What is Sylvia's reaction when she first sees the hunter in "A White Heron"?

Sylvia hears the hunter before she sees him. He whistles, loudly and clearly, and she is "horror-stricken" because she immediately figures out that it isn't a bird's whistle she hears but a boy's. A bird would have sounded somewhat friendly to her while the boy's whistle sounds more aggressive. The narrator actually describes the whistler as the "enemy" because this is how Sylvia perceives him at the time.

When they come face to face, the...

Sylvia hears the hunter before she sees him. He whistles, loudly and clearly, and she is "horror-stricken" because she immediately figures out that it isn't a bird's whistle she hears but a boy's. A bird would have sounded somewhat friendly to her while the boy's whistle sounds more aggressive. The narrator actually describes the whistler as the "enemy" because this is how Sylvia perceives him at the time.

When they come face to face, the hunter tries to speak with her, and she is quite alarmed. Though he tells her that there is no need to feel afraid, she clearly still does fear him, and she is even more worried her grandmother is going to blame her for bringing him to their home. As a result of her concern, Sylvia "hung her head as if the stem of it were broken [...]." Such a description helps us to understand the threat that the hunter, however friendly, poses to the nature that Sylvia so loves. The facts that he carries a gun and mentions "'hunting some birds'" are not lost on the little girl, and she instinctively feels him to be an antagonist.

What is Jane Austen's attitude towards men as a whole?

Jane Austen's attitude towards men doesn't differ from her attitude toward people as a whole: she values those who are honest, compassionate, genuinely courteous, and straightforward in their dealings with others. In Pride and Prejudice,Elizabeth Bennet learns to value men for the quality of their character: she comes to understand, for example, that although Mr. Darcy initially appears as cold and a snob who doesn't think she's pretty enough to be worth dancing with,...

Jane Austen's attitude towards men doesn't differ from her attitude toward people as a whole: she values those who are honest, compassionate, genuinely courteous, and straightforward in their dealings with others. In Pride and Prejudice, Elizabeth Bennet learns to value men for the quality of their character: she comes to understand, for example, that although Mr. Darcy initially appears as cold and a snob who doesn't think she's pretty enough to be worth dancing with, underneath he is an honest and stable person who goes to great trouble to help her family out at a moment of crisis. Meanwhile, though she falls hard for the charming and sexually appealing Wickham, Elizabeth comes to recognize that his outward appearance masks a weak and dishonest person. 

Austen also condemns Mr. Collins as a pompous fool, and as a mean one too, when he condemns Lydia harshly after his elopement and puts his own needs ahead of helping the family. Austen has some sympathy for Collins, noting he grew up with a harsh father, but in the end, skewers people like him who shamelessly flatter the rich and powerful, and who evaluate others on the basis of their status rather than their hearts. Austen has, as well, little love for fools and hypocrites like Collins who preach to others without sympathy or compassion. 

As DW Harding outlines in a famous essay called "Regulated Hatred," Austen, under the cool facade of her writing style, exposes the small but very real tortures people inflict on others in a rigidly class-based society in which some have money and power and some don't. 

What is referred to as the death's head in Night?

In section one of Elie Wiesel's memoir Night, the Germans arrive in the Jewish town of Sighet in Transylvania, expressly to round up the Jewish residents and send them to the concentration camps in Poland and Germany. The German troops who were responsible for gathering the Jews and administering the camps were the SS, or "Schutzstaffel", which is German for "Protective Echelon". They were originally the bodyguards of Hitler and owed their allegiance only...

In section one of Elie Wiesel's memoir Night, the Germans arrive in the Jewish town of Sighet in Transylvania, expressly to round up the Jewish residents and send them to the concentration camps in Poland and Germany. The German troops who were responsible for gathering the Jews and administering the camps were the SS, or "Schutzstaffel", which is German for "Protective Echelon". They were originally the bodyguards of Hitler and owed their allegiance only to him. The insignia they wore both on their helmets and their shoulders was a silver skull, in German the "totenkopf", called the "death's head." Wiesel writes,

Anguish, German soldiers—with their steel helmets, and their emblem, the death's head.

It was, of course, a fitting emblem for the organization which was responsible for mass atrocities throughout Europe between 1939-1945. In Night, the Jews are in a state of denial about the Germans to the very end, and even the presence of the "death's head" doesn't keep them from thinking all would work out. Wiesel writes,

The Germans were already in the town, the Fascists were already in power, the verdict had already been pronounced, yet the Jews of Sighet continued to smile.

Not long after the appearance of the "death's head", Elie and his family are deported to Auschwitz.

What did Mr. Gatz pull from his wallet to show Nick?

Mr. Henry C. Gatz, Gatsby's father, is pacing up and down in the hall of Gatsby's house on the morning of his son's funeral. His pride in his son and his son's accomplishments is nearly palpable. He pulls from his wallet a photo, "cracked in the corner and dirty from many hands" (Fitzgerald 180) to show Nick. This is a photo of Gatsby's mansion, clearly cherished and looked at often by Mr. Gatz. Mr. Gatz...

Mr. Henry C. Gatz, Gatsby's father, is pacing up and down in the hall of Gatsby's house on the morning of his son's funeral. His pride in his son and his son's accomplishments is nearly palpable. He pulls from his wallet a photo, "cracked in the corner and dirty from many hands" (Fitzgerald 180) to show Nick. This is a photo of Gatsby's mansion, clearly cherished and looked at often by Mr. Gatz. Mr. Gatz lingers over the photo, pointing its details out to Nick. Since they are actually standing in the house itself looking at a photo of the house, this is rather sad and silly, and Nick says "I think it was more real to him now than the house itself" (180). I think Mr. Gatz is one of the saddest characters in The Great Gatsby, and his appearance at the end is heartbreaking. 

How can the use of technology help you improve your teaching and enrich learning in your classroom?

As I was at a restaurant the other day, I could not help but notice something. At three different tables, preschool age children were handling technology that did not even exist a generation ago. At one table, the parents had loaned their I-Phone to the child to watch cartoons. At another table, a young girl was utilizing a tablet device to play a color matching game. The third child was in the waiting area with...

As I was at a restaurant the other day, I could not help but notice something. At three different tables, preschool age children were handling technology that did not even exist a generation ago. At one table, the parents had loaned their I-Phone to the child to watch cartoons. At another table, a young girl was utilizing a tablet device to play a color matching game. The third child was in the waiting area with a tablet that had a math game on it. The point is, before these children ever stepped into a public school, they have learned a great deal about how to access technology. This has far-reaching implications for teaching and learning.

The twenty-first–century workplace is much different than it was when our parents went to work. Collaboration, critical thinking, and information acquisition are all important skills that workers are expected to possess. More and more, classroom teachers are expected to enable students to develop these skills for the workplace. Technology integration is key to that process. A teacher that integrates technology in the classroom is better suited to cultivate these skills in their students.

Many applications are available to teachers that foster collaboration. Platforms like Google Classroom, Moodle, and Edmodo allow teachers to foster discussion and collaboration. Students can respond to a question and other students can discuss and debate their answers. Today's students are accustomed to discussing things through social media, so teachers should tap that familiarity in their classrooms. Blogs are also a great way to discuss issues and collaborate as a group of learners. With Google Drive, students can open a document, slideshow, or spreadsheet and work on it together from remote locations. This is the type of collaboration that is expected of students and workers alike.

Many teachers are "flipping" their classrooms. This is possible with a number of tech applications. A flipped classroom is one in which students view lectures or videos as homework. This allows the student to complete enrichment activities that were traditionally done at home but are now completed in the classroom. The obvious advantage is that the teacher is present while students complete challenging activities in the classroom. This also lends itself to group work in the classroom to foster collaboration. Nearpod, Versal, and Voicethread are three applications that can be utilized by the teacher that wants to flip their classroom.

What was Bela Katz forced to do once he was chosen to work in the crematory because of his strength?

Once the Jews arrive at Birkenau, the reception center for Auschwitz, there is a period of "selection." Obviously many of the Jews, especially the old, weak and sick, were selected for immediate extermination in the concentration camp's gas chambers and crematories. Elie's mother and one of his sisters were probably chosen for death at this initial selection. Elie and his father, however, are selected for slave labor. During this period the SS officers were also...

Once the Jews arrive at Birkenau, the reception center for Auschwitz, there is a period of "selection." Obviously many of the Jews, especially the old, weak and sick, were selected for immediate extermination in the concentration camp's gas chambers and crematories. Elie's mother and one of his sisters were probably chosen for death at this initial selection. Elie and his father, however, are selected for slave labor. During this period the SS officers were also sorting out the prisoners to identify the most able among them. Those that were determined to be the strongest joined the "Sonder-Kommando" and went to work in the crematories. One such man was Bela Katz, who came from Elie's town. He was the son of a tradesman and had arrived with the first group of Jews from Sighet. When Bela found out that Elie and his father had arrived he got word to them as to his whereabouts and the awful news that he had actually had to put his own father into the oven of the crematory.

The pivotal characters in the play are John and Elizabeth Proctor. How are they involved in these trials?

John and Elizabeth Proctor only become involved in the witch trials because of their past relationships with Abigail Williams, the niece of Reverend Parris, who makes the initial accusation against Tituba, Parris's slave, as well as the majority of the succeeding accusations.

Abigail used to work for the Proctors, helping out in their home and with their children. She and John began to have an affair, and when Elizabeth found out about it, she fired...

John and Elizabeth Proctor only become involved in the witch trials because of their past relationships with Abigail Williams, the niece of Reverend Parris, who makes the initial accusation against Tituba, Parris's slave, as well as the majority of the succeeding accusations.

Abigail used to work for the Proctors, helping out in their home and with their children. She and John began to have an affair, and when Elizabeth found out about it, she fired Abigail from their service. Abigail believes that John still has feelings for her. In Act One, she says, "I saw your face when she put me out, and you loved me then and you do now!" She blames Elizabeth for separating them and for making him keep his distance from her.  

In Act Two, we learn of Elizabeth's belief that Abigail "wants [her] dead." Mary Warren, their new employee, says that Elizabeth's name was "mentioned" in the court, but she assured the judges that she never saw any reason to suspect Elizabeth of witchcraft. Elizabeth now fears that Abigail will accuse her in order to get her out of the way; "She thinks to take my place, John," she says.

Elizabeth turns out to be right, as we learn at the end of this act. In Act Three, when John goes to the court to defend her, Mary Warren turns on him and he is accused too. This is how this couple becomes involved in the trials; it all began with John's affair with Abigail.

What does "the crash" mean in To Kill a Mockingbird?

In chapter two of To Kill a Mockingbird, Atticus refers to "the crash." He is explaining why the Cunninghams are poor to Jem and Scout. He says,

The Cunninghams are country folks, farmers, and the crash hit them hardest.

"The crash" is a reference to the 1929 stock market crash that plunged the United States into the Great Depression. The Great Depression affected people from all walks of life, from farmers to millionaires.

Atticus...

In chapter two of To Kill a Mockingbird, Atticus refers to "the crash." He is explaining why the Cunninghams are poor to Jem and Scout. He says,

The Cunninghams are country folks, farmers, and the crash hit them hardest.

"The crash" is a reference to the 1929 stock market crash that plunged the United States into the Great Depression. The Great Depression affected people from all walks of life, from farmers to millionaires.

Atticus also explains how the Great Depression affects many people in town. He tells them how the farmers no longer have cash to pay professional people, like doctors and lawyers. This causes professional people to live in poverty, too. Atticus tells his children they are poor for this reason. For example, Mr. Cunningham has no cash so he pays Atticus for legal services in stovewood and turnip greens.

In what way does the hanging of the "angelic Pipel" symbolize the loss of faith in Night?

But the third rope was still moving: the child, too light, was still breathing....And so he remained for more than half an hour, lingering between life and death, writhing before our eyes....Behind me, I heard the same man asking:  'For God's sake, where is God?"  --Night, Page 65

This is a very important passage in detailing Elie Wiesel's abandonment of his faith.  If there is a God, how could he allow children to be hanged...

But the third rope was still moving: the child, too light, was still breathing....And so he remained for more than half an hour, lingering between life and death, writhing before our eyes....Behind me, I heard the same man asking:  'For God's sake, where is God?"  --Night, Page 65

This is a very important passage in detailing Elie Wiesel's abandonment of his faith.  If there is a God, how could he allow children to be hanged to die.  How could he allow such cruelty and barbarity as what was happening in the concentration camps to the Jews?  An important theme in the book is the loss of faith that even the most devout Jews experienced.  At the beginning of the memoir Wiesel was very dedicated to learning about his religion and God. It did not take long for disillusionment to set in for Eliezer.  This loss of faith is another unjust consequence that many Jews were met with because of their brutal treatment.  According to Wiesel, the boy hanging from the gallows, struggling to survive was, in fact, symbolic of God and religion.  

What were the positive and negative effects of the Industrial Revolution?

The Industrial Revolution ushered in sweeping changes, many of which still resonate in our society today. Let us look at a few of these changes, which I have grouped under the headings "positive" and "negative."

Positive: The Industrial Revolution accompanied what was known as the "Great Deflation," which was a drastic lowering of prices on manufactured goods and foodstuffs. Part of this was due to the new efficiency with which industrialists produced first capital goods...

The Industrial Revolution ushered in sweeping changes, many of which still resonate in our society today. Let us look at a few of these changes, which I have grouped under the headings "positive" and "negative."

Positive: The Industrial Revolution accompanied what was known as the "Great Deflation," which was a drastic lowering of prices on manufactured goods and foodstuffs. Part of this was due to the new efficiency with which industrialists produced first capital goods and then consumer goods. People had access to cheap manufactured goods that changed their standard of living. The Industrial Revolution made businesses more productive, contributed to major scientific advances in energy, transportation, and medicine, and, in the case of the United States, made the nation the wealthiest in the world.

Negative: All of these changes came a tremendous human cost. The Industrial Revolution flourished alongside laissez-faire ideology that militated against the kinds of regulations that minimized this cost. Workers labored under difficult, even dangerous conditions and more disciplined schedules than before. Children were thrust into factories, mines, and other workplaces to perform cheap labor. In most countries, the Industrial Revolution led to a new plutocratic class that reaped the benefits of economic expansion far more than the working class, who lived on the edge of poverty. Large monopolistic corporations, known at the time as "trusts," controlled many industries, setting prices and eliminating the competition that supposedly underlay industrial capitalism. So many of the effects of the Industrial Revolution on the lives of ordinary people were mixed at best.

Why does Juliet bid Romeo to "swear not by the moon"?

This quote comes from Act II, Scene II or Romeo and Juliet, often referred to as "the balcony scene." Here, Romeo has come wandering on the Capulet's property when he spies Juliet at her window above. She speaks to herself about how she wishes Romeo was not a Montague, when he yells up to her that he feels the same. Juliet professes her love for Romeo, despite who he is, and says that if Romeo...

This quote comes from Act II, Scene II or Romeo and Juliet, often referred to as "the balcony scene." Here, Romeo has come wandering on the Capulet's property when he spies Juliet at her window above. She speaks to herself about how she wishes Romeo was not a Montague, when he yells up to her that he feels the same. Juliet professes her love for Romeo, despite who he is, and says that if Romeo swears he loves her, she will believe him. Romeo swears that by "yonder blessed moon" he loves her- meaning his love for her is as real as the moon, or that if he were to lie to her the moon would suffer damage or disappear. Juliet pleads with him not to swear by the moon because it is inconsistent and changes within a month.

Juliet is asking Romeo not to swear by the moon because the moon appears different every day, and she does not want his love to be the same. She wants a true and lasting love, not something that will wane quickly or only feel like love some of the time. Love and the prospect of marriage were highly contractual in Renaissance Italy, so Juliet is safeguarding her love by asking Romeo not to swear by the moon. Imagine how different this play would have been if Romeo were to change his mind about Juliet and say that he no longer was obligated to love Juliet because the moon had changed its phase!

In "An Occurrence at Owl Creek Bridge," how is our perspective of this event manipulated by the contracting and expanding of time and through the...

When Peyton Farquhar is awaiting the fall that will snap his neck in the noose, his perception of time changes, and, therefore, ours seem to as well since it is his thoughts and feelings that the narrator relates.  At the end of Part I, Farquhar feels that the time in between the ticks of the second hand on his watch are getting longer and longer, and the sound the hand makes gets louder and louder. ...

When Peyton Farquhar is awaiting the fall that will snap his neck in the noose, his perception of time changes, and, therefore, ours seem to as well since it is his thoughts and feelings that the narrator relates.  At the end of Part I, Farquhar feels that the time in between the ticks of the second hand on his watch are getting longer and longer, and the sound the hand makes gets louder and louder.  His perception of time slows down so much, and then the exposition in Part II distracts us from what's happening in the present with Farquhar, so that when we get to Part III, we don't necessarily realize that the events being narrated are happening in his imagination. 

Details like the way he can see the dew glistening on each flower petal or the buzzing of an insect's wings alert us to the fact that something odd is going on, but other more factual details like the rope burn and swelling around Farquhar's neck seem realistic enough that readers might assume what's happening is real.  Our perspective is manipulated by details like these that leave us in some doubt as to what, exactly, is happening to Farquhar in these moments; because his sense of reality is skewed, ours is too.

What is a summary of the short story entitled "My Twenty-five Days" by Guy de Maupassant?

"My Twenty-Five Days" by Guy de Maupassant is a short story about the contents of a man's diary that another resident of the hotel where he stayed finds in a drawer.

As the narrator begins his reading of the diary, this visitor in the hotel room advises,

These notes may be of some interest to sensible and healthy persons who never leave their own homes.

The man who kept a diary has come to take the hot baths in Chatel-Guyon in order to have his liver and stomach treated, and to lose weight. But, the place where he takes the bath is silent and dull. He notes, "No one laughs here; they take care of their health." When there is dinner, people do not speak. And, although those of high social position sit together, even they do not talk to each other. The narrator himself dines alone.

When he has time, the diary writer visits the sights, which are very picturesque. Also, from his descriptions, it is apparent that he finds the countryside restorative. For, he delights in the country "although sad." He walks in the "charming" wooded valley that is "calm; so sweet, so green." In addition, he truly enjoys the fresh air.
One day in July, the man goes on an excursion to the valley of Enval where there is a narrow gorge amid impressive rock formations and a stream that inches its way through the random piles of boulders. As he moves toward this stream, he hears voices and discovers two ladies who are residing in the same hotel as he. They are seated on a rock. Approaching them, the man speaks and they respond without hesitation. After a while, the ladies accompany him back to the hotel; along the way they discover that they have some things in common.
After spending five carefree days with the two women, the man is happy and relaxed, his stomach and liver no longer troubling him. However, he observes that others frown upon his behavior:  

Some persons seem to look with shocked and disapproving eyes at my rapid intimacy with the two fair widows. 

When he gets weighed at the clinic, the man discovers to his delight that he has lost several pounds. Two days later, the man learns that two gentlemen have arrived to take the two women home. The ladies write him a letter, but the man is devastated, feeling completely alone. After this great disappointment in the loss of his new friends, the man enters little into his diary, writing only "Alone!" one day, and "Nothing. I am taking the treatment" on another day, suggesting renewed trouble with his stomach and liver.
The next entries are much more negative in tone than his previous ones. Now he grumbles about polluted streams in the country. Describing "an abominable sewer" which emits its rancid odor on the road in front of his hotel, he complains that kitchen workers in the hotel throw refuse into this sewer. Furthermore, he is worried about the chance of a cholera outbreak.
When he does take a pleasant walk to Chateauneuf, the man now finds something that repulses him as he observes how distorted the rheumatic patients who come there appear in their crippled walking.  

One day, however, the man drives about forty-five miles to a lovely mountain village where there was once not only a natural setting, but also a natural behavior (a behavior which the man considers "logical and reasonable") exhibited among the men and the women. However, because the curé could not prevent these physical "demonstrations," the parish priest decided to make use of this behavior for the benefit of the area. He, therefore, imposed a penance upon the women for their sins after they went to confession: They had to plant a walnut tree on the common. As a result of this penance, there were multitudes of trees planted under the cover of night because the sinners did not wish to become known. After two years there was no more room on the commons of the village. Now, there are more than three thousand trees there, and these trees are referred to as the Sins of the Curé.

With cynicism the man remarks,

Since we have been seeking for so many ways of rewooding France, the Administration of Forests might surely enter into some arrangement with the clergy to employ a method so simple as that employed by this humble curé.  

After these remarks the man only makes one entry; he states that he is packing his bags and will say goodbye to the charming little district, and the almost dream-like green mountain and silent valleys, the old Casino, and the vast plain of the Limagne, that seems almost illusory in its bluish mist.  

Then, the diary entries end. The narrator states that he will add nothing to this "manuscript" since his impressions of the country do not agree with those of the man because he has not found the two lovely widows.

Why does a ballon inflate in hot water and deflate in cold water?

The volume of gas contained in a balloon expands when heated and contracts when cooled according to Charles' Law, which states that the temperature and volume of a gas are directly proportional.

The reason for this can be understood on a particle level. The particles of a gas are in constant, random motion. When a gas absorbs heat, the rate of molecular motion increases. As the molecules move faster they move farther apart, have more...

The volume of gas contained in a balloon expands when heated and contracts when cooled according to Charles' Law, which states that the temperature and volume of a gas are directly proportional.

The reason for this can be understood on a particle level. The particles of a gas are in constant, random motion. When a gas absorbs heat, the rate of molecular motion increases. As the molecules move faster they move farther apart, have more collisions with the inside surface of the balloon and collide with more force. The volume of the balloon will increase until the pressure, which is caused by collisions, is the same on the inside of the balloon as it is on the outside.

Conversely, when the air in the balloon is cooled the molecules slow down and have fewer and less forceful collisions with the inside of the balloon. The volume of the balloon then decreases until the inside pressure is once again the same as the outside pressure.

What can a reader learn from reading the story "The Lady or the Tiger?"

By holding back the climax and thus the resolution to his story, and leaving those elements to the reader, Frank Stockton teaches that the world is complicated and there is not always a black or white solution to any problem.

The king believes justice should be simple. The accused has the choice of his guilt or innocence. Either he opens the door with the tiger and is guilty, or he opens the door with the...

By holding back the climax and thus the resolution to his story, and leaving those elements to the reader, Frank Stockton teaches that the world is complicated and there is not always a black or white solution to any problem.

The king believes justice should be simple. The accused has the choice of his guilt or innocence. Either he opens the door with the tiger and is guilty, or he opens the door with the lady and is innocent. This system's simplicity and perfect fairness make it a popular institution in the kingdom.

The king's daughter, however, complicates the issue by discovering the secret of the doors before her lover even enters the arena. Just at the point when he has chosen the door on the right, Stockton stops his narration and becomes philosophical. He leaves it up to the reader to decide what the lover found behind the door which is chosen for him by the princess. He does give us some hints. On one hand, the princess is very much in love and satisfied with her lover. But on the other hand, she is terribly jealous of the woman behind one of the doors.

This story, which on the surface seems so simple, becomes quite complicated in the end. What will the princess do? In figuring this dilemma, Stockton wants to illustrate that the world is messy, often mired in the petty emotions of arrogance and jealousy. There is both good and evil in the world as well. The princess could go either way. Human beings face these types of dilemmas every day. Do they give in to their baser nature, or do they do things based on love?

Analyze the continuities and changes in demography and the environment (ex: disease, animals, new crops, and population) in Europe from 1450-1750.

In 1450, the Bubonic Plague still held Europe its grasp, and continued to devastate populations of cities large and small well into the late 1500s. The total population of Europe by the end of the 1500s, when the last of the great outbreaks of Plague subsided, is estimated to have been around 25 million, down from an estimated 75 million when the Plague first arrived on merchant ships in Italian ports roughly two hundred years earlier. By 1750, however, the population of Europe had exploded back to an estimated 120 million.

In 1450, before the travels of Columbus and the Age of Exploration had gotten fully under way, the Plague had not yet been replaced by diseases such as Syphilis, which was brought back from the New World, along with new crops and animals in the so-called “Columbian Exchange.” The main crops brought back to Europe from the New World in this time period were as follows: maize (corn), tomatoes and potatoes, all three of which would become staple crops in Europe by the 1700s.

These crops changed European agriculture dramatically, because potatoes in particular became known as hardy crops that were quite resistant to the cold and to other diseases that led to crop failures. Also, because of their high starch content, potatoes could provide a great deal of sustenance on a pound for pound basis. Within a few hundred years, peasants from Ireland and England to Russia were heavily dependent on potatoes for their lives and livelihoods.

As for disease, aside from Syphilis, it was Europeans and their livestock that carried most new diseases (smallpox and measles) to the New World, and not the other way around. Europeans also brought horses, chickens, domesticated cattle, pigs, rats and sheep to the New World, while Europeans brought back far fewer species of domesticated animal from the New World. The most notable species to come to Europe from the New World were turkeys, llamas and guinea pigs. Yet these animals had a limited economic and cultural impact in Europe, particularly compared to the outsized impact that horses and cattle had in the New World.

That said, in terms of human population movements, far more Europeans moved to the New World than vice versa. For countries with limited space and high population densities, such as England and the Netherlands, North America became a destination for those seeking to advance economically in ways they could not back at home. Some select poorer Englishmen and enterprising Dutch with fewer prospects for gaining wealth and land back home sought fortunes on the Atlantic Coast of North America, and so did many Portuguese in Brazil, where growing plantations required white overlords to manage huge influxes of African and mulatto slaves.

Similarly, the slave trade on the southern Atlantic coast of North America (Virginia and the Carolinas, primarily) brought poor Scottish and Irish workers over to serve as plantation hands and slave overseers, although the overall number of Europeans who travelled to the New World by 1750 was relatively small. The vast majority remained in Europe, and of those who remained, most stayed in small towns and villages, engaged in agricultural life.

Even so, by 1750, the populations of major cities in Europe like London and Paris had eclipsed their heights reached prior to the arrival of the Plague. The estimated population of Paris in 1400 was 280,000. By 1500, because of the plague, the population had dropped to an estimated 200,000, before rebounding to above 500,000 by the 1700s. A similar pattern was at work in London, where estimates show the population growing from between 50,000 and 100,000 in 1500 to around 700,000 in 1750. Like Paris and other major port cities in Europe, London expanded in size and population over the course of those three hundred years, in large part to accommodate the growing trade with the New World. 

It was not until the late 1700s and early 1800s that the Industrial Revolution, beginning first in England, began to draw vast populations of workers from rural farming villages into big cities to fill jobs in factories. In other words, by 1750, the balance of Europe’s population remained engaged in farming and skilled trades that serviced a mostly agricultural economy, despite the voyages that had brought new crops, diseases, animals and wealth across the ocean.

How has Katniss's life in District 12 changed since the Hunger Games?

Katniss's life was irrevocably changed when she became a Victor in the Hunger Games. To understand, first we need to discuss what her life was like before. Her father died when she was young, and because of the way her mother behaved she was forced to become the provider for the family. She illegally hunted and gathered plants to sell. Every day, Katniss had to fight to make sure her family stayed alive.

Once Katniss...

Katniss's life was irrevocably changed when she became a Victor in the Hunger Games. To understand, first we need to discuss what her life was like before. Her father died when she was young, and because of the way her mother behaved she was forced to become the provider for the family. She illegally hunted and gathered plants to sell. Every day, Katniss had to fight to make sure her family stayed alive.

Once Katniss became a Victor, her life became that of luxury. She no longer needed to earn money or make sure her family had enough food to eat. They were able to afford everything they needed and more. Though Katniss still hunted, it was to help her friend Gale support his own family. 

On another level, she could no longer hide in the shadows as she had in the past. As a Victor, she would always be a prominent member of society. But the berries at the end of the 74th Hunger Games were viewed as an act of defiance by many members of society. Because of this, Katniss became a pawn in a game that she didn't understand. President Snow threatened her family and friends if she was unable to convince the districts that the berries were the desperate act of a girl in love. All sense of security in her life left as soon as she offered Peeta those berries, and it changed the face of Panem forever.

What were George Washington's biggest contributions to American society?

George Washington made many contributions to American society. One of his most important contributions was that he provided steady leadership at a vital time in our country’s history. Any time a new plan of government is put into effect, there will be challenging times. George Washington guided us through those times very well. For example, when farmers in western Pennsylvania rebelled over the Whiskey Tax, George Washington sent in the military to restore order. He...

George Washington made many contributions to American society. One of his most important contributions was that he provided steady leadership at a vital time in our country’s history. Any time a new plan of government is put into effect, there will be challenging times. George Washington guided us through those times very well. For example, when farmers in western Pennsylvania rebelled over the Whiskey Tax, George Washington sent in the military to restore order. He made it clear that rebellion by any group of people wouldn’t be tolerated.

Another important contribution was that he was able to stay above the impact of the development of political groups representing a particular group of people or point of view. When he was President, he did what he thought was best for the country. He wasn’t concerned if a political group didn’t like an idea. If the idea was good for the country, George Washington wanted to see that idea put into policy. George Washington cautioned the country against forming political parties when he left office because he felt they would be bad for the country. He felt people would support a political party’s idea, even if that idea wasn’t in the best interest of the country. He was concerned people would do what was in the best interests of the political party instead of what was in the best interests of the country.

Finally, George Washington made it clear to other countries that they couldn’t push us around. When Spain and Great Britain interfered with our trade, George Washington took action. When Great Britain and Spain encouraged Native Americans to attack us, George Washington didn’t stand around and refuse to deal with the issues. While there were Americans who wanted us to go to war over these issues, George Washington refused to do that because he knew we weren’t in any position to fight a war at this time. Thus, he used diplomacy to try to resolve these issues. Jay’s Treaty was negotiated with Great Britain, and Pinckney’s Treaty was negotiated with Spain. While these treaties weren’t perfect solutions to all of the problems we faced, these treaties kept us out of war and sent a message that countries couldn’t bully us. George Washington made it clear he would stand up for our country and its rights.

George Washington was the right leader for our country after the Constitution was ratified. We needed steady leadership, and George Washington was the perfect person to provide it.

What happened during the "Roaring Twenties?"

The the so-called Roaring Twenties, from roughly 1920 to late 1929, describes a time of great innovation, societal upheaval, and economic growth in the United States, particularly in big cities such as New York, Chicago, Los Angeles, et cetera. This period was characterized by a stock market bubble, fueled by excessive lending and domestic consumption, as well as lax oversight of Wall Street, that made many Americans feel much richer (on paper, at least) than ever before.

Whereas before the 1920s, investing was only for the very rich, the 1920s saw middle and even working class Americans put their savings into the stock market, which seemed as though it could only go up. From an economic standpoint, growth seemed inevitable and after the carnage of the First World War, everyone wanted to believe that the hard times were over.

This upbeat sentiment supported a huge rise in consumer spending, aimed largely at buying automobiles, new home appliances like vacuum cleaners and toasters, as well as clothes bought through mail order catalogues. Department stores became a center of city life, and sold big ticket items to many customers on installment plans, because they could not afford to buy these items outright.

Another driver of economic growth as well as night life culture was the arrival of young women in the workforce. This phenomenon had started during World War One, when women were needed to pick up the slack in the labor force created by the men who had gone off to fight. Yet this trend continued after the war, because social morays had changed and it was now deemed suitable for young single women to work as operators and secretaries, among other jobs. These jobs gave women a chance to be independent for the first time, not relying on parents or husbands for financial support.

Combined with the growing availability of electricity in cities, which allowed for the increasing use of street lamps, this influx of young female workers from small towns into cities set the stage for vibrant entertainment after dark, whereas just ten years earlier, night time had acted as nature's forced curfew.

Also, due to Prohibition, if young men and women wanted to get alcohol after a long day's work, they now had to go to Speak Easies, where Jazz musicians played what was then considered sexy, suggestive music, and young couples could dance, drink and do even more outside of the view of disapproving parents. Cars also played a role in fueling the Roaring Twenties. Their speed and sense of daring (they really were dangerous then) gave young people a thrill, and just as importantly, gave them a place (the darkened backseat) to engage in the kinds of physical intimacy that they could not otherwise engage in at boarding houses, in public, or under their parents' roofs.

Another invention, the radio, piped daring new music and entertainment into homes far away from city centers, allowing for the creation of "youth culture," which older generations frowned upon but could not control. Finally, a sense of fatalism and urgency for living "in the now" prevailed in young people after World War One, which had unleashed a dizzying level of destruction and bloodshed that nobody had before imagined possible. A whole generation of young men had been wiped off the face of the earth, and those who remained had a sense that the world might not last long. A growing sentiment prevailed upon young people to live in the here and now, because there might not be a tomorrow.

How are women depicted differently than men in Never Let Me Go?

Before tackling the subject of men and women in Never Let Me Go, it is important to understand the time periods in which the story takes place. Although the book opens in the 1990s, the actual story begins in the 1960s with Ruth, Kathy, and Tommy all at Hailsham, the boarding school that is part preparation and part distraction from the dark fates awaiting each character. While the events take place in our world, it is a world off kilter. Technological advancements have created a kind of science fiction utopia/dystopia, depending on whether you are a recipient or a donor. Couple this with the attitudes toward men and women in the 60s, 70s, and 80s, and you have a heartbreaking environment in which to explore Ruth, Kathy, and Tommy’s coming-of-age tale.

Immediately, you should notice that each gender has certain roles ascribed to them. Men are to be more physical, masculine, and prone to anger and outbursts when their emotions overwhelm them. Women, on the other hand, are expected to be nurturing, maternal, and in control of their emotions, especially when taking on roles like caretaker.

When Tommy breeches the boundaries of the masculine and feminine by creating art or reacting counter-emotionally to ascribed male roles, the status quo reasserts itself, and he faces ridicule and punishment. As a child, he couldn’t possibly have the emotional fortitude to weather this kind of storm, so he learns to suppress his emotions.

Ruth and Kathy, however, are like two sides of the same coin. Ruth embraces her femininity and sexuality, taking lovers and acting spitefully when scorned. Kathy moves into a maternal, caregiving role, reserving her aggression and bottling up her sexuality.

The “professional” roles available to each of the characters, too, reinforce the above-mentioned gender roles. Carers embody an idealized femininity, so it was natural that Tommy would not succeed well in that role. However, as a donor—the epitome of masculinity—he is quite successful. Ruth manages for a number of years as a carer and donor but is ultimately too fragile for either role. Kathy, on the other hand, fills the carer role to a tee.

What is the tone of the poem "Ozymandias" by Percy Bysshe Shelley?

"Ozymandias" has a tone of ironic solemnity. The irony emerges from the juxtaposition of Ozymandias's inflated vision of his power and grandeur as ruler of a mighty kingdom and what survives of it today: a broken statue scattered on an empty desert. We are told that "nothing beside remains." The huge statue he had carved of himself to intimidate people is in pieces. No trace of his kingdom still exists beyond the shattered statue. No "works" survive to cause people to tremble and "despair."

Yet the irony runs deeper. The inscription on the broken statue reads

‘My name is Ozymandias, king of kings:

Look on my works, ye Mighty, and despair!'

The mighty should, in fact, look on Ozymandias's "works" and despair, not because of his fearsome power but because what they see shows he has no power left. His words are empty. The mighty might do well to remind themselves they too are not so powerful as they might believe. This could--and will--happen to them as well. 

The poem's irony is somber. We are asked not so much to laugh at the foibles of humans, a common target of irony, but to solemnly consider our own mortality and the vanity of human endeavors, our own similarity to Ozymandias, whose weakness is in his pride and inflated ego. Words such as "shattered," "sunk," and "lifeless" convey sobering images of the mortality we all share no matter how great we think we are.

We see as well that the only remnant of the former civilization comes from an artist, the sculptor of the statue, who "well those passions read/which still survive" in the "sneer" and "wrinkled lip" of the long-dead tyrant. Art, even shattered and fragile, seemingly outlives tyranny.

The end of the poem is quiet and solemn. We feel the emptiness and can experience the lonely echoes of the setting in the alliterations ("boundless and bare," "lone and level") and slow cadence of the lines, slowed by line breaks and commas:

Round the decay

Of that colossal wreck, boundless and bare 

The lone and level sands stretch far away

Some critics believe that, in Heart of Darkness, Conrad illustrates how "the darkness of the landscape can lead to the darkness of social...

This statement suggests that the evil or corruption of one's particular location (its "darkness," in other words) corrupts the people who live in that particular location. It's a support of the idea that a human's personality (and morality) are "nurtured" by the society/place that he or she inhabits, and so it suggests that place has power over whether or not a human being becomes corrupted. There are several suggestions that Conrad feels this way, the most famous of which takes place toward the beginning of the book when a doctor measures Marlow's head. The doctor says, "'I always ask leave, in the interests of science, to measure the crania of those going out there,'" and he asserts that "'the changes take place inside, you know'" (24). The suggestion here is that it is the particular landscape of the African Congo that causes the personality of colonists to change. By extension, the doctor is suggesting that it is the place, the landscape of the ivory company's colonies, that causes the colonists to go insane and become corrupt.

To better understand how the environment could affect one's actions, feelings, and morals, consider the following example. While some people might claim that a drug dealer is inherently evil and corrupt, it's also possible that the environment that person was born into led him or her to make "corrupt" choices. What if, for example, the drug dealer was born into a life of extreme poverty? What if he or she grew up in a community that relied upon illegal transactions for income? In this context, dealing drugs becomes one of the primary ways to make a living and survive. It's still a corrupt and dark process, but it also becomes one of the only ways to make ends meet. As such, the person choosing to sell drugs is not inherently corrupt, but was affected by a corrupt environment. 

Within the context of the novel, there are a couple of ways this idea works. First, one could assume that Conrad is making an implicitly racist assumption. He could be arguing, for instance, that it is the primitive and barbaric aspects of the Congo that cause the corruption of the colonists. The overwhelming isolation of the African wilderness could drive the colonists to kill and enslave natives and to steal their natural resources. This is certainly part of what Conrad says about the effect of the environment, but it's not all of it.

For instance, one could also assume that the "landscape" that corrupts society is not actually African society, but rather the colonial landscape that employees of the ivory company inhabit. This landscape is devoted to making money at all costs, even if it means oppressing native peoples and pillaging the countryside. In this way, the darkness of this landscape could be seen as the primary corrupting force in the novel, and all who inhabit it become as corrupt as Kurtz himself. As such, perhaps Conrad's "heart" of darkness has little to do with Africa, and has more to do with the evils of the colonialist landscape. 

What is the main claim Martin Luther King makes in his "Letter from Birmingham City Jail"?

In his "Letter from Birmingham Jail," Martin Luther King's main claim is to promote the urgent need for and biblical soundness of nonviolent protest.King wrote the letter in response to a letter written by Birmingham clergymen, published in the Birmingham Post Herald, protesting against King's demonstrations in Birmingham. These clergymen, although they expressed opposition to segregation, promoted patiently waiting for justice rather than active protest. They also argued that King's protest, while...

In his "Letter from Birmingham Jail," Martin Luther King's main claim is to promote the urgent need for and biblical soundness of nonviolent protest.

King wrote the letter in response to a letter written by Birmingham clergymen, published in the Birmingham Post Herald, protesting against King's demonstrations in Birmingham. These clergymen, although they expressed opposition to segregation, promoted patiently waiting for justice rather than active protest. They also argued that King's protest, while nonviolent, incited violence in others.

King refutes their argument for waiting for justice by pointing out that no gains in civil rights have ever been made "without determined legal and nonviolent pressure," because "privileged groups" rarely give up their privileges without such pressure. He further asserts that individuals are likely to see the truth of immoral actions and be willing to make changes, but groups, whose members solidify each other's views with pressures, never come to understand what of their actions are immoral: "groups tend to be more immoral than individuals." For this reason, King knows that progress in civil liberties can only be made if the group of racist whites holding onto their privileges are pressured into extending their privileges towards others.

King refutes the clergymen's arguments against nonviolent protestation by explaining exactly what steps are taken in a nonviolent protest and how the steps can be biblically justified. In refuting their statement that nonviolent protest should be censured because, though it strives to be nonviolent, it incites violence in others, King questions their logic:

But is this a logical assertion? Isn't this like condemning a robbed man because his possession of money precipitated the evil act of robbery? ... Isn't this like condemning Jesus because his unique God consciousness and never ceasing devotion to God's will precipitated the evil act of crucifixion?

In saying the above, King is pointing out that the violence does not stem from the innocent people such as the man who is robbed and Jesus; it stems from the evil outside of the innocent people. Therefore, the only way to stop the violence is not by condemning peaceful fights against it but by "protecting the robbed and punishing the robber," meaning protecting those who are treated unjustly and punishing those who instigate unjust, violent treatment.

What is the hook at the beginning of Freak the Mighty?

A narrative hook is a literary technique used by authors to "hook" the reader into reading more; it grabs the reader's attention. It is generally a single sentence. It could be a quote, a bold statement, a definition, or a question.  

Freak the Mighty begins by using a bold statement hook. The narrator, Max, tells the reader:

I never had a brain until Freak came along and let me borrow his for a while,...

A narrative hook is a literary technique used by authors to "hook" the reader into reading more; it grabs the reader's attention. It is generally a single sentence. It could be a quote, a bold statement, a definition, or a question.  

Freak the Mighty begins by using a bold statement hook. The narrator, Max, tells the reader:

I never had a brain until Freak came along and let me borrow his for a while, and that's the truth, the whole truth.

The statement works to grab the reader's attention because it causes the reader to question the validity of such a "truthful" statement. How is it possible to not have a brain? How is it possible to borrow a brain? Who is Freak?  

What I really like about Max's opening narration is that he is not content with using a single narrative hook. His first sentence and paragraph are sufficient as a hook, but he practically begins the second paragraph with a fresh hook. This second attention grabber is a combination of two types. It begins with Max making an odd statement about the fact that people called him "Kicker" for a time, and then Max tells the reader the story about how he got the nickname. This is an anecdotal narrative hook, and it is a great one in my opinion. It combines information about Max and his past, and it gives the reader a little bit more information about Freak in order to remind the reader of the first paragraph. Finally, Max's anecdote about making up games to kick people contains enough humor to keep propelling the reader forward.    

Is homework beneficial to student development?

The research available regarding the benefits of homework seems to vary based on the different studies that have been done. I would say homework is beneficial for student development in most cases. Projects, selected readings, and some writing activities which are done outside the classroom allow for more class time to be used covering material instead of working on those tasks.

In today’s world, more jobs require people to do work at home. Homework establishes...

The research available regarding the benefits of homework seems to vary based on the different studies that have been done. I would say homework is beneficial for student development in most cases. Projects, selected readings, and some writing activities which are done outside the classroom allow for more class time to be used covering material instead of working on those tasks.

In today’s world, more jobs require people to do work at home. Homework establishes discipline for this work within a student, prepares students for the expectations they will face in college, and helps students deal with workplace demands requiring work to be done at home.

There are some important considerations to make when dealing with homework. Very young students should have very little homework. Students in kindergarten through second grade shouldn’t have more than 20 minutes of homework on a given night based on a guide from the National PTA and the NEA. Giving large amounts of homework isn’t helpful, either. Students shouldn’t have three to five hours of homework per night on a regular basis. Also, homework should have a purpose. Giving homework as busywork does not benefit students. For special education students, having a parent available to help with homework seems to be beneficial. There appears to be evidence that homework is more beneficial for students after grade five based on the Leone and Richards study in 1989.

With these considerations in mind, it is my belief that homework is beneficial to students in both the short-term and long-term. Homework facilitates student learning, prepares students for the expectations of college professors, and helps students adjust to the demands they may face in their future careers. Banning homework would do more harm than good for our students.

One of Solzhenitsyn's goals with his novel One Day in the Life of Ivan Denisovich was to show the spirit of the Russian people. How did he do this?

One Day in the Life of Ivan Denisovich by Alexander Solzhenitsyn is about the daily life of Ivan Denisovich Shukhov (referred to in the book as "Shukhov") in a Soviet gulag, or forced labor camp. While Denisovich's life is harsh, and he is being detained unfairly (as he was a prisoner of the Germans during World War II but is deemed a spy), he finds joy and companionship at the gulag. The author portrays the indomitable spirit and willing companionship of the Russian people.

For example, even though Shukhov is tired and sick at the beginning of the book, he industriously goes to work: "Now that Shukhov had a job to do, his body seemed to have stopped aching" (page numbers vary according to the edition). He and the other workers at the camp also take delight in very small things, such as new shoes. After Shukhov is able to get a pair of heavy work shoes that have enough room for two rags in each shoe, "He'd walked around for a whole week as though it was his birthday, making a clatter with his new heels. Then, in December, felt boots had turned up as well: life was a bed of roses, no need to die just yet" (page numbers vary by edition). Part of the reason that Russians in the gulag are able to enjoy these small comforts so greatly is that their lives are generally harsh and unrelenting. However, the grueling nature of their lives allows them to be joyful and appreciative of small things.

Another source of comfort for the people in the camp is companionship with the full range of nationalities that comprise the workers in the camp. For example, Tsezar, a former film director, is described in the following way: "Tsezar was a mixture of all nationalities. No knowing whether he was Greek, Jew, or gypsy" (page numbers vary according to edition). Tsezar is well-educated, and he at first doesn't know how to survive in the camp. However, over time, Tsezar and Shukhov become friends, although they are very different. After all, Shukhov is a farmer and carpenter, but he helps Tsezar survive and develops a friendship with him. This is another aspect of the indomitable and companionable Russian spirit that Solzhenitsyn shows in the book.

What are two major themes in The Chrysalids?

Two themes are no good comes from an oppressive society and stand up for your friends.  

The first theme in the story is that oppressive societies eventually implode.  While we don’t see that happen yet, we see the beginnings of it.  Waknuk’s society is based off of religious principles supposedly derived from some post-apocalyptic event.  People feel that anyone or anything that does not conform to the True Image is blasphemous and you should get rid of it.  That includes anything from crops to people. 

When David and the other telepaths meet the Sealand woman (in their minds at least) she explains to them that the way they have been treated is wrong, and the sign of a backwards society.

The static, the enemy of change, is the enemy of life, and therefore our implacable enemy. [Consider] some of the things that these people, who have taught you to think of them as your fellows, have done. [The] pattern scarcely varies wherever a pocket of the older species is trying to preserve itself. (Ch. 17) 

Although the Sealanders may be advanced enough to accept change, that does not help the people of Waknuk.  They live under a state of religious tyranny.  When people are trying to hide babies and committing suicide, you know that there is trouble in your community. 

When David is still a little boy, he meets Sophie and learns that she has six toes.  This makes her blasphemous in Waknuk, and her parents should have turned her in when she was born.  Children need a certificate that shows they meet the requirements of the True Image.  If they don’t get it they are cast out.  Sophie’s parents did not turn her in, and instead hid her. 

David tries to keep Sophie’s secret, but one day another boy sees her and David with her.  His father finds out and asks him about it.  David tries to keep from telling him anything, trying to protect Sophie as long as he can.  His father beats it out of him though, and he feels terrible. 

[My] tears soaked into my pillow. By now it was not so much the bodily hurts that brought them: it was bitterness, self-contempt, and abasement. (Ch. 5) 

David tried to protect Sophie.  He also tries to protect the other telepaths when they have to go on the run.  He believes in the importance of looking out for your friends, no matter how dangerous it is.

How does John react to Norton's questions?

Norton is one of John and Lorraine's classmates who discovers that they have been spending a lot of time with Mr. Pignati. Since Norton has developed a talent for stealing things, John does not trust him. When Norton invites him to the cemetery for a beer in chapter 9, John mostly goes in an effort to keep him from finding out why they haven't been hanging out with him as much recently. Norton, however, proves...

Norton is one of John and Lorraine's classmates who discovers that they have been spending a lot of time with Mr. Pignati. Since Norton has developed a talent for stealing things, John does not trust him. When Norton invites him to the cemetery for a beer in chapter 9, John mostly goes in an effort to keep him from finding out why they haven't been hanging out with him as much recently. Norton, however, proves that the reason he asked John to have a drink is to find out exactly what is "worth stealing" in the old man's house.

John does his best to give Norton vague answers. For example, Norton asks if the old man has any tools, TVs or radios, but John lies and tells him Mr. Pignati has nothing worth stealing. Norton then calls Lorraine a screech owl and John defends her by telling him not to call her that. The worst part happens when Norton suggests that if John doesn't tell him more information about Mr. Pignati, then he and Dennis will go visit him for themselves—which means he will just go rob the guy on his own. John plays off the threat as follows:

"I yawned and stretched my arms into the air. 'Well, I can see this conference is over. Thanks for the beer.' Then I threw my empty bottle way in the back of the tomb" (102).

John acts as if he isn't worried about Norton's threats and questions. By the end of the chapter, though, John shows that he does care about what happens to Mr. Pignati because he says that he would kill Norton if he ever did anything to the nice old man.

What flaw does Ulysses show while leaving the island after blinding the Cyclops?

Ulysses (known as Odysseus in Greek literature and Ulysses in Roman literature) was a brave, valiant, and cunning warrior. However, he--along with all humans--possessed character flaws. Specifically, Ulysses struggled with the vice of pride. Ulysses used trickery to blind and escape from Polyphemus, but he regretted that the cyclops did not know the true name of the man who had bested him (Ulysses had previously told the cyclops his name was "Nobody"). Thus--once safely aboard...

Ulysses (known as Odysseus in Greek literature and Ulysses in Roman literature) was a brave, valiant, and cunning warrior. However, he--along with all humans--possessed character flaws. Specifically, Ulysses struggled with the vice of pride. Ulysses used trickery to blind and escape from Polyphemus, but he regretted that the cyclops did not know the true name of the man who had bested him (Ulysses had previously told the cyclops his name was "Nobody"). Thus--once safely aboard his ship--Ulysses wanted to reveal his true name to Polyphemus. His men protested and tried to stop him, but Ulysses gave into his pride and shouted his name to Polyphemus. Unfortunately for Ulysses, Polyphemus told his father--the sea god Poseidon (Neptune in Roman literature) what Ulysses had done to him, and the sea god exacted revenge.

In "The Lottery" by Shirley Jackson, what rituals are associated with the lottery? Do you have a clear sense of how they developed?

In the story, there are a number of rituals associated with the lottery. The lottery is held annually, for example, and all of the families in the town must take part. In addition, the man who oversees the lottery, Mr. Summers, must be officially "sworn in" before the draw can take place. Once this has happened, Mr. Summers draws the paper slips from a black box, as tradition dictates.

The reader does not have a...

In the story, there are a number of rituals associated with the lottery. The lottery is held annually, for example, and all of the families in the town must take part. In addition, the man who oversees the lottery, Mr. Summers, must be officially "sworn in" before the draw can take place. Once this has happened, Mr. Summers draws the paper slips from a black box, as tradition dictates.

The reader does not have a clear sense of how these traditions have developed, however, because much of the "original paraphernalia" of the lottery has been lost and many of the original traditions "forgotten" or "discarded." The paper slips, for example, were introduced by Mr. Summers because they fit better into the black box than the original wooden chips. Even the black box itself is not the original one: some people think that it was constructed using pieces of the original box, though nobody can be certain. 

By presenting the lottery and its traditions in this manner, Jackson satirises small-town events and implies that they are based on little more than outdated beliefs and superstitions.

What impressions did the great men leave on Helen Keller's mind as depicted in The Story of My Life? |

In The Story of My Life, Keller provides a personal and poignant picture of many great men. They leave impressions of kindness and sympathy on her. For example, when she is young, she meets Dr. Alexander Graham Bell, to whom she dedicates her book. She writes, "He held me on his knee while I examined his watch, and he made it strike for me. He understood my signs, and I knew it and loved...

In The Story of My Life, Keller provides a personal and poignant picture of many great men. They leave impressions of kindness and sympathy on her. For example, when she is young, she meets Dr. Alexander Graham Bell, to whom she dedicates her book. She writes, "He held me on his knee while I examined his watch, and he made it strike for me. He understood my signs, and I knew it and loved him at once." Rather than portraying him as a great man, Keller depicts Dr. Bell as an avuncular and loving figure. Later, he attends the 1893 World's Fair with her and Miss Sullivan, and Keller says, "Dr. Bell went everywhere with us and in his own delightful way described to me the objects of greatest interest." She again conveys his personal rather than his public side. 

She visits Dr. Oliver Wendell Holmes, a famous doctor and poet. She recites poetry to him. She writes, "But I stopped suddenly. I felt tears on my hand. I had made my beloved poet weep." This is a touching and personal account of a public figure in which he is reduced to tears by poetry. She writes of Dr. Edward Everett Hale, a writer and minister, that he

"...is one of my very oldest friends. I have known him since I was eight, and my love for him has increased with my years. His wise, tender sympathy has been the support of Miss Sullivan and me in times of trial and sorrow."

Again, Keller paints a picture of a private man, a tender and sympathetic friend rather than an august or reserved figure. When she is meeting with these great figures, they reveal their sympathetic and personal side to her.

I am writing an essay about the topic of isolation in Frankenstein. My first paragraph would be on how Victor isolates himself due to his pursuit...

Isolation is the perfect theme to write about for this book, as it certainly does come up multiple times and for each of the characters you mentioned. The trick about writing a thesis is to make sure that the examples you are providing all have something in common and while each of these do support the same theme, there needs to be more than just that to draw them together.

Let's look at the cause...

Isolation is the perfect theme to write about for this book, as it certainly does come up multiple times and for each of the characters you mentioned. The trick about writing a thesis is to make sure that the examples you are providing all have something in common and while each of these do support the same theme, there needs to be more than just that to draw them together.

Let's look at the cause of the isolation for each character. Frankenstein isolates himself while pursuing his ambitions. Walton isolates himself while pursuing his ambitions (although not as much as Frankenstein does). The creature is forced into isolation because of how people react to him. By examining the reason behind each of their isolations, we see that Frankenstein and Walton are fairly similar.

So, how do you arrive at a thesis for a paper with these three examples? Consider something like, "Walton and Frankenstein isolate themselves as a result of their ambitious pursuits, and the creature's isolation is imposed on him; however, the effect of isolation on each of these characters is a negative one." That allows for you to move beyond simply noting each one is an example isolation and to talk about the consequences of it.

Which biome is the most widespread and diverse?

According to the University of California Museum of Paleontology, the forest biome is the most widespread and diverse.

A forest is an area that is covered with many trees and undergrowth. There are many varieties of trees that are adapted for all sorts of climates. Therefore, forests can be found at nearly every latitude on Earth.

There are three types of forests: tropical, coniferous, and temperate.  The trees found within each type of forest vary...

According to the University of California Museum of Paleontology, the forest biome is the most widespread and diverse.

A forest is an area that is covered with many trees and undergrowth. There are many varieties of trees that are adapted for all sorts of climates. Therefore, forests can be found at nearly every latitude on Earth.

There are three types of forests: tropical, coniferous, and temperate.  The trees found within each type of forest vary due to differences in rainfall and temperature of the areas in which they are found. For example, coniferous forests are located in cooler regions and house many conifers. Conifers are trees that have needles. The needles of conifers are leaves that have adapted to prevent water loss. This is needed because coniferous forests are located in cooler regions where the water may be frozen. Additionally, needles are able to sustain colder temperatures.

What is the role of a white blood cell in the body's response to a virus?

The immune system is an incredibly complex system, and there are many different types of white blood cells that have different roles in responding to a pathogen such as a virus. I will discuss two general groups of white blood cells: phagocytes and lymphocytes. Within these two groups there are various types of cells, but for our purposes we discuss them using these two terms. 

When a pathogen such as a virus enters the body,...

The immune system is an incredibly complex system, and there are many different types of white blood cells that have different roles in responding to a pathogen such as a virus. I will discuss two general groups of white blood cells: phagocytes and lymphocytes. Within these two groups there are various types of cells, but for our purposes we discuss them using these two terms. 

When a pathogen such as a virus enters the body, white blood cells known as phagocytes engulf the pathogen and then display antigens, or parts of the virus, on the outside of the phagocyte. This is a way to show the immune system that something foreign has entered the body and may need an additional response. 

Lymphocytes, another type of white blood cell, recognize the antigens and get to work mounting a response to that specific pathogen. The lymphocytes make antibodies that attach to the virus. Antibodies are Y-shaped proteins that bind to specific pathogens. These antibodies neutralize the virus by not allowing it to infect other cells and reproduce, and they also mark the viruses for destruction by phagocytes. Eventually the virus is overtaken by the immune system's response.

Some lymphocytes will retain memory of this particular virus and will wait in the lymph nodes to be called into action if that same virus infects the body again. This time, however, the response will be so fast that the virus will be taken care of before the person even knows they were infected. This is what is referred to as being 'immune' to the virus. 

Explain lines 4 and 5 of "The Silken Tent."

This poem was originally entitled "In Praise of Your Poise." The poem on the surface describes the woman the poet loves as a "silken tent." This description allows for the woman to be at once soft and tender and at the same time resolute and unwavering. Thus the tent itself "gently sways at ease" as the woman is able to be kind and flexible in her relationships. She does not have to be prickly, advocating...

This poem was originally entitled "In Praise of Your Poise." The poem on the surface describes the woman the poet loves as a "silken tent." This description allows for the woman to be at once soft and tender and at the same time resolute and unwavering. Thus the tent itself "gently sways at ease" as the woman is able to be kind and flexible in her relationships. She does not have to be prickly, advocating for herself and warding off any assaults. She is able to bend and relent at the right times for the right people. The "countless silken ties of love and thought" allow her to think of others' needs and give accordingly.

However, as lines 4 and 5 point out, this woman has a very firm core: "its supporting central cedar pole." The woman's strong core values make sure that she does not veer too far from what is right and acceptable. She will not bend when it comes to her morals or her inner convictions. The description that this cedar pole, the woman's core being, has "its pinnacle to heavenward" suggests that her religious faith keeps her centered and sure of herself. She doesn't have to base her decisions on her own ideas but has a strong faith that grounds her, giving her confidence in who she is and what she does. 

One could also read this poem as a metaphor where the woman, "the silken tent," symbolizes love itself. In that case, the same ideas apply but describe love rather than an individual woman. In other words, love allows one to bend and give on the little things even as one remains true to core values. Love exhibits the perfect blend of strength and flexibility. 

When Bear peers over the crest of land and sees a group of men, including John Aycliffe, lying in wait for Crispin, what does he realize? In what...

While Bear and Crispin are making their way to Great Wexley, they suddenly see a flock of birds who have been disturbed by some yet unknown force. The two carefully and quietly make their way to a well spot in the forest that allows them to look out on the land beyond the hills. Bear is very cautious, presumably because he fears someone may be tailing him to prevent his rebel meetings in town. When...

While Bear and Crispin are making their way to Great Wexley, they suddenly see a flock of birds who have been disturbed by some yet unknown force. The two carefully and quietly make their way to a well spot in the forest that allows them to look out on the land beyond the hills. Bear is very cautious, presumably because he fears someone may be tailing him to prevent his rebel meetings in town. When they look out over the crest of land, Bear and Crispin see a group of armed men guarding a bridge. Crispin recognized John Aycliffe among them and alerts Bear to his identity. After making their retreat, Bear questions Crispin and asks whether he is actually guilty of the crime he is being hunted for. When Crispin sincerely pleads his innocence, Bear begins to suspect that there is something more going on. 

When Bear and Crispin make camp that night, Bear asks to see Crispin's little cross of lead. (We learn later that it is inscribed with "Crispin- Son of Furnival.") After reading the inscription, Bear is very quiet and insists he couldn't make out the writing. The next day, Bear is acting oddly and makes Crispin promise that if anyone ever attacks them, he must flee as far away as possible. Rather than turning Crispin in as a criminal, Bear doubles down on his efforts to protect the boy. Not only does he keep Crispin's secret, he physically defends Crispin and teaches him to look after himself. After all, they are both enemies of the establishment- Bear, a rebel, and Crispin, the bastard heir of Lord Furnival. Bear's realization is a turning point because it shifts their relationship from one of merely master and apprentice or master and servant to protector and protected.

In the book "No More Dead Dogs," what does the main character, Wallace Wallace, learn about friendship?

At the beginning of the book, Wallace is the popular football star with a lot of friends. Throughout the book, the most important lessons he learns about friendship are what differentiates a real friend from the rest. 

One of the lessons Wallace learns about friendship is that real friends are there for you when you need them. This is demonstrated a few times throughout the book. After Wallace is unable to play football, most of...

At the beginning of the book, Wallace is the popular football star with a lot of friends. Throughout the book, the most important lessons he learns about friendship are what differentiates a real friend from the rest. 

One of the lessons Wallace learns about friendship is that real friends are there for you when you need them. This is demonstrated a few times throughout the book. After Wallace is unable to play football, most of his teammates don’t show up to help him with his yard work. He realizes that his teammates were only his friends because he was the star football player. "I'd always thought my teammates came to help because they were my friends. And they understood how important it was for me to pull my weight and help Mom. I never thought it had anything to do with football." This is a major turning point in how Wallace sees his friendship with his teammates. He realizes they weren't truly his friends. Later, when Wallace casually mentions raking his yard to the drama club, the whole group shows up to help him.

Of his football teammates, Rick and Feather are the only two who continue to support Wallace. Even though they have a falling out over Wallace quitting the team, Rick still shows up to tape the play for Wallace, since Wallace couldn’t be there. Rick tells Wallace, “I hate what you did, not you.” This shows that true friends will continue to support you, even if you don’t necessarily agree on everything.

Another lesson Wallace learns is that real friends are happy for you. When Wallace is released from his detention, he’s surprised because the drama kids are happy for him. "For some reason I couldn't stop laughing. Partly because it was funny that a detention had made me so loved. But mostly because their good wishes were 100 percent genuine." In comparison when Wallace returns to the football team during a rally, he observes that some of his teammates are sneering. Even though it doesn’t benefit the drama kids to have Wallace return to the football team, they’re still happy for him because as his friends they want him to be happy.

What events in the story "American History" by Judith Ortiz Cofer would have turned out differently if John F. Kennedy had not been assassinated?

The setting in Cofer’s story "American History" is November 22, 1963, the day President John F. Kennedy was assassinated. Thus it is appropriate to say the story would have been completely different if Kennedy had not been shot and killed. Cofer likely would have chosen another day of significance in American life for her setting. There are, however, several incidents in the story, listed in chronological order below, that would not have occurred on that cold November day.

The playground incident would have differed significantly from Cofer’s account. There are several things Mr. DePalma, the “short, muscular man with slicked-down black hair … and disciplinarian at P.S. 13 … the man who called your parents in for 'a conference'” probably would not have done. The most obvious difference would be that the announcement, “the President is dead,” would not have occurred. However, there are several other things that would not have happened at school that day. First, the Mr. DePalma described above would never have allowed the students he called “you idiots” and “a bunch of losers” to see him crying, sobbing and shrieking uncontrollably on the playground. And of course, school would not have let out an hour early. The playground incident is the first of three scenes in which Skinny Bones describes adults “crying” and distraught over the assassination of the President. Skinny Bones' whole world seemed to be in mourning.

Unlike the familiar din of daily life—cars honking, students hanging out at the drug store, unemployed men blocking the entrance into El Building, abusive tongues of viragoes (noisy scolding from women)—Skinny Bones describes the “eerie feeling on the streets” and the unusual quiet in El Building: no music, no scolding, no yelling, just that eerie silence that befalls people who have been told that a loved one has died. November 22, 1963, would have been pretty much like any other day in Patterson, New Jersey, except for the death of the President.

To the Puerto Ricans, President Kennedy’s death meant something profound. He was their hope for better lives, even less racism (think about how the black girls on the playground treated Skinny Bones). Unlike their usual late-night conversations, Skinny Bones heard her parents “talking softly in the kitchen for hours,” not about their own hopes and “dreams for the future, or life in Puerto Rico,” but “about the young widow and her two children, as if they were family.” It is indeed as if a family member has died. Skinny Bones next describes the observance of “luto in [her] apartment; that is, [they] would practice restraint and silence—no loud music or laughter,” even offering that “[s]ome of the women of El Building would wear black for weeks” as if they had lost a close family member. While a death in the family would have profoundly affected Skinny Bones, her parents, and possibly some of the others in El Building, the quiet that came over the entire neighborhood —representing the whole United States—and everyone in El Building—representing every household in the United States —would not have occurred. Without the assassination of JFK, the joys of her friendship with the new boy and going to his house might have continued to permeate the narrator’s story. The President’s death, however, overshadowed the joy of her “date” with Eugene.

Arriving at Eugene’s house and finding his mother in tears, much like Skinny Bones found her own mother after school, turns a 14-year-old's “love story” into a sad recitation of a “death in the family.” Without the Kennedy assassination, Cofer could perhaps have written the story of a happy encounter with Mr. Right. Skinny Bones' distress at being denied the meeting with Eugene comes to the forefront when she writes, “[t]hat night, I lay in my bed trying to feel the right thing for our dead President. But the tears that came up from a deep source inside me were strictly for me.”

The profound joy of newfound love was changed in mid-story to the profound sadness of mourning a great loss to a family, a neighborhood, indeed a nation. It is not likely Skinny Bones would have seen the three adults in her story crying, or a building full of usually boisterous, unrelated people quietly mourning, or the noisy world outside P.S. 13 and El Building turned into one of eerie silence. Perhaps Eugene’s mother would not have dismissed Skinny Bones so quickly had she herself not been distraught over Kennedy’s death. Skinny Bones may not have been denied the happy ending to her love story if Kennedy had not been killed.

What happened after Frankenstein's monster came to life?

Immediately after the monster comes to life, Victor runs from the room in horror.  The creature finds him later, in his bedroom, and he attempts to "grin" at Victor, but as "no mortal could support that countenance," Victor runs away again out into the night.  He spends the night outside, and in the morning, Henry Clerval, Victor's best friend, arrives in Ingolstadt.  When they return to Victor's apartments, the monster is gone, and Henry remarks...

Immediately after the monster comes to life, Victor runs from the room in horror.  The creature finds him later, in his bedroom, and he attempts to "grin" at Victor, but as "no mortal could support that countenance," Victor runs away again out into the night.  He spends the night outside, and in the morning, Henry Clerval, Victor's best friend, arrives in Ingolstadt.  When they return to Victor's apartments, the monster is gone, and Henry remarks on how sick Victor seems.  "This was the commencement of a nervous fever" from which Henry nursed Victor back to health over the course of several months.  When the fever eventually breaks, it is spring, and Victor seems to have been reborn just as nature has been; he finally seems happy and is especially responsive to the beauties of nature.  He has developed a "violent antipathy" to anything having to do with science, and he has no desire whatsoever to continue his studies on this subject; even the praise of his favorite professor is painful to him.  Finally, he receives a letter from his father that his youngest brother, William, has been murdered, and Victor returns home to Geneva.

Is it ever justifiable to rebel against the government?

To answer this question, we need to look at the Declaration of Independence. In the Declaration of Independence, Thomas Jefferson wrote that the people have certain rights that can’t be taken away or given up. These rights, called the unalienable rights, are the right to life, liberty, and the pursuit of happiness. The Declaration of Independence went on to say that the job of the government is to protect the rights of the people.

In...

To answer this question, we need to look at the Declaration of Independence. In the Declaration of Independence, Thomas Jefferson wrote that the people have certain rights that can’t be taken away or given up. These rights, called the unalienable rights, are the right to life, liberty, and the pursuit of happiness. The Declaration of Independence went on to say that the job of the government is to protect the rights of the people.

In the Declaration of Independence, Thomas Jefferson outlined a scenario where it would be acceptable for the people to rebel against the government. If the government abused its powers and didn’t protect the rights of the people, the people had no choice but to rebel and replace that government with a new government that would protect their rights. Since the colonists believed that the king had abused his power and that the British government was infringing on their rights, the colonists needed to rebel and become independent.

Thus, there is a time when people would be justified for rebelling against the government.

How is racism dealt with in To Kill a Mockingbird?

One of the main themes addressed throughout the novel To Kill a Mockingbird is the topic of racism. Harper Lee uses the setting, plot, and various characters to depict racism in the Deep South. During the 1930s, Jim Crow laws, which segregated blacks from whites in public places, were enforced in Southern states. Black people were victims of racial inequality and injustice throughout the South during that time period. The novel takes place in...

One of the main themes addressed throughout the novel To Kill a Mockingbird is the topic of racism. Harper Lee uses the setting, plot, and various characters to depict racism in the Deep South. During the 1930s, Jim Crow laws, which segregated blacks from whites in public places, were enforced in Southern states. Black people were victims of racial inequality and injustice throughout the South during that time period. The novel takes place in the prejudiced town of Maycomb, Alabama in the 1930s. The majority of the white citizens in Maycomb are prejudiced towards black people and continually use racial slurs throughout the novel. Atticus Finch is given the difficult task of defending Tom Robinson, a black man, in front of an all-white jury. Atticus and his children suffer discrimination from family members and neighbors for defending a "Negro." Scout, the novel's protagonist, deals with several people accusing her father of "lawing for niggers," and being a "nigger-lover." Atticus explains to his children that anybody who cheats a black person is "trash," and that his children should treat people equally, despite their differences. Atticus is a morally upright individual who challenges Maycomb's prejudiced views. However, Tom Robinson is wrongly convicted of raping and assaulting Mayella Ewell for the simple fact that he is black. Despite the lack of evidence and conflicting testimonies from the Ewells, Tom Robinson is found guilty by a prejudiced jury. Lee examines the delicate race relations in Alabama by depicting how the citizens of Maycomb negatively view and treat black people, as well as those who associate with them, like Atticus and Dolphus Raymond.

How do the sailors' reactions compare to that of the Pilgrims when facing hardships in William Bradford's History of Plymouth Plantation?

One sailor, a "proud and profane young man," in particular is especially outspoken in mocking the Pilgrims for their seasickness. He seems to regard them as a hassle, and he curses them every day of the voyage, even saying that if he had the chance, he would throw them overboard, and "make merry with what they had." But this young man was struck with what Bradford calls a "grievous disease," which turns out to be...

One sailor, a "proud and profane young man," in particular is especially outspoken in mocking the Pilgrims for their seasickness. He seems to regard them as a hassle, and he curses them every day of the voyage, even saying that if he had the chance, he would throw them overboard, and "make merry with what they had." But this young man was struck with what Bradford calls a "grievous disease," which turns out to be mortal. In fact, Bradford notes, it is him that is thrown overboard when he receives a burial at sea. Like everything else that occurs to them or the people around them, Bradford and the Pilgrims interpret the young man's death as God's will. "They [the Pilgrims] noted it to be the just hand of God upon him," he says. Later, some of the mariners want to return home when the ship is damaged in a serious of violent storms. But the Pilgrims (and, in fact, some of the crew) prevail upon the ship's captain to continue. So the relationship between the godly Puritans and the decidedly secular-minded crew is strained, and the strains reveal themselves in moments of peril and adversity. The Pilgrims turn to their faith, and the sailors seem to take out their anxieties on the Pilgrims, who they must have seen as somewhat odd and perhaps a little self-righteous.

Please can you help me find some quotes demonstrating Ralph, Piggy or Simon having the courage to go against the group?

In Chapter 5, when Jack and his hunters catch a pig, Ralph, Piggy, and Simon show their assertiveness. First, Ralph scolds Jack for choosing to hunt and let the fire go out, even though the majority of the boys seem to feel meat is more important than the signal fire: "Ralph flung back his hair. One arm pointed at the empty horizon. His voice was loud and savage, and struck them into silence." Here, Ralph's...

In Chapter 5, when Jack and his hunters catch a pig, Ralph, Piggy, and Simon show their assertiveness. First, Ralph scolds Jack for choosing to hunt and let the fire go out, even though the majority of the boys seem to feel meat is more important than the signal fire: "Ralph flung back his hair. One arm pointed at the empty horizon. His voice was loud and savage, and struck them into silence." Here, Ralph's actions and voice show that he is taking control of the situation to scold Jack for letting the fire go out, even though the rest of the boys are excited about the hunt.

Then Piggy speaks up to ask for meat, because Jack gives some to everyone except Piggy: "Piggy spoke, also dribbling. 'Aren’t I having none?'" This shows that even though Jack and the others are cruel to him, Piggy is not afraid to stand up for his rights and to get his needs met. Simon goes against the general dislike of Piggy by giving his meat to Piggy: "Simon, sitting between the twins and Piggy, wiped his mouth and shoved his piece of meat over the rocks to Piggy, who grabbed it. The twins giggled and Simon lowered his face in shame." This shows that although everyone else is mean to Piggy, Simon is willing to give up his own sustenance and help Piggy.

Later, in Chapter 7 when the group splits into two, Ralph and Piggy refuse to be lured by the excitement of savagery or the delicious meat Jack promises, and continue to be responsible for building a signal fire, even though most of the boys follow Jack to the fun life he offers on the other side of the island. Piggy gathers fruit to share with Ralph and says, "'Do all right on our own... It’s them that haven’t no common sense that make trouble on this island. We’ll make a little hot fire—'" Meanwhile, Simon goes to investigate the beast by himself. Even though most of the boys are terrified of the beast on top of the mountain, so much so that they won't even go up to rebuild their signal fire, Simon slips into the forest to find out for himself what the beast really is. Simon finds the pig head on a stick left by Jack, and thinks it is the beast, but he is not scared and doesn't run away: "...in front of Simon, the Lord of the Flies hung on his stick and grinned." Simon doesn't succumb to the mob mentality that causes all the boys to be terrified of a beast that most of them have never seen. This shows that he is courageous and goes against the group.

I hope this helps. If you need to find more examples, you can read summaries and analyses of Lord of the Flies . 

In Night, what is the significance of bringing up Rabbi Eliahu's son in describing Eliezer's own relationship with his father?

The mention of Rabbi Eliahu's son operates as a foreshadowing technique to reflect the relationship Eliezer will have with his own father.

Rabbi Eliahu is a minor but significant character in Night. In the process of evacuating, Eliezer encounters Rabbi Eliahu looking for his son. Eliezer tells the Rabbi that he has not seen the boy. Later, Eliezer remembered that he had "noticed his [Rabbi Eliahu's] son running beside me" but also that he was "losing...

The mention of Rabbi Eliahu's son operates as a foreshadowing technique to reflect the relationship Eliezer will have with his own father.

Rabbi Eliahu is a minor but significant character in Night. In the process of evacuating, Eliezer encounters Rabbi Eliahu looking for his son. Eliezer tells the Rabbi that he has not seen the boy. Later, Eliezer remembered that he had "noticed his [Rabbi Eliahu's] son running beside me" but also that he was "losing ground, sliding back to the rear of the column." It occurred to Eliezer that Rabbi Eliahu's son had seen his father and allowed "the distance between the [to] become greater." With this realization, Eliezer vows to avoid this in his own relationship with his father:

A terrible thought crossed my mind: What if he had wanted to be rid of his father? He had felt his father growing weaker and, believing that the end was near, had thought by this separation to free himself of a burden that could diminish his own chance for survival.

"Oh God, Master of the Universe, give me the strength never to do what Rabbi Eliahu's son has done."

Wiesel includes this detail to show that one of the true horrors of the Holocaust was how it fundamentally transformed emotional relationships. Rabbi Eliahu's son demonstrates how the need for survival in the Holocaust superseded the emotional primacy of the relationships between children and their parents.

Eliezer turns out to move away from that prayer he offered to the "Master of the Universe." As his father becomes increasingly weaker, Eliezer is forced to offer up more of his own rations to save him. For example, Eliezer is forced to take care of his father by surrendering his own soup. Rather than willingly embrace this, he "grudgingly" gives his father his soup with a "heavy heart." Eliezer remarks that his behavior shows that "Just like Rabbi Eliahu's son, I had not passed the test." In bringing up Rabbi Eliahu's son, Eliezer vividly shows how the Holocaust impacted him by transforming the most elemental emotional connection that a boy could have.