Based on The Travels of Marco Polo, explain how the movements of people, ideas, goods, and religions can produce conflict and resistance across...

Marco Polo relates descriptions in his Travels of lands that are defended by their inhabitants. For example, he relates descriptions of the conquests of the Tartars at places such as Vochang over the King of Mien and Bangala. Though the troops of the King of Mien and Bangala possess elephants, their troops are quickly overrun by the arrows of the Tartars. As Polo writes:

"But their ramparts were soon demolished by the Tartars, who slew many of them, and with the assistance of the persons accustomed to the management of the elephants, they possessed themselves of these to the number of two hundred or more. From the period of this battle the grand khan has always chosen to employ elephants in his armies, which before that time he had not done. The consequences of the victory were, that he acquired possession of the whole of the territories of the king of Bangala and Mien, and annexed them to his dominions."

Therefore, in this example, the movement of people through military conquest resulted in conflict and resistance. In addition, the movement of people (Tartars to this region) caused the dissemination of ideas, as the Tartars learned how to use elephants for military purposes. However, even this idea spread further conflict rather than peace, as the Tartars used elephants to conquer other lands.

Polo also discusses how the Kalif of Baldach (or Baghdad) persecuted Christians in his realm:

"From the time of his accession in 1225, his daily thoughts were employed on the means of converting to his religion those who resided within his dominions, or, upon their refusal, in forming pretenses for putting them to death."

Apparently, when the Kalif was about to put the Christians in his realm to death, they performed a miracle by which a mountain was moved. As a result, the Kalif and some of his people converted to Christianity. However, the movement of religions often resulted in conflict. While the great Kublai was himself tolerant of other religions and asks the Polos to have the Pope send Christian missionaries to his lands, the spread of Christianity and Islam, as related in the Travels, often results in conflict rather than in peace. 

Existentialism is a common theme in Franz Kafka's The Metamorphosis, Albert Camus's The Stranger, and Steve McQueen's film, Hunger. How do these...

Existentialism plays a significant role in each of these works, although its role is perhaps most obvious in The Stranger.

The Metamorphosis

The Metamorphosisuses a strange metaphorical transformation to illustrate the themes of existentialism and its role in the human condition. The main character, Gregor, discovers that he is undergoing a grotesque transformation into a giant insect. This transformation is used to illustrate Gregor's alienation from society and his family, which is a...

Existentialism plays a significant role in each of these works, although its role is perhaps most obvious in The Stranger.

The Metamorphosis

The Metamorphosis uses a strange metaphorical transformation to illustrate the themes of existentialism and its role in the human condition. The main character, Gregor, discovers that he is undergoing a grotesque transformation into a giant insect. This transformation is used to illustrate Gregor's alienation from society and his family, which is a common theme in existentialist thought. The existentialist theme of consequence presents itself as well. Gregor chooses to do meaningless work he hates in order to care for his family and, by doing so, creates his own meaning in life. This story illustrates the painful aspect of alienation in the human condition. In doing what he believes is right, Gregor becomes isolated from his fellow man and loses his humanity. This story could also be considered an example of Absurdism (closely related to Existentialism) with the bizzare and uncontrollable events in the story representing the idea that there is no order or reason in the universe.

The Stranger

The Stranger is one of the strongest examples of existentialist thought in literature and, though Camus rejected the existentialist label, his works are often classified as such. The story follows Meursault, who learns of his mother's death through a telegram and travels to attend her funeral. He exhibits no grief or emotion during the funeral, and after a series of events and acquaintances, he commits a meaningless murder. In the face of execution, Meursault asserts that there is no greater meaning to human life and denies the existence of God, serving as a mouthpiece for many of Camus' existentialist philosophies. In this sense, The Stranger holds that the human condition is a result of human creation and insists that the only true peace to be found lies in accepting that life has no inherent meaning.

Hunger

Hunger is a film that deals with the existential ideas of faith, imprisonment, and consequences. The story focuses on a prisoner who starves himself as a political protest against his imprisonment and the government regime he opposed. It is through this dark event that Hunger explores the nature of choice and consequence, two themes that are essential to existentialist philosophy. Hunger shows the worst of the human condition in a dark prison devoid of comfort or hope. Despite their squalid circumstances, the prisoners find ways to express their ingenuity and anger.

How does Major Sholto's house represent 19th century society?

"Major Sholto's house" is Pondicherry Lodge. In what way does do this residence evoke themes representative of 19th century society? In answering this question, I will focus on elements of the home -- physical and social -- that pertain to themes that were especially important to the 19th century, as opposed to other historical periods:

• The house as a fortress to protect treasures stolen from native peoples


• A social system in the house that reflects 19th central ideals of master-servant relationships


• An exterior appearance that evokes industrialism


• Surrounding grounds that have been dug up in order to find treasure -- evoking the theme of destroying the environment for economic rewards

Note that Major Sholto is already dead before the novel begins, but we are provided with background information from his son and Jonathan Small.

1. Major Sholto, who was hoarding in his house a vast treasure that had been stolen from an Indian rajah, was fearful of his British competitors, and took steps to turn that house into a kind of fortress.  

The years between 1815-1915 have been called Britain's "Imperial Century." Empire -- and the exploitation of native peoples -- defined British society as never before. In this story, Major Sholto is a guilty participant in this exploitation, and his moral concerns and worries don't concern native peoples, but the other British men he has competed with and cheated. He doesn't fear reprisals from the Indian rajah, or any Indians. He fears that another Englishman -- the man who originally stole the treasure -- is going to come after him.

So he hires prizefighters to act as house porters and body guards. His grounds are protected by a gate. He himself has shot at a trespasser. The reader is left with the picture of a fortress that protects a privileged, anxious imperialist against threats from other imperialists.

2. The social system in the house reflects 19th central ideals of master-servant relationships: Sholto's own servant believed him to be guilty of murder, yet was willing to serve him faithfully.

Nineteenth century society depended on strict hierarchical relationships between servants and masters, and it was no longer just aristocrats who employed servants. Middle class families did too, so loyal servant-master relationships were a concern for a much larger part of the population than ever before.

Major Sholto didn't actually kill the man. He tries and fails to convince his servant of this fact, but ultimately it doesn't matter to the servant. He doesn't mind, and is ready to Sholto him dispose of the body. The servant tells Major Sholto:

"I heard it all, Sahib," said he. "I heard you quarrel, and I heard the blow. But my lips are sealed. All are asleep in the house. Let us put him away together."

Thus, the running of Pondicherry lodge evokes the theme of intense loyalty from servants -- a theme of great concern for a sizeable part of 19th century society.

3. The exterior of the house evokes the utilitarian ugliness of the industrial age.

During the 19th century, society was greatly affected by the Industrial Revolution. Crafts were no longer done by individuals at home, but instead in huge, centralized factories. And the factories themselves were designed for efficiency, not aesthetics. In this context, the house's exterior could be considered representative of the industrial forces that have been transforming the 19th century world, particularly given the expectations a reader might have for a story of this kind.

After passing through the gate, we might expect to see an ornately decorated house that fits with our expectations of a gothic mystery -- something suggestive of medieval architecture. Or, failing that, we might expect to see a stately, Georgian home from a Jane Austen novel. Instead, we are presented with a building that is notable for its extreme plainness:

"…a huge clump of a house, square and prosaic, all plunged in shadow save where a moonbeam struck one corner and glimmered in a garret window. The vast size of the building, with its gloom and its deathly silence, struck a chill to the heart."

This is a big, ugly box, characterless except for its immensity, gloom, and lack of character.

4. The grounds of the house have been dug up and blighted in order to find the treasure.

The people of 19th century Britain were accustomed to the transformation of the natural environment in order to further economic aims. After his death, Sholto's sons are frantic to find the hidden treasure. In their greed they transform the land around the house into a sight that looks "resembles a gravel pit" and looks as though prospectors have mined it. This reinforces the impression of a domestic world that reflects the primacy of industry and economic exploitation of the environment.

Write a synopsis of the fight between Old Yeller and the loafer wolf.

In the book, Old Yeller battles a rabid, loafer wolf. Travis is alerted to what Old Yeller is up against when his mother warns him about the mad wolf.

As he runs outside to help his mother and Lisbeth to safety, Travis sees Old Yeller wrestling with another animal. He describes the animal as a fierce and savage wolf. As Old Yeller fights bravely, he lets out a prolonged, savage yell, indicating that he will...

In the book, Old Yeller battles a rabid, loafer wolf. Travis is alerted to what Old Yeller is up against when his mother warns him about the mad wolf.

As he runs outside to help his mother and Lisbeth to safety, Travis sees Old Yeller wrestling with another animal. He describes the animal as a fierce and savage wolf. As Old Yeller fights bravely, he lets out a prolonged, savage yell, indicating that he will fight to the death to protect his human family.

Travis's mother tells him to get his gun to shoot down the wolf. To give himself light, he drops a live coal onto a pile of bear grass clumps. However, Travis is disappointed when he is unable to get a good shot at the wolf. At this point, the bodies of Old Yeller and the loafer wolf are entwined in a ferocious wrestle to the death.

Eventually, the tumbling stops. The wolf manages to get on top of Old Yeller and to lock his powerful jaws onto Old Yeller's neck. Knowing that Old Yeller will die if he does not shoot, Travis takes aim. After the shot, he thinks that he has killed both the loafer wolf and Old Yeller. However, Travis is relieved when Old Yeller lifts up his head and begins licking his hand. The chapter ends on a sad note: knowing that Old Yeller has been bitten by a rabid wolf, Travis shoots his beloved pet.

In To Kill a Mockingbird, what were three ways the education system limited Scout's learning?

It could be argued that one of the main problems with the school system that makes it difficult for the young narrator of Harper Lee's To Kill a Mockingbirdto learn is the endemic poverty in Maycomb County, Alabama. Lee's fictional county in the Deep South of Depression-era America is desperately poor, and Jean Louise "Scout" Finch's new teacher, Miss Caroline Fisher, is ill-prepared for the challenges such endemic poverty entails. As Scout suggests early...

It could be argued that one of the main problems with the school system that makes it difficult for the young narrator of Harper Lee's To Kill a Mockingbird to learn is the endemic poverty in Maycomb County, Alabama. Lee's fictional county in the Deep South of Depression-era America is desperately poor, and Jean Louise "Scout" Finch's new teacher, Miss Caroline Fisher, is ill-prepared for the challenges such endemic poverty entails. As Scout suggests early in Chapter 2 regarding her fresh-out-of-college teacher's efforts at enlightening her students by reading to them,

"Miss Caroline seemed unaware that the ragged, denim-shirted and floursack-skirted first grade, most of whom had chopped cotton and fed hogs from the time they were able to walk, were immune to imaginative literature."

Lee's town lacks the resources to provide a quality education. This problem is compounded by Miss Caroline's inexperience as a teacher. She is not only unprepared for the challenges posed by the meager resources allocated to this school, but she is equally unprepared for the effects of endemic poverty on some students' families commitment to education. The principal example of this is the Ewell family. Burris Ewell is in Scout's class and rejects Miss Caroline's efforts at assimilating him into the classroom's structure and curriculum. While the most extreme case of poverty challenging the educational process, Burris is not the only such case for which the young teacher is ill-prepared. Walter Cunningham's lack of proper clothing also puzzles Miss Caroline, whose more upper-class background apparently insulated her from the characteristics of this level of poverty, evident when she is frightened by a mouse that runs across the classroom floor.

Another obstacle to Scout's learning, discussed early in Chapter 4, is the State of Alabama's "fruitless efforts" at teaching "Group Dynamics." Scout's brother Jem had earlier warned his younger sister that the Dewey Decimal System was being introduced into the school system and Scout later complains that she had "no chance to compare it to other teaching techniques," a considerable factor for a child already admonished by her teacher for learning to read ahead of the system (courtesy of Atticus's attention to his children's education). Scout's discussion of the school system's shortcomings focus greatly on her teacher's inability to accept that a student has already learned to read through an ad hoc process involving her natural curiosity and her father's educated background.

In conclusion, one could suggest that three obstacles within the school system to Scout's ability to learn are the socioeconomic status of the community, the new and narrow-minded teacher's lack of preparation and experience, and the school system's adoption of a new program (Group Dynamics and the Dewey Decimal System) that is very different from what came before.

I need assistance answering an Intro to Statistics question about interpreting scatterplots. I am including a pdf screenshot of the question (4.5...

The negative trend in this scatterplot indicates that the two variables, weight and desired weight change, are negatively correlated. That means as a student's weight goes up, his or her desired weight change goes down (meaning that it is a negative number). If you draw a line of best fit through the data (meaning a straight line that approximately goes through the center of the data), students who weight 100 pounds will want to gain...

The negative trend in this scatterplot indicates that the two variables, weight and desired weight change, are negatively correlated. That means as a student's weight goes up, his or her desired weight change goes down (meaning that it is a negative number). If you draw a line of best fit through the data (meaning a straight line that approximately goes through the center of the data), students who weight 100 pounds will want to gain about 10 pounds (positive ten), while students who weigh about 130 will not want to lose any weight (meaning a value of 0). As students' weights increase, their desired weights become negative because they want to lose weight. For example, a student who weighs 180 pounds will have a desired weight change of approximately negative 40. Therefore, as a student's weight increases, the desired weight change becomes increasingly negative, meaning that the variables are negatively correlated and there is a negative trend in the data. 

What is the difference between "character" and "characterization" according to the paragraph below? Character is essential to plot. Without...

Based on the included paragraph, it is a bit tough to specifically nail down the definition of "character" because the paragraph doesn't include a definition.  The paragraph states that characters are "essential to plot" and "influenced by events," but that doesn't concretely tell readers what a character is.  The Merriam-Webster dictionary defines a character as follows:

one of the persons of a drama or novel

That works okay, but I believe that the definition should...

Based on the included paragraph, it is a bit tough to specifically nail down the definition of "character" because the paragraph doesn't include a definition.  The paragraph states that characters are "essential to plot" and "influenced by events," but that doesn't concretely tell readers what a character is.  The Merriam-Webster dictionary defines a character as follows:

one of the persons of a drama or novel

That works okay, but I believe that the definition should be expanded a little bit.  The above definition seems a bit too limited to me because it gives the connotation that a character must be human.  I like to define a character as follows: a character is a person, an animal, or an imaginary being that participates in the action of a story.  

Characterization is what makes a character feel real and alive.  Characterization is the tool that authors use to make a character something more than a proper noun.  The paragraph that the question provides ends with a statement about authors using various characterization methods to build a character.  

The two methods of characterization are direct and indirect characterization.  Direct characterization happens when the narrator or another character directly tells readers information about a character.  This kind of characterization usually occurs early in a story.  The narrator will tell readers that a particular character has blond hair and blue eyes.  There isn't anything for a reader to deduce about the character.  That's what indirect characterization requires.  A reader or viewer must deduce the characteristics of a character based on that character's behavior, speech, appearance, etc.