Are dialects in the United States more or less uniform than in previous times?

According to an article in Timemagazine published on September 13, 2011 by Erica Ho entitled "Y’all Talk Funny: Regional Accents May Be Getting Stronger, Expert Says," regional accents or dialects are getting more pronounced in the United States. The article cites William Labov, a professor of linguistics at the University of Pennsylvania, who says that regional dialects are getting stronger, possibly because of the political divides between red (conservative) and blue (liberal) states. Regional...

According to an article in Time magazine published on September 13, 2011 by Erica Ho entitled "Y’all Talk Funny: Regional Accents May Be Getting Stronger, Expert Says," regional accents or dialects are getting more pronounced in the United States. The article cites William Labov, a professor of linguistics at the University of Pennsylvania, who says that regional dialects are getting stronger, possibly because of the political divides between red (conservative) and blue (liberal) states. Regional dialects have become identified with political divides. The boundary between red and blue states is also the divide between the Midland and Northern dialects, according to Labov. 

In addition, in an article published on the PBS website (the link is below), Carmen Fought, an associate professor of linguistics at Pitzer College in California, says that TV will not erase differences in the way we speak in the United States. She writes, "our language expresses who we are: our complex and simultaneous identities as individuals and members of society." Therefore, we imitate people we want to be like. Therefore, dialects express our identity, and the diversity of identities in the U.S. is growing, rather than shrinking, making our dialects less uniform over time. 

What is the purpose of the short story "The Open Window" by Saki?

When determining author's purpose, think about the acronym P.I.E., which stands for "persuade, inform, entertain." A story's purpose can usually be understood from these three points. The purpose behind Saki's short story "The Open Window" is to entertain. Vera, a young and mischievous girl, sets up an unassuming and sickly man, named Nuttel, for a practical joke. She tells him a story of a family tragedy only to pull off an ironic twist that frightens the...

When determining author's purpose, think about the acronym P.I.E., which stands for "persuade, inform, entertain." A story's purpose can usually be understood from these three points. The purpose behind Saki's short story "The Open Window" is to entertain. Vera, a young and mischievous girl, sets up an unassuming and sickly man, named Nuttel, for a practical joke. She tells him a story of a family tragedy only to pull off an ironic twist that frightens the man out of his wits. Not only is Vera a great storyteller, but she is also a great actress. She doesn't just tell the "facts" about the family tragedy that supposedly cost the lives of her aunt's husband and brothers, but she dramatically displays sorrow, and then believable horror, when the men return from hunting. When Nuttel runs from the home without a word to the hostess, the joke is successfully executed, and the intended entertainment is accomplished.

Who was Gulliver's worst enemy in Lilliput?

For reasons unclear, Skyris Bolgolam (the High Admiral) becomes Gulliver's "mortal Enemy" almost as soon as Gulliver arrives in Lilliput.  Bolgolam's hatred of Gulliver increases after Gulliver's success against Blefuscu because it made Bolgolam look bad -- Gulliver was able to defeat the Blefuscudian fleet when Bolgolam could not.  Therefore, Bolgolam -- working with Flimnap, the High Treasurer -- accuses Gulliver of treason against the emperor of Lilliput and has prepared several articles for impeachment...

For reasons unclear, Skyris Bolgolam (the High Admiral) becomes Gulliver's "mortal Enemy" almost as soon as Gulliver arrives in Lilliput.  Bolgolam's hatred of Gulliver increases after Gulliver's success against Blefuscu because it made Bolgolam look bad -- Gulliver was able to defeat the Blefuscudian fleet when Bolgolam could not.  Therefore, Bolgolam -- working with Flimnap, the High Treasurer -- accuses Gulliver of treason against the emperor of Lilliput and has prepared several articles for impeachment against him (according to a friendly informant who alerts Gulliver to the danger he is in).  Further, Bolgolam insists that Gulliver is a Big-Endian at heart, and the current administration is Little-Endian.  Bolgolam insists that Gulliver "be put to the most painful and ignominious Death," and wants to set fire to Gulliver's house at night, with an army outside, waiting to shoot him with poisoned arrows in case he should escape the conflagration.  The emperor will not allow Gulliver to be killed in such a manner, though he decides to starve the man-mountain instead.  Thus, Skyris Bolgolam is Gulliver's worst enemy, as he convinces the emperor that Gulliver is no friend to the state and deserves to die.

What are Cordelia's and The Fool's dramatic functions in the play King Lear?

The gentle, loving Cordelia is a foil to her two greedy, unloving sisters, Goneril and Regan. If Shakespeare had given Lear only the two heartless daughters, it would have suggested that all daughters are like these two. But that was not the playwright's apparent intention. Shakespeare had to have good characters to show that his view of humanity was not entirely negative. Kent, Edgar, Gloucester, Cordelia, and the Fool are all good characters.

The Fool's...

The gentle, loving Cordelia is a foil to her two greedy, unloving sisters, Goneril and Regan. If Shakespeare had given Lear only the two heartless daughters, it would have suggested that all daughters are like these two. But that was not the playwright's apparent intention. Shakespeare had to have good characters to show that his view of humanity was not entirely negative. Kent, Edgar, Gloucester, Cordelia, and the Fool are all good characters.

The Fool's main function in the play is to serve as a companion and confidant of King Lear after the old man becomes disillusioned with Goneril and Regan and is also beginning to feel shame and regret for the way he treated his one sincere daughter because she refused to flatter him. Also, King Lear is supposed to have a hundred knights as companions and escorts, but Shakespeare could not show all or any part of such a large body of men on the stage. The Fool serves to represent Lear's retinue and to illustrate the kind of annoyance Lear causes Goneril with his boisterous and unruly followers. The Fool, in effect, represents all one hundred knights. But most importantly, Lear has to have someone to talk to when there is no one else present. Otherwise, Lear would have to indulge in many soliloquies. The audience cannot be looking at a character who is all alone on the stage and understand what that character is thinking, feeling, remembering, planning, etc. There has to be dialogue, and the Fool is used as an interlocutor. 

How would you describe Lewis's writing style?

Arguably the most important thing about Lewis' style as a writer is that he is always looking for a compelling story to tell. In both his books and his articles, he spends a great deal of time talking to people involved and searching for the most compelling ideas and stories that fit the narrative he comes up with. Sometimes this leads to people feeling like he does not quite cover a story or an idea...

Arguably the most important thing about Lewis' style as a writer is that he is always looking for a compelling story to tell. In both his books and his articles, he spends a great deal of time talking to people involved and searching for the most compelling ideas and stories that fit the narrative he comes up with. Sometimes this leads to people feeling like he does not quite cover a story or an idea perfectly. On the other hand, it very frequently leads to very easy to read, compelling writing that he has applied to a variety of complex and technical topics. His exhaustive research also makes it easier for the reader to trust his narrative style because it is generally very well informed and detailed.

This extends to the way that Lewis will address a topic like high-frequency trading or the way that baseball has come to depend heavily on statistical analysis. He finds a compelling story that will address the topic and uses the story (or stories) to make his points and exposition more compelling. By using the story of Billy Beane in Moneyball or Michael Oher in The Blind Side, he addresses the ideas of statistical analysis and the evolution of the left guard position in football in a dramatic and compelling fashion.

In "The Story of an Hour" by Kate Chopin, the doctors say that Mrs. Mallard dies of "joy that kills." Is this an example of dramatic irony?

Dramatic irony occurs when the reader knows something important that a character in a story does not know. In "The Story of an Hour," Kate Chopin uses dramatic irony at the end of the story when the doctors assume that Mrs. Mallard has been overcome by the "joy" of seeing her husband, whom she had thought was dead. Because she had a heart condition, they think the shock of happiness killed her. In reality, however,...

Dramatic irony occurs when the reader knows something important that a character in a story does not know. In "The Story of an Hour," Kate Chopin uses dramatic irony at the end of the story when the doctors assume that Mrs. Mallard has been overcome by the "joy" of seeing her husband, whom she had thought was dead. Because she had a heart condition, they think the shock of happiness killed her. In reality, however, it was the shock of disappointment that killed her because she had come to realize that her life would be so much better without her husband's benevolent "repression." It had recently dawned on her that life provided many more opportunities for her without the leadership of her husband. Mrs. Mallard lived in a period of history when husbands made most of the important decisions for their wives. Mrs. Mallard was looking forward to being free of that guidance and living life for herself. The doctors, being men, have absolutely no idea that Mrs. Mallard died because she simply could not handle the idea that all her dreams would have to be abandoned with the presence of her living husband.

What are the similarities between academic and non-academic texts?

It is much easier to say what academic and nonacademic texts do not have in common rather than their similarities, but I can say the following:

Both academic and nonacademic texts may be written with the goal to persuade, to entertain, or to inform. They differ in their approach to these goals, though, with academic texts relying far more on research and factual, verifiable material for their content. Nonacademic texts may also include research or verifiable material, but are less likely to include references to any source material, and may be published in a rather informal setting.

Academic and nonacademic texts are also typically written for a particular audience. While nonacademic texts are intended more for mass, public consumption than scholarly or academic texts, they may be targeted towards special interests or occupations in society. 

When it comes to format, both academic and nonacademic texts may be found in print, periodical, and digital forms. 

What are some negative consequences Tom, Daisy, or the guests of Gatsby's parties face as a result of their carelessness or recklessness?

In answering this question, I'd like to focus on the consequences (or lack thereof) Daisy faces as a result of her recklessness. In doing so, I'm not saying that Tom or Gatsby's guests aren't reckless or don't face consequences. Rather, I merely find Daisy's experience to be the most interesting and important to the overall plot of the book (but that opinion is affected by my own personal context, and other readers might find other details of the story to be more important). Overall, Daisy's recklessness leads to Gatsby's death, so her story is particularly remarkable. 

After a distressing confrontation with Tom (at which point Daisy is basically bullied into staying with her overbearing husband), Daisy drives home with Gatsby and, because she's driving recklessly, she hits and kills Myrtle Wilson. This action leads George Wilson, Myrtle's husband, to shoot and kill Gatsby at the end of the novel. As a result, Daisy's recklessness leads indirectly to Gatsby's death.

There are two ways to interpret the consequences for this action; on one hand, it's possible to argue Daisy faces no negative consequences. Gatsby takes responsibility for hitting Myrtle, and he is the one subsequently murdered. We can guess Daisy experiences a certain level of guilt and emotional distress on hearing of Gatsby's death, but we're never directly told exactly how guilty she feels. Instead, we witness Gatsby paying the ultimate price because he took the blame for Daisy's recklessness, which makes his death even more tragic. On the other hand, it's also possible to argue the consequence Daisy faces is that she is locked into a presumably unhappy marriage with Tom. Whether that consequence is more negative than Gatsby' death is up for debate. 

F. Scott Fitzgerald's The Great Gatsby is filled with reckless actions performed by careless people. Gatsby, Tom, Daisy, and even Nick are all reckless in some way during the course of the narrative. As such, searching the book for examples of this recklessness is of vital importance, and identifying who pays the price for this recklessness is even more important.

In "Indian Education" by Sherman Alexie, how does the narrator's cousin Steven Ford's experience differ from the narrator's?

Throughout the story "Indian Education," there is only one mention of the narrator's cousin, Steven Ford, but  the idea of this character is present throughout the narrative.

When in fifth grade, the narrator, Victor, "picked up a basketball for the first time" and thought about "all those possibilities and angles. It was mathematics, geometry. It was beautiful." However, he quickly contrasts his decision to dedicate himself to basketball to his cousin, who "sniffed rubber cement...

Throughout the story "Indian Education," there is only one mention of the narrator's cousin, Steven Ford, but  the idea of this character is present throughout the narrative.

When in fifth grade, the narrator, Victor, "picked up a basketball for the first time" and thought about "all those possibilities and angles. It was mathematics, geometry. It was beautiful." However, he quickly contrasts his decision to dedicate himself to basketball to his cousin, who "sniffed rubber cement from a paper bag and leaned back on the merry-go-round. His ears rang, his mouth was dry and everyone seemed so far away."

Throughout the rest of the story, Victor attempts to make something of himself through basketball. He goes to the white high school and is a star on the basketball team. The reader is left assuming that Steven Ford was still on that symbolic merry-go-round getting high with "that buzz in his head, all those colors and noises."

But Victor seems to not blame Steven Ford, as tragedy follows Indians. He describes how a state trooper is confused as to why another Indian, Wally Jim, killed himself. Victor explains that the Indians "look in the mirror, see the history of [their] tribe in [their] eyes, taste failure in the tap water, and shake with old tears."

While Victor makes it off the reservation, Steven Ford is indicative of the Indians who have "a reunion every weekend at the Powwow Tavern."

Why is Calpurnia a significant character in To kill a Mockingbird?

Calpurnia is important in the story because she raises the Finch children, and her role in Atticus’s family is an example of an African American treated with respect. 

Since Scout and Jem’s mother is dead, Calpurnia is an important part of the household.  Even though she is African American, Atticus expects the children to treat her with respect. Scout cares for Cal, who has raised her like a mother. 

Our battles were epic and...

Calpurnia is important in the story because she raises the Finch children, and her role in Atticus’s family is an example of an African American treated with respect. 

Since Scout and Jem’s mother is dead, Calpurnia is an important part of the household.  Even though she is African American, Atticus expects the children to treat her with respect. Scout cares for Cal, who has raised her like a mother. 

Our battles were epic and one-sided. Calpurnia always won, mainly because Atticus always took her side. She had been with us ever since Jem was born, and I had felt her tyrannical presence as long as I could remember. (Ch. 1) 

When Alexandra comes, she wants to send Cal away because she is no longer needed.  Alexandra doesn't think it is proper that the children have no white woman in their lives.  Atticus won't hear of it though.  He needs Cal.

As important as Calpurnia is in Scout’s life, she is not in fact an actual member of the family.  This is made clear to Scout when Calpurnia takes them the children to her own church.  Calpurnia is confronted by Lula, who objects to the white children’s presence and Calpurnia’s designation of them as her company. 

“They’s my comp’ny,” said Calpurnia. Again I thought her voice strange: she was talking like the rest of them.

“Yeah, an‘ I reckon you’s comp’ny at the Finch house durin’ the week.” (Ch. 13) 

This incident draws attention to the fact that Calpurnia does not behave like the other African Americans when she is with the Finches, but she does when she is at church.  Calpurnia talks like them, and Scout wonders why.  It is because Calpurnia straddles two worlds.  She is more educated than most of the people at her church.  There are only four who can read, and two of them are Cal and her son Zeebo.  The Finch family taught Cal to read. 

Calpurnia helps the reader understand the lives of African Americans in Maycomb.  She has things better than most, because she is treated well.  However, she is still not equal.  Scout and Jem have never been to her house.  When she sleeps at their house, she sleeps in a cot in the kitchen even though they have a spare bedroom.  As loved and respected as she is, she is still hired help.

In Animal Farm by George Orwell, what is the meaning of the whip in the revolution?

A whip is deemed to be an instrument of dominance, torture, and persecution. Many expressions, such as "crack the whip" and "whip into shape" reflect this connotation. 

In Animal Farm, Mr. Jones and his men use whips to control, punish and torture the animals. It has become a symbol of man's abuse and exploitation and, as such, is a much-reviled object. It is one of the first things the animals destroy after the Rebellion. 

The reins, the halters, the blinkers, the degrading nosebags, were thrown on to the rubbish fire which was burning in the yard. So were the whips. All the animals capered with joy when they saw the whips going up in flames.

The animals are ecstatic because they believe that they would never have to endure the pain inflicted by this terrible instrument. Man's dominance has ceased, and they now have their destiny in their hands. There will, they believe, now ensue a period of equality and mutual respect between animals. They will be forever free. Their fear of torture is now something of the past.

The animals are shocked and dismayed, however, when they see Napoleon walk upright with a whip in his trotter in chapter ten. 

...out came Napoleon himself, majestically upright, casting haughty glances from side to side, and with his dogs gambolling round him.

He carried a whip in his trotter.

There was a deadly silence. Amazed, terrified, huddling together, the animals watched the long line of pigs march slowly round the yard. 

At this moment the animals know, in some way, that things have taken a dramatic change. Some of them who might want to protest are stifled before they even begin because all the sheep start repeatedly shouting: "Four legs good, two legs BETTER!" 

The final expression of the pigs' dominance and control is contained in a paradoxical new single commandment written on the side of the big barn. Benjamin reads the rule to Clover:

All animals are equal but some animals are more equal than others

Deep down the animals now realize that the pigs are their new masters. After this, they accept without question whatever the pigs do, even when it involves adopting human traits and purchasing luxuries and tools typically reserved for human consumption and use. 

Life on the farm has gone full circle and, in the closing paragraphs, the animals can no longer distinguish between pig and man. Their former abusers have been replaced by a new authority in the form of the pigs which, ironically, leaves them worse off than they have ever been.

The revolution has, for all intents and purposes, been a failure for the animals but a massive success for the pigs. 

What influence does the novel Praisesong for the Widow have over present-day black culture in the USA?

Paule Marshall's novel, published in 1983 but set in the mid-1970s, remains relevant particularly due to its engagement with the black diaspora -- that is, the population of people of West African descent throughout the West and, especially, in the Americas. It is significant that the novel takes place in the seventies, as, for black people, this was a consciousness-raising era. There was a pressing urge to connect blacks to their roots, and the field...

Paule Marshall's novel, published in 1983 but set in the mid-1970s, remains relevant particularly due to its engagement with the black diaspora -- that is, the population of people of West African descent throughout the West and, especially, in the Americas. It is significant that the novel takes place in the seventies, as, for black people, this was a consciousness-raising era. There was a pressing urge to connect blacks to their roots, and the field of Black Studies entered academia.

Avey Johnson is a widow in her mid-60s. Her husband, Jerome, died about four years before the novel is set. She lives in White Plains, New York and was raised in Harlem, but traces her origins to South Carolina.

Her great-aunt Cuney visits her in a dream, asking her to follow her down a road in Tatem, South Carolina, the town that Avey's family comes from. Avey resists. Aunt Cuney's urging is a metaphor for an ancestral journey that Avey, in the moment, is unprepared to take. However, on a cruise, she finds herself in Carriacou, an island in Grenada, where a festival is taking place.

The journey to Carriacou allows Avey to come to terms with the death of her husband. On the island, she is confronted by her sense of isolation. Oddly, the people of Carriacou only speak a local patois. Their esoteric use of language mirrors their rootedness. Avey, on the other hand, does not understand their language and feels disconnected from the island's traditions, despite the fact that she has a shared history with the people of Carriacou. On the boat from Grenada to Carriacou, she has a dream in which she imagines a slave ancestor on the Middle Passage. Avey's affinity with the island through her slave ancestors contends with her assimilation into American culture, which often refutes or attempts to forget its slave-owning past. 

Thus, Marshall's novel remains important due to its themes of diaspora and cultural disconnectedness.

Who visits Victor at the University of Ingolstadt in Frankenstein?

While Victor is at the University of Ingolstad, he is visited by his dear friend Henry Clerval. 

In Chapter 5, on a dreary November night Victor's creature comes to life, but his creator is filled with horror when he sees it awaken with watery eyes and its yellow skin forms a hideous smile. Frightened, he flees; secluding himself in his bedchamber Victor walks around and around until he collapses in exhaustion. However, he wakes and...

While Victor is at the University of Ingolstad, he is visited by his dear friend Henry Clerval. 

In Chapter 5, on a dreary November night Victor's creature comes to life, but his creator is filled with horror when he sees it awaken with watery eyes and its yellow skin forms a hideous smile. Frightened, he flees; secluding himself in his bedchamber Victor walks around and around until he collapses in exhaustion. However, he wakes and finds "the miserable monster" holding up the curtains around his bed. 

His jaws opened, and he muttered some inarticulate sounds, while a grin wrinkled his cheeks. He might have spoken, but I did not hear....

Victor "escapes" and flees down the stairs. He cannot rid himself of the image of this horrible monster he has created. When morning comes and the gates are unlocked, Victor traverses the streets, hoping to "ease the load that weighed upon [his] mind." After a while, Victor stops before an inn and notices a Swiss carriage approaching the inn. It halts just where Victor stands, and as the door opens, Henry Clerval sees him:

"My dear Frankenstein...how glad I am to see you! how fortunate that you should be here at the very moment of my alighting!"

At the sight of his dear friend, Victor temporarily forgets his "horror and misfortune." But, his joy at seeing Clerval becomes so excessive that his laughter is exaggerated by fright; moreover, there is a wildness in his eyes that worries Henry, who asks Victor what is wrong.

"Do not ask me," cried I, ...for I thought I saw the dreaded spectre glide into the room; "he can tell.--Oh, save me! save me!" I imagined that the monster seized me; I struggled furiously, and fell down in a fit.

Victor falls down with a fever that confines him in bed several months; an uncomprehending Henry stays and acts as his only nurse. Convinced that he is best for this task, Henry does not notify Victor's father or Elizabeth for a while. When he does, Henry merely writes that Victor has been very ill. On his part, Victor profusely thanks Henry for caring for him when he has been well. Then, Henry shows Victor a letter from his "cousin" Elizabeth.

Because he has spent so much time caring for Victor, Henry has not been able to begin his studies in exotic languages. But, the companionship of Henry has benefited Victor because Clerval "called forth the better feelings of [Victor's] heart," re-teaching him to love nature and "the cheerful faces of children."

Hello, I am really struggling with understanding "Where is here?" by Joyce Carol Oates. The story doesn't really make much sense to me, and I think...

As with so many of Joyce Carol Oates' short stories, the situation portrayed in this one features people who experience a disruption in their lives, and portrays how it changes them. This story is unusual in that it unfolds almost in real time, with the actual time expenditure of the action (the time it takes for the unexpected visitor to walk through the house) not taking much longer than it takes to read the story. This lends the story a sense of immediacy and tension, which also informs the story's underlying themes.

I think you're right to consider the themes of domestic abuse (mainly in the troubling memories stirred up in the stranger; but also the married couple seems to have some unresolved anger that is catalyzed by the stranger's visit, as they become increasingly irritable towards one another), and "not being able to go home again." That second theme is a common one in American literature, a sort of inversion of the "coming of age" theme: instead of youth's folly and hope and transformation, we get a sense of a protagonist's regret and disappointment when they see how much has changed, or remained the same. In the case of this character, "going home again" stimulates unpleasant memories. When the "mother and father" see the stranger's reaction as he looks through their home, it is as if all the things they had been denying or ignoring for years (possible discontent in their marriage?) are brought to the surface.

In that way I think the major themes of this story have to do with the ways that chance encounters can shake us from our complacency, and the ways that strangers can teach us things about ourselves, by way of reflecting emotions we cannot normally see clearly, because we're too close to them. But, true to Oates' tendency to write stories that reveal the darker side of human nature, we can also see a theme of bitterness and regret, catalyzed between the mother and father as a result of witnessing this stranger's unusual and troubling reaction to being in their home.

When the father suggests to the stranger it's time to leave because it's dinner time, he starts to cry, almost as if he is a child again and the home's current owners are surrogates for his own parents (who, it is suggested, may have mistreated him); and this moment seems to bring up more negative feelings between the mother and father as well. This suggests a further theme of a home being "haunted" by the memory of bad things that happened there, by the ghosts of those who came before, who harbor unpleasant associations; it's suggested the visitor is experiencing a somewhat haunting experience in visiting the site of his childhood trauma. The anonymous nature of the story (names are mentioned but quickly forgotten) lends a universal quality to the experience, that many readers will be able to relate to and, perhaps, find disturbing to contemplate.

In Lord of the Flies, what are some good examples of figurative language that show themes such as Fear and Good vs Evil?

Golding uses simile, pathetic fallacy, symbolism, and allusion to depict fear and evil among the boys on the island. Near the beginning of the story, the boys inadvertently set fire to a large swath of island when their bonfire gets out of control. As the boys come to the realization that at least one littlun was killed in the fire, Piggy goes into an asthmatic panic attack, and "the crowd was as silent as death."

This simile is followed by a pathetic fallacy and symbolism:

"Tall swathes of creepers rose for a moment into view, agonized, and went down again. The little boys screamed at them. "Snakes! Snakes! Look at the snakes!"

Giving the creepers emotion such as agony is a pathetic fallacy that voices the fear the boys have of the consuming fire. The allusion to snakes recalls the account of the Garden of Eden when the devil appeared in the form of a snake or serpent. This symbol foreshadows that the island is not a paradise; the boys are already beginning to turn it into a hell because of their innate evil.

When the evening meeting after the missed rescue from the passing ship deteriorates into talk of ghosts, Golding uses pathetic fallacy again: "Two grey trunks rubbed each other with an evil squeaking that no one had noticed by day." The fear the boys have is reflected in Golding's description of the sound of the trees. 

The most prominent symbol of evil in the book is the pig's head on a stick, which becomes the Lord of the Flies during Simon's vision. When Simon first sees it, "the half-shut eyes were dim with the infinite cynicism of adult life. They assured Simon that everything was a bad business." The head's mocking tone and threatening manner personify evil.

Another symbol of fear and evil is the dead parachutist. Although, as Simon discovers, "the beast was harmless and horrible," it is the embodiment of the boys' fear and at the same time a representation of man's inhumanity to man, as the parachutist was shot down as part of the war that is engulfing the outside world. Golding has the rotting parachutist, freed from its bondage by Simon, float out to sea over the dead body of the recently murdered Christ-figure, combining allusion and symbolism. What could be more evil than killing an innocent man with their bare hands--a man who was only trying to share the good news? 

Golding uses figurative language--including simile, pathetic fallacy, symbolism, and allusion--to portray fear and evil on the island.

How is Helen Keller's childhood house described in The Story of My Life?

When Helen was very young, she lived with her parents in a small house on the Keller property.  This little house was called "Ivy Green."  The name came from the ivy which grew on the house and on everything near it.  It was common in the South to have a small house on the property.  Helen's father built it after the Civil War.  A lush garden was beside the house.  The house itself was small...

When Helen was very young, she lived with her parents in a small house on the Keller property.  This little house was called "Ivy Green."  The name came from the ivy which grew on the house and on everything near it.  It was common in the South to have a small house on the property.  Helen's father built it after the Civil War.  A lush garden was beside the house.  The house itself was small and contained two rooms.  One room was large and one was smaller.  The main room was the large one, and the smaller one was a sleeping quarters for a servant.  The little house had a porch, which was covered in flowers and climbing vines.  Helen described her first home:

It was completely covered with vines, climbing roses and honeysuckles.  From the garden it looked like an arbour.  The little porch was hidden from view by a screen of yellow roses and Southern smilax.

When Helen was five, the family moved into a new house that was much larger.   It had an upstairs and many rooms, including a sitting room with a hearth.  The new house also had a large porch, which honeysuckle grew on.

Discuss the effects of the introduction of Christianity in Axum

Prior to the fifth century, Christianity in Ethiopia's Axum Empire was limited to the elite classes. However, the religion began spreading during the fifth century as Christian missionaries fled from the Roman Empire to Ethiopia due to a doctrinal disagreement with the Alexandrian church. In the fourth century, King Ezana declared the empire to be Christian and added crosses to the empire's flag and currency. One effect of Axum's conversion to Christianity was conflict with...

Prior to the fifth century, Christianity in Ethiopia's Axum Empire was limited to the elite classes. However, the religion began spreading during the fifth century as Christian missionaries fled from the Roman Empire to Ethiopia due to a doctrinal disagreement with the Alexandrian church. In the fourth century, King Ezana declared the empire to be Christian and added crosses to the empire's flag and currency.

One effect of Axum's conversion to Christianity was conflict with the nearby Himyarite kingdom over their persecution of Christians, which led to decades of war between the two nations. Another effect was conflict with the Islamic Empire. Axum Christians were largely on friendly terms with Muslims, and they even offered shelter to Muhammad's followers shortly after his death. In the eighth century, however, the Islamic Empire attempted to conquer parts of Axum and convert it to Islam. This loss of land contributed to the decline of the Axum Empire.

`int (x^2 - 3x + 7)/(x^2 - 4x + 6)^2 dx` Evaluate the integral

You may rebuild the structure you find at denominator, such that:

`int (x^2-3x+7)/((x^2-4x+6)^2)dx = int ((x^2-4x+6) + x + 1)/((x^2-4x+6)^2)dx`

Separate into two integrals:

`int (x^2-4x+6)/((x^2-4x+6)^2)dx + int (x + 1)/((x^2-4x+6)^2)dx`

Take the first integral and reduce like terms:

`int (x^2-4x+6)/((x^2-4x+6)^2)dx = int 1/((x^2-4x+6))dx `

You may write `x^2 - 4x + 6 = x^2 - 4x + 4 + 2 = (x- 2)^2 + 2`

`int 1/((x^2-4x+6))dx= int 1/((x- 2)^2 + 2)dx = sqrt2/2...

You may rebuild the structure you find at denominator, such that:

`int (x^2-3x+7)/((x^2-4x+6)^2)dx = int ((x^2-4x+6) + x + 1)/((x^2-4x+6)^2)dx`

Separate into two integrals:

`int (x^2-4x+6)/((x^2-4x+6)^2)dx + int (x + 1)/((x^2-4x+6)^2)dx`

Take the first integral and reduce like terms:

`int (x^2-4x+6)/((x^2-4x+6)^2)dx = int 1/((x^2-4x+6))dx `

You may write `x^2 - 4x + 6 = x^2 - 4x + 4 + 2 = (x- 2)^2 + 2`

`int 1/((x^2-4x+6))dx= int 1/((x- 2)^2 + 2)dx = sqrt2/2 arctan ((x - 2)/sqrt2) + c`

You need to take the integral` int (x + 1)/((x^2-4x+6)^2)dx ` and to separate it into two simpler integrals:

`int (x + 1)/((x^2-4x+6)^2)dx = int x/((x^2-4x+6)^2)dx + int 1/((x^2-4x+6)^2)dx`

You should notice that if you differentiate `x^2-4x+6` yields `2x - 4,` hence, you need to multiply and divide by two and then subtract and add 4, such that:

`(1/2)int ((2x-4) + 4)/((x^2-4x+6)^2)dx = (1/2)int ((2x-4))//((x^2-4x+6)^2)dx + 2int 1/((x^2-4x+6)^2)dx`

Hence, `int (x + 1)/((x^2-4x+6)^2)dx = (1/2)int ((2x-4))//((x^2-4x+6)^2)dx + 3int 1/((x^2-4x+6)^2)dx`

You need to use substitution to solve `(1/2)int ((2x-4))//((x^2-4x+6)^2) dx` such that:

`x^2-4x+6 = t => (2x-4)dx = dt`

`(1/2)int ((2x-4))//((x^2-4x+6)^2) dx= (1/2) int (dt)/t^2 = -1/(2t) = -1/(2(x^2-4x+6)) + c`

`Put (x - 2)/(2sqrt2)=t => (dx)/(2sqrt2) = dt`

`3int 1/((x^2-4x+6)^2)dx = 3(sqrt2/4)int 1/((t^2+1)^2)`

Put `t = tan alpha => dt = 1/(cos^2 alpha) d alpha`

`3(sqrt2/4)int 1/((t^2+1)^2) = 3(sqrt2/4)int cos^2 alpha d alpha`

Use the half angle identity:

`cos^2 alpha = (1 + cos 2 alpha)/2`

`3(sqrt2/4)int cos^2 alpha d alpha = 3(sqrt2/4)int(1 + cos 2 alpha)/2 d alpha`

`3(sqrt2/8)int d alpha + 3(sqrt2/8) int cos 2 alpha d alpha`

`3(sqrt2/8)int d alpha + 3(sqrt2/16) sin 2 alpha`

`alpha = arctan((x-2)/(sqrt2))`

`3(sqrt2/8)arctan((x-2)/(sqrt2)) + 3(sqrt2/16) sin 2 (arctan((x-2)/(sqrt2))) + c`

Hence, evaluating the integral yields `int (x^2-3x+7)/((x^2-4x+6)^2)dx =sqrt2/2 arctan ((x - 2)/sqrt2) -1/(2(x^2-4x+6)) +3(sqrt2/8)arctan((x-2)/(sqrt2)) + 3(sqrt2/16) sin 2 (arctan((x-2)/(sqrt2))) + c`

In One Flew Over the Cuckoo's Nest by Ken Kesey, what is Mr. Turkle's daily routine?

Mr. Turkle works the night shift on the ward, from 11pm to 7am. He is described as "an old Negro man with a big sleepy grin on the end of a long wobbly neck." He seems to spend much of his night shift sleeping because he works during the day at a race track, and he also often smells like he's been drinking. If Chief is having a bad dream, Mr. Turkle will loosen his sheet a bit, as Mr. Turkle thinks that the next aides will think that Chief loosened his own sheet. If Mr. Turkle thinks it will get him in trouble, though, he doesn't dare loosen or untie Chief's sheet.

When McMurphy brings a girl to the ward to visit with Billy, Mr. Turkle lets her in. McMurphy bribes Mr. Turkle with drinks. Mr. Turkle gets so drunk that McMurphy has to feign tying him up with sheets so that Nurse Ratched does not figure out what they have been up to. However, Mr. Turkle is found drunk in the linen room and is promptly fired from working on the ward. 

How do leaders use active impression management to support their image?

Most public figures make use of public relations in some form. Public relations (PR) is the process by which individuals or companies actively monitor and influence the way the public or individuals perceive them.

Because modern communication occurs quickly and in great quantities, it is critical that individuals in the public eye manage the way they are perceived. Passively allowing public opinion to run its course can be costly. Poor public perception can lead to...

Most public figures make use of public relations in some form. Public relations (PR) is the process by which individuals or companies actively monitor and influence the way the public or individuals perceive them.

Because modern communication occurs quickly and in great quantities, it is critical that individuals in the public eye manage the way they are perceived. Passively allowing public opinion to run its course can be costly. Poor public perception can lead to many unfavorable outcomes, such as loss of business in the case of companies, or lack of re-election in the case of politicians.

Impression management is a smaller subset of public relations that usually occurs in a one-on-one situation. The figure carefully chooses what to say and how to say it. His or her actions will shape others' perceptions, including whether the person is charismatic. It should be noted that impression management can happen passively or intentionally—a person may do it naturally or on purpose.

Consider activist César Chávez. Chávez spoke passionately while rallying for labor equality, drawing favor from the public at large. He also was able to connect to individuals one-on-one. The way he used his social skills shaped his image and ultimately resulted in a very charismatic historical remembrance of him.

In Harper Lee's To Kill a Mockingbird, what does Scout learn from the missionary circle tea party?

During Scout's first time attending her aunt's missionary circle, she becomes aware of the overt prejudice and hypocrisy of Maycomb's citizens and also notices how the attendees subtly communicate with one another without speaking. Mrs. Merriweather is known throughout the community of Maycomb as a morally upright Christian, who openly supports missionary work outside of the United States. However, Mrs. Merriweather displays her ignorance and intolerance by criticizing the culture of the Mrunas tribe in...

During Scout's first time attending her aunt's missionary circle, she becomes aware of the overt prejudice and hypocrisy of Maycomb's citizens and also notices how the attendees subtly communicate with one another without speaking. Mrs. Merriweather is known throughout the community of Maycomb as a morally upright Christian, who openly supports missionary work outside of the United States. However, Mrs. Merriweather displays her ignorance and intolerance by criticizing the culture of the Mrunas tribe in Africa. Scout also learns that Mrs. Merriweather and the other women attending the missionary circle are racist hypocrites as they indirectly criticize Atticus for defending Tom Robinson and ridicule the black community for their reactions to the verdict. Mrs. Merriweather refers to Tom's wife as a "darky" and refuses to sympathize with her black maid's feelings.

The women visiting Atticus's house, who are supposed to be discussing Christian missionary work, spend the majority of their time gossiping and ridiculing the people in their community pursuing racial equality. Whenever Miss Maudie defends Atticus after Mrs. Merriweather indirectly criticizes him, Scout notices how Aunt Alexandra subtly thanks Maudie by briefly making eye contact with her. Scout is fascinated by Maudie and Alexandra's nonverbal communication and learns that females have their own distinct way of communicating. Overall, Scout learns that many of her "Christian" neighbors are racist hypocrites, who are culturally ignorant and enjoy gossiping with each other under the guise of discussing missionary work. 

What is the main problem in Rumble Fish?

By "main problem," I believe that the question is referring to the central conflict. I have to pick two central conflicts because they are woven together and equally central.

The first conflict is an external, man vs. society conflict. Like The Outsiders, Rumble Fishfocuses on a protagonist from a lower class, poor part of town. He is a victim of circumstances in a lot of ways. His parents are not supportive or role models...

By "main problem," I believe that the question is referring to the central conflict. I have to pick two central conflicts because they are woven together and equally central.

The first conflict is an external, man vs. society conflict. Like The Outsiders, Rumble Fish focuses on a protagonist from a lower class, poor part of town. He is a victim of circumstances in a lot of ways. His parents are not supportive or role models at all, and his family doesn't have strong finances. Consequently, Rusty has turned to gangs and violence. On one hand, he experiences a sort of kinship there, but on the other hand he knows that the gang world is dangerous and won't lead to anything good in the long term.

That leads to the second main conflict. Rusty has an internal conflict of trying to do right by his brother's advice. The Motorcycle Boy got out of the gang life, and Rusty idolizes his brother. Rusty wants to be like him, but Rusty struggles with finding the inner reserves to make the tough choices his brother did.

In what ways was the United States expanding in the 19th century?

The United States was expanding in several ways in the 1800s. One way the United States expanded was by gaining control of more land. In 1803, the United States made the Louisiana Purchase with France. This doubled the size of our country. In the 1840s, the United States annexed Texas and obtained sole control over the Pacific Northwest. We also added the lands in the southwest part of our country including California, Nevada, and New...

The United States was expanding in several ways in the 1800s. One way the United States expanded was by gaining control of more land. In 1803, the United States made the Louisiana Purchase with France. This doubled the size of our country. In the 1840s, the United States annexed Texas and obtained sole control over the Pacific Northwest. We also added the lands in the southwest part of our country including California, Nevada, and New Mexico as a result of winning the Mexican-American War in 1848.

The United States was also growing economically. As new inventions were developed, our businesses were able to produce more products. The steam engine allowed factories to be located anywhere, and it helped transport products quicker. As more people came to our country, our businesses produced more products to meet the growing demand. The building of the transcontinental railroad also helped the country’s economy grow.

The number of immigrants coming to the United States increased during the 1800s. There were two waves of immigration from Europe. From 1820-1860, many immigrants came from North and West Europe. From 1880-1920, many immigrants came from South and East Europe. There was also increased immigration from Asia during most of the 1800s.

Slavery grew during part of the 1800s. With the invention of the cotton gin, the need for slaves increased. As more cotton was being produced, slavery expanded throughout much of the South. The expansion of slavery was a key factor leading to the start of the Civil War.

The United States grew in many ways in the 1800s.

What is the duality between England and France in A Tale of Two Cities by Charles Dickens?

The duality of Paris (the capital city of France) and London (the capital city of England), comparing and contrasting the nature of the two cities, presents a foundational theme of the novel—order versus chaos. London is portrayed as a place of safety and peace. Its society is well-ordered and purposeful, personified in the character of Jarvis Lorry, the banker. There are rules to be followed, regardless of personal choice. Although the novel is set during the American Revolution, the war does not affect the life of the average person in London. All life goes on as usual, with the surface of society seeming to be unruffled.

In Paris, chaos is erupting on all levels. The nobility is desperately sheltering itself from the troubles of the poor, while the poor are beginning to simmer, ready to boil over. There is no peace, even though the beginning of the story depicts the people as living in their misery with no outward confrontation. This is especially personified in the characters of Monsieur and Madame Defarge as they talk of the change that is sure to come when the time is right. The breaking point is finally reached and the revolution breaks out, destroying poor and rich alike. The chaos leaks into London, but only in the sense of the nobility seeking shelter and protection. Charles Darnay and the others must willingly enter the chaos of the French Revolution, breaking through the symbolic barrier of peace separating the two cities.

In The Boy in the Striped Pajamas, is Bruno too naive for a nine-year-old?

As an Educator who is currently the mother of a nine-year-old girl, I feel especially equipped to answer this question.  No, I don't think Bruno is too naive.  My child continues to hear words wrong (one example is "corder" for "quarter").  So Bruno's misunderstandings of "Auschwitz" as "Out-With" and "the Führer" as "the Fury" are completely believable.  Remember that Bruno's innocence is always infused with wisdom.  Bruno questions almost everything the Nazi regime stands...

As an Educator who is currently the mother of a nine-year-old girl, I feel especially equipped to answer this question.  No, I don't think Bruno is too naive.  My child continues to hear words wrong (one example is "corder" for "quarter").  So Bruno's misunderstandings of "Auschwitz" as "Out-With" and "the Führer" as "the Fury" are completely believable.  Remember that Bruno's innocence is always infused with wisdom.  Bruno questions almost everything the Nazi regime stands for.  Here is a quotation that is a perfect example: 

What exactly was the difference? He wondered to himself. And who decided which people wore the striped pajamas and which people wore the uniforms?

Bruno's simple questioning of the Nazi belief here shows his lack of naivete.  Further, Bruno proves he is not naive further through his relationship with Shmuel.  Bruno simply rejects the idea that a Jewish boy like Shmuel is not "a person" such as Bruno's father would have Bruno believe.  

Very slowly [Bruno] turned his head back to look at Shmuel, who wasn't crying anymore, merely staring at the floor and looking as if he was trying to convince his soul not to live inside his tiny body anymore, but to slip away and sail to the door and rise up into the sky, gliding through the clouds until it was very far away.

Bruno's observation here is far from naive.  It proves that Bruno sees Shmuel as a person with a soul:  a person who wishes to escape, even if that escape is only possible in his mind.

Provide criticism of the poem "My Life Closed Twice" by Emily Dickinson.

Critics have noted in the poem "My Life Closed Twice" that the poet has undergone two traumatic events (see the links to the criticism below). It is unclear what these events were, but the poet felt that her life was over when these previous events happened. As critics have noted, there is a paradox in the line "My life closed twice before its close," as the words "closed" and "close" can take on different meanings....

Critics have noted in the poem "My Life Closed Twice" that the poet has undergone two traumatic events (see the links to the criticism below). It is unclear what these events were, but the poet felt that her life was over when these previous events happened. As critics have noted, there is a paradox in the line "My life closed twice before its close," as the words "closed" and "close" can take on different meanings. Life "closed" can mean that her life became poorer or narrower in quality, while the "close" of her life can refer to her death. 

The poet is now waiting for the "third event," or her literal death. She describes this death as an "unveiling," as a mystery will be revealed to her. She also describes parting as both heaven and hell; this is a paradox that might refer to the idea that people go to heaven when they die but their loss is experienced as hell or suffering. 

In Hamlet, what image does Shakespeare present of women? In literature, how is image different from characterization?

In Hamlet, the image of women is one of dependence upon male chivalry and solicitude.

Through characterization, we can learn about a character directly or indirectly. Direct characterization allows the author or narrator to tell us about a character's personality or nature. On the other hand, in indirect characterization, we learn about characters by observing their speech, speech patterns, behavior, idiosyncrasies, habits, and thoughts before forming our opinions about them.

In literature, imagery...

In Hamlet, the image of women is one of dependence upon male chivalry and solicitude.

Through characterization, we can learn about a character directly or indirectly. Direct characterization allows the author or narrator to tell us about a character's personality or nature. On the other hand, in indirect characterization, we learn about characters by observing their speech, speech patterns, behavior, idiosyncrasies, habits, and thoughts before forming our opinions about them.

In literature, imagery is textual description that appeals to the five senses; a writer uses imagery to paint a particular image of a character or the main theme. In Hamlet, the image of women is one of subservience and docility. Shakespeare also portrays women as pawns in a masculine universe. Even as queen, Gertrude herself has no personal agency and no autonomy in matters of the state. After her husband's death, she finds herself in a precarious situation.

If she rejects Claudius' suit, both she and Hamlet will find themselves without a home. There can only be one queen, and Gertrude must make sure that she's the one sitting next to Claudius on his throne. A younger queen will likely bear Claudius a new heir, which will leave Hamlet politically and materially disadvantaged. So, by every indication, Gertrude marries Claudius as a matter of convenience as well as survival. Yet, Hamlet, grieved beyond measure by the death of his father, thinks differently about his mother's actions. He thinks that she's actuated by lust, a very unfair judgment on his part.

Here, the image of femininity is one of disloyalty and fickleness. Women are portrayed as having very little devotion; yet, without true personal autonomy, a woman in Shakespeare's time had very little recourse to justice or consideration. She was at the mercy of masculine inclinations and laws.

In the play, Claudius is the chief power player after his brother's death. He orders Gertrude to spy on Hamlet and uses Ophelia to discover what the young prince is thinking. In Act 3, Scene 1, it is clear that both Gertrude and Ophelia have allowed themselves to be used as pawns in Claudius and Polonius' schemes. Gertrude tells Ophelia that she hopes the young girl is the real source of Hamlet's angst, and Ophelia agrees.

When Ophelia tries to return to the young prince what she claims are gifts and love letters from him, Hamlet denounces her. He ends up accusing her of being a whore and castigating her for being a deceptive beauty:

Be thou as chaste as ice, as pure as snow, thou shalt not escape calumny...I have heard of your paintings too, well enough. God has given you one face and you make yourselves another. You jig and amble, and you lisp, you nickname God’s creatures and make your wantonness your ignorance. (Act 3, Scene 1)

Basically, Ophelia is used crudely and mercilessly by the men in her life. On the one hand, her father (Polonius) and Claudius use her as bait to entrap Hamlet. On the other hand, she is denigrated and verbally abused by Hamlet for doing Polonius and King Claudius' bidding. In the play, Ophelia actually harbors romantic feelings towards Hamlet, but she's not even allowed a word in edgewise due to Hamlet's hostility. So, in the play, women are portrayed as persecuted, passive, and docile creatures; their image is one of utter dependence upon the whims of men.

What took Hellen Keller's sight and hearing, and how old was she then in The Story of My Life?

At nineteen months old in 1882, Helen Keller, who had been a normal, healthy baby, fell ill with what doctors described as "an acute congestion of the stomach and the brain." It is conjectured that this may have been scarlet fever or meningitis. 

In her autobiography Helen writes,

One brief spring, musical with the sound of robin and mockingbird, one summer rich in fruit and roses, one autumn of gold and crimson sped by and...

At nineteen months old in 1882, Helen Keller, who had been a normal, healthy baby, fell ill with what doctors described as "an acute congestion of the stomach and the brain." It is conjectured that this may have been scarlet fever or meningitis. 

In her autobiography Helen writes,

One brief spring, musical with the sound of robin and mockingbird, one summer rich in fruit and roses, one autumn of gold and crimson sped by and left their gifts at the feet of an eager, delighted child. Then, in the dreary month of February, came the illness that closed my eyes and ears....

However, before she lost her sight and hearing, the precocious Helen had learned several words, such as "tea" and, of course, "water--wah, wah" which came to be the link to her understanding of the sign language which Anne Sullivan taught her. Fortunately for Helen, hers was a redoubtable spirit and a quick mind, so she was able to learn from her mother who had her touch things and taught her to imitate the actions of making what she wanted such as turning a handle for ice cream or cutting with a knife for bread. 

In "The Devil and Tom Walker," how does Irving portray the dark side of both religion and wealth?

Irving portrays the dark side of religion and wealth through the actions of the main character, Tom Walker, who uses both very selfishly. When Tom makes his deal with the Devil to give high interest loans and “extort bonds, foreclose mortgages, and drive the merchant to bankruptcy,” he seems eager to take advantage of people for his own financial gain. Instead of using his position to help people in desperate times, he makes money off...

Irving portrays the dark side of religion and wealth through the actions of the main character, Tom Walker, who uses both very selfishly. When Tom makes his deal with the Devil to give high interest loans and “extort bonds, foreclose mortgages, and drive the merchant to bankruptcy,” he seems eager to take advantage of people for his own financial gain. Instead of using his position to help people in desperate times, he makes money off of them and their financial difficulties. The more wealthy he grows off of the backs of those in financial trouble, the more stingy he becomes, building a “vast house,” but leaving it “unfinished and unfurnished, out of parsimony,” or stinginess. In some circumstances, wealth can be used for good, but Walker seems to have no such interest in helping others. He uses it only to get ahead.

Eventually, Tom Walker starts to have anxiety about the things he has done, and this is where Irving shows the dark side of religion. He turns to religion superficially, going only for show, thinking this alone will save him from the pact he made with the Devil. Irving writes that “he prayed loudly and strenuously, as if heaven were to be taken by force of lungs.” It seems as though Tom thinks that the more religious he appears outwardly, the more armor he will have against the Devil when he comes to collect his debts. Irving is not criticizing religion entirely, but the people like Tom Walker who try to take advantage of religion for their own selfish ends or use it ask a mask to cover their wrongdoing.

How can I make a presentation on the topic of poetry and social reformation?

First, you might want to begin by demarcating the boundaries of your discussion. Most poetry has little to do with social reform, and many theories of poetry emphasize either the way in which oral-traditional poetry sustain cultural traditions or the way poetry should be independent of morality or other practical issues ("art for art's sake"). Many people see prose as the natural medium of calls for social reform and would argue that poetry that explicitly...

First, you might want to begin by demarcating the boundaries of your discussion. Most poetry has little to do with social reform, and many theories of poetry emphasize either the way in which oral-traditional poetry sustain cultural traditions or the way poetry should be independent of morality or other practical issues ("art for art's sake"). Many people see prose as the natural medium of calls for social reform and would argue that poetry that explicitly calls for social reform is often merely versified propaganda. Once you have dealt with that introductory issue, you might divide your presentation as follows:

1. 
   Poetry that indirectly illuminates social problems. This category might include poems such as Hardy's "The Ruined Maid," Kipling's "Gunga Din," and Meynell's "Lady Poverty." You can discuss how such poems make us aware of the need for social reform without overtly proselytizing.


2. 
   Explicit poems of social reform. Many twentieth and twenty-first century poems, especially from ethnic movements such as the Harlem Renaissance or counter-cultural movements such as Surrealism and the Beat movement explicitly advocate social reform or protest social injustice. In this category, you might discuss whether you consider the social reform aspects of the poem as making a positive or negative contribution to the literary effect.


3. 
   Songs. Many genres of song have traditionally been used as a vehicle of social protest, such as the Greek rebetika and American rap and hiphop.

In the book Chains by Laurie Halse Anderson, what is Isabel's first act of bravery?

This is a tough question because Isabel is brave throughout the book, and I'm not sure what the defining line for an "act of bravery" is in regards to this question.  

I have three possibilities that I feel work.  Each involves Isabel putting herself in greater danger than the previous act.  

The first occurs in chapter three.  The Locktons are deciding whether or not to purchase Isabel and Ruth.   Madam Lockton is...

This is a tough question because Isabel is brave throughout the book, and I'm not sure what the defining line for an "act of bravery" is in regards to this question.  

I have three possibilities that I feel work.  Each involves Isabel putting herself in greater danger than the previous act.  

The first occurs in chapter three.  The Locktons are deciding whether or not to purchase Isabel and Ruth.   Madam Lockton is fairly confident in purchasing Isabel, but she can see that Ruth is mentally handicapped.  Madam Lockton asks Mr. Robert about it, and Isabel answers before Mr. Robert can answer.  It's a bold, brave move for Isabel because she's a black slave.  Some people even consider blacks equivalent to animals.  By merely speaking out of turn, Isabel is risking a possible beating.  Madam Lockton even comments on it.  

"She's [Ruth] prettier than you," Missus said. "And she knows how to hold her tongue." 

The second act of bravery that I believe Isabel displays is when Ruth has a seizure in front of Madam Lockton.  Madam Lockton believes that Ruth is possessed by the Devil, and she begins to beat Ruth with a broom.  Isabel throws herself down on top of Ruth in order to take the blows for Ruth.  

''NO! I threw myself on top of my sister. The broom came down my back once, twice, but still it didn't matter. I had to keep my sister safe until the storm passed.'' 

Both of those previous acts are a bit reactionary on Isabel's part.  She is responding to a situation in order to immediately protect Ruth.  There really isn't a choice to be defiantly brave.  The first time that Isabel chooses to be brave through an act that she very easily could have chosen not to do is when she sneaks out of the Lockton house the first time.  She sneaks out in order to report to Curzon what she heard about Lockton's plans to bribe Patriot soldiers.  Slaves can be captured and killed for being out at night, and Isabel tells readers that she wants to be brave like Queen Esther from the Bible.  

I'm French, and this summer I'm reading Pride and Prejudice to improve my English. Could you give me some advice about the book? How can I read it...

Jane Austen's Pride and Prejudice is one of my favorite books, but it's also a difficult read, so good for you for improving your English by reading such a challenging book! Here are a couple of tips that will hopefully help you read this book more quickly and efficiently:

1. You should be aware that many readers who grow up speaking English have a hard time with Austen's prose. Published in the early 1800s, Austen employs...

Jane Austen's Pride and Prejudice is one of my favorite books, but it's also a difficult read, so good for you for improving your English by reading such a challenging book! Here are a couple of tips that will hopefully help you read this book more quickly and efficiently:

1. You should be aware that many readers who grow up speaking English have a hard time with Austen's prose. Published in the early 1800s, Austen employs an ornate, lofty, witty style that, while finely crafted, often proves to be challenging and even baffling for modern readers. Native English speakers should expect to read more slowly at first, so keep in mind that you don't have to zoom through this book extremely quickly. Also, don't think you have to spend a lot of time gleaning every single detail from the text. Rather, try to get the main points and move on, as there's no need to spend hours agonizing over outdated English. 


2. To read a book faster, it's often helpful to know the basics beforehand. Since you've already seen the movie, I won't explain the plot, but I will explain some of the book's primary stylistic points and themes. First of all, you should know that, while there is definitely earnestness in the story, Prejudice is also largely satirical. Austen was a deft commenter on the upper classes, and much of her work playfully, ironically, and subtly satirizes the traditions and lifestyles of England's richest classes. Additionally, the novel can be seen as feminist, as it primarily explores the social situation of women and especially comments on the ways in which women are forced to rely on men for financial and social support. 


3. Much of Austen's story is advanced through dialogue, and the author often comments on and explains what happens in the dialogue. So if you're having trouble understanding the written dialogue in the story, don't waste too much time on it; instead, proceed as best you can to the moments in which Austen offers some explanation of events in prose, as these might help you quickly resolve any lingering confusions.

Good luck! Hopefully those tips help. If you're still having trouble understanding the novel, I'd take a look at some of the Prejudice adaptations that have come out for television; many of them are quite good, and they include more of the novel than the most recent movie does. 

What is the tone of the poem "I taste a liquor never brewed" by Emily Dickinson?

The tone of "I taste a liquor never brewed" is that of mystical ecstasy. The narrator compares the joy of a summer's day to the joy of being drunk. In the second stanza, she calls herself "an inebriate of the air," meaning she has become drunk from drinking in air. The other words in this stanza, including "debauchee" and "reeling," also convey the sense of utter enjoyment that the narrator experiences in nature. The tone...

The tone of "I taste a liquor never brewed" is that of mystical ecstasy. The narrator compares the joy of a summer's day to the joy of being drunk. In the second stanza, she calls herself "an inebriate of the air," meaning she has become drunk from drinking in air. The other words in this stanza, including "debauchee" and "reeling," also convey the sense of utter enjoyment that the narrator experiences in nature. The tone is also mystical because the narrator is so exhilarated by nature that she acquires the supernatural ability to drink more than the bees and butterflies. In addition, in the final stanza, the narrator says that she will continue to drink from the sun even as the angels and saints rush to the windows to see her, adding to the mystical tone of the poem.

I am doing paintings on Katherine Mansfield's short stories, "Miss Brill" and "Frau Brechenmacher Attends a Wedding," stories with the themes of...

Katherine Mansfield's two stories, "Miss Brill" and "Frau Brechenmacher" certainly illustrate the solitary states of both the main characters. For, these women are alone even when they are surrounded by other people.

In depicting these main characters, rather than placing them in the foreground of the painting, the student can place them in solitary positions, depicting them as diminished in size, as though they are farther away (appearing apart from others) and certainly less significant than...

Katherine Mansfield's two stories, "Miss Brill" and "Frau Brechenmacher" certainly illustrate the solitary states of both the main characters. For, these women are alone even when they are surrounded by other people.

In depicting these main characters, rather than placing them in the foreground of the painting, the student can place them in solitary positions, depicting them as diminished in size, as though they are farther away (appearing apart from others) and certainly less significant than others. Also, the use of monochromatic colors for their clothing will separate them from others who are in "living color."

• "Miss Brill"

There are two scenes that are significant in this story: (1) There is a dejected Miss Brill sitting on the bench with the young lovers, who ridicule her at the other end. Apart from Miss Brill are the others in the audience. (2) In another scene, Miss Brill sits alone in her "little dark room--her room like a cupboard"-- as she places the fur necklet without looking at it inside its box. In the background there can be shadowy rectangular shapes symbolizing the confining life of Miss Brill and in much the same shade as the box of the necklet. 

If there is to be just one scene painted for Miss Brill, then the student can choose one of these, or he/she can depict both with the second image of the other scene done in grey or brown as though in a shadow, behind the first and made smaller to convey the memory of the first scene, or like a double exposure.

• "Frau Brechenmacher"

There are also two scenes that are significant in this story: (1) Frau Brechenmacher wants to have a good time and escape her humdrum life at the wedding, but when her husband brings their gift to the bride, the young woman screams and slams the teapot shut; then, the groom "dandled these treasures" and the other guests burst into laughter. Of course, Frau Brechenmacher does not find anything funny. Instead, she feels ridiculed.

She wanted to go home again. She imagined that all these people were laughing at her because they were so much stronger than she was.

In order to depict this scene, the student can have the Frau surrounded by people who are laughing as she is shrinks back with a forlorn expression.
(2) At the end of the story, Frau Brechenmacher lies in bed with her arm over her face "like a child who expected to be hurt as Herr Brechenmacher lurched in."

In depicting this scene, the bed can be large and sturdy, the room rather barren otherwise, the colors dim. The Frau could appear diminished as the large, clumsy, husband "lurches" in to please himself with no thought of his wife's feelings. She can be lying on her side with her back to him, the memory of people laughing in soft, subtle depiction above her as though it is in her mind.

What are the specific critical issues, needs, and challenges that may be affecting the organization and its culture in the scenario below? What are...

Gaps between management and team members can occur within all businesses and services. The way to narrow the gap is for managers to adopt more effective leadership styles. When managers close the gap between management and team members, managers drive what is called the Service-Profit chain, which is defined as a relationship between management, "employee engagement," "customer engagement/satisfaction," and profit or growth (Lazenby, A., "Managers: Your Key to Bridging the Gap"). While prisons are not typical for-profit businesses, studies show that leadership techniques are key to developing quality prison life, which is the service provided by prisons. Such leadership techniques have a positive impact on employees as well as on inmates, leading to the provision of quality correctional service.

One reason why gaps between management and team members occur is because managers are "often promoted because they are outstanding individual contributors" (Lazenby). Since those who are promoted to management level are used to working independently, they must make major transitions to be able to start focusing on developing the skills of their team members rather than on just the development of their own skills. If the prison team members see the prison warden, John Trever, as "cold, uninvolved, and apathetic" when he is actually a very "pleasant, unassuming gentleman," it is most likely because Mr. Trevor has been unable to successfully transition from working independently to developing the skill set of his team members, which is required of him if he is to demonstrate strong leadership skills. To bridge the gap, managers must help team members see their places as contributing members, engage and inspire team members by helping them see the larger goals of the organization, open doors of communication, and build trust (Lazenby).

Studies show that when management fails to bridge the gap between the highest level of management, such as the prison warden, and team members, such as the prison managers, in a correctional facility, consequences include low morale, increased burnout rates, increased turnover rates, and even increased suicide rates (Pittaro, M., "Improve Your Facility by Changing Your Leadership Style"). In addition, studies also show that when correctional staff suffers from high levels of stress, they tend to take more "punitive attitudes toward inmates," leading to higher "inmate-upon-officer assaults and inmate-upon-inmate assaults" (Pittaro). Naturally, injuries from such assaults increase medical expenses for prisons and increase safety threats. In addition, states like New York report that correctional officer brutality law suits, for even just one officer, can cost the state as much as $673,000 in settlements ("The State That is Taking on the Prison Guards Union"). The way to overcome such problems is by developing strong "transformational leadership practices" to be exhibited by the highest level of management, such as the prison warden, towards the staff, such as managers and all other staff members, and by the staff towards the inmates (Pittaro). Just as management helps staff members see their roles and goals through strong leadership practices, thereby empowering staff members, staff members can equally help inmates see their roles and goals through mentoring and coaching, thereby equally empowering inmates and creating a genuinely rehabilitative atmosphere.

The nation had compromised many times on the slavery question before 1860. Why was the nation unable to compromise again in 1860-61 and how did...

The leader of the Compromise of 1820 and the Compromise of 1850, Henry Clay, died.  His voice of moderation was sorely missed in Congress in 1860.  There was finally a political party dedicated to abolitionists, the Republicans, and for the first time they put a candidate in the White House.  While Lincoln was a moderate Republican who only blocked the expansion of slavery, many slaveholders in the South feared that if slave states did not...

The leader of the Compromise of 1820 and the Compromise of 1850, Henry Clay, died.  His voice of moderation was sorely missed in Congress in 1860.  There was finally a political party dedicated to abolitionists, the Republicans, and for the first time they put a candidate in the White House.  While Lincoln was a moderate Republican who only blocked the expansion of slavery, many slaveholders in the South feared that if slave states did not expand with respect to the growth of free states in the West, then at some future time the Senate could vote to end slavery.  By 1860 there was also more money in slavery than ever before, as European and Northeastern textile mills needed Southern cotton.  It would have been impossible for the federal government to issue fair compensation for all the slaves in the South in order to buy them and emancipate them, and slaveholders thought that the federal government might outlaw slavery instead in order to get around this moral predicament.  

Feelings about slavery were also never stronger in this country than during the 1850s.  Uncle Tom's Cabin, a book by Harriet Beecher Stowe, often painted slaveowners as greedy or callous and many people wanted slavery ended on humanitarian grounds.  John Brown became a martyr after he was hung in 1859 for trying to start a slave revolt.  The civil war between abolitionists and slaveowners in Kansas and Missouri proved that popular sovereignty could not work and that the nation needed a federal policy on slavery.  Also, the pro-slavery decision in the Dred Scot case made many in government think that the Compromises that saved the nation may not even be constitutional.  

Explain the symbolic characteristics of Ralph and Jack in The Lord of the Flies by William Golding.

Jack is described as "tall, thin, and bony; and his hair was red beneath the black cap" (page 20). Red hair is a symbol of his later quest for blood. He is also described as having blue eyes that are "ready to turn to anger" (page 20). He is angry and violent, and later, he constantly totes about a spear, which symbolizes his connection to a primitive form of violence. Jack also carries around a...

Jack is described as "tall, thin, and bony; and his hair was red beneath the black cap" (page 20). Red hair is a symbol of his later quest for blood. He is also described as having blue eyes that are "ready to turn to anger" (page 20). He is angry and violent, and later, he constantly totes about a spear, which symbolizes his connection to a primitive form of violence. Jack also carries around a bloodied knife, and he smears the blood from his knife over his forehead, again symbolizing his connection to bloodthirstiness (page 71). He has forgotten about being rescued and has descended to using violence. For example, he snatches off Piggy's glasses (page 71). Jack is lawless and uses force to lead.

Ralph, on the other hand, is described as "fair," (page 8), or blond, symbolizing that he is a fair-minded and sweet golden boy. He is also described as having a "golden body" (page 11). He is associated with the conch, a shell he uses to call others to a meeting, symbolizing order and law. His values are in opposition to the chaotic lawlessness and bloodthirstiness that Jack symbolizes. 

Why was Gulliver given the name "Quinbus Flestrin"?

During his stay in Lilliput, Gulliver is given the name "Quinbus Flestrin" by the tiny Lilliputians. According to Swift, this name means something along the lines of  "the Man-Mountain" or "the Great Man Mountain," and so it's easy to assume that the Lilliputians give Gulliver this name because he is so much larger than they are. Indeed, it's suggested that the Lilliputians are only a few inches high compared to Gulliver, and so his name...

During his stay in Lilliput, Gulliver is given the name "Quinbus Flestrin" by the tiny Lilliputians. According to Swift, this name means something along the lines of  "the Man-Mountain" or "the Great Man Mountain," and so it's easy to assume that the Lilliputians give Gulliver this name because he is so much larger than they are. Indeed, it's suggested that the Lilliputians are only a few inches high compared to Gulliver, and so his name illustrates his astronomical size in comparison with his minuscule hosts. Moreover, it illustrates a major theme in Gulliver's Travels: perspective. While Gulliver might seem average-sized to other humans, the vastly different perspective of the Lilliputians turns him into a "Man-Mountain" of immense size. In short, Gulliver's nickname shows how a change in perspective can drastically change the meaning of a situation, experience, or individual. 

Marxism Throughout Le Guin’s novel, the tension between capitalism and Marxism is palpable. However, Le Guin’s work is not didactic (it does...

Thesis: The contrast between Urras, a planet divided between capitalism and a form of authoritarianism, and its twin planet, Anarres, which is Marxist, show the problems with the class-based systems of capitalism and Soviet-style communism on one hand and with the communitarian system of Marxism on the other hand. The governments on both planets show that economic systems can affect people's ability to form relationships with others and achieve their goals. 

1. Urras:

Thesis: The contrast between Urras, a planet divided between capitalism and a form of authoritarianism, and its twin planet, Anarres, which is Marxist, show the problems with the class-based systems of capitalism and Soviet-style communism on one hand and with the communitarian system of Marxism on the other hand. The governments on both planets show that economic systems can affect people's ability to form relationships with others and achieve their goals. 

1. Urras:

• Urras, while rich in natural resources, has been exploited to the point of depletion, and its governmental systems--whether capitalist, Soviet-style communist, or a kind of developing world system--involve the exploitation of the vast majority of the population. The riches of the planet are available only to the privileged few and humans' relationships with each other are marked by greed and possession; for example, only the wealthy can afford to pay for school, which is for boys.

2. Anarres:

• Anarres, on the other hand, is a poor planet, rich only in minerals, which are sent to Urras. While people share what they have, a reality even mirrored in the language people use in which they are not supposed to show personal possession, the society also discourages the type of achievement that Shevek hopes to pursue, and human relationships are so free that they are often marked by a sense of non-commitment. 

What was Fitzgerald's purpose for writing The Great Gatsby?

Ultimately, we cannot determine the answer to this as it would require being able to see inside the mind of Fitzgerald and assess his inner feelings and motives, something that is not possible. 

We do know that Fitzgerald, starting as a teenager, longed for literary success, wanting both to create great works and to become well-known and well-respected. Part of this may have stemmed from his family background, which existed at the fringes of the...

Ultimately, we cannot determine the answer to this as it would require being able to see inside the mind of Fitzgerald and assess his inner feelings and motives, something that is not possible. 

We do know that Fitzgerald, starting as a teenager, longed for literary success, wanting both to create great works and to become well-known and well-respected. Part of this may have stemmed from his family background, which existed at the fringes of the elite society of Minneapolis; as a student a Princeton Fitzgerald also found himself on the margins of an east coast elite. He was strongly ambivalent about the elites he both wished to join and despised for their insularity, materialism, and self-centeredness. Thus to some degree we can assume that among Fitzgerald's motives was a desire to work out some of his own ambivalence to upper class society.

Finally, Fitzgerald was a professional writer who was attempting to earn a living by writing and who was motivated in part to write because it was how he supported himself and his wife Zelda.  

I'm in 9th standard and I want to do MBBS in future. How should I prepare for it so that I am accepted?

MBBS is the basic medicine degree in India and a number of other countries. The term MBBS stands for Bachelor of Medicine, Bachelor of Surgery. Admission to medical colleges offering MBBS degrees is done through entrance examinations. Such examination is based on questions from physics, chemistry and biology. The questions are multiple choice type (also known as MCQs). 

Preparation for such entrance examinations ideally starts in 11th grade. It is good to know that you...

MBBS is the basic medicine degree in India and a number of other countries. The term MBBS stands for Bachelor of Medicine, Bachelor of Surgery. Admission to medical colleges offering MBBS degrees is done through entrance examinations. Such examination is based on questions from physics, chemistry and biology. The questions are multiple choice type (also known as MCQs). 

Preparation for such entrance examinations ideally starts in 11th grade. It is good to know that you have already decided to start your preparations in 9th grade and hence will have the upper-hand over many applicants. The best (and the most obvious) suggestion would be to spend more time on science subjects. This can be done in one of the two ways: you can prepare yourself and use some of the textbooks and help books available for science or you can get enrolled into a number of coaching institutes for the same. The coaching institutes (such as Aakash, Allen, Bansal institute, etc.) specialize in training students specifically for these examinations. Many students prepare themselves and do really well in entrance examinations. 

Ultimately, whether you study on your own or through coaching institutes, you will have to spend a large fraction of your time in preparation. Practice of multiple choice questions is also suggested. An important aspect of preparation is continuous revision. Ideally, one should revise every week or every other week. You can also use online tests (available on various blogs and forums) for practice. I would suggest simulating the test conditions and taking such tests. This would mean that you will be undisturbed for the duration of test. 

What does playing with the word order do for the poem "anyone lived in a pretty how town"?

Ordinarily, a scrambled or unusual word order slows down the reader as he moves through the poem.

In this poem, this is especially true of the second line, "(with up so floating many bells down)." It is almost impossible to read through the first stanza quickly, because we are brought up short by the baffling syntax of that line. However, it is obvious from the parentheses and lack of commas that this second line is supposed to be read quickly, all in one breath, as it were.

The result is that instead of trying to let our brains get meaning from the line, we read it almost like a chant, as much (or more) for the sound and rhythm as for the meaning.

This tendency is reenforced when we hit the next line, which instead of being a grammatical sentence or phrase, is simply "spring summer autumn winter." This too is a chant—in fact, many of us remember chanting these four words, in this order, when we were learning the names of the seasons.

By the time the reader reaches line 4, he has been notified that this is going to be a poem with a nice, clear rhythm, in which the sound of the words is just as important as their meaning, and easier to determine. By this time, the reader will probably be reading the poem in a steady chanting rhythm, almost as if casting a spell.

After the first stanza, there is no line that is quite as puzzling, grammatically, as "with up so floating many bells down" (except when the same line occurs again). Although the author continues to use words in slots that do not match their expected part of speech, (e.g. "wish by spirit and if by yes"), the steady chanting rhythm of the poem will carry the reader through these potentially confusing bits, allowing them to cast their spell. Meanwhile, the parts of the poem that actually tell anyone's and noone's story are grammatical enough that we can tell what is happening. The grammatical story emerges in between the bits of chant, like a view emerging out of mist.

Finishing the poem, we are left with a somewhat fuzzy impression of the story it has told. The fuzziness is because of the many instances where the "wrong" part of speech is used. This fuzziness gives us the impression that we have glimpsed a world we don't quite understand, or perhaps we have seen the world through a perspective we are not used to—that of someone who explains things in an unconventional way and sees beauties that others often miss.

Speaking of which, we have very many clear snapshots of the beauties of nature. You do not have to understand the odd grammar to get a very clear impression from the line "bird by snow and stir by still."

Overall, the odd use of words and word order in the poem works together with the strong chanting rhythm and the beautiful, clear nature words to cast a spell on the reader.

What does Angelou compare her hope to in "Still I Rise"?

Throughout the poem "Still I Rise," Maya Angelou compares her hope to several different things, each adding meaning to the poem. While the entire poem is about the hope of a black woman constantly attacked, Angelou uses two specific metaphors here. Before discussing the specific similes, however, it's important to discuss the reason why poets use figurative language. That reason is two-fold:

1. To provide a visual analogy for an intangible thing.


2. To bring out some...

Throughout the poem "Still I Rise," Maya Angelou compares her hope to several different things, each adding meaning to the poem. While the entire poem is about the hope of a black woman constantly attacked, Angelou uses two specific metaphors here. Before discussing the specific similes, however, it's important to discuss the reason why poets use figurative language. That reason is two-fold:

1. To provide a visual analogy for an intangible thing.


2. To bring out some emotion in the reader. 

In this poem, Angelou writes:

Just like moons and like suns,

With the certainty of tides,

Just like hopes springing high,

Still I rise.

This comparison of hope to the moon, sun, and tides provides this idea of the cyclical nature of hope. With every low, there will be a high. For every night, there will be a daytime. So, for every moment of hopelessness, there will be a moment of hope.

In the poem's last stanza, the speaker says she is "the dream and the hope of the slave." This metaphor is interesting because Angelou again provides major contrasts. Like she did earlier with the sun and the moon, she discusses the idea of the slaves and contrasts that with the idea of freedom that she will achieve for herself.

These two devices provide the poem with its inspirational tone. The speaker discusses the attacks she suffers and how she fights through each to end up rising above.

Why did Leigh write to Mr. Henshaw in the sixth grade in Beverly Cleary's Dear Mr. Henshaw?

Beverly Cleary's Dear Mr. Henshaw opens with Leigh in lower grades but mostly covers his whole sixth-grade year. Throughout his sixth-grade year, Leigh writes to Mr. Henshaw multiple times on multiple occasions.The letter Leigh writes to Mr. Henshaw at the start of his sixth-grade year, dated September 20th, informs us that his sixth-grade teacher has assigned the class to write reports on authors. Since Boyd Henshaw is Leigh's favorite author,...

Beverly Cleary's Dear Mr. Henshaw opens with Leigh in lower grades but mostly covers his whole sixth-grade year. Throughout his sixth-grade year, Leigh writes to Mr. Henshaw multiple times on multiple occasions.

The letter Leigh writes to Mr. Henshaw at the start of his sixth-grade year, dated September 20th, informs us that his sixth-grade teacher has assigned the class to write reports on authors. Since Boyd Henshaw is Leigh's favorite author, Leigh decided to write his report on Henshaw and has written to ask him interview questions. The problem is, Leigh should really be doing his research for his report in the library; therefore, Mr. Henshaw does not take his questions seriously and does not respond in time for Leigh to include Mr. Henshaw's answers in his report. When Mr. Henshaw does respond, all he gives Leigh are joke answers, such as that his "real name is Messing A. Round" and he doesn't "have kids because [he] doesn't raise goats." He also asks Leigh a series of his own questions, though. Even though Leigh doesn't want to answer Mr. Henshaw's questions because he is angry about Mr. Henshaw's responses, most of the rest of the letters Leigh writes to Mr. Henshaw throughout his sixth-grade year are answers to the questions.

Through the rest of his letters to Mr. Henshaw that year, we learn a great deal about Leigh, such as the following: Leigh is an average student of average looks and height; his parents have recently divorced, and he moved with his mother from a mobile home outside of Bakersfield, California to a small cottage in Pacific Grove, California, right by the beach; his father is a truck driver; his mother works part-time for a catering company owned by her friend and takes community college courses to become a Licensed Vocational Nurse; he is frequently lonely; and his father often breaks his promises to phone him.

Explain, using a diagram, what would happen in the market for car tires if at the same time there was an increase in the prices of rubber used in...

In order to make a diagram for this question, refer to the link below.  You will need to have price on the vertical axis and quantity on the horizontal axis.  The demand curve will have a negative slope and the supply curve will have a positive slope.  In the scenario presented in this question, your demand curve will move to the right when the price of cars drops and your supply curve will move to the left when the price of rubber increases.  These two changes will both cause the price of car tires to rise, but we do not know whether the quantity will rise, fall, or remain unchanged.

When the price of rubber rises, the supply of car tires will drop.  This is because rubber is one of the major inputs for car tires.  When the price of an input rises, the supply of the good falls.  This is represented by a movement of the supply curve to the left.  You can see this in the interactive graph in this link.

When the price of cars falls, the demand for car tires will rise.  When the price of cars drops, people will buy more cars.  This will mean more tires are needed and the demand will rise.  This is shown by a movement of the demand curve to the right as shown in the interactive graph in this link.

Both of these factors will cause prices to rise.  However, we do not know what will happen to the quantity.  If the supply decreases much more than the demand increases, quantity will fall.  If the increase in demand is greater than the drop in supply, quantity will rise.  If they are almost equal, the quantity will not change much, if at all.

How does gender affect the rate of breathing?

Research shows that there are differences in breathing capabilities between men and women (PubMed). The rate of breathing is mostly determined by the heart and the lungs. The lungs are responsible for taking in oxygen, which is then bound to the red blood cells and pumped by the heart to the rest of the body through an intricate network of capillaries, veins, and arteries. The reverse occurs when carbon dioxide is expelled from...

Research shows that there are differences in breathing capabilities between men and women (PubMed). The rate of breathing is mostly determined by the heart and the lungs. The lungs are responsible for taking in oxygen, which is then bound to the red blood cells and pumped by the heart to the rest of the body through an intricate network of capillaries, veins, and arteries. The reverse occurs when carbon dioxide is expelled from the body. Men are capable of achieving a higher heart rate than women. This affects the amount of oxygen the lungs and heart can deliver to the body. In addition, men have a larger heart and lung capacity compared to women. Under strain, for instance, during physical exercises, the breathing capacity in women is limited compared to that of men. Thus, the input and output with regards to breathing are different between the sexes largely due to structural and functional distinctions.

How does the daughter change over the course of the story "Two Kinds"?

In Amy Tan’s story “Two Kinds,” the daughter, Jing-Mei “June” Woo, changes from a child into a young woman. She reaches adulthood and a deeper understanding of her mother.

As a child, June acquiesces to her mother’s belief that in America you can be anything, including a child prodigy. The two watch television shows and read magazines that show how children become famous for their talents. Even when her mother tries to “Americanize” her looks...

In Amy Tan’s story “Two Kinds,” the daughter, Jing-Mei “June” Woo, changes from a child into a young woman. She reaches adulthood and a deeper understanding of her mother.

As a child, June acquiesces to her mother’s belief that in America you can be anything, including a child prodigy. The two watch television shows and read magazines that show how children become famous for their talents. Even when her mother tries to “Americanize” her looks with haircuts and treatments, the daughter is compliant.

As she grows older, June begins to understand she is not a prodigy. But not only is she not a prodigy, she does not work hard or apply herself as her mother wants her to. Although her mother works at menial jobs to provide for June, the two have conflicting ideas about the daughter’s life. After June fails to live up to her mother’s expectations in her piano recital, the two quarrel. Neither one minces words. The mother tells her daughter there are only two kinds of daughters: those who follow their own minds and those who are obedient. June tells he mother she wishes she was dead like her twin sisters, who died in China. The pair come to an impasse as June defies her mother and strives to establish her own identity, while the mother forgoes her hopes and dreams for her child. June changes from a complicit child to a non-conformist teen and young adult. She strives to live life on her own terms, unencumbered by her mother’s past.

For her thirtieth birthday, June’s mother offers to give her the piano.  At first, June sees this as a prize instead of a peace offering. After the mother’s death, June realizes the complexity of the mother-daughter relationship.