What is the impact of the built environment on social relationships?

By "built environment," I am assuming that you are referring to all the ways in which man builds or otherwise imposes order on the natural world.  This impact is important, and far more powerful than most people realize.  I will go over this impact in the city and in the world of work.

I first became aware of how the built environment affected cities when I read The Death and Life of Great American Cities by Jane Jacobs.  In this book, she discussed all the ways in which cities were configured that enhanced or discouraged human interaction.  For example, large blocks composed of very large buildings discourage people from lingering and talking to one another, while shorter blocks with many small storefronts make people more likely to be approachable and friendly.  This is why one can find more people chatting on the street in SoHo than in the Capital area of Washington, D.C.  Playgrounds are created to enhance the social relationships of children, encouraging them to do things together on the same equipment.  Two different children on the beach might build their sandcastles in isolation, but give them a sandbox, and they will be working together.  How we build our parks, our neighborhoods, and our cities really does have an effect on how we interact. 

In the world of work, the built environment fosters or breaks down hierarchies. The corner office is a prime example of this. It is isolating, and it is elevating, sending the message that this person is in a superior position in the organization. Contrast the corner office with cubicles.  People in cubicles will socialize at least to some degree, while people in corner offices usually have to invite others into their offices or go out and mingle.  In organizations that value creativity, the trend today is to design a work place in which people must all encounter one another in casual ways, so that they can generate ideas in ways that are not all that effective in isolation. 

Once you become aware of the influence of the built environment upon social relationships, it is easy to take note of this phenomenon.  You might want to consider how the house you live in affects the relationships with the people you live with or how a gym you work out in is laid out to encourage or discourage people from interacting. It is a very interesting area for study. 

What happens during the camping out scene in the second chapter of Three Men in a Boat by Jerome K. Jerome?

While the three men are planning their trip, they debate over whether or not they should “camp out” or sleep at inns each night. George and J., the narrator, immediately vote for camping out. This decision is followed by a lengthy and romantic description that imagines what it would be like to make camp. The men would pitch the tent, make supper, light and smoke their pipes, and spend a lovely, leisurely evening listening to the river flow past them, beneath a beautiful full moon.

Then Harris interrupts with the question of what would happen if it should rain. The imagined scene changes abruptly. Suddenly rain is pouring down, their equipment is wet, and the men have all sorts of trouble working together to get the tent up. Their food is wet. Everything has become soup. The tobacco is wet, too. When they finally fall asleep, the tent falls down upon them, and the men end up in a tangled-up pile. Thinking of this possibility, the three decide “to sleep out on fine nights, and hotel it, and inn it, and pub it, like respectable folks, when it was wet, or when we felt inclined for a change.” No full dedication to camping out, for them.

`y = x^2/2 - ln(x)` Locate any relative extrema and points of inflection.

We are asked to locate the relative extema and any inflection points for the graph of `y=x^2/2-lnx ` :

Extrema can occur only at critical points; i.e. points in the domain where the first derivative is zero or fails to exist. So we find the first derivative:

`y'=x-1/x `  This is a continuous and differentiable function everywhere except x=0, which is not in the domain of the original function. (The domain, assuming real values, is x>0.)

Setting the first derivative equal to zero we get:

` x-1/x=0 ==> x=1/x ==> x^2=1 ==> x=1 `  (x=-1 is not in the domain.)

For 0<x<1 the first derivative is negative, and for x>1 it is positive, so there is a minimum at x=1. This is the only minimum or maximum.

Inflection points can only occur when the second derivative is zero:

`y''=1+1/x^2 ==> y''>0 forall x ` so there are no inflection points.

The graph:

Do powerful lobbyists help or hurt the legislative process, and why?

There are arguments to be made for lobbyists being beneficial to the legislative process and arguments to be made that they are harmful to the legislative process.  Bear in mind that lobbying is a legal activity, and indeed, is protected by the First Amendment of the United States Constitution, and any argument against lobbying must take this into account.  Your opinion on this matter, for or against lobbying, should be a considered one, certainly, so let's look at the pros and cons. 

On the positive side, there are arguments to be made. Lobbying is simply the act of trying to influence the legislative process, and this is completely consistent with democratic aims, to allow a constituency to voice concerns and opinions. When you or I write to our legislatures, we are lobbying, within the pure meaning of the word.  When a group bands together and selects someone to represent it to the legislature, the dynamic is at least theoretically the same.  Legislators cannot legislate in a vacuum in which they have no awareness of what the people want.  Lobbying to some degree solves that problem.  Also, lobbyists will tell you, and it's true, that they can perform an important function for legislators, which is to educate them.  Legislators are expected to make laws in myriad areas, from housing to gas lines, from wage regulation to food safety.  They cannot possibly be knowledgeable in all of the areas that they must address, much less have any expertise in them.  Lobbyists are quite knowledgeable in their respective areas and often have a certain amount of expertise. The fact that what they do is completely self-serving does not take away from the fact that they can and often do educate legislators, who can then go on to enact statues that are not completely ill-informed.  Since every special interest group (with the exception of hate groups or terrorist groups) can have a lobbyist, an additional benefit is that a legislator can be exposed to different and diverse points of view. That, too, is consistent with the aims of a democracy, which are to represent the will of the people, people who inevitably do not all hold the same opinions on matters.

On the other hand, in politics today, lobbying has results that are quite troubling for the state of democracy, since certain kinds of interests have the wherewithal to spend millions and even billions of dollars on this activity, while other special interests do not have the financial means to do so.  The interests of banks or the National Rifle Association come to mind.  If their interests are in conflict with those of poor people or people who have been victimized by the lack of gun control, there is little money available from these constituencies to hire lobbyists.  The interests of the wealthy hold sway in lobbying, with an ever-spiraling movement of legislation that advances their agendas, a vicious cycle that leaves poor people poorer and even less able to voice their concerns and needs.  Another example that comes to mind is the dismantling of public education, accomplished at the federal and state level with legislation that has permitted the privatization of schools.  This has been effectuated by wealthy interests that stand to benefit from this change.  Poor people, many less educated with each generation as our public schools lie in virtual ruins in many cities,  are not in a position to hire lobbyists to counteract this movement. So, lobbying has some consequences that are ugly for the majority of American citizens and residents. 

Whatever your opinion is on this matter, be sure you support it with good reasoning and examples to help you make your point. My own opinion is that lobbying does more harm than good today, but we cannot make it go away.  

What is the relationship between Hally and his mother in "MASTER HAROLD". . .and the boys?

In Fugard's "MASTER HAROLD". . .and the boys, the relationship between Hally and his mother is weak and seemingly distant. The audience never meets Hally's mother as a present character--she is only referenced in the telephone conversations that Hally has with her while she is at the hospital with Hally's father. But when she calls, she asks Hally to look after his father, which Hally does not want to do. Hally says that his mother allows his father to push her around, and he cannot understand why his mother does not stand up to his father. Both Hally and his mother seem to cower in the shadow of the father, and each wants the other to "solve" the problem. They do not seem to see each other as a support in dealing with the father. Hally wants his mother to be strong so that she can protect him from his father, but his mother does not appear to be in a position to do that for Hally.

How do contemporary audiences react to one of the scenes in the play Romeo and Juliet?

Let’s take the balcony scene, Act II, Scene 2, as an example for examining contemporary audience reactions to Romeo and Juliet. This scene is one of the most famous scenes in all of Shakespeare. There is no mention of an actual balcony, but it is traditionally portrayed that way to give Juliet more room to move around. She could just as easily be at a window. Either way, Juliet is up high and Romeo is down below in the Capulet's orchard.

On the one hand, a modern audience might like the scene because people know what to expect. Even people who don’t know much Shakespeare know some of the lines, and everyone knows the story of Romeo and Juliet. This could be a good or bad thing. Either way, this scene is definitely iconic.

Act II, Scene 2 takes place after Romeo and Juliet have seen each other and spoken briefly at the ball. They fell in love at first sight. In this scene, Romeo and Juliet speak to each other without speaking directly to each other, as neither knows the other is there.

Juliet is frustrated that she has fallen in love with a Montague, the sworn enemies of the Capulets.

JULIET

O Romeo, Romeo! wherefore art thou Romeo?
Deny thy father and refuse thy name;
Or, if thou wilt not, be but sworn my love,
And I'll no longer be a Capulet (Act II, Scene 2).

One of the reasons this scene is so powerful is the contemplation of the meaning of name and family. In the famous line about the importance of a name, Juliet reminds us that our names are not a fundamental part of who we are. Romeo, likewise, is unconcerned with his name.  

Name is also metaphorical for family. These two young people are willing to cut ties with their families to be together. It’s powerful and dramatic. This scene is about the transformative nature of love, aa well as its tendency to blind us to practicality, and perhaps reality. 

This scene might also stand out to a contemporary audience because two young people agree to get married before they really know each other. In Shakespeare’s day, that may have seemed romantic.  Today, modern audiences might just say Juliet is too young and she and Romeo are getting married too quickly.

ROMEO

O, wilt thou leave me so unsatisfied?

JULIET

What satisfaction canst thou have to-night?

ROMEO

The exchange of thy love's faithful vow for mine.

JULIET

I gave thee mine before thou didst request it:
And yet I would it were to give again (Act II, Scene 2).

Modern audiences know how Romeo and Juliet's relationship ends. It is hard to watch this scene and not think about how the two young people will end up dead in a matter of days due to a combination of fate, poor judgement, and hasty decision making.

Modern audiences will likely still enjoy Romeo and Juliet’s story, as it is considered a love for the ages. Romeo and Juliet meet and have a whirlwind romance, never really getting to know one another before their deaths. The balcony scene exemplifies the challenges of their relationship.

Why is the bank manager annoyed with the narrator in "My Financial Career" by Stephen Leacock?

The bank manager is obviously annoyed because the narrator causes so much trouble about opening what is a very small account. The narrator, presumably Stephen Leacock himself, only wants to deposit fifty-six dollars and then another fifty dollars a month. Leacock claims to be totally ignorant about banking matters. He should have gone directly to one of the tellers, or else to one of the clerks. Instead he asks to see the manager and gets conducted into that man's private office because it is assumed that he is there on a very important matter. The manager himself assumes that Leacock is an operative from Pinkerton's, a famous private-detective agency which was heavily involved in protecting banks in Leacock's day. (Ben Price, the detective in O. Henry's short story "A Retrieved Reformation," evidently worked for the Pinkerton National Detective Agency.) The manager feels alarmed by Leacock's mysterious manner.

 “You are one of Pinkerton’s men, I presume,” he said.

When Leacock tells him he is not a detective but simply wants to open an account, we read:

The manager looked relieved, but still serious; he concluded now that I was a son of Baron Rothschild, or a young Gould.

Sir Nathan Rothschild (1840-1915) was a member of the enormously powerful Rothschild banking family in Europe. Jay Gould (1838-1892), one of the American "robber barons," was among the richest men of his era. He made his fortune in railroad development. Leacock is obviously young, so the manager might take him for a junior member of the Rothschild or Gould family. When the manager finds out that the narrator is only bringing fifty-six dollars to his imposing institution, he shows his annoyance by his body language and tone of voice.

The manager got up and opened the door. He called to the accountant.

"Mr. Montgomery," he said, unkindly loud, "this gentleman is opening an account; he will deposit fifty-six dollars. Good morning."

"Good morning," I said, and stepped into the safe.

"Come out," said the manager coldly, and showed me the other way.

Leacock is so befuddled after his embarrassing interview with the bank manager that he causes more trouble when he is turned over to one of the clerks. The narrator ends up depositing his fifty-six dollars and then inadvertently writing a check to withdraw the entire amount. At the end of the story he tells us:

Since then I bank no more. I keep my money in cash in my trousers pocket, and my savings in silver dollars in a sock.

What are common themes in Frankenstein by Mary Shelley and The Kite Runner by Khaled Hosseini?

Both Frankenstein and The Kite Runner deal with several similar themes, though separated by years of history and with very different authorship. In Frankenstein, Victor Frankenstein is appalled by the monstrosity of his creation. He is devastated by what he has done, and spends the entire novel trying to kill the monster and avenge the deaths of his loved ones. 

Similarly, Amir spends much of The Kite Runner trying to escape the monstrosity he witnessed when he saw Assef beat and rape Hassan. Amir tries to make his own amends by adopting Hassan's son. 

Father-son relationships are also themes in both novels. Though Victor's relationship with his father in Frankenstein is fairly typical, his relationship to his created son, the Creature, is atypical. He rejects his "son" entirely, and the Creature is left alone and parentless. The Creature becomes monstrous because he is never shown love. Victor never has biological children because the Creature murders his wife on their wedding night. 

In The Kite Runner, Amir's father is ashamed of his introverted and bookish tendencies, which creates tension in their relationship, as does their move to the US. Like Victor, Amir is unable to have children with his wife, and instead adopts his brother's son in an attempt to create a family. 

Because both novels deal intimately with shame, making amends, and family relationships, the theme of identity can be said to encompass all these smaller themes into a larger, unifying theme that runs across both stories.

What is the racial identity of the protagonist in "The Wife of His Youth" by Charles W. Chesnutt? What act of heroism does he perform?

In Charles W. Chestnutt's story, the protagonist is Mr. Ryder, whose real name we later learn is Sam Taylor --a black man who is able to pass as white.

We learn early in the story that he belongs to a community of light-skinned black people called the Blue Vein Society. Chestnutt describes it as the following:

The original Blue Veins were a little society of colored persons organized in a certain Northern city shortly after the war. Its purpose was to establish and maintain correct social standards among a people whose social condition presented almost inherited room for improvement.

Though it is not directly stated, that "social condition" is lighter skin, which indicates (phenotypically, anyway) an abundance of European ancestry. White supremacy allowed the Blue Veins to think themselves better than other black people because of their presumed proximity to whiteness. Hence, their assumption that their "social condition" (light skin) "presented almost inherited room for improvement" (i.e., would allow them to form a class above darker-skinned black people).

Entry to the Blue Vein Society required a prospective member to turn over and reveal his or her forearm. If the blue veins were transparent beneath the skin, one would be allowed entry into the group. 

Mr. Ryder is "dean" of this group. Though we are informed that he is not as light as some Blue Veins, "his features were of a refined type, his hair was almost straight; he was always neatly dressed; his manners were irreproachable, and his morals above suspicion." Education distinguishes him, particularly his affinity for English poetry.

Knowing all of this about Mr. Ryder, we are rather surprised when we learn that the unlettered and "very black woman" whom we meet later in the tale is Ryder's wife, Liza Jane, a former slave. She is trying to locate her husband, Sam Taylor. We learn through Liza that Mr. Ryder/Sam Taylor was free-born (like many members of the Blue Vein society), and "merlatter," or "mulatto," a person of biracial identity.

Though Sam was free, he was an indentured servant in Missouri and in danger of being "loaned out" for one thousand dollars. Liza Jane told her husband of the master's plans, which allowed Sam to run away before they could be carried out. Sam does not reveal himself to his wife right away, but takes down her address and says that he will "give the matter some attention."

At the end of this second part of the story, Sam stops at "the mirror of his dressing case" and "[gazes] thoughtfully at the reflection of his own face." We are to understand that he is having an ethical dilemma here: he can reveal himself to his wife and risk social ostracism, thereby possibly losing the life he has built in this Northern city; or he can never speak to her again, but feel guilty about wronging the woman who saved his life.

In the third and final part of the story, he is at the ball he has organized. During an announcement, he indirectly tells the story of how his wife saved his life. He asks the crowd if he should acknowledge such a woman, if she were to come back into his life. They all agree that he should. Now, his friends cannot shun his dark-skinned wife without also being morally culpable. By introducing his wife at the end of this speech, Mr. Ryder preserves his own integrity, while also maintaining his social standing.

Is abusive behavior inherent or developed?

Psychology has long highlighted the strong impact of environment on the behavioral response of people, especially children. Babies are heavily dependent on their parents or caretakers. Thus, their actions significantly affect the psychological and social development of the child, extending as far as adulthood and when they become parents later on.

Studies have shown that negative actions such as (but not limited to) ignoring, rejecting, isolating, terrorizing, and verbally abusing a child have severe and long-lasting effects on them. These children often grow up feeling that they are inferior and lacking in some way. They could even end up doing the same to their own children when they become parents. This supports that behavior is influenced heavily (though not determined) by the environment in which a person grows up in and is developed.

Behavioral epigenetics sort of backs this up with more tangible evidence. A study involving genetically identical twins was conducted. They were observed as they aged and found to have epigenetic variations later on. This is due to the fact that even though identical twins start out as genetically identical they go through life in different ways and experience different things. These caused epigenetic changes (differences in expression of genes) in response to their experiences and, in turn, affected various aspects of their being (physical, behavioral, etc). Another study involved the mothering styles of rats and induced changes in their offspring. Mice that were well nurtured were found to be "less anxious" than ones that were neglected.

The same study demonstrated effects of introducing alcohol to male mice prior to mating. Offspring of these males were found to be more "aggressive, take more risks, and display more anxiety-like behavior." This, on the other hand, may support the idea that there may be influences on an offspring's behavior genetically before they are even born, thus indicating that behavior may be partly inherent (at least to rats).

Which allusions and references to other literary works are used in Shakespeare's Hamlet?

A good place to start looking for allusions is in Hamlet's soliloquies.  Since Hamlet is characterized as a scholarly young man, his language reflects his education. In his first soliloquy, for instance, in Act 1, Hamlet refers to his deceased father as "Hyperion"--an allusion to the Greek sun god.  He compares Gertrude to Niobe, a mother from another Greek myth.  At the end of Act 3, Hamlet refers to Nero, the cruel Roman tyrant who killed his own mother:  

Let not ever

The soul of Nero enter this firm bosom.

In this case Hamlet is reminding himself not to hurt his mother, not to be like Nero who murdered his.

We can also find allusions in Hamlet's dialogue with other characters.  In Act 2, he demonstrates his knowledge of Roman mythology by asking the Player to recite lines from the Aeneid.  Major players in the Trojan war are mentioned: Hecuba, Pyrrhus, and Priam. When talking with Polonius, Hamlet mentions Jephthah, an allusion to a story in the Old Testament, in which a father sacrifices his daughter for a military victory.  

Ophelia also uses allusions. In Act 4, Ophelia's mad songs and phrases are derived from well known English folk songs.  

These are just a few to get you started.  An interesting analysis of these allusions might involve looking at what is revealed about the characters through the allusions they use--Hamlet's references to history, literary works, and the bible, or Ophelia's references to folk songs and tales, for instance. 

What is the blitzkrieg method?

Blitzkrieg was a tactic of using mechanized warfare combined with shock troops.  This method of warfare was employed by Nazi Germany against Poland, France, the Low Countries, and the Soviet Union.  Thanks to superior officer training, German officers were trained to exploit opportunities on the battlefield where they appeared, provided that these tactics fit into the overall battleplan.  German air cover meant to neutralize the other country's air support systems and to support Nazi combat troops with dive bombers and strafing attacks.  German mechanized units (tanks) were not heavily armored, but relied more on speed in order to assist and support the ground troops.  Germany also made good use of paratroopers in order to secure transportation hubs for the army to advance.  

Blitzkrieg worked well against the static defenses of France and the Low Countries and against the poorly prepared air defenses of Poland and the Soviet Union.  It did have its shortcomings--it was powerless in urban areas, and bogged down around Leningrad and Stalingrad, which ultimately proved to be fatal to the German empire.  Also, this method of war relied heavily on maintaining mechanized equipment--the German empire was very reliant on fuel and oil resources, which by 1942 were in scarce supply.  

Should the governor have more power? What additional powers should the governor have? How would you give them to him or her?

Just as the federal government is split into three branches, state government is divided into a judicial branch, legislative branch, and executive branch. The legislative branch passes laws, the judicial branch interprets laws, and the executive branch carries out laws. At the state level, the governor represents the executive branch and is responsible for carrying out laws.

The governor's responsibilities include signing laws passed by the state legislature, serving as commander in chief of the state's military forces (if they have any), convening the state legislature for special purposes, delivering an annual State of the State address (similar to the President's State of the Union Address), providing the state legislature with a recommended annual budget for their approval, granting pardons to state prisoners, and declaring special elections to fill vacant positions in state government. 

The question asks what powers you would give the governor in addition to those that they already have. This would mean taking powers that are otherwise granted to the state legislature and judiciary or the federal government and giving them to the governor. It requires you to first consider whether you think that the governor currently has enough power. If you believe that the governor should have additional powers, you then must consider what those would be. 

If you feel that the governor should have greater power to interpret the law, then you would remove power that is currently vested in the judiciary and give it to the governor. If you feel that the governor should have greater law making power, you would take power from the legislature and give it to the executive. 

My suggestion is to look at your specific state and see what specific powers are vested in the judiciary and legislature (specifically those belonging to the state house of representatives and state senate individually) before answering the question. At that point, you will have a better idea which specific responsibilities other branches of government have that you feel should be given to the governor.

What is the relationship between religion, spirituality, and theater from the early Egyptian culture through the Greek and Roman cultures? What is...

Historians recognize the ancient Egyptians as the first known society to develop drama according to our definition of drama: a performance that has "plot, characters, [and] stage directions" ("Theatre History—Beginning through Renaissance," Southeastern Louisiana University). In the city of Edfu, archeologists have found texts depicting a religious performance for the festival of Horus, god of war, law, and rulers. The drama includes the carrying of the statue of Hathor from the temple in the town of Dendera to the festival in Edfu. The drama also has roles for numerous performers, additional props, backdrops, and dances depicting holy ceremonies. One aspect of the play included the ceremonial conquering of the god Seth, god of violence, disorder, storms, and other troubles. The god Seth was symbolized by a hippopotamus killed by a priest or by the king enacting the role of Horus, who conquers Seth with law and order.

Archeologists are also aware Egyptians performed morality plays and reenactments of creation myths. One example of a morality play concerns the story of Isis and the seven scorpions a story in which seven scorpions charged with protecting Isis poisoned the child of a rich woman who refused to give Isis, disguised as a beggar woman, shelter, whereas a poor fisherwoman gladly did; feeling the revenge her scorpions took was unjust, however, Isis commanded the poison to leave the child, leaving the rich woman to feel remorseful and donate all of her possessions to the poor fisherwoman. Hence, as we can see, the Egyptians used drama to capture their religious and moral beliefs.

Similarly, ancient Greek dramas were performed during the festivals of Dionysus, god of spring time, rejuvenation, and wine. He symbolized mankind "being impelled onwards by a joy within him that he cannot explain" (Mills, D., Ch. XIV, The Book of the Ancient Greeks). Ancient Greek drama started as recounting stories of Dionysus to pay him honor, but performances of stories about other gods soon evolved. Greek drama also evolved from being performed as stories relayed in songs sung only by a chorus to being sung by a dominant speaker, with the chorus having a smaller role. Drama continued to evolve to being stories acted out by performers, with the chorus having an even smaller role. Though the chorus's role shrank, the chorus's words remained a reminder of the power of the gods. Ancient Greek drama also evolved to depict Greek legends, such as the Fall of Troy, and to include moral lessons ("Ancient Greek Theatre," Northern Virginia Community College). Moral lessons were captured in the portrayal of the gods, whom Greeks viewed as having human characteristics of bearing grudges, being jealous, and fighting with each other ("Ancient Greek Theatre"). Moral lessons were additionally portrayed in mankind's battles against humanity's flawed nature and destinies laid out by the gods. Yet, no matter how much ancient Greek drama evolved, it was still always performed during the festivals of Dionysus, in the theater of Dionysus, and in worship of Dionysus. All performances were also followed by a sacrifice to Dionysus (Mills). Hence, like the ancient Egyptians, the dramas performed by the ancient Greeks were also directly linked to their religious and moral beliefs.

What is the main point of production possibility frontier?

There are at least two main points of a production possibilities frontier (PPF) (also called a production possibilities curve).  A PPF shows the hypothetical amounts of two goods (or types of goods) that an economy could produce.  In other words, a PPF might show, for example, the various combinations of how many trucks and tanks an economy could produce.  These two points are to illustrate the ideas of A) opportunity cost and B) increasing costs.

In a PPF, the economy produces two different products in various combinations.  One point of a PPF is to show that, in order to get more of one product, the economy has to give up some of the other product.  In other words, if the economy wants to produce more tanks for the military, it has to produce fewer trucks for civilians.  This illustrates the idea of opportunity cost.  Every time you produce more of one thing, you pay the price for doing so by producing less of the other thing.

The curve in a PPF is not linear.  At first, its slope is gentle, but it then gets steeper.  The reason for this is the idea of increasing costs.  Increasing costs happen because an economy’s resources will be better suited to one kind of good than to another.  Imagine that the two goods in the PPF are wheat and apples.  Some of the country’s land is equally good for both, so when farmers start to grow apples instead of wheat, they don’t lose much overall production.  But the land gets worse and worse for apples.  The more apples the farmers grow, the more wheat they have to give up because their land is really better for wheat than for apples.  This is the idea of increasing costs.

These are the two main points that make the PPF a staple of basic economics textbooks.

How did the supernatural contribute to Macbeth's death?

Though it's Macbeth's own ambition that ultimately causes his downfall, his demise is helped along by the supernatural forces that lurk on the fringes of the play. Indeed, it's the Weird Sisters' prophecy that convinces Macbeth to embark on his murderous rampage in the first place. Though the witches are supernatural beings who don't seem to be fully part of the normal, conventional world, they don't seem to have any problem toying with the lives of humans, as they tell Macbeth deceiving half-truths that encourage his rise to power and, later on, his false sense of security. Thus, though Macbeth makes personal choices that lead to his decline and eventual death on the battlefield, his decisions are influenced by the supernatural forces represented by the Weird Sisters. It makes one wonder what might have happened if Macbeth had never encountered the three witches.

An example of a Qin reform resulting in greater social organization was the division of China into ________. A.three distinct social...

The first Emperor of China, Qin Shi Huang, came to power during the Warring States Period. After Duke Xiang asked Shang Yang to carry out his political reforms, the Qin (pronounced Chin) state grew so powerful that it was able to overthrow the other 6 strong warring states. The Qin reforms created “the first centralized, unified, multi-ethnic feudal state in Chinese history—the Qin Dynasty” (Warrior Tours). One of the first steps in centralization and unification was to make sure the Emperor’s power was supreme. To do this, he needed to end the traditionally separate, local divisions in Chinese society that were governed by feudal lords. By dividing China into thirty-six prefectures and appointing his own governors to control each, he was able to reduce the power of the nobility and place all power in his own hands. Thus, a Qin reform that resulted in greater social organization was the division of China into 36 prefectures. 

Although this reform brought a more peaceful life to the Chinese people, Qin Shi Huang was a tyrannical ruler who required endless military service, forced hard labor onto those who didn’t contribute enough to the state, imposed high taxes, and used harsh punishments to eliminate people he thought were against him. The cruel rulership, known as Legalism, under the Qin Dynasty prompted peasant revolts that led to its downfall after only 16 years.

In Ray Bradbury's Fahrenheit 451, how is the identity of Guy Montag demonstrated through the use of voice?

Literary voice refers to the way an author presents a plot, setting, character, etc. Voice involves style, tone, and the use of figures of speech to tap into the essence of who or what is being described. For example, readers can discover Montag's identity through his own thoughts, what he says to himself and others, and through what other characters say about him. At the beginning of the story, the first lines describe Montag's identity as a fireman who loves to see things burn.

"It was a pleasure to burn. It was a special pleasure to see things eaten, to see things blackened and changed" (3).

Not only does Montag take pleasure burning things, but he likes being a fireman for the government. However, when his happiness is challenged by a young girl, he starts to look more introspectively and discovers another part of himself that may have been hiding because of the oppressive society in which he lives. As Montag searches to fill a void in his life, he discovers more about himself and what he also wants to change. When seeking help from Professor Faber, Montag says the following:

"Nobody listens any more. I can't talk to the walls because they're yelling at me. I can't talk to my wife; she listens to the walls. I just want someone to hear what I have to say. And maybe if I talk long enough, it'll make sense" (82).

At this point, Montag is confused because his identity seems to be different from that of society. In fact, it seems as though he is suffering from an identity crisis. Fortunately, Faber uses his voice to define Montag as follows:

"You're a hopeless romantic . . . It would be funny if it were not serious. It's not books you need, it's some of the things that once were in books" (82).

Montag eventually discovers what his purpose in life is, which also helps him to discover who he is. In the end, Montag is a man who values the written and spoken word. He believes in having authentic relationships that are not based on distraction, discovering all the good that there is in life, and living a life free from ignorance and government manipulation.  

First, in your own words, write a brief paragraph in which you explain the difference between Civil Right and Civil Liberties. Second, discuss...

In brief, the difference between civil liberties and civil rights is that civil liberties are freedoms from government interference in our lives whereas civil rights have to do with ensuring that the laws treat all groups of people the same.  Civil liberties prevent, for example, the government from infringing on our freedom of speech while civil rights prevent the government from treating different groups (for example, men and women or people of different races) differently.

As to your second question, this is a matter of personal opinion.  Different people would answer this question very differently.  On the one hand, we could argue that security outweighs civil liberties significantly.  We could say that no one’s civil liberties are more valuable than the life of another.  Therefore, if the government has to listen to my phone calls and read my email to make sure that I don’t kill anyone, that is fine.  If I have nothing to hide, I have not been harmed by the surveillance.  By allowing it to happen, I help to prevent others from being killed.

On the other extreme, we have people who quote (or misquote) Benjamin Franklin, saying that “Those who give up liberty for security deserve neither.”  In this view, when we give up our liberties, we have let the terrorists win.  We have destroyed our way of life, which is just what they  want us to do.  In this view, if the government infringes on all of our civil liberties, it is a “cure” that is worse than the “sickness” of occasional terrorist attacks.

Then, of course, we have various intermediate opinions.  To most people, the balance lies somewhere between these two extremes.  For example, you might think that it is okay for the NSA to collect data on who calls whom as long as they do not also record the phone calls.  You might think that it is okay for them to record the phone calls if they are between people who are suspected of sympathizing with terrorists.  You might think that it is okay to have extra surveillance on all Muslims in the United States because they might become radicalized, but that it is not okay to violate the privacy of anyone else. 

There is no way to specify exactly what the proper balance is.  Most people would probably say that we should not give up much of our civil liberties unless we would gain a significant amount of security.  However, it is very difficult to set out what “much of our civil liberties” or “a significant amount of security” means.  How much of your own privacy would you be willing to give up in order to have a better chance of preventing terrorist attacks?

What were the goals of Sarah Bagley's Female Labor Reform Association?

The Female Labor Reform Association (FLRA) was founded by the Sarah Bagley and the Lowell Mill Girls in Massachusetts.  It was the first attempt at collective bargaining by a women's group in the United States.  Formed in the 1840's while the Industrial Revolution was in its infancy in the United States, the women were faced with many of the problems that would come to light during the Progressive Era.  A movement had begun in Massachusetts by a larger labor group to lobby for a ten-hour work day.  The issue of shorter work hours was a cause that Bagley's group was certainly fighting for with the mill owners.  The FLRA also fought for better wages and safer working conditions.  The FLRA realized that they had very little power over the owners of the factory, as evidenced by earlier attempts at failed strikes.  The organization focused on political activism and reform and were pioneers in the early union movement.

What is the meaning behind the title "Bury My Heart at Wounded Knee" by Dee Brown? Why is it the perfect title to describe the clash of cultures...

Bury My Heart at Wounded Knee is an iconic work by historian Dee Brown that describes the Indian Wars of the Trans-Mississippi West from their first contact with Europeans to the final "battle" of Wounded Knee in 1890.  The battle of Wounded Knee is also listed as the Wounded Knee Massacre, as due to a misunderstanding, the U.S. Army opened fire on hundreds of unarmed Lakota, killing many women and children.  The massacre started when the leaders at Pine Ridge Reservation wanted to end the Ghost Dance religion, as they thought it would lead to a native uprising.  When the natives resisted, the reservation agents rounded up the Indians and tried to disarm them.  A gun accidentally discharged, and in that charged situation, the Army opened fire, killing hundreds and thus ending five hundred years of native resistance.  The whole event summarizes the relationship between natives and Europeans that existed in the Americas since 1492.  The natives had a certain culture.  The Europeans either did not trust the native belief or were actually repelled by it.  When the two cultures clashed, it usually ended in bloodshed and the native tribes suffered.  

Describe the early life of Gulliver.

As the third of five sons, Gulliver must forge his own path in the world.  His father helps him to get a good education so that he can become a doctor.  Gulliver apprentices for some four years under a Mr. James Bates, and he uses any extra money his father sends him to learn about navigation and math (both of which are useful to him later when he begins to travel abroad).  He studied these subjects for another two and a half years because he knows that he wants to go to sea, and when he returns to London, Master Bates (ha!) recommends that he serve as the doctor on a voyage.  He does so, returns to London, and attempts to open and run his own practice.  He gets married at the advice of his colleagues, but after Bates dies, Gulliver's practice goes under.  He goes to sea two more times, then tries to open another practice, but it, too, fails.  Finally, he goes back to sea voyages, and the story begins.

What are the problems with Uganda's government?

Youth unemployment and corruption are two problems that face the Ugandan government.

Modern governments all over the world face many problems.  The two I identified are what I consider some of the most pressing that must be addressed.

Young people in Uganda are not finding steady and long term work.  Data from the Uganda Bureau of Statistics reveals "64% of the total unemployed persons were between the ages of 18-30."  There are different reasons for this condition.  Some believe that Ugandan youth are deficient in employable skills, while access to quality education is not widespread.  Others believe that an over-reliance on agriculture has prevented young people from participating as viable parts of the labor force. The Ugandan government needs to figure out how to reverse this trend.  Played out over the long term, it does not bode well that so many young people cannot find work. Unemployed young people can trend into older unemployed people.  It is difficult for a government to lead its nation into a steady and prosperous future when youth unemployment is a significant issue.

Another problem that the Ugandan government faces is corruption.  On both political and social levels, corruption is a significant issue in Uganda. According to Peter Wandera, the Executive Director of Transparency International Uganda, "the rate of corruption in institutions like police, lands, courts, health and private companies in Uganda is way above the average in Africa."  Corruption is seen on both small and large scales. In the most recent appointment of his cabinet, President Yoweri Museveni admitted that "patronage played a part in selection." Many Ugandans believe that corruption is a part of their daily lives.  They see it in the institutions that should be free from it.  The government has a problem when administering bribes and other examples of fraud are seen as a part of common experiences.  As with youth unemployment, Uganda will find it difficult to confidently walk into the future if corruption is such a systemic part of its existence.

What is the importance of price elasticity of demand to government decision-making?

Price elasticity of demand is the degree to which the quantity demanded of a product will change as the product’s price changes. It can be important for the government for at least two reasons.

First, let us imagine an area whose economy depends on people buying things. This might be an area in which tourism is very important. Price elasticity of demand would be important for the people making decisions in this area’s government. They would want to know what the elasticity was so they know how much to tax things like hotel rooms. The more elastic the demand for tourism, the less they would want to raise taxes because they would want to avoid driving down the quantity demanded by tourists.

The second reason applies to all governments. This has to do with the incidence of taxation. When a government imposes a tax on sales, it can fall more heavily on the producers or it can fall more heavily on the consumers. This depends on price elasticity of demand and price elasticity of supply. If the elasticity of demand is higher than the elasticity of supply, the incidence of the tax (its burden) will fall more on the supplier. If, on the other hand, the elasticity of demand is lower than the elasticity of supply, the burden of the tax will fall more on the consumer. The government needs to know this so it can try to target taxes to burden the group it feels is more capable of handling that burden.

How does Langston Hughes support his main idea in the short story "Thank You, M'am"?

The central theme in Langston Hughes's short story "Thank You, M'am" is that there is a need to show compassion because compassion can generate change. Hughes supports his theme through the actions of Mrs. Jones and through Roger's reactions towards her treatment of him.

In the short story, Mrs. Jones shows compassion when, after Roger tries to steal her purse, rather than calling the cops, she drags him home to her one-room apartment, makes him wash his face, and shares her dinner with him. All of these actions show that she perfectly empathizes with Roger's situation of growing up poor and practically abandoned. One of her most empathetic and compassionate moments is when she makes the following confession to Roger after he says he tried to steal her purse so he could buy blue suede shoes he wanted:

I were young once and I wanted things I could not get.

She further confesses that she too did things she was ashamed of, too ashamed to tell him about, too ashamed to tell even God. Her greatest, most compassionate moment is when she hands him the ten dollar bill from her purse so he can buy his shoes and tells him to behave himself. She does all of these things even though she is evidently very poor, showing us how much she is willing to sacrifice just to show compassion to one equally in need.

Though we are not told much about Roger's reaction, we are told he was rendered near speechless, so speechless "he barely managed to say 'Thank you' before she shut the door." His near speechlessness and ability to say "Thank you" show us he has been deeply moved by her compassion and generosity. For the first time in his life, he has seen that there are some people in the world who truly do care. This revelation will help him feel that his life is less of an uphill battle, which will help him behave himself, ensuring that he, too, will develop into the sort of person who can show compassion and generosity to those in need, just as Mrs. Jones did. 

When does Romeo discover he and Juliet are from feuding families?

Romeo learns that Juliet is a Capulet at the conclusion of Act I, Scene 5.

Interestingly, Romeo senses fate at the end of Scene 4 of the first act. As Benvolio, Mercutio, and Romeo make their way to the Capulets, Benvolio worries that they will be too late, but Romeo has a sense of something else:

I fear too early. for my mind misgives
Some consequence, yet hanging in the stars,
Shall bitterly begin his fearful date. (1.4.107-109)

Romeo has a foreboding that this night is the beginning of something that will end with his death: "...expire the term/Of a despised life...." (1.4.110-111).

Nevertheless, he decides to go along with Mercutio and Benvolio. Not long after they arrive at the party, Tybalt recognizes Romeo as a Montague, and he wishes to run his sword through Romeo. Fortunately, Lord Capulet prevents Tybalt's rash action.
In the meantime Romeo has approached Juliet and stolen a kiss from her. After this brief encounter, the Nurse approaches Juliet and tells her that her mother wishes to have a word with her. Juliet then departs and Romeo asks the Nurse who Juliet's mother is. The nurse replies in the beginning of a loquacious answer that the mother is the lady of the house. Taken aback, Romeo asks, 

                                    Is she a Capulet?
Oh, dear account! My life is my foe's debt. (1.5.117-118)

Romeo immediately has the premonition that his life is in the hands of his enemy.  

What are three different issues that increased tensions between the North and the South?

There were several issues that increased tensions between the North and the South. One of them was the issue of slavery. The South wanted to have slavery and wanted it to spread to new areas. The North was against slavery, especially the spread of it. These different viewpoints led to confrontations between northerners and southerners. Sometimes, these confrontations turned violent.

Another issue that increased tensions was the protective tariff. The South believed the protective tariff hurt southerners. The tariff made it more expensive for southerners to buy products. The North supported the tariff because it allowed the northern industries to compete with the European industries.

A third issue causing tensions was the issue of states’ rights. Southerners believed that states should have the right to nullify laws that hurt one region of the country while benefitting another region. Northerners were against this concept because they believed we were a united country and felt all laws should apply throughout the United States. It would also make it much harder for northern businesses to operate if there were different laws in different states. The South was very upset with the high protective tariff and wanted to nullify some of the tariff laws.

There were many issues that created tensions between the North and the South. These issues ultimately led to the start of the Civil War.

In the novel The Outsiders, how are the Socs and the Greasers different? Which group would be considered "right"? Who is the hero of the novel?

The Socs and Greasers both come from different social classes and tend to have different personalities and values. Members of the Socs come from wealthy families and enjoy special privileges. Since they drive nice cars and wear new clothes, they are viewed as more socially acceptable members of society when compared to the Greasers. Cherry also tells Ponyboy that most of the Socs are superficial and act too cool. The Greasers come from a lower social class and have a bad reputation throughout their community. The majority of Greasers come from broken homes and do not hide their emotions. They are more supportive of each other when compared to the Socs, and are a closer group of friends. Neither gang is "right" because both the Socs and Greasers attempt to solve their differences through violence. However, there are sensitive, thoughtful characters in both groups who denounce fighting. Hinton sympathizes with the Greaser gang more throughout the novel and several characters from the Greaser gang could be considered heroes. Johnny and Ponyboy save the lives of the children in the burning church, Johnny then saves Pony's life by pushing him out of the building, and Dally saves Johnny's life by dragging him out of the fire. Each of those characters could be considered heroes and they all are members of the Greaser gang.

How is the theme of love in the play Romeo and Juliet still relevant in today's society?

Romeo and Juliet seems intended to demonstrate it is only in youth that people are willing to give their hearts so completely to another. No doubt they are destined to be disillusioned, but perhaps the experience is worth the suffering that goes with it.

When I was one-and-twenty
      I heard a wise man say,
“Give crowns and pounds and guineas
      But not your heart away;
Give pearls away and rubies
      But keep your fancy free.”
But I was one-and-twenty,
      No use to talk to me.

When I was one-and-twenty
      I heard him say again,
“The heart out of the bosom
      Was never given in vain;
’Tis paid with sighs a plenty
      And sold for endless rue.”
And I am two-and-twenty,
      And oh, ’tis true, ’tis true.

      A. E. Housman, A Shropshire Lad

Later on in life people become more cautious about other people and commitments. They have learned by experience that everything changes, nothing lasts. King Claudius tells Laertes in Hamlet:

There lives within the very flame of love
A kind of wick or snuff that will abate it.  
                       Hamlet, Act IV, Scene 7

Claudius is a middle-aged man, and his and Gertrude's love for each other is a relatively tepid, middle-aged love. Romeo and Juliet's sudden love is "that first fine careless rapture" which is so strong they are willing to die for each other. That kind of love is not rare. Young people still experience it today. It is one of the main joys and sorrows of adolescence, and it is largely because of their youth and inexperience that they can indulge in it so unreservedly. Older people who read Romeo and Juliet or see it performed have two-dimensional feelings about it. They know Romeo and Juliet's love can't last. They know it is synonymous with youth. They know it is beautiful while it lasts, just as youth itself is beautiful while it lasts. 

Pyotr Ilyich Tchaikovsky wrote a famous overture-fantasy about Shakespeare's Romeo and Juliet. There is a love theme in that music which seems to capture the mood Shakespeare was trying to convey in words. There are five notes which go higher and higher up the scale and in volume until it seems as if the love those notes represent will soar into the stratosphere. The music is beautiful. The play is beautiful. The human love is beautiful — while it lasts. It was inevitable that Romeo and Juliet's relationship would end, either by death or because their love grew cold. The tragic aspect of Shakespeare's Romeo and Juliet is intertwined with — and just as essential to the story as — the love story.

How would you compare and contrast Ponyboy and Sodapop in S.E. Hinton's The Outsiders?

Sodapop is older than Ponyboy, and Pony describes him as a happy-go-lucky, handsome boy who lives a rather carefree life. Sodapop is easy to get along with and well liked by pretty much everyone. Sodapop is not very smart, however, and dropped out of high school to work at a gas station. Ponyboy is similar to Sodapop because they are both sympathetic individuals who have likable personalities. Also, Pony and Sodapop are tough kids who have experienced tragedy throughout life. Ponyboy is more intelligent than Sodapop and values education. Ponyboy is also less outgoing and more reserved than Soda. Unlike Sodapop, Pony's emotions are evident, and he does not hide his true feelings the way Sodapop does. Ponyboy also struggles to get along with his oldest brother, Darry, while Soda has a good relationship with him. They also have different interests. Ponyboy enjoys reading and watching sunsets, while Sodapop loves horses and races. 

How do you identify a substance (solid, liquid or gas), given the boiling and melting points?

There are three common states of matter: solid, liquid and gas (plasma is the fourth state, but is not so commonly encountered). We can use melting and boiling points to determine if the given substance is solid, liquid or gas, given the ambient temperature. 

The melting point is the temperature at which a substance converts from a solid state to a liquid state. Similarly, boiling point is the temperature at which a substance converts from a liquid state to a gas state. 

There can be a few different scenarios:

• The ambient temperature is less than the melting point and the boiling point: the substance is a solid.


• The ambient temperature is more than the melting point, but is less than the boiling point: the substance is a liquid.


• The ambient temperature is more than the melting point and the boiling point: the substance is a gas.

Thus, a knowledge of the melting point, the boiling point and the ambient temperature is enough to determine if a given substance is a solid, liquid or gas.

Hope this helps. 

What are the differences in how public health and private health services are funded, the sources of the funds, who can receive the benefits, how...

The answer to these questions may vary depending on what country the system is based. In general, public health services are funded by the government and function for "nonprofit." Funds are usually limited, especially for developing countries, and may be re-allocated to other sectors such as the private health system. The private health system, on the other hand, is composed of "for profit" institutions and funded by nongovernment organizations.

Public health systems are made accessible to the public as much as possible. They are more "community oriented" and usually bring supplies and health professionals together. However, eligibility for public health benefits may have restrictions in some countries such as requirements for citizenship and employment for non-citizens. Private health systems tend to be more costly (in terms of consultation fees, prescribed medicine and additional services that may be arguably unnecessary) and thus restrict access to their services.

A study comparing the two systems in various countries actually showed poorer practices and treatment outcomes in the private system, in general. For the public system, it was found to be less equipped in terms of apparatuses, medicine, and staff as well as slow.

What were the reasons why Filipinos hated Spaniards?

I am sure that during the colonial period that Spain was in the Philippines, which spanned three centuries, many Filipinos actually liked the Spanish, as the Spanish created an upper class of Filipinos who assisted the colonizers with ruling the islands.  However, this was not the case most of the time.  The Moros did not like the Spanish as they were Islamic and fought the Catholic Spanish.  Spain was unable to rule the island effectively due to the distance between the islands and Spain.  The encomidena system made many Filipinos into cheap laborers and the church gained more power at the expense of the Filipino people.  In the late 1800s, more Filipinos were able to study abroad in Europe and they brought back ideas of self-rule. One of the early fathers of the Filipino resistance movement was Jose Rizal, who was executed for treason in 1896.  More Filipinos chafed at the idea of not being in charge of their own country, and this led to open warfare between the Filipinos and Spanish before 1898.  

What is one African nation today that was previously a European colony? What were the effects of colonialism in that nation? Did the nation benefit...

One example of European colonialism in Africa is the colonization of the Congo by the state of Belgium. Belgian colonization was ultimately harmful to the Congo. Congolese people were forced to labor in Belgian rubber companies while facing violent abuse from state and company officials, and the land was exploited for its natural resources. Forced laborers who harvested insufficient amounts of rubber faced punishments including amputation, the kidnapping of family members, and sometimes even death. These laborers were forced to work such long hours that they were unable to cultivate their food supplies, and many starved to death as a result. The introduction of the rubber trade to the Congo additionally had a detrimental effect on local economies, as Congolese people were forced to work for and depend on Belgian rubber companies. Despite decades of attempted reform by the Belgian government, Congolese people began protesting and rioting against the colonization of their land in 1959. By 1960, the Congo was granted independence.

This example of colonization exhibits no apparent benefits for the colonized people. Belgian occupation resulted in the abuse, death, and exploitation of many forced laborers, and it wrecked local economies by creating a dependence on European companies.

What are the features of Elizabethan literature?

The Elizabethan Age refers to the reign of Queen Elizabeth I from 1558 to 1603, and is considered by some to be the Golden Age of English literature. There are a number of reasons for this rise in literature: Queen Elizabeth I was a famous supporter of the arts, England was thriving economically, and cultural imports from Italy supported the exploration of forms such as the Italian sonnet. This era is famous for its sonnets and plays, and the emergence of great writers like William Shakespeare. Elizabethan literature and drama draws heavily from themes of romance, particularly in its poetry, but also incorporated commentary on religion, politics, and society. Another feature of Elizabethan drama was the development of the tragicomedy, aided by Shakespeare's plays such as "All's Well That Ends Well" and "Measure for Measure."

What horrible thought does the grandmother have that causes the car accident?

As the grandmother rides with her ungrateful son, his disrespectful children, and his characterless wife on their way to a vacation in Florida, she describes an old plantation house she had once visited as a young woman.  She really wants to see it again, and so she invents a little story about the house having a secret panel behind which the original family's entire stock of silver is hidden.  It works, and the children beg their father to take them to see this mansion so that they can search for the long-forgotten treasure.  After a great deal of coaxing, an irritated Bailey agrees to take the family to see the plantation house, but as they traveled farther and farther down the road, the grandmother began to grow concerned, and the "horrible thought came to her."  It was "so embarrassing" that it caused her to physically jump, upsetting her cat, and causing the family's car accident.  The thought she'd had was that the house "was not in Georgia but in Tennessee."  Thus, she'd been leading her family down a dirt road for miles for absolutely no reason, and she knew this would anger her son greatly, and this is what prompted her reaction to this awful realization.

How did the Union and Confederacy compare in terms of resources, leadership, and military strategies in the period 1861-1863? Why was that...

The Union had a definite edge in terms of resources at the outset of the war. It had more food, industrial capacity, and people. It also had greater gold supplies with which to pay soldiers and buy weapons overseas. The North also had a navy with which to attack Southern ports. The South had a smaller population, and many members of this population were African slaves the South would not even consider arming until 1865. The South had farmland, but a lot of it was cultivated for cotton. The South lacked major gold supplies to pay soldiers or gain credit overseas, which was a moot point because the Confederacy lacked international recognition from Britain and France.  

The South had an advantage in military leadership. Robert E. Lee and Stonewall Jackson could not attack their home state of Virginia and stayed with the Confederacy. The Army of the Potomac had to endure the likes of George McClellan, who was overly cautious, and Ambrose Burnside, who was inept as a leader. It was only in the West that Northern generalship excelled under Ulysses Grant in the Tennessee and Vicksburg campaigns. The North did have Lincoln, who would eventually prove himself to be a better president than the South's Jefferson Davis, although he was hated by many in the North from 1861-1863.  

The South had the better strategy, at least initially. Its goal was to wear out the North and to fight a defensive war. This would have been the best strategy, as the Army of Northern Virginia was repulsed both times on Union soil in Antietam in 1862 and Gettysburg in 1863. The North, under Winfield Scott, had the better long-term strategy in the Anaconda Plan, however, which was to be a blockade of all Southern ports and for the North to control the Mississippi River. In 1863, the Union finally took over the Mississippi River with the fall of Vicksburg, and the ports were all closed with the fall of Wilmington, North Carolina in 1865. After 1863, Southern privations started to show themselves in the civilian population and on the battlefield, and more Southerners argued for peace.   

How can we link conflict theory to child poverty?

Conflict theory is one of the three main sociological perspectives.  It holds that all conditions and institutions in society come about through conflict between two or more groups within society.  Groups with different interests come into conflict with one another and whoever prevails in that conflict gets to make the rules for that particular aspect of society. 

If every aspect of society comes about because of conflict, then child poverty must be caused by conflict.  In the United States, at least, we can identify at least two types of conflict that cause child poverty.  First, we can say that child poverty arises from conflict between the poor and others.  People who are not poor want to keep the poor in poverty.  This ensures a cheap source of labor, allowing others in society to, for example, enjoy relatively cheap restaurant food and yard maintenance services.  The non-poor also set up rules that keep poor children from getting ahead so that those children will not be able to compete with their own children later in life.  In the United States, child poverty could also be linked to racial or ethnic conflict.  We know that disproportionate numbers of black and Hispanic children are poor.  Conflict theorists would say that these non-white children are poor because their race/ethnicity has lost out in conflict with whites (and perhaps with Asians).  In this view, racial and ethnic prejudice has caused conflict between these groups.  Whites have won this conflict and have set up a society that helps them prosper while making it harder for African Americans and Hispanics to do so.  This causes children from the two non-white groups to suffer from poverty more often.

In these ways, it is possible to link child poverty to the ideas of the conflict perspective.