In "An Elegy on the Death of a Mad Dog", by Oliver Goldsmith, what does he mean when he writes "the naked every day he clad, when he put on his...

In "An Elegy on the Death of a Mad Dog", Oliver Goldsmith means that the narrator of the poem covers the naked, poor, and destitute of the town with his caring concern, when he writes that "the naked every day he clad, when he put on his clothes".

Oliver Goldsmith highlights that the man from Islington is a godly, praying, good man. This man has a ‘kind and gentle heart.” This is the essence of this man -  what he is. Therefore, with this personality imbued with these inner spiritual qualities, this man is a comfort to his friends and enemies alike. That’s why he is able to clothe the naked that he meets.

A reader can see a duality in the lines "the naked every day he clad, when he put on his clothes". This man may actually provide the physical clothing that the poor need to survive in a harsh and sometimes unforgiving world. So the reader can take this line literally.

However, there is a deeper and secondary meaning to these lines. The community where the man lives sees him as a caring and compassionate individual. That’s why they believe the dog “lost his wits” when he bit the man. The citizenry wonders how anything living - man, woman, or beast -  could want to harm this sincere, caring, kind person. So, the townsfolk have a high regard for this man.

Fundamentally, this man clothes the people he meets with love. His outgoing concern for others is a blessing to people he meets, no matter their standing and station in society. He is like a protective covering, so-to-speak, to these people, who must feel that life can be a bit easier after they have an encounter with this man. It is obvious that he’s an inspiration to people and helps lighten the burdens of life that people carry on a daily basis.

In early American History, which section was the most habitable out of the New England, Middle, and Southern Colonies?

Easily the Middle Colonies, and the higher birth rate and lower infant mortality from this region shows this.  The Northeast had poorer soils and a colder climate, in addition to more hostile natives.  It is truly a wonder that the Pilgrims survived at all!  The Southern colonies, while boasting a warmer climate, had to contend with the mosquito which brought malaria and yellow fever.  Of course this was also a problem in England--Charles Mann in the book 1493 even states that many of the mosquito problems faced in the Southern colonies and Caribbean were brought over from the Old World to the New in the holds of English ships.  The Southern colonies also suffered from poor placement and hostile natives.  The settlement at Jamestown was initially located next to a slow-moving portion of the James River, a natural mosquito breeding ground.  The Middle Colonies were ideal.  The soil was great for growing things; to this day New Jersey is still called the Garden State.  The colonists got along well with the native populations (for the most part) and the climate allowed for a long growing season.  Until America expanded further west, this region was considered America's breadbasket.  

What are the 8 stages of mitosis in order?

Mitosis is the production of two identical "daughter" cells from one cell. Generally, mitosis is considered to have fewer steps; in order to have eight stages you must include interphase and its divisions. Interphase, in which the cell spends most of its time and is when it is doing whatever job that cell type is specialized for, is not usually counted in the stages of mitosis. However, since the DNA is duplicated during interphase in preparation for mitosis it could technically be counted. 

Interphase: 

1. G1 (Gap 1) phase. Normal cell functioning


2. S (Synthesis) phase. DNA is duplicated.


3. G2 (Gap 2) phase. Cell continues to grow in preparation for mitosis.

Mitosis:

1. Prophase--Chromatin condenses into chromosomes, and centrioles move to opposite sides of cell.


2. Metaphase (sometimes further divided into Prometaphase and Metaphase)--nuclear membrane finishes dissolving. Chromosomes line up at middle of cell, and microtubules attach at kinetochores.


3. Anaphase--Chromosomes separate at kinetochores; one of each pair moves to either side of cell.


4. Telophase--Chromosomes reach opposite sides of cell, and new nuclear membranes begin to form around them.


5. Cytokinesis--formation of two new cells, with two new cell membranes complete.

There is a LOT more to all of this, and there are differences for animal and plant cell division, but the basics are the same. Bacterial cells also undergo mitosis for reproduction, but as they do not contain nuclei there are even more differences from the above (see second link below).

I need a summary of Fool for Love by Sam Shepard.

Fool for Love by Sam Shepard was first performed at the Magic Theater in San Francisco in 1983 while Shepard was the resident playwright. As with many of his other works, it focuses on toxic interdependence of characters set against a western backdrop. Also as is typical of Shepard's work, one is never entirely sure what elements of the play are intended as "real" and which are figments of the characters' imaginations. The focus of the play is on the psychology of the two main characters, with plot elements strongly subordinated to relationship dynamics. 

The two main characters are Eddie, a rodeo cowboy, and May, his half-sister who works as a short order cook. The Old Man is a mysterious figure, who may be the father of the two lovers by different mothers or may be imaginary. He sits in a rocking chair, sips whiskey, and comments on the events in the play. 

May is in a motel room when Eddie arrives. They have had an on-and-off sexual relationship based on a mysterious bond (what we might call co-dependency) and Eddie has returned to resume the relationship. As they are arguing the Countess, Eddie's wealthy lover, drives up in a BMW and shoots the motel room's window and Eddie's pickup. When May opens the door to confront her, May's lover Martin, appears. The half-siblings reveal their past, including the suicide of Eddie's mother. Outside the room, Eddie's horses get loose and his pickup starts burning. He rushes out to save them and May also leaves the room carrying a suitcase. 

What are two examples of logos in To Kill a Mockingbird during Atticus's case?

Coined by Aristotle and used with the art of rhetoric, logos means logic, or the use of factual evidence during a debate or argument. The Tom Robinson case is not based in logical findings; rather, it is based on hearsay without additional witnesses. Thus, Atticus must use as much logic available to build a proper defense for Tom. Most of his arguments use logic based on the prosecution's lack of evidence that is missing, unavailable, or nonexistent. What's missing? Third party witnesses to the crime. What's unavailable? Medical evidence that Mayella was in fact raped. What's nonexistent? Tom's left arm!

First of all, the only person close to being a third party witness to the events of the case is Heck Tate, the sheriff. He happened upon the scene after the fact and was able to see that Mayella was beaten up mostly on the right side of her body. This suggests that the perpetrator is left-handed. Atticus uses logos, or undeniable facts, to prove that Mr. Bob Ewell is left-handed by having him write his name on a piece of paper in front of the court. Scout summarizes as follows:

"Atticus was trying to show, it seemed to me, that Mr. Ewell could have beaten up Mayella. . . If her right eyes was blacked and she was beaten mostly on the right side of the face, it would tend to show that a left-handed person did it" (178).

Next, medical evidence was unavailable and non-existent to prove that the crime had happened as the Ewells were claiming. When Atticus asks the sheriff why he didn't call a doctor for Mayella, he says that he didn't need to because "She was mighty banged up. Something sho' happened, that was obvious" (167). If there had been a doctor called, Atticus would have been able to ask a medical expert if Mayella had actually been raped, or only beat up. Since there was no evidence to draw from, Atticus couldn't show more logos here other than the lack thereof because both the sheriff and Mayella's father didn't handle the situation right.

Finally, Atticus draws a logical conclusion between Bob Ewell's left-handed dominance with Tom's disabled left arm. Once Atticus establishes that Bob could have beaten his daughter and Tom could not, a logical syllogism is created and supported. A syllogism is a logical process of thinking based on an established premise. For example, if Mayella was beaten on her right side, then a left-handed person did it. Bob is left-handed. Tom not only is right-handed, but his left arm and hand have been disabled since he was younger due to a cotton gin accident. Unfortunately, the use of logos wasn't enough to conquer the social traditions of Maycomb county to let Tom Robinson go free.

Which characters inform Scout about proper behavior?

There are several characters throughout the novel that inform Scout about proper behavior. Her father, Atticus, teaches Scout many lessons in manners like encouraging her to keep her "cool" when somebody makes negative comments directed towards her. He also teaches her how to treat African Americans with respect and equality throughout the novel. Another important lesson Atticus teaches his daughter is how to treat innocent humans. He tells her that it is a sin to kill a mockingbird. Mockingbirds represent innocent humans who cause no harm like, Tom Robinson and Boo Radley. Scout learns to take care of innocent people and treat them with respect.

Calpurnia is another character who helps teach Scout about proper behavior. Earlier in the novel, when Walter Cunningham Jr. joins the family for dinner, Scout makes inappropriate comments about Walter's eating habits. Calpurnia takes Scout into the kitchen and explains the importance of acting polite in front of guests. She scolds Scout for her inappropriate comments and tells her that it makes her look bad when she casts judgement on others.

Aunt Alexandra is continually attempting to teach Scout how to become a proper lady throughout the novel. Alexandra is constantly judging Scout on her appearance and urges her to dress like a "Southern Bell." She scolds Scout for playing with the boys and even attempts to influence Atticus to educate her on their family history. Alexandra invites Scout to her missionary circle to give her first-hand experience on how to act like a proper lady. Scout wears her nicest dress and passes out treats during the meeting. Although Scout is still apprehensive about becoming a lady, she is intrigued to enter their world when she grows up.

What is the setting of the story, "The Sniper",and why is it relevant and necessary for the story to take place where it does?

The story of “The Sniper” takes place in Dublin, Ireland.  This is a logical place because it is a story that takes place during the Irish Civil War (1922-1923), and specifically during the Battle of Dublin.  The two opposing forces were the Irish Republicans and the Irish Nationalists.  They were fighting over the acceptance of the Anglo-Irish Treaty.  The Nationalists supported the treaty, and the Republicans opposed it.  The treaty gave twenty-six southern counties a considerable degree of independence, created a line between northern and southern Ireland, and dissolved the Republic created in 1918.

The Nationalists argued that the Dail, or the lower house of Parliament, had voted for the Treaty, and the people had endorsed their decision in an election in 1922.  Therefore, they had done the people’s bidding.   The Republicans argued that the Treaty had been forced by the British government under the threat of war, and there could be no true free vote if they were operating under intimidation and threats. They felt that the Provisional government was just a puppet of the British government.

Liam O’Flaherty places the action near the Four Courts area of Dublin.  This is an area that dispensed justice.  It was the location of Ireland’s Supreme Court, the High Court, the Circuit Court, and the Central Criminal Court.  It is located on the banks of the River Liffey.  The first paragraph of the story gives an ominous and dark feeling of insecurity and strife.

“Dublin lay enveloped in darkness but for the dim light of the moon that shone through fleecy clouds, casting a pale light as of approaching dawn over the streets and the dark waters of the Liffey. Around the beleaguered Four Courts the heavy guns roared.”  (pg 1)

To what exent should we embrace nationalism?

Nationalism should be embraced to some degree. Nationalism, or pride and loyalty to one’s country, is important. It is important for people to have pride in their country, to work support the initiatives the country undertakes, and to support the country in times of crisis and times of war. People should be willing to do good things for their country. It would be very difficult for a country to survive if people didn’t have pride in their country or have loyalty to it.

However, nationalism can be very dangerous when it is taken to extreme levels. When people take the idea of superiority too far, this can lead to problems. For example, in World War II, Germany believed its way of life was superior to anybody else’s way of life. They believed they were the best. They believed they should avenge their treatment by the Versailles Treaty because it insulted the German people. Thus, Germany wasn’t afraid of going to war because the Germans believed they would win the war since their military was better than any other country’s military. Germany also believed it had an obligation to spread its superior way of life to other groups of people. They also believed they needed to eliminate some groups that they deemed as inferior. When a country thinks it should take over another country just because they believe their way of life is the best, nationalism is being taken too far and can cause serious problems.

Nationalism is necessary, but limits need to be placed on it.

I am looking for economic hardships in the American Revolutionary War.

There were economic hardships associated with Revolutionary War. For the colonists, a lack of money was a critical hardship. Once we declared independence, each state government and the federal government printed its own money. Most people didn’t have a great deal of confidence in the paper money that was printed. As a result, some people eventually wouldn’t accept paper money as a form of payment.

Another economic issue was the lack of supplies. Because of the British blockade, it was more difficult for us to get supplies from other countries. There weren’t enough supplies for the soldiers. Getting supplies also became more difficult because there was concern about the value of printed currency. Basic items such as food, uniforms, weapons, and clothing were in short supply. Additionally, soldiers were required to pay for their own uniforms. This presented a financial issue for the soldiers because their pay was fairly low.

By the end of the war, our economy was in bad shape. There was a lot of inflation because of the printing of paper money by the state governments and the federal government. Many people were also concerned about the value of the paper money, and some people stopped accepting it as a form of payment. After the Revolutionary War, we also went into a recession.

The Revolutionary War led to hardships both during and after the war.

An example of a distributive policy is A. antidrug laws. B. a law restricting the use of the death penalty. C. farm subsidies. D. emissions...

You have chosen the correct answer for this question.  Option C is the best example of a distributive policy.

Distributive public policies are one of three kinds of policies.  There are regulatory policies that are meant to keep order in society and to protect society from things that would be dangerous.  Options A, B, and D would be examples of regulatory policies.  There are redistributive policies that are mainly meant to create greater economic equality.  Option E is the classic example of a redistributive policy. 

That leaves the third kind of policy, distributive policies.  These are policies that are meant largely to make sure that certain activities will be undertaken.  Governments engage in these policies if there are activities that they want to see happen but which might not happen without government help.  Farm subsidies are an example of distributive policy because they encourage people to farm, which is an activity that the government thinks is beneficial and which might not be done enough without subsidies.

So, you got the right answer! 

How does Lowry convey the attitudes of the girls and their mother toward the Germans in Number the Stars?

Annemarie and her sister, as well as their mother, do not like the presence of German soldiers in Denmark.  We first see this when Annemarie's mother finds out that a soldier stopped her daughter and Ellen on the road.  She asks "'Why doesn't he go back to his own country?'"

Later Annemarie tells her mother that there is a swastika on the Hirsch family shop.  Her mother turns away, upset.  Then she goes to speak to Mrs. Rosen.  The Hirsch family were Jews, and so are the Rosens.

Annemarie and her sister also do not like the presence of the soldiers.  When two soldiers stop her in the street with her sister, Annemarie sees "two sets of cold eyes glaring at her."  When one soldier tries to touch Kirsti's fair hair, she pulls away and tells him not to.  

We also know that the family does not like the Nazis because the deceased oldest daughter, Lise, was part of the Resistance.  It is clear that everyone in the family sees the German occupation of Denmark as a negative thing.

When did the revolution in France begin?

The French Revolution began in 1789 and brought about the end of the monarchy in France. It was spurred by an economic crisis because the wars fought by King Louis XIV had created huge debts which bankrupted the country. Crop failures in the 1780s had also caused food scarcity which threatened the population's survival. 

To try and solve these problems, the king called on his Estates-General in May 1789. This committee represented the three estates of French society: the nobles, the clergy and the common people, and met to discuss France's economic problems. Instead of talking about taxes, however, they spent weeks discussing the process of decision-making in France. The Third Class (of common people) came together to form an Assembly and swore that they would not break up until France had a new constitution. In response, the king sent troops to try and disperse the Assembly but the people of Paris saw this as an act of provocation and retaliated by storming the Bastille prison. Today, French people commemorate this as Bastille Day and this marked the beginning of France's revolution. 

How do geographic characteristics affect both other regions and people that live there?

Geographic features affect the other regions as well as the people who live in that region. A given geographic feature affects people who live in a region in many ways. One way is with the climate. People who live near a lake may experience cooler weather in the summer if the winds are coming off of the lake. People who live near a lake may get more lake-effect snow depending on which side of the lake they live. People in Buffalo, New York and Marquette, Michigan get a lot of snow in the winter because of the location of those cities.

Another way geography impacts the people in a region is that a geographic feature may be a barrier to movement. People who live near rivers depend on bridges to travel across the river. People may have to travel extra miles to get to the nearest bridge. If that bridge is out of service, travel may be impacted significantly.

Geographic features may impact the economy. People who live near scenic mountains may have a lot of tourism because people come to see the scenery or to ski in the winter or hike in the summer. People who live near lakes and oceans may fish for a living.

Geographic features affect other regions also. If a large river, like the Mississippi River, floods due to a lot of rain, people downstream may experience flooding even if they didn’t get the rain. People may depend on a given geographic feature for food or trade even if they don’t live in the area. Much of our food comes from fertile plains as well as from lakes and oceans. These supplies of food are then sent all over the country and the world. A geographic feature may help prevent a country from being invaded. Switzerland has been protected by various mountain chains.

Geographic features are important both locally for the people living in the area as well as for regions far from the geographic feature.

Who felt Puritan cities should be models of Christian living?

John Winthrop believed that Puritan cities should be models of Christian living for the rest of the world. Winthrop was a Puritan leader who journeyed to America in 1630. During the voyage, Winthrop delivered a sermon titled "A Model of Christian Charity."

The Puritans left England due to religious persecution, and they intended to found a distinctly Christian society in Massachusetts. Winthrop believed the rest of the world would closely watch the colony to see whether or not their Christian society would prove successful or not. Thus Winthrop exhorted the Puritans to make their society a "model of Christian charity" which others could imitate. This sermon was based heavily on the "Sermon on the Mount," in which Jesus said that his followers were a "city that is set on a hill that cannot be hidden" (Matthew 5:14).

What are the limitations of sampling in doing research?

In research, a sample is simply the individuals that participate in a study. Below are limitations in sampling when doing research.

• A sample that is small and/or homogenous limits the ability of the results of a study to be generalized.  However, research usually needs to be done within a certain timeframe. There may not be time to analyze the data generated from a large sample size.  Thus, researchers have to make decisions (and sometimes compromises) between what is practical and what will give good data.


• Bias may result if a researcher is not blinded of a sample group.


• Time may also be a factor in inaccurate data gathered from a sample. Such may occur if individuals within a sample were being measured to determine the likelihood that proper healing will after a medical procedure. Healing may still be occurring if data is collected prematurely.


• A sampling frame rarely is a perfect representation of the entire population that is being studied or researched.

Explain why underreporting is an issue for UCR/NIBRS and NCVS.

The National Incident Based Reporting System (NIBRS), National Crime Victimization Survey (NCVS) and the Uniform Crime Reporting programs are programs that gather data on reported crimes from police and federal agencies. The accuracy of information at the federal level is dependent on the accuracy of information at the local level. Underreporting is an issue for all three of these programs because many crimes go unreported to law enforcement period.

In 2012, the Bureau of Justice Statistics released a report that estimated that over half of violent crimes never get reported. The report cited a variety of reasons for the large number of unreported crimes from not believing it was important enough to report to not reporting for fear of retribution. Sometimes the victims did not believe that the police would be able to help. Also, crimes involving places such as school or work where the victims felt they had to return had an increased number of unreported crimes. These incidences of underreporting at a local level greatly impact the data that larger crime statistics programs can gather. 

Please give three examples of how education helped Frederick Douglass in his path to obtaining freedom?

Frederick Douglass's acquisition of literacy changes his life. Mrs. Auld, his slave mistress in Baltimore, begins to teach him to read before she realizes that this practice is disallowed under the cruel practices of slavery. As Mr. Auld explains, "[Reading] would forever unfit him to be a slave" (page numbers vary by edition). Mr. Auld understands that reading changes Frederick Douglass's life because it provides him with a sense of confidence and mastery that he could not otherwise have. This is the first way that education helps Douglass obtain his freedom. The second way that education helps him is that he becomes acquainted with the arguments against slavery. For example, he reads The Columbian Orator, a series of speeches that give him the beginning of arguments against slavery. This is the start of his work as an abolitionist orator. Finally, education helps him gain skills that he will need as a freed man, providing him with additional confidence that he can support himself when he escapes northward. 

Living in a society with limited understanding, what does the narrator yearn for and value in "By the Waters of Babylon"?

John longed for knowledge beyond his community.

John’s community is aware that there was once another, more civilized society before the apocalyptic event.  Those people have become gods, and anyone who interacts with their artifacts is a priest.  Since John is training to be a priest, he knows more than most of his people.

We are not ignorant like the Forest People... We do not eat grubs from the trees, we have not forgotten the old writings, although they are hard to understand. Nevertheless, my knowledge and my lack of knowledge burned in me—I wished to know more. 

John goes on a spiritual journey to find out more about the gods.  His journey is to the land of the gods, called the Dead Places, and he goes alone.  He is frightened, but curious. 

Once John gets there, a place called newyork, he looks around in awe.  He thinks that he is looking at the place the gods once lived, but as he gets closer, he realizes that they were not gods at all.  They were just people who built a great city, but were destroyed.  This knowledge makes him come to a new realization.

We shall look for the images of the gods and find the god ASHING and the others—the gods Lincoln and Biltmore and Moses. But they were men who built the city, not gods or demons. They were men. I remember the dead man's face. They were men who were here before us. We must build again.

John is now ready to lead his people to the truth.  He is proud of the fact that his people are not primitive like the Forest People.   His newfound information makes him wise.  He is convinced that his people can rebuild their society and be every bit as great as the people they once called gods. 

`sin(u + v)` Find the exact value of the trigonometric expression given that `sin(u) = 5/13` and `cos(v) = -3/5` (both `u` and `v` are in quadrant...

We know that `sin(u+v)=sin(u)cos(v)+cos(u)sin(v).`

`sin(u)` and `cos(v)` are given, let's find `cos(u)` and `sin(v).`

`cos(u)=+-sqrt(1-sin^2(u))=+-sqrt(1-25/169)=+-sqrt(144/169)=+-12/13.`

Select "-" because `u` is in quadrant II.

And `sin(v)=+-sqrt(1-cos^2(v))=+-sqrt(1-9/25)=+-4/5.`

Select "+" because `v` is in quadrant II.

Finally `sin(u+v)=(5/13)*(-3/5)+(-12/13)*(4/5)=-1/65*(15+48)=-63/65.`

What is the SI unit for speed

The SI system is based on seven base units. These are defined as the units for length (meter), mass (kilogram), time (second), current (ampere), temperature (kelvin), amount of substance (mole) and luminous intensity (candela). All other SI units are combinations of these seven units and are thus called derived units.

We see that speed is not one of the base units. So we must breakdown speed until we find a relationship that describes speed using the base quantities.

Speed is a measure of how fast something is moving, or rather, how much distance is the object moving per unit time. 

`Speed = (distance)/(time)`

Distance is a length. Since length and time are base quantities, we can then deduce that the SI unit for speed is the SI unit of length (meters) over the SI unit of time (seconds), or `(meters)/(seconds)`  which is abbreviated m/s.

How does Beatty feel about himself and his position in Ray Bradbury's Fahrenheit 451?

Captain Beatty is a very arrogant, prideful and self-righteous man. He takes his position as captain of the firemen very seriously, so he probably feels like he is a great guy. He agrees with the laws that support the burning of books, so for him to be in charge of the men who go around burning down people's homes simply because they own them, makes him feel powerful. Beatty shows his power and authority when he visits Montag's home. The captain feels it is his duty to educate Montag on the history of the firemen. He's so confident about his position and knowledge that he takes his time to get comfortable before he begins his lecture. Beatty acts accordingly as follows:

"Beatty puffed his pipe. 'Every fireman, sooner or later, hits this. They only need understanding, to know how the wheels run. Need to know the history of our profession. They don't feed it to rookies like they used to. . . ' Puff. 'Only fire chiefs remember it now.' Puff. ' I'll let you in on it. . ." Beatty took a full minute to settle himself in and think back for what he wanted to say" (54).

Beatty seems so full of himself in this scene. He's puffing away between sentences to let ideas sink in. He's acting confident and then puts himself on a pedestal by saying that fire chiefs are the only ones who know the importance of their history. 

Later, he tells Montag that he had a dream where the two of them had a battle of words based on how well read each one was. He spits out quotes from famous authors to prove that information in books is useless. By using authorial quotes to beat down the pro-information argument, he acts as if he is superior to Montag and worthy of the task and duty of burning books.  It is ironic, though, that Beatty eventually dies upholding his position to the argument for censorship just like the old woman kills herself to uphold the one against it.

What are the emerging themes in the book?

Put quite simply, the major themes of this book are parenting (especially in regards to maternal influence) and, to a lesser extent, violence (both at school and at home).

Let us talk a bit about the lesser theme first: violence at school and at home. In reality, this theme comprises the meat of the story. Why is this? Because Kevin, Eva’s son, has grown and gone on a shooting spree at his school, killing many people. There is a large span of events leading up to this, though. Kevin is verbally violent with his parents and other children on the block, sabotaging bikes and infecting computers with viruses. Even worse, Kevin injures his sister for life (causing her to lose an eye) due to a dangerous chemical. More than once, Kevin is found with a “kill-list” of people he hates. Unfortunately, Kevin is skilled in archery and eventually shoots all of the people on his list with a crossbow. There is no doubt, then, that violence is absolutely a theme here.

In reality, though, the book is really more about Eva’s parenting which is the reason why her motherhood is the more important theme here. The book is written as a series of letters to Franklin (Eva’s late husband) about all of these events that have already happen that dictate all of Kevin’s young life leading up to the tragedy at school. Even before Eva becomes pregnant, she isn’t sure she wants to be. In fact, after she stops her method of birth control and conceives Kevin, Eva feels “cold” and is upset at how people look at her in regards to being a prospective mother. After Kevin is born, Eva feels “absent” while Kevin refuses to breastfeed.

Eva hires a nanny, Siobhan, who admits quickly that Kevin doesn’t like her. In fact, continuing his negativity, Kevin’s first words are, “I don’t like that.” In reference to watching cartoons. Kevin grows and continually mocks his parents, refuses to potty train, destroys Eva’s attempt to decorate the new house in Connecticut, refuses to be social in kindergarten, and practices his writing through insults thrown at Eva. It is this series of incidents that lead to another large parental mistake. After Kevin says Evan “looks really old” in some of his kindergarten papers, Eva abuses Kevin by throwing his little body against a wall. This breaks Kevin’s arm (and makes him begin potty training). This is a large teaching mechanism for Kevin: violence gets things done.

Kevin grows older and becomes even more antisocial contracting a sidekick (Leonard Pugh) and only wearing uncomfortably small clothes. Meanwhile, Eva has another child, Cecilia, who Eva favors over Kevin due to their different behavior. Thus arises another issue in the dark parental theme. Kevin continues to do “bad things” like throw bricks at cars and sabotaging other kids’ bikes. Eva “tries” to bond with Kevin over one outing, but it goes horribly wrong and Kevin spouts more insults:

Maybe I’d rather have a big cow of a mother who at least didn’t think she was better than everybody else.

This line, of course, cuts to the heart of the dark parental theme. Further, the quotation marks a turning point in that things get even worse after this. As Kevin takes care of his sister, Cecilia is maimed permanently after a chemical is poured into her eye. Kevin creates lists of kids to kill, infects computers with viruses, rolls his eyes at other unimaginative school shooters, and accuses his drama teacher of sexual assault. As the ultimate example of bad behavior, Kevin finds a vantage point and begins to kill his special list of charismatic students with a crossbow. Eva is in a stupor as she returns home and finds that Kevin has also used his crossbow on both Franklin and Cecilia.

In conclusion, something must be said about the ending of this novel in regards to the theme of parenting. Kevin spends years in prison and presents Eva with a crafted box containing Cecilia’s glass eye. Is this an apology? Eva easily accepts this gesture in good faith and is ready to welcome Kevin home (when he is released). Even her easy reaction here is questionable in regards to parental skills.

Why does Mrs. Hale feel so guilty about not visiting Mrs. Wright more often? Why does Mrs. Hale feel such tremendous guilt about Mrs. Wright’s...

After she looks around the stark house of the Wrights, becoming disturbed by the worn and shabby clothes of Mrs. Wright, Mrs. Hale experiences guilt for not having visited Minnie Foster. For, she realizes how terribly deprived of comfort and lonely the woman has been.

Once alone in the kitchen, Mrs. Peters and Mrs. Hale talk. Examining the skirt that they have brought into the room, Mrs. Hale remarks,

"Wright was close [reclusive and unsociable]. I think maybe that's why she kept so much to herself. She didn't even belong to the Ladies' Aid. I suppose she felt she couldn't do her part, and then you don't enjoy things when you feel shabby.

Mrs. Hale contrasts Mrs. Wright with the former Minnie Foster who used to wear pretty clothes and be lively and outgoing; in fact, she even sang in the church choir. 

As Mrs. Hale reflects upon the social deprivation that Minnie Foster must have experienced living on this lonely farm with no children to brighten her life, she becomes ashamed of herself for not having reached out to her neighbor by visiting more frequently. But, she stayed away because the house that is down in a hollow has always seemed such "a lonesome place." Then, too, Mr. Wright has always been what she describes to Mrs. Peters as "a hard man" who did not make a person feel welcome. Nevertheless, now she wishes she had ignored these conditions and visited Mrs. Wright, who must have been so terribly isolated from cordial and feminine companionship.

How does Scrooge react to the two children who emerged from the ghost's robe?

When the Ghost reveals the two children hiding underneath his robes to Scrooge, Scrooge reacts with (quite understandably!) deep revulsion. These children are described by Dickens as "[y]ellow, meagre, ragged, scowling, wolfish..." and as "monsters... horrible and dread."

While Scrooge initially tries to conceal his disgust by calling them "fine children" and inquiring if they are the progeny of the Ghost, he is so overcome by their appearance that he cannot bear to lie.

The Ghost informs Scrooge that these children--named Ignorance and Want--are the offspring of mankind and cautions Scrooge to be cautious in their presence. These figures serve as representations of the great afflictions of humanity and the source of our suffering. The Ghost encourages Scrooge to see beyond the naïveté of his questioning ("Have they no refuge or resource?") and to consider the places where the pain of humanity--a pain that Scrooge is too privileged and isolated to recognize in others--may be found: the prisons and workhouses. 

While the Ghost and his companions disappear shortly thereafter, this is clearly a significant moment for Scrooge in that he is gaining critical awareness of the plights of the less fortunate. 

What happens when you remove a price ceiling in a market?

Let’s first take a look at what happens when you institute a price ceiling. A price ceiling is an artificial cap placed on the price of a good or service that is below the regular market value. (If it were above the market value, it would be called a price floor.) When a government or organization places a cap on the market value of a good, it creates a shortage in the market. If the price of cars, for example, was capped at $10,000, there would be a rush of people wanting to purchase vehicles. At that price, however, car manufacturers will only want to or be able to produce fewer cars because they’re not getting as much money per sale. Thus, with a price ceiling, demand will outweigh supply and there will be a shortage of new cars.

A price ceiling also has other side effects. Say, for example, the government set a ceiling on the price of apartments in Chicago. At $800 for a one bedroom, Chicago would be flooded with renters and there would shortly be no apartments left on the market – a market shortage. In addition to leaving people without the ability to rent apartments, it also creates a net waste. When bedrooms are priced at $800, there are people who would pay $1000 for an apartment and landlords who would happily rent for that price, but they're unable to make that mutually beneficial deal because of the price ceiling. Therefore, there is a $200 wasted potential. The market is not operating efficiently.

Removing a price ceiling returns the market to its natural equilibrium. Due to high demand, prices will rise until the quantity supplied equals the quantity demanded. Some people who were able to afford the $800 apartment will be unable to afford current market rates, so they may have to live outside Chicago where market rates are lower. Overall, removing a price ceiling returns the market to normal operation, which may mean higher prices or lower demand.

What is the meter and rhyme scheme of Jonathan Swift's poem, "Description of the Morning?"

Jonathan Swift's poem, "Description of the Morning" takes the traditional pastoral genre of the "aubade" or "morning song" which usually describes lovers meeting or parting at dawn in a pastoral environment and transfers it to the streets of London, where Betty, a servant, departs from her master's bed and others begin their day's work or end their illicit night time activities.

The basic rhythmical scheme of the poem is iambic pentameter, although there are several metrical variations, including "trochaic substitutions" or "inversions" such as the one found in the initial foot of:

Duns at his lordship's gate began to meet ...

The rhyme scheme is AABBCC, or what are called "couplets" with lines rhymed in pairs. When lines of iambic pentameter are rhymed in couplets, the meter is called "heroic couplets."

The poem thus can be described as eighteen lines of iambic pentameter rhymed as couplets or as nine heroic couplets.  

What is happening in the first four lines of the story? Describe the dramatic tension this opening creates.

In the first lines of "The Pit and the Pendulum," we are thrust into the middle of the dramatic story of the unnamed narrator. We learn that a death sentence had been passed on him, though we don't know why, and that he seems to have been granted a reprieve at the last moment. He is in a dizzy, dreamlike state, perhaps on the verge of fainting--"I felt my senses were leaving me," he writes. We learn too that he is in the hands of "inquisitorial voices," perhaps suggesting we are back in the days of the Spanish Inquisition, although "inquisitorial voices" can exist in any era. Finally, in his dizzy, dreamlike state, the narrator feels a sense of something revolving, such as mill wheel, a foreshadowing of what is to come. 

This beginning creates dramatic tension in several ways: By starting off in the middle of the action, or media res, at what appears to be a climax of the story, the reader is immediately hit with the emotional intensity of the scene and pulled into narrative, curious to know what has and will happen. Second this opening is in first person, which encourages us to identify with the narrator. We are witness to his emotions and his sense of disorientation. This heightens the drama, for we feel what he feels, see what he sees. Like him, we find ourselves groping for answers. Finally, with its talk of death and inquisitions and its uncanny, off-kilter quality of waking from a nightmare that may not be over, it creates an immediate sense of unease and foreboding. 

How does nature shape Lucy's character and personality in Wordsworth's poem "The Education of Nature"?

William Wordsworth's "Lucy" poems focus on a romantic image of a girl named "Lucy" who died when she was three years old. These poems, published in Lyrical Ballads, were not actually conceived of as a group by Wordsworth, but are often treated together by modern critics. The group includes:  "Strange fits of passion have I known", "She dwelt among the untrodden ways", "I travelled among unknown men", "Three years she grew in sun and shower" (also titled "The Education of Nature"), and "A slumber did my spirit seal". All of these poems associate infancy with nature and the countryside and show both in a positive light, associated with purity, innocence, happiness, spontaneity, and connection with immanent divinity, in opposition to adulthood and urban life, which are associated with melancholy, constraint, and corruption of the soul.

Nature instills in Lucy a sense of joy, as seen in the lines:

She shall be sportive as the fawn

That wild with glee across the lawn

Nature makes Lucy spontaneous and free, albeit with a sense of connection to a greater law than mere mortal conventions, making her naturally morally good. Nature teaches her an appreciation of beauty and love for fellow creatures. Nature shapes her sentiments and creates in her sympathy for the natural world and its denizens. Most importantly, Nature imbues Lucy with joy and delight. 

In "Harrison Bergeron," why did Kurt Vonnegut decide to kill the title character?

In “Harrison Bergeron,” the title character is killed by Diana Moon Glampers, the Handicapper General who Harrison attempts to overthrow. There is no fight or even conversation between the characters, only two blasts from Glampers’ shotgun. Vonnegut chose to give Harrison an ignoble death for two reasons.

The first reason is that Harrison’s death is a realistic portrayal of what happens to men and women who defy authoritarian governments. Harrison’s intelligence, strength, and good looks do not save him from a government official with a gun. Considering that Glampers’ shotgun is the only real weapon depicted in the story, one can assume that the right to bear arms no longer exists in Vonnegut’s depiction of future America.

Secondly, Vonnegut chose to kill Harrison because Harrison would have been no better of a ruler than the government Glampers represents. Harrison proclaims himself an emperor. From the ballerinas he chooses his empress. Finally, Harrison promises that the musicians will be his “barons and dukes and earls” if they play their best. The terms Harrison uses allude to the medieval period in European history, when emperors and kings had absolute power. Harrison clearly sees himself at this sort of ruler. If Harrison had lived to rule, he may have done away with handicaps, but his subjects would have lost all of their remaining political freedom.

Which character is the "argumentative person with red hair?"

In Chapter One of The Time Machine, we meet Filby who is described as an "argumentative person with red hair." Filby is one of six other men present at an informal meeting at which the Time Traveller presents his plans for time travel and unveils his prototype time machine.

The mood at this meeting is one of scepticism and Filby is the first to voice it. When the Time Traveller asks the group to dispel their ideas about geometry, for example, Filby replies: "Is not that rather a large thing to expect us to begin upon?"

Furthermore, when the Time Traveller presents his argument in favour of time travel, Filby immediately jumps in: "It's against reason!" He makes it very clear to the Time Traveller that no matter what he says, he will never convince Filby:

"You can show black is white by argument,' said Filby, 'but you will never convince me." 

After this blatant show of disbelief, Filby resorts to mocking the Time Traveller by laughing at his ideas and likening his scientific concepts to a "conjuror he had seen at Burslem."

Filby's scepticism continues when the Time Traveller unveils his prototype. That Filby sits behind the Time Traveller during the unveiling is perhaps significant: that Filby represents the self-doubt which we all inherently possess and which often shows itself in times of importance. But, while Filby is clearly impressed by the device (he says he'll be damned), he does not want to accept that this device might actually work. We see this in the closing line of the chapter, when Filby "winks" at the narrator.

Filby's attitude, then, is one of outright scepticism. He does not want to believe anything that is not generally accepted by the scientific establishment and, when confronted with new ideas, he is unwilling to accept them. It is interesting to note that Filby is absent from the meeting in which the Time Traveller returns from the future and relates all that he has seen. 

What is the archetypal setting in Ethan Frome by Edith Wharton.

The literal definition of the word “archetype” is “prime example” or the “original form” of something.  When applied to literature, an archetypal character, an archetypal symbol, or setting, is meant to represent a universal idea that is going to be expanded centrally in the plot.

Swiss psychiatrist, and the founder of the school of analytical psychology, Carl Jung, was the first to apply this terminology to literature. His premise was that there are “universal patterns” of representation that apply to people, places, and things. These universal patterns consistently repeat from plot to plot in literature, and audiences are also consistently attracted and connected to these archetypes.

For example, the image of “the hero,” the most important of all archetypes, conjures almost universally similar images across cultures and generations despite of their differences. The image of another archetype, “the anti-hero,” causes the same universal effects for its type.

As stated, there are also archetypes for settings. These are key places that elicit specific imagery and emotions in the readers. Archetypal settings range from the peaceful and plentiful “garden”-type setting, to the barren and desolate wasteland.

In the case of this particular novel, the town of Starkfield reunites all the descriptors that befit the archetypal setting known as “The Wasteland.”

The opposite of “The Garden,” an archetype that elicits Paradise, “The Wasteland” is a place of loneliness and desolation. In this setting, there is also despair, sadness, desperation, isolation, and remoteness.

Notice how Ethan’s life, which is already limited and filled with dead dreams, disillusion, and silence, is made worse by the environment that surrounds him.  Starkfield is described as “barren,”primarily, and “cold.” The winter seems to never stop, and drives people to make decisions out of desperation.  One of these decisions happened when Ethan asked Zeena to marry him for fear of living alone in the farm under those circumstances.  This even led Ethan, later on in life, to wonder if things had been different had his mother died in the spring, and not during winter.  

Some of the most common archetypes for setting also include:

“The Underworld:” Like in The Odyssey  and “The Wilderness (forest):” Central setting in The Scarlet Letter

Other archetypal settings follow the traits of the original (below), but may be differentiated to fit the plot. Regardless of their exact similarity to the original, they keep the premise of what the setting is meant to represent: a) The Crossroads, b) The Labyrinth, c) The Castle or, d) The Tower are some additional examples.

`cos(2x) - cos(x) = 0` Find the exact solutions of the equation in the interval [0, 2pi).

`cos(2x)-cos(x)=0 , 0<=x<=2pi`

using the identity `cos(2x)=2cos^2(x)-1`

`cos(2x)-cos(x)=0`

`2cos^2(x)-1-cos(x)=0`

Let cos(x)=y,

`2y^2-y-1=0`

solving using the quadratic formula,

`y=(1+-sqrt((-1)^2-4*2(-1)))/(2*2)`

`y=(1+-sqrt(9))/4=(1+-3)/4=1,-1/2`

`:. cos(x)=1, cos(x)=-1/2`

cos(x)=-1/2

General solutions are,

`x=(2pi)/3+2pin, x=(4pi)/3+2pin`

Solutions for the range `0<=x<=2pi` are,

`x=(2pi)/3 , x=(4pi)/3`

cos(x)=1

General solutions are,

`x=0+2pin`

solutions for the range `0<=x<=2pi`  are,

`x=0 , x=2pi`

combine all the solutions ,

`x=0, x=2pi , x=(2pi)/3 , x=(4pi)/3`

What is Dill's goal in the novel To Kill a Mockingbird?

Dill’s goal in the novel is to basically fit in and find people he feels care about him.  At the beginning of the novel when we first meet Dill, he brags and tells stories about adventures and movie vampires.  He also over-inflates his father’s character and abilities.   Dill doesn’t know his real dad, and tells Scout and Jem that his step-father abuses him by locking him up in the basement in chains.  Dill’s over-exaggeration of the real facts represents his plea for attention.  Throughout the reading, Dill is really on his own.  He has a mother who really doesn’t care about him, and he even runs away from home to get back to the stable life Scout and Jem live.  He also finds a father figure in Atticus, and Atticus’ wisdom and understanding draws him to Maycomb where he feels wanted and cared for.  Dill is a very sensitive child who lies to fit in and to hopefully be accepted by Scout and Jem.  Because he is an outsider and not a Maycomb native (he’s visiting Miss Stephanie Crawford, his aunt), he tries desperately to win everyone’s favor through his stories and charm.  

What are the similarities between the Puritans and the Quakers?

The Puritans and Quakers were similar in that both religious groups faced persecution in England and sought religious freedom in the American colonies; however, the religions differ widely in their beliefs. Quakerism, officially known as the Religious Society of Friends or simply Friends, arose in England as dissenters from the Church of England. Believers in the ability of people to follow what they called their "inner light" to reach a direct relationship with God without help from clergy, they were heavily persecuted in England until the late 1700s. As a result, many Quakers came to the New World, where they lived in the Massachusetts Bay Colony until many were banished. They also lived in other colonies, including Rhode Island and New Amsterdam (they also faced persecution in New Amsterdam). The Quaker leader William Penn founded the Pennsylvania colony in 1681 as a place where all religions, including Quakers, could practice freely. Quakers were opposed to slavery and pushed for its abolition. They also favored women's rights, pacifism, fair treatment for the mentally ill, and fair treatment of Native Americans.

The Puritans were similar to the Quakers in that they also faced persecution in England and went to the New World to find a place where they could practice their religion freely--first in the Massachusetts Bay Colony. They were followers of John Calvin, the Protestant leader who wanted to cleanse the Church of England of Roman Catholic rituals. While they, like the Quakers, were unhappy with the Church of England, they sought to reform it from within, and they remained part of that church. Unlike the Quakers, their government involved persecuting others and was not open to other religions. They also did not believe in the "inner light," or one's personal connection with God without intervention from clergy, and they did not believe in pacifism or the rights of Native Americans. Over time, many descendants of the original Puritans came to advocate abolitionism (the end of slavery), however. Puritans and Quakers were also similar in that they were known for their industriousness and hard work. 

To find the best way to communicate with someone, I can: 1. Speak to family or 2. Speak to care workers or 3. Speak to friends.

The best way to communicate with someone is to speak with that person directly.

However, there may be situations where it is not possible to speak with the individual directly - for example, a baby or an unconscious person.

In cases where you cannot speak directly to a person, you should seek out the person legally allowed to make decisions for that individual. In the case of the baby, that would be the legal guardian. In the case of an unconscious adult, it may be next of kin or the person may have appointed a non-family member.

It is always best to check, rather than assume. For example, usually parents are the legal guardians of a baby, sometimes this is not the case. Legal guardianship may have been passed to a grandparent or the state. Always be sure to clarify the identity of the person you speak with, and their legal responsibilities. 

What signs do we see in the text of Young Goodman Brown that this destination is a frightening one on this particular night of the year?

One of the things about Young Goodman Brown is the way reality and dream interpenetrate. The story begins with Goodman Brown leaving on a mysterious journey; his wife, Faith, asks him not to go, and he thinks to himself that it is good she does not know what "work is to be done tonight," and the thought of her purity makes him want to hurry and be finished with his current "evil purpose."

We don't know what his "purpose" is, but there is plenty to suggest that Goodman Brown is into some scary stuff. Goodman Brown enters the forest where he fears there might be "a devilish Indian behind every tree." The man he is to meet in the forest has a strange resemblance to Goodman Brown -- could he be his father? He carries a staff worked into the shape of a snake, which seems to move, though it must be an "ocular deception." Later they overtake Goody Cloyse, Goodman Brown's old teacher and spiritual advisor, on the path. Goody Cloyse talks about the "meeting" and how "a nice young man is to be taken into communion tonight." She complains how her broomstick has "disappeared," and about having to walk, and the old man throws his snake-staff down before her, which causes her to vanish.

Clearly, at this point, though we do not know exactly with the meeting might be, we have left the daylight world of Salem village and have entered shadow world in which people who we presumed to be good are in fact just the opposite. This insight is brought home to Him when he reaches the meeting and finds that he himself, and his wife Faith, are the ones to be baptized in evil!

What are some themes in Chapter 10 of To Kill A Mockingbird?

(I can’t read the image you uploaded, so I hope this answers your question completely.)

Chapter 10 is a pivotal chapter in To Kill a Mockingbird because we learn more about Atticus, because we get insight into the meaning of the novel’s title,  and because Jem and Scout learn several lessons. Jem and Scout are having some problems with their classmates at school because of Atticus’ involvement in the Tom Robinson rape trial.  Scout, however, has promised Atticus that she won’t fight anymore. Scout has to show restraint against the cruel words of her classmates.  This could be one theme we see—keeping promises and showing courage even when pushed to one’s limit.  Jem, however, thinks Atticus is a “dud” of a father; he won’t play with Jem in an annual football game, he won’t teach Jem and Scout how to shoot their BB guns, and he’s just boring!  However, Jem’s respect (another theme) grows when Atticus shoots a rabid dog that has wondered into town.  Atticus is known as “Ol’ One Shot Finch in the community for his dead eye skills with a shot gun.  After Atticus shoots the dog, Jem finds a newfound respect for his father and wants to be like him.

The most important theme in Chapter 10 is one of caring for and protecting the innocent.  In this chapter, we understand the reason for the title of the novel. Miss Maudie tells Scout and Jem that it is a sin to kill a mockingbird because they are beautiful creatures that only sing for our enjoyment.  The mockingbird represents the innocent in the story, people like Boo Radley and Tom Robinson.  Therefore, the most important theme to be recognized in Chapter 10 is that of protecting the innocent.

Other themes could include:

Appearance v reality—Atticus appears to be one way but, in reality, is the opposite.

Racism—the derogatory comments of Scout and Jem’s classmates show their racist views.  The rabid dog is a symbol of racism as well.  It is “diseased” and rabid, much like those who believe in being superior to others in the story. 

What points support the theme of alienation in The Demon?

Mikhail Lermontov's narrative poem The Demon is a text that obsesses with images of isolation and alienation. In fact, the opening lines set the tone for the rest of the poem:

"A Demon, soul of all the banished/ sadly above the sinful world/ floated, and thoughts of days now vanished/ before him crowdingly unfurled."

Readers are immediately presented with the image of the titular Demon separated from the world. He is exiled, banished from the world of the living. The image is especially potent because he has memories of better times, and this exacerbates his sense of isolation. The Demon has not always been this alienated from the world; instead, he suffers even more because he can remember sensations of a past life. Even when he successfully courts Tamara and kisses her, his kiss kills her, and he is again left alone, unable to connect with the world below.

As far as essay tips, there are a number of both subtle and blatant moments in the text in which the Demon alludes to his isolation. Also, a number of critics apply biographical readings to the poem. Lermontov wrote The Demon while he was in exile in the Caucasus. The fact that the poem is set in the Caucasus, and Lermontov's continual emphasis on the Demon's isolation, lend credence to this reading.

Here's an interesting source that may be useful:

Golstan, Vladimir. Lermontov's Narratives of Heroism. Evanston, IL: Northwester UP, 1998.

I used Charles Johnston's translation for textual support.

Although Night by Elie Wiesel is technically a non-fiction memoir, it is organized and narrated very much like a novel. What novelistic uses of...

Night by Elie Wiesel is organized much like a novel. Wiesel uses imagery throughout as he describes his town of Sighet in the beginning and the horrors of the concentration camps later. A good example is found as the Jews are waiting to be deported to the camps:

"There was joy--yes, joy. Perhaps they thought that God could have devised no torment in hell worse than that of sitting there among the bundles, in the middle of the road, beneath a blazing sun, that anything would be preferable to that. They began their journey without a backward glance at the abandoned streets, the dead, empty houses, the gardens, the tombstones..." (Wiesel 14)

Symbolism is also prevalent in Wiesel's book. The title itself is symbolic of the Holocaust being like one long dark night, and the word "night" is used throughout the book to reinforce that idea.  Fire is another symbol which not only burns Jewish bodies, but it also burns up Elie's faith. 

The best example of foreshadowing is in the section about Mme. Schacter on the train. She screams about seeing fire, but since nobody else can see it, they take her for mad. Yet, when they arrive at Auschwitz, the fire is blazing right in front of them. 

Finally, Elie Wiesel tells about the events as though he is telling a story, giving it a narrative feel. He tells it in such a way that we feel we are right there with him, participating in his experiences, witnessing the Holocaust with our own eyes. 

What are some good essay titles for a portfolio on The Lost Honor of Katharina Blum by Boll?

Well, it would be a really good idea to ultimately allow your students to come up with their own ideas for an essay on The Lost Honor of Katharina Blum.  In addition to the extent that Katharina is guilty of murder, I have compiled another list for you.  Although you failed to mention the age or the ability level of your students, here are a few essay prompts that might be an appropriate fit:

• Discuss the cause and the effect of violence as seen in The Lost Honor of Katharina Blum.


• How is The Lost Honor of Katharina Blum a perfect example of how German society differs from our own?


• How does The Lost Honor of Katharina Blum show both the "misuse and abuse of language" (especially in regards to Orwell's essay "Politics and the English Language."


• What are some ways that sex relates to violence in The Lost Honor of Katharina Blum?
  


• Explain why Totges says that lies “help simple people express themselves more clearly."  How do the characters in The Lost Honor of Katharina Blum prove or disprove this point.


• Explain how the police investigation of Katharina in The Lost Honor of Katharina Blum damages the rest of her life.


• In The Lost Honor of Katharina Blum, how are the classes or status of the particular characters (such as Katharina as simple housekeeper and Hubert Blorna as big-wig attorney) an indicator of their success of failure in life.


• How do the issues in The Lost Honor of Katharina Blum reflect the issues in Heinrich Boll's own life (especially in regards to the terrors involved in police investigation).

All of these ideas, of course, could be simplified for a younger audience.  However, considering some of the language and adult content of this novel, I assumed your students were of later high school age or older.  Good luck in giving your assignment.

On what page does Scout talk Mr. Cunningham out of attacking Atticus?

This scene occurs in Chapter 15 of the novel. Atticus sets his chair in front of Tom's jail cell to protect him from possible lynching from some of the townspeople who want to conduct vigilante justice against him. When Scout, Jem, and Dill follow Atticus (without his knowledge), Scout doesn't recognize the danger the armed men present and runs to Atticus. As Atticus tries to convince Jem to take Scout and Dill home, Scout surveys the crowd and recognizes Mr. Cunningham, the father of one of her classmates.

Scout says, "I sought once more for a familiar face, and at the center of the semi-circle I found one. 'Hey, Mr. Cunningham.' The man did not hear me, it seemed" (Lee 175). Scout goes on to make small talk with Mr. Cunningham about his legal "entailment" and encourages Mr. Cunningham to "Tell (Walter Jr.) hey for me, won't you?"

Scout doesn't directly convince Mr. Cunningham not to attack Atticus, but rather it seems that she reminds him that he's a father too, and Mr. Cunningham can't bring himself to harm Atticus in front of his own children. As Atticus reminds us in Chapter 16, "A mob's always made up of people, no matter what... you children last night made Walter Cunningham stand in my shoes for a minute. That was enough" (Lee 180).

While Mr. Cunningham came as a member of a lynch mob with the mentality of harming Tom and anyone (like Atticus) who got in his way, Scout reminds him that he's also a dad, and as he reconsiders from the role of a father, he can't bring himself to commit the intended violence.

Why did the Texans start to dislike Mexican rule?

When Americans moved to Texas in the 1820s, they were anxious to get land grants from the Mexican government. In order to get these land grants they had to agree to become Mexican citizens, learn Spanish, become Catholic, and obey Mexican law. As time passed, Americans became unhappy with the rule of the Mexicans.

In 1830, Mexico closed the border between Texas and the United States. The Mexican government was concerned too many Americans were coming to Texas. This made the Americans unhappy. The Mexicans also said no new slavery would be allowed. Americans wanted to use slaves on their land. The Mexican government also put high protective tariffs on products from the United States. They wanted the settlers to buy Mexican, not American, products. This also made the Americans unhappy. Texas was not its own state in Mexico. The Americans wanted Texas to be its own state in Mexico. The Americans also objected to some of the things they agreed to do in order to get land. They didn’t want documents to have to be in Spanish, and they didn’t want to have to become Catholic. Finally, the Mexicans started giving new land grants to Europeans.

Stephen Austin worked to resolve some of these issues with the Mexican government. The Mexicans agreed to open the border, to drop the requirement that documents had to be written in Spanish, and to allow people to practice any religion they wanted to practice. However, when Santa Anna ended the republic by ending the Constitution and becoming the dictator, the people of Texas had enough and revolted against Mexican rule.

What is an example of a simile that Suzanne Collins uses in Catching Fire?

A simile is a type of figurative language, one that makes a comparison between two things that seem different at first. Unlike a metaphor, which also compares two things that seem different, a simile uses the words "like" or "as" in the comparison. The purpose of a simile, and all figurative language, is to paint a picture with words for the reader, to make the story come alive a bit more. A simile can make something new or foreign to readers seem more familiar, but it can also make something too familiar or cliché seem fresh and new with a surprising comparison.

One chilling simile that Suzanne Collins uses in Catching Fire is when President Snow shows up unexpectedly at Katniss's house. She describes her surprise in finding him there by saying,

"It's jarring to see him surrounded by the ordinary objects in the room. Like taking the lid off a pot a finding a fanged viper instead of stew" (pg 21).

This simile compares the evil President Snow to a viper, lurking in something familiar and comfortable, like Katniss's home or a cooking pot, and waiting to strike when least expected. 

How did Tom and his wife "cheat" each other in "The Devil and Tom Walker"?

Tom and his wife are introduced as thoroughly unlikable people, and their marriage seems to bear more resemblance to the relationship one would expect to see between sworn enemies. As a fulfillment of their description as misers, Tom and his wife are said to cheat each other at any opportunity.

The term "cheat", as used in the story, probably has no connection to the modern slang that refers to infidelity. Rather, Tom and his wife seem to treat their marriage almost like an antagonistic game, and cheating in this context refers to the ways in which they defy the standard behaviors and expectations of a marriage, consumed as they are with greed. It is mentioned that they can barely resist fighting over things which, under any other circumstances, would be considered common property. Thus, they steal physical property from their common ownership, and also metaphorically steal any enjoyment or comfort that the other might reasonably find in the marriage. 

This helps to explain several subsequent elements of the story. For example, it makes sense of the harsh manner in which Tom's wife greets the news of his meeting with Old Scratch, and her intention of taking the treasure for herself. It also clarifies Tom's motivation in spiting her through his sudden reversal and apparent lack of interest in going through with the bargain. Finally, it explains why Tom hardly mourns his wife's disappearance.