what are some textual examples of women being ofjectified in mango street?

The following quotations are examples from the text of the objectification of women.
From the chapter titled "Marin":

And since Marin’s skirts are shorter and since her eyes are pretty, and since Marin is already older than us in many ways, the boys who do pass by say stupid things like I am in love with those two green apples you call eyes [...] And Marin just looks at them without blinking and is not afraid.

The boys are treating Marin like an object because she chooses to wear short skirts. Esperanza notes that she is also pretty and older than them in "many ways," insinuating that Marin may be more experienced with boys than the younger girls. The fact that the boys say things like, "I am in love with those two green apples you call eyes," shows that they are only interested in her for her looks.
From the chapter titled "The First Job":

Then he asked if I knew what day it was, and when I said I didn’t, he said it was his birthday and would I please give him a birthday kiss. I thought I would because he was so old and just as I was about to put my lips on his cheek, he grabs my face with both hands and kisses me hard on the mouth and doesn’t let go.

Esperanza works with an older Asian man who notices she is lonely and afraid to eat with her coworkers. He says that they can "be friends." She sees him as unthreatening because he is old and agrees to give him a chaste kiss on the cheek, but, instead, he forcefully puts his lips on hers for a prolonged amount of time. The older man takes advantage of her.
From the chapter titled "Rafaela Who Drinks Coconut and Papaya Juice on Tuesdays":

On Tuesdays Rafaela’s husband comes home late because that’s the night he plays dominoes. And then Rafaela, who is still young but getting old from leaning out the window so much, gets locked indoors because her husband is afraid Rafaela will run away since she is too beautiful to look at.

Rafaela's husband is controlling and locks her away like a princess in a tower. He thinks that because she is so beautiful she will run off with another man. He keeps her locked up in the house and so she spends her time leaning out the window like a caged bird. She is treated like a possession, something he owns, that he must guard.
From the chapter titled "The Family of Little Feet":


They are dangerous, he says. You girls too young to be wearing shoes like that. Take them shoes off before I call the cops, but we just run.


Mr. Benny warns the girls that it is dangerous to wear high heeled shoes. Women being targets of unwanted attention is a constant risk in the girls' life. They cannot even wear what they like at the risk of being objectified.

In Trifles by Susan Glaspell, is Mrs. Wright a murderer?

In the play Trifles by Susan Glaspell, Mrs. Wright is technically guilty of murdering her husband. The play clearly indicates that she killed him. The detectives searching the Wright house during the course of the one-act play are looking for a motive, which they are unable to find. The wives of the two men searching the house—Mrs. Hale and Mrs. Peters—do uncover the likely motive and decide to hide the evidence. Even though they know Mrs. Wright killed her husband, they believe she did so with good reason—at least from what they can infer from her home and their former relationships with her—so they do not reveal the clues to their husbands.
When the men enter the Wright home, they search in all the expected places, like the entrances and the crime scent itself. They leave their wives to the "trifles," which in this case means gathering items for Mrs. Wright while she is in jail. As they do so, the women observe the state of the kitchen (work has been left unfinished) and Mrs. Wright's sewing (she dropped a stitch suddenly). They figure that Mrs. Wright must've been interrupted by something, or that she was suddenly upset about something. Then when they go to gather some sewing supplies, they come across Mrs. Wright's dead bird. The bird and the damaged cage imply that Mr. Wright killed her bird and she retaliated by killing him. The women combine this with their sense that Mrs. Wright had been isolated by her husband and her voice had been silenced, as she used to be a singer. The women associate the bird with the woman herself; thus, the husband killed the wife's spirit. Mrs. Hale and Mrs. Peters decide this is a valid motive and join together with the wronged wife in keeping her secret.

Why did Grendel learn to fear Beowulf?

Prior to his fight with Beowulf, Grendel was unmatched in terms of physical prowess and strength. Not only had no other warrior been able to stand up to him over the years, but he was also protected from harm against blades and other weapons. It's for this reason later on that Beowulf fights Grendel unarmed.




But Grendel does come to fear Beowulf once he engages with him in Heorot. As Grendel enters Heorot, he scans the mead-hall greedily, with the intent to wreak violence on the warriors present. He attacks one thane and gorges himself on his victim's blood. He turns to do the same thing to Beowulf, who lies on a bed with his back to Grendel.




When Grendel reaches toward Beowulf, he quickly realizes he's made a mistake. Beowulf grabs him in a bone-crushing grip that is harder than anything he's ever encountered from another man. His very bones recoil against Beowulf's strength, and it's in this moment that fear enters Grendel, as he tries to escape and return to the wilderness that he came from. According to Seamus Heaney's translation, "The dread of the land [Grendel] was desperate to escape," but Beowulf would not let him leave Heorot alive (761). The two continue to struggle in the mead-hall, but it's not long before Beowulf inflicts his fatal wound on Grendel, ripping his arm clean off. Grendel streaks out of Heorot back to the fens, where he is destined to die.




Grendel learns to fear Beowulf because this warrior exceeds all of his expectations and conceptions of a great warrior. Never before has a man exhibited such strength and such power. And as for Grendel's charm against man-made weapons, it doesn't matter in the end. Beowulf's pure, raw strength is all it takes to put an end to the "scourge of man."

What is a specific title of a piece of fiction dealing with good versus evil with monastic orders in Ireland?

One title that deals with the monastic orders in Ireland and the battle between good and evil is Byzantium by Stephen R. Lawhead, published in hardcover in 1996 and in paperback in 1997. The protagonist is Aidan, an Irish monk who vies to become one of the monks chosen by the Abbot to take the Book of Kells to the Holy Roman Emperor in Byzantium. Aidan is a pious figure at the start of the book, and he commits himself to an even greater degree of piety to win the honor of transporting the Book of Kells.
Aidan soon meets up with evil, in the form of a Swedish warrior named Gunnar after Aidan's boat is sunk by Vikings. As Aidan approaches the city where Gunnar lives, he crosses himself to protect himself in the barbarian city where he finds himself (140). Aidan watches with disgust as the men in Gunnar's hall, where Aidan is being held as a slave, come to blows with each other. What ensues is a "drunken brawl in a muggy hall reeking of smoke, blood, piss and vomit" (148). It is clear that Aidan is very far from God in these scenes and is witnessing unabated evil.
At one point, a warrior from a group named the Sea Wolves is attempting to drown Aidan in a vat of ale when Aidan prays secretly to God, and Gunnar begins to fight with the Sea Wolf to protect Aidan. While this is ostensibly a fight between two barbarians, it is also a fight between good (the forces protecting Aidan) and evil (in the form of the Sea Wolf and the other barbarians). Eventually, Aidan wins over Gunnar, and Gunnar releases him from slavery. Over the course of the book, Aidan himself wrestles with his faith, while Gunnar becomes a greater believer. Over time, Aidan returns to the land where he was held captive to spread the Christian faith. The book is about the power of faith to turn evil to good.

What is the setting of the book Turtles All The Way Down by John Green?

Turtles All the Way Down is a young adult novel written by John Green. This novel is about a girl named Aza Holmes, and it describes her struggle with OCD or obsessive-compulsive disorder.
The setting of this novel is in modern day Indianapolis, Indiana. More specifically, this story takes place in multiple locations in this town such as White River High School, Davis Pickett's home, and the hospital.
Aza attends White River High School as a junior. It is at this location that Aza first learns from her friend Daisy that billionaire Russell Pickett has gone missing and there is a large reward for the person who finds the missing man. Aza knows Pickett's son, Davis, as she attended a summer camp with him.
Another setting for this story is Davis Pickett's home. Because his father is a billionaire, the Pickett home is quite impressive. Aza is stunned at first because of the difference between her home and the Pickett home, complete with movie theater.
A third setting for this story is the hospital. Aza ends up in the hospital after a car accident. Because of her OCD, Aza struggles being in the hospital and drinks hand sanitizer in an attempt to be clean, which is something she always obsesses over.
Other settings in this story include Aza's home and Applebee's.

John Green is a contemporary author of several young adult novels. His works are usually set around the time they are published and deal with issues facing his teenage audience. Like many of his other novels, John Green sets Turtles all the Way Down in modern day. Published in 2017, the work of fiction takes place in the 21st Century in Indianapolis, Indiana. The work's main character, Aza Holmes, lives in a suburb of the city.
Because the work is contemporary, audiences will be familiar with many of the restaurants, events, and references discussed in the text; for example, the characters discuss the White River, which is a real river that flows through downtown Indianapolis. However, because it is a work of fiction, many aspects of the book, like the name of the high school (White River High School) is made up.

Does Heathcliff really love Catherine?

Heathcliff does indeed love Catherine. She is his soulmate, united to him in eternity. Theirs is no mere earthly love; in true Romantic fashion, it is positively transcendent, soaring high above the petty restrictions placed upon the development of the emotions by human society.
Numerous examples from the text can be adduced in support of Heathcliff's emotional cruelty towards Catherine, but none of them undermine the central plank of our argument; Heathcliff's love for Catherine is on a different plane and therefore cannot be judged according to conventional standards.
This isn't meant to excuse Heathcliff's behavior towards Catherine, much of which is appalling. It does, however, place his amorous feelings for her in a much wider context. As this is a spiritual (as opposed to a physical or conventional) love, its ultimate veracity is best judged on purely spiritual grounds. That being so, we can adduce Heathcliff's impassioned plea to be haunted by Catherine's ghost as fairly strong evidence of the sincerity of his undying love for her.

Heathcliff loved Catherine from a tender age. He was seven years old when Mr. Earnshaw adopted him. Heathcliff became fond of Catherine Earnshaw as soon as they met, and they became inseparable. The narrator states that Heathcliff’s loyalty was first to Catherine and then to Mr. Earnshaw. This shows that Heathcliff loved Catherine more than anyone else. When Catherine befriends Edgar Linton, Heathcliff becomes jealous of their friendship. This is yet another indication that Heathcliff deeply loved Catherine and could not fathom sharing her attention with anyone else.
Later, Heathcliff escapes from Wuthering Heights after overhearing a conversation where Catherine was telling Nelly that she would not marry him because “it would degrade” her. Heathcliff comes back to Wuthering Heights after Catherine is married to Edgar for five months. This clearly shows that Heathcliff was deeply in love with Catherine and would not stand the thought of her getting married to someone else. Thus, it is in order to state that Healthcliff loved Catherine and showed his affection for her in various instances.

In what chapter of To Sir, With Love does a student come into class late because he/she had to take care of something at home? (Not Pamela Dare in the Chapter 9)

There are three instances in To Sir, With Love, in which someone comes to class late, having either been held up somehow or having had to handle something before coming. One of these happens to Ricardo Braithwaite himself, the teacher otherwise designated as "Sir" for most of the novel, when he is delayed by a late train (chapter 12). The second instance is the one referenced in the question, when Pamela Dare is late (for unknown reasons) and dashes breathlessly into the classroom, unwittingly becoming an example for Braithwaite's lesson that day (chapter 9).
The third instance of tardiness in the novel happens in chapter 20, when the student Larry Seales arrives late to class one day in December after his mother's unexpected death, having been helping his father at home make arrangements for the funeral and needing several more days off to continue to do so.

What are the main ideas in "What Is an American?" by Crevecoeur?

“What Is an American?” is Crevecoeur’s account of life in America before the US Constitution was adopted. The piece provides a useful insight into the early mind of the American nationals.
In his account, Crevecoeur puts forward several ideas, including the fact that European settlers took refuge in America due to the miserable and unbearable life they had in Europe. In his words, Crevecoeur states that “my countrymen, who, when convulsed by factions, afflicted by a variety of miseries and wants, restless and impatient, took refuge here.” The author brings out the idea of the early societal setting in America and compares it to that of Europe. He states that “it is not composed, as in Europe, of great lords who possess everything and a herd of people who have nothing. Here are no aristocratical families, no courts, no kings.” The author conveys the early American society as an ideal social setting where there was no discrimination; instead, there was equality for everyone. On the other hand, the author depicts the idea of inequality and oppression that existed in Europe, a situation that led to the oppressed leaving Europe in search of greener pastures. To articulate the idea of oppression and inequality experienced by the immigrants in Europe, he says, “What attachment can a poor European emigrant have for a country where he had nothing?”
Thus, the main ideas presented by the author include the excessive oppression and inequality witnessed by the European immigrants before moving to America. Further, the author brings out the idea of equality, respect, and harmony which was witnessed in the early American society into which the European immigrants were welcomed.
http://web.utk.edu/~mfitzge1/docs/374/Creve_brief.pdf

What effect does meeting the convict have on Pip? What are Pip's feelings for the convict, his fears? Does he want to keep his word?

The young Pip is frightened of the convict. He feels very guilty too about helping him, as he knows his society would consider it a sin and that Mrs. Joe would be angry. Nevertheless, he shows himself to be a compassionate and kindhearted boy. He goes above and beyond the convict Magwitch's expectations in bringing him bread, a rind of cheese, half a jar of mincemeat, brandy, a meat bone, and a "compact" pork pie, as well as the file he needs.
When Pip gets to Magwitch with the food, his guilt at stealing makes him feel he is about to be caught at every moment. Nevertheless, he shows empathy towards this man, noting how very hungry he looks and how he is shivering with cold. In turn, Magwitch, realizing that Pip has a kind heart, thanks him for the food.
As he does throughout this novel, Dickens goes back and forth between Pip experiencing events as a young boy and Pip as an adult thinking back in a more mature way on the events he experienced as a young boy. In this part of the novel, we see Pip experiencing Magwitch solely as a child would—as a fearsome, bigger-than-life, almost supernatural creature who could hurt and kill him. But, as Dickens adds complexity, Pip also sees a suffering person, one in need of food, shelter, and comfort. Pip views Magwitch with a child's eyes and sees not a criminal to judge, but a suffering human who is both in need and also frightening, as a wounded animal would be. Pip doesn't turn away from the need, despite his fear and guilt. We as adults can see how very desperate and vulnerable Magwitch is, on his last legs and no real threat at all. He has more to fear from Pip, than Pip does from him, but the child can only see through the child's eyes.

What is the significance of the Indian element in "The Waste Land"?

In his popular modernist poem "The Waste Land," Eliot makes various references to Greek mythology, Shakespeare, and many others, and even incorporates some Phoenician and Indian elements. He masterfully reconstructs all of them.
Thus, Eliot finishes the poem writing:

Datta. Dayadhvam. Damyata.Shantih shantih shantih

"Datta, Dayadhvam, Damyata," refer to the concepts of "giving, compassion and control" of the ancient Indian religious and philosophical texts Upanishads, which are based on the ideas of Hinduism and Buddism. According to the texts, all people must follow these three concepts in order to achieve inner piece, and the Gods and nature can enable this. The word "Shantih" is actually the formal ending of the Upanishads, and literary means "inner peace."
If Eliot alludes that the 'Waste Land' is, in fact, the modern world which was reshaped by the First World War, then, with the use of the sacred chant "Shantih," Eliot ends the poem with a hopeful and spiritual tone, implying that peace and harmony can, in fact, be achieved. This is how he breaks the traditional form of writing poetry and leaves his typical modernistic stamp.

What did Christopher Columbus discovering the Bahamas lead to?

Columbus did not discover the Bahamas or the Americas. Though such errors are still taught and widely said, many historians don't use the phrase anymore. One can't discover what many thousands (or in the case of the Americas, at least tens of millions) of people had already discovered before.
Perhaps 1,000 years before Columbus, Taino Indians arrived in the Bahamas, which they called Guanahani or Ba Ha Ma. (Some accounts believe the word "Bahamas" is from the Spanish "baja mar," or below the sea.) Some historians believe San Salvador in the Bahamas was Columbus's first landing spot in the Americas. Others believe it to be Hispaniola, which is today the Dominican Republic and Haiti.
There were perhaps 40,000 Taino in Guanahani when Columbus arrived. Columbus's landing led to his invasion of the islands, war, and mass enslavement. Nearly all the islands' people were enslaved and sent to work on Hispaniola. By 1511, the islands were almost completely depopulated.
The French tried to colonize the islands twice without success. The English began colonizing in 1648 and brought in many African slaves.
The people of the Bahamas today are over eighty percent descendants of those slaves. The descendants of the original inhabitants of the Bahamas, the Taino, live on today as Dominicans and other peoples.

How do the Weedpatch camp migrants prepare for the rumored invasion of the Saturday night dance in The Grapes of Wrath?

The Joads wind up at Weedpatch camp, a government-sponsored facility where the migrants govern themselves. This spares them from having to worry about corrupt police officers, which are normally a major problem for migrant workers in this part of California. The local Farmers' Association, however, are none too happy about the camp. They see the place as infested with Communist trouble-makers who will agitate for higher wages than the twenty-five cents an hour that local ranch owners currently pay their workers.
The boss of the local ranch Mr. Thomas tells Tom Joad and Timothy and Willkie Wallace that the Farmers' Association are planning to send some hired instigators into Weedpatch during the Saturday night dance to stir up trouble and cause a riot. Then the police would have an excuse to raid the camp and close it down for good.
The chairman of the camp committee, Ezra Huston, prepares for the trouble-makers' imminent arrival by hiring twenty men to look out for them in the hope of avoiding a riot. Nevertheless, a handful of instigators manage to find their way into the camp and try to start trouble. Thankfully, they're apprehended in time and evicted from the camp, but not before Ezra Huston gives them a dressing down for turning against their own people.

How can Obi's major decisions in No Longer at Ease be discussed from an Existential perspective in which theme of free will, choice, decision, freedom, and responsibility play a major role? P.S: I am interested in Heidegger and Sartre's analysis of the nature human existence. Thanks in advance.

Obi’s difficulties as a westernized Igbo man constitute on existential dilemma on several levels. While his own life is not at risk, several of his decisions implicate the welfare of people close to him. His preference to marry Clara, because it violates tribal taboo, terrifies his mother who believes it will bring her death. Clara’s decision to have an abortion, and his complicity by paying for it, places her in mortal danger. In his work life, his desire to behave ethically angers the powers that be and, although he finally acquiesces to taking bribes, he has burned his bridges so that legal action is taken against him. While this conviction does not kill him, it effectively ends his career and his future livelihood will be precarious at best.
The trajectory of Obi’s life and work suggest the distinctions in qualities of being that Jean Paul Sartre advanced. Sartre distinguished between two types of being: en-soi, “in itself,” and pour-soi, “for itself.” Being-in-itself is the fundamental existence beneath all superficial manifestations. All objects and animals have this quality, which does not imply a concept of self or self-aware. In contrast, the being-for-itself that humans possess is a kind of consciousness that requires active choices, which are made with awareness of their consequences. The individual’s responsibility stems from their awareness both of the past influences that shape current status, and to try to anticipate the impact of their decisions on others as well as themselves.
While Obi tries to behave responsibly, he is caught between cultures. The very circumstances that positioned him to meet Clara, for example, and defy tribal custom were the same as those that put him into the civil service. His structural position within the system, however, did not outweigh his responsibility for ethical behavior: to support her abortion and take bribes.

Who is the 'mother of feminism'?

The origins of feminism are most often traced to the 18th-century Age of Enlightenment.
During this time period, several male and female writers championed the rights of women including philosopher John Bentham and French Revolution supporter Marquis de Condorcet.
However, most historians and feminist scholars would say the most important writer during this period is Mary Wollstonecraft, who wrote her famous treatise A Vindication on the Rights of Woman. Wollstonecraft argues in this text that women’s education and upbringing at the time contributed to their limited expectations for themselves. She proposed that both men and women participated in a sexist system that would need to be restructured in order for women to gain access to roles outside of the traditional spheres. Wollstonecraft is often referred to as the first feminist philosopher, and if I were to make an argument for who the “mother” of feminism is in Western thought, I would point to Wollstonecraft.

Why do you think Chaucer refers to the yeoman as a forester?

Chaucer is simply telling us what the yeoman's job is. In those days, your social status was largely defined by what you did for a living. The forester may not be as high up in the social scale as his master, the Knight, but he has a very responsible job. He's charged with protecting his master's forest from criminals such as poachers and peasants stealing firewood. We can see that he spends a lot of time outdoors from his tanned skin, and the excellent condition of his bow and arrow indicates that he takes a lot of pride in his work. Although the yeoman is a minor character in the General Prologue and is never seen again in the rest of the poem, his presence is nonetheless important, as it highlights the elevated social status of the Knight.

Is Antonio justify of killing Vindice?

On balance, one could argue that Antonio is indeed justified in ordering the execution of Vindice. Look at it this way: throughout the course of the play Vindice has shown himself capable of numerous acts of double-dealing, duplicity and murder. Though initially a sympathetic figure on account of his desire to gain revenge on the wicked Duke, he's become considerably less so as the story's progressed. Vindice has found himself embroiled in the dark arts of court intrigue, becoming every bit as morally corrupt as the louche, back-stabbing aristocrats who hang around the Duke's palace.
This makes Vindice a dangerous man to have around. So when Antonio becomes Duke, an instinct for self-preservation kicks in. Having gone to so much trouble to ascend to the throne, Antonio's not about to give up his new-won power so easily. Vindice is a threat to that power; and what happened to the old Duke can just as easily happen to Antonio. So Antonio's decision to have Vindice executed could be justified as a preemptive act of self-defense.

What and when was the Treaty of Verdun? How did the division of Charlemagne’s kingdom among his grandsons affect changes in the once-unified empire?

The Treaty of Verdun, signed in 843, divided the Carolingian Empire among the three sons of Louis I, Charlemagne's son. This treaty broke up the once-unified country among the three sons, who were riven by divisions following their father's death. In this treaty, Lothair I, who was formerly the emperor, received what would become Belgium and the Netherlands, along with northern Italy and some parts of modern-day France. Charles the Bald ruled over what would become the Kingdom of France, while Louis the German took what would become the Kingdom of Germany. The division of the empire among the three surviving grandsons of Charlemagne resulted in fragmentation and a weakening of the once-powerful empire. For example, Lothair's three sons also fought among themselves, causing their kingdom to disintegrate. The Treaty of Verdun brought about the rise of European feudalism, as lords began to fill in the power vacuum caused by the downfall of once-powerful emperors.

Describe the dream Santiago had at night in The Old Man and the Sea.

Santiago has a recurring dream in which he goes back to his childhood in Africa. No sooner is he asleep than he starts dreaming about the long golden beaches, the white beaches, the high capes, and the great brown mountains. In his dreams, he can even hear the mighty roar of the surf as it crashes against the coast.
Talking of mighty roars, Santiago also dreams of lions. He sees them on the shore, playing gaily like young cats, just as they used to when he was a boy. The lions and Santiago's boyhood memories of them could be said to symbolize his lost youth. Santiago's not getting any younger, and yet in his epic showdown with the marlin, he somehow has to dig deep and find some of that inner strength he once had when he was younger. How he wishes he could be like the lions of his dreams and of his youth, so young and strong and full of vitality!

Is setting criteria to the strong? Does the setting provide background? Does the setting give historical, physical or other information that is key to the story? what conflict occurs?

The setting in Twelfth Night is noteworthy largely because it seems to offer a fantasy world. Illyria is as much a place of the mind as a geographical location. While there is a real Illyria, on the Adriatic Sea, it seems that Shakespeare might have selected the name for its lyrical potential and for its romantic possibilities. It is a place where normal expectations (e.g., nobility act differently than commoners; gender is a reliable marker; marriage is a matter of family, not individual choice) are suspended. Characters move through this world in an almost dream-like fashion as they improvise their way through situations in which conventions are temporarily suspended.
Illyria thus provides the "second world" setting common in Shakespeare's romantic comedies (e.g., the forest outside of Athens, the Forest of Arden, post-war Messina), which proves ripe for the desires and fears regarding romantic love to be tested.

What is a paragon in painting?

A paragon is defined as the ideal or perfect example of something. A paragon is something against which everything else is judged or matched to, seen as the ideal form of something. In the case of art, a paragon is typically a model or one who sits for a painting—they are the ideal character or representation for what the artist is attempting to paint.
The term originates from "paragone," an Italian word for a stone to test the purity of gold. It is intended to mean that a paragon is the item or individual against which other things are compared and tested—the perfect example. Additionally, the term "paragone" was used to define a debate between the skill and uniqueness of painting and sculpture in the Renaissance in an attempt to compare the two and determine which was the superior art form.

In his testimony, what does Steve say he was doing at the time of the robbery? How does this match or differ from the information we receive through Steve's journal and flashbacks?

During Steve Harmon's testimony, he claims that he was out taking mental notes of places he was going to film for an upcoming school project while the robbery was taking place. Steve completely denies being involved in the robbery and testifies that he was not even in the convenient store on the day of the robbery.
Despite Steve's testimony, the reader knows that he is lying on the witness stand. Steve had written in his journal that he was in the drugstore just before the robbery. Steve mentions that he did not buy anything and was simply looking around the store. When Steve left the store, he did not signal whether or not the coast was clear inside. There are also pictures from a surveillance camera on the pages of the book, which prove that Steve was in the store.
Fortunately, Lorelle Henry did not see Steve in the store or identify him as he was leaving. It is suggested that Steve agreed to participate in the robbery to act as the lookout but changed his mind while he was in the store, which is why he did not give a signal as he was leaving. Steve Harmon's participation in the robbery is ambiguous and his attorney believes that he is guilty even though he is acquitted.
There is also a flashback to Petrocelli turning over a cup while she is practicing with Steve before he takes the witness stand. Steve initially tells her that he was in the store the day of the robbery, and she responds by turning the cup over to indicate that he gave the wrong answer. Overall, Steve admits in his journal to being in the store and lies on the witness stand about what he was doing on the day of the robbery.

In Monster by Walter Dean Myers, Steve is accused of a crime and forced to stand trial. In his testimony, Steve alleges that, at the time of the robbery, he was searching for potential spots that could be featured in his film. If true, that would undermine the argument that he was serving as a lookout. Steve's reaction to the news about what happened during the robbery is certainly one of fear, if nothing else. But his fear does not conclusively prove his guilt or innocence.
In his journal and flashbacks, Steve intentionally avoids any conversations about Nesbitt's death, but that does not itself establish guilt. We can only conclude that he is afraid. Steve is also described as being afraid when he hears about the incident on the news on TV.
So the journal and flashback information does not contradict Steve's testimony, but it does not support it, either. Based on context clues, we can infer that Steve is just a lost soul who is trying to claim his identity in a confusing world.

Discuss the role of “shame” in the story, "The Lady with the Pet Dog" by Joyce Carol Oates

Joyce Carol Oates’ short story “The Lady with the Pet Dog” recounts Anna’s extramarital affair and how the relationship impacts her at various points.
The theme of shame is inherent in stories dealing with infidelity since readers generally agree that it is morally wrong. Thus, one usually expects people who are unfaithful to feel guilty for hurting their significant others. Anna and her lover do feel some guilt, as evidenced by their mutual agreement to end the relationship before he drives her to Albany. In addition, they limit their affair to private hotel rooms where their relationship can remain concealed from the world.
In the last section of the story, as Anna and her lover talk, she bemoans the loveless state of her marriage, saying there is “no longer even any shame between [her husband and her].” What she means, then, is that she no longer even cares about what he thinks of her and vice versa.
When her lover asks if she still feels shame with him, she fails to respond and prepares to leave—maybe for the last time. In a moment of clarity as she stares at his reflection in the mirror, Anna realizes that she should no longer feel any kind of shame at all—about her affair, about her failed marriage, about what other people think. She realizes that “she did not hate herself any longer; she did not wish to die; she was flooded with a strange certainty, a sense of gratitude, of pure selfless energy.” This shows that shame is a useless emotion that does nothing except rob someone of his or her joy.

What is the climax of Hoops by Walter Dean Myers?

A story’s climax is the point at which the conflict tension is at its highest point. As a book that has heavy amounts of sports and sporting competition in it, the climax isn’t anything that is likely unexpected to readers. Lonnie’s team wins the game. Readers that are sports fans are likely to think that winning a high tension and high stakes game is climax enough; however, Myers ratchets up the tension surrounding the game a great deal by having mob gambling money riding on the outcome of the game. In this case, Cal is supposed to bench Lonnie to help make sure that the team loses. Cal initially does this, but he eventually puts Lonnie in the game, and Lonnie helps lead the team to victory. This winning moment is the climax of the book, and it leads into the falling action of Cal being stabbed to death as a punishment for his actions.

What is the symbolic meaning of trains in Murray's Train Whistle Guitar?

Train Whistle Guitar is set in the 1920s and is a semi-autobiographical novel of a young boy growing up in Alabama. The novel was written by Albert Murray and published in the year 1974. The title refers to the sound a guitar can make when someone is playing the blues, but the train imagery is present throughout the entire book. Those sounds are evocative for the protagonist, allowing him to remember with great fondness his childhood in Alabama. His feelings and remembrances become more important than the actual place itself. According to Murray, Gasoline Point became

more of a location in time than an intersection on a map.

Music is vastly important in this novel; in fact, it could be argued that it underlies the entire story. The novel itself is written in an almost staccato-type fashion, reminiscent of jazz. Scooter is the main character, and he darts in and out of the narrative as Murray introduces other characters. We witness terrible scenes—such as when a woman in a boardinghouse stabs her coarse, cheating husband—and moments of joy, during which we see Scooter's contagious enthusiasm for everyday life.

In Gasoline Point, everyone knows everyone and there are frequent neighborhood gatherings. At most events, there is storytelling, which is a time-honored custom. Most people understand that the storytellers are prone to exaggeration, but no one questions it, because that is part of the fun. Although the inhabitants of Gasoline Point are poverty-stricken, they are very close to each other and are dependent upon one another. Scooter's mother reminds him,





Don’t matter a bit of difference in the world where you come from you still got to do the best you can with what you come here with. Don’t care if it ain’t nothing else but just your health and strength, you better be thankful for that instead of going around trying to make out like you born with some kind of silver spoon in your mouth.

There are very few white characters in the novel, with the exception of a white policeman who raids an African American music club and threatens to close it down. In doing so, he kicks the keys off the piano, damaging it beyond repair. For the people of Gasoline Point, this is an unforgivable sin; they cannot live without music. The police officer is killed and his body hidden somewhere it will never be found.
In one of the book's earlier passages, Scooter is talking to a friend about Luzana Cholly, who is something of a local hero to the boys of Gasoline Point. Scooter is waxing eloquent about the colors of his childhood home, and he says that Luzana has a steel blue hue about him that reminds Scooter of a train; Luzana also carries a blue steel gun in his holster. But mostly, Scooter says, blue steel is the color you remember when you remember how his guitar sounds when he plays it. So the sound of the train is completely interwoven with music, and music is interwoven with everything in Gasoline Point.
http://facpub.stjohns.edu/~ganterg/sjureview/vol1-1/murray.html

Is The Trial of Dedan Kimathi a historic play?

Yes, The Trial of Dedan Kimathi is definitely a historical play. The piece, written by Ngugi wa Thiong’o and Micere Githae Mugo, endeavors to reframe the trial and death of Dedan Kimathi, who was a Kenyan freedom fighter. Kimathi, however, was viewed by the British imperialists as a terrorist and a threat to the established British order.
The play, on the other hand, presents Kimathi as an insurrectionist who works to better the lives of the Kenyan people. In their retelling of Kimathi’s story, the authors present him as a figure who is symbolic of the overall struggle of the Kenyan people against imperialist rule and oppression. Ultimately, the drama allows the Kenyan people to redefine their own history by transforming someone who had been vilified by the British into a hero.
Works Cited
Thiong’o, Ngugi wa Thiong’o, and Micere Githae Mugo. The Trial of Dedan Kimathi. Waveland Press, 1976.

What are the ends of being and ideal grace that Elizabeth Browning refers to?

At the beginning of Elizabeth Barrett Browning's "Sonnet 43," the speaker states that her soul can reach "the ends of being and ideal grace." She is saying that her soul can stretch into some kind of metaphysical, spiritual region to find the "ends," which refer to one's purpose of existence. The "ends" that she speaks of, in this case, consist of the love that she shares with her lover. The entire sonnet is an exercise in showing the speaker's lover the boundless expanse of her love for him. She loves him as far as her soul can possibly reach when she is reaching out to find the meaning of her existence, which in the end, is her love for him.

In line two, the speaker says that she loves her beloved as deep and as wide and as high as her soul can reach, as though her soul is something she can expand or stretch out in order to encompass or even make room for more love. She employs a spatial metaphor, implying that her soul can take up a certain amount of space, as can her love. The speaker then describes the way her soul might feel around further than she can physically see, almost like reaching one's arms out for a light switch in the dark, reaching for the "ends of Being and ideal Grace." So, she stretches her soul out, out, as far as she possibly can, trying to find out just how far she can stretch it, to see if her love for her beloved extends that far, and it does. Where will her Being end? And will the Grace of her love extend the same amount? It does!

Why was losing Rosemary disastrous for the Community?

The previous Receiver's name was Rosemary and her request for release had serious implications on the entire community. The Receiver's primary responsibility is to secure and preserve memories of the past before Sameness. As Jonas discovers, some of the memories of humanity's past are difficult, painful, and traumatic. During Rosemary's training sessions, the Giver found it extremely difficult to transfer physically painful memories to her and instead gave Rosemary memories of loneliness and loss. Rosemary became severely depressed and eventually committed suicide by requesting to be released. Once Rosemary was released, her traumatic, disturbing memories were randomly scattered throughout the community, where the highly-sensitive, naive citizens experienced them for the first time. Rosemary's release resulted in chaos as the citizens struggled to cope with the difficult, painful memories. The Giver tells Jonas,

"It was chaos...They really suffered for a while. Finally it subsided as the memories were assimilated. But it certainly made them aware of how they need a Receiver to contain all that pain. And Knowledge" (Lowry, 104).

Ever since the traumatic experience stemming from Rosemary's tragic situation, it has been written in the Receiver's rules that they are prohibited from requesting release.

What are the different types of irony used in the play? Where are they seen being used throughout the play?

Arsenic and Old Lace draws much of its comedy from irony, and it's chock full of multiple types—verbal, situational, and dramatic.
Situational irony occurs when events turn out the opposite of what characters or the audience expects. The whole premise of the play is ironic: that sweet, elderly spinsters could be responsible for murdering thirteen men. Other ironies are that a fiendish murderer, Jonathan, arrives and finds himself in competition with the sweet old ladies for being the most prolific murderer; that Teddy's harmless bugle playing is what draws the police to the home rather than the murders and the escaped convict; that Jonathan turns himself in when he mistakes Brophy's words on the telephone as a reference to himself rather than to O'Hara; and that Einstein has "disguised" Jonathan by giving him the face of a famous movie actor.
Verbal irony occurs when the words spoken or written convey a meaning opposite to their intended or received meaning. Near the beginning of the play, when the police officers are relating how sweet the aunts are, they say that the women don't really rent out their rooms. Brophy explains, "It's just their way of digging up people to do some good to." This turns out to be ironic because their advertisement for boarders is what lures unsuspecting men to their deaths. Later Elaine praises the women, saying, "Just look at your aunts—they're Brewsters, aren't they?—and the sanest, sweetest people I've ever known." By this time, the irony is clear because the audience already knows the women are serial killers.
Elaine's quote is also an example of dramatic irony—a type of irony that occurs when the audience or a character knows something that one or more characters do not. In perhaps one of the greatest scenes of dramatic irony to ever be played out on stage, Mortimer relates to Einstein the flawed plot of a play he has recently seen. As Mortimer re-enacts the stupidity of the play's main character, the audience sees Jonathan behind Mortimer acting out the cues as Mortimer narrates—actions that brought about the stupid main character's capture. Jonathan cuts the drapery cords and uses them to tie Mortimer. Einstein and the audience realize that Mortimer is narrating his own fate while he remains clueless.
Arsenic and Old Lace is replete with all kinds of irony, making the play utterly enjoyable and hilarious for the audience.

How is Lord of the Flies related to The Coral Island?

The Coral Island: A Tale of the Pacific Ocean is a book written by R. M. Ballantyne and published in 1858. Golding was supposedly partially inspired to write Lord of the Flies because of his childhood experience with Ballantyne's book.
There are a lot of similarities between the two books. For example, both books have main characters named Jack and Ralph. The setting of both books is an island where the boys are stranded and forced to fend for themselves. Further, fire plays an important role in both books.
Despite these similarities, there are some key differences between the books. For example, Jack and Ralph successfully work together to build shelters and canoes in The Coral Island, while Jack and Ralph of Lord of the Flies do not cooperate successfully—in fact, Jack nearly orchestrates Ralph's murder in Golding's novel. The fire, while important in both novels, is used to very different effects. In Lord of the Flies, the fire is used by Jack as a weapon of destruction. The fire in The Coral Island is used to rid the island of "false gods" and ultimately to restore peace.
Golding doesn't try to hide his book's similarities. In fact, in two different locations, readers see that Golding specifically name-drops Ballantyne's book. The first time is in chapter 2: Ralph is explaining to the boys that they might be on the island for a long time, but it shouldn't be a problem. In his opinion, the island is a good island, and they can enjoy their time there while they wait for rescue.

“While we’re waiting we can have a good time on this island.”
He gesticulated widely.
“It’s like in a book.”
At once there was a clamor.
“Treasure Island—”
“Swallows and Amazons—”
“Coral Island—”

Golding calls our attention to the other book at the end of the novel, and I think he does that to remind us that his novel is very different than the more idyllic Ballantyne book.

“We were together then—”
The officer nodded helpfully.
“I know. Jolly good show. Like the Coral Island.”

It is often noted that The Coral Island: A Tale of the Pacific Ocean (1857) by R. M. Ballantyne, was a major literary influence in Golding’s writing Lord of the Flies, although Golding’s tale turns the juvenile-adventure genre into a dark exploration of human nature. In Ballantyne’s novel, three boys, two of whom are named Ralph and Jack, are shipwrecked on a deserted island, where they survive by relying on each other and their wits; building a boat, they travel beyond the island, face numerous dangers courageously, and triumph. Before Ralph, the narrator, relates their adventures, he reminds readers that they are about to enter “regions of fun.”
Lord of the Flies takes readers into entirely different regions of experience, but it adheres in many ways to elements in The Coral Island. Like Ballantyne’s novel, Lord of the Flies is a Robinsonade, the genre of adventure fiction established by Defoe’s Robinson Crusoe (1719). Golding’s boys, like Ballantyne’s, experience a disaster that places them without adult supervision in a tropical paradise, a wild place far removed from civilization. They build shelters and forage for food. Before they are overwhelmed with fear and “things are breaking up,” Golding’s castaways explore the island in the spirit of youthful adventure. Setting out on an expedition, “[a] kind of glamour was spread over them … they were conscious of the glamour and made happy by it.” Filled with excitement, they talk and laugh together in the “bright” air and work together to climb to the top of the mountain. As they stand on the summit, Ralph speaks for all as they survey the island spread out below: “This belongs to us,” he declares, unaware of what lies ahead when adventure becomes a nightmare.

Who is the narrator of "The Happy Prince" by Oscar Wilde?

The narrator is a third-person omniscient narrator who hovers "over" the action of the story, telling us what happens. An omniscient narrator is all seeing. This narrator is so all seeing that he even knows what happens in heaven.
Much of the story is told from the point of view of the swallow, but the third-person omniscient narrator offers us the background of how people admire the statue of the prince before the swallow appears. The narrator also provides information on what happens to the swallow after the swallow has died.
The third-person narrator is an anchor who can tell readers what they need to know as the story unfolds. The narrator also helps guide readers toward understanding the moral of the story. After the swallow's death and the "death" of the happy prince statue through being melted down, we learn that God values the good deeds those two did for the poor more anything else in the city. We know this because the omniscient narrator informs us of the following, which only he could know:

“Bring me the two most precious things in the city,” said God to one of His Angels; and the Angel brought Him the leaden heart and the dead bird.
“You have rightly chosen,” said God, “for in my garden of Paradise this little bird shall sing for evermore, and in my city of gold the Happy Prince shall praise me.”

What does Lucy find comforting about Mr. Tumnus's home?

In the Lion, the Witch and the Wardrobe, Lucy falls in love with Mr. Tumnus's home as soon as she walks through the door. As Lewis states,

Lucy thought she had never been in a nicer place.

Through Lucy's eyes the author writes,

It was a little dry, clean cave of reddish stone with a carpet on the floor and two little chairs ("one for me and one for a friend," said Mr. Tumnus) and a table and a dresser and a mantlepiece over the fire and above that a picture of an old Faun with a grey beard. In one corner there was a door which Lucy thought must lead to Mr. Tumnus' bedroom, and on one wall was a shelf full of books.

What probably makes it most comforting, however, is that the whole scenario, from meeting the faun to having tea with him, resembles a beautiful, nonthreatening fairy tale. The faun is so frightened when he sees Lucy that he drops all his parcels. He then shows he is the perfect gentleman by holding an umbrella over Lucy as they walk to his house. When they enter his home, the Faun lights a little lantern and throws a log onto the fire, and Lucy is "blinking into the light of a wood fire."
It is not until Mr. Tumnus admits that he is a kidnapper that the atmosphere changes and Lucy becomes desperate to get home. Suddenly, Narnia is a dark, dangerous place "full of [the White Witch's] spies."

The journey back was not at all like the journey to the Faun's cave; they stole along as quickly as they could, without speaking a word, and Mr. Tumnus kept to the darkest places.

What is an example of a close reading for Shooting an Elephant by George Orwell

A close reading of a text closely examines the word choices and literary devices used by an author. I will pick a passage of "Shooting an Elephant" and get you started on a close reading of it. Please note too what close reading is not--it looks only at the words on the page and does not bring in biographical material about the author.
In the following passage, Orwell is trying to convey some of the conflicted feelings experienced by a young imperial police officer in the British colony of Burma. We will look at some of the techniques Orwell uses to make his point:

All I knew was that I was stuck between my hatred of the empire I served and my rage against the evil-spirited little beasts who tried to make my job impossible. With one part of my mind I thought of the British Raj as an unbreakable tyranny, as something clamped down, in saecula saeculorum, upon the will of prostrate peoples; with another part I thought that the greatest joy in the world would be to drive a bayonet into a Buddhist priest's guts. Feelings like these are the normal byproducts of imperialism; ask any Anglo-Indian official, if you can catch him off duty.

First, the speaker is communicating that he feels trapped: he hates the British empire but he also hates the way the Burmese treat him. He conveys these dual feelings by using parallelism, which is to employ a similar grammatical structure in two clauses: "My hatred of the empire" is paralleled by "my rage against the evil-spirited little beasts," underscoring the anger the narrator feels at both his native country and his host country. Further, referring to the Burmese as "evil-spirited little beasts" conveys how these colonized people are dehumanized by the empire.
An either/or construction continues to communicate conflict in this passage, for the speaker describes having two parts to his mind that are at war with each other. "With one part" of his mind he despises the British Raj (ruling government in India/Burma) and "with another part" he wants to kill the Burmese.
We can also note that Orwell uses the Latin term "saecula saeculorum," which means "unto the ages of ages," to describe his feeling that the British will rule in the Indian sub-continent forever. A close reading would question why Orwell would use the Latin phrase. Is it because he wants to convey to his audience that his speaker isn't all that "ill educated?" Or could it be that a Latin phrase from thousands of years past conveys more strongly than English the sense of how strong the British grip is on Burma?
Finally, Orwell uses a sentence that packs a very powerful punch: he thinks that "the greatest joy in the world would be to drive a bayonet into a Buddhist priest's guts." The sentence is powerful because it is surprising: who could want to kill a Buddhist priest? Also the use of alliteration—putting words with the same beginning consonant close together—adds to the power of the sentence, calling attention to words "bayonet" and "Buddhist" and "greatest" and "guts." Ending on a guttural word like guts—plain, crude, and one syllable, also helps convey the savagery of the speaker's emotions, as does the visual imagery of the words. And then, to show the speaker is no sociopath, Orwell finishes his thought with the deadpan sentence that follows:

Feelings like these are the normal byproducts of imperialism; ask any Anglo-Indian official, if you can catch him off duty.

It is possible to go through the entire essay this way and look carefully at how language is being used to make a point. Orwell wants us to feel how tormented and distressed his speaker feels at being caught between two cultures that hate each other, each caught within the senseless, evil system of imperialism.

In what ways do the rise of the Ottoman Empire correlate with the fall of the Roman Empire?

The Roman Empire, formed in 27 BCE, when Augustus declared himself Emperor of Rome, underwent a split in the late third century that created two distinctly different Romes: Western Rome, with its capital at Rome, and Eastern Rome, a Greek-speaking territory with the capital at the newly named Constantinople. Over time, these halves of the Roman empire took on different characteristics. When Western Rome fell to the Goths in 476 CE, eastern Rome continued. Western scholars named it the Byzantine Empire.
Eastern Rome continued as a feudal Empire until its long decline from the Crusades to its final end at the hands of the Seljuk Turks in 1453 CE. As Constantinople transitioned from a Christian city to a Muslim city, the lands that were once known as the Eastern Roman Empire became the Ottoman Empire
Once Constantinople fell, the Ottoman Empire began, and thus one gave rise to the other. Because Eastern Rome was culturally and politically different from Western Rome, as referenced above many Western scholars relabeled this as the Byzantine Empire, so it is easy to assume that Rome ended in the classical period. However, Roman rule was continuous throughout the post-classical period in the form of the Orthodox, feudal, Byzantine Empire, and only fell with Mehmed's siege of Constantinople in 1453.

What was the impact of industrialization and imperialism on British politics from 1815–1867?

The greatly expanding need for raw materials to fuel industry continued to accelerate throughout the 19th century. The late 18th–century loss of the North American colonies, confirmed by the War of 1812, helped turned British eyes elsewhere. The year 1815 is generally considered to mark the start of Britain’s “imperial century,” which ran through the start of World War I in 1914. The period through the 1860s is marked by the ascent of Victoria to the throne in 1837. Only a few years earlier, slavery had finally been abolished throughout the empire. In 1813, the British East Indian Company lost its monopoly on trade and was finally dissolved in 1858. In 1814, Britain ceded some Caribbean colonies to France and the Netherlands under the Treaty of Paris.
The British expansion into Asia, including independently held territories, is marked by Stamford Raffles’s establishment of Singapore in 1819. The expansion of trade into China, however, was severely curtailed by the losses in the 1830s’ Opium Wars, which put a ban into effect. British indirect rule through the Indian subcontinent was consolidated, however, after the 1850s Sepoy Mutiny, leading to government takeover from the East Indian company. In 1870 Queen Victoria took the title Empress of India.
The establishment of the Colonial Office in 1850, which pulled together other government branches and liaised with the military, facilitated the control of far-flung outposts of empire, along with creating a multi-layered professional bureaucracy; colonial service became a respectable middle-class calling. An ostensibly parallel, but subordinate, indigenous civil service was also created to train native peoples for work in indirect rule. The idea of the Commonwealth, featuring limited “self-government” for some colonies, at least regarding internal affairs, also developed in the 19th century. Put into effect in Canada in 1847, it was extended to Australia, New Zealand, and southern African lands.
https://www.britannica.com/place/British-Empire

Which are the fields in which Chalcolithic humans attained progress?

During the Chalcolithic, or "Copper," Age, significant progress was made in the smelting of copper (hence the name given to this historical epoch). Copper was used in the manufacture of weapons, such as spears and swords, and represented a major advance on the much more primitive weapons made from stone, flint, and animal bones used during the previous Neolithic Era.
Copper was mined and manufactured on quite a large scale. We know this because archaeologists have found a number of large copper ingots in a natural state. This indicates, among other things, that copper didn't need to be melted down to make weapons; it could simply be hammered into shape to make axes, weapons, and armor.
Once neglected by historians, the Copper Age has come to be seen by modern-day scholars as a good deal more significant than previously thought. For one thing, Chalcolithic society was remarkably complex, arranged as it was according to a recognizable social hierarchy. Prior to this era, human societies were much more egalitarian, with few if any real distinctions between rich and poor, rulers and ruled. But the Chalcolithic Age ushered in a period of social stratification based on the specialization of labor brought about by the manufacture of copper.

How are the homes of the poor distinguished from the homes of the rich in The Pearl?

Poor indigenous folk like Kino and his family live in brush houses, primitive dwelling places made out of scrub vegetation. The social and racial elite, such as the doctor, never venture out to this neck of the woods. They get to live in an upmarket neighborhood, in palatial houses made of more durable material such as stone and plaster.
Kino and Juana get to see how the other half live when they take their son, Coyotito, who's been bitten by a scorpion, to the doctor for urgent treatment. The houses in the swanky neighborhood where the doctor lives couldn't be any more different from the row of brush houses where the indigenous people are forced to live in squalor. Here, the high walls of houses are adorned with bougainvillea, a genus of bush renowned for its vibrant purple color. Behind these walls lie beautiful gardens, from which can be heard the sound of caged birds singing and the splash of cooling water against burning hot flagstones.
All in all, we are left in no doubt as to the enormous gulf in wealth and opportunity that exists between the rich and the poor in this part of the world.

What are pentecostal missions?

Pentecost comes from a Greek word that means fiftieth. In the Bible, after the death of Jesus and his resurrection, as described in the New Testament book of Acts, Jesus told his disciples to wait for the Holy Spirit to descend on them, and that they would be given power to witness and be instruments of signs and wonders at that time. Here is the scriptural reference from the NIV version of the Holy Bible:

But you will receive power when the Holy Spirit comes on you; and you will be my witnesses in Jerusalem, and in all Judea and Samaria, and to the ends of the earth. (Acts 1:8)

This is what the disciples and apostles were waiting for when the events of Acts 2:4 take place. The book of Acts says that 120 were waiting in the room where they were staying, praying constantly. On the day of Pentecost, the fiftieth day after Passover in Jewish culture (also known as the Feast of Weeks) and the fiftieth day after Easter in Christianity, these events are recorded in scripture:

When the day of Pentecost came, they were all together in one place. Suddenly, a sound like the blowing of a violent wind came from heaven and filled the whole house where they were sitting. They saw what seemed to be tongues of fire that separated and came to rest on each of them. All of them were filled with the Holy Spirit and began to speak in other tongues as the Spirit gave enabled them. (Acts 2:1-4 NIV)

There is a denomination (several, actually) within Christianity called Pentecostals. They see these verses in Acts as foundational to their faith. They place a high emphasis on the work of the Holy Spirit, the gifts of the Holy Spirit (described in the book of Corinthians) Many pentecostalists believe in a second baptism, known as the baptism of the Holy Spirit. They believe that the evidence of being baptized in the Holy Spirit is the ability to speak in tongues.
Pentecostalists who go on missions will spread the message of the Gospel just like other denominations of Christianity. The difference being they will likely speak in tongues, encourage the baptism of the Holy Spirit, and seek to have in operation the gifts of the Holy Spirit such as word of knowledge, word of wisdom, gifts of healing, prophecy, the discerning of spirits, speaking in tongues, and the interpretation of tongues. All these gifts are described in 1st Corinthians 12:8.

Who does Lysander love in A Midsummer Night's Dream?

At the beginning of the play, Lysander is in love with Hermia and wants to marry her. However, Hermia's father, Egeus, refuses to give his permission for the marriage, preferring that his daughter marry Demetrius instead. As a consequence of Egeus's refusal, Lysander and Hermia decide to elope. Lysander proposes that they elope to his aunt's house and get married there in secret.
In the woods, however, Puck (accidentally) sprinkles Lysander's eyes with a love potion that makes Lysander fall in love with Helena. He remains in love with Helena until Puck gives him an antidote to the potion. Lysander's love for Helena is not a genuine love—as his love for Hermia is—but is merely a consequence of the love potion. Lysander is always really in love with Hermia.

Why did the patients visit Dr. Raman only when they were hopeless?

The patients visited Dr. Raman only when things looked hopeless because they couldn't afford his high fees and also because they felt that his presence would jinx their probability of survival.
Basically, these superstitious patients believed that Dr. Raman's presence at their bedside would result in certain death. It's a vicious cycle. First, patients neglected calling on Dr. Raman because they couldn't afford his fees. So, they usually waited until their cases were hopeless. Then, and only then, did they call on Dr. Raman, as a last-ditch effort to save themselves.
However, the time factor usually proved fatal: patients who waited too long to get the care they needed often died. Because Dr. Raman usually presided over these deaths, he began to get the unenviable reputation of being a sort of jinx.
We see this in the story, when Gopal's wife makes her excuses for not calling on Dr. Raman. Accordingly, Gopal has been bedridden for one and a half months. Gopal's wife is visibly embarrassed when Dr. Raman asks her why they have neglected to alert him to Gopal's condition. She stammers that neither she nor Gopal wanted to inconvenience Dr. Raman. However, the truth is that, like many others, they couldn't afford his fees and didn't want to jinx Gopal's chances of survival. Through denial, they had hoped to preserve the facade that Gopal was merely sick and not dying.

The story is set in the fictitious South Indian town of Malgudi, which provides the backdrop to most of Narayan's stories. Here, Dr. Raman has something of a reputation as someone you only call out when you're on your last legs. The reason is very simple—the good doctor does not come cheap. His visiting fee is the princely sum of twenty-five rupees, quite a lot of money in a small Indian town at that time. As most people in Malgudi are rather poor, they will only call the doctor as a last resort. As a consequence of this, the name of Dr. Raman has come to have a certain ominous ring to it; if you need to call him, then it's almost always a sign that you're in a bad way. Whenever the good doctor arrives on the scene, it's usually curtains for the poor, unfortunate patient.

20 ways that Canada was colonized by the French and English?

While there may not be 20 different ways that the English and French colonized Canada, there are at least 20 important events and incidents that were involved that should provide you with context for how it happened.
You might say that colonization officially started when (1) Jean-François de la Rocque de Sieur Roberval was made the viceroy of Canada by the French king in 1540 and given the authority to establish a French colony there.
England got officially involved when (2) Sir Humphrey Gilbert claimed Newfoundland for England in 1583.
(3) In 1598 Roberval received the first monopoly in the fur-trade. This began the first major enterprise into mercantilistic based imperialism in the region.
(4) Samuel de Champlain's founding of Montreal in 1608 and the consolidation of the Canadian colonies (5) can be considered the events that really established Canada as a viable colony for France.
(6) In 1610, John Guy founded the colony of Cupid's Bay for England. Although this colony was short-lived, it did a lot to reinforce England's claims in the region.
(7) In 1611, the first Jesuit missionaries came to New France where they successfully established a number of missions aimed at converting native peoples.
(8) The seigneurial system was established in 1623. It divided land ownership in New France in a feudal manner and would continue under English control.
(9) In 1645 the fur monopoly was transferred to everyone in the colony. This greatly encouraged more fur trappers from Europe to come to the region.
(10) Canada's first political constitution was implemented in 1647 under the Council of Quebec.
(11) In 1663, King Loius XIV revoked the charter of Compagnie des Cent-Associés making New France a colony of the French Crown.
Things heated up between England and France with (12) the founding of the Hudson Bay Company in 1670. This English monopoly took control of much of Northwest Canada and provided French fur traders with serious competition.
(13) In 1677 the first of many so-called "wampum treaties" between the English and indigenous peoples was formalized. These treaties established friendly trading relations between Europeans and many native groups.
(14) The French and Indian War (aka, the Seven Years' War) resulted in the British annexing nearly all French controlled land in Canada.
(15) After the English took control of Canada, large numbers of Scotch-Irish settle there, particularly in Novia Scotia and the Maritimes.
(16) The colonization of western Canada was firmly established in 1825 with the founding of Fort Vancouver by the Hudson Bay Company.
(17) In 1857 the government in Canada attempted its first large-scale attempt to colonize the native peoples with the establishment of The Gradual Civilization Act which required all native adult men to learn English or French and change their names.
(18) Between 1871 and 1877 a number of treaties were signed between the government and individual tribes that stripped away much of their lands in exchange for supplies and infrastructure.
(19) In 1884, native rights were further stripped away with the founding of residential schools and the proscription of indigenous ceremonies. Attending the schools became mandatory in 1920.
(20) In 1896, restrictions on foreign immigration were eased. This led to a huge influx of immigrants from southern and eastern Europe. This essentially turned Canada from predominantly English, French, and Native American into the melting pot that it would become over the course of the 20th Century.
http://fnn.criaw-icref.ca/images/userfiles/files/LWM3_ColonialismImpacts.pdf

https://www.historymuseum.ca/history-hall/timeline/

How would I start an essay about Miss Emily as an unsympathetic character?

To write an essay about Emily Grierson as an unsympathetic character, the first step would be to go back through the story and mark notes where the narrator makes her appear unappealing. For example, in the third paragraph, the narrator says that she was "a duty, and a care; a sort of hereditary obligation upon the town." What he doesn't say is that she was a pillar of the community or a beloved elder. There is no evidence to suggest that she did anything philanthropic to help the town or its citizens. Other negative traits that the narrator describes include her arrogance, seen in her dismissal of her tax bill and refusal to meet with the mayor.
Emily Grierson's apparent murder of Homer Barron is the act that most resoundingly makes her unsympathetic. In a paper that analyzes her character, it would need to be a prominently developed section.

What do the authors of "The Lady or the Tiger?" and 1984 have to say about leadership, and how well do they say it? How does each author present and support their claim? Answer must include main idea with two assertions to compare/contrast, with quotes from text.

George Orwell's 1984 (published in 1949) and Frank Stockton's "The Lady or the Tiger?" (published in 1882) both depict qualities of a leader. Interestingly, the most definite "leader" between these two stories is probably Big Brother himself (itself?). Orwell's novel is set in a totalitarian state which results from a nuclear world war. The state of Oceania is ruled by the socialist party INGSOC, popularly known simply as "the Party." The leader of the Party is Big Brother, who, though disembodied (and probably representing a group of powerful people), rules by fear. There are signs all over the city which read, "Big Brother is Watching You." The novel follows the journey of its protagonist, Winston Smith, whose job it is to write and edit history. By the end of the novel, his adherence to the Party is described as follows: "But it was all right, everything was all right, the struggle was finished. He had won the victory over himself. He loved Big Brother."
Frank Stockton's leader in "The Lady or the Tiger?" is a semi-barbaric king, described as follows: "He was a man of exuberant fancy, and, withal, of an authority so irresistible that, at his will, he turned his varied fancies into facts." The plot of the short story focuses on this the lover of the princess, whom the king subjects to his unique form of justice. The king's method involves bringing the accused into an arena full of spectators and giving the accused an opportunity to pick between two doors, behind one of which is a tiger who will kill the accused immediately and gruesomely, and behind the other of which is a beautiful woman, whom the accused must marry. The king is not as loathsome as Big Brother, but he is more creative and perhaps a bit more self-indulgent (bringing his "varied fancies into facts.") When the king discovers his daughter's affair, he subjects her lover to this same form of torture: "He did not hesitate nor waver in regard to his duty in the premises. The youth was immediately cast into prison, and a day was appointed for his trial in the king's arena." The story does not reveal the fate of the accused (who was surreptitiously told which door to pick by the king's daughter); however, the king is a spectacularly clever, if brutish character, who does not absolve even his daughter of his unique form of justice.

What is the theme of Under the Greenwood Tree?

The story Under the Greenwood Tree is a pastoral romance by Thomas Hardy. It portrays the young romance between Dick Dewey and Fanny Day. There are several themes present in this work, but the prevailing one is Fanny’s desire for freedom and choice. Written in a time when the women’s suffrage movement was in full swing, Fanny represents choice and a turn towards modernity instead of the return to antiquity.
She falls in love with Dick, but her father believes him to be an unsuitable match and therefore prevents their marriage. However, they devise a plan to get around it and get engaged in secret. The next day, the vicar, who is a representation of the affluence and luxury of olden days, asks her to marry him. She briefly accepts. It is later revealed to the vicar that she had been engaged to Dick, and they call off their engagement. Eventually, she marries Dick without incident, portraying the step forward into women’s right to choice and to follow their own paths and lives—and not to be dictated by their fathers or by affluent suitors who can “pay the highest price.”

The theme of this novel is the way modernity clashes with—and ultimately refreshes—the old ways of life of the village of Mellstock. Fanny Day, the protagonist, is the symbol of modernity. She shocks the village, for instance, when she becomes part of the Mellstock choir, and when her organ, also representing modernity, is introduced into the choir.
She manages as well to make her own choice of a marriage mate, bringing her father around to the idea of her marrying the man she loves, Dick Dewey, who her father doesn't think is good enough for her. Foreshadowing the way the suffragists in England would get the vote in part by refusing to eat, Fanny refuses (or pretends to refuse) to take any food. And although she is temporarily tempted by a marriage offer from the high-status vicar, Mr. Maybold, like a modern woman, she opts to follow her own heart and stay with Dick.
The novel is a pastoral romance, meaning it is set in the country and depicts the world in an idealized way. In this idyll, modernity is not a threat but a boon to Mellstock.

Why do you think there was a painful pause when Winnie's family realizes she actually went with the Tucks on her own free will in Tuck Everlasting?

This question deals with information that is given to readers in the early parts of chapter 21. The constable had just brought Winnie home, and the Foster family is fawning over her return. The constable informs the family that Winnie had gone with the Tucks by her own choosing, and the comment causes a "painful pause" that lasts only for a moment.
Readers are not told why this pause exists, so it is up to individual readers to come up with a possible reason. One possible reason is that they are simply too shocked at the information to form a coherent response. The "painful" part of the pause is the part that needs further probing. Simply being shocked into silence makes sense. Having it be painful is a different matter.
The Foster family is a stifling family. They hover over Winnie's every move. It is why she longed to run away at the beginning of the story:

"See?" said Winnie to the toad. "That's just what I mean. It's like that every minute. If I had a sister or a brother, there'd be someone else for them to watch. But, as it is, there's only me. I'm tired of being looked at all the time. I want to be by myself for a change."

I think one reason the Fosters are painfully shocked into silence could be because they simply can't fathom their daughter actually wanting to go with any other family. Another possibility is that they are shocked into painful silence because, just for a brief moment, they realize that their hovering parenting style is what drove Winnie to run away with the Tucks in the first place.

I would like you to reflect on the concepts of transference and countertransference in the profession but also in your own life. To help get you started, here is an article that gives you a basic overview and looks at transference and countertransference from a few perspectives. Article on transference and countertransference Your task is to write a reflective paper (about 3 pages in length-no more) that demonstrates your understanding of transference and counter transference. some argue that every single relationship a person enters into will have some form of transference and countertransference. The key here is to reflect on your own life and the relationships you have had. Try to think of any time (s) that you may have had a personal example of either/both transference or countertransference. In your paper, please outline the nature of the relationship and what aspects you think were evidence of transference and countertransference. Was this an example of a positive transference or a negative transference or both? If you choose not to use your own life, you should feel free to write about a fictional example. Your example(s) should clearly demonstrate your knowledge of the concepts, application of the concepts and in depth consideration of how they may have affected you in your life. Please include a minimum of one APA approved reference to support your paper, use proper APA formatting and spelling and grammar.

I won't write an entire research paper on this topic, and I can't provide you with examples to analyze for your life, but I can provide a brief overview of my own experiences with the concepts and hopefully that can encourage some reflections about your own experiences with these ideas.
Transference is the idea that a client, or another individual since I am not a registered counselor or psychologist, transfers the feelings and emotions they have about another person, such as a parent, sibling, or significant other, onto you as the counselor or aide. I acted as a shoulder to lean on for many of my friends throughout high school and college, and I experienced transference, particularly when dealing with their relationships. Often times, when discussing relationship issues, I would lend a listening ear or act as devil's advocate to try and give a comprehensive look at the situation. Doing this, my friends would frequently respond to me as if I were the other party - either reacting angrily because I was taking their side or venting the feelings they wished they could express to the other individual. This would actually typically be very helpful because I would act as a sounding board and help them to get out their pent up emotions or help them to understand the other person's side in the situation, which would help them make amends or understand where the other person was coming from.
Countertransference is the opposite idea, when I, as the aide, reacted and placed my feelings about the situation back on the other individual. Because I'm not a trained psychologist by any measure, I would frequently offer my own advice and opinions on the matter at hand. Occasionally, especially if the subject at hand was something important to me - such as a close friend or family member, I would express my emotions, either anger or displeasure, about their complaints. Sometimes this was helpful - such as when I offered advice, but many times, especially when I got emotional, it was detrimental to the situation.
So, in my opinion, transference can frequently be a positive experience for the client. However countertransference is much more tricky because it can be detrimental as often as it can be helpful.

Based on your prompt, it looks like you've been tasked with writing about your personal experiences regarding transference and counter-transference.
First, we'll discuss the meaning of both concepts. Transference refers to the behavior of transferring past emotional reactions to the present. We can approach this from a patient/therapist relationship. Let's say that a patient consistently reacts with irritation, contempt, and even rage at his therapist's suggestions for healing. To the patient, his therapist reminds him of his overbearing mother, so he reacts to her accordingly. This is called negative transference.
The therapist, for her part, may not be acting in an overbearing manner. However, the patient, his perception colored by his past, continues to superimpose his feelings toward his mother onto her.
For a different example, let's say the therapist reminds the patient of his beloved grandmother. By extension, he might end up relating to his therapist as a confidant of sorts. Although this is positive transference and appears seemingly benign on the surface, his continued inability to separate his past perceptions from those of the present may impede his own healing process.
Counter-transference refers to how a therapist transfers their own past emotional reactions to the present. They may react to a patient based on their own past perceptions and reactions.
For example, let's say a patient confesses an affair with a former therapist, someone the current therapist knows. The therapist, who is in the throes of a counter-transference reaction, may voice strong words of outrage. Perhaps he himself is secretly attracted to the patient but refuses to admit his true feelings. Here, the therapist's inability to be objective actually hurts the patient's ability to transcend her trauma.
So, how can we apply all of this to your personal life? One way is to consider your relationship with authority figures in your family, school, or neighborhood. Take a teacher, for instance. An example of positive transference can center on how you perceive Educator A to be more patient than Educator B. Why? Educator A reminds you of a favorite aunt, neighbor, or relative. She even gestures and intones her words similarly. When you struggle with a concept, she doesn't belittle you or make you feel inadequate. She takes the time to explain and expound upon examples to help you reach a place of understanding. So, you relate to her positively. This is called positive transference.
What about negative transference? Let's say Educator C reminds you of an impatient aunt, who never fails to voice her disdain for you whenever you meet. To this day, you have a strained relationship with her. Something about Educator C reminds you of this aunt. As a result, you react accordingly when you have any sort of interaction with Educator C. This is called negative transference.
What about counter-transference? Let's say Educator C also has her own issues with you. Hers, however, originate from her past experiences with a student from your ethnic, social, or economic background. The student never turned in his work on time, and when he did, the results were shoddy at best. Often, the student was rude and uncooperative in class. Although you may not display all of the characteristics above, Educator C still treats you poorly. This isn't something you can help. Still, Educator C's lack of objectivity continues to erode your respect for her.
The prompt says that you can discuss transference, counter-transference, or both. You can also discuss these in terms of the positive or the negative. My suggestion is to choose to discuss one or the other (either positive or negative), rather than both.
Regardless of your choice, remember to have a clear thesis statement. Perhaps you can approach your thesis from the standpoint of how positive or negative transference/counter-transference affected your life and the steps you took to resolve challenges.
Ultimately, reinforce the importance of separating the past from the present and using one's experience as a vehicle to learn better ways of coping with life's challenges.
https://www.goodtherapy.org/blog/psychpedia/countertransference

What did Chester A. Arthur (21th president) do as a president?

One of the most notable achievements of Arthur's presidency was his signing into law of the Pendleton Act of 1883. This piece of legislations set out to professionalize the civil service, making more government jobs available on the basis of merit, rather than political affiliation. Up until that time, the spoils system reigned. Federal government jobs were freely given out as a reward to those who'd rendered service to the governing party. Ability and integrity meant nothing in applying for such roles; political loyalty was everything.
This resulted in a civil service in which many of its most senior employees lacked the necessary training or skill. The spoils system also generated massive corruption, with many political appointees looking upon the federal government as nothing more than a giant piggy-bank. Many people came to see the civil service as a high road to riches, an opportunity to rip off the American taxpayer with impunity.
One such person was Charles Guiteau, a dangerously disturbed individual who sought a lucrative government job from President Garfield as a reward for helping him get elected. When he didn't get the job he wanted, Guiteau assassinated Garfield, who was successed by his Vice President, Chester A. Arthur. Although calls for civil service reform had been growing louder and more insistent for many years, it was the tragic death of President Garfield that really gave impetus to the movement for change.

Discuss John F. Kennedy’s transformation concerning the issue of civil rights during his presidency.

During his campaign and the early years of his presidency, John F. Kennedy was largely uninterested in taking a firm stand on civil rights, primarily because he thought doing so would endanger his standing with southern Democrats. Events, however, forced him to take positions that he and his inner circle would have liked to avoid. During the presidential campaign, for example, he placed a phone call to Coretta Scott King when her husband was jailed for his participation in protests. He also used his influence to secure Dr. King's release. While president, the Freedom Riders posed a major domestic challenge, one which he and his brother, Attorney General Robert Kennedy, attempted to push to the back burner. Eventually, the Kennedys were forced to use executive power to protect the Freedom Riders, and to deal with white riots at the University of Mississippi. In one of the most famous events of his Presidency, he confronted Alabama governor George Wallace over integrating of the University of Alabama. Over time, events like these forced Kennedy to take a stand on civil rights, which he had increasingly come to view as a fundamental issue in American society. He gave a seminal speech on the issue in 1963, in the wake of the brutal crackdown on marchers in Birmingham, Alabama, and crafted a civil rights bill that he attempted to push through Congress before his death. The bill passed under Lyndon Johnson in 1964. In short, Kennedy became more active in civil rights over time. At first he hoped to focus on foreign affairs—the Cold War—but over time he saw civil rights as crucial in even that struggle.
https://www.jfklibrary.org/learn/about-jfk/jfk-in-history/civil-rights-movement

What is the symbol of colors in Beloved by Toni Morrison?

Colors have long been associated with different feelings and emotions. For example, we often associate red with anger, blood, or death and blue with sadness. In the novel Beloved, many objects are given specific colors that are symbolic. One color can have several different meanings within the text.
Red is the most recurring color in the text. There is the red of the decaying roses, Amy's red velvet, Paul's red heart, the red rooster, the red of Sethe's daughter's blood, and the red ribbon.

Clean and new and so smooth. The velvet I seen was brown, but in Boston they got all colors. Carmine. That means red but when you talk about velvet you got to say "carmine." She raised her eyes to the sky and then as though she had wasted enough time away from Boston, she moved off saying, "I got go”

The red velvet symbolizes Amy's hope for a better future. Boston has many colors of velvet, especially red, in opposition to the brown that she has seen. The bright colors of velvet in Boston hint that she will move there.
The red ribbon of Stamp Paid represents strength. The text states, “he clutched the red ribbon in his pocket for strength. Softly at first, then harder”. The ribbon is like a talisman that he keeps in his pocket to remind him to be strong and courageous.
Now that you have a basic understanding of the use of red in the novel, try to discover meanings for the the red rooster, Paul's red heart, and the decaying roses on your own.

Who was Bram Stoker?

Bram Stoker was an Irish newspaper reporter and the author of short stories and twelve novels. He became most famous for the writing of his 1897 novel Dracula, a novel originally called The Undead.
Stoker, one of seven children, graduated with honors from Trinity College in Dublin. He wrote for The Daily Telegraph from the 1890s onward, becoming a member of the literary staff from 1905 to 1910. Stoker also worked as the business manager for the actor Henry Irving.
Some have said the seeds of Dracula were planted in Stoker's childhood. He was sickly child, and his mother sometimes told him frightening stories. He himself said that he had much time to think as a child and that these thoughts were "fruitful" later in life. Nineteenth-century precursors to his Dracula include John Polidori's The Vampyre and Thomas Prest's Varney the Vampire, but Stoker's novel was the one that captured the public imagination most fully.

Reader-response theory focuses on the role of the reader in finding meaning in a text themselves. What experiences in your life parallel what happened in The Story of an Hour? Be sure to relate the story to a personal experience of your own.

Kate Chopin presents a situation in which the protagonist loses her husband, suffers immediately from grief that turns into relief, regains her husband, and then dies herself. Because the situation is so unique—not to mention the protagonist dies—it will be only be possible to identify with some of those experiences.
In some places, Chopin precisely describes Louise Mallard's emotions, but in other places the reader is left to infer what the action means. That is particularly true at the end when Louise utters a "piercing cry" before she dies. The reason for her sudden death is unclear; it could be from her physical ailment or her emotional overload—either from joy at seeing that her husband alive or from sorrow that her perceived liberation has ended.
The irony that Chopin creates is one area on which a student could draw on for an interpretation connected to their own life. Many people have found themselves in a situation in which their emotions run high based on the initial information provided only to find that this understanding is later challenged when new information becomes available. For a student, such a situation might relate to education.
For example, colleges sometimes mix up their application results and send acceptance letters to some students only to correct the error and rescind the offer. For another example, in the personal life of a student or their family members, an erroneous medical diagnosis may have occurred (e.g., a diagnosis of a terminal illness that the doctor later determines to be less serious).

As we have seen, the 1950s were characterized by both consensus and conflict, yet they continue to prompt nostalgia today. Why do you think this is the case?

It is true that the 1950s in America prompts more nostalgia that most any other time period we can uniquely define. I think the era was defined by conflict for the same reason that it was nostalgic. Quite simply, things seemed to be getting better. For example, the civil rights movement was making incredible moves for the better.People get nostalgic about every decade, but the 50s are the one that people seem to feel was actually an objectively better time (for some demographics, like white men, especially). A big reason was that, at that time, with that level of population and resources, capitalism seemed to be working. If you worked hard, you could really attain the American dream. Today, there is an overwhelming sense of futility in regard to getting ahead, but the single breadwinner ideal was real and attainable for middle-class families back then.

Who was the group that wanted Jonathan to conform?

Jonathan Livingston Seagull loves to fly. He loves flying more than any seagull who has ever lived! He spends hour after hour, day after day, week after week practicing his flying skills. He flies higher and faster than any seagull has ever flown. Jonathan “set[s] a world speed record for seagulls!” Against the advice of his parents and the other gulls in the flock, and against the voice in his own head telling him to be like all the other gulls, Jonathan does things in the sky that no seagull has ever done before.
“Why, Jon, why?” his mother asks. “Why is it so hard to be like the rest of the flock, Jon?” “See here, Jonathan,” says his father. “This flying business is all very well, but you can’t eat a glide, you know. Don’t you forget that the reason you fly is to eat.”
Nevertheless, Jonathan continues to practice flying every day, from early dawn to late at night.
After yet another day spent perfecting “the loop, the slow roll, the point roll, the inverted spin, the gull bunt” and “the pinwheel” and hurtling past the Breakfast Flock at “two hundred twelve miles per hour, eyes closed, in a great roaring shriek of wind and feathers,” Jonathan flies back to shore, and with “a loop to landing” and a “snap roll just before touchdown,” he lands gracefully on the beach near the rest of the flock.
Jonathan is certain that the flock will be “wild with joy” after watching him perform his aerial feats of wonder. “Instead of our drab slogging forth and back to the fishing boats,” Jonathan thinks to himself, “there’s a reason to life! We can lift ourselves out of ignorance, we can find ourselves as creatures of excellence and intelligence and skill. We can be free! We can learn to fly!”
In fact, “the gulls [are] flocked into the Council Gathering when he land[s],” and they have been waiting for him for another reason.
“Jonathan Livingston Seagull!” intones the Elder, “in a voice of highest ceremony. . . . Stand to Centre! Stand to Centre for shame in the sight of your fellow gulls!” Jonathan is being shamed in front of the whole flock “for his reckless irresponsibility,” the Elder says, and “violating the dignity and tradition of the Gull Family.” Jonathan can't believe it. He is being shamed for not being like the other gulls and for failing to conform to the mindless gull traditions “to eat” and “to stay alive as long as we possibly can.”
Jonathan protests that “for a thousand years we have scrabbled after fish heads, but now we have a reason to live—to learn, to discover, to be free!” But the gulls “[turn] their backs upon him,” and from that moment, Jonathan Livingston Seagull becomes an outcast “and [spends] the rest of his days alone.”

What does this quote mean: "It's such a shame that people perceive you as being so arrogant. Because it's going to limit what you're going to be able to accomplish in life."

Randy Pausch is referring to an occasion when he went for a walk with his friend and mentor, Andy van Dam, a professor of computer science at Brown, who delivers the last lecture's closing remarks. During their walk Andy puts his arm around Randy's shoulders and says,

Randy, it’s such a shame that people perceive you as so arrogant. Because it’s going to limit what you’re going to be able to accomplish in life.

As Randy acknowledges, this was his friend's polite way of telling him that he'd been acting like a jerk. He doesn't come right out and say "Hey, Randy, you've been acting like a jerk." Instead, he tells him that that's how people often tend to perceive him. This is bad enough in itself, but what makes it worse is that it prevents Randy from accomplishing what he wants to in life. He will achieve so much more if he becomes less arrogant, less self-confident, starts to see himself as others see him. It's this kind of frank, honest feedback—this tough love, if you will—that Randy comes to understand as invaluable for his personal growth and development.

Why was Jeanne terrified of moving to terminal island in Farewell To Manzanar?

Farewell to Manzanar is ultimately a story about coming to understand one’s place in the grand scheme of culture and society. Jeanne, a young Japanese girl in the memoir, is entirely American—but because of her racial and ethnic heritage, she is thrust into an internment camp and forced to exist with the label of the enemy of America. The story focuses on Jeanne coming to terms with how her country treated her, the desire to be accepted by mainstream American culture, and how to honor her Japanese heritage.
Strangely enough, Jeanne wouldn’t have come face to face with much of her Japanese heritage if it hadn’t been for the internment. Before the release of Executive Order 9066, Jeanne and her family lived in Ocean Park—a white neighborhood. Jeanne’s father had moved her away from Japanese people, and she never learned to speak the language. It was her father’s eventual arrest and the growing anti-Japanese sentiment that forced her family to move to Terminal Island with other people of Japanese descent.
Jeanne, growing up in a majority white neighborhood, was afraid of anyone who looked remotely Asian. She knew her family, of course, but everyone else was a potential threat. The reason she was terrified relates to what her father would tell her,

This was partly Papa’s fault. One of his threats to keep us younger kids in line was, “I’m going to sell you to the chinaman.” When I had entered kindergarten two years earlier, I was the only Asian in class. They sat me next to a Caucasian girl who happened to have very slanted eyes. I looked at her and began to scream, certain Papa had sold me out at last. (Chapter 2)

Jeanne’s father instilled a fear of Asian people in her by using them as a boogeyman who preyed on bad children. Along with that, Jeanne was terrified because she didn’t fit in—something that would be a large part of her struggles later in the story. Jeanne didn’t speak Japanese, and the other children on Terminal Island would torture her relentlessly because of it. She was cut from a different social class, and the divide was almost too great for others to forgive.
Ultimately ,Jeanne’s fear would be understood as silly, but they are symbolic of the rent she feels from her Japanese heritage. She goes on to disappoint her father in different ways because she is not entirely “Japanese” enough for him. Despite that, she finds a way to appreciate her heritage while also living a life that is true to her experience as an American.

What is a quote from Polonious in Hamlet that illustrates that he is dishonoring Laertes by spreading lies about him?

In act 2, scene 1, Polonius meets with a character named Reynaldo and pays him to follow Laertes abroad. He wants Reynaldo to do three things: deliver money and letters to Laertes, see if Laertes is behaving himself, and imply that Laertes has been indulging in foolish behavior (sleeping around, gambling, getting into fights, etc.) in order to discern whether or not he's actually been up to these things.
This scene has been interpreted in multiple different ways; it either illustrates the sinister and manipulative side of Polonius's character or proves that Polonius is a babbling pseudo-intellectual. In either instance, he's a control freak when it comes to his kids. He doesn't trust them to make the right decisions, so he's doing everything he can to make sure Laertes acts like a model son when he's out of Denmark. This dishonors Laertes, because it proves that his father does not trust him to act honorably abroad and even implies that Reynaldo should spread rumors about Laertes's alleged wayward behavior.
The passage you might be referencing is included below (from act 2, scene 1):

And in part him; but' you may say 'not well:But, if't be he I mean, he's very wild;Addicted so and so: and there put on himWhat forgeries you do please; marry, none so rankAs may dishonour him; take heed of that;But, sir, such wanton, wild and usual slipsAs are companions noted and most knownTo youth and liberty.

In the last stanza of part 1, the speaker refers to schools of thought that he has considered in the past and has now left behind. What does the last line suggest about his poetic creed, or system of belief?

The last line of this section refers to "nature without check with original energy." If you are familiar with other American poets of the nineteenth century, you may recognize this trend toward a belief in nature as having its own independence of spirit which should be trusted above all else—an innateness, and an intuitiveness, which should be relied upon, throwing aside the tendency to overthink and overcomplicate things. Ralph Waldo Emerson was also of this school of thought, which is usually called transcendentalism. The idea is that the trappings of "creeds" should be thrown aside because they make it difficult for people to connect with the world around them as nature intended. Emerson's essay "Self-Reliance" focuses upon this concept and the idea that all people have in themselves the same instincts as other creatures in nature but that too much schooling has made them unable or unwilling to rely upon these instincts.

What is the tone and theme of the poem "City Trees"?

The general tone of the poem is one of wistfulness, a vague sense of longing to see the trees—and to hear the gentle breeze blowing through them—in their natural environment. If not for the traffic and the trains, the trees would be heard as if in a country lane, and they'd make a sound every bit as thin and sweet.
And that leads us on to the overarching theme of the poem, which one could argue is the indifference of nature to its immediate surroundings. Whether lining a country lane or a bustling city street, the trees will always make the same sound whenever a soft breeze brushes against its leaves. It's just that those who live in the city can't always hear it above the din of traffic. But it's there all the same, as the speaker acknowledges in the final lines:

Oh, little leaves that are so dumbAgainst the shrieking city air,I watch you when the wind has come,—I know what sound is there.

How is realism portrayed in Daniel Defoe's Moll Flanders?

In his novel Moll Flanders, Daniel Defoe portrays realism through a first person narrative. In a voice that must have been shocking for that time (the novel was written in 1722), Moll Flanders tells the reader in blunt, unromanticized language about her sexual exploits:

Then he walked about the room, and taking me by the hand, I walked with him; and by and by, taking his advantage, he threw me down upon the bed, and kissed me there most violently; but, to give him his due, offered no manner of rudeness to me, only kissed a great while.

It also discusses the difficulties of being an unmarried woman:

Thus the Government of our Virtue was broken and I exchang'd the Place of Friend for that unmusical harsh-sounding Title of Whore.

It is through her narrative that the reader really gets an impression of what life in eighteenth century England and the American colonies was like, both from the side of the rich and the poor.
In the story, Moll tells the reader how she was born a in prison in England before being transported to America, where she became relatively well educated. After a series of misfortunes, Moll becomes a thief on the streets of London and ended up in prison. The story ends with Moll meeting an old flame and moving back with him to the American colonies.

Moll Flanders is realistic in that it's unsparing in its depiction of the sordid underbelly of eighteenth-century London life. The heroine of the story—if that indeed is the right word—is a prostitute and a thief who lives among the dregs of the city. Defoe doesn't attempt to sugar coat the lives of those such as Moll who occupy the very lowest rungs of the social ladder. We're left in no doubt that life for the London poor is nasty, brutish, and short.
Defoe adds to the realism of his story by the method he uses to tell it. Moll Flanders is largely episodic in structure, moving rapidly from one event to the next. As well as making the story a good deal more colorful, this narrative approach also makes it more life-like, more credible. There's certainly nothing contrived about Moll Flanders; it reads like a genuine autobiography about a real-life individual. This is due to Defoe's rejection of traditional plots in favor of a more picaresque method of story-telling which emphasizes the sheer ordinariness of Moll and countless others like her.