Friday, 4 July 2014

According to the narrator of "Dusk," who does the dusk hour belong to?

Dusk is defined as the darkest period of twilight. According to the narrator of Saki's story "Dusk," the time was about six-thirty in early March. At that time of day and at that time of the year it would be getting quite dark in a northern place like London. The narrator devotes a whole paragraph to describing the people who haunt the park at that hour, as viewed by Norman Gortsby.


Dusk, to his mind, was the hour of the defeated. Men and women, who had fought and lost, who hid their fallen fortunes and dead hopes as far as possible from the scrutiny of the curious, came forth in this hour of gloaming, when their shabby clothes and bowed shoulders and unhappy eyes might pass unnoticed, or, at any rate, unrecognised.



Gortsby himself identifies with these people.



He was in the mood to count himself among the defeated. Money troubles did not press on him; had he so wished he could have strolled into the thoroughfares of light and noise, and taken his place among the jostling ranks of those who enjoyed prosperity or struggled for it. He had failed in a more subtle ambition, and for the moment he was heartsore and disillusioned, and not disinclined to take a certain cynical pleasure in observing and labelling his fellow wanderers as they went their ways in the dark stretches between the lamp-lights.



The young man who sits on the bench beside Gortsby stands out in contrast to all the others in the park. He presents himself as a country gentleman who has plenty of money but is temporarily financially embarrassed because he left almost all of it in his hotel room and now can't find his hotel. His story is intended to make Gortsby believe that he might be able to make a friend of a man who is of a superior social class, because the young grifter tells him he doesn't know a soul in London. These words from his hard-luck story have been carefully crafted.



"There's a nice predicament for a fellow who hasn't any friends or connections in London!"



Obviously, he would be deeply grateful if Gortsby could lend him a little money. He might show his appreciation by inviting Gortsby to dinner when he found his hotel, and he might even invite him down to his parents' estate for shooting or riding. All of this is implied, not stated.


Gortsby is cynical. But when he finds the cake of soap on the ground near the bench, he goes rushing after the hustler and apologetically offers him the loan of a sovereign to get him through the night at a different hotel.


The point of Saki's story is that many people seem glad to lend a hand to those above them on the social ladder but reluctant to help those who are really in dire need. This truth is illustrated in Mark Twain's story "The Million Pound Bank Note" and in "The Umbrella Man" by Roald Dahl.

A body is launched upwards at 60 m/s at 30 degrees to the horizontal. What is the maximum height of the body and maximum distance at which it falls.

The body is launched upwards with an initial velocity 60 m/s and the angle of projection with the horizontal is 30 degrees. To determine the maximum distance traveled by the body in the horizontal and vertical directions, we take the vertical and horizontal components of the velocity. Its vertical component is 60*sin 30 = 60*(1/2) = 30 m/s and the horizontal component is `60*(sqrt 3/2)` = `30*sqrt 3` m/s. As the object moves, its horizontal...

The body is launched upwards with an initial velocity 60 m/s and the angle of projection with the horizontal is 30 degrees. To determine the maximum distance traveled by the body in the horizontal and vertical directions, we take the vertical and horizontal components of the velocity. Its vertical component is 60*sin 30 = 60*(1/2) = 30 m/s and the horizontal component is `60*(sqrt 3/2)` = `30*sqrt 3` m/s. As the object moves, its horizontal component of velocity decreases at 9.8 m/s^2 due to the gravitational acceleration in the downwards direction. The horizontal component of its velocity remains unchanged.


At the highest point of its path, the vertical component is equal to 0. The height of the body at this point is given by the equation v^2 - u^2 = 2*g*s where s is the height.


Substituting the values for the variable gives:


0 - 30^2 = 2*9.8*s


s = 900/19.6 = 45.918 m


The time taken by the body to reach the highest point is equal to t, given by the equation v = u + g*t


t = 30/9.8 = 3.06


It returns to the surface after a time 2*t = 6.12 s


The horizontal distance traveled in 6.12 s is s = u*t + (1/2)*a*t^2. Substituting the values for the variables gives s = `30*sqrt 3*6.12` = 318.13


The body has a maximum height of 45.918 m and the horizontal distance traveled before it comes back to the surface is 318.13 m

In The Giver by Lois Lowry, how would you describe the tone of the instructions Jonas receives in his folder?

I would describe the tone of Jonas's instructions in a few different ways.  


I would describe the tone of the instructions as direct.  The reason is because several of the instructions are imperative statements.  They begin with a verb that directly tells Jonas to do or not to do something.  


Go immediately to your dwelling at the conclusion of Training Hours each day.


I grew up in a military household, and the letter reminds...

I would describe the tone of Jonas's instructions in a few different ways.  


I would describe the tone of the instructions as direct.  The reason is because several of the instructions are imperative statements.  They begin with a verb that directly tells Jonas to do or not to do something.  



Go immediately to your dwelling at the conclusion of Training Hours each day.



I grew up in a military household, and the letter reminds me of the way my father interacted with my brother and I.  He would tell us to do something, and he expected it to be done.  There usually wasn't an explanation.  A direct order had been given; it was expected to be obeyed.  That didn't make my father unloving.  He always had a reason, but he often didn't feel the need to explain it. 


I also feel the tone is direct because the letter is so short.  There is no flowery language in it.  It's a single page document with eight instructions.  It is direct and to the point.  To Jonas, the instructions are confusing because they don't explain why, but the instructions are very clear in what Jonas is to do. 


It's possible to feel that the tone of the instructions is not only direct, but also terse, cold, and impersonal.  There is no opening paragraph that says something like, "Hello Jonas!  I am so excited that you have been chosen to be the Receiver of Memory.  Below are some instructions that I would like you to familiarize yourself with.  See you soon!"  I understand how a reader could think the instructions feel cold and impersonal.  There isn't even a closing section or signature after the eight instructions.  It just ends.  But as Jonas will come to discover, just because the instructions are direct and slightly impersonal doesn't mean the Giver is an unloving individual. 

Thursday, 3 July 2014

What are some quotes from the novel To Kill a Mockingbird that depict prejudiced attitudes towards Atticus?

Throughout the novel, Atticus Finch is subjected to criticism by the prejudiced community members of Maycomb for his decision to defend Tom Robinson. Atticus is even targeted and ridiculed by his own family members. In Chapter 9, Francis Hancock tells Scout,


"I guess it ain’t your fault if Uncle Atticus is a nigger-lover besides, but I’m here to tell you it certainly does mortify the rest of the family—" (Lee 52).


Francis' comment depicts...

Throughout the novel, Atticus Finch is subjected to criticism by the prejudiced community members of Maycomb for his decision to defend Tom Robinson. Atticus is even targeted and ridiculed by his own family members. In Chapter 9, Francis Hancock tells Scout,



"I guess it ain’t your fault if Uncle Atticus is a nigger-lover besides, but I’m here to tell you it certainly does mortify the rest of the family—" (Lee 52).



Francis' comment depicts his family's negative views of Atticus. Francis' grandmother, Aunt Alexandra, believes that Atticus is ruining the family's reputation by defending a black man.


Scout and Jem are even subjected to derogatory comments aimed at their father by racist community members. In Chapter 11, Mrs. Dubose tells the children,



"Your father’s no better than the niggers and trash he works for!" (Lee 64).



Mrs. Dubose's comment is prejudiced towards Atticus and portrays her unapologetic, racist beliefs.


During Aunt Alexandra's missionary circle, Mrs. Merriweather indirectly criticizes Atticus for defending Tom Robinson. She says,



"I tell you there are some good but misguided people in this town. Good, but misguided. Folks in this town who think they’re doing right, I mean. Now far be it from me to say who, but some of ’em in this town thought they were doing the right thing a while back, but all they did was stir ’em up. That’s all they did" (Lee 141).



Mrs. Merriweather is prejudiced against Atticus because she feels that his beliefs are misguided and harmful. She does not support Atticus' effort to defend Tom Robinson.

Examine the destruction caused during the war in The Boy in the Striped Pajamas.

In The Boy in the Striped Pajamas, Bruno is the our guide to the destructive capacity of the war.


As the focus for the narrative, Bruno interprets the destruction of the war for us, the reader.  He sees the war as an inconvenience because it has caused him to leave his home, his friends, and enter a world unfamiliar to him. Bruno does not see the people in "Out-With" as anything more than the people...

In The Boy in the Striped Pajamas, Bruno is the our guide to the destructive capacity of the war.


As the focus for the narrative, Bruno interprets the destruction of the war for us, the reader.  He sees the war as an inconvenience because it has caused him to leave his home, his friends, and enter a world unfamiliar to him. Bruno does not see the people in "Out-With" as anything more than the people in "the striped pajamas." Yet, in these impressions, we get a glimpse of the wide level of war's destruction.  For example, when Bruno sees the large number of people boarding the "other" train to Auschwitz, we grasp the depth of the war's extermination. All of "those" people are intended to be killed. What Bruno see, we understand in a very horrific realization.  As Bruno moves us to a very sad threshold of revelation, we become aware that if Bruno sees it, it also exists on a larger level.  


Through his personal interactions with people in "Out-With," Bruno is able to show us further evidence of the war's destruction.  This is seen when Bruno learns that Pavel had a "different life" as a doctor before being imprisoned in the camp. The war destroyed Pavel's former life and replaced it with this one. Bruno sees the Nazi destruction of their prisoners in his perceptions of Shmuel. Bruno sees Shmuel's thin hands and his eyes swollen into his head.  His impressions help us understand the brutality of the Nazis.  We realize that the Nazis starved and humiliated millions like Shmuel.  When Bruno sees the scars on Shmuel after he has been beaten by Kotler, it is another instant of Nazi destruction. In these personal accounts, Bruno affords us a broader perspective about the war.


When Bruno and Shmuel are herded into the gas chamber, the destructive capacity of the war is fully displayed. When both boys are swept with the mass of people into the gas chamber, followed by its darkness, as well as its fear, we grasp the full level of the destruction that millions of Nazi prisoners experienced.  Bruno's final experience has put us in the most painful part of the Holocaust. The gas chamber reminds us of the Nazi's cruel capacity for destruction.  As Bruno perceives this annihilation of millions of people, so do we.  In this way, his personalized understanding enables us to gain a wider view of the war's destruction.

In Bud, Not Buddy by Christopher Paul Curtis, does Bud use Rule Number 16 to survive or thrive?

In Chapter 7, Bud is in the library and asks the librarian for Miss Hill. The librarian responds by saying, "Miss Hill? My goodness, hadn't you heard?" (Curtis 55). Bud instantly remembers one of his rules. According to Rule Number 16,


"If a Grown-up Ever Starts a Sentence by Saying "Haven't You Heard," Get Ready, 'Cause What's About to Come Out of Their Mouth Is Gonna Drop You Head first into...

In Chapter 7, Bud is in the library and asks the librarian for Miss Hill. The librarian responds by saying, "Miss Hill? My goodness, hadn't you heard?" (Curtis 55). Bud instantly remembers one of his rules. According to Rule Number 16,



"If a Grown-up Ever Starts a Sentence by Saying "Haven't You Heard," Get Ready, 'Cause What's About to Come Out of Their Mouth Is Gonna Drop You Head first into a Boiling Tragedy" (Curtis 56).



Bud braces himself for some bad news because he associates the statement "haven't you heard" with finding out that somebody has just passed away. He elaborates by saying that not only does the statement imply that someone is dead, but also that the person they are referring to typically died in a tragic, grotesque manner. Bud then tries to prepare himself to receive the tragic news about Miss Hill. Fortunately, the librarian informs Bud that Miss Hill moved to Chicago with her new husband. Rule Number 16 would be classified as a "survival" rule because Bud uses the rule to remind himself to be prepared to receive bad news. Bud realizes that if he can prepare himself to hear tragic news, then he will be able to maintain his composure and protect himself emotionally.

Wednesday, 2 July 2014

I am currently doing an assignment on apartheid laws. I chose the Separate Amenities Act. In an interview, what would be some good questions to ask...

The Separate Amenities Act was connected to the system of segregation in South Africa. If you were to interview a person who experienced it, I would suggest several questions to ask in this interview.


Below is a pool of questions to consider asking. The goal of these questions is to try to get a picture of what it was like for this person who lived with these segregation laws.


  • How old were you when you...

The Separate Amenities Act was connected to the system of segregation in South Africa. If you were to interview a person who experienced it, I would suggest several questions to ask in this interview.


Below is a pool of questions to consider asking. The goal of these questions is to try to get a picture of what it was like for this person who lived with these segregation laws.


  • How old were you when you first experienced segregation? (Understanding a person’s age should shed some light on that person’s experiences. A younger person may have a different view than an older person.)

  • Can you describe how the system of segregation worked? I would ask the person to focus on some form of public life such as a hotel, movie theater, or restaurant.

  • Explain how segregation worked in the field of education? How did this impact your education?

  • How did these laws impact your family?

  • How do you personally feel about these laws?

  • What, if anything, did you try to do to change these laws?

  • How do you believe these laws have impacted how you view the world today?

  • What do you tell your children or grandchildren about this time in South Africa's history?

  • What message would you like my classmates to take from your experiences?

How were Buck's feelings for Thornton different from his feelings for his previous masters?

Buck feels a strong connection with Thornton, his final master, and is deeply devoted to him. This is new for Buck: toward his previous mast...