What are the Administrative Search Exception issues relating to airline/airport security? How does the exception differ from usual requirements for...

We are all used to hearing about our Fourth Amendment rights as prescribed by the Constitution. The important condition in obtaining a warrant to conduct a search is “probable cause.” There has to be a compelling reason to believe that the person might possess something incriminating that a search would reveal.

But not all searches require a warrant. There are several situations in which officers can conduct a search without a warrant.

• They believe a suspect is in possession of something that could harm others.


• The suspect grants consent for the search.


• The suspect has been arrested.


• Something is in plain view.

Obviously, airport screening is a special situation. Potential terrorism endangers hundreds of lives when airliners are involved. So it is in the interest of public safety to search everybody that flies. This kind of search is called an administrative search exception. It would not be possible to obtain a warrant for everyone who flies, so everyone is searched even though there is no demonstrable probable cause. Lawsuits most often occur in this context when something illegal is found and prosecutors try to use it as evidence. Evidence gathered without probable cause can be thrown out.

I personally agree that it is appropriate to use the administrative search exception in situations like this because of the grave threat to human life. I also believe that people should be able to be prosecuted if illegal items are found, because consent to the search is implied by the fact that the suspect has entered the airport and attempted to board a plane, knowing they will be searched.

The Terry vs. Ohio decision states that officers may conduct a warrantless search if they have a reasonable belief that someone has or is about to commit a crime, or if they have a reasonable belief that the public's safety is endangered by this person. Sometimes this is referred to as "stop and frisk." For the same reason stated above concerning airport searches, I believe this ruling is appropriate. However, outside of the airport setting such a search must be well-justified by the officer.

Why does writing well matter?

Writing well is very important to anyone. First, people judge you by how well you write. Your education shows through your ability to craft a sentence well and your word choice. Also, the tone of a sentence can change even though the literal meaning can stay the same. For example, look at these two sentences below:

"Tim carved the turkey."

"Tim hacked the turkey."  

Literally, they are the same—Tim is using a knife on a turkey. The words "carved" and "hacked" have different connotative meanings, however; the former is associated with a more pleasant mental image, while the latter seems violent.  

Writing well is also important for clarity. The best writers always keep their target audiences in mind and never lose sight of their purpose, whether it is to inform, persuade, or entertain. After reading a piece of good writing, you should be able to tell exactly how the author feels about the subject.

Good writing should not be limited to syntax and grammar, however; good writing also means using punctuation properly in order to make the sentences easier to read. All of these skills take time and practice to learn and use well, but good writing is a skill you can take with you into any job.  

When asked at a seminar at the University of Virginia about the meaning of the title "A Rose for Emily," Faulkner replied, "Oh, it's simply the...

It is true, as Faulkner said, that Emily lives a life of unhappiness. Her only apparent lover, Homer Barron, deserts her, and she deserves some compensation for her life of unrequited love. However, the title could also suggest that giving Emily a rose is akin to paying homage to a lost time. Miss Emily lives in the only house left on a street that has now been turned over to garages. She is representative of decayed gentility. Faulkner writes, "Alive, Miss Emily had been a tradition, a duty, and a care; a sort of hereditary obligation upon the town." She is a responsibility that they must care for, so they let her get away with not paying her taxes and don't question her when she mysteriously purchases arsenic. She is someone people still feel that they must pay obeisance to, and that is what the title could suggest—paying homage to her as a relic of bygone days.

Are personal qualities the sole reason one becomes an outlier?

No. Innate talent is only one of the attributes needed to become an outstandingly successful person. Malcolm Gladwell begins with these definitions of “outlier:”

1. something that is situated away from or classed differently from a main or related body.


2. a statistical observation that is markedly different in value from the others of the sample.

We’re used to hearing the stereotypical stories of folks who overcome insurmountable odds to make their rags-to-riches climbs to the top of their fields. After Gladwell analyzes the histories of Silicon Valley computer geeks, Jewish immigrant garment workers, Asian rice farmers and math students, Korean pilots, and many more examples, he comes to another conclusion: the stereotype is a myth. There are almost always hidden advantages of some kind. Cultural legacies and perfect timing by the calendar can combine to produce the right people doing the right thing at the right time. Sometimes, it’s a matter of where you were born and when, and how much time you could devote to your project.

They are products of history and community, of opportunity and legacy. Their success is not exceptional or mysterious. It is grounded in a web of advantages and inheritances, some deserved, some not, some earned, some just plain lucky—but all critical to making them who they are. The outlier, in the end, is not an outlier at all (285).

In "The Lady of Shalott" by Lord Tennyson, who is imprisoned in Shalott? How do we know this?

"The Lady of Shalott" is a poem by Tennyson narrated in the third person. The poem opens by describing an idyllic scene with a river surrounded by flowers and trees running from Shalott to Camelot. On an island in the river there is a tower inhabited by an nameless "lady" who is is elegantly dressed and whose singing can be heard by people passing by the tower. 

In the first stanza of Part II, the narrator tells us that the Lady of Shalott is cursed and must constantly weave and never stop weaving to look down upon Camelot. She can watch the world as reflected in a mirror but looking directly at the outside world will cause the curse to kill her. Thus the curse keeps the Lady imprisoned in her tower in Shalott. We deduce this from information given us by the narrator. 

Describe the relationship that exists between light intensity and the rate of photosynthesis at any given temperature and carbon dioxide...

Plants and other organisms convert light energy into chemical energy during the photosynthetic process. The chemical energy is stored and later released to facilitate activities essential for the organism. Photosynthesis occurs when light mostly from the sun is absorbed by chlorophyll pigments. The chlorophyll pigments are found in the chloroplasts of plants. The light energy is used in the synthesis of organic compounds, resulting in chemical energy.

Light intensity is a factor that affects the rate of photosynthesis. Experiments and research show that increasing light intensity results in the increase of photosynthetic activity. However, the effect of increasing the rate of photosynthesis by increments in light intensity only lasts up to a certain point, beyond which any further increase in light intensity stops affecting the rate of photosynthesis. On the other hand, the reduction of light intensity has been shown to cause a decrease in the rate of photosynthesis.   

In "The Lumber Room" by Saki, how do the Aunt's efforts to punish Nicholas boomerang on her?

In “The Lumber Room” by Saki, the aunt’s plan to punish Nicholas goes awry in a number of ways.  After Nicholas finds himself “in disgrace” for putting a frog in his breakfast, the aunt arranges a day at the beach for the other children. She expects Nicholas to be distraught, but instead he informs her that the beach excursion will be a disaster because she did not listen to the complaints of the children.

While the others are gone, she forbids Nicholas from entering the gooseberry garden, and she spends her day ensuring that he stays away from the natural delights found within the garden walls. However, Nicholas has other plans for his day. He tricks the aunt into thinking he secretly entered the garden when, in reality, he is in the house enjoying an adventure in the lumber room.

The aunt is frantically searching for Nicholas within the garden walls when she falls into the water tank, where she is trapped. As she calls for help, Nicholas enters the garden and subjects her to a line of questioning, which tricks her into incriminating herself. Nicholas leaves her in the garden tank and returns to the house. A servant rescues her, the others return from their disastrous adventure, and the aunt pouts through an eerily quiet family meal at the end of the day.

The aunt’s plans to punish Nicholas boomerang because she wastes her day policing him, while he enjoys his adventure in the lumber room. In addition, she falls into the water tank, and the other children have a terrible day at the beach. She suffers punishment while Nicholas outsmarts her.

Where was King Richard III born?

King Richard III was born in Northamptonshire, England in 1452. Even though Richard III was king for only two years, he is one of England's most infamous rulers thanks to the lengths to which he went to gain and protect his throne.

Perhaps the most significant evidence of this is found in the way he treated his nephews—from whom he wrestled the throne. In an effort to ensure they never would come back into power, Richard III had the two boys (both no older than 12 years old) locked in the Tower of London. They remained there until they passed away, ensuring they would not be able to take Richard III's throne.

Richard III ascended to the throne in 1483. By 1485, he would be dead—having been defeated by Henry Tudor at the Battle of Bosworth. Tudor would later become King Henry VII.

Is The Duchess of Malfi a revenge tragedy?

First, we should think about the definition of a "revenge tragedy." The term was first used by the American Shakespeare scholar Ashley H. Thorndike (1871–1933) in a 1902 article "The Relations of Hamlet to Contemporary Revenge Plays." It has since become a common term in literary criticism used to elucidate the common characteristics of many Elizabethan and Jacobean dramas. The characteristics include

• a plot involving some form of revenge, usually for a past injustice


• a convoluted and action-packed plot structure


• madness


• disguise or other forms of pretense


• violent murders


• many characters dying in the fifth act


• extremely evil villains


• cannibalism


• highly wrought figurative language


• exotic setting (Italy, Spain, etc.)

The play is set in Italy. Ferdinand, the duke of Calabria, is a typical revenge tragedy villain. The plot is extremely convoluted and includes the ruse to send Antonio away and keep the children safe. Many of the characters are murdered near the end of the play.

Although The Duchess of Malfi does not have the classic plot arc of a single avenger seeking and obtaining justice for a past injustice, it has many of the other characteristics of revenge drama and, as a result, most critics consider it a revenge tragedy. 

Why does Paulo Freire title his book The Pedagogy OF the Oppressed instead of The Pedagogy FOR the Oppressed?

Freire's book is titled Pedagogy of the Oppressed because his thesis asserts that traditional education methods are responsible for creating and sustaining an oppressor-oppressed model. In this model, the teacher is an instrument of the oppressor, and the student is the oppressed. The word of indicates a state of being; this is the way things are. The word of is exploratory in nature, as Freire examines how students have become oppressed, and suggests that a radical shift in pedagogy is required in order to break the oppressor-oppressed cycle.

A pedagogy for the oppressed would indicate a prescription, either a solution for bringing a person out of oppression, or a method of creating an oppressed person. While Freire provides suggestions for upending pedagogies -- the most popular of which is what we now call the "flipped classroom" -- his purpose is not to prescribe a pedagogy, but to inspire teachers, students, and societies to break away from old models.

What are the main accomplishments of the Roman empire?

It could probably be debated for a long time what the most important accomplishments of the Roman Empire were, and even what constitutes "accomplishments" (many of the people conquered by Rome did not consider that an "accomplishment"). But there are certain things that Roman culture definitely did accomplish which would not be exceeded until centuries later.

The first was the Empire's stability. The Roman Empire persisted for over 1000 years even at the most conservative measure---over 2000 at the broadest measure including the Eastern Roman Empire. That is astonishing, and essentially unmatched by any other civilization. Their military strength and their ability to maintain national security was exceptional. Based on the Greeks, they essentially invented modern military discipline and chain of command, and their military hegemony maintained for centuries a lasting peace across Europe called the Pax Romana.

Romans also founded many cities which went on to become global megacities today, such as London. Their language, Latin, went on to be the foundation of almost every language in Western Europe.

The Romans established infrastructure such as roads and aqueducts that lasted centuries---in fact, some of it still stands. They invented concrete and book binding, and made significant advances in medicine. They had a postal system and a social welfare system. Their system of law and government became the foundation of almost all modern legal systems.

Much of the world as we know it today would not exist were it not for the Roman Empire, which may be why it continues to fascinate so many people millennia later.

In the novel, Tangerine, by Edward Bloor, what was the assignment for the science project?

At Tangerine Middle, the teachers like to assign a lot of cross-curriculuar projects, which means that the project applies to multiple classes.  For this project, the assignment counted towards both science and English.  Students were going to research topics that had to do with their science curriculum, but write the actual written assignments in English class.  The students were supposed to work in groups and choose any topic that had to do with any agricultural product that is native to where they live in Florida, which is a town called Tangerine.  This means that they could choose to study any plant that grows in their area.  

Paul Fisher convinces his friend Joey to join a group with Theresa, Tino, and Henry D. Theresa and Tino are brother and sister, and they tell the rest of the group that they want to do their project on a new type of Tangerine plant that their brother, Luis, invented, called the "Golden Dawn Tangerine".  They split the work up between the group members - Theresa and Tino will focus on Luis's invention, Henry will research the history of citrus agriculture in the state, and Paul and Joey will research the science behind what a tangerine is and how it grows.  

In the novel Fahrenheit 451, what are some dreams/visions/philosophies of Guy Montag?

Throughout the novel, Montag dreams of reading and understanding the texts that he comes across. Montag even visits Faber to ask for help comprehending the texts he had read. Montag’s motivation to read literature is driven by the fact that he has lived a meaningless life. After Clarisse helps Montag realize that his life is superficial and unhappy, Montag dreams of having a better life where he can thoroughly enjoy his relationship and occupation. After speaking with Faber, Montag has a passion for preserving knowledge and adamantly defends literature in front of Mildred and her friends. Montag then becomes an enemy of the state and flees the city where he joins a group of traveling intellectuals who teach him how to remember books. At the end of the novel, the city is destroyed by a nuclear bomb. After witnessing the destruction, Montag slowly begins his journey towards the city with the hope of rebuilding a better, literate society. Montag has a vision of sharing his knowledge with those who have survived the blast to start a new society that accepts intellectual thought.

In Hatchet by Gary Paulsen, what does Brian do with the eggs an animal laid outside his shelter?

Brian eats six of the eggs raw and then decides to store the rest to eat more slowly. 

When you are stranded alone in the wilderness, getting food can be very difficult. Brian is pretty clever in this area. In the matter of the eggs, however, he had cleverness and luck. Brian noticed something had been there, and then realized it was a turtle laying eggs. The eggs are a source of food and protein for days. 

More than eggs, more than knowledge, more than anything this was food. His stomach tightened and rolled and made noise as he looked at the eggs, as if his stomach belonged to somebody else or had seen the eggs with its own eyes and was demanding food (Chapter 10). 

Brian realizes he has no idea how to eat the eggs as he digs them out and makes a pyramid out of them. He has no way to cook them. He is grossed out at first, but before he knows it, he has eaten six of the eggs raw. 

He would store them in the shelter and eat only one a day. He fought the hunger down again, controlled it. He would take them now and store them and save them and eat one a day, and he realized as he thought it that he had forgotten that they might come. The searchers (Chapter 10). 

Brian buries the eggs in his shelter near his sleeping area. He soon gets over the gross-out factor because an egg is ready food. Brian needs food because he is still waiting for someone to rescue him.

This is an example of Brian's attentiveness and his ability to use opportunities. Brian never stops being on the lookout. He is not squeamish, either. He did not like eating the eggs at first, but he got over it. You have to do what you can to survive.

What is the turning point in The Story of My Life?

The turning point of The Story of My Life by Helen Keller occurs in Chapter IV, when Anne Sullivan, Keller's teacher, arrives at her house in Alabama. Keller writes:

"The most important day I remember in all my life is the one on which my teacher, Anne Mansfield Sullivan, came to me. I am filled with wonder when I consider the immeasurable contrasts between the two lives which it connects."

Before Sullivan arrives, Keller, who is struck with an illness as an infant that leaves her blind and deaf, struggles to express herself. She becomes frustrated and often has outbursts of temper, but there are no teachers near her house in Alabama who can help her.

After her parents are connected with the Perkins Institute, a school for the blind in Boston, they arrange for Sullivan to come to work with Keller. Sullivan is a wonderful teacher who uses Keller's interests to teach her to communicate using sign language and to read. Sullivan is the key to Keller's education, which later enables Keller to become a well-known author and activist. 

What might a 2016 Magna Carta look like?

Since the Magna Carta was a charter designed to protect the individual rights of barons and regular English citizens, you would want to focus on creating a document that pertained to the rights of individuals today.  The goal of the Magna Carta was to challenge the unlimited authority of kings as well, so you can also focus on areas where our government and individuals leading our nation have overstepped the power and authority given to them.

Some individual rights that are currently in the news today are the rights of gay people, transgender individuals, gun owners, women and minorities.  Compiling a list of problem areas of power and a list of rights that are being infringed upon or threatened would be a great way to create your “modern” Magna Carta.

Does the distance from the sun cause Earth's seasons?

The distance of the Earth from the sun does have an effect on the planet, but it isn't the primary cause of the seasons. For one thing, we know the Earth is closest to the sun in January, and farthest in July. If this was the only thing that determined the seasons, then we would expect July to be our "winter" and January to be our summer, but this isn't the case if you live in the northern hemisphere. 

The real cause of the seasons is the fact that Earth is tilted on an axis. This means certain parts of the Earth are oriented toward or away from the sun for extended periods at different times of the year. As an extreme example, you can imagine the Earth rotating on its "side" so the axis points toward the sun; this would cause an entire hemisphere to be in permanent night, and permanent winter, until the planet travelled far enough around in its orbit to reveal the other side of the planet to the sun again.

On the other hand, if the Earth had no axial tilt, there would probably be no seasons then, either, because the difference between the total amount of energy the Earth receives when it is closest to the sun and farthest away is virtually the same.

How is the theme of duality evident in A Tale of Two Cities by Charles Dickens?

A duality in literature refers to two opposing parts of the same whole. For example, good and evil are the two opposing parts of human beings. There are several dualities in Dickens' A Tale of Two Cities. 

The book starts by presenting a series of dualities:

"It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the season of light, it was the season of darkness, it was the spring of hope, it was the winter of despair" (page 3).

These dualities are meant to represent the duality of the French Revolution, which is both hopeful in its intent to curb the excesses of the French monarchy, yet it also brings despair with its turn to excessive bloodshed. 

At the beginning of the book, there is an explicit contrast between the duality of England and France. Dickens writes, "Spiritual revelations were conceded to England at that favored period" (page 3). Later, Dickens writes that "France [was] less favored on the whole as to matters spiritual than her sister of the shield and trident" (page 3). As France becomes embroiled in the chaos and bloodshed of the French Revolution, England remains the land of peace and a refuge from France. Charles Darnay must leave France and live in England to escape from his family's evil reputation as French aristocrats. 

Similarly, Sydney Carton and Charles Darnay are also presented as dualities. They are "so like each other in feature, so unlike each other in manner" (page 54). They look so similar as to be mistaken for each other, but they are different  in that Carton is disliked and disreputable, while Darnay is respected and adored (particularly by Lucie Manette). In the end, when Carton saves Darnay, Carton becomes good, and the two sides of this duality are reconciled. 

In "The Adventure of the Dancing Man" by Conan Doyle, when Elsie gave Abe the slip in Chicago, how did Abe know she went to London?

The fact that Elsie was unable to give Abe the slip in spite of going all the way to London is part of what makes "The Adventure of the Dancing Men" seem so uncanny. The reader does not know how Abe Slaney and his gang could have traced her to England, but nevertheless the reader believes that it was done. The name Chicago in those days was synonymous with lawlessness and criminal power. When Slaney is captured, he does not offer to explain exactly how he had managed to trace Elsie to London. He simply tells his captors:

It was only after her marriage to this Englishman that I was able to find out where she was. I wrote to her, but got no answer. 

The letter he wrote to her would have been the one that, according to her husband, caused her such alarm when it was delivered to his estate. In their first interview, Mr. Hilton Cubitt tells Holmes:

One day my wife received a letter from America. I saw the American stamp. She turned deadly white, read the letter, and threw it into the fire. 

She was horrified when she realized that Slaney knew where to find her, regardless of her having fled all the way to England and her new last name.

"The Adventure of the Dancing Men" was first published in 1903. Foreign travel from America was much lighter in those days than it is today. Elsie would have had to buy her boat ticket in Chicago and then travel by train to New York to disembark. There would not have been many places in Chicago to purchase a boat ticket in 1903, and Abe Slaney with his gang could easily have checked all of them in a single day. It should not have been hard to trace a young woman traveling alone in those days. Elsie would have needed a passport, and the agency where she bought her boat ticket would probably have insisted on verifying her name via her passport. Slaney could have found out in Chicago that Elsie had traveled to London. Then he should have been able to trace her through the official British records or the London newspapers when she married Hilton Cubitt. It would not have been hard to trace Cubitt to his estate, since he was an important man in England.

At their first interview, Cubitt tells Holmes that he met Elsie at a boarding house in London, where they fell in love. Cubitt makes it clear that Elsie was living under her real name and not an assumed name when he says:

There was an American young lady there—Patrick was the name—Elsie Patrick. 

We know that this was her real name because Abe Slaney uses the name of Patrick when he is confessing after being caught.

There were seven of us in a gang in Chicago, and Elsie's father was the boss of the Joint. He was a clever man, was old Patrick.

Slaney, through British connections or private detectives, should have been able to locate a record of the marriage between Hilton Cubitt and Elsie Patrick, especially in Britain, where records go back for many centuries. Then it would have been easy to find Mr. Cubitt's address. Perhaps the author, Sir Arthur Conan Doyle, gave Holmes' client the unique name of Hilton Cubitt because that would have made him that much easier to locate.

Why does Godfrey take a secret interest in the upbringing of Eppie, and how does he go about doing this in Silas Marner?

Godfrey takes a clandestine interest in the upbringing of Eppie because she is his real daughter, born of Molly, a woman whom he married secretly. 
Godfrey provides for Eppie by sending things and having things done in and around the cottage.

When Silas Marner appears at the Squire's in Chapter XIII, he has Godfrey's child in his arms. Marner seeks Dr. Kimble, who parts the guests and leaves to examine the woman who has collapsed in the snow. Before he departs, the doctor tells someone to find Dolly Winthrop to help with the child. Godfrey rides out to find Dolly, and to go to Marner's cottage to see for himself if Molly is alive or dead.

When he returns, having learned of Molly's death, Godfrey considers that now is his opportunity to woo Nancy Lammeter. But, he will not forget the child: 

As for the child, he would see that it was cared for — he would never forsake it; he would do everything but own it.

In Chapter XVI Godfrey "did very kindly by the weaver." Among other deeds, he sends the weaver an oaken table and nice beds, and he offers Silas and Eppie some good soil for a garden.
One day, after he has had the area near Silas drained, his brother Dunstan's skeleton is found at the bottom of the well that went dry from the draining. He had fallen in after robbing Marner of his gold. After returning this gold, Godfrey goes to Silas Marner's cottage in Chapter XIX and tells Silas Marner how sorry he is that his gold was stolen.
Years later, he asks if he may provide for Eppie:

"You'd like to see her taken care of by those who can leave her well off, and make a lady of her; she's more fit for it than for a rough life...." 

When Marner says that he does not understand, Godfrey asks to adopt Eppie. Silas tells Eppie to speak, saying "I won't stand in your way." But, Eppie thanks Mr. and Mrs. Cass and tells them she cannot leave her father: "I couldn't give up the folks I've been used to."

When he realizes that he no longer can take a secret interest, Godfrey tells Silas and Eppie the truth. But, this has no positive effect for him. Eppie insists upon living with Silas, who has been a real father to her. 

In what ways might RFID technology be used to serve customers better? What problems might arise? Do you think that the technology might be valuable...

RFID stands for Radio Frequency Identification. It is a type of wireless technology and basically has three components to it: a tag, a reader, and a computer system.

The tag consists of a microchip and radio antenna. The microchip in the tag contains essential information about a product or item. To transmit this information to a reader, the tag uses radio signals. After picking up the signals, the reader delivers the information to a computer system. From the computer system, companies can easily track the kinds of products consumers like to buy. This allows companies to position advertisements, sales, and product placements in stores according to their customer's preferences. Also, using RFID technology increases productivity: it is much easier to use, is more accurate, and less error-prone than traditional bar-coding. Thus, increased productivity leads to greater profits for companies.

As for consumers, the benefits of RFID technology are numerous. For example, it minimizes wait times at toll booths, and this in turn reduces traffic congestion during busy hours on a highway. In hospitals, nurses immediately know which medication patients need by referring to their RFID tags. At the store, customers can pay for their purchases by waving credit cards (embedded with RFID technology) under special readers. The most important benefit to consumers is the convenience they enjoy. Wait times at checkout lines will be reduced if customers can rely on RFID technology.

Companies can quickly replace perishable items or recalled items from the shelves; they can also replenish their shelves quickly when popular items run out. This will reduce customers' frustrations when they go to their favorite stores. Yet, with all these benefits, there may be some concerns about RFID technology.

The main concern centers on consumer or personal privacy. For instance, companies can use the technology to track the spending habits of consumers. The claim is that this helps companies tailor advertisements and product releases according to their customers' preferences. Yet, the concern lies in how the gathered information will be used and how many third parties the companies will share the information with.

As for implanting RFID chips into humans and animals, the technology may prove useful in tracking down Alzheimer's patients or even lost pets. Employees who work for government agencies that handle sensitive intelligence data can only enter specific buildings they have received clearances for; their implanted RFID chips will determine exactly what buildings they can enter. Meanwhile, for those patients who have heart conditions, medical professionals can keep track of and even disable pacemakers from a laptop, if necessary. However, this raises a frightening question: what if this technology is abused? It is a chilling thought that this technology can expose a patient to the prospect of sabotage, whether intentional or otherwise.

So, you can see that there are advantages and disadvantages to using RFID technology in our daily lives. For more, please refer to the links below.

Related to Chapter 11 of A People's History of the United States, what is a summary of Zinn's argument? What does Zinn think we should take away...

In Chapter 11 of A People's History of the United States, "Robber Barons and Rebels," Zinn's message is that starting in 1877, following Reconstruction, the government helped economic and political elites take control of the nation to create unprecedented economic growth. In the process, the elites and government took advantage of labor, including African-American, Chinese, and white labor. Immigrants in particular struggled while working under harsh conditions.

Zinn writes, for example, about the way in which the Presidents during this time did little to enact reforms to benefit most people, while they put into place policies to help business. In addition, the Supreme Court declared that corporations were "persons" and therefore entitled to protections under the due process clause of the 14th Amendment, while denying this protection to African-Americans. Zinn's message is that the government did and can collude with business interests to further the power of the elites while avoiding reforms to benefit the vast majority of Americans. 

What do Major Petkoff and Sergius contribute to the completion of the work?

Major Sergius Saranoff and Major Petkoff serve two major roles in Arms and the Man by George Bernard Shaw. They serve first as foils to Captain Bluntschli and second as obstacles to the romance between Captain Bluntschli and Raina.

The central plot of the play is a fairly simple romance. Raina and Captain Bluntschli meet and fall in love after Captain Bluntschli scales a drainpipe onto Raina's balcony while trying to escape the Bulgarian soldiers searching for Serbian stragglers. The first obstacle to their relationship is that Raina is engaged to marry Sergius. Secondly, Major Petkoff acts as the stern parent who might prevent his daughter from marrying what appears to be a poor mercenary, although the "chocolate cream soldier" eventually turns out to be a wealthy hotel owner, making all objections vanish. 

Both the Bulgarians also represent an aristocratic and heroic ideal, grounded in a romantic belief system and provincial cultural milieu and thus act as foils to the pragmatic, cosmopolitan bourgeois mercenary.

Two similar charges, when placed 2 cm apart, repel each other with a force of 44.1 N. Find the magnitude of either charge.

Hello!

This problem requires using Coulomb's law, one of the basic electrostatic laws. It states that for point charges `q_1` and `q_2,` which are stationary relative to each other, the electrostatic force is:

`F = k*(q_1*q_2)/r^2.`

Here `r` is a distance between these points and `k` is a constant which depends on the electrostatic properties of a medium in which the charges are reside. For air it is about `9*10^9 N*m^2/C^2.`

It is given that both charges are equal: `q_1 = q_2 = q.` Then:

`q^2 = (F*r^2)/k`  and  `|q| = r sqrt(F/k).`

Numerically it is:

`0.02*sqrt(44.1/(9*10^9)) = 2*10^(-2)*sqrt(4.9/10^9) = 2*10^(-2)*sqrt(49/10^(10)) =`

`=14*10^(-2)*10^(-5) = 1.4*10^(-6) (C).`

`C` is for the Coulomb, the Si unit for electric charge. Note that we transformed `2 cm` into `0.02 m` to use the proper units.

So the answer is: the magnitude of each charge is `1.4*10^(-6) C.` The sign of this charge is still unknown, charges may be both positive or both negative.

What is the overall theme of Bradbury's Fahrenheit 451 with two quotes with page numbers to support it?

One of the themes from the book is that when a society becomes too restrictive, trading pleasure for intellectual pursuits, it is not worth the tradeoff.  Societies need art, including literature, and intellectualism. 

In Montag’s society, books have been outlawed.  They are so illegal, in fact, that if you are found with them your house will be burned.  The firemen burn the houses, but it is only the books that burn.  The houses are fireproof. 

One explanation for why Montag’s society decided to do away with books is provided by Beatty, who is trying to get a woman who has been hoarding books to give herself up.  He tells her that the books have no point. 

"...Where's your common sense? None of those books agree with each other. You've been locked up here for years with a regular damned Tower of Babel. Snap out of it! The people in those books never lived. Come on now!” (Part I, p. 35) 

Montag does not accept this explanation.  He sees his society as lacking.  This is reinforced for him when he comes home to a wife who is an empty shell, and when his teenage neighbor asks him if he is happy and it never occurred to him to ask himself before. 

Beatty tells Montag that society is better off when no one thinks, and everyone is the same. 

You always dread the unfamiliar. Surely you remember the boy in your own school class who was exceptionally 'bright,' did most of the reciting and answering while the others sat like so many leaden idols, hating him. And wasn't it this bright boy you selected for beatings and tortures after hours? Of course it was. We must all be alike. (Part I, p. 55) 

Beatty easily dismisses the parts of society that Montag’s community eliminated as being unnecessary or detrimental.  However, we are shown a world where people regularly commit suicide, and watch television for hours but do not talk to each other.  They drive too fast in order to fill the emotional void left by their society.  Clearly education, books, and literature are actually important.

Note: Page numbers are from the 60th Anniversary Edition.

In Chapter 18 of Black Beauty by Anna Sewell, "Going for the Doctor," I'm stuck on a comprehension question. I have to read the excerpt...

John refers to John Manly, the coachman on Squire Gordon's estate. The reader is first introduced to John in Chapter 4, when Black Beauty goes to his new home. Merrylegs, another horse, tells him, "John is the best groom that ever was; he has been here fourteen years." In Chapter 5, the reader learns that John Manly is the coachman and lives near the stables in a house with his wife and child. He is a very fine groom, and Black Beauty says, "John seemed very proud of me; he used to make my mane and tail almost as smooth as a lady's hair." John is a skillful and kind groom who works very hard. In the excerpt in Chapter 18, John is riding Black Beauty to get the doctor, Dr. White, because Mrs. Gordon is sick. 

Are Hallows and Horcruxes connected to Celtic mythology?

Author J.K. Rowling has openly stated that parts of the Harry Potter books are based upon Celtic and British mythology, as well as Greek myth and the Bible. Hallowed items are very common parts of the folklore and mythology of the British Isles, with variances on the tale from place to place. The Irish-Celtic tradition tells a story of an ancient race of people who brought Four Treasures from the Otherworld to the island of Ireland. Among these Four Treasures are two items which have counterparts in the Deathly Hallows myth—the stone and the wand. The Stone of Destiny is supposed to "cry out" whenever the true King of Ireland is nearby, and the Spear of Lugh is an unbeatable weapon. The Resurrection Stone, of the Harry Potter series, does not have the same abilities as the Stone of Destiny, but it is quite probable that Rowling liked the idea of a magical stone and incorporated it into her work. The Elder Wand is plainly drawn from the Spear of Lugh, and variations on the myth describe the spear alternately as a staff or wand. 

The third Hallow, the Cloak of Invisibility, is drawn from a later mainland British mythology—the Arthurian legends. In this tradition, there are Thirteen Treasures of Britiain, including a mantle (also called a hood or cloak) which gave Arthur the power to be invisible. 

As for the Horcruxes, the idea of using a physical object to store a part of one's soul for safekeeping in the event of bodily death is most likely drawn from Slavic mythology—as opposed to British or Celtic—and the tale of Koscei the Deathless. Koscei is a character of Slavic mythology who is known for hiding his soul in various animal or object vessels. In one telling, he hides his soul in a needle inside of an egg inside of a duck inside of a rabbit inside of a locked chest! Only by destroying this vessel can Koscei really be killed. This myth might've made its way to the British Isles in one of the many waves of Northern European migration, or Rowling might've come across it in her own studies. 

The items Voldemort chose for his Horcruxes and their respective powers or special qualities may also be drawn from myth. Let's start with one which is reminiscent of the Koscei narrative—Nagini. Voldemort hid a portion of his soul in his magical pet snake, who could fight off or run from attackers. Again, this is a parallel to Slavic mythology, but snakes are such an important creature to Voldemort and the Harry Potter series that there's no better choice for an animal vessel.

As for the other six Horcruxes, several are highly reminiscent of British mythology. The Sword of Godric Gryffindor is special because it can only be summoned by a true Gryffindor and someone who is loyal to Albus Dumbledore. Swords are numerous in British mythology, and Gryffindor's sword has some parallels to the mythic Exaclibur or Caledfwlch. Only the true King of Britian could (variably) use, lift, or summon this sword.

Ravenclaw's Diadem, Slytherin's Locket, and Marvolo Gaunt's Ring do not have any precise parallels in British mythology, but these sorts of valuable items with special powers are a theme in many myths. Similarly, Hufflepuff's Cup does not have a precise parallel, but it does resemble many a mythic cauldron of British myth. Food and its multiplication are major themes in British myths, with several stories telling of magical cauldrons that multiply and/ or improve the flavor of any food put inside it. Hufflepuff's Cup does not multiply what is inside, but the copies of the cup from Gringotts Wizarding Bank's Vault multiply themselves when touched.

The diary and Harry do not have any parallels I am aware of in British mythology.

Just for fun, let's consider one more part of the Harry Potter series drawn from British mythology—wizard's chess! In the Harry Potter universe, witches and wizards enjoy passing the time by playing chess with figures who move themselves across the board as commanded. In British myth, Gwenddolyn (also spelled Gwenddolau) was a king and friend of Merlin who owned a golden chessboard with silver pieces who would move about it as instructed!

What lessons does Jess learn? Who teaches him those lessons?

I believe that the question is asking about Jess from Bridge to Terabithia.  That is an emotionally difficult book to read because the lessons that Jess learns are tough life lessons.  

One lesson that he learns is the value of true friendship.  When Jess first meets Leslie, he is not happy about her being in his class.  She beats all of the boys at their running competition, and Jess is not happy about it.  But as the story continues, Jess and Leslie become the very definition of best friends.  They love each other (non-romantic love), and they want the very best for each other.  Deep down Jess knows this, but he doesn't realize what Leslie means to him until he loses her.  When Leslie dies, Jess feels as if a part of himself has died too.  By losing Leslie, Jess learned exactly how fulfilling a true friendship is.  

Jess also learns a lesson about life and mortality.  Most kids don't think about death and their own mortality; however, Leslie's death teaches Jess that life is a gift that can be taken from anybody at any time.  

Lastly, I believe that Jess learns that he should keep pursuing his artistic passions.  Jess is a talented artist, but almost nobody encourages him to develop his talent.  Even Jess's father isn't encouraging.  

When he was in first grade, he had told his dad that he wanted to be an artist when he grew up. He'd thought his dad would be pleased. He wasn't. "What are they teaching in that damn school?" he had asked. "Bunch of old ladies turning my only son into some kind of a..." He had stopped on the word, but Jess had gotten the message. It was one you didn't forget, even after four years.

The only person that does offer encouragement to Jess is Miss Edmunds.  She praises his abilities and tells him to keep working at it.  She even takes him to the National Gallery, and Jess learns that his talents can be appreciated by others.  Through Miss Edmunds, Jess learns that he doesn't always have to hide his artistic talent.  

What mood is the author conveying in Jane Eyre? Does it ever change? If so, where?

Prior to Jane learning about Bertha Mason Rochester, Rochester's mad wife who he keeps locked up in his attic, the mood of the novel is mysterious, tense, and Romantic.  From Jane's belief that her uncle's ghost resides in the red room of her youth, to the terrible treatment she receives from her cousin, aunt, and Mr. Brocklehurst, to her certainty that there are secrets at Thornfield, the mood continues to be affected by the feeling that there's a lot that Jane—and thus, readers—do not know. When Jane seems to hear Rochester calling for her across the miles supernaturally, she declines St. John's proposal, and the mood's Romanticism comes to the fore. In the end, the mood feels just: Rochester pays for his sins in regard to his wife, and he can now love Jane as an equal or even as someone who needs her, rather than the reverse. Jane, having proven her own strength of mind to herself, can finally be happy in her egalitarian marriage built on mutual love and trust.

As told in The Story of My Life, how did Helen keep herself occupied during the journey to Baltimore?

An illness left young Helen Keller deaf and blind.  Her parents were determined to find help for their daughter.  After doing some research, her "father heard of an eminent oculist in Baltimore, who had been successful in many cases that had seemed hopeless" (The Story of My Life, Chapter III).  Hopeful, Helen's parents brought her on a train from Alabama to Baltimore.  They hoped the oculist could recommend a treatment for Helen's eyesight.  

Helen recalled many things about the train ride north.  Many passengers on the train befriended young Helen.  One woman gave her a box of seashells, which her father poked holes into so she could string them on a necklace.  The conductor allowed Helen to follow him around, and he even let her play with his ticket puncher.

Her aunt also came along with them on the journey.  To entertain Helen, she created a doll made from towels.  Helen described the doll as being "the most comical, shapeless thing, this improvised doll, with no nose, mouth, ears or eyes–nothing that even the imagination of a child could convert into a face."  Helen was particularly concerned about the doll's lack of eyes.  She pulled two beads off her aunt's cape, and indicated that she wanted eyes for her doll.  Her aunt sewed the beads onto the towel doll.  Helen stayed entertained for most of the trip, and she was in good spirits. 

I would say the tone of The Boy in the Striped Pajamas is very informal and questioning. There are a lot of words and details left out or obscured...

"Informal and questioning" is a very interesting way to describe the tone in The Boy in the Striped Pajamas.  Yes, this choice of wording in regards to the tone of the novel can be proved through quotations and examples.  Let us take each part of your description in turn.

In regards to the tone being informal, the reader has to remember that the speaker and narrator is an eight-year-old boy, Bruno.  A child of this age will almost always use an informal tone when speaking.  The most famous example of this from the book is Bruno's misunderstanding of certain words.  Most importantly, Bruno thinks the concentration camp Auschwitz is called "Out-With" and Hitler (or "the Führer") is called "the Fury."

In regards to the tone being "questioning," this can be proved as well.  Bruno is very inquisitive and curious.  We first find Bruno wondering why "the Fury" has to be invited to dinner.  Next, Bruno wonders why the family has to move away from their home in Berlin.  Later, Bruno wonders why the people across from his new house are all dressed in "striped pajamas."  Further on, Bruno gets even more interested, so he decided to walk the length of the fence.  In this way, Bruno meets Shmuel and creates a deep friendship in the midst of the Holocaust.  Even when Bruno enters the gas chamber with Shmuel, Bruno does not really understand what is happening.  He only knows that he needs to hold Shmuel's hand and to not let go because they are "friends for life."

How was Harriet Tubman fearless?

Harriet Tubman was a fearless woman. One reason why she was fearless was that she survived being a slave. She had endured horrible treatment, including having been beaten several times. She eventually escaped to freedom, leaving her entire family behind as she fled. Trying to escape to freedom was a very risky thing for a slave to do.

After she got her freedom in the North, she worked very hard to help other slaves, including her own family members, escape to freedom. She was actively involved in the Underground Railroad. She went back to the South a minimum of 19 times to help other slaves escape to freedom. There were offers of big rewards for her capture, but that didn’t stop her from taking the risk to help other slaves become free.

During the Civil War, Harriet Tubman worked with the North. She served as a nurse to help soldiers of all races. She also served as a spy and as a guide.

Harriet Tubman was clearly a very fearless woman.

Based on their experiences with the King of England, what might the people of the American colonies have wanted in an ideal government?

The colonists were not happy with the King of England. They believed he abused his power by denying them some of their rights and by not listening to their concerns. As a result, they declared their independence from Great Britain so they would be able to set up their own government.

There were several things that the colonists wanted in an ideal form of government. One thing was to avoid having a leader who would have too much power. They were very concerned a leader with too much power would act like the King had acted. Another thing they wanted was to have their rights guaranteed. They wanted their guaranteed rights to be written into the plan of government so everybody would know what those rights were. They also wanted to have a say in the making of laws and in the levying of taxes. These were huge concerns for the colonists when the British ruled them. They felt the British significantly restricted these rights.

There were several ideas the colonists wanted if they could have created an ideal plan of government.

In Saki's "The Storyteller," what is the "Bertha" story the bachelor tells?

In Saki's tale, the bachelor manages to entertain his youthful fellow passengers with an "improper" story during an especially uneventful train ride.

He tells a story about a perfectly behaved little girl named Bertha. Accordingly, Bertha is so impeccable that she is given three medals for being "extraordinarily good": one for obedience, one for punctuality, and one for good behavior. When the Prince of the country hears about Bertha's goodness, he decides to reward her with a walk in his private park once a week. No other children have ever won this privilege, so Bertha has received a tremendous honor.

The bachelor maintains that there are no sheep in the Prince's park, but there are plenty of pigs running around. Additionally, to Bertha's disappointment, there are no flowers in the park. The Prince has decided to have pigs rather than flowers in his park. The park is a magical place; there are ponds with colorful fish in them, trees with beautiful, talking parrots, as well as hummingbirds that can sing all the popular tunes of the day.

While Bertha is enjoying the park and marveling at her own goodness, a wolf enters in search of a pig to devour for his dinner. The wolf manages to spot Bertha immediately, and he makes for the terrified little girl. Bertha manages to evade him for a time by hiding in a thick myrtle bush. The scent of the myrtle is so strong that the wolf has a difficult time sniffing out his human prey. In the end, the wolf decides to leave, but just before he does, he hears Bertha's three medals clanging against each other.

Now that the wolf knows Bertha's exact location, he drags her out into the open and devours her to the last morsel. All that's left of Bertha are her "shoes, bits of clothing, and the three medals for goodness." When the bachelor finishes Bertha's story, he is inundated with praise from the children. All of them think that he's told a tremendously exciting story that ends beautifully. In short, Bertha's story is extremely popular with the children. Unlike the children's aunt, the bachelor is successful in his storytelling because he understands the psychology behind childish predilections and attitudes.

What are some language techniques in Romeo and Juliet that are about love?

When Romeo first sees Juliet and falls in love with her, he says,

If I profane with my unworthiest hand
This holy shrine, the gentle sin is this:
My lips, two blushing pilgrims, ready stand
To smooth that rough touch with a tender kiss.  (1.5.104-108)

Romeo says that his hand is unworthy of touching such a holy shrine, a metaphor for Juliet's hand.  Next, in another metaphor, he says that his lips are like two pilgrims, travelers who might journey to such a shrine, who can make things better with a kiss.

Then, once Juliet learns from her nurse that this man with whom she has fallen in love is a Montague, she uses a paradox to describe the strange situation, saying, "My only love sprung from my only hate!" (1.5.152).  How can it be possible that love can come from hate?  These two seem to conflict, not go together.  However, because we know that Romeo is the son of Juliet's father's great enemy, her love and her hate (theoretically) center on the same person: Romeo. 

Romeo steals into Juliet's garden, and, seeing her, he says, "But soft, what light through yonder window breaks? / It is the East, and Juliet is the sun" (2.2.2-3).  Romeo compares Juliet, via metaphor, to the sun, making it clear just how important he feels she is to him now.  Just as we need the sun to sustain our lives, Romeo feels that Juliet has become necessary to him.  In another metaphor, he refers to her as a "bright angel" (2.2.29).  His overwhelming feeling of love for her prompts him to make these comparisons.

Discuss one type of DNA sequencing and the steps involved in that method.

Probably the easiest method to understand is the Sanger method for DNA sequencing. In this case some standard techniques regarding DNA polymerase chain reaction (PCR) are used. The main difference here is that you must use a single stranded template to ensure you have the correct sequence.

First, we must understand what the key components are:

• DNA polymerase - an enzyme that works under specific conditions that binds nucleotide bases to a growing DNA strand on the 3' end based on a template it is running along.


• DNA Primer - a short strand of DNA that is hybridized to the target strand (already complementary to the target strand) that serves as a starting point for sequencing. You need this otherwise your DNA polymerase won't be able to construct a new DNA strand.


• Deoxynucleotides (dNTPs) - Standard deoxyribonucleic acid bases: deoxyadenosine, deoxyguanosine, deoxycytidine, deoxythymidine. These are the common elements of any DNA strand.


• Di-deoxynucleotides (ddNTPs) - These are the experimental add-ons. These are the standard 4 bases (A, C, T, G) but without a hydroxylated 3' end. This is important because once one of these bases is added to the DNA strand, synthesis is terminated.

Now, you put these elements together in a buffer with a single strand of DNA that you want to sequence. The primer binds to one end of the DNA template. The polymerase then can bind to the template and primer and start constructing a new DNA strand. The polymerase randomly selects normal deoxynucleotides and dideoxynucleotides and produces DNA until there is no primer left, there are no dNTPs left, or there are no ddNTPs left. Of course, in order to allow a full strand to be sequenced, there is a significantly lower concentration of ddNTP in the buffers than normal dNTPs. Also, you have to have 4 different buffers running at the same time (one with each ddNTP) or you must otherwise have a label for each ddNTP for an automated sequencer.

Classically, you use 4 different solutions, one for each dideoxynucleotide base, and each of these bases has some sort of label, such as radioactive phosphate or a fluorophore. You can then put a portion of each mixture into an electrophoresis gel (which sorts strands by size), and perform electrophoresis. The gel is then exposed to a photographic film, which is then developed to show where each A, C, T, and G are. Then, it is a simple matter of writing the letters from top to bottom!

What details are relevant to the outcome of the story "The Lady, or Tiger"?

Certain details about the nature of the king and his daughter are relevant to the outcome of the story "The Lady, or The Tiger?"

• In the opening paragraph the king is described as "semi-barbaric" and despotic as he agrees only with himself on matters. And, when everything goes smoothly, "his nature is bland and genial." However, when things do not go as he wants, he makes the "crooked straight," and he "crushes down uneven places."


• His daughter, the princess, is also semi-barbaric. She has the same passionate nature as that of her father, and she loves a young man with "enough of barbarism in it to make it exceedingly warm and strong." But, her lover is of a lowly station and not fit for a princess.


• The king learns that his daughter has this lover, who is of a lowly station.


• This semibarbaric king uses an "impartial and incorruptible" form of justice based solely upon Chance. When the accused is taken to an arena where there are two doors, he must choose one. If a ferocious tiger emerges, then he is torn to pieces as punishment for his guilt.

These details indicate that the king and his daughter both are capable of cruelty, and they are only partially civilized. So, even though the princess loves the young man, she is capable of cruelty, especially after she has seen her lover talking to another fair maiden.

Why should Jordan Baker be with Nick in The Great Gatsby?

This is certainly an intriguing, opinion-based question. One could argue for or against the idea that Jordan Baker should be with Nick. The two characters have many similarities. They are both outliers--two individuals who do not fit within common social constructs of the time. Nick has chosen not to follow in the footsteps of his family's lucrative hardware business, instead testing his prowess as a bond broker. He leaves behind a potential fiance and moves to the East Coast to pursue life as a bond broker. Jordan Baker does not follow social constructs of becoming a wife and mother, and instead is an accomplished and rather famous golfer. They are both independent and bent on making their own way in the world. 

Nick is certainly intrigued by Jordan from his first meeting with her. He talks about her pleasing face and graceful manner. Later on in the novel, they become confidantes and co-conspirators in trying to unravel the mystery of Gatsby. 

Both Jordan and Nick play a cursory role to the events that unfold around them. Neither of them is the cause nor the solution to the events of Gatsby's passions and Daisy's carelessness. They are witness to it all, but not able to affect the outcomes in any way. 

Their commiserations could provide a basis for a relationship, and their mutual respect and admiration for each other may sustain that relationship for a time. But their similarities might ultimately make them ill-suited for a romantic relationship. Both are independent and fiercely guarding their rights to live in worlds of their own choosing, apart from the gilded cages in which other characters in the novel find themselves. 

When did the Great Depression begin?

The Great Depression began right after the stock market crash on October 29, 1929. It lasted for about ten years from 1929 to 1939, which takes us to the beginning of World War II. So, why did the Great Depression happen?

Generally, the stock market crash was a big factor, although it wasn't the only one. During the era of the roaring twenties, many people bought stocks in order to make money. Others bought stocks on the margin, meaning that very little was put down (about 10%-20%) for the costs; the remainder (80-90%) was borrowed. Investors gambled on the fact that, once stock prices rose, they could sell the stocks, pay off their debts, and reap a nice profit from the sale. So, many investors borrowed substantial amounts of money in order to reap potential profits.

On the surface, the stock market was performing admirably in the roaring twenties. However, the truth was that the stock market was being fueled by speculation and consumer expectation rather than market fundamentals (meaning that public consumption of products was not keeping up with production). When shares began dropping in value on October 24th (Black Thursday), people began to get worried. They commenced selling their shares, hoping to cash in on any profits they could make. Eventually, others began to sell their shares as well. This began an avalanche of selling that eventually caused the stock market to crash.

So many stocks lost their value that companies were forced to lay off their employees. Almost 15 million people became unemployed during the height of the Great Depression. Many unemployed families also lost their homes, which caused a domino effect: as families defaulted on their mortgages, banks began to fail. Since deposits were uninsured at the time, this means that many people lost the money in their checking accounts. So, the less money people had, the less they could buy. It was a vicious cycle, and the United States didn't see any relief until President Roosevelt instituted some fiscal and social changes in the country and the second of the world wars began.

For more on the Great Depression, please refer to the links below.

Would a theme in To Kill A Mockingbird be there's goodness in everyone?

You're close to the mark here, but a little clarification is necessary. I think it would be more accurate to say that, in Harper Lee's To Kill a Mockingbird, everyone is capable of goodness (and, along the same lines, of achieving dignity). That said, being capable of goodness is not quite the same as being good.

Let's first take a look at how everyone is capable of goodness. As an example, consider Mrs. Dubose, the cantankerous and mean-spirited neighbor down the street. At first, we see Mrs. Dubose as nothing more than a vile old woman. As we get to know her, we learn she's a morphine addict struggling to kick her habit. As such, an apparently mean person can be seen as brave and, in a certain way, actually good. In this way, Lee seems to be saying that all people, even the meanest, most isolated people, are capable of performing good actions. As such, Lee is encouraging us to "walk around in other people's shoes" in order to see things from diverse perspectives and try to find the goodness everyone is capable of.

There is, however, one major exception to this rule: Bob Ewell. While most characters in the novel have complex layers, Bob Ewell is essentially evil. An abusive, alcoholic father, Ewell does not care for anyone or anything except himself, and he is primarily responsible for sending Tom Robinson to an unjust trial. He has no good qualities to speak of, and seems to be entirely content existing within a small world of ignorance and cruelty. As such, it would appear that, while everyone is capable of goodness in Lee's world, some people, such as Bob Ewell, are too blinded by ignorance and hate to make use of this capability.

Now, there is an important fact we must take into account when it comes to Bob Ewell: there is a rigid class hierarchy in Maycomb, and Bob Ewell is on the wrong end of it. Indeed, his family seems to have a history of extreme, abject poverty. As such, one could argue Bob Ewell is a product of miserable poverty made worse by an unequal society that has a history of preferring "good" families (i.e., families with money) to those who have a history of poverty. That's not to say Ewell should not be held accountable for his evil actions. Rather, it's just important to note that even this detestable character is a little more complex than he first seems.

Be that as it may, Lee seems to be saying everyone is capable of goodness, but some are too blinded by ignorance and prejudice to fulfill this capability.

What does the speaker mean by 'fair' in the first line?

The word “fair” comes at the beginning of the second stanza of “The Road Not Taken.” In the first stanza, the narrator sees two roads or paths ahead. He’s deciding which one to take. He looks down the length of the one that has been used more often, “Then took the other, just as fair.” Here the word means attractive, beautiful, nice, and maybe even favorable or promising. Although we get the impression that one of the roads is well worn and the other one has grass growing over it in neglect, the narrator spends the second stanza and half of the third assuring us (or himself) that in reality, the two routes are equal in appearance and in sustained foot traffic. His use of the word “fair” plays into this façade, since it can also mean average or impartial.

Anarresti society possesses a foundationally different economic base than Urrasti society. Analyze the economic base of Anarresti society and...

In Ursula Le Guin's The Dispossessed, Urras is like Earth and is made up of different socio-political regions. For example, A Io is a nation which relies on the capitalist, free-market socio-political model. However, it is an extremely stratified society, and individual freedom is lacking. Citizens are positioned in the social hierarchy based on the scope of their material wealth.

On the other hand, Anarres is Urras' moon, and the planet itself is inhabited by anarchists. Although the anarchist form of government allows for a collaborative and basically tolerant society, it is nevertheless imperfect. Some forms of elitist privilege occur at higher levels of society. For example, the scientists at the National Institute of Sciences at Abbenay enjoy certain privileges that others on Anarres cannot. Yet, Anarres exists as mainly a socialist system, where citizens trade for what they need at central depots.

Due to this type of economic system, the Anarresti people live an existence of mutual benevolence; to the Anarresti, the purpose of life isn't to accumulate wealth but to live simply and in peace with one another. In Anarres, the economic base, of course, is not sustained by a form of government-approved currency. Citizens have much more individual freedom than those on Urras. Citizens can freely choose what work they will perform. Essentially, Anarres is an idealized utopia which thrives on a decentralized, egalitarian form of government. Such a society relies on each individual suppressing selfish inclinations for the good of the community.

What Anarres contributes to the superstructure is to highlight the benefits of an anarchist-socialist society; conversely, it also highlights what can happen when an anarchist society is allowed to stagnate (technologically) and unofficial power structures or bureaucratic encroachment are allowed to develop without challenge within that social fabric. Left to itself, an anarchist society can well mutate into a competitive and bureaucratic nightmare. So, Anarres exists as an ideal society, but Le Guin does not deify it. The unique elements of individual freedom, gender equality, and communal economics imbue this type of anarchist-socialist system with specific advantages. Yet, Anarres is only a mirror which Le Guin has used to shine a light on the real problem that plagues any civilization: human nature.

For example, in Anarres, each citizen is supposed to share with his neighbor or with anyone who has a need. However, not everyone enjoys sharing just because he/she is socially expected to. The sense of ownership is a very strong one, and an anarchist society can, just as easily as a capitalistic society, descend into competitive and conflict-ridden chaos if ameliorative measures are not taken. Le Guin's book highlights the necessity for the free exchange of ideas between the anarchist and capitalist societies. It is clear, however, what the Anarresti economic base contributes to the superstructure: egalitarianism, tolerance, and gender equality.

What is Deuteronomy?

Deuteronomy is the fifth book of the Torah. There are five books of the Torah. They are Genesis, Exodus, Leviticus, Numbers, and Deuteronomy. These five books make up what is referred to as the Old Testament.

In the book of Deuteronomy, the Jewish people are preparing to enter the Promised Land. After forty years of wandering in the desert, Moses is preparing the people for a return to the land they left when they traveled to Egypt. Moses gives several speeches to the Jewish people, telling them what they can expect when they enter the land. He also reminds them of what they have been through and of their covenant with God. Moses is not allowed to enter this land because he struck a rock, instead of speaking to it, that was supposed to produce water. He dies near the end of this book, but he is allowed to view the land from a distance.

In The Merchant of Venice, how does Shakespeare use literary devices to create a vivid image of Antonio and Bassanio's friendship?

Act 1, Scene 1 is the first time we see Antonio and Bassanio interact, and in this scene we also see several literary devices that show us they are very good friends.  

Antonio's first words are to ask,

Well, tell me now what lady is the same / To whom you swore a secret pilgrimage, / That to-day you promised to tell me of.

From this we see that Antonio and Bassanio trust one another with their secrets, and that Antonio really cares to hear the latest news about his friend's life.  

Bassanio does not immediately tell Antonio about the lady, because he has a large favor to ask of Antonio, and he wants to make sure that he is free to ask it.  Antonio assures him:

... be assured / My purse, my person, my extremest means / Lie all unlocked to your occasions.

This is the literary device of foreshadowing.  "My person" means "my body."  Although Antonio could not possibly imagine it at this point in the play, his "person" will almost be "unlocked" (opened up) for the sake of Bassanio, when Shylock comes to take a pound of Antonio's flesh. 

Even with this assurance, Bassanio remains uncomfortable asking Antonio for anything, because Antonio has already lent him money, which Bassanio has failed to repay.  So in lines 140 - 153, Bassanio engages in a long metaphor.  He talks about how, as a boy, if he lost one arrow, he would shoot a second arrow after it.  Then going after the second arrow, he was often able to find the first.  In the same way, he says, if Antonio will lend him money yet again, Bassanio is sure this loan will allow him to repay all his debts to Antonio, or at least the latter debt.  

At this point, Antonio gets a little hurt that Bassanio is trying to motivate him with the hope of getting his money back; or, as he puts it, "to wind about my love with circumstance."  Antonio thinks his love for Bassanio should be motivation enough.  It should not have to be re-enforced with other considerations, like wrapping additional string around an already sturdy rope or chain.  This is a beautiful metaphor.  

Antonio adds that Bassanio is doing him a wrong "In making question of my uttermost."  Here, for those who know how the play will go, there is more chilling foreshadowing.  At this point neither man can imagine how far to the "uttermost" Antonio will have to go for the sake of his loyalty to Bassanio. 

Why should education be made a fundamental right?

If we want to live in a democracy with educated and participating citizens who each have a chance to succeed in life, then the way to accomplish that is to make education a fundamental right. In fact, in my opinion, that is the only way to achieve this goal.

A democracy is only as good as the people it represents, since the electorate makes choices about who will represent them. An uneducated and uninformed citizenry makes poor choices. This can result in a failure of democracy. It also explains why it is difficult to export democracy to countries and cultures where education is not a fundamental right. Good democracy is a skill that must be learned. 

A democracy should want a happy and self-actualized citizenry so the democracy will be productive and stable. People who are more educated tend to be happier and more productive because they have the wherewithal to solve problems and think critically, making better choices and finding pleasure in productive and challenging work. They also tend to be more self-actualized, as their education provided a good set of tools with which to become that way.

Finally, education is usually the best way up the socioeconomic ladder. It can break the cycle of generations of poverty, allowing young people to begin a new cycle of, if not prosperity, than at least not abject poverty. We all want our children to succeed more than we have, and education is a way to accomplish this. Without the right to education, this cannot happen very often.  

John Dewey, one of the greatest educational philosophers in modern history, wrote an entire book entitled Democracy and Education a hundred years ago. I have included the link to it below. You might want to read some of his ideas, too, about why education must be a fundamental right.  

In Shakespeare's Hamlet, what is Hamlet's complaint in his first soliloquy?

Hamlet gives his first soliloquy in Act 1, Scene 2, and it's here that we learn of his depression, his suicidal tendencies, and (most importantly) his scorn for his mother's decision to remarry. Indeed, Hamlet's complaint within this soliloquy is not only that his mother remarried, but that she chose to remarry so soon after his father's death. Take, for instance, the following lines: "That it should come to this! / But two months dead! Nay, not so much, not two" (139-140). Following these lines, Hamlet shifts his attention from his contemplation of suicide and his general displeasure with the state of the world to a more focused complaint against his mother's swift second marriage. The rest of the soliloquy picks apart this fact, as Hamlet condemns his mother for her decision. For instance, Hamlet says, "O God! a beast that wants discourse of reason / Would have mourn'd longer" (153-4), and his decision to compare his mother to a beast shows us just how angry he is. As such, in this soliloquy it's safe to say that Hamlet mainly complains about his mother's decision to remarry and the speed with which she made this decision. 

Provide an analysis of The Phantom of the Opera.

The play version of the Phantom of the Opera is based on a French novel by Gaston Leroux, published in serial format from 1909-1910. The novel is in part based on true stories and myths about events that took place in the Paris Opera. 

Much of the analysis of Leroux's book and the play has been through a psychological lens. Christine, the main character, is asked to turn to the dark side in order to achieve greatness as a singer. She must abandon her regular life and her boyfriend to go to a literal and metaphorical land of seduction and darkness. Christine, who is a Christ-like figure, must sacrifice herself to Erik, who is a devil-like creature who dwells in darkness, to achieve greatness as an artist.

This story is the classical choice between good and evil, and it can be analyzed through the writings of Jung, a psychoanalyst who studied good and evil. Jung believed that evil was one side of the devil and that evil was not separate from humans but something that dwelled within them. People often cast the idea of evil onto others through a process that Jung referred to as casting a shadow. In a Jungian analysis, Christine's association with Erik, the phantom, can be analyzed as her process of casting her own shadow onto Erik. In other words, Christine has both evil and good within her. Her sense of evil comes from her willingness to do anything to become a great singer, while her sense of goodness comes from her love for Raoul, her boyfriend. In the end, by recognizing Erik, the phantom, she becomes whole again and is no longer threatened by him. Instead, Erik lets her go, with a promise that she will return when he dies. The phantom can be seen as an extension of herself and of her own evil desires. 

What is an example of how an effort to please one group of stakeholders eventually pleases all stakeholders?

One excellent example of this is the efforts to reduce carbon footprints. Originally, these were corporate social responsibility initiatives undertaken for ethical reasons. These actions benefited all stakeholders, including employees, shareholders, customers, and suppliers by helping to ameliorate global climate change.

Reducing energy consumption, though, had major other benefits. Energy costs money. Reducing energy use by such tactics as passive solar design, installing solar panels in parking lots, changing to energy-efficient light bulbs,  turning off lights automatically when they are not in use, and other energy-saving steps cuts costs. Reducing a firm's energy costs means either greater profits or the ability to pass cost savings on to customers. 

One specific example of this is installing solar carports in warm sunny climates such as the southern and southwestern United States and southern Europe. Placing solar panels in parking lots not only generates energy but shades cars from the sun. This means that customers, employees, and other visitors get the benefit of shade for their cars and the company gets the energy generated by the panels. 

What message does The Help send, in terms of injustice and the nature of humans in terms of injustice?

The message that The Help sends in terms of the nature of humans who face injustice is that people will fight against injustice any way they can. The characters in the book who are African-American domestics in Jackson, Mississippi, in 1962 are in a position of very little power in the white society, but they often find ways to fight injustice. They aren't allowed to speak back to their employers, but they find other ways to express themselves. For example, Minny, an African-American maid, gives Miss Hilly, a white woman who uses gossip as a weapon against the maids, a cake laced with feces. More importantly, the maids work with Skeeter, a sympathetic white woman, to construct a narrative of what their lives are like, providing insight into the lives of African-American domestics to an audience outside the south. 

Skeeter and the other women also work against injustice against women. Though Skeeter is pressured to get married, she decides instead to work as a writer and refuses to get married just because it's conventional. There are many layers of injustice in the society portrayed in the book that involve race, gender, and their intersection, and though the characters are affected by these societal power dynamics, they also find ways to work together against them. 

What are the major events that summarize The Prince and the Pauper?

The major important events will differ slightly from reader to reader, but I will list out (in no particular order) some of the events that I believe are crucial to the story as a whole.

• Tom and Edward are both born. They are born to different families, but have a striking resemblance. Tom is poor, and Edward is rich. 


• Tom goes to the palace, is attacked by a guard, and is invited into the palace by Edward.


• Tom and Edward decide to swap places for a bit, but Edward winds up being kicked out of the palace by mistake.


• John Canty kills Father Andrew.


• King Henry VIII dies. 


• Tom begins ending Henry's reign of terror by pardoning people. 


• Edward is captured by John Canty and his gang . . . several times.


• Miles Hendon saves Edward . . . several times. 


• Tom and Edward are reunited and convince everybody that they did indeed switch places. Edward is made king, and he gives Miles and Tom royal titles and makes them rich.