Eq 1 : `x+4z=1`
Eq 2 : `x+y+10z=10`
Eq 3 :`2x-y+2z=-5`
Multiply equation 1 by -1,
`-1(x+4z)=-1`
`-x-4z=-1`
Now add the above equation and equation 2,
`(-x-4z)+(x+y+10z)=-1+10`
Eq 4:`y+6z=9`
Multiply equation 1 by -2,
`-2(x+4z)=-2`
`-2x-8z=-2`
Now add the above equation and equation 3,
`(-2x-8z)+(2x-y+2z)=-2+(-5)`
Eq 5 : `-y-6z=-7`
Now add the equation 4 and equation 5 i.e.,
`y+6z=9`
`-y-6z=-7`
adding the above equations,
0=2
Hence the equations are inconsistent and have no solution
The ultimate purpose of a fable is to teach the reader a lesson or moral. Fables often use satire to get across or point out flaws in man or human experiences. Many fables rely on animals to tell their stories, and those animals usually symbolize a human characteristic or trait the author wants to criticize for the purposes of teaching a moral. Famous fables include Aesop’s Fables and the Uncle Remus/Brer Rabbit series of stories by Joel Chandler Harris. For example, in one of the famous Brer Rabbit stories, “Brer Rabbit and the Tar Baby,” Brer Rabbit comes across a doll made by Brer Fox on the road one day. When Brer Rabbit talks to it, it doesn’t answer. Brer Rabbit beats up the doll for its lack of manners and gets stuck to the tar the doll is coated in. It’s a trap Brer Fox has set to catch Brer Rabbit. Brer Rabbit pleads to Brer Fox to kill him by throwing him in the briar patch, and Brer Fox agrees. Little does Brer Fox know that the briar patch is the place Brer Rabbit was born and lives. Brer Rabbit survives being killed by Brer Fox by trickery because Brer Fox can’t chase him through the briar patch full of thorns.
In Chandler’s trickster stories about Uncle Remus and Brer Rabbit, Brer Rabbit represents a weak slave from the South who is able to out trick his master by playing on the master’s ignorance. It is a story with origins in Africa, and they chronicle lessons on how to survive in life. It is also a story about how even the weakest can out maneuver and manipulate those stronger through trickery.
Almost all fables are written to provide a moral lesson to the reader. Usually written for children, they teach about life through the use of animals who symbolically represent human traits and flaws.
The momentum of an object is the product of its mass and velocity. Mathematically, momentum is given as:
p = m x v
where, p is momentum, m is the mass of the object and v is its velocity.
In the given question, the mass of the object (m) is 5 kg and its velocity (v) is 10 m/s. Hence the momentum of the object is:
momentum, p = m x v = 5 kg x 10 m/s = 50 kg.m/s
Hence the momentum of the object is 50 kg.m/s.
Given the mass and velocity of any other object, we can calculate its momentum, using the same process. If this object were to collide with another object, in an isolated system, the total momentum would remain conserved, that is momentum lost by an object is equal to momentum gained by the other.
Hope this helps.
Shakespeare's Sonnet 116 argues the point (which is also a theme) that true love is everlasting and not swayed by anything temporal or metaphysical. The first metaphor in line 5 compares love with "an ever-fixed mark", such as a mountain used as a landmark to find one's way. Line 6 refers to this "mark" as one that would look on storms or tempests and still not be moved. Additionally, the storms represent trials, tribulations, or crises through which people travel in life. Then in line 7 the speaker identifies the mark as a star that can't be shaken by anything earthly, but also has an unidentifiable worth.
Next, in line 8, the speaker claims that "Love's not Time's fool." This phrase uses personification for both Love and Time which gives each an identity to which a reader can more likely relate. Love and Time are now pitted against each other as if for battle, but the speaker says that true love will not lose against time.
Overall, the figures of speech in the poem are metaphors comparing symbols such as a star, that can be used as a guide through life and love. Then, personification is used to help the reader see how people have claimed that Time is an excuse for failing Love; but, as a matter of fact, true love would not fade over time.
What rights grandparents have and under what circumstances they have those rights are a function of state law. Each state has its own statute regarding the rights of grandparents. You will have to review the statute in the state that has jurisdiction over the parties.
Generally, no matter which state's law governs, there are unlikely to be any absolute rights of a grandparent against a parent. The standard for all custody law is "the best interests of the child." This means that if a court were to determine that the child's best interests were to not be with a grandparent, the father would prevail. This could come up in any number of ways, depending upon the state. For example, if a grandparent were found to be interfering with the child's relationship with the surviving parent, the court would not see that as being in the best interests of the child. Or, if the child were old enough and preferred not to see the grandparent, that would have some weight in some state proceedings.
There are two distinct sets of possible rights for grandparents. One is custody and the other is visitation. Custody can be complete or partial. Visitation can be supervised or unsupervised. The standard is the same for either, the best interests of the child. In no state are the courts in the business of affording any party rights over another party without meeting that standard.
If this is a personal inquiry, seriously consider consulting with an attorney in your state. Some states have legal services organizations that offer income-eligible help, and some counties have bar associations where you can consult with someone who practices family law for a reasonably-priced initial consultation. And it is always best for children if the adults who love them can work things out amicably.
During the Revolutionary War, the colonists wanted to be free from British control. They wanted to create a new government that would protect the people’s rights and not abuse its power. The colonists were very concerned about British actions leading up the Revolutionary War. They believed the British government had violated their rights by passing tax laws without their consent and abused its power by not listening to the concerns of the colonists.
After the Revolutionary War ended, the colonists created a new plan of government that was called the Articles of Confederation. Under the Articles of Confederation, the government had limited power. For example, the government couldn’t levy taxes or force people to join the military. The people were so afraid of having one person with too much power they limited the power of the executive branch. All of these limits on power were a result of how the colonists perceived the British government abusing its power.
Eventually, the people realized they had limited the power of the government too much, and they decided to write a new plan of government. This new plan of government was called the Constitution. The new government had more power, but the writers still wanted to be sure the government wouldn’t have too much power. For example, the government could levy taxes and control interstate and foreign trade. However, no branch of government could do everything by itself since each branch had a different job to do as a result of the concept of separation of powers. Additionally, the branches were able to control each other through the system of checks and balances. This shows the concern people had about creating a government with too much power. This can be traced back to the days when we were colonies of Great Britain.
A flame test is used to identify metal ions based on their unique emission spectra. When the electrons in the ions absorb heat energy, they move to a higher energy level. They're unstable at a greater distance from the nucleus so they fall back, giving off the absorbed energy in the form of light. The color of the light emitted is related to the size of the energy change. When viewed through a prism, each element has a specific set of lines that it produces. All together the various wavelengths of the lines produce colors characteristic of each element. Here are some examples:
Sodium - yellow
Lithium - red
potassium - violet
strontium - red
calcium - red-orange
copper - blue-green
barium - green
The test is conducted by dipping a clean nichrome or platinum wire into distilled water then into a salt containing the element. Chloride salts are often used. Alternatively, the wire can be dipped into a dilute solution of the salt. It's then held in the flame of a lab burner to observe the color produced. If the same wire is used for more than one solution it needs to be cleaned each time in dilute hydrochloric acid to remove ions of the previous solution.
In this essay, "Elia," the narrator, sits in front of the fire and tells detailed stories to his two children, Alice and John. However, as we discover at the end of the essay, Elia has been asleep and was only dreaming of having children. In fact, he is a bachelor. He writes as follows:
"while I stood gazing, both the children gradually grew fainter to my view, receding, and still receding till nothing at last but two mournful features were seen in the uttermost distance, which, without speech, strangely impressed upon me the effects of speech ... 'We are nothing; less than nothing, and dreams. We are only what might have been ...and immediately awaking, I found myself quietly seated in my bachelor armchair, where I had fallen asleep."
Because Elia tells the story of a dream as if it is real and only at the end lets the reader know he was dreaming, this essay is a typical example of dream literature. Dream literature, like this essay, pulls the reader into a story so rich in detail, so well imagined, that the reader accepts it as true, only to be surprised, if not totally shocked, to discover it is a dream. Another famous example, which also includes a little girl named Alice, is Lewis Carroll's Alice in Wonderland. We could also include the 1939 movie version of The Wizard of Oz as a sample of dream literature.
When all the boys first arrive, they crave some semblance of order, and this is first established by Ralph with the blowing of the conch:
They obeyed the summons of the conch, partly because Ralph blew it, and he was big enough to be a link with the adult world of authority.
The conch, and soon Ralph himself, become symbols for the order the boys need to remain connected to society. As soon as the boys mention electing a chief, Jack says, "I ought to be chief . . . because I'm chapter chorister and head boy." This statement is almost humorous because it is so arbitrary--how does being a good choir member qualify one to be chief of a deserted island? Even the young boys know that it does not, and they quickly elect Ralph, who seems much more level-headed and tells them
"This is our island. It’s a good island. Until the grown-ups come to fetch us we’ll have fun.
"There’s another thing. We can help them to find us. If a ship comes near the island they may not notice us. So we must make smoke on top of the mountain. We must make a fire."
Here, Ralph distinguishes himself as practical and optimistic, and he quickly proves that he also has excellent leadership skills when he gives Jack, who is obviously his competition, an important "job":
"Jack's in charge of the choir. They can be—what do you want them be?"
"Hunters."
This single word uttered by Jack sets up the disparity that soon develops between the two boys: While Ralph focuses on rescue, Jack focuses on the hunt; Ralph on the future, Jack on the present; Ralph on holding onto civilization; Jack on feeding his inner savage. In fact, the first glimpse of Jack prepares the reader for Jack's later behavior:
Within the diamond haze of the beach something dark was fumbling along...Then the creature stepped from the mirage on to clear sand, and they saw that the darkness was not all shadow but mostly clothing.
And finally, once Jack does actually begin to hunt, the reader realizes that he is quickly digressing:
[Jack] tried to convey the compulsion to track down and kill that was swallowing him up.
The two boys who might have even been friends under different circumstances are on vastly diverged paths by the end of Chapter 3.
Brian’s English teacher always told him to stay positive and get motivated.
When Brian’s plane crashes, the pilot dies and leaves him stranded alone in the Canadian wilderness. He remembers the advice that one of his teachers gave him.
Brian had once had an English teacher, a guy named Perpich, who was always talking about being positive, thinking positive, staying on top of things. … All Perpich would say is that I have to get motivated. He was always telling kids to get motivated. (Ch. 5)
It is very hard to stay positive in a situation like this, but Brian does his best to stay motivated. He realizes that he only has himself, and there is no one there to help him.
Brian has a hatchet, and not much else. He has his clothes and his shoes. He thinks about his teacher and feels like he would trade all of it for a hamburger. His biggest concern is that he is hungry.
He frowned. No, wait—if he was going to play the game, might as well play it right. Perpich would tell him to quit messing around. Get motivated. Look at all of it, Robeson. (Ch. 5)
It is only natural to be scared and feel hopeless in Brian’s state. He is all alone and desperate for food and shelter. His other concern is to signal any planes that might come by searching for him. He does this by building a smoky fire.
I suppose teachers never really know how they are going to be able to influence their students. In a time of trouble, Brian uses the guidance of his English teacher to help him stay focused and motivated. The advice to stay positive and motivated might be common, but a teacher who shows his students that he cares will be able to make a difference.
This is a great question. As Waverly became better in chess, she had more privileges at home. At first, she did not have to do the dishes. Her brothers, Winston and Vincent were annoyed at this point, because they had to do her chores. Later on, when she was becoming even better, she had more privileges.
At one point, she complained that her bedroom was so noisy that she could not think. So, her mother moved her brother out into the living room. Her mother was trying to help Waverly in every way. After this Waverly complained that she could not work on chess with a full stomach. Her mother allowed her to leave her plate with uneaten food. Here is what the text says:
My parents made many concessions to allow me to practice. One time I complained that the bedroom I shared was so noisy that I couldn't think. Thereafter, my brothers slept in a bed in the living room facing the street. I said I couldn't finish my rice; my head didn't work right when my stomach was too full. I left the table with half-finished bowls and nobody complained.
From these points, we can see that Waverly's mother tried to help her succeed in chess.
The only thing that Waverly could not get out of was going with her mother to the market. This was a source of pride for Waverly's mother.
The elements of dramatic irony add to the humor of the story.
Dramatic irony is when the reader knows something that one of the characters does not. There is a great deal of humor in this story that makes an otherwise dark tale more fun. Humor helps to characterize both Montresor and Fortunato. It also keeps the reader engaged to the very end.
The first example of humor is the way that Montresor messes with Fortunato’s head when he is trying to get him to go into the catacombs. The scene is quite absurd. Fortunato is drunk and dressed as a clown, and Montresor is deadly serious but pretending to be friendly.
He accosted me with excessive warmth, for he had been drinking much. The man wore motley. He had on a tight-fitting parti-striped dress, and his head was surmounted by the conical cap and bells. I was so pleased to see him that I thought I should never have done wringing his hand.
When Montresor tricks Fortunato into going into the catacombs by telling him he has an expensive and rare cask of wine and he is planning to show it to someone else, the reader is sure to chuckle. The dramatic irony is that we know that Montresor really needs to get Fortunato into that cellar. He wants to kill him!
Another example of comic relief is the humor regarding the Masons. Montresor is carrying a trowel, and to explain its presence away he makes a joke about being one of the Masons.
"You are not of the masons."
"Yes, yes," I said; "yes, yes."
"You? Impossible! A mason?"
"A mason," I replied.
"A sign," he said, "a sign."
"It is this," I answered, producing from beneath the folds of my roquelaire a trowel.
"You jest," he exclaimed, recoiling a few paces. "But let us proceed to the Amontillado."
Masons are actually a very prestigious secret society, and when Fortunato makes the gesture Montresor pretends he understands, and then produces the trowel. Fortunato actually does belong to the secret society, and so he laughs it off.
By the time we get to the actual bricking up stage, there is a sort of macabre humor in Fortunato’s actions, but we know that Montresor is not kidding. Fortunato takes a while to become suspicious, but by the time he does it is too late.
Throughout the story humor is created through dramatic irony. We the reader know what is going on, while Fortunato has no clue. He thinks that he is just out on a harmless outing with a friend, but Montresor manipulates him carefully until he finally succeeds in killing him.
In Stave I of Charles Dickens' A Christmas Carol, the reader is introduced to the character of Ebenezer Scrooge, a bitter, miserly figure whose priorities -- business first, last, and always -- receive an unexpected reprioritization after he is visited in his bed chamber by a series of ghosts. Scrooge is depicted as "a squeezing, wrenching, grasping, scraping, clutching, covetous, old sinner." Dickens emphasizes, and reemphasizes, that his protagonist is completely lacking in humanity, not even able to offer a positive comment at the funeral of his long-time business partner Jacob Marley. One night, however, upon retiring for the evening, Scrooge is disturbed while sitting before his fireplace in his bed gown, slippers and nightcap. It is the sound of chain being dragged across the floor. Now, Scrooge had already, upon arriving home from another day at the office, been momentarily startled by the image of his now-deceased business partner in the brass knocker on his front door. Now, in the warmth of his home, he is disturbed by a spirit or ghost dragging the chain that must have made the sound that first disturbed Scrooge. Dickens provides the following description of the chain that is being dragged by the ghost of Jacob Marley:
"The chain he drew was clasped about his middle. It was long, and wound about him like a tail; and it was made (for Scrooge observed it closely) of cashboxes, keys, padlocks, ledgers, deeds, and heavy purses wrought in steel."
Note these details: cashboxes, ledgers, deeds, heavy purses. These are the items associated with Scrooge, and his former partner's, business. "Scrooge and Marley" was the accounting business that now rested in the solitary grip of the surviving partner, Ebenezer Scrooge. The "tight-fisted" businessman lived a lonely existence, preferring to keep others at arm's length and content only to make more money while treating his loyal and diligent assistant, Bob Cratchit, like a veritable slave. Now, we move on to the conversation between Marley's ghost and Scrooge, and the symbolic importance of the chain is made even clearer. As Scrooge looks in horror at this apparition, the ghost of Jacob Marley explains the metaphorical meaning of the chain:
“I wear the chain I forged in life,” replied the Ghost. “I made it link by link, and yard by yard; I girded it on of my own free will, and of my own free will I wore it. Is its pattern strange to you?”
What Marley's ghost means, of course, is that Scrooge's long-time business partner has come to recognize in death what he failed to understand in life -- that one's soul is weighed down by the materialism that marginalizes the human contacts that really give meaning to one's life. Marley has come to warn Scrooge that, unless the latter changes his life, he, Scrooge, will similarly be condemned to an eternity of dragging the chain of cashboxes, business ledgers, etc.
One of the two robot police cars left in the city stops Leonard Mead walking the city streets because his behavior is suspicious. No one walks at night in this society because they are locked up in their homes watching hundreds of channels on television. Leonard Mead is different, however. He use to be a writer, an occupation no longer needed in this society because no one reads when there is television to entertain them. Mead is from a different time when people socialized and enjoyed taking walks or sitting on their porches talking. As Mead takes his nightly walks, he notices that all the houses are dark and compares it to walking through a graveyard. He also notes that he has never met another person walking in all the years he has been doing it.
The police car stops Mead, and when Mead tells the police car during their questioning of him that he use to be a writer and he is unmarried (only married men would be walking at night to get away from their wives), it seems to be enough for the police to take him away to the Psychiatric Center for Research on Regressive Tendencies where he will be re-indoctrinated with the “normal” behavior of society. In the final scene, Mead says “good-bye” to his home, for he will never remember his former life once the “doctors” at the psychiatric center reprogram him.
The given equation is the chemical reaction that takes places during photosynthesis. In this reaction, carbon dioxide and water react, in presence of sunlight and form glucose and oxygen. The balanced chemical equation for thta is given as:
`6H_2O + 6CO_2 + sunlight -> C_6H_12O_6 + 6O_2`
To balance a chemical equation, the idea is to have equal number of atoms of each element on both sides of the equation, that is, on product and reactant side. For example, if start with hydrogen atom, there are 12 atoms on reactant side (in the balanced equation) and 12 atoms in product side, so hydrogen is balanced. In the unbalanced equation, there were only 2 hydrogen atoms on reactant side and hence a multiplier of 6 was added as coefficient to water molecule. Similarly, all the other molecules can be balanced as well.
Hope this helps.
The Thirteenth, Fourteenth, and Fifteenth Amendments are often known as the "Civil War Amendments" or the "Reconstruction Amendments" because they were passed in the aftermath of the war and amidst the political ferment of Reconstruction. Each was concerned with protecting the basic rights of African-Americans newly liberated from slavery by the war. The Thirteenth Amendment outlawed slavery permanently, the Fourteenth Amendment extended citizenship and "equal protection" under law to all citizens (a term it also defined), and the Fifteenth Amendment protected, or attempted to protect, the right to vote for African-American men. Even as these amendments were being passed, their provisions--especially the Fourteenth and Fifteenth Amendments--were being challenged by white Southerners, and while there was a window where black men enjoyed their protections, this period quickly waned with the end of Reconstruction and the establishment of Jim Crow.
In the long term, the Fourteenth Amendment in particular has taken on added significance for several reasons. One is that the Supreme Court has used it to overturn unequal laws--most famously in Brown v. Board of Education. The Court has also used its guarantee of equal protection and equal "provisions and immunities" to expand the provisions of many of the other amendments to the states. This basically meant that states, like Congress, cannot pass laws that violate amendments like the First, the Second, the Fourth, and so on. The definition of citizenship in the Fourteenth Amendment has also proven significant in that it formally establishes citizenship by birth, which guarantees citizenship to the children of immigrants. The Fourteenth has thus proven to have the most lasting--and the broadest--significance, though the Fifteenth has also been invoked to overturn discriminatory voting laws.
The first ten chapters of Lee's To Kill a Mockingbird introduce the readers to the Finch family, their neighbors and friends, and the daily workings of life in a southern Alabama town in the 1930s. One lesson, or theme, that dominates these chapters is how Scout learns to treat people who are different than she is. From the local boogeyman to the classmate at school, she learns many lessons on how to behave and treat people kindly.
First of all, Boo Radley is the local shut-in whom the children and Stephanie Crawford have demonized. Gossip flows through a town like vicious flood waters, sometimes, and Miss Maudie teaches Scout not to swim in it. When Scout is probing Maudie for answers about Boo Radley, Maudie finally squashes the rumors by saying the following:
"That is three-fourths colored folks and one-fourth Stephanie Crawford. . . [she] told me once she woke up in the middle of the night and found him looking in the window at her. I said what did you do, Stephanie, move over in the bed and make room for him? That shut her up awhile" (45).
Maudie goes on to tell Scout that she knew Arthur (Boo) as a boy and remembered he was a nice boy. Basically, Maudie breaks down the rumors with humor and then tells Scout the truth. She leads by example and teaches a good lesson not to listen to the gossips.
Another lesson that Scout learns from her father is about how to tolerate other people rather than beating them up over a disagreement. After Scout is frustrated with school and classmates, Atticus says the following:
". . . if you can learn a simple trick, Scout, you'll get along a lot better with all kinds of folks. You never really understand a person until you consider things from his point of view. . . until you climb into his skin and walk around in it" (30).
The above passage teaches Scout to be patient, consider a tough situation from the other person's point of view and then plan a response to the issue at hand rather than throwing them down in the dirt--literally in Scout's case.
Another trick Atticus teaches Scout is to negotiate and compromise like a good little lawyer. Scout doesn't want to go to school because her teacher said that her father incorrectly taught her how to read and Atticus says,
"Do you know what a compromise is? . . . [it's] an agreement reached by mutual concessions. It works this way. . . If you'll concede the necessity of going to school, we'll go on reading every night just as we always have. Is it a bargain?" (31).
Thus, Atticus teaches another lesson about how to get along better with people--even teachers.
Finally, at Christmas time the children receive air-rifles, which could become an issue if Scout hasn't learned to treat others kindly. Atticus teaches them the proper use of the guns he gave them by saying the following:
"I'd rather you shot at tin cans in the back yard, but I know you'll go after birds. Shoot all the bluejays you want, if you can hit 'em, but remember it's a sin to kill a mockingbird" (90).
This is the quote from which the novel bears its title and with good reason because it is an analogy for life, too. Maudie interprets Atticus by saying that mockingbirds don't hurt or bother anyone or anything. Innocent animals like these should be allowed to live without any harassment. Later, the Scout makes the parallel between the mockingbirds and innocent people like Tom Robinson and Boo Radley.
The short answer is that we don't know. That would be a question that the author, Lois Lowry, would need to address herself and I do not recall her ever mentioning that she had considered making his character female instead.
What might be interesting to consider is whether or not the gender of the new Receiver is important and whether the new Receiver being a female would have changed the storyline. In some books we can easily see that a female character would drastically change the storyline, but I am not sure the argument for that could be made regarding The Giver.
Males and females in the book are treated, in some ways, very similarly. That is to say, each gender works, takes care of the family, dresses similarly, and because they are a sexless society, there are not the same traditional male and female tensions we have in our own society.
Also, there was a previous Receiver of Memory who was a female, and she reacted in much the same was as Jonas did once she began to receive troubling memories. Although Jonas managed to receive more memories before he finally stopped, he stopped not because of the memories as she had, but because he learned what "release" truly was. In both cases, however, the role of Receiver caused them to learn things about humanity that caused them to want to stop being the Receiver. So, one could argue that male or female would have trouble with becoming the Receiver, and that gender might not play that significant of a role.
The relations between the United States and Spain were strained over several events regarding Cuba in the late 1800s. The United States was concerned about how the Spanish were treating the people of Cuba. News reports of the Spanish mistreatment of the Cubans were exaggerated in a practice that was known as Yellow Journalism. Americans, not having any other major source besides newspapers to get their news, believed the newspaper stories they were reading. They were outraged by the alleged Spanish mistreatment of the Cubans.
When the Spanish ambassador to the United States wrote a letter that was very critical of President McKinley, our relations with Spain deteriorated further. This letter, which was supposed to be a private letter, was intercepted and given to one of the newspaper companies that then published the letter. This letter outraged the American people.
The USS Maine was sent to Havana harbor to protect American interests in Cuba as the relationship with Spain deteriorated. We were very concerned about what the Spanish were doing in Cuba. Sending the USS Maine to Cuba reminded the Spanish of our concern regarding the situation in Cuba. When the USS Maine exploded, Americans immediately blamed Spain. Ultimately, pressure increased on President McKinley to declare war on Spain. This declaration of war occurred in April 1898.
A physical change can't reverse a chemical change. This is because a chemical change results in a new substance being formed. Chemical bonds are broken and and new bonds are formed between different atoms. Another chemical change would be needed to break the new bonds and reform the original bonds.
When a physical change occurs the chemical composition of the substance doesn't change. Some examples of physical changes are melting, freezing, vaporization, and condensation. Physical changes can be reversed, usually by heating or cooling the substance, without any chemical bonds being broken or formed.
Here are examples of both a chemical and a physical change involving water:
When hydrogen gas reacts with oxgen gas, water vapor is formed:
`2H_2 + O_2 -> 2H_2O`
The water formed in this reaction can't be turned back into hydrogen and oxygen gases unless enough energy is provided to break the chemical bonds, which would change the chemical formula.
Here's a description of ice melting:
`H_2O_((solid)) + heat -> H_2O_((liquid))`
This is a physical reaction. There was no change in the chemical formula of the substance. The liquid water can be changed back to solid by cooling it, and in doing so the chemical formula still doesn't change.
Though an argument could probably be made for both sides, I would argue that the character Caesar did not deserve to die in Julius Caesar. Here, it is important to differentiate the character Caesar from the historical figure. Though many acknowledge the threat the historical figure Julius Caesar was to the republic of Rome, Shakespeare writes the character of Caesar more ambiguously.
For one, he is plagued with all sorts of physical issues. He and Calpurnia haven't been able to have children, which he blames on her when he tells Antony to whip Calpurnia when he runs by to cure her barren womb. Of course, it's equally possible that Caesar himself is sterile. Additionally, the audience hears from Cassius that Caesar is a weak swimmer, having almost drowned in a swimming competition, and that he was very sick as a young man. Add that to the deaf left ear and epileptic fainting in Act 1, scene 2, and Caesar doesn't look like such a huge threat anymore.
Furthermore, Shakespeare doesn't make it clear that Caesar really wants to be king of Rome in the first place. Yes, there is that whole theatrical production in Act 1, scene 2, when the crowd offers Caesar a symbolic crown and he refuses it three times. Still, that seems more about Caesar loving the attention and love of his people than actually trying to take over Rome.
While there are moments of the play and dialogue that suggest that Caesar could be a threat to Rome (particularly his Northern Star speech right before he is assassinated), he still did not deserve to die. After all, the conspirators who planned his death did so for the good of Rome and the will of the people. But these same conspirators mock "the people." When relating the people's reaction to Caesar's weird behavior at the crown offering, Casca says the people
"cried 'Alas, good
soul!' and forgave him with all their hearts; but
there's no heed to be taken of them; if Caesar had
stabbed their mothers, they would have done no less" (Act 1, scene ii).
Aside from ignoring and mocking the preferences of the people, the conspirators' claims of fighting for the republic ring false due to Cassius's scheming. The audience sees how aggressively he manipulates Brutus, even sending fake letters to his house, pretending that the people of Rome sent them. Caesar himself identifies the "lean, hungry look" of Cassius, recognizing him as a discontented schemer. In fact, much of the information the audience gets about Caesar comes from the conspirators themselves, who are all already against him. When viewed this way, the plot seems to be less about the freedom of Rome and more about Cassius' ambition. There just does not seem to be enough objective evidence that Caesar is trying to take over the power of Rome for his death to seem just.
Jonas is talking about release, which is a terrible punishment and a failure for the community. He is referring to the jet pilot who flew over the community by mistake.
Jonas’s community controls its citizens’ every move. The goal of Sameness is to ensure that all people are safe and no one is ever uncomfortable. For example, when Jonas sees a jet plane fly overhead, he is afraid. Apparently everyone in the community is, because the Speaker orders everyone inside. It turns out that the jet flying over the community was just an accident, but the damage is done.
NEEDLESS TO SAY, HE WILL BE RELEASED, the voice had said, followed by silence. There was an ironic tone to that final message, as if the Speaker found it amusing; and Jonas had smiled a little, though he knew what a grim statement it had been. (Ch. 1)
For a “contributing citizen” to be released is a big deal. Old people are released all of the time. Apparently they can no longer contribute. However, a person who breaks three rules, or makes a major mistake, can also be released. This is considered a failure of the community.
Most of the citizens have no idea what release actually is. All they know is the euphemism and the idea that once a person is released, he or she goes to Elsewhere. As far as they know, Elsewhere is a place. However, when they release a person what they are really doing is killing him with a lethal injection.
There is another instance of release other than punishment and the elderly. If a baby does not meet the requirements of the community, they terminate it. Jonas witnesses the release of a twin, killed for being the smaller one of an identical set.
As he continued to watch, the newchild, no longer crying, moved his arms and legs in a jerking motion. Then he went limp. The head fell to the side, his eyes half open. Then he was still. (Ch. 19)
Release of a newchild is considered sad, because babies have done nothing wrong. Release of the elderly is celebrated, because they have lived a long life. Release of adults who have broken the rules is considered a failure of the community to get people to conform.
By the time Elie Wiesel's father dies in his book Night, everyone has suffered so much, that the death is almost an aside. Death has become a part of life, and the Jewish people in the camps see it every single day, multiple times. Elie has stuck by his father's side throughout. Early in the book, he looked to his father for comfort and as his caretaker. As the story continues, the roles of father and son reverse, and Elie is the one watching out for his weakening father. By the time Mr. Wiesel dies, Elie is exhausted, and though he wishes he could cry for his father, the overwhelming feeling Elie has is one of relief.
"I did not weep, and it pained me that I could not weep. But I had no more tears. And, in the depths of my being, in the recesses of my weakened conscience, could I have searched it, I might perhaps have found something like--free at last" (Wiesel 106).
Elie was so weak himself at this point, that he couldn't even feel anymore. The Nazis had taken even that away from the Jewish people.
No, only seven of the ten people invited to the island are on the boat with Fred Narracott. He observes that they are a mixed and unusual group of people. The seven on the boat with him are:Mr. Justice Wargrave; “an old maid” who would be Emily Brent; “an old military gentleman” who would be General Macarthur; a “nice-looking young lady” who would be Vera Claythorne; a “bluff, cheery gent – he really wasn’t a gentleman” who would be Mr. Blore; a “lean, hungry looking gentleman with the quick eyes” who would be Captain Philip Lombard; and finally, “the one who had arrived in the car” who would be Tony Marston (all quotes are on page 23).
Two other people brought to the island are Mr. and Mrs. Rogers. They are the butler and the maid and have already arrived and prepared the home for Mr. and Mrs. Owens and their guests. They have not met the Owens and have just arrived on the island.
The last person is Dr. Armstrong, who arrived just at sunset.
“Dr. Armstrong came to Soldier Island just as the sun was sinking into the sea” (pg 29).
He was the final guest. So, seven came on the boat, two were already on the island, and one came at sunset.
A psychological contract refers to a set of informal expectations and responsibilities between the employer and employee. The psychological contract is different from the employment contract, which establishes a formal relationship between the employer and employee. Further, the employment contract outlines in writing the responsibilities and obligations of the employee and the employer during their engagement.
The psychological contract is dynamic and subject to change based on changing perceptions and communication between the two parties. Psychological contracts are based on the equity theory, where each party expects fairness in order to sustain the relationship. Breach of fairness will lead to a deplorable state of the relationship. This will also impact on productivity and the general environment/ mood in the workplace. Thus, managing the expectation of the psychological contract is important to ensure the business's bottom-line is not negatively affected.
The worldwide economic depression that occurred after the first World War provoked varied responses in how countries around the world dealt with the crisis. The most effective approach, and the one that seemed to have the greatest effect, was that of the progressive democracies of Canada, Great Britain, and France. This system has come to be known as welfare capitalism. In the social welfare system, the government attempts to redistribute wealth through taxation policies and social welfare initiatives. The governments will collect taxes from profitable companies and individuals and then distribute the taxes to the needy in the form of healthcare, or social security/welfare programs of some type. This, in turn, offers a fairly reasonable distribution of power and wealth and creates the social stability that was not realized in countries that used other approaches.
The problems of unemployment, bankruptcy and hopelessness were somewhat fixed by the welfare capitalist economies. American president Franklin D. Roosevelt recognized the success of European countries that made social welfare reforms. He attempted to implement this model with limited success through his New Deal initiatives.
The best way to approach this question would be to first define the four choices given.
A soliloquy is a device used in a play to reveal a character’s inmost thoughts; the character speaks to him- or herself with total disregard to anyone who could be around to hear.
An English sonnet, also known as an Elizabethan sonnet or a Shakespearean sonnet, is a poem in iambic pentameter consisting of three quatrains and a couplet, with the rhyme scheme abab cdcd efef gg.
An elegy is a reflective, mournful poem or song, usually a dirge for the dead.
A lyric in this case, is a poem or song that expresses emotion.
Now, we know that the correct answer cannot be (A), because in this monologue the actor is not speaking to himself, but directly to the audience. Neither is he revealing anything about himself, but rather telling everyone what is about to happen in the play.
The monologue is very matter-of-fact, and expresses little emotion or reflection. It is not mournful. We can therefore eliminate (C) and (D).
And so we are left with the correct answer, (B), which is substantiated by the format of the monologue. There are fourteen lines which follow the correct rhyme scheme for an English sonnet, and they are all written in iambic pentameter. It meets all the requirements of form and meter, and therefore we can say that this monologue is indeed written as an English sonnet.
Nadine Gordimer uses the narrator's explanation of why her house settles and makes creaking noises even when no intruder is present as a symbol and foreshadowing. Symbolically, the house sitting atop the gold mine represents the white culture that was built on the work and labor of the black servant class in South Africa. The Dutch settlers (Afrikaners), who began to rise to political power in 1914, promoted their own economic interests over the interests of other ethnic groups. In 1948, the Afrikaners' Nationalist Party became the ruling party and instituted apartheid, a vigorous system of legal discrimination against non-whites. Thus, the "uneasy strain to the balance and counterbalance" described between the gold mine and the house represents the imbalance of the apartheid social system. The narrator describes the hardships of the miners, who are invisible and whose struggles are not even apparent to those on the surface. The miners' plight represents non-white people's struggles, which are ignored by or not even evident to white people during apartheid.
The description of the mine also foreshadows the fear and prejudice the bedtime story deals with. Just as the narrator fears the unknown and speculates about what terrors are occurring in the subterranean mine, so too does the family in the bedtime story imagine all kinds of horrors that will come to them if their culture crosses paths with the "people of another color." The bedtime story ends with the little white boy enmeshed in the Dragon's Teeth fence, which was foreshadowed by the description of the miners who "might now be interred there in the most profound of tombs."
What seems a simple explanation of why the narrator hears creaking in her home becomes a meaningful symbol and means of foreshadowing the plot and theme of the bedtime story that follows.
The description of the mine shows that white people in South Africa are afraid of people of color because they don't understand their lives and struggles and because they know that the people of color have been taken advantage of. The white culture has been built on top of the backs of people of color, and such an unstable system is sure to crack and eventually crumble. At the time of the story's writing, white people feared not only the loss of their own fortunes but also the vengeance of those they had exploited. Eventually the apartheid regime ended in 1994 after much social unrest, and currently laws are in place to favor those who were once discriminated against.
Ebenezer Scrooge's goals changed over the course of the story. In the beginning, Scrooge's primary goal is to make as much money as possible. Driven by this goal, Scrooge sacrifices everything else in his life -- a relationship with a fiancee who subsequently ends their engagement, the opportunity to help others -- in pursuit of this ideal.
As a result of being visited by the ghost of Jacob Marley and by the three ghosts (Christmas Past, Christmas Present, Christmas Yet to Come), Scrooge's goal shifts. Realizing the shortsightedness of seeking money as an ultimate goal, Scrooge changes his focus to one of giving. He becomes like a second father to Tiny Tim and focuses his energies on not only growing his business, but also giving to, and caring for, others.
Some of the strongest evidence to support Calpurnia's being educated comes at the beginning of Part II, in Chapter 12, when Cal takes the children to her church- The First Purchase African M.E. Church- while Atticus is away.
After Calpurnia's son, Zeebo, leads the congregation in a call and response format for their hymns, Jem asks why they don't have hymnals, and Calpurnia explains that most of the congregation can't read. Cal says, "Can't but about four folks in First Purchase read... I'm one of 'em" (Lee 141) .
Cal goes on to explain that she taught her son to read as well; "There wasn't a school even when he was a boy. I made him learn, though" (Lee 142). In the same scene, she explains how she taught Zeebo by having him read from a bible along with a book called Blackstone's Commentaries that Scout and Jem's grandfather gave to her so that Miss Buford (Miss Maudie's aunt) could teach her to read when she was a child growing up at Finch's Landing.
There's also a scene early in the book when Scout casually mentions Calpurnia's literacy and how it was Cal who taught Scout and Jem how to read and write. In Chapter 2, when Miss Caroline punishes Scout for already knowing how to write (which the rest of the class won't study until they get to third grade), Scout explains:
"Calpurnia was to blame for this. It kept me from driving her crazy on rainy days, I guess. She would set me a writing task by scrawling the alphabet firmly across the top of a tablet, then copying out a chapter of the Bible beneath. If I reproduced her penmanship satisfactorily, she rewarded me with an open-faced sandwich of bread and butter and sugar. In Calpurnia's teaching, there was no sentimentality: I seldom pleased her and she seldom rewarded me" (Lee 21).
These quotes regarding Calpurina's literacy and her teaching of the children are the main evidence of her being educated.
Macbeth's imagination begins working on him early in the play when the witches address him as the Thane of Cawdor and then king. At first he simply denies the possibility of becoming king: “To be king stands not within the prospect of belief.” Later, the idea begins working on his mind, and he starts to consider the possibility. We see the workings of his imagination in the following instances:
Macbeth is not a very analytical character. He is unable to see the trap he is falling into, as he is spurred on by Lady Macbeth and witches. His imagination makes him easy to manipulate and also leads to his deteriorating sense of reason.
The story is told from Montresor’s point of view – thus we know all that he is thinking. Indeed, he has told us at the beginning of the story that he is seeking to exact revenge on Fortunato for “the thousand injuries” inflicted upon Montresor by the man. He also states “that neither by word or deed had I given Fortunato cause to doubt my good will.” Fortunato, therefore, believes Montresor still to be a friend. Given this information, had the story been told from the point of view of Fortunato, we might assume that Montresor was indeed concerned about his health. However, given what Montresor has already told us, we know that this is the least of his concerns. Indeed, if answer (A) were true, there would be no element of sarcasm at all. We also know that he is only mentioning Luchresi’s name to sustain Fortunato’s interest in the amontillado – Luchresi being, as Fortunato states, “an ignoramus” who “cannot tell Amontillado from Sherry.” And, being as there is in fact no existing cask of amontillado, Montresor has no intention of going to Luchresi, and so we can eliminate (B). Nowhere in the story or in the passage does it mention any sort of jealousy on Montresor’s part for Fortunato’s wealth, so we can also eliminate response (D).
Given all this information, we can conclude that the correct answer is (C), that Montresor is unconcerned for Fortunato’s health. We know from the very beginning that Montresor will kill Fortunato, or injure him in some other way, and so the man’s health is of absolutely no concern to him. But by stressing the opposite, and mentioning Luchresi, he is playing with Fortunato’s pride, and therefore convinces him to walk unsuspectingly into the deepest, darkest reaches of his cellar.
Murder in the Cathedral is about the Archbishop of Canterbury's moral struggle against Henry II. Henry has stripped him of the chancellorship of England because the archbishop has excommunicated bishops Henry had appointed. Thomas Becket, the archbishop, arrives at Canterbury at odds with the King.
During the play, four tempters try to persuade the archbishop to violate his conscience. The first tempter tries to lure him to compromise with Henry because of the easy, successful life he could have were he reinstated as chancellor. The second reminds him of the worldly power Thomas would gain if he bent his morals to accommodate the king. The third tempter wants him to lead a band in overthrowing the king: then Thomas could place the church at the center of power. Thomas refuses all these temptations, which parallel Satan's temptations of Christ in the desert.
Then a fourth tempter arrives and tells Becket he should allow himself to be killed by Henry so that he can become a martyr and be remembered for all time ever after as a great man. Becket has a harder struggle but refuses this temptation. In the end, he takes the morally correct path: he refuses to compromise with Henry. He is killed by Henry's knights.
This play was commissioned in 1935 to critique both the brutal tactics of the Nazis in murdering anyone who got in their way, just as Henry kills Thomas when he becomes a problem, and to critique compromises with evil. At the end of the play, his priests, who can be seen as speaking for everyman-- "we acknowledge ourselves as a type of the common man," they say--ask forgiveness for a host of sins that were characteristic of their times, the Nazi era and today:
Who fear the injustice of men more than the justice of God .../who fear ... the push into the canal ... have mercy upon us.
The play is a moral message to the world, a cry for better and more courageous behavior on the part of people everywhere.
In short, Our Husband Has Gone Mad Again by Ola Rotimi is a very humorous play about the political struggles of modern Africa. The main character is Lejoka-Brown who is a member of the military and who has contracted many wives (unknown by his first wife) over the years.
Early in the play, we learn of Lejoka-Brown’s wives. Mama Rashida was his brother’s wife. Lejoka-Brown had to marry her according to tradition and due to his brother’s death. Sikira (the second wife) married Lejoka-Brown in order to advance him politically and, literally, to help him win the women’s vote. Then, of course, there’s Lizzy who (like the others) thinks she is the only wife. She comes back from the United States after completing her medical degree. It is here that the real comedy begins.
Lizzy’s plane lands earlier than usual in Nigeria, so she simply finds Lejoka-Brown’s father’s house and makes it her own. Lejoka-Brown, at that point, is on his way to the airport in order to prevent that very thing. After living in America for some time, Lizzy has adopted the Western view of “traditional” marriage and isn’t afraid to “chase” her husband, even after the three wives learn about each other. Many comic incidences ensue. Most notably, the title incidence, where Sikira runs from the house shouting, “Our husband has gone mad again!” This is her exit-line in that Sikira leaves the marriage once and for all here. It isn’t long before Mama Rashida does the same thing and, by the end, Lizzy has obtained her desire: Lejoka-Brown all to herself. Lizzy is now Lejoka-Brown’s one and only wife.
In conclusion, it’s important to note that as the play goes one, the watcher/reader learns that Lejoka-Brown is obviously not as educated as his wife, Lizzy, but that his political prowess puts them on the same level in Africa.
Ozymandias, also known as Ramses II, is the subject of this statue. The narrator, relating what he's heard from the traveler, notes that the statue's visage (face) had a frown, a "wrinkled lip, and a sneer of cold command". He adds that the sculptor understood the passions of Ozymandias and therefore used this sculpture as an opportunity to mock him. The frown and cold sneer shows the pride and arrogance of Ozymandias. The sculptor succeeded in capturing this condescending, self-important attitude of Ozymandias. This is underscored by the motto ending with, "Look on my works, ye Mighty, and despair". Ozymandias wanted all rulers and powerful men who followed him to despair when looking upon all of his great monuments, this statue included. Ozymandias believed himself to be one of the greatest, if not the greatest, ruler of all. Therefore, he commissioned monuments like this statue to portray his greatness for the rest of time.
The fact that the statue is in ruins illustrates the fact that power is fleeting. It is ironic that Ozymandias wanted this to be a lasting monument to his greatness because what is left only communicates his arrogance and a ruined, rather than majestic, sculpture. No one will despair as he had wished. They only see a ruin. Any notion of Ozymandias's greatness has been eroded by time, just as the statue has.
Danforth refuses to postpone the hangings because he feels that, if he were defer them, it would undermine his authority and credibility. Further, it might encourage people to question whether or not those folks who were hanged before were actually guilty. He says, "While I speak God's law, I will not crack its voice with whimpering." Danforth feels that God is speaking through him, that he is God's agent, and so he argues that it would appear to weaken God's voice if Danforth appears weak.
The others -- Hale and Parris -- fear that the people in Salem are going to rebel against the courts because they are beginning to be perceived as corrupt and because life in the town has gotten so bad. To this, Danforth says, "I should hang ten thousand that dared to rise against the law, and an ocean of salt tears could not melt the resolution of the statutes." In other words, Danforth very much prizes law and order over mercy, and this belief also helps to inform his decision not to postpone the hangings.
World War II devastated the Western European economies. The United States recognized that it was in their best economic and strategic interest to help rebuild these economies, and the Marshall Plan was designed with that in mind. They spread 12 billion dollars across 18 European countries with over half going to England, France, and West Germany. Part of the U. S. motivation was to prevent these countries from veering toward communism. History has proved that the plan was successful. The United States also knew that it would benefit from an economically improving Europe—we needed trading partners with functioning economies.
The Truman Doctrine was even more specifically directed at stopping the spread of communism. Shortly after World War II Eastern European countries quickly fell into the Soviet communist bloc. The West was worried about the domino effect—the idea that the conversion of one country to communism would lead to another and to another. Right after World War II that seemed to be what was happening. So, the Truman Doctrine offered military and economic aid to countries in danger of being taken over by communist sympathizers or forces. The initial focus of the Truman Doctrine was Greece and Turkey. Eventually the policy led to the wars in Korea and Vietnam.
In the medical world, a prion is a proteinaceous infectious protein called cellular prion protein (PrPc). PrPc is naturally located on cells that are found within the central nervous system, but it can be found on the surface of other tissues as well. Somehow, the folding of the protein becomes abnormal. The mis-folded proteins become templates for other proteins. The newly mis-folded proteins also become templates and cause other proteins to become mis-folded. This process continues until a plaque-like mass of the proteins is formed within the central nervous system that interferes with normal synapses. The brain cells eventually die. What appears to be a hole within the brain occurs where a mass of brain cells are lost. As the process continues, the brain may take on a spongy-like appearance. This can lead to brain disorders such as scrapie, encephalopathy, bovine spongiform (also known as “mad cow disease”), and Creutzfeldt-Jakob disease. Symptoms of such diseases include changes in memory, movement, intelligence, and behavior.
Harper Lee's To Kill a Mockingbird is so complex that there seems to be multiple themes going on at one time. When considering the main idea, or theme, in a work of literature, take the events that occur and see what they all have in common. The main idea or theme for chapters 4, 5, and 6 centers around the mysterious Boo Radley. First, Dill and Jem are determined to get the neighborhood phantom to come out of his house and they resort to adventurous scheming; next, the kids act out the story of the Radleys in their front yard; then, Scout has a down-to-earth talk about the Radley family with Miss Maudie; and finally, these chapters also consist of Scout and Jem finding little treasures in the knothole in the Radley tree.
When Atticus finds out that the kids are in fact acting out the neighbors' lives in their yard, he lays into them as follows:
"What Mr. Radley did was his own business. If he wanted to come out, he would. If he wanted to stay inside his own house he had the right to stay inside free from the attentions of inquisitive children, which was a mild term for the likes of us. . . Furthermore, had it never occurred to us that the civil way to communicate with another being was by the front door instead of a side window?" (49).
This lecture doesn't stop the kids completely because Jem sneaks over one night to peak into the house and Nathan Radley scares him away with a shotgun. Jem's pants get caught in the fence as he runs away and must go back for them after Atticus goes to sleep. Jem realizes that he is the subject of a kindness when he discovers that his pants are mended when he returns for them. If all the events and lectures are added together, and the growth of the children is assessed, the children learn lessons of tolerance, patience, and respect for others and not to listen to gossip or to perpetuate neighborhood legends.
The only reference in the play about what Shylock shall do to a Christian is when he refers to Antonio. He mentions that he will take revenge on him for the injustices he feels Antonio had done to him. He feels that he is justified in his action against the Christian since Antonio had spat on him, kicked him as if he were a dog, called him a dog and publicly denounced his moneylending practices.
Furthermore, Antonio also lends out money free of interest, which has a detrimental effect on his business, since Antonio's actions bring down the rate of interest. Finally, he says, he will hurt Antonio by taking a pound of his flesh not only because he had forfeited on his promise to repay his debt, but also because he hates Antonio. He mentions as much to the duke during the trial:
... So can I give no reason, nor I will not,
More than a lodged hate and a certain loathing
I bear Antonio, that I follow thus
A losing suit against him.
Earlier, in Act One, when Bassanio approached him for the loan with Antonio as surety, Shylock expressed confidence that he finds Antonio sufficient, i.e. that he is of the means to settle the debt. He requests to speak to Antonio. Bassanio then invites him to dine with them so that they may converse. Shylock responds:
Yes, to smell pork; to eat of the habitation which
your prophet the Nazarite conjured the devil into. I
will buy with you, sell with you, talk with you,
walk with you, and so following, but I will not eat
with you, drink with you, nor pray with you. What
news on the Rialto?
In this extract, he clearly states four things that he will do with a Christian: he will buy, sell, talk and walk with a Christian but he refuses to eat, drink or pray with one. It is clear that Shylock detests Christians and does not want to associate with them, except on a very rudimentary level. He is, therefore, more than prepared to discuss business with Christians, but deems it inconceivable that he will form any deeper relationship than that.
There are two Mr. Radleys in the story. Old Mr. Radley is Boo Radley's father. Young Mr. Radley is his oldest son. Both men are neighbors of the Finch family and keep to themselves.
Old Mr. Radley is a mysterious figure. He has a wife and two sons. He stays inside of his house most of the time. This is unusual in the very social town of Maycomb. Scout knows of the man's daily routine:
Mr. Radley walked to town at eleven-thirty every morning and came back promptly at twelve, sometimes carrying a brown paper bag that the neighborhood assumed contained the family groceries. I never knew how old Mr. Radley made his living— Jem said he "bought cotton," a polite term for doing nothing..." (To Kill a Mockingbird, Chapter 1).
Boo Radley had gotten into trouble as a teenager. His father did not know he was hanging around a rough crowd of boys. Boo got in trouble with the law and had to appear before a judge. Boo could have been sent to a special school in another part of the state, but his father intervened. Mr. Radley promised the judge that he would keep a close eye on his son. Boo was allowed to go home with his father.
There was a rumor that Boo had stabbed his father with a pair of scissors. Mr. Radley did not want his son in an insane asylum. Boo was not seen outside his house for years. Jem thinks that Mr. Radley chained his son inside the house. Scout describes Mr. Radley's physical appearance:
He was a thin leathery man with colorless eyes, so colorless they did not reflect light. His cheekbones were sharp and his mouth was wide, with a thin upper lip and a full lower lip.
Scout recalls the day when Mr. Radley died. His son, Mr. Nathan Radley, moves up to Maycomb from Pensacola, Florida. He moves into the old Radley house and stays.
Mr. Nathan Radley is a slightly friendlier neighbor than his father had been. He also does not seem to have a job. He has a shotgun, which he shoots into the air when Scout, Dill, and Jem trespass on his property.
