight to keep slavery than reach compromises about it. This speech also condemned the way of life in the North. It implied that there was much poverty in the North and that there was much suffering in the region. The northerners believed that Calhoun thought that being a slave was better than being free. Many northerners strongly disagreed with Calhoun’s point of view regarding slavery.

How did Franklin Roosevelt respond to unfavorable Supreme Court rulings concerning New Deal programs?

America's federal government is divided into three branches by the Constitution. Article I delineates the powers of the legislature, Article II lays out the powers of the president and Article III offers only general guidelines for the judiciary and does not expressly determine the number of justices on the nation's highest judicial body, the Supreme Court. It took the Judiciary Act of 1789, passed by Congress, to limit the number of justices on the court...

America's federal government is divided into three branches by the Constitution. Article I delineates the powers of the legislature, Article II lays out the powers of the president and Article III offers only general guidelines for the judiciary and does not expressly determine the number of justices on the nation's highest judicial body, the Supreme Court. It took the Judiciary Act of 1789, passed by Congress, to limit the number of justices on the court to six, one chief justice and five associates. While the number fluctuated from seven to ten to eight throughout the first half of the 1800s, the Judiciary Act of 1869 settled on nine justices.

When Franklin Roosevelt ascended to the presidency in 1933 he inherited a country in the depths of the Great Depression with unemployment at an unprecedented twenty-five percent. His "New Deal" prescribed a series of programs to help alleviate the pain of the economic downturn. Conservatives on the court, however, believed the Roosevelt's programs were too heavy handed in their interference in the economy and they struck down as unconstitutional some of Roosevelt's most important reforms.

Since the Constitution did not explicitly limit the number of justices on the court, Roosevelt, in his unpopular court packing scheme, proposed increasing the number of justices to as many as fifteen. Because the president holds the power to appoint justices, Roosevelt was ready to name justices who would vote in favor of his plans for the nation. An immediate outcry against the idea was led by Republicans. Even a proponent of the New Deal, Senator Hiram Johnson from California, labeled the court packing scheme one step on the "road to fascism." a Gallup Poll revealed that over fifty percent of Americans were against the idea.

Ironically, a few weeks before Roosevelt's plan was revealed, the nine judges met privately and agreed not to oppose some of the New Deal's most important laws including the minimum wage, protection for labor unions and the advent of Social Security. Roosevelt's court packing plan then quickly disintegrated and the court remained at nine.

What do you think the world would be like if the Bretton Woods Agreement had never been signed?

The Bretton Woods Agreement is a significant landmark in world economic history. Developed at the United Nations Monetary and Financial Conference in 1944, the Bretton Woods Agreement sought to establish a new post-war international monetary order. The plan was formed in response to lessons learned following World War I, with participating countries hoping to prevent similar economic instability caused by hyperinflation and retaliation against trade restrictions from occurring again.

If the Bretton Woods Agreement hadn’t...

The Bretton Woods Agreement is a significant landmark in world economic history. Developed at the United Nations Monetary and Financial Conference in 1944, the Bretton Woods Agreement sought to establish a new post-war international monetary order. The plan was formed in response to lessons learned following World War I, with participating countries hoping to prevent similar economic instability caused by hyperinflation and retaliation against trade restrictions from occurring again.

If the Bretton Woods Agreement hadn’t been signed, European countries and Japan may not have rebounded from World War II as successfully as they did. By establishing a rules-based system of international finance through Bretton Woods, confidence in the world economy was somewhat restored. This, along with the Marshall Plan, helped increase world trade among developed countries in the 1950s and 1960s, leading to improved world output and living standards.

Two new institutions were created as a result of the Bretton Woods Agreement, the International Monetary Fund (IMF) and the World Bank Group. If Bretton Woods hadn’t been approved, these organizations may not have been formed. The IMF was created to monitor exchange rates and lend reserve currencies to nations. The World Bank was set up to provide financial assistance for countries during the reconstruction post-World War I era.

The Bretton Woods Agreement represents a transitional stage in world economics that ushered in a new international monetary order that exists today. Its collapse signaled a shift from disciplined economic policy to today’s more flexible system.