What are some items to put in a large paper bag that have deep significance to Scout from To Kill a Mockingbird?

In the coming-of-age narrative such as that of Harper Lee's novel, there are numerous items which represent learning stages of Scout Finch:

1. Miss Caroline's ruler - This is a reminder to Scout that she should get to know someone before giving him/her advice.


2. 
   The Gray Ghost - This novel is meaningful because of its appearance at the beginning and the ending of Lee's novel, and its connection to the character of Boo Radley--Like Stoner's boy, Boo is also pale and resembles a ghost (the children thought Boo was a ghost/"haint"), misjudged by people, and a hero in the end.


3. The Mobile Register that Atticus read as he sat before the jailhouse door - This copy can be a reminder to Scout of how she diffused the tension of the mob who accosted Atticus, demanding Tom Robinson. This is also the newspaper behind which Scout sits on her father's lap as he reads it at night. Scout has learned how to read from her exposure to this newspaper, and, as a result, she has been scolded by her new teacher, Miss Caroline.
   In addition, Scout recalls how Atticus always sits behind this paper on evenings when he is troubled, pretending that he is reading so that he will not worry his family.


4. Jem's mended pants - Scout may wish to keep these as a reminder of the first of Boo's acts of kindness.


5. The soap figures of Jem and Scout - Jem has put these in his trunk, but he may give Scout the one made of her. Very realistic, these figures demonstrate that Boo has a talent which has gone to waste.


6. The dried camellia given to Jem by Mrs. Dubose - This can be a reminder of how people can be misunderstood.


7. Mr. Dolphus Raymond's coke in a paper bag - He has used this to pretend that he drinks so that the gossips of Maycomb will have a rationale for his living with blacks. This can be a reminder of the hypocrisy of people.


8. The shell from the rifle of Sheriff Tate that "Ol' One Shot" Atticus fired when he shot Tim Johnson, the rabid dog - This can be a reminder to Scout that her father only stopped using rifles because it was unfair to the animals, not because he was too old or incapable. He is a "gentleman like me" Jem has said.


9. A dried grape leaf from Miss Maudie's sccupernong vines - This can be a reminder of the beloved Miss Maudie as well as her kindness in allowing the children to play in her yard as long as they did not disturb her grapevines.


10. Hers and Jem's Halloween costumes (or some part of them) - These can be reminders of Boo's heroic deed of saving them from the murderous Bob Ewell.

Why does Charles Dickens contrast Lucie Manette and Madame Defarge so strongly in A Tale of Two Cities?

Charles Dickens makes use of the character of Lucie Manette as a foil to Madame Defarge in order to illuminate the frightening evil of the novel's antagonist, and to further the theme of Good vs. Evil.

The use of foils is a literary technique that can further the development both of theme and of character. In A Tale of Two Cities,Dickens designs his narrative with duality and foils; even the opening sentence starts with a classic parallelism that is a foil to his theme: "It was the best of times, it was the worst of times." Certainly, the duality of Lucie Manette and Madame Defarge also illustrates the theme of Good vs. Evil.

Lucie Manette - The quintessential Victorian heroine, Lucie swoons in men's arms, is often overcome with emotion, and is a delicate creature who needs protection. She is compassionate and loving, embracing her father, recently released from the Bastille, whom she does not know since he has been imprisoned most of her life. She bestows her kindness gratuitously upon even the dissolute as she befriends Sydney Carton. In fact, it is her friendship which raises Carton to a higher level as he finds purpose in his life and spiritual resurrection by sacrificing himself for Charles Darnay in his love for Lucie. Furthermore, Lucie is a devoted wife and mother. When she learns of her husband's imprisonment, she comes with her children and maid to France. Each day she patiently stands for long hours gazing at Charles's prison window in the hope that he will see her and be encouraged.

Thérèse Defarge - Certainly in sharp contrast to Lucie is her foil, Thérèse Defarge. The antithesis of Lucie's motherly love, tenderness, and kindness is Mme. Defarge's dark, sinister, even sadistic nature. Rather than supporting life, she destroys it, joining the Vengeance in cheering the decapitations at the guillotine. Indeed, she is the consummate villain. For instance, Mme. Defarge is intent upon revenge for the deaths of her brother and sister at the hands of the Evremonde brothers, and she registers into her knitting anyone she hates or suspects. She is absolutely resolved in her antipathy for the upper class, or anyone else who does not support the bloodbath of the revolution. 

It would be easier for the weakest poltroon that lives, to erase himself from existence, than to erase one letter of his name or crimes from the knitted register of Madame Defarge.

In fact, despite her husband's having been a servant for Dr. Manette, Mme. Defarge knits Lucie's name into her cloth for the simple reason that Lucie is going to marry Charles Darnay. She has mercy for no one. For instance, when her husband makes a plea to his wife to spare the Manettes from death, he alludes to the eighteen years of suffering of Dr. Manette, for whom he was once a servant, and mentions how his daughter Lucie has also suffered. Madame DeFarge reacts only with coldness to his suggestion to desist from her terrible vengeance:

“Then tell Wind and Fire where to stop,” returned madame; “but don’t tell me.”

Well, well,” reasoned Defarge, “but one must stop somewhere. After all, the question is still where?”

“At extermination,” said madame. (Bk. 3, Ch. 12)

Later in the narrative, when Mme. Defarge watches for the man she believes to be Charles Evrémonde (Darnay) to die,

[I]t was nothing to her that an innocent man was to die for the sins of his forefathers; she saw, not him, but them.

After the execution, she then takes her way along the streets to find Lucie Darnay and kill her. When Miss Pross discovers her standing in a room at the Darnay home, she demands what the woman wants. Mme. Defarge looks coldly at her and says, "The wife of Evrémonde; where is she?" Because she has come with a pistol to kill Lucie, Miss Pross wrestles with her until the gun goes off, leaving Thérèse Defarge dead and Miss Pross deaf.

What is the current Receiver (old man) like in The Giver?

You've correctly identified one characteristic about the Giver.  He is an old man.  Jonas is the second receiver of memory to work with the Giver, and new receivers are chosen in order to ensure all of the knowledge can be successfully passed on.  The fact that the Giver is on his second receiver of memory definitely means that he is getting old enough to start worrying about his life span. 

The Giver is also kind...

You've correctly identified one characteristic about the Giver.  He is an old man.  Jonas is the second receiver of memory to work with the Giver, and new receivers are chosen in order to ensure all of the knowledge can be successfully passed on.  The fact that the Giver is on his second receiver of memory definitely means that he is getting old enough to start worrying about his life span. 

The Giver is also kind and patient.  He is not easily angered either.  Because he is a giver, he is blessed with more knowledge and learning than any other person in the entire community.  He is in charge of storing all of the past's knowledge and feelings.  Perhaps as a result of that, the Giver is also a rather cynical character.  He believes that the society he lives in is not as good as it could be.  He sees the Sameness as more hurtful than beneficial.  I believe that as a result of his cynicism, the Giver intentionally distances himself from everybody.  He lives a fairly secluded life and doesn't socially interact with anybody unless he absolutely must. 

What role did the Articles of Confederation play in the development of the American government? How did it impact the American government in the...

You have asked several questions in this post. I will answer the first question you asked.

The Articles of Confederation played a significant role in the development of the American government. The Articles of Confederation was our first plan of government. It created a weak federal government. This was deliberately done because we feared having a strong central government since we had just fought for our independence from Great Britain, which had a strong government....

You have asked several questions in this post. I will answer the first question you asked.

The Articles of Confederation played a significant role in the development of the American government. The Articles of Confederation was our first plan of government. It created a weak federal government. This was deliberately done because we feared having a strong central government since we had just fought for our independence from Great Britain, which had a strong government. The federal government created by the Articles of Confederation wasn’t able to levy taxes, control trade, or require people to join the military. The weaknesses of this government quickly became clear. The federal government had financial problems, had trouble maintaining order, and had issues dealing with other countries. This led people to conclude that a new plan of government was needed.

Many people believed the new plan of government needed to have a federal government that had more power. There was a great deal of discussions about how much power the federal government should have. There was concern that individual liberties weren’t protected, so an agreement was made to add a Bill of Rights. The new federal government that was created did have more power. The federal government was able to levy taxes, make trade treaties, and control interstate trade. Many of these changes occurred because of the problems that existed when the Articles of Confederation was our plan of government. Our experiences during the time the Articles of Confederation was our plan of government impacted the creation of the plan of government we have today.

What is the comic situation and comic character in A Midsummer Night's Dream?

The comic situation is the craftsmen preparing a play for the wedding, and the comic character is Bottom. 

A comic situation is a story line that is intended to provide comic relief or humor.  While this play is not particularly dark, the craftsmen’s storyline is definitely intended for humor.  Specifically, the character Bottom is the butt of all of the jokes, and has the audience laughing pretty much every time he is on stage. 

The craftsmen, or mechanicals, have decided to get together to perform a play for Theseus and Hippolyta’s upcoming wedding.  None of them are professional actors.  They know that if their play is not well-received, they could be severely punished.  The play they have chosen is also a love story, Pyramus and Thisbe. 

Pyramus and Thisbe is a very odd selection for a wedding.  It is a tragic, Romeo and Juliet sort of love story.  Two young people fall in love, but are kept apart by their families and only communicate (and kiss) through a wall.  Pyramus finds Thisbe’s bloody cloak and thinks she is dead.  He kills himself, then Thisbe finds him and kills herself.  It is rather dark and depressing.  However, in the craftsmen’s inept hands, it becomes unintentionally hilarious. 

First of all, Bottom thinks he is the best actor that ever was and wants to play every part.  He is actually a weaver.  He gives their leader, Quince, all kinds of trouble. 

BOTTOM

An I may hide my face, let me play Thisby too, I'll
speak in a monstrous little voice. 'Thisne,
Thisne;' 'Ah, Pyramus, lover dear! thy Thisby dear,
and lady dear!'

QUINCE

No, no; you must play Pyramus: and, Flute, you Thisby.  (Act 1, Scene 2) 

The craftsmen go to rehearse in the woods, so that they can practice in secret.  Unfortunately, they have no idea that the woods are the domain of the fairies.  Puck is annoyed that they are so close to Titania’s home, and he decides to have some fun with them.  He replaces Bottom’s head with that of an ass (a donkey), and terrifies all of the other mechanicals. 

The fun with Bottom doesn’t end there.  Puck also uses the love potion to anoint Titania’s eyes so that she falls in love with Bottom.  Bottom enjoys the attention and just goes along with it.  He doesn’t seem to find anything too odd about being kidnapped and waited on by a group of fairies. 

During the actual play, things get ever funnier.  The prologue gives a meandering version of the entire plot.  The audience shows no respect at all, talking during the entire production.  They comment and make fun of all the actors, who do their best but are hopelessly inept.  The audience finds it particularly amusing that the wall talks.

THESEUS

Would you desire lime and hair to speak better?

DEMETRIUS

It is the wittiest partition that ever I heard
discourse, my lord. (Act 5, Scene 1) 

In the end, despite how terrible the play was the craftsmen are commended because everyone had a good time.  At this point the lovers have been properly paired, Titania and Oberon are back together, and Theseus and Hippolyta are married.  Everyone is happy!

Shakespeare uses the craftsmen and the play within a play to give the audience an additional commentary on love.  Despite the humor, the story is tragic.  It is a reminder that when people are in love, they will do anything to be together.  Not every love story can have a happy ending.

What are examples of allusions in Frederick Douglass' speech, "What to the Slave is the Fourth of July?"

An allusion is a literary device which references events, characters, or ideas of political, historical, or religious significance.

In Frederick Douglass' speech, an example of an allusion can be found in his reference to Passover. Each year, Jews celebrate Passover as a commemoration of Jewish emancipation from Egyptian rule. The reference is a biblical allusion that serves to emphasize Douglass' understanding of the importance of July 4th to his audience:

This, to you, is what the Passover was to the emancipated people of God. It carries your minds back to the day, and to the act of your great deliverance; and to the signs, and to the wonders, associated with that act, and that day.

Frederick Douglass further equates the signs and wonders associated with the act of deliverance from British rule with the signs and wonders which preceded the Jewish exodus from Egypt. Using allusions is a clever way for Frederick Douglass to endear himself to his listeners and to easily provide his audience with a potent context to understand his appeals to their sense of justice. Later, he also uses another biblical allusion to draw attention to the characteristic intransigence of the British:

But, with that blindness which seems to be the unvarying characteristic of tyrants, since Pharaoh and his hosts were drowned in the Red Sea, the British Government persisted in the exactions complained of.

Above, Frederick Douglass characterizes the British as tyrants, not far removed from the Pharoah of Egypt who managed to enslave a whole race of people. The allusion is calculated to inspire strong emotions in his listeners and to instill in them an understanding of his people's desire to be free.

Another allusion in the speech is also a biblical one:

By the rivers of Babylon, there we sat down. Yea! we wept when we remembered Zion. We hanged our harps upon the willows in the midst thereof. For there, they that carried us away captive, required of us a song; and they who wasted us required of us mirth, saying, Sing us one of the songs of Zion. How can we sing the Lord’s song in a strange land? If I forget thee, O Jerusalem, let my right hand forget her cunning. If I do not remember thee, let my tongue cleave to the roof of my mouth.

This is a reference to Psalm 137, what many people would call an imprecatory psalm. It's the kind of psalm that illustrates a call to God to rain judgment down on those who oppress the defenseless and the innocent. Here, the psalm is a lament by the Jewish people who have been exiled to Babylon. They are once more slaves to a foreign power and are helpless, destitute, and homesick. In their suffering, the Jews proclaim that they can never 'sing the Lord's song in a strange land.'

In the same way, Frederick Douglass explains to his audience that his fellow African-Americans can never fully celebrate July 4th while still living in slavery. They must be free to fully appreciate the significance of Independence Day.

Fellow-citizens; above your national, tumultuous joy, I hear the mournful wail of millions! whose chains, heavy and grievous yesterday, are, today, rendered more intolerable by the jubilee shouts that reach them. If I do forget, if I do not faithfully remember those bleeding children of sorrow this day, “may my right hand forget her cunning, and may my tongue cleave to the roof of my mouth!” To forget them, to pass lightly over their wrongs, and to chime in with the popular theme, would be treason most scandalous and shocking, and would make me a reproach before God and the world. My subject, then fellow-citizens, is AMERICAN SLAVERY.

Why did the Treaty of Versailles punish Germany?

The Versailles Treaty punished Germany. Even though Austria-Hungary declared war on Serbia leading to the start of World War I, Germany received the harshest punishment. The Allies believed Germany was in a position to stop the war from occurring but chose not to do so.

Before Austria-Hungary declared war on Serbia, Austria-Hungary asked Germany if Germany would support Austria-Hungary if they declared war on Serbia. Since Germany and Austria-Hungary had an alliance, Austria-Hungary believed Germany...

The Versailles Treaty punished Germany. Even though Austria-Hungary declared war on Serbia leading to the start of World War I, Germany received the harshest punishment. The Allies believed Germany was in a position to stop the war from occurring but chose not to do so.

Before Austria-Hungary declared war on Serbia, Austria-Hungary asked Germany if Germany would support Austria-Hungary if they declared war on Serbia. Since Germany and Austria-Hungary had an alliance, Austria-Hungary believed Germany would support them. However, if Germany had said they wouldn’t have supported Austria-Hungary, it is possible Austria-Hungary wouldn’t have declared war on Serbia. Austria-Hungary knew Serbia and Russia were allies, and Austria-Hungary was concerned Russia would protect Serbia in case a war began. The Allies believed Germany could have taken the necessary step to keep the war from beginning. Because they chose not to do this, they were severely punished by the terms of the Versailles Treaty.

Germany also inflicted much damage on the Allied countries in World War I. The Allied nations suffered a great deal of destruction because of their fighting against Germany in the war. This also contributed to the harsh treaty being imposed on Germany.

How did Queen Victoria influence the concept of 'the family' in 1840 -1860?

Queen Victoria's reign saw immense growth of the Middle Class and an increase of consumerism. Along with leisure, clothing, and household goods, the family also became commodified, with the Royal Family upheld as the ideal.

Though many children were employed in factory work, it is often said that the Victorians invented childhood. Prior to the growth of the Middle Class in Britian, the only young people with leisure time were the Upper Class. Even so,...

Queen Victoria's reign saw immense growth of the Middle Class and an increase of consumerism. Along with leisure, clothing, and household goods, the family also became commodified, with the Royal Family upheld as the ideal.

Though many children were employed in factory work, it is often said that the Victorians invented childhood. Prior to the growth of the Middle Class in Britian, the only young people with leisure time were the Upper Class. Even so, many of these young nobles and "old money" types were expected to be in training for their life as future rulers of estates. When the Middle Class expanded, there was an entire portion of society who could afford leisure time and goods, and their children had no demands on their time (or manners) beyond schooling. 

Queen Victoria was not very fond of children or motherhood, herself- perhaps because her own childhood was very isolating. Nonetheless, the public image of Queen Victoria, her husband Albert, and their nine children, was the model of the ideal British family. The privacy of the family home was a rather new phenomena, whereas previously most working people lived and labored in rather close quarters. With the idea of the family home as a distinct entity, so came the ideal for mothers to "run the home." While fathers worked out of the home (somewhat reminiscent of Prince Consort Albert's involvement overseas,) mothers were expected to be in charge of all that went on within the home. This included designating childcare to a nanny or nurse, ensuring that domestic servants were on task, and coordinating the family's schedules. The mother was also champion of the moral and social education of her children, ensuring they had good religious values and could tell their Michaelangelos from their Da Vinci's. Queen Victoria represented the kind of stern and exacting administrator a family needed.

The Victorian family was not only a social or economic unit, it also came to represent a particular moral aesthetic. The Victorians were highly concerned with moral purity, and fulfillment of one's god-given roles in the family was considered the highest achievement. At least, for women, to become a wife and mother was the absolute ideal. The Victorian family could almost be likened to one of the machines that produced their new textiles and luxury goods- if all members of the family fulfilled their duties properly, the family as a whole functioned smoothly.

Even though Queen Victoria occupied the highest position in her country and empire, she was a firm believer in a natural difference of the biological sexes and was in favor of the tradition of patriarchy which preceded her. Amidst women's public desire for suffrage, Victoria was the authority on what men and women's natural roles and rights were.

Explain how stylistic features and generic conventions are effectively used in MAUS by Art Spiegelman.

Art Spiegelman's graphic novel MAUS (followed by MAUS II) follows some generic conventions of the genre, including using panels and dialogue to tell the story of his parents' experiences during the Holocaust. However, it breaks some conventions and has a style all its own. For example, Spiegelman breaks some of the panels and lets other panels spill out of their conventional spaces so that his father, Vladek, can provide his perspective on the story....

Art Spiegelman's graphic novel MAUS (followed by MAUS II) follows some generic conventions of the genre, including using panels and dialogue to tell the story of his parents' experiences during the Holocaust. However, it breaks some conventions and has a style all its own. For example, Spiegelman breaks some of the panels and lets other panels spill out of their conventional spaces so that his father, Vladek, can provide his perspective on the story. In addition, he uses animal allegories to tell the tale, as Jews are presented as mice (playing on the anti-Semitic stereotype of Jews as victims) and Germans are presented as cats. Each nationality has a representative animal. Spiegelman inserts himself and his reactions to his parents' story and to his parents' lives after the Holocaust, giving the narrative a more modern and complex twist with multiple narrations. For example, he says, "I feel so inadequate trying to reconstruct a reality that was worse than my darkest dreams" (page 16). He acknowledges the limits of his ability to re-tell his parents' story. Finally, Spiegelman also uses real photos of the family and maps interspersed with traditional illustrated panels, giving his narrative a postmodern feel and suggesting that there are multiple ways to record and understand the past.

What is "Gothic" about the weather at the beginning of Dracula?

In literature, "Gothic" means stories about the supernatural, or that privilege irrationality and emotion over reason. Usually Gothic literature takes the form of horror stories, like Dracula, set in wild, picturesque places. Take a look at for a more detailed discussion of the Gothic genre and its origins.

Part of the "supernatural" element of the Gothic is the idea that the supernatural power at the heart of the story is somehow...

In literature, "Gothic" means stories about the supernatural, or that privilege irrationality and emotion over reason. Usually Gothic literature takes the form of horror stories, like Dracula, set in wild, picturesque places. Take a look at for a more detailed discussion of the Gothic genre and its origins.

Part of the "supernatural" element of the Gothic is the idea that the supernatural power at the heart of the story is somehow connected to, or can effect, the weather. For example, as Harker is on his way to meet the Count's carriage at the Borgo Pass, he passes a place called "God's seat," a mountain of tremendous magnificence:

Beyond the green swelling hills of the Mittel Land rose mighty slopes of forest up to the lofty steeps of the Carpathians themselves. Right and left of us they towered, with the afternoon sun falling full upon them and bringing out all the glorious colours of this beautiful range, deep blue and purple in the shadows of the peaks, green and brown where grass and rock mingled, and an endless perspective of jagged rock and pointed crags, till these were themselves lost in the distance, where the snowy peaks rose grandly. Here and there seemed mighty rifts in the mountains, through which, as the sun began to sink, we saw now and again the white gleam of falling water. One of my companions touched my arm as we swept round the base of a hill and opened up the lofty, snow-covered peak of a mountain, which seemed, as we wound on our serpentine way, to be right before us. "Look! Isten szek!"—"God's seat!"—and he crossed himself reverently.

Once they get past "God's seat" (and symbolically enter a land without God), the atmosphere changes:

And at last we saw before us the Pass opening out on the eastern side. There were dark, rolling clouds overhead, and in the air the heavy, oppressive sense of thunder. It seemed as though the mountain range had separated two atmospheres, and that now we had got into the thunderous one.

The weather foreshadows the terrible appearance of Dracula's carriage, and the nightmarish experience Harker is about to have as Dracula's "guest"!

Compare the elements of fiction from the short story "Araby" and "The Veldt."

When you write "the elements of fiction," I'm led to believe you're talking about these: plot, conflict, characters, setting, and point of view. So I'll give a brief overview of each.

Point-of-View

"Araby" - The unnamed narrator is the primary character in the story.

"The Veldt" - Third-person mostly limited narrator that mostly follows the parents in the story.

Plot (Exposition, Rising Action, Climax, Falling Action, Resolution)

"Araby" 

- Boy lives at the "blind" end...

When you write "the elements of fiction," I'm led to believe you're talking about these: plot, conflict, characters, setting, and point of view. So I'll give a brief overview of each.

Point-of-View

"Araby" - The unnamed narrator is the primary character in the story.

"The Veldt" - Third-person mostly limited narrator that mostly follows the parents in the story.

Plot (Exposition, Rising Action, Climax, Falling Action, Resolution)

"Araby" 

- Boy lives at the "blind" end of a street and explains his adventures with his friends. The boy explains his feelings for his friend Mangan's sister and then he pledges to buy something for her at the Araby marketplace. After being delayed by his drunk uncle and then seeing an Irish girl flirt with two British men, the boy realizes that Mangan's sister is just using him and feels ashamed. The boy stands in the marketplace and feels his eyes burning "with anger and vanity."

"The Veldt"

- Parents George and Lydia Hadley are worried that the nursery they purchased for their children is problematic. They call a psychiatrist to look at the nursery, which has begun creating violent images of the African wilderness that they feel are dangerous. They shut down the room, which causes the children—Wendy and Peter—to rebel. They trick their parents into going into the nursery, which, magically, has turned real. The reader is left to believe that the lions in this "veldt" ate George and Lydia.

Characters

"Araby"

- Unnamed narrator who is trying to woo Mangan's sister.

- Mangan, the unnamed narrator's best friend

- Mangan's sister, the object of the narrator's affection

- The narrator's aunt and uncle

"The Veldt"

- George and Lydia Hadley (the parents)

- Peter and Wendy Hadley (the children)

- The psychiatrist who investigates the nursery

Setting

"Araby"

- This story takes place throughout late 19th or early 20th Century Dublin. 

"The Veldt"

- Takes place in some unnamed future. It's a world in which technology rules and runs peoples' lives.

Conflict

"Araby"

Primary: The narrator vs. himself and his feelings for Mangan's sister.

Minor: Narrator vs. Uncle

"The Veldt"

Primary: Parents vs. Children

Minor: Man vs. Technology (the parents vs. the nursery)

What is Lucie's "thread"? She represents the golden thread, but what is the actual thread in A Tale of Two Cities?

The "thread" is a golden hair from Lucie's head that matches the golden hair which Dr. Manette has kept in a little rag around his neck during his eighteen-year imprisonment. It acts as a metaphorical thread to sew together his tragic past and delusions with his memories.

This "thread" of Lucie's connects the present with the past--sews time together, as it were. For, upon seeing it, Dr. Manette realizes Lucie's hair must somehow belong to...

The "thread" is a golden hair from Lucie's head that matches the golden hair which Dr. Manette has kept in a little rag around his neck during his eighteen-year imprisonment. It acts as a metaphorical thread to sew together his tragic past and delusions with his memories.

This "thread" of Lucie's connects the present with the past--sews time together, as it were. For, upon seeing it, Dr. Manette realizes Lucie's hair must somehow belong to the other hairs that he has kept for so long. The thread brings back some of Manette's memory: 

He took her hair into his hand again, and looked closely at it. "It is the same. How can it be! When was it! How was it!"

Then Dr. Manette relates how his lovely wife laid her head on his shoulders, fearing his departure so long ago, though he had no apprehensions. But, she was, of course, right. When Manette was incarcerated in the North Tower of the Bastille, the jailers found the long golden hairs on him. So, Manette requested that he be allowed to keep them, saying that they would help him escape in spirit, at least.

As he sits staring at her hair, Lucie comforts him and tells him that at another time her name will be revealed. She holds him and lies on the floor with him when he collapses, comforting the poor man. But, she does not yet reveal that she is his daughter.

In the book The 21 Balloons, how many people did Krakatoa feed each night?

The short answer is "eighty." Here are the details:

In The Twenty-One Balloonsby William Pène du Bois, twenty families live on the island of Krakatoa, and each family has "one boy and one girl," in addition to a mother and father. Each family is renamed after a letter of the alphabet, so that the members of the first family, for example, are called Mrs. A. and Mr. A, with the kids called A-1 (the...

The short answer is "eighty." Here are the details:

In The Twenty-One Balloons by William Pène du Bois, twenty families live on the island of Krakatoa, and each family has "one boy and one girl," in addition to a mother and father. Each family is renamed after a letter of the alphabet, so that the members of the first family, for example, are called Mrs. A. and Mr. A, with the kids called A-1 (the son) and A-2 (the daughter).

This means that four people make up each of the twenty families, so in total, eighty people live on the island. They all dine every night in a restaurant (with each family running an individual restaurant), so that means that all eighty of them are eating each night on the island.

In the story, Mr. F. elaborates on how the restaurants are set up: "'There are twenty restaurants around the village square hen. We lettered them, A, B, C, D, E, and F, all around the square up to T, the twentieth house.'" 

How we can use the managerial skills at various level of management?

The American Management Association lists six general skill sets for managers. These skills include: management leadership skills, communication skills, collaboration skills, critical thinking skills, finance skills, and project management skills. 

Each one of these skill sets is used at the various levels of management. The levels identified here will be manager, director, vice president, and senior executive. At the manager level, the individual must have a basic understanding of the management skills. Leadership skills may...

The American Management Association lists six general skill sets for managers. These skills include: management leadership skills, communication skills, collaboration skills, critical thinking skills, finance skills, and project management skills. 

Each one of these skill sets is used at the various levels of management. The levels identified here will be manager, director, vice president, and senior executive. At the manager level, the individual must have a basic understanding of the management skills. Leadership skills may be developing. Communication skills are generally directed toward daily correspond with subordinates and superiors. Collaboration skills are important to work as an effective member of the management group. Finance skills may or may not be needed depending on the manger's role. Basic project management skills are needed to ensure tasks are completed on time and effectively.

At the director level, each managerial skill should be heightened. Directors tend to have more direct reports or people reporting through them than managers. Directors also have more responsibility to the organization. Leadership skills should begin to emerge, as managers report to directors. Communication skills are important as directors serve as an intermediary between vice presidents, managers and front line staff. Collaboration skills are essential at this level for the same reason. Finance skills are important because directors are responsible for an department or area budget. Project management skills, including seeing all parts of a project and the smaller tasks is essential. 

At the vice president level, managerial skills are still required. Vice Presidents are often viewed as organizational leaders, and should demonstrate those skills. Internal and external communication skills are essential for vice presidents, as they represent the organization to the community and assist in steering the organization in the direction of its mission and vision. Collaboration skills are important between vice presidents so each does not develop a silo mentality. Finance skills should be further refined as understanding growth targets, financial expenses, and strategic planning becomes more important. Project management skills remain importance, as vice presidents often monitor projects and ensure they are meeting organizational objectives.

At the senior executive level, management, leadership, communication, collaboration, finance and project management skills should be finely honed. A senior executive should serve as a role model and leader for other managers within an organization and should demonstrate most, if not all, managerial skills fully.

What does barium decompose to?

This depends entirely on which isotope of barium you're evaluating. 

Isotopes are variations in the neutron content of an atom; the most stable form of barium, Barium-130, has 56 protons and 74 neutrons. The number of protons will remain 56 in all isotopes, but the number of neutrons varies from 58 to 97. As you might expect, the further from having 74 neutrons the isotope is, in either direction, the shorter the half-life of the...

This depends entirely on which isotope of barium you're evaluating. 

Isotopes are variations in the neutron content of an atom; the most stable form of barium, Barium-130, has 56 protons and 74 neutrons. The number of protons will remain 56 in all isotopes, but the number of neutrons varies from 58 to 97. As you might expect, the further from having 74 neutrons the isotope is, in either direction, the shorter the half-life of the isotope tends to be. Most of the half-lives are measured in minutes or fractions of a second, whereas Barium-130 has a half-life tens of thousands of times longer than the age of the universe itself.

Most of the lighter isotopes decay into xenon and cesium, atoms one and two protons lighter than barium on the periodic table, and most of them decay through beta decay and electron capture. Beta-plus decay might be best described if you imagine the proton and being composed of a neutron plus a positively charged small particle (a positron); if the proton loses its positive charge, or absorbs a negative charge, it becomes a neutron. In beta-plus decay and electron capture, the proton loses its positive charge and becomes a neutron, dropping the atomic number by one. The heavier isotopes of barium also undergo beta decay, but they undergo beta-minus; in this case, the neutron can be thought of as a proton and an electron combined so that their charges cancel, and by losing an electron, the neutron becomes a proton, and the atomic number increases by one. The heavier isotopes thus tend to decay into a heavier element, lanthanum. 

What does Rosemary symbolize in the Giver?

I think it likely that Rosemary's name was chosen deliberately, an allusion to a famous line from Hamlet, in Act 4, Scene 5, where Ophelia says, "There's rosemary, that's for remembrance; pray, love, remember...."  Since, in The Giver, Rosemary was a Receiver, she was intended to hold all the memories that the Giver passed on to her, so this is a perfect choice of name. Rosemary seems to be more a symbol of death in Hamlet, but of course that works well, too, in The Giver, because Rosemary is released at her own request, the memories she has received having devastated and depressed her to the point at which she no longer wished to live.  In Shakespeare's day, herbs were often thought to have healing properties, but they were also symbolic.  This is still true today, where there exists a language of flowers and herbs, although very few people seem to know this. I've included a little "guide"  for this below. 

What units are used to describe the solubility of a substance in a given solution?

The solubility of a substance in a given solvent refers to the amount of solute (or substance) that can be added to a unit quantity of the solvent. Thus, solubility can be described in terms of amount of solute per unit amount of solvent. In other words,

solubility = amount of solute / amount of solvent

We commonly use g/l (gram per liter) and mg/l(milligram per liter) as units of solubility of a substance...

The solubility of a substance in a given solvent refers to the amount of solute (or substance) that can be added to a unit quantity of the solvent. Thus, solubility can be described in terms of amount of solute per unit amount of solvent. In other words,

solubility = amount of solute / amount of solvent

We commonly use g/l (gram per liter) and mg/l (milligram per liter) as units of solubility of a substance in a solvent. For example, the solubility of sodium chloride (NaCl) in water at room temperature (25 degrees Celsius) is 0.36 g/ml. 

The solubility of a solute in a solvent is a function of the temperature. As the temperature increases, the solubility of solutes in a given solvent increases. We can also increase the rate of dissolution by stirring the solution.

Hope this helps. 

What did Jonas' father want to do about the newchild, Gabriel? Why?

Jonas’s father wants to bring the newchild home for extra nurturing.

Jonas’s father is a Nurturer, and his job is to take care of infants.  In Jonas’s community, infants are known as newchildren and are raised in an institutionalized setting for the first year of their life.  They are cared for by Nurturers.  At the evening telling of feelings ritual, Jonas’s father shares that he is worried about one of the newchildren. 

"He's a sweet...

Jonas’s father wants to bring the newchild home for extra nurturing.

Jonas’s father is a Nurturer, and his job is to take care of infants.  In Jonas’s community, infants are known as newchildren and are raised in an institutionalized setting for the first year of their life.  They are cared for by Nurturers.  At the evening telling of feelings ritual, Jonas’s father shares that he is worried about one of the newchildren. 

"He's a sweet little male with a lovely disposition. But he isn't growing as fast as he should, and he doesn't sleep soundly. We have him in the extra care section for supplementary nurturing, but the committee's beginning to talk about releasing him." (Ch. 1) 

Jonas’s father is supposed to just let this release happen. Although he does not know that release means the baby dies, he knows it means the baby leaves and it is considered a failure for the community.  He doesn’t want that to happen, so he comes up with a plan.  He looks up the baby’s name, Gabriel, and calls him that secretly.  Then he asks to bring Gabriel home with him at night. 

Although the family seems to enjoy having Gabe in their household, it is against the rules to have more than two children so they can't keep him.  A family is allowed one girl and one boy.  Despite this, Jonas’s father must be very persuasive, because he is still not released when he turns a year old. 

Father had gone before the committee with a plea on behalf of Gabriel, who had not yet gained the weight appropriate to his days of life nor begun to sleep soundly enough at night to be placed with his family unit. (Ch. 6) 

It is pretty amazing that this community, which so routinely releases newchildren, would give Gabriel so many extra chances.  Jonas’s father must have a lot of clout.  Unfortunately, even he gives up on Gabe eventually, when after another year he still does not sleep through the night.  He votes for Gabe’s release, and Jonas escapes and takes the baby with him.

How does the play Romeo and Juliet utilize comic relief?

The comedic moments in Romeo and Juliet provide a counterpoint to its tragic plot. Instead of making the play lighter, these moments highlight the story’s heartbreaking elements by providing a contrast. Even the violent opening includes witty banter that makes the scene all the more engaging. There is the famous conversation between a Capulet and a Montague in which one asks the other if he “bites his thumb” (a rude gesture) at him. The other denies this, “No, sir, I do not bite my thumb at you, sir,” but pointedly adds, “but I bite my thumb, sir.” This moment of humor creates tension as well as interest and quickly descends into a brawl.

Two of the play’s most memorable characters are also very funny: Juliet’s nurse and Mercutio. The nurse’s humor cuts tension and adds a sense of realism to her character. She is a bawdy, feisty, middle-aged woman. It is all the more tragic when she believes that she finds Juliet’s dead body because the normally upbeat nurse transforms into a despondent woman. Mercutio is a fanciful and hot-tempered fellow whose playfulness can turn aggressive on a dime. Even as he dies, he jests, “ask for me to-morrow, and you shall find me a grave man.”

By and large, the humor in Romeo and Juliet allows the audience a moment of relief. This release causes them to relax and let their guards down, often making them more vulnerable to to the play’s tragic and shocking moments.

What is the resolution in A River Runs Through It and how does it problematize or complicate a single, myopic analysis?

A River Runs Through Itis the beautiful tale of Norman Maclean's attempt to understand his beloved but troubled brother, Paul. The Maclean family considers fly fishing a religion. The book starts with the line, "In our family there was no clear line between religion and fly fishing" (page 1). Even Norman is older, he knows that his brother Paul "was going to be a master with a rod" (page 5) even when Paul is...

A River Runs Through It is the beautiful tale of Norman Maclean's attempt to understand his beloved but troubled brother, Paul. The Maclean family considers fly fishing a religion. The book starts with the line, "In our family there was no clear line between religion and fly fishing" (page 1). Even Norman is older, he knows that his brother Paul "was going to be a master with a rod" (page 5) even when Paul is a child.

Over time, the brothers separate and lead very different lives, but they are reunited by fishing. Paul has, in his brother's eyes, been given a talent by God to be a masterful fisherman. However, off the river, Paul leads a life troubled by gambling and drinking. Norman attempts to understand his brother and help him, but his brother rebuffs all attempts to be helped. In the end, Paul dies after being beaten, probably by people he owes money. The resolution Norman comes to is that “You can love completely without complete understanding" (page 103). This is not a myopic or single understanding but a more complex one of the way in which people can love each other without understanding the other person's inner demons.

When I look at a list of issues, how can I determine which issues are and are not macroeconomic issues?

In order to tell which issues are and are not macroeconomic issues, you have to know how to define terms about macroeconomics.  Macroeconomic issues are those that have to do with the entire economy of a given area.  This is often a country, but it can be a city, state, province, a group of countries, or the whole world.  Macroeconomic questions ask how certain events or policies will impact the overall economy.  By contrast, microeconomic...

In order to tell which issues are and are not macroeconomic issues, you have to know how to define terms about macroeconomics.  Macroeconomic issues are those that have to do with the entire economy of a given area.  This is often a country, but it can be a city, state, province, a group of countries, or the whole world.  Macroeconomic questions ask how certain events or policies will impact the overall economy.  By contrast, microeconomic issues have to do with certain industries or even with individual businesses or consumers.  As their names suggest, macroeconomic issues have to do with the big picture while microeconomic issues have to do with small bits of that larger picture.

Let us look at some examples to see what this means.  Let’s say that a researcher wonders what will happen to the market for large cars if gas prices go up.  This is a microeconomic issue because it is only concerned with specific markets, the car market and the gas market.  By contrast, imagine the researcher wants to know what will happen to the economy of Venezuela if oil prices drop below a certain point.  Since that question is mainly about a whole country’s economy (the whole Venezuelan economy is the dependent variable in the question), it is a macroeconomic issue. 

As another example, let us say that a central bank lowers interest rates.  If a researcher asks how the lower rate will affect the housing market, that is a microeconomic issue because the dependent variable in the question is a single market.  However, if the researcher asks how the lower interest rates will change the amount that all businesses in the country invest, that is a macroeconomic issue.

When you look at a list of issues, the macroeconomic issues are those that have to do with the economies of whole cities, countries, regions, or the whole world.  If the dependent variable in the question is an entire economy, the question has to do with a macroeconomic issue.

What were three positive and negative long-term affects World War II had on Germany?

Before answering the question, it's important to note that whether something is positive or negative is often subjective. This means that what one group might consider a positive effect could very easily have a negative influence on another group.

With the disclaimer out of the way, there are some pretty important ways in which Germany was positively impacted by the events and outcome of WWII. Most importantly, the death of Adolf Hitler and demise of...

Before answering the question, it's important to note that whether something is positive or negative is often subjective. This means that what one group might consider a positive effect could very easily have a negative influence on another group.

With the disclaimer out of the way, there are some pretty important ways in which Germany was positively impacted by the events and outcome of WWII. Most importantly, the death of Adolf Hitler and demise of the Nazi Party meant that Germany was able to rid itself of a fascist dictatorship. In the context of WWII, the Germans are often described as a monolithic group; however, many people were against the attempted annexation or invasion of other countries and Hitler's authoritarian regime. The end of the Nazi Party allowed Germany to reorient its political structure to become a republic.

Another positive effect of the war was job creation. Despite the negative reasons for the economic boost, the war created many manufacturing jobs, particularly those related to military need. Along those same lines, a third example is technological innovation. Although the purposes of the inventions were unfortunate, there were many new innovative products that were produced by Germans during this period. The jet plane, for example, was first developed by the Germans, although it was at the end of the war and ultimately didn't help.

As for negative long-term influences, those are a little easier to identify. The most significant was the destruction of the landscape and infrastructure. Due to heavy bombing, large sections of Germany were destroyed and took many years to rebuild. On a national level, Germany's role in the war heavily influenced their relationship with other countries and the United Nations. After the war, many nations reclaimed territories that had been annexed or invaded by the Nazis and Germany had a fairly bad reputation. Moreover, to this day Germany remains heavily associated with fascism and genocide, despite their humanitarian efforts and politically progressive system.

Finally, one of the most significant long-term effects of the war has been that Germany has had to live with a legacy of horrific violence. In some ways, this has had a positive influence because they have made a very strong effort to ensure that such things never happen again. However, there were many German people who suffered greatly during the war, including those who lost loved ones, property, and so on. Given the nature of their country's crimes, these ordinary citizens have never felt comfortable or been allowed to properly grieve their loss because they felt as though they don't have the right.

Why does the moon look different at different times of the month?

The apparent phases of the Moon aren't really the result of any physical change in the Moon itself, but are caused by changes in the relative positions of the Earth, Sun, and Moon. The light we see on or from the Moon is actually a reflection of light from the Sun. Because the Moon orbits around the Earth on a regular, predictable pattern, we experience a twenty-nine day cycle of Moon phases. The darkness we...

The apparent phases of the Moon aren't really the result of any physical change in the Moon itself, but are caused by changes in the relative positions of the Earth, Sun, and Moon. The light we see on or from the Moon is actually a reflection of light from the Sun. Because the Moon orbits around the Earth on a regular, predictable pattern, we experience a twenty-nine day cycle of Moon phases. The darkness we perceive as being part of these phases is really a shadow.

At the New Moon, the Moon is directly between the Earth and the Sun. In this position, no light reaches the side of the Moon that we can see. At night, it may appear that there is no Moon at all because of this shadowed position. Throughout the month, the Moon enters into a waxing phase. This means that the Moon is slowly moving out of position between the Earth and the Sun, and more light is reflecting off of it. To us, it may look as though the Moon is growing little by little every night. When the Moon is at a ninety-degree angle to the Earth and Sun, we see a half-lit Moon. As it continues in its procession around the Earth, it will come to a full Moon, where the surface we see is entirely reflecting the light of the Sun. Slowly, the Moon continues to move back into shadow. Then the cycle repeats all over again!

Some cultures base their calendars on this regular waxing and waning of the Moon--this is called a lunar calendar.

What is Dylan Thomas trying to say to readers in "Do Not Go Gentle Into That Good Night"?

Dylan Thomas is telling readers that resistance is a part of human identity. 

In order to communicate his message to the reader, Thomas uses repetition. Both "Do not go gentle into that good night" and "Rage, rage against the dying of the light" remind the reader that fighting back against the elements is a significant part of what it means to be human.  In the poem, Thomas depicts different types of people.  He shows people...

Dylan Thomas is telling readers that resistance is a part of human identity. 

In order to communicate his message to the reader, Thomas uses repetition. Both "Do not go gentle into that good night" and "Rage, rage against the dying of the light" remind the reader that fighting back against the elements is a significant part of what it means to be human.  In the poem, Thomas depicts different types of people.  He shows people who are "wise," "good," "wild," and "grave." Their experiences vary, but he believes that they all understand that human identity is inescapably linked to struggle.

Thomas is telling the reader that there are forces of "darkness" around us. The only appropriate response to these forces is to "rage" against them.  The "dying light" can be seen as death, and our "rage" is to struggle against it in the form of living our lives.  However, the "dying light" could also be conformity or forces that seek to take away our individuality.  In these situations, Thomas is telling us to not capitulate, but rather "rage" against them.

Who do you think is the main character in the play The Tragedy of Julius Caesar?

Most scholars consider Brutus the protagonist of Julius Caesar. He is certainly the most complex and fully explored character of the play. He is portrayed as a friend, a husband, a military leader, and a strong public leader, all in detail. The audience gets insights into Brutus's thoughts through a few soliloquies, as well as comments to other characters, such as when Cassius asks Brutus what's on his mind: 

"Cassius,Be not deceived. If...

Most scholars consider Brutus the protagonist of Julius Caesar. He is certainly the most complex and fully explored character of the play. He is portrayed as a friend, a husband, a military leader, and a strong public leader, all in detail. The audience gets insights into Brutus's thoughts through a few soliloquies, as well as comments to other characters, such as when Cassius asks Brutus what's on his mind: 

"Cassius,
Be not deceived. If I have veiled my look,
I turn the trouble of my countenance
Merely upon myself. Vexèd I am
Of late with passions of some difference,
Conceptions only proper to myself,
Which give some soil, perhaps, to my behaviors.
But let not therefore my good friends be grieved
(Among which number, Cassius, be you one)
Nor construe any further my neglect,
Than that poor Brutus, with himself at war,
Forgets the shows of love to other men" (1.2.42-53).

Brutus' complexity as a character is clear here. He is a deeply thoughtful man who works hard to do what is right, not for himself alone, but for society as a whole.

Additionally, Brutus is viewed by many as a tragic hero. Like many tragic heroes, Brutus's greatest trait is also his downfall: his strict ideals and virtue. Antony rightly calls Brutus the "noblest Roman." However, it is exactly through this trait that Cassius convinces Brutus to participate in the assassination, despite Brutus's personal love for Caesar as a friend. More problems are created when Brutus determines that it is too bloody and violent to kill Antony as well, and even more when he lets Antony speak as Caesar's funeral. In each of these acts, Brutus is trying to do the right thing for those involved and Roman society as a whole. In each, however, his good intentions backfire and chaos and war reign. 

How was the World War I the beginning of the hate towards immigrants ?

While the United States had several anti-immigrant policies long before World War I began, there was a renewed emphasis on restricting immigration to our country as a result of World War I. Several anti-immigration laws were passed after World War I ended.

There had been two major waves of immigration to the United States from Europe. The first wave was from 1820-1860. Most immigrants came from North and West Europe. The second wave was from 1880-1920. These immigrants came from South and East Europe. The immigrants from South and East Europe were very different than the immigrants from North and West Europe. Their languages, cultures, and customs were very different than those of the immigrants from North and West Europe.

After World War I, there was a significant fear that the communists were trying to spread their system to the United States. This was known as the Red Scare. It was fueled by a large number of strikes that occurred after World War I ended. There was the famous Sacco-Vanzetti case in which these Italian immigrants were accused and convicted of murder. Many people believed these events were related to the growing number of immigrants coming to our country from South and East Europe.

As a result, two very restrictive immigration laws were passed. The Emergency Quota Act was passed in 1921. This law limited immigration to three percent of a country’s population in the United States in 1910. Thus, if there were 100,000 Italians living in the United States in 1910, then 3,000 Italians could come to the United States each year. In 1924, a more restrictive immigration law, the National Origins Act, limited the amount of people who could come to the United States to two percent of a country’s population and used 1890 as the base year. The goal of these laws was to restrict immigration to the United States, especially immigration from South and East Europe. This law also prevented immigration from Asia. It should be noted the National Origins Act did not restrict the immigration from countries in the Western Hemisphere because we needed Hispanic workers to work in the farm fields of the southwest part of the country to harvest crops.

Thus, after World War I, the United States developed policies to restrict immigration from parts of Europe, mainly from South and East Europe. These laws were aimed at groups of people who were perceived as different from most Americans in terms of language, culture, and political viewpoints.

How was the government in the New Jersey colony organized?

New Jersey's colonial government changed over time, but generally maintained the same basic structure. At first (1664-1702) it was a proprietary colony in which the proprietors chose a governor. As a proprietary colony, it also featured a colonial legislature, the lower house of which doubled as the governor's council. At this point, the colony was actually two colonies--West Jersey and East Jersey, controlled by two different proprietors and featuring Quaker and Scottish populations, respectively. In...

New Jersey's colonial government changed over time, but generally maintained the same basic structure. At first (1664-1702) it was a proprietary colony in which the proprietors chose a governor. As a proprietary colony, it also featured a colonial legislature, the lower house of which doubled as the governor's council. At this point, the colony was actually two colonies--West Jersey and East Jersey, controlled by two different proprietors and featuring Quaker and Scottish populations, respectively. In 1702, New Jersey was formed by uniting these two colonies, and the structure of government remained, with the governor then appointed by the Crown. This system remained until the American Revolution, when William Franklin (son of the rebel Benjamin), having remained loyal to the British, was forced out of office. The revolutionary government established by the state constitution of 1776 maintained the two-house legislature and the governor's office, but the governor saw his powers severely curtailed. 

What is symbolic about the Museum of Natural History in The Catcher in the Rye?

In The Catcher in the Rye, the Museum of Natural History is symbolic of Holden's wish for everything to stay exactly how it is, particularly his sister Phoebe's childhood innocence. Holden wants his sister's innocence to stay intact, unlike how his has since his impending adulthood and his brother Allie's death several years earlier.

When speaking about the Museum of Natural History, Holden focuses on the idea that "the best thing, though, in that...

In The Catcher in the Rye, the Museum of Natural History is symbolic of Holden's wish for everything to stay exactly how it is, particularly his sister Phoebe's childhood innocence. Holden wants his sister's innocence to stay intact, unlike how his has since his impending adulthood and his brother Allie's death several years earlier.

When speaking about the Museum of Natural History, Holden focuses on the idea that "the best thing, though, in that museum was that everything always stayed right where it was." He goes on to describe the exhibits and mentions the eskimo and deer never changed their positions. He goes on to explain that life should be like the museum:

"Certain things they should stay the way they are. You ought to be able to stick them in one of those big glass cases and just leave them alone."

Holden says all the things above in his stream-of-consciousness-like explanation of the building and his memories of it from his childhood. After thinking about the museum, however, Holden says he "wouldn't have gone inside for a million bucks." This symbolizes that Holden already lost that innocence he held as a child when he used to visit the museum when he was Phoebe's age.

What is the initial inciting incident in the novel The Phantom of the Opera by Gaston Leroux?

The initial inciting "incident"--or "crisis," we might say!--in Gaston Leroux's novel The Phantom of the Opera occurs after the new directors of the Paris Opera House, Armand Moncharmin and Firmin Richard, directly disobey the orders of the Phantom of the Opera (also referred to as "the Opera Ghost" and by his real name, "Erik").

The Phantom has a longstanding agreement with the previous directors of the Opera: he is to be paid a salary of...

The initial inciting "incident"--or "crisis," we might say!--in Gaston Leroux's novel The Phantom of the Opera occurs after the new directors of the Paris Opera House, Armand Moncharmin and Firmin Richard, directly disobey the orders of the Phantom of the Opera (also referred to as "the Opera Ghost" and by his real name, "Erik").

The Phantom has a longstanding agreement with the previous directors of the Opera: he is to be paid a salary of 20,000 francs per month and Box Five is to be left empty for him at all performances. Armand and Firmin laugh off these demands, which sets them up for a poor relationship with the Ghost. In fact, Armand and Firmin are not in the mood to negotiate with an entity they don't even believe exists. After receiving further demands from the Phantom (that Christine be given the lead role in the opera Faust, that Madame Giry, the attendant of Box Five, be rehired, and that Box Five be left empty), Armand and Firmin decide to do exactly the opposite. They cast Carlotta, the demanding diva, in Christine's role, hire a new woman to take up Madame Giry's old job, and seat themselves in Box Five for the performance.

This flagrant display of disrespect for the Phantom results in deadly chaos. The Phantom unleashes his fury on the Opera House, causing Carlotta's voice to be mysteriously ruined, the chandelier to come crashing down into the house, and Madame Giry's replacement to be killed. This is arguably the first major "incident" of the book, and the one that sends a definite message: the Phantom means business. 

What is the message of "Marriage is a Private Affair" by Chinua Achebe?

The message of Chinua Achebe's short story "Marriage is a Private Affair" is that, despite cultural and generational prejudices, family love is an essential part of life. Nnaemeka's father, an Ibo man, is dead set against his son marrying out of their ethnic group. He basically disowns his son because Nnaemeka marries Nene, an Ibibio woman. The father even cuts Nene out of the wedding picture his son sends him. The men of the Ibo...

The message of Chinua Achebe's short story "Marriage is a Private Affair" is that, despite cultural and generational prejudices, family love is an essential part of life. Nnaemeka's father, an Ibo man, is dead set against his son marrying out of their ethnic group. He basically disowns his son because Nnaemeka marries Nene, an Ibibio woman. The father even cuts Nene out of the wedding picture his son sends him. The men of the Ibo village all agree that Nnaemeka has rebelled against his father and that his actions are scandalous. The fact the marriage is quite a topic of discussion in the village and among the Ibo women in Lagos renders the title an example of verbal irony. 

Fortunately for Nnaemeka, his father softens after receiving a letter from Nene saying that the couple has two sons who would very much like to see their grandfather. In the final lines of the story, the father is regretting his decision and hoping his son will forgive him and how he will make it up to the couple. He is overcome by the love that is inherent with blood. He is overcome by longing to see his grandsons. The message also has a universal purpose as Achebe is saying that love is stronger than any enmity which may exist between ethnic groups, religions or races.

Which elements have 2 electrons in their outermost orbit? Which family do they belong to?

The electrons located in the outermost orbit of an atom are called valence electrons.

The family of elements that contain two valence electrons is called the Alkaline Earth Metal family. The Alkaline Earth Metal elements are located in column 2 of the periodic table. The elements in this family are: Beryllium (Be), Magnesium (Mg), Calcium (Ca), Strontium (Sr), Barium (Ba), and Radium (Ra). 

The elements in column 1of the periodic table are...

The electrons located in the outermost orbit of an atom are called valence electrons.

The family of elements that contain two valence electrons is called the Alkaline Earth Metal family. The Alkaline Earth Metal elements are located in column 2 of the periodic table. The elements in this family are: Beryllium (Be), Magnesium (Mg), Calcium (Ca), Strontium (Sr), Barium (Ba), and Radium (Ra). 

The elements in column 1 of the periodic table are called the Alkali Metals. These elements have 1 valence electron.

The elements in column 13 of the periodic table have 3 valence electrons.

The elements in column 14 of the periodic table have 4 valence electrons.

The elements in column 15 of the periodic table have 5 valence electrons.

The elements in column 16 of the periodic table have 6 valence electrons.

The elements in column 17 of the periodic table are called the Halogens. These elements have 7 valence electrons.

The elements in column 18 of the periodic table are called the Noble Gases. These elements have 8 valence electrons, except for helium (He) which has 2 valence electrons.

Why is argon less reactive than sulphur?

Argon is a noble gas, while sulfur is not. And this is what makes sulfur more reactive as compared to argon. 

To react, an atom needs electrons that can be shared or donated or gained. That is only possible if the valence electron shell is not fully filled. If the atom has achieved a fully filled electronic configuration, it will not react any further.

Sulfur has an atomic number of 16 and an electronic configuration...

Argon is a noble gas, while sulfur is not. And this is what makes sulfur more reactive as compared to argon. 

To react, an atom needs electrons that can be shared or donated or gained. That is only possible if the valence electron shell is not fully filled. If the atom has achieved a fully filled electronic configuration, it will not react any further.

Sulfur has an atomic number of 16 and an electronic configuration of 1s2, 2s2, 2p6, 3s2, 3p4. This means that it needs 2 more electrons or 4 less electrons for a fully filled configuration. This will make sulfur reactive.

In comparison, argon has an atomic number of 18 and an electronic configuration of 1s2, 2s2, 2p6, 3s2, 3p6. That means that no electrons are available for sharing or exchange and that argon atom already has a fully filled configuration. This makes argon almost inert.

Thus, sulfur is more reactive as compared to argon.

Hope this helps.

How does Fitzgerald use weather to reinforce the mood when Gatsby meets Daisy?

In Chapter five, Nick has "arranged" for Daisy to come to his house for tea, so that Gatsby can meet her. Gatsby is incredibly nervous. The weather -- on the appointed day, it is pouring rain -- is meant to suggest Gatsby's inner state, of course, but also the inappropriateness of the rain -- on this of all days -- underlines something about the unreality of Gatsby's dreams about Daisy, something that becomes more uncomfortably...

In Chapter five, Nick has "arranged" for Daisy to come to his house for tea, so that Gatsby can meet her. Gatsby is incredibly nervous. The weather -- on the appointed day, it is pouring rain -- is meant to suggest Gatsby's inner state, of course, but also the inappropriateness of the rain -- on this of all days -- underlines something about the unreality of Gatsby's dreams about Daisy, something that becomes more uncomfortably clear as the chapter continues and  Gatsby shows off his house to Daisy. Here are a few details:

• Nick's lawn: Gatsby is afraid Nick's lawn is not well-kept enough for Daisy. Even though it is pouring rain, he sends a man over to cut it. It is a bit absurd. Later, when asked about how the lawn looks, it is as if he had forgotten about the whole thing!


• When Daisy shows up, Gatsby, out of embarassment, has gone out the back door and pretends to arrive after Daisy does. When Nick opens the door to him, “Gatsby, pale as death, with his hands plunged like weights in his coat pockets, was standing in a puddle of water glaring tragically into my eyes.” 


• Nick so fed up with Gatsy's behavior he tells him he is acting like a child and goes outside and stands under a tree to be out of the rain. After half an hour, the sun comes out, and he goes back into the house to find Gatsby changed: “He literally glowed; without a word or a gesture of exultation a new well-being radiated from him and filled the little room.” 


• Later, when Gatsby is showing Daisy around his house, Daisy looks out the window: “Come here quick!” cried Daisy at the window. The rain was still falling, but the darkness had parted in the west, and there was a pink and golden billow of foamy clouds above the sea. “Look at that,” she whispered, and then after a moment: “I’d like to just get one of those pink clouds and put you in it and push you around.” 

We never find out what happens between Gatsby and Daisy while Nick is out in the rain. But Daisy's enthusiasm for the clouds is concurrent with the general feeling of irrational happiness at the end the chapter. The weather can be seen to represent Gatsby's mood (rain means sad, sun means happy), but in another sense the weather has nothing to do with how Gatsby feels, and its apparent "symbolic" value can be seen as another attempt to assign meaning to things that in themselves have no significance. Of course what Daisy says about the clouds makes no sense, but that doesn't matter to Gatsby. As Fitzgerald says of him, “No amount of fire or freshness can challenge what a man will store up in his ghostly heart.” 

What was the goal of the National Origins Act of 1924?

The goal of the National Origins Act of 1924 was to ensure that fewer of the “wrong” kind of immigrants entered the United States.  This act came about because many people in the US felt that the most recent wave of immigration had brought undesirable people to the country.

The National Origins Act set up a quota system for who would be allowed to immigrate to the US.  The act set quotas for various countries. ...

The goal of the National Origins Act of 1924 was to ensure that fewer of the “wrong” kind of immigrants entered the United States.  This act came about because many people in the US felt that the most recent wave of immigration had brought undesirable people to the country.

The National Origins Act set up a quota system for who would be allowed to immigrate to the US.  The act set quotas for various countries.  The number of immigrants from any given country each year was to equal 2% of the people born in that country but living in the United States according to the 1890 census.  In other words, if many people from a given country were living in the US in 1890, many immigrants from that country could continue to enter.  However, if the population from that country in the US in 1890 was small, only a very few people from that country would be allowed to immigrate to the US.

The point of this was to limit immigration from countries that had sent many people to the US between 1890 and 1920.  This was the time period in which the wave of “new immigrants” had come to the US.  Many Americans felt that these new immigrants were not likely to become good Americans.  The new immigrants tended to be from southern Europe (countries like Greece and Italy) or Eastern Europe (countries like Poland or Russia).  They were often Roman Catholic or Jewish at a time when many Americans distrusted people of these faiths.  Many of the immigrants held radical political views.  For all these reasons, many Americans wanted to cut off immigration from these countries.  Because they wanted to do this, they passed the National Origins Act of 1924. 

Identify and explain the causes of European exploration.

There was a myriad of factors that went into the successful navigation of new lands in the Fifteenth Century. The motivation for exploration was primarily economic . Here are some reasons for European exploration of new lands.

The Renaissance had given Europe a sense that humans could achieve outstanding things. There was a belief that people do anything and go anywhere. This attitude prevailed as the Portuguese and Spanish took to the high seas.

The...

There was a myriad of factors that went into the successful navigation of new lands in the Fifteenth Century. The motivation for exploration was primarily economic . Here are some reasons for European exploration of new lands.

The Renaissance had given Europe a sense that humans could achieve outstanding things. There was a belief that people do anything and go anywhere. This attitude prevailed as the Portuguese and Spanish took to the high seas.

The technology of navigating and shipbuilding caught up to the spirit of achievement fostered by the Renaissance. Ships were designed with stronger hulls, sails that could drive the ship with and against the wind, and navigation capabilities not known a generation earlier. Cannons were mounted on ships for protection.

The demand for spices and luxury goods from India and the far east was at a fevered pitch after the Crusades. Merchants knew that with this demand, they could make a fortune by directly trading with these places. The explorers were motivated to find a direct sea route to India.

The rise of the Turks, a Muslim empire in Asia Minor, was also an important factor. While Europeans enjoyed access to land routes before the Turks, these lines were cut off as the Turks were hostile toward the West.  

There was also a religious motive for exploration.  There was a desire to stem the tide of Muslim influence in Eastern Europe and the Middle East. Europeans believed it was their duty to convert people to Christianity on these missions of exploration.

Do the Whites begin to think that the legend of the monkey’s paw is true in "The Monkey's Paw" by W. W. Jacobs? Which of their actions support...

When Sergeant Major Morris first tells the Whites about his monkey's paw in W. W. Jacob's short story "The Monkey's Paw," the White family members think it's just a fantastical story. They are almost embarrassed to actually make their first wish of 200 pounds and Herbert, their son who suggested the wish, makes fun of their fear. However, by the end of the story, Mr. and Mrs. White fully believe in the legend. The first...

When Sergeant Major Morris first tells the Whites about his monkey's paw in W. W. Jacob's short story "The Monkey's Paw," the White family members think it's just a fantastical story. They are almost embarrassed to actually make their first wish of 200 pounds and Herbert, their son who suggested the wish, makes fun of their fear. However, by the end of the story, Mr. and Mrs. White fully believe in the legend. The first clue they are becoming believers occurs when they receive the horrible news of Herbert's death and learn that the company Herbert works for has a 200 pound check for them:

"Mr. White dropped his wife's hand, and rising to his feet, gazed with a look of horror at his visitor. His dry lips shaped the words, 'How much,?'

'Two hundred pounds,' was the answer.

Unconscious of his wife's shriek, the old man smiled faintly, put out his hands like a sightless man, and dropped, a senseless heap, to the floor" (Jacobs 10).

Some days after the funeral, Mrs. White encourages Mr. White to use the paw again to bring Herbert back, although he now he hesitates a bit before making a wish. Thus, in their own ways, they both display belief in the monkey's paw:

"'The other two wishes,' she replied rapidly. We've only had one.'

'Was that not enough?' he demanded fiercely.

'No,' she cried triumphantly; 'we'll have one more. Go down and get it quickly, and wish our boy alive'" (Jacobs 11).

And finally, in the end, when Mr. White hears the knocking on the door and realizes Herbert has come back from the dead and imagines what he will be, he makes a final wish to put Herbert back in his grave. By this time, Mr. White, too, has no doubt that the power of the monkey's paw is real.

What are the four olds in Red Scarf Girl?

The four olds are old ideas, old habits, old customs, and old culture. In the novel, Red Guards under the jurisdiction of the Communist Party terrorize the populace by ransacking their homes and confiscating any belongings considered to be 'four olds.' Apparently, the idea is to be rid of the 'four olds,' so that they can be steadily replaced with the 'four news': new culture, new customs, new habits, and new ideas. With this in...

The four olds are old ideas, old habits, old customs, and old culture. In the novel, Red Guards under the jurisdiction of the Communist Party terrorize the populace by ransacking their homes and confiscating any belongings considered to be 'four olds.' Apparently, the idea is to be rid of the 'four olds,' so that they can be steadily replaced with the 'four news': new culture, new customs, new habits, and new ideas. With this in mind, even stores and establishments with 'four olds' names are renamed by party officials.

In the story, what is considered 'four olds' seems to be based on arbitrary rules. Ji-Li's interaction with her classmates illustrate this fact: a boy named Du Hai, whose mother is the Neighborhood Party Committee Secretary, argues that the old Confucian habit of showing respect to elders and people of higher rank is a bourgeois attitude, unworthy of a Communist. Ji-Li herself is accused of being a capitalist exploiter because her family has a housekeeper.

Meanwhile, telling fortunes is also considered part of the old superstitions and religion. When An Yi and Ji Li try to ascertain what the future holds by writing different things on pieces of paper, they must do so in secret. Firecrackers are also considered 'four olds' and is banned during Chinese New Year. When the Red Guards come to Ji Li's home, Ji Li has her prized stamp collection album confiscated by a Red Guard leader. To add to her pain, the Red Guard leader cruelly accuses Ji Li of being a xenophile, a lover of all foreign culture and beliefs.

Even photographs and clothes are not exempt from the draconian rules. All long gowns, silk ties, pointed shoes, and mandarin jackets are considered 'four olds' and to be destroyed. In the story, Ji Li laments the fact that her family has to burn all incriminating photographs, whether they have sentimental value or not. One picture, a favorite of Ji Li's, is especially precious to her. It shows her grandmother in her youth, dressed in a fur coat and standing next to Ji Li's father, then a little boy of about six or seven. Ji Li's father is seated on a camel in the photograph. To Ji Li's despair, her mother throws the picture into the fire because Ji Li's grandmother is wearing a fur coat in the photograph. Also, Ji Li's mother fears that the family will be accused of being wealthy because Ji Li's father was seated on a camel.

So, you can see that the campaign against the 'four olds' targeted all that was familiar and beloved to the populace during the Cultural Revolution.

At the end of the "Rules of the Game", Meimei considers her "next move." What move would you make if you were Meimei? What move do you think she...

Consider the section at the end of the story when Meimei imagines playing her mother in chess: 

Her black men advanced across the plane, slowly marching to each successive level as a single unit. My white pieces screamed as they scurried and fell off the board one by one. As her men drew closer to my edge, I felt myself growing light. I rose up into the air and flew out the window. Higher and higher, above the alley, over the tops of tiled roofs, where I was gathered up by the wind and pushed up toward the night sky until everything below me disappeared and I was alone. 

Upon winning these chess tournaments, Meimei's mother parades her around and lives vicariously through her. Her mother enjoys showing her off. Meimei (Waverly) is proud of her own accomplishments but can't stand the way her mother has taken over the experience of the satisfaction of winning. In general, Meimei is tired of her mother's domineering presence in her life. The metaphor in the quote listed above illustrates this. She feels as if her mother is taking over every portion of her life: not just with chess. She feels inclined to simply rise up and fly away from this oppressive presence. She wants to be "alone" which is to say she wants independence. 

However, she doesn't want to completely abandon her mother and her family, literally or symbolically. Therefore, her next move might be an attempt to assert her own individuality without alienating herself from her mother. This might involve chess and it might not. Waverly (Meimei) needs to find some activity in which she can enjoy her own independence but one which allows her to return to her mother without too much resentment.

If Waverly doesn't think her mother will compromise on her domineering ways, then Waverly might choose to continue playing chess without telling her. In any case, the ideal next move would allow Waverly to have some independence while still having a relationship with her mother. Her next move might be to sit down with her mother and try to explain this need for independence. 

By what means and with what success was the slave trade suppressed?

In the 1800s, countries began to ban either the trading of slaves or slavery itself. There were attempts to stop the trading of slaves in the 1800s.

The British used their navy and their government to accomplish this. The British navy would identify the routes that slave traders used. Then, the navy would patrol those routes and seize ships suspected of being involved in the trading of slaves. The British would also attempt to negotiate...

In the 1800s, countries began to ban either the trading of slaves or slavery itself. There were attempts to stop the trading of slaves in the 1800s.

The British used their navy and their government to accomplish this. The British navy would identify the routes that slave traders used. Then, the navy would patrol those routes and seize ships suspected of being involved in the trading of slaves. The British would also attempt to negotiate treaties with countries in order to get them to reduce the trading of slaves. The British also tried to stop the slave trade where the trade was occurring. The British would identify the places where slaves were being traded and station their military at that location.

The United States passed laws banning the trading of slaves. Congress banned international slave trading in the early 1800s. In 1850, slave trading was banned in Washington, DC.

There was some success in reducing the slave trade. Treaties were signed, and ships with slaves were captured. However, slave trading was very profitable, and slave traders didn’t stop trading slaves. Some countries also wouldn’t negotiate treaties with Great Britain to help reduce the trading of slaves. Thus, while slave trading decreased, it didn’t complete disappear until the 1860s.

What does it mean to say that civil liberties have become a national rather than a state concern?

As a young country, the United States was very concerned with distancing itself from its tyrannical former government, England. The Founding Fathers were especially concerned with limiting the power of a large federal government. After all, they had just thrown off a large federal government! To them, state governments (which were a radical new idea) represented the culmination of true civil liberties. 

Consider this quote from James Madison in the Federalist Paper No. 45: 

...

As a young country, the United States was very concerned with distancing itself from its tyrannical former government, England. The Founding Fathers were especially concerned with limiting the power of a large federal government. After all, they had just thrown off a large federal government! To them, state governments (which were a radical new idea) represented the culmination of true civil liberties. 

Consider this quote from James Madison in the Federalist Paper No. 45: 

"The powers reserved to the several States will extend to all the objects which, in the ordinary course of affairs, concern the lives, liberties, and properties of the people, and the internal order, improvement, and prosperity of the State."

This was how the United States began, with state governments, rather than the national or federal government, being primarily responsible for "lives" and "liberties." 

Many things changed over the course of United States history. Those changes have shifted the balance of power, especially in the area of civil liberties. Now it is the federal government that primarily enforces civil rights laws. 

What events lead to this change? Here are just two of the many:

Jim Crow Laws and the Civil Rights Movement: With racist and violent laws being enforced in the deep south, it became clear that state governments were more susceptible to the prejudices of their citizens than the national government. Racist attitudes ran deep the the South, so racist laws were enforced. That doesn't seem to be the most consistent way to enforce civil liberties. 

War and Terrorism: Because war has such a drastic effect on civil liberties (consider the Patriot Act), and because the federal government (not the individual states) has control of the military, it only made sense that the federal government began to concern itself more and more with civil liberties. 

What is the quote about lying in chapters 12-14 of To Kill A Mockingbird and how does it show that Scout has grown?

Scout says that sometimes it is best to lie when you are in a circumstance you can’t control.

This quote demonstrates that Scout is growing up because she is beginning to manage her interactions with others.  It is really part of what her father told her earlier about empathy, when he suggested that she needed to learn to look at things from another person’s perspective.  Scout was younger then, and had less world experience. 

“First...

Scout says that sometimes it is best to lie when you are in a circumstance you can’t control.

This quote demonstrates that Scout is growing up because she is beginning to manage her interactions with others.  It is really part of what her father told her earlier about empathy, when he suggested that she needed to learn to look at things from another person’s perspective.  Scout was younger then, and had less world experience. 

“First of all,” he said, “if you can learn a simple trick, Scout, you’ll get along a lot better with all kinds of folks. You never really understand a person until you consider things from his point of view-”

“Sir?”

“-until you climb into his skin and walk around in it.” (Ch. 3) 

The trial is difficult for Scout.  She has to get used to the idea that people think differently than her.  She also has to learn how to get along with people.  Sometimes this means telling them what they want to hear.  Atticus asks Scout if he would like Aunt Alexandra to live with them, and she says yes.  She does not mean it. 

I said I would like it very much, which was a lie, but one must lie under certain circumstances and at all times when one can’t do anything about them. (Ch. 13)

The reason Scout lies is that she knows that Alexandra is staying one way or another. She really doesn’t like her aunt, and the two butt heads all of the time.  However, Scout is realizing as she matures that she needs to learn to see things from her aunt’s point of view.  She actually does succeed in doing this, to a certain extent.  She even realizes that her aunt has admirable qualities once she gets to know her better.

Why does the Giver have thousands of books, while others in the community have only three in Lois Lowry's The Giver?

The Giver is the keeper of memories and source of information for the entire community; therefore, only he needs the records, resources, and learning found in books.

In fact, the knowledge that the Giver obtains from the books is kept from others in the community in order to maintain peace and contentment. In the dystopia in which Jonas, his family, and others live, many memories have been eliminated because they can cause discomfort, discontent, and...

The Giver is the keeper of memories and source of information for the entire community; therefore, only he needs the records, resources, and learning found in books.

In fact, the knowledge that the Giver obtains from the books is kept from others in the community in order to maintain peace and contentment. In the dystopia in which Jonas, his family, and others live, many memories have been eliminated because they can cause discomfort, discontent, and even strife. The Giver is the keeper of these memories, which is why he is normally called the Receiver of Memory. However, he is currently acting as the Giver by passing on these memories to Jonas, his apprentice receiver.

Books contain the history of people's thoughts, actions, and conflicts. Such history has been eliminated from the knowledge of the members of the community because it often a history of wars. Moreover, new ideas often effect changes, and the society in which Lowry's characters dwell is one that strives for Sameness and "precision of language" in the hope of eliminating conflicts. This society is also a closed one constructed so that everyone will remain safe physically and mentally. In such an effort, many memories of the past are gone to all but the Receiver of Memories.
If ever there is need for knowledge outside the ken of the Elders, the Receiver of Memory is called upon to give them knowledge that may help them from his memories. In Chapter 10 the Giver tells Jonas,

"....There's all that goes beyond--all that is Elsewhere--and all that goes back, and back, and back. I received all of those, when I was selected. And here in this room, all alone, I re-experience them again and again. It is how wisdom comes. And how we shape our future." 

The Giver adds that he feels greatly weighted by all these memories before transmitting them to Jonas. 

What clues foreshadow that Atticus is going to the jailhouse in To Kill a Mockingbird?

In Harper Lee's To Kill a Mockingbird, the first foreshadowing clue that Atticus will need to go to the jail occurs when Sheriff Tate mentions the jail and says he is worried. Standing out on Atticus's lawn with a group of other men, Sheriff Tate explains that Robinson is being moved from the state prison to the county jail, and Tate is worried the town will cause trouble:

... movin' him to the county...

In Harper Lee's To Kill a Mockingbird, the first foreshadowing clue that Atticus will need to go to the jail occurs when Sheriff Tate mentions the jail and says he is worried. Standing out on Atticus's lawn with a group of other men, Sheriff Tate explains that Robinson is being moved from the state prison to the county jail, and Tate is worried the town will cause trouble:

... movin' him to the county jail tomorrow ... I don't look for any trouble, but I can't guarantee there won't be any ... . (Ch. 15)

A second instance of foreshadowing occurs the moment when Scout observes men talking to Atticus in the churchyard that Sunday, men who are not usually seen at church such as Sheriff Tate and Mr. Underwood. In addition, Atticus enters the church saying that "they'd moved Tom Robinson to the Maycomb jail ... and if they'd kept him there in the first place there wouldn't have been any fuss." This additional reference to the jail foreshadows for the reader that the town is expecting trouble at the jail, and Atticus must go there to protect Robinson. Hence, when Atticus leaves the house later that night carrying a light bulb and extension cord, objects he doesn't usually carry, the reader knows these objects are part of his plan for defending Robinson in the jail.