Five adjectives about The Wednesday Wars.

Gary Schmidt's 2009 young adult novel The Wednesday Wars was nominated for at least two prestigious literary awards.  Here are five adjectives that can be used to describe it, with a rationale for each.

1. The novel is humorous. When Holling's teacher forces him to read Shakespeare's The Tempest, he loves it. He figures that she has not read it herself, since it has murders, witches, a monster, and includes people drinking themselves drunk.


2. The...

Gary Schmidt's 2009 young adult novel The Wednesday Wars was nominated for at least two prestigious literary awards.  Here are five adjectives that can be used to describe it, with a rationale for each.

1. The novel is humorous. When Holling's teacher forces him to read Shakespeare's The Tempest, he loves it. He figures that she has not read it herself, since it has murders, witches, a monster, and includes people drinking themselves drunk.


2. The novel is realistic. It is set during the Vietnam War, and Schmidt takes pains to recreate the 1960s.  Walter Cronkite appears on the television news, announcing the numbers of soldiers killed each day.


3. The novel is poignant.  It traces some common setbacks and problems that adolescent boys experience, such as finding a place to fit in with other people.


4. Some of the scenes in the novel are surprising. Holling's father, a successful architect, is not a very nice man or caring father.  He neglects Holling and his sister and frequently lets them down. 


5. The novel is ambitious.  Schmidt creates many different story lines; some are about family, some are about school relationships with peers and teachers, and some are about religious differences. All occur against the backdrop of an unpopular war.  Schmidt is able to balance all the competing narratives and bring them together effectively.

Why do you think Tom’s mistress is introduced exactly after the description of the valley of ashes?

By introducing Myrtle directly after the valley of ashes, Fitzgerald gives the reader a deeper insight into her character. Specifically, he reveals to us that Myrtle is using Tom to live her own American Dream. We see this clearly in the way she behaves when Tom and Nick go the apartment in the city. Although she is from a very poor and deprived area, she acts as though she is much richer and more affluent....

By introducing Myrtle directly after the valley of ashes, Fitzgerald gives the reader a deeper insight into her character. Specifically, he reveals to us that Myrtle is using Tom to live her own American Dream. We see this clearly in the way she behaves when Tom and Nick go the apartment in the city. Although she is from a very poor and deprived area, she acts as though she is much richer and more affluent. She changes her clothes, for example, from a plain spotted dress into an "elaborate" gown made of "chiffon."

With the change of clothes also comes a change of personality. Nick notes, for instance, that:

The intense vitality that had been so remarkable in the garage was converted into impressive hauteur. Her laughter, her gestures, her assertions became more violently affected moment by moment.

In other words, Myrtle acts like someone who is from New York, not from the valley of ashes. She, therefore, creates the persona of the person that she dreams of being. Notice that even when Tom punches her, Myrtle does not break off their affair. She would never dream of doing such a thing because it is through Tom that she is able to escape the dreary world of the garage in the valley of ashes.

How does Arthur Miller's play The Crucible invite audiences to consider the detrimental effects of a repressive society?

A section of the Salem community was persecuted based on superstition, religion, and personal vendetta. The power of religion over the people and the enforcement of the religious code on the community by the authorities made the society a repressive one. Individuals had no choice with regards to religious practice. They were expected to remain silent about their concerns on the administration of the church and religious practice in general. The people were also expected...

A section of the Salem community was persecuted based on superstition, religion, and personal vendetta. The power of religion over the people and the enforcement of the religious code on the community by the authorities made the society a repressive one. Individuals had no choice with regards to religious practice. They were expected to remain silent about their concerns on the administration of the church and religious practice in general. The people were also expected to go to church consistently, and failure led to suspicions of witchcraft. For instance, Hale suspected John after he unconvincingly responded to his questions about church attendance, his child’s baptism, and the Ten Commandments.

The author showed the detrimental effects of a repressive society by singling out the individuals who took advantage of the situation to forward and/or protect their interests. For instance, the issue of witchcraft was used by some individuals to get rid of their foes. Mr. Putnam used the situation to try and appropriate privately owned property by falsely accusing Giles. Judge Danforth failed to uphold justice and instead sought to protect his position. In conclusion, People in positions of power and those that can manipulate the situation have the last say in a repressive society.

Who killed Bob Ewell?

Boo Radley wrestles Bob's knife out of his hands and ends up killing him.

In chapter 28, Bob Ewell attacks Jem and Scout as they are walking home from Maycomb's Halloween festival. During the attack, Scout cannot identify the person wrestling Bob Ewell off of her and Jem because her ham costume obstructs her vision. After the scuffle ends, Scout sees the outline of a man walking with staccato steps carrying Jem home. When Scout...

Boo Radley wrestles Bob's knife out of his hands and ends up killing him.

In chapter 28, Bob Ewell attacks Jem and Scout as they are walking home from Maycomb's Halloween festival. During the attack, Scout cannot identify the person wrestling Bob Ewell off of her and Jem because her ham costume obstructs her vision. After the scuffle ends, Scout sees the outline of a man walking with staccato steps carrying Jem home. When Scout returns home, she meets Boo Radley for the first time as Atticus and Sheriff Tate discuss who killed Bob Ewell. Atticus initially believes that Jem killed Bob Ewell, but Sheriff Tate disagrees. Sheriff Tate then tells Atticus, "Bob Ewell fell on his knife. He killed himself" (Lee, 277). However, Atticus insists that his son take responsibility for murdering Bob Ewell. Sheriff Tate then demonstrates how Bob fell on his own knife before indirectly telling Atticus the truth. Sheriff Tate admits that Boo Radley stabbed and killed Bob Ewell with a kitchen knife by telling Atticus,

I never heard tell that it’s against the law for a citizen to do his utmost to prevent a crime from being committed, which is exactly what he [Boo Radley] did, but maybe you’ll say it’s my duty to tell the town all about it and not hush it up. Know what’d happen then? All the ladies in Maycomb includin‘ my wife’d be knocking on his door bringing angel food cakes. To my way of thinkin’, Mr. Finch, taking the one man [Boo Radley] who’s done you and this town a great service an‘ draggin’ him with his shy ways into the limelight—to me, that’s a sin. It’s a sin and I’m not about to have it on my head. If it was any other man, it’d be different. But not this man, Mr. Finch (Lee, 280).

The man Sheriff Tate is referring to in the previous quote is Boo Radley, who is the most reclusive citizen in Maycomb. Sheriff Tate refuses to tell the community about Boo's heroics in order to prevent Boo from stepping into the community's limelight. Sheriff Tate then tells the community that Bob Ewell simply fell on his own knife and died.

What was the setting of The Book Thief based on?

The Book Thief is based on the world of Nazi Germany during World War II, as researched by the book's author, Markus Zuzak. Much of the novel takes place in the town of Molching, Germany, where the main character, a young girl named Liesel, is sent to live with foster parents after her father is accused of being a communist. Molching is a fictional setting, but a town called Olching in Germany, which was near...

The Book Thief is based on the world of Nazi Germany during World War II, as researched by the book's author, Markus Zuzak. Much of the novel takes place in the town of Molching, Germany, where the main character, a young girl named Liesel, is sent to live with foster parents after her father is accused of being a communist. Molching is a fictional setting, but a town called Olching in Germany, which was near the Dachau concentration camp, may be the place Zuzak had in mind. The story adheres to the real situation in Germany at the time: persecution of Jews and communists, hunger, heavy Allied bombing of German cities, and severe penalties for even small acts of kindness to those deemed enemies of the state. 

What is the hook in The Graveyard Book?

In literature, a "hook" is the part of a story that grabs the reader's attention. Usually found in a book's opening scene, the hook serves to pull the reader into the world of the novel and keep them reading, as they want to know what's going to happen next.

Neil Gaiman's The Graveyard Bookstarts not by introducing a character or setting, but rather by introducing a knife. Right from the beginning, you know this...

In literature, a "hook" is the part of a story that grabs the reader's attention. Usually found in a book's opening scene, the hook serves to pull the reader into the world of the novel and keep them reading, as they want to know what's going to happen next.

Neil Gaiman's The Graveyard Book starts not by introducing a character or setting, but rather by introducing a knife. Right from the beginning, you know this is a story in which threats are real, and the anticipation of what's going to happen keeps you reading. As the chapter continues, readers are introduced to Jack, the man who wields the knife, who has killed the entire family living in a home he's invaded, except for the youngest child. We enter the story as he's moving to murder the baby, but, as we find out, the baby is not in the crib.

The hook, surprisingly, is not the murder; that takes place before the story begins. Instead, the hook is the mystery of where the baby has gone, why it's so important to Jack to find him, and why the murder took place at all. The opening scene sets up many questions, so readers want to keep reading to find out the answers. The moment when Jack discovers the baby is missing serves as the hook for The Graveyard Book, as it takes a scene with a finite ending where all the characters except Jack are dead and makes it a mystery instead, driving readers to continue.

How did Dr. Bell help Helen? Why did she dedicate her book to Dr. Bell?

Alexander Graham Bell helped Helen by directing her father to the school that might best be able to provide Helen with a teacher, and indeed they did. Helen dedicated the story of her life to Bell because of his work with the deaf and because he was the first to start her on her journey toward communicating and learning.

 To
ALEXANDER GRAHAM BELL

WHO has taught the deaf to speak
and enabled the listening ear to hear
speech from the Atlantic to the Rockies,
I Dedicate
this Story of My Life.

Helen's parents began their quest for a teacher for Helen when she was "about six" by going to Baltimore to consult the "eminent oculist" Dr. Chisholm. Although he could not help Helen's vision, he referred the family to Dr. Alexander Graham Bell in Washington, D.C. as the one most likely to lead them to who could educate young Helen. Happy to have them come to him in Washington, Bell referred the Kellers to Mr. Anagnos, who was "director of the Perkins Institute in Boston."

Helen's parents had heard that the then-deceased Dr. Howe of Boston had found a way to teach children who were blind and deaf. The Perkins Institute is where Dr. Howe did his groundbreaking work in teaching techniques. Helen's father followed Bell's recommendation immediately, and "in a few weeks there came a kind letter from Mr. Anagnos with the comforting assurance that a teacher had been found." Dr. Bell helped Helen by leading her to the source that would provide her educator—Anne Sullivan—and her education, and Anne Sullivan became a loyal friend.

According to the wording of the dedication, Bell "has taught the deaf to speak / and enabled the listening ear to hear." Bell invented the telephone so that anyone listening might hear speech from anyone else "from the Atlantic to the Rockies." The first reason refers to Bell's work with teaching deaf students "oralism," or the ability to vocalize speech sounds even though they couldn't hear speech sounds. Originally based on his father's "universal alphabet," but later modified to simpler techniques, Bell taught what his father called "Visible Speech" and which Bell later, after he'd made modifications, called oralism. This work and the invention of the telephone are the two reasons Helen states for her dedication. Underlying these reasons was the deep friendship Helen shared with Bell.

I at once felt the tenderness and sympathy. . . [that] would be the door through which I should pass from darkness into light, from isolation to friendship, companionship, knowledge, love.

Dr. Bell went everywhere [at the 1893 World’s Fair] with us and in his own delightful way described to me the objects of greatest interest. . . [H]e made me understand how it is possible to send a message on wires that mock space and outrun time, and, like Prometheus, to draw fire from the sky.

What are some quotes showing Jem maturing?

At the beginning of the novel, Jem is an immature, naive child, who fears their reclusive neighbor Boo Radley. In chapter 1, Jem gives his animated description of their "malevolent" neighbor. Scout says,

"Jem gave a reasonable description of Boo: Boo was about six-and-a-half feet tall,  judging from his tracks; he dined on raw squirrels and any cats he could catch,  that’s why his hands were bloodstained—if you ate an animal raw, you could never wash the blood off. There was a long jagged scar that ran across his face; what teeth he had were yellow and rotten; his eyes popped, and he drooled most of the time" (Lee, 13).

In chapter 2, Jem again displays his childhood innocence by attempting to explain Miss Caroline's new way of teaching to Scout. However, Jem's explanation is completely wrong; he tells Scout:

"I’m just trying to tell you the new way they’re teachin‘ the first grade, stubborn. It’s the Dewey Decimal System" (Lee, 15).

As the novel progresses, Jem begins to mature and develop into an understanding, sympathetic boy. In chapter 14, he attempts to ease the tension between Scout and Aunt Alexandra by saying,

"Scout, try not to antagonize Aunty, hear" (Lee, 139). He elaborates on his reasoning by telling Scout, "Naw, it’s—he’s [Atticus] got a lot on his mind now, without us worrying him" (Lee, 139).

In the next chapter, Jem once again displays his maturity by loyally refusing to leave Atticus when the Old Sarum bunch surrounds him. When Atticus tells Jem to go home, Jem refuses to leave the scene. Scout says,

"We were accustomed to prompt, if not always cheerful acquiescence to Atticus’s instructions, but from the way he stood Jem was not thinking of budging" (Lee, 154).

Following the Tom Robinson trial, Jem loses his childhood innocence and becomes jaded with Maycomb's racism. However, he gains sympathy for innocent, defenseless creatures. In chapter 25, when Scout is about to squash a harmless bug, Jem stops his sister. When Scout asks why she is not allowed to squash him, Jem says,

"Because they don’t bother you" (Lee, 242).

How was England different from France according to Charles Dickens in A Tale of Two Cities?

The dichotomy of London and Paris is a central element of the setting of the novel. From the first paragraph, Dickens shows that the two are completely different in their rulers, people, and culture. This is symbolized in numerous instances.

London could be represented by Tellson’s Bank and Mr. Lorry’s attitude and personality of order, rules, and trustworthiness. In contrast, Paris is disordered and violent. When the emigrants from Paris arrive in London, they bring...

The dichotomy of London and Paris is a central element of the setting of the novel. From the first paragraph, Dickens shows that the two are completely different in their rulers, people, and culture. This is symbolized in numerous instances.

London could be represented by Tellson’s Bank and Mr. Lorry’s attitude and personality of order, rules, and trustworthiness. In contrast, Paris is disordered and violent. When the emigrants from Paris arrive in London, they bring that chaos into the bank, causing trouble for Mr. Lorry.

The class system can also be seen in the vast gap between rich and poor in France. In London, however, the classes mix to a certain extent, such as Jerry Cruncher being part of the “family” of the Manettes. While there is obviously a class structure in England, the people in those classes interact more than those in France, where they are in conflict to the point of destruction.

The families represented in the story also symbolize the differences in the two cities. Charles Darnay and his uncle have a great deal of conflict and little love, as does France. In the Manette family, however, there is companionship and a great deal of love among the members of the household, including the servants and friends, which is how Dickens wants to portray London during the French Revolution.

What is Montresor's attitude toward revenge, or punishment in "The Cask of Amontillado"?

Throughout the short story, Montresor mentions that he had been wronged a thousand times by Fortunato and felt justified in taking his revenge. Montresor mentions at the beginning of the story that in order to right a wrong, he finds it necessary to make Fortunato pay for his hurtful actions. Montresor understands the delicate, careful manner that he must approach his revenge and makes sure not to reveal anything about his plans to anybody. Montresor also mentions that in order to enact the perfect revenge, he must not suffer as a result of his actions, which is why he approaches his plan with such care. Montresor also believes that Fortunato needs to know that he is paying for his actions and that it is Montresor who is making him pay. Clearly, Montresor's attitude towards revenge is specific and direct. The fact that he carefully plans his revenge by making sure his servants are not home and by enticing Fortunato to follow him under the guise of drinking a rare wine reveals Montresor's calculated plot and deliberate ideas about revenge. Fortunato's death is also terrifying and brutal, which again illustrates Montresor's seriousness about enacting revenge. Also, Montresor is telling the story nearly fifty years after enacting revenge, which indicates that his crime went unpunished, and he met his own standards. 

What type of character is Mr. Thomas? Flat, Static, Round, Dynamic?

Mr. Thomas is a flat character in "The Destructors" by Graham Greene because he has only one or two personality traits, which are not altered in course of the narrative.

In this story that is set post-World War II, Mr. Thomas represents the older generation of Great Britain and its past tradition. His house stands alone in its neighborhood since the others have been destroyed during bombings. With its two-hundred-year-old spiraling staircase and wainscoting, this house is...

Mr. Thomas is a flat character in "The Destructors" by Graham Greene because he has only one or two personality traits, which are not altered in course of the narrative.

In this story that is set post-World War II, Mr. Thomas represents the older generation of Great Britain and its past tradition. His house stands alone in its neighborhood since the others have been destroyed during bombings. With its two-hundred-year-old spiraling staircase and wainscoting, this house is representative of the British upper class since it was designed by Sir Christopher Wren, the architect of the famous St. Paul's Cathedral.

When Trevor (T.) takes over as the leader of the gang, the group becomes nihilistic, finding destruction as their form of creation since they have lived around it. T. wants nothing to be left of the house; he believes the old order of Britain has failed and should be replaced. As the boys tear the house down from the interior, their act of destruction is creative because it is so cleverly done that the exterior remains standing until the lorry (truck) to which they have secretly tied the wooden struts pulls it down. When Mr. Thomas (Old Misery), who has been away on holiday, sees the end of his beautiful home he sobs. This sad, old snobbish man, in his powerlessness, now feels the terrible effects of the physical and moral destruction of war.

What was the basis of early economies?

Economy is a system of exchanging goods and services for an agreed upon value, often contributing to the growth of wealth in a society. When we talk about economy today, we often think of monetary values and their representation of wealth. It is easy to forget that an economy can exist without money, which serves as a third-party or placeholder for value, but this has been the case in early stages of economic development. Though...

Economy is a system of exchanging goods and services for an agreed upon value, often contributing to the growth of wealth in a society. When we talk about economy today, we often think of monetary values and their representation of wealth. It is easy to forget that an economy can exist without money, which serves as a third-party or placeholder for value, but this has been the case in early stages of economic development. Though it is possible for a young economy to involve money, historically complex economies have emerged from a more simplified system of trade and barter.

Early on in the settled history of humans, people were more likely to engage in a system of direct trade for goods and services. For example, a person might help tend their neighbor's crops in exchange for hauling water. With goods, a person might exchange one of their chickens for a loaf of bread. What is important to mark about these kinds of exchanges is that the two parties involved agree upon the value of the goods and services being exchanged. Needs and wants play very heavily into this kind of system. Imagine one person has a great crop of lentils, more than they can eat- a surplus- but another person's crops have not done so well. This surplus of lentils offers the opportunity for profit, depending on what the individual without lentils is willing to give or do in exchange. 

At the risk of sounding teleological, the next step in the development of economy is the differentiation of labor. The idea behind differentiation of labor has to do with needs versus energy expenditure. Trying to be self sufficient (even in a large family or country) requires spending a lot of time and energy to ensure that all needs are met. Differentiating labor- assigning specific jobs to specific people- allows for more consistent and higher quality production. Have you ever heard someone say they would rather put all of their energy into doing one thing really well, rather than doing two things passably? The same philosophy applies here. Differentiation of labor allows the society to function as a collective production unit rather than lots of little production units coexisting. Here, too, surplus can arise and offer the potential for growth.

Why do the hens rebel against Napoleon in Animal Farm? How do they rebel?

The hens rebel because Napoleon took their eggs to sell to the humans.

In Old Major’s speech, one of the things he calls attention to is the fact that the hens have to give up their eggs.  He uses this as an example in his long litany of abuses of the humans.

And you hens, how many eggs have you laid in this last year, and how many of those eggs ever hatched into chickens? The rest have all gone to market to bring in money for Jones and his men. (Ch. 1)

Old Major paints a picture of a world where animals are not enslaved to humans.  This is the dream that he predicts for Animal Farm.  The animals will run the farm and look out for each other.  No animal will exploit any other in this idealistic vision of the farm.

Things do not turn out the way Old Major predicts.  When the animals oust the humans, the pigs end up in charge.  They play the role the humans would have.  Eventually they end up exploiting all other animals just the way the people did.  They do this slowly, before the animals really realize what is happening.  When Napoleon runs Snowball off, the last idealism is gone.

Things do not go well for the hens from the beginning.  When they suggest that Jones used to give them milk in their mash, Napoleon tells them to forget about the milk.  The pigs are using it for themselves, and suggesting to the other animals that they deserve the milk and apples because they are the brains of the farm.

The hens still do their part on the farm.  Even though they are small and have nothing that can be used as hands, the hens help by gathering the last bits of straw so that none is wasted.  The hens are described as among the “stupider animals” who cannot learn the Seven Commandments (Ch. 3).  The first time Napoleon betrays them is when he makes an arrangement to sell their eggs.

He was therefore making arrangements to sell a stack of hay and part of the current year's wheat crop, and later on, if more money were needed, it would have to be made up by the sale of eggs, for which there was always a market in Willingdon. The hens, said Napoleon, should welcome this sacrifice as their own special contribution towards the building of the windmill. (Ch. 6)

It makes the animals uneasy to trade with humans, because this was something they had vowed not to do.  Taking the hens’ eggs is like stealing their children.  It was something the humans had done without thinking, but they did not think the animals in charge would.  When Napoleon demands that the hens give up their eggs, they are not happy about it.

When the hens heard this, they raised a terrible outcry. They had been warned earlier that this sacrifice might be necessary, but had not believed that it would really happen. They were just getting their clutches ready for the spring sitting, and they protested that to take the eggs away now was murder. (Ch. 7)

The hen uprising is the first hint of rebellion at Animal Farm.  Rather than give up their eggs to be sold to the humans, the hens drop them so that they are “smashed to pieces on the floor” (Ch. 7).  In response, Napoleon orders the hens’ rations stopped until they give in.  The pigs tell the animals that the nine hens that died were killed by “coccidiosis.”  Soon this leads to mass confessions, in which “three hens who had been the ringleaders in the attempted rebellion over the eggs now came forward and stated that Snowball had appeared to them in a dream and incited them to disobey Napoleon's orders” (Ch. 7).  They are executed.  Sheep also confess to being in league with snowball.

The story of the hen rebellion is an example of how the lowest class of society is exploited but cannot stand up to the pressure.  This is why the hens confess, and the sheep too.  They are both considered the dumbest animals on the farm.  They succumb to Napoleon’s propaganda even if they do not understand what is going on.

Which of Franklin's aphorisms express values that are still widely held in America?

Franklin wrote and published Poor Richard's Almanack under the pseudonym of Richard Saunders. The purpose of the publication was to promote what Franklin considered to be important cultural values.

Saunders was characterized as a poor yet ambitious man who succeeded by means of hard work and exceptional moral character. He embodies the values of the "American Dream," a phrase that refers to the popular notion that no matter where you come from, if you work hard for...

Franklin wrote and published Poor Richard's Almanack under the pseudonym of Richard Saunders. The purpose of the publication was to promote what Franklin considered to be important cultural values.

Saunders was characterized as a poor yet ambitious man who succeeded by means of hard work and exceptional moral character. He embodies the values of the "American Dream," a phrase that refers to the popular notion that no matter where you come from, if you work hard for long enough, you can earn a comfortable life for yourself and your family.

The American Dream is something many people still cling to today, so the values associated with it are still widely held. Here are just a few quotes with aphorisms that touch on notions related to the American Dream and the value of hard and diligent work. You can find many more in the text. 

No man e'er was glorious, who was not laborious.

He that waits upon Fortune, is never sure of a Dinner.

Early to bed and early to rise, makes a man healthy, wealthy, and wise.

In Captains Courageous how does Harvey change from the beginning to the end?

When readers first encounter Harvey Cheyne, Jr., he is the arrogant and privileged son of a wealthy railroad magnate who has suffered the misfortune of falling overboard from a transatlantic steamship. At fifteen, he is rebellious and undisciplined. He has no conception of work or patience for situations outside his control.

His months aboard We're Hereteach him patience; he is not returned to port, as he initially insists, and he learns much about hard...

When readers first encounter Harvey Cheyne, Jr., he is the arrogant and privileged son of a wealthy railroad magnate who has suffered the misfortune of falling overboard from a transatlantic steamship. At fifteen, he is rebellious and undisciplined. He has no conception of work or patience for situations outside his control.

His months aboard We're Here teach him patience; he is not returned to port, as he initially insists, and he learns much about hard work and conquering one's fears. Disko Troop, the owner and captain of the schooner that rescues Harvey, is at first unimpressed with him, and for good reason. Harvey is insolent and used to his father's money to get himself out of trouble.

Harvey endures corporal punishment from Captain Troop and Long Jack and soon learns the work of commercial fishing. His world view is broadened because of his natural intelligence and the time he spends with men unlike himself: Portuguese, Irish, working class, and black.

Harvey eventually earns both the respect of the captain, who sees him develop skills and understanding of the value of acquiring knowledge and experience through hard, hands-on work, and his father, a man who has prospered despite coming from humble roots.

what are the differences and similarities between Gatsby and Mr. Wilson?

One major difference between the two men is money. Gatsby has lots of it; George Wilson—not so much. George is just an ordinary small businessman, operating a none-too-successful garage in the Valley of Ashes. He has blonde hair like Gatsby, but he doesn't possess any of the great man's charm or charisma. When we're first introduced to him, it only takes a few words to describe him:

He was a blonde, spiritless man, anaemic, and...

One major difference between the two men is money. Gatsby has lots of it; George Wilson—not so much. George is just an ordinary small businessman, operating a none-too-successful garage in the Valley of Ashes. He has blonde hair like Gatsby, but he doesn't possess any of the great man's charm or charisma. When we're first introduced to him, it only takes a few words to describe him:

He was a blonde, spiritless man, anaemic, and faintly handsome. When he saw us a damp gleam of hope sprang into his light blue eyes.

But, at least, George has a certain rugged honesty about him. He may not be successful, but he's worked hard for every last penny. Gatsby's enormous wealth, on the other hand, has been made off the proceeds of various criminal enterprises.

What ultimately unites the two men, however, is that they are both destroyed by the American Dream. George is arguably the only truly grounded character in the book; he also is the only one who appears to believe in God. But he represents the forgotten class of the Jazz Age, the silent majority who simply put their heads down and worked hard while the East and West Eggers of this world carried on with wild parties, affairs, and riotous living.

For different reasons, neither George Wilson nor Gatsby truly belong to the Eggers' charmed world of wealth and opulence. Nor for that matter does Myrtle, and it's telling that all three of these characters die, with no one taking ultimate responsibility for their deaths. (George would appear to be in an impaired mental state when he kills Gatsby.) In that sense, George and Gatsby (and Myrtle, for that matter) are victims of the prevailing social system and its warped values, their tragic fates symbolizing the recklessness and heedless pursuit of wealth and status marking this period of American history, whose myriad casualties remain all but forgotten.

What is Juana's philosophy on men in the Pearl?

The majority of The Pearl focuses on Kino's development rather than Juana's or Coyotito's. However, Juana, as Kino's wife, is referenced throughout the text. We learn about Kino's personality and his development through his interactions with his wife, which makes her an important character in the story. Cynthia Burkhead's Student Companion to John Steinbeck explains:

". . . it is important that [Juana] does not develop. Her role in the story is to provide the reason that Kino lacks as he moves further into the unreasoning . . . part of his psyche" (108).

It is Juana's constancy that allows her to act as an embodiment of reason while Kino moves closer to insanity and becomes totally consumed by greed. From the beginning to the end of the novella, Kino reminds the people around him that he is a man and that his decisions, as a man, deserve to be respected, no matter what. Juana seemingly accepts Kino's reminders of his superiority, and she accepts a position of submission and deference throughout the novella.

And yet, though Juana blindly submits to her husband's wishes, she also behaves with strength and logic despite the most trying of circumstances (such as a baby with a scorpion bite that she cannot get medical attention for, or a foot journey north to sell the pearl). An early example of her strength is described in chapter one:

"Kino had wondered often at the iron in his patient, fragile wife. She, who was obedient and respectful and cheerful and patient, she could arch her back in child pain with hardly a cry. She could stand fatigue and hunger almost better than Kino himself. In the canoe she was like a strong man" (1.22). 

Juana, while submissive to her husband, and genuinely seeming to believe that he is above her because of his gender, is no weakling in the text. She takes care of her herself, her baby, and her husband in any way possible. She does what is best for the family, even if she might anger her husband. This is seen when Juana attempts to throw the pearl into the sea, realizing that this object was consuming her husband and stealing his joy, his safety, and even the peace of their family (since so many people were trying to steal the pearl from them). Though Juana was willing to try to get rid of the pearl without her husband's permission, her essential character does not seem to change. After Kino catches her, he beats her for making this decision without his permission or approval and, as usual, she doesn't seem overly surprised or upset by his response. Just as her husband reminds her that he is a man, she understands what he believes her role is as a woman—and she doesn't fight this. The narrator explains that Juana knew that

". . . Kino would drive his strength against a mountain and plunge his strength against the sea . . . And yet it was this thing that made him a man, half insane and half god, and Juana had need of a man; she could not live without a man" (5.5)

Ultimately, Juana, though she displays strength, believes that Kino is more powerful than she is. She believes that she is unable to navigate her life without a strong man, like Kino, on her side. And, though she makes some independent acts, such as her decision to attempt to rid her family of the pearl and her attempt to take care of baby Coyotito after his scorpion bite, she ultimately submits herself to her husband's wishes. Her belief in Kino's almost godlike nature is likely due to his frequent reminders of his manhood and her local culture's attitudes about women and men. 

Hello, I will have to write an essay in class next week about the differences and common points between Annie John and The Crucible through the...

There are far more differences between these two works than there are similarities. The Crucible is a play written by Arthur Miller, a white American playwright, in 1953. Annie John is a novel which was written over 30 years later in 1985 by Jamaica Kincaid, an Antiguan American woman. The authors are from different generations, as Miller was born in 1915 and Kincaid was born in 1949. 

Miller's play is written for performance. Thus, we learn...

There are far more differences between these two works than there are similarities. The Crucible is a play written by Arthur Miller, a white American playwright, in 1953. Annie John is a novel which was written over 30 years later in 1985 by Jamaica Kincaid, an Antiguan American woman. The authors are from different generations, as Miller was born in 1915 and Kincaid was born in 1949. 

Miller's play is written for performance. Thus, we learn about the events and characters in it from what Aristotle calls "mimesis" or imitation. Actors pretending to be the characters move around the stage, speak, and interact with each other. We have no special insight into their ideas and feelings other than what we infer from their words and actions. Kincaid's novel communicates in a mode that Aristotle termed "diegesis" or narrative. In other words, rather than seeing actors perform the characters of a novel, we have narrators tell us about their thoughts, speech, and actions. Annie John is narrated in the first person, meaning that the world we encounter in the novel is refracted through her experience and point of view and that we have access to what goes on inside her head.

Miller's play is historical, set during the Salem Witch Trials (1692-1693) some two centuries before Miller's birth in 1915. Its plot is based on Miller's research into an historical event. Its critique of the McCarthy era activities of the House Un-American Activities Committee (HUAC), is accomplished indirectly. The setting of The Crucible is a small town in New England, and the characters are ethnically uniform—with the singular exception of the slave girl, Tituba. Kincaid's novel is contemporary and set in the actual world in which she lives. In some ways, it is closely linked to her own personal experiences growing up in Antigua and then moving to New York. Although Annie leaves for England rather than the United States, the setting still reflects a globalized, postimperial, cosmopolitan world. 

The protagonist of Miller's play is John Proctor, a prosperous farmer, and the protagonist of Kincaid's novel is a young woman. One important parallel you can draw, though, is that both works explore the emotional turmoil of young women (Abagail Williams and Mary Warren in Miller's play) growing up and learning how to negotiate strong interpersonal emotions and emotional turmoil. In Miller's character of Tituba and the conjure women of Kincaid, folk medicine steps in where more scientific, European medicine fails to help with what are essentially psychological ailments. The contrast between male scientific and female folk medicine is especially important.

What happens to Quentin at the end of the first book?

Quentin, the main character in The Magiciansby Lev Grossman, is fascinated with a fantasy world called Fillory. One day, he receives a letter stating his acceptance to a university of magic called Brakebills. Upon entering this university, he discovers that he finds magic studies just as tiresome and bland as studying any other major outside of the magical realm. Throughout the story, Quentin and his classmates abuse hallucinogenic drugs, as they are widely available...

Quentin, the main character in The Magicians by Lev Grossman, is fascinated with a fantasy world called Fillory. One day, he receives a letter stating his acceptance to a university of magic called Brakebills. Upon entering this university, he discovers that he finds magic studies just as tiresome and bland as studying any other major outside of the magical realm. Throughout the story, Quentin and his classmates abuse hallucinogenic drugs, as they are widely available in the world of magic. He discovers that the land of Fillory is real and travels to this land. However, it is no longer the land he once read about, as it features the Beast and political upheaval.

Near the end of the book, Quentin is in a coma, from which he awakens many months later. He discovers that he was a pawn in Jane’s plot to kill the Beast and becomes severely depressed. The book closes with Quentin taking a regular job in the non-magic world, where he seems to have a deflated affect and essentially wastes his day away on video games. Then, one day, his friends from Brakebills pay him a visit at his office. Quentin decides to accept their invitation to return with them to Fillory, where they will reign as kings and queens.

In the movie called The Crucible the church and court both state all liars will be damned, but only God can tell who the real sinners are. What...

The movie of The Crucible is a film version of a play by Arthur Miller. I should note that close analysis is much easier if you read the text of the play.

Miller wrote the play as a critique of the ideologically grounded persecutions of people suspected of being communists or sympathizing with them in the United States in the 1950s. He equates religion with other forms of persecution grounded in narrow-minded ideological certainties. 

Miller's...

The movie of The Crucible is a film version of a play by Arthur Miller. I should note that close analysis is much easier if you read the text of the play.

Miller wrote the play as a critique of the ideologically grounded persecutions of people suspected of being communists or sympathizing with them in the United States in the 1950s. He equates religion with other forms of persecution grounded in narrow-minded ideological certainties. 

Miller's argument here is that human beings should not attempt to enforce divine justice because they lack divine omniscience. In other words, within Christian theology, it is believed that God knows people's innermost hearts and thus can judge them on the basis of their ideas and feelings as well as actions. Human beings on the other hand, whether affiliated with state or church, lack such knowledge and thus cannot and should not condemn people on ideological grounds.

For Miller, both church and state could condemn someone for specific acts such as murder or assault, but not for heresy or other beliefs as questions of belief involve understanding people's souls, something that God may be able to do but humans can't manage. 

What are the themes of The Story of American Freedom by Eric Foner?

The Story of American Freedom by Eric Foner is a look at American history through the lens of freedom. Foner explains that he believes the desire for and defense of freedom are what have guided American history and progress beginning with the American Revolution. He connects different events in history with different concepts of freedom to make his case. The main theme of the book is that freedom is the thing that most drives American progress.

Foner explains at the beginning of his text that "No idea is more fundamental to Americans' sense of themselves as individuals and as a nation than freedom." This is important because it lays out exactly what the reader should expect from the rest of the book; Foner is going to explain why the idea of freedom is so fundamental and how that truth has affected America. He goes on to explain that freedom has different meanings to different people at different times.

Some examples of types of freedom in America include the fight for equality between races, the fight for independence from Britain, the struggle for gender equality, and issues of income inequality.

One example of the way Foner connects history to freedom is the Civil Rights movement. He explains that Americans began discussing the disconnect between black people and white people in America even during the American Revolution. Many revolutionaries questioned how Americans could fight for freedom as a country while denying people basic human rights based on the color of their skin.

This question and the inherent lack of freedom between races didn't end during the Revolution. Instead, the Civil War broke the country in two—one side that wanted to keep slaves and one side that didn't. When America won and reincorporated the Southern states, it didn't fix all the problems of inequality. But it did offer a new type of freedom to Americans who had been imprisoned in slavery for generations.

The struggles of the 1900s, culminating in the civil rights movement, were another offshoot of the desire for freedom from racial inequality. He explains how civil rights leaders like Martin Luther King, Jr. worked to change public opinion and illustrate how it would make the entire country more free to include and equalize everyone. Gaining the right to vote and the right to an education didn't happen overnight, but many Americans came together to eventually realize that right for the entire population.

Foner uses major events in American history to show how the idea of freedom changes. The question of whether freedom is individual rights to which a person is entitled or whether it is the ability to play a role in the government freely was a question that was already being debated when America was formed. Other definitions came into the public consciousness and were accepted later—and then they too changed as time went on. Foner shows how no one definition is right—that it's up to every American to define freedom for themselves. 

Foner continues the theme of freedom by showing that our current idea of freedom was shaped by those who came before us. The American struggle for freedom—whether we were fighting against outside influence in the Cold War or redefining our nation during the Civil War—is prevalent in every step of our nation's history. The word and ideal will continue to be redefined as each generation needs, depending on what challenges we face in the future.

Who are the characters in The Story of American Freedom by Eric Foner?

The characters in The Story of American Freedom by Eric Foner are figures in world history, primarily American history. His book traces American history from the American Revolution until modern times and mentions people like George Washington, Thomas Hutchinson, and James Henry Hammond. 

Thomas Hutchinson, the royal governor of Massachusetts during the Revolutionary Era, is mentioned by Foner as questioning the American ideal of freedom. Since black people weren't given freedom, he asked, how was...

The characters in The Story of American Freedom by Eric Foner are figures in world history, primarily American history. His book traces American history from the American Revolution until modern times and mentions people like George Washington, Thomas Hutchinson, and James Henry Hammond. 

Thomas Hutchinson, the royal governor of Massachusetts during the Revolutionary Era, is mentioned by Foner as questioning the American ideal of freedom. Since black people weren't given freedom, he asked, how was it possible for Americans to consider the right to freedom inalienable? This reflects an ideological problem that many had during the Revolution; it was strange that the colonists could fight for freedom while denying that to others.

George Washington is mentioned throughout the Revolution and during the early years of America. He also comes up again in discussing slaves that ran away; apparently, seventeen of Washington's slaves fled to British ships. The British were offering freedom to slaves who ran away. Foner also mentions how a portrait of Washington was removed from Philadelphia Hall before it was burned down in 1838. This was an anti-abolition attack, performed because the antislavery movement in Philadelphia had built the hall. 

James Henry Hammond, a Southern planter, is referenced as saying that "human equality [is] ridiculously absurd" (64).

Foner discusses Ronald Reagan at length, saying that policies under Reagan damaged the poor while benefiting the rich. He says that Reagan didn't believe in behavior motivated by self-interest, except when it came to the economy. He references unemployment and economically depressed communities that resulted from Reagan's policies. 

Martin Luther King, Jr. and his work to gain freedom and equality for black Americans are discussed at length in Chapter 12. Foner explains that the civil rights era required people to rethink the very definition of freedom. He says that "it was in the soaring oratory of Martin Luther King, Jr., who more than any single individual came to lead and symbolize the movement, that the protestors' many understandings of freedom fused into a coherent whole" (279).

Elizabeth Cady Stanton is one person who Foner cites as essential to the struggle for equal rights for women. He writes: "To the end of her long life, [she] maintained that woman, like man, was ultimately the 'arbiter of her own destiny,' and must rely on her own inner resources for self-realization" (81). He includes the struggle for equality between the sexes in America as another way that freedom has influenced the course of American history. 

In "Raymond's Run," what does Raymond do before and after the race?

When examining the text, it becomes apparent that Raymond plays a pivotal role in Tony Cade Bambara’s short story “Raymond’s Run.” Although Hazel Elizabeth Deborah Parker, known as Squeaky, is the protagonist in the story, it is Raymond who teaches her an invaluable life lesson. Raymond lives with a developmental disability, and throughout the story Squeaky is in charge of his care. She takes him with her wherever she goes, and she defends him against...

When examining the text, it becomes apparent that Raymond plays a pivotal role in Tony Cade Bambara’s short story “Raymond’s Run.” Although Hazel Elizabeth Deborah Parker, known as Squeaky, is the protagonist in the story, it is Raymond who teaches her an invaluable life lesson. Raymond lives with a developmental disability, and throughout the story Squeaky is in charge of his care. She takes him with her wherever she goes, and she defends him against the derogatory remarks made by neighborhood children.

On race day, Raymond is with Squeaky when she goes to the park to prepare for the race. She makes sure he is playing on the swings before she signs in to get her race number. Once the race is announced, Raymond gestures towards his sister as if to cheer her on. When she lines up for the race, she notices Raymond is lined up with her on the other side of the fence that separates the track from the grassy area. As Squeaky is running the race, she observes Raymond matching her stride for stride, albeit using his very unique running style. After the race ends, Raymond clamors to join Squeaky on the track side of the fence, but she tries to quiet him. Instead, Raymond quickly climbs over the fence to his excited sister. As her brother runs toward her, Squeaky realizes he has promise and potential.

So I stand there with my new plans, laughing out loud by this time as Raymond jumps down from the fence and runs over with his teeth showing and his arms down to the side, which no one before him has quite mastered as a running style.

And by the time he comes over I’m jumping up and down so glad to see him—my brother Raymond, a great runner in the family tradition.

What life lesson does Bud learn in Bud, Not Buddy?

Bud, Not Buddy is a bildungsroman (or a coming-of-age story); therefore, it contains many life lessons for Bud. For example, Bud learns how to survive during the Great Depression. However, that is not Bud's most important lesson. In particular, Bud learns the true meaning of family.

The first way Bud learns about family is by experiencing ways that he does not fit within other particular families. First, the reader sees Bud being abused by the Amos...

Bud, Not Buddy is a bildungsroman (or a coming-of-age story); therefore, it contains many life lessons for Bud. For example, Bud learns how to survive during the Great Depression. However, that is not Bud's most important lesson. In particular, Bud learns the true meaning of family.

The first way Bud learns about family is by experiencing ways that he does not fit within other particular families. First, the reader sees Bud being abused by the Amos family (Bud's foster family). Mrs. Amos does not even “hear” Bud over her own son (who can do no wrong). Further, being locked in a shed with a threat of a beating is certainly child abuse. The Amos family, then, is not Bud’s true family. Later, we meet the family that helps Bud at the mission. 

I watched them walking away. My pretend brother looked back at me and stuck out his tongue, then reached up and took my pretend mother's hand. I couldn't really blame him.

Even though the family helps Bud, they do not adopt Bud as their own. The children in the family are disgusted by having to share their sweets with Bud. These two families (as well as others) can be compared with Bud’s real family: the jazz band.

The most important way Bud learns about family is by finding his own family with the context of Calloway's band. The jazz band, even though it is not a “typical” family, is a perfect and “real” family for Bud. Bud is accepted and welcomed into this family. Further, he is given his livelihood by this family (his “skinny wooden flute” and his saxophone). Bud is also required to provide for the family in what ways he can. Specifically, Bud is asked to help clean and learn multiple instruments. In these ways, Bud finds the home he has been looking for within the jazz band.

Why did the Federalist believe that the central government could not become to powerful?

The Federalist Party was worried that the states would seek too much power and would ultimately decide to become their own independent nations. There were many examples in Europe of independent small states; the Italian city-states and those of the Holy Roman Empire are the most famous examples of independent small states. This division would lead to financial insolvency as the states would bicker over who would pay off the debt from the Revolutionary War....

The Federalist Party was worried that the states would seek too much power and would ultimately decide to become their own independent nations. There were many examples in Europe of independent small states; the Italian city-states and those of the Holy Roman Empire are the most famous examples of independent small states. This division would lead to financial insolvency as the states would bicker over who would pay off the debt from the Revolutionary War. There was also the worry that states would seek international alliances and attack other states. This happened with the Italian city-states, and, as a result, they were dominated from time to time by Spain and France. The Federalists believed that a national army would become a source of unity and would also provide national defense in case of attack.

The compromise finally agreed upon by the Federalists and the Anti-Federalists created the Tenth Amendment in the Bill of Rights which ensured that the states would always have some power within the federal system. This allowed more political matters to stay with the people in the states and left national matters up to the federal government. The Tenth Amendment served as a brake against overpowering federal control.

In Anthem, why did Equality stand out when he was in the Home of the Students?

In Anthem, Ayn Rand portrays a world where being different is frowned upon and being superior is a criminal offense. Every person lives for the good of the whole. Even individual pronouns like I, he, and she are defunct. Only collective terms like we and theyare spoken. Rand's protagonist, with his ironic name of Equality 7-2521, is the one who lives in fear because he is so different from his peers. It is during his...

In Anthem, Ayn Rand portrays a world where being different is frowned upon and being superior is a criminal offense. Every person lives for the good of the whole. Even individual pronouns like I, he, and she are defunct. Only collective terms like we and they are spoken. Rand's protagonist, with his ironic name of Equality 7-2521, is the one who lives in fear because he is so different from his peers. It is during his time at the Home of the Students when he notices his superior intellect. All this we learn in the first chapter.

It was not that the learning was too hard for us. It was that the learning was too easy. This is a great sin, to be born with a head which is too quick. It is not good to be different from our brothers, but it is evil to be superior to them.

Equality first noticed he is different while at the Home of the Infants. He was always reprimanded for fighting with his brothers. However, at the Home of the Students his difference was more profound. He and his teachers saw how intelligent he was. Equality tried to hide it and behave like the slower students, but it didn't work. 

We looked upon Union 5-3992, who were a pale boy with only half a brain, and we tried to say and do as they did, that we might be like them, like Union 5-3992, but somehow the Teachers knew that we were not. And we were lashed more often than all the other children.

Additionally, Equality committed the Transgression of Preference, which meant that he coveted a particular job. He hoped that he would be placed in the Home of the Scholars upon completing his time at the Home of the Students. Against his desires and likely in fear of his superior intelligence, the Council of Vocations assigned Equality 7-2521 to be a Street Sweeper. 

What are the settings for each chapter of Hoot?

Since an educator has already provided you with the plots of each chapter , I will just concentrate on settings for those chapters.

Chapter One: Events occur on Roy's school bus, a future site of Mother Paula's All-American Pancake House, and the cafeteria at Trace Middle School. All three locations are in Coconut Cove, Florida.

Chapter Two: Events occur on Roy's school bus, a golf course, vice-principal Viola Hennepin's cubicle office at Trace Middle School, and the school cafeteria.

Chapter Three: Events occur at the same construction site from Chapter One, Roy's home, and the Coconut Cove police station.

Chapter Four: Events occur at Trace Middle School, the construction site, the Trace Middle School cafeteria, and the outside of Dana Matherson's house.

Chapter Five: Events occur at Roy's home, a camp-site in the pine woods, and the same golf course from Chapter Two.

Chapter Six: Events occur at Roy's home, the Coconut Cove police station, the golf course, and briefly, the construction site.

Chapter Seven: Events occur at a junkyard full of wrecked cars (where Roy finally discovers that Mullet Fingers is Beatrice's brother), Officer Delinko's squad car, and Roy's home.

Chapter Eight: Events occur at Roy's home, the school bus, and the construction site.

Chapter Nine: The main events occur at Trace Middle School (specifically in the classroom and the janitor's closet, where Dana beats up Roy).

Chapter Ten: Events occur at Roy's house and the construction site. In this chapter, Roy discovers that Mullet Fingers has been trying to save the burrowing owls at the construction site.

Chapter Eleven: Events occur on the grounds of the construction site, a trailer on the construction site (where Curly is on a stakeout to catch the vandals), and Roy's home. 

Chapter Twelve: Events occur at the emergency room hospital, where Beatrice and Roy have taken Mullet Fingers.

Chapter Thirteen: The main events occur at Roy's home. Here, Roy's father discusses the burrowing owls and Mullet Finger's family situation with Roy. Later, Roy's mother reiterates her faith in Roy's judgment.

Chapter Fourteen: The main events occur at Beatrice's home, Dana Matherson's home, the panel truck at the junkyard (where Mullet Fingers sleeps at night), and an old stone-crab boat called the Molly Bell, where Mullet Fingers tells Roy how he got his nickname and why his relationship with his mother is strained.

Chapter Fifteen: The main events occur at Dana Matherson's house, Curly's trailer at the construction site (where he's set up rat traps), and the road where Officer Delinko arrests Dana.

Chapter Sixteen: The main events occur at Roy's home, Curly's trailer at the construction site, and the Everglades, where Roy spends time with his parents.

Chapter Seventeen: The main events occur at Roy's home, Trace Middle School, the Coconut Cove police station, the juvenile detention center (where Officer Delinko interrogates Dana), the construction site (where Roy confronts Curly about the owls), and the City Hall building and zoning department (where Roy insists on seeing the construction permits for Mother Paula's Pancake House).

Chapter Eighteen: The main events occur at the construction site (where Officer Delinko almost runs over a baby burrowing owl), Vice-Principal Viola Hennepin's office, and Mr. Ryan's classroom at Trace Middle School.

Chapter Nineteen: The main events occur at the construction site, the location of the groundbreaking ceremony.

Chapter Twenty: The main events occur at at the construction site during the groundbreaking ceremony. Students from Trace Middle School join in the protest against the construction project.

Chapter Twenty-One: The main events occur at Roy's home, where he is questioned by a reporter about the protests at the groundbreaking ceremony. Roy also discovers that the E.I.S. (Environmental Impact Statement) is missing from the construction company's permit file.

Epilogue: The main events occur at Roy's home, the construction site, and the crab boat at the secret creek Roy previously visited with Mullet Fingers.

A popular expression asserts that "9-11 changed everything." Is this an accurate reading of American History since 2001?

Clearly the terrorist attacks of 9/11 had profound effects that we are still trying to come to terms with today. It was a moment as important as it was tragic. But it did not, perhaps, change everything, as we often hear. Since the end of the Cold War, the United States had begun to grapple with the problems posed by international terrorism and, particularly by the mid-1990s, the terror network known as Al-Qaeda. The Clinton...

Clearly the terrorist attacks of 9/11 had profound effects that we are still trying to come to terms with today. It was a moment as important as it was tragic. But it did not, perhaps, change everything, as we often hear. Since the end of the Cold War, the United States had begun to grapple with the problems posed by international terrorism and, particularly by the mid-1990s, the terror network known as Al-Qaeda. The Clinton Administration had witnessed multiple bloody terror attacks, including one on the World Trade Center itself, and disrupting and destroying global terror networks had already become a major focus of US foreign policy by September 11, 2001. Indeed, President Clinton had authorized multiple missions to kill or capture Al-Qaeda leader Osama Bin Laden during his presidency. So perhaps it is more accurate to say that the terror attacks of 9/11 alerted Americans to a reality that they had not previously considered—that their nation was involved in what would become known as a "war on terror." Certainly 9/11 changed much, especially domestically, but many of the forces unleashed by 9/11 were already churning under the surface.

I'd like an analysis of Robert Frost's poem "Peck of Gold." What's the relation between dust and children, gold and children?

Robert Frost's poem "Peck of Gold" looks back at his childhood in San Francisco and focuses on the dust that seemingly covered everything. In the poem, he uses the dust as both a symbol of the historied gold rush and a symbol of childhood innocence. 

Frost opens his poem by explaining how much dust there was in San Francisco. He says it was "always blowing about the town," except for when the fog rolled in and cleaned the air of it. He explains that adults told him—as well as other children—that it was not just dust. It was also gold.

The Gold Rush in California began in the mid-1800s, according to the California Department of Parks and Recreation. The Gold Rush had a major effect on the population of the state. It went from 14,000 nonindigenous residents in 1848 to 250,000 in 1852. All those people settled there to find gold. This became a major part of California's history. 

By the time Robert Frost was born in 1874,  the effects of the Gold Rush were less immediate. People had begun to lead lives in California that were not entirely focused on finding gold. Its history and mythology, however, remained. This directly impacts the content of "Peck of Gold."

The dust and gold in the poem are conflated so that the children believe a negative part of living in California is actually a positive thing. He says, "Such was life in the Golden Gate/Gold dusted all we drank and ate." Even though they lived in negative circumstances, the adults encouraged them to see them as positive circumstances. That is why the adults say to Frost and the others that "we all must eat our peck of gold."

The dust can also be seen as a metaphor for childhood because it is given a magnificent value that does not maintain its power as age brings wisdom. Only a child would believe that dust covering everything is something magical and valuable like gold; once that child is older, they recognize dust for the nuisance it is. Before the loss of innocence, however, they are able to take something negative and make it a positive.

In some ways, the previous statement can also be read as a metaphor for the Gold Rush itself. For a short time, everyone in California was obsessed with gold. Like childhood, it was a short time of wonder and excitement for many. Once things changed and people realized there was not unending wealth in California's hills, they had to accept reality and move on to other ventures. In the same way, Frost and other children would eventually have to accept that the dust was not gold—and start looking for other things to improve their circumstances. 

What do Tess's words and actions say about the village and the nature of the ritual in "The Lottery"?

Most of the words that come out of Tessie Hutchinson's mouth are basically complaints about the fairness of the process of the lottery. That, in itself, shows the asinine nature of the practice, and the equally ignorant nature of the followers of such practice. It is clear the villagers cannot be bright and independent thinkers, otherwise this ridiculous tradition would have never become a reality in the first place. Also, if the villagers were rational...

Most of the words that come out of Tessie Hutchinson's mouth are basically complaints about the fairness of the process of the lottery. That, in itself, shows the asinine nature of the practice, and the equally ignorant nature of the followers of such practice. It is clear the villagers cannot be bright and independent thinkers, otherwise this ridiculous tradition would have never become a reality in the first place. Also, if the villagers were rational beings, the lottery would have been abolished by the common sense of the people. Instead, we see the opposite.

The villagers are entirely bound to the macabre tradition of the lottery. Their day depends on it. There are roles to be followed in the process, and there are no questions raised prior to the moment when it is the turn of the "winner" to die. Still, it is admitted in the story that the villagers do not quite know why they are really doing the lottery.

Although the villagers had forgotten the ritual and lost the original black box, they still remembered to use stones. The pile of stones the boys had made earlier was ready; there were stones on the ground with the blowing scraps of paper that had come out of the box Delacroix selected a stone so large she had to pick it up with both hands and turned to Mrs. Dunbar. "Come on," she said. "Hurry up.

Tess's words of "It's not fair," reflect the blindness of following a practice for the sake of following. It also reflects the villagers' selfishness: Notice how Tess does not say anything about the fairness, or lack of fairness, of the lottery until the name of her family comes up, and until it is her turn to be stoned to death. Perhaps it has been the same with all the other villagers who also thought, like Tess, that the lottery "was not fair" when it was all too late.

`y = xsqrt(4-x^2) , y=0` Find the volume of the solid generated by revolving the region bounded by the graphs of the equations about the x-axis.

The region bounded by `y=xsqrt(4-x^2)`  and `y=0` revolved about the x-axis is shown on the attached image.We may apply the Disk method using a rectangular strip perpendicular to the axis of revolution. As shown on the attached image, the thickness of the rectangular strip is "dx" with a vertical orientation perpendicular to the x-axis (axis  of revolution).

We follow the formula for the Disk method:`V = int_a^b A(x) dx `  where disk's base area is `A= pi r^2` with `r =y=f(x)` .

 Note: r = length of the rectangular strip. We may apply `r = y_(above)-y_(below)` .

 Then `r =(xsqrt(4-x^2))- 0 =xsqrt(4-x^2)` .

The boundary values of x are `a=-2` to `b=2` .

Plug-in the `f(x)` and the boundary values to integral formula, we get: 

`V = int_(-2)^2 pi(xsqrt(4-x^2))^2 dx `

Simplify:

`V = int_(-2)^2 pix^2(4-x^2) dx`

`V = int_(-2)^2 pi*(4x^2-x^4) dx`

Apply basic integration property: `intc*f(x) dx = c int f(x) dx` 

`V = pi int_(-2)^2 (4x^2-x^4) dx`

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

`V = pi *[ int_(-2)^2 (4x^2)dx -int_(-2)^2(x^4) dx]`

Apply Power rule for integration: `int x^n dx= x^(n+1)/(n+1)` .

`V = pi *[(4x^3)/3 -x^5/5]|_(-2)^2`

Apply definite integration formula: `int_a^b f(y) dy= F(b)-F(a)` .

`V = pi *[(4(2)^3)/3 -(2)^5/5] -pi *[((-2)^3)/3 -(-2)^5/5]`

`V = pi *[32/3 - 32/5] -pi *[(-32)/3 -(-32)/5]`

`V = pi *[160/15 - 96/15] -pi *[(-160)/15 -(-96)/15]`

`V = pi *[64/15 ] -pi *[(-64)/15 ]`

`V =(64pi)/15 -( -64pi)/15`

`V =(64pi)/15 +64pi/15`

`V =(128pi)/15` or `26.81` (approximated value)

Winston reflects on the omniopresence of the party: "HE thought of the telescreen with its never sleeping ear. They could spy upon you night aand...

What really stands out in this quote from Part Two, Chapter Seven is a sense of powerlessness. For the individual in Oceania, there is no escape from the Party's intrusive surveillance. The telescreen hears and sees everything, and the Party is constantly listening for any instances of thoughtcrime.

This sense of powerlessness remains constant throughout much of the novel. Only in a few instances is Winston able to overcome this feeling. When he meets with...

What really stands out in this quote from Part Two, Chapter Seven is a sense of powerlessness. For the individual in Oceania, there is no escape from the Party's intrusive surveillance. The telescreen hears and sees everything, and the Party is constantly listening for any instances of thoughtcrime.

This sense of powerlessness remains constant throughout much of the novel. Only in a few instances is Winston able to overcome this feeling. When he meets with Julia in the woods, for instance, and when he visits O'Brien's apartment, Winston is able to escape the Party's pervasive influence. He can shut off the telescreen, for example, and "outwit" the hidden microphones, as Winston mentions in this quote.

Ultimately, however, Winston is never able to completely overcome this sense of powerlessness and loneliness. His imprisonment in the Ministry of Love and his experience in Room 101 demonstrates that the power of the individual will never be stronger than the power of the state.

Describe Patrick Henry's importance of truth for his famous speech.

Patrick Henry's famous speech delivered at the Virginia House of Burgesses was a cry for liberty from tyranny. It focuses on the importance of truth, which is the only thing that will let the colonists truly debate whether freedom is worth the potential cost. His focus on truth also helps make his final appeal for freedom from tyranny more important, showing that he deeply means and believes what he says. 

Henry's speech was not recorded...

Patrick Henry's famous speech delivered at the Virginia House of Burgesses was a cry for liberty from tyranny. It focuses on the importance of truth, which is the only thing that will let the colonists truly debate whether freedom is worth the potential cost. His focus on truth also helps make his final appeal for freedom from tyranny more important, showing that he deeply means and believes what he says. 

Henry's speech was not recorded when it was made. His biographer later attempted to piece it together from accounts of people who were there, so there is no guarantee that the words are the exact ones Henry actually said. However, accounts say that he made an appeal for truth even when truth is painful. 

Henry says "in proportion to the magnitude of the subject ought to be the freedom of the debate. It is only in this way that we can hope to arrive at truth and fulfill the great responsibility we hold to God and our country." He is speaking of the issue of declaring independence from Britain. Henry means that people have to be forthright and open in the debate because it is an extremely important subject. Henry says that people seeking to hold back the truth in order to keep from offending others are as bad as those who commit treason. He also says that holding back the truth is an act of disloyalty toward God.

He goes on to explain that people often hide from unpleasant truths and choose to cling to more comfortable lies. He says that this is not the right course for wise men and that he would rather know the real truth, no matter how difficult it is or what the cost is to him. Henry says,

Mr. President, it is natural for man to indulge in the illusions of hope. We are apt to shut our eyes against a painful truth, and listen to the song of that siren till she transforms us into beasts. Is this the part of wise men, engaged in a great and arduous struggle for liberty? Are we disposed to be of the number of those who, having eyes, see not, and, having ears, hear not, the things which so nearly concern their temporal salvation? For my part, whatever anguish of spirit it may cost, I am willing to know the whole truth; to know the worst, and to provide for it.

This focus on the importance of truth helps explain his words at the end of the speech in which he says that life isn't important enough to put up with tyranny. He is underscoring the truth in his words in order to convince others how much he means what he is saying when he uttered the famous words: "Give me liberty or give me death."

In chapter one of Lord of the Flies, how does Golding's diction reveal a theme of contrasting civilization with savagery?

There are various ways that Golding establishes a dichotomy between civilization and savagery since, indeed, that is one of the novel’s major themes. That theme becomes apparent from the very outset, as chapter one immediately describes how the boys are stranded on the island. To clearly identify this theme, we must examine the specific language Golding uses to describe the behavior of Ralph and Piggy as they become aware of their circumstances.

In the novel’s opening lines, Golding places special emphasis on clothing and dress to establish the difference between proper and improper behavior. Ralph has “taken off his school sweater and trailed it now from one hand, his grey shirt stuck to him and his hair was plastered to his forehead.” Ralph has removed his school uniform, effectively casting off the proper dress of a student, so that it “trailed” behind him. Thus, school -- with all its rules and boundaries -- is now in his past, a part of a civilized society that Ralph discards so that he might live like a person with uncombed hair “plastered to his forehead.” Yet the habits of proper dress and behavior are not so easily forgotten, as a few lines later we are told that Ralph “jerked his stockings with an automatic gesture that made the jungle seem for a moment like the Home Counties.” By describing this mannerism as an “automatic gesture,” Golding shows that dressing is a conditioned behavior that is out of place in the jungle, emphasizing the difference between the wilderness and the “Home Counties.”

This is not the only time when clothing reveals the difference between wild and civilized behavior. Later in the chapter, Ralph becomes “conscious of the weight of clothes …” and the accompanying social obligations with being dressed. Thus, he removes all his clothing in a wild manner: he “kicked his shoes off fiercely and ripped off each stocking with its elastic garter in a single movement.” Ralph does not just willingly remove his clothes, he “ripped” them off, “fiercely.” Thus, Ralph undresses with savage-like behavior and excitement; however, after swimming, his dressing is described as follows: “to put on a grey shirt once more was strangely pleasing.” The pleasure of putting his clothes back on indicates that Ralph’s savage behavior, though temporarily enjoyable, cannot completely remove his desire for civilization, a desire that has been instilled in him and that continues to affect him as the novel proceeds.

The mixed benefits of being removed from civilization are further reflected in Ralph and Piggy’s conversations during the first chapter. When Ralph tells Piggy that he does not believe there are any adults, he “said this solemnly; but then the delight of a realized ambition overcame him.” Without any adults, Ralph realizes with “delight” that he is free to do as he pleases since no one can enforce rules or social obligations upon him, which includes not bothering to learn Piggy’s name. Piggy is bothered that Ralph does not do the socially polite thing and ask for his name, which forces Piggy into admitting to Ralph that the kids at school made fun of him. When learning this, “Ralph shrieked with laughter.” The fact that Ralph “shrieked” is a very wild way of laughing, one that would hardly be acceptable in polite society; however, at this point Golding very cleverly inverts our definition of what is civilized: he points out that taunting and name-calling are often common practices at schools. Thus, we are forced to admit that children often indulge in savage behavior and that our very nature is one of cruelty. The reader is forced to consider that we might all behave like savage children if there were no social institutions.

Thus, the difference between civilization and savagery may actually be only a very slight difference, one that does not even exist in a natural state. By looking at specific descriptions of such behavior in the first chapter, we can see how Golding immediately challenges the concept of civilization, which assists him in establishing his major theme of social breakdown throughout the rest of the novel.

What are five words or phrases which help create the atmosphere in the beginning of The Monkey's Paw? How do these affect the reader?

The first few paragraphs do not paint a very rosy picture. There is a coldness about the images the reader is confronted with. The atmosphere is quite dark, gloomy and depressing, emphasized by the following:

Outside, the night was cold and wet

Although there was a fire burning in the fireplace, it did not bring any cheer, emphasized by the word 'but'. The fact that it was night, cold and wet adds to the depressing...

The first few paragraphs do not paint a very rosy picture. There is a coldness about the images the reader is confronted with. The atmosphere is quite dark, gloomy and depressing, emphasized by the following:

Outside, the night was cold and wet

Although there was a fire burning in the fireplace, it did not bring any cheer, emphasized by the word 'but'. The fact that it was night, cold and wet adds to the depressing state of affairs since it creates a mood that lacks warmth and conviviality. The two men are playing chess, an intricate and complicated game which alludes to the complexity of life generally or, more specifically, the White's situation.

The reference that Mr white had '... made a serious mistake' enhances the negative atmosphere.

In addition, Mr White's cynicism adds to the effect when he says:

‘That’s the trouble ...

This is an indication that the White family are not truly happy about their living circumstances. The sombre mood is heightened by the use of the word, 'trouble'. More emphasis is provided by Mr White's sudden outburst:

.... shouted with unexpected violence.

Clearly, Mr White is not a happy man. The word 'isolated' enhances the White family's separation from the comfort that they so much seek. it is a clear indication that they feel hard done by and seek better circumstances. This adds to the unhappy atmosphere. Furthermore, their separation and their distress about the fact is illustrated by Mr White's remark:

... people don’t care

The repeated use of negative words and phrases do not only emphasize the sombre atmosphere, but also creates a sense of foreboding. The reader is drawn into thinking that something bad is about to happen, which indeed, it does.  

Compare Kush and Egypt.

Kush was an ancient Kingdom found to the south of Egypt in modern day Sudan. It already existed during Egypt’s old and middle kingdoms (2686 B.C. to 1650 B.C.). The Kushite king Piye was able to conquer Egypt in about 727 B.C. and establish what was called the 25th dynasty. The Kushite rule of Egypt ended in about 654 B.C. following Egypt’s invasion by the Assyrians.

Differences between Kush and Egypt

The two kingdoms used different languages. The Kushites used the Meroitic language that was written in two forms: Meroitic cursive and Meroitic hieroglyphic. The Egyptians used the Egyptian language that was a form of the Afro-Asiatic languages. In its written form, the Egyptian language made use of hieroglyphs.

They also traded in different things. Egypt was Kush’s main trading partner. Kush traded in brass, silver, gold and other precious metals. Meroe, Kush’s capital city, had significant natural resources, especially iron and gold mines. Egypt, on the other hand, traded in linen, papyrus, gold, and grains. It lacked wood and other precious metals needed in jewelry making and ornamentation. These they mostly got from Kush.

Similarities between Kush and Egypt

Both kingdoms built pyramids. However, Kush’s pyramids were smaller and did not have a pointed capstone. The two kingdoms also worshipped similar gods, with Kush largely borrowing from Egypt the worship of gods Osiris, Thoth, and Isis. Also, the two kingdoms both had female rulers at some point in their history. Kush had queens such as Shanakdakhete and Amanirenas, while Egypt had queens such as Hatshepsut and Cleopatra. However, female rulers were quite uncommon in Egypt.

In Hoot, what are the settings for each chapter and why are they important?

Setting plays an important role in advancing the plot in Carl Hiaasen's novel Hoot. In general, the novel takes place in the Florida town of Coconut Cove. There is a construction site, where a Mother Paula's Pancake House is being built, and a lot of plot events happen there. Many plot events take place at Trace Middle School, where the main character is a student. Next, let's take a closer look at several chapters and their settings, considering why they are important to advancing the plot.  

Chapter one opens with Roy on the school bus heading to Trace Middle School. It is there that he encounters the bully, Dana Matherson, and spies the running boy. Roy's curiosity about the running boy drives many plot events in this novel. This setting is also important because Roy also meets Beatrice "The Bear" Leep on the bus, as well as Garrett, his first friend. In a parallel episode, readers meet Officer Delinko and Curly, the construction foreman at the construction site of the new Mother Paula's Pancake House. Delinko is investigating vandalism at the site, which has been reported by Curly. The importance of this plot event is not clear to readers yet in chapter one, but the mystery will unravel as readers progress through the novel. 

Chapter two takes place on the school bus and at Trace Middle School. Roy is put in a headlock by Dana Matherson, and he is frustrated. He backhands Dana to get out of his grasp so that he can chase the running boy. He chases him to a golf course, where he is hit in the head with a golf ball. Back at school, he is suspended from the bus for two weeks for hitting Dana. Officer Delinko and Curly are not in this chapter. 

In chapter three, Curly reports more vandalism at the construction site. First, the survey stakes were taken out, and now alligators have been placed in the portable latrines. Officer Delinko sees the burrows that are home to tiny owls, but Curly denies their existence. Roy has to write a letter of apology to Dana. Readers learn Roy's father works for the Department of Justice. 

Chapters four and five show Delinko conducting a stake-out at the construction site to catch the vandals. Snakes were placed to scare the guard dogs. Delinko falls asleep in his squad car, and the vandal paints his windows black. At Trace Middle School, Beatrice confronts Roy about following the running boy. Roy talks with her about acting civilized. Roy follows the running boy into the golf course again and finds his campsite (along with a bag of sparkle-tailed snakes) in the pines along the fringes of the golf course. 

Chapters six and seven find Beatrice stealing Roy's bike and then taking him to see "Mullet Fingers," the nickname of the running boy. Roy has shoes he wants to give him, and Beatrice decides she can trust Roy with the secret that her step-brother, Napoleon, is a runaway. Officer Delinko gives Roy a ride home and tries to find out information about the vandalism. 

Chapters eight and nine find Roy once again the victim of Dana's bullying on the bus, but this time, he has an ally. Beatrice steps in and takes care of Dana. Dana tries to get revenge after school by stalking Roy into a janitor's closet. Roy thinks he is done for, but Beatrice intercepts and ties Dana to a flagpole. Meanwhile, at the construction site, Curly has hired guard dogs to stop the vandalism, which has delayed construction and gotten him in trouble with his supervisor. 

Chapters ten, eleven, and twelve take place at the construction site, Roy's house, and the emergency room of the Coconut Cove clinic. After finding Mullet Fingers moaning inside an abandoned ice cream truck, Beatrice realizes he needs medical treatment. She goes to Roy's house to ask for first aid supplies and meat. They tell Roy's mom they are conducting a science experiment. Mullet Fingers was bitten by one of the guard dogs, and the bites became infected. Mullet Fingers proves to Roy and Beatrice that tiny, burrowing owls live on the construction site, and he has been vandalizing the site in an effort to save them. Beatrice and Roy lie to the ER crew, telling them that Mullet Fingers's name is Roy Eberhardt. Mullet Fingers disappears, and Roy has to reveal the truth. Roy's father encourages him to stand up for the owls while still doing the right thing. 

Chapters thirteen, fourteen, and fifteen take place at the construction site and Roy's house. Curly has moved into the trailer on site to catch the vandals and has set up mouse traps. Dana Matherson, who is chasing Roy, gets caught in the traps, and when confronted, claims to be Roy Eberhardt. Delinko brings him in for questioning and determines he doesn't have any connection to the vandalism. Beatrice turns up at Roy's house because her step-mom and dad are fighting. Roy starts to formulate a legal plan to help Mullet Fingers save the owls. 

In the last chapters of the book, there is a groundbreaking ceremony planned at the construction site. Mullet Fingers is still conducting small acts of vandalism to delay the construction. Roy finds out that construction sites have to have an environmental impact report on site and that the one on the pancake house site is missing because the burrowing owls were mentioned. Officer Delinko discovers the owls, and when the Mother Paula's supervisor comes for the groundbreaking ceremony, Delinko shuts down the construction site. The actress who plays Mother Paula donates the site as an owl sanctuary. 

The main settings for this novel are the construction site, the school bus, Roy's house, and Trace Middle School. Each setting serves as a basis for plot advancement. At each site, Roy meets characters who play a role in the main conflict of the novel, which is the construction site that threatens the burrowing owls. 

Why does Hughes expect to be saved at the revival meeting?

Hughes expects to be saved at the revival meeting because of what others say and do before the meeting, and what happens at the meeting itself.

Before Hughes goes to the meeting, the revival has been going on for days, and those who have attended are very excited, building general anticipation. Langston's Auntie Reed has been talking about the meeting. She specifically tells him what will happen at the meeting--that he'll see a light, and...

Hughes expects to be saved at the revival meeting because of what others say and do before the meeting, and what happens at the meeting itself.

Before Hughes goes to the meeting, the revival has been going on for days, and those who have attended are very excited, building general anticipation. Langston's Auntie Reed has been talking about the meeting. She specifically tells him what will happen at the meeting--that he'll see a light, and feel the presence of God. She is so specific, and so confident, that Hughes believes this is a certainty (not just something that might happen). Other people have told similar stories.

Once Hughes is at the meeting, the expectation and pressure to be saved build. All the other children go up to the altar, and some of the girls cry due to the intense emotions they feel. Since the other children are apparently being saved, it is reasonable for Hughes to expect to be saved too.

Which variety of English would be appropriate for writing a letter to the Minister of Education raising your concerns about the quality of...

When asking about "which variety of English would be appropriate," you are asking about which linguistic "register" would be appropriate to use in a given situation among given participants. To write to the Minister of Education about the quality of education in the country, the appropriate variety (register) would be a formal variety, indicating respect for the high position of the Minister and versed in the appropriate vernacular of discussion in the field of education.

"Variety" when used to mean register specifies syntax, tone, vocabulary that is uniform with or similar to all other communication at a similar level on a similar subject or discipline. The formal variety in a letter to a Minister acknowledges respect for the other participant's position (e.g. the high position and authority of the Minister of Education), makes use of flawless Standard English syntax and grammar, employs an informative tone that is objective and impersonal, uses a vocabulary that reflects knowledge of the discipline of education (if a non-professional is writing formally about a professional discipline, their knowledge of the vernacular of the discipline will be limited but can reflect a serious, well considered, well reasoned discussion within their scope of knowledge).

The basic division of varieties (or registers) is formal, neutral and informal. Linguists may use various divisions and different labels for varieties but each descriptive set of divisions has at its conceptual core the three simplified divisions of formal, neutral and informal. A neutral variety would be inappropriate for a letter to a Minister as it may be subjective, expressive of unsubstantiated opinion, and inexpertly composed. An informal variety would be inappropriate as it would contain culturally limited idioms, slang and perhaps vulgarities and would present opinion and information in an inarticulate, therefore inaccessible, composition.

Some other discussions of varieties, or registers, describe the divisions as follows:

• very formal, formal, neutral, informal, very informal


• casual, consultative, formal, frozen


• static, formal, consultative, casual, intimate

Each of these divisions of varieties, or registers, accords with the accepted linguistic definition of registers (or varieties) as being:

A set of specialized vocabulary and preferred (or dispreferred) syntactic and rhetorical devices/structures, used by specific socio-professional groups for special purposes. A register is a property or characteristic of a language, and not of an individual or a class of speakers. ("Linguistic Register," Harold Schiffer, Ph.D., University of Pennsylvania)

a variety of language defined according to its use in social situations, e.g. a register of scientific, religious, formal English [dialect is defined as "according to user"]. (Dictionary of Linguistics and Phonetics)

As a note on the use of the technical linguistic term "variety," you can see from the uses of "variety" and "register" that linguistic terms may have overlapping meanings and uses. As Zwicky and Zwicky write: "[D]ifferent linguists have used an array of technical terms in varying and overlapping ways." (Zwicky and Zwicky, "Register as a Dimension of Linguistic Variation"). As a case in point, "variety" may also refer to national English varieties that have developed distinctive characteristics in vocabulary, syntax and phonetics that distinguish them from Standard British English. An example is the variety of Indian English, another is the variety of American English. In the same way that "variety" may mean "register," "variety" may also mean variety of national English.

What is the plot of "The Open Window" by Saki?

Framton Nuttel is a rather nervous young man. In fact, his nerves are so frayed that he's been ordered by his doctors to stay in the country for a rest cure. As well as being nervous, Framton's rather shy. His sister doesn't want him to stay cooped up indoors, so she gives him letters of introduction to some families in the area.

One of those families is the Sappletons. Framton goes to pay them a visit, hoping to meet Mrs. Sappleton, the lady of the house. Instead, he's introduced to her teenage niece, Vera. After an exchange of glib pleasantries and a brief, embarrassing silence, Vera begins to tell Framton a story. She explains to him why the French window is wide open even though it's October. One day, Mrs. Sappleton's husband and two young brothers went on a hunting trip. They never came back. While out on the moor, they became trapped in a bog and couldn't escape. Their bodies were never recovered.

Vera proceeds to tell Framton that her aunt, Mrs. Sappleton, still expects the three men and the spaniel that was lost with them, to walk through the open French window at any moment. Just then, Mrs. Sappleton arrives, and engages Framton in conversation. After a short while, Mrs. Sappleton breaks off from their rather dull chat. Looking towards the window she says:

"Here they are at last! . . . "Just in time for tea, and don't they look as if they were muddy up to the eyes!"

Vera stares at the open window, a look of terror contorting her face. Framton turns round and follows suit. Sure enough, there are three men and a spaniel approaching the window. Framton is absolutely terrified. He grabs his hat and coat and takes off at once.

Mrs. Sappleton wonders why he took off so suddenly. Vera spins another yarn, calmly telling her aunt that Framton has a fear of dogs. He was once hunted into a cemetery by a pack of dogs in India, and had to escape from them by spending the night in a freshly dug grave with the vicious, slavering hounds snarling at him.