Friday 31 July 2015

What did the Roman Catholic Church provide during the Middle Ages?

The Roman Catholic Church provided a sense of relative stability for a chaotic Europe during the Middle Ages.  After the end of the Roman Empire, there was little to unify Europeans except for the fact that they were Christians.  Europeans were less likely to identify with a nationality as they were with Christendom.  The Papacy was quite a strong government, and the Pope could issue edicts banning kingdoms from fighting with one another; because of...

The Roman Catholic Church provided a sense of relative stability for a chaotic Europe during the Middle Ages.  After the end of the Roman Empire, there was little to unify Europeans except for the fact that they were Christians.  Europeans were less likely to identify with a nationality as they were with Christendom.  The Papacy was quite a strong government, and the Pope could issue edicts banning kingdoms from fighting with one another; because of these bans, knights developed jousting in order to satisfy their honor and avoid papal disapproval.  The Church also organized Crusades in the Middle East as a way for kingdoms to gain more wealth and for participants to fulfill the spiritual need to fight for the Holy Land.  


Religiously, the Church provided guidance for all souls.  Almost no one outside of monasteries and royalty could read during the Middle Ages, so commoners had to rely on the Church to provide religious teaching.  This provided comfort to people who had very short lives packed with uncertainty.  The local church also kept records of marriages and births, making them a keeper of history in their localities.  

Thursday 30 July 2015

How can we see evidence of Toffler's three wave theory in contemporary society?

Alvin Toffler's theory is based on his book, The Third Wave, which he published in 1980 with the intention of making it part of a trilogy.

He posits that the First Wave was the agrarian society that prevailed after hunter-gatherer cultures. This society flourished until the Industrial Revolution in the mid-eighteenth century. At that time, the Second Wave began: the Industrial Age. According to Toffler, key aspects of this Second Wave were the creation of the nuclear family, corporate structure, and a factory-type educational system. The Third Wave, according to Toffler, is the post-industrial age. This wave is characterized by a new emphasis on information technology. When Toffler published the book, computers were coming into practical, everyday use.


Historically, Toffler's ideas are sensible. The Neolithic Revolution, which occurred around 3,000 BCE (or BC, depending on your preferred mode of demarcation), began in the Fertile Crescent -- the region that is now Iraq, Syria, Jordan, Egypt, and several other Middle Eastern nations, but then was mostly comprised of Mesopotamia. Technologies in irrigation began here, allowing for crops to flourish. Hunter-gatherer groups had been nomadic. However, the construction of farms allowed for people to settle and form villages and, ultimately, societies.


Within these societies, nuclear families were constructed. In this regard, I would disagree with Toffler's claim that the nuclear family developed in the Industrial Age. More prosperous families developed an interest in maintaining property among those who shared bloodlines. Marriage facilitated proper inheritance. One also began to see the development of more fixed gender roles a bit later in Akkadian societies.


Toffler is certainly right in stating that corporate culture began in the Industrial Age. Arguably, so did globalism. In 1793, the cotton gin was invented by Eli Whitney. A decade later, the United States made the Louisiana Purchase, annexing territory that was ideal for the cultivation of cotton. Demand for textiles was very high in both New England and Great Britain. Textile mills in both places depended on Southern cotton. 


The Industrial Age, which we began to call "manufacturing" after World War II, flourished until the mid-twentieth century. However, by the 1980s, many manufacturing jobs had disappeared from both the United States and Great Britain. Though it is important to note that manufacturing remains strong in some Western nations, such as Germany, Toffler, an American writer, probably had the United States foremost in his mind in his analysis of Western societies.


Our contemporary age is still transitioning from the Second Wave to the Third Wave, just as those who lived during the Industrial Revolution were struggling to transition from the First Wave to the Second Wave.


The concern, generally, is over jobs and the fear of being replaced by machinery and automated systems. Though capitalist systems thrive on innovation and progress, these features also inevitably leave behind those who cannot keep up with progress. Certain regions that once relied on manufacturing, and became wealthy as a result of it -- think of Detroit or Flint, Michigan during the postwar period -- have since fallen into depression, while cities that were built or transformed within the Information Age (e.g., Silicon Valley, Seattle, San Francisco) are very wealthy. 


Toffler also predicted other technological advances in the Third Wave that are now commonplace, including cable television, cloning, and mobile communication. 

Wednesday 29 July 2015

History Of American Civilization II course work: Why did the United States wage wars in Iraq and Afghanistan in the decade after 9/11, and why did...

In your post, you have asked three very distinct questions. I will answer the first question, as policy requires one question per post. The United States fought wars in Iraq and Afghanistan in the decade after September 11, 2001, in an attempt to destroy the bases where terrorists trained and planned their attacks. The United States government believed that these nations would continue to sponsor and/or enable terrorists to operate if the United States...

In your post, you have asked three very distinct questions. I will answer the first question, as policy requires one question per post. The United States fought wars in Iraq and Afghanistan in the decade after September 11, 2001, in an attempt to destroy the bases where terrorists trained and planned their attacks. The United States government believed that these nations would continue to sponsor and/or enable terrorists to operate if the United States did nothing to stop this from occurring. The United States hoped that by fighting in these countries, the terrorists would be defeated and destroyed, making the world a safer place. We also hoped to stabilize the governments in each country by having a military presence in each place. We believed a stable government would be able to manage and control these terrorist organizations.


Even though we had the technological and military advantage, a military victory proved to be very difficult. One reason was that the American government was concerned about the political ramifications in the United States. It was more important to keep military casualties low than to achieve an overwhelming victory that might lead to higher casualty rates. There also were many political divisions in Iraq that made it hard for their government to be successful. In Afghanistan, there were economic concerns, such as poverty, that prevented the government from succeeding. Corruption was also a concern in Afghanistan. Some government officials worked very closely with Iran to enable terrorist groups to exist and function. The drug trade also helped these terrorist organizations function. As a result, the United States had to keep troops in both countries. A permanent political victory continues to be elusive for the United States in both places.

The men who wrote the constitution did not envision the active and continuing involvement of ordinary citizen in affairs of state.Using the...

The Founding Fathers certainly did not think that the ordinary citizen had the capacity to be concerned with politics.  The Founders actually feared this because they thought that ordinary citizens would be governed by their own selfish interests and would vote for things that helped them without considering the long-term health of the state.  Since the time of the Founding Fathers, the government has allowed for the direct election of representatives.  The Seventeenth Amendment allows...

The Founding Fathers certainly did not think that the ordinary citizen had the capacity to be concerned with politics.  The Founders actually feared this because they thought that ordinary citizens would be governed by their own selfish interests and would vote for things that helped them without considering the long-term health of the state.  Since the time of the Founding Fathers, the government has allowed for the direct election of representatives.  The Seventeenth Amendment allows for senators to be elected directly by the people.  Before this, senators were elected by state legislatures.  


Since the time of the Founders the electorate has also grown.  African Americans gained the right to vote in 1870.  Women received the right to vote in 1920, and the voting age was lowered to eighteen in 1971.  The government expanded the electorate after these groups campaigned for the right to vote in order to safeguard their interests.  


Today the media keeps citizens involved in the governmental process through news shows, print articles, and pundits.  The ordinary citizen has more stake in the government than ever before thanks to the income tax and various entitlement programs.  While the Founders hoped that only a small class of citizens would handle the governance of the country with the benefit of all citizens in mind, the expectation now is that everyone should be invested in politics.  This change in American political thought has led to more discourse and a more involved citizenry than ever before.  

Tuesday 28 July 2015

Scientist are using a variety of methods to search for life beyond Earth. Discuss the problems involved in using these methods.

There are scientists who search for signs of any type of living organisms beyond the earth, and others who are looking for signs of intelligent life. Both are difficult. We don't have the means to travel out of the solar system to look, so in looking outside of the solar system we have to use indirect methods. Scientists use space telescopes such as the Hubble to look for indicators of elements and compounds that are...

There are scientists who search for signs of any type of living organisms beyond the earth, and others who are looking for signs of intelligent life. Both are difficult. We don't have the means to travel out of the solar system to look, so in looking outside of the solar system we have to use indirect methods. Scientists use space telescopes such as the Hubble to look for indicators of elements and compounds that are typically found in association with living things on earth. So far, we have only been able to send probes to a few planets in our own solar system. Recent news of water on Mars is exciting news that might indicate life is either there now or existed in the past. We don't know if the fact that having the same chemicals means the chance of finding life there is higher.


Searching for intelligent life involves sending out signs that we exist, and looking for signs that would indicate intelligent beings. Sending out the "golden record" on Voyager is an attempt to send information about us to other species. Indicators of intelligence we could detect might be an artificial satellite, use of radio or other waves in a way that seems to communicate information, or some sort of artifact that can't be accounted for by any other means. Carl Sagan organized SETI (Search for Extraterrestrial Intelligence); one method used is that there is constant monitoring of any potential incoming signals that show a pattern indicating intelligence. A problem here would be that we have no idea if we are in range of any signals.


A problem common to both searches is the sheer size and age of the universe. Even if intelligent species exist, there has been an extremely long time frame for those civilizations to have formed and died out. We humans have only had enough self-awareness for 10,000 years or so to even think to look for other intelligent species. Although we are finding more and more planets that look like they could support life, the chance of an intelligent species'"lifespan" overlapping our own is slight, let alone being anywhere near us in the universe.

What does it mean to read actively? Describe some of the things that you do when you are actively engaging with a text, versus reading passively.

To read actively is to read with focus and determination to understand and evaluate a text. Many consider "active reading" to be a synonym of "studying."


Here are some examples of what active readers do:


  • Active readers read when they have high amounts of attention, patience, and energy.

  • Active readers silence their cell phones and read in an environment free of distractions.

  • Active readers understand why they are reading the text. They have identified specific goals...

To read actively is to read with focus and determination to understand and evaluate a text. Many consider "active reading" to be a synonym of "studying."


Here are some examples of what active readers do:


  • Active readers read when they have high amounts of attention, patience, and energy.

  • Active readers silence their cell phones and read in an environment free of distractions.

  • Active readers understand why they are reading the text. They have identified specific goals or points of interest.

  • Active readers analyze the structure of the text before they begin reading by asking questions such as: Is this fiction or non-fiction? What is the title of this chapter? Is there a glossary?

  • Active readers use a system of post-it notes, underlines, highlights, and/or annotations to summarize and question the text as they read.

  • Active readers write down questions they have and make note of words they don't understand.

  • Active readers chat about the text with a friend to check their understanding and share questions and ideas.

On the other hand, when you read passively the attention you pay is less intense. You may passively read in bed before sleeping at night or when reading a novel while resting on a long car ride. 

`int sin(-7x)cos(6x) 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(-7x)cos(6x) dx` or `intcos(6x)sin(-7x) 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:


`intcos(6x)sin(-7x) dx = int[sin(6x+(-7x)) -sin(6x-(-7x))]/2dx`


                                          `= int[sin(6x-7x) -sin(6x+7x)]/2dx`


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


`int[sin(6x-7x) -sin(6x+7x)]/2dx= 1/2int[sin(6x-7x) -sin(6x+7x)]dx`


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


`1/2 *[int (sin(6x-7x))dx - int sin(6x+7x)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: `intsin(6x-7x)dx` , we let `u = 6x-7x=-x` then `du= - dx` or `(-1)du =dx` .


`intsin(6x-7x)dx=intsin(-x) dx`


                                 `=intsin(u) *(-1)du`


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


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


                                 `=cos(u) +C`


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


`intsin(6x-7x)dx= cos(-x) +C`


For the integral: `intsin(6x+7x)dx` , we let `u = 6x+7x=13x` then `du= 13 dx` or `(du)/13 =dx` .


`intsin(6x+7x)dx=intsin(13x) dx`


                                 ` =intsin(u) *(du)/13`


                                 ` = 1/13 int sin(u)du`


                                  `= 1/13( -cos(u))+C or -1/13cos(u) +C`


Plug-in `u =13x` on `-1/13 cos(u) +C` , we get:


`intsin(6x+7x)dx= -1/13 cos(13x) +C`


Combing the results, we get the indefinite integral as:


`intsin(-7x)cos(6x) dx= 1/2*[ cos(-x) -(-1/13 cos(13x))] +C`


or   `1/2 cos(-x) +1/26 cos(13x) +C`


Since cosine is an even function,  `cos(-x) = cos(x)` , so we get:


`intsin(-7x) cos(6x)dx=1/2 cos(x) +1/26 cos(13x) +C`

Monday 27 July 2015

What is Scout's relationship with Calpurnia like in To Kill a Mockingbird?

In many ways Calpurnia is a mother-figure to Scout. Cal, as Scout refers to her, is also a teacher, nanny, housekeeper, and friend to everyone in the family.


Because Atticus is a widower, he relies on Calpurnia to take care of the children when he is gone, much like his wife would have done. She prepares their meals, punishes them when they are out of line, and imparts life lessons and advice. She is strict...

In many ways Calpurnia is a mother-figure to Scout. Cal, as Scout refers to her, is also a teacher, nanny, housekeeper, and friend to everyone in the family.


Because Atticus is a widower, he relies on Calpurnia to take care of the children when he is gone, much like his wife would have done. She prepares their meals, punishes them when they are out of line, and imparts life lessons and advice. She is strict with both children, but she loves them and they love her.


They have a good relationship because it is based on love and trust. Scout has never known her life without Calpurnia. Scout shares her most intimate moments with her, for better or worse. As a result, you could say they have a strong friendship.

Sunday 26 July 2015

`y = 1-x^2/4 , 0

To find the area of this surface, we rotate the function `y = 1 - x^2/4 ` about the y-axis (not the x-axis!) and this way create a surface of revolution. It is a finite area, since we are looking only at a section of the x-axis and hence y-axis.

The range of the x-axis we are interested in is  ` ``0 <= x <=2 `  and hence the range of the y-axis we are interested in is `0 <=y <=1 `


It is easiest to swap the roles of `x ` and `y `, essentially turning the page so that we can use the standard formulae that are usually written in terms of `x ` (ie, that usually refer to the x-axis).


The formula for a surface of revolution A is given by (interchanging the roles of x and y)


  `A = int_a^b (2pi x) sqrt(1 + (frac(dx)(dy))^2) dy`


Evidently, we need the function `y = 1 - x^2/4 ` written as `x ` in terms of `y ` rather than `y ` in terms of `x ` . So we have


`x = pm2sqrt(1 - y) `


This describes a parabola, which is two mirror image sqrt curves when considered in terms of the y-axis. But we need only one half, the positive or the negative, to rotate the graph about the y-axis because the other half will be part of the resulting roatated object anyway. Without loss of generality (wlog for short) we can take the function to rotate about the y-axis as


`x = 2sqrt(1-y) `


To obtain the area required by integration, we are effectively adding together tiny rings (of circumference `2pi x ` at a point `y ` on the y-axis) where each ring takes up length `dy ` on the y-axis. The distance from the circular edge to circular edge of each ring is `sqrt(1 + (frac(dx)(dy))^2) dy`


This is the arc length of the function `x = f(y) ` in a segment of the y-axis `dy ` in length, which is the hypotenuse of a tiny triangle with width `dy ` and height `dx `. These distances from edge to edge of the tiny rings are then multiplied by the circumference of the surface at that point, `2pi x `, to give the surface area of each ring. The tiny sloped rings are added up to give the full sloped surface area of revolution.


We have for this function, `x = 2sqrt(1-y) `, that


`frac(dx)(dy) = -1/sqrt(1-y)`


and since the range (in `y `) over which to take the integral is `[0,1] ` we have `a=0 ` and `b=1 `.


Therefore, the area required, A, is given by


`A = int_0^1 4pi sqrt(1-y)sqrt(1 + 1/((1-y))) dy `


` `This can be simplified to give


`A = 4pi int_0^1 sqrt((1-y) + 1) \quad dy`


`= 4pi int_0^1 sqrt(2-y) \quad dy = - frac(8)(3) pi (2-y)^(3/2)|_0^1` 


So that the surface area of rotation A is given by


`A = -8/3 pi (1 - 2sqrt(2)) `

What is the meaning of the poem "I think continually of those who were truly great"?

The poem starts out sounding like an homage to great people in history. As the first stanza develops, however, the speaker seems to be saying more about how greatness is born of the connection between generations and the connection between humanity and nature.


The great ones remember the soul's history, meaning they understand the past. They have a significant, maybe even spiritual, connection to human history and world history. The "endless and singing" "corridors of...

The poem starts out sounding like an homage to great people in history. As the first stanza develops, however, the speaker seems to be saying more about how greatness is born of the connection between generations and the connection between humanity and nature.


The great ones remember the soul's history, meaning they understand the past. They have a significant, maybe even spiritual, connection to human history and world history. The "endless and singing" "corridors of light" represent the perpetual enlightenment that is always available for human potential. The energy of the world and the universe runs through that greatness. Everything is connected.


In the second stanza, the speaker entwines notions of human life and the natural world. This suggests an inherent connection. There is something ecological or symbiotic about this. Note that in this stanza, the speaker warns:



Never to allow gradually the traffic to smother


With noise and fog the flowering of the spirit.



The speaker is suggesting that "traffic" (technological noise and distraction) can disrupt the human/nature connection. Spender uses the "flowering of the spirit" metaphor to emphasize this connection between nature ("flower") and the human "spirit."


In the final stanza, the speaker personifies aspects of nature, claiming that they praise (fete) the great ones in history. In the final two lines, the speaker concludes by describing how the influence of great people is left in the "vivid air." Their influence can be seen and remembered in human culture. Spender ends with another notion of nature ("air"). It's as if to say their influence is not only written in books, but also in the natural air itself.


Humans are of the earth. Their energy comes from the Sun. Therefore, their greatness is literally and poetically linked to nature. Connection is an important theme here. The greatest ones remember the soul's past. Spender is showing how they are connected to others across time and how they are connected to nature itself. It is a very optimistic and hopeful poem because it is all about human potential as well as historical, ecological, and spiritual connection.

What does Winston say is the one thing he and Julia must never do?

To answer this question, take a look at this quote from Winston in part two, chapter seven, when Winston and Julia are discussing the concept of betrayal:


Confession is not betrayal. What you say or do doesn’t matter: only feelings matter. If they could make me stop loving you—that would be the real betrayal.


In other words, Winston and Julia agree that they must not let the Party get into their heads and manipulate their...

To answer this question, take a look at this quote from Winston in part two, chapter seven, when Winston and Julia are discussing the concept of betrayal:



Confession is not betrayal. What you say or do doesn’t matter: only feelings matter. If they could make me stop loving you—that would be the real betrayal.



In other words, Winston and Julia agree that they must not let the Party get into their heads and manipulate their thoughts because they know that if this happens, their love for each will be destroyed. That is, in their opinion, the ultimate betrayal.


For Winston and Julia, it is better to confess to their crimes, like joining the Brotherhood, than it is to stop loving each other. After all, they know that if they are captured and tortured, they are likely to confess to their crimes, anyway.


For them, the most important thing is to not stop loving each other. If the Party is able to take that away, then all hope is lost.

`f(x) = e^(x/3) , n=4` Find the n'th Maclaurin polynomial for the function.

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

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


 or


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


We may apply the formula for Maclaurin series to determine the Maclaurin polynomial of degree `n=4` for the given function `f(x)=e^(x/3)` .


Apply derivative formula for exponential function: `d/(dx) e^u = e^u * (du)/(dx)` to list `f^n(x)` as:


Let `u =x/3` then `(du)/(dx)= 1/3`


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


`d/(dx) e^(x/3) = e^(x/3) *(1/3)`


         `= e^(x/3)/3 or 1/3e^(x/3)`


Applying `d/(dx) e^(x/3)= 1/3e^(x/3)`  for each `f^n(x)` , we get:


`f'(x) = d/(dx) e^(x/3)`


          `=1/3e^(x/3)`


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


          `=1/3 *d/(dx)e^(x/3)`


          `=1/3 *(1/3e^(x/3))`


          `=1/9e^(x/3)`


`f^3(x) = d/(dx) (1/9e^(x/3))`


           `=1/9 *d/(dx) e^(x/3)`


          `=1/9 *(1/3e^(x/3))`


          `=1/27e^(x/3)`


`f^4(x) = d/(dx) (1/27e^(x/3))`


           `=1/27 *d/(dx) e^(x/3)`


           `=1/27 *(1/3e^(x/3))`


           `=1/81e^(x/3)`


Plug-in `x=0` on each `f^n(x)` , we get:


`f(0)=e^(0/3) = 1`


`f'(0)=1/3e^(0/3) = 1/3`


`f^2(0)=1/9e^(0/3)=1/9`


`f^3(0)=1/27e^(0/3)=1/27`


`f^4(0)=1/81e^(0/3)=1/81`


Note: `e ^(0/3) = e^0 =1`.


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


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


    `= 1+(1/3)/(1!)x+(1/9)/(2!)x^2+(1/27)/(3!)x^3+(1/81)/(4!)x^4`


   `=1+1/3x+1/18x^2+1/162x^3+1/1944x^4`


The Maclaurin polynomial of degree n=4 for the given function `f(x)=e^(x/3)` will be:


`P_4(x)=1+1/3x+1/18x^2+1/162x^3+1/1944x^4`

Saturday 25 July 2015

How do we prevent terrorist from hacking into computers? Should we have the right to monitor the internet to see if people are radicalized? Should...

While I cannot provide you with your own opinion, I can at least share some thoughts on the subject in order to help you formulate your own ideas.  One of the main ways to stop terrorists or agents of foreign governments from hacking into computers is to prosecute webmasters; however, this only provides security after the damage has already been done.  There is anti-virus software and encryption technology out there to keep computers safe, but there is a race between hackers and security experts.  Computers may truly never be safe from terrorist hackers or from those who hack for other reasons.  

Internet monitoring has been a key issue, especially with the spread of radical websites and terrorist propaganda.  However, that is a slippery slope, as some claim that the same laws used to prevent terrorism online can also be used to clamp down on free speech.  One can find any message he/she wants on the Internet; it is up to each and every one of us to be responsible users of media.  Government intelligence experts can track terrorist organizations through websites in order to defeat them at their source; however, this also opens questions about the potential of the government using that same technology to pry into its citizens' lives.  


The Global War Against Terror has opened a Pandora's Box in terms of legal issues. On the international level, "enhanced interrogation techniques" are generally considered to be torture though the U.S. has, in the past, maintained that they do not fit the legal definition of torture. In the U.S., many argue that since many terrorists are not U.S. citizens, they should not benefit from the laws protecting U.S. citizens.


 I will now offer my opinion on this using historical precedents.  Centuries ago, Britain led the way in defeating piracy in the Atlantic and Caribbean. In many cases these pirates were non-state actors--similar to terrorists today. Some of these pirates were British citizens; however, many were of other nationalities.  These pirates were tried in Admiralty courts and often hung.  They were not tortured any more than any other defendant in order to gain information on other pirates.  I believe the U.S. should take a similar approach.  Terrorists should be captured and given swift trials instead of being detained in black sites.  They should not be tortured, as torture is ineffective and destroys the U.S.'s international human rights reputation.  The U.S. should strongly encourage other nations around the world to join together against terrorism and provide a united front against non-state actors who threaten world security.  The U.S. should not use drone strikes or combat troops in other nations without the permission of that nation, as the U.S. would complain if that other nation used troops or drones to go after terrorists in this country.

Friday 24 July 2015

What does Jewish discrimination, Hitler's propaganda and the Hitler Youth have in common in The Book Thief?

In short, the answer to your question is that the reader is able to observe discrimination against the Jews and the propaganda of Hitler through Liesel joining the group called Hitler Youth.  In other words, two of the major issues of the Nazi Regime are revealed through its group for the young people of Germany.  It is within Hitler Youth that young Germans are taught to discriminate against Jews and forced to accept Hitler’s propaganda.


...

In short, the answer to your question is that the reader is able to observe discrimination against the Jews and the propaganda of Hitler through Liesel joining the group called Hitler Youth.  In other words, two of the major issues of the Nazi Regime are revealed through its group for the young people of Germany.  It is within Hitler Youth that young Germans are taught to discriminate against Jews and forced to accept Hitler’s propaganda.


Liesel learns quickly that Hitler Youth is not just a “brown uniform,” but a method of brainwashing the young.  There are many examples of Hitler’s propaganda within the Hitler Youth, but one of them is stated here:



[Hitler Youth] would commemorate not only the Fuhrer’s birthday, but the victory over his enemies and over the restraints that had held Germany back since the end of World War I.



In other words, it is true propaganda to claim “victory over his enemies.”  There are no literal “victories” over “enemies” here.  Further, the “restraints” are then literally “burnt” as the Nazis burn books in large bonfires.  Any newspapers or books that are in contrast to Hitler’s plans are destroyed.  The young people are then taught to discriminate against Jewish people by supporting the forced emblem of the yellow star.  Hitler Youth are also taught that the Jewish people have had a negative effect on history (and especially the history of Germany).  Further, joining the Hitler Youth was more mandatory than voluntary.  Anyone who did not join looked like they were against Hitler which was not allowed in Nazi Germany. 


People like Liesel were constantly “skipping Hitler Youth meetings” and simply trying to “survive” being a member of a group which demanded such belief in both discrimination and propaganda. 

What does Macbeth mean when he refers to his "black and deep desires" (1.4.58)?

Macbeth has recently met with the Weird Sisters who told him that he would become the Thane of Cawdor as well as King of Scotland.  Because he learns from Ross that he has, indeed, been given the title of Cawdor immediately following the Weird Sisters' apparent prediction, Macbeth quickly begins to believe that the second prophecy will come true as well.  He begins to desire the position of king, a role he never seems to...

Macbeth has recently met with the Weird Sisters who told him that he would become the Thane of Cawdor as well as King of Scotland.  Because he learns from Ross that he has, indeed, been given the title of Cawdor immediately following the Weird Sisters' apparent prediction, Macbeth quickly begins to believe that the second prophecy will come true as well.  He begins to desire the position of king, a role he never seems to have considered for himself before.  When Duncan names his son, Malcolm, the Prince of Cumberland and his heir to the throne, Macbeth is disappointed to say the least.  To himself, he says that he will either have to halt his progress to the throne now or jump over this step to becoming king.  He speaks to the stars, asking them to go dark so that no one will be able to see his "black and deep desires"; in other words, he now fully admits to himself that he wants the throne and everything that comes with it.  This also begins to foreshadow the terrible deeds of which Macbeth will be capable later on.

How does Neddy Merrill relate to the world in which he moves? Why does he decide to swim home?

In John Cheever's "The Swimmer," Neddy Merril relates to the world in a very detached way. Teddy considers himself to be one of value, and he decides to swim the county like a “pilgrim, an explorer, a man with a destiny." Because of this elevated sense of self, Neddy becomes detached and disillusioned with the world around him, and consequently is unable to form real connections with the other members of society. He views the world...

In John Cheever's "The Swimmer," Neddy Merril relates to the world in a very detached way. Teddy considers himself to be one of value, and he decides to swim the county like a “pilgrim, an explorer, a man with a destiny." Because of this elevated sense of self, Neddy becomes detached and disillusioned with the world around him, and consequently is unable to form real connections with the other members of society. He views the world around him very much in the way one watches a film, and he sees his life play out and fade before his eyes by the story's end.


Neddy's elevated sense of self has not only detached him from the world around him, but it has caused an almost mythical sense of self where he believes he can conquer anything. Neddy begins his journey with "the intenseness of his pleasure” and the “youth, sport, and clement weather…seemed to flow into his chest” so much that he fancies himself an explorer, one fit to swim an entire county's worth of swimming pools. However, though Neddy considers himself a “legendary figure," he has really “gone for broke overnight," and his vainness and detachment result in his being alone.

What similarities do we find in the Assyrian and Persian Empires?

The Persians and Assyrians were both large empires in the Middle East from the Iron Age world. Both kingdoms boasted powerful militaries that protected their vast holdings and expanded their borders. The empires were not protected by natural barriers so a strong military was a necessity. Despite this geographical shortcoming, the empires utilized arable land, both being located in the fertile crescent around two rivers.


The two empires were both ruled by monarchs. The empires...

The Persians and Assyrians were both large empires in the Middle East from the Iron Age world. Both kingdoms boasted powerful militaries that protected their vast holdings and expanded their borders. The empires were not protected by natural barriers so a strong military was a necessity. Despite this geographical shortcoming, the empires utilized arable land, both being located in the fertile crescent around two rivers.


The two empires were both ruled by monarchs. The empires employed organized bureaucratic systems to enforce laws and collect taxes. Both empires are mentioned in the Old Testament, or Torah as having conquered the Hebrews, although the Persians are painted in a more positive vein in the scriptures. While both empires were known for their decisive military strength, both treated their new subjects with tolerance as long as the new citizens paid their taxes.

Thursday 23 July 2015

What are Shirley Jackson's "The Lottery," Ursula K. Le Guin's "The Ones Who Walk Away from Omelas," and Sherman Alexie's "Indian Education" saying...

The three short stories—Shirley Jackson's "The Lottery," Sherman Alexie's "Indian Education," and Ursula K. Le Guin's "The Ones Who Walk Away from Omelas"—all deal with tradition. Tradition is at the heart of these stories. Unfortunately for some of the characters, however, those traditions are brutal or inhumane. "The Lottery," the best-known of the three stories, is most overtly about tradition, although Le Guin's narrative runs a close second. Every summer, in June to be exact, towns and villages set aside one or more days to conduct a lottery, the nature of which only becomes apparent late in the story. In Jackson's fictional village, the lottery takes only a couple of hours, and is always held from ten in the morning until noon. The "winner" of this macabre ritual, however, is stoned to death by his or her fellow townsfolk. The lottery is a tradition, but one with an evil but unclear purpose, and the fact that the purpose is unclear is Jackson's point. People have clung tenaciously to their tradition even long after the original purpose of the ritual has disappeared.


Ursula K. Le Guin's "The Ones Who Walk Away from Omelas" is similar to Jackson's story in that it involves a ritual or tradition whose details can only be described as horrific. Whereas "The Lottery" is about a tradition that involves the ritualistic stoning of one unfortunate citizen of a village, Le Guin's fictional society is about a sort of utopia, Omelas, that annually celebrates the Festival of Summer. All is good in Omelas. The one notable element of this tradition with which one might take exception is the designation of one particular child for a level of mistreatment that conjures images of concentration camps. Le Guin's narrator describes this exception to the rule in her fictional world as follows:






"In a basement under one of the beautiful public buildings of Omelas, or perhaps in the cellar of one of its spacious private homes, there is a room. It has one locked door, and no window. A little light seeps in dustily between cracks in the boards, secondhand from a cobwebbed window somewhere across the cellar. In one corner of the little room a couple of mops, with stiff, clotted, foul-smelling heads, stand near a rusty bucket. The floor is dirt, a little damp to the touch, as cellar dirt usually is. The room is about three paces long and two wide: a mere broom closet or disused tool room. In the room a child is sitting. It could be a boy or a girl. It looks about six, but actually is nearly ten. It is feeble-minded. Perhaps it was born defective or perhaps it has become imbecile through fear, malnutrition, and neglect."



Like Jackson's story, Le Guin's is about the perpetuation of a tradition that involves fealty on the part of the masses to the inhumane nature of that ritual.





Sherman Alexie's "Indian Education" is a departure from the stories of Jackson and Le Guin. In fact, in stark contrast to "The Lottery" and "The Ones Who Walk Away From Omelas," Alexie's narrative is grounded firmly in fact. Alexie is American Indian and grew up during an age, not long ago, when Indian children were placed in government schools designed specifically to remove the "Indian" from the child. These schools were tools used by the dominant European culture to force assimilation on students from a marginalized people, and Alexie was one such student. His story is structured chronologically, with a few short paragraphs describing events or developments from each year of elementary and high school. Each school year involves his own perspective on some demeaning development, with the white overseer condescendingly commenting on the students placed in his or her charge. Note, in the following passage from "the seventh grade," Alexie's observation:



"I leaned through the basement window of the HUD house and kissed the white girl who would later be raped by her foster-parent father, who was also white. They both lived on the reservation, though, and when the headlines and stories filled the papers later, not one word was made of their color.


"Just Indians being Indians, someone must have said somewhere and they were wrong." 



For Alexie, discrimination and prejudice are a tradition imposed upon the indigenous peoples of North America. As the Indian children progress through the school system, they are stripped of their culture, humiliated, and invariably left with little or no future. As the author concludes his narrative:






"Back home on the reservation, my former classmates graduate: a few can't read, one or two are just given attendance diplomas, most look forward to the parties. The bright students are shaken, frightened, because they don't know what comes next.


"They smile for the photographer as they look back toward tradition." 



In "Indian Education," as in the other two stories, tradition is a ritual carried forward irrespective of the dehumanizing nature of the activity or the obsolescence of the underlying cause. All three authors indict humanity's propensity to blindly follow traditions or rituals without question. People accept as a normal part of their existence the ritualistic behaviors that demean or even destroy others. That Alexie's, unlike Jackson's and Le Guin's, is based solidly upon the author's real life makes his story considerably more poignant. The other two stories, however, should compel reflection on the nature of some traditions.




In "The Story of an Hour," by Kate Chopin, why does Chopin withhold the protagonist’s first name until paragraph 17?

Perhaps Chopin chooses to withhold the protagonist's first name for so long because Louise Mallard has been denied a true, personal identity for such a long time. While married, she had to "bend [her] will" to her husband's, and the Victorian woman really had no legal identity whatsoever due to the coverture laws of the time: when a woman married, her husband's identity "covered" hers, legally, and she, in essence, becomes subject to his will,...

Perhaps Chopin chooses to withhold the protagonist's first name for so long because Louise Mallard has been denied a true, personal identity for such a long time. While married, she had to "bend [her] will" to her husband's, and the Victorian woman really had no legal identity whatsoever due to the coverture laws of the time: when a woman married, her husband's identity "covered" hers, legally, and she, in essence, becomes subject to his will, her property becomes his, and so forth. It isn't until her husband dies (or she thinks that he dies) that she begins to believe that she can be "'free, free, free!'" Free of him, she now has a chance to live for herself, do what she wants when she wants, and not have to answer to anyone else or compromise or give way to what someone else wants. Withholding her name draws attention to Louise's lack of identity until she begins to realize her husband's death allows her to have one.

Wednesday 22 July 2015

Why did Thomas Paine argue for a declaration of independence and for immediate action?

Paine argues for the declaration of independence and immediate action because he completely opposes the monarchy system of governance. He argues that the monarchy is granted too much power and authority. In Common Sense, Paine states that the distinction between the monarchy and subjects contradicts the inherent nature of equality among men.


Paine suggests that America is evolved and does not need to pay allegiance to Britain. He suggests that America should declare its independence...

Paine argues for the declaration of independence and immediate action because he completely opposes the monarchy system of governance. He argues that the monarchy is granted too much power and authority. In Common Sense, Paine states that the distinction between the monarchy and subjects contradicts the inherent nature of equality among men.


Paine suggests that America is evolved and does not need to pay allegiance to Britain. He suggests that America should declare its independence in order to break away from British hostility and strengthen its ability to participate in international trade. 


Paine argues for immediate action to ensure America is accorded an opportunity to chart its future away from the inherent challenges within the British system. He suggests that America is ready to establish a respectable nation that can form alliances with other nations. However, the ability to improve America’s stature remains hinged on its independence.

In "The Minister's Black Veil," why do the villagers bury Mr. Hooper without removing the veil?

When the Reverend Mr. Clark sits by Father Hooper's deathbed, Mr. Clark asks Father Hooper to allow him to remove the veil from Father Hooper's face so that he can meet eternity without it.  Father Hooper, however, is horrified by this idea, and he shrieks, "'Never! [...].  On earth, never!'"  It is clear that Father Hooper wishes never to have the veil removed, and this may be one reason that his parishioners do not remove it.


Further,...

When the Reverend Mr. Clark sits by Father Hooper's deathbed, Mr. Clark asks Father Hooper to allow him to remove the veil from Father Hooper's face so that he can meet eternity without it.  Father Hooper, however, is horrified by this idea, and he shrieks, "'Never! [...].  On earth, never!'"  It is clear that Father Hooper wishes never to have the veil removed, and this may be one reason that his parishioners do not remove it.


Further, everyone gathered at Father Hooper's deathbed still seems to fear the mysterious veil.  Mr. Clark even suggests that it signifies some terrible sin Father Hooper had committed.  However, Father Hooper asks, 



"Why do you tremble at me alone? [....] Tremble also at each other!  Have men avoided me, and women shown no pity, and children screamed and fled, only for my black veil?  What, but the mystery which it obscurely typifies, has made this piece of crape so awful?  When the friend shows his inmost heart to his friend; the lover to his best beloved; when man does not vainly shrink from the eye of his Creator, loathsomely treasuring up the secret of his sin; then deem me a monster, for the symbol beneath which I have lived, and die!  I look around me, and, lo! on every visage a Black Veil!"



It seems to be, in part, this "mystery" that Father Hooper describes that so terrifies the people.  They seem always to have had an obscure idea of what the veil symbolizes -- that each of us has secret sins that we attempt to hide from each other, ourselves, and even God -- but no one wants to admit that they might understand because that would be tantamount to admitting that one has these secret sins on one's soul, and what everyone wants the most is to hide this very fact.  If, in truth, these people really do have even a vague understanding of the veil's meaning, then they would not want to remove it after Father Hooper has died because it is a meaningful and accurate symbol; if, on the other hand, they really don't have a concept of the veil's meaning, then they would not want to remove it because it is such a mystery, and we fear mysteries.

What are some quotes about censorship in Fahrenheit 451?

You may be interested in the quotes below.



"We burned a thousand books. We burned a woman.


"Well?"


The parlor was exploding with sound.


"We burned copies of Dante and Swift and Marcus Aurelius."



In this quote, Montag is giving an account of a book-burning raid to Mildred. For her part, Mildred isn't especially interested in the raid. However, Montag's clearly emotional words demonstrate how affected he is by his own participation in the book-burning....

You may be interested in the quotes below.



"We burned a thousand books. We burned a woman.


"Well?"


The parlor was exploding with sound.


"We burned copies of Dante and Swift and Marcus Aurelius."



In this quote, Montag is giving an account of a book-burning raid to Mildred. For her part, Mildred isn't especially interested in the raid. However, Montag's clearly emotional words demonstrate how affected he is by his own participation in the book-burning. He is most troubled by the fact that an innocent woman died as a result of his and his colleague's actions. Montag questions why the mere fact of book ownership should consign someone to an agonizing death.



Don't step on the toes of the dog-lovers, the cat-lovers, doctors, lawyers, merchants, chiefs, Mormons, Baptists, Unitarians, second-generation Chinese, Swedes, Italians, Germans, Texans, Brooklynites, Irishmen, people from Oregon or Mexico . . . The bigger your market, Montag, the less you handle controversy, remember that!


Authors, full of evil thoughts, lock up your typewriters. They did. Magazines became a nice blend of vanilla tapioca. Books, so the damned snobbish critics said, were dishwater. No wonder books stopped selling, the critics said. But the public, knowing what it wanted, spinning happily, let the comic-books survive. And the three-dimensional sex magazines, of course. There you have it, Montag. It didn't come from the Government down. There was no dictum, no declaration, no censorship, to start with, no! Technology, mass exploitation, and minority pressure carried the trick, thank God.



In the two quotes above, Captain Beatty gleefully explains to Montag how the censorship of books came about. Beatty obviously supports wholesale censorship, but Montag is beginning to doubt its necessity by this point in the novel.


For his part, Beatty tries to convince Montag that their job is to make sure everyone is happy. To do so, they have to stand "against the small tide of those who want to make everyone unhappy with conflicting theory and thought." Beatty supports the idea of censorship because he believes that it serves a larger purpose. To Beatty, intellectual freedom and open dialogue are less important than the conflict dissonant philosophies generate.

Tuesday 21 July 2015

`(ds)/(dalpha) = sin^2(alpha/2)cos^2(alpha/2)` Solve the differential equation.

`(ds)/(d alpha) = sin^2(alpha/2)cos^2(alpha/2)`


To solve, express the differential equation in the form N(y)dy = M(x)dx .


So bringing together same variables on one side, the equation becomes


`ds =sin^2(alpha/2)cos^2(alpha/2) d alpha`


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


`ds =(sin(alpha/2)cos(alpha/2))^2 d alpha`


Then, apply the sine double angle identity `sin(2 theta)=2sin(theta)cos(theta)` .



`sin (2*alpha/2)=2sin(alpha/2)cos(alpha/2)`


`sin(alpha)=2sin(alpha/2)cos(alpha/2)`


`sin(alpha)=2sin(alpha/2)cos(alpha/2)`


`(sin(alpha))/2=sin(alpha/2)cos(alpha/2)`



Substituting this to the right side, the differential equation becomes


`ds = ((sin (alpha))/2)^2...

`(ds)/(d alpha) = sin^2(alpha/2)cos^2(alpha/2)`


To solve, express the differential equation in the form N(y)dy = M(x)dx .


So bringing together same variables on one side, the equation becomes


`ds =sin^2(alpha/2)cos^2(alpha/2) d alpha`


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


`ds =(sin(alpha/2)cos(alpha/2))^2 d alpha`


Then, apply the sine double angle identity `sin(2 theta)=2sin(theta)cos(theta)` .



`sin (2*alpha/2)=2sin(alpha/2)cos(alpha/2)`


`sin(alpha)=2sin(alpha/2)cos(alpha/2)`


`sin(alpha)=2sin(alpha/2)cos(alpha/2)`


`(sin(alpha))/2=sin(alpha/2)cos(alpha/2)`



Substituting this to the right side, the differential equation becomes


`ds = ((sin (alpha))/2)^2 d alpha`


`ds = (sin^2 (alpha))/4 d alpha`


Then, apply the cosine double angle identity  `cos(2 theta)=1-2sin^2(theta)` .



`cos (2alpha) = 1 - 2sin^2(alpha)`


`2sin^2(alpha) = 1-cos(2 alpha)`


`sin^2(alpha) = (1-cos(2 alpha))/2`



Plugging this to the right side, the differential equation becomes


`ds = ((1-cos(2 alpha))/2)/4 d alpha`


`ds = (1-cos(2alpha))/8 d alpha`


`ds = (1/8 - cos(2alpha)/8) d alpha`


Then, take the integral of both sides.


`int ds = int (1/8 - cos(2alpha)/8) d alpha`


`int ds = int 1/8 d alpha - int cos(2 alpha)/8 d alpha`


Apply the integral formulas `int adx = ax + C` and `int cos(x) dx = sin(x) + C` .


`s+C_1 = 1/8alpha - (sin(2alpha))/16 + C_2`


Then, isolate the s.


`s = 1/8alpha - (sin(2alpha))/16 + C_2-C_1`


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


`s = 1/8alpha - (sin(2alpha))/16 +C`



Therefore, the general solution of the differential equation is `s = 1/8alpha - (sin(2alpha))/16 +C` . 

Who are the characters in Hunger by Roxane Gay?

The characters in Hunger by Roxane Gay are all people who have had a major impact on her life.


Roxane Gay, the author, is the daughter of Haitian immigrants. After being raped by classmates at age twelve, she starts eating to cope with her negative feelings. Obesity becomes a way of keeping herself safe. She goes away to a boarding school in her teens where she has easy access to food. By the time...

The characters in Hunger by Roxane Gay are all people who have had a major impact on her life.


Roxane Gay, the author, is the daughter of Haitian immigrants. After being raped by classmates at age twelve, she starts eating to cope with her negative feelings. Obesity becomes a way of keeping herself safe. She goes away to a boarding school in her teens where she has easy access to food. By the time she is in her late 20s, she weighs almost 600 pounds. She discusses her troubles with relationships as she works through her education, going all the way to a doctoral program. She writes about her relationship with food, standards of beauty, obesity in society, and self-acceptance.


Nicole Gay is Roxane's mother. She is a Haitian immigrant with a passion for photography who deeply loves her family. She stayed home to raise her children. 


Michael Gay is Roxane's father. He is two years older than her mother and worked as a civil engineer. Roxane and her siblings used to visit him on construction sites. Both he and her mother were very concerned about Roxane's weight. She had to set boundaries with them to avoid having it be a part of every conversation.


Joel and Michael, Jr. are Roxane's younger brothers. She is close with them. 


Christopher is the boy who orchestrated Roxane's rape. They were semi-friends before it happened; he ignored her at school but spent time with her after. She uses a pseudonym for him. Years later, she looks him up online and finds out he is an executive at a large company. 


Rex McGuinn is an English teacher at Roxane's boarding school. He appreciated her writing and took her to the counseling center when he saw that she was depressed.


Jon is a person that Roxane meets after he notices her at a casino. He is a logger who loves hunting, fishing, and basketball. They date, but ultimately she moves when her doctoral program ends and he does not move with her. 

Monday 20 July 2015

How did the US Civil War affect the people and landscape of the US?

The Civil War (1861-1865) has had political and cultural consequences that the nation has still not yet overcome.


The most important outcome of the Civil War is that it led to the end of slavery, with the declaration of the Emancipation Proclamation in 1863. 


Resentment in the South lingered long after the war—not only because of the region's loss and humiliation, but also because of how Northerners migrated to the South to profit off of...

The Civil War (1861-1865) has had political and cultural consequences that the nation has still not yet overcome.


The most important outcome of the Civil War is that it led to the end of slavery, with the declaration of the Emancipation Proclamation in 1863. 


Resentment in the South lingered long after the war—not only because of the region's loss and humiliation, but also because of how Northerners migrated to the South to profit off of cheap land. These people were called "carpetbaggers."


Reconstruction was another source of tension in the South. Reconstruction was intended to ensure the advancement and enfranchisement of black people. Numerous black men became senators and representatives in various Southern states, including Mississippi and South Carolina. However, Rutherford B. Hayes signed the Compromise of 1877, which effectively ended Reconstruction and made black people very vulnerable to intimidation by white citizens. This also allowed white people to illegally seize black-owned property and to kill African Americans with impunity. This history of disenfranchisement partially explains inequalities in wealth and political power between black and white people to date.

Sunday 19 July 2015

In the poem "Ode to Autumn" by John Keats, who is the speaker and to whom is he speaking?

The speaker in "Ode to Autumn" is unspecified; the poem never directly uses "I." Because we don't have any information about the speaker as a character, we can assume that the speaker is simply an unspecified, omniscient poetic narrator. 


We doknow, however, that this speaker is somehow able to follow autumn around from place to place as it rests in granaries, beside brooks, and so forth. The speaker employs a kind of zooming-in feature,...

The speaker in "Ode to Autumn" is unspecified; the poem never directly uses "I." Because we don't have any information about the speaker as a character, we can assume that the speaker is simply an unspecified, omniscient poetic narrator. 


We do know, however, that this speaker is somehow able to follow autumn around from place to place as it rests in granaries, beside brooks, and so forth. The speaker employs a kind of zooming-in feature, examining several of the small, rich details and images of autumn. The speaker zooms in on these details in order to help us readers truly notice these often overlooked moments in autumn, a time when many are too busy grieving the end of summer to notice the beauty of this unique season.


The speaker addresses the season of autumn in this poem, which we immediately know from the poem's title, "Ode to Autumn." Autumn, however, takes on a few possible forms here. We see it sitting "careless on a granary floor," with its hair "soft-lifted by the winnowing wind" in a slightly melancholy yet drowsy and peaceful image. Autumn could be either a man or a woman. "Sitting on a granary floor" suggests a male farmer, but later on "laden head" suggests a woman carrying a basket of fruit on her head. Keats leaves autumn's gender ambiguous and instead allows it to be an androgynous character. Autumn thus resembles a kind of god or goddess of harvest, fruition, and plenty—perhaps Demeter, Greek goddess of the harvest, or Dionysus, Greek god of winemaking and ritual.

What is the central conflict of The Good Thief by Hannah Tinti?

The largest conflict within Hannah Tinti's book The Good Thief is Ren’s internal struggle for acceptance and longing for a real home with a real family. Tinti creates a bit of a plot twist to increase tension and conflict near the end of the story when Silas kidnaps Ren and Golly, which ultimately reveals that Benjamin is Ren’s father. Discovering his true parentage seems to allow Ren to accept that he is most at home...

The largest conflict within Hannah Tinti's book The Good Thief is Ren’s internal struggle for acceptance and longing for a real home with a real family. Tinti creates a bit of a plot twist to increase tension and conflict near the end of the story when Silas kidnaps Ren and Golly, which ultimately reveals that Benjamin is Ren’s father. Discovering his true parentage seems to allow Ren to accept that he is most at home with the other outcasts he has grown to love having in his life. Ren learns that he is allowed to adopt his closest friends as his true family and is finally able to experience the love and companionship he has sought throughout The Good Thief.

How does the conflict occur in the poem "Breakfast"?

The conflict in the poem is developed indirectly and the reader is left without any detailed knowledge of its actual nature. The narrative of the poem describes what appears to be a typical breakfast scene. The anonymous narrator describes a man drinking morning coffee and smoking a cigarette. After doing so, he puts on a hat and raincoat and leaves. He performs these acts in complete silence, something the narrator emphasizes in the lines:


Without...

The conflict in the poem is developed indirectly and the reader is left without any detailed knowledge of its actual nature. The narrative of the poem describes what appears to be a typical breakfast scene. The anonymous narrator describes a man drinking morning coffee and smoking a cigarette. After doing so, he puts on a hat and raincoat and leaves. He performs these acts in complete silence, something the narrator emphasizes in the lines:



Without any word to me
Without any look at me



This suggests that the scene is not one of strangers at a pension but rather of a lovers' or spousal quarrel, especially in light of the narrator crying after the man leaves. We do not know why the man refuses to speak or look at the narrator, as that is not explicitly stated in the poem. However, the lack of communication does suggest some form of conflict.

Why was Marbury v. Madison significant to anyone outside of William Marbury's immediate family?

Marbury v Madison (1803) is arguably the most important legal case in American judicial history. Why? Because the case established the principle of judicial review, the power of the United States Supreme Court and other federal courts to strike down acts of Congress which they deem unconstitutional.


The principle of judicial review is of immense importance in the development of the Supreme Court as one of the three branches of federal government. Marbury vs. Madison ...

Marbury v Madison (1803) is arguably the most important legal case in American judicial history. Why? Because the case established the principle of judicial review, the power of the United States Supreme Court and other federal courts to strike down acts of Congress which they deem unconstitutional.


The principle of judicial review is of immense importance in the development of the Supreme Court as one of the three branches of federal government. Marbury vs. Madison gave life to the philosophy of the Founding Fathers that governments should be of laws, not men. Who is it that interprets the law? It should not be politicians (who make the law), but judges. A Constitution made by "We, the People" then becomes a document whose meaning is decided by "We, the Judges."


To that end, the case enshrined the principle that the Supreme Court has the right to determine what is, or is not, constitutional. That right has been jealously guarded by the Court ever since and passionately debated by friend and foe alike. Marbury vs. Madison has been such a contentious case because the Constitution is both a political and a judicial document. This raises the question of precisely who should be charged with its interpretation. Should it be democratically-elected representatives, even if they lack appropriate judicial training? Should it be legally-qualified judges, even though they are not elected and are therefore not subject to democratic control or recall?


The debate continues.

What did bod do after he left the graveyard

It's hard to say exactly what happens to Bod after he leaves the graveyard for the last time in The Graveyard Book. Though he has left the graveyard several times before, to go to school, to investigate his childhood home, and to see the ghosts dance the Macabray, for example, the last chapter of the novel implies that this will be his very last time leaving the graveyard and that he won't be coming back.

Though Neil Gaiman doesn't explicitly tell us what Bod does when he leaves, we can make some educated guesses based on what we are given. First, he's given a wallet full of money, a passport with a new identity, and a suitcase full of belongings. These things are all new to him; he hasn't needed them in the graveyard, and this is just the beginning of preparing for life as a normal human being rather than a human surrounded by ghosts.


Until this point, Bod's life has been rather sheltered. While he gets into all kinds of adventures, he doesn't get to see much of the real world. His life in the graveyard is interesting to us because we don't live that way, but, from Bod's perspective, things we find commonplace are interesting. He tells Silas that he wants to leave footprints in a desert and play football, and that he wants everything; in essence, the life he has not been able to experience because of the threat of Jack.


His last encounter before he leaves is with Mistress Owens, his adopted mother. She sings a familiar song to him, advising him to:



"Kiss a lover


Dance a measure,


Find your name


and buried treasure...


Face your life


Its pain, it's pleasure,


Leave no path untaken."



Unfortunately, the book ends as Bod leaves--we don't get to see what he does. But his own optimism, his hopes, and Mistress Owens' song give us a strong hint that what he'll do when he leaves is experience life and all it has to offer, whether that matches exactly what Mistress Owens suggests or whether it looks quite different. When he leaves the graveyard, Bod aims to do everything he couldn't do there--meet people, travel, see everything the world has to offer. He's embarking on a new adventure in his life, and while we don't see it happen, we know that almost everything he experiences will be new to him.

Saturday 18 July 2015

What role does Parris play in the community?

Parris is the town minister in Salem.  Although he is not well liked by many members of the community -- Giles Corey and John Proctor, among others -- this is his role.  John, for example, feels that Parris places too much emphasis on material objects, like the golden candlesticks on the altar and even his own income, and he does not "see the light of God" in Parris.  Parris also has a daughter, Betty, and he has taken in his niece, Abigail Williams, whose parents were killed during an Indian raid on her home.  Parris's job is to be the community's spiritual leader, to lead religious services included officiating at weddings and funerals, christening children, and the like.  Although his role is primarily spiritual, it becomes evident fairly quickly that his role is politically charged as well.

`y = ln((e^x + 1)/(e^x - 1)) , [ln2 , ln3]` Find the arc length of the graph of the function over the indicated interval.

The arc length of a function is the length of the described curve within some interval on the x-axis (and a corresponding interval on the y-axis). If we were to lay a piece of string over the line of the graph in this window, the graph going from corner to diagonally opposite corner in a curve, the arc length is the length of the piece of string used.

In this case the function to find the arc length of is


`y = ln ((e^x+1)/(e^x - 1)) `


where `ln(x) ` is the natural logarithm of `x ` (the inverse function to `e^(x) `, recall).


The window over which to find the length is the rectangle given by  `ln 2 <= x <= ln3 `  and `ln2 <= y <= ln3`.


The function for the arc length of a generic function `y = f(x) ` is


`s = int_a^b sqrt(1+((dy)/(dx))^2) \quad dx `


This integrates along the line of the graph, adding infinitesimal sections together where each very small section added is a straight line diagonal over the small window `x_0 <=x <=x_0 + dx ` , `y_0 <=y <= y_0 + dy ` . Though `y = f(x) ` may be a curve, the point is that these windows over which the length is integrated (added up) are so small that the graph is a straight line within them making it a simple thing to add the small (straight line) sections together. This concept is the basis of calculus.


In this example, since `y = ln ((e^x+1)/(e^x-1)) = ln(e^x + 1) - ln(e^x-1)` then its derivative `(dy)/(dx) `  is given by


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


Now working in steps to find the integrand in the formula for the arc length `s ` , we have that


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


and that


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


`= sqrt((e^(2x)+2e^x +1)(e^(2x)-2e^(x)+1)+4e^(2x))/((e^x+1)(e^x-1)) `


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


Adding up that very long set of exponential terms, finding that most cancel, we finally have that


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


`= sqrt((e^(2x)+1)^2)/((e^x+1)(e^x-1)) = (e^(2x)+1)/((e^x+1)(e^x-1)) `


`= (e^(2x)+1)/(e^(2x)-1) `


Integrating the integrand over the required interval, we have that


`s = int_(ln2)^(ln3) ((e^(2x)+1)/(e^(2x)-1)) \quad dx `


` ` `= int_(ln2)^(ln3) (2e^(2x)- e^(2x) + 1)/(e^(2x)-1) \quad dx = int_(ln2)^(ln3) (2e^(2x))/(e^(2x)-1) -1 \quad dx `


`= ln(e^(2x)-1)|_ln2^(ln3) - x |_(ln2)^(ln3) `


`= ln (e^(2ln3)-1) - ln(e^(2ln2)-1) - ln3 + ln2 `


`= ln(9-1) - ln(4-1) - ln3 + ln2 = ln((8/3)(2/3)) `


`= ln(16/9)`  is the final answer

Friday 17 July 2015

How old was Thomas Paine when he published Common Sense?

Thomas Paine was born on February 9, 1737. He died on June 8, 1809. Common Sense was published on January 9, 1776. He was 38 years old when Common Sense was published. Common Sensewas a pamphlet that explained the reasons why the colonists should become independent from Great Britain. Many colonists were not sure if they should declare independence from Great Britain. They knew they had issues regarding how the British were treating them....

Thomas Paine was born on February 9, 1737. He died on June 8, 1809. Common Sense was published on January 9, 1776. He was 38 years old when Common Sense was published. Common Sense was a pamphlet that explained the reasons why the colonists should become independent from Great Britain. Many colonists were not sure if they should declare independence from Great Britain. They knew they had issues regarding how the British were treating them. They were concerned about the tax laws that had been passed without their consent. They also were concerned about the blood that had been shed. This pamphlet changed many minds in the colonies. Many colonists who were unsure if they should declare independence from Great Britain believed they should declare their independence after reading Thomas Paine’s pamphlet.

Thursday 16 July 2015

According to the evolutionary theory of sexual selection, what are three prerequisites for a trait to evolve by sperm competition?

The quick answer is that you need conditions where (1) females mate with multiple males, (2) different variants of the trait must result in different degrees of reproductive success, and (3) these variants must be heritable.

Let's unpack what all that means by going into more detail. First I'll define sperm competition, and then give examples of the sorts of traits that might evolve by sperm competition. 


Sperm competition is competition "between males to prevent each other from fertilizing eggs" (Krebs and Davies, below). It is a type of male-male competition, which, in turn, is a type of intra-sexual selection, i.e., sexual selection that consists of members of one sex competing for access to the other sex.


When we hear the words "sperm competition," we might think first of sperm battling each other in the reproductive tract of a female who has mated with multiple males in succession. We envision traits specific to the sperm themselves.


While sperm competition could, in principle, lead to the evolution of such traits -- like faster swimming speed (to beat the sperm of rival males to the egg) -- sperm competition can lead to the evolution of many other traits, including


  • mate guarding, where a male hangs around the female to thwart her from mating with his rivals

  • frequent copulation, to help ensure that the male enters more sperm in the "lottery" of fertilization

  • increased sperm production, to help ensure more entries in the lottery, and

  • anatomical characteristics that help a male remove a rival's sperm from a female's reproductive tract (for example, a penis with a flange that, during intercourse, helps remove previously-deposited sperm

To demonstrate that a trait is sexually selected, three conditions must be met.


1. There must be competition for mates. In the particular case of sperm competition, this means that females of the species must at least occasionally engage in polyandrous matings -- i.e., fertile females must mate with more than one male. 


2. Different variants of the trait must result in differences in reproductive success. In other words, you need to show that having one version tends to result in more offspring than another. An example here would be the trait of high sperm count per ejaculate. You'd need to show that males with higher sperm counts are more likely to father offspring.


3. These variants must be heritable -- i.e., variation in the trait must be related to variation in genes. Returning to our example about sperm count, you'd need to show that differences in sperm count between individuals reflects differences in their genes.


How important is sperm competition? In the old days, people assumed that polyandrous mating was relatively rare. Nowadays, we know differently, and we've learned that extra-pair matings occur even in species that pair-bond.


For instance, field workers have proven that female birds engage in multiple matings, even in species characterized by a social system of pair-bonding and bi-parental care. Paternity studies have found that the offspring weren't always sired by the male who feeds and fathers them: The mothers engaged in "sneaky copulations" when their pair-bonded mates were away, and, as a result, some of their eggs were fertilized by other males.


---


References


Andersson, Malte. Sexual Selection. Princeton University Press.


Krebs, J.R. and Davies N.B. An introduction to behavioural ecology. Blackwell.

What United States court cases have clarified people's constitutional rights?

The Lochner vs. New York case influenced court decisions prior to the mid-1930s. The Due Process Clause of the 14th Amendment states that "No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any state deprive any person of life, liberty, or property, without due process of law."

At the turn of the 20th century, Joseph Lochner sued the state of New York, arguing that the Bakeshop Act of 1897 was unconstitutional. Lochner was the sole proprietor of a small bakery in Utica and often employed bakers for more than 60 hours a week. It so happened that the Bakeshop Act (strongly supported by bakers unions) had established a 60-hour maximum workweek for all bakers in New York. Lochner argued that this violated the right to liberty of contract under the Due Process clause in the 14th Amendment. The Lochner case set a precedent for court rulings until the mid-1930s. Judges during the Lochner era often ruled against state economic regulation and championed an individual's right to economic freedom.


The Griswold vs. Connecticut involved an individual citizen's right to privacy, with Justice William Douglas presiding. In 1965, Estelle Griswold (Connecticut's Planned Parenthood executive director at the time) and Dr. Lee Buxton (physician and Yale professor) were arrested and fined $100 for offering contraception advice to married couples. Griswold and Buxton sued, arguing that a Connecticut law prohibiting the use of any contraceptives was unconstitutional. Griswold and Buxton won the case; Justice Douglas wrote that the Connecticut law violated an individual's right to privacy, and he also reiterated that this right was protected by penumbras (protective zones within the Bill of Rights), specifically the 1st, 3rd, 4th, and 5th Amendments to the Constitution.


Intermediate scrutiny is a type of judicial review used to determine the constitutionality of a law. Intermediate scrutiny is used to decide cases that pertain to gender, and it is also used in First Amendment cases.


In this section, a major topic appears to be the Roe vs. Wade and Planned Parenthood vs. Casey court cases. In Roe vs. Wade, the Supreme Court recognized a woman's right to privacy. It also recognized the compelling state interest to protect a woman's life and the life of her unborn child. To satisfy this interest, the Court upheld a trimester framework test to balance the interests of the state and the woman's right to privacy.


In the first trimester, the decision to abort was left up to the woman. In the second trimester, the Court decided that the state could only regulate abortion for the purposes of saving the woman's life. In the third trimester, the Court ruled that the state could restrict or prohibit abortion altogether unless the procedure was necessary to preserve the woman's life.


The Planned Parenthood vs. Casey case changed the trimester framework test to an 'undue burden' test. The Pennsylvania law in question required a) a woman to inform her spouse before she sought an abortion, b) minors to inform their parents before an abortion, c) doctors to inform women about the physical and emotional risks of an abortion, and d) a woman to wait 24 hours to have an abortion after the initial consultation.


The justices preserved most of the Pennsylvania law under the 'undue burden' test. The test stated that an undue burden was placed on a woman if she was prevented from having an abortion before her fetus was viable. The only provision of the Pennsylvania law to fail this test was the one requiring a woman to inform her spouse before she sought an abortion.

Explain the concept of globalization and its advantages and disadvantages for social, political and economic development.

Globalization is the process of achieving an international marketplace for goods and services. It is an attempt to minimize the effect of national boundaries as a deterrent for trading materials. It is characterized by loosening of legislation that hampers the export of goods. Companies can manufacture and sell goods in a variety of different countries. Large multinational corporations are the biggest players in globalization.


The advantages of globalization are generally felt in more developed countries....

Globalization is the process of achieving an international marketplace for goods and services. It is an attempt to minimize the effect of national boundaries as a deterrent for trading materials. It is characterized by loosening of legislation that hampers the export of goods. Companies can manufacture and sell goods in a variety of different countries. Large multinational corporations are the biggest players in globalization.


The advantages of globalization are generally felt in more developed countries. The consumer benefits the most in terms of prices and the variety of goods and materials available for purchase. Companies can generally achieve lower operating costs through globalization. This sometimes happens by exploiting labor from underdeveloped countries. An advantage for developing countries is the introduction of new technologies and business models that may help in their efforts at modernization.


Globalization also comes with a downside for both developed and undeveloped societies. For undeveloped countries, the exploitation of labor and resources by multinational corporations can be seen as a deterrent to economic progress. Countries may become overdependent on the goods and services of another country which can lead to international disputes and warfare. This has been a theme of the modern Middle East as the major supplier of petroleum. Another negative of globalization is that economic conditions like recession may impact other countries as all of the nations become interconnected. For developed countries, the loss of manufacturing jobs is a real issue as companies pursue labor sources that are cheaper.

Wednesday 15 July 2015

How did the United States gradually awaken to the threat of totalitarian aggression in the late 1930 while still attempting to avoid entanglements?

As the 1930s progressed, the United States became aware of the growing threat of totalitarianism in Europe and in Asia. However, the United States still tried to avoid getting too involved in world affairs. In 1937, after Japan invaded China, President Roosevelt warned the nation about the growing threat of Axis expansion when he gave the “Quarantine Speech.” He told the people that the United States needed to be alert to the spread of aggressive actions...

As the 1930s progressed, the United States became aware of the growing threat of totalitarianism in Europe and in Asia. However, the United States still tried to avoid getting too involved in world affairs. In 1937, after Japan invaded China, President Roosevelt warned the nation about the growing threat of Axis expansion when he gave the “Quarantine Speech.” He told the people that the United States needed to be alert to the spread of aggressive actions in Europe and in Asia.


The United States had passed strict neutrality laws in the 1930s to prevent the country from getting dragged into another conflict similar like World War I. However, by the end of the 1930s and into the early 1940s, Congress began to make some modifications to the neutrality laws of the United States. The Neutrality Act of 1939 allowed the sale of war materials to countries at war on a cash and carry basis. The Lend-Lease Act said the United States would lend or lease weapons to Great Britain. The Destroyers for Bases program was developed allowing the United States to give destroyers to Great Britain in return for the right to build military bases in areas controlled by Great Britain. The creation of a hemispheric defense zone allowed the United States to patrol the western Atlantic Ocean, which allowed the United States to help the British locate German submarines.


These actions showed that the United States was alarmed by the actions of Germany, Japan, and Italy. While these actions showed the United States favored Great Britain, they also didn’t commit the country to join the war.

Tuesday 14 July 2015

Why does Mr. Martin buy Camels, even though he has never smoked?

In "The Catbird Seat" by James Thurber, Edward Martin buys a pack of Camels as part of a plan to kill Ulgine Barrows.


When Martin purchases the cigarettes, Thurber says that his coworkers would not have believed it if they'd seen it, because he was a known non-smoker. No one notices the purchase he makes, however. He leaves "the most crowded cigar store on Broadway" with the cigarettes. Martin is planning to leave the cigarette...

In "The Catbird Seat" by James Thurber, Edward Martin buys a pack of Camels as part of a plan to kill Ulgine Barrows.


When Martin purchases the cigarettes, Thurber says that his coworkers would not have believed it if they'd seen it, because he was a known non-smoker. No one notices the purchase he makes, however. He leaves "the most crowded cigar store on Broadway" with the cigarettes. Martin is planning to leave the cigarette near Ulgine's dead body so that the police will believe a smoker committed the crime. 


Barrows is the special advisor to the President of F&S, where Martin is the head of the filing department. Her time there has displeased Martin, and he sees her as a danger to the order of the company.


When he is about to enact his plan, he changes his mind. Instead, he falsely tells her that he's planning to kill their boss. He does so in a wild, flamboyant manner that is entirely unlike himself.


When Barrows reports it to her boss, the man doesn't believe her. Martin is known for not smoking or drinking and for being a very mellow and staid man. He dismisses her from the company, and Martin gets what he wants without having to commit murder.

How do you separate sodium chloride, ammonium chloride, and sand?

Ammonium chloride, sodium chloride, and sand can be separated from each other by using the following steps:


1) Sublimation for separation of ammonium chloride:


Ammonium chloride undergoes sublimation at a temperature of about 337.6 degrees Celsius and forms ammonia gas and hydrogen chloride gas. We can heat the mixture at this temperature and collect the gases that are produced to separate ammonium chloride from the mixture.


2) Water dissolution, filtration, and evaporation:


Sodium chloride is...

Ammonium chloride, sodium chloride, and sand can be separated from each other by using the following steps:


1) Sublimation for separation of ammonium chloride:


Ammonium chloride undergoes sublimation at a temperature of about 337.6 degrees Celsius and forms ammonia gas and hydrogen chloride gas. We can heat the mixture at this temperature and collect the gases that are produced to separate ammonium chloride from the mixture.


2) Water dissolution, filtration, and evaporation:


Sodium chloride is easily soluble in water, while sand does not dissolve in water. To separate out sodium chloride from sand, one can dissolve the mixture of sodium chloride and sand (left over after step 1 for ammonium chloride separation) in water. Heating and stirring will speed up the process of sodium chloride dissolution in water. The sand will settle down at the bottom of the container and can be filtered out from the liquid phase, using a filter paper, piece of cloth, etc. Finally, the sodium chloride can be obtained by evaporating the water from the liquid phase (water containing sodium chloride in it) by boiling it at 100 degrees Celsius. 


Hope this helps. 

Monday 13 July 2015

In the novel Lonesome Dove by Larry McMurtry, what are some examples of why Lorena dissociates herself and is traumatized?

This is an interesting question because many of the reasons Lorena Wood begins to disassociate herself from people and activities actually traumatize her as well.  Generally, Lorena has to disassociate herself because she is an attractive blonde prostitute who many men are in love with throughout the book.  Among the love-struck men are Dee Boot, Dish Bogget, Jake Spoon, Augustus McCrae and even Xavier Wanz (who ends up burning down the Dry Bean because of...

This is an interesting question because many of the reasons Lorena Wood begins to disassociate herself from people and activities actually traumatize her as well.  Generally, Lorena has to disassociate herself because she is an attractive blonde prostitute who many men are in love with throughout the book.  Among the love-struck men are Dee Boot, Dish Bogget, Jake Spoon, Augustus McCrae and even Xavier Wanz (who ends up burning down the Dry Bean because of this "love").  Jake Spoon admits Lorena's dissociation in the following quote:



She had a beautiful face, a beautiful body, but also a distance in her such as he had never met in a woman. 



As the story continues, Lorena has to further disassociate herself because of traumatic events: kidnapping and gang rape.  These two traumatizing happenings require disassociation in order to survive.  Blue Duck is the direct reason for both happenings in that he is the kidnapper as well as one of the participants in the gang rape after Lorena's abduction.  Because Agustus McCrae rescues Lorena from this horrible predicament, she falls in love with him.  Even this act of love with Augustus is a disassociation from her former boyfriend, Jake.  In fact, she was involved with Jake Spoon not because of love but because she hoped that he would take her to San Francisco.  Eventually, Lorena has to be left at Clara's farm for recuperation due to the severe beating she endured.  

How did John Brown's raid at Harpers Ferry affect the outcome of the Civil War?

John Brown’s raid at Harpers Ferry helped lead to the Civil War. There had been a series of events in the 1850s that pushed the United States closer to a civil war. When John Brown attacked a federal arsenal in the hope of starting a slave revolt, southerners were concerned. When some northerners praised him and viewed him as a martyr, southerners were dismayed. For some southerners, this was another sign that a civil war...

John Brown’s raid at Harpers Ferry helped lead to the Civil War. There had been a series of events in the 1850s that pushed the United States closer to a civil war. When John Brown attacked a federal arsenal in the hope of starting a slave revolt, southerners were concerned. When some northerners praised him and viewed him as a martyr, southerners were dismayed. For some southerners, this was another sign that a civil war was unavoidable. After this raid failed, the voices of people who were promoting a compromise solution to the issues affecting the North and the South began to fade. After Abraham Lincoln won the election of 1860, secession was a reality for many southern states.


John Brown’s raid affected the outcome of the Civil War because it showed the North was becoming increasingly in favor of ending slavery completely. Even though Abraham Lincoln said he would allow slavery to remain where it already existed in order to keep the country united, many southerners believed this promise would not be kept. After the Civil War began, the Union became more focused on ending slavery. The Emancipation Proclamation, issued on January 1, 1863, freed the slaves in the South. The North was now fighting to end slavery as well as to preserve the Union. European countries, which had recently ended slavery, now knew the United States was serious about ending slavery.


John Brown’s raid was an important event in pushing the United States closer to a civil war.

What is the point of view in the poem "Genius Child" by Langston Hughes?

Point of view refers to the perspective from which the narrator tells the story or a speaker presents his thoughts in a poem. In this poem, Langston Hughes has adopted a first-person perspective. This means the speaker assumes a subjective stance and presents what he thinks of a particular situation, event, or idea.


In "Genius Child," Hughes' perception regarding the treatment of individuals who are seen as geniuses is that they are much maligned and...

Point of view refers to the perspective from which the narrator tells the story or a speaker presents his thoughts in a poem. In this poem, Langston Hughes has adopted a first-person perspective. This means the speaker assumes a subjective stance and presents what he thinks of a particular situation, event, or idea.


In "Genius Child," Hughes' perception regarding the treatment of individuals who are seen as geniuses is that they are much maligned and even feared by society. He might be speaking about his own experiences and applies this to, what he believes, are the experiences of geniuses (especially in childhood) worldwide. This does not necessarily make his perspective true.


The speaker is clearly bitter and resentful about the manner in which society supposedly treats such children and shockingly suggests that the genius child should be killed because, in death, the child's soul can "run wild." The intimation is obvious. In life, such a child is restricted and not given the opportunity to exercise his or her genius. Since society cannot bear the open and free nature of such children, it purposely and forcefully binds them and hampers their development. Hughes feels death is the only thing that will free them from such bondage.


The poem clearly suggests that genius children are seen as a threat, for even the song, which the poem is, should be sung softly.


It is also evident that the speaker believes such children cannot be loved. He compares them to eagles and rhetorically asks if such a creature can be loved. It is significant that he chooses an eagle because they are seen as symbols of freedom, courage, and strength—admirable qualities—but he questions whether they can be loved. It is as if Hughes is mocking society's short-sighted attitude to child geniuses. Genius children possess all these qualities but are shunned, restricted, and ill-treated because society has an irrational fear of them. They are seen as monsters who generate fear at the mere mention of their names.


The repetition of the line "Nobody loves a genius child,"and its separation from the general text, emphasizes the speaker's sentiment that genius children are treated with disdain. The word 'nobody' powerfully suggests that such children are not even loved by their immediate families. This sentiment, more than anything else, indicates the poet's subjective perspective, as his claim definitely cannot be seen as a universal truth.

Why does Burris call Miss Caroline a slut?

Burris, he of the notorious Ewell clan, has turned up for the first (and for him, last) day at school. Personal hygiene's not exactly a strong point of the Ewells, and Burris has inherited his folks' less-than-scrupulous attention to matters of appearance. That's not all he's inherited. His unkempt hair plays host to a thriving ecosystem of lice, or "cooties" in the local vernacular. One member of this little colony crawls out of Burris' tangled...

Burris, he of the notorious Ewell clan, has turned up for the first (and for him, last) day at school. Personal hygiene's not exactly a strong point of the Ewells, and Burris has inherited his folks' less-than-scrupulous attention to matters of appearance. That's not all he's inherited. His unkempt hair plays host to a thriving ecosystem of lice, or "cooties" in the local vernacular. One member of this little colony crawls out of Burris' tangled thicket and gives poor Miss Caroline a fair old fright. Somewhat flustered, she orders Burris to go home and wash his hair with lye soap and kerosene.


Burris's annual learning experience comes to an abrupt end. He spits at Miss Caroline and calls her a "snot-nosed slut of a teacher" before storming out of class. Burris is clearly a chip off the old block. He has as much respect for people, especially women, as his thoroughly obnoxious old man. To call a respectable woman a "slut" in Maycomb is just not the done thing. By using this word, Burris confirms the status of the Ewell clan as social outcasts, "white trash" unfit to be admitted into polite society.

Sunday 12 July 2015

How does a chain fountain work?

A chain fountain is the name given to the phenomenon where a chain flows upward against gravity and pours out of its container. This might appear illogical and almost magical, but it is governed by the same physics as everything else.

Let's define a chain first since its unique properties make this phenomenon possible. A chain is a flexible series of links and is usually made of metal. These interconnected links can give a chain the appearance of a string, but it is functionally distinct because the metal links that make up the chain are actually rigid rods and not flexible on their own. This is very important to the function of the chain fountain because it is the qualities of an inflexible rod that create the fountain effect as the chain flows out of its container.


When the chain fountain experiment begins, someone lifts the end of the chain out of its container and pulls it. Before someone pulls the chain out of the container the system is at rest, so it is important to note that this action imparts some energy to the system.


Back to the idea of an inflexible rod. When the chain is lifted out of the container and let go, it might appear like a string, but remember it is a series of rods that can't bend. Only the linking sections bend. Now that the system is in motion let's examine what is going on with each individual link.


Imagine a rod laying on a table. If you pull it up on one end, you might think you are only lifting it; however, you are also rotating the rod. It is the surface it sits on which prevents the rod from rotating around its center like it would want to (imagine if you pushed one end of a rod sitting on a table with no friction).


Newton's Third Law states that every action has an equal and opposite reaction. The end that is in contact with the surface is pushing down due to gravity, but this also means that the surface it is sitting on is pushing up. This end which is in contact with the surface is the secret to the chain fountain and provides the gravity-defying appearance of the chain fountain. 


The experimenter's initial application of force by pulling the chain out of the container means that individual link is pushing down on the link next in line, which is itself pushing back on the first link. Each link only interacts with the link immediately next to it. This gives the experiment the appearance of a fountain.


1. The beginning section of chain is pulled, starting the chain fountain.


2. This pull causes the first link on the pile of chain to be pulled (rotated) at one end.


3. The link gets an equal but opposite force as stated by Newton's Third Law, meaning the end that is pushing down on the surface it sits on will also be pushed up by the same surface.


4. This causes the chain to bounce up out of its container while still looking like a string because of the unique properties of a chain. 


5. The pull of the initial segment of chain means the weight of each link (from gravity) is pulling down on the chain. This weight pulls the chain down and gives the rigid links the characteristic chain fountain arc.

How are race, gender, and class addressed in Oliver Optic&#39;s Rich and Humble?

While class does play a role in Rich and Humble , race and class aren't addressed by William Taylor Adams (Oliver Opic's real name) ...