Why is it in the history of civil rights movements, do some leaders (e.g. W.E.B. DuBois, Booker T. Washington, Martin Luther King, Malcolm X)...

I do not know of any specific examples of any of the people mentioned in the question referring to others as "Uncle Toms," but these men are certainly representative of the diversity of opinion among African-American political leaders at both the turn of the century (when DuBois and Washington had their disagreement) and the 1960s (when King and Malcolm X had theirs). DuBois' chief complaint about Washington was that his "accommodationist" strategy--accepting social discrimination in return for economic equality in the South--would not lead to real progress for African-Americans. Washington, on the other hand, thought that without economic progress, blacks would continue to be marginalized in every way that mattered in the United States. As for Malcolm X and Martin Luther King, the former deemed King's strategy of nonviolence in search of political reform insufficient, though he did not really promote violence as is commonly believed. He also believed that King's message of racial cooperation was naive, and advocated African-American solidarity in the face of racial injustice. Other groups, like the young civil rights workers of the Student Nonviolent Coordinating Committee (SNCC) resented King's perceived control of the movement (many SNCC activists mockingly called him "de Lawd"). Robert Williams of Monroe, North Carolina, argued for "armed self-defense" in addition to nonviolent protest. Even King himself moved toward increasingly radical, fundamental social change in the years before his death. All of the above were skeptical of the legalistic approach taken by the NAACP. Ultimately, the movement for civil rights in the twentieth century was very complex, involving interaction between national leaders (who usually get the credit) and hundreds of thousands of local people (who are usually forgotten). Naturally such a multi-faceted movement would involve the kinds of disagreements referenced in the question.

What challenges did Dr. Martin Luther King, Jr. face?

Dr. King and the Civil Rights Movement of the 1950's and 60's worked for desegregation, voting rights protection for African Americans, and an end to systemic racism all across America, but specifically in the South and in the major cities of the North.

They faced an entrenched culture of racism and a widespread set of laws and ordinances that enforced segregation, discrimination, and voter disenfranchisement. They faced police departments and local governments that were often in collusion with the Ku Klux Klan and White Citizens' Councils, or would look the other way when racists would intimidate and beat activists. This was typified by the police department of Birmingham, Alabama, headed by Public Safety Commissioner Eugene "Bull" Connor, who notoriously turned German shepherds and water cannons on children and students who were marching peacefully for desegregation.

Most seriously, Dr. King and his supporters faced the threat of serious injury and death. The KKK bombed many homes and churches during that time period, including Dr. King's. He personally received death threats by telephone and by letter. And in 1968, he died by assassination at the age of 39.

To face these monumental challenges, Dr. King openly relied on his faith as a Christian, especially when the threats and intimidation got him down. He talked about a particular moment during the Montgomery Bus Boycott when he was despondent because of the hate being directed at him and his family, in a speech called "Why Jesus Called a Man a Fool," which you can hear here:

His struggle wasn't in vain. He raised the issues of the Black community to national consciousness, helped win the Civil Rights Acts of 1964/1968 and the Voting Rights Act of 1965, and his speeches, sermons, and writings continue to inspire people all over the world to fight for the right thing regardless of the odds.

Workforce diversity is a valuable asset for any business that seeks a competitive advantage in the global economy. As an example, one of the...

Shlumberger is a company that presently works in more than 85 countries around the world, providing technological solutions for the oil and gas industry, a far-flung empire.  This means it needs to have knowledge and understanding of many cultures, many languages, and many political and legal climates, as well as of geographical features, including weather and terrain, in many different places, and employees that are on the cutting edge creatively and technologically.  The company clearly understands that workforce diversity addresses all of these needs, and thus it employs people of more than 140 different nationalities. 

With a focus on workforce diversity, the company is able to function productively, efficiently, and intelligently in each country it serves, with workers who have local knowledge of customs, language, politics, laws, and geographical features. Companies that seek to enter a market without this powerful advantage are facing an uphill battle, since they are lacking in local knowledge and expertise. Furthermore, a company that embraces diversity is one that is drawing on a far greater pool of candidates than one which is not, and this implies that the company can choose the best and the brightest from all over the world, rather than restricting itself to a few sources of talent. This also enables the company to have a workforce that represents a multiplicity of perspectives, which is a key element in a problem-solving industry.  The more perspectives that are brought to bear upon a problem, the more likely it is to be solved. 

What are some words in English that are not pronounced the way they look?

Many words in English are pronounced differently than they would be if they were pronounced according to the letters that appear in the word. This may be the result of letters that were once voiced but have now become silent or the result of importing words from foreign languages. One of the most prevalent patterns in the first category is the "ght" pattern at the end of words such as night, fight, light, sought, bought, fought, thought, caught, and brought. The /gh/ sound was once pronounced as a guttural sound in the back of the throat, but over the years the sound was lost, though the letters remained in the spellings. Sometimes the /gh/ sound changed to an /f/ sound, such as in laugh, tough, rough, and cough. Spellings can get even more confusing when the "gh" spelling is combined with a variant spelling of the long /a/ sound, "ei," resulting in words such as eight, freight, and weight.

Some words that came to English with their French spellings and pronunciations also contain silent letters and letter combinations that are pronounced differently from standard English pronunciations. Words in this category include tableaux, beau, hors d'oeuvre, Bearnaise, and plateau.

Some words begin with silent letters such as gnu, gnat, knee, knife, mnemonic, pneumonia, write, and psalm. 

Other words that contain internal silent letters are doubt, debt, aisle, and muscle.

These are just some of the words in English that are not pronounced the way they are spelled.

What drug was Mrs. Dubose on in To Kill a Mockingbird?

Mrs. Dubose was addicted to morphine, a pain killer.

Mrs. Dubose is a horrible old woman who likes to shout insults at Scout and Jem as they walk by. One day she insults Atticus with racist remarks about his defense of Tom Robinson, and Jem gets stressed out and can’t take it anymore. Jem destroys all of Mrs. Dubose’s camellia flowers.

Atticus punishes Jem by requiring him to read to Mrs. Dubose every day. She sets an alarm clock timer and he reads to her for several weeks, reading a longer amount of time each day. One day, Atticus goes to see her and when he comes back he tells the children that she just died.

“Mrs. Dubose was a morphine addict,” said Atticus. “She took it as a pain-killer for years. The doctor put her on it. She’d have spent the rest of her life on it and died without so much agony, but she was too contrary—” (Ch. 11)

Mrs. Dubose became addicted to morphine, and it is terribly painful. She wanted to wean herself off the drug, and she needed help to do it. When the children were reading to her, it was just to distract her. The alarm clock was the signal that she was going longer and longer without morphine, until eventually she did not take it at all.

“Did she die free?” asked Jem.

“As the mountain air,” said Atticus. “She was conscious to the last, almost.

Conscious,” he smiled, “and cantankerous. …” (Ch. 11)

Atticus tells Scout and Jem that Mrs. Dubose was one of the most courageous people he knew, and he wanted them to get to know her so they could see that real courage is “when you know you’re licked before you begin but you begin anyway and you see it through no matter what.” This is an important lesson for them to learn, because it is analogous to Atticus’s position with the trial. He knows that it is a hopeless case, and there is little chance of his winning because of the racism toward Tom Robinson. However, he still has to try.

How did Australia's geography impact social, political, and economic patterns?

Australia is very large and very remote from most of the rest of the world.
Both of those things may seem kind of obvious, but they had profound implications for how Australia developed.

For thousands of years, Aborigine populations were basically isolated from the rest of the world. We're not sure exactly how they got there in the first place, but what we do know is that they had very little contact with anyone else once they did. As a result their language and culture is very distinctive.

Fast forward to the early 17th century, when Dutch explorers found this huge island continent nobody had any records of. But no European settlements were established there for over a century; it was simply too far away.

Then in the late 18th century, Great Britain decided that this huge island continent would be a great place to leave the criminals they didn't know what else to do with. The fact that Australia was huge meant that they could easily fit as many people as necessary. The fact that it was remote meant that the criminals would have basically no chance of making it back to Great Britain on their own.

But when you put a bunch of people together for a long time, even if they were initially all criminals, they tend to start setting down roots and establishing towns that grow into cities and eventually building whole nations. Once this started happening in Australia, more migrants came from Britain, voluntarily for a change. Their remoteness from Britain gave them a significant amount of autonomy in developing their own political system, even though they remain to this day officially under the Crown of the United Kingdom.

Because most of Australia is desert, the British population became concentrated on the fertile east coast, especially the southeast coast. In the sad refrain of colonialism throughout history, when the British settlers found land they liked they claimed it, regardless of what the indigenous Aborigines thought about the matter. Fertile land was relatively scarce, and often fought over.  (On the other hand, the abundance of fertile land in the United States didn't seem to stop conflicts from arising between colonists and Native Americans.)

Most of Australia's political institutions were borrowed from Britain, but some were also modeled on the United States, which gained independence around the time Australia started being colonized. One way their geography may have influenced these decisions is that travel from Australia to the US is actually faster than travel from Australia to the UK, because crossing the Pacific, while difficult, is still easier than crossing all the way around Asia and Africa up to Europe. (This was particularly true until the construction of the Suez Canal and then the invention of the airplane.)

As a result of this hybridization Australia has a parliamentary system, but with a Senate and House of Representatives like the US instead of a House of Commons and House of Lords like the UK. They have a Prime Minister rather than a President. Their highest court has 7 justices, compared to 9 in the US or 12 in the UK.

Australia's proximity to Southeast Asia has also influenced their cultural development, and there has been substantial trade and immigration between Australia and many Asian countries. In the 20th century this process greatly expanded, particularly due to the rapid economic development of Asian countries such as Japan and Korea. Today, there are substantial cultural and social influences from Asia in Australia, and Australia is tightly integrated into Asian trade networks.

How are doting parents addressed by the author?

Although it may sound like the author is speaking to us directly as Chapter 1 begins, we don't want to assume that the author and the narrator are the same person. So, let's consider instead how the narrator of Matilda addresses parents who dote on their children, and then you can take a pretty good guess as to whether those views are also held by the author.

The narrator spends the first six paragraphs of Chapter 1 talking about how terrible it is when parents dote on (spoil) their kids. This discussion is very funny, and enjoyable yet shocking for kids and parents to read. Let's take a close look:

"Even when [doting parents'] own child is the most disgusting little blister you could ever imagine, they still think that he or she is wonderful."

This means that some parents have a kid who is a total monster, with awful behavior, and yet the parents still believe that the kid is "wonderful."

The narrator goes on to say that parents can be "blinded" by their love for their kids, and then these parents successfully lie to themselves about how smart their kids are. Having to hear these proud parents talk about their so-called brilliant kids makes the narrator want to throw up:

"'Bring us a basin! We're going to be sick!'"

This is funny, of course, but the narrator doesn't stop there. He describes how he'd like to deliver a reality check to parents like this by writing horribly insulting (yet true) things about their kids on their report cards. Here's an example of an insult he'd love to write about a stupid child whose parents believe she is smart:

"'Fiona has the same glacial beauty as an iceberg, but unlike the iceberg she has absolutely nothing below the surface.'"

In sum, the narrator addresses the subject of doting parents by exploring how annoying it is when they over-value their children and overestimate their children's intelligence, using humor and exaggeration.

But ultimately, all this discussion is just a way for the narrator to explain how terrible it is when parents don't care about their kids at all. All this humor, then, has been a lead-up to the assertion that "far worse than the doting ones" are the parents who aren't even interested in their kids.

That's when we meet Matilda, and that's when we understand the unfairness and tragedy of her parents' lack of interest in her.

In Anita Desai's short story "Games At Twilight," how does the writer vividly present the children in the story's opening?

The author effectively uses a number of various descriptors and figures of speech to indicate the children's emotions and actions and to graphically convey what they looked like. In effect, she appeals to the reader's senses and wishes us to indulge in these frantic and frenzied moments just before the children's release from the stuffy and stifling interior of the house into the exhilarating freedom outside.

In the second sentence, we learn that the children had been fed and groomed. They "had had their tea, they had been washed and had their hair brushed." The children were fed and clean, ready to face the challenges and excitement outside. They had been confined to the house the entire day since it had been too hot to play outside. They were impatient since the basics had been attended to. They were brimming with energy and ready to get dirty, as it were.

The author tells us that "the children strained to get out." The sentence conveys their impatience. They had been restricted for so long that they were, at that moment, striving hard to go outside, even to the point of exertion. The words "red" and "bloated" emphasize the effort the children put into their attempts to get out. They were like caged animals striving for freedom. 

Furthermore, the author expresses how stifling the atmosphere was inside by mentioning that the children found it hard to breathe. It "made them feel that their lungs were stuffed with cotton wool and their noses with dust." The only way it which they would feel comfortable would be if "they burst out into the light and see the sun and feel the air." The word "burst" suggests an explosive action. Once the children are let go, they will explode into the outside. If not, they will "choke."

The author makes it clear that the children do not even consider the mother's concern to safeguard them from the harsh sun. They just want to be out and beg her to let them go, making a promise that they will obviously be unlikely to keep, even though they counter the mother's unfinished phrase by stating that they will not leave the porch, as she evidently believes they will. 

Their pleading culminates in a what the writer describes as horrendous wailing. One can imagine the sound as being akin to the caterwauling of cats during the dead of night. Their terrible crying is what convinces the mother to let them out. Once the door is open, the children rush out "like seeds from a crackling, over-ripe pod into the veranda." The simile is quite apt and effectively describes their frenzied and uncontrolled rush to the outside. Once they are in the open, the children express their delight by screaming wildly and loudly, like a bunch of maniacs. They are ecstatic. 

The introductory paragraph evocatively conveys the exuberant nature of children. They possess a vitality that adults find difficult to understand. The introduction distinctly indicates how keen they are to be active and how much they despise being restricted. They wish to enjoy the freedom of the outside where they can truly indulge themselves. In addition, the introduction also establishes a contrast to the much more subdued situation conveyed later in the story, where the focus is more singular.

What kind of person is Lennie?

Lennie is as innocent as a child and he has the mind of a child. He has nothing but good intentions. The problem is that he is very simple-minded and he has awkward social skills. He also has the tendency to lose control of himself in tense or anxious situations. Lennie is also freakishly strong. In situations where Lennie feels tense or under attack, that strength becomes a dangerous weapon. This occurs when he crushes Curley's hand and when he smothers and breaks the neck of Curley's wife. 

Even though Lennie has the potential to be very destructive, he has no ill intentions. So, he is innocent in that sense. Lennie loves to pet small animals, but his love combined with his abnormal strength usually results in a dead animal. Lennie is described like an animal. In the opening paragraphs, George is portrayed as being small and quick. Lennie is George's opposite: 

Behind him walked his opposite, a huge man, shapeless of face, with large, pale eyes, and wide, sloping shoulders; and he walked heavily, dragging his feet a little, the way a bear drags his paws. 

Lennie has George to protect him. But without George, Lennie would have trouble finding a place in society. In this sense, he is an outcast. Other outcasts in the novel are Candy (who is too old to be useful), Curley's wife (who has missed opportunities), and Crooks (who is ostracized because of his race). Lennie's innocent but destructive ways escalate and increase the possibility of him becoming an outcast. 

What is the meaning behind Stephen Crane's poem "I was in the Darkness"?

“I Was in the Darkness” is a very short poem, only five lines, with the final line set off from the rest. Despite the brevity, however, the poem tells a complete story, and a common one. As the title suggests, the speaker at the beginning of the poem “was in the darkness.” The darkness symbolizes a lack of understanding about the speaker’s self. To quote the entire work,

I was in the darkness
I could not see my words,
Nor the wishes of my heart.
Then suddenly there was a great light –

“Let me into the darkness again.”

The speaker did not understand who he was, or what he wanted; he did not understand why he said and did the things he said and did. He was blind to himself, until, as referenced in line 4, as if illuminated by a flash of lightening, it all became clear to him. And a vision, once seen, cannot be forgotten.

The final line of the poem is a quotation, an imploration in the present-tense to some unknown entity. The speaker is no longer describing his previous state; he is living his new one, and reacting in real time. He is begging to once again live in ignorance of his situation and his self. This is a commentary on how difficult it can be to acknowledge all the truths of one’s existence. It is much easier to delude oneself about one’s desires and lifestyle. Growth and understanding are painful and frightening, and once one embarks on this journey of discovery sometimes the desire to return to the comfort of where you were before is overwhelming. It is this moment of truth and subsequent fear that is described in the poem.

In the book Adam of the Road by Elizabeth Janet Gray how does the story give three examples of the life and culture of thirteenth century English...

Adam of the Road opens with one example of life and culture in 13th century England when Gray sketches Adam's daily life as a school boy at a monastery. Another example follows close behind when she paints a golden picture of the life of a trained and erudite minstrel. A third example follows when Gray introduces the ideas of 13th century England's languages and dialects.

A school boy's life (then called scholars rather than school boys) starts in the morning in the dormitory where they sleep as a group. Because all is silence, with no motors humming unnoticed in the background and with no unwanted smells intruding, the boys are awaken to the sound of birds and the smell of blossoms. Since group schools (boarding schools) were often in monasteries, their day began with singing choral praises in the choir. Adam would have excelled at this, raised as he was to sing with his father before lords and ladies. After choir followed the day's lessons in grammar (Latin grammar, not English). Meals were taken in silence while a monk, their school "masters," read from stories of saints lives intended to teach the boys to live spiritual and moral lives. Boys like Perkin think of continuing their learning at university, at Oxford. On rainy days, Adam would sneak away to get his harp (or lyre) to tell tales, sing songs and play music for the other boys ... until a monk caught them at it (or, better yet, ignored them at it).

If [a master] heard him [telling minstrels' tales] they would stop him, or make him tell stories about the saints instead; but oftener they just pretended not to hear him.

Roger the minstrel is used to paint a picture of the two kinds of minstrels traveling about in England (and across Europe). There is the kind that Roger is not who play at inns and local fairs, juggling when they forget the words of a tale or song or filling in with ribald songs of deviltry that the church frowned upon. There is also the kind that Roger is. He is trained and undertakes "continuing education," as we might call it, by going to annual minstrel school to learn new romances chronicling the feats and adventures of the heroes of England and Europe, like Charlemagne and Arthur. He plays his viola, tell tales and sings before the people of the court, in castles and manors, for lords and ladies, all who are accustomed to the finest and who reward him handsomely for his talents. He walks or rides about England: he walks after gambling away his horse to another minstrel. He has a boy assistant who is an apprentice minstrel and who carries, plays and sings to assist (until he was started in monastery school by Roger, that boy with Roger was Adam).

Languages and dialects of England in the 13th century are also presented but with a little less clarity than other aspects of Adams's social and cultural life. What we know as "English" was then the dialect of the region denoted as "London," to be differentiated from what we know as the contemporary city of London. The London dialect was one of many and had not yet taken hold as the one predominant dialect uniting all regions of England. In the 13th century, the dialect of the Midlands region was distinctly different from the dialect of the Northern or York region (although they had some common ground because of the influence exerted on both dialects by the entrance of Scandinavians in the late 800s).

While the midlands boys may indeed have laughed at Adam's northern York dialect (dialect is not the same thing as accent because dialect includes vocabulary, not just pronunciation), they may also have been at pains to understand it, the vocabulary and syntax of varying dialects being so different as to be partially or sometimes wholly unintelligible in relation to others. Language communication had several forms in England, however, so those who traveled widely or had association with the educated, the landed and the ruling classes had, as Roger had, recourse to French and Latin to provide what we'd call "universal" languages of communication, which were Latin taught in schools and French learned by those associating themselves with "the language of the court folk."

[T]he boys from the midlands made fun of his northern dialect, but he turned to French a few times and silenced them. Not many of these sons of franklins and burgesses knew the language of the court folk.

What are some quotes that show that Victor was reckless to create the creature, his neglect of the creature caused it to build up rage, and that...

In the book, Frankenstein, by Mary Shelley, some iconic moments occur, such as Victor's creation of the creature, his neglect of the creature, and Victor’s refusal to accept responsibility for his actions.

Foremost, Victor reveals his arguably obsessive need to make the creature. In chapter four, on page 50, Victor illustrates this by stating:

“The astonishment which I had first experienced on this discovery [about the creation] soon gave place to delight and rapture. After so much time spent in painful labour, to arrive at once at the summit of my desires was the most gratifying consummation of my toils.”

Subsequently, his feelings of elation and joy are quickly eradicated and he feels the need to flee and ignore the creature. In chapter five, page 55, he shows that he now feels that he must ignore the creature’s existence.

“Unable to endure the aspect of the being I had created, I rushed out of the room”

Finally, Victor seems to refuse to accept responsibility for his creation of the creature. Although he recognizes that he made the creature, he left the creature alone without food or care to experience personal joys in his own life. In chapter six, page 69, Victor shows:

"We returned to our college on a Sunday afternoon: the peasants were dancing, and every one we met appeared gay and happy. My own spirits were high, and I bounded along with feelings of unbridled joy and hilarity."

Consequently, Victor quickly advances through his stages of making the creature, neglecting the creature, and refusing to take responsibility for his actions. This misconduct is only furthered after the creature begins to act unlawfully and his creator continues to fail at handling the situation.

Source

Shelley, Mary Wollstonecraft. Frankenstein. Ed. Karen Karbiener. New York: Barnes & Noble Classics, 2003. Print.

In Warriors Don't Cry, how does Melba's relationship with Danny end?

Warriors Don't Cry is Melba Pattillo Beal's autobiographical account of her involvement in the integration of Central High School in Little Rock, Arkansas, in 1957. She was part of the Little Rock Nine--a group of nine brave African-American students who were chosen to integrate a formerly all-white high school. During her time at Central High School, Melba and the other African-American students faced harassment and intimidation.

At first, segregationists, supported by Governor Orval Faubus and the Arkansas National Guard, tried to prevent the African-American students from entering Central High School. After President Eisenhower sent federal troops to the high school to enforce integration, Melba befriended Danny, a soldier in the 101st Airborne Division who was assigned to protect her. Danny protected her when another student tossed acid at her. He quickly washed her eyes, thereby saving her vision. Danny also protected her from other students who threw what appeared to be dynamite at her. However, Danny explained that he could not get involved directly in fighting the students at the school and that his only job was to get involved when her life was in danger. Danny's protection and his encouragement kept Melba going. However, eventually, Eisenhower decided to remove the troops of the 101st Airborne, and Melba had to rely on the Arkansas National Guard for protection.  

A- Find the Riemann sum for f(x) = 7 sin x, 0 ≤ x ≤ 3π/2, with six terms, taking the sample points to be right endpoints. (Round your...

Hello!

Summands of the Riemann sum have a form

where segments of length cover the integration segment and each  is in

In our problem all length of subintervals are considered equal, i.e.

's are right endpoints, the formula for them is obviously

  is from 1 to 6.

So the sum is  

All terms are known, and this sum is equal to

The approximate value is 3.887523.

How does the thickness of the oceanic crust and continental crust compare?

Oceanic crust is about 6km thick and is made up mainly of an igneous rock called basalt. Continental crust is about 50km thick, is made up of granite and is less dense that oceanic crust.

Thus when an oceanic tectonic plate collides with a continental tectonic plate, the more dense oceanic plate subducts under the continental plate. The oceanic crust is forced down into the mantle where it begins to melt. Magma rises through the other plate and solidifies into granitic continental crust. Hence, at convergent plate boundaries oceanic crust is destroyed and continental crust is created.

Also of note is that we get trenches and island volcanoes formed when an oceanic plate collides with a less dense (but thicker) continental plate.

I need help with an assignment in which I am asked to analyze The World is Flat by Thomas Friedman. I need to respond to the three questions below:...

Great question!

In structuring your response to questions 1-2, I would definitely take a closer look at Friedman’s faith in the power of capitalist markets to bring global prosperity, as well as his belief in the ability of United States government policy to effectively deal with the challenges of a “flat” world.

It seems to me that one of the central theses of the book is that a rapid, global, “flat” economy will ultimately lead to prosperity for all if we are able to make the necessary adaptations. At the same time, Friedman acknowledges the many challenges that this new global economy will bring, including but not limited to lower wages and power for low-skilled workers in developed countries, and the challenges to the environment resulting from a reliance on oil.

You might wish to critique Friedman’s argument from a socialist/environmentalist perspective by asking the following critical questions:

• Is a free-market system predicated on consistent economic growth consistent with environmental sustainability?


• Will this system overwhelmingly favor the owners of capital at the expense of wage earners? Is Friedman’s argument that government policy can alleviate inequity through enlarging the number of owners of capital strong?


• Do centrally planned economies have any place in the new economy?

From a completely different angle, you may wish to examine Friedman’s argument from a libertarian perspective by asking some of the following questions:

• Is Friedman realistic about the ability of government policy to create a more educated populace?


• Friedman talks about the need for a new national movement for restoring America’s “secret sauce” of success. In this day and age, is such a cohesive national movement possible? Is it desirable?

More generally, look at the assumptions he makes about markets, governments, and the way that change occurs. This will help you to evaluate whether his assessment of the current situation is “balanced and accurate.”

Hope that helps!

In The House on Mango Street, what word choices, phrases, etc. suggest that Marin is Hispanic?

The strongest evidence that Marin is Hispanic is that she is from Puerto Rico and may return there. The opening lines of the vignette include, "Marin's boyfriend is in Puerto Rico. She shows us his letters and makes us promise not to tell anybody they're getting married when she goes back to P.R." (Cisneros 25). The "going back" implies that she's either Puerto Rican or spent time there previously.

Other evidence connects a bit more to stereotypes. Young Hispanic women are often seen as fashion and image conscious, and Esperanza describes Marin as wanting to work downtown where you "always get to look beautiful and get to wear nice clothes" and "knowing what cream is best for taking off mustache hair" (Cisneros 26).

Music and dancing also play large roles in Hispanic culture, and Marin is "there every night with the radio... under the streetlight, dancing by herself" (Cisneros 26-27). Finally, Marin is a name with Latin American roots (like Marin county in San Francisco)... the attached link includes a number of other examples of actual Marins.

What happens to Jack when Ralph mentions rescue in Lord of the Flies?

In William Golding's novel, Ralph and Jack serve as foils of one another. Ralph is associated with society, its rules, and its restrictions; his main goal is to get the boys rescued and adopt certain moral or adult behaviors until they are. Jack, on the other hand, takes the marooning as an opportunity to reject society and embrace instinct, which Golding paints as horribly bestial. 

Over the course of the novel, Ralph and Jack interact several times regarding the theme of rescue. I can't be sure which of these specifically you are referring to, but generally, Jack feels unjustly chastised by Ralph, and responds through some combination of withdrawal and then aggressive defensiveness. He also usually attempts to change the topic of conversation to one in which he excels, rather than Ralph. 

What is the difference between Dill and Jem?

The main difference between Jem and Dill is that Jem is a leader, and Dill is a follower.  Even though both boys have creative imaginations, Jem seems to run things when it comes to what they are going play and do.  For example, he starts the “Boo Radley” plays they act out over the course of a summer.   Jem also seems to be a realist in the ways he looks at life.  He understands that he needs to tell Atticus that Dill has run away, and he repeatedly breaks up fights Scout has with other children at school because he knows it is wrong.  Dill seems to have his head “in the clouds” with his stories about an abusive father who chains him up and his tales of Dracula.  Jem also seems to have stronger values when it comes to telling the truth and respecting people.  Dill lies more about himself and others. 

Both boys are sensitive as shown by their reactions to the guilty verdict of Tom Robinson.  As characters, we feel that Jem is stronger and more stable than Dill, and that could be because of his upbringing and Atticus’ daily influence. 

What gave Atticus the idea that something was wrong with the children?

This falls after the trial, in which Atticus has "destroyed his last shred of credibility," "if he had any to begin with." Ewell has already walked up to him in public and spit on him, then told him "he'd get him if it took the rest of his life." 

Atticus blows this off, figuring that Ewell got all his anger out of his system then. The children--Scout, Jem, and Dill--are worried, though. They try to come up with ways to talk Atticus into taking Ewell's threat more seriously, asking him to carry a gun, appeal to his better nature, and Scout even cried and threw a fit. None of this worked. 

The only thing that did was that Atticus noticed how all of them were "dragging around the neighborhood, not eating," and "taking little interest in [their] normal pursuits." 

How many molecules are there in 34.78 g of potassium phosphate?

Potassium phophate has the formula K3PO4. To find the number of molecules in 34.78 grams of K3PO4, you must find its molar mass and then the number of moles. 

To find K3PO4's molar mass, add up all of the molar masses of the elements of the molecule:

                         K              P               O

Molar mass = 3(39.1 g) + 31.0 g + 4(16.0 g) = 212.3 grams per mole

34.78 grams K3PO4 x (1 mole/212.3 grams) = 0.1638 moles K3PO4

To convert from moles to molecules, use Avogadro's number:

0.1638 moles K3PO4 x (6.023 x 10^23 molecules/mole) = 9.867x10^22 molecules

Conversion factors can be written in two forms. For example, two forms of the relationship between mass and moles of K3PO4 are:

212.3 grams/1 mole and 1 mole/212.3 grams

The correct form of a conversion factor to use is the one that has the unit you're converting to in the numerator and the unit you're converting from in the denominator so it cancels out.

Say I have a sphere containing helium. What happens if I double the number of atoms of the gas but keep the pressure and temperature constant? I...

If the number of atoms of helium gas are doubled, the moles of gas are also doubled. We can find the number of moles of a gas, by using the idea that each mole of a gas contains an Avogadro's number of atoms (= 6.023 x 10^23 atoms). The volume of a gas is directly proportional to the number of atoms (or moles of gas), if the pressure and temperature are held constant. Hence the volume of the sphere will increase too. Since the moles of helium are doubled, the volume of the sphere (keeping pressure and temperature constant) will be doubled as well.

The volume of a sphere of radius r is given as .

Since the radius of the sphere is given as 1 m, volume of this sphere is . If the volume doubles (that is, becomes ), the new radius will be or 1.26 m.

Hope this helps. 

ds

What did Richmond think about General Macarthur? Why is Richmond willing to anger his general?

Arthur Richmond was one of the officers under General MacArthur’s command.  The general is accused of killing Arthur Richmond on purpose.  The general initially denies it stating that it was a,

“Natural course of events in wartime.” (pg 54)

However, General MacArthur knew better, and it was keeping him awake at night.  When General MacArthur first met Arthur Richmond,

"He liked Arthur ----- he’d been damned fond of Arthur.  He’d been pleased that Leslie liked him too.” (pg 67)

Arthur Richmond liked them too. He spent a great deal of time in the company of the general and his wife, Leslie.  The general felt great that Leslie took a “motherly” interest in Arthur.  But the fact of the matter was that Arthur was twenty-eight years old and Leslie was twenty-nine.  Far from a “motherly” age.  They began an affair.  Both Leslie and Arthur kept the affair a secret out of respect for the general.  Unfortunately, the general found out because Leslie placed a letter to Arthur in an envelope addressed to the general. 

Arthur had a respect for the general, but he was in love with Leslie.  That was the reason he was willing to anger the general, and anger the general he did.  The general sent him on a mission that

 “Only a miracle could have brought him through unhurt.” (pg 68)

He still went, and he died.  That is why the general is now being accused of murder.

In The Great Gatsby, how does F. Scott Fitzgerald explore the human need to reconcile the uncertainties of the past with a new or present...

Perhaps the best way to answer this question is with an example. Jay Gatsby was never able to reconcile his past with the present, which is ultimately what leads to his demise. In his mind, Daisy is still the young debutant he shared a kiss with which made her blossom "for him like a flower and the incarnation was complete," instead of the mother and wife she is at the time of the novel.

Gastby's failure to recongnize time's effect on him is easily seen in two parts of the novel:

1. The first and most obvious way in which Gatsby is unable to reconcile the past with his present situation is his desire to make Daisy go to Tom and say, "I never loved you," before returning to Louisville and get married, like Gastby wanted to before the events in the novel occur. This desire is what prompts the most famous exchange of the novel, when Nick tells Gastby he can't repeat the past and Gatsby responds, "Can't repeat the past? [...] Why of course you can!"

2. Daisy's daughter also acts as a symbol for Gatsby's inability to reconcile the past with the present. While the reader sees Daisy's daughter only once in the novel, the little girl acts as an anchor for Daisy to remain with Tom and a visible (and living and breathing) reminder that she is not the same woman she was five years previous. While Daisy might not be a very good mother (she doesn't really interact with her daughter and she spends much of the novel away from her while carousing with Gatsby), she is nevertheless tied to her present. When Gatsby sees Daisy's daughter he is speechless. In fact, Nick says, "Gatsby kept looking at the child with surprise. I don't think he had ever really believed in its existence before."

Both of these details highlight Gatsby's difficulty in trying to find a place in the present because his entire character is moored on the idea of Daisy. He is incapable of reconciling the fact that Daisy has changed. This desire to make one's past make sense in the present is extremely human, which is what makes Gatsby such a relatable and tragic character.

Explain the historical significance of manifest destiny?

Manifest Destiny had an important impact on history. The concept of Manifest Destiny, at first, meant we should expand from the Atlantic Ocean to the Pacific Ocean. As a result of this policy, we began to expand our control over the land that is now part of our country. We eventually got control of the Pacific Northwest by agreeing to split the Oregon Territory with Great Britain. We got the southwestern part of the United States by going to war with Mexico in the Mexican-American War. This land was part of the Mexican Cession. We also took land from the Native Americans by forcing them to move to the land west of the Mississippi River. Thus, expansion across what is now the United States impacted Mexico, the Native Americans, and the British.

In the late 1800s, we began to believe we should take the concept of Manifest Destiny worldwide. We believed we should spread our way of life worldwide by gaining control of colonies. Since there wasn’t much land left to colonize, we were most likely going to have to go to war to gain control of these lands. This led us into a conflict with Spain. We were concerned about the Spanish treatment of the Cubans. When newspapers exaggerated this poor treatment, American public opinion turned against Spain. When the U.S.S. Maine exploded in Havana harbor, we blamed Spain. The pressure increased to declare war on Spain, which occurred in 1898. As a result of the Spanish-American War, we were able to spread our control around the world. We got control of Puerto Rico, Guam, and the Philippines.

Manifest Destiny had an important historical impact at home and abroad.

What hope does Feld hold for his daughter Miriam and the college boy Max ?

Feld hopes that Max and Miriam will date and eventually get married.

In the story, Feld despairs that Miriam has no desire to further her education. He doesn't approve of his daughter working in an office with 'loud-mouthed salesmen and illiterate shipping clerks.' Feld thinks that Miriam's future would be brighter if she would just go to college. As a last resort to improve Miriam's prospects in life, Feld hits upon the idea of introducing Max to Miriam. After all, he appears to be a 'fine scholarly boy' and in Feld's mind, would make a more than adequate husband for Miriam.

Feld sets to work to convince Max that he will enjoy going out with such a pretty girl as Miriam. Initially unconvinced, Max requests to see a picture of Miriam, and Feld produces it for him. After looking at the picture, Max merely pronounces Miriam 'all right.' Although he is non-committal about the prospect of courtship, Max agrees to an initial meeting with Miriam. After the first date, Max and Miriam go out again before completely losing interest in each other's company. Feld's plans of Miriam marrying well is disappointed.

However, Feld soon discovers that there is another suitor for his daughter's hand: his faithful assistant, Sobel. Sobel asks to court Miriam, but the loving father is brokenhearted when he hears his assistant's request. He thinks that Miriam will never have a good life as a shoemaker's wife. However, he tells Sobel that he may talk to Miriam when she turns twenty-one. The story ends with Sobel working faithfully for Feld so that he can eventually win his lady love's hand in marriage.

What are three ways Jimmy Valentine changed in the story "A Retrieved Reformation"?

It would seem that the first important change in Jimmy Valentine occurred instantaneously when he fell in love at first sight with a small-town girl named Annabel Adams.

A young lady crossed the street, passed him at the corner and entered a door over which was the sign “The Elmore Bank.” Jimmy Valentine looked into her eyes, forgot what he was, and became another man. 

Jimmy had learned something about repairing shoes while he was serving ten months in prison for burglary. He had moved to Elmore, Arkansas because he was getting too notorious in his previous area of operations around Indiana. He had opened a shoe business purely as a "front" but planned to continue his profession as a safecracker--until he fell in love. After that he decided to go straight. He wanted to be worthy of this lovely girl, and he knew that she would despise him if she found out he was a criminal with a prison record. So he changed his name to Ralph Spencer and became a legitimate businessman.

That was the second way Jimmy changed. As a result of learning to care for Annabel, Jimmy began to realize that not only is life better if you are honest, but life is better if you think about other people rather than only about yourself. He demonstrated this third change when he sacrificed all the benefits of his "reformation" in order to save a little girl who had gotten accidentally locked in a bank vault. In doing so, he had to open his suitcase and reveal that it was full of safecracking equipment, thereby revealing his true identity. Meanwhile Ben Price was waiting to arrest him for the three bank jobs he had pulled after being pardoned and released from prison. It seemed as if he had lost everything, including the girl he loved. 

But  Ben Price understood that Jimmy had changed completely. There was no need to send him to prison. Prison was intended to reform people, and Jimmy was already reformed. Jimmy had learned many things in a short time, including the fact that a man who has the talents to become a successful criminal can use the same talents to be come successful in the world of honest men and women. In a letter to a friend, Jimmy had written:

Say, Billy, I've quit the old business—a year ago. I've got a nice store. I'm making an honest living, and I'm going to marry the finest girl on earth two weeks from now. It's the only life, Billy—the straight one. I wouldn't touch a dollar of another man's money now for a million.

When Jimmy approached the bank detective, expecting to be arrested, Ben Price told him:

“Guess you're mistaken, Mr. Spencer,” he said. “Don't believe I recognize you. Your buggy's waiting for you, ain't it?”

Jimmy had enjoyed prosperity as a professional safecracker, but there were many drawbacks which he came to realize after he went straight. He had always been on the lam, always looking over his shoulder. He was getting to be too well known, so that it was easier to get sent to prison and harder to get out. He was in danger of compiling such a long criminal record that he would always be getting pulled in on suspicion when a bank job occurred. And he was in danger of becoming a hardened con with the mentality of an incorrigible recidivist. O. Henry had met many such men when he was serving three years in state prison for embezzlement. The moral of O. Henry's story can be expressed in two old adages, either: "Crime does not pay," or "Honesty is the best policy."

Which different parts of the United States does Martin Luther King mention in his speech?

I will assume you are referring to Dr. Martin Luther King, Jr.'s famous "I have a dream" speech, delivered in 1963 from the steps of the Lincoln Memorial in Washington, DC as part of the March on Washington. In his speech, King references various locations in the United States, both general and specific. He mentions "motels of the highways and the hotels of the cities" where African Americans are not allowed to stay, and that their mobility has been merely "from a smaller ghetto to a Larger one". Specific areas he mentions are Mississippi, Alabama, South Carolina, Georgia and Louisiana--the South, where prejudice is still acceptable and a daily occurrence. At the end, he speaks of freedom ringing from all parts of the country:

...from prodigious hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring from the heightening Alleghenies of Pennsylvania. Let freedom ring from the snowcapped Rockies of Colorado. Let freedom ring from the curvaceous slopes of California. But not only that. Let freedom ring from Stone Mountain of Georgia. Let freedom ring from Lookout Mountain of Tennessee. Let freedom ring from every hill and molehill of Mississippi...

When this happens, King says, then we will truly be free at last.

Who is more responsible for the murder of King Duncan? Macbeth or Lady Macbeth?

Both Macbeth and Lady Macbeth are responsible for the murder of king Duncan. Both of them experience hallucinations, which proves that their conscience is guilty, so they both know they are guilty of the murder no matter how hard they want to suppress that.

However, if we are to pick who is more responsible, then the answer would be - Macbeth. He has free will to decide what he wants to do, and although he is influenced by his manipulative wife and the witches' prophecy, he is the one who goes into Duncan's room and kills him.

Once he does that, he decides to proceed with murdering innocent people. Unlike Lady Macbeth who becomes frail and unstable throughout the play, Macbeth transforms himself into an evil and cold-blooded murderer, willing to eliminate anyone who could stand in his way.

What does Neil Gaiman mean when he writes: “We as humans begin by burning books, and end by burning people”?

When Neil Gaiman wrote that book burning leads to burning people, he alluded to an important theme in Fahrenheit 451: Bradbury's plea for people to have access a wide range of books to help them build empathy with other human beings and to overcome their alienation. Books expose us to other ways of living and thinking; books are, as Stephen King points out in On Writing, a form of telepathy.

In Fahrenheit 451, however, the government wants as far as possible to control people's thoughts. The fewer thoughts people have, the fewer ideas they will be able to develop to challenge the state's dominant ideology. As people's access to a broad range of ideas diminishes, so does their capacity to understand others, especially those who are different, as fully human, and fully deserving of humane treatment.

From there, especially in a society like that in Fahrenheit 451 with its strong emphasis on conformity over understanding and empathy, it is easy to move from burning the books that don't conform to burning people who also don't seem to conform to societal norms.

For a writer like Bradbury, memories of Nazi book burnings in the Third Reich, precisely to eradicate ideas that opposed National Socialism, would have been living memories, so the concept would not have seemed farfetched.

And as Gaiman points, visionary science fiction like Fahrenheit 451 is meant to be about the present, not the future. While we don't burn books in our society, Gaiman and Bradbury invite to ask in what other ways we might censor thought or fail at empathy. 

By what idol has Belle been replaced in A Christmas Carol ?

Scrooge's passion for Belle has been replaced by "a golden one." She tells Scrooge that the master passion of Gain "engrosses" him; that is, the acquisition of wealth, and his love for her has lessened.

In Stave II, "The First of the Three Spirits," the Ghost of Christmas Past returns Scrooge to his childhood, youth, and his prime as a man. In one scene that he witnesses, a teary-eyed Belle speaks to Scrooge, telling him that his higher aspirations have fallen away as he has become consumed by "Gain." Further, she informs Scrooge that he measures everything and everyone by Gain. Therefore, she releases him from their relationship because what they have had together is gone since Scrooge has changed. Bidding him goodbye, Belle says,

"You may--the memory of what is past half makes me hope you will--have pain in this....May you be happy in the life you have chosen!"

Belle releases Scrooge from his commitment to her because he loves gold and financial gain too much to have room in his heart for her.

Which of the following is NOT a question Barbour and Wright say you should ask when reading a newspaper, watching the news, or surfing the...

D is not the best answer to this question.  The best option, of those given, is Option B.  This assumes that the phrase “good news” in this context means news that makes you happy. 

If Option B is correct, then it is important for us to ask whether the news in a given story makes us happy or sad.  This implies that we should want to hear good news rather than bad news.  There are people who argue that the media covers bad news excessively and does not give enough attention to good news.  However, Barbour and Wright do not agree.  They do not think that this is an important issue.

They do, however, think that the identity of the advertisers is important.  This is because big advertisers might push the media to avoid stories that go against the advertisers’ interests.  For example, a newscast sponsored by oil companies might be less likely to air stories about global warming.  Therefore, D is not the best answer.  Option B is better.

Analyze the poem "Cleanthus Trilling" by Edgar Lee Masters.

It can be said that a seed hides a tree in itself. This poem too, in its shortness, tends to capture the movement of life in itself. One may simply demonstrate this little poem as a piece showing the natural growth of a plant while another may see it as a succinct image of life and some may even read it as a spiritual and religious poem.

Cleanthus or clianthus is a shrub that bears red flowers in cluster resembling a parrot’s beak. The poem, however, isn't just about cleanthus or any other plant. It’s more about a human life or about anything that tends to grow and develop like a plant.

The poem presents a step by step logical movement of one’s life- from seed to God. It begins with the image of a seed,

The urge of the seed: the germ. 

The image of seed is symbolic. It marks the beginning of life. Anything that begins follows a course of its development. The poem depicts a generalized course of development of life.

The journey of life begins from a seed. The seed’s only “urge” is to germinate; with germination the seed grows and there sprouts a stalk or a stem. On the stalk grow leaves followed by blossoms. Blossoms scatter pollen grains with a desire to give birth to another of its kind.

The word “urge” is repeated in every line of the poem. It underscores the point that there’s something very strong about each stage of life that makes the way for its successive growth. It hints at some undefined force that propels one’s growth further, inexorably.

Until the first five lines, the poem seems to be only about a growing plant. From the sixth line onwards, the poet, quite carefully and subtly, shifts the focus from the plant to a human being.

The image of the plant begins to fade away and quite spontaneously we replace it with that of ours.

The urge of the pollen: the imagined dream of life. 
The urge of life: longing for to-morrow. 

Having read the final two lines we know for sure that the poem is about us, the growth of our individual lives.

The urge of to-morrow: Pain. 
The urge of Pain: God.

We too have this “longing for to-morrow,” a much happier and a better tomorrow, but quite often it brings us “pain.” A universal experience indeed!

The pain the poet refers to is frustration, hardship and human suffering. And when we encounter it, we seek divine intervention; we remember God.

So it is the “pain” that reminds us of and turns us towards God. God represents the truth, the state of perfection and everything that’s good and right, devoid of any flaw or imperfection.

In this way, it may be said that the poet is eulogizing “pain” as it directs a misleading man to God. Humans have this general tendency to remember God when things are not right with them. We seek His help with a hope to find some immediate and assured remedy to our problems.

What's really fascinating about the poem is the fact that although we start reading it as the journey of a cleanthus plant, we finish it with a realization that it's actually about my own journey; this happens in merely nine lines.

What is Chapter 17 of The Remarkable Journey of Prince Jen about?

Chapter 17 regales us about Prince Jen's adventures as he makes his way to Chai-Sang. The chapter tells how he comes to give away the kite that was to be offered to Yuan Ming.

Accordingly, fighting in the southern districts have led to desertions; local soldiers are rumored to have thrown in their lot with the famed bandit, The Yellow Scarf King. In fact, the local people warn Prince Jen against going to Chai-Sang, as the city seems to have fallen under the bandit's power. Hearing of the bandit leader's fantastic exploits on the battlefield, Jen realizes that the special sword has made the Yellow Scarf King invincible. Burdened with guilt at his cowardice in surrendering such a fine sword, he berates himself; however, he realizes that he must still make his way to Chai-Sang.

His main aim is to find Voyaging Moon and then together, to look for Moxa and Mafoo. He comforts himself that he still has three gifts left, and with these, Yuan-Ming will not refuse to see him. On his travels, he stops to rest at a farmhouse, where Plum Blossom lives with her almost comatose young grand-daughter, Fragrance of Orchid. Plum Blossom worriedly confides to Prince Jen that her grand-daughter will soon die if her spirit cannot be quickened; the young girl needs something to live for.

Upon hearing that the girl loves birds, Prince Jen works to fashion the struts and rods of the kite into a bird-shaped kite for Fragrance of Orchid to play with. Before long, the child's curiosity is awakened, and she is roused from her strange stupor. Eventually, she is able to get up from her sick-bed and to fly the kite herself. Alas, Prince Jen has given away another one of his gift offerings, and this time, to a child! However, the author asks us to consider whether anyone with a heart would bid him to do otherwise.

What did the author mean by Life Savers?

Life Savers are a type of fruit flavored hard candy. Life Savers come into the story when Waverly uses them to bribe her brothers to allow her to play chess with them. Here is the context:

During Christmas the local Baptist church gave out presents.  She received Life Savers. Her brother Vincent got a chess set.  Winston, her other brother, got a plastic model. As her bothers Vincent and Winston started playing chess, she was left out.  In order to participate she bribed them with candy. 

This started Waverly on her career in chess.  Waverly proved to be a chess prodigy and she was even ranked. 

From another perspective, Waverly used the "art of invisible strength"  (in this case Life Savers) to allow her brothers to allow her to play. She also used this art to win in chess.  Hence, we can say that the Life Savers got her started. Here is the quote:

I loved the secrets I found within the sixty-four black and white squares. I carefully drew a handmade chessboard and pinned it to the wall next to my bed, where I would stare for hours at imaginary battles. Soon I no longer lost any games or Life Savers, but I lost my adversaries.

What is Pip's and Mr. Pocket's relationship?

Pip has come to London to learn to be a gentleman, and Mr. Pocket has been selected by Mr. Jaggers to teach him in whatever social skills he is currently missing. In this tutoring, Pip becomes more acquainted with the Pocket family, including the irresponsible Mrs. Pocket. Their son, Herbert, is Pip’s roommate and also his partner in living a lifestyle beyond their income. Herbert, on Pip’s first day in London, teaches Pip the proper way to eat, as opposed to Pip’s “country” manners. Their friendship blossoms and they become constant companions. In company with Herbert, Pip frequently visits the home of Mr. Pocket, which is one of chaos and commotion. Mr. Pocket is visibly frustrated with his wife, who is completely out of touch with any reality other than the supposed nobility of her deceased father. Nevertheless, it is through the relationship of Pip and Mr. Pocket that Pip learns the little skills necessary to at least look and act like a gentleman.

Why is the exchange between Lady Macbeth and Duncan in Act 1, Scene 6, lines 25-31, ironic?

In these lines, Duncan asks after Macbeth's whereabouts since Macbeth rode ahead of the king's retinue to alert his household that the king was on his way.  Duncan says, 

We coursed him at the heels and had a purpose
To be his purveyor; but he rides well,
And his great love, sharp as his spur, hath helped
     him
To his home before us.  Fair and noble hostess,
We are your guest tonight.  (1.6.26-31)

Duncan jokes that his company followed close behind Macbeth in an attempt to beat him to his castle and announce him as being on his way (rather than the other way around), but Macbeth rode too well to be caught.  He says that it was likely Macbeth's great love of Lady Macbeth that drove him to ride so quickly and be able to get there so much sooner than they.  He then compliments Lady Macbeth. 

These lines are ironic for a couple of reasons: first, Duncan is right in that it was Macbeth's "great love" that made him ride so quickly.  But Macbeth didn't just want to come home and see his loving wife.  He needed to get there first so that they could conspire together how best to get rid of Duncan before Duncan actually arrived.  Second, Duncan calls her a "Fair and noble hostess," failing to realize that she is anything but.  She seems fair and noble, knowing exactly how to behave, how to compliment and honor him, but -- inside -- she is plotting his murder, hardly the behavior of a good hostess.  Both are examples of dramatic irony; dramatic irony occurs when the audience knows more than the character, and it is often used to build suspense, leading up to the climax of a text.  In this case, it does build tension as we realize just how trusting Duncan is of Macbeth and Lady Macbeth, and how easy it will then be for them to kill him that night.

Who do the characters of Animal Farm by George Orwell represent from the Russian Revolution?

Each character and many events in Animal Farm represent a character or event from the period of time surrounding and during the Russian Revolution. Early in the book, we meet Mr. Jones, the owner of Manor Farm. His character is based on that of the Tsar of Russia, Nicholas II. After Mr. Jones is kicked off the farm, we see each of the animals take on a new role. Napoleon, for example, is a doppelgänger for Joseph Stalin. Vladimir Lenin's role is basically skipped, but some feel that Old Major was a combination of Lenin and Karl Marx because he did not exhibit all of the traits of either, but he had some of each. Then we have Snowball as Trotsky, one of the first revolutionaries, who eventually becomes Stalin's enemy. The pig Squealer represents the Russian media or propaganda machine, constantly spreading false information to the masses. Boxer's role is that of the working class--the people of Russia who worked hard but had less education than those of more means. The sheep represent the general masses of people. Though little is said about Mollie, she is thought to possibly represent the old rich aristocracy, but she may also just represent the working class who opposed the Revolution. The collective pigs are like the Bolsheviks, and Moses, the raven, is the Russian Orthodox Church. The dogs are Animal Farm's version of the military police, the KGB. Finally, when Napoleon forces confessions from the animals and executes them, this parallels the mock trials Stalin held.

In Frankenstein, what is Victor's main concern about going to school in a different place?

In Ch. 3, Victor Frankenstein is talking about the death of his mother and then his departure for the university in Ingolstadt. It is important to note that his mother has recently passed away and that is what causes him to hesitate before going. He is concerned with leaving so soon after her death for several reasons.

"It appeared to me sacrilege so soon to leave the repose, akin to death, of the house of mourning and rush into the thick of life" (Shelley).

Because she has just passed away, he is concerned that it is inappropriate to leave everyone else home to mourn while he "rushes" off to college to begin a whole new chapter in his life. This new chapter in his life is supposed to be exciting, engaging, and full of new opportunity. He does not appear mentally ready to embark on this new chapter, yet, as we know, he has already received a "few weeks respite" from having to depart. He needs more time to mourn and more time to be with his family, especially Elizabeth.

What is the double irony in Ozymandias by Shelley?

Irony is one of those concepts that's a bit difficult to nail down in some cases, and double irony even more so. Irony is generally defined as a statement or event that is the opposite of what's expected or intended, sort of like sarcasm, and often with a tragic or darkly humorous bend to it. Double irony, then, should reflect a further compounding of the reality contradicting the intention. 

The text introduces us to the ruins of the statue of Ozymandias, but also to the evidence that its sculptor was so skillful that their own impressions of Ozymandias were incorporated into the carving; the sculptor seems to have thought that Ozymandias was a tyrant and blow-hard, considering how he depicts the king with a "sneer of cold command." We can envision the king directing his sculptor to create the statue, and the sculptor petulantly leaving subtle traces of his displeasure in the carving. 

The irony works as follows;

• The king's original message, "look on my works, ye Mighty, and despair!" were intended as a boast and challenge to any who thought themselves powerful, that they might see how much greater Ozymandias is by virtue of his creations.


• Of course, there's nothing to see, and the statue itself is ruined, thus making the "despair!" command ironic. There is nothing impressive about the ruins of a statue. Part of this irony lies in the fact that we may, indeed, despair, but not for the reasons Ozymandias intended; we despair that all of his accomplishments have been reduced to a few ruined stones in a desert.


• Likewise, the sculptor's intended mockery falls flat, and yet resurrects itself. He intended to make Ozymandias look foolish, but within his lifetime and within the context of his original orders. Ultimately the sculptor succeeded, but for the wrong reasons and in the wrong context.

So, the double irony is the fact that the sculptor wanted his contemporaries to see the statue and smirk at how arrogant and conceited Ozymandias was depicted, and "despair" at his vaunted accomplishments; yet we do despair because Ozymandias and all that he created has been reduced to dust, leaving us to ponder the meaning of human life itself.

Is Lady Macbeth evil or just insane?

We could say that Lady Macbeth is an aggressive, manipulative, and vicious woman who is consumed by greed and hunger for power. When she receives her husband's news that he he had a meeting with the witches and that he was promoted by the king, she desperately wants to plan out what their next move will be. She wants to help Macbeth achieve his goal of becoming the king at any cost. She even wants to summon up the evil spirits to fill her with cruelty and hatred so that she could suppress her feminine qualities and persuade her husband to murder the king.

Lady Macbeth is so preoccupied with greed and power that she fails to see the potential consequences. When she finally persuades Macbeth to commit the murder, and when he finally does it, Lady Macbeth will soon become an irrelevant figure. Her husband becomes obsessed with control and power and begins to neglect his wife. This, together with her guilty conscience, will cause Lady Macbeth to descend into irrationality. In Act V, she hallucinates and sleepwalks, and her death is imminent.

What question is repeatedly asked in the poem "The Tyger?"

The serial questions that make up the text of William Blake's "The Tyger" are all variations on a single question, namely, "Who designed and created the Tyger?" The first question asks, "What immortal hand or eye could frame thy fearful symmetry?" To paraphrase, this means, "What kind of God could make a creature so frightening?" 

The second stanza could be paraphrased as "How far did the Creator have to go to obtain the dreadful fire of the Tyger's eyes, and how did he dare grasp it in his hands?"

The third stanza asks what shoulder, hand, or feet could use its creative skill to mold such a fearsome beast.

The fourth stanza uses imagery of a blacksmith shop to ask what tools could have been used to fashion the deadly animal.

The fifth stanza wonders whether, when creation was complete, the God who was responsible for creating this monster smiled, or whether he mourned along with the stars at the ravenous beast. It then asks, "Did he who made the Lamb make thee?" The contrast is astounding because the Tyger is the polar opposite of the gentle, harmless lamb.

Finally the last stanza reiterates word for word the question posed in the first stanza. All the questions in the poem are ways of asking what kind of God could make such a deadly and frightening animal. 

Why was Farquhar hanged?

In Part II of "An Occurrence at Owl Creek Bridge" the Union scout posing as a Confederate soldier tells Peyton Farquhar:

The commandant has issued an order, which is posted everywhere, declaring that any civilian caught interfering with the railroad, its bridges, tunnels, or trains will be summarily hanged.

"Summarily" means without delay, without the customary formalities such as a trial. Peyton is caught red-handed trying to set fire to the Owl Creek Bridge. His capture is not described in the text, but the reader can imagine the scene. One of the reasons the reader can imagine the capture scene so vividly is that Ambrose Bierce has already described it in considerable detail in Part I.

When Farquhar is talking to the Union scout he asks him:

"Suppose a man--a civilian and student of hanging--should elude the picket post and perhaps get the better of the sentinel," said Farquhar, smiling, "what could he accomplish?" 

This shows that he has a strong intention to set fire to the accumulated dry driftwood under the bridge. He might even be thinking about killing the sentinel. Then at the very end of Part II, the reader comes to the ominous lines:

The lady had now brought the water, which the soldier drank. He thanked her ceremoniously, bowed to her husband and rode away. An hour later, after nightfall, he repassed the plantation, going northward in the direction from which he had come. He was a Federal scout.

The reader can visualize Farquhar leaving his horse hitched to a tree and sneaking up to the bridge with a big can of kerosene and some kitchen matches. There are soldiers waiting for him in the dark because their officers have been warned to expect him. Suddenly the scene lights up as the soldiers uncover their dark lanterns. Peyton Farquhar is carrying all the evidence his captors need to convict him of arson. He will be "summarily hanged" the next morning. This is how Part I of the story opens.

A man stood upon a railroad bridge in northern Alabama, looking down into the swift water twenty feet below. The man's hands were behind his back, the wrists bound with a cord. A rope closely encircled his neck. 

When Farquhar walks into the trap, the reader can not only imagine the silent scene with the Union soldiers waiting in the dark and posted in various places near the bridge to forestall any escape, but the reader can even imagine Farquhar's feelings when he realizes he has lost his life, his family, his home, his plantation--everything.

Then Ambrose Bierce, the notorious cynic, plays a sadistic trick on the reader. For a long while it looks as if Farquhar is going to make a miraculous escape. The contrast between most of Part III and the hanging scene in Part I is exhilarating. The reader has been standing in Farquhar's boots waiting to fall to his death, and suddenly it seems as if this is not a story about a man being hanged but about a man escaping that terrible fate. But there is no escape after all. This is realism, not romanticism.

Peyton Farquhar was dead; his body, with a broken neck, swung gently from side to side beneath the timbers of the Owl Creek bridge.

In what chapter does Agnes die in Lyddie?

Lyddie finds out that Agnes died in Chapter 12.

When the book starts, Agnes is four years old and Lyddie thinks of her as a baby.  Their mother decides that she can’t stay at the farm any longer after the bear incident, and takes Rachel and Agnes with her to Lyddie’s uncle’s house.  Lyddie stays behind with Charlie until they finally let out the land and hire out Lyddie and Charles.

When Lyddie is alone at the factory without the rest of her family, she is still longing for them all to be together again.  Unfortunately, she gets a letter from her mother telling her about her youngest sister.

if you can send muny it will be help to Judah and Clarissa. They fel a grate burdun. Babby Agnes is gone to God. Rachel is porely. Miny hav died, but Gods will be dun. (Ch. 12)

Despite her mother’s difficulty with spelling and capitalization, it is clear that Lyddie’s littlest sister has died.  She was just too young and weak.  Rachel is not in good shape either, according to the letter.

Lyddie barely remembers her sister Agnes.

She tried to remember Agnes's little face. She strained, squenching her eyes tight to get a picture of her sister, now gone forever. She was a baby. She couldn't have been more than four the winter of the bear, but that was now nearly two years past. (Ch. 12)

Lyddie feels bad for not sending money to her mother and sisters.  She hardly makes enough to cover her room and board, but she sends a dollar and tells her mother that she will send more.  Lyddie feels the burden of the family's debts and well-being.

It is not long after Agnes dies that Lyddie’s uncle shows up with Rachel, telling Lyddie that he is putting her mother away in an insane asylum and selling the farm.  Lyddie does not know what to do.  She has no place to keep a child, because Rachel is too young and weak to work in the factory and children are not allowed in her boarding house.  When Charlie comes to take Rachel to his new family, Lyddie feels like she has lost her family forever.

How can we write an equation for a line that does not go pass the y-axis ? What would the "b" in the equation be ?

The slope intercept form of a line is given as :

y = mx + b

where, m is the slope of the line and b is the y-intercept (value of y when x = 0, or when line crosses the y-axis). 

If a line does not intersect y-axis, then it is parallel to y-axis or perpendicular to the x-axis. In this case, at every point of the line, the y-coordinate will be equal to 0. 

Hence, for a line that does not intersect the y-axis, the value of y-intercept (b) would always be 0. 

Similarly, the slope of the line will be undefined, since the slope is given as (y2-y1)/(x2-x1) or, (y2-y1)/0.

In fact, the slope-intercept form of the line equation does not work for this particular case: case of a vertical line.

Hope this helps. 

What hardships did colonists face during the Revolutionary War?

The colonists faced many hardships during the Revolutionary War. One of the hardships was that many colonists were loyalists. These loyalists supported the British for many reasons. Some believed there would be chaos if the colonists won the war. Others depended on Great Britain for their jobs. Some people believed the British could do as they please with their colonies.

Another hardship the colonists faced was a lack of supplies. The colonists faced shortages of basic supplies such as food, weapons, and blankets. Some of the shortages were due to a lack of money. The British blockade also was successful in limiting the supplies we could get from other countries.

The colonists also didn’t have enough soldiers. Some soldiers signed up for one year and didn’t renew their term. Pay also was low for the soldiers. Others deserted during the cold winter months. Additionally, at the start of the war, the soldiers weren’t well trained. The lack of soldiers was an issue for the colonists.

At the beginning of the war, the colonists received little help from foreign countries or from the Native Americans. Countries like France and Spain were waiting to see if we could win a major victory against the British before committing to help us. The colonists lost the first few battles of the Revolutionary War. It wasn’t until the colonists defeated the British at the Battle of Saratoga that significant foreign help arrived. Most Native Americans believed the British would treat them better than the colonists would treat them. Thus, the Native Americans supported the British during the war.

Despite the hardships, the colonists overcame them and won the Revolutionary War.

Describe the motion of air particles inside an inflated balloon.

The molecules of air inside of an inflated balloon are very far apart and moving rapidly. They collide with other molecules and with the inside surface of the balloon. The volume of the balloon remains constant because the pressure caused by the air molecules colliding with the inside surface of the balloon equals the pressure caused by atmospheric molecules colliding with the outside surface of the balloon.

At normal temperature and pressure the air in a balloon behaves according to the Kinetic Molecular Theory of Gases, which states the following:

1. The molecules of a gas have insignificant volume compared to the distances between them. They are considered dimensionless points.

2. Gas molecules are in rapid, random motion. Collisions between gas molecules are perfectly elastic. Energy is transferred between molecules during collisions but no energy is lost.

3. There are no forces of attraction or repulsion between gas molecules.

4. The average kinetic energy of molecules in a sample of gas is proportional to the Kelvin temperature of the sample.

5. Gas particles move in a straight-line motion

If the temperature of the air in the balloon increases the molecules move faster and have more collisions. The volume of the balloon increases as the molecules collide more frequently with its inside surface. Conversely, when the air in the balloon is cooled the molecules slow down and the volume of the balloon decreases.

Source:

Chang, Raymond. Chemistry. 10th ed. New York: McGraw-Hill, 2010. Print.

When energy is stored what is it called?

Potential energy is the energy stored in  a substance, that has the ability to do work. Unless otherwise specified, it usually refers to gravitational potential which is the energy an object has due to its position. An object at a greater height has more gravitational potential energy than one at a lower height. For example, if a rock is dropped from a second story window and another is dropped from a third story window and both hit a car below, the one that fell from the  greater height will do the most damage.

There are other forms of potential energy. Chemical potential energy is the energy that can be released during chemical reactions. For example, in a car engine the chemical energy stored in gasoline is converted to thermal energy.

Electrical potential energy is the energy of electrostatic attraction (attraction of opposite charges.)

Nuclear potential energy is the energy converted to heat, light and radiation during a nuclear reaction.

Two stones, in the form of spheres, fall from a great height through atmosphere. What is the ratio of their momentum, when they attain their...

Momentum is simply the product of mass and velocity (mv). Unfortunately, we don't know the mass or the velocity of either object.

The velocity could be determined through some simple kinematics; for example, we know that the stone spheres are being dropped from an initial velocity of zero, and they are falling through an increasingly thick atmosphere, which will alter the calculation of their terminal velocity as they pass through more and more resistance. Their shape also influences their terminal velocity, although a sphere will attain the maximum because the interaction with the medium is as equally distributed as possible.

However, without knowing the mass of the spheres, or the height they drop from, or their diameter, or the time they travel, we cannot know their final momentum. Nevertheless, we can determine that the ratios of their final momentum will be 1:1 - because if both spheres are identical in shape (which was not specified, but if they are not then the problem is impossible to solve) and if both spheres are dropped from the same height at the same time, then according to the basic rules of physics, they should travel at identical velocities for the duration of their fall.

How does Egeus bring his daughter and her two suitors to Theseus? What does Egeus expect from him?

Egeus goes before Theseus because his daughter is refusing to marry the man that he has chosen for her. Demetrius, his choice, accompanies him to plead his case, and Lysander and Hermia also arrive to beg Theseus to let them be married instead. Egeus is doing this as a formality: he knows that he's right, the law is on his side, he can have his daughter marry whomever he chooses. Because Hermia is being obstinate he needs Theseus, as the duke, to give official approval for Egeus to take the next step: to force her to submit to marriage with Demetrius or to be executed. It is actually a capital crime in Athens to defy your father in this way. He arrives confident of a ruling in his favor.

What he doesn't expect is for Theseus to offer her a third choice and to give her time to think it over: in addition to either marrying Demetrius or being executed, option three is she can become a nun and cloister herself away for the rest for life. Egeus is not pleased to have judgment deferred in this way, but we should be, because if she hadn’t been given time to decide, there’d be no play.

What topic does Atticus spend much of his time asking Mr. Tate about?

In Chapter 17, Heck Tate takes the witness stand to testify in Tom Robinson's case. Atticus asks Heck Tate to describe what happened on the night of November 21st. Sheriff Tate says that he was fetched by Bob Ewell and when he arrived at the Ewell residence, he found Mayella lying on the floor with bruises and cuts covering her face. Atticus then spends a considerable amount of time questioning Sheriff Tate regarding the location of Mayella injuries. Atticus asks Heck Tate, which of Mayella's eyes was bruised. He responds by telling Atticus that her left eye was bruised. Atticus says, "Was it her left facing you or her left looking the same way you were?" (Lee 225) Heck said he was mistaken, and that her right eye was the one that was bruised. Tate goes on to admit that the majority of Mayella's injuries were on the right side of her face. Atticus continues to ask Tate the location of Mayella's injuries to reiterate the fact she was beaten on the right side of her face. This is significant because later on the trial, the jury witnesses that Bob Ewell is left-handed when Atticus makes him sign his name. Tom Robinson's left hand is crippled which suggests that he was not responsible for Mayella's injuries because he could not strike her with that hand. Mayella was more than likely beaten by a man who led predominately with his left hand. Atticus uses this evidence to suggest Bob Ewell was the person who assaulted his daughter, and not Tom Robinson.

Who is the main character in The Glass Menagerie?

The Glass Menagerie, a famous play by Tennessee Williams, has four characters within the play. However, Tom Wingfield is arguably the main character of The Glass Menagerie. There is some argument that Amanda or Laura could be the protagonist, but it is clear that Tom Wingfield is the main character when viewing the play under a traditional lens. (However, I'll go into why the other two could potentially be the main character.)

Tom is Amanda's son and the brother to Laura. Tom works at a shoe store but is an aspiring poet and secretly despises his family. He wishes to write but often cannot due to his annoyance with his family. He runs away from his family by going to the movies and bars, but there is some suggestion that Tom is a homosexual and going out with men at night. Ultimately, Tom runs away from his family, making a drastic change and solidifying himself as the protagonist. 

Amanda could be considered the protagonist, as she is home most of the time and struggling to raise her children, but she does not have the same dramatic arch as Tom. Also, while Laura is well-written and incredibly sympathetic, she does not have the overarching drive that Tom has within the plot. 

Ho claims that Vietnam's independence is consistent with the philosophical principles which the Allies claimed were paramount during World War II....

Your question is most likely referring to the Declaration of Independence of the Democratic Republic of Vietnam which was delivered in September of 1945.  Ho Chi Minh was an expert at pointing out the hypocrisy of the West.  In this particular speech, he uses passages from the French and American Declarations of Independence.  He wonders why those countries do not feel that the Vietnamese should be afforded the same individual rights.  The most relevant passage to your question is:

We are convinced that the Allied nations which at Tehran and San Francisco have acknowledged the principles of self-determination and equality of nations, will not refuse to acknowledge the independence of Vietnam.

In this passage, Ho Chi Minh mentions how the leaders of the Allies met on two different occasions during the war in order to chart the future of the world.  In those meetings, the issue of self-determination and equality was acknowledged as important for future peace in the world.  Ho Chi Minh feels that the Vietnamese should be afforded these same rights of self-determination and independence.

Use onomatopoeia to describe the sound of the following occurrence: a mirror breaks in one of the scenes of Hamlet.

It is interesting to think about which scene of Hamlet might contain a mirror breaking.  Perhaps a mirror could break in the scene when Hamlet confronts Ophelia, when Hamlet confronts his mother, or when Hamlet participates in the duel.  Quite honestly, these are all violent scenes.  A beautiful girl like Ophelia when confronted while she is “sewing in her closet” just might have a mirror around.  Hamlet confronts Gertrude in her own bedchamber.  There is no doubt that there is a mirror in there.  Further, there is even more violence after the confrontation when Hamlet kills Polonius.  Although there is less of a chance of a mirror to be present during the duel, perhaps there could be one on one of the walls.  Any of these could succeed in making a successful crashing sound as it breaks.

Onomatopoeia, of course, is a literary term for an actual sound.  In regards to a mirror breaking, as in the scenes above from Hamlet, the sound could be either “crack” or “smash” or “crash.”  My suggestion would be to follow up the sound with an exclamation point.

What are rhetorical appeals in Heck Tate's testimony to Mr.Gilmer in chapter 17 of To Kill A Mockingbird

To understand Heck Tate's rhetorical appeals in chapter 17 of To Kill A Mockingbird, one must first understand what rhetorical appeals are. Three different types of rhetorical appeals exist. These strategies are used in arguments or presentations, such as a witness talking to a jury, to persuade listeners by using techniques to both support the argument, and counter questions asked by an opposing party. The first type of appeal is Logos. In this type of appeal the person talking attempts to use logic to explain their position. The second type is ethos, an appeal which uses an ethical basis for its argument or position, and relies heavily on the reputation and credibility of the person who is making the argument at the time. The third and final type of appeal is known as pathos, or an appeal to the emotion of those listening (More information on each can be found here).

In chapter 17 of To Kill A Mockingbird, Heck Tate uses both logos, and pathos in his testimony to Mr. Gilmer and the jury. Specifically, Tate is suggested to use a pathos appeal by Mr. Gilmer when he asks him "Can you say it to the jury, Mr. Tate?" on the bottom of the first page in chapter 17, to which he complies. This technique used by Mr. Gilmer on Tate is an example of trying to appeal to the jury in an emotional and personal way that will lead them to understand and empathize with what he went though in questioning Mayella Ewell and determining Tom Robinson's fate. 

He then goes on to use a logos appeal to explain what happened when he showed up to the scene at Bob Ewell's house. He used logical reasoning to explain that through questioning of Mayella Ewell on the evening of the incident he was able to determine how Tom Robinson was involved. As seen on page two of chapter 17, he asked Mayella who hurt her and she responded by saying "It was Tom Robinson" he then followed up by saying "asked her if he beat her like that, she said yes he did" to give his justification to the jury for why Tom Robinson was then arrested and charged with the crime. Later in the chapter, this logical explanation is scrutinized and picked apart by Atticus for inaccuracies that suggest Tom Robinson's innocents. Hope this helps! 

What are some examples of the mundane portions of the story, and in what ways is Gregor's fantastical metamorphosis symbolic?

As far as some of the more mundane portions of the story, not much seems very ordinary or dull. Since every conversation or action seems to occur as a result of Gregor turning into a giant bug, even conversations that might normally seem dull or commonplace suddenly take on new meaning. Gregor's observations concerning the "quiet life" his hard work had made for his family are relatively mundane, as are the descriptions of the family's routines, at least prior to the boarders arriving. The family's conversations regarding money might be considered mundane: a great many families worry about finances. Descriptions of Grete's cleaning Gregor's room and even bringing him food are somewhat mundane as well: cleaning and bringing food for a sick relative are relatively commonplace actions. The family does engage in a number of mundane conversations and activities; it is simply their circumstances that make them seem less ordinary.

Gregor's metamorphosis is symbolic in that it is representative of his role as a worker in a capitalist economy. His life is not really his own; if he cannot work, then he is "useless." He talks about the toll that his job takes on him and his life: he works terrible hours, "eating miserable food [...], constantly seeing new faces, no relationships that last or get more intimate." Even his mother worries that he's only ever working and that he never seems to go out and do anything else. On top of this, he works and works and works and yet he can never get ahead. "He was a tool of the boss, without brains or backbone." The state of the worker, the proletariat, under capitalism is just like an insect: it is easily replaceable, it has little to no value as an individual, and it only has temporary value so long as it can work. Thus, Gregor's physical transformation is analogous to the mental and emotional transformation he had long ago, when he became a salesman. Consider the picture of Gregor from when he was in the army, prior to becoming a salesman: that person is "carefree," with his hand resting confidently on his sword, "demanding respect for his bearing and his rank." Before Gregor became a "tool of the boss," he felt completely differently than he does now. Since then, he has felt small and insignificant, like an insect, and so his body has transformed to match.

Which statement best describes how Americans felt about the Korean War?

I assume there was supposed to be a list of statements from which to choose. Since there are no statements given, I will share with you the American reaction to the Korean War.

The American people supported our involvement in Korean War at varying levels depending on what was happening in the Korean War. The support at the beginning of the conflict was quite high. The American people had fears about the spread of communism. There were rumors that Americans had helped the Soviet Union develop an atomic bomb in 1949. There were charges that there were communists in our government. Americans remembered how the Soviet Union tried to force the Allies out of West Berlin. This resulted in the Berlin Airlift to defeat the Berlin Blockade. Our people saw communism expanding China when China became a communist nation in 1949. We also knew the communists were trying to spread their influence in Europe. Thus, when North Korea, supported by the Soviet Union, without provocation, invaded South Korea in 1950, the American people supported our involvement in the Korean conflict.

However, as the war dragged on, support for our involvement in the Korean War dropped. Americans didn’t expect to be in Korea for a long time. When the war appeared to have no end in sight, Americans became concerned that our involvement was a mistake. The length of the war was hurting Truman’s popularity. It was one reason why he didn’t run for reelection in 1952. Americans had a varying degree of support for the Korean War based mainly on what events were occurring at the time.

What was the impact of the Supreme Court case Gregg v. Georgia?

In Gregg v. Georgia, the Supreme Court ruled that the death penalty for murder did not violate the Eighth Amendment's protection against "cruel and unusual punishment". It clarified the Court's position in a case four years earlier, Furman v. Georgia, that had ruled that in some cases, the death penalty did in fact violate this amendment. In that case, the Court had ordered that states had to be sure that they were not being discriminatory in their sentencing (in many states, minorities convicted of serious crimes were disproportionately more likely to receive a death sentence). Most states had discontinued the use of the death penalty in the wake of Furman, and the Court's decision in Gregg led many of them to reinstate the death sentence. So the Court, through this ruling, gave continued (or restored) constitutional legitimacy to the death penalty in murder cases.

Explain the symbolism in the story "The Jewelry" by Guy de Maupassant.

It’s easy to see the jewels in the story as symbolic of a betrayal of trust. The wife, who had been the mistress of a wealthy man for some time, clearly had been too subtle for her husband; her “fake” jewels, which he only realizes after her death are worth thousands, are evidence of both her duplicity and his gullibility. No wonder it is such a shock for him!

Maupassant might be trying to get at something else, though, because it is also true that the man was happiest when he was ignorant of his wife’s affair. Considered this way, the jewels might represent the ambivalent nature of truth. For example, it is ironic that the “fake” jewels – jewels that pretend to be real – are in fact real jewels pretending to be fakes. Arguably he would have been better off not knowing the “truth” of the jewels or of his wife.

It’s also worth mentioning that there is not much evidence in the story that his wife was unhappy with her husband, either, adding a further ambiguity. It’s entirely possible that she was happiest when she was able to pretend with her husband that the jewels were fake, and that she had been faithful. In this way, the ambiguous nature of the jewels might represent the wife’s own divided feelings.

This move also goes double for Maupassant’s narrative strategy. Maupassant’s narrator is not exactly reliable, since he too is participating in a deception – he does not reveal the truth about the jewelry until the end of the story, so in effect the reader experiences the same twist and disappointment as the man. Considered this way, the jewels might represent unreliable nature of narration itself.