Why does Bud always introduce himself as Bud, not Buddy?

Bud always introduces himself as "Bud" because that is his name.  

Bud's mother named him Bud, not Buddy; therefore, Bud wants to be called what his mother named him.  Most of chapter five is a flashback to when Bud's mother was still alive.  A large section of the flashback contains her explanation as to why she named him Bud.  

"Especially don't you ever let anyone call you Buddy, I may have some problems but being stupid isn't one of them, I would've added that "dy" onto the end of your name if I intended for it to be there. I knew what I was doing, Buddy is a dog's name or a name that someone's going to use on you if they're being false-friendly. Your name is Bud, period."

Bud's mom is quite passionate that people call him Bud.  In order to honor his mother's wishes, Bud makes it clear to people that he is to be called Bud, not Buddy.  

Bud's mother further explains her liking of the name Bud.  She explains to Bud that a "bud" is a "flower-to-be."  She goes on to explain that is what Bud is.  Someday he will show the world exactly how awesome and beautiful of a person that he is.  

On a personal note, I love that section of the book.  My name is Jonathan.  Not John.  John is my dad, my grandpa, and my other grandpa.  I'm not joking about this next part.  My mom always told me that if she wanted people to call me John, then she would have named me John.  My name is Jonathan. I completely understand Bud not wanting to be called Buddy. 

What are the main themes in the book: "The Magician's Nephew" by C.S. Lewis?

"The Magician's Nephew" is a book in the series "The Chronicles of Narnia" by C.S. Lewis. While it occurs chronologically first in the series some people prefer to read it sixth as a prequel to the first five books.

"The Magician's Nephew" centers around the story of the creation of the world of Narnia and sets the stage for the events that occur in "The Lion, the Witch and the Wardrobe". The book "The Magician's Nephew" has often been cited as a parallel story-line to the beginning of the book of Genesis, in which a perfect world is created and then altered by the entrance of temptation and evil.

Temptation is a key theme in the book, as the main characters, Digory and Polly, face temptation in various situations and succeed and fail in overcoming it. This theme of temptation is based on an underlying theme of definitive good and evil, which in the book "The Magician's Nephew" is understood within the simplicity of the newly created realm of Narnia. Good and evil are separate and well-defined.

Another theme found in the book is the importance and impact of every individual's choices. Digory learns in the book that his choice to do good or to do evil impacts not only himself but the very world he lives in.

"The Magician's Nephew" is a tale that seems sweetly simplistic at first but upon deeper consideration contains profound truths about humanity illustrated through the fantastical world of Narnia.

In "Lumber Room" by Saki, how does the aunt try to prevent Nicholas from entering the gooseberry garden?

In “The Lumber Room” by Saki, the aunt spends her day attempting to keep Nicholas out of the gooseberry garden.

The aunt had many other things to do that afternoon, but she spent an hour or two in trivial gardening operations among flower beds and shrubberies, whence she could watch the two doors that led to the forbidden paradise.

After Nicholas outwits the adults, he is left at home with his cousins’ aunt while the other children are treated to an expedition to the beach. The aunt is intent on teaching Nicholas a lesson, but her plans backfire. As part of the punishment for being “in disgrace,” Nicholas is forbidden from entering the inner walls of the garden. To insure he does not find his way into the garden, the aunt guards both of the garden doors by doing simple outdoor tasks. 

Nicholas has no intention of entering the area, but he tricks the aunt into thinking his intent is to defy her ultimatum. She stays vigilant until Nicholas seems to disappear. He is in the house exploring “The Lumber Room.” Eventually, she realizes he is gone, and thinks he scaled the garden wall. She runs into the garden and falls into the water trough.

In the end, who is punished, Nicholas or the aunt?

What are some differences between the heroes in Elizabethan tragedies and Greek tragedies?

In Greek tragedy, a hero is carefully defined – falling from a high place, tragic flaw, catharsis, etc. – as defined and illustrated by Aristotle in The Poetics.  By Elizabethan times the term “tragedy” had become somewhat looser, describing a genre in which persons suffered various inequities (some of which – Macbeth and King Lear, for example – still fulfilled the Greek definition, and some which do not – Romeo and Juliet and Troilus and Cressida, for example).  These tragic heroes were more dramatic constructions to tell a story on the stage, rather than a quasi-religious icon of a philosophical world view.  Elizabethan heroes were more complex in their motives, in their psychological make-up, in their social standing, part of the "commodity" of theatre, rather than part of the ritual to honor Dionysus, as Greek tragedies were. Finally, the very term "hero" becomes rather ambiguous in Elizabethan drama, because whole societies were not necessarily affected, as kingdoms were in Greek tragedy.  

How do prose and poetry interact in Tales of Ise?

Ariwara no Narihira's Tales of Ise is a type of Japanese literature called uta monogatari, a sub-genre of monogatari (an epic narrative using extended prose) that combines waka poetry and sections of prose. In this particular case, the poems make up the bulk of the "narrative," with the prose occurring very briefly, usually only to establish the scene, introduce the next poem, or comment on a poem's composition. In many instances, these narratives start with the same beginning: "Long ago, there was a man" (or, "Mukashi otoko arikeri"). Because of the way that it is arranged, the book lacks a traditional plot, and the sections are best connected through the presence of a narrator. The book consists of 125 sections with a total of 209 poems. 

How is Pokemon Go affecting real estate and the housing market?

Currently restaurants, bars, and coffee shops that have Pokestops in them are benefiting from Pokemon go.  Personally I have stayed at a coffee shop for over an hour, buying multiple coffees purely because I wanted to use the Pokestop for lures.

Apparently there is an application process to become a Pokestop.  But the processes is slow, and it is not guaranteed that your location will become a Pokestop.  As long as Pokemon Go continues to be the most popular game in the world, I expect casual sit-down places that have Pokestops will see an increase in their value.

Yelp already has a Pokestop filter on their website.  If you want to find a place to eat/drink and play Pokemon, you can! It's a dream come true.

In the housing world, people have used Pokestops as an advertising point for apartments and sublets in major cities.  I have friends that live on top of a Pokestop; I live .5 miles away from the closest Pokestop.  Many players like me would be willing to pay a little more money to live at apartments closer to Pokestops.  The demand is there; now realtors are starting to catch on and use it as a selling point.

This article gives some more interesting examples of Pokestops in the housing market.

How does Lucy die in the poem "Lucy Gray" by Willam Wordsworth?

Little Lucy Gray became lost in a snowstorm as she set out while carrying a lantern in order to meet her mother and direct her way home from the town.

Wordsworth's poem about the little girl who became lost in the gray sky and white snow-covered earth is a lyrical ballad comprised of quatrains in sixteen stanzas. The rhyme scheme of abab lends a simple rhythm that allows a tale to be told.

In his poem, William Wordsworth has immortalized the little girl who, under her father's direction, was sent out in the afternoon with a lantern to help her mother find her way home, but a snowstorm came prematurely under gray skies, and the child herself became lost. Now, the poet places her in Nature as a little spirit that lives in an ethereal realm:

That you may see sweet Lucy Gray
Upon the lonesome Wild.

O'er rough and smooth she trips along,
And never looks behind;
And sings a solitary song
That whistles in the wind.

Indeed, there is an eternal quality given to Lucy as her song is carried in the wind and, like a spirit, she is sighted on the Moors. There is also a poignant tone to this poem as Lucy's traumatic experience is recounted. 

How can I learn to look at a quote from the Epic of Gilgamesh and identify the characteristic or term being used?

Many of the common literary terms appear far more complicated than they are. They are basically intended to describe patterns you can find in words, just as terms such as "circle" or "rectangle" describe physical patterns.

The types of patterns described by literary terms are often divided into "figures of sound" and "figures of thought." "Figures of sound" deal with patterns such as rhyme, regular rhythms, and other repeated sounds such as alliteration (the repetition of consonant sounds as in "Peter Piper Picked a Peck of Pickled Peppers"). As you are reading Gilgamesh in translation rather than in the original Akkadian, it's difficult to get sense of how the original text used specific figures of sound, although you will get some sense of how it sounded by listening to it read aloud in the original Akkadian. 

The second types of patterns are "figures of thought," which have to do with grammatical patterns or patterns of ideas. Climax, for example, means arranging ideas in order of increasing importance, i.e. in the form X is good, Y is better, and Z is the best." A very common version of climax is a three part structure, called a "tricolon crescendo" (roughly three-part increase in intensity). A typical example of this in Gilgamesh is found in the Prologue: "He saw the Secret, discovered the Hidden, he brought information of (the time) before the Flood." Here we have three parallel phrases, each more important than the preceding one. 

Another common type of figure of thought is comparison, trying to illustrate something by comparing it to something else. There are two main figures of comparison, similes, which use comparative words such as "like" or "as," and metaphors, which do not use explicit comparative terms. For example, the author emphasizes Enkidu's strength by saying: "his strength is as mighty as the meteorite"; since this uses the word "as," it is a simile. 

Which country gained the most power during imperialism? Why?

The question considers which country gained the most power during imperialism and why. A good starting point is the definition of imperialism (see reference to Merriam-Webster below). 

The question requires substantial narrowing to be worth addressing, as arguably all nations pursue a certain amount of imperialism as they grow in power. Additionally, the concept of imperialism can be applied to any situation in which a dominant culture uses mechanisms of power and influence to control people in other cultures (i.e. even within a particular nation). That being said, the question most likely refers to the rise of nations during the age of imperialism from the 19th century to the present. In this context, the contenders are Great Britain if we limit ourselves to the period of direct colonization, and the United States if we extend this to the de facto control exercised during the superpower era starting after the Second World War in 1945. The “why” for these statements, that is the proof of them, rests on measures of breadth and depth. That is, how many nations and people came under the control of these powers, and how thorough was/is this control. 

These measures are easier to assess during the colonial era, as clear statistics are available as to who controlled whom, how many people were involved, and how the mechanisms of government were linked between imperial ruler and colonial ruled. In that era, Great Britain’s reach was clearly broadest. As it was said, the sun literally never set on the United Kingdom at the end of the Victorian era. In the 1600’s, England vied with France, Spain and the Netherlands as primary contenders for colonies and resources in the areas of the world which were becoming accessible through ocean travel. Germany and Italy were late entrants to this contest, owing primarily to their not unifying as nation-states until late in the 19th century. However, by 1930, England had evolved into Great Britain, and its pre-eminence in world dominion was clear. In that year, the British Empire comprised over 13 million square miles of territory and over 450 million people. Governance in these areas ran the gamut from democratic institutions in England itself, to representative structures under the ultimate control by the monarchy in others (e.g. Canada and other “dominions”) to tolerance of local control over non-strategic matters as long as they didn’t interfere with the economic and military imperatives of the British rulers (most of the colonies). By comparison, French holdings were also dispersed globally (Asia, Africa) but did not encompass anywhere near the same number of people or resources.

 After World War II, the United States largely took up the mantle of global rule. As the dominant world “superpower” and the only effective counterbalance to the rising power of the post-war Soviet Union, it took it upon itself to engineer world affairs in furtherance of various interests. The application of the term imperialism is harder to measure in direct, tangible statistics in this era, as the mechanisms of control between the US and the rest of the world are not institutionalized in direct legal structures. Instead, relationships between the US and the various other nations are represented as “alliances,” or “friendships.” Arguably, de facto control of high-level domestic and international policies for these countries is exercised through a variety of international institutions (e.g the IMF, the United Nations, and others) in which the “influence” of the US is strong or even dominant. There are also numerous examples of direct US intervention in local political and economic affairs in furtherance of US strategic or business interests (Vietnam, Chile, Central America, and more recently Iraq and Afghanistan).

 It should be noted that this is a highly contentious subject, and the literature arguing the degree of imperial control by the US is massive. The student should acquaint her/himself with this material and form their own opinion as to the extent, impact, and (in)appropriateness of imperialism in the modern era.

What are 3 of the most significant examples of courage demonstrated in To Kill a Mockingbird?

Three significant examples of courage demonstrated in To Kill a Mockingbird are (1) the stand-off at the jailhouse with Atticus and the Old Sarum Bunch, (2) the appeal by Atticus to the consciences of the jurors as he exhorts them to follow the Constitution and their consciences, and (3) Arthur Radley's heroic defense of Jem when he is attacked by Bob Ewell.

1. Jailhouse stand-off

When a number of cars with the Old Sarum Bunch pull up, Atticus, who sits in an office chair in front of the jail where Tom Robinson is held, calmly folds his newspaper and stands up. Mr. Walter Cunningham tells Atticus, "You know what we want." Atticus suggests that they leave, saying, "Heck Tate's around somewhere"; however, one of the men contradicts Atticus: "Heck's bunch's so deep in the woods they won't get out till mornin," implying that the sheriff has falsely been called away.
Although his hands shake when he hears that the sheriff is gone, Atticus's voice remains calm. "Well then,...that changes things." But, Atticus does not move out of the mob's way.

Fortunately, Jem and Scout, who have come to find their father, refuse to go home and after Scout speaks to Mr. Cunningham with such words that remind Mr. Cunningham of the kind acts of Atticus toward him, he tells his men, "Let's clear out....Let's get going, boys."

2. Atticus's appeal to the jurors to follow their consciences and the Constitution

After all the vilifications about Atticus by citizens in the town, as well as his acquaintance with the conventions of the townspeople, it is a courageous man who makes an appeal in court to the jury before the citizens of Maycomb that contradicts their beliefs and culture. Reminding the jury of the American courts' being the "great levelers" in which "all men are created equal," Atticus addresses them:

"Gentlemen, a court is no better than each man of you sitting before me on this jury....I am confident that you...will review without passion the evidence you have heard, come to a decision, and restore this defendant to his family. In the name of God, do your duty."

3. Arthur Radley's act of bravery

When Boo Radley hears what goes on outside his window, he apparently investigates what has caused the Finch children to sound distressed. Without hesitation, then, he rushes outside, wrestles with their attacker, Bob Ewell, and the vicious man is stabbed by his own knife. After saving the children's lives, Boo carries the children home. It is a grateful Atticus Finch who says, "Thank you for my children, Arthur."

A shop sells matching hats and scarves. The scarves cost 1.5 times as much as the hats. Write two patterns that could represent the costs of 1, 2,...

Hello!

It is not that clear whether you need costs of hats and scarves separated or combined. Let's make all.

We don't know the price of a hat, and should imagine it. Let it be $10. Then one scarf will cost 1.5*$10=$15, and a pair will cost $10+$15=$25. The prices for several items will be as follows:

Number of pairs   Cost of hats   Cost of scarves   Cost of pairs
1                          10                15                      25
2                          20                30                      50
3                          30                45                      75
4                          40                60                     100
5                          50                75                     125

The cost of several hats follows the rule "add 10", of scarves "add 15" and of pairs "add 25" (all that numbers are not surprising and coincide with the prices of one item). Therefore to find the cost for the next quantity, 6, we need to follow the same rules:

6 hats      cost    50+10=60($),
6 scarves cost    75+15=90($),
6 pairs     cost  125+25=150($).

What are some quotes from the novel "The Lord of the Flies" that depict how Jack uses fear, ritual, and violence to gain and maintain control of...

In Chapter 8, Jack and his hunters kill a pig and decide to sever its head as a sacrifice to the beast. Leaving the head of a pig for the beast would be considered a hunting ritual that also serves as a way to promulgate fear. Jack tells the boys,

"This head is for the beast. It’s a gift" (Golding 197).

In Chapter 10, Jack tells his savages to improve the wall at Castle Rock in order to defend the gate. He mentions that the other boys might try to sneak in, then says,

"—and then, the beast might try to come in. You remember how he crawled—...He came—disguised. He may come again even though we gave him the head of our kill to eat. So watch; and be careful" (Golding 230).

This quote demonstrates how Jack uses the fear of the beast to coerce the boys into following his directives. Jack manipulates the boys the by using their fear of the beast to control them.

In a conversation between Roger and Robert, Jack's violence as means to control to his tribe is discussed. Roger tells Robert, "He’s going to beat Wilfred" (Golding 229). When Robert asks why, Roger says,

"I don’t know. He didn’t say. He got angry and made us tie Wilfred up. He’s been—he’s been tied for hours, waiting—" (Golding 229).

Jack's tyrannical leadership is portrayed in the way that he randomly punishes members of his tribe without explanation. Jack increases his power by using violence to intimate boys who disagree with his commands.

Hello, I'm looking for a topic for a documentary project, but I didn't come up with anything good. Any idea will work! Thanks in advice!!

Let’s begin by defining what a “documentary project” is.  A documentary is a nonfiction research product in which a researcher gathers facts into a coherent, organized presentation designed to clarify a topic for its readership or audience.  So the first step for a student is to examine your interests and areas of expertise, since you will be dealing with the topic in depth for a considerable length of time.  You might want to list the documentaries that have impressed or influenced you in the past – perhaps on a science TV channel or in a book on a documentary subject.  Next, look at your sources of information; do you have any special access to information, beyond mere googling.  For example, you might have access to a museum or art collection because of some special connection with a staff member.  Finally, choose a topic that works well with the medium your final product will assume: for example, if you choose music as your topic, it works well if your project presentation is a recording, but if it is visual, an art or photography topic may work better.  If your final presentation is a written essay or speech, you might want to choose a language or literature project.  So, to sum up, first, think of a topic that will hold your interest for a long time; second, choose a topic that allows you to make use of otherwise inaccessible sources; finally, select a topic that is compatible with the mode of final presentation.

How would you describe "The Monkey's Paw" by W. W. Jacobs as a horror story?

The University of Tennessee's William Robinson created a list of elements which look to define the horror story as its own particular genre. W.W. Jacobs's short story, "The Monkeys Paw," fits most of these elements:

The Unexpected: What usually begins in an unassuming environment and ordinary situation turns into something quite bizarre and unexpected. The strange occurrences in the White household begin normally enough as father, mother, and son enjoy an evening together. They are then introduced to the strange, supposedly wish-giving, monkey's paw by Sergeant Major Morris. The inclusion of the talisman introduces a supernatural and unexpected twist to the story. The White family's acceptance of the monkey's paw leads to a dreadful series of events, including Herbert's death when Mr. White gives in to his dark impulses and makes a wish he will later regret.

The Contrast: There is a contrast between the everyday normalcy of life with the strange events which ultimately take place. The Whites live a routine existence, and the morning after the family receives the monkey's paw is like any other as Herbert prepares to go to work and thoughts about the paw are lost. Jacobs writes:

In the brightness of the wintry sun next morning as it streamed over the breakfast table Herbert laughed at his fears. There was an air of prosaic wholesomeness about the room which it had lacked on the previous night, and the dirty, shriveled little paw was pitched on the sideboard with a carelessness which betokened no great belief in its virtues.

Later that day, however, Herbert turns up dead and Mr. White, who had wished for enough money to pay off his house, receives just that amount as a settlement from Herbert's work, where he was killed in a horrible accident.

The Dark Side: In this element there is often a fight between good and evil. In the story, the mother, grief-stricken over the loss of her son, turns to the monkey's paw to bring her son back. She forces her husband, against his better instincts, to wish Herbert alive again. The malevolent product of this wish is later understood by Mr. White when he realizes that his son will return as a hideous zombie after being maimed and buried.

The Mood: The mood in the horror story is usually menacing and dark, with the atmosphere often portrayed in great detail. This element is apparent in the story when Mr. and Mrs. White are expectantly waiting for the return of their son from the dead:

Neither spoke, but lay silently listening to the ticking of the clock. A stair creaked, and a squeaky mouse scurried noisily through the wall. The darkness was oppressive, and after lying for some time screwing up his courage, he took the box of matches, and striking one, went downstairs for a candle.

The Plot: The plot of the story may begin normally, but will contain frightening and unexpected events. The story opens with Herbert and his father playing chess. It is a typical night in the White household until the monkey's paw is introduced, which leads to the bizarre scene in the fire witnessed by Herbert, his death, and his aborted return. In the plot, a main character usually has to face the evil and overcome it. In the end of the story, Mr. White, realizing what is knocking at the door is not really his son, ultimately finds the paw and wishes away the walking corpse. 

Suspense: Suspense is arguably the most important element of any horror story. In "The Monkey's Paw," this suspense is present in the beginning of the story when the Sergeant Major describes the power of the paw, and in the last section of the story as the Whites await Herbert's return from the dead. Mr. White's frantic attempt to wish his son away is particularly suspenseful:

But her husband was on his hands and knees groping wildly on the floor in search of the paw. If he could only find it before the thing outside got in. A perfect fusillade of knocks reverberated through the house, and he heard the scraping of a chair as his wife put it down in the passage against the door. He heard the creaking of the bolt as it came slowly back, and at the same moment he found the monkey's paw, and frantically breathed his third and last wish.

Which literary devices does Plato use in Theaetetus?

First, one should note that in Platonic studies, scholars normally use Stephanus numbers to refer to the location of passages. Stephanus numbers actually refer to the pagination of the 1568 Stephanus edition of Plato (the first modern edition or "editio princeps"). Most translations used in scholarly context have Stephanus numbers printed in brackets in the text or alongside the text. These are numbers in the form of a number followed by a letter, which is occasionally followed by a line number, referring to the page, column, and line of the Stephanus edition. Thus one would refer, e.g., to Theaetetus 150c4. This way, scholars can talk about specific passages in the Greek text or in various different translations even if they are looking at different editions.

You might want to focus on finding similes and metaphors. A simile is a form of explicit comparison using words such as "like" and "as" to signal the act of comparing (e.g. "My love is like a red, red rose") while a metaphor is an implicit comparison ("Till age snow white hairs on thee"). 

One of the most important extended metaphors of the dialogue may be found at 150b-d, where Socrates compares himself to a midwife. This is one of the best known passages in the Platonic corpus describing the nature and purpose of Socratic elenchus.

An example of the use of simile is found at 180e-181a, which compares students of philosophy torn between Heraclitean and Parmenidean ontologies to boys playing a game (probably dielkustinda).

As you read through the dialogue yourself, you will note that one of Socrates' most common types of argument uses analogy, and thus the dialogue abounds in use of simile and metaphor. 

Based on the clues given in the story, does the princess send the young man to the lady or to the tiger in "The Lady or the Tiger?"

Based on the clues, it is likely that the princess sent her lover to his death.

Stockton tells us that this story is a sort of personality test.  However, it seems that there is plenty of evidence that the princess has her lover killed. Stockton spends a lot of time telling us about her nature. He tells us that the semi-barbaric king has a semi-barbaric daughter.

This semi-barbaric king had a daughter as blooming as his most florid fancies, and with a soul as fervent and imperious as his own. As is usual in such cases, she was the apple of his eye, and was loved by him above all humanity.

The description “semi-barbaric” means that both of them are very passionate and a little bit savage. When the king finds out that the princess has a lover, he is very angry. His reaction is to throw the lover upon his system of justice, the arena. In the arena, the princess knows that he will choose one of two doors. One door will produce a tiger, and the other will produce a lady. Which does she choose?

The more we reflect upon this question, the harder it is to answer. It involves a study of the human heart which leads us through devious mazes of passion, out of which it is difficult to find our way.

If she chooses the tiger, it is because she cannot stand for him to have the lady. We are told that she knows who the lady is and is jealous of her. That seems like a good enough reason to believe that she chooses the tiger. She is jealous, she is not deeply in love with this boy, and she is a passionate but not particularly sentimental girl. She most likely chooses the tiger, and the boy goes to his death.

What is a summary of the book Bogeyman: He Was Every Parent's Nightmare by Steve Jackson?

"Bogeyman: He Was Every Parent's Nightmare" by Steve Jackson describes Texas law enforcement's attempts to find and persecute serial child murderer David Elliot Penton. Penton frequented low-income and majority non-white neighborhoods to find young girls to rape and murder, believing that law enforcement would be less likely to pursue justice for those children. He kidnapped children by pulling them into his car in broad daylight, or by sneaking into their homes at night to take them from their beds. The kidnappings began in 1985, and ended up as cold cases for over a decade.

In 1996, police detective Gary Sweet along with a team of officers began working on the cases again, determined to find the murderer. It took several more years before the police team was able to find enough evidence to indict Penton, but in 2003 they found him imprisoned for the murder of a young girl in Ohio and pressed charges against him for three other murders. Penton pleaded guilty in 2005 to the murder of the three young girls and was sentenced to life in prison.

What are some rights that citizens enjoy in a democracy?

There is no official list of all the rights that people must have in order for their government to be a democracy.  Therefore, different people could give different answers to this question.  In general, though, a government is only democratic if it guarantees that its people will have the right to make their voices heard on political issues and that they will have the right to live their lives as they wish.

In general, the citizens of a democracy have to have rights that allow them to have a say on political issues.  This means that they have to have the right to vote.  It also means that they have to have the right to freedom of speech.  If people cannot say what they think about the government or about various political issues, their country is not very democratic.  The people also have to have the right to be informed about their government and their society.  Therefore, a democracy needs to have freedom of the press so that the media can help people know what their government is doing and what problems exist in their society.  If a government does not grant these rights, it is not democratic.

Democracies also generally have to protect their citizens’ rights to live their lives as they wish.  What this means is that the people should have the right to freedom of religion.  They should have the right to live wherever they want to (and can afford to).  They should have the right to dress as they wish and listen to whatever music they want to listen to.  In other words, in a democracy, the people should be able to, within reason, do whatever they want to do and believe whatever they want to believe.

If a government protects all of these rights, it is certainly democratic.  If it protects only some of them, it is less clearly democratic.    For example, what if a government allows people to vote but tells them they must dress in certain ways because of the religion of the majority of the citizens?  Is that country democratic?  It is impossible to say for sure because there is no set list of rights that all people have to have in every democracy.  However, in general, the people in a democracy have to have the right to participate in politics and the right to believe and do whatever they want.

What impact did the radio have in the 1920s?

The radio impacted the lives of Americans in the 1920s in many ways. Before the radio was used, newspapers were a key source of information for people to learn about events that were happening in the country and in the world. If people wanted to hear music, they had to go to a musical performance.

When the radio was developed, people were able to use it as a form of entertainment and information. People could listen to news reports and news programs on the radio. They could listen to musical performances, such as symphonies, instead of having to go a concert. It became easier for people to follow sports, especially their sports teams, because they could listen to the games, as they were being played, on the radio. The first soap operas were on the radio. These daily shows provided entertainment for many people. People also were able to listen to comedians like Jack Benny as a result of the development of the radio.

The radio impacted people significantly in the 1920s and beyond.

What was Silas Marner's vocation?

Silas Marner is a linen weaver. He works out of his own cottage, as weavers did in the early years of the nineteenth century before textile weaving became mechanized and the work was done in big factories under arduous conditions. Silas has to spin flax fiber into thread and then weave the threads into linen. The fact that Silas Marner works at home enables him to adopt the little golden-haired girl named Eppie who wanders into his home one night after her mother dies in the snow. The identity of the child's father is unknown. Marner is able to look after the little girl personally even though she is very young when she first comes into his life. They develop a loving relationship, and she becomes a substitute for him in place of the hoard of gold he accumulated with years of work and had stolen from him on night by a drunken wastrel named Dunstan.

I am learning about electrical circuits and we were using wires, batteries, etc. to simulate electrical circuits. I made the switch correctly and...

There are two types of electrical connections: series connections and parallel connections. In the case of series connections, the overall current is the sum of the current through each individual device. All the devices are connected in a series and they are all switched on and off simultaneously. In the case of parallel circuits, the current through each device is the same and we can have individual switches and hence control over each device. 

Rob must have made all the connections in series, instead of parallel. That is why the bulbs got dimmer. One easy way to check is by adding or removing one of the bulbs. Removal of one bulb will cause the other bulb to glow brighter. The addition of another bulb will cause the bulbs to glow dimmer. If it had been a parallel circuit, the addition or removal of bulbs would not affect the brightness of the other bulbs. 

Hope this helps. 

Who were the helpers in the secret annex?

Anne Frank: The Diary of a Young Girl is the published version of a diary kept by a young Jewish girl who was forced to go into hiding during the Holocaust in order to escape persecution.  Anne Frank hid with her family in the annex of her father's office building.  Also staying with them was the van Pels family and Fritz Pfeffer.  

However, they could not do this alone--once they went into hiding, they could not leave for any reason or they might be taken away or even killed.  Therefore, they needed someone to take care of their needs, such as food and water.  They were very lucky, because they had six incredibly brave people working in the office below helping them hide and survive.  The person most noted in Anne's diary is Miep Gies, who often brought the people in the annex small gifts and surprises even though extra food was very hard to come by at that time.  Also helping them were Bep Voskuijl, Jo Kleiman, Victor Kugler, Jan Gies, and Johan Voskuijl.  All of these people put themselves into grave danger by helping Anne Frank and her family--if they were ever caught, they would have all been sent away to concentration camps or killed.  

How does the argument of Oedipus Rex correlate to the function of the Theatre in Ancient Greece?

Oedipus Rex encourages respect for the gods by showing what happens to a proud man who believes he can outwit the gods' will as expressed through prophecy. In his pride, Oedipus believes he can avoid the prophecy delivered by the oracle of Delphi, the mouthpiece—so to speak—of the god Apollo. When he learns his fate is to kill his father and marry his mother, he decides not to return home to Corinth and goes to Thebes instead. Ironically, it is precisely this decision that leads to the very fate Oedipus is trying to avoid (he doesn't know he was adopted by the monarchs of Corinth and that his birth parents are the rulers of Thebes). In showing Oedipus is unable to escape the prophecy, despite his best efforts, Sophocles conveys the idea that the gods' will must be respected above all other things.

Likewise, the main function of theatre in ancient Greece was to celebrate the gods. The first drama festival was actually a way to glorify the god of wine, Dionysus, and his festival was the only place that plays were performed for many years. Therefore, both Greek drama, in general, as well as Oedipus Rex, specifically, aimed to celebrate, offer respect, and pay homage to the gods.

What is the main conflict in the novel The Boy in the Striped Pajamas?

There are several conflicts, both internal and external, throughout the novel The Boy in the Striped Pajamas. However, the main conflict centers around Bruno and Shmuel’s friendship. Bruno is the son of a Nazi Commandant, and Shmuel is a Jewish prisoner in Auschwitz. Bruno was raised to believe that Germans were more superior than any other ethnicity, and his father is in charge of the systematic annihilation of the Jewish prisoners. Shmuel is in a very dangerous situation, and his well-being is threatened each day. Shmuel suffers from malnutrition and is also subjected to physical abuse throughout the novel. Bruno risks being severely punished for socializing and becoming friends with Shmuel. Shmuel risks physical punishment which could be life threatening if he is caught befriending Bruno. Unfortunately, the dangerous, inhumane environment takes the lives of both Bruno and Shmuel but is unable to break their friendship and loving bond.

Outside of the peripheral context of Joyce's short story "Araby" speaking to youthful desire and curiosity, how do Mikhal Bakhtin's main theories...

Outside of the peripheral context of "Araby," Mikhal Bahktin's theories of polyphony and heteroglossia closely correspond to Marx's theory of alienation and dialectic materialism. In fact, Marx was strongly influenced by many of Bakhtin's ideas, particularly polyphony.

To understand the connection between Marx's and Bakhtin's theories in this context, it is necessary to delve into the subtle yet important differences between heteroglossia and polyphony. Heteroglossia refers to the speech and words of another person, many of which are appropriated expressions filtered through an individual context, as demonstrated in the narrator's perception in "Araby." Polyphonic theory incorporates many speakers or voices with various styles and assumptions with a clear distinction between these voices and the speaker's. Heteroglossia is influenced by other voices and it can be difficult to tell the difference between the speaker and those outside influences. The distinction between the speaker and other styles is far more pronounced in polyphony.

Dialectical materialism, according to Karl Marx, is a method of understanding reality that serves as the foundation of Marxist thought. Dialectical materialism seeks to understand the reality of things in a concrete manner by getting to the root of their existence. In dialectical materialism, each thing has its own objective reality that can be arrived at apart from any spiritual or immaterial interpretation, but immaterial things may be obtained through material means.

The interplay between dialectical materialism, polyphony, and heteroglossia is best illustrated in Bakhtin's discussion of dialectics. Bakhtin explains that dialectics is derived from dialogue, and that there are various socio-linguistic dialects that contribute to the phenomenon of heteroglossia. In the Marxist dialectic, the voice of the oppressed triumphs over the voice of the oppressors and effectively creates a dialogue between these two competing voices.

In a sense, Bakhtin's heteroglossia supports Marx's dialectical materialism by reinforcing objective reality through a dialogue between competing voices that is eventually won or lost. Under this definition of dialectic materialism influenced by heteroglossia and polyphony, the intangible is brought about by the material. For example, the narrator in "Araby" attempts to gain something immaterial (the girl's affection) by taking a physical action (visiting "Araby" to bring her a present). In "Araby," these concepts are strongly illustrated in the competing internal voice of the narrator and the external voices of the adults he encounters.

Marx's theory of alienation can be found throughout "Araby" as well. As the story progresses, the narrator moves from youthful idealism to a kind of alienation that is found in many of Marx's writings. He is not only alienated from the adults in his life, but also from the girl whose affections he hoped to win with a present. As his alienation increases, the narration shifts from heteroglossia to polyphony. In the beginning, the narrator's own voice was heavily influenced by the adults and culture around him, but towards the end those influences begin to take on their own voices and become distinct form the narrator's own unique way of speaking.

Each of these unique theories plays a role in understanding "Araby." While the work seems simple on the surface, its simplicity is used to showcase the practical application of both Marx's and Bakhtin's theories.

Describe the history of the American Civil Rights Movement, including the major people, places, and events surrounding the movement. Also, why was...

Since this question is very broadly worded, I will trace the civil rights movement from the 1930s through the 1960s. Many significant and critical events happened during that time period. This movement was formed to try to eliminate the discrimination and the inequalities African-Americans faced.

In the 1930s and the 1940s, there were a few major groups that worked to deal with issues relating to civil rights. The National Association for the Advancement of Colored People (NAACP) used the courts to fight segregation. There were several court decisions that impacted civil rights. One decision was Norris v Alabama that said African-Americans couldn’t be excluded from juries. Another court decision, Boynton v Virginia, made it illegal to have segregation on interstate buses.

The Congress of Racial Equality (CORE) also worked to fight segregation. This group, founded by James Farmer, used the sit-in to protest segregation. CORE also was involved in some of the protests in the South in the 1950s and in the 1960s.

A. Philip Randolph also protested the discrimination that existed in hiring workers at federal defense plants. He threatened President Roosevelt with a march on Washington, D.C. if he didn’t take action. President Roosevelt didn’t want any form of protest because he feared it would allow the Axis Powers to believe that Americans were against the war. Thus, he issued Executive Order 8802 that banned discrimination in hiring people at federal defense plants.

In the 1950s and the 1960s, there were many events highlighting the inequalities African-Americans faced and the segregation that existed. The Brown v Board of Education case in 1954 ruled that separate but equal schools were illegal. In 1955, the Montgomery Bus Boycott began after Rosa Parks was arrested for refusing to give up her seat in the section of the bus that was reserved for black people. This boycott, which lasted 381 days, led to an end of segregation on buses. It also brought Martin Luther King, Jr. into leadership of the civil rights movement. His message of nonviolence was used in many future events.

Desegregating schools remained an issue. The Little Rock Nine needed military protection to attend high school at Central High School in Little Rock, Arkansas. James Meredith needed military protection to register at the University of Mississippi.

Many protests occurred to highlight segregation. The Freedom Riders went into the South to protest the segregation that existed there. White people who were angry that they came to the South often met them with violent actions. The Southern Christian Leadership Conference formed to protest segregation. There were many sit-ins at restaurants to show the country the inequalities that African-Americans faced in the South. The Student Nonviolent Coordinating Committee was often involved in these sit-ins. Jesse Jackson was an active participant in this organization. African-Americans protesting segregation in Birmingham, Alabama were met with fierce resistance by the police of Birmingham, led by Bull Connor. Fire hoses and dogs were used to attack the protesters. The March on Washington in 1963 was also used to highlight the inequalities facing African-Americans. This event encouraged Congress to pass a strong civil rights law. In 1964, the Civil Rights Act of 1964 banned segregation in public places. The Equal Employment Opportunity Commission was created to monitor possible cases of job discrimination.

The Selma March in 1965 was held to protest the lack of African-Americans that were registered to vote. When the marchers began to walk from Selma to Montgomery, the police attacked the marchers. This was captured on television and outraged many people. Two weeks later, the march was successfully held. This event helped lead to the passage of the Voting Rights Act in 1965. Poll taxes and literacy tests couldn’t be used to deny people the right to vote. Federal workers also registered African-Americans so they could vote.

There was a growing concern that the lack of change would lead to more aggressive and possibly violent actions in the civil rights movement. Malcolm X and the Nation of Islam focused on self-defense and separation from whites. Malcolm X later modified his views as he came to believe the races could live together. This change occurred after he took a trip to Saudi Arabia and saw different groups of Muslims living together.

Martin Luther King, Jr. was assassinated in 1968. Later in 1968, the Civil Rights Act of 1968 was passed. This law banned discrimination in the renting of apartments and the selling of homes.

Between 1930-1970, there were many events and actions in the civil rights movement. These events brought about some changes in American society. While some people felt the changes came too slowly, there were many things that changed during this time period.

What purpose does Jonathan Edwards's sermon "Sinners in the Hands of an Angry God" serve?

Jonathan Edwards gave his "Sinners in the Hands of an Angry God" sermon because he felt a great burden to see unsaved persons turn to Christ, which he believed was the only way to God and eternal life. In this sermon, Edwards describes vivid pictures of the dire situation of those not in favor with the almighty God.

He says, “The Use may be of Awakening to unconverted persons in this congregation” (see the entire sermon here).

Edwards's purpose and use of powerful, persuasive language is excellently displayed in this excerpt: 

“So that thus it is, that natural men [i.e. people in their present state; unrepentant] are held in the hand of God over the pit of hell; they have deserved the fiery pit, and are already sentenced to it; and God is dreadfully provoked… and they have done nothing in the least to appease or abate that anger, neither is God in the least bound by any promise to hold 'em up one moment; the devil is waiting for them, hell is gaping for them, the flames gather and flash about them, and would fain lay hold on them, and swallow them up; the fire pent up in their own hearts is struggling to break out; and they have no interest in any mediator, there are no means within reach that can be any security to them. In short, they have no refuge, nothing to take hold of, all that preserves them every moment is the mere arbitrary will, and uncovenanted unobliged forbearance of an incensed God” (Sinners in the Hands of an Angry God). 

With these frightening words, Edwards is saying that we, in our natural state — as we are born — are sinners. We have blatantly and irrevocably offended an all-powerful God, and are now hanging by a thread over the mouth of Hell. The only thing keeping us from suffering in horrifying anguish is that God’s will has not decreed us to die — yet.

Edwards does not leave us to complete despair, however. There is hope for salvation from this damnation. He says, “here you are in the land of the living, and in the house of God, and have an opportunity to obtain salvation.

“And now you have an extraordinary opportunity, a day wherein Christ has flung the door of mercy wide open, and stands in the door calling and crying with a loud voice to poor sinners; a day wherein many are flocking to him…many that were very lately in the same miserable condition that you are in, are in now an happy state, with their hearts filled with love to him that has loved them and washed them from their sins in his own blood, and rejoicing in hope of the glory of God.” 

Edwards desires to awaken his congregants from (what he perceives to be) their blindness, pride, and darkness, to see that Jesus Christ is what we need. Jesus is the only One who can rescue us from the impending wrath of an incensed God. 

Edwards speaks terrifying words. He also speaks words of hope, but does so urgently, knowing we could die at any moment and forever be banished from God’s presence and plunged into eternal wrath and damnation. Once we die, it is too late. 

In John 14:6, Jesus says, “I am the way, and the truth, and the Life; no one comes to the Father but through Me” (NASB).

Edwards desperately wants us to see that Christ is the only salvation from this terrible fate, and he hopes we will be driven to Christ once we hear Edwards describe the wrath of God and our hopeless state.

You can read his whole sermon here.

What are the major ingredients of marketing concept?

The four major ingredients, or components, of the marketing concept are the organization's goal of profit through competitive advantage; motive driven by customer satisfaction; identification of target markets; and development of an integrated, coordinated marketing system focusing on price, product, promotion, and place of distribution channels.

Organization's goal of profit through competitive advantage: Competitive advantage is the factor that makes a company's goods or products more desirable to customers. The competitive advantage comes through offering goods or services with greater value, lower prices, or higher quality than competitors' identical goods or services.

Motive driven by customer satisfaction: Customer satisfaction comes through customer orientation, foreseeing what customers need and want, and producing what meets those needs and wants. Orienting to the customer is the key to attaining competitive advantage, which comes through understanding the benefits the customer seeks to buy. Customer orientation is different from product, production, and sales orientations.

Identifying target markets: The key to attaining competitive advantage through a customer orientation is to deeply understand the target market, the needs and wants of which your firm chooses to meet. Not every good or product will be received in the various demographic groups in the same way; some won't even have a use for what a firm sells. For example, not everyone has a use for a forklift. Identifying the needs and wants of the target market that does have a use for a forklift leads to the firm gaining competitive advantage over other less attentive forklift manufacturers.

Integrated marketing, coordinated system: An integrated and coordinated marketing system—unified marketing approach from manufacturer to retail outlet—operates effectively and efficiently when the whole firm focuses on the Marketing Mix, Marketing Target, and "the Four Ps" of marketing: Price, Product, Promotion, and Place of distribution channels. An integrated marketing system extends to all departments of the company and is coordinated throughout the whole vertical marketing system.

Ted Mitchell, "Marketing Concept."

How do self-concept and perception impact interpersonal communication?

Self-concept and perception can influence interpersonal communication in many ways. Sociologist Charles Cooley believed that all interpersonal interactions, and the reflections on these interactions, were responsible for one's self-concept. Cooley called this theory the looking-glass self.

An example of the looking-glass self in action would be a first date. Jamie dresses up for the date and brushes up on current events to be able to make conversation. Jo puts little thought into appearance and thinks of an excuse to leave early if the date is not going well. During the date (interpersonal communication), Jamie's conversation starters fall flat and Jo's wardrobe is out of place in the nice restaurant. The date ends, and both parties go home.

Jamie may reflect on the date and think it went poorly. Jamie tries to recall what the text messages said prior to the date to make Jo wear inappropriate clothing. Jamie decides that Jo's lack of interest in conversation meant that Jamie sounded like a know-it-all. Jamie's self-concept suffers as a result and, upon reflection, she resolves to let Jo choose the place to meet if they go out again.

Jo may reflect on the date and think that they both had a great time. Jamie was clearly trying to impress, and was trying to put Jo at ease by carrying the conversation. Jo also decides that Jamie's well-groomed appearance was because Jamie came directly from work and didn't have time to change. Jo's self-concept is bolstered as a result, and he decides to call Jamie for another date.

Explain the concepts of utility and its importance in economics.

Utility is in one sense extremely simple, and in another tremendously complex. The basic idea of some things being better than other things is something we intuit, probably from birth, wired into our brains by evolution: we like eating sugar, we don't like getting burned. But actually formalizing utility into something that can be applied in economic theory to understand human behavior is fiendishly complicated.

In general what we do is abstract away from all this, and simply take it as given that we can assign some number to each thing (each good we might buy, or each event that might happen to us), where higher numbers are better than lower numbers, and call that the utility. Then, we assume that people seek to maximize that utility, choosing things that will lead them to higher numbers.

Economists generally distinguish between two concepts of utility, a "weak" or ordinal utility which only says whether A is better than B, but cannot say how much, and a "strong" or cardinal utility that actually says that A is some number X units of utility better than B.

Cardinal utility is much easier to work with, especially when dealing with matters of risk; but it is also much harder to measure in the real world. We can relatively straightforwardly determine whether people like A versus B by giving them the choice and seeing which one they go for; but in order to determine how much more, we need to devise far more complicated and clever experiments. Worse, it's actually quite common for people to behave in experiments in such a way that they can't possibly be acting by a coherent utility function, but instead must be using some sort of heuristics to make their judgments; the field of behavioral and cognitive economics arose from such findings.

The units of measure for cardinal utility are also quite strange, and there is no standard unit for utility currently used by economists. Hypothetically we may speak of "utiles" or "utilons", but in reality there is no way of actually measuring such a thing. Most real work in welfare economics tries to assign utility as dollar values of "willingness-to-pay", which is simplest but carries many pitfalls; to avoid these some economists have borrowed welfare measures from public health and use measures such as Disability Adjusted Life Years or Quality Adjusted Life Years---but these too are not without their flaws. For these reasons, sometimes ordinal utility is more useful, and we can simply try to determine what people prefer, without worrying about the magnitudes of the differences.

Still, the essential concept that people try to maximize their own welfare and seek what they like over what they do not like is a very fundamental and useful one. Humans do not behave randomly, nor do they generally seek out things that hurt them without some commensurately large benefit. If we could actually precisely measure utility, it would provide us with very detailed information about how people make decisions.

Discuss the statement “Managers should not focus on the current stock value because doing so will lead to an overemphasis on short-term profits...

The issue of what is sometimes called "short-termism" or a focus on quarterly statements has become increasingly central to questions about the purpose of corporations and the ways that executives are compensated. Especially for firms that require technological innovation or are platform based, short term profitability can be an enemy of long term growth.

Platform companies such as Facebook, Amazon, Uber, and Twitter benefit from network effects. The more members they have, the more attractive they become to potential customers, leading to a virtuous growth cycle. As high prices or cost cutting measures can impede growth, many such companies can go for several years without showing a profit, but instead aim at increasing market share. Measures such as stock buy-backs, dividends, and increasing profitability by charging for services or increasing profit margins might harm such companies, while investing in R&D or logistics can help their long term growth, but may lower stock prices or earnings.

One major issue in executive compensation is that it is often tied to stock options, giving executives an incentive to increase stock value by mergers and acquisition or balance sheet manipulation rather than investing the money in R&D or quality improvement that will sustain their companies over the long term. 

Othello is both a stranger and a hero, but which of the two words best defines him?

Othello is a notably heroic character, making his manipulated downfall all the more tragic. Although his nobility and honor are some of his primary characteristics, Othello is also a black man in a white man's world, and so, because of the prejudice of many of the the white characters in the play (most notably Iago), it would be more accurate to call Othello a "stranger."

Black individuals were often viewed as strange, rare, and/ or primitive in Shakespeare's time. Othello presents us with a robust contrast to this stereotype, defying prejudice with his nobility and honor. In many ways, Iago's scheme can be seen as a reaction to Othello's defiance of racist stereotypes. Indeed, though he's angry about being passed over for a promotion, Iago is also a white man trying to force a black man to fulfill a stereotyped caricature by provoking his jealousy and anger. In other words, Iago alienates Othello with his deception, forcing the honorable soldier to become a stranger to his community. As such, though Othello is a hero, Iago forces him to become a stranger and stay a stranger by using deception to alienate him from the white community. 

Does Huck experience a clear fulfillment at the end of his voyage in The Adventures of Huckleberry Finn?

In the final chapter of The Adventures of Huckleberry Finn, Huck announces he's going to continue his travels to escape Aunt Sally's attempt to civilize him. To some readers, this might seem to signify a lack of fulfillment or atonement. After all, some people might think that, if Huck were fulfilled by his journey, he would logically stop traveling. While you certainly could argue that point, it's not necessarily the proper perspective to take with this book. Indeed, it's possible to see Huck's determination to continue wandering and avoid becoming "civilized" as its own kind of fulfillment.

Consider, for instance, that Huck spends the bulk of the novel witnessing the corruption of society. From the racist institution of slavery to the heartless, swindling schemes of con men, Huck experiences the full spectrum of humanity's evil and vice. By the end of the novel, one could justifiably question whether the depicted society is "civilized" at all. As such, Huck's decision to continue wandering signifies a sort of fulfillment, as it is a decision that logically follows from and responds to the earlier experiences of the novel. Indeed, Huck's realization that maintaining one's freedom and personal dignity often requires separation from society and civilization is perhaps the clearest sign that he has been fulfilled by his journey down the mighty Mississippi. 

Which factors affects the reaction between magnesium oxide and zinc?

Magnesium is higher on the activity series than zinc, meaning that if these two chemicals are placed together the zinc will not replace the magnesium. Basically, these two are really products of a replacement reaction between zinc oxide and magnesium, and as such should not react again.

The full reaction would be 

zinc oxide + magnesium -> magnesium oxide + zinc

and is non reversible.

Replacement reactions like this are pretty easy to solve with an activity series table. If you have a reaction in the form A + B-C -> A-C +B, even by looking at one side you can figure out where the reaction goes. If you see A + B-C -> ___, where A and B are metals or halogens, you can use an activity series to see if a reaction will occur. If A is of a higher activity than B, then the C will displace to combine with the A, leaving A + B-C -> A-C + B.

The relation {(2, 11), (-9, 8), (14, 1), (5, 5)} is not a function when which ordered pair is added to the set? (8, -9) (6, 11) (0,...

A set of ordered pairs is a function if each domain value is only paired with one range value. That means each x-value can only match with one y-value. In other words, there is only one possible y-value that can go with any x-value.

Right now, those four sets of ordered pairs are a function because they all have different x-values, so there are no repeated x-values. However, if we added the point (2, 18) to the set, we'd have two points with the same x-value. (2, 11) and (2, 18) both have an x-value of 2, but one is paired with 11 and the other is paired with 18. In this case, there are two possible y-values that go with the x-value 2, so it is no longer a function.

The relation is not a function when the point (2, 18) is added to the set.

What is the exigence of the book "Blink: The Power of Thinking Without Thinking" by Malcolm Gladwell?

In any work, the exigence provides the impetus for an author to speak out or to write about an obstacle or dilemma. The exigence involves the desire to effect change and to convince others that the change is necessary. So, you can say that exigence is the purpose for a particular work.

Thus, the exigence for the book is that "decisions made very quickly can be every bit as good as decisions made cautiously and deliberately." Gladwell wants to dispel the notion that good decisions are only made through careful deliberation. He argues that there are benefits to making split-second decisions, especially in times of stress or danger; he refers to "thin-splicing," where we make decisions based on relatively little information.

Gladwell contends that we can change our lives for the better if we will only explore the value of intuition in specific circumstances. He maintains that, if we took our instincts seriously (and learn when we can trust them and when we can't), it will "change the way wars are fought, the kinds of products we see on the shelves, the kinds of movies that get made, the way police officers are trained, the way couples are counseled, the way job interviews are conducted..."

Basically, Gladwell wants his readers to be aware of the possibilities that await them by acknowledging that "there can be as much value in the blink of an eye as in months of rational analysis." He asserts that we can learn how to make better "snap judgments," and in doing so, we will learn how to be successful in the working world as well as in our personal lives. Gladwell provides an example for his hypothesis in the introduction to the book.

Accordingly, in September 1983, Gianfranco Becchina, an art dealer, approached the J. Paul Getty Museum about buying his supposedly sixth century male kouros, a nude statue positioned with the left leg forward and arms at the sides. To aid the museum in its research, Stanley Margolis, a geologist from the University of California, spent two whole days examining the surface of the statue with a high-powered stereomicroscope. He took samples and examined them, eventually coming to the conclusion that the statue was thousands of years old.

However, three other experts took a look at the statue, and without examining it or performing tests on it, immediately concluded that the statue was a fake. Frederico Zeri (an Italian art historian), Thomas Hoving (a former director of the Metropolitan Museum of Art), and Evelyn Harrison (an expert on Greek Sculpture) all instinctively felt an "intuitive repulsion" within moments of seeing the statue. How did they know that the statue was a fake? All concluded within seconds that the statue had an unseemly look of "freshness" about it. It looked like it had never been in the ground.

Thus, three people understood more about the nature of the statue in the first two seconds of looking than a team of museum experts after fourteen months. Gladwell's book is indeed, about the power of the instant impression.

How would you describe Chaucer's realism and discuss the "General Prologue" to The Canterbury Tales as a mirror of English society in the 14th...

Chaucer's realism is inextricably linked to the way his poem The Canterbury Tales mirrors English society in the 14th century. To see how this trend works, it helps to look at the "General Prologue" of the poem, in which Chaucer describes (often in minute detail) the personalities, physical appearances, and occupations of the pilgrims he's traveling with. Chaucer achieves his realistic tone by writing about pilgrims who occupy a wide variety of social standings, perform many different societal roles, and represent countless classes. For instance, Chaucer describes a Reeve, Miller, Prioress, Knight, Yeoman, Parson, an entrepreneurial woman (the Wife of Bath), and many more. In short, Chaucer's group of pilgrims is essentially a microcosm of England during the 14th century, and so he realistically represents the diverse range of people in English society. Of course, some scholars note it would be highly unlikely that such a diverse range of people would travel together, and this point has its merits. This does not necessarily take away from the realism of the poem, however, as Chaucer still realistically represents the characters he chooses to portray and provides a realistic portrait of England's many different classes and social roles. 

How is Helen Keller's childhood house described in The Story of My Life?

When Helen was very young, she lived with her parents in a small house on the Keller property.  This little house was called "Ivy Green."  The name came from the ivy which grew on the house and on everything near it.  It was common in the South to have a small house on the property.  Helen's father built it after the Civil War.  A lush garden was beside the house.  The house itself was small and contained two rooms.  One room was large and one was smaller.  The main room was the large one, and the smaller one was a sleeping quarters for a servant.  The little house had a porch, which was covered in flowers and climbing vines.  Helen described her first home:

It was completely covered with vines, climbing roses and honeysuckles.  From the garden it looked like an arbour.  The little porch was hidden from view by a screen of yellow roses and Southern smilax.

When Helen was five, the family moved into a new house that was much larger.   It had an upstairs and many rooms, including a sitting room with a hearth.  The new house also had a large porch, which honeysuckle grew on.

Can you explain Andrew Clements's The School Story?

Andrew Clements's The School Story is about writing and publishing a book. Twelve-year-old Natalie Nelson, whose mother Hannah works as an editor in New York City, learns from her mother that her publisher is looking for true-life stories about kids in school. Natalie taught herself to read and write at age four. When she learns from her mother what the publisher is looking for, she thinks to herself that she could certainly write a book on the subject. She keeps the book a secret from her mother, however, because she doesn't want any special attention from the publisher for being Hannah's daughter. Natalie's secretiveness helps develop the story's conflict, climax, and resolution.

After Natalie writes her book, titled The Cheater, she begins learning all she can about publishing and finds out writers do best when represented by agents. Natalie's friend Zoe poses as Natalie's agent. They also solicit the help of their teacher, Ms. Clayton, who purchases an office space for them. When they submit Natalie's book to the publisher under the pen name Cassandra Day, Hannah is assigned to read it and, loving it, phones Zoe's made-up agency to make an offer, provided the book is edited. After the book is edited and the pre-publication copies are released, Zoe is disappointed to learn bookstores ordered very few copies. To combat the situation, Zoe sets up a party at the publishing house for publicity. It is at this party that Natalie's true identity as a 12-year-old girl is revealed. Due to successful publicity, the book becomes a top Children's bestseller.

What examples of compromise led to the ratification of the Constitution?

There were many different interests and views on government represented at the Constitutional Convention, and the document that emerged to a large extent reflected a series of compromises between these. Let us look at a few of these. 

One key divide was between the delegates from states with large populations and those with smaller populations. This divide emerged as a key conflict at the convention when James Madison's so-called "Virginia Plan" called for a two-house legislature in which each state's representation would be determined by its population. This clearly favored larger states (like Virginia). An alternate plan, known as the New Jersey Plan, included a unicameral legislature where each state, regardless of population, would have a single vote. The compromise that emerged from this debate, sometimes known as the "Great Compromise," included elements of both plans. It featured a House of Representatives where representation was based on population and a Senate where each state received two representatives. 

Another divide in the convention was between states with large slave populations and those without. This question also revolved around the issue of representation. Southern states wanted their enslaved populations to count for population when determining representation, and Northern states did not. (Incidentally, the two groups took opposite positions when it came to determining population for a direct tax that Congress could impose on the states). This question was resolved by the so-called "Three-Fifths" compromise, which counted that percentage of the enslaved population for each state to determine its representation in Congress. 

Other compromises included the stipulation that Congress could not tax exports as well as a stipulation that the slave trade would remain untouched for twenty years after the establishment of the Constitution. In fact, almost every aspect of the document reflects some sort of compromise. The principle of federalism, which divides powers between states and the federal government, was a compromise between those who sought a powerful centralized state and those who wished to retain the essential relationship between states and the national government that existed under the Articles of Confederation. The election of senators by state legislatures reconciled the views of those who wanted a more democratic government and those who wanted senators to be appointed by others. The electoral college represented a similar compromise. Ultimately, the Constitution was a political document, hashed out between politicians with a variety of different interests, and the "horse-trading" that characterizes the political process, as much as high-minded political theory, helped shape it and the American government it established.