What has been the experience of Vietnamese refugees who settled in Australia?

In 1971, fewer than 1,000 Australians reported in the census that Vietnam was their birth country; fifteen years later, after the end of the Vietnam War, more than 80,000 Australians reported being of Vietnamese origin. In the 2011 census, more than 180,000 Australians were of Vietnamese origin. As Vietnamese people started fleeing Vietnam, mainly for political reasons (and later for economic reasons), Australia was ending its "White Australia Policy." This policy, which started in 1901,...

In 1971, fewer than 1,000 Australians reported in the census that Vietnam was their birth country; fifteen years later, after the end of the Vietnam War, more than 80,000 Australians reported being of Vietnamese origin. In the 2011 census, more than 180,000 Australians were of Vietnamese origin. As Vietnamese people started fleeing Vietnam, mainly for political reasons (and later for economic reasons), Australia was ending its "White Australia Policy." This policy, which started in 1901, restricted immigration to Australia to Europeans. In 1975, the Racial Discrimination Act, preventing discrimination based on race, was passed. As a result, Australia became more multi-cultural, but the country also experienced some backlash against Vietnamese immigration.

Today, there are thriving Vietnamese communities and community organizations, and Vietnamese people are active in government, the arts, and other fields. However, in the 1980s, Vietnamese people were often blamed for violence and drug-related crimes in Australian cities such as Sydney and Melbourne, though the lack of jobs in Vietnamese communities played a role in the poverty and crime in these areas.  Many right-wing thinkers blamed the Vietnamese for a sense of lack of social cohesion, and the process of Australian multiculturalism was not always a smooth one. Today, however, many members of the second generation of Vietnamese in Australia are remarkably successful. Though many of their parents struggled economically, they have been able to gain access to higher education and become financially successful and integrated into Australian society while maintaining pride in their Vietnamese heritage and traditions. 

In Three Men in a Boat by Jerome, what happens to Harris when he goes inside the maze?

Harris narrates his previous experience with the Hampton Court maze in chapter six. He tells the narrator and readers that he thought it would be a trivial thing to guide a "country cousin" through the maze.

“We’ll just go in here, so that you can say you’ve been, but it’s very simple. It’s absurd to call it a maze. You keep on taking the first turning to the right. We’ll just walk round for ten minutes, and then go and get some lunch.”

Harris's confidence is a result of having obtained what he believes is a map of the maze. Unfortunately, the map is not an actual map of the maze.

He had studied it up in a map, and it was so simple that it seemed foolish—hardly worth the twopence charged for admission. Harris said he thought that map must have been got up as a practical joke, because it wasn’t a bit like the real thing, and only misleading.

Harris was so confident in his ability to navigate the maze that he bragged about it to other people that had been lost in the maze for quite some time. Readers are told that his group grew to include roughly 20 people.

Harris said he should judge there must have been twenty people, following him, in all; and one woman with a baby, who had been there all the morning, insisted on taking his arm, for fear of losing him.

It eventually became obvious to several of the people following Harris that Harris had no clue of how to escape the maze. At this point, Harris suggested that they simply turn around and go back the way that they came from. The group agreed to try this; however, the group didn't make it out of the maze. In fact, the group made it to the center of the maze. Once there, the group tried over and over again to get out, but each "escape" attempt eventually returned them to the center of the maze.

And three minutes later they were back in the center again.

After that, they simply couldn’t get anywhere else. Whatever way they turned brought them back to the middle. It became so regular at length, that some of the people stopped there, and waited for the others to take a walk round, and come back to them.

Next, the group began to yell for help. A maze keeper heard their cries and attempted to guide the group out. He stood atop a ladder and gave directions, but that didn't work. The keeper decided that he would go into the maze and guide the group out. That would have worked too; however, the maze keeper was a new keeper, and he got lost too.

He was a young keeper, as luck would have it, and new to the business; and when he got in, he couldn’t find them, and he wandered about, trying to get to them, and then he got lost.

The group was finally saved and able to make it out of the maze once one of the more experienced keepers returned from dinner. Interestingly, Harris still thinks the maze is a "fine maze." He and J. both agree that they should try and get George to try the maze.

Harris said he thought it was a very fine maze, so far as he was a judge; and we agreed that we would try to get George to go into it, on our way back.

What factors were most significant in shaping a character’s attitude toward marriage in Jane Austen's Pride and Prejudice?

Fortune and status play a major role in shaping many characters' attitudes toward marriage in this text.  Consider Lady Catherine de Bourgh's high status and the way it affects her view of marriage: she longs to keep both her daughter's and nephew's fortune and status intact, and so she hopes they will marry one another.  Mrs. Bennet's lower status and fortune make her desperate to marry her daughters off, even to strangers, and to marry...

Fortune and status play a major role in shaping many characters' attitudes toward marriage in this text.  Consider Lady Catherine de Bourgh's high status and the way it affects her view of marriage: she longs to keep both her daughter's and nephew's fortune and status intact, and so she hopes they will marry one another.  Mrs. Bennet's lower status and fortune make her desperate to marry her daughters off, even to strangers, and to marry them off well (a.k.a. to men of fortune and status).  In any case, for many characters, including Caroline Bingley, the desire to retain or acquire fortune and status is the major factor in making a marriage match.

A character's sex (and the restrictions or opportunities provided by society for that sex) often plays a role in shaping their views of marriage as well.  For example, Mr. Collins wants to marry because he believes it will make him happy and is appropriate for a man of his profession.  However, his eventual wife, Charlotte, doesn't marry for happiness, but for security.  Her options, as a woman of 27, are extremely limited, and she fears becoming a burden on her family (something a man, who can make his own fortune, would be much less likely to fear).  Likewise, Mr. Bennet seems as though he couldn't care less about his daughters' marriage prospects, while the very same topic seems to occupy almost every one of Mrs. Bennet's waking thoughts.

Who claims to be the founder of Pip's fortune in Great Expectations by Charles Dickens?

In Chapter 58, after Pip has lost all his money, he goes back to his old neighborhood and stays at the Blue Boar. There, he finds Mr. Pumblechook, who wants Pip to go to Joseph and tell him, "Joseph, I have day seen my earliest benefactor and the founder of my fortun's [sic]" (476). Mr. Pumblechook has long believed he was responsible for helping Pip come into a fortune because he was the person who...

In Chapter 58, after Pip has lost all his money, he goes back to his old neighborhood and stays at the Blue Boar. There, he finds Mr. Pumblechook, who wants Pip to go to Joseph and tell him, "Joseph, I have day seen my earliest benefactor and the founder of my fortun's [sic]" (476). Mr. Pumblechook has long believed he was responsible for helping Pip come into a fortune because he was the person who brought Pip to Miss Havisham's house when Pip was young. Mr. Pumblechook thinks Miss Havisham was Pip's benefactress and does not realize that it was actually the convict Magwitch. It is very "Pumblechookian," which is the adjective Dickens uses to describe Mr. Pumblechook, for Mr. Pumblechook to take credit for things that he did not do, as he is arrogant and condescending. 

What is human nature in the story ''How Much Land Does a Man Need?'' by Leo Tolstoy?

Pahom had numerous opportunities to stop his quest for more land when he already had a substantial lot to his name. He forgot where he came from and was blinded by the luster of extreme wealth. The author used Pahom to express his idea about human nature in relation to wealth and power. It is human to aspire for better and have ambition to succeed. However, ambition and aspiration, if not checked, would lead to...

Pahom had numerous opportunities to stop his quest for more land when he already had a substantial lot to his name. He forgot where he came from and was blinded by the luster of extreme wealth. The author used Pahom to express his idea about human nature in relation to wealth and power. It is human to aspire for better and have ambition to succeed. However, ambition and aspiration, if not checked, would lead to a person’s downfall and destruction.

Pahom believed that more land would solve his issues, and the devil took advantage of his desires. The devil turned Pahom’s ambitions into greed, which eventually led to his demise. Pahom accepted the deal to walk on the land for a day to mark his allocation. However, he allowed greed to take over and tried to cover more distance than he could manage. Pahom died of exhaustion, leaving behind all the land he ever wanted.

What is a good question to ask when preparing to write a paper about the short story "Hills Like White Elephants" by Ernest Hemingway?

In Ernest Hemingway's "Hills Like White Elephants," most of the narrative bubbles below the surface of the actual writing, and it takes a thoughtful and insightful question to bring this bounty of meaning to the surface.

Though I can't write your paper for you, I can give you some direction. If I were writing the paper about this short story, I would ask the following question: "What is the essence of the relationship between the...

In Ernest Hemingway's "Hills Like White Elephants," most of the narrative bubbles below the surface of the actual writing, and it takes a thoughtful and insightful question to bring this bounty of meaning to the surface.

Though I can't write your paper for you, I can give you some direction. If I were writing the paper about this short story, I would ask the following question: "What is the essence of the relationship between the man and the woman in the story?" This question is vital to a proper analysis of the narrative, as much of the tension relies upon the relationship between the man and the woman (named "Jig"). While the man wants the woman to get an abortion, the woman seems reluctant to go through with the operation, and a fundamental tension in the relationship is revealed: the man seems to want nothing to do with the responsibility involved in having a family, while the woman appears to to see some benefit in settling down and sobering up. This contrast is central to the story and so, as you prepare to write your paper, it's important that you ask questions about the nature of the man and the woman's relationship.  

What impact did the triangle trade have on Europe?

Your question is about the impact of the triangular trade, also known as the Atlantic slave trade, on Europe. The triangular trade had several notable impacts on Europe, including massive profit opportunities, increased access to raw goods, more political power and colonization outside Europe, and the rise of the Industrial Revolution. 

The triangular trade consisted of goods like textiles, mirrors, and guns from Europe being shipped to Africa, where they were exchanged for slaves. The...

Your question is about the impact of the triangular trade, also known as the Atlantic slave trade, on Europe. The triangular trade had several notable impacts on Europe, including massive profit opportunities, increased access to raw goods, more political power and colonization outside Europe, and the rise of the Industrial Revolution. 

The triangular trade consisted of goods like textiles, mirrors, and guns from Europe being shipped to Africa, where they were exchanged for slaves. The slaves were then shipped to the Americas, where they were exchanged for raw goods like sugar, mahogany, and cotton. These goods were then shipped back to Europe.

Creating shipping lines to Africa and the Americas boosted Europe's shipping industry, providing jobs and income. As the amount of product being imported and exported from Europe grew, so did the number of ports, ships, and workers. 

Doing business abroad helped create diplomatic relationships and opportunities to colonize countries outside Europe. European nations were able to more easily colonize African countries, for example, as they already had an established way to get supplies and transact business. The profit the countries received from the triangular trade helped them build their empires, which affected the political and social fabric of many countries both in and out of Europe. 

A continuous stream of raw materials from the Americas and the profit generated by the slave trade together helped contribute to the rise of the Industrial Revolution. European factories formed to make more manufactured goods. This growth in technology and business ventures was also largely possible due to money received from the triangular trade, made by selling goods and selling slaves. Dr. Will Hardy explains:

The British cotton mills, which became the emblem of the "Industrial Revolution," depended on cheap slaved-produced cotton from the New World; cotton would have been more costly to obtain elsewhere. British consumers also benefited from other cheap and plentiful slaved-produced goods such as sugar. The profits gained from the slave trade gave the British economy an extra source of capital. 

Without the triangular trade providing cheap raw materials, it's possible that the Industrial Revolution would have happened more slowly or focused on different types of manufactured goods in different areas of Europe. While the triangular trade isn't the only cause of the Industrial Revolution, it's likely it played its part.

One of the negative impacts of the triangular trade on European nations is the legacy of slave trading and colonialism. The awareness of slave trading also led to the rise of abolition movements in Europe that sought to end slavery. 

What is dignity?

Dignity refers to the importance, values, and qualities a person possesses which make other people respect him or her. It is often a calm, controlled behavior or appearance which other people observe in such individual.

There is a wide variety of contexts in which the word dignity may be applicable. For example, the way a person conducts himself or herself in the course of an activity regarded as challenging or trying may be useful in...

Dignity refers to the importance, values, and qualities a person possesses which make other people respect him or her. It is often a calm, controlled behavior or appearance which other people observe in such individual.

There is a wide variety of contexts in which the word dignity may be applicable. For example, the way a person conducts himself or herself in the course of an activity regarded as challenging or trying may be useful in assessing the level of dignity demonstrated during that activity.

A person may be regarded as having comported himself or herself with dignity if he or she behaved in a calm, controlled and serious manner in the course of a challenging divorce case.

Dignity may be applicable in other contexts as well, including the protection of individual dignity in the course of designing laws of privacy.

Why would you not have Connor (from Neal Shusterman's Unwind) unwound?

I would not have Connor unwound because it is murder.  

The society Connor lives in thinks that an unwound child is still alive, but the child is alive in various pieces. That thought has become commonly accepted, and the headmaster is shocked when Risa suggests her unwinding is the equivalent of death. She tells Risa,

Please, Miss Ward. It's not dying, and I'm sure everyone here would be more comfortable if you didn't suggest...

I would not have Connor unwound because it is murder.  

The society Connor lives in thinks that an unwound child is still alive, but the child is alive in various pieces. That thought has become commonly accepted, and the headmaster is shocked when Risa suggests her unwinding is the equivalent of death. She tells Risa,

Please, Miss Ward. It's not dying, and I'm sure everyone here would be more comfortable if you didn't suggest something so blatantly inflammatory. The fact is, 100 percent of you will still be alive, just in a divided state.

The citizens probably believe this lie because it is stated in the "Bill of Life."

The process by which a child is both terminated and yet kept alive is called "unwinding."

Chapter one even begins with an Unwind stating he believes that he will actually get to live on after being unwound.

I was never going to amount to much anyway, but now, statistically speaking, there's a better chance that some part of me will go on to greatness somewhere in the world. I'd rather be partly great than entirely useless.

No matter what the society calls it, though, unwinding is murder. I believe that because I believe abortion is murder, and the Bill of Life states flat out that unwinding is a "retroactive abortion."  

Other than my moral stance about unwinding, I would not want Connor unwound because he is a decent person. I will admit Connor has problems with authority figures, but that doesn't mean he should be killed. Connor wants to do things his way without causing anyone else any problems. Contrast him with Roland, who will hurt and betray anyone who stands in the way of his goals. Connor is not that person. He knows right from wrong, and he values human life. His rescue of the storked baby is solid evidence of that fact.  

Connor is also an extremely skilled teenager. He might not be a college-bound student, but that doesn't mean he should die. Once he is at the Graveyard, Connor shows a natural propensity for fixing broken things. He's a great mechanic. The world needs people with those kinds of skills. Connor should not be unwound because he is more valuable to his society as whole person rather than in pieces.   

What is the process for amending our Constitution? Where would amendments originate? How are they approved?

This answer is based on the assumption that you are asking about the United States Constitution.

There are two ways that amendments to the Constitution can be proposed.  One way is to call a convention that would propose amendments.  Two-thirds of the states would have to ask Congress to call such a convention.  The convention would then propose whatever amendments it wanted.  This method has never been used.  The other method is to have Congress...

This answer is based on the assumption that you are asking about the United States Constitution.

There are two ways that amendments to the Constitution can be proposed.  One way is to call a convention that would propose amendments.  Two-thirds of the states would have to ask Congress to call such a convention.  The convention would then propose whatever amendments it wanted.  This method has never been used.  The other method is to have Congress propose the amendment(s).  A member of Congress proposes an amendment.  If two-thirds of each house of Congress approves, the amendment then goes to the states to be ratified.  So, all of the amendments to the Constitution so far have originated in Congress.  Anyone may suggest an amendment, but only a member of Congress can actually officially submit one for consideration.

There are also two ways in which an amendment can be approved.  Again, one method is used much more often than the other.  It is possible for every state to call a convention to vote on whether to ratify an amendment.  If three-fourths of the conventions vote to ratify, the amendment is approved.  This method has only been used once.  The method that has been used for all the other amendments is to have the state legislatures vote on the proposed amendment.  Again, if three-fourths of the states vote to approve, the amendment passes and becomes part of the Constitution.  There is no provision for a popular vote on constitutional amendments.

What are some reasons why we have levels of management?

We have different levels of management for two main reasons: efficiency and expertise.  Efficiency deals with how an organization operates at maximum capacity and minimizes stoppages.  Expertise deals with ensuring people with the best qualifications oversee their respective departments.

The Chief Executive Officer (CEO) cannot be expected to handle every management responsibility for an organization.  There are simply too many tasks (such as shift scheduling, performance evaluations, immediate problem solving, and project delegation) to be...

We have different levels of management for two main reasons: efficiency and expertise.  Efficiency deals with how an organization operates at maximum capacity and minimizes stoppages.  Expertise deals with ensuring people with the best qualifications oversee their respective departments.

The Chief Executive Officer (CEO) cannot be expected to handle every management responsibility for an organization.  There are simply too many tasks (such as shift scheduling, performance evaluations, immediate problem solving, and project delegation) to be handled by one person in a large organization.  In addition to the tasks mentioned, the company must also focus on upcoming trends, mission statements, vision and long-term goals.  The latter category is an area a CEO typically handles, while the former is left to lower-level managers.  It is not efficient to have one person handle all of the administrative and leadership tasks.  It would take up too much time and slow the flow of business.  Thus, different levels of management ensure the organization runs efficiently.

Mid-level and low-level managers are usually tasked with the administrative leadership responsibilities.  These responsibilities include ensuring the mission of the organization is met by meeting the goals of the department.  As management levels increase the emphasis moves toward vision and long-range goals that are more abstract.

The second major concern is expertise.  A CEO may understand the business component of an organization to include market forecasts, stock options and business ethics but will probably not be the best welder or fabricator.  Lower management can be delegated to oversee areas where particular expertise is required such as legal, human resources or public affairs.  This ensures people are given the proper equipment, time and evaluation by managers.  A CEO may assume a welder can produce a certain number of components per day, but that number may be much greater or lower and an expert in fabrication will be better suited to handle the matter.  Therefore, management levels provide the necessary expertise to benefit the organization. 

What conflict from L. M. Montgomery's Anne of Green Gables can I use for my essay on how life's best gifts are often unexpected and often come as...

The phrase "life's best gifts are often unexpected and often come as surprises" fits the story of Anne of Green Gables well.  Matthew and Marilla are both older and unmarried.  They are brother and sister and they share a house together.  They decide to adopt an orphan.  They choose to adopt a boy who can help out with the chores around the farm.  

When Matthew takes his wagon to the train station, he does...

The phrase "life's best gifts are often unexpected and often come as surprises" fits the story of Anne of Green Gables well.  Matthew and Marilla are both older and unmarried.  They are brother and sister and they share a house together.  They decide to adopt an orphan.  They choose to adopt a boy who can help out with the chores around the farm.  

When Matthew takes his wagon to the train station, he does not find a boy who can help out with the chores.  Instead, he finds a skinny, red-headed little girl.  Not knowing what to do, Matthew takes Anne back to Green Gables.  When they arrive, Marilla is shocked.  She thinks that the whole situation is "a pretty kettle of fish."  She is annoyed by the mix-up, because she had specifically asked for a boy.  Marilla has no intentions of keeping Anne.

Marilla soon warms up to Anne.  She starts to have conflicting feelings about the child.  She wonders if she should let Anne stay.  The intention had been to get a boy to help Matthew with the farm work.  Anne will not be able to do that.  Marilla debates the issue.  Should Anne stay even though she is not a boy?

When Anne is faced with a life with the harsh Mrs. Blewett, Marilla makes her decision.  She decides to let Anne stay at Green Gables.  Anne becomes like a daughter to both Marilla and Matthew.  They cannot imagine their life without her.  

This conflict of what to do about Anne is one that goes perfectly with the quote you provided.  Marilla had no intentions of adopting a little girl.  Anne's arrival was completely unexpected.  In the end, Anne's arrival turned out to be one of the best things in Marilla's life.  Marilla struggled with an inner conflict about Anne.  She did not know if Anne should stay or be sent back.

How did Dolphus Raymond influence Jem and Scout in To Kill a Mockingbird?

Dolphus Raymond is an enigmatic figure in the world of Maycomb. When he is first introduced, Scout believes him to be the town drunk, a good-natured but hopeless outcast who lives with the black community and is shunned by the white community. However, when Scout and Dill finally learn the truth, they find the real Dolphus Raymond to be quite different from the drunk they've come to expect. In reality, Raymond is in love with...

Dolphus Raymond is an enigmatic figure in the world of Maycomb. When he is first introduced, Scout believes him to be the town drunk, a good-natured but hopeless outcast who lives with the black community and is shunned by the white community. However, when Scout and Dill finally learn the truth, they find the real Dolphus Raymond to be quite different from the drunk they've come to expect. In reality, Raymond is in love with a black woman but, since such a situation would be unthinkable for the white community, he pretends to be an alcoholic in order to make it easier for others to justify his decisions.

This realization proves to be very influential for Scout and Dill. By discovering the complicated reality behind Raymond's reputation, the two children learn that community opinion is not always correct, and that a change of perspective is often needed to fully understand an individual. Thus, Raymond proves Atticus' assertion that one needs to walk around in another's shoes and see the world from his or her perspective before one can fully understand another person. This theme is one of the most important ideas in the book, and Dolphus Raymond's feigned alcoholism is one of the most important examples of it.

In "The Road Not Taken," why did the traveler find it difficult to make his choice on that particular morning? What impression do you form of the...

In Robert Frost’s poem “The Road Not Taken,” the traveler is making of choice of which path to take as he hikes through the woods. This becomes a modern metaphor for his life. As the traveler approaches a fork in the road he stops to examine both for use. On that particular morning, the roads seem very similar, but one seemed to be a bit less worn, thereforehe decided to take that one while keeping...

In Robert Frost’s poem “The Road Not Taken,” the traveler is making of choice of which path to take as he hikes through the woods. This becomes a modern metaphor for his life. As the traveler approaches a fork in the road he stops to examine both for use. On that particular morning, the roads seem very similar, but one seemed to be a bit less worn, thereforehe decided to take that one while keeping the other one for another day. He knows he will never travel that way again, yet he is introspective saying, “I took the one less traveled by, And that has made all the difference.”

There are contradictions in the words as Frost tells the audience the two paths were quite the same, with the second one having a bit less wear on that particular morning. Later the traveler explains he took the one less traveled by and that made all the difference.

Since poetry is meant to be interpreted and appreciated, this one is generally associated the pursuit of individualism and adventure. Readers say the traveler was daring as he chose to take the path that “wanted wear” and feel this affected his life for years to come. Others feel Robert Frost was writing about his indecisive friend and the poem was never meant to carry its modern connotation of encouraging people to be adventurous and to follow their dreams. In either case, the traveler has to make a decision, which he looks back on pensively at the end of the poem.

`y = ln|csc(x)|` Find the derivative of the function.

`y=ln|csc(x)|`

To take the derivative of this, use the formula:

`(ln u)' = 1/u*u'`

Applying that, y' will be:

`y'=1/(cscx)*(cscx)'`

Take note that the derivative of cosecant is `(csctheta)' = -cscthetacottheta` .

`y'=1/cscx*(-cscxcotx)`

`y'=-cotx`

Therefore, the derivative of the given function is `y'=-cotx` .

`y=ln|csc(x)|`

To take the derivative of this, use the formula:

`(ln u)' = 1/u*u'`

Applying that, y' will be:

`y'=1/(cscx)*(cscx)'`

Take note that the derivative of cosecant is `(csctheta)' = -cscthetacottheta` .

`y'=1/cscx*(-cscxcotx)`

`y'=-cotx`

Therefore, the derivative of the given function is `y'=-cotx` .

Which were the alliances that were formed in World War I in order?

Most of the alliances of World War I had been formed for years before the war even began.  Germany and Austria-Hungary formed the Dual Alliance in 1879, with the agreement that they would remain a united force if Russia was at war against them.  Soon Italy joined the Dual Alliance and it became the Triple Alliance.  Italy also made an agreement with France if Germany were to attack them.  Britain, Russia, and France formed the...

Most of the alliances of World War I had been formed for years before the war even began.  Germany and Austria-Hungary formed the Dual Alliance in 1879, with the agreement that they would remain a united force if Russia was at war against them.  Soon Italy joined the Dual Alliance and it became the Triple Alliance.  Italy also made an agreement with France if Germany were to attack them.  Britain, Russia, and France formed the Triple Entente.  

After the war began, Italy decided that Germany had violated the terms of their allegiance.  Italy was able to remain neutral for the first year of the war because of this.  Eventually, Italy joined the Triple Entente because of the promise of land in 1915.  Land to the north of Italy belonged to Austria-Hungary, even though it was primarily populated by Italians.

Serbia and Montenegro became allied with Russia during the early parts of the war.  In 1917, the United States joined the war on the side of the Triple Entente.  Siam, Greece, and Liberia did the same in 1917.  Japan had also joined this alliance in 1914, shortly after the start of the war.  Russia withdrew from the alliance before the war ended.

What is the summary of chapter one of the book The Oz Principle?

There are many interesting details in Chapter 1 of The Oz Principle, but a summary is best served by focusing on the main messages of this introductory chapter:

1. the potentially global repercussions of rejecting accountability in business


2. characteristics of accountability


3. definition of victimization


4. introductory preliminaries presented in a "you will hear" section highlighting case histories formatted to illustrate points


5. differences between victimization (blaming externals) and accountability (facing hard facts of failures)


6. citing Charles Sykes' book A Nation of Victims as authority for victimization versus accountability approach


7. presenting Above the Line Accountability (hard work) versus Below the Line Victimization (blaming, excusing)

Using well known business failures, such as Lucent, Enron and AT&T, and successes, such as Nortel and Intel (fewer successes are named) Connors, Hickman and Smith illustrate how a corporate failure can impact the global economy. Intel and Enron being good examples of good impact on global economy and bad impact, respectively. In conjunction with these examples, they present the characteristics of accountability and the definition of victimization:

• Accountability: Face bad news head on; don't pass blame onto external economic or other conditions; don't be enamored of a love affair with favorable Wall Street analyst reports; do the hard work of finding solutions, as Intel did.


• Victimization: I am, and the company is, the victim of external circumstances; I am not the cause of failures around me and within the company, as the CEO of Xerox said.

After cautioning against the "magic" of fads and management "wizards," they present scenarios of personal failure and success stories that will ripen their message of accountability, not victimization: "you will hear" about an executive "fighting for the life" of his company, about the General Electric CEO who took responsibility for failures, about "low level" employees facing genuine performance obstacles and many other personal experiences that convince of the magnitude of accountability.

The chapter culminates with a contrast between accountability and victimization, remarks on A Nation of Victims and the explanation of their theory of Above the Line Accountability and Below the Line Victimization. This introductory chapter aims to enliven energetic interest in the pursuit of accountability: an approach that changes results though accountable thinking.

Can you summarize Friends and Flatterers by William Shakespeare?

The poem is a lament by the speaker about fickleness. The speaker, upon an occasion, hears a nightingale sing and takes pity on the poor bird for its beautiful song sounds like a wail. He then expresses the sentiment that the bird's complaint is all in vain, for no one will hear its cry. All of its kind are too occupied in singing their own songs and plants (symbolised by trees), in general, cannot hear...

The poem is a lament by the speaker about fickleness. The speaker, upon an occasion, hears a nightingale sing and takes pity on the poor bird for its beautiful song sounds like a wail. He then expresses the sentiment that the bird's complaint is all in vain, for no one will hear its cry. All of its kind are too occupied in singing their own songs and plants (symbolised by trees), in general, cannot hear it nor can any give it any cheer.

The speaker then states that he could hardly stop himself from crying since the nightingale's grief reminded him of his own sadness. He alludes to Greek mythology by mentioning king Pandion who died of grief on hearing that his daughters had died. The reference suggests that he and the bird are alone in their sadness and pain, for king Pandion's sorrow died with him.

The speaker says that his and the bird's friends are like lead, implying that they are devoid of any feeling or compassion. The speaker continues to bemoan their lot, stating that no one will share their misery. Even Fortune is fickle and they have both been misled since those who have praised them are not around to comfort them.

The speaker states that it is easy to flatter and beguile by using words that mean nothing. Flatterers find easy victims and would do anything to exploit those whom they target, always complimenting them, whilst they do not really mean what they say. He mentions specific examples of how these flatterers can charm others to get an advantage: if the person is a wastrel, they will compare him to a king and help him spend all he has and if he has vices, they will use these to entice and mislead him. If he loves female company, they would provide him with what he needs for the flatterers have women at their beck and call.

The speaker then declares that once the victims of such deceptive characters lose everything, their so-called friends instantly disappear. Only true friends will remain to assist when one needs their help the most. Such friends will share your despair, stay by your side and feel what you feel. The speaker ends off by saying that these actions are those of a genuine friend and will clearly distinguish him or her from the fake ones.  

What is unique about the Annex in The Giver?

There are significant differences in the conditions of the Annex room from what exists in other dwellings in the society. The Giver dwells there alone, the door locks, the speaker has an off-button, and the furniture is varied and more comfortable than in the other dwellings; in addition, there is a conspicuous variety of books.

When Jonas first reports to the Annex after receiving his assignment, he is surprised that he cannot turn the handle of the door; then, he notices a buzzer on this door and pushes it. After he identifies himself to the voice on the intercom, a click indicates that the lock has been released. Once inside, Jonas finds himself in a small lobby; there, an attendant surprisingly stands up from her desk as an acknowledgement of his presence. This female attendant says, "Welcome, Receiver of Memory," and she pushes a button so that he can enter the Annex room. Since she notices Jonas's discomfiture with this odd arrangement of doors, the attendant explains,

"The locks are simply to insure the Receiver's privacy because he needs concentration....It would be difficult if citizens wandered in thinking it was the Department of Bicycle Repair...." [She says this jokingly because this department is relocated so often that few ever know where it is.] (Ch. 10)

After entering a spacious room, Jonas notices that the living conditions are not unlike those in his own family's living unit; however, the furniture is more luxurious than is customary as the cushions seem more padded. Moreover, there is a touch of luxury to the fabrics on the upholstered chairs and to the designs of the table, whose legs are curved with "a small carved decoration at the foot." Further, in an alcove there is a bed with a luxurious curtain hanging over it.

Suddenly, Jonas's eye is drawn to the variety and number of books. "He had never known that other books existed" besides the dictionary, the community volume that describes the offices, factories, buildings, and committees, and the Book of Rules. But, here bookcases reaching to the ceiling cover the walls. These contain hundreds and hundreds of books, whose titles are embossed in shiny letters.

Suddenly, Jonas notices the Giver. Introductions and explanations are made, and then the Giver begins with Jonas as the Receiver of Memory. Jonas watches as the Giver moves to the speaker on the wall. Unlike those in all the other dwellings, this one has a switch, which the Giver deftly flips to OFF.

Jonas almost gasped aloud. To have the power to turn the speaker off! It was an astonishing thing. (Ch. 10)

With this action, Jonas realizes that the Giver holds a powerful position; for, he is not required to answer to the rules of the community as everyone else must. Now, Jonas knows also that someday he will be in this same position of authority and power.

In The Absolutely True Diary of a Part-Time Indian by Sherman Alexie, how is Junior's lack of self-esteem in himself and his culture worse than...

Junior's lack of self-esteem in himself and his culture is worse than economic poverty because failure to believe in his identity means he will never see a world where he can be a "bright and shining star."

The conversation that he and Mr. P share is one of the most important moments in Junior's life.  The conversation was so powerful because of the passion with which Mr. P speaks.  He wants Junior to want something better for his life.  Mr. P talks to Junior about how there is a part of his identity that refuses "to give up."  The teacher argues that the reason why Junior hurled the book was because part of him still believes that he is destined for something better. Mr. P says that Junior can be a "bright and shining star" only if he leaves the reservation. He warns Junior that if he stays on the reservation, his hope will be broken and, like so many others, he will give up.  Junior says that listening to Mr. P and thinking about what he said caused him to feel that "life had just knocked me on my ass."

Mr. P does not talk about financial poverty.  He is not worried about Junior and poverty because he believes that if Junior remains committed to his hope of wanting to be more, he can navigate the difficulties of monetary challenge.  As painful as poverty is, it is external.  It is outside of Junior.  However, emotional and psychological poverty in the form of a lack of self-esteem in himself and his culture would be crippling because it would be located inside Junior.  Mr. P warns Junior that if he stays on the reservation, he will become like Rowdy and undoubtedly succumb to this condition of internal defeat:

The only thing you kids are being taught is how to give up. Your friend Rowdy, he's given up. That's why he likes to hurt people. He wants them to feel as bad as he does... All these kids have given up... All your friends. All the bullies. And their mothers and fathers have given up, too. And their grandparents gave up and their grandparents before them. And me and every other teacher here. We're all defeated.

The world of "the rez" is one of emotional poverty, where there is a dominant lack of self-esteem in culture and individuals.  When Mr. P says that everyone on "the rez" has "given up," it shows why financial poverty is not as bad as emotional poverty.   Mr. P affirms this when he tells Junior that he does not want him to fail or fade away because he "deserves better."  This faith in yourself and belief in hope can transcend economic poverty.  However, it will die in the emotional impoverishment of a lack of self-esteem in the individual and culture because Junior will become "defeated."

Junior feels that life has "knocked him on his ass" because he realizes that he has to make a choice.  If he stays on the reservation, he will become a victim to the emotional poverty of a lack of self-esteem in his identity and culture. As he studies the sadness around him, Junior realizes that financial poverty is not as bad as an emotional one.

How could "The Mirror" by Sylvia Plath be paraphrased?

Before one can paraphrase a poem, it's best to fully understand its meaning, and then work your way backward from there.

Let's look at the poem's most significant verses: 

I am silver and exact. I have no preconceptions.
Whatever I see I swallow immediately
Just as it is, unmisted by love or dislike.

A mirror reflects a clear, undistorted image. As the speaker refers to themselves as the mirror, they know that what they see is true and that there is no external force at play. The speaker believes he or she is clearsighted.

Nothing has caused them to doubt their identity, they have accepted all of their traits without dwelling on whether they consider them flaws or advantages, and they have no plans to adjust their identity in order to fit an idea. They are stable and self-assured, and what they see is simply the truth. This perspective is what the mirror represents. 

The poem then goes on to say:

Most of the time I meditate on the opposite wall.
It is pink, with speckles. I have looked at it so long
I think it is part of my heart. But it flickers.
Faces and darkness separate us over and over.

This is the beginning of the speaker’s identity crisis. The speaker was convinced that what they’d constantly seen—the pink, speckled wall across from it—was all that there was and that there'd ever be, i.e., a simple and unchanging life of satisfaction. 

The flickering, caused by faces and darkness, is when the speaker begins to doubt what they see. They interrupt the mirror's point of view—the only thing the speaker had come to know. Looking at the poem as a metaphor, they could be speaking respectively of the people coming in and out of their life and the development of a deep depression or a tragic event. This is only speculation, but it’s important to make connections in order to better understand a poem—especially one from the apparent point of view of an inanimate object.

Now I am a lake. A woman bends over me,
Searching my reaches for what she really is.
Then she turns to those liars, the candles or the moon.

Here, Plath describes a lake as a distorted and confusing reflection. The woman who seeks to find herself in the lake’s reflection will not see her true self, because this time there are external forces at play—moonlight and candlelight, reflected in the lake along with the woman's face. 

I see her back, and reflect it faithfully.
She rewards me with tears and an agitation of hands.

The transition from being a mirror to a lake could represent internal struggles as a person in an identity crisis, going from a routine contentedness in their own life to a constant experience of sorrow and frustration no matter how hard they try to go back to normal by "faithfully" reflecting the woman's back—who obviously ignores their efforts.

The emergence of the woman, however, can also be seen as a representation of the speaker's internal struggles. This is shown through the following lines:

I am important to her. She comes and goes.
Each morning it is her face that replaces the darkness.
In me she has drowned a young girl, and in me an old woman
Rises toward her day after day, like a terrible fish.

The speaker describes the lake as an important element in this woman's life in order to show that understanding one's identity is important. The woman returns again and again, but still she cannot truly see all of herself among the flickering moonlight and candles, and this agitates her, until eventually, in her efforts, she loses the parts of herself she knew—represented by the drowning of a young girl, as symbolism of the loss of youth and joy—and sees only the version of herself she hates—an old woman—jumping back out at her "like a terrible fish."

It's more evident now that the poem tells the story of a sequential descent into crisis, going from the emerging insecurities of the speaker (faces and darkness), to a complete and significant change in form (mirror to lake), to observing and affecting others in their search for their identity (the troubled woman). 

With this analysis at hand, it is much easier to paraphrase such a powerfully complex poem by keeping the essential elements of its theme at the forefront.

For example: 'The Mirror' by Sylvia Plath is a metaphorical expression of an identity crisis, using the clear and undisturbed reflection of a mirror and the chaotic, deceitful reflection of a lake to symbolize a shift from a stable sense of self to a sense of self muddled by external forces. This is even further represented through the emergence of a woman in the poem who cannot seem to find a whole and truthful image of herself in the lake's reflection, thus emphasizing the speaker's identity crisis through their uselessness as a source of reflection and providing a manifestation of the speaker's feelings through the woman's struggles.

What is there to infer about Brom Bones' character from his actions ?

Washington Irving was one of America's earliest satirists and "The Legend of Sleepy Hollow", a short story set in the colonial period, observes the insularity of the early Dutch settlers of the Hudson River valley and the lengths to which they would go to ensure the purity of their community. Brom Bones is a symbolic character meant to represent the bounty of America, a young country rich in resources with strong ties to its European...

Washington Irving was one of America's earliest satirists and "The Legend of Sleepy Hollow", a short story set in the colonial period, observes the insularity of the early Dutch settlers of the Hudson River valley and the lengths to which they would go to ensure the purity of their community. Brom Bones is a symbolic character meant to represent the bounty of America, a young country rich in resources with strong ties to its European heritage.

It is widely expected that Brom Bones and Katrina Van Tassel, scions of wealthy Dutch-American families, will eventually marry and merge the extensive landholdings of their fathers.  Because they are young, Katrina and Brom play games with each other before they consent to settle down together to please their parents and the community at large.  When outsider Ichabod Crane comes to town and becomes the schoolteacher, Katrina's beauty and wealth capture his attention.  He courts her, and she welcomes the attention because it appeals to her vanity and makes Brom jealous.  

Brom is a flat and stereotypical young male character: hyper-masculine, brawny, reckless, and confident.  With the home field advantage, he makes short work of the effete and superstitious Ichabod, running the interloper out of town with the Headless Horseman ruse.  In the end, Brom and Katrina marry and the insularity of their Dutch-American village is preserved. Brom's actions also suggest that "simple country folk" should not be underestimated; his native cleverness enables him to prevail over the sophisticated intellectual who dares to disrupt Sleepy Hollow's way of life.

What are some examples of common laboratory apparatus?

Laboratory apparatus vary from laboratory to laboratory, depending on the laboratory's subject of focus. For example, a physics laboratory will have different apparatus than a chemistry laboratory.

Here are some of the common laboratory apparatus (and each one's purpose) for a chemistry laboratory:

• Bunsen burner: for heating samples


• Test tubes: for holding small samples that will undergo reactions


• Erlenmeyer/ conical flask: for sample storage or titration experiments


• Burette: for titration experiments and/or adding precise volume...

Laboratory apparatus vary from laboratory to laboratory, depending on the laboratory's subject of focus. For example, a physics laboratory will have different apparatus than a chemistry laboratory.

Here are some of the common laboratory apparatus (and each one's purpose) for a chemistry laboratory:

• Bunsen burner: for heating samples


• Test tubes: for holding small samples that will undergo reactions


• Erlenmeyer/ conical flask: for sample storage or titration experiments


• Burette: for titration experiments and/or adding precise volume of a liquid to a container


• Pipette: for adding precise volume of a liquid to another liquid or glassware


• weighing balance: for measuring the mass of substances, such as salts and filter paper


• Graduated cylinders: come in various sizes and are used for measuring the volume of liquids


• Beakers: available in various sizes and are used as reaction vessels or for sample storage


• Funnel: typically made of glass and used for transferring liquids from one container to another

There are a number of other common apparatus, including wire gauge, droppers, wash bottle, volumetric flask, and tongs.

Hope this helps. 

What themes can be found in Tennessee Williams' A Streetcar Named Desire other than class conflict?

One of the many themes in A Streetcar Named Desire has to do with sentimentality versus realism. Blanche represents the romantic and idealistic values of the Old South, whereas Stanley represents the harsh realism of the New South.

Another related theme has to do with the destruction of the Old South by the Civil War and the gradual emergence of a tawdry, honky-tonk New South out of the ashes.

Another theme is the triumph of...

One of the many themes in A Streetcar Named Desire has to do with sentimentality versus realism. Blanche represents the romantic and idealistic values of the Old South, whereas Stanley represents the harsh realism of the New South.

Another related theme has to do with the destruction of the Old South by the Civil War and the gradual emergence of a tawdry, honky-tonk New South out of the ashes.

Another theme is the triumph of earthy, animalistic, brutal physical force and primitive sexuality over the sensitive, poetic, romantic ideals represented both by Blanche and by the boyish husband who wrote poetry and died young.

And yet another theme is the tragedy of aging as represented by Blanche DuBois. She is losing everything. She has lost Belle Reve. She will soon be losing her little space in the Kowalski apartment. Her last hope appears to be marriage to Mitch. That would save her from destitution--and possibly prostitution. But Mitch destroys her pretenses and illusions when he tells her:

"You're not clean enough to bring in the house with my mother."

In "Mending Wall" by Robert Frost, what is the gap the speaker refers to?

In the real stone wall, these gaps may appear in the spring, after natural frost-heaves from the ground move the rocks around and off the ledges. Stones may also be laid aside when hunters seek to uncover the hiding places of rabbits and other animals. In the metaphoric wall – the invisible boundary or relationship between one person/ neighbor and the next – gaps may come from misunderstandings, neglect, or non-communication. Here, the narrator and...

In the real stone wall, these gaps may appear in the spring, after natural frost-heaves from the ground move the rocks around and off the ledges. Stones may also be laid aside when hunters seek to uncover the hiding places of rabbits and other animals. In the metaphoric wall – the invisible boundary or relationship between one person/ neighbor and the next – gaps may come from misunderstandings, neglect, or non-communication. Here, the narrator and his neighbor are mending the physical wall while they are catching up with one another after a certain time away. They are also simultaneously repairing the invisible wall, the property tie, and special bond that they share. The gaps may at first appear to be negative spaces, but they also represent the possibility for two people to work together to repair the rifts: to find connection, not confrontation.

How would you analyze the poem "Song" by Alun Lewis?

The poem “Song” was written by the Welsh poet Alum Lewis, who died in India during World War II.

The themes addressed in the seven stanza poem are love, loss, and ultimately, the acceptance of loss. The tone is melancholy and forlorn.

In the poem, which is spoken from the wife’s point of view, a young soldier leaves his wife to join the fight. His leaving makes her miserable enough to feel ill.  It is...

The poem “Song” was written by the Welsh poet Alum Lewis, who died in India during World War II.

The themes addressed in the seven stanza poem are love, loss, and ultimately, the acceptance of loss. The tone is melancholy and forlorn.

In the poem, which is spoken from the wife’s point of view, a young soldier leaves his wife to join the fight. His leaving makes her miserable enough to feel ill.  It is their hope that she is pregnant. Unfortunately, both are disappointed when she is not.

And where he's left his promise

Life did not turn or kick

The seed, the seed of love was sick.

In her grief, she misses him dearly, but the months of his absence pass until he dies in a shipwreck and is lost at sea. She explains that they never planned for life as it occurred but slowly, she learns to live without him and to accept her loss. The process of acceptance is slow and difficult but ultimately, it does happen.  

Each of the seven stanzas follows an ABCBB rhyming pattern, and contains vivid imagery and similes.

And my bed was like a grave

And his ghost was lying there.

The first stanza describes how the wife felt when her love left, and she discovered she was not carrying his child. The second stanza describes her grief and loneliness; while the third brings her to the realization his ship is lost at sea. In the fourth stanza, which corresponds with the fourth month of his absence, she imagines him to command her not to think of him in his permanent absence. In the fifth stanza, Lewis describes, with vivid sea life imagery, the soldier’s watery grave. Stanza six finds the wife lamenting life’s twists and turns, and it describes how the coral reef continues to grow while her husband lays dead in its midst. This is a metaphor for how life progresses even in the face of a loved one's death.  Finally, in the seventh stanza, as time passes, she, with great difficulty, comes to accept his loss.  

The turning seasons wither in my head;

All this slowness, all this hardness,

The nearness that is waiting in my bed,

The gradual self-effacement of the dead.

In interpersonal communication use the three-part management strategy (state my feelings, describe the other person's behavior that I object to,...

Interpersonal communication strategies are useful in making it possible to talk to somebody about a conflict. In your question you listed three parts of a strategy designed to accomplish this without letting emotions or defensiveness get in the way. Here's how I would deal with each of the two scenarios using this method.

Scenario 1

State your feelings:

It is important to acknowledge the other person's feelings right away. People are naturally defensive, so your first job is to soften that a little, even before you state your own feelings. I'd say something like: “I really appreciate you helping me get this job, but right now I'm responsible for doing xyz. I'll help you if I can once I've done what I am required to do.”

Describe the other person's behavior:

“When you say that if it wasn't for you I wouldn't have this job, you make it sound like you don't think I'm doing the job well enough to deserve it. That's not what you mean, is it?”

State a cooperative response that you both could live with:

Try to offer them something they want if you can, but still be firm about doing what you have to do.

“I'll be glad to help you whenever I can, but I have to make sure I complete my job properly first. “

Scenario 2

State your feelings:

“I thought I was doing a good enough job to deserve a promotion.”

Describe the other person's behavior:

This time, since they've been making negative comments, give them a chance to offer some input.

“Your comments make it sound like I'm doing something wrong. Do you think I need to improve in some area before I should seek a promotion.”

State a cooperative response that you both could live with:

Show a willingness to cooperate.

“I'll be glad to think about how to improve in whatever areas you mention.”

Notice that in both of these scenarios, we are acknowledging the other person's feelings and views respectfully, while giving them a chance to respond. It isn't just a matter of saying something like “Hey, listen here buddy. You're going to stop doing this and that's all there is to it.”

Also, we can't always expect these types of conflicts to be solved immediately. It may seem at first like you have been unsuccessful, but sometimes, after people have had a chance to mull things in their mind for awhile, they will change their behavior, if you stay calm and courteous.  

Should marketers use sex to sell products?

I would argue that marketers should use whatever they think will help them to sell their products, as long as they are not doing something that would break the law, like directly lying about what their product can do.  I have three main reasons for thinking this.

First, it would be exceedingly difficult to write any law or any policy that banned the use of “sex” in selling goods or services.  Imagine, for example, an...

I would argue that marketers should use whatever they think will help them to sell their products, as long as they are not doing something that would break the law, like directly lying about what their product can do.  I have three main reasons for thinking this.

First, it would be exceedingly difficult to write any law or any policy that banned the use of “sex” in selling goods or services.  Imagine, for example, an advertisement with a beautiful woman (or a handsome man) who is fully clothed and holding up a tube of toothpaste.  Does the fact that the person in the ad is desirable make this an example of using sex to sell?  Now imagine an ad that shows men and women wearing bathing suits and playing in the water on a beach in Hawaii.  Is this ad using sex to sell Hawaiian vacations or is it simply giving an honest depiction of what a tourist might do when on vacation in the islands?  How are we to prohibit the use of sex in selling goods and services when it is so difficult to specify what constitutes using sex to sell?

Second, when we say that marketers should not use sex to sell, we are implying that sex (and/or the desire for sex) is a bad thing.  Not all people share this attitude.  For example, many people might think that the desire for status (the desire to make people think that you are important) is more shameful than the desire for sex.  Others might feel that the desire to be rich is more shameful than the desire for sex.  By singling out sex as an improper tool for use in ads, we stigmatize sex and label it as an undesirable and improper thing.

Finally, marketers would not use sex to sell if it were not effective.  What this means is that consumers like such ads.  If we ban such ads, we are essentially saying that we need to save people from themselves.  We are saying that the people do not really know what is good for them and must be protected by the government.

Marketers should be able to use whatever means they want to sell their products.  As long as they are not lying about the product, they should be able to make whatever ads will appeal to people.  We should not try to make rules about advertising that A) are impossible to write, B) single out one human desire as improper, and C) go against what people manifestly want.

In Fever 1793 by Laurie Halse Anderson, why does Benjamin Rush enlist the help of the Free African Society to treat the fever victims?

Dr. Benjamin Rush, who led the medical fight against the yellow fever in Philadelphia in 1793, asked free Africans in the city to help treat the fever victims because he believed that they were immune to the disease. In the novel, Eliza tells Mattie that Dr. Rush wrote to Reverend Allen from the Free Africa Society asking his members to provide help for the fever victims. Eliza explains that Reverend Allen felt that it was...

Dr. Benjamin Rush, who led the medical fight against the yellow fever in Philadelphia in 1793, asked free Africans in the city to help treat the fever victims because he believed that they were immune to the disease. In the novel, Eliza tells Mattie that Dr. Rush wrote to Reverend Allen from the Free Africa Society asking his members to provide help for the fever victims. Eliza explains that Reverend Allen felt that it was an opportunity for African-American people to show that they merited equality with white people. 

In the actual epidemic, African-American people cared for the sick and buried them. After the epidemic, Reverend Allen founded the African Methodist Episcopal Church, an African-American church, in Philadelphia. Dr. Rush's method of treating patients was to leech their blood and purge them, a practice that was attacked by other doctors and journalists. There is still no cure for yellow fever, though a vaccine to prevent the disease was developed in 1937. 

What's a recurring question in Louisa May Alcott's Little Women?

A recurring thematic question in Little Womenis the way in which Jo will define herself as an adult woman. While growing up, she wants to be a writer, and she doesn't see that work as compatible with traditional marriage. When Laurie proposes to Jo, she declines because she doesn't think she can be married to him while continuing to write. The marriages of her sisters, Meg and Amy, are more traditional, as it's understood...

A recurring thematic question in Little Women is the way in which Jo will define herself as an adult woman. While growing up, she wants to be a writer, and she doesn't see that work as compatible with traditional marriage. When Laurie proposes to Jo, she declines because she doesn't think she can be married to him while continuing to write. The marriages of her sisters, Meg and Amy, are more traditional, as it's understood that they will not continue to work once they are married. Amy in particular will have the life of a pampered woman after marrying Laurie, who is quite wealthy. At the end of the book, Jo agrees to marry Professor Bhaer, as she knows that he accepts her need to work and takes her writing seriously. After Aunt March dies, Jo turns her aunt's house, Plumfield, into a school that she runs with her husband. In the end, her marriage is one of equals and co-workers. 

What is the climax of Roman Fever?

The climax of "Roman Fever" comes as the two matrons sit watching the Roman sunset, recalling events of their first visit to Rome so long ago, and both friends reveal truths that shock the other.

While the two matrons watch their daughters depart, old jealousies are awakened as Alida Slade feels that Grace Ansley likes the two girls to accompany each other all the time because her lackluster daughter Jenny acts as a foil to...

The climax of "Roman Fever" comes as the two matrons sit watching the Roman sunset, recalling events of their first visit to Rome so long ago, and both friends reveal truths that shock the other.

While the two matrons watch their daughters depart, old jealousies are awakened as Alida Slade feels that Grace Ansley likes the two girls to accompany each other all the time because her lackluster daughter Jenny acts as a foil to Alida's vivacious and charming Barbara.

Once alone in the historic spot where an old jealousy was thought to have been resolved, in the climax, Alida Slade boasts that she caused Grace to contract the Roman fever by tricking Grace into going to the forum with a forged letter from Delphin Slade, who later became her husband. Grace issues the real coupe de grace, however, by informing Alida that she responded to the letter, and Delphin did, in fact, meet her. "I didn't have to wait that night."

This climax of their old animosity reaches its resolution as the ladies rise to return to the hotel and Mrs. Ansley tells Mrs. Slade that she feels sorry for her because she did not have to wait, after all, that night so long ago. Mrs. Slade asks why she would feel sorry for her when she married Delphin and had everything--

....I had him for twenty-five years. And you had nothing but that one letter that he didn't write."
...."I had Barbara," she [Grace] said, and began to move ahead of Mrs. Slade toward the doorway. ("Roman Fever")

Having had the final word, Mrs. Ansley now walks ahead of Mrs. Slade.

Are there any advantages of social stratification?

Whether or not there are any advantages to social stratification really depends on who you are and where you fall in that system. By its very nature, social stratification limits access to power, prestige, and privilege by systemically oppressing and exploiting particular groups of people. Though complex societies rely on the differentiation of labor, there does not necessarily need to be a differential distribution of wealth based on irrelevant characteristics like race, gender, ethnicity, bodily...

Whether or not there are any advantages to social stratification really depends on who you are and where you fall in that system. By its very nature, social stratification limits access to power, prestige, and privilege by systemically oppressing and exploiting particular groups of people. Though complex societies rely on the differentiation of labor, there does not necessarily need to be a differential distribution of wealth based on irrelevant characteristics like race, gender, ethnicity, bodily ability, religion, health status, or socioeconomic background. 

I would say that there are advantages to social stratification for those who fall into the preferential categories and higher ranks of stratification. Though there may exist advantages in access to power, prestige, and privilege, they are not justified in a system of social stratification. Where there are systemic advantages, there are also disadvantages. For example, in the United States, there persists a racial and ethnically based system of social stratification which gives preferential access to health, wealth, and education to white people, while placing People of Color in a cycle of poverty. For every one white person who does well in the United States, there is a handful of People of Color who have been denied the opportunity and resources for achievement.

Green's theorem

Hello!

5b. Green's theorem gives us a possibility to compute the area of a plane region integrating along its boundary. Actually, it can help for more complex tasks then computing area. There are two (and more) forms of that integral,

`|oint_C x dy|` and `|oint_C y dx|,` where `C` is the bounding curve.

In our case `y` better suits as the independent variable, so compute `oint_C x dy.` The curve consists of two parts, and the...

Hello!

5b. Green's theorem gives us a possibility to compute the area of a plane region integrating along its boundary. Actually, it can help for more complex tasks then computing area. There are two (and more) forms of that integral,

`|oint_C x dy|` and `|oint_C y dx|,` where `C` is the bounding curve.

In our case `y` better suits as the independent variable, so compute `oint_C x dy.` The curve consists of two parts, and the integral is the sum of two integrals, `int_(C_1)` and `int_(C_2),` where `C_1` is the segment and `C_2` is the semi-circumference. Note that to get round the boundary in the right direction, we have to integrate over `C_1` from the larger `y` to the smaller.

The rest is simple,

`int_(C_1) = int_1^(-1) x dy =int_1^(-1) 1 dy = -2,`  and  `int_(C_2) =int_(-1)^(1) x dy =int_(-1)^(1) y^2 dy = 2/3.`

So the area is `|-2+2/3|` = 4/3.

The question 5a should be asked separately. If you would ask it again, please make clear what symbol is after `(x+2y^2).`  `(-j)` which means unit vector of the y-axis?

What does the ending to The Boy in the Striped Pajamas symbolize?

The ending to The Boy in the Striped Pajamas symbolizes the terror and the brutality that defined the Holocaust.

In the film's final sequence, two separate events are simultaneously shown. Bruno and Shmuel are being herded along with hundred of other prisoners. Neither one is able to stop the mass of people moving them.  Bruno is comforting Shmuel with explanations such as "They want to keep us here from the rain."  While this is...

The ending to The Boy in the Striped Pajamas symbolizes the terror and the brutality that defined the Holocaust.

In the film's final sequence, two separate events are simultaneously shown. Bruno and Shmuel are being herded along with hundred of other prisoners. Neither one is able to stop the mass of people moving them.  Bruno is comforting Shmuel with explanations such as "They want to keep us here from the rain."  While this is happening, Bruno's mom interrupts Bruno's father in a meeting to tell him their son is missing.  Bruno's father orders the Nazi soldiers to find his son.  They make their way to the fence where they find Bruno's clothing.  His father and the soldiers cross the fence and rush into the camp to try to stop what he fears has happened to his son.  Bruno's mother and Gretel lag behind, stopping at the fence.

During the pursuit, the prisoners are told to undress as they make their way into the gas chamber.  Bruno holds Shmuel's hand as the lights go out and the gas pellets are released.  With that, the door is shut and locked, while people are banging from the inside, trying to free themselves.

Looking for his son, Bruno's father comes across a set of emptied out barracks. He calls out his son's name to no response.  At this moment, Bruno's mother realizes what has happened to her son.  She lets out a harrowing and heart-wrenching cry.  Sobbing, she clings to her dead son's clothes as Gretel is stunned into silence.  Bruno's father hears his wife's cries and stares out, standing on the threshold of painful revelation. The film's final scene pans back, showing the door of the gas chamber.  No sound can be heard as the backwards panning camera shows the "striped pajamas" that the prisoners had to remove before entering.

The gas chamber door symbolizes the Holocaust.  The gas chamber itself is one of the most identifiable symbols of the time period.  It was the instrument that the Nazis used to carry out their plans of wiping out those deemed as unworthy of living.  The door symbolizes the immediacy of this slaughter.  Millions entered doors like the one shown in the final scene of the film.  None of them would leave.   The way the camera captures the silence and the "striped pajamas" left behind reminds us of this haunting reality.

The terror and brutality symbolized in the film's final scene is enhanced by the sobbing cries of Bruno's mother and the revelation in his father's facial expressions.  Bruno's father realizes that what he did for a living had direct consequences.  His son died because of his work.  Bruno's mother weeps because she knows that her complicity with her husband's work led to their son's death.  The emotional weight of two parents' understanding about Holocaust's terror is enhanced with the camera panning backwards, showing the door that led to their child's death and millions of others.

How will Friar Lawrence inform Romeo of his plan?

In Act V, Scene 2, Friar Lawrence discusses his plan to inform Romeo that Juliet is actually in a deep sleep that mimics death. Friar Lawrence sends his letter with Friar John to deliver it to Romeo, who is living in Mantua.When Friar John returns, Friar Lawrence asks him how Romeo responded to the letter. Friar John then informs Friar Lawrence that he was unable to visit Romeo and give him the letter because...

In Act V, Scene 2, Friar Lawrence discusses his plan to inform Romeo that Juliet is actually in a deep sleep that mimics death. Friar Lawrence sends his letter with Friar John to deliver it to Romeo, who is living in Mantua. When Friar John returns, Friar Lawrence asks him how Romeo responded to the letter. Friar John then informs Friar Lawrence that he was unable to visit Romeo and give him the letter because he was quarantined in a home during an outbreak of the plague. Friar John then tells Friar Lawrence that he wasn't even allowed to give the letter to someone else to deliver it to Romeo because they feared the infection would spread if anything left the home. When Friar John gives the letter back to Friar Lawrence, Friar Lawrence curses fate and asks for a crowbar so he can open the Capulet tomb and save Juliet.

Why were women far more likely than men to be considered afflicted by demons and to be accused of witchcraft?

As we can, I think, rule out the possibility that women were actually possessed by demons, we should consider how the ideology of gender in the early modern period led to accusations of witchcraft and demonic possession. 

First, there was the issue of folk medicine. Although there were university-trained doctors in the late middle ages and early modern period, they were few in number and their services only affordable by the very wealthy. Most ordinary...

As we can, I think, rule out the possibility that women were actually possessed by demons, we should consider how the ideology of gender in the early modern period led to accusations of witchcraft and demonic possession. 

First, there was the issue of folk medicine. Although there were university-trained doctors in the late middle ages and early modern period, they were few in number and their services only affordable by the very wealthy. Most ordinary people would have had access only to "empirics" or practitioners of folk medicine. These practitioners included midwives who as well as their primary duty of helping women in childbirth might be the only medical experts in a village. Another category of folk medical practitioners were herbalists or "wise women". While these practitioners were not acquainted with astrological theories of medicine or the writings of Galen common in the universities, their practical knowledge of herbal cures was probably as or more effective than the common medical practices of the period. Often they were practitioners of folk religion as well. Because they were outside the established male hierarchies of church and university medicine, they were sometimes perceived as a threat to the established social order and condemned as witches.

Similarly, accusations of demonic possession were often used as modes of suppressing powerful women (e.g. Joan of Arc) and discouraging women from rebelling against gender oppression. 

In The Diary of Anne Frank, what is Mr. Frank like as the families settle in to their hiding place?

Mr. Frank is mild-mannered and patient.  He tries to help Anne and the others feel comfortable.

In the second scene, we see Mr. Frank in his prime.  He is doing the best he can to make the most of the difficult situation. He begins with describing the living conditions for their hiding place.  The family can’t wear shoes during the day and they have to burn all of their trash.  They even have to be careful...

Mr. Frank is mild-mannered and patient.  He tries to help Anne and the others feel comfortable.

In the second scene, we see Mr. Frank in his prime.  He is doing the best he can to make the most of the difficult situation. He begins with describing the living conditions for their hiding place.  The family can’t wear shoes during the day and they have to burn all of their trash.  They even have to be careful about when to visit the W.C. (bathroom).  Mr. Frank is always gracious and apologetic to everyone.

This is the way we must live until it is over, if we are to survive. There is silence for a second.

MRS. FRANK. Until it is over.

MR. FRANK, reassuringly. After six we can move about ... we can talk and laugh and have our supper and read and play games ... just as we would at home. (Act 1, Scene 2) 

Mr. Frank provides a gift of a diary for Anne.  He goes out of his way to help Anne, the youngest one there, feel comfortable.  The diary enables her to share her deepest thoughts, because Anne is a sensitive girl and she often feels left out.  

Mr. Frank also tries to help Anne look on the bright side. 

As a matter of fact, between us, Anne, being here has certain advantages for you. For instance, you remember the battle you had with your mother the other day on the subject of overshoes? You said you'd rather die than wear overshoes? But in the end you had to wear them? Well now, you see, for as long as we are here you will never have to wear overshoes! (Act 1, Scene 2)

Mr. Frank tells her this in reaction to a moment of panic Anne has when it finally hits her that being in hiding means she can never go outside.  She can't go out again until the war is over.  Her father's calm gentle reminders about the little ways in which her life will go on help her to get over her panic.

What are the poetic techniques in the following monologue? "God’s bread! It makes me mad. Day, night, hour, tide, time, work, play, Alone, in...

In this monologue, Lord Capulet is raging on about his daughter, Juliet's, lack of obedience to him.  He has ordered her to marry Count Parris, and she has refused. 

He employs hyperbole, or exaggeration, in order to express how carefully he has attempted to find her a spouse who would be her match.  He says, "Day, night, hour, tide, time, work, play, / Alone, in company, still my care hath been / To have...

In this monologue, Lord Capulet is raging on about his daughter, Juliet's, lack of obedience to him.  He has ordered her to marry Count Parris, and she has refused. 

He employs hyperbole, or exaggeration, in order to express how carefully he has attempted to find her a spouse who would be her match.  He says, "Day, night, hour, tide, time, work, play, / Alone, in company, still my care hath been
/ To have her matched."  It's as though he has only ever thought of this and nothing but this, and he tries to show how much thought has been put into his decision (compared to her careless rejection of it). 

Capulet then compares Parris to something "Stuffed," like a doll (since humans are not "stuffed"), via metaphor, saying that he is "Stuffed [...] with honorable parts" and made to perfect proportion.  Then, in his next metaphor, he compares Juliet to an empty puppet, or a "whining mammet," one who is weak and stupid and yet objects to this wonderful fortune her parents have made for her.

In the book, "The Tragedy Of Romeo & Juliet", does lying get Paris killed by Romeo?

No, lying does not prompt Romeo to kill the Count Paris.  Paris's own loyalty to Juliet and stubbornness is what prompts Romeo to kill him.  When Romeo arrives at Juliet's tomb, he finds Paris there, mourning her.  Paris recognizes Romeo as the "banished Montague" who killed Tybalt, and he assumes that Romeo has come to do some harm to the bodies of the recently deceased Capulets.  He also still believes that Juliet died in excess...

No, lying does not prompt Romeo to kill the Count Paris.  Paris's own loyalty to Juliet and stubbornness is what prompts Romeo to kill him.  When Romeo arrives at Juliet's tomb, he finds Paris there, mourning her.  Paris recognizes Romeo as the "banished Montague" who killed Tybalt, and he assumes that Romeo has come to do some harm to the bodies of the recently deceased Capulets.  He also still believes that Juliet died in excess of grief over her cousin's death (which was Romeo's fault).  Paris says, "Condemnèd villain, I do apprehend thee. / Obey and go with me, for thou must die" (5.3.63-64).  He intends to fight Romeo and kill him in order to prevent him from exacting whatever further vengeance Paris believes he intends against the Capulets.  Romeo expresses his earnest desire not to harm Paris, and he explains that he's actually come armed against himself.  Romeo urges Paris to leave; however, Paris refuses and attempts to apprehend Romeo.  Finally, they fight, and when Romeo mortally wounds Paris, Paris asks to be laid in the tomb with Juliet.  Therefore, Paris doesn't lie and prompt Romeo to kill him; he simply refuses to leave Romeo alone at Juliet's grave and forces Romeo's hand by attempting to arrest him (an action that would prevent Romeo from carrying out his suicidal plan).

What are the themes of "A Bird came down the Walk"?

Emily Dickinson's poem focuses on how humans frequently want to ascribe human motivation to animal behavior while downplaying the animal's instinctive understanding of its surroundings.  In doing so, she is able to illustrate both the beauty and brutality of nature.

In the first stanza, the speaker seems to suggest that perhaps the bird would not have been so brutal ("ate the fellow raw") if it had known it was being observed ("He did not know...

Emily Dickinson's poem focuses on how humans frequently want to ascribe human motivation to animal behavior while downplaying the animal's instinctive understanding of its surroundings.  In doing so, she is able to illustrate both the beauty and brutality of nature.

In the first stanza, the speaker seems to suggest that perhaps the bird would not have been so brutal ("ate the fellow raw") if it had known it was being observed ("He did not know I saw").  By making this observation, the speaker might be suggesting that the bird's instincts are somehow inferior to human interactions.

In the second stanza, "And then hopped sidewise to the Wall/To let a Beetle pass" suggests that the bird makes a conscious decision to share space with the beetle, much like a person might step aside to avoid a confrontation or a traffic jam on a busy city sidewalk.  This anthropomorphism possibly implies that the human response is superior to the more instinctive motivation natural to the bird.

The third, fourth, and fifth stanzas emphasize the dangers as well as the beauty of nature.  These stanzas are the least tied to the speaker's earlier anthropomorphic perspective.  It is true that the description of the eyes of the bird as "beads" and its head as "velvet" does take the emphasis off nature since both of those materials would be man-made, but there does not seem to be a suggestion of the superiority of humans in either of those comparisons. 

In stanza five, the speaker describes the movements of butterflies in terms of swimming. It might be fair to say that the speaker's inability to describe the bird's or butterflies' physical attributes without comparing to common images hints that human language is sometimes more limiting than instinct is in the natural world.

How is "The Pulley" by George Herbert a metaphysical poem?

Metaphysical poetry is known for dealing with abstract ideas and for using jarring and unusual extended metaphors. Samuel Johnson, preferring the smoothly rhyming, regular couplets of eighteenth-century verse, famously criticized the metaphysical poets of the seventeenth century. He wrote of their poems:

The most heterogeneous ideas are yoked by violence together; nature and art are ransacked for illustrations, comparisons, and allusions; their learning instructs, and their subtilty surprises; but the reader commonly thinks his improvement...

Metaphysical poetry is known for dealing with abstract ideas and for using jarring and unusual extended metaphors. Samuel Johnson, preferring the smoothly rhyming, regular couplets of eighteenth-century verse, famously criticized the metaphysical poets of the seventeenth century. He wrote of their poems:

The most heterogeneous ideas are yoked by violence together; nature and art are ransacked for illustrations, comparisons, and allusions; their learning instructs, and their subtilty surprises; but the reader commonly thinks his improvement dearly bought, and, though he sometimes admires, is seldom pleased.

This is actually a fairly good description of metaphysical poetry, although since the twentieth century, critics largely have been pleased with it.

In this poem, Herbert yokes together the heterogeneous or disparate ideas of God in all his power and glory keeping his gifts in something as simple and domestic as glass--we think of a water glass. That in itself is a startling image, and like a good metaphysical poet, Herbert extends it throughout the poem. God pours his gifts on human kind as one might pour water from a glass:

Then beauty flowed, then wisdom, honour, pleasure. 

In the middle of this, God decides to leave rest (as in the need for sleep or relaxation) in the bottom of the glass so that humans will run out of steam and then remember God. It is unusual to think of rest as an item in a glass.

The poem has a marked spoken quality in that God is talking to himself; the reader has the sense of eavesdropping on him. God's "learning instructs," as Johnson might say, and we are left the idea that "weariness" might in fact be a gift that tosses humankind to God's breast--a metaphor for God as comforting parent, but a jarring one because we usually think of being tired as a curse, not a gift. 

How would your orientation to life be different if you had been reared in an agricultural society?

This question is asking you as a student to imagine how your life might be different. You should note that the lives of the educators answering these questions are not identical to your life and thus that our answers will be quite different from yours. For example, the average life expectancy in many agricultural societies was less than 30 years; this means that many educators who contribute to this site would be dead rather than...

This question is asking you as a student to imagine how your life might be different. You should note that the lives of the educators answering these questions are not identical to your life and thus that our answers will be quite different from yours. For example, the average life expectancy in many agricultural societies was less than 30 years; this means that many educators who contribute to this site would be dead rather than living productive lives, something that would not be the case for most students of traditional age. Also, you might note that "agricultural society" can refer to anything after the neolithic transition but before the Industrial Revolution, a period of some 10,000 years including many different parts of the world. A peasant in ancient Mesopotamia would have a very different life than an aristocrat in Ming China.

Your starting point for examining how your life might differ from that in many agricultural societies would be to think about the sorts of technology you use in everyday day life such as cell phones, artificial lights, automobiles. You might also consider the difference between buying food, often already prepared, and growing and gathering your own food. Most people in agricultural societies are involved in food production unless they are very wealthy. While urbanization is a trend in industrial civilizations, in agricultural ones many workers needed to live close to agricultural land, but this was not true for everyone, as even in antiquity there were important urban centers. Another difference is that literacy was rare before the nineteenth century. 

Compare and contrast the colonization of the Americas by the English and the Spanish? What were their motivations? What strategies did they each...

The Spanish and English had some of the same motivations.  They were both motivated by the desire to gain riches.  They were both motivated by the desire to win glory for their countries.  However, there were also differences.  The Spanish appear to have been motivated by religion more than the English were.  The English, on the other hand, were more interested in having an outlet for their excess population.

The other two things that you...

The Spanish and English had some of the same motivations.  They were both motivated by the desire to gain riches.  They were both motivated by the desire to win glory for their countries.  However, there were also differences.  The Spanish appear to have been motivated by religion more than the English were.  The English, on the other hand, were more interested in having an outlet for their excess population.

The other two things that you are asking about are very much connected to one another.  The strategies that they used dictated their relationships with the indigenous people.  The Spanish strategy for colonizing the Americas was essentially to have a few Spanish people control and culturally influence a large number of indigenous people.  By contrast, the English strategy was to flood an area with white settlers and push the natives out.  This, of course, determined their relationships with the indigenous people.  One book from which I teach (Out of Many by John Mack Faragher, et al) calls the Spanish relationship with the natives a “frontier of inclusion” whereas it calls the English relationship with them a “frontier of exclusion.”  What this means is that the Spanish and the natives mixed together culturally and genetically whereas the English did not mix very much at all with them. 

The Spanish and English were rather different in their colonization of the Americas.  They had some of the same motivations, but the ways in which they related with the natives were very different.

How can we determine the economic profit in the following scenario? The question was: What is Pat’s shutdown point and what is Pat’s...

If I understand your question correctly, you are trying to determine what Pat’s economic profit will be when he produces 2 pizzas.  If this is what you are asking, it is impossible to find the answer using only the information that you have given.  In order to find out what Pat’s economic profit is, we would need to know how much money Pat received for selling the two pizzas.

As you can see in the...

If I understand your question correctly, you are trying to determine what Pat’s economic profit will be when he produces 2 pizzas.  If this is what you are asking, it is impossible to find the answer using only the information that you have given.  In order to find out what Pat’s economic profit is, we would need to know how much money Pat received for selling the two pizzas.

As you can see in the link below, economic profit equals total revenue minus total cost (this has to include both explicit and implicit costs).  Let us assume that the table you have attached shows Pat’s total costs.  The problem is that we still need to know how much revenue he received.

You have stated that Pat’s economic profit is actually -$10.  That means that his revenue had to be $10 lower than his costs.  The table shows that the cost of producing the two pizzas was $30.  Therefore, his revenue had to be $20, meaning that each pizza sold for $10.   This has to be the amount of revenue he got because 20 minus 30 = -10.

So, the equation that you are supposed to use to find economic profit is total revenue minus total cost.  Therefore, you need to know both total revenue and total cost to find economic profit.  Presumably, the revenue that Pat received is shown elsewhere in your assignment.

What can I write about the character I liked the most in the novel Twenty Thousand Leagues under the Sea?

The first thing you need to do to write about the character you liked most in Twenty Thousand Leagues under the Sea by Jules Verne is to read through the book carefully and decide which character you like. You do not need to restrict yourself to major characters, as you might find yourself sympathizing most with a minor character.

One example of the contrast among the characters is the following dialogue:

Conseil: If that is...

The first thing you need to do to write about the character you liked most in Twenty Thousand Leagues under the Sea by Jules Verne is to read through the book carefully and decide which character you like. You do not need to restrict yourself to major characters, as you might find yourself sympathizing most with a minor character.

One example of the contrast among the characters is the following dialogue:

Conseil: If that is the case, this dugong may well be the last of its race, and perhaps it would be better to spare it, in the interest of science.

Ned Land: Perhaps it will be better to hunt it, in the interest of the kitchen.

As you think about choosing a character, you might ask yourself whether you support the scientific conservationism of Conseil or the pragmatism of Land. 

Next, you should give a basic description of who the character is and the role of the character in the plot. Such a description would include age, gender, nationality, profession, and what we know of the character's past history. Next, you should focus on why you like the character. For example, you might admire the drive and philanthropy of Nemo, the scientific curiosity of Aronnax or identify more with Conseil, with his flexibility and loyalty.

You should support your discussion with quotations which exemplify the characteristics you most admire of the character you have chosen.