Explain how mutations can become established in a gene pool? Why does the frequency of some mutated alleles increase while others decrease in...

A mutation can arise from a change in the DNA sequence. If a mutation occurs in a germ cell, the mutation can be passed along to the next generation.

Some mutations are harmful, some have no effect while a small percentage may actually prove beneficial.

In the Theory of Natural Selection put forth by Charles Darwin, it is mentioned that organisms possess variations. These are due to gene mutations. If an organism...

A mutation can arise from a change in the DNA sequence. If a mutation occurs in a germ cell, the mutation can be passed along to the next generation.

Some mutations are harmful, some have no effect while a small percentage may actually prove beneficial.

In the Theory of Natural Selection put forth by Charles Darwin, it is mentioned that organisms possess variations. These are due to gene mutations. If an organism has a variation that makes it better suited to the environment in which it lives, it may win the struggle for existence, survive and reproduce. Possibly, its variation which is an adaptation to the environment may be passed down to its offspring. In this way, the frequency of the gene that produces this variation may increase over time. However, if a gene mutation is not beneficial, it may become less common in the gene pool because it doesn't benefit the organism or improve its chances of survival.

An example demonstrating how gene frequencies can shift can be seen in the Peppered Moths in England. Before the Industrial Revolution, most moths in the area where the study occurred were of the light-colored variety. However, a few dark-colored moths existed due to a gene variation. Light ones blended into the light- colored background of the trees upon which they rested, while dark ones stood out and were eaten by predatory birds. In this way, natural selection caused the gene that produced the light-colored moths to increase in frequency, while the gene producing the darker-colored moths decreased.

During the time of the Industrial Revolution, the trees in the forest became covered in soot. Dark-colored moths now had an advantage because they blended into the background and escaped predatory birds. These moths lived and reproduced and the gene frequency increased for the dark variety. However, the lighter moths no longer had an advantage and were consumed more frequently. Their numbers due to the selective pressure of predators were drastically reduced.

Life doesn't operate in a vacuum. Because the environment changes, gene frequencies can change over time due to natural selection. I have included a link which elaborates the story of the peppered moths. I have included a second link summarizing Darwin's Theory of Evolution.

IN THE FEDERALIST 10 1. Identify the part of the national government that was originally most closely tied to citizens and explain how it was...

Considered among the most important documents in United States history, Federalist #10, written by James Madison under a pseudonym, provides one of the Founding Fathers' most eloquent arguments in support of the Constitution. That this particular document constitutes a warning to the public against the factionalism into which Madison and others feared a pure democracy would descend makes it especially noteworthy. Many Americans understand that the system of government established in the Constitution is not a pure democracy but rather a republic. In other words, the public elects individuals to go to Washington, D.C. to represent its interests. If every voting-age citizen voted on legislation, the process by which laws are made and treaties ratified would have been too unwieldy and too riven by factions of like-minded individuals whose interests may ignore those of the larger good; in other words, factional interests would overshadow the interests of the nation as a whole. As Madison wrote in Federalist #10:

"No man is allowed to be a judge in his own cause, because his interest would certainly bias his judgment, and, not improbably, corrupt his integrity. With equal, nay with greater reason, a body of men are unfit to be both judges and parties at the same time; yet what are many of the most important acts of legislation, but so many judicial determinations, not indeed concerning the rights of single persons, but concerning the rights of large bodies of citizens?"

There is a reason that the first article in the Constitution of the United States establishes the legislative branch of government: the Founders believed fervently that the representatives of the public (mainly, the members of the House of Representatives) would be best suited to ensure that the public's voice was always heard. Popular representation, however, was not an end in itself; the need to protect against complete domination of the majority over the minority was also a priority. Minority views had to be represented and respected. Once again quoting Madison:

"The apportionment of taxes on the various descriptions of property is an act which seems to require the most exact impartiality; yet there is, perhaps, no legislative act in which greater opportunity and temptation are given to a predominant party to trample on the rules of justice. Every shilling with which they overburden the inferior number, is a shilling saved to their own pockets."

The House of Representatives, despite its closeness to the public it represents, is ruled by the majority party. The minority party in the House of Representatives enjoys almost no power except when individual members of the minority party succeed in establishing alliances on certain issues with members of the majority party, which happens regularly on parochial matters important to individual states or districts. This is why the Constitution's authors established the Senate. It is in the United States Senate that the rights of the minority are protected. Individual members of the Senate enjoy considerable power relative to their number. Individual senators can block legislation from being debated and voted upon by the Senate, and individual senators can block presidential appointments from being confirmed for the positions for which they were nominated. Whereas the minority in the House of Representatives enjoys minimal power, the minority in the Senate enjoys power out of proportion to its percentage of the whole. 

This, then, is how the Founding Fathers ensured that majority rule did not descend into dictatorship. The Constitution established a legislative branch of government before any other branch (namely, the executive and the judicial) and also established a "higher" body within the legislature, the Senate, in which minority rights would be protected. 

Minority rights were also protected in the Constitution through the establishment of the executive branch of government. The chief executive, or president, enjoys a great deal of power, but his or her power is checked by that of the other two branches of government. Presidents, though, might represent the minority party in Congress, which happens from time to time when the public elects a divided government (the president's political party is different from that which enjoys the majority in one or both chambers of Congress). The president's power to veto legislation, which can only be overridden by a two-thirds vote by both chambers (Article I, Section 7), serves as an important check on the legislature.

`int sin(2x) cos(4x) dx` Find the indefinite integral

 Indefinite integrals are written in the form of `int f(x) dx = F(x) +C`

 where: `f(x) ` as the integrand

           `F(x)` as the anti-derivative function 

           `C`  as the arbitrary constant known as constant of integration

For the given problem `int sin(2x)cos(4x) dx` or `intcos(4x)sin(2x) dx`   has a integrand in a form of trigonometric function. To evaluate this, we apply the identity:

`cos(A)sin(B) =[sin(A+B) -sin(A-B)]/2`

The integral becomes:

`int cos(4x)sin(2x) dx = int[sin(4x+2x) -sin(4x-2x)]/2dx`

 Apply the basic properties of integration: `int c*f(x) dx= c int f(x) dx` .

`int [sin(4x+2x) -sin(4x-2x)]/2dx = 1/2int[sin(4x+2x) -sin(4x-2x)]dx`

 Apply the basic integration property: `int (u+v) dx = int (u) dx + int (v) dx` .

`1/2 *[int sin(4x+2x)dx+int sin(4x-2x)dx]`

Then apply u-substitution to be able to apply integration formula for cosine function: `int sin(u) du= -cos(u) +C` .

For the integral:`int sin(4x+2x)dx` , we let `u = 4x+2x =6x` then `du= 6 dx` or `(du)/6 =dx` .

`int sin(4x+2x)dx=intsin(6x) dx`

                                  `=intsin(u) *(du)/6`

                                  `= 1/6 int sin(u)du`

                                  `=-1/6cos(u) +C`

Plug-in `u =6x ` on `-1/6 cos(u) +C` , we get:

`int sin(4x+2x)dx= -1/6 cos(6x) +C`

For the integral: `intsin(4x-2x)dx` , we let` u = 4x-2x =2x` then `du= 2 dx` or `(du)/2 =dx` .

`intsin(4x-2x)dx=intsin(2x) dx`

                                 `=intsin(u) *(du)/2`

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

                                 `= -1/2cos(u) +C`

Plug-in `u =2x` on `-1/2 cos(u) +C` , we get:

`intsin(4x-2x)dx= -1/2 cos(2x) +C`

Combing the results, we get the indefinite integral as:

`intcos(4x)sin(2x) dx= 1/2*[ -1/6 cos(6x) -(-1/2 cos(2x))] +C`

or   `-1/12 cos(6x) +1/4 cos(2x) +C`

Discuss at least three factors a service industry such as an airline need to consider when forecasting demands. How do these factors affect...

The first factor is that services cannot be warehoused. In other words, if you are manufacturing paper towels and sell fewer than forecasted one week, you can warehouse the unsold inventory and sell it the next week. If a seat on an airplane is not filled, you lose money. An unsold seat on the 1 November 10 a.m. flight from JFK to LAX cannot somehow be stored and sold on 5 November.

Next, demand must...

The first factor is that services cannot be warehoused. In other words, if you are manufacturing paper towels and sell fewer than forecasted one week, you can warehouse the unsold inventory and sell it the next week. If a seat on an airplane is not filled, you lose money. An unsold seat on the 1 November 10 a.m. flight from JFK to LAX cannot somehow be stored and sold on 5 November.

Next, demand must be forecast precisely in terms of specific places and times. If you manufacture paper towels, it really does not matter if the customer buys them in store 1 or store 2, at 8 a.m. or 8 p.m.; you can just keep enough inventory on hand to supply both stores with a few weeks of the product. In the case of airplane seats, it is important to have the right number of seats available at precisely the right time. That means collecting data to discover the precise times at which people want to take flights to specific destinations and the profitability of different seats. For example, an 8 a.m. Monday flight from JFK to LAX might have more profitable business customers than a Saturday afternoon flight appealing to leisure travelers. 

Another extremely important part of forecasting in service industries is estimating the differences between peak and off-peak demands. Because many airline workers must have specific skills and training, one needs to plan how to deploy employees in a way that will cope with peak demand while not resulting in idle employees in slower periods. One cannot just hire high school kids to fly airplanes or serve as the cabin crew over the Christmas holidays.

List all the steps that the Egyptians take to mummify Elizabeth's deceased pet.

In the story, the children (calling themselves the Egyptians) take several steps to mummify Petey, Elizabeth's dead parakeet. Toby (Ramose) had originally intended to remove Petey's internal organs but eventually decided against it when Elizabeth objected.

The Egyptians first soak Petey in salt water.

The following afternoon, Toby pours some fresh water over the dead bird and then dries him off with the tail end of his T-shirt. There is every indication that he also...

In the story, the children (calling themselves the Egyptians) take several steps to mummify Petey, Elizabeth's dead parakeet. Toby (Ramose) had originally intended to remove Petey's internal organs but eventually decided against it when Elizabeth objected.

The Egyptians first soak Petey in salt water.

The following afternoon, Toby pours some fresh water over the dead bird and then dries him off with the tail end of his T-shirt. There is every indication that he also rearranges Petey's feathers so that the dead bird looks presentable for his funeral.

In the next few days, Petey is anointed with different spices and perfumes. Then, he is carefully wrapped in thin strips of oil-soaked cloth. Petey is finally laid to rest in a pyramid built out of old bricks. The children place a few of Petey's favorite toys and a supply of birdseed inside the pyramid with him.

How do students actively engage in creating knowledge and meaning by integrating new concepts within their own experiences?

Researchers who conduct studies on the brain have used positron emission tomography (PET) and functional magnetic resonance imaging (fMRI), which show activity in different parts of the brain, to find that new information is stored with similar information that is already in the brain. For example, Judy Willis, who is a neurologist and educator (see the link to an article about her work), has found that new sensory information activates the somatosensory cortex areas. New information...

Researchers who conduct studies on the brain have used positron emission tomography (PET) and functional magnetic resonance imaging (fMRI), which show activity in different parts of the brain, to find that new information is stored with similar information that is already in the brain. For example, Judy Willis, who is a neurologist and educator (see the link to an article about her work), has found that new sensory information activates the somatosensory cortex areas. New information that students receive through their senses, including sight, hearing, sound, taste, and smell, is passed along and stored with similar information in the long-term memory. For example, if students learn new information about apples, it will be stored with similar information in the category of fruit. 

In addition, the limbic system, which is the brain's emotional system that includes part of the temporal lobe, amygdala, hippocampus, and pre-frontal cortex, plays a role in facilitating the storage of information in a student's long-term memory. Therefore, if students think about their own emotions and experiences related to a new concept, they will facilitate the learning of this new information by activating the emotional centers of the brain. Thinking about their own experiences helps them activate the part of the brain that helps them store this information with similar information and that provides them a framework or gestalt for this information. This process makes the information easier to remember and retrieve. 

Why did Jamestown change from a charter colony to a royal colony?

A charter colony is a self-governing entity in which the king grants a charter to a company to establish a colony in the Americas.  The king would do this so that he did not have to spend the country's money on a risky endeavor.  Companies like the Virginia Company, would seek investors for the project and establish colonies like the one at Jamestown.  The king did not have any political authority over this entity.  A...

A charter colony is a self-governing entity in which the king grants a charter to a company to establish a colony in the Americas.  The king would do this so that he did not have to spend the country's money on a risky endeavor.  Companies like the Virginia Company, would seek investors for the project and establish colonies like the one at Jamestown.  The king did not have any political authority over this entity.  A royal colony, on the other hand, was ruled directly or indirectly by the king.  Jamestown was established as a charter in 1606 and was granted by King James I.  The king wanted the colonists to convert the natives to Christianity, while the company hoped to reap a profit from gold.  What the company found was that the region did not have vast reserves of gold and it was difficult to even sustain the population with food and protect itself from Indian attacks.  After a vicious string of Indian attacks known as the Powhatan Uprising, the king revoked the charter in 1624 and established the colony as a royal colony.

Why Does Mrs. Merriweather tell Scout that she is “a fortunate girl”?

In chapter 24, we're at the Finch residence, where Mrs. Merriweather, the most devout woman in town, is attending a meeting of Aunt Alexandra's missionary circle. She gives the group a little talk on the lives of the Mrunas, a remote African tribe among whom J. Grimes Everett has been conducting missionary work. As well as living in extreme squalor, the Mrunas are ignorant of the Christian religion and supposedly steeped in sin, hence the...

In chapter 24, we're at the Finch residence, where Mrs. Merriweather, the most devout woman in town, is attending a meeting of Aunt Alexandra's missionary circle. She gives the group a little talk on the lives of the Mrunas, a remote African tribe among whom J. Grimes Everett has been conducting missionary work. As well as living in extreme squalor, the Mrunas are ignorant of the Christian religion and supposedly steeped in sin, hence the need for Everett's evangelizing. Though apparently sympathetic to the Mrunas' desperate plight, Mrs. Merriweather, as with other members of the missionary circle, makes derogatory remarks about African Americans.

Turning to Scout, Mrs. Merriweather contrasts the little girl's life with that of those poor, benighted souls out in Africa:

"Jean Louise," she said, "you are a fortunate girl. You live in a Christian home with Christian folks in a Christian town. Out there in J. Grimes Everett’s land there’s nothing but sin and squalor."

Mrs. Merriweather's remarks are ironic indeed. This is the very day on which Tom Robinson has been shot dead by prison guards, trying to escape after being falsely convicted of raping a white woman. The previous chapters of To Kill A Mockingbird provide us with ample evidence of sin and squalor in Maycomb. Unfortunately, the likes of Mrs. Merriweather are unable or unwilling to see this.

What is the theme in Set This House On Fire?

As with any well-written novel generally well-received by critics (though acknowledged as not one of Styron's best), Set This House on Fire (1960) has more than a single thematic concern.  At its most essential, perhaps, it is concerned with the nature of good and evil with regard to the murders of Mason Flagg and Francesca and Peter Leverett's determination to get to the truth about them, and the actions of Cass Kinsolving in their...

As with any well-written novel generally well-received by critics (though acknowledged as not one of Styron's best), Set This House on Fire (1960) has more than a single thematic concern.  At its most essential, perhaps, it is concerned with the nature of good and evil with regard to the murders of Mason Flagg and Francesca and Peter Leverett's determination to get to the truth about them, and the actions of Cass Kinsolving in their wake.  However, Styron offers other motifs that could arguably be regarded as themes: the American South's cultural legacy and Southern male identity (which were interesting to Styron because he grew up in Virginia), the moral excesses of the entertainment industry, Americans in Europe, redemption, and the difference between justice and law and order as seen in the Italian policeman, Luigi, who lets Cass Kinsolving go. 

What aspects of Things Fall Apart relate to intercultural theory, postcolonial theory, and/or theories of language contact and development?

Chinua Achebe’s 1958 novel Things Fall Apart explores the complex Igbo culture of Nigeria in the wake of European colonialism. One of Achebe’s stated purposes of the novel was to introduce the complexities and richness of African culture to Western readers who often perceive African society as primitive or backward. Things Fall Apart explores the culture clash that occurs through lack of social interaction and misunderstandings between native Africans and Western society. These misunderstandings are directly tied to the legacy of colonialism in Africa. Language similarly intersects with culture and post-colonialism because it reflects cultural points of view and is also used as a tool of control.

Achebe also wrote this novel with his Nigerian people in mind. He said he wished to “help my society regain belief in itself and put away the complexes of the years of denigration and self-abasement.” This purpose directly relates to the scars left by colonialism. The characters Reverend James Smith and the unnamed District Commissioner reveal aspects of intercultural theory and Africa’s postcolonial struggles. Smith disregards African culture and religion, rejecting the idea that Nigerians retain elements of their native heritage. The District Commissioner has a patronizing attitude toward native tribes, seeing himself as a guide to bring them into the modern era. Achebe, however, depicts African culture as a complex system of religion, government, economics, arts, and justice. He also sought to portray a realistic account of Africa’s precolonial past, an account free of the typical stereotypes and distortions found in Western depictions. This novel does not, however, idealize the Igbo’s past or present culture as perfect. For example, the Africans criticize the Christians as being foolish. Achebe believes his people also need to realign their perceptions of themselves and Westerners.

Regarding language, Achebe chose to write this novel in English in order to reach a wide audience. However, he honors the Igbo language by including Igbo words, proverbs, metaphors, speech rhythms, and cultural ideas. He incorporates these elements seamlessly into the English text to bridge the linguistic and cultural divide his narrative centers around.     

What does history mean to you?

The question you asked is a personal question and one that people will answer differently. However, there are some themes that emerge from this topic. History is the study of events that occurred in the past. History, if studied and applied properly, should serve as a guide of how to live in the present and in the future. We can learn a lot about life by studying history. We can also learn how to prevent...

The question you asked is a personal question and one that people will answer differently. However, there are some themes that emerge from this topic. History is the study of events that occurred in the past. History, if studied and applied properly, should serve as a guide of how to live in the present and in the future. We can learn a lot about life by studying history. We can also learn how to prevent making the same mistakes over and over.

History allows a person to learn how we got to where we are today regarding world affairs, the economy, and relations among different groups of people. We can learn how countries gained power and influence. We can also learn why some people are angry because of how they were treated by history. If you asked the Native Americans how they view history, they may answer very differently than if you asked a person who benefited from treaties made with the Native Americans. The way a person views history is affected by one’s experiences and one’s perspective.

What do you think was Montresor's motivation for killing Fortunato?

While the story contains no explicit mention of a motive, it may be gleaned somewhat from the narrator's choice of words and the dialogue. Montresor's motivation is complicated. It has to do not so much with murdering Fortunato specifically as somehow avenging the decline of his family name and prestige. Our narrator is a deeply insecure man. These insecurities manifest themselves as a desperate need for decisive, bold action, namely murdering Fortunato.

As to the...

While the story contains no explicit mention of a motive, it may be gleaned somewhat from the narrator's choice of words and the dialogue. Montresor's motivation is complicated. It has to do not so much with murdering Fortunato specifically as somehow avenging the decline of his family name and prestige. Our narrator is a deeply insecure man. These insecurities manifest themselves as a desperate need for decisive, bold action, namely murdering Fortunato.

As to the catalytic insult which triggered this whole thing? It most likely was something similar to the conversation the two characters had on their way through the wine vaults:

"The Montresors," I replied, "were a great and numerous family."

"I forget your arms."

Note that Montresor says they were "a great and numerous family." This implies the family has since dwindled and become less important. Montresor may logically feel ashamed or insecure about this, and thus he feels stung by Fortunato's lack of knowledge (or respect for) his family's importance. Fortunato does not know the family's arms or motto and does not seem to revere the Montresor name as Montresor thinks he should. Montresor resents Fortunato's arrogance and reads it as an insult to his entire existence—his name and family history. 

Does The Crucible relate to current politics?

In the sense that the literal witch hunt portrayed in The Cruciblecan be compared to more figurative witch hunts in the twenty-first century, the play is still relevant to politics today. When Miller wrote the play, he had the activities of the House Un-American Activities Committee (HUAC), run by Senator Joseph McCarthy, in mind. This committee, under McCarthy's direction, conducted a figurative witch hunt in the United States in the middle of the twentieth...

In the sense that the literal witch hunt portrayed in The Crucible can be compared to more figurative witch hunts in the twenty-first century, the play is still relevant to politics today. When Miller wrote the play, he had the activities of the House Un-American Activities Committee (HUAC), run by Senator Joseph McCarthy, in mind. This committee, under McCarthy's direction, conducted a figurative witch hunt in the United States in the middle of the twentieth century.  They were hunting communists, seen as the source of a so-called potential national threat. One of the committee's most notorious tactics was to ask those who confessed to communist ties to name names, just as a person who confessed to witchcraft was not believed unless they named other witches they had seen with the devil.

Now, one might argue that there is a figurative witch hunt for Muslims. Followers of Islam are targeted, and some people assume that these individuals are terrorists because of their religion. They are subjected to hate crimes, national scrutiny, and even humiliating laws that prevent their entering some countries if they come from certain other countries.

Anytime a country wants a scapegoat, a witch hunt could come next. It happened in the 1980s as well, when America wanted to place blame somewhere for the AIDS epidemic. 

In Iraq, how could the standard of living improve while maintaining good relations with their neighbors and the world community? How can Iraq...

There is no secret to improving the standard of living of the population of Iraq. Ethnic and religious enmities have to be put aside in favor of stabilizing the country politically so that the nation's economy can grow, and there must be a political system free of the kind of corruption endemic to much of the more recently decolonized world.

For many decades, until the U.S. invasion in 2003, Iraq was ruled by the country's minority Sunni population. The majority Shi'a were repressed while their resources were used by the ruling regimes to benefit the Sunni minority. In the meantime, the Kurdish population in the north, as with the Kurdish populations in neighboring Syria, Iran and Turkey, sought independence from Arab dominance. In addition, Iraqi society is riven with tribal and clan rivalries that were largely kept under control when the late and enormously brutal dictator Saddam Hussein was in power.

The invasion of Iraq by the United States removed Saddam Hussein, his family (his two sons were notoriously sadistic), and his tribe from power and attempted to replace it with a democratic system. Democracy in a country in which the majority of people have been repressed by a hostile religious minority (the Sunni-Shi'a divide is the cause of enormous bloodshed throughout much of the Muslim world) may seem like a good idea, but in Iraq it did not work as hoped. Suddenly in power, the majority Shi'a sought to marginalize the now-defeated Sunnis, and the result was civil war, with the added complication of the growth of terrorist organizations like al Qaeda and, now, the Islamic State.

All of this history is given because, when discussing a subject like the standard of living in Iraq, it would folly to pretend that all of these problems did not exist. They do exist, and, until at least some of them are resolved, improving the life of the average Iraqi citizen will remain problematic. This is not to say that there have not been improvements in some areas. The economically (due to vast oil deposits and refining and shipping assets) vital southern region of Iraq has enjoyed some stability, which has allowed for economic growth, which has improved the standard of living for many people. In the north, under the protection of the United States since the 1991 conflict (the United States drove Iraqi military forces out of Kuwait, which it had invaded), the Kurdish population has enjoyed considerable autonomy and, with it, economic growth, peace and stability.

The Kurdish model is important in the context of improved standards of living in at least portions of Iraq. Because Iraqi Kurdistan has been largely peaceful, the Kurdish population there was able to establish functioning political and economic systems. That is the key to Iraq as a whole. It must have political stability provided by a government that enjoys legitimacy among the entirety of the population. It must have an economy open to foreign investment, and it must be as free from corruption as possible. Then, Iraq can better exploit its vast oil and gas reserves, as well as diversify its economy so that it is less dependent upon frequently volatile oil prices.

The key to minimizing costs for imports while maximizing profits from exports, once the above conditions are met, involves establishment of free trade agreements among other nations. If one uses Singapore as a model, enormous economic growth can result from a free trade system free of corruption. If incoming goods are not taxed via tariffs, and if outgoing goods are competitive in terms of quality and price, then the objectives should be met, with the concomitant growth in gross domestic product such practices usually achieve. The key, then, is equitable distribution of revenue and a practical utilization of that revenue for the common good, as in infrastructure improvements.

Chicanx experiences represent a truth worth knowing and living. It offers us a model for human liberation. Please choose one example from...

The Chicanx movement is a movement for civil rights for Mexican American people. It uses the gender-neutral "Chicanx" to embrace chicanos, chicanas, and people who identity with other genders. There are many examples of the ways in which the Chicanx movement has furthered justice and democracy.

For example, the movement started with the activism of Reies Lopez Tijerina, a Texas-born activist who was referred to as the "Malcolm X of the Chicano Movement." From the...

The Chicanx movement is a movement for civil rights for Mexican American people. It uses the gender-neutral "Chicanx" to embrace chicanos, chicanas, and people who identity with other genders. There are many examples of the ways in which the Chicanx movement has furthered justice and democracy.

For example, the movement started with the activism of Reies Lopez Tijerina, a Texas-born activist who was referred to as the "Malcolm X of the Chicano Movement." From the mid-1950s to the mid-1970s, he led a grassroots movement to reform land grants in New Mexico that dated back to the Treaty of Guadalupe Hidalgo that ended the Mexican War. He led Chicanos to seek land that had been marked for Anglos by surveyors and that contravened the terms of the treaty. In addition, he fought for the recognition of Chicano/a culture and for economic opportunities for Chicanos/as. He also joined with the 1968 Poor People's Campaign led by Martin Luther King and served as its Chicano leader.

The movement continues today in organizations such as the Southwest Voter Registration Project (see the link below), whose slogan is, "su voto es su voz," or "your voice is your vote." This organization seeks to increase the participation of Latinos/as and other minorities in the democratic process. They host voter registration drives around the nation and, through the Latino Academy, train people for community leadership positions through courses in public speaking, political activism, and other areas. This organization promotes democratic values by seeking to involve all Americans, even those who have historically been disenfranchised, in the process of voting and carrying out community organization projects. There might be other similar organizations or efforts within the movement that have inspired you.

The term "anomie," as described by Durkheim, refers to (A) objectivity, (B) normlessness, (C) subjectivity, or (D) norms?

Sociologist Emile Durkheim uses the term "anomie" to refer to a state of "normlessness," or choice B in the question above. According to Durkheim, anomie arises when society no longer provides moral guidance to people because the bonds between the individual and society have eroded. In this scenario, there is a mismatch between the individual and the norms of the society, so that the individual feels a lack of social regulation and a sense of...

Sociologist Emile Durkheim uses the term "anomie" to refer to a state of "normlessness," or choice B in the question above. According to Durkheim, anomie arises when society no longer provides moral guidance to people because the bonds between the individual and society have eroded. In this scenario, there is a mismatch between the individual and the norms of the society, so that the individual feels a lack of social regulation and a sense of alienation. In a society that develops organically, this situation of anomie does not develop, as the society conforms to people's needs. Durkheim believed that in an industrialized society, people are not integrated sufficiently into society, and therefore society has limited control over the individual. The society is normless, meaning that it does not have sufficient norms to control individual behavior and that people must make their own decisions about moral behavior.

In "Contents of the Dead Man's Pocket," what is Jack Finney saying about choosing priorities in life?

In “The Contents of the Dead Man’s Pocket,” Jack Finney is teaching an important life lesson about choosing priorities.

In the exposition, Tom Benecke chose working to get a promotion at work over an enjoyable evening with his wife. Although he is attracted to his beautiful young wife, he is driven to make a name for himself in the grocery industry with the hope of reaping the benefits of the work in future. He even...

In “The Contents of the Dead Man’s Pocket,” Jack Finney is teaching an important life lesson about choosing priorities.

In the exposition, Tom Benecke chose working to get a promotion at work over an enjoyable evening with his wife. Although he is attracted to his beautiful young wife, he is driven to make a name for himself in the grocery industry with the hope of reaping the benefits of the work in future. He even jokes with his wife about how she will enjoy the increase in salary he expects to get for his work.

She nodded, accepting this. Then, glancing at the desk across the living room, she said, "You work too much, though, Tom—and too hard."

He smiled. "You won't mind though, will you, when the money comes rolling in and I'm known as the Boy Wizard of Wholesale Groceries?"

"I guess not." She smiled and turned back toward the bedroom.

It is only after Tom faces a life or death situation on the ledge that he sees the flaw in his reasoning. By putting himself in a desperate situation, he realizes his life is out of balance. Jack Finney teaches the reader about balancing work with pleasure and about seizing the moment and enjoying what one has. This does not mean you should not have goals, but they should not be so consuming that life passes you by.

He thought of all the evenings he had spent away from her, working; and he regretted them. He thought wonderingly of his fierce ambition and of the direction his life had taken; he thought of the hours he'd spent by himself, filling the yellow sheet that had brought him out here. Contents of the dead man's pockets, he thought with sudden fierce anger, a wasted life.

What is the main problem in Old Yeller?

The main problem in Old Yeller is how Travis Coates, who is 14, will be able to take care of his mother and younger brother, Little Arliss, while his father is away on a long cattle drive. Part of Travis's dilemma is how he will handle Old Yeller, the name he gives the mangy dog who shows up at the family's house and consumes all their meat.

At first, Travis struggles to deal with the...

The main problem in Old Yeller is how Travis Coates, who is 14, will be able to take care of his mother and younger brother, Little Arliss, while his father is away on a long cattle drive. Part of Travis's dilemma is how he will handle Old Yeller, the name he gives the mangy dog who shows up at the family's house and consumes all their meat.

At first, Travis struggles to deal with the tasks of being head of the house, and he also struggles to control Old Yeller. The dog cavorts in the family's drinking water with five-year-old Arliss and fails to go after two bulls who are fighting. However, Old Yeller then saves Arliss from a bear, and the dog becomes invaluable to Travis in catching the heifer, Spot, who has run away. Old Yeller also saves Mama and Lisbeth, a neighbor, from a rabid wolf, but, as the dog has contracted rabies, Travis must shoot Old Yeller. In the end, Travis, though sick at heart after killing the dog, has proved that he can serve ably as the head of his household. 

What are some quotes from The Would-Be Gentleman?

MUSIC MASTER Mere praises do not provide a comfortable existence; one needs to add to them something more substantial, and the best praise is cash.

In the beginning of Act One, we learn that Monsieur Jourdain has hired tutors to teach him the art of being a gentleman. The music master and the dancing master engage in conversation about Jourdain behind his back. Both agree that Monsieur Jordan pays well, and they appreciate his largesse. However, the music master contends that adequate remuneration must accompany praise: after all, an artist must be pragmatic. Meanwhile, the dancing master is offended by what he considers the music master's indelicate focus on money. The conversation highlights the frequent conflict between material and non-material considerations in the practice of art.

MUSIC MASTER: All the troubles, all the wars one sees in the world happen only because people have not learned music.

DANCING MASTER: All the misfortunes of mankind, all the dreadful disasters that fill history books, the blunders of politicians and the errors of great commanders, all that comes from not knowing how to dance.

Here, the dancing and music masters argue about the true impact of their individual crafts on society. On the surface, the passionate words appear to constitute opposing arguments between two idealists. In reality, however, the two masters are vying for Monsieur Jourdain's attention and by extension, his financial largesse. In the play, we learn that Monsieur Jourdain has also hired a fencing master and a master of philosophy. Although the dancing master prefers to be discreet about monetary considerations, the reality is that he's as avaricious as his counterpart, the music master. 

MONSIEUR JOURDAIN: A curse on the woman! She always speaks this way! If your father was a merchant, so much the worse for him! But, as for mine, those who say that are misinformed. All that I have to say to you is that I want a son-in-law who is a gentleman.

MADAME JOURDAIN: Your daughter needs a husband who is suitable for her, and it’s better for her to have an honest man who is rich and handsome than an ugly gentleman who has no money.

The quotes above reinforce the themes of economic disparity, social striving, and masculine gender relevance. Monsieur Jourdain and his wife disagree about how they should define a gentleman. While Madame Jourdain advises discretion and pragmatism in the choice of one's marriage partner, Monsieur Jourdain favors marriage as a vehicle for social elevation. 

What's a holistic theme that can connect "The Great Figure" by William Carlos Williams and its corresponding "The Figure 5 in Gold" painting by...

These works all comment on the viability of the American Dream--the idea that anyone in America can achieve success through effort alone. "The Great Figure" by William Carlos Williams and the corresponding painting, "The Figure 5 in Gold" by Demuth, paint a bold and exciting view of America as a land of promise and progress, as the figure 5 William Carlos Williams sees painted on the side of the truck is bold and shines out...

These works all comment on the viability of the American Dream--the idea that anyone in America can achieve success through effort alone. "The Great Figure" by William Carlos Williams and the corresponding painting, "The Figure 5 in Gold" by Demuth, paint a bold and exciting view of America as a land of promise and progress, as the figure 5 William Carlos Williams sees painted on the side of the truck is bold and shines out like a beacon of progress in the rain. 

On the other hand, The Great Gatsby, The Invisible Man, and FDR's First Inaugural Address are all commentaries on the inability of people to achieve the American Dream. Gatsby constructs an opulent house and wants to marry Daisy, who is from the upper class; however, he dies friendless and without Daisy. In The Invisible Man, the unnamed narrator faces racism and realizes the futility of the Brotherhood (a socialist or communist group) in helping the African-American community. FDR gave his First Inaugural Address in the midst of the Great Depression, when the American economy seemed on the brink of collapse. These works, literary and historic, comment on the way in which the promise of the American Dream is at times illusory. 

How can I compare the similarities and literary messages of The Bridge on the Drina and A Farewell to Arms?

I see now with this second post of your question that you have a specific idea in mind. You need both “similarities” especially in the “literary message to readers.” This has caused me to rethink the previous thesis and reword it a bit. This thesis, then, could be the end of the first section of your outline: Both A Farewell to Arms and The Bridge on the Drina are similar in that they both convey the message of the importance of connection (in the former, the connection is with Catherine and in the latter, the connection is with the physical bridge).

The next section of your outline would be your first body paragraph which would show why a connection is needed within both books: war. In A Farewell to Arms, the war is World War I, and the destruction is heavy. It causes Frederic Henry to be disillusioned both in watching the battles and in being wounded himself. In The Bridge on the Drina the connection is needed because of the suffering of the Bosnian people. It doesn’t focus on one specific war, but describes many wars from the 1500s until the early 1900s. Interestingly enough, the suffering history involved also depicts World War I.

The next section of your outline would be your second body paragraph which would focus specifically on the connection in the two novels. In A Farewell to Arms, Frederick Henry finds his connection (and his escape from World War I specifically in the character of Catherine. Through this love, Frederick Henry searches for personal meaning. He gets lots in “her hair” as well as her conversation. They don’t get married quite yet, but they conceive a child together. This gives Frederick Henry hope. Similarly, in The Bridge on the Drina the connection is reflected in the title: the bridge IS this connection. Sokolli was originally taken from his home in Bosnia, but eventually becomes the grand vizier in the Ottoman Empire in the 1500s. He wants to build a bridge across the Drina River near Viegrad. It is beautiful and, through its eventual acceptance, is the connection between the Turks and the Bosnian people.

The third section of your outline should be your last body paragraph which would focus on the destruction of the two connections and how that affects the literary significance. In A Farewell to Arms, Frederick Henry has accompanied Catherine during the birth of the baby. The destruction of the connection begins with the baby’s death and continues with the death of Catherine due to a hemorrhage. Frederick Henry has nothing left in that he has lost his love and life connection. Also, in The Bridge on the Drina the connection is destroyed when the bridge is destroyed. Ironically, the bridge is destroyed in World War I. Further, it takes Alihodja as a kind of witness of history, the culture, and the actual bridge. The connection is lost and the entire idea destroyed.

The last part of your outline should indicate the conclusion of your essay. It should begin with a reworded thesis and present a new idea. Perhaps you could present an idea that is a more modern “bridge” in our world. For example, the World Trade Center Memorial as a symbol of peace.

What does it mean when Norman says, "I am haunted by waters" in A River Runs Through It?

This is the final sentence of the book. The author uses this memoir to recount how important the activity of fly fishing was to him, his brother Paul, and his father. In fact, Maclean opens the book with the line,

In our family, there was no clear line between religion and fly fishing.

The Macleans lived in Montana, and they fished as often as they could while they simultaneously dealt with the usual activities of...

This is the final sentence of the book. The author uses this memoir to recount how important the activity of fly fishing was to him, his brother Paul, and his father. In fact, Maclean opens the book with the line,

In our family, there was no clear line between religion and fly fishing.

The Macleans lived in Montana, and they fished as often as they could while they simultaneously dealt with the usual activities of daily life. Even though this story is true, we can see the recurring image of the river as a metaphor for the passage of time and for the course of a human life. Just as water hurries around rocks and sunken tree trunks, so do people meet and deal with challenges that they encounter along their way. There is no way to stop the progress. The river keeps flowing, just as the pages of the calendar keep turning.

A little past the middle of the book, the author references this relationship when he writes:

As the heat mirages on the river in front of me danced with and through each other, I could feel patterns from my own life joining with them. It was here, while waiting for my brother, that I started this story, although, of course, at the time I did not know that stories are often more like rivers than books. But I knew a story had begun, perhaps long ago near the sound of water. And I sensed that ahead I would meet something that would never erode so there would be a sharp turn, deep circles, a deposit, and quietness.

That something is this book. By the time Norman shares these memories with us, Paul has already been murdered under unusual circumstances. This story is therefore a tribute to his fallen brother, his fellow fly fisherman. Even though one man has been lost, the river still runs; the water still flows. Time passes. Norman can still remember the times they fished together; he can go back to those places to fish again and to mourn the loss of Paul. The lives of the Macleans and the water of the river were always intertwined. Norman cannot change what happened to Paul. He can only remember, as he continues to go with the flow.

Which factors led to the declaration of World War I?

Several factors led to the declaration of World War I. The immediate cause was the assassination of Franz Ferdinand, the heir to the Austro-Hungarian throne, by Serbian nationalist Gavrilo Princip on June 28, 1914. Therefore, nationalism, or a feeling of patriotism about one's own country or ethnic group, was one of the factors that led to the declaration of war. Serbian nationalist groups wanted to unite all Slavs in one country, an effort supported by Russia...

Several factors led to the declaration of World War I. The immediate cause was the assassination of Franz Ferdinand, the heir to the Austro-Hungarian throne, by Serbian nationalist Gavrilo Princip on June 28, 1914. Therefore, nationalism, or a feeling of patriotism about one's own country or ethnic group, was one of the factors that led to the declaration of war. Serbian nationalist groups wanted to unite all Slavs in one country, an effort supported by Russia (a country that also had a number of Slavic people) and opposed by Austria-Hungary.

In addition, strong feelings of nationalism among the major European powers--Italy, Austria-Hungary, Germany, Britain, France, and Russia, led these powers to develop their militaries and to be very willing to use them to promote their national strength. Therefore, militarism was another factor that led to the war. Connected to the concepts of nationalism and militarism, imperialism was also a factor in the war, as the European countries had been involved in competing to establish overseas colonies for access to raw materials and markets. Therefore, tensions were running high among them in the decades before the outbreak of the war. 

As a result of competitive nationalist sentiment among the European countries, the nations were undergoing shifting balance of power agreements and new alliances. France, wary of growing German strength after the German unification of 1871 and the Franco-Prussian War, allied itself with Russia in the Franco-Russian Alliance. England also allied itself with Russia with the Anglo-Russian Entente of 1907, and the three countries eventually formed the Triple Entente. England was also wary of Germany because Germany's growing naval power threatened English naval power. Germany, Austria-Hungary, and Italy formed the Triple Alliance, and countries in those alliances promised to defend each other if they were attacked. Therefore, when the assassination of Franz Ferdinand occurred, Russia backed Serbia, and Austria-Hungary eventually declared war on Serbia. Austria-Hungary was given a "blank check" by Germany (this blank check meant that Germany provided unconditional support for Austria-Hungary). As a result, the major countries of Europe were all drawn into the war.

Distinguish between speed and velocity.

This is a good question.  Speed and velocity are not the same thing; however, most people incorrectly use the two terms interchangeably.  Speed is a scalar quantity.  That means it can be described by a numerical value alone.  Speed simply refers to how fast an object is moving.  It is a rate of travel.  

On the other hand, velocity is a vectorquantity.  Vector quantities are quantities that are described by both a magnitude (numerical...

This is a good question.  Speed and velocity are not the same thing; however, most people incorrectly use the two terms interchangeably.  Speed is a scalar quantity.  That means it can be described by a numerical value alone.  Speed simply refers to how fast an object is moving.  It is a rate of travel.  

On the other hand, velocity is a vector quantity.  Vector quantities are quantities that are described by both a magnitude (numerical value) and a direction. Some teachers tell students that velocity is "direction aware."  That just means you must include the direction of travel.  

Here is an example of speed: 65 miles per hour.

Here is an example of velocity: 65 miles per hour, west.  

It might seem like a small difference, but knowing the direction of movement is important.  For example, if I told you that two trains were on the same track and moving at a speed of 65 miles per hour, you have no idea if they are moving toward each other, away from each other, or in the same direction. If both trains are on the same track and they both have a velocity of 65 miles per hour, south, then there is no cause for concern.  

What caused world war ll to break out?

The official beginning of WWII was caused by Hitler's invasion of Poland on September 1, 1939. Britain and France issued an ultimatum for Germany to leave—once this ultimatum was ignored, both nations declared war on Germany.

This is the commonly accepted answer, but consider that Japan, Germany's partner in the Tripartite Pact as of 1940, had been at war with China since 1931. Italy, Germany's ally, had been annexing land in Africa since 1936. Hitler...

The official beginning of WWII was caused by Hitler's invasion of Poland on September 1, 1939. Britain and France issued an ultimatum for Germany to leave—once this ultimatum was ignored, both nations declared war on Germany.

This is the commonly accepted answer, but consider that Japan, Germany's partner in the Tripartite Pact as of 1940, had been at war with China since 1931. Italy, Germany's ally, had been annexing land in Africa since 1936. Hitler annexed Austria and Czechoslovakia before invading Poland. The official beginning of the war is September 1, 1939, but there were aggressive moves all over the world before this time.  

The main causes of the war are extreme nationalism and greed. Germany, Italy, and Japan felt cheated by the Versailles Treaty, Germany most of all since it had to assume the responsibility for the war and pay reparations. All three of these nations put military-minded strongmen in charge who would restore the prestige of the nations. All three wished to annex lands that would prove to be beneficial to their growing populations in terms of places to live and raw materials.

Is the end hopeful or hopeless?

Towards the end of the novel, Montag floats downriver, where he eventually joins a group of traveling intellectuals camping out in the wilderness. The hobo intellectuals welcome Montag into their group and elaborate on how they memorize entire books. Granger, the leader of the group, explains to Montag the importance of preserving priceless pieces of literature for the future. Granger tells Montag that their goal is to preserve the knowledge of the past in hopes...

Towards the end of the novel, Montag floats downriver, where he eventually joins a group of traveling intellectuals camping out in the wilderness. The hobo intellectuals welcome Montag into their group and elaborate on how they memorize entire books. Granger, the leader of the group, explains to Montag the importance of preserving priceless pieces of literature for the future. Granger tells Montag that their goal is to preserve the knowledge of the past in hopes that one day they will be able to write down their memories to rebuild a literate society. Granger also likens humanity to the mythological Phoenix, which destroys itself every few hundred years only to be reborn again and rise from its ashes.

At the end of the novel, the dystopian city is destroyed by a nuclear bomb. However, the traveling intellectuals survive the nuclear attack and walk towards the city armed with their preserved knowledge of the past. Montag leads the group of men, who will attempt to rebuild a literate society. The novel ends on a hopeful note with Montag remembering Ecclesiastes 3 as he travels towards the destroyed city.

A ball is thrown upward with an initial velocity of 9.8 m/s. How high does it reach before it starts descending? Choose only one from the...

To solve, apply the third formula.

`v_(fy)^2 = v_(iy)^2+2gd_y`

Take note that when the ball reaches the maximum height, its velocity is zero. So plugging in the values 

`v_(iy)=9.8` m/s

`v_(fy) = 0`

`g=-9.8` m/s^2

the formula becomes

`0^2= 9.8^2 + 2(-9.8)d_y`

`0=96.04 - 19.6d_y`

`19.6d_y = 96.04`

`d_y=96.04/19.6`

`d_y=4.9`

Therefore, the maximum height of the ball is 4.9 meters.

To solve, apply the third formula.

`v_(fy)^2 = v_(iy)^2+2gd_y`

Take note that when the ball reaches the maximum height, its velocity is zero. So plugging in the values 

`v_(iy)=9.8` m/s

`v_(fy) = 0`

`g=-9.8` m/s^2

the formula becomes

`0^2= 9.8^2 + 2(-9.8)d_y`

`0=96.04 - 19.6d_y`

`19.6d_y = 96.04`

`d_y=96.04/19.6`

`d_y=4.9`

Therefore, the maximum height of the ball is 4.9 meters.

How many men survived the selection in Night by Elie Wiesel?

Elie and his father endure several "selections" during the course of their ordeal in Nazi concentration camps during World War I. A selection made the difference between life and death. In the initial selection at Birkenau they are advised to lie about their ages in order to avoid being pointed to the right (sometimes the left was death and sometimes the right) and certain death by the infamous Dr. Mengele, who presided over many of...

Elie and his father endure several "selections" during the course of their ordeal in Nazi concentration camps during World War I. A selection made the difference between life and death. In the initial selection at Birkenau they are advised to lie about their ages in order to avoid being pointed to the right (sometimes the left was death and sometimes the right) and certain death by the infamous Dr. Mengele, who presided over many of the selections in the camps affiliated with Auschwitz. Later, before they board a train to Buchenwald, the weak, those who would be killed, were pointed to the left and the stronger men to the right. During this selection, when he sees his father has been marked for death, Elie risks his life to bring him back to the right. Unfortunately, Elie's father dies at Buchenwald. How many survived the various selections is unclear. At the end of the war the total number of Jews killed was estimated at over six million, and some think the number much higher. One thing for sure is that when American troops liberated Buchenwald in the spring of 1945 there were 20,000 prisoners still alive, among them Elie Wiesel. These prisoners would have all survived at least one selection, and for most many more.

How is a red blood cell well suited to the transport oxygen

Q:

How is a red blood cell well suited to the transport of oxygen?

A:

At the level of the cell, red blood cells lack organelles, cell nuclei, and mitochondria. This means that they cannot produce RNA and cannot replicate themselves; however, it also means that they do not need to consume as much oxygen as other cells and as such they are able to carry oxygen to other cells. In addition, the red blood cell's...

Q:

How is a red blood cell well suited to the transport of oxygen?

A:

At the level of the cell, red blood cells lack organelles, cell nuclei, and mitochondria. This means that they cannot produce RNA and cannot replicate themselves; however, it also means that they do not need to consume as much oxygen as other cells and as such they are able to carry oxygen to other cells. In addition, the red blood cell's concave "donut" shape allows it to maximize oxygen transfer with other tissue, and the red blood cell is highly flexible, which allows it to pass through small capillaries in and out of the lungs to collect oxygen.

Another chief aspect of the red blood cell's ability to transport oxygen is at the molecular level. The key is the molecule hemoglobin, a highly specialized, three-dimensional protein. This molecule is also responsible for red blood cells' red color. Hemoglobin uses ionized (charged) iron to bind oxygen atoms. Each hemoglobin molecule is able to bind up to four oxygen molecules (`O_2`) via four specialized heme complexes.

`y' + 3y = e^(3x)` Solve the first-order differential equation

Given` y'+3y=e^(3x)`

when the first order linear ordinary differential equation has the form of

`y'+p(x)y=q(x)`

then the general solution is ,

`y(x)=((int e^(int p(x) dx) *q(x)) dx +c)/e^(int p(x) dx)`

so,

`y'+3y=e^(3x)--------(1)`

`y'+p(x)y=q(x)---------(2)`

on comparing both we get,

`p(x) = 3 and q(x)=e^(3x)`

so on solving with the above general solution we get:

y(x)=`((int e^(int p(x) dx) *q(x)) dx +c)/e^(int p(x) dx)`

=`((int e^(int 3 dx) *(e^(3x))) dx +c)/e^(int 3 dx)`

first we shall solve

...

Given` y'+3y=e^(3x)`

when the first order linear ordinary differential equation has the form of

`y'+p(x)y=q(x)`

then the general solution is ,

`y(x)=((int e^(int p(x) dx) *q(x)) dx +c)/e^(int p(x) dx)`

so,

`y'+3y=e^(3x)--------(1)`

`y'+p(x)y=q(x)---------(2)`

on comparing both we get,

`p(x) = 3 and q(x)=e^(3x)`

so on solving with the above general solution we get:

y(x)=`((int e^(int p(x) dx) *q(x)) dx +c)/e^(int p(x) dx)`

=`((int e^(int 3 dx) *(e^(3x))) dx +c)/e^(int 3 dx)`

first we shall solve

`e^(int 3 dx)=e^(3x) `     

so

proceeding further, we get

y(x) =`((int e^(int 3 dx) *(e^(3x))) dx +c)/e^(int 3 dx)`

=`((int e^(3x) *(e^(3x))) dx +c)/e^(3x)`

=`((int e^(6x) ) dx +c)/e^(3x)`

= `(e^(6x)/6 +c)/e^(3x)`

=`(e^(6x)/6 +c)*e^(-3x)`

so `y(x)=(e^(6x)/6 +c)*e^(-3x)`

How do the views and outlooks and accomplishments of Greece and Rome compare to those of Western Europe during the Middle Ages and Renaissance?

This question seems to be addressing the intellectual and cultural achievements of the classical world versus those of medieval and Renaissance Europe. So this answer will not include a discussion of the military, diplomatic, or, for the most part, political achievements of either. The simplest way to answer such a broad question is to say that the cultural achievements and indeed the outlook of the medieval period and Renaissance era were heavily influenced by the...

This question seems to be addressing the intellectual and cultural achievements of the classical world versus those of medieval and Renaissance Europe. So this answer will not include a discussion of the military, diplomatic, or, for the most part, political achievements of either. The simplest way to answer such a broad question is to say that the cultural achievements and indeed the outlook of the medieval period and Renaissance era were heavily influenced by the Greeks and the Romans. While we usually associate the medieval period as a sort of intellectual backwater, it actually featured a great deal of creative thought. While the outlook was decidedly religious in nature, tending to regard mankind as debased in comparison with the divine, it nevertheless drew on a classical worldview advanced by Aristotle. The medieval philosophy known as Scholasticism, often associated with Thomas Aquinas, for example, was strongly influenced by Aristotle. 

The most explicit evocation of Greek and Roman thought, however, came with the Renaissance. Humanism, the philosophy that guided Renaissance thinkers, writers, and artists, emphasized a return to what were believed to be the classical ideals of the ancient Greeks and Romans. Scorning what they thought to be medieval ignorance, they turned especially to Roman writers like Livy and Ovid to celebrate man, his achievements, and his potential. They viewed Greek and Roman philosophers and writers as possessing knowledge that had been lost during the Middle Ages. In terms of outlook, we must speak very generally, but it is safe to say that the worldview of the Italian Renaissance in particular had more in common with the secularism of some Greek and Roman philosophers (Epicurus, for example) than that of the medieval period. The critical worldview embraced by the Greeks in particular resonated with Renaissance philosophers, and the example of participatory government based on a virtuous citizenry set by Romans of the Republican period was emulated by Machiavelli, among others. 

How did John Locke influence the constitution?

John Locke's revolutionary theory of the Social Compact, or Social Contract, served as the inspiration for a "government of the people, by the people, and for the people." In other words, Locke's theory that governments derive their legitimacy from the "will of the people," gave rise to the notion of self-governance, and thus modern representative democracy. The social compact theory that Locke put forth stated that a group of people could agree to hold themselves...

John Locke's revolutionary theory of the Social Compact, or Social Contract, served as the inspiration for a "government of the people, by the people, and for the people." In other words, Locke's theory that governments derive their legitimacy from the "will of the people," gave rise to the notion of self-governance, and thus modern representative democracy. The social compact theory that Locke put forth stated that a group of people could agree to hold themselves accountable not to a monarch, but instead to a group of principals and laws that they would obey. Once this set of laws or principles (the social contract) was established, based on the values of those who drafted that contract, everyone in the community would have to obey the contract's provisions, or face the consequences.

The notion of having an actual constitution (in document form) came from Montesquieu, who took the social compact theory a step further. Montesquieu argued that it was not enough to have a group of founding principles, but that for a representative government to be seen as legitimate, it needed to enshrine those founding principles in one document, which everybody could back refer to when conflicts arose about how to govern. However, the entire inspiration for a government whose legitimacy comes from the people, and which is based on the laws of men, came directly from Locke. 

Moreover, the United States Constitution and our Declaration of Independence were influenced by John Locke's famous declaration that all men are endowed with certain "natural rights," which Locke described as, "life, liberty and property." Thomas Jefferson and his fellow Founding Fathers later translated Locke’s words into, "Life, Liberty and the pursuit of Happiness. "Not only did these words end up in our Declaration of Independence, but they also served as the inspiration for our Bill of Rights, and the very notion that the government cannot and does have the power to take these rights away. As Locke argued, and as our founding fathers echoed, these rights are "inalienable.” Therefore, as Locke, and later, the Founding Fathers argued, our government can only protect and guarantee these inalienable rights, and the government exists primarily to do just that.

What would you do if you were at the place of Jimmy Wells? Would you arrest Bob?

As the student deliberates on how he or she would act in the dilemma in which Officer Wells finds himself, consideration should also be given to the personality traits of 'Silky Bob.'

As Jimmy's old friend stands in the doorway of what once was a 'Big Joe' Brady's restaurant, he tells the policeman on the beat that he is waiting for Jimmy Wells, "my best chum, and the finest chap in the world" who was...

As the student deliberates on how he or she would act in the dilemma in which Officer Wells finds himself, consideration should also be given to the personality traits of 'Silky Bob.'

As Jimmy's old friend stands in the doorway of what once was a 'Big Joe' Brady's restaurant, he tells the policeman on the beat that he is waiting for Jimmy Wells, "my best chum, and the finest chap in the world" who was like a brother to him. The friend adds that when he left for the West, he and Jimmy agreed to meet in twenty years no matter what transpired during those two decades.

By the fact that Bob has agreed to meet his friend "no matter what transpired" in their lives during those twenty years indicates that Bob is willing to accept his old friend as he finds him when they meet again. This moment seems like one that presents an opportunity for Officer Wells to introduce himself and to make the arrest. But he does not; instead, Jimmy Wells later writes his letter which the plainclothes policeman hands to Bob after making the arrest that reads, "Somehow I couldn't do it [the arrest] myself..."

It is with the interpretation of this line that the reader determines the character of Jimmy Wells. Is it kindness not to arrest Bob and humiliate him since Jimmy has been "like a brother to him," or is it cowardly and selfish to avoid the confrontation? Then, too, the reader will want to consider how Bill would react to Jimmy's arresting him in contrast to the plainclothes officer's doing so. With a risk-taker like Bill who is adventurous to go out West, it seems likely that he would find Jimmy's having another policeman make the arrest somewhat cowardly.

What name is given to the scientific study of hair?

The scientific study of hair is known as Trichology. It is a branch of dermatology (the study of skin). In fact, trichology is not only the scientific study of hair but is also the scientific study of the scalp.

A trichologist is a qualified professional who practices trichology. In other words, if you are facing any issues related to your hair such as hair fall, hair loss, baldness, premature graying, dandruff, dryness, thinning of hair, etc., a trichologist...

The scientific study of hair is known as Trichology. It is a branch of dermatology (the study of skin). In fact, trichology is not only the scientific study of hair but is also the scientific study of the scalp.

A trichologist is a qualified professional who practices trichology. In other words, if you are facing any issues related to your hair such as hair fall, hair loss, baldness, premature graying, dandruff, dryness, thinning of hair, etc., a trichologist is the person you should consult.

A trichologist is not a medical doctor and is simply a qualified professional who works in the field of trichology. However, a trichologist is not the same as the hair stylist or beautician and has received an extensive training in the structure, function, and diseases of hair.

With the increased interest in hair care (and better looks), trichology is gaining widespread interest. 

What is a summary of I, Tituba, Black Witch of Salem?

This book imagines the complete life of Tituba, the real life slave and historical figure who was one of the first people to be accused of witchcraft during the notorious Salem witch trials of 1692. The author imagines Tituba's life in novelistic form, and the character of Tituba provides a first-person account of her life in the book. 

Tituba begins her story by describing her conception, aboard a slave ship heading to Barbados, when her...

This book imagines the complete life of Tituba, the real life slave and historical figure who was one of the first people to be accused of witchcraft during the notorious Salem witch trials of 1692. The author imagines Tituba's life in novelistic form, and the character of Tituba provides a first-person account of her life in the book. 

Tituba begins her story by describing her conception, aboard a slave ship heading to Barbados, when her mother, an Ashanti woman named Abena, is raped by an English sailor. Abena is later hanged when she rejects the amorous intentions of her white owner, and Tituba, then seven years old, is raised by a woman named Mama Yaya, a healer. After Mama Yaya dies, Tituba moves to the plantation of a vindictive white woman named Susanna Endicott, whose skin is "the color of curdled milk" (page 24). Tituba's intention is to be with a slave named John Indian, who she marries. For trying to use herbs to sicken Endicott, Tituba is sent with John Indian to Salem, Massachusetts, as the property of Reverend Samuel Parris.

In Salem Village, Tituba is treated with disdain by the Puritans and is later accused of witchcraft by several local girls and is jailed. John Indian leaves her when she is jailed. Tituba meets Hester Prynne, the fictional heroine of The Scarlet Letter, in jail. Benjamin Cohen D'Azevedo, a Jewish man who has lost his wife and some of his children to whooping cough, rescues Tituba. He needs her to take care of his nine surviving children, and Tituba has a relationship with Cohen. They are both isolated and suffer rejection from the society around them for their religious and cultural backgrounds.

After his children die in a fire, Cohen leaves for Rhode Island, where he can practice his religion freely. He frees Tituba, who returns to Barbados, where she tends to the wounds of rebels named Maroons. Later, with a local boy she has adopted named Iphigene, she takes part in a slave uprising for which she is executed. As a spirit, she joins her mother and Mama Yaya and hopes for freedom for slaves. 

How can Milton's Areopagitica be summarized?

Areopagitica is arguably one of the most important defenses of free speech in the English language. The title comes from the Greek word Areopagitikos which refers to a speech given by the fifth-century BC orator Isocrates on the hill of Areopagus in Athens.

The occasion of Areopagitica was the passing by the Puritan Parliament of the Licensing Order of 1643. This brought publishing under the official control of the government. Anyone publishing written work would have to submit it to government censors who would then decide whether or not it was fit to be published.

Milton had been a staunch supporter of the Parliamentary cause during the Civil War, but the issue of censorship prompted a growing disillusion with the direction that the Presbyterians in Parliament seemed to be taking the country. For Milton, as both a writer and a devoted Protestant, censorship was something one associated with the crypto-Catholic regime of Charles I or the officially Catholic governments of Europe. To him, it had no place in a godly Protestant republic.

Milton criticizes censorship and defends free speech on a number of grounds: some practical, some philosophical, others theological. He passionately asserts that God gave human beings reason, and with that reason came the freedom to choose. If you take away that freedom, as censorship does, then not only are you going against God's will, but you don't even remove the desire for freedom, which lingers on regardless:

"Though ye take from a covetous man all his treasure, he has yet one jewel left: ye cannot bereave him of his covetousness."

Even if you take a man's riches from him, he'll still desire them; it's the same with opinions. Censoring them won't make them go away.

Freedom of opinion is important because without it there can be no increase in knowledge or advancement in learning:

"Where there is much desire to learn, there of necessity will be much arguing, much writing, many opinions; for opinion in good men is but knowledge in the making."

Opinions should be voiced freely, even plainly incorrect ones. Good and evil are closely intertwined, as Milton so wonderfully showed in Paradise Lost. It was only through eating the fruit of the Tree of Knowledge that Adam and Eve eventually understood the difference between good and evil.

Furthermore, Milton argues that for a book to be officially sanctioned is to slap a badge of dishonor upon it:

"[W]hen every acute reader, upon the first sight of a pedantic license, will be ready with these like words to ding the book a quoit's distance from him: "I hate a pupil teacher; I endure not an instructor that comes to me under the wardship of an overseeing fist. I know nothing of the licenser, but that I have his own hand here for his arrogance; who shall warrant me his judgment?"

As soon as we see that a book has been officially licensed by the government, then as discerning readers we'll want nothing to do with it. The state may have the right to govern, but it has no right to censor thoughts. And by censoring what people can and can't say, it actually undermines the state's proper authority by bringing it into disrepute.

Milton believes that the truth will always ultimately come out. But it can only do so if false opinions are given as much free reign as true ones. Truth doesn't just suddenly drop down from heaven fully-formed; it needs to be fought for, and that can only happen if there is freedom of opinion:

And though all the winds of doctrine were let loose to play upon the earth, so Truth be in the field, we do injuriously by licensing and prohibiting to misdoubt her strength. Let her and Falsehood grapple; who ever knew Truth put to the worse in a free and open encounter? Her confuting is the best and surest suppressing.

In a contest between truth and falsehood there can only be one winner. So why should we even think of censoring false opinions? The best way to suppress falsehood is not through state-sponsored censorship but by exposing it to the light of truth. Milton rightly senses that the Presbyterians in Parliament who support censorship are somewhat insecure in their opinions and so see censorship as the only way to defend them.

Finally, Milton argues that if you start censoring books and opinions then there's no telling where it might lead:

If we think to regulate printing, thereby to rectify manners, we must regulate all recreations and pastimes, all that is delightful to man. No music must be heard, no song be set or sung, but what is grave and Doric. There must be licensing of dancers, that no gesture, motion, or deportment be taught our youth, but what by their allowance shall be thought honest . . . 

Parliament has embarked upon a dangerous path. The crude extirpation of falsehood by the blunt instrument of censorship can just as easily be applied to other forms of human expression. Where will it all end?

What are some major themes of the story "The Luck of Roaring Camp"?

One of the themes of the story is the possibility of redemption, especially for sinners. The baby in the story, christened Thomas Luck, is born from Cherokee Sal, a prostitute. After Sal dies in childbirth, the men at the camp are redeemed by taking care of the baby. They give him a christening, and, as Harte writes, "Soon after the ceremony, Roaring Camp began to change." The proprietor of the store where the men play...

One of the themes of the story is the possibility of redemption, especially for sinners. The baby in the story, christened Thomas Luck, is born from Cherokee Sal, a prostitute. After Sal dies in childbirth, the men at the camp are redeemed by taking care of the baby. They give him a christening, and, as Harte writes, "Soon after the ceremony, Roaring Camp began to change." The proprietor of the store where the men play cards decides to install rugs and mirrors, and the rowdy and disheveled men, seeing themselves in the mirrors, decide to care for their hair, beards, and clothes. They keep their voices down in the camp so that the baby can sleep, and the camp becomes a place of serenity. When a flood courses through the town, the baby is sadly killed, and Kentuck, who cared for the baby, is mortally injured. He goes out to sea, taking the baby with him--a symbol that he brings the luck and redemption he has achieved with him to his demise. Another major theme of the story is the changeable nature of fate or luck, as the baby quickly brings joy to the camp, but the men's fate changes just as quickly with the dangerous flood that rips through the camp.

How did European nationalism and orientalism inform the attitudes and actions of Europeans in their colonies in the 19th century?

In answering this question, it is helpful to first consider a few important points. Specifically, the notion of “nation-state” is rather new and did not emerge until the nineteenth century. Prior to the nineteenth century, European territories were mostly multi-ethnic empires and kingdoms (e.g., Austrian Empire, Russian Empire, Kingdom of France, etc.). In the nineteenth century nation-states began to emerge and with them a strong sense of nationalism.

A good example of this is Germany,...

In answering this question, it is helpful to first consider a few important points. Specifically, the notion of “nation-state” is rather new and did not emerge until the nineteenth century. Prior to the nineteenth century, European territories were mostly multi-ethnic empires and kingdoms (e.g., Austrian Empire, Russian Empire, Kingdom of France, etc.). In the nineteenth century nation-states began to emerge and with them a strong sense of nationalism.

A good example of this is Germany, which was comprised of many small dynastic states and territories prior to 1871. In 1871, the German Empire was founded, which represented the first nation-state on German territory. The founding of the German Empire led to the development of a strong sense of national identity and nationalism. In Germany, this meant that the country invested massively into its navy and military and tried to obtain colonies in Africa and Asia. Germany saw itself as competing directly with other European nations such as Great Britain and France over world domination.

Closely related to nationalism and colonial possessions is the notion of orientalism (see Edward Said’s 1978 book by the same name). The term orientalism signifies an ideology that emphasizes differences between European culture and the culture of people in the orient. More importantly, embedded in this ideology is the notion that Western culture is inherently superior to the culture of the orient. These broad assumptions about the superiority of Western nations were then used as a pretext to occupy and exploit colonial territories in the orient as well as Africa. European nations fueled by nationalism competed against each other to seize territories in the Middle East, Africa, and Asia; and they felt justified in doing so because of their belief in their own superiority. This also meant that European colonial masters treated native peoples living in the colonies with little regard for human rights. Native peoples living in colonies were exploited, forcefully resettled, or enslaved by their colonial masters.

Should Douglass be viewed as a hero?

Frederick Douglass was born into slavery, and as a slave, he was limited to a life of manual labor. When he was in his early twenties, approximately 23 years old, he was invited to speak at an anti-slavery convention in Massachusetts. He described how this experience ". . . was a severe cross," meaning a heavy burden, such as the cross that Jesus carried. He elaborated, though, by noting that after giving the speech he "felt a degree of freedom" and learned what he wanted to do with his life: he wanted to speak out about the evils of slavery. He wanted to make the world a better place, where all humans are treated with dignity and respect. This was only the beginning of Douglass's speaking career; he spoke, as an abolitionist, for over fifty years. 

However, Douglass was not only a speaker. He was also a writer; Narrative of the Life of Frederick Douglass is only one of three autobiographies that he wrote. Additionally, he wrote a novella called The Heroic Slave and other articles. He wasn't merely concerned with his own well-being and communicating his story to the world; he found a way to escape slavery. In fact, when he gave his first speech in Massachusetts (1941), he was a fugitive slave, meaning that he'd escaped out of slavery to the north. Many northerners sought to help fugitive slaves as they gained independence. In 1850, the Fugitive Slave Act was passed, which required all northerners, by law, to return fugitive slaves to the southern slave-owning states. This shows how even escaping to the north wasn't a secure path to freedom. Douglass desired that the United States would one day be a free land, where slavery no longer existed. He bravely stood up in front of hundreds of men and women of various races, arguing that slavery needed to be abolished for good. He showed through his personal life experiences how wicked slavery was and urged society to join him in fighting this great evil. 

In this autobiography, Douglass tells the story of his life. (Well, tells one of three versions of his life story.) One of the most important lessons that Douglass learned in his life was the power of education. He explains in his narrative how he was prevented from an education by his masters. In fact, one of his mistresses, Mrs. Auld, was kind to him and began to educate him about the alphabet. But when Mr. Auld found out, he reprimanded his wife, telling her it was "unlawful as well as unsafe, to teach a slave to read." Rather than being frustrated by Mr. Auld's intervention, Douglass saw this moment as a "special revelation":

"I now understood what had been to me a most perplexing difficulty-- to wit, the white man's power to enslave the black man. It was a grand achievement, and I prized it highly. From that moment, I understood the pathway from slavery to freedom. It was just what I wanted, and I got it at a time when I the least expected it. Whilst I was saddened by the thought of losing the aid of my kind mistress, I was gladdened by the invaluable instruction which, by the merest accident, I had gained from my master. . . . It gave me the utmost confidence in the results which, he said, would flow from teaching me to read. . . . and the argument which he so warmly urged, against my learning to read, only served to inspire me with a desire and determination to learn."

Douglass adamantly believed in the power of education to change the world. He believed that learning was a way to increase one's social standing, to open career opportunities, and to create a happier future world. He believed that education was the primary means to end slavery, and he was one of the most instrumental voices in promoting education for African slaves. He thought that, even if slaves were immediately freed, without an education, they would still be limited. His words largely influenced the beliefs and practices of future African American leaders, such as Booker T. Washington, who started Tuskegee Institute, an African American school. Was Douglass a hero who positively impacted the world? Yes, indeed.

The mantra "bigger is better" has been touted for centuries. In today's modern world, is bigger really better when it comes to food?

The notion that bigger is better is problematic in many respects; however, it is particularly problematic with regard to food. For one, industrial-sized farming operations incur tremendous environmental costs because they use large amounts of water and contribute to global warming. Industrial meat and dairy production, for example, has been implicated as one of the leading sources of CO2-emissions worldwide.  

Secondly, big portion sizes, especially of highly processed foods, have long been implicated as...

The notion that bigger is better is problematic in many respects; however, it is particularly problematic with regard to food. For one, industrial-sized farming operations incur tremendous environmental costs because they use large amounts of water and contribute to global warming. Industrial meat and dairy production, for example, has been implicated as one of the leading sources of CO2-emissions worldwide.  

Secondly, big portion sizes, especially of highly processed foods, have long been implicated as being a major contributor to the obesity epidemic. The Centers for Disease Control and Prevention (CDC) estimate that 36.5% of Americans are obese. This is a public health crisis because obesity is associated with a host of other diseases including heart disease, Type 2 diabetes and cancer. Apart from increased healthcare costs caused by treating obese patients, people also experience reduced quality of life due to these diseases.  

So overall, when it comes to food, bigger is definitively not always better.

What is the significance of the rain in "Cat in the Rain"?

As with many of Hemingway's stories, critics tend to disagree over its meaning. Carlos Baker, Hemingway's first and most comprehensive biographer, suggests the story, like other Hemingway stories involving the relationships between men and women, is about a wife who longs for a more domestic lifestyle and that the cat in the story is a symbol of what the wife wants from her marriage. Her husband doesn't seem willing to provide those things. Even though...

As with many of Hemingway's stories, critics tend to disagree over its meaning. Carlos Baker, Hemingway's first and most comprehensive biographer, suggests the story, like other Hemingway stories involving the relationships between men and women, is about a wife who longs for a more domestic lifestyle and that the cat in the story is a symbol of what the wife wants from her marriage. Her husband doesn't seem willing to provide those things. Even though he offers to go down and get the cat, the reader must assume that it's only a half-hearted overture and that he is preoccupied with relaxing on the bed and reading.

Similarly, John V. Hagopian theorizes that what the wife really wants is to be a mother and that the cat is a symbol of the child she longs to have. She very much wants to hold the cat in her lap and stroke it. Moreover, the rain which hampers the cat is a symbol of fertility. Hagopian points out the inclusion of the man wearing a "rubber cape." The "rubber" can be seen as symbolizing a condom, strengthening the idea that the rain is a symbol of fertility, especially when compared to drought, which also seems to sum up the couple's marriage. That the maid opens an umbrella to protect the wife from the rain further identifies it with fertility.

On the other hand, David Lodge, in "Analysis and Interpretation of the Realist Text: Ernest Hemingway's 'Cat in the Rain,'" posits that the rain is simply a symbol of the loss of pleasure and joy, in contrast to good weather, which brings happiness and creativity. The rain may also symbolize a bad point in the couple's marriage, and this seems to be backed up in the text when the wife indicates she wishes some things were different about her appearance and the husband seems to ignore her.

What do you think happens to Elena and Eugene after the story is over?

At the end of Judith Ortiz Cofer's "American History," Elena is told by Eugene's mother not to be friends with her son anymore. Based on the fact that Elena and Eugene attend the same school and some of the same classes, it is safe to assume that they will see each other in the future. The mother certainly cannot stop that. The mother probably can't stop Eugene from at least saying hello to Elena, but...

At the end of Judith Ortiz Cofer's "American History," Elena is told by Eugene's mother not to be friends with her son anymore. Based on the fact that Elena and Eugene attend the same school and some of the same classes, it is safe to assume that they will see each other in the future. The mother certainly cannot stop that. The mother probably can't stop Eugene from at least saying hello to Elena, but if her son is obedient or afraid of any consequences, he may also ignore his friend.

Elena, on the other hand, will be leery of any interaction beyond common greetings because of the humiliation she feels when Eugene's mother tells her the following:

Listen. Honey. Eugene doesn't want to study with you. He is a smart boy. Doesn't need help . . . We won't be in this place much longer, no need for him to get close to people . . . Run back home now.

It isn't just what Eugene's mother says that hurts Elena's feelings though. Elena learns a lesson that prejudice is real, which motivates her not to look at the house below her window anymore. Maybe this will also prompt her not to look Eugene's way at school as well. Elena even says that as she watches the snow fall through her bedroom window that night she feels like a "lace veil" comes down over the streetlight. In this way, maybe Elena will walk around school as though she were wearing a veil, too—to protect her from the prejudices she faces in life.

What is a summary of four different characters from four different stories with the same themes in the book You Are Not a Stranger Here?

You Are Not a Stranger Here by Adam Haslett is a collection of nine short stories which all deal with the themes of depression, loneliness, and mental illness. The alienation and loneliness are portrayed as more intense and emotionally complex when focusing on the gay characters present in the book.

In "Notes to My Biographer," we follow a lonely and aging inventor who is trying to reconnect with one of his three children, the only...

You Are Not a Stranger Here by Adam Haslett is a collection of nine short stories which all deal with the themes of depression, loneliness, and mental illness. The alienation and loneliness are portrayed as more intense and emotionally complex when focusing on the gay characters present in the book.

In "Notes to My Biographer," we follow a lonely and aging inventor who is trying to reconnect with one of his three children, the only one who wishes to see him. From his initial presentation, we are inclined to think of him as one of those tough old men who can take on anything, and yet we learn later on that he is suffering from mental illness, is bankrupt, and refuses to take his medication. His manic tendencies, left uncontrolled due to lack of medication, have completely isolated him. He has also neglected his children, and Graham is the only one who will see him. Graham is also isolated; he has inherited his father's manic tendencies and is forced to take medication in order to lead a normal life.

In "Devotion," we encounter an aging brother and sister, Owen and Hillary, who live together. Their mother committed suicide when they were younger, and they cannot stand the possibility of being alone, as it would feel like being orphaned a second time. Although they have each thought about leaving the other for a man they both fell in love with, they still need each other's protection.

In "The Beginnings of Grief," we find another story of isolation and loneliness. The unnamed protagonist is an orphaned teenage boy. His mother committed suicide, and his father died in a tragic car accident. In order to deal with his grief over the loss of his parents, he finds himself unconsciously attracting violence. He is sexually attracted to his classmate Gramm, a homophobic jock, who violently beats him and introduces him to a world where pain and pleasure are synonyms.

In "The Good Doctor," we meet a compassionate psychiatrist who feels less lonely and isolated when he immerses himself vicariously in his patients' sorrows. This allows him to distance himself from his own life, which is a barren landscape. He has never been able to maintain a functioning relationship for longer than six months and has become, in fact, his own martyr. He suffers for others not out of compassion and sacrifice but out of his parasitic need to leech onto others' sorrows.

In "A Rose for Emily" how is Emily treated by others in the town? How is she treated by her family?

Throughout the short story, the community's complex relationship with Emily Grierson represents how Southern citizens perceive and interact with their Confederate past and future. The community of Jefferson respects Emily Grierson because she hails from a prestigious family, yet they are highly critical of her life, which they discuss with each another privately. At the beginning of the story, Faulkner reveals the enigma surrounding Emily and mentions that the women are curious about her affairs. Faulkner goes on to describe Emily as a "sort of hereditary obligation upon the town," and illustrates how the older generation of Jeffersonians remitted her taxes. However, the newer generation does not honor Colonel Sartoris's decision and attempts to collect Emily's owed money. The eighty-year-old Judge Stevens, who represents the traditional culture of the Old South, demonstrates his respect for Miss Emily by insisting that the community take it upon themselves to spread lime throughout her yard unnoticed.

Faulkner also writes that the community believes that the Grierson's "held themselves a little too high for what they really were." When Emily's father passes away, the community begins to pity Emily because she has become "humanized." The citizens then criticize her relationship with Homer Barron, who symbolizes Northern business prospects in the South. Some citizens believe that Emily should kill herself, and they willingly send a Baptist minister to visit her home in hopes of persuading her to end the relationship. However, once they believe Emily is married to Homer, they rejoice. Once again, Faulkner illustrates the complex feelings of Southern citizens as they wrestle with their past and future. The contrast between how the older generation and the new generation of citizens treat Emily is most explicitly portrayed in their attendance to Miss Emily's painting sessions. General Satoris's daughters and granddaughters regularly visit Emily's home for lessons out of charity. In contrast, Faulkner writes,

"Then the newer generation became the backbone and the spirit of the town, and the painting pupils grew up and fell away and did not send their children to her with boxes of color and tedious brushes and pictures cut from the ladies' magazines" (5).

By the end of the story, the entire town shows up to Emily's funeral out of respect and curiosity. Overall, the complex feelings of the community range from reverence to disgust and reflect the numerous opinions of Southerners concerning their Confederate past and postwar future.

Emily's relationship with her family is characterized by her father's oppressive nature. Emily's father is an austere man, who believes that no one is good enough for his daughter. He continuously dismisses Emily's suitors out of arrogance and lords over his timid daughter. Emily's relationship with her father is represented in a family portrait, which depicts her father holding a horsewhip in the foreground as his back faces Emily. Unfortunately, Emily is raised under the oppressive rule of her father and lives a relatively isolated life. When Emily's father dies, she initially refuses to acknowledge his death. Her father's portrait even adorns her living room, which symbolizes his continual surveillance and authority throughout her life. Emily also has family living in Alabama, who do not communicate with her after a falling out regarding an old estate. Overall, Emily is victimized by her strict, overprotective father, who essentially ruins her opportunities to date as a young woman.