How is parallel structure shown in "Once upon a Time" by Nadine Gordimer?

Parallel structure is the use of matching grammatical structures within parts of a sentence or within neighboring sentences. Parallel structure can also include a repetition of larger elements in a work, such as events with similar outcomes described in a similar way. Gordimer uses both types of parallel structure in "Once upon a Time."

In the following sentence, note the repetition of prepositional phrases at the beginning.

In a house, in a suburb, in a...

Parallel structure is the use of matching grammatical structures within parts of a sentence or within neighboring sentences. Parallel structure can also include a repetition of larger elements in a work, such as events with similar outcomes described in a similar way. Gordimer uses both types of parallel structure in "Once upon a Time."

In the following sentence, note the repetition of prepositional phrases at the beginning.

In a house, in a suburb, in a city, there were a man and his wife who loved each other very much and were living happily ever after.

The next four sentences all begin with the words "they had."

They had a little boy, and they loved him very much. They had a cat and a dog that the little boy loved very much. They had a car and a caravan trailer for holidays, and a swimming-pool which was fenced so that the little boy and his playmates would not fall in and drown. They had a housemaid who was absolutely trustworthy and an itinerant gardener who was highly recommended by the neighbors.

The parallel structure accomplishes two things in the above passage. It creates a feeling of fairy-tale-like simplicity by the repetitive subject-verb opening of each sentence. In addition, it reinforces the privileged position of the family: "They had" many possessions, and "they  had" a prestigious social status.

Beyond the parallel structure in specific sentences and paragraphs, the bedtime story makes use of parallel structure as the rising action unfolds. The typical structure follows this pattern:

1. The couple takes an action to protect their wealth and position (joins Neighborhood Watch, installs electronic gates, installs window bars, builds the wall higher, and installs the Dragon's Teeth).

2. The couple hears reports of more robberies and social unrest.

3. The couple receives advice to increase their security.

4. The couple takes additional action to protect their wealth.

This cycle repeats three or four times in the story until it is broken (readers may hope) by the tragic death of the couple's son.

Gordimer uses parallel structure both within sentences and paragraphs and also within the bedtime story as a whole.

At the end of the story, what makes Montresor feel sick?

Although Montresor states that it is the damp air of the catacombs that makes him feel sick at the end of the story, Poe hints that Montresor's sick feelings represent remorse for his actions. Consciously, Montresor is in denial about the monstrous nature of what he has done, feeling justified in seeking his revenge, but that doesn't mean he doesn't subconsciously experience guilt. 

Why might Montresor's feeling of sickness be from guilt or remorse? First,...

Although Montresor states that it is the damp air of the catacombs that makes him feel sick at the end of the story, Poe hints that Montresor's sick feelings represent remorse for his actions. Consciously, Montresor is in denial about the monstrous nature of what he has done, feeling justified in seeking his revenge, but that doesn't mean he doesn't subconsciously experience guilt. 

Why might Montresor's feeling of sickness be from guilt or remorse? First, we discover he is telling this story 50 years after the crime, possibly on his deathbed as a confession, suggesting it still weighs heavily on his mind. Second, he says about Fortunato at the very end of the story, "in pace requiescat," Latin for "may he rest in peace." This indicates that Montresor, if he is not being ironic, has forgiven his former rival. Further, up until this point, the dampness of the catacombs only bothered Fortunato, not Montresor. There's no physical reason for the air to suddenly make Montresor feel sick. In a short story, every word counts: Poe would not include this sickness detail for no reason. 

Finally, Poe was a master at intuitively understanding human psychology, especially the psychology of guilt, as we see in stories such as "The Telltale Heart." Montresor has been excited all along about achieving his goal of revenge, but like many who achieve their heart's desire, at the point of victory the triumph may ring hollow or the person may have second thoughts. Montresor's feeling of sickness correlates too closely to the end of communication with his friend (whether by death, because Fortunato passed out, or because he refused to speak) to dismiss it as merely physical and not, at least possibly, to the consequence of guilty feelings.

In The Great Gatsby, does Gatsby accomplish his dreams, and, if so, how did he do it?

In my opinion, Jay Gatsby in F. Scott Fitzgerald's novel The Great Gatsby did not accomplish his dreams. 

Gatsby's dream was to be married to Daisy and, more expansively, to be worthy of Daisy's love. To achieve that end, he set about making his fortune. He did achieve his fortune, but, as you can see from reading the novel, the parties and the money did not make him happy.

He met Daisy five years earlier...

In my opinion, Jay Gatsby in F. Scott Fitzgerald's novel The Great Gatsby did not accomplish his dreams. 

Gatsby's dream was to be married to Daisy and, more expansively, to be worthy of Daisy's love. To achieve that end, he set about making his fortune. He did achieve his fortune, but, as you can see from reading the novel, the parties and the money did not make him happy.

He met Daisy five years earlier at her home in Kentucky. He was about to go off to war as an officer in the army. Daisy's family was wealthy, and her mother pressured her to find a good marriage. Daisy was forbidden to go to New York to see Gatsby as he went off to war.

It was Gatsby's own insecurities and humble beginnings that made him feel he was not worthy of her. After the war ended, he did everything he could to become worthy of her. In the meantime, Daisy met and married Tom. Tom was a very wealthy man when he married Daisy. He came from "old money," which meant his success was generational. His family was established and well-known for their success. Gatsby, after he earned his fortune, was what was called "new money," and the old money types scorned the newly rich as beneath them.  

Gatsby built a grand castle of a house across the bay from Daisy's house. He throws parties every weekend and asks around to see if anyone knows Daisy. Finally, he finds out that Jordan Baker knows her and that Nick is her cousin. He asks Nick to invite Daisy to tea so he can be reunited with her. Prior to their meeting, he invents a story about his past to tell Nick Carraway. This invention is for the purpose of being considered worthy of Daisy. He understands how "new money" people are perceived, so he invents a story to show that he is not one of them. 

"I am the son of some wealthy people in the Middle West all dead now. I was brought up in America but educated at Oxford, because all my ancestors have been educated there for many years. It is a family tradition." He looked at me sideways and I knew why Jordan Baker had believed he was lying. He hurried the phrase "educated at Oxford," or swallowed it, or choked on it, as though it had bothered him before.

After Gatsby's relationship with Daisy begins to blossom again, he reveals his dream to Nick. He has amassed all of his wealth, bought a house overlooking Daisy's, thrown parties every weekend, and invented the story of his past all for this purpose. The dream is found in the quote below: 

He wanted nothing less of Daisy than that she should go to Tom and say: "I never loved you." After she had obliterated four years with that sentence they could decide upon the more practical measures to be taken. One of them was that, after she was free, they were to go back to Louisville and be married from her house just as if it were five years ago. 

Gatsby wants to simply erase the five years in which he was separated from Daisy. Nick tells him that the past cannot be repeated. Gatsby replies "Can't repeat the past? Why of course you can." The problem is that Daisy does love Gatsby, but she cannot deny that she loved Tom, too. She had a child with Tom, and she does have some happy memories of him. Daisy is willing to let Tom go, but she is not willing to say what Gatsby wants her to say—she is not willing to erase the five years. 

Following Daisy's denial of Gatsby's dream, the accident in which Myrtle is killed happens, and Daisy and Tom cling together, leaving Gatsby shut out of her life once again. Nick says they were careless people, Daisy and Tom. Gatsby is murdered in the end by Myrtle's husband, and his dream is never realized. 

How does Dickens present the fog in A Christmas Carol?

Just as the fog prevents people from seeing clearly in the literal sense, the fog seems to be presented as symbolic of Scrooge's inability to see in a figurative sense: he cannot see what his real priorities ought to be or that the choices he has made in his life have actually caused him to be alone.  As he walks home on Christmas Eve, the fog is especially thick, just as Scrooge's selfishness and lack...

Just as the fog prevents people from seeing clearly in the literal sense, the fog seems to be presented as symbolic of Scrooge's inability to see in a figurative sense: he cannot see what his real priorities ought to be or that the choices he has made in his life have actually caused him to be alone.  As he walks home on Christmas Eve, the fog is especially thick, just as Scrooge's selfishness and lack of compassion are at their height.  When he wakes up on Christmas morning, one of the first things he notices is that the fog has lifted, and it is a bright and clear day.  Scrooge's mental fog, if you will, has also lifted, and he now understands how he should view his fellows, that he should live to help them in every way that he can, and that he should reach out to his nephew, Fred, his only living family. 

Why can it be said that George Orwell based the following characters on the following historical figures?: Old Major - Vladimir Lenin, Napoleon -...

One reason why people would say that Orwell based characters of Animal Farm off of individuals in the Russian Revolution is because they closely parallel one another.

Old Major is shown to be the source of Animalism.  He brings the philosophy to the farm and speaks from a theoretical perspective that unifies the farm. His persuasion enables the animals to "buy in."   Old Major dies before his vision can take full form.  Lenin served...

One reason why people would say that Orwell based characters of Animal Farm off of individuals in the Russian Revolution is because they closely parallel one another.

Old Major is shown to be the source of Animalism.  He brings the philosophy to the farm and speaks from a theoretical perspective that unifies the farm. His persuasion enables the animals to "buy in."   Old Major dies before his vision can take full form.  Lenin served much of the same function in the history of the Russian Revolution. He brings to Russia the theories of Karl Marx that preached Socialism and Communism.  For the most part, the way he persuaded the Russian people of the need for change is why he is seen as the "father of the Russian Revolution."  

Once Lenin/ Old Major dies, a power struggle emerges.  In Russian history, Joseph Stalin and Leon Trotsky sought to assume roles of leadership.  Trotsky was more animated by the theory of the revolution, something that we can see in Orwell's characterization of Snowball.  Stalin, like Napoleon, is driven by power and control.  Stalin used authoritarian power to consolidate his own rule. Napoleon carries himself in the same way.  Stalin eventually gains power and runs off Leon Trotsky from the political scene, much like Napoleon does to Snowball. A reason why so many people see similarities between Orwell's characters and the figures in Russian history is because Orwell consciously created personalities in Animal Farm that mirror it.

Transcontinental Railroad Impact

The transcontinental railroad impacted the United States in many ways. The building of the transcontinental railroad allowed people to travel quicker and more easily to the western regions of our country. As people moved westward, this allowed for the expansion of businesses and industries. Businesses began to move westward to meet the needs of the people and provide products to them. As our industries grew, so did our economy.

As people moved westward, eventually more...

The transcontinental railroad impacted the United States in many ways. The building of the transcontinental railroad allowed people to travel quicker and more easily to the western regions of our country. As people moved westward, this allowed for the expansion of businesses and industries. Businesses began to move westward to meet the needs of the people and provide products to them. As our industries grew, so did our economy.

As people moved westward, eventually more states became part of the United States. The transcontinental railroad sped up this process. Six states became a part of the country in 1889 and 1890. Four more states joined between 1896 and 1912. However, as people moved westward, there were more conflicts with the Native Americans. The Native Americans had been forced to relocate to lands west of the Mississippi River in the 1830s and the 1840s. As Americans began to move to the western areas, they came into contact with the Native Americans. There were many battles for land between the Americans and the Native Americans. The Native Americans suffered greatly as a result of this westward expansion. They lost their land, had their way of life and culture disrupted, and died from diseases as Americans moved westward.

Eventually, many Americans believed we should expand beyond our borders once we reached the Pacific Ocean. This eventually led to American imperialism overseas and helped establish the United States as a world power.

For a stormwater drain and was wondering if you would be able to separate two liquids (underground) by boiling off the one at the lower temp rate....

Assuming the two (or more) liquids have different boiling points, you could indeed separate them by boiling, but you would probably want to collect the liquids first so that they could be properly separated. This process is called distillation. The liquid with the lowest boiling point will boil off before the others at this temperature. By collecting the vapor using laboratory equipment, this liquid can be separated out. This requires a stillof some...

Assuming the two (or more) liquids have different boiling points, you could indeed separate them by boiling, but you would probably want to collect the liquids first so that they could be properly separated. This process is called distillation. The liquid with the lowest boiling point will boil off before the others at this temperature. By collecting the vapor using laboratory equipment, this liquid can be separated out. This requires a still of some kind. Otherwise, unless there were a sufficient system for allowing the vapor to escape, boiling the liquid underground would probably result in a large amount of vapor in the chamber, which would re-condense into liquid again when it cooled and mix back in with the liquid in the drain. 

Another way of separating out two liquids from a mixture is centrifugation. This is a process of spinning liquids of varying density in a centrifuge so that they separate out into layers by density. 

Both of these would work for separating out components of a mixture; however, it would probably require isolating or collecting the mixture first so that the proper equipment could be used.

According to Aunt Polly in The Adventures of Tom Sawyer, what does Tom hate the most?

The answer to this question can be found at the very beginning of Mark Twain’s The Adventures of Tom Sawyer. In Chapter 1, Aunt Polly says the thing Tom hates more than anything else is work.

Tom Sawyer is a young boy of about 12 years of age. His parents are both dead and he lives with his Aunt Polly, who is his mother’s sister. At the beginning of the book, we see Aunt...

The answer to this question can be found at the very beginning of Mark Twain’s The Adventures of Tom Sawyer. In Chapter 1, Aunt Polly says the thing Tom hates more than anything else is work.

Tom Sawyer is a young boy of about 12 years of age. His parents are both dead and he lives with his Aunt Polly, who is his mother’s sister. At the beginning of the book, we see Aunt Polly looking for Tom. We do not know exactly what she wanted from him, but we find out that Tom has been hiding in a closet, apparently eating jam that Aunt Polly told him not to eat. She is about to whip him with a switch when he tricks her and is able to run away.

After this happens, Aunt Polly thinks to herself about how she needs to try to discipline Tom more effectively. She worries he will not learn how to be a responsible adult. She resolves to catch him the next day and make him work. As she says,

"I'll just be obleeged to make him work, to-morrow, to punish him. It's mighty hard to make him work Saturdays, when all the boys is having holiday, but he hates work more than he hates anything else, and I've got to do some of my duty by him, or I'll be the ruination of the child.”

From this passage, we can see that the thing Tom hates most (at least according to Aunt Polly) is work.

Why was Scout surprised that Calpurnia was "talking like the rest of them"?

Harper Lee is showing the concept of duality or double consciousness that African Americans experience in navigating two separate cultures—a white one and a black one.  W. E. B. Dubois writes about the two roles blacks play in his famous book, The Souls of Black Folk.  He states that blacks often act one way in white society and a different way in black society.  He calls it having “two souls . . . two...

Harper Lee is showing the concept of duality or double consciousness that African Americans experience in navigating two separate cultures—a white one and a black one.  W. E. B. Dubois writes about the two roles blacks play in his famous book, The Souls of Black Folk.  He states that blacks often act one way in white society and a different way in black society.  He calls it having “two souls . . . two warring ideals in one dark body.”  For Scout, she sees this duality show itself in the way Calpurnia speaks.  At the Finch’s, Calpurnia speaks proper English in order to “fit in” to white society.  With the black community, she is free to use dialect and slang to communicate with her culture.  It’s a shock for Scout, for she has only seen one side of Calpurnia until she visits Calpurnia’s church. 

This double consciousness is still something blacks are aware of even today and it causes them to change things like speech when interacting with two different cultures.  It is enormous pressure to switch between the two, so one is not ostracized by either community.  Dubois says that it is “strength that alone keeps it from being torn asunder.”  Here Dubois states that it is only by strength that the souls of blacks are not torn apart by this double consciousness.   The pressure is how to psychologically survive when you are expected to be two different people depending on where you are and who you talk to.  

What part of the victim's body do the ants always attack first in "Leiningen Versus the Ants"?

The ants first attack—and then consume—the eyes of their victim so it will be blinded. They also bite wherever flesh is exposed because they can inject their poison into the victim.

During the war between Leiningen and the "act of God," one peon strikes at a clump of ants with his spade, but does not pull it back quickly enough, and the ants swarm up the wooden haft. Unfortunately, he does not drop it in time...

The ants first attack—and then consume—the eyes of their victim so it will be blinded. They also bite wherever flesh is exposed because they can inject their poison into the victim.

During the war between Leiningen and the "act of God," one peon strikes at a clump of ants with his spade, but does not pull it back quickly enough, and the ants swarm up the wooden haft. Unfortunately, he does not drop it in time before the ants are upon him.

They lost no time; wherever they encountered bare flesh they bit deeply; a few, bigger than the rest, carried in their hindquarters a sting which injected a burning and paralyzing venom.

Later, Leiningen sees a pampas stag that is covered by ants. "As usual they had attacked its eye first." Witnessing this poor, tortured animal causes Leiningen to imagine what could easily be his fate, too. He wonders if he should have listened to the official, and if, in his inflated pride, he may have taken on more this time than he can manage.

Why does Nag hide in the bathroom in "Rikki-Tikki-Tavi"?

Nag hides in the bathroom in order to ambush and kill the man of the house.  

By this point in the story, Rikki-tikki has proven that he is a threat to Nag, Nagaina, and their eggs. He killed Karait and successfully dodged an attack from behind. Both instances show Rikki-tikki is a threatening, quick predator. Nag and Nagaina need a way to get rid of Rikki-tikki. Their plan involves killing the people in the...

Nag hides in the bathroom in order to ambush and kill the man of the house.  

By this point in the story, Rikki-tikki has proven that he is a threat to Nag, Nagaina, and their eggs. He killed Karait and successfully dodged an attack from behind. Both instances show Rikki-tikki is a threatening, quick predator. Nag and Nagaina need a way to get rid of Rikki-tikki. Their plan involves killing the people in the house. They both believe that the threat that Rikki-tikki is to them will go away once the people are killed. Nagaina believes Rikki-tikki will be easier to hunt with no people around.

"Go in quietly, and remember that the big man who killed Karait is the first one to bite. Then come out and tell me, and we will hunt for Rikki-tikki together."

Nag believes that Rikki-tikki will simply leave of his own volition if the house is devoid of people.  

"I will kill the big man and his wife, and the child if I can, and come away quietly. Then the bungalow will be empty, and Rikki-tikki will go."

Either way, Nag and Nagaina agree that the man needs to be killed first. Nag's plan is to ambush the man in the bathroom because the man is not likely to be carrying a defensive weapon there.  

Now, when Karait was killed, the big man had a stick. He may have that stick still, but when he comes in to bathe in the morning he will not have a stick. I shall wait here 'till he comes.

What are two big events in Andrew Clements' No Talking?

The first big event in Andrew Clements' No Talking is the appreciation for silence Dave develops while studying Mahatma Ghandi for his report on India. Dave's new appreciation for silence leads him to think critically about his classmate Lynsey babbling about useless things and to say something insulting to her. Dave insulting Lynsey is a second big event, the event that guides the rest of the story.

While researching India, Dave learns that Mahatma Gandhi used "words and ideas" to practically drive the "whole British army out of India all by himself" (p. 11). Dave also learns that Gandhi spent one day out of every week in total silence as a way to "bring order to his mind" (p. 13). After reading this, Dave begins to think about his own talking habits and to wonder if silence might improve him, might make him smarter and better at playing sports. Therefore, Dave decides to challenge himself by taking Gandhi's vow of silence for the day, which is one of the first major events in the story.  

However, by the time he reaches lunch recess that day, Dave breaks his vow. During lunch, Dave overhears Lynsey babble to her friends for a very long time about how one of her classmates had bought the sweater she had had her eye on at a store and how the classmate had later tried to offer it to Lynsey as a gift, but Lynsey refused it. Hearing Lynsey babble on about her ridiculous behavior makes Dave lose his temper, and Dave shouts at her, "If you had to shut up for five minutes, I bet the whole top of your head would explode!" (p. 19). When Lyndsey retorts, saying that Dave talks about ridiculous things just as much as she does, Dave goes so far as to say something completely untrue: "[B]oys never talk as much as girls do, ever!" (p. 20). Dave's verbal attack on Lynsey is the second major event of the book and helps create the story's conflict. After this moment, all the kids in the fifth-grade class challenge each other to a vow of silence, boys vs. girls, and this silence causes unexpected problems at school.

Could any of the characters in The Crucible have done more to end the hysteria in Salem?

Many of the named characters in the play The Crucibleare based upon actual historical records and people who were actually involved in the events portrayed. Certainly, any number of these people could have acted in ways to shift the course of events. For example, Abigail Williams could have chosen not to spread lies or to manipulate the other girls into following her lead. Justice Danforth could have chosen not to believe the girls' fantastical...

Many of the named characters in the play The Crucible are based upon actual historical records and people who were actually involved in the events portrayed. Certainly, any number of these people could have acted in ways to shift the course of events. For example, Abigail Williams could have chosen not to spread lies or to manipulate the other girls into following her lead. Justice Danforth could have chosen not to believe the girls' fantastical stories (referred to in court proceedings as "spectral evidence") over the accused. The Reverend Hale could have chosen to remain involved in the trials, instead of walking away in frustration; his attempts to be a voice of reason put him at odds with the judges and court magistrates, who had various political reasons for wanting rebellious people like John Proctor to be silenced.

Any number of townspeople could have refused to believe the accusations of witchcraft, instead of being willing to believe that witchcraft was behind any number of occurrences, from Betty Parris' strange afflictions, to the other things described (cows' milk drying up, children falling ill, etc.). Being able to accuse others of witchcraft effectively meant that community members could bring about the ostracization and ruination of their neighbors without ample evidence or proof, because the environment was so superstitious and supportive of these witchcraft rumors.

How did Chicago's organized crime infiltrate every aspect of society?

The arrival of Alphonse Capone from New York in 1920 when he inherited Giovanni Torrio's gang, along with the passage of the 18th Amendment, marked the beginning of the infiltration of organized crime in Chicago, Illinois. 

Criminal activity began with gambling and prostitution in the 1900's; then gangsters made political connections in order to secure the continued operation of their concerns. Having such rackets in place prepared gangsters for the exploitation of Prohibition. In fact, people's desire for liquor or beer in Chicago seemed to increase when sales became illegal. 

Regarding the sale of liquor, Al Capone contended,

"All I do is to supply a public demand … somebody had to throw some liquor on that thirst. Why not me?" [ http://www.umich.edu/~eng217/student_projects/nkazmers/organizedcrime2.html ]  

With the sales of illegal liquor, Giovanni (John) Torrio, who led the Chicago Outfit, along with the help of Al Capone, turned this Outfit into a criminal machine that brought in $100 million a year. But, conflicts began between the Irish gang on the North Side, who controlled liquor sales in their part of the city, and the Italian gang on the South Side. Of course, these gangs were able to corrupt police and politicians with their added incomes thanks to Prohibition. Consequently, the courts became corrupt, as well, and many of the gangsters did not get convicted and serve prison sentences. With the massive fortune that he was making during Prohibition, Capone was able to bribe most of the law enforcement agents from the highest ranks to lower ones, as well as politicians in districts where he operated his illegal businesses. 

During Prohibition, Capone took over the operation of more distilleries and breweries. With his profits, he then constructed even more gambling houses, speakeasies, and houses of prostitution, as well as distilleries and breweries in the suburbs. Also, with his profits Capone began racketeering, which is the involvement of gangsters into legitimate businesses. Many of the labor unions were extorted by the mob, and, not surprisingly, some businesses willingly used labor racketeers to help control their competition, thus by-passing the Sherman Anti-trust Act that prohibited price fixing and collective bargaining.

It is well documented that Al Capone's mob was notorious for coercion. Whenever businesses and employees did not contribute a percentage of their income from enterprises, they ran the risk of their place being blown up or their being "taken for a ride." Living under such fear from this powerful mobster, many businesses acquiesced to extortion.
As his empire increased, Capone extended his "strong-arming." He became able to bribe very high officials. One such official was Mayor William Hale Thompson, who was a personal friend of "Big Jim" Colosimo. When the city was extremely short of funds during the Depression, some of the city leaders looked to the mob for financial aid, in turn providing "favors." The corrupt Thompson was later named the "worst mayor in history" and, after his death a safe was found that contained $1.84 million in cash and securities.

How can I write an 8 to 10 page essay about Their Eyes Were Watching God with 5 to 6 sources using MLA format?

The first step you need to take in this assignment is to decide what sort of essay you are writing. There are several possible approaches to writing literary essays. In general, instructors include information about the type of essay they prefer in the assignment sheets for the essay or in the course syllabus. If you cannot find this information, you should contact your instructor, as if s/he expects a theoretical analysis and you do a...

The first step you need to take in this assignment is to decide what sort of essay you are writing. There are several possible approaches to writing literary essays. In general, instructors include information about the type of essay they prefer in the assignment sheets for the essay or in the course syllabus. If you cannot find this information, you should contact your instructor, as if s/he expects a theoretical analysis and you do a close reading, for example, marks will be deducted from your paper.

Some of the basic approaches you could take for such a paper:

• 
  Historical: You could research some aspect of black people's lives in Eatonville, Florida, in the 1920s and look at the degree to which Hurston accurately represents historical circumstances. You might focus on one specific event such as the 1928 Okeechobee hurricane.


• 
  Cultural Criticism: Here, you might analyze how whiteness and blackness are portrayed in the novel, perhaps focusing on the moment when Janie becomes aware of her blackness. You could emphasize the way in which both races were defined by the "otherness" of the different race. 


• 
  Feminist: You could example the roles of women in the novel, especially in light of their relationships to money and power. You could discuss in what way Janie is a strong woman and consider the abuse she faces.


• 
  Linguistic: One important area of controversy concerning Hurston's work is her representation of African American dialect. You could write about whether her use of dialect is denigrating to black culture or whether it is empowering, asserting people's right to their own language.


• 
  Compare and Contrast: You could write a compare and contrast essay comparing Janie's husbands or comparing Janie with other women in the novel.

For finding sources, your university library website probably provides access to the MLA International Bibliography. If you enter the title of the novel as a search term, you will find several hundred scholarly books and articles on the topic. If you do not have access to the MLA bibliography, a good place to start research is Google Scholar. This is not the standard Google search engine but one restricted to scholarly sources that uses the Google interface. 

Do you think that socialism or social equality is a dominant theme in the play, Arms and the Man? Give a reasoned answer.

Socialism and social equality were both important themes in the work of George Bernard Shaw, and he wrote many essays and prefaces advocating both of these causes. In the play Arms and the Man, we see one of Shaw's commonly repeated points, that aristocratic ideals, especially as expressed in heroic poetry and similar artistic genres, harm people both as individuals and as couples. 

Both Sergius and Raina are unhappy with the constraints of an...

Socialism and social equality were both important themes in the work of George Bernard Shaw, and he wrote many essays and prefaces advocating both of these causes. In the play Arms and the Man, we see one of Shaw's commonly repeated points, that aristocratic ideals, especially as expressed in heroic poetry and similar artistic genres, harm people both as individuals and as couples. 

Both Sergius and Raina are unhappy with the constraints of an aristocratic ideology that not only limits their personal development but also seems to be inexorably constraining them to an unhappy marriage. The voice of reason and the character we are intended to admire most is Captain Bluntschli, a Swiss bourgeois, who lacks the false ideology of the Bulgarian aristocrats and combines a simple and pragmatic approach to war with a rather charmingly romantic approach to marriage, focused not on heroic ideals but on personal emotions. 

Why did the governor's attorneys walk out of the court? How did the judge react to this?

In Chapter 9, the governor's attorneys walked out of the court as a protest. The lead attorney, Tom Harper, had initially asked Judge Ronald Davies to disqualify himself from the case, as he had been appointed by the federal government to preside over the arguments. The governor's attorneys feared the judge would be biased against the state, so their main priority was to get Judge Davies off the case.

Later in the proceedings, Tom Harper...

In Chapter 9, the governor's attorneys walked out of the court as a protest. The lead attorney, Tom Harper, had initially asked Judge Ronald Davies to disqualify himself from the case, as he had been appointed by the federal government to preside over the arguments. The governor's attorneys feared the judge would be biased against the state, so their main priority was to get Judge Davies off the case.

Later in the proceedings, Tom Harper asked that Judge Davies dismiss the case altogether, claiming the case involved constitutional issues that would require a three-judge panel to proceed. Judge Davies asserted that the hearing would continue. Tom Harper then read a statement on behalf of all the governor's attorneys. He stated that the governor and the state's military officials would not concede their constitutional power to the federal government and that they reserved the right to Administer the affairs of the state according to their best judgement.

After reading the statement, the governor's attorneys vacated the courtroom because they felt the case was stacked against them. Also, they believed the federal government had overstepped its authority, making their walk-out a protest of sorts. For his part, Judge Davies remained unperturbed by the actions of the governor's attorneys. He calmly pounded the gavel and called the court to order.

When the Department of Justice attorneys proclaimed that they were prepared to offer more than a hundred witnesses in support of the order for integration, Judge Davies said the one hundred witnesses would be allowed to have their day in court after the recess.

In The Scarlet Letter, what is the purpose of the wild rose, and what does it symbolize?

The first chapter of The Scarlet Letter opens with a description of the prison door, specifically the prison where Hester Prynne has been held since it was discovered that she committed adultery. But at the end of this short chapter comes this sentence:

But, on one side of the portal, and rooted almost at the threshold, was a wild rose-bush, covered, in this month of June, with its delicate gems, which might be imagined to...

The first chapter of The Scarlet Letter opens with a description of the prison door, specifically the prison where Hester Prynne has been held since it was discovered that she committed adultery. But at the end of this short chapter comes this sentence:

But, on one side of the portal, and rooted almost at the threshold, was a wild rose-bush, covered, in this month of June, with its delicate gems, which might be imagined to offer their fragrance and fragile beauty to the prisoner as he went in, and to the condemned criminal as he came forth to his doom, in token that the deep heart of Nature could pity and be kind to him.

If the reader has not read "The Custom House," the pseudo-introduction to the book, then s/he will have no idea what the rose symbolizes. However, the next chapter jumps directly into a description of Hester and her sin, thus linking the rose to Hester. As she exits the prison for the first time, her baby held to her bosom, she is described as beautiful and as a lady, bearing the scarlet A emblazoned on her breast. The color of the scarlet letter matches the red of the rose, a symbol of love and passion that does not belong to the Puritan society. As well, she is a symbol of purity and light at the end of the book, foreshadowing the end of the novel here in the first chapter.

Explain how Jonas's community is hypocritical.

Jonas's community is hypocritical in that it presents itself as a bastion of justice, even as it murders its most defenseless civilians. 

The idea behind "release" is to ensure that physical imperfections and spiritual infractions (which are said to lead to suffering, confusion, conflict, and war) are annihilated. To that end, Jonas' community consistently orders the release of the Old, rule-breakers, and even babies who fail to thrive (especially if they are the weaker of...

Jonas's community is hypocritical in that it presents itself as a bastion of justice, even as it murders its most defenseless civilians. 

The idea behind "release" is to ensure that physical imperfections and spiritual infractions (which are said to lead to suffering, confusion, conflict, and war) are annihilated. To that end, Jonas' community consistently orders the release of the Old, rule-breakers, and even babies who fail to thrive (especially if they are the weaker of a set of twins). 

In the book, Jonas discovers the true meaning of "release" during his training to become the next Giver or Receiver of Memories. He is devastated when he discovers that his father has been cognizant of the meaning of "release" all along. 

While the Giver is allowed to lie (see Rule no. 8 in Chapter 9), others are supposedly prohibited from doing so. Yet, Jonas's father has obviously lied to Jonas by hiding the truth about "release" from his entire family and others in the community. So, this community is hypocritical because some of its most trusted members are willing to hide their most repugnant acts behind facades of righteousness. Meanwhile, others are more than willing to remain ignorant about the true nature of "release."

Near the end of Chapter 5, what was decided during the selection about Eliezer's father? What happened to him after the decision was made?

In Chapter 5, Eliezer and his father are forced to go through the first selection process. Eliezer takes off his clothes and sprints in front of the SS guards. Eliezer passes the selection process and is ecstatic to see that his father also passed the selection. A few days pass and their block leader eventually informs the prisoners that there will be a second selection process. Unfortunately, Eliezer's father was chosen to go through the...

In Chapter 5, Eliezer and his father are forced to go through the first selection process. Eliezer takes off his clothes and sprints in front of the SS guards. Eliezer passes the selection process and is ecstatic to see that his father also passed the selection. A few days pass and their block leader eventually informs the prisoners that there will be a second selection process. Unfortunately, Eliezer's father was chosen to go through the selection process for the second time. Before the selection begins, Eliezer shares an emotional moment with his father. Eliezer's father gives his son his knife and spoon in case he is chosen. Eliezer is extremely depressed and worried that his father will not pass the second selection. Fortunately, when Eliezer returns from work his father is waiting for him. Eliezer's father was deemed healthy enough to continue working at the camp. Eliezer then gives his father back his knife and spoon. Later on in the chapter, Eliezer and his father are forced to evacuate the concentration camp because the Russian forces are closing in.

What is the abstract in the short story, "A Sorrowful Woman" by Gail Godwin?

An 'abstract' in literature may refer to a summary of the essential elements in a literary work or it could relate to the expression of an idea which is not perceivable by the five sentences (i.e. an intangible quality). In terms of the second definition, the abstract could thus be the theme or symbolism conveyed by the text.

I assume that the question relates to the second definition. In this regard, then, Gail Godwin's tragic short story, "A Sorrowful Woman", explores, firstly, the idea of the destructive forces innate in society's expectations, namely that in a paternalistic society, women are expected to play the role of dutiful spouses, caregivers and nurturers without question.

It is clear from the outset that the mother and wife in the story cannot cope with the duties imposed upon her. The image she conveys is one of sadness and depression. She is clearly mentally ill and withdraws from her husband and son. The husband makes all sorts of attempts to encourage her and take care of her, all to no avail. When he calls in external help in the form of a young girl to perform the mother's tasks, the woman expresses her displeasure and the girl is dismissed. Her husband then takes it upon himself to perform these duties.

There is no clear reason why exactly the mother is the way she is. One can only assume that she has never been prepared for this role or that she feels trapped. It is significant, however, that she never expresses any desire to leave the family. All she does is withdraw and live in a fantasy world.

The realities of life do not seem important to her and even everyday events are generally dismissed, such as when she witnesses an old woman scratching around for food. She does not see the contrast to her situation and does not consider how fortunate she is. The author deliberately includes such events to indicate how overwhelmed the mother is and that her privileged situation means nothing to her, since it is not what she really wants.

Godwin leaves us in the dark about what the woman's true desires actually are. There is a suggestion, though, that the husband's persistent care and attention is a deliberate attempt by him to keep his wife in a constant state of discomfit. He provides her with medication and this leaves the reader with a nagging suspicion that he is as much responsible for his wife's condition as she is. The reference to 'a big glass of dark liquid' which he plies her with every night, has an ominous ring to it. It is these actions which suggest a second, pernicious theme: the idea of possession. The husband sees the wife as an object which he can manipulate and he maliciously sets about maintaining control of her.

The husband never seeks external advice. There is no mention of a doctor or psychiatrist who he consults for a diagnosis and assistance. He is the one who medicates her. The person whom he hires to assume his wife's duties is young and, therefore, less inclined to ask questions. These actions imply a subtle, yet deliberate and malicious purpose on his part.

It is ironic that the husband refers to his wife as a 'cloistered queen' when he is, in fact, the one responsible for her condition. Her constant attempts at isolation is an intimation that she is aware of her husband's manipulation but cannot get away from him entirely since she is both mentally and physically weak. Her only escape in the end, is death. The cause of her death is, however, also questionable. One cannot say, for certain, that she committed suicide and, therefore, cleaned up the house and prepared a feast so that she may go in a 'blaze of glory' or whether this signified an actual turning point where she had decided to, finally, meet the demands set on her and show that she was prepared to do the necessary with aplomb, or that she just wanted to demonstrate what she was capable of.

In the end, the husband's clinical actions when he checks her eyelids, listens for a heartbeat and feels her wrists, is probably the best indication of how chillingly evil and controlling he is. 

What are two questions left unanswered at the end of the book The End of the Affair, by Graham Greene?

The End of the Affair deals with a variety of spiritual and emotional topics and, as such, the ending leaves several questions without concrete answers. The nature of faith is one of the primary themes running throughout this story, and multiple loose ends are left after the narrative comes to a close. The two primary unanswered questions are whether Bendrix comes to truly believe in God and whether Sarah is a spirit who is capable of performing miracles or if this is merely the way her grieving loved ones have chosen to cope with her death.

Bendrix's Faith

At the beginning of the narrative, Bendrix is a staunch atheist. He and Sarah share a lack of belief until an air raid leaves him seriously injured at his front door. Rather than check to see if he is alive, Sarah retreats to his room to beg God to bring him back. She promises that if her lover's life is spared, she will end their affair in return. Bendrix lives and, unbeknownst to him, this is the real reason why Sarah stops seeing him. Only upon reading her diary many years later does Bendrix learn that she never stopped loving him. While he initially thinks that she has begun an affair with another man, he soon realizes that his greatest competition for her affection is the God whom she believes spared his life.

As the story progresses, Bendrix's apathy towards God turns to hate. After Sarah's death, his hatred unexpectedly takes a turn to openness. Sarah's own faith was born out of the epiphany that in order to truly hate someone, as Richard Smythe hates God, there must be some truth to them. Bendrix grudgingly comes to a similar realization and, towards the end of the book, he prays, "I'm too tired and old to learn to love. Leave me alone forever." Greene leaves it open-ended as to whether Bendrix will eventually adopt Sarah's reluctant faith in a God she once hated or remain in a state of grudging half-belief forever.

Sarah's Sainthood

After Sarah's death, there are reportedly several miracles that occur. Sarah's mother informs Bendrix that she secretly had a Catholic baptism as an infant. Her spirit is rumored to have the ability to perform miracles. After her death, Smythe's disfiguring birthmark disappears entirely. Parkis' son is also healed of severe internal pain with no apparent medical explanation. These miracles raise the question of whether Sarah has truly become a saint, despite the sins she committed during her life, or whether these instances of healing are mere coincidences.

These unanswered questions are part of the framework that makes this story so moving. By leaving some questions unanswered, Greene gives the story a surprisingly satisfying ending. It would be untrue to the thematic elements of the book and the characters themselves to answer either of these questions with objective certainty.

Why is knowing and understanding English important if you want to join the military?

If you live in a country where English is the dominant language, then it is fairly clear why you would need to know and understand English in order to do well in the military.  In such militaries, essentially all communication would occur in English. Your superiors would address you in English. People trying to teach you would do so in English. You would have to speak English to communicate with your fellow soldiers. You would...

If you live in a country where English is the dominant language, then it is fairly clear why you would need to know and understand English in order to do well in the military.  In such militaries, essentially all communication would occur in English. Your superiors would address you in English. People trying to teach you would do so in English. You would have to speak English to communicate with your fellow soldiers. You would not even be able to fight very effectively in a unit because you and your comrades would not be able to talk to each other about plans, possible dangers, and other topics about which soldiers must communicate in combat.

If you live in a country whose primary language is not English, English would be much less important. It would only be potentially important if you wanted to attain high rank or pursue a particular specialty. For example, you might want to be an intelligence officer, in which case you might want to know English so you could read intelligence gathered from English-speaking countries. If you wanted to reach a really high rank, it might help to speak English so you could communicate with officers from English-speaking militaries when you worked with them on things like joint maneuvers.  In such a country, knowledge of English would be much less important, but it would still matter in some circumstances.  

What is the method of teaching of Aristotle

Aristotle was a Greek philosopher. He was mentored by Plato and went on to become the mentor and tutor of Alexander the Great. His philosophical foundations draw upon a variety of sources including metaphysics, zoology, politics, ethics, and logic, just to name a few.

Method

Aristotle's philosophical methods were empirical, based on analysis and observation, and critical.

The empirical aspect of his method employs observation and datacollection, as well as categorization and...

Aristotle was a Greek philosopher. He was mentored by Plato and went on to become the mentor and tutor of Alexander the Great. His philosophical foundations draw upon a variety of sources including metaphysics, zoology, politics, ethics, and logic, just to name a few.

Method

Aristotle's philosophical methods were empirical, based on analysis and observation, and critical.

The empirical aspect of his method employs observation and data collection, as well as categorization and classification. After making detailed observations and after all samples of data were collected, the student would proceed to make correlations that would provide categorization and classification of facts. This would provide the basis of knowledge. The student would then proceed to generalize a principle or establish a theory. Notice that these are the backbone steps of the scientific method.

Theorizing

The student, who is independently discovering facts aided by Aristotle, not instructed by him, will use inductive and deductive reasoning as critical thinking methods. Critical thinking through inductive and deductive reasoning is what the Aristotelian method is known for.

Syllogisms are the Aristotelian method of formulaic (critical) thinking. Syllogisms are formulaic because they use specific words to create a formula that will present a fact. A syllogism operates within established parameters of logic to verbalize a conclusion based on inductive and deductive critical thinking.

As a logical argument, the syllogism presents a (a) major premise, (b) minor premise, (c) conclusion. A syllogism is almost like a Haiku, if we were to compare it to poetry.

In the major premise, the general statement is expressed. The minor premise states an example or supporting detail for why the major premise is a fact or might be a fact. The conclusion should extend from the major and minor premises.

Major premise: A=C

Minor premise  A=B and B=C

Conclusion: A=C

For the syllogism to be accepted as true, the first two premises must be facts and must be proven to be facts. Two negatives do not equal a positive in syllogisms.

Now, to the modern eye the Aristotelian method may look obvious. We all gather and collect data, then analyze it before reaching a conclusion. However, we do these things now because of the Aristotelian method.

If we compare Aristotle's method to Plato's, the significance of Aristotle's method of teaching is that Plato attempted to define the abstract and the ideal, while Aristotle attempted to explain the concrete and the real. Both philosophers were correct in their applications, so much that they were immortalized in Raphael's "School of Athens" (1509-1511) in which Plato and Aristotle take center stage as they discuss their philosophical views. Here, Plato points at the sky, to the abstract. Aristotle points down and center, to the concrete. Such is the importance of Aristotle's method of teaching.

In Lois Lowry's The Giver, what is the solution to the problem that everyone lies in the community?

At the end of chapter 9 of Lois Lowry's The Giver, Jonas reads the rules and instructions for his new assignment as the Receiver in training. The last rule says that he is allowed to lie. This rule conflicts with everything he has been taught up until this point in his life. He ponders this with great concern because he realizes the following:

"What if others--adults--had, upon becoming Twelves, received in their instructions the same terrifying sentence?" (71).

All of a sudden Jonas has reason to suspect that every adult can lie to him. If every adult lies, then how can he trust anyone? Since lying is used to maintain the community's socialized laws, then overthrowing that state is the solution. With the help of the Giver, Jonas helps to overthrow the government by toppling the thing that makes it happen--Sameness. 

Sameness is the phenomenon that makes it possible for the Receiver to retain memories for the whole community. This exists so the citizens won't have to suffer the vicissitudes of life. As a result, lies must be maintained in order to keep this way of life functioning. For example, instead of telling people about death, which may incite fear, they use the word "release," which has a happier connotation.

Jonas can stop Sameness if he leaves the community with the memories he has received. Once he crosses the border, the memories will flood back to the citizens, and they will be able to differentiate between right and wrong, good and bad, and truth and lies. Therefore, the problem with lies is solved when Jonas crosses the border, releases the consciousness of memories, and those memories enable people to understand the lies that have been ruling their lives for generations. 

`y = x , y = 3 , x = 0` Find the volume of the solid generated by revolving the region bounded by the graphs of the equations about the line...

For a region bounded by `y=x` (slant line), `x=0` (along the vertical axis), and `y = 3` (horizontal line) revolved about the line `y=4` , we may apply the Washer Method. It considers multiple disc with a hole. Basically, it can be just two disc method in which we take the difference of the volume of the bigger and smaller disc.

It follows the formula: `A = pi(R_(outer))^2-(r_(i.n.n.e.r))^2]`

Let `R_(outer)` as a function of `f`...

For a region bounded by `y=x` (slant line), `x=0` (along the vertical axis), and `y = 3` (horizontal line) revolved about the line `y=4` , we may apply the Washer Method. It considers multiple disc with a hole. Basically, it can be just two disc method in which we take the difference of the volume of the bigger and smaller disc.

It follows the formula: `A = pi(R_(outer))^2-(r_(i.n.n.e.r))^2]`

Let `R_(outer)` as a function of `f` and` r_(i.n.n.e.r) ` as function of `g` .

Then `V =pi int_a^b[(f(x))^2-(g(x))^2]dx`  or `V =pi int_a^b[(f(y))^2-(g(y))^2]dy` .

 We use a rectangular strip representation that is perpendicular to the axis of rotation as shown on the attached image. 

For the inner radius, we have:

`g(x)=4-3=1 `

For the outer radius, we have: `f(x)=4-x`

The boundary values of `x` will be  `a=0 ` to `b=3` .

 The integral to approximate the volume of the solid is:

`V=pi int_0^3 [(4-x)^2-1^2] dx `

Expand using FOIL method on `(4-x)^2 = (4-x)*(4-x) = 16-8x+x^2` and `1^2=1` .

The integral becomes:

`V=pi int_0^3 [16-8x+x^2 -1] dx `

Simplify:`V=pi int_0^3 [15-8x+x^2] dx`

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

`V=pi [ int_0^3 15 dx - int_0^3 8xd +int_0^3 x^2 dx]`

Apply basic integration property:` int c dx = cx` and Power rule for integration: `int x^n dx= x^(n+1)/(n+1).`

`V=pi [15x- 8*x^2/2 + x^3/3]|_0^3`

`V=pi [15x- 4x^2 + x^3/3]|_0^3`

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

`V=pi [15*(3)- 4(3)^2 +(3)^3/3]-pi [15(0)- 4(0)^2 + (0)^3/3]`

`V=pi [45- 36+9] -pi [0-0+0]`

`V = 18pi` or `56.55` (approximated value)

How do I compare the symbol of the scarlet ibis and Doodle to the real world?

Rare creatures, such as the symbolic scarlet ibis and Doodle, are those that Henry David Thoreau once described as "march[ing] to the beat of a different drummer."

Like the ibis, there is a creative and magical quality to Doodle that Aunt Nicey is first to point out when he is born in a caul. "She said caul babies should be treated with special respect since they might turn out to be saints." Indeed, Aunt Nicey...

Rare creatures, such as the symbolic scarlet ibis and Doodle, are those that Henry David Thoreau once described as "march[ing] to the beat of a different drummer."

Like the ibis, there is a creative and magical quality to Doodle that Aunt Nicey is first to point out when he is born in a caul. "She said caul babies should be treated with special respect since they might turn out to be saints." Indeed, Aunt Nicey has perceived a unique and creative spirit in Doodle. When the brother takes Doodle to Old Woman Swamp, declaring it the "only beauty I knew," a wide-eyed Doodle begins to cry because he is so emotionally moved by how "pretty, pretty, pretty" the area is. The brother then weaves flowers into necklaces and crowns with Doodle.

Clearly, Doodle has the creative spirit, a spirit that places him among artists, musicians, and the like. They are rare creatures who see things that others do not; they imagine things that others cannot, and they hear "the beat of a different drummer." They are the rare "beautiful birds" whose loss are mourned by many because they bring a refreshing uniqueness to the world. They are the creatures who feed the souls of others. The brother realizes his loss as Doodle dies. He cries, holding him and "sheltering [his] fallen scarlet ibis from the heresy of rain."

How does women’s access to education/literacy affect their rights in their countries?

Research has supported the connection between education for women and the attainment of women's rights and gender equality in their respective countries. For example, an additional year of schooling for a woman has been shown to result in a 10–20% increase in her wages. This increase helps decrease economic inequality and promotes gender equality across the society. 

In addition, women's education is connected to lower infant mortality, lower numbers of average children per woman, and...

Research has supported the connection between education for women and the attainment of women's rights and gender equality in their respective countries. For example, an additional year of schooling for a woman has been shown to result in a 10–20% increase in her wages. This increase helps decrease economic inequality and promotes gender equality across the society. 

In addition, women's education is connected to lower infant mortality, lower numbers of average children per woman, and lower maternal death rates. Women with smaller families tend to live better in many countries. In addition, women who have greater education are generally better able to make sound choices about the healthcare of themselves and their children; they can read and reason more effectively in many ways. Women with better health are better able to advocate for themselves and their children. 

In addition, women with higher rates of education can participate more fully in the political life of their countries and advocate for their rights. With education they can understand the issues being discussed, can contribute to the discussion because they are literate and well informed, and can participate in political movements that will further their rights and power. Moreover, because educated women can read they are able to understand how others in their country, and in other nations, have achieved rights and can work toward achieving those selfsame rights for themselves.

Women with more education are also often able to exercise greater power in the  decision-making of their families. They can more effectively advocate for the education of their daughters—thus furthering women's rights for the next generation—and help their daughters make decisions about their lives that will result in greater gender equality (such as delaying the age of marriage).

Sources:

Klasen, Stephan. "Low Schooling for Girls, Slower Growth for All? Cross-Country Evidence on the Effect of Gender Inequality in Education on Economic Development." The World Bank Economic Review 16, No. 3 (2002): 345-373.

Levine, Ruth, Cynthia Lloyd, Margaret Greene, and Caren Grown. Girls Count: A Global Investment and Action Agenda. Washington, DC: Center for Global Development, 2008.

Explain how and why Reconstruction policies changed over time.

Reconstruction began during the Civil War and ended in 1877, marking one of the most controversial periods of American history. Reconstruction was a means of answering the following problems raised by the Northern victory:

• What will happen to former slaves? What is their new status?


• What will replace slavery as a system of labor?


• How can the Confederacy and Union be reunited as a nation?

What followed was an active effort by former slaves to...

Reconstruction began during the Civil War and ended in 1877, marking one of the most controversial periods of American history. Reconstruction was a means of answering the following problems raised by the Northern victory:

• What will happen to former slaves? What is their new status?


• What will replace slavery as a system of labor?


• How can the Confederacy and Union be reunited as a nation?

What followed was an active effort by former slaves to shape their new freedom and to step into their rights as American citizens. However, the Reconstruction plan of President Andrew Johnson in 1865 put these new freedoms at risk and gave rebels in the South dangerous levels of political power. 

Congress created new laws between 1866 and 1869. These include the 14th and 15th amendments, which guaranteed civil rights for black individuals and the right to vote for black men.

However, the commitment to change did not last forever. The North eventually abandoned their efforts to protect the rights of the newly freed individuals. This resulted in the end of Reconstruction and the dawn of a new era for white supremacy in the South. Societies meant to suppress civil rights covertly started (including the Ku Klux Klan), marking a period of terrorism and violence.

Based on Chapters 5-9 of Ian Haney López's Dog Whistle Politics: How Coded Racial Appeals Have Reinvented Racism and Wrecked the Middle...

In Chapter 6, "Getting Away with Racism," the author explains that during the 2008 Presidential campaign, a group of Republicans in California put out a newsletter with the statement that if Obama were elected, his image would appear on food stamps instead of on dollar bills (page 127). The cartoon included a fake $10 bill, and it was labeled "ten dollars Obama bucks" in each corner. In the middle of the bill, there was a...

In Chapter 6, "Getting Away with Racism," the author explains that during the 2008 Presidential campaign, a group of Republicans in California put out a newsletter with the statement that if Obama were elected, his image would appear on food stamps instead of on dollar bills (page 127). The cartoon included a fake $10 bill, and it was labeled "ten dollars Obama bucks" in each corner. In the middle of the bill, there was a picture of a grinning Obama imposed on the figure of a donkey. Over Obama appeared the words, "the United States food stamps," and there were pictures of a watermelon, ribs, a pitcher of Kool Aid, and a Kentucky Fried Chicken bucket.

The person in the group who decided to publish the cartoon said that it could not be deemed as racist; however, there was clearly a connection between Obama, the nation's first Black President, and welfare, as well as a connection between a Black man and stereotypically Black foods, such as watermelon and fried chicken. Newt Gingrich also called Obama "the most successful food stamp President in American history" (page 131). Gingrich denied the racism behind his remarks, which connected a Black man with a welfare program in terms that denigrated Obama's race and that contained coded racial remarks.

Who starts the signal fire by rubbing two sticks together?

In William Golding's The Lord of the Flies, nobody starts a signal fire by rubbing two sticks together. After the boys amass a pile of wood, Ralph and Jack realize they don't actually know how to start the fire. Ralph asks Jack to light it, at which time Jack says "you rub two sticks together." Ralph then foolishly asks for matches, and the boys slowly begin to realize that they have no hope of...

In William Golding's The Lord of the Flies, nobody starts a signal fire by rubbing two sticks together. After the boys amass a pile of wood, Ralph and Jack realize they don't actually know how to start the fire. Ralph asks Jack to light it, at which time Jack says "you rub two sticks together." Ralph then foolishly asks for matches, and the boys slowly begin to realize that they have no hope of lighting the fire. However, when Piggy approaches, Jack points suddenly and says "His specs—use them as burning glasses!" Piggy is reluctant to give up his glasses, but the boys take them and

Ralph moved the lenses back and forth, this way and that, till a glossy white image of the declining sun lay on a piece of rotten wood. Almost at once a thin trickle of smoke rose up and made him cough. Jack knelt too and blew gently, so that the smoke drifted away, thickening, and a tiny flame appeared. The flame, nearly invisible at first in that bright sunlight, enveloped a small twig, grew, was enriched with color and reached up to a branch which exploded with a sharp crack. The flame flapped higher and the boys broke into a cheer.

The lighting of the fire essentially comes down to the three principle characters of the text. It is Ralph's initial idea, it is Jack's suggestion of how to make it happen, Piggy provides the means, and Ralph and Jack execute.

Does Walt Whitman's poem "O Captain! My Captain!" teach anything or have any controlling ideas about loss?

A useful way to think about poetry is that poems make observations about the human experience. "O Captain! My Captain!" was inspired by the death of Abraham Lincoln, a man Walt Whitman greatly admired; in fact, the poem is an elegy, a formal poem of mourning.

Because Whitman does not name Lincoln as the subject of the poem, it can be read as a work that captures the emotions surrounding the death of a greatly...

A useful way to think about poetry is that poems make observations about the human experience. "O Captain! My Captain!" was inspired by the death of Abraham Lincoln, a man Walt Whitman greatly admired; in fact, the poem is an elegy, a formal poem of mourning.

Because Whitman does not name Lincoln as the subject of the poem, it can be read as a work that captures the emotions surrounding the death of a greatly admired or respected leader. The speaker exhorts his captain to rise from the deck where he has fallen dead; he wants the captain to be able to enjoy the rewards of the successful journey they took together and join the people who are gathered to celebrate. He implores the captain to rise and receive the adulation of the crowds gathered in his honor. At the end of the poem, the speaker sorrowfully observes that his captain cannot answer and has not lived to share in the triumph.

Whitman's controlling idea is the tragedy inherent in the death of a leader who doesn't survive to witness his legacy. Though in this case he means, particularly, the president who has led the reunification of the United States in the Civil War, the poem's lament is generally for anyone who does not live to see the fruits of his or her labor.

What does the cat symbolize in "Once Upon a Time"?

The cat in "Once upon a Time" plays a significant symbolic role. First, the cat symbolizes bad fortune. Black cats are associated with bad luck, and since Gordimer also includes a "witch" in the story, the connection becomes even stronger since cats and witches are paired in folklore. 

Second, the cat symbolizes the unconquerable fear the family has for most of the story. The cat is able to get into the house despite the bars...

The cat in "Once upon a Time" plays a significant symbolic role. First, the cat symbolizes bad fortune. Black cats are associated with bad luck, and since Gordimer also includes a "witch" in the story, the connection becomes even stronger since cats and witches are paired in folklore. 

Second, the cat symbolizes the unconquerable fear the family has for most of the story. The cat is able to get into the house despite the bars and to get into the yard despite the high wall. This shows the family's fears continue to beset them despite their efforts to protect themselves.

Third, the cat represents false alarm. The cat—as well as other cats in the neighborhood—routinely sets off the burglar alarms in people's homes. This suggest the fears the suburban residents have are "false alarms." The alarm they experience is not grounded in reality. In the same way that the boy who cried wolf was not believed when the wolf finally did attack the flock, so too do the continual false alarms set off by the cats and mice prevent the residents from discovering the real burglaries that occur. By overreacting to the threats, the suburban residents are unable to deal effectively with their true problem. 

Finally, when the Dragon's Teeth fencing is installed, the cat stays inside the enclosure. The husband calms his wife's fears for the cat's safety by stating that "cats always look before they leap." In this way, the cat represents wise foresight. At the beginning of the story, the family has used wise foresight in fencing off the swimming pool to protect their son and his friends. Now they have become so obsessed with keeping out the undesirable elements that their cat has become wiser than they are. They should be able to foresee the danger their fence causes to their child—not just physically, but even emotionally and socially—but their fears blind them. 

The cat is symbolic in multiple ways in the story, representing ill fortune, unconquerable fear, false alarm, and wise foresight.

How do you account for the differences in subject matter among Bryant, Holmes, Lowell, Longfellow, and Whittier?

There is no doubt that people are often the products of their age, and poets such as those mentioned certainly exhibit characteristics of the literary movement in which they lived or about which they have read. For this reason, there is a difference among the poets cited in their subject matter.

• Romantic poets delighted in nature's beauty and its solace and communion with man.

While poetry is often an occupation in which one engages alone, it is not always lonely. Poets rarely compose their verse in isolation from the influence of other poets of their time or their predecessors whom they have read and loved. For instance, when William Cullen Bryant was young, he read a book of poems entitled Lyrical Ballads by William Wordsworth and Samuel Taylor Coleridge, two of his favorite British contemporaries. This volume of poems reflects the philosophy of the Romantic era, and it inspired poets who wished to replace the conventional poetic diction with common speech. Bryant felt himself akin to them and carried the messages of British Romanticism into his poetry. His romantic poem "Thanatopsis" certainly reflects this delight in nature and the lessons that it teaches man. Rather than being a dirge, in Bryant's poem about death, the verses exalt the body's rebirth into the earth and consolation from Nature.

To him who in the love of Nature holds
Communion with her visible forms, she speaks
A various language.

Another Romantic poet is Henry Wadsworth Longfellow, who also writes about the interrelationship of man and Nature as exemplified in the last rhythmic stanza of "The Tide Rises, the Tide Falls":

The day returns, but nevermore
Returns the traveller to the shore,
And the tide rises, the tide falls.

• Fireside Poets - These poets delivered messages of morality and sentimentality and employed very conventional forms. Their poetry affected the era and was quite popular until the arrival of the 20th century, when conventionality and sentimentality lost popularity.

Two Fireside Poets are John Greenleaf Whittier, and Oliver Wendell Holmes. Whittier wrote his poem "Snow-Bound: A Winter Idyll" in a natural, conversational style, a style that also suggests a romantic interlude:

The wind blew east, we heard the roar 
Of Ocean on his wintry shore,
And felt the strong pulse throbbing there
Beat with low rhythm our inland air.

In addition, in his poem "The Chambered Nautilus," Holmes contemplates nature and is in tune with the Transcendentalists, Emerson and Thoreau. This poem seems a transitional poem that suggests the more exuberant movement of Transcendentalist thought, as exemplified in the last stanza:

Build thee more stately mansions, O my soul, 
As the swift season roll!
Leave thy low-vaulted past!...
Till thou at length art free
Leaving thine outgrown shell by life's unresting sea!

Oliver Wendell Holmes's poem "Old Ironsides" uses vivid imagery as well as verbal irony to praise the USS Constitution and to protest the proposed scrapping of such a historical ship. He also uses a forceful meter to convey emotion in the protests of the ship's destruction. 
This poem and others by the Fireside poets, while popular for many generations, now do not appeal as much to students, as they seem rather stilted in their conventional constructions and sentimental themes.

What time period is "Sonny's Blues" set in?

Sonny's Blues is set in Harlem in the 1950s. Both the location and the historical setting are extremely important in relation to the themes explored by the book. The 1950s was a decade of enormous social change for African Americans. The nascent civil rights movement had scored a major victory in overturning segregation in the landmark Supreme Court ruling of Brown v. Board of Education in 1954. At the same time, growing numbers of African...

Sonny's Blues is set in Harlem in the 1950s. Both the location and the historical setting are extremely important in relation to the themes explored by the book. The 1950s was a decade of enormous social change for African Americans. The nascent civil rights movement had scored a major victory in overturning segregation in the landmark Supreme Court ruling of Brown v. Board of Education in 1954. At the same time, growing numbers of African Americans migrated north to escape widespread prejudice in the South and to seek out employment opportunities. The populations of Northern and Midwestern cities grew rapidly as a consequence.

In the 1950s Harlem was the epicenter of a vibrant African American culture, especially in relation to various kinds of music. The importance of music in Harlem culture is reflected in Sonny's becoming a jazz pianist. But the 1950s setting also allows Baldwin to explore wide facets of the African American experience. As well as the richness and vibrancy of Harlem's cultural scene, we're also introduced to the seamier side of life—the drugs, the prejudice, the poverty, the lack of opportunity, the atomized nature of big city life.

In the character of the unnamed author, Sonny's brother, we're further provided with a glimpse into the lives of the growing black middle class. Sonny's brother is a math teacher with a stable family and a good standard of living. The contrast between his life and that of his drug addict criminal brother adds depth to the portrayal of a significant era in the history of African Americans.

Who were the sympathetic characters?

The sympathetic characters are those we identify with in a novel. In 1984 these would be Winston Smith and Julia. The story is told through the eyes of Winston, an average outer party member who leads a gray, miserable life like most of the other outer party members. The story opens as he rebels against being forbidden to have independent thoughts. He starts a journal, and we as readers immediately understand his desire to have...

The sympathetic characters are those we identify with in a novel. In 1984 these would be Winston Smith and Julia. The story is told through the eyes of Winston, an average outer party member who leads a gray, miserable life like most of the other outer party members. The story opens as he rebels against being forbidden to have independent thoughts. He starts a journal, and we as readers immediately understand his desire to have the freedom of his own ideas. We also immediately feel suspense because we learn that what he is doing is highly subversive and if discovered will get him into deep trouble. 

We sympathize as well with the vibrant, practical, and courageous Julia, who takes the risk of reaching out to Winston even though it is forbidden. It is easy to see how Winston could fall in love her. We sympathize with the simple desires of this twosome to have an ordinary love relationship and an ordinary life of companionship with each other in the room above Mr. Carrington's store. Both characters represent being fully human in a society that is trying to crush their humanity.

What does the book Frindle teach small kids?

Frindle can be seen as teaching children how language develops and how it works. Ultimately, words in themselves mean nothing; meaning is derived from how they are used. We can look up a word in the dictionary and find out its definition, but the way we use words on a daily basis gives them their deepest meaning, one that forms the basis of our communication with each other.

Mrs. Granger has a somewhat pedantic understanding...

Frindle can be seen as teaching children how language develops and how it works. Ultimately, words in themselves mean nothing; meaning is derived from how they are used. We can look up a word in the dictionary and find out its definition, but the way we use words on a daily basis gives them their deepest meaning, one that forms the basis of our communication with each other.

Mrs. Granger has a somewhat pedantic understanding of words, deriving from her education and work as a teacher. That object the children use for writing isn't a "frindle;" it's a pen, because that's what it says in the dictionary. The author isn't suggesting that it's wrong to use the word "pen." After all, its own meaning has also derived from its use over time. But the point that's being made in the story is that the word "pen" arose in the exact same way as "frindle." And eventually we find out that Mrs. Granger understood this all along. She deliberately prohibited the use of "frindle" by her pupils because she knew it would become popular. She knew that widespread use of the word would give it its meaning.

One of the things that Swift examined critically in Gulliver's Travels is the government's role in education. Where in the book does it talk about...

When Gulliver is among the Lilliputians, he learns about their system of education. Swift writes, "parents are the last of all others to be trusted with the education of their own children." Parents must deliver their children, both boys and girls, to state-run nurseries when the children are 20 months old. There, the children are trained to occupy roles that are similar to those of their parents. In other words, the sons of the wealthy receive...

When Gulliver is among the Lilliputians, he learns about their system of education. Swift writes, "parents are the last of all others to be trusted with the education of their own children." Parents must deliver their children, both boys and girls, to state-run nurseries when the children are 20 months old. There, the children are trained to occupy roles that are similar to those of their parents. In other words, the sons of the wealthy receive a particular form of education, and sons of the merchants receive another form of education (girls' education is different). Only the children of laborers do not attend school. 

State-run education is still a very important topic today and one that is fiercely debated. Some critics argue that American education perpetuates inequality, as the system of education among the Lilliputians does, because children of wealthier families generally go to schools with better resources and get better educations than do children of less well-to-do families. Therefore, the way in which Swift satirizes education in Gulliver's Travels mirrors the modern debate over the way in which our school system prevents social mobility and keeps the elite in a dominant position. 

In The Iliad, what are four results of Achilles' pride?

There are four major results of Achilles' pride to be found throughout TheIliad, including alienation, wrath, vengeance, and death.

Alienation

The Greek warrior Agamemnon insults Achilles' pride by demanding that he surrender Briseis. Briseis was a maid Achilles had claimed as a prize of war, and Agamemnon's demand challenges Achilles' status as a leader. As a result, he withdraws from the Greek forces and does nothing to help when the Trojans attack. This...

There are four major results of Achilles' pride to be found throughout The Iliad, including alienation, wrath, vengeance, and death.

Alienation

The Greek warrior Agamemnon insults Achilles' pride by demanding that he surrender Briseis. Briseis was a maid Achilles had claimed as a prize of war, and Agamemnon's demand challenges Achilles' status as a leader. As a result, he withdraws from the Greek forces and does nothing to help when the Trojans attack. This alienation segues directly into the next result of Achilles' pride, which is his wrath.

Wrath

Achilles' pride commonly results in wrath, which is a major theme throughout The Iliad. The Muse is even asked to sing of the "wrath of Achilles." Achilles has a strong sense of honor that leads him to wrath as a response to certain events that violate his high standards of honor, particularly the capture of Briseis. To the Greeks, honor was based on the pursuit of excellence, nobility, valor, and accomplishment. The wrath of Achilles is strongly related to each concept, and all stem from his pride as a warrior. Whenever Achilles' pride leads him to feel that his honor has been violated, wrath is the result.

Vengeance

When Achilles' friend Patroclus is killed by Hector, Achilles' pride plays a large role in his quest for vengeance. It is also his pride, both in himself as a warrior and in his friendship with Patroclus, that leads him to kill Hector on the battlefield. Despite Achilles' disdain for the fallen warrior, Hector's father successfully recovers his son's body by appealing to Achilles' pride through begging.

Death

As the son of a mortal man and a goddess, Achilles was given the choice between living with the gods in a peaceful existence and pursuing glory among the humans. He chooses the life of a warrior and, in doing so, dies the death of an honored mortal. This choice exemplifies Achilles' pride better than any other. Rather than live a peaceful and long life without valor, his pride motivates him to lead the dangerous life of a warrior. Achilles is the greatest warrior among the Achaeans, which further bolsters his pride and confidence.

Throughout The Iliad, it is heavily implied that Achilles' fabled heel is a metaphor for his pride. After being dipped in the river Styx, Achilles is invulnerable everywhere except the heel by which his mother held him. Both his pride and his heel serve as his primary weaknesses. In the end, Achilles is killed by an arrow that strikes his vulnerable heel. Hector's brother is the one who shoots the arrow and kills Achilles out of vengeance. Because Achilles' pride was the primary reason he killed Hector, it could be argued that his pride indirectly leads to his own death.

Through these four results of Achilles' pride, we see that this characteristic is both his greatest strength and his most fatal weakness.

How did Bryon feel about the girls he dated in That Was Then, This Is Now? What did this reveal about him?

Throughout the novel, Bryon portrays himself as a ladies man who enjoys flirting and hooking up with various girls. In Chapter 1, Bryon mentions that he's not afraid to lie to girls if he can get away with it. He then admits to telling girls he was in love with them insincerely. As the novel progresses, Bryon begins to fall in love with Cathy. He says the only thing about Cathy that bothers him is...

Throughout the novel, Bryon portrays himself as a ladies man who enjoys flirting and hooking up with various girls. In Chapter 1, Bryon mentions that he's not afraid to lie to girls if he can get away with it. He then admits to telling girls he was in love with them insincerely. As the novel progresses, Bryon begins to fall in love with Cathy. He says the only thing about Cathy that bothers him is that she is not obsessed with him like most girls. After Cathy meets Bryon's ex-girlfriend, he is pleasantly surprised to find out she is not jealous of Angela. He says Cathy was the first girl he dated who wasn't scared of other women. Bryon decides Cathy has more sense than the other girls he's dated. Bryon's confessions about his past relationships and feelings towards females reveal he is a rather shallow individual. Bryon's attitude towards women suggests he also has self-esteem issues because he was attracted to jealous girls who lacked confidence. His nonchalant attitude toward authentic relationships also depicts his immature personality.

What are some quotes from chapter 9 in Percy Jackson and the Olympians: The Lightning Thief?

In chapter nine of Percy Jackson and the Olympians: The Lightning Thief, Percy is moved to cabin three by Chiron, where he is not forced to share his space with anyone. Despite having his own breathing space, this makes Percy very unhappy:

Just when I'd started to feel accepted, to feel I had a home in cabin eleven and I might be a normal kid—or as normal as you can be when you're a...

In chapter nine of Percy Jackson and the Olympians: The Lightning Thief, Percy is moved to cabin three by Chiron, where he is not forced to share his space with anyone. Despite having his own breathing space, this makes Percy very unhappy:

Just when I'd started to feel accepted, to feel I had a home in cabin eleven and I might be a normal kid—or as normal as you can be when you're a half-blood—I'd been separated out as if I had some rare disease.

This chapter marks the continuation of Percy's struggle with his identity as a half-blood and the son of Poseidon, one of the Big Three gods. When Grover comes to fetch Percy to go see Mr. D, Percy thinks:

I figured it was a crime for me just to be alive.

Dionysus seems to reflect that negativity back to Percy, as he cruelly states:

If I had my way . . . I could cause your molecules to erupt in flames We'd seep up the ashes and be done with a lot of trouble. But Chiron seems to feel this would be against my mission at this cursed camp: to keep you little brats safe from harm.

During this chapter, Percy also gets confirmation that conflict is raging between Poseidon and Zeus. Zeus thinks that Poseidon has stolen his master bolt in order to have the Cyclops construct illegal copies of it in order to eventually stage a coup against Zeus and dethrone him. Zeus believes that Percy himself may have been responsible for sneaking into Olympus and stealing the weapon on behalf of his father. The war that may break out as a result is described as follows:

Imagine the world in chaos. Nature at war with itself. Olympians forced to choose sides between Zeus and Poseidon. Destruction. Carnage. Millions dead. Western civilization turned into a battleground so big it will make the Trojan War look like a water-balloon fight. 

`int x^2/sqrt(2x-x^2) dx` Complete the square and find the indefinite integral

Recall that indefinite integral follows `int f(x) dx = F(x) +C`

where:

`f(x)` as the integrand function

`F(x)` as the antiderivative of `f(x)`

`C` as the constant of integration..

To evaluate the given integral problem: `int x^2/sqrt(2x-x^2) dx` , we apply completing the square on the expression: `2x-x^2` .

Completing the square:

Factor out `(-1)`  from `2x-x^2` to get `(-1)(x^2-2x)`

The `x^2-2x` or `x^2-2x+0` resembles` ax^2+bx+c` where:

`a= 1` and `b =-2` that we can plug-into `(-b/(2a))^2` .

`(-b/(2a))^2= (-(-2)/(2*1))^2`

               `= (2/2)^2`

               ` = 1^2`

               ` =1`

To complete the square, we add and subtract `1` inside the ():

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

Distribute `(-1)` in "`-1` "to move it outside the () .

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

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

Apply factoring for the perfect square trinomial: `x^2-2x+1= (x-1)^2`

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

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

Apply  `2x-x^2=1-(x-2)^2`  to the integral, we get: `int x^2/sqrt(1-(x-1)^2) dx`

Apply u-substitution by letting `u =x-1` then `x = u+1` and `du =dx` . The integral becomes:

`int x^2/sqrt(1-(x-1)^2) dx=int (u+1)^2/sqrt(1-u^2) du`

Apply FOIL method on `(u+1)^2` , we get:

`(u+1)^2 = (u+1) *(u+1)`

               `= u*u +u*1 + 1*u +1*1`

              `= u^2 +u+u+1`

              `= u^2+2u +1`

Plug-in `(u+1)^2= u^2+2u +1` on the integral, we get:

`int (u+1)^2/sqrt(1-u^2) dx =int (u^2+2u +1)/sqrt(1-u^2) du`

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

`int (u^2+2u +1)/sqrt(1-u^2) du=int u^2/sqrt(1-u^2) du +int (2u)/sqrt(1-u^2) du+int 1/sqrt(1-u^2) du`

Each integral resembles formula from integration table for rational function with roots. For the first integral, we follow: `int (x^2 dx)/sqrt(a^2-x^2) =-(xsqrt(a^2-x^2))/2 +(a^2arcsin(x/a))/2 +C` .

Then,

`int u^2/sqrt(1-u^2) du =-(usqrt(1-u^2))/2 +(1arcsin(u/1))/2`

                       ` =-(usqrt(1-u^2))/2 +arcsin(u)/2`

For second integral,  we follow:  `int x/sqrt(a^2-x^2)dx= -sqrt(a^2-x^2)+C` .

`int (2u)/sqrt(1-u^2) du =2int u/sqrt(1-u^2) du`

                         `=2 *[-sqrt(1-u^2)]`

                          `=-2sqrt(1-u^2)`

For the third integral, we follow:  `int dx/(a^2-x^2)dx=arcsin(x/a)+C` .

`int 1/sqrt(1-u^2) du = arcsin(u/1) or arcsin(u)`

Combining the results, we get:

`int (u^2+2u +1)/sqrt(1-u^2) du=-(usqrt(1-u^2))/2 +arcsin(u)/2-2sqrt(1-u^2)+arcsin(u) +C`

 Plug-in `u = x-1` , we get the indefinite integral as:

`int x^2/sqrt(2x-x^2) dx`

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

Recall `1-(x-1)^2 = 2x-x^2` then  the integral becomes:

`int x^2/sqrt(2x-x^2)dx`

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

`= [arcsin(x-1) + 2arcsin(x-1)]/2 + [( -x+1)sqrt(2x-x^2)-4sqrt(2x-x^2)]/2+C`

`=(3arcsin(x-1))/2 + ((-x-3)sqrt(2x-x^2))/2 +C`

`=(3arcsin(x-1))/2 +((-1)(x+3)sqrt(2x-x^2))/2 +C`

`=(3arcsin(x-1))/2-((x+3)sqrt(2x-x^2))/2 +C`

or  `(3arcsin(x-1))/2-(xsqrt(2x-x^2))/2 -(3sqrt(2x-x^2))/2+C`

What happens in chapters 20 and 21 of The Journey to the West?

In The Journey to the West, Chapter 20 begins with the Tang priest encountering trouble on the Yellow Wind Ridge. Sanzang has been traveling with his followers for half a day when they reach the mountain. A whirlwind forms and Monkey remarks that it smells like a "tiger" or "monster wind." A striped tiger soon attacks the group and Pig confronts the beast. The tiger sheds its skin and transforms into a hurricane, carrying...

In The Journey to the West, Chapter 20 begins with the Tang priest encountering trouble on the Yellow Wind Ridge. Sanzang has been traveling with his followers for half a day when they reach the mountain. A whirlwind forms and Monkey remarks that it smells like a "tiger" or "monster wind." A striped tiger soon attacks the group and Pig confronts the beast. The tiger sheds its skin and transforms into a hurricane, carrying Sanzang off while he is reciting his meditations.

Chapter 21 begins as the wind monster takes a captured Sanzang to the Yellow Wind Cave in the Yellow Ridge. Sanzang is bound and offered up to the monster's leader as a meal. Monkey soon learns where Sanzang is being held and challenges the Yellow Wind Monster to a fight. After dozens of rounds of intense fighting, the Great Sage and the monster find themselves evenly matched. Monkey plucks out a hair, chews it into many smaller pieces, and transforms each piece into a clone of himself. Multiplied by a hundred, Monkey's army becomes a formidable threat to the monster.

The battle takes a turn when the wind monster releases a large yellow hurricane on the group. The hurricane catches Monkey's clones up in the air and makes it impossible for them to fight. Monkey finally recovers but discovers that the Bodhisattva Lingji is the only one who can stop the hurricane wind. Once the Bodhisattva Lingji travels down from the mountain, he is able to overcome the monster. The chapter ends after the group learns the truth of the monster's original form as a brown marten that was turned into a spirit monster.