What is the main message for the story "All Summer in a Day" by Ray Bradbury?

The story "All Summer in a Day" is a futuristic story set on the planet Venus. Although "rocket men and women" from Earth have settled on Venus, they must live primarily underground because the climate is not suitable to be out of doors. Thunderstorms and rain are constant, except for about an hour once every seven years when the sun comes out and the rain stops. Margot, one of the schoolchildren, is the only one...

The story "All Summer in a Day" is a futuristic story set on the planet Venus. Although "rocket men and women" from Earth have settled on Venus, they must live primarily underground because the climate is not suitable to be out of doors. Thunderstorms and rain are constant, except for about an hour once every seven years when the sun comes out and the rain stops. Margot, one of the schoolchildren, is the only one who remembers having seen the sun because she came to Venus from Earth when she was four. For this and other reasons, her classmates view her as "other" from them and tease and bully her. On the day of the predicted sun appearance, they force her into a closet so she misses the chance to run outside and play in the sunshine.

The primary message of the story is a study in bullying. Several factors work together in the story to create the bullying that steals something from Margot that can never be replaced. First, the children's teacher is negligent; she not only left them unsupervised, allowing the children to lock Margot up, but she also let her own excitement keep her from properly accounting for all the children under her charge. Second, one boy starts the teasing Margot and pushing her simply because she is different. Third, none of the children stand up to him; instead, they assent to his teasing. Fourth, all the children work as a mob, giving in to peer pressure, to push Margot into the closet. No one breaks ranks to take Margot's side. Fifth, the children get distracted by the excitement so that they forget about Margot when they all run outside. This shows the trajectory of bullying--how it escalates from simple teasing to causing a person real emotional harm. Bradbury uses an interesting setting--Venus--to showcase a problem that is ubiquitous in children on Earth, namely, bullying.

What are the pros and cons of Jerry swimming through the tunnel?

Jerry is the eleven-year-old protagonist of Doris Lessing's short story "Through the Tunnel." This is a rite of passage story in which Jerry challenges himself to a physical test. Swimming through the tunnel is, for Jerry, a test of manhood. In ancient and some contemporary cultures, boys are often tested by a dangerous physical endeavor. In ancient Sparta, boys were trained to fight and often had to overcome physical tests of strength and pain. In...

Jerry is the eleven-year-old protagonist of Doris Lessing's short story "Through the Tunnel." This is a rite of passage story in which Jerry challenges himself to a physical test. Swimming through the tunnel is, for Jerry, a test of manhood. In ancient and some contemporary cultures, boys are often tested by a dangerous physical endeavor. In ancient Sparta, boys were trained to fight and often had to overcome physical tests of strength and pain. In aboriginal Australian culture, a boy goes on a walkabout where he spends several months alone in the wilderness to prove that he can survive under any conditions. For Jerry, a modern male, there is no formal physical test, so he devises one while on vacation with his mother. He challenges himself to stay underwater while swimming from one area to another through an underwater tunnel. He commits himself to this idea after seeing some older boys diving and then emerging on the other side of a rocky outcrop in the ocean.

For Jerry, the biggest benefit of passing the test is a sense of accomplishment and proving of his physical prowess. It is a test on the way to manhood. This success will bolster confidence for the rest of his life. Other challenges will pale in comparison to the death-defying swim through the tunnel. Another benefit for Jerry is a symbolic proving of himself to his mother. He never specifically describes the challenge to her, but does brag to her in the end that he could hold his breath for two or three minutes.

On the other hand, the nosebleeds and light-headedness could have led to Jerry's death either by drowning or from a brain aneurysm. The reader may think that had the mother known of the extremity of Jerry's challenge, she might have stopped him. In the end, however, the pros definitely outweigh the cons for the boy as he proves to himself he can accomplish a difficult and dangerous task.

What are some important things to know about workplace communication?

How can messages be adapted for various audiences in the workplace?

You need to focus on the interests of different audiences, making sure only to include information directly relevant to the specific audience. Also, you should use the appropriate tone and language for each group, paying attention to different elements of work culture, age, and educational level. Certain audiences may need very detailed explanations of material that is directly relevant to them and others only...

How can messages be adapted for various audiences in the workplace?

You need to focus on the interests of different audiences, making sure only to include information directly relevant to the specific audience. Also, you should use the appropriate tone and language for each group, paying attention to different elements of work culture, age, and educational level. Certain audiences may need very detailed explanations of material that is directly relevant to them and others only brief summaries. 

How can understanding your audience inform or help in identifying the tools and types of media that are appropriate for communicating in the workplace?

Different audiences and situations require different media. While a short, informal announcement to a fairly young, tech savvy group of workers might be sent out as text messages, formal or contractually important information (such as salary changes, important policies) might be best done in hard copy. 

Why are grammar and word choice important for effective communication in the workplace? How can a writer achieve accuracy and the appropriate tone?

There are many different aspects to word choices and tone. First, you should always use gender neutral language and be careful to avoid terms that might be offensive to various groups of colleagues. Avoid slang and excessive informality as it appears unprofessional. Errors in grammar and spelling make you appear slipshod and unreliable, an ethos you do not wish to project. Therefore, as well as using spellchecking software, you should proofread carefully. 

How does Thoreau use rhetorical questions in his argument in "Civil Disobedience"?

Among other rhetorical devices, Henry David Thoreau makes extensive use of rhetorical questions to further his argument in "Civil Disobedience."  For example, in the second paragraph of the essay, Throeau asks:

This American government- what is it but a tradition, though a recent one, endeavoring to transmit itself unimpaired to posterity, but each instant losing some of its integrity?

This passage highlights a difference that Thoreau identifies between the aims of "American government" not to...

Among other rhetorical devices, Henry David Thoreau makes extensive use of rhetorical questions to further his argument in "Civil Disobedience."  For example, in the second paragraph of the essay, Throeau asks:

This American government- what is it but a tradition, though a recent one, endeavoring to transmit itself unimpaired to posterity, but each instant losing some of its integrity?

This passage highlights a difference that Thoreau identifies between the aims of "American government" not to become "[]impaired" through history and its actual practice which "each instant" impairs "some of its integrity." By setting up this distinction, he sets the stage for his analysis in the paragraph that follows of America's failings.

Several paragraphs later, Thoreau addresses the issue of majority rule and asks a sequence of rhetorical questions:

Can there not be a government in which majorities do not virtually decide right and wrong, but conscience?- in which majorities decide only those questions to which the rule of expediency is applicable? Must the citizen ever for a moment, or in the least degree, resign his conscience to the legislation? Why has every man a conscience, then?

Again, the goal is to point out the difference between the professed aims of government and its actual practice.  Pointing out that "conscience," which ought to guide the "majorities" does not articulate itself in "legislation."  Thus, majority rule fails because of the mediation of the legislative apparatus.

Finally, when honing in on Northern hypocrisy regarding slavery in America, Thoreau inquires:

What is the price-current of an honest man and patriot today?

This question both alludes to the practice of slavery--trafficking in human ownership--through the figure of "the price-current of an honest man" and implies that there are scarcely any "honest [men]" and "patriot[s]" in his antebellum America.  Just like the two other rhetorical questions, Thoreau uses this one to highlight the distance between ideals and reality.

Explain what Faber means when he says to Montag, "It's not the books you need, it's some of the things that were once in books."

In "Part Two: The Sieve and the Sand," Montag is having a conversation with Faber, and Faber tells Montag that he is a hopeless romantic. Faber says, "It's not the books you need, it's some of the things that were once in books" (Bradbury 78). Faber is talking about the "infinite detail" that books had the ability to capture and mentions to Montag that books were only one medium in which life was...

In "Part Two: The Sieve and the Sand," Montag is having a conversation with Faber, and Faber tells Montag that he is a hopeless romantic. Faber says, "It's not the books you need, it's some of the things that were once in books" (Bradbury 78). Faber is talking about the "infinite detail" that books had the ability to capture and mentions to Montag that books were only one medium in which life was depicted. Faber comments that the "things" in books were also found in radios, televisions, movies, and old photographs. The minute details, quality of life, memories, and genuine feelings were stored and expressed many ways. Montag is in search of anything that is unapologetically real and critical. Music used to harness feelings, photographs captured vivid images of the world, television shows depicted reality, movies pushed boundaries, and books challenged authority. Faber understands Montag's frustration and urge to experience anything genuine and thorough. These experiences were once available in various formats, not just found in books.

Why can a person with AIDS die from a simple infection?

AIDS is a syndrome that develops due to an individual's infection with human immunodeficiency virus (HIV).  This virus essentially inactivates the adaptive immune system of an individual of which it infects.  

The adaptive immune system consists of cell-mediated and antibody-mediated immunity.  Both branches require activation by helper T cells before they can actively combat pathogens that have infected the body.  Helper T cells, once they have been exposed to the antigens (cell surface markers)...

AIDS is a syndrome that develops due to an individual's infection with human immunodeficiency virus (HIV).  This virus essentially inactivates the adaptive immune system of an individual of which it infects.  

The adaptive immune system consists of cell-mediated and antibody-mediated immunity.  Both branches require activation by helper T cells before they can actively combat pathogens that have infected the body.  Helper T cells, once they have been exposed to the antigens (cell surface markers) of a suspected pathogen, will activate both cytotoxic T cells and also B cells.

Cytotoxic T cells can help to combat infections by producing and using toxic chemicals to kill pathogens and white blood cells that have already engulfed pathogens.  B cells, once activated, differentiate into plasma cells which can then produce antibodies that are specific to the antigens of the pathogen that incited the immune response.  These antibodies bind to the antigens of the pathogens as they flow through the circulatory system and, when bound, activate the compliment system which leads to the destruction of the pathogens.  Memory cells are also made in both branches so that the immune system can remember pathogens to which it has been exposed.  This increases the speed to which it can respond to the same pathogens in the future.

The problem with HIV and AIDS is that the virus specifically targets and disrupts the function of helper T cells.  If helper T cells are no longer functioning and no longer able to activate cell-mediated and antibody-mediated branches of the immune system, these systems are no longer available to fight infections.  Populations of pathogens may be allowed to grow uncontrolled except for controls due to the innate immune system (which may not be enough) and potentially lead to the death of the individual.

How did the cultures of Bronze Age Mesopotamia define the characteristics that modern thinkers tend to associate with civilization?

To get you started on answering this question, we’ll look first at some basic characteristics of civilization and then see how Sumer, the Bronze Age Mesopotamian civilization, lines up with those accepted criteria.

Characteristics of Civilization

Civilizations are typically defined by the appearance of a set of criteria. Exactly what these characteristics are differs depending on who you ask, but a few general characteristics are essential in most definitions of civilization:

• Cities/government


• Division of labor/society


• Stable food source


• Writing


• Cultural achievements

Below, we’ll look at how Sumer meets each of these criteria.

Government and Cities

The Sumerians were a single culture in terms of language, values, and broad religious/cultural beliefs, but in terms of structure they were organized into self-reliant and independent city-states. Each city-state worshipped a specific god and was ruled by a priest-king who was said to be an intermediary between the god and its people.  Cities were built around temples to the city’s god. The king was advised by an elected assembly, and he enacted his control over his territory via a system of priests who collected taxes, oversaw building projects, and distributed crops.

Division of Labor/Society

Sumerian society was divided into four classes: nobles (priests, kings, warriors, wealthy landowners), commoners (merchants and craftsmen), clients (scribes and temple personnel), and slaves. A division of labor is important to a civilization because it helps individuals develop specialization with certain tasks and encourages trade; in Sumer’s case, it allowed for greater organization for tasks like building and maintaining the irrigation network.

Stable Food Source

Sumer was able to secure a stable food source through irrigation, the process of utilizing water sources to artificially water land. Canals, wells, and reservoirs were dug to route water from swampy areas to dry areas. Farmers would flood and drain their fields, then use oxen to plow the fields before planting seeds. The canal network allowed for consistent access to water, which in turn provided a consistent source of food to feed the large urban populations. In addition to oxen, the Sumerians also domesticated sheep and goats.

Writing

The Sumerians developed writing around 3200 BC, which was distinguished from previous pictograms by its ability to represent sounds and concepts rather than just images. For example, certain pictograms that stood for a specific object (for example “ti”, arrow) could now be used to also represent the sounds of the word they stood for (the sound “ti”), making the written language more versatile and drastically reducing the number of symbols needed. Sumerian writing was called cuneiform, derived from the Latin word for “wedge”, as it was cut into clay tablets by a reed into wedge-shaped symbols.

Cultural Achievements

Due to the stability provided by the structure of civilization, Sumerians were able to develop unique styles of art, literature, architecture, and cultural expression. Perhaps the most iconic symbol of Mesopotamian culture is the ziggurat, a type of step pyramid that acted as a religious and administrative center.  Sumerians made decorative objects and jewelry, and they played a variety of musical instruments for recreational and religious purposes.

Can you briefly summarise each act and scene of Macbeth please? I am reading it with my class but am finding it very difficult to understand.

Hi there! You can find a complete and also has . I hope these help you with your understanding. I'll give you a quick summary of the main events of each act and scene:

Act I

Scene I: The three witches are introduced.

Scene II: The captain of King Duncan's army praises Macbeth and Banquo. Duncan chooses Macbeth to be new Thane of Cawdor.

Scene III: Macbeth meets the three witches. They tell him he will be Thane of Cawdor and eventually king. Macbeth and Banquo discuss their meeting with the witches; Duncan's messengers arrive and tell Macbeth he is Thane of Cawdor.

Scene IV: Macbeth and Banquo meet with King Duncan, who thanks them for their bravery and announces his son, Malcom, as the heir to his throne.

Scene V: Lady Macbeth receives a letter from Macbeth. She vows to push Macbeth to do whatever is necessary to take the crown and fills herself with courage.

Scene VI: Duncan arrives at Macbeth's castle, filled with love and flattery.

Scene VII: Macbeth contemplates the plan to kill Duncan. He's very anxious and worried about what will happen after he murders the king. Macbeth and his wife argue; Lady Macbeth comes up with a plan to get the king drunk, kill him in his sleep, and pin the blame on his chamberlains.

Act II

Scene I: Late at night, Macbeth runs into Banquo and they discuss their encounter with the three witches. Then Macbeth has a strange vision involving a dagger, blood, and Duncan.

Scene II: Lady Macbeth wonders whether her husband will be able to kill the king or she'll have to do it herself when she hears screaming. Macbeth enters the room saying he has killed the king. He hears knocking. He has forgotten to leave the bloody daggers with the chamberlains, though, so Lady Macbeth does it and they go into their chamber to wash their hands.

Scene III: Macduff and Lennox arrive. Macduff finds the king dead. Lady Macbeth pretends to be shocked. Duncan's sons, Malcolm and Donalbain, arrive. Macbeth says that the chamberlains have done it and he has killed them. Duncan's sons are worried for their own lives and run away.

Scene IV: Macduff tells Ross that Macbeth will be king and that he suspects Duncan's sons of the murder because they have run away.

Act III

Scene I: Banquo remember that the witches also predicted his sons would eventually take the throne and starts to consider how he can make that prophesy come true. Macbeth soliloquizes about his fear of his friend Banquo. Macbeth tells two men to kill Banquo and his son Fleance.

Scene II: Macbeth tells Lady Macbeth her mind is full of scorpions and they discuss the upcoming murders and banquet.

Scene III: The murderers kill Banquo but Fleance escapes in the darkness.

Scene IV (the famous banquet scene): The murderers return to tell Macbeth they killed Banquo but Fleance escaped. Macbeth is worried about Fleance. Macbeth goes to the banquet but sees the ghost of Banquo. Macbeth starts to act crazy. Lady Macbeth tries to keep calm and explain his behavior to their guests. Eventually she has to send the guests away, and Macbeth decides to go visit the three witches again.

Scene V: The three witches meet with Hecate, who tells them they shouldn't meddle with Macbeth without her supervision, and takes over.

Scene VI: Lennox suspects Macbeth in the murders and calls him a tyrant. We discover that Malcolm and Macduff have gone to England to seek aid.

Act IV

Scene I (the famous cauldron scene): The three witches encircle a bubbling cauldron and chant spells. Macbeth arrives. A series of visions informs Macbeth to beware Macduff, nobody born of woman can harm Macbeth, and he is safe until Birnam Wood moves to Dunsinane Hill. Macbeth is confused and the final vision is indecipherable. Macbeth decides to capture Macduff's castle and kill his wife and children.

Scene II: Macbeth's hired murderers arrive at Macduff's castle, kill his son, and chase his wife.

 Scene III: Malcolm tests Macduff's loyalty and they become allies. Malcolm prepares to return to Scotland with ten thousand English soldiers. Ross tells Macduff that Macbeth has murdered his wife and children, and Macduff vows revenge.

Act V

Scene I (famous "Out, damned spot" scene): Lady Macbeth appears to be going mad.

Scene II: Scottish lords discuss the approach of the English army to Birnam Wood and Macbeth's activities in Dunsinane Castle.

Scene III: Macbeth boasts that none of woman can harm him.

Scene IV: Near Birnam Wood, Malcolm decides that each English soldier should cut down a bough of a tree and carry it with him when they march on Dunsinane Castle.

Scene V (famous "full of sound and fury, signifying nothing" scene): Macbeth recites this famous speech, and then a messenger tells him that the trees of Birnam Wood are approaching.

Scene VI: The battle begins.

Scene VII: Macbeth fights vigorously because he thinks he cannot be harmed (no man born of woman can harm him.)

Scene VIII: Macduff looks for Macbeth to kill him.

Scene IX: Malcolm and Seward enter the castle.

Scene X: Malcolm finds Macbeth. Macbeth tells him no man born of woman can kill him. Malcolm tells Macbeth he was not born, but "from his mother's womb untimely ripped." (born by Cesarean section.)

Scene XI: Macduff carries Macbeth's head and declares Malcolm is now king of Scotland. Malcolm makes his thanes earls and invites his friends to his coronation.

Why would character be one of the most important elements of the story?

Character in "Lamb to the Slaughter" is important because it helps to create the shock that the reader feels by the end of the story.  

When the reader is introduced to Mary Maloney, she is portrayed as a stereotypical doting housewife.  She is quietly sitting at home counting the minutes until her husband comes home.  

Now and again she would glance up at the clock, but without anxiety, merely to please herself with the...

Character in "Lamb to the Slaughter" is important because it helps to create the shock that the reader feels by the end of the story.  

When the reader is introduced to Mary Maloney, she is portrayed as a stereotypical doting housewife.  She is quietly sitting at home counting the minutes until her husband comes home.  

Now and again she would glance up at the clock, but without anxiety, merely to please herself with the thought that each minute gone by made it nearer the time when he would come.

When he finally does come home, she rushes to the door in greeting and then flutters about the room getting him a drink and making sure that he comfortably relaxes in his chair.  Mary doesn't seem to have any other capabilities or desires than making sure that her husband has every need provided for.  

But by the end of the story, the reader has seen a completely different Mary Maloney.  Not only did she kill her husband with one swing, but she calmly went about setting up an alibi for the crime, and she was able to get rid of the murder weapon forever.  

It was extraordinary, now, how clear her mind became all of a sudden. She began thinking very fast. As the wife of a detective, she knew quite well what the penalty would be. That was fine. It made no difference to her.

The shift in character is drastic and jarring.  It in no way jives with the Mary Maloney that was introduced to readers in the opening paragraphs.  Character is key to understanding this story, because Mary's character change is more interesting and central to the story than the actual events of the story. 

When was apartheid first enacted?

Apartheid was first enacted in South Africa in 1950. While there had been a history of racial segregation in South Africa in the early 1900s, it wasn’t until after World War II ended that the policy became official in South Africa.

The Great Depression and World War II helped push the government closer to the policy of apartheid. In 1948, the Afrikaner National Party won the election with separation of the races being a key...

Apartheid was first enacted in South Africa in 1950. While there had been a history of racial segregation in South Africa in the early 1900s, it wasn’t until after World War II ended that the policy became official in South Africa.

The Great Depression and World War II helped push the government closer to the policy of apartheid. In 1948, the Afrikaner National Party won the election with separation of the races being a key part of its party platform. In 1950, they passed laws keeping blacks and whites apart. There could be no marriages between whites and non-whites. There also couldn’t be sexual relations between blacks and whites. South Africans were categorized into four groups by the Population Registration Act. These were Bantu, Coloured, White, and Asian. Most of the land was reserved for the whites. The other groups needed to have passes to be in the white areas. There were separate facilities for the whites and for the other races.

Beginning in 1950, the system of apartheid became firmly established in South Africa and then further developed over the years. It eventually ended in 1994.

Why have Angus and Ross come to find Macbeth?

Towards the beginning of the play, Angus and Ross meet Macbeth and Banquo after battle. They deliver a message from King Duncan that praises Macbeth’s success on the battlefield and requests his presence. On behalf of the king, the two men also grant Macbeth the title “thane of Cawdor.” This shocks Macbeth and Banquo, for the witches only just addressed Macbeth with this title. Macbeth asserts that “The thane of Cawdor lives.” Angus admits that the thane is alive at the moment, but he was unquestionably involved in betraying Scotland. Macbeth stands in shock, contemplating whether the witches’ premonition that he would be king will also come true. This sets off Macbeth’s bloody path to be king. In spite of reasoning that “chance may crown me, / Without my stir,” he already seems disturbed by the thought of taking a more violent route to the crown. This scene also eerily foreshadows Macbeth’s betrayal. In spite of his closeness to Duncan, Macbeth proves to be no more trustworthy than the previous thane.

What is the meaning of ''Messy Room'' by Shel Silverstein?

This poem, like most by Shel Silverstein, is very fun and easy to read, with comic elements that keep the tone lighthearted.  The speaker in the poem is appalled at the state of someone’s room – “Whosever room this is should be ashamed!” he exclaims in the first line, and goes on to list all the ridiculous ways the room is out of order – nothing is in its place, and the mess is so...

This poem, like most by Shel Silverstein, is very fun and easy to read, with comic elements that keep the tone lighthearted.  The speaker in the poem is appalled at the state of someone’s room – “Whosever room this is should be ashamed!” he exclaims in the first line, and goes on to list all the ridiculous ways the room is out of order – nothing is in its place, and the mess is so bad that “his smelly old sock has been stuck to the wall.”  Imagine how many washes that sock has had to avoid to be able to adhere to the wall of this person’s room!  The speaker repeats the first line of the poem, to emphasize his repulsion at the sight, and goes on to try and discover the culprit, accusing others by name – “Donald or Robert or Willie or –“ but here he is interrupted, and told that the culprit is himself.  “Huh?  You say it’s mine?  Oh dear/I knew it looked familiar!”  The room was in such disarray that he didn’t even recognize it as being his own – it had ceased to be a collection of all his possessions and had instead morphed into an unrecognizable pile of junk, such was the extent of the mess. 

The moral here is one against hypocrisy – we should not be so quick to accuse others of wrongdoing or negligence when we ourselves are just as guilty of the same.  Similarly, we should not be so quick to accuse others when responsibility lies also with ourselves.

Compare and contrast democracy, authoritarianism, and totalitarianism.

Authoritarianism and totalitarianism are very similar forms of government.  Democracy has essentially nothing in common with these two types of governments.

Democracy is the form of government that allows its citizens to have the greatest amount of freedom and the most control over their government.  In a democracy, the people are sovereign.  They are able to control their government because they get to elect its leaders.  For a country to be a real democracy, these...

Authoritarianism and totalitarianism are very similar forms of government.  Democracy has essentially nothing in common with these two types of governments.

Democracy is the form of government that allows its citizens to have the greatest amount of freedom and the most control over their government.  In a democracy, the people are sovereign.  They are able to control their government because they get to elect its leaders.  For a country to be a real democracy, these elections must actually feature multiple candidates who are not just picked by the government.  The candidates must be elected to positions that have real power and authority.  In a democracy, the people have political rights. They have the right to speak their minds and criticize the government.  They have the right to assemble to protest.  In other words, they have the right to make their voices heard in ways other than just voting.  In a democracy, the people have personal rights.  They have the right to marry who they wish.  They have the right to live where they want to.  They have the right believe in any religion of their choice or not to believe at all.  In these ways, and many others, democracy affords its citizens more power and more freedom than any other form of government.

Both totalitarian and authoritarian governments deny their citizens many or all of these rights.  In both sorts of government, there are no meaningful elections.  For example, people in China do officially get to vote for some government officials.  However, these elections do not feature real competition and the officials who are elected do not have real power.  In both of these types of government, the people are not guaranteed many rights, if any.  Again, we know that countries like China do not guarantee the freedom of speech for their people.  They certainly do not guarantee the right to criticize the government.  In fact, they do not even guarantee seemingly innocuous things like the freedom to live where you want or the freedom to belong to whatever religion you choose.  Both authoritarianism and totalitarianism are completely different from democracy.

It is very hard to say how totalitarian and authoritarian governments differ.  There is no really clear distinction between them.  Instead, it is impossible to know exactly where a government stops being simply authoritarian and becomes totalitarian.

Textbooks usually distinguish between the two by saying that totalitarian governments try to control their people’s lives completely.  This is why they are called “totalitarian:” they try to have total control over their people.  An example of a totalitarian government today would be North Korea.  There, the government tries to make sure that every aspect of their people’s lives conforms to what the government wants.  By contrast, China is more of an authoritarian government.  People in China can travel abroad and have contact with foreigners.  They can speak their minds at times (as seen in the criticisms of the government in this link).  The government is more likely to allow them rights than the North Korean government is.  However, this is a matter of degree.  In both countries, people don’t really have rights.  They can only speak when the government says it’s okay.  The difference is that it is more often okay to speak in China than in North Korea.  This is the basic difference between authoritarian and totalitarian governments.

When Daniel returns to the mountain in The Bronze Bow, why does he feel lonely?

In Chapter 7, Daniel is injured by a Roman soldier and seeks solace in Joel's home. While Joel and Thacia care for Daniel, Joel begins reading stories about the courageous actions of Joshua, Phinehas, Saul, David, and Judas Maccabeus. The three take a vow to fight for Israel and "For God's Victory" (Speare 85). In Chapter 8, Daniel finally returns to the mountain where he is treated like a hero for a few days because...

In Chapter 7, Daniel is injured by a Roman soldier and seeks solace in Joel's home. While Joel and Thacia care for Daniel, Joel begins reading stories about the courageous actions of Joshua, Phinehas, Saul, David, and Judas Maccabeus. The three take a vow to fight for Israel and "For God's Victory" (Speare 85). In Chapter 8, Daniel finally returns to the mountain where he is treated like a hero for a few days because of his exploits and narrow escape. After a few days, things go back to normal, and the men begin to ignore Daniel. Daniel begins to feel lonely on the mountain because he misses the bond and friendship that he shared with Joel and Malthace in the village. Joel and Malthace shared the same passion as Daniel. Daniel also continues to miss their discussions, as well as the compassion they showed him. Daniel longs for their bond and remembers the pact that they made. The men in Rosh's camp do not treat Daniel with compassion, nor do they share the same thoughts and feelings as him. The time spend with Joel and Malthace make a considerable impression on Daniel, and Daniel cannot wait to return to the village to see them.  

What two characteristics help the Joad family maintain hope?

The Joads have a firm belief in family. Ma Joad especially fights hard to keep the family together. As long as they can all get to California as a family, they will manage to survive. She maintains this faith, even as family members die off or run off one by one. With each loss, Ma Joad gathers the family together, instilling in them the conviction that they are not defeated yet. They quickly adjust and...

The Joads have a firm belief in family. Ma Joad especially fights hard to keep the family together. As long as they can all get to California as a family, they will manage to survive. She maintains this faith, even as family members die off or run off one by one. With each loss, Ma Joad gathers the family together, instilling in them the conviction that they are not defeated yet. They quickly adjust and follow Ma’s lead. As long as they are a family, the bad times won’t “lick” them.

Another characteristic that keeps the family going is the belief that good times are possible, somewhere. Not all see this as being fulfilled in the orchards of California. Some see it somewhere else. Tom, for instance, sees it in safety from the law, both for himself and the family. He leaves, believing that this is the only way the family can survive. He believes that he will return to them someday, and Ma agrees. They refuse to give up. As long as there is life, there is hope. The controversial closing scene of Rose of Sharon nursing the starving man is symbolic of this characteristic. What we need to survive is readily available inside us. Though the rest of the world might be determined to beat us down, “we are the people that live,” as Ma Joad proclaims.

How did the French girl comfort the narrator?

Elie Wiesel doesn't use chapter numbers, but this particular scene occurs about halfway through the book (on pages 52-53 in my edition) just as the narrator, Eliezer, is breathing a little easier after ensuring that his gold crown will not be pulled.

To find this scene, look for the words, "In the warehouse, I often worked..." at the start of a new section.

What we see here is that the narrator is simply doing his...

Elie Wiesel doesn't use chapter numbers, but this particular scene occurs about halfway through the book (on pages 52-53 in my edition) just as the narrator, Eliezer, is breathing a little easier after ensuring that his gold crown will not be pulled.

To find this scene, look for the words, "In the warehouse, I often worked..." at the start of a new section.

What we see here is that the narrator is simply doing his work when Idek, the leader of the crew, attacks him and beats him bloody for absolutely no reason. The narrator just tells us that Idek was "venting his fury."

Eliezer is recovering in a corner when the French girl approaches him. We'd seen her mentioned at the beginning of this section, so we knew she would come into the scene and do something important.

Here's how she comforts him:

First, she wipes the blood off his face with her "cool hand," gives him a "mournful smile," and then sneaks "a crust of bread" into his hand.

And then the section ends after she pauses, then tells him:

"Bite your lips, little brother... Don't cry. Keep your anger, your hate, for another day, for later. The day will come but not now... Wait. Clench your teeth and wait..."

What she means is, "Be strong. You're upset, and you should be, but don't show it now. Some time in the future, you can let out your anger and hate."

In Harper Lee's To Kill a Mockingbird, what does Miss Maudie mean when she says that "sometimes the Bible in the hands of one man is worse than a...

To understand what Miss Maudie means, let's look at the context of their conversation.

Scout and Jem are talking with her, a lady whom Scout describes as a trusted, intelligent adult:

"Jem and I had considerable faith in Miss Maudie. She had never told on us, had never played cat-and-mouse with us, she was not at all interested in our private lives. She was our friend."

The kids are trying to understand why Boo always...

To understand what Miss Maudie means, let's look at the context of their conversation.

Scout and Jem are talking with her, a lady whom Scout describes as a trusted, intelligent adult:

"Jem and I had considerable faith in Miss Maudie. She had never told on us, had never played cat-and-mouse with us, she was not at all interested in our private lives. She was our friend."

The kids are trying to understand why Boo always stays inside his house, and Miss Maudie is trying to explain. She starts by mentioning that Boo's father was "a foot-washing Baptist," meaning someone who's so religious that they take everything from the Bible as literally true, and they think anything fun at all is a sin--like planting flowers instead of sitting inside to read the Bible. They even think women are sinful just because they're women.

That's when Miss Maudie delivers the line about the Bible being something destructive when one person uses it--more destructive than alcohol when someone else drinks it.

What she means is that some people use the Bible not as a way to gain wisdom and understanding, but as a weapon to restrict people's lives and demand that they act a certain way. Miss Maudie seems to be hinting that Boo's father was that zealous about his religion, and as a result he was so demanding about the things Boo could and couldn't do, that Boo felt immobilized (frozen) and suffered some kind of mental damage that resulted in him staying inside his house all the time.

Miss Maudie was trying to be clear when she said that the Bible was worse when one man wields it compared to if Atticus were to drink alcohol--she was trying to explain that religion, improperly interpreted and forced on someone, can be worse than if someone just gets drunk and treats people terribly or violently. But the kids don't really understand the comparison; they get stuck on thinking about how their father doesn't actually drink.

Describe Bud's first time eating at a restaurant.

In Chapter 14, Bud dines with Herman Calloway and his band at the Sweet Pea. As soon as Bud enters the restaurant, he takes a big "snort of air" and says "This must be exactly how heaven smells!" (Curtis 162). Bud had never dined out before, and he mentions that the Sweet Pea must be the best restaurant in the world.Jimmy introduces Bud to Miss Thomas, who treats him kindly, and fortunately...

In Chapter 14, Bud dines with Herman Calloway and his band at the Sweet Pea. As soon as Bud enters the restaurant, he takes a big "snort of air" and says "This must be exactly how heaven smells!" (Curtis 162). Bud had never dined out before, and he mentions that the Sweet Pea must be the best restaurant in the world. Jimmy introduces Bud to Miss Thomas, who treats him kindly, and fortunately for Bud, Herman decides to switch tables with Steady Eddie. Miss Thomas orders Bud meatloaf, okra, and mashed potatoes, and Bud is shocked to find out that Jimmy and Eddie could order an entirely differently meal. Bud tells them how and why he came to Grand Rapids while he enjoys his meal. After Bud finishes his dinner, he eats a warm slice of sweet potato pie. Bud is ecstatic and can't help but smile. For the remainder of their time at the Sweet Pea, Steady Eddie and Jimmy tell funny stories about traveling around the country with Herman Calloway. In the middle of hearing their stories, Bud mentions,

"All of a sudden I knew that of all the places in the world that I'd ever been in this was the one. That of all the people I'd ever met these were the ones. This was where I was supposed to be" (Curtis 172).

Bud is so overwhelmed with joy that he breaks down and begins to cry. Miss Thomas shows Bud compassion by gently holding him and humming to calm him down. Overall, Bud had a great experience eating his first meal at a restaurant. 

Is there friction on Mars?

Yes, there is friction on Mars, and it functions the same way that it does on Earth, but the values are likely to be different on a case-by-case basis.

Friction is basically the result of matter interacting with other matter and causing both bodies to alter their momentum. Fundamentally, this is due to the electrons on the outside of atoms coming into close proximity to each other, and repelling each other proportionally to that proximity....

Yes, there is friction on Mars, and it functions the same way that it does on Earth, but the values are likely to be different on a case-by-case basis.

Friction is basically the result of matter interacting with other matter and causing both bodies to alter their momentum. Fundamentally, this is due to the electrons on the outside of atoms coming into close proximity to each other, and repelling each other proportionally to that proximity. At a slightly larger scale, it can also be due to imperfections in a surface that provide relatively jagged edges that another surface would catch on, deflecting its motion. In simple terms, as long as there's something for an object to bump into, there will be friction.

Mars definitely has a surface, and it also has an atmosphere, albeit a thin one, so there's definitely friction from both the surface and the air. However, the density of the air is much lower than the Earth's, so the air friction is lower. Likewise, Mars' gravity is about a third of Earth's, so the force with which any objects on the surface would be "squeezed" against each other is much lower, meaning that there would be less friction there too.

What does Steinbeck say about loneliness in Of Mice and Men?

In John Steinbeck's novel Of Mice and Men, which is set in Depression era America, loneliness is a central theme around which many characters revolve:

• Curley's wife: Despite the fact that she is married, Curley's wife feels neglected and lonely. She tries to combat this by flirting with the men and introducing drama into her life. Her loneliness is emphasized by the fact that no one knows her name (she is only ever referred...

In John Steinbeck's novel Of Mice and Men, which is set in Depression era America, loneliness is a central theme around which many characters revolve:

• Curley's wife: Despite the fact that she is married, Curley's wife feels neglected and lonely. She tries to combat this by flirting with the men and introducing drama into her life. Her loneliness is emphasized by the fact that no one knows her name (she is only ever referred to as Curley's wife), making her figuratively completely anonymous and alone. 


• Candy and his dog: Candy agrees to have his dog, which is old, sick, and in the process of dying, put down by other men at the ranch. Candy's hesitance, up to this point, has been rooted in loyalty, love, and the fear of loneliness. Candy, the only black man on the ranch, is also isolated; although he is surrounded by other ranch hands, he has no close friends, hopes, or dreams until George and Lennie arrive. 

These two examples, and there are many more in the text, prove that loneliness is not the result of being alone, but it is the result of having no close personal connections or experiences of empathy. Solitude does not have to be lonely, and one can feel isolated in a room full of people. 

What four steps are involved when setting up an employee training program for a job?

The question appears to be referencing a specific text which states that there are 4 steps.  Without knowing what that text may be, let's begin more generally with the main components of a good training program, then move from there to how to set those up.

As Stephen Covey writes in "The 7 Habits of Highly Effective People", always "begin with the end in mind".  In this context, this means, how do we define a...

The question appears to be referencing a specific text which states that there are 4 steps.  Without knowing what that text may be, let's begin more generally with the main components of a good training program, then move from there to how to set those up.

As Stephen Covey writes in "The 7 Habits of Highly Effective People", always "begin with the end in mind".  In this context, this means, how do we define a "well-trained" employee?  To keep it simple, a well-trained employee knows what is required of their job function, and knows how to perform those requirements.  It is important to note that knowing how to perform a jobs functions successfully is a combination of practical "hard" skills and social "soft" skills, that is, how to interact with other members of the organization and those outside the organization.

With that goal in mind, the major elements of a thorough training program are:

Set Expectations

• Corporate level expectations, such as ethical behavior, corporate identity.


• Specific position expectations; what is to be accomplished, how often, how fast.


• Career path expectations; requirements for advancement, expectations about personal development the employee must undertake themselves or with help.

Assess Existing "Hard" Work Skills and Identify Gaps

• General work skills


• Communication skills


• Technical knowledge

Provide Training in "Hard Skills"

• Fill in the "Gaps"


• Assure a consistent minimum skill level


• Provide knowledge and skills specific to the company's operations (e.g. proprietary technology or software used)

Initiate Trainee into the corporate culture ("soft skills")

• Expectations about time management and availability


• Specific communication styles


• Who does what, areas which breed conflict, chain-of-command (per the organization chart and de facto)


• Dress codes (official and de facto)

Monitor Progress

• Provide feedback on performance against tasks the employee "should know" how to do.


• Remediate deficiencies which become apparent.


• Augment with new training to facilitate advancement and increased productivity.

Having laid out the components of a thorough program, the process of setting up such a program can be condensed simply into 4 steps as follows:

1. Identify goals and requirement knowledge.


2. Identify resources (personnel and materials)


3. Schedule adequate time.


4. Monitor progress.

This sequence is roughly paraphrased from the web page "7 Steps To Develop an Effective Employee Training Program".  (See citation below.  Note that even though the page title uses the "7 x to Effective x" style, it is NOT related to any Stephen Covey publication or site.)

Finally note that, technically, a well-trained employee is not necessarily a successful one.  There are many employees who have been thoroughly trained, know both the what and the how, but nonetheless fail to fully perform.  This is often due to issue with motivation or emotion.  Therefore, it is wise to use the training process to help the employee build motivation and resolve emotional obstacles that might hinder their success.

Likewise, a key part of ongoing performance monitoring is determining whether inadequate employee performance is because of inadequate employee training, or other subsequent factors.  As with most business work practices, training is a continuous process, a feedback loop which drives continuous improvement in the entire operation.

Was the New Deal a success or a failure?

The New Deal was Franklin D. Roosevelt’s program to deal with the effects of the Great Depression. While it didn’t get us out of the Great Depression, it did help alleviate the harsh effects it had on many Americans. It also created some programs that we still have today. Thus, it is fair to say the New Deal was fairly successful.

When President Roosevelt took office, our financial system was in ruins, and nearly 25%...

The New Deal was Franklin D. Roosevelt’s program to deal with the effects of the Great Depression. While it didn’t get us out of the Great Depression, it did help alleviate the harsh effects it had on many Americans. It also created some programs that we still have today. Thus, it is fair to say the New Deal was fairly successful.

When President Roosevelt took office, our financial system was in ruins, and nearly 25% of our people were unemployed. President Roosevelt took steps to strengthen the banking system and to increase the confidence our people had in it. The Emergency Banking Relief Act closed all banks until the federal government could inspect them. Then, only the strongest banks were allowed to reopen. President Roosevelt also told the American people they needed to have confidence in our banks as a result of the actions the government took. President Roosevelt also helped the Glass-Steagall Act become law. This law prevented commercial banks from investing in the stock market. It also created the Federal Deposit Insurance Corporation, which provided insurance for savings accounts. We still have the Federal Deposit Insurance Corporation today. The Securities Act required companies to provide truthful information to investors. It also created the Security and Exchange Commission to regulate the stock market and to prevent fraud. We still have this agency today.

There were several job programs created to get people back to work. The Civilian Conservation Corps provided jobs for young men who worked on conservation projects in the West. The Public Works Administration provided money to hire workers to work on construction projects such as roads, bridges, and schools. The Civil Works Administration did the same thing. As a result of these programs, unemployment dropped as more people were working.

The Social Security program was created by the New Deal. The program provided a pension to those people who were at least 65 years old. It also provided aid to the unemployed and helped those who were disabled. This program is very important today. Many people depend on this program as part of their retirement income.

The New Deal was created to deal with the effects of the Great Depression. It also tried to provide safeguards to prevent another Great Depression from occurring. While unemployment wasn’t reduced to a normal level by the New Deal, it did get people back to work and provided some safeguards to prevent another Great Depression from occurring. We have not had another Great Depression. We have programs from the New Deal that impact us today. Thus, it can be said that the New Deal was generally a success.

Analyze the figurative language in the poem "Dreams" by Langston Hughes.

The metaphor in the first stanza, that "life is a broken-winged bird / That cannot fly" if one lets go of one's dreams conveys the hopelessness of life without dreams. The defining characteristic of birds, for most of us, is the fact that they can fly. When we think about a bird that can no longer fly, it seems hard to imagine how it could survive. In other words, it's possible, but really, what kind of existence would that be? It would seem as though the bird cannot do the thing it was born to do. So would we be without our dreams.

Further, in this stanza, dreams are personified and described as being able to die. This is especially significant because death is so final. It sounds as though, if dreams are allowed to die, they can never be resurrected, that we must live merely a half-life from then on.

The metaphor in the second stanza, that "Life is a barren field / Frozen with snow," really conveys the lost potential of a life without dreams. To be barren means that nothing can grow, and if this is applied to one's life, it means that all one's potential is lost. Pursuing our dreams, then, is what makes us grow and develop, and in the absence of dreams, this growth becomes impossible.

What are the similarities between Macbeth and Gatsby?

One of the similarities between Macbeth and Gatsby is that they both want to vault beyond their current social position. Macbeth, tiring of only being Thane of Cawdor, slays the king to become the ruler of Scotland. Similarly, Gatsby wants to go well beyond his humble midwestern origins to become not only wealthy but an admired member of the upper crust on Long Island. 

Both Gatsby and Macbeth hit roadblocks while climbing the social or...

One of the similarities between Macbeth and Gatsby is that they both want to vault beyond their current social position. Macbeth, tiring of only being Thane of Cawdor, slays the king to become the ruler of Scotland. Similarly, Gatsby wants to go well beyond his humble midwestern origins to become not only wealthy but an admired member of the upper crust on Long Island. 

Both Gatsby and Macbeth hit roadblocks while climbing the social or political ladder. Macbeth becomes overcome with guilt, and he is eventually slain by his political opponents. Gatsby is unable to really gain access to the upper class, and he too dies in his quest for social betterment. 

Another similarity between Macbeth and Gatsby is that they have problematic relationships with the women they love. Lady Macbeth urges Macbeth to kill Duncan, the king, and she eventually kills herself out grief and guilt. Gatsby has amassed wealth largely to please Daisy, but, even though she reunites with Gatsby, she has no intention of dedicating her life to him. In the end, even after Gatsby dies, she does not mourn him and resumes her life with her husband. 

What is an anaphora and how is it used in Whitman's "Crossing Brooklyn Ferry"?

There are actually quite a few examples of anaphora in the poem. Let's take a look at one:

Others will enter the gates of the ferry, and cross from shore to shore; Others will watch the run of the flood-tide; Others will see the shipping of Manhattan north and west, and the heights of Brooklyn to the south and east; Others will see the islands large and small;

In poetry, Anaphora is the repetition of initial words or phrases in subsequent sentences. The passage above illustrates the use of anaphora because the word 'others' is repeated in every succeeding line. The repetition of 'others' lends an interesting rhythm to the stanza and illustrates the narrator's awareness of the ties that bind him to his fellow man, past and present. He is cognizant of the fact that his ties to the greater web of humanity are predicated on the certainty that everyone shares an intrinsic experience universal to all.

The others that are to follow me, the ties between me and them; The certainty of others—the life, love, sight, hearing of others.

Another example of anaphora in this poem would be:

Just as you feel when you look on the river and sky, so I felt; Just as any of you is one of a living crowd, I was one of a crowd; Just as you are refresh’d by the gladness of the river and the bright flow, I was refresh’d; Just as you stand and lean on the rail, yet hurry with the swift current, I stood, yet was hurried; Just as you look on the numberless masts of ships, and the thick-stem’d pipes of steamboats, I look’d.

The above is an example of anaphora because the word 'just' is repeated at the beginning of successive lines. Again, the repetition lends a rhythm to the stanza, mimicking the continuing march of humanity throughout all of history. By using the literary device of anaphora, the narrator is once more emphasizing his shared experience with his fellow travelers.

Look’d at the fine centrifugal spokes of light around the shape of my head in the sun-lit water, Look’d on the haze on the hills southward and southwestward, Look’d on the vapor as it flew in fleeces tinged with violet, Look’d toward the lower bay to notice the arriving ships,

Saw their approach, saw aboard those that were near me, Saw the white sails of schooners and sloops—saw the ships at anchor,

The sailors at work in the rigging, or out astride the spars, The round masts, the swinging motion of the hulls, the slender serpentine pennants, The large and small steamers in motion, the pilots in their pilot-houses, The white wake left by the passage, the quick tremulous whirl of the wheels, The flags of all nations, the falling of them at sun-set, The scallop-edged waves in the twilight, the ladled cups, the frolicsome crests and glistening, The stretch afar growing dimmer and dimmer, the gray walls of the granite store-houses by the docks, 

Above, the successive repetition of the words 'saw,' 'look'd,' and 'the' demonstrate the use of anaphora. Every 'the,' 'saw,' and 'look'd' precedes the description of some minute detail in the narrator's birds-eye view of the skyline. The poet once again uses the literary device of anaphora to emphasize the narrator's connection with all of humanity. Shared experiences and shared emotions across time underline the commonality universal to the human race.

What advice does Atticus give Scout about handling insults? What begins the fight between Scout and Francis? Why do you think Scout had trouble...

At the beginning of Chapter 9, Cecil Jacobs offends Scout by saying derogatory comments about Atticus on the playground. That night, Scout has a conversation with her father and asks him if he defends Negroes. Atticus proceeds to explain to Scout that he will be defending Tom Robinson. He then encourages Scout to control her temper by saying,

"You might hear some ugly talk about it at school, but do one thing for me if...

At the beginning of Chapter 9, Cecil Jacobs offends Scout by saying derogatory comments about Atticus on the playground. That night, Scout has a conversation with her father and asks him if he defends Negroes. Atticus proceeds to explain to Scout that he will be defending Tom Robinson. He then encourages Scout to control her temper by saying,

"You might hear some ugly talk about it at school, but do one thing for me if you will: you just hold your head high and keep those fists down. No matter what anybody says to you, don't you let 'em get your goat. Try fighting with your head for a change" (Lee 48). 

Scout follows Atticus' advice and walks away from Cecil Jacobs the next day on the playground. That Christmas, the Finch family gathers together to celebrate the holiday. Francis Hancock, Scout's cousin, provokes her by saying,

"Grandma says it's bad enough he lets you all run wild, but now he's turned out a nigger-lover we'll never be able to walk the streets of Maycomb again. He's ruinin' the family, that's what he's doin'" (Lee 52).

After Francis insults her father, Scout can no longer control her anger and ends up punching him in the teeth. Later that night, Scout explains to her Uncle Jack that she felt extremely provoked. Scout already had negative feelings towards Francis, and when he began insulting Atticus, Scout reacted with violence. Scout is naturally disposed to fighting, and she felt justified hitting Francis in the face.

In what way does each of the following quotes relate to the overall meaning of Viktor Frankl's Man's Search for Meaning? "A life of short duration...

These are great quotes. Here's another: "Then I grasped the meaning of the greatest secret that human poetry and human thought and belief have to impart: The salvation of man is through love and in love." Frankl's theme, even as he describes the incredible brutality of the camps, is that life is not meaningless -- in fact, it is full of meaning, and that meaning comprehends all of human experience, joy and suffering alike. The meaning of life, in short, is love. Furthermore, Frankl argues that no matter the situation, we are always free to choose to respond with dignity and love.

Each of your quotes has to do with Frankl's belief in this fundamental mental freedom.

"...a life of short duration..." The quote comes from a logotherapy session in which an old woman looks back on her life. The actual extract runs as follows:

As for myself, I can look back peacefully on my life; for I can say my life was full of meaning, and I have tried hard to fulfill it; I have done my best - I have done the best for my son. My life was no failure!" Viewing her life as if from her deathbed, she had suddenly been able to see a meaning in it, a meaning which even included all of her sufferings. By the same token, however, it had become clear as well that a life of short duration, like that, for example, of her dead boy, could be so rich in joy and love that it could contain more meaning than a life lasting eighty years.

The woman realizes that the meaning of her life had been to care for her two sons -- one who died, and another who was born crippled. This "meaning" -- how her love bettered the lives of her children -- provides a framework within which all her experience, including her suffering, makes sense. If we understand the meaning of a life in terms of the degree to which we affect others, Frankl's comment about how even a short life can contain "more meaning" that one lasting eighty years suggests that our ability to give and receive love is the ultimate measure of "meaning."

"...meaning in suffering..." This quote comes during a discussion of the people Frankl describes as the "martyrs" of the camps, those who refused to allow their basic decency to be stripped away by the brutality of their treatment. Here is the passage in which the quote occurs:

But there is also purpose in that life which is almost barren of both creation and enjoyment and which admits of but one possibility of high moral behavior: namely, in man's attitude to his existence, an existence restricted by external forces. A creative life and a life of enjoyment are banned to him. But not only creativeness and enjoyment are meaningful. If there is a meaning in life at all, then there must be a meaning in suffering. Suffering is an ineradicable part of life, even as fate and death. Without suffering and death human life cannot be complete.

Frankl's point about the "meaning of suffering" is connected to what he terms the "last inner freedom" -- the freedom to choose one's attitude towards circumstances, to choose, in other words, to remain human, or become an animal. Suffering was unavoidable in the camps, but suffering also is an "ineradicable part of life," an essential component to all human life.

"...our greatest freedom..." Frankl here explicitly ties outward behavior to inner decisions about how to respond to conditions. The paragraph in full reads:

We who lived in concentration camps can remember the men who walked through the huts comforting others, giving away their last piece of bread. They may have been few in number, but they offer sufficient proof that everything can be taken from a man but one thing: the last of the human freedoms - to choose one's attitude in any given set of circumstances, to choose one's own way.

These "martyrs" made a fundamental choice: to love instead of hate, to care for others rather than fixate on their own survival. This choice is open to everyone, can cannot be taken away.

"...endure burning..." I'm not able to find this passage in my edition of the book, however the quote expresses a fundamental tenet of Frankl's thought, which is that meaning comprises good and bad, suffering and joy. The "light" of life, our ability to love others, requires burning -- suffering, sacrifice. Our abilty to care for others consumes us, but both are part of "meaning."

In the poem "Mending Wall" by Robert Frost, when historically is the speaker speaking? Is he or she reminiscing? Addressing present concerns?...

I would say that in this poem, the speaker is doing all three of these things, for the action described in the poem – the speaker and his neighbor rebuilding the wall that separates their properties – is a spring affair that happens each year.  While the speaker is thinking in the poem, the two men are rebuilding, and yet the speaker's thoughts travel to the same occurrences in years past and predict that his neighbor’s attitude toward the wall will not change in the future.

The poem begins with the speaker making note of two ways the wall becomes wanting in repair:  hunters come during the year and tear it down searching for their prey; and, more mysteriously, “Something there is that doesn’t love a wall,/That sends the frozen ground-swell under it…And makes gaps even two can pass abreast.”  Holes big enough for two – perhaps here symbolizing the speaker and his neighbor, who could take the opportunity in the wake of the wall’s crumbling to pass over and join each other, to each be fully in the other’s world – and yet instead, they fill these holes and remain separated.  Neither of them knows how these holes come to be, “but at spring mending-time we find them there.”  This is a recurring phenomenon, and so when the speaker speaks of it, he is speaking of both the past and the present.

The speaker does not want the wall there – it serves no purpose but to delineate the boundary between two properties – there is no fear of cross-contamination from the trees both of them cultivate, neither of them keeps animals – the fence is utterly meaningless, and only serves to separate the two men.  The speaker’s neighbor will not budge on this point, for, as the neighbor’s father often said, “’Good fences make good neighbours.’”  For this man, the object is not to become closer with the speaker and become friends, but to maintain a healthy distance.  And, for the speaker, the neighbor “moves in darkness,” with “…a stone grasped firmly by the top/In each hand, like an old-stone savage armed.”  The speaker is implying that the neighbor is set in his ways and maintaining meaningless traditions simply so that he will not have to change.  Near the end of the poem the speaker says that “he will not go beyond his father’s saying;” he will not change.  This is the only hint at a prediction for the future in the poem, but given the past, we can assume that the wall-mending will go on, as long as the neighbor maintains his property.

At what point did John Nash's behavior change from being eccentric to showing active symptoms of schizophrenia?

That depends on whom you ask, but in Nash's autobiography for the Nobel he says that he did not become dangerously irrational and delusional until his early thirties, when he was working as a faculty member at MIT. Research on schizophrenia in general suggests that he probably manifested symptoms a good deal earlier than that, because most people with schizophrenia begin suffering delusions or hallucinations some time in their late teens or early twenties. This...

That depends on whom you ask, but in Nash's autobiography for the Nobel he says that he did not become dangerously irrational and delusional until his early thirties, when he was working as a faculty member at MIT.

Research on schizophrenia in general suggests that he probably manifested symptoms a good deal earlier than that, because most people with schizophrenia begin suffering delusions or hallucinations some time in their late teens or early twenties. This would also fit fairly well with the timeline of the film A Beautiful Mind, though I should say there were some notable inaccuracies in the film, most glaringly the depiction of his hallucinations as visual instead of auditory (though for that I can forgive them, given the limitations of cinema) and the total exclusion of any reference to his very probable bisexuality, depicting him as exclusively heterosexual (which is not nearly so forgivable, and constitutes a classic example of bisexual erasure---though to be fair, Nash himself has always been cagey about his relationships with men during his youth, which if they were indeed sexual would have been illegal at the time).

In general, it can actually be quite hard to tell the difference between ordinary eccentricity and the onset of mental illness; two different psychiatrists might well disagree on the diagnosis of any given individual's behavior. For some, melancholy is just youthful angst; for others it is the onset of depression. For some, talking to himself was just Nash being Nash; but for others, he may already have seemed to exhibit schizophrenia.

In any case, he was not formally diagnosed until his thirties, and it didn't seem to cause him much impairment before then, so I'm inclined to believe his own report that his symptoms didn't get very bad until then.

How is the feud between the Montagues and Capulets depicted in Act I, scene i of Romeo and Juliet?

The Montagues and Capulets are two of the most distinguished families in the city of Verona, the geographical setting of the play. The two families are equal in power and authority. Since these two households hold such prominent positions, their actions influenced the general day-to-day affairs of the city. Their behaviour obviously also piqued the interest of both the general populace and people occupying rank. Furthermore, their influence would extend well beyond their immediate families because they would also have loyal followers and subjects. As such, they would probably be the subject of much gossip. 

This is, essentially, the situation we are confronted with in the opening scene of the play. We are informed in the prologue that these two esteemed families have been caught up in an "ancient grudge." They have become lifelong enemies. The reason for this animosity is never explained, but it seems to have existed for generations. At the time of the action in the play, the Montagues' and Capulets' animosity has flared up and created all sorts of disruptions in the city. Their fight has spilled out into the streets, disturbing the peace.

Two households, both alike in dignity,
In fair Verona, where we lay our scene,
From ancient grudge break to new mutiny,
Where civil blood makes civil hands unclean...

The battle between the two families has driven ordinary law-abiding citizens into committing crimes, either because of their loyalty to one or the other family or in self-defense, since, as spectators, they could be affected by the actions of the brawling combatants. The blood of innocent bystanders has clearly been spilled during these altercations and, therefore, the Montagues and Capulets would be criminally liable -- their hands have been tainted with blood. 

The prologue clearly indicates the attacks were vicious and bloody, not mere verbal arguments. The depth of the two families' hatred for each other is distinctly conveyed.

It is this deep loathing for one another that forms the backdrop to our story, for the two protagonists, Romeo and Juliet, are each children from an opposing family. Fate has played a cruel trick on the unfortunate two, for they fall desperately in love even though their union is doomed to fail. The prologue states:  

...From forth the fatal loins of these two foes
A pair of star-cross'd lovers take their life;
Whose misadventured piteous overthrows
Do with their death bury their parents' strife.
The fearful passage of their death-mark'd love,
And the continuance of their parents' rage,
Which, but their children's end, nought could remove,
Is now the two hours' traffic of our stage;...

Act I, scene i introduces us to the conflict between the families in the form of a conversation between Sampson and Gregory, two men loyal to the Capulets. They are discussing the feud and their involvement therein. Both men are clearly prepared to risk their lives for the family they serve. The two are soon confronted by Abraham and Balthasar, men from the opposing Montagues. A verbal altercation ensues in which the men hurl insults at each other. This develops into a fight between Sampson and Abraham.

Benvolio, from the house of Montague, turns up and tells the two combatants to lay down their weapons because they do not know what they are doing. He beats down their swords, stopping the fight. Tybalt, from the Capulet house, enters and challenges Benvolio. The two men start fighting and soon other members of the opposing houses get involved. Citizens take up clubs to beat up those from each house and soon there is a huge brawl in the streets.

Soon the leading members of both families arrive and intervene. The prince of Verona also makes his appearance, and his stern admonition brings the fight to a close:

...On pain of torture, from those bloody hands
Throw your mistemper'd weapons to the ground,...

The prince proceeds to address the heads of both households:

Three civil brawls, bred of an airy word,
By thee, old Capulet, and Montague,
Have thrice disturb'd the quiet of our streets,
And made Verona's ancient citizens
Cast by their grave beseeming ornaments,
To wield old partisans, in hands as old,
Canker'd with peace, to part your canker'd hate:
If ever you disturb our streets again,
Your lives shall pay the forfeit of the peace.
For this time, all the rest depart away

The prince is extremely upset at the regularity of these public battles and warns the Montagues and Capulets will face execution if they disturb the peace again. The prince then asks everyone to leave and requests that Lord Capulet accompany him and that Lord Montague visit the prince later. The prince obviously wants to speak about the incidents and ask the families to resolve their differences and bring peace to Verona.

It is, therefore, tragically unfortunate that the prince's intervention does not have the desired result and many become tragic victims of this unnecessary feud later in the play. Those victims' deaths, though, finally bring the conflict to an end. 

Please provide evidence that shows how Jem seems to be more mature and wiser than Scout in To Kill a Mockingbird.

Jem is four years older than Scout, and he catches on to things more quickly and comprehends more than she does. Whenever something intense happens, he usually has his wits about him and can think through the situation before reacting. In fact, Jem shows his maturity and wisdom on Scout's first day of school when she's beating up poor little Walter Cunningham for something that happened during class. Jem walks in as Scout is "rubbing his nose in the dirt." He says, "You're bigger'n he is" (22). Then he stops her and invites Walter over to have lunch with them. This is very kind of Jem and shows that he has more mature social skills than Scout does.

Another good skill that Jem has developed is to look to his father for advice and an example of how to behave. For example, during Miss Maudie's house fire, the children witness some intense events, such as Mr. Avery getting stuck in a window for a minute. Scout is scared, but Jem shows his maturity in the following way:

"'Don't worry, Scout, it ain't time to worry yet,' said Jem. He pointed. 'Looka yonder.'

"In a group of neighbors, Atticus was standing with his hands in his overcoat pockets. He might have been watching a football game. Miss Maudie was beside him. 'See there, he's not worried yet. . . Let's don't pester him, he'll know when it's time,' said Jem" (70).

As Jem recognizes his father's calm demeanor, he has learned he can also remain calm and take care of Scout.

One final example of Jem showing maturity and wisdom beyond Scout's abilities is when Aunt Alexandra comes to live with them. Scout butts heads with her constantly, which causes more conflict in the house. Jem, seeing that he could make a difference in the situation, attempts to speak with Scout about it:

"Scout, try not to antagonize Aunty, hear? . . . It's this Tom Robinson case that's worryin' him to death. . . Now I mean it, Scout, you antagonize Aunty and I'll—I'll spank you" (138).

Scout only sees that the relationship with her brother is becoming unequal and she fights him over this. He seems to be acting more like a father than a brother and this doesn't sit well with her, but it does show Jem's understanding and compassion for adults and what they are dealing with in life far beyond what Scout understands.

Explain the theme of loss as it is illustrated in Othello.

Loss is presented in a number of different forms in the play. At the beginning of the play, we become aware of Iago's failure to attain a promotion. He loses the opportunity for betterment and a title which would afford him greater status and authority. He is bitterly resentful toward Othello, his general, for denying him the opportunity to improve his situation and tells Roderigo:

And I, of whom his eyes had seen the proof
At Rhodes, at Cyprus and on other grounds
Christian and heathen, must be be-lee'd and calm'd
By debitor and creditor: this counter-caster,
He, in good time, must his lieutenant be,
And I—God bless the mark!—his Moorship's ancient.

Iago's bitterness is born from the fact that he felt he deserved the appointment since he had been loyal to the general. He had fought by his side and was an experienced soldier. He is angry at Othello's audacity in appointing an inexperienced outsider, Michael Cassio, in his stead, even though three senators had made an appeal on his behalf.

This decision informs Iago's desire for revenge, and he tells Roderigo that he will appear loyal to his general, for:

I follow him to serve my turn upon him . . . 

Appearing loyal will give him an opportunity to take revenge, for Othello will not suspect him of any malice.

The issue of loss is also evident in the character Brabantio. He has been a doting, loving and possessive father to his beautiful daughter, Desdemona. When Othello and she elope, he is devastated, especially since Iago and Roderigo had painted a maliciously lurid picture of Othello with her, using animal imagery and stating that the general had abducted her and was abusing her.

Brabantio is absolutely distraught when Desdemona later chooses Othello over him. She tells her father:

...I am hitherto your daughter: but here's my husband,
And so much duty as my mother show'd
To you, preferring you before her father,
So much I challenge that I may profess
Due to the Moor my lord.

He feels betrayed and later tells Othello:

Look to her, Moor, if thou hast eyes to see:
She has deceived her father, and may thee.

This comment serves to plant a tiny, pernicious seed in Othello's mind which later informs his thinking and the devastating results thereof. We also later discover that Brabantio has died of a broken heart brought on by what he believed to be Desdemona's treason.

Othello experiences loss. He loses his trust in Desdemona and loses her. He loses his self-control, his sanity, his integrity and, eventually, his life. He loses all these because he is gullible enough to trust the malevolent Iago and, like a fool, is manipulated by him. Iago convinces him that his wife is having an affair with his handsome lieutenant and presents him with all kinds of made-up proof of her deceit. The general swears revenge and first plots with Iago to have his lieutenant murdered, and he eventually kills her. Cassio escapes his wrath, but is injured in the process.

The depth of his loss is expressed by Othello himself, at the end of the play:

. . . then must you speak
Of one that loved not wisely but too well;
Of one not easily jealous, but being wrought
Perplex'd in the extreme; of one whose hand,
Like the base Indian, threw a pearl away
Richer than all his tribe . . .

Michael Cassio loses not only his position as lieutenant, but also his reputation. He, too, is a victim of Iago's manipulation and is coerced into drinking alcohol by the sly ancient. Since he is easily inebriated, he later gets into a brawl with Roderigo (all planned by Iago) and a confrontation with Montano. Othello is awoken by the noise and, after an "honest" report of the incident by Iago, dismisses Cassio. Cassio is overwhelmed and distraught and later painfully cries out:

Reputation, reputation, reputation! O, I have lost
my reputation! I have lost the immortal part of
myself, and what remains is bestial. My reputation,
Iago, my reputation!

Iago, who, one feels, should be the one who loses most because of his perfidy, actually wins more than he loses. He got his revenge, for both Othello and Desdemona are dead. He ensured Cassio's dismissal, although he is later appointed to Othello's position. Although he loses Emilia, he is entirely responsible, for he killed her for what he believed was her betrayal. He loses his freedom and will face justice, but one cannot help but feel that his punishment can never be enough for the devastation he has caused. Lodovico says of him:

. . . For this slave,
If there be any cunning cruelty
That can torment him much and hold him long,
It shall be his. You shall close prisoner rest,
Till that the nature of your fault be known
To the Venetian state. Come, bring him away.

Desdemona also suffers great loss. She loses Othello's trust and later her life. She also loses her father in that he rejects her for her marriage to Othello, and her loss is emphasized when he later dies of a broken heart. More devastatingly, though, she loses her life at the hands of the one she loved and trusted the most, her first and only love, Othello.

One may also refer to other losses: Roderigo loses his money, integrity, self-respect, and he loses the chance to ever engage with Desdemona. He also loses his life at the hand of Iago, who had made him his puppet. Furthermore, there is the loss regarding Emilia. In trying to please Iago, she lost some of her integrity, for she stole her mistress' handkerchief and later lied to her about it. There is also the loss that Bianca, who was infatuated with Cassio, suffers. She eventually falls out with him because of the incident with the handkerchief.

What are positive and negative actions of the pigs of the Animal Farm?

In the beginning of the book, the pigs do many positive things for the animals. Old Major, the boar who dies before the animals revolt, offers them his vision of a world of animal unity and cooperation without the need of human masters. Snowball, before he is driven off and exiled, provides responsible leadership that stays true to the ideals of the revolution. He writes the Seven Commandments on the wall of the barn, proposes...

In the beginning of the book, the pigs do many positive things for the animals. Old Major, the boar who dies before the animals revolt, offers them his vision of a world of animal unity and cooperation without the need of human masters. Snowball, before he is driven off and exiled, provides responsible leadership that stays true to the ideals of the revolution. He writes the Seven Commandments on the wall of the barn, proposes building the windmill, fights bravely against Mr. Jones, organizes the animals and studies farm management to help the new society thrive. 

On the other hand, Napoleon uses his superior intelligence and cleverness to amass power for himself and begins to alter the animal's vision of a utopic society in which all share equally in the fruits of their labor to one where he profits. Napoleon surrounds himself with vicious dogs who tear out the throats of animals Napoleon decides are enemies. Napoleon engineers the society so that he and his cohort commandeer most of the benefits of the hard work and sacrifices of the other animals. Napoleon changes the slogan that says all animals are equal to read that all animals are equal but that some are more equal than others. He violates all seven of the Seven Commandments until finally he is indistinguishable from the human masters.

Why do marginal cost and marginal product move opposite to each other?

Marginal cost and marginal product are essentially looking at the same thing from two different directions.

Marginal cost is asking how much money you need to spend to produce a given output. The money you need is the price of inputs times the quantity of inputs you'll need to buy. So it's basically how much input you need per output.

Marginal product is asking how much output you'll get from a given amount of input. It's how much output you get per input.

So for example let's suppose we're buying apples to make apple pie. Let's suppose each pie requires 8 apples and each apple costs $0.50.

Marginal cost is the price of an apple times the number of apples needed to make a pie: So that's $4.00.

Marginal product is the number of pies we can make per apple, which is only a fraction: 1/8 or 0.125.

Holding the price of apples constant, our marginal cost and marginal product would be in inverse proportion. Suppose we find a way to make pies with only 4 apples. Our marginal product would double to 0.25, and our marginal cost would fall by half to $2.00.

Put another way, marginal cost times marginal product simply is the price of the inputs; notice that (0.125)($4.00) = (0.25)($2.00) = $0.50

Which planets have ring systems?

The outer planets, a.k.a. the gas giants, all have rings: Jupiter, Saturn, Uranus and Neptune, at least at present. Rings, depending on their conditions and origin, may be somewhat unstable and transient, and it is entirely possible that planets will gain or lose rings over their lifetime. For example, perturbations of various moons (such as Phobos) could result in their orbits degenerating, tearing the moon apart and forming a new system of rings, whereas rings...

The outer planets, a.k.a. the gas giants, all have rings: Jupiter, Saturn, Uranus and Neptune, at least at present. Rings, depending on their conditions and origin, may be somewhat unstable and transient, and it is entirely possible that planets will gain or lose rings over their lifetime. For example, perturbations of various moons (such as Phobos) could result in their orbits degenerating, tearing the moon apart and forming a new system of rings, whereas rings could also be dissipated due to similar perturbations, or due to their constituent particles crashing into their planet. There are also likely to be planets among the hundreds discovered by various exoplanet projects which also have rings, although we can't tell for certain at present.

Rings, as they exist in the solar system, are predominantly made of ice and very small silicates, which requires that they are beyond the "frost line," or, the distance from the sun at which solar radiation diminishes to the point that volatile compounds like ice can form. It's entirely possible that ice rings might have existed in the inner solar system before the sun heated to its current temperature, but this would be virtually impossible to empirically test. What is currently possible would be rocky rings, which would probably happen if our moon, either of Mar's moons, or a system of asteroids were shattered at the correct orbital distance from one of the inner planets. 

What issues can be found in the short story "The Garden Party" by Katherine Mansfield?

Katherine Mansfield packs several issues worthy of contemplation into her short story "The Garden Party." The relationship between social classes, peer pressure and social status, standing for one's beliefs, family relationships, and the mystery of death all come into play as the story unfolds. First, the garden party is being put on by the Sheridans, who are wealthy and part of an upscale social class. Laura learns that a neighbor who lives down the hill...

Katherine Mansfield packs several issues worthy of contemplation into her short story "The Garden Party." The relationship between social classes, peer pressure and social status, standing for one's beliefs, family relationships, and the mystery of death all come into play as the story unfolds. First, the garden party is being put on by the Sheridans, who are wealthy and part of an upscale social class. Laura learns that a neighbor who lives down the hill from the Sheridans has died in a "horrible accident." She feels it would be insensitive to have the party now, but her family members see no connection between themselves and the death in a family who they don't associate with and who are of a much lower societal bracket. The family holds the party as planned, and afterward the mother awkwardly has Laura bring leftover sandwiches to the bereaved family. The contrast between the ways of life between the two families is an important issue raised in the story.

Laura feels very uncomfortable in the first part of the story; she feels it is wrong to celebrate so blatantly with no regard to their neighbor's troubles. But as the party goes forward, Laura's friends and family overwhelm her compunctions. The family doesn't feel they can disappoint their friends for someone they don't know. Laura believes at first that her older brother, whom she respects greatly, will support her point of view, but when he doesn't, she finds it impossible to stick with her initial beliefs. As Laura begins to get compliments on her looks and her hat, she succumbs to the pressure of her family and friends to immerse herself in the activities of their "upper crust" party. 

Still, after the party, Laura visits the home of the dead man, and his family invites her in. She had no intention of viewing the corpse, but the sister of the dead man's wife ushers her in, and Laura can hardly refuse. Laura has possibly never seen a dead person before, at least not one so young, and she is amazed at how beautiful and peaceful he seems. She tries to express her jumbled feelings to her brother, Laurie, by starting, "Isn't life--" but she cannot explain herself. Laurie agrees, but it is not at all clear that he truly understands what she wanted to express. The idea that life and death are inexpressible mysteries is the final issue of the story. 

In this story, through the character of Laura, readers grapple with issues of social class interactions, peer pressure and standing for what one believes in, family relationships, and the mysteries of life and death.

What are examples of interventions that improved health inequalities in Canada?

Although life expectancy in Canada is one of the highest in the world and the majority of Canadians enjoy good health, some groups of Canadians have a poorer health status than others. Certain governmental programs or interventions have managed to reduce these inequalities with positive outcomes.

Health inequalities often result from problems associated with poverty, unstable income, poor housing, food insecurity and problems associated with exposure to health damaging conditions and behaviors. These programs or...

Although life expectancy in Canada is one of the highest in the world and the majority of Canadians enjoy good health, some groups of Canadians have a poorer health status than others. Certain governmental programs or interventions have managed to reduce these inequalities with positive outcomes.

Health inequalities often result from problems associated with poverty, unstable income, poor housing, food insecurity and problems associated with exposure to health damaging conditions and behaviors. These programs or interventions have therefore been directed at addressing these problems.

One of the interventions aimed at providing revenue support and alleviating poverty is the Canadian Self-Sufficiency project introduced to supplement the income of single-parent families. This program was meant to address poverty, children's health and behavior of school outcomes.

Another intervention aimed at providing revenue support and poverty alleviation was the offer of financial assistance to low-income families to provide access to health services not covered by health insurance. This intervention was found to have a positive effect on health parameters.

The skills development for children was one of those interventions utilizing the reduction of exposure to health damaging conditions and behaviors approach. Several other interventions utilize this approach and they include the prevention of delinquency among boys, monitoring diet during pregnancy, proactive services for single mothers, and the better beginnings-better future program.

Other programs in this category are the anti-smoking campaign, born equal-growing healthy program, prevention of mistreatment of children, parent training centers, Canadian prenatal nutrition program and the Canadian voluntary standard for safe play areas and promotion of the standard.

Full details on each of these programs and the outcomes of each intervention are provided in the reference link below.

Why did the U.S enter World War II?

The United States entered World War II after being attacked by Japan at Pearl Harbor on December 7, 1941. The United States had no other realistic option after this attack occurred except to declare war on Japan.

There were several events that suggested the United States would eventually be involved in World War II. We had been openly helping Great Britain after the war began in Europe. We developed the Destroyers for Bases program where...

The United States entered World War II after being attacked by Japan at Pearl Harbor on December 7, 1941. The United States had no other realistic option after this attack occurred except to declare war on Japan.

There were several events that suggested the United States would eventually be involved in World War II. We had been openly helping Great Britain after the war began in Europe. We developed the Destroyers for Bases program where we gave Great Britain destroyers while Great Britain allowed us to build bases in British-controlled lands. We also created the Lend-Lease Act, which allowed us to lend or lease weapons to Great Britain if they would pay us after the war ended or if they returned the weapons to us. We created a hemispheric defense zone that allowed us to patrol the Atlantic Ocean. We then would inform the British where German submarines were located.

We also took actions that upset the Japanese. With the passage of the Export Control Act, we stopped selling Japan strategic materials they could use in war. This included scrap metal and oil. We also froze Japanese assets in our banks. The Japanese viewed the United States as their biggest threat to controlling the Pacific Ocean and lands in Asia. These actions upset Japan and led them to plan an attack on Pearl Harbor.

On December 7, 1941, Japan attacked the United States at Pearl Harbor, bringing us into the war.