Why is winning this fight important for Tom King?

Winning the fight is important because it will allow Tom King to put food on the table—literally. He and his family are in a bad way. They never have enough money and the children are often sent to bed early without any supper. Under the circumstances, Tom feels he has no choice but to put on his boxing gloves once again and take to the ring.
He's no longer what he once was; he's getting on a bit, and his movements aren't quite as graceful and steady as they used to be back in the day. But Tom reckons he can still fight. In any case, he doesn't have much choice. He's sick of his family going without food, including those nice, juicy steaks that he misses so much but can no longer afford.

Describe how Phileas Fogg and his companions rescued Mrs. Auoda.

Princess Aouda has been recently widowed, and at that time in India, it was customary for a widow to join her late husband's corpse on the funeral pyre. This was an ancient tradition called suttee, which struck Western visitors like Phileas Fogg as a particularly cruel and barbaric practice. Fogg knows that attempting to rescue Aouda is fraught with danger; not only that, it will almost certainly delay his journey, and his schedule's tight enough as it is. However, Fogg is nothing if not a gentleman, and so he bravely attempts to save Aouda from being incinerated.
So Fogg hits upon a daring plan. He and his companions will tunnel through the old walls of the pagoda of Pillaji, where Aouda is being held captive. However, the plan comes to grief when Aouda's guards wake up. Fogg and his companions are going to have to try a different tack. Fortunately, the ever-resourceful Passepartout is on hand to retrieve the situation. He impersonates the Rajah, Aouda's dead husband, and just before the fire is to be lit, rises up and comes down slowly from the funeral pyre. The crowd are plainly terrified at what appears to be a dead man coming back to life. In the midst of the ensuing chaos, Fogg and his party, with the rescued princess, make good their escape. Passepartout's ingenuity has saved the day, and with it Aouda's life.

What are the central themes in Graham Greene's "Our Man in Havana?"

Our Man in Havana, a satirical send-up of spy novels, is primarily concerned with loyalty and hypocrisy. Cold War intrigue is the central theme that holds the novel together, as a British man living in Cuba is recruited to conduct espionage—a position for which he is entirely unqualified. James Wormold wants to serve his country, but he is not fully convinced that the investigations he is asked to conduct are warranted. Initially, he does not take his commitment seriously but instead fabricates disinformation to feed to his superiors. His perspective changes when one of his friends is killed and he must consider his own complicity in causing his death.
While James does step into the role he has been impersonating and thwarts some evil-doers, he also learns the extent of the hypocrisy of his superiors who not only sweep things under the rug but extravagantly reward him to keep him quiet.

What is happening in chapter 4 of Behold the Dreamers?

In chapter 4 of Imbole Mbue's Behold the Dreamers, Jende Jonga has just returned home from his first day of chauffeuring for the Edwards family. He tells his wife, Neni, about the family's schedule, including picking up and dropping off Cindy and Clark Edwards's youngest son, Mighty, at school and at his piano lessons, as well as picking up and dropping off Cindy Edwards at her beauty appointments.
Through Jende's observations, which are quite objective, Mbue conveys the emphasis on cultivation among New York's wealthy elite—that is, the cultivation of culture in Mighty and the cultivation of beauty in Cindy, giving a sense of how people are valued in their world. Jende's statement that Cindy looks the way a wealthy man's wife should, tells the reader that he, too, has internalized a particular idea of beauty standards, which are crafted by the very people for whom he works.
Jende also learns that Cindy and Clark's eldest son, Vince, attends Columbia University's School of Law, suggesting that he is taking a conventional path to economic success.
To Jende, the Edwards present the ideals which he hopes to attain for his own family—wealth, beauty, and social respectability. As the novel progresses, the Jongas will learn that the Edwardses lives and values are not what they seem. However, Jende uses what appears to be their reality to construct his own dream. He excitedly tells Neni about how much money they will be able to save and the suburban home they could one day buy with that sum.
The chapter ends with Neni examining Jende's suit, which she has bought him from T.J. Maxx, though she wanted to buy a cheaper one, a suit that would take up less of their savings. The fact that a suit from T.J. Maxx, a discount store, is expensive for the Jongas, gives the reader a sense of their poverty in relation to the Edwardses. Neni then recalls her friend Fatou's assertion that, one day, Neni will be able to buy Jende a suit from Target—"a fine white people store." Fatou is also a Cameroonian immigrant. Though she has been in the United States for far longer than Neni, her understanding of consumerism is based on the limited resources she remembers from home. She, too, cannot fathom the plenty in which the Edwardses live.

Why did Anne discontinue learning short hand?

It's telling that Anne has to discontinue writing in shorthand due to her short-sightedness just as her mood is beginning to darken. Her world is becoming less clear, both literally and figuratively. Up until now, Anne has shown remarkable fortitude in the face of adversity, despite her tender years. But when all's said done she's still only a child, and inevitably there's only so much she can do to stay strong. From now on, the tone of her diary will become notably more world-weary and cynical.
It's ironic indeed that Anne is deprived of a much-needed pair of glasses as her parents think that the war will soon be over. Their wishful thinking, their figurative myopia, if you will, represents a kind of blurred vision of its own. The Franks are desperate for the war to be over as soon as possible, and so are prepared to seize on the slightest shred of evidence that they will soon be delivered from their current ordeal. So Anne must do without her glasses and this means giving up writing in shorthand.

Bep ordered a correspondence course for Anne, Peter, and Margot in shorthand, so that they can all learn how to quickly write down what someone is saying. Anne is optimistic that within a year she will be able to write in perfect shorthand. She finds the course interesting and enjoys it, and she likens it to writing in a secret code, but she has to discontinue practicing shorthand because she is having vision problems. She has become nearsighted. The family briefly considers taking Anne to an opthamologist to have her vision checked, but decide against it because they have heard rumors that the British have landed in Italy, and they decide not to risk leaving the annex because they believe the war will soon be over.

Why is dialect is an issue that must be explored? What is a problem that is out there that demands that we understand dialect issues better?

In regard to a real world approach, dialect must be explored for the same reason that one should educate themselves about other cultures as much as possible: to avoid prejudice based on ignorance. You may notice that the primary source from which you hear dialects that are unfamiliar to your nation and region are jokes, through word of mouth or through media, at the dialect speaker's expense. Dialect goes hand in hand with culture, and every culture in the world has valuable history and ideas to explore. In regard to an academic or literary approach, it is important to have a strong grasp on dialect as a writer to be able to connect with an audience and rectify some of the problems mentioned in my first paragraph. Some dialects are only able to be mimicked by experiencing them firsthand. William Faulkner, for example, had a strong grasp on the southern dialect simply because he did, in fact, spend his early life in Lafayette County, Mississippi. If one were to read enough of his work, that person could effectively mimic the dialect as well. This is a means of sharing culture and defeating the oppressive influence of ignorance.

Who is Griffin?

Griffin is the invisible man of the title. He's a brilliant chemistry student with an unhealthy obsession for the stranger aspects of science. In true mad scientist style, while conducting an experiment in his laboratory one day, he accidentally discovers chemicals that will make living tissue invisible. Griffin is highly excited by this astonishing discovery, as we might expect. He tries the chemicals on himself, and gradually he begins to disappear.
Unfortunately, the process is irreversible, and Griffin finds it increasingly hard to function on a daily basis. Being invisible might seem like a lot of fun at first, but the practical problems it entails are just too great to deal with. Griffin progressively becomes more and more isolated from society. And with this growing isolation comes a murderous derangement. Griffin comes to see his scientific breakthrough, not as a means for improving the lot of humanity, but as an opportunity to gain his revenge on a society he utterly despises. He plans to abuse the gift of invisibility to carry out murder and mayhem on a massive scale.

Is The Watsons go to Birmingham appropriate for fifth- and sixth-graders?

According to the Lexile website (see link below) The Watsons Go to Birmingham—1963 has a Lexile measure of 920L. This means that the book is deemed suitable for children within the 11-14 age range, though it should be noted that the measure relates to readability rather than the suitability of a book's content in terms of violence or bad language.
That being the case, it should be appropriate for 5th- and 6th-graders, most of whom will comprehend the meaning of the text well enough to understand and enjoy it while also being challenged by some of the more unfamiliar words used. However, this is just one of many different measures of the book's appropriateness. For its part, the publisher's website states that the book is suitable for children in grades 6-8.
https://fab.lexile.com/book/details/9780385321754/

https://www.scholastic.com/teachers/books/the-watsons-go-to-birmingham-1963-by-christopher-paul-curtis/

Where does Firegirl take place?

Firegirl is a children's story that was written by Tony Abbott and published in 2008. It is in the first person, and it is about how a boy named Tom behaves around Jessica, a burn victim who suffers from bodily abnormalities. Tom and other students struggle to cope with her presence in his neighborhood and class at St. Catherine's Catholic School, in New England, which is where the story takes place. Mrs. Tracy, a teacher at the school, attempts to train the students to be unafraid of Jessica's appearance, but her attempt is unsuccessful. Almost all the students avoid dealing with her, but Tom develops a friendship with her, since he thinks of himself as awkward, and awkwardness is a common trait for both of them. Therefore, Tom and Jessica try to interact in a genuine way. The story is able to instill empathy in readers, and it shows readers the beauty of caring for one another.

What is the publication information for "If—"

Rudyard Kipling was a British poet born in Bombay, India on 30 December 30 1865 but educated in England. He worked as a journalist in India, and then traveled widely as an adult. The poem "If—" was first published in Rewards and Fairies, a 1910 collection of Kipling's stories and poems. According to Kipling's 1937 autobiography, Something of Myself, it was written in honor of Leander Starr Jameson.

How might an individual's environment influence their behavior and learning? When answering the question, be sure to address how an individual in a high-crime versus a low-crime area would learn through operant conditioning.

Albert Bandura's research on socialization focused on modeling, or "imitation learning." In his work, he noted that children often learn new behaviors simply by watching others perform them. Thus, the early learning experiences of children in their homes shapes both what and how they will learn. Children who see parents reading, discussing, and listening are more likely to learn those modeled behaviors. Children whose parents are absent due to working multiple jobs or because they live in single-parent households will not have as many opportunities for these early experiences.
Since so many neuropathways are laid down by age five during rapid brain development, a lack of parental influence during this time can affect children in multiple ways. Parents of lower incomes are less likely to be able to purchase (sometimes expensive) foods that are known to support optimal brain development, instead being forced through income to purchase less healthy but cheaper foods. They are less likely to be able to provide "enriching" learning experiences, such as ballet or violin lessons, that often come at an additional cost. Those potential neuropathways can still be developed over time and later in life, but it is more difficult.
B. F. Skinner first used the term "operant conditioning" to explain how consequences (both positive and negative) influence human behavior. In classic research terms, a rat who presses a blue button and receives a treat is more inclined to repeat that behavior than after he presses a red button and receives a mild shock. Parents, of course, are human to a fault and reward the wrong behaviors without thinking about it sometimes. If a child is crying for a toy in a store and the parent gives in and buys it, the child has received positive reinforcement linking crying to getting what is desired.
Looking at both of these theories provides some additional insight into how learning and behavior could be influenced in areas of high and low crime. In examining a high-crime area, a murder could remove a negative stimulus from a child's environment, thereby increasing the likelihood of learning this behavior. Dealing drugs may provide enough money to purchase needed groceries or wanted electronics, providing a positive reinforcement for learning and retaining this behavior. Often in areas of high crime, children do not see any (or very many) positive reinforcers for following the law.
In a low-crime area, a child may only witness from a distance the negative consequences of those who break the law. He does not see the positive reinforcers (more money, perhaps an elevated social position) for committing crimes, so those behaviors are not positively reinforced. Children who grow up in areas of low crime see and experience obtaining food, clothing, and shelter by non-criminal means. In small "crimes" the child may commit, there is a greater likelihood of a negative consequence that will then be applied to other situations.
One of the criticisms of these theories is that they do not factor in the individuality of humans to a significant degree. Not all kids who grow up in high-crime areas will grow up to learn those behaviors through operant conditioning or modeling, and plenty of people who grow up in relatively crime-free neighborhoods exhibit unwanted social behaviors. However, statistically there are some links that reinforce these theories. There also needs to be a distinction in some of the research qualifying "high" crime or "low" income, as there are vast variations in such descriptors. Situations which are more desperate have the capacity of reinforcing more criminal or unwanted behaviors through prolonged and repeated exposure.
https://books.google.com/books?hl=en&lr=&id=xcB8R9DVOUwC&oi=fnd&pg=PA1&dq=influence+of+environment+on+behavior+and+learning&ots=HRSAP9u4mE&sig=DX-Ec43JnNkvaU5xkQtsqxZTwXs

https://scholarlycommons.law.northwestern.edu/cgi/viewcontent.cgi?article=5312&context=jclc

Why does Connor rescue lev

In chapter 4, Connor says that he decided in "a split-second decision" to rescue Lev because he felt that he needed to "balance" the harm he had already done with "something decent." Connor says that he was already responsible for the bus driver's death and "maybe more," and that, even "if it risk[ed] everything," he had to do "something good to make up" for the misery he had caused. His decision to rescue Lev was thus motivated mostly by guilt and by a perhaps misplaced hope that he could make up for one death by preventing another.
After Lev is hit with a bullet meant for Connor, Connor picks him up, "flips him over his shoulder," and carries him into the relative safety of the woods. Connor then decides that Lev can't be trusted and so ties him to a tree. Later in the story, Connor dislikes Lev so much that he has to restrain himself from hitting him. He tells himself that he "didn't rescue the kid just to beat him up."

Why did European countries colonize the Americas?

The first European to take steps towards the colonization of the Americas was Christopher Columbus, an Italian explorer who traveled with a Spanish expedition in 1492. The members of the Spanish expedition sought a new trade route, but once they found the first lands of what would soon become known as the "New World," they began to colonize.
Spain began to colonize the New World when the Spanish voyagers arrived because they found a bounty of gold and silver in the lands of the Aztec and Inca empires in parts of what is now known as Central America and South America. These early movements paved the way for later settlers from Spain who sought wealth and riches on the Western coastlines of the New World. The Age of Exploration soon transitioned into the bloody Spanish Conquest, entire civilizations falling under the power of the Spanish.

How can I analyze the poems "Humming-Bird" by D.H. Lawrence and "Celia Upon Her Sparrow" by William Cartwright?

Both poems have birds as their subjects and the poets use the birds as metaphors for things that are no more. The hummingbird stands for the earliest phases of life, while the sparrow stands for love.
In D.H. Lawrence’s “Hummingbird,” the speaker imagines this tiny bird as very different in the most ancient time, back at the origin of life, “humming-birds flashed ahead of creation . . . ” Then and there,

. . . in some otherworld /
Primeval-dumb, far back /
In that most awful stillness . . .



Before anything had a soul,
While life was a heave of matter, half inanimate . . .

Nevertheless, the hummingbird was as fast then as now:

Humming-birds raced down the avenues.
This little bit . . . went whizzing . . .

Like other familiar life forms, it was once much larger:

Probably he was big
As mosses, and little lizards, they say, were once big.
Probably he was a jabbing, terrifying monster.

The repeated use of “I believe” shows the poem is about faith. Overall the poem encourages radically different approaches in contemplating time and the origin of life. In the last line, the speaker adds the reader, encouraging them to join in this contemplation: “We look at him . . . Luckily for us.”
William Cartwright’s “Celia” poem (also called “The Dead Sparrow Poem”) departs from an ancient predecessor, “Lesbia upon Her Sparrow” by the Roman poet Catullus. Cartwright’s poem, the speaker addresses their beloved, comparing the person to the now-dead sparrow, whose antics aimed to please the speaker:

He, just as you,
Would toy and woo,
He would chirp and flatter me.

The end of love, however, is the real subject, as the poet compares the “faithful bird” to love, or Cupid’s darts. The use of “faithful” implies that the speaker’s lover has been the opposite, or has cheated on them.

Whence will Cupid get his darts
Feathered now to pierce our hearts?
A Wound he may
Not love convey
Now this faithful bird is gone.
https://www.hummingbird-guide.com/DH-lawrence-hummingbird-poem.html

https://www.poetrynook.com/poem/dead-sparrow-0

Does Daisy's character develop throughout The Stone Diaries?

Throughout the book, Daisy goes through a lot of painful moments which, essentially, shape her life and existence. Fortunately, she manages to learn something meaningful from her experiences, and she comes to the realization that nothing and no one in life is perfect; sometimes, in order to make sense of our existence and define our identity, we must be creative and imaginative and try to transform our life into an adventurous story.

She understood that if she was going to hold on to her life at all, she would have to rescue it by a primary act of imagination, supplementing, modifying, summing up the necessary connections . . . getting the details wrong occasionally.

Daisy understood this from an early age, but unfortunately, she never truly acted upon it. I believe that she was afraid that someone would actually read her life story; she was, basically, afraid of herself. Daisy never truly explored her identity, and she allowed all of the pain and sadness she experienced to deeply affect her and her lifestyle. I think she did this because she was afraid to try and understand her mind and soul, as she believed that if she looked deep enough, she would discover that she was actually irrelevant and insignificant. This, essentially, tells us that Daisy's character is quite consistent and doesn't really develop in the literal sense of the word. She does, however, come to several important revelations about life and its meaning.

Describe the dialect used in The Adventures of Tom Sawyer and how it impacts the reader.

The Adventures of Tom Sawyer by Mark Twain is full of unique dialogue. The story takes place in Missouri, along the Mississippi River. In order to create setting and draw the reader fully into the story, Twain uses southern dialect to emphasize the location.
The dialect in Tom Sawyer also serves to build character. In the beginning of the story, when Tom is tricking Ben Rogers into doing his work for him, the dialogue helps show the age of the characters. With phrases like "Stop her, sit! Ting-a-ling-ling!" Twain shows the boyishness which is at the center of Tom Sawyer's character and story.
Another character who is strengthened by his dialect is Huck Finn.

Bought him off'n a boy.

Is one of the first sentences we hear from Huck Finn. Throughout the dialogue, Finn uses short responses and cuts out words.

Good for? Cure warts with.

This unique use of diction helps show Huck Finn's low level of education and explains some of his backstory. He's a unique character who comes to life through his language.
Finally, the dialect used by Twain helps to show some of the culture of the time. The language used at church is much different than that spoken by Tom Sawyer and his friends. There are different levels of education and status, which are reflected in the language. Similarly, the dialect touches on racial issues at the time and emphasizes the harshness of slavery and the racial tensions that were present at the time. The slaves speak a unique dialect which is much different from the dialect spoken at the church and school.

What details at the beginning of the text reveal the kid as a handful?

From the very first introduction of the boy, it is quite clear that he is bad news—he is throwing stones at a kitten. When Bill offers him a bag of candy, the boy throws a piece of brick at him and hits him in the eye. When the Bill and Sam go to grab the boy and kidnap him for a ransom, he puts up a fight that is described as being like that of a giant bear.
Once the men have gotten the boy back to the cave they have fashioned into a campsite, he kicks Bill in the shins, causing multiple bruises. After this, when he seems to grow more comfortable with his kidnappers, he begins to talk and ask questions about all sorts of random things. He ends up keeping the kidnappers awake with his rambling for three hours after the men have made their beds and prepared to go to sleep.
The following morning, the boy tries to scalp Bill with a knife. Things only continue to get worse from there.

How is the tyger an expression of the mystery of God's creation?

In "The Tyger," poet William Blake poses numerous questions about the creation of the tiger. Three mysteries surface from these questions: the tiger's physical characteristics, the tiger's vicious temperament, and the juxtaposition of the violent tiger with the milder parts of God's creation.
The tiger's colorings and markings are remarkable, as suggested by "burning bright." The creature looks as if it has flames of fire painted on its coat. Additionally, its piercing eyes back up that image. The uniquely designed animal has a "fearful symmetry" in its powerful form. The poet questions what "immortal hand or eye" could be capable of producing such a marvelous being and imagines the creation took place in some "distant deeps or skies," someplace far removed from mortal workshops.
Beyond that, the tiger has a "heart" and "brain" that drive it to overpower and kill easily. Thus, it represents "deadly terrors" to any man or beast that should encounter it. Now the poet imagines a fiery forge that hammered out the vicious tendencies of the giant cat. He seems mystified by the possibly dark creative genius that could imagine and construct such unbridled aggression.
After contemplating the tiger's unique physical characteristics and its innate ferocity, the poet ponders how this creation fits in with other works of the same Creator. Here he seems utterly flummoxed. The very heavens, he supposes, wept at the invention that is so wildly uncharacteristic of the Creator's handiwork (for example, compared to the lamb). The cavernous divergence of the two species seems to present itself as the greatest of the three mysteries of creation that the poet considers.

What are the themes in The Skriker?

In The Skriker, playwright Caryl Churchill combines narrative text with dance and pantomime to create a mysteriously magical play that incorporates many of the elements associated with performance art and feminist drama.
The Skriker is set partly in modem-day London and partly in a rotting, mythic underworld inhabited by the Skriker and creatures from British folklore who accompany her on her journeys to the upper, modern world.
The three main characters in the play are the Skriker, "an ancient and damaged fairy," and two young women, Josie, and Lily, her pregnant friend.
The Skriker is a shape-shifter, and she appears to Josie and Lily in a variety of guises as she stalks them and tries to induce them to accompany her to the underworld. The two women do their best to defend themselves and the baby that Lily gives birth to partway through the play as they contend with a dying ecosystem and the threat that the Skriker poses to them.
Universal themes of love, revenge, and loss are interwoven throughout the play with more topical, socio-political themes of feminism, environmentalism, climate change, and humankind's responsibility for the wanton destruction of the planet, and with an underlying mystical theme of the modern world's estrangement from the realm of the spirit.

“You people are killing me, do you know that?” the Skriker says. “I am sick, I am a sick woman.”

The Skriker is a dark but funny play that ultimately holds out no hope for the future. The Skriker and her followers are simply no match for the patriarchal mismanagement of the world.

How do you think Bruno feels about his sister, Gretel's, involvement with the Hitler Youth?

Bruno and Gretel have limited interactions; as brother and sister, they are not very close. She is the more informed older sister and often comes off as a bossy know-it-all. As such, Bruno's judgment in terms of her involvement in the Hitler Youth, and anything she does in general, is likely clouded. In comparison, Bruno reveres his father, a commandant in Hitler's army. He brags to Shmuel that his father is a good soldier because he was promoted to a high rank and wears an impressive uniform. Bruno, being a nine-year-old, knows very little about the Nazi party and the Hitler Youth. He is more fixated on the fact that his father is a good soldier than he is on the fact that his father is contributing to the Nazi cause (an undeniably horrific cause, but in their perspective, a cause nonetheless). Based on the little information provided in the text, in terms of Bruno's references to his sister and his internal reflections, I would argue that he is indifferent to the fact that she is part of the Hitler Youth.

Compare Bishop's "The Fish" and Rilke's poem "The Panther."

Both of these poems focus on the plight of animals forced into an unnatural situation through capture by humans. Both of them eschew rhyme, which creates a more naturalistic, conversational tone: the speaker in each poem is contemplating the situation of the animal s/he is describing to the reader. Bishop's poem is significantly longer than Rilke's, but thematically they are very similar.
In Rilke's poem, the panther who is its subject is "weary." He has been behind bars for so long that there is seemingly "no world" behind them; he has lost his desire even to lift the "curtain" of his eyelids. His "mighty will" has been crushed by what has been done to him; he is now unable, or unwilling, even to fight. It is situationally implied, although not stated explicitly, that the panther is older in years.
The fish who is the subject of Bishop's poem, like Rilke's panther, has been captured and is now unwilling to fight his capture. Again, like Rilke, Bishop does not see this as evidence of weakness: just as the panther is "mighty," the fish appears "venerable" in its dignified lack of resistance, marks of its age visible on its scales. It is clear here, too, that there was once a greater force of will in this fish which has been beaten down by repeated human contact—in Rilke's poem, we see this in the glimmer of agency which appears, and then is gone, at the end; in Bishop's, we see it in the physical evidence of the fishhooks in his mouth, like "medals" won in former battles in which he was victorious.
For both fish and panther, however, the will to battle is over. Both are portrayed using the humanizing pronoun "he," and both are shown as mighty creatures who have been worn down over time. Bishop, unlike the speaker in Rilke's poem, has more active agency over the fish than Rilke's speaker does over the panther. At the end, moved by the fish's force of spirit, the speaker lets him go.

What would happen if we conduct sociological research without any theory? What is the importance of social theory? Please refer to Amy Blackstone's work.

Social research without a theory is just gathering data. There is nothing inherently wrong with this approach, but it ends up with a variety of disconnected threads being pulled together without a cohesive idea or meaning behind it. The action of studying a society without a theory creates an overgeneralized scope and leads to several flaws.
Amy Blackstone relates several of the issues that can arise without a scientific approach to the study of society. Several of these issues are an overly casual observation—which means that there is no defined process for gathering data, and so there is no way to gauge the accuracy or consistency of the findings. There is also selective observation (which is when a scientist only observes patterns they have a preconception towards) and over-generalization (the assumption that there are more general trends and patterns that exist with an inability to prove or define them). The absence of a theory and scientific method for the research can skew the results and create inaccurate reporting of data.

What was Stephan A. Douglas attempting to achieve with the Kansas-Nebraska Act?

Stephen A. Douglas was short in stature and a giant in the political arena, dubbing him the “Little Giant.” He is mostly remembered for the Lincoln-Douglas debates, (which many people believe was a debate centered around the presidential election, but was actually for the Illinois General Assembly), but he was also the author and advocate of a significant bill known as the Kansas Nebraska act.
Douglas, a proponent of Jacksonian politics, was the chair for on the Committee on Territories and was a staunch believer in the philosophy of “Manifest Destiny.” a belief that it was the U.S. destiny to expand westward all the way to the Pacific ocean.
“You cannot fix the bounds to the onward march of this great and growing country,” was a quote from Douglas on Manifest Destiny.
It was his interest in the Midwestern Transcontinental Railroad and westward settlement that spurred the Kansas Nebraska act. The railroad would be beneficial to his home state of Illinois, as well as a determining factor in westward expansion. It would open up to settlers a vast area of open land for farms and settlements
The act divided the whole Lousiana Purchase into two territories, the southern one as the Kansas territory and the northern one as the Nebraska territory, but expressed that each territory would have sovereignty. Douglas knew that he couldn’t upset the balance between pro-slave and anti-slave and therefore could choose whether each could have the issue of slavery determined. This upset the North because it basically rendered the Missouri Compromise useless and the south loved it because it gave more territory for pro-slave expansion.
Many believe that this was the number one cause of the Civil War.

Two pressing issues occupying American politics prior to the Civil War converge in the Kansas-Nebraska Act: slavery and westward expansion.
Settlers seeking to stake a claim in what would become Nebraska were prevented from doing so because it was not a territory. The Missouri Compromise prevented slavery north of the line running along the southern border of Missouri. Southerners did not want a new state north of the line to upset the balance of powers regarding slave states. Douglas proposed the Kansas-Nebraska Act, which allowed people in these two territories to decide for themselves if they wanted to allow slavery. This undermined the longer-standing Missouri Compromise, and likely proved one of the more decisive events leading to the Civil War.
The abolitionist John Brown became involved in the violence that ensued as a result of this act, in what is known as Bleeding Kansas. While Nebraska was securely an anti-slavery state, Douglas assumed Kansas would be pro-slavery, keeping the number of Northern and Southern states the same as before the act. However, he underestimated the resistance to slavery some in Kansas would have and the level of violence that would result.
This acrimony eventually led not only to the Civil War but also to the destruction of the Whig Party. After this act, Northern and Southern Whigs split form each other, with Southern Whigs joining the Democratic Party and the Northern Whigs forming the Republican Party, soon to be associated with Abraham Lincoln.

How does Marguerite Blakeney try to stop Chauvelin in The Scarlet Pimpernel?

The French Revolution is reaching its bloody apex, and Marguerite St. Just, or Lady Blakeney, has fallen into the grip of a French spy named Chauvelin. He has demanded that she help him find out the identity of the Scarlet Pimpernel or he will order her brother, Armand, executed.
At a ball, Lady Blakeney reveals to Chauvelin that the Scarlet Pimpernel will be in a certain room at one o’clock that night. When Chauvelin enters the room, he discovers Sir Percy, Lady Blakeney’s husband. Before she leaves the ball, Lady Blakeney is again approached by Chauvelin, who again warns her of her brother’s danger.
That night, Lady Blakeney breaks down in front of Sir Percival, revealing her brother’s danger and her decision to help Chauvelin trap the Scarlet Pimpernel. Sir Percival reacts coldly to her but promises to help her brother escape the guillotine.
That night, Lady Blakeney discovers that her husband is the Scarlet Pimpernel and decides to sail to Calais to warn him of Chauvelin’s trap.
Lady Blakeney goes to an inn and discovers Chauvelin arguing with her husband. Chauvelin leaves and orders his soldiers to arrest Sir Percy, who manages to escape. Lady Blakeney follows Chauvelin, who enlists the aid of an old Jewish man in hunting Sir Percy down.
The Jewish man leads Chauvelin to a hut and insists Sir Percy is inside, along with Armand. Lady Blakeney comes out of hiding and rushes toward the hut to warn her husband and Armand of the trap, only to be captured by Chauvelin.
Chauvelin and his soldiers enter the hut and find it is empty. Chauvelin has Lady Blakeney bound and the old Jewish man beaten up. As his soldiers are roughing up the Jewish man, Chauvelin discovers a note detailing a meeting where the Scarlett Pimpernel will be.
Chauvelin goes to find the meeting, leaving the Jewish man and Lady Blakeney behind. Once they are alone, the Jewish man reveals himself to be Sir Percy and tells Lady Blakeney that Armand is already safe. The two of them sail for England the next day, their love rekindled.

Whats the reason that mike chambers is in the hospital in the book That Was Then, This Is Now?

Mike is in the hospital because he was beaten.
Mike is a young man who saved a black girl from being beaten by a group of white boys. Prejudices run high in the neighborhood where they live, and if Mike hadn't been there, she could have been gravely injured. He drove her home after saving her to make sure that she wasn't harassed again.
Unfortunately, Mike was beaten for his kind act. A group of African-American boys saw the girl and Mike together. She said that Mike beat her, and the boys beat him as punishment for what they believed he'd done to her.
Mike says he can almost understand why the girl lied. It didn't make him hate African-American people. However, when Mark hears his story, he says that he wouldn't have the same understanding. He says that anyone who betrayed him would be someone he hated. This foreshadows the end of the story, when Byron turns Mark into the police.

What does Tony feel after witnessing the death of a man for the first time Bless Me, Ultima?

When Antonio witnesses the death of Lupito on the bridge, he is horrified and runs home, where he is comforted and cared for by Ultima. That night, Antonio dreams of his brothers and of Lupito's soul.
The death of Lupito causes Antonio to begin thinking about mortality and of the souls of humans after they die. He struggles with wondering what has become of Lupito's soul. He ponders if Lupito is sent to hell for murdering the town sheriff, if his soul has been forgiven by God, or if he is destined to remain as a ghost, haunting his place of death by the river.
Antonio is disturbed by how quickly the men on the bridge shoot Lupito and how so few men argued against killing him. He wonders how men who claim to be respectful of life can so quickly be moved to murder.

What does Sam teach us about survival?

Sam's story has lessons about several kinds of survival. Some of them involve developing the skills to live alone in a challenging physical environment, while others are concerned with the social and emotional aspects of human interaction.
Sam is an urban kid who wants to live in nature but also to connect with a family legacy. He has to rely on people such as the librarian Miss Turner to find his ancestral land, and to distance himself from his family's doubts. Once on the land, he sees his place within the environment includes relating to other species, reciprocating as well as taking. This is seen especially with the falcon, and in mistakenly inviting and feeding wild animals. He figures out how to make shelter without building, adapting ancient techniques to shape the tree trunk into a home.
Continuing to develop relationships and skills, recognizing that initial familiarity is the first step rather than complete mastery, is the key to Sam's continued survival through his year. The lessons from his stay in the Catskills, the reader comes to believe, are lasting ones. Sam has likely developed an attitude toward learning as well as the necessary self-reliance to survive varied future challenges.

Compare and contrast the imagery used in each scene when the sisters learn of their husbands’ survival. How does this imagery relate to the structure of the story?

The imagery is actually quite similar between the experiences of the two sisters-in-law. In both cases there is a knock at the door and a man appears to announce the news that their respective husbands, contrary to the previous reports, are alive. The first sister-in-law, Margaret, however, receives the word from Goodman Parker, a well-dressed man in a "broad-brimmed hat and a blanket coat," while the other messenger, telling the news about Mary's husband, is "a young man in sailor's dress, wet as if he had come out of the depths of the sea." We are also told the sailor is a former suitor of Mary. In addition, the night is totally dark when the first man appears, but during the second visit we're told the moon is up and a storm has ended.
In my view the similarities between these visits outweigh the differences. It's as if Hawthorne deliberately sets up an almost exact parallel to emphasize the sameness of the situation of the two, and then to observe each one's sympathetic view of the other she does not know has also received (or will receive) the reversal of fortune (in a positive way).
One interpretation of the story I have read is that one of the women has merely dreamed the visit. Or, one might perhaps ask if both visits have been mere dreams or hallucinations. I don't see any solid evidence for this view. Despite the Gothic and occasional supernatural elements of Hawthorne's fiction—and the latter are usually presented ambiguously anyway—his narratives are generally straightforward. The focus here is on the irony of each woman receiving essentially the same good news, but believing the other is still the unfortunate one.

Why is Keshia reluctant to ease up on her relationship with Andy even though she would like to?

Andy's going through a tough time in his life, and his depression is getting worse. As a close friend, Keisha wants to be there for him, but she finds Andy's fraught mental state too much to handle at times. So on the whole, she thinks it's best if she eases up on her relationship with Andy. Maybe that way he'll have some much-needed space where he can grieve in peace.
But Keisha's reluctant to make that fateful step due to Andy's obvious suicidal tendencies. Keisha's not the most sympathetic person in the world when it comes to mental health issues; we see that clearly when, in English class, she criticizes Ophelia for being a "wimp" by committing suicide. But even she can read the signs; Andy's dangerously suicidal, and if Keisha eases up on her relationship with him, she's worried that it might just push him over the edge.

What was Millard Fillmore like as a president?

Millard Fillmore (1800-1874) was the 13th President of the United States, whose time in office in the decade before the Civil War was highly consequential in the grand scheme of American history. Millard Fillmore became the president in 1850 after his predecessor Zachary Taylor died in office and his administration inherited a deeply divided nation. Fillmore successfully advocated for the Compromise of 1850, which involved the fight over slavery. Fillmore pressured Congress to pass this legislation which saw the enforcement of the Fugitive Slave Act. This law stipulated that escaped slaves that stood up to their masters and claimed their freedom were required to be returned to their owners if captured.
This policy is instrumental when approaching the question of Fillmore's legacy and he has criticized for bolstering the institution of slavery. When the Whig Party fell apart and factions formed their own political groups, some former Whigs created the Know Nothing party, which Fillmore later joined. The Know Nothing movement is known for its extremist anti-immigrant, anti-Catholic and conspiratorial beliefs. The Know Nothings wanted political life to remain in the hands of native white Protestants. These xenophobic beliefs have lead many to the conclusion that how Fillmore acted as president directly encouraged many of the nation's most daunting crises.

Compare the theme of revolution in Naguib Mahfouz's Adrift on the Nile and Palace Walk.

Palace Walk takes place in Cairo beginning in 1917, when the British occupied Egypt during World War I. While most of the characters are disturbed by having foreign (in this case, Australian) soldiers patrolling their streets, few take overt action in opposition to British rule. After the war ends, one of the young men takes a more active role. The author depicts Fahmy as passively supporting the opposition rather than taking up arms; his death makes it an open question whether he might subsequently have escalated to violence. As the exiled Sa’d Zaghlul returns, the British clash with celebrants in the streets, killing Fahmy. His death at British hands is elevated by the rebels to political martyrdom.
In contrast, the politically and emotionally detached middle-class protagonists of Adrift on the Nile evince no revolutionary leanings. In apathetic, kif-fueled reveries during Nile River houseboat parties, they wave away all troublesome thoughts of conflict, much less war. They are interrupted by the presence of a young journalist, who seems, at first, idealistic and then opportunistic (as she secretly writes about them). Back on the streets, a joyride goes horribly wrong, leaving the survivors to pick up the pieces. This novel–set in the 1960s, fifty years later than Palace Walk—thus offers a critique of post-revolutionary Egyptian society that suggests the absence of viable political solutions.
https://books.google.com/books/about/Adrift_on_the_Nile.html?id=pbtMDAAAQBAJ&printsec=frontcover&source=kp_read_button

How many children received the golden ticket and what are their full names?

In Charlie and the Chocolate Factory by Roald Dahl, five children receive a golden ticket inside the label of a Wonka candy bar. This ticket entitles them to a tour of the Wonka factory, which closed its doors to the public so spies could not steal the secret recipes.
The five tickets are found by Augustus Gloop, Veruca Salt, Violet Beauregarde, Mike Teavee, and Charlie Bucket. During the tour, the first four children are kicked out of the factory due to their poor characters and personalities. August Gloop, a greedy and gluttonous boy, is sucked into a pipe after falling into the chocolate river trying to take a drink. Violet Beauregarde, who is constantly chewing gum, turns into a giant blueberry after trying an experimental piece of gum still in the testing phase. The gum is invented to replace a three course meal of tomato soup, roast beef, and blueberry pie. Veruca Salt, a spoiled brat, tries to steal a nut-testing squirrel, but the squirrel determines she's a bad nut and throws her down the trash chute. Mike Teavee, who is obsessed with television, tries to become the first person to be sent by television, but ends up shrunk. He is then stretched to return to normal size, but he ends up ten feet tall.
Charlie Bucket, a boy with good morals who lives in poverty, is the only one to survive the tour unscathed. Willy Wonka names him as his successor, and Charlie's family is allowed to come live with him in the factory.

In Charlie and the Chocolate Factory five lucky children win golden tickets, giving them a once-in-a-lifetime opportunity to visit Willy Wonka's legendary candy manufacturing enterprise. First and foremost, there's Charlie Bucket, the protagonist of the story, a poor young boy whose whole life is changed forever by his discovery of the golden ticket. Then there's Mike Teavee, who as his name suggests, is a young boy who can't stop watching TV. Augustus Gloop from Germany also tags along. He's a greedy young man with an insatiable appetite; a gigantic chocolate factory would be hog heaven to him. Violet Beauregarde also has an insatiable appetite, albeit for gum, which she chews constantly at all hours of the day. Last, but not least, there's the loathsome spoiled brat, Veruca Salt, a selfish, avaricious young lady determined to get whatever she wants whenever she wants it.

What is the narrator's attitude towards public opinion and the reaction of his clients and colleagues?

The story's narrator puts up with his negative opinions about Bartleby for some time. Finally, however, when the fired Bartleby refuses to leave and remains a statue-like fixture in the office, the lawyer rents new office space and moves.
Bartleby does not move from the office. When the new lawyer now renting the old space tracks the narrator down and demands he do something about Bartleby, the narrator says he is not responsible for his former employee. However, when he is threatened with exposure in the newspapers, the narrator decides to try to get Bartleby out his old office space:

Fearful then of being exposed in the papers (as one person present obscurely threatened) I considered the matter, and at length said, that if the lawyer would give me a confidential interview with the scrivener, in his (the lawyer’s) own room, I would that afternoon strive my best to rid them of the nuisance they complained of.

Overall, the narrator is willing to tolerate Bartleby and withstand criticism of his actions as long as possible when a more ordinary employer would have quickly had him removed from the premises, just as the new lawyer does. The narrator feels an unusual amount of sympathy for Bartleby and his plight.

In two paragraphs with quotes explain how Gabriel Garcia Marquez has portrayed a social group in a particular way. How might the contexts of the authors have influenced their portrayal of these social groups?

In Chronicle of a Death Foretold, Gabriel Garcia Marquez describes Bayardo San Roman as the son of a conservative general. The conservatives in Colombia at the time favored traditional influences on the country—Spain, the Catholic Church, etc.
Marquez often portrays characters identified as conservative as wealthy. When Bayardo arrives in town, the narrator describes him having "saddlebags decorated with silver that matched the buckle of his belt and the rings on his boots." In addition, Bayardo "had the waist of a novice bullfighter, golden eyes, and a skin slowly roasted by saltpeter" and is "swimming in gold."
While the townspeople found him attractive ("He looked like a fairy"), they were also repulsed by him. The narrator's mother said, "He reminded me of the devil" and caused her to "shudder" in fear.
Throughout the novel, this dichotomy between the townspeople's awe of Bayardo and their fear or disgust of him plays out. This conflict is important because it represents the era in which the liberals and conservatives in Colombia were literally fighting for the loyalty of the masses.
Finally, while the wealthy Bayardo chose a poor girl, Angela Vicario, to marry, he discarded her without concern. I wonder if he would have acted the same if Angela was from his social class.

What do the poems "Musée des Beaux Arts" by W. H. Auden and "On Seeing the Elgin Marbles" by John Keats have in common?

This is an interesting question! Both poems juxtapose Greek grandeur against the mundane realities of everyday life. Both are also what are known as ekphrastic poems. Ekphrastic poems are about or involve a work of art.
In "Musée des Beaux Arts," the speaker gazes at and comments on a Breughel painting called Icarus, arguing that it captures a truth about human existence. This painting depicts the Greek myth of Icarus, a lad who is taught by his father to fly, but soars too high. The sun melts his wings, and he plunges into the sea and drowns. Icarus is often seen as representing the artist or visionary, the person who risks everything to try to soar towards something that might destroy him, the person who tries to do more than the common person. Breughel's painting, Auden says, reveals the truth that nobody cares about the suffering of people who strive to reach the stars. The painting shows that children go on with their skating, and a ship floats placidly by, and

the ploughman mayHave heard the splash, the forsaken cry,But for him it was not an important failure . . .

The world, in other words, really doesn't really care about our personal agonies.
In "On Seeing the Elgin Marbles," Keats comments on a visit to see these famous bas-reliefs that have recently arrived in England from Greece. To him, they represent a high artistic achievement that offers hints or glimpses at a "shadow of a magnitude," or a higher plane of existence that we ordinary mortals can only soar towards but never achieve. Looking at these marbles brings a "feud" and a "dizzy pain" into his heart, for he feels a mingling of their majesty with their damage by time. The experience

mingles Grecian grandeur with the rude
Wasting of old time . . .

Just as Breughel's painting shows a mixture of glorious and mundane, the Elgin marbles themselves are both glorious and damaged by the mundane passage of time. Art shows that the high and the low sit side by side.

What are some quotes that support the theme of loneliness in Mary Shelley's Frankenstein?

In chapter 5, the morning after Frankenstein brings his creature to life, he wanders the streets to try and "ease the load that weighed upon [his] mind." At this moment, Shelley cites a few lines from "The Rime of the Ancient Mariner," a poem by Samuel Taylor Coleridge:

Like one who, on a lonely road,Doth walk in fear and dread,And, having once turned round, walks on,And turns no more his head;Because he knows a frightful fiendDoth close behind him tread.

In Coleridge's poem, the eponymous mariner is cursed with a life of loneliness for killing an innocent albatross. This very much foreshadows Frankenstein's life. After creating and then abandoning the creature, he will spend much of the rest of the novel in a state of lonely solitude. Indeed, it becomes the creature's mission to kill those whom Frankenstein loves, in order to make Frankenstein feel something like the loneliness to which Frankenstein has condemned the creature.
In chapter 17, the creature confesses his loneliness to Frankenstein when he asks for "a creature of another sex" to keep him company. He says that his "vices are the children of a forced solitude that I abhor, and my virtues will necessarily arise when I live in communion with an equal." In other words, the creature says that the evil he commits is the product of the loneliness that has been forced upon him, and only companionship will, therefore, quell his evil.
In chapter 9, following the deaths of William and Justine, Frankenstein becomes utterly depressed and takes solace in solitude. He says that "solitude was [his] only consolation—deep, dark, deathlike solitude." Later in the novel, in chapter 18, after Frankenstein has agreed to make a companion for his creature, Frankenstein again finds solace in his loneliness. In Geneva, alone in a boat on the lake, Frankenstein takes "refuge in the most perfect solitude." He spends day after day "alone in a little boat, watching the clouds and listening to the rippling of the waves, silent and listless."

What are the competing views on human nature in this work?

In the time of Shakespeare’s England, there were several different views of human nature—Catholic, Protestant, the doctrine of passive obedience, Machiavellian ideas, the Ptolemaic view, the Copernican view, etc. All of these views boil down to two main competing views on the nature of humankind—the old medieval Christian point of view, and a very different and heterodox way of thinking provided by Shakespeare’s contemporary, Michel de Montaigne.
In medieval Christian thought, humans were the epitome of God’s creations. Shakespearean scholar David Bevington writes, “Human reason, though subject to error because of sinfulness, enabled humans to aspire towards divinity.” As demonstrated in the morality plays, “the human soul was a battleground of good and evil.” On the other hand, Michel de Montaigne put forth a contrasting view of human imperfection. He “questioned the assumption of humanity’s superiority to the animal kingdom.” He argued that human race was on the same moral level as all animals, undermining the hierarchy in which humans were the undisputed masters of the earth.
In Measure for Measure, the character of Claudio suggests a view that speaks more towards Montaigne’s skepticism. Claudio has been imprisoned for impregnating his beloved, Juliet. His view of human nature is emphasized by his predicament. He says, “Our natures do pursue,/Like rats that ravin down their proper bane,/A thirsty evil, and when we drink we die” (Act 1, Scene 2, Lines 128-30). He likens human to rats, in that we cannot resist our baser natures. Just like rats cannot keep from devouring what is poisonous to them in greed, humans cannot keep from “sins” like premarital sex, even with great consequences. The parallel between humans and rats fits with Montaigne’s theory that humans are just like animals. They are no higher in the hierarchy of morality. That is the reason we cannot help but make such low mistakes.
Clearly, Shakespeare delights in playing competing ideas against each other in his brilliant plays, inviting the audience to wonder about things as fascinating and inscrutable as human nature.

Which effect of the plague does the narrator in The Decameron describe as even worse and almost incredible as he tries to convey the horror of that time period?

The plague itself was terrible. The narrator described the swellings, the size of an apple or an egg, that would appear on people's groins or underarms and then spread all over the body. The body of the infected would show dark and livid spots, and three days later the person would die.
Adding to the horror was the extremely infectious nature of the disease and the fact that it could be transmitted from human to animal and animal to human, as well as through the clothes, food, or touch of a contaminated person.
This led to what the narrator characterized as the worst effect of all: people became hardhearted and solely concerned with saving themselves. People cut themselves off from contact with other people, even their close relatives, leaving them to die alone.

Was her Mom a "good" parent? What type of parent is her mom? Does she love her daughter or is she merely "using" her for her own selfish reasons?

There are several questions posted here, and all of them are based on the opinion of the reader. I believe that the response could be argued either way. Personally, I feel that the mom is a "good" parent that loves her daughter. I believe that at her core, Suyuan wants her daughter to be successful. In Suyuan's opinion, success is measured monetarily. She wants her daughter to be a prodigy so that she can become famous and rich. I think that is an entirely normal thing for a loving parent to want. As a parent myself, I do not want my kids to have a life of financial struggles. I do not need them to be famous, but I do not want them working three jobs at minimum wage just to pay the bills and feed themselves. Suyuan is attempting to find Jing-mei's niche that will help her be well-off financially. Yes, Suyuan pushes Jing-mei, and she pushes her hard. The expectations are high, and Suyuan tries over and over again to find something that Jing-mei will gravitate toward. I think it is absolutely the sign of a loving and caring parent to push one's child to grow and develop usable and diverse skill sets. I think the sign of an unloving and "bad" parent is to not care at all about what the child does or pursues. With all of that said, I believe that Suyuan did not do a good job at recognizing when to back off. However, that does not make her an unloving parent.

How did Hughes' racial identity shape his American experience and his view of the American dream, and who do you think the different speakers in the poem are meant to be? What is he trying to communicate about himself, and other marginalized groups in the US, at the time the poem was written? What is he trying to reveal about the state of America to his readers?

Langston Hughes' famous poem, "Let America Be America Again," was published in Esquire magazine in 1936.
The poem takes the typical nationalist American poem, e.g., "America the Beautiful," and turns it into a criticism of American nationalism itself. In particular, the poem is written from the perspective of a non-white American citizen, whereas the typical nationalistic American poem is written from the perspective of a white person.
The poem itself is a criticism of the American identity, and Hughes illustrates that there are levels to that identity, or that the American identity itself is an illusion. For instance, the poem starts out praising the American people, landscape, and enlightened ideals—which Hughes genuinely believes in—but Hughes also points out, using irony and sarcasm as poetic techniques, that they only apply to certain segments of the country's population in 1935, when he first wrote the poem.
The different speakers in the poem are: the white privileged group of America and the other speakers, who offer a kind of rebuttal to the first group, are the minorities who don't have the same privileges. The poem starts out from the perspective of the former group and then Hughes articulates the perspective of the latter.
Hughes tries to communicate the different experiences of white and non-white peoples of the United States, especially in the context of the fictional American Dream. The colonists who won their freedom from the British Crown sang of being free, and yet Hughes asks, "The free? Who said the free? Not me?"
In the poem, Hughes also talks about the socioeconomic issues that many people in the United States faced during the Great Depression, which is around the time the poem was written. However, in this portion of the poem, Hughes does not indicate a particular segment or race, because he understood that even lower-class and middle-class whites suffered during the economic crisis.
A third poetic technique Hughes uses in the poem is repetition. For instance, he reiterates the masses of people who suffer from economic hardships and oppression by repeating the word "millions."

Who said the free? Not me? Surely not me?
The millions on relief today?
The millions shot down when we strike?
The millions who have nothing for our pay?

This particular verse offers the most vivid and affecting images throughout the whole poem. Hughes effectively emphasizes the differences in the American experience, and contrasts the first verses of the poem and the second-half.
https://poets.org/poem/let-america-be-america-again

What is the difference between social class and the reformatory movement? Explain this difference in detail please.

The reformatory movement concerned changing ideas about the role and function of prisons and the criminal justice system in general during the 19th century. Beginning first in England, and later moving to the United States, this movement promoted the idea of prisons being places for individual offenders to be "reformed" rather than simply punished. Ideally, these types of institutions would be focused on changing the behaviors of people for the positive, ensuring that they would not reoffend after their release and having a beneficial effect on both the offender and society at large. These ideas for prison reform emerged in the aftermath of the Enlightenment, when ideas about the natural rights of human beings and the role of government began to change, and the type of inhumane prison conditions that were common at the time came to be seen as not fitting for an enlightened, civilized society. Unfortunately, these high ideals were rarely, if ever, realized.
Across societies, both in Britain and the United States during the nineteenth century, these reformatories were mostly filled with poor or working-class men and women. Social and economic class had a strong influence on whether or not someone would be sent to a reformatory. Generally speaking, the wealthier you were, the less likely it would be that you would be suspected, prosecuted, and convicted of a crime. The reasons for this were many and complex, including the economic and psychological pressures of poverty, which led to high rates of crime in poorer areas, as well as the benefits of good legal representation available to people of higher economic and social status. There is also a general bias in favor of those of higher economic and social status (both within the criminal justice system and society at large), especially during the time of the Industrial Revolution when there was a belief that economic success was a sign that a person had a good character, while poverty was a sign of some moral failing. These and other sociological factors led to people on the lower end of the economic spectrum being prosecuted and sent to reformatories at a high higher rate than their wealthy counterparts.
For example, in late-nineteenth century England, the son of a member of the aristocracy living on an estate, and the son of a poor laborer living in the slums of London had very different likelihoods of ending up in a reformatory. By and large, these institutions, which were truly not much of an improvement over what had come before, were filled with those of a lower economic and social status. Spending time in any sort of prison or reformatory would not decrease the likelihood of an individual committing other crimes and being sent back; in fact it often increased those chances. Reformatories were still largely places of control, violence, and punishment, whatever the ideas behind their creation had been. If you were a wealthy person, you were far less likely to ever see the inside of a reformatory, something which still is true today with the modern prison system in America.

Why did Mr. Tulliver wish to give his son a good education?

Mr. Tulliver wants his son, Tom, to have a good education for several reasons. First, he wants to ensure a financially secure future for Tom. Mr. Tulliver tells Mrs. Tulliver that he wants to send Tom to a good school at Midsummer. He means for Tom to have a better education than he himself received at his age.
Additionally, Mr. Tulliver wants Tom to have a good education so that the latter can help him defend against the lawsuits that constantly beset his business. Mr. Tulliver doesn't really want Tom to become the kind of lawyer he despises, however. To Mr. Tulliver, most lawyers are duplicitous in nature. Instead, he wants Tom to know how to speak the language of the courtroom and be able to use those skills against the prosecuting attorneys.
Mr. Tulliver also wants Tom to become a scholar of sorts and to acquire some business skills.
Finally, Mr. Tulliver doesn't want Tom to become a miller and farmer. The truth is that Mr. Tulliver doesn't want Tom to take over the family business while he is still alive.

How does this work explore sense and insensitivity?

Insensitivity and perceptions of insensitivity are themes that are repeated throughout As I Lay Dying. Darl makes Jewel go with him on the errand even though he knows their mother will likely die in their absence, just because he needs Jewel’s help loading. Jewel thinks the family is being insensitive to Addie’s death by making her coffin right in front of her. He believes he is the only one in the family who deserves to be with her when she dies.

Who influenced Horace?

Horace's most famous poems, the Odes, were strongly influenced by the ancient Greeks. Here as elsewhere, a Roman artist appropriated Greek forms and adapted them for a domestic audience. The Odes show clear similarities in both structure and content to Greek choral poetry from the sixth and seventh centuries BC. In particular, Horace shows the influence of Alcaeus, the female poet Sappho of Lesbos, and Anacreon of Teos. In Odes 1.1, Horace makes explicit reference to the lyre of Lesbos, expressing a special debt to Alcaeus in terms of both poetic meter and theme.
Arguably the biggest single influence on Horace, however, was Pindar, the ancient Greek lyrical poet of the fifth and sixth centuries B.C. As the great Roman rhetorician Quintillian wrote, it was the richness and exuberance of Pindar's language and what he described as his "rolling flood of eloquence" that particularly impressed itself upon Horace's poetic imagination. Nevertheless, Horace departed considerably from his Greek forebear in writing poems that were a good deal simpler—much less complex in their construction than Pindar's victory odes and paeans of praise to great men.

In The Adventures of Tom Sawyer, why did everyone think that muff potter killed the doctor?

In chapter 11, we are told that "a gory knife had been found close to the murdered man, and it had been recognized by somebody as belonging to Muff Potter." This then is the principal reason as to why everybody believes that Muff Potter is responsible for the murder.
We are also told that Muff Potter was seen washing himself in a small stream in the early hours of the morning, and that he was then seen sneaking away. The fact that he was seen washing himself is particularly suspicious given that Muff Potter was not in the habit of washing himself very often.
Muff Potter is also known around the town as a drunkard, and he also lives a life of crime in partnership with Injun Joe. These factors likely also play a part in the widespread belief that it was he who was responsible for murdering the doctor.
Muff Potter is also initially convinced that he, in a drunken stupor, really did kill the doctor. This is because Injun Joe put the knife in Muff Potter's hand while the latter was unconscious, and told him, when he awoke, that he was indeed responsible for the dead body in front of them.

In what ways did the federal government exert far more power beginning in the 1930s?

As a result of the Great Depression, the congress enacted legislation that laid the foundation for social services and welfare programs.The New Deal was enacted in 1936 as a series of federal programs that were aimed at stimulating, regulating, and reforming the economy.

The New Deal sought to address relief from unemployment, homelessness, regulation of the banks and stock market, debt relief, and various other ‘public work projects’ such as the Grand Coulee Dam. The New Deal allowed for interference from the federal government into private affairs in an attempt to resuscitate the economy. Prior to The New Deal, it was largely the responsibility of private charities, organizations, and corporations who facilitated social welfare programs.

Programs created by The New Deal included;


The Federal Deposit Insurance Corporation (FDIC)


Securities Exchange Commission (SEC)


The Social Security Act of 1935 (SSA)


Federal Emergency Relief Administration (FEMA)


In summary, the federal government became more involved in the affairs of the respective states and private citizens due to the economic crisis caused by the collapse of the stock market exchange.

The power of the US federal government increased in the 1930s in response to the Great Depression and the growing concern over the possibility of conflict throughout Europe and Asia. When the Great Depression occurred, many Americans had their lives turned upside down. Many people had lost most or all of their savings, and unemployment rates soared. The laissez-faire policies of the 1920s proved to be ineffective in dealing with the effects of the Great Depression. Many Americans began to believe the government should function as a safety net during dire times. As a result, in 1932, the American people elected Franklin Roosevelt as president and many Democrats to Congress. These people pledged to do whatever was necessary to deal with the harsh effects of the Great Depression and to work to end it.
Many laws were passed to regulate and reform the economy. These laws were also designed to stimulate its recovery. American banks and the stock market faced new government regulations with the passage of the Emergency Banking Relief Act, the Glass-Steagall Act, and the Securities Act. The government provided funding for the creation of new jobs with the creation of the Civil Works Administration, the Public Works Administration, and the Civilian Conservation Corps. The passage of the Social Security Act provided for a pension for some retirees and assistance for those who were unemployed. The Wagner Act gave labor unions the legal right to exist. These actions expanded the power and the role of the federal government.
As the threat of war grew in Europe and in Asia, Congress passed laws that significantly restricted American trade with nations at war. In 1935, the Neutrality Act prevented Americans from trading weapons with warring nations, while the Neutrality Act of 1937 required a policy of cash and carry when trading nonmilitary supplies to any warring countries. These laws were designed to help keep the United States from becoming entangled in any conflicts that might develop.

What is the main theme of the book Matilda?

The main theme of Roald Dahl's Matilda is that good triumphs over evil. It's a David and Goliath story of the seemingly weaker underlings triumphing over the bully.
The bully in this story is the aptly named Mrs. Trunchbull, the headmistress of Crunchem Hall Primary School. This Nazi-like woman is likened to an "enraged rhinoceros" who terrorizes children and teachers.
When Miss Honey, Matilda's sweet and pretty teacher, tells Mrs. Trunchbull that Matilda is a genius who needs more stimulation and should be moved to a higher class, Mrs. Trunchbull decides Matilda is bad and refuses to move her.
Meanwhile, Mrs. Trunchbull continues to bully and terrorize everyone in her path, and Matilda's indifferent parents continue to ignore her.
However, Matilda triumphs when she realizes she can move objects just by using her immense mental powers. She manages to write with chalk on the board from a distance, terrorizing Mrs. Trunchbull, especially as the note she composes, seemingly written by a ghost, tells Mrs. Trunchbull to right the wrongs she has done to people.
Mrs. Trunchbull flees, and Miss Honey comes into money, so she is able to adopt Matilda.
The book has a feel-good ending of good triumphing over evil, but it is a particular kind of good. In Dahl's books, good people are kind, loving, gentle and attentive, intelligent, and up against a much more powerful antagonist.

What language technique is in the quote "Simply because we were licked a hundred years before we started is no reason for us not to try to win"? What does Atticus mean by "licked a hundred years before"?

This is an example of an allusion; an historical allusion, to be precise. Atticus uses a well-known colloquialism "licked," meaning defeated, to refer to the South's defeat in the Civil War. The context of the allusion is a discussion with Scout concerning the forthcoming trial of Tom Robinson. Atticus knows full well that Tom doesn't stand a chance of being acquitted, given the deep-seated racial prejudice that exists in Southern society. But that doesn't mean that he's not going to try and give it his very best shot. He has a moral and legal duty to provide Tom with the very best defense possible, and that's precisely what he intends to do. In using this allusion, Atticus is drawing an analogy between himself and the Confederate forces during the Civil War, in that both have been defeated before the battle's even begun, but still need to fight with everything they've got.

How does at least one character from Gilgamesh resemble a character from stories that follow the ancient tale?

There are number of important characters in this great Sumerian poem. One uncanny parallel is the one between Utnapishtim and Noah. The Sumerian water God, Enki or Ea comes to Utnapishtim and tells him that there will be a huge flood. So, Utnapishtim has to abandon whatever he is doing and make a ship to save himself, his family, and other living beings such as animals and even plant life. The waters do come, and after twelve days of rain, his ship comes to rest. After this, he sends out several birds to see if the waters have subsided enough. He sends out a dove, and it returns. Then he sends out a swallow; it returns as well. Finally, he sends out a raven; it does not return. As a reward for his faithfulness, Enki makes him immortal.
The parallel to the biblical story of Noah is remarkable. In Genesis 7-10, we read of the Noah narrative. There, too, God approaches Noah and tells him about the impending flood on account of the evil of people. In fact, from Genesis 3, the evil of humanity has been growing. Noah listens to God and builds an ark. He saves his family and animals. The rains come down for 40 days and 40 nights. Afterwards Noah also sends a number of birds (dove, raven, and dove). Once he realizes that the waters have subsided, God makes a new covenant with him, and he begins humanity all over again.

How might a strengths-based approach, like positive psychology, be more effective in working with clients suffering from mental illness?

Strength-based approaches have been shown to offer numerous advantages. Because they focus on the individual and emphasize their strength and self-determination, such approaches build on the positive attributes that are in place. Practitioners identify the resourceful and resilient dimensions of each client and assume that they retain at least some of those characteristics, even in an adverse situation. Taking this perspective is actor-centered, as the individual is the agent of change. The counselor assists the client through providing an environment conducive to the client’s control of that change. Emphasizing the individual’s emotional information-processing and thought processes facilitates communication, as individuals identify and positively value their own capacities. Rather than focus on negative factors and determine how to alter them, the counselor helps the client strengthen those attributes that are likely to effect healthy change, including their overall mindset.
Among those who can benefit are those with serious mental health issues, including depression, anxiety, and schizophrenia. Strength-based therapy is useful for developing confidence as well as reducing the stress that comes with living with their condition.
Therapy that employs a strength-based approach generally utilizes talk therapy. The client is a story-teller who recounts the stressors in their current or past life, including specific traumas. The therapist encourages identification as a survivor. Further, there is a focus on skills that have been applied to control a given situation. Identifying and emphasizing specific skills and strengths, which the client has not noticed or disregarded, encourages them to look toward continued survival and successfully dealing with difficult situations.
In addition, a strength-based counseling or therapy may be goal-oriented. The counselor may help the client identify and associate specific goals and strengths. Together, these work toward capacity building, as well as helping the client formulate expectations for themselves and others. The specific choices that each person makes build on realistic assessment of their own strengths, as well as specific, realistic expectations of what will follow.
One component is identification of resources and networks from the client’s environment that complement their individual strengths. Such resources include other individuals, groups, or associations. The counselor may aid the client in formulating ways to better utilize connections with such resources and networks. This aspect can be particular hope-inducing, as the individual considers they are not operating in isolation.
https://books.google.com/books?id=gu3V9Kys_QEC&dq=positive+psychology&lr=&as_brr=3&source=gbs_navlinks_s

https://positivepsychology.com/strengths-based-interventions/

https://www.psychologytoday.com/us/therapy-types/strength-based-therapy

What were the effects of the Sugar Act?

The Sugar Act was meant to be a replacement for the earlier Molasses Act. The Molasses Act had been passed by Parliament in an attempt to respond to complaints about trade between the British West Indies and the American Colonies. The Molasses produced by the British West Indies was more expensive than the imports from other European countries, and the West Indies had little use for the barter goods the colonists had to offer. A tax on imported molasses was meant to help raise the price of imported molasses, thereby making West Indies molasses more competitive. However, the Molasses Act place a high tax on imported molasses and provided insufficient enforcement to prevent smuggling or other work-arounds.
The British government needed to raise revenue after the French and Indian War. As it had gone into debt defending the American Colonies largely because of the colonists incursions into territory claimed by the French, the British Parliament determined that funds should be raised from the colonies. In fulfilling this goal, Parliament repealed the Molasses Act and replaced it with the Sugar Act, which was fundamentally the same, though it cut the tax in half and significantly increased enforcement.
The Sugar Act prevented the smuggling and other endeavors that had made the Molasses Act ineffective. In doing so, it hindered the rum industry in New England by increasing the costs of production. It also limited the flow of hard currency into the colonies because much of the money was sent back to the West Indies as payments. This undermined colonial currency.
These impacts, combined with a post-war recession, led to protests, boycotts, and sporadic riots, though not of the scale seen after the passage of the Stamp Act.

In the book I Am Malala, what devices or techniques does Malala use in order to tell her message to her international audience? Also, in what ways did she connect herself to the audience?

The biggest technique I can think of that accomplishes both of these tasks is personal anecdote. Through personal anecdotes, Malala gives readers an intimate look into her life. This both expresses her message and emphasizes that she is just a "normal girl [or kid]" like her readers are or once were.
For example, Malala begins with a retelling of the day she was shot by the Taliban. Rather than describing the event in a lofty or conceptual way, she tells the story personally. Her telling emphasizes that she was just a normal schoolgirl. She writes about her friends, about riding to school, and about classwork. These universal experiences are likely shared by her readers, who can easily relate. Personal anecdotes like this also strengthen her appeal to readers about the importance of education for all women and girls.

How does Amy Tan convey the importance of continuity in the novel The Joy Luck Club?

Continuity is an important motif in Amy Tan’s The Joy Luck Club. Tan reveals that continuity is critical to cope with life’s difficulties. To teach this lesson, she juxtaposes women and their daughters. The mothers follow through no matter how difficult life becomes, but their daughters give up easily when obstacles present themselves.
The Joy Luck aunties stay true to themselves, no matter what is happening around them. They have undergone unspeakable tragedies in their lives—war, displacement, the death of a child, and a mother’s suicide. Yet they have persevered through all their tragedies and have continued with their lives. The most recent tragedy is the death of Suyuan, one of their sisters and the founder of the Joy Luck Club.
Suyuan actually founded two clubs—the first one in China in the middle of the war. She knew she had to do something to maintain her sanity. The act of meeting once a week, eating and sharing conversation with other women who were going through the same horrors, playing a game, and pretending life was good is an example of Suyuan’s attempt to create stability in her life. Although others mocked her, she did not care because she knew this was the only way to get through tragedy unscathed. Even after losing her precious babies, Suyuan is determined to continue. She never gives up hope to find them, but she creates a new life for herself in America with a new husband and new friends in the Joy Luck Club.
Years later, Suyuan dies of a brain aneurism. Her friends are devastated to lose her and heartbroken because Suyuan dies with “unfinished business”—she searched all her life for her lost daughters and now dies without meeting them. An-Mei, Lindo, and Ying-Ying are determined to continue Suyuan’s search—and they are successful. Now, they know they must send Jing Mei to meet her sisters, to renew Suyuan’s “Long-Cherished Wish,” as her name implies in Chinese.
The women understand the importance of completing something and of closure. This is a concept they have struggled in vain to teach their daughters. For instance, Jing Mei has never completed anything in her life, in contrast to her mother, who pushes her to do her best and accomplish something. As a child, Jing Mei gave up piano because she was not willing to put in the time and effort to become an expert. Suyuan pushed her to practice and was determined that she would be a prodigy; she understood the importance of hard work. However, her daughter did not learn that lesson until much later in her life.
Jing Mei did not do well in school. She dropped out of college, and she now works in a mediocre job in which she fails to distinguish herself. Only after Suyuan dies and Jing Mei’s aunties tell her about her sisters does Jing Mei finally understand the importance of following through with something. Although hesitant at first because of her own self-doubts, she finally agrees she must continue what her mother could not. She gets on the plane to find Chwun Yu and Chwun Hwa and to fulfill her mother’s most important wish.

Why was Emerson's speech "The Divinity School Address" so controversial?

Emerson's "Divinity School Address" was hugely controversial because it presented a vision of Christianity too unorthodox even for the most radical of Unitarians. For one thing, Emerson openly criticizes the role of religious authorities in instructing the faithful. As a radical individualist, Emerson believes he can only appropriate the truth for himself; it's not enough to go on someone else's word, however wise or learned or devout they may be. Whatever someone says in relation to religion—or anything else, for that matter—the truth can only be found in me. Otherwise, it must be rejected.
One can only imagine the reaction of the audience to this particular passage. Here is Emerson, speaking at one of the country's foremost schools of divinity, essentially saying that there is no role for institutional authority or instruction. In saying this, he's undermining the whole rationale of Harvard Divinity School and similar institutions. No wonder he wasn't invited back to Harvard for more than thirty years!
Emerson goes on to criticize the way in which Christianity as it has developed historically, has stifled man's moral nature, which to Emerson is the ultimate law by which we should live. This unfortunate situation has been achieved by an undue focus on the past, which is worshipped and venerated at the expense of the present. Furthermore, Christianity's emphasis on the historical Jesus has tended to obscure Christ's true spiritual message, which for Emerson is what's really important.

How does the theme of "Appearance vs. Reality" apply to Hamlet?

It is really important to revisit this common theme here. Hamlet, himself, illustrates this theme when he says, "As I perchance hereafter shall think meet / To put an antic disposition on." In other words, Hamlet is going to pretend to act crazy for the rest of the play. How does he plan to do this? Sometimes, says Hamlet, it will be through his appearance through "arms encumb'red thus, or this headshake." Sometimes, says Hamlet, it will be because he speaks irrationally "by pronouncing of some doubtful phrase." Now, how is this appearance vs. reality? Well, according to Hamlet, he will "appear" crazy, but he will be sane in "reality." That is one way to look at it. However, there is another interpretation that should be considered. Does Hamlet simply appear crazy, or might he actually be crazy? Does the plan to act crazy actually lead to real mental illness? Is it possible that Hamlet never becomes crazy and always remains sane?

How did Chaucer's classical allusions (inclusions of Greek and Roman myths) and ekphrastic depictions of the temples in the Canterbury Tales spread knowledge of the classical world to his Christian, Middle-Ages audience?

Throughout The Canterbury Tales, and specifically in "The Knight's Tale" referenced in the question, Chaucer fills his narrative with classical allusions and detailed descriptions, including the ekphrasis of Theseus's Temples.
The use of allusions, both biblical and classical, function here, as is typical in medieval literature, as something of a medieval hypertext. Recognition of the allusion opens Chaucer's text to a dialogue with the prior text by which the educated reader might find points of comparison that complicate a simple reading. The Knight, for instance, alludes to ancient "matter of Thebes" romance material but filters it through his own Crusader and battle-scarred consciousness. For an audience less familiar with the classical tradition, Chaucer's anachronism similarly uses familiar concepts of medieval Christianity and knighthood to access the classical stories. The gap between the two worlds provides much of the irony and social commentary at work in the narrative.
This gap is evident as well in the ekphrasis developed for the Temples. Each of these Temples to a pagan deity creates an ironic portrait of what devotion to Mars, Venus, or Diana might entail. In each, the Temple adornment speaks to the difference between a lofty ideal—whether of military power, eros, or chastity—and the enactment of that ideal in the pagan world. These pagan allusions and the detailed descriptions of attributes associated with the apparently more morally ambiguous pagan gods offer the reader the delightful complexity of thought associated with the ancient texts. At the same time, these are contained within a morally more didactic medieval context that distances Chaucer from pagan values, even while he employs pagan literature. As in Chaucer's other tales, this gap in values between what is depicted and what the Christian medieval reader would expect challenges the reader to differentiate between the world of the text and the world of lived experience in which the reader dwells.

Why did many Americans demand a bill of rights?

Opponents of the new Constitution were worried that it gave too much power to the Federal government, thus potentially undermining Americans' hard-won liberties. The Americans had just successfully defeated Great Britain, which they regarded as a tyrannical power. The last thing anti-Federalists wanted was to see such tyranny reestablished on American soil.
It was in order to assuage the concerns of such critics that the Bill of Rights was passed. The first ten amendments to the Constitution were designed to protect individual states and individuals against the infringement of their inalienable rights by a powerful Federal government. To be sure, the Federal government would still be a good deal stronger than under the Articles of Confederation—it could hardly be weaker—but there would now be specific written safeguards against excessive governmental power.

How is the "work a day world" different from the storybooks?

The "work a day world," as Alcott calls it, differs from the world of storybooks in that it is far from idyllic. Given the many travails that Marmee March and her daughters have to endure, their day-to-day life certainly fits that description.
Nevertheless, things sometimes happen in the storybook fashion in the workaday world, as can be seen at the end of book one of Little Women. It's Christmas, and the March family is gathered together for a sumptuous meal. There's a nice big turkey, stuffed, browned, and decorated; there's the delicious plum pudding that melts in the mouth; and finally, there are the wonderful jellies in which Amy revels like a fly in a honeypot.
Making the occasion ever more like something out of a storybook, Mr. March returns home just in time for Christmas, and the whole family sits happily in front of a roaring fire.

I need a summary of the book The American Victory By JoAnn A. Grote.

The American Victory is the twelfth in a series of children's books called "American Adventure." It tells the story of a family whose ancestors settled in Plymouth Colony on the Massachusetts Bay in the seventeenth century, and it focuses on the period of the transition from the thirteen British Colonies in North America to the birth of the United States in the revolutionary period of the late eighteenth century.
The story is told from the perspective of the young protagonist, Paul Lankford, who was a toddler when his father, a printer by trade, left to fight in the Revolutionary War. When the father returns home in 1781, Paul is now eight, and he and his father have to adjust to the new reality of paternal supervision. Paul's father is strict and wants Paul to follow him in the printer's trade, but Paul would rather be a shipbuilder, like his uncle. Over the years, they begin to adjust to each other, and Paul develops the courage to tell his father that he will chart his own destiny.
Much of the American history in the book comes from when Paul reads his father's journal, which helps him learn about setbacks, hardships, and victories of the Revolutionary War, whose successful outcome after a doubtful start made possible the establishment of a new country: the United States of America.

Why would organized religion be opposed to Enlightenment principles?

One of the most important Enlightenment concepts was the notion that the truth about the world around us should be based on empirical evidence. Enlightenment thinkers believed that the kind of empirical investigation used in scientific inquiry was the surest and most secure method of finding out about the natural world. This meant that science, if allowed to develop freely, would often reach conclusions that conflicted with the teachings of the Church. This is precisely what happened with Galileo, for instance.
Although not all churchmen were hostile to Enlightenment principles, a fair number of them saw these principles as a threat to the Church's monopoly of the truth. The Catholic Church regarded itself as the sole repository of truth, both spiritual and temporal: a truth whose interpretation was determined by the Church itself. For Enlightenment thinkers, however, truth was its own authority; it did not have to rely on the Church or any other institution for its support. Enlightenment principles, then, posed a serious threat to the power of the Catholic Church and, indeed, all forms of organized religion that believe themselves in possession of the absolute truth.

What is Benjamin Harrison best known for?

Benjamin Harrison (1833–1901), a grandson of President William Henry Harrison, was the 23rd President (1889–93) of the United States. He is best known for serving between the two non-consecutive terms of Grover Cleveland; Cleveland was the 22nd and 24th President of the nation. Harrison narrowly defeated him in the 1888 presidential election. Therefore, Harrison's presidency was an interregnum.
Nevertheless, Harrison was a man of considerable ability. He had a great memory and was a nonpareil speaker. Harrison excelled in college and then set up his own law practice. His legal career was interrupted by his service in the Civil War, during which he became a general. After the war, he returned to his legal work and ran unsuccessfully for the governorship of Indiana and successfully for a seat in the U.S. Senate. He served as a senator from 1881 to 1887.
In the 1888 presidential election against Cleveland, he narrowly lost the popular vote but won in the Electoral College. Also, there had been a fair amount of corruption in the campaign—especially in Indiana.
In a recent survey of political scientists, Harrison was ranked a mediocre 32nd among all the presidents.

How did Gerald Ford become president without an election?

In 1974, President Richard Nixon resigned from office due to the Watergate scandal. His vice president, Gerald Ford, automatically took over under the terms of article 2, section 1, clause 6 of the 25th Amendment to the Constitution. This clause states unequivocally that, in the event of an incumbent's dying, resigning, or being removed from office, the vice president is the immediate successor. As Ford was Nixon's vice president, he became the 38th president of the United States on the same day that Nixon resigned from office: August 9th, 1974.
Unfortunately for Ford, he was unable to pass his one and only electoral test. He lost the 1976 presidential election to Jimmy Carter, which means that he has gone down in history as the only US president never to have been elected to the office.

What is the length of the third side of a triangle if the other two sides are 4 and 10?

The answer to this question depends on a number of things. First, is the triangle a right triangle, meaning at least one angle is 90 degrees? If it is a right triangle and we know the length of two sides, we can use the Pythagorean theorem to determine the third. The Pythagorean theorem tells us that:
a2 + b2 = c2
However, we also need to know whether 10 is the long side of the triangle opposite the 90 degree angle, which is called the hypotenuse, or if it is one of the shorter sides, called the legs.
Let's first assume 4 and 10 represent the value of the legs. In this case, we know a = 4 and b = 10, so we can determine c. 42 = 16 and 102 = 100. The sum of 16 + 100 = 116. The square root of 116 is approximately 10.77, which represents the hypotenuse.
On the other hand, if 10 represents the hypotenuse and 4 represents one of the legs, we know a = 4 and c = 10, with the equation represented like so:
c2 - a2 = b2
In this case, 102 - 42 can be represented as 100 - 16 = 84, and 84 = b2. The square root of 84 is approximately 9.165, which is the value of the second leg.
If the triangle is NOT a right triangle, but perhaps a scalene or isosceles triangle, for instance, we have to use the law of cosines to define the relationship between angles and sides.
Webster's defines cosine as "a trigonometric function that for an acute angle is the ratio between the leg adjacent to the angle when it is considered part of a right triangle and the hypotenuse."
The law of cosines reads as follows:
a2 = b2 + c2 - 2bc * cosA
In other words, side a2 must equal the side b2 plus c2 minus twice the product of b times c times the cosine of the angle between sides b and c.
That said, to determine the third side of a non-right triangle, you need to be given any combination of the following:
1.) Two sides AND the angle between them
2.) Two angles AND any one side
The problem here is that it is impossible to determine the length of the third side of a non-right triangle without knowing how far apart they diverge from their connecting point. Once the cosine of the angle is provided, a concrete value can be determined for the third side.
https://www.mathsisfun.com/pythagoras.html

https://www.merriam-webster.com/dictionary/cosine

https://www.youtube.com/watch?v=1rXFbSCm67U

Can you tell me the significance for A.R. Ammons using colons in the poem "Pet Panther?" I think it is to mark the end of the sentence, but I don't understand why a new sentence starts in the middle of the line and has that space in between the start of a sentence in the first three stanzas.

The colon is ordinarily used to separate two clauses in a sentence, and usually the second clause will explain, expand upon, or illustrate the first clause. The first clause in the poem is "My attention is a wild animal." The rest of the poem is then comprised of a series of clauses which either explain, expand upon, or illustrate the first clause.
For example, the second clause, "it will if idle / make trouble where there / was no harm," expands upon the behavior of the speaker's "attention" and illustrates one consequence of his attention's wildness.
Every subsequent clause in the poem does likewise, each explaining and illustrating a consequence of the fact that the speaker's attention is "a wild animal." In the second stanza, the speaker says that his attention "will wind itself tight / around the pulse," and in the third stanza, the speaker says that his attention "will / pounce on the stalled riddle." In other words, the speaker's attention, because it is "a wild animal," is dangerous, instinctive, and aggressive. The speaker finds it difficult to control his attention, as one might find it difficult to control a wild, untamed animal.
One reason Ammons writes the poem in one long, sprawling sentence, using lots of colons rather than periods, is to reflect the irrepressible wildness of his attention. The clause he begins the poem with runs in all kinds of different directions for five stanzas, refusing to be contained or confined within a more orthodox sentence structure, until it finally exhausts itself in the twentieth line. This of course reflects the fact that the speaker's attention also refuses to be contained or confined, just as a wild animal would likely refuse to be tamed.

What is catharsis from Brecht's point of view?

In classical theater, often called Aristotelian theater, catharsis was one important objective, even the primary objective—especially of tragedy. This goal continued strong in the naturalism of the late nineteenth and early twentieth centuries. The audience should identify with the characters and their plights, get drawn into the emotion and forget their own lives, and then experience a purge of emotion at the end.
Brecht developed a different kind of theater, usually called "epic." He opposed the idea of catharsis as a goal of theater. Instead, he thought that the audience should stay distant from the action onstage rather than become emotionally involved. It was preferable for the audience to think about the performance; by staying objective and distant, they could make rational judgments about social issues that he usually raised in his work. The performers and setting constantly reminded the audience that they were watching theater.
https://www.bbc.co.uk/bitesize/guides/zwmvd2p/revision/2

How do Austen’s fictions, such as Sense and Sensibility and Northanger Abbey exploit Gothic conventions?

Gothic literature often makes use of supernatural—particularly the horrific side of the supernatural. Northanger Abbey is a wonderful example of how Austen utilizes the full scope of Gothic literature in her writing. Catherine has dreams of being a heroine, which is a hallmark of Gothic literature. She believes the Abbey is haunted—another hallmark. The book takes place in an old, mysterious building—still another hallmark.
The unique aspect of Austen's use of Gothic motifs is that the heroine, Catherine, is actually more obsessed with having a Gothic experience rather than actually experiencing one. She is often reading Gothic literature and longing for an adventure for herself.
The room she stays in is the most Gothic piece of the novel: it is old, and she believes it is haunted.
https://penandthepad.com/10-elements-gothic-literature-8104633.html