How did Napoleon impact society today?

Napoleon has affected today’s society in several ways. Napoleon developed something called the Napoleonic Code. This was a series of laws that brought a sense of order and fairness to France. Prior to this code, people in France benefited based on their status because there wasn’t a uniform set of laws throughout France. The Napoleonic Code treated everybody equally, and it gave people who were poor a sense of hope that they could rise out of their condition of poverty. Some of these ideas were represented in the French Revolution that also served as the model for revolutions in other countries.

Napoleon also believed in treating the people he conquered fairly. This helped people in places he conquered be less likely to revolt against him. However, in conquest, Napoleon taught us another lesson. Conquering too much land may lead to your downfall. Napoleon’s desired to control all of Europe backfired. His attempt to blockade Great Britain and invade Russia weren’t successful and led to his demise. Germany, over a hundred years later, failed to learn from Napoleon’s error when they tried to invade the Soviet Union.

The United States benefitted from Napoleon’s rule. When Napoleon decided he wanted to conquer Europe, he decided to sell French land in North America to the United States. This led to the Louisiana Purchase that helped our country grow faster than it would probably have grown in the 1800s. Doubling the size of our country enhanced the goals of Manifest Destiny. By growing domestically as fast as we did, in part because of the amount of land gained in the Louisiana Purchase, allowed us to be ready to expand internationally around 1900, making us a world power. This world power status still exists today.

How can I write a reflective paper about this quotation? "Just as despair can come to one only from other human beings, hope, too, can be given...

Your assignment recalls the theme of John Donne's poem, "No Man is an Island":

No man is an island,
Entire of itself,
Every man is a piece of the continent,
A part of the main....
Any man's death diminishes me,
Because I am involved in mankind,
And therefore never send to know for whom the bell tolls; 
It tolls for thee. 

As part of the community of man, all share in the conditions of each and every one. This is poignantly clear in Elie Wiesel's Night where any hope about mankind and any trust in the world or in God is severely threatened. But, despite the horrific conditions, the inmates offer each other hope and strategies for survival. 

Therefore in a reflective essay, you might wish to construct a thesis statement in support of Elie Wiesel's words, contending that people can survive hardships, heartbreak, sickness, and despair if someone else loves them or encourages them—in other words, when hope is given to them by others.

Then, to support this thesis, the student can point to certain excerpts from the novel. For example, one such excerpt is that in which the head of the block coaches the inmates how to act during the inspection by the SS doctors. First, he tells them "I hope you will all succeed in getting through. But, you must help your own chances." Then, he coaches the men what they can do to improve their chances:

Before you go into the next room, move about in some ways ... to give yourselves a little color. Don't walk slowly; run! Run as if the devil were after you.

This is what Elie does. In fact, he is kidded about running so fast that the Nazis could not even read his number to write it down. Later, he talks with his poor father, weakened by the march to Buchenwald, and his father lovingly gives his knife and spoon to his son, saying that he can use it. But Elie does not want to take it because doing so is an admission that his father will die. Elie wishes to give his poor father some hope that can maybe support his psyche enough to preserve him. So, he tells him, "You need them as much as I do." 

Passages such as these will exemplify the theme stated by John Donne that "every man is a part of the continent"—that is, what Elie Wiesel calls hope that comes from others.

College Physics 1 Please explain what I did wrong on question 7 and 8

In question #7, the t-shirt has been fired straight upwards and hence the angle of firing is 90 degrees, with respect to the horizontal.

Thus, the time of flight would be,

`t = ((2u sin90)/g) = 3.06 s`  

You made a mistake of using 45 degrees as the angle of flight.

Another way to solve the question was to remember that ultimately the t-shirt will reach a velocity of 0 m/s and we can use simple equation of motion (v = u +at) to solve for the time, knowing the values of v, u and a.

In question #8, a sign error in value of g resulted in the mistake. Instead of using g as -9.8 m/s^2, it should have been 9.8 m/s^2. With that value of g, we will get a value of about 6.5 m as he vertical difference between the t-shirt and hot dog.

hope this helps. 

What did the Cuban Missile Crisis and the Vietnam War share in common?

The Vietnam War and the Cuban Missile Crisis are related to some degree. Both events were related to the spread of communism. In the Cuban Missile Crisis, the Soviet Union was installing offensive missiles in Cuba aimed at targets in the United States and Latin America. The Soviet Union became friendly with Cuba after the Cuban Revolution brought Fidel Castro to power in 1959. We weren’t happy to have a communist threat in the hemisphere, let alone only 90 miles from our shores. There were took actions to challenge the aggressive actions of the Soviet Union in Cuba. We instituted a blockade around Cuba and told the Soviet Union that any attack in the western hemisphere would be viewed as an attack on the United States. Eventually, a deal was reached, and the missiles were removed.

In the Vietnam War, we also were fighting the spread of communism. North Vietnam wanted to unite all of Vietnam under communist rule. We provided aid to South Vietnam to prevent this from happening. In the beginning of the conflict, the aid included money and weapons. Then military advisors went to South Vietnam. Eventually, soldiers were sent into South Vietnam. We were there to prevent the North Vietnamese from spreading communism to South Vietnam. When a ceasefire agreement was signed in 1973, we left South Vietnam, and South Vietnam remained noncommunist. However, within two years after we left South Vietnam, North Vietnam defeated South Vietnam, making Vietnam a communist country.

In "Patriotism" by Mishima, why is Shinji determined to die by ritual suicide?

In "Patriotism," Shinji feels that he must die by ritual suicide because he feels he has no other choice.

Shinji feels that suicide is the only honorable path to pursue. Members of Shinji's unit, the Konoe Transport Battalion, had sided with "the mutineers" against the government.  These battalion members participated in attacks aimed at overthrowing the prime minister and other government officials. The uprising failed, and the mutineers had been captured.  When he returns home, Shinji tells his wife the pain he feels over his predicament. He tells Reiko that he will have to carry out the "Imperial ordinance" the following morning.  Since members of his unit will be "posted as rebels," he will have to attack them.  

Shinji feels that he cannot carry out this order and that "it's impossible to do a thing like that."  After a pause, he repeats his agony to his wife:  “They’ve taken me off guard duty, and I have permission to return home for one night. Tomorrow morning, without question, I must leave to join the attack. I can’t do it, Reiko.”  When he tells her that he cannot attack his comrades, she understands that he feels that he has to kill himself.  He is "resolved" that suicide is the only choice he can make.  He chooses ritual suicide as a way to find honor in a situation that presents only dishonorable options for him.

Please help me with essay questions for Lord of the Flies.

As you don't actually list questions, I'm assuming you are an educator or education student trying to develop essay questions or prompts on Lord of the Flies to ask either on in-class essay tests or take-home assignments. 

One area that would be particularly fruitful is Golding's portrayal of religion. There are three religious elements in the novel. The first is that of the Church of England as reflected in several of the boys, led by Jack, singing in a choir. The second type of religion is the visionary one of Simon. The third type is the primitive or tribal religion into which Jack's followers regress. You could ask students to compare and contrast these visions of religion.

A second fruitful area for creating prompts is the notion of legitimate authority. Again, the novel offers up multiple visions of this. First is the notion of the conch and rule-based systems including democratic election, represented by Piggy and Ralph, the voices of reason in the group. A conflicting notion of authority is charismatic and populist, represented by Jack. Students could either compare and contrast these two notions of authority or write an argumentative paper on which version they think best. Another possibility would be to ask students to reflect on the relevance of these concepts of authority to current politics. 

In The Swiss Family Robinson, name three examples of advice that the father gives to his boys.

It is not hard to find instances of the father in The Swiss Family Robinson giving advice to his children.  He does so in almost every chapter.  Usually these bits of advice are short and are offered in response to some crisis or decision that the family faces, or to some misbehavior on the part of his boys.  But in chapter 16, "The First Sunday," the advice is much longer.  For his Sunday "sermon," the father creates a long cautionary parable and then applies it directly to each of his sons.

Here are some examples of bits of brief advice given in the moment.  

In Chapter 1, "Storm at Sea," when the family think they are facing death, the father encourages his boys, "God can save us if he will.  To him nothing is impossible; but if he thinks it good to call us to him [i.e. that we die], let us not murmur [complain]: we shall not be separated [but shall be together in Heaven]."

In Chapter 2, "Marooned," the family has survived the first night on the ship but now face the daunting question of how they can save themselves.  The father reminds them that God "has protected us till now, and will now extend a saving arm to us, if we do not give way to complaint and despair.  Let all hands set to work.  Remember that excellent maxim, 'God helps those who helps themselves.'" 

In Chapter 4, "Safe and Sound," the oldest son, Fritz, becomes very angry with the family's dogs when they eat a wild pig that he has hunted.  He beats them severely with his gun until the family can get him calmed down.  Once his fit of rage has passed, the father "reproach[es] him seriously for his violence.

'Uncontrolled anger,' I said, 'leads to every crime. Remember Cain, who killed his brother in a fit of passion.' 

'Oh, father!' said he, in a voice of terror."

These are just a few of many examples of advice the father gives whenever the occasion arises.  As we can see from the third example, his advice is not an idle hobby but could be a matter of life and death for the family.

Now to the father's sermon in Chapter 16.  The father tells an adventure story, sure to appeal to boys, of a king (who, in context, is obviously God) who sends some colonists to a deserted island equipped with seeds and a command to cultivate the island until he sends for them.  The island is called Earthly Abode.  Colonists are fetched from it by a ship called The Grave, and are brought back either to the Heavenly City or to the salt mines, according to how well they follow the king's instructions while on the island.

This is really brilliant.  A tale of colonists on a deserted island is not only hugely relevant to the family's situation, but it brings out how their situation is like a microcosm of all of life on Earth, according to the father's Christian worldview.  It also helps them re-frame their being marooned on an island as not just an unfortunate struggle for survival, but a sacred task that has been given to them.

But the father is not finished. After telling about the various ways in which the colonists in his parable neglected their duties, he goes on to apply these pointedly to his sons:

'You, Fritz, should take warning from the people who planted wild fruit and wished to make them pass for good fruit.  Such are those who are proud of natural virtues ... such as bodily strength or physical courage, and place these above the qualities which are only attained by labor and patience.

'You Ernest, must remember the subjects who laid out their lands in flowery gardens, like those who seek the pleasures of life, rather than the duties.  And you, my thoughtless Jack, and little Francis, think of the fate of those who left their land untilled, or heedlessly sowed tares for wheat.  These are God's people who neither study nor reflect; who cast to the winds all instruction, and leave room in their minds for evil.'

He then wraps up with a final exhortation, which could serve as his motto in the book:

'Then let us all be, like the good laborers of the parable, constantly cultivating our ground, that when Death comes for us, we may willingly follow him to the feet of the Great King, to hear these blessed words: "Good and faithful servants! enter into the joy of your Lord!"'