What is a direct quotation from the book The Absolutely True Diary of a Part-time Indian that shows the protagonist's most dominant personality...

Junior's most dominant personality trait, arguably, is his ability to persevere in spite of great adversity. He does not lose his sense of hope, and his hope for a better future drives him to make difficult decisions. For example, in the fourth chapter of the novel, Junior throws his book at his math teacher, Mr. P, when he realizes his mother had been one of the previous owners of the book. The educational system on...

Junior's most dominant personality trait, arguably, is his ability to persevere in spite of great adversity. He does not lose his sense of hope, and his hope for a better future drives him to make difficult decisions. For example, in the fourth chapter of the novel, Junior throws his book at his math teacher, Mr. P, when he realizes his mother had been one of the previous owners of the book. The educational system on the reservation is so under-funded that it cannot afford to buy updated books for the students, and Junior thinks this treatment is unfair. He does not necessarily want to hurt Mr. P, but Junior, in that moment, sees Mr. P as representative of a failed educational system. In the following chapter, Mr. P visits Junior and acknowledges Junior's perseverance and his inner sense of hope:

"But not you," Mr. P said. "You can't give up. You won't give up. You threw that book in my face because somewhere inside you refuse to give up" (43).

In this situation with Mr. P, readers see Junior's most dominant personality trait in action.

`int (x^3 - 8x)/x^2 dx` Find the indefinite integral.

`int (x^3-8x)/x^2dx`

To solve, express the integrand as two fractions with same denominators.

`=int (x^3/x^2-(8x)/x^2)dx`

Simplify each fraction.

`=int (x - 8/x)dx`

Express it as difference of two integrals.

`=int xdx - int8/xdx`

For the first integral, apply the formula `intx^ndx= x^(n+1)/(n+1)+C` .

And for the second integral, apply the formula `int 1/xdx=ln|x|+C` .

`= int xdx - 8int1/xdx`

`=x^2/2-8ln|x|+C`

Therefore, `int (x^3-8x)/x^2dx = x^2/2-8ln|x|+C` .

`int (x^3-8x)/x^2dx`

To solve, express the integrand as two fractions with same denominators.

`=int (x^3/x^2-(8x)/x^2)dx`

Simplify each fraction.

`=int (x - 8/x)dx`

Express it as difference of two integrals.

`=int xdx - int8/xdx`

For the first integral, apply the formula `intx^ndx= x^(n+1)/(n+1)+C` .

And for the second integral, apply the formula `int 1/xdx=ln|x|+C` .

`= int xdx - 8int1/xdx`

`=x^2/2-8ln|x|+C`

Therefore, `int (x^3-8x)/x^2dx = x^2/2-8ln|x|+C` .

What are the life lessons in Bleachers by John Grisham?

One of the lessons in Grisham's Bleachers is that winning doesn't always justify what it takes to win. For example, when Coach Eddie Rake dies at the end of the book, a former player on his football team, Mike Hilliard, delivers one of the eulogies at his funeral. He says:

"The practices were beyond brutal... Our parents were alarmed. My mother told me later she felt like I was off at war. Unfortunately, I've seen war. And I would prefer it over Camp Rake" (page 206).

Coach Rake is merciless when training his team, and he makes them practice even after games are over and their parents and friends are waiting for them. His relentlessness about practicing and concentrating on basics mean that the team wins, but it also results in tragedy when Scotty Reardon, a sophomore, dies of heatstroke during a practice. In addition, Coach Rake hits the protagonist, Neely Crenshaw, during the halftime of an important game. As a result, Neely has not forgiven him in the fourteen years since he has been in his hometown, Messina.

However, another lesson of the book is that each person has both good and bad and that people need to practice forgiveness. After Coach Rake dies, several players deliver eulogies that present another, deeper and more positive side of Coach Rake. Mike Hilliard says, "Eddie Rake allowed us, players and fans, to touch greatness, to be a part of it" (page 209). The Messina players experience something that approaches perfection by playing on the team, and Hilliard says that this experience is unlike anything the players have gone through in their lives because of Coach Rake's work ethic. In addition, Reverend Collis Suggs, who was the first African-American captain of the Messina football team, recalls that Coach Rake was very accepting of African-American players when they first went to the high school through a court-ordered program of desegregation. Suggs says in his eulogy of Coach Rake, "He said he didn't care what color we were. All his players wore green" (page 212). The coach's fair-minded attitude paved the way for other football teams across the state to desegregate.

Finally, Neely says of the coach in his eulogy, "Once you've played for Eddie Rake, you carry him with you forever... And you want to thank him for teaching you that success isn't an accident" (page 222). Even though Neely has long held a grudge against the coach, he forgives him in the end because he respects the coach's emphasis on excellence. By forgiving his coach after many years of feeling bitter, Neely can move on in his life and consider both the positive and negative sides of his former coach. Therefore, Grisham's book teaches the reader that people have to forgive others and understand all the sides of their multifaceted personalities.

In The Dispossessed by Ursula K. Le Guin, how do Shevek’s childhood, adolescence, and experiences as a young adult influence his decisions on...

As a child, Shevek had been raised with the Odonian concepts of self-sacrifice, equality, and mutual reliance. It was in babyhood that Shevek first learned about self-denial: his mother, Rulag, had been sent by Divlab to Abbenay. Shevek's father, Palat, was the parent left behind. Essentially, Shevek spent his early formative years bereft of his mother's presence. During his childhood years, he learned that the self was always to be subject to the needs of...

As a child, Shevek had been raised with the Odonian concepts of self-sacrifice, equality, and mutual reliance. It was in babyhood that Shevek first learned about self-denial: his mother, Rulag, had been sent by Divlab to Abbenay. Shevek's father, Palat, was the parent left behind. Essentially, Shevek spent his early formative years bereft of his mother's presence. During his childhood years, he learned that the self was always to be subject to the needs of the community.

Shevek learned to share, but was prohibited from indulging in individualistic discourse (what was called "egoizing" by the director of Shevek's Speaking-And-Listening group). Even though Palat gave his son affection and stability, he was never able to show Shevek what true intellectual and personal freedom looked like.

During his teenage years, Shevek enjoyed mutually stimulating debates with his friends, Tirin, Kvetur, and Bedap. The boys discussed the economic and political divide between Urras and Anarres as well as the lack of mutual discourse between both societies. While Tirin questioned the need to hate and avoid the Urrasti people, Shevek argued that, in an anarchistic society, no conceivable authority could stop the Anarresti from venturing over to Urras, if that was their desire. Anarresti society, after all, was predicated on mutual responsibility and individual freedom, not "the false option of obedience to the law or disobedience followed by punishment."

It is this very spirit of fierce individuality that Shevek brings to his young adult years and beyond. During his time with Sabul (Anarres' leading physicist), Shevek became exposed to Urrasti physics, science that was some twenty or thirty years ahead of anything on Anarres. Tirin's earlier assertion that Anarres could benefit from mutual collaboration with Urras suddenly proved insightful to Shevek. Two events occurred that finally pushed Shevek to explore Urras on his own. The first pertained to Sabul's demand that Shevek not share his carefully honed knowledge of Iotic (the language used in Urras) and Urrasti physics with anyone else. Because of his childhood education in Anarresti ethics, Shevek came to see Sabul's secrecy as a form of selfishness:

Surely freedom lay rather in openness than in secrecy, and freedom is always worth the risk.

The other event concerned his partner Takver's forced departure from Abbenay during a prolonged famine. Like his father before him, Shevek was to know the pain of forced separation and of being eclipsed by the mother of his child. Even as he grieved in his time, Palat had refused to follow after Rulag (due to a lack of career opportunities for him at Rulag's posting); similarly, Shevek made the decision not to follow Takver when Takver was assigned elsewhere. As faithful a parent as Palat was to him, so Shevek became a most responsive and engaging parent to Sadik, his daughter.

Shevek's childhood experiences were foundational to the decisions he made as an adult. He chose to visit Urras because, long ago, he and his friends had dared to entertain the idea that mutual dialogue and collaboration would be beneficial to both Urras and Anarres. Shevek also chose not to follow Takver because of his father's example; yet, it was not only the parental example that deterred Shevek, but also his masculine pride and sense of Anarresti responsibility towards his people that compelled him to seek some answers on Urras.

Is the US an empire?

Yes, the United States of America is an empire. All empires throughout history have had immense lands, vast trade networks, and influence in international policy. The United States controls a large portion of the North American continent, as well as islands in the Pacific such as Hawaii and American Samoa. The US controls much of the world's trade—the New York Stock Exchange is the largest stock exchange in the world, and its rises and falls...

Yes, the United States of America is an empire. All empires throughout history have had immense lands, vast trade networks, and influence in international policy. The United States controls a large portion of the North American continent, as well as islands in the Pacific such as Hawaii and American Samoa. The US controls much of the world's trade—the New York Stock Exchange is the largest stock exchange in the world, and its rises and falls influence trade in Europe and Asia. American culture also helps drive foreign markets, as American multinational corporations such as McDonald's and Disney are considered international brands.

The US is also a key player in international foreign policy. The US is expected to take the lead role in fighting ISIS. The UN is based in the United States, and American troops made up the majority of NATO-led missions in Bosnia and the Middle East. American-made munitions are considered the standard for many armies. The US is also one of the leaders in combating weapons of mass destruction and nuclear proliferation. The US is not only an empire, but, due to its political, cultural, and economic influence, one of the largest empires in world history.  

What are some examples that depict how Jem is becoming more compassionate and protective towards Scout throughout the novel?

As the novel progresses, Jem develops a more compassionate and protective attitude towards his sister. Following Tom Robinson's trial, Jem and the children witness racial injustice firsthand and lose their childhood innocence. Although Jem is jaded, he develops a sense of empathy for others and becomes more compassionate.

In Chapter 23, Aunt Alexandra tells Scout that she cannot play with Walter Cunningham Jr. because she considers Walter to be "trash." Scout is visibly upset, and...

As the novel progresses, Jem develops a more compassionate and protective attitude towards his sister. Following Tom Robinson's trial, Jem and the children witness racial injustice firsthand and lose their childhood innocence. Although Jem is jaded, he develops a sense of empathy for others and becomes more compassionate.

In Chapter 23, Aunt Alexandra tells Scout that she cannot play with Walter Cunningham Jr. because she considers Walter to be "trash." Scout is visibly upset, and Jem comes to her aid. He stops Scout from retaliating by guiding her into his room and giving her a Tootsie Roll. Jem's attempt to comfort his sister depicts his compassion for Scout.

In Chapter 28, Jem walks Scout to Maycomb's Halloween Festival and watches as Scout staggers onto the stage late during the pageant. When Jem sees Scout, he tries to make her feel better by telling Scout that she just came out a little late. Scout mentions,

"Jem was becoming almost as good as Atticus at making you feel right when things went wrong" (Lee 159).

Later that night, Jem and Scout are walking home, and Jem offers to hold Scout's "hock" so she won't lose her balance. Suddenly, Bob Ewell sprints towards them and Jem yells, "Run, Scout! Run! Run!" (Lee 160). Throughout the struggle, Jem does his best to protect Scout, but unfortunately gets knocked unconscious during the attack. Jem's offer to hold Scout's "hock" so she won't fall, as well as his warning for her to run to safety, depict his protective nature.

How would you take care of a generic plant?

It depends on the plant, how I have to start, and the conditions around the plant.

Starting a seed is usually the same for all plants. Place the seed in soil about 1 inch down, and keep the soil damp and in sunlight until the seed sprouts. This can take anywhere from a day with commercial grass seeds to weeks with wild seeds. Some exotic seeds need to be exposed to heat or high humidity...

It depends on the plant, how I have to start, and the conditions around the plant.

Starting a seed is usually the same for all plants. Place the seed in soil about 1 inch down, and keep the soil damp and in sunlight until the seed sprouts. This can take anywhere from a day with commercial grass seeds to weeks with wild seeds. Some exotic seeds need to be exposed to heat or high humidity to grow. Others can only be started by planting sections of the plant itself, like violets or potatoes. Some plants are unable to reproduce, like seedless fruits, so they must be grafted onto a living plant instead.

Next, when the plan has grown a bit, I transplant the seedling into an environment more suitable for it's species. For example, in Texas I can leave my pet cactus outside unless it rains, but when I raise seeds gathered in Colorado, I have to keep them inside with a grow light so they stay cool and dry. Some plants need large containers, such as bushes and trees. Others are good with tiny pots or little planters. Some, like beans and peas, need trellises to climb.

As the plant grows further, you may need to keep growth in check. It is normal to prune rosebushes, or cut off sections that may be draining energy from the plant. Drooping branches over power lines should be cut. 

Eventually, you may want to replicate your plant. When this day comes, you can read about how to harvest the seeds, as it can be a lengthy process for some plants, or attempt a cutting from the plant. This can be achieved with root hormone and a sharp blade.

What happens when Buck begins to feel the call of the wild in The Call of the Wild by Jack London?

When Buck first hears the call of the wild in the night, he springs to his feet and runs in the direction of the sound, plunging into the forest; he only goes so far, however, before returning to camp and Thornton. 

Some time later, Buck is seized by irresistible impulses during the day: 

He would be lying in camp, dozing lazily in the heat of the day, when suddenly his head would lift and his...

When Buck first hears the call of the wild in the night, he springs to his feet and runs in the direction of the sound, plunging into the forest; he only goes so far, however, before returning to camp and Thornton. 

Some time later, Buck is seized by irresistible impulses during the day: 

He would be lying in camp, dozing lazily in the heat of the day, when suddenly his head would lift and his ears cock up, intent and listening, and he would spring to his feet and dash away, and on and on, for hours, through the forest aisles.

Each time Buck ventures further. One night he hears the call of the wild and pursues it. After he follows the sound into a thicket of trees, Buck nears the source of this sound cautiously. When he arrives at an open place among the trees, Buck spots a timber wolf, who is seated on his haunches with his nose pointed upwards to the night sky. 

Buck approaches the wolf in a semi-submissive posture — "the menacing truce that marks the meeting of wild beasts that prey" — but the wolf runs off. Pursuing the wolf, Buck chases it into a creek bed that is dammed at one end; feeling trapped, the wolf stands on its hind legs baring his teeth and snapping them rapidly. When the wolf has a chance, it runs. Although Buck follows the wolf, Buck shows no aggression towards it. Finally, the wolf sniffs his nose and they act in a friendly manner, maneuvering around each other playfully. For a while Buck runs with the wolf, but after they go some distance, Buck remembers John Thornton, and he sits down. The wolf returns to him, even running beside him as he heads back to camp. Soon, the wolf sits and howls mournfully while Buck continues on alone. Once in camp, Buck scampers to Thornton, demonstrating all his affection. After his return, Buck does not venture out of the camp for two days.

Should countries be allowed to remain in the UN if they do not respect their citizens' rights?

The United Nations (UN) is an entity created via treaty. The member nations of the UN are signatory to the Charter of the United Nations (hereinafter ‘the Charter’), which under international law is a multilateral treaty among those member nations. Under the Charter, the member nations have a variety of obligations with respect to their internal and external politics and to maintaining the peace and safety of the world. If a member nation does not meet its obligations under the Charter, the UN will initially attempt to use it coercive power (such as sanctions) to bring the offending member nation into compliance with the Charter. The UN could also seek to enforce the Charter under international law, although international law itself is a matter of treaty and has little effect on nations that choose not to adhere to the relevant treaties. If neither coercion nor an action under international law work, the UN could expel a member nation for noncompliance with the Charter.

With respect to human rights, it is unlikely that a member country would be expelled for human rights violations. While the Charter itself affirms the member nations’ “faith in fundamental human rights,” it does not specify those rights. The Universal Declaration of Human Rights (hereinafter ‘the Declaration’), a proclamation promulgated by the UN General Assembly in 1948, does specify the human rights recognized by the UN, but the Declaration is not part of the Charter. Rather, the Declaration is aspirational in nature:

Now, Therefore THE GENERAL ASSEMBLY proclaims THIS UNIVERSAL DECLARATION OF HUMAN RIGHTS as a common standard of achievement for all peoples and all nations, to the end that every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdiction. 

The Declaration does not compel member states to recognize the particular rights specified therein. As the Declaration is not part of the Charter, violation of the human rights found in the Declaration would not be a treaty violation under international law and thus the UN would likely not have grounds to expel a member state for noncompliance with the Declaration. The UN could, of course, use its coercive power to try to bring member states into compliance with the Declaration, which is how the UN has frequently operated on this issue since the Declaration was promulgated in 1948.

Further, even if the UN could expel member nations for noncompliance with the Declaration, this might not be the best action. The real power of the UN is its coercive power. Expelling a member nation reduces the scope of that coercive power because the expelled nation is no longer obligated by the terms of the Charter.

Compare and contrast ancient Persian civilization to ancient Greece. Did Persia influence Greece or vice versa?

The first problem with this is that "ancient Greece" was not a single entity. Until the Macedonian conquest, Greek-speaking people lived in independent city states which each had their own political systems and were often at war with one another. Perhaps the greatest difference between Persia and Greece at this time was that Persia was an Empire while the geographic area we now call Greece was divided by people who shared a language and certain...

The first problem with this is that "ancient Greece" was not a single entity. Until the Macedonian conquest, Greek-speaking people lived in independent city states which each had their own political systems and were often at war with one another. Perhaps the greatest difference between Persia and Greece at this time was that Persia was an Empire while the geographic area we now call Greece was divided by people who shared a language and certain types of cultural heritage but were not part of a unified state.

Persia was a vast, powerful, and wealthy empire while the Greek city states were relatively small and poor by comparison, existing in an arid mountainous area. The main contact zone between the two were the Ionian city states of Asia Minor on the eastern edge of the Aegean sea. Mesopotamian and Persian science and religion had some influence on Greek thought and art in the archaic period, but the major period of influence was during the Hellenistic period, where Alexander appropriated many of the administrative elements of the Persian Empire. The Greek influence on Persia was probably less significant than the Persian influence on Greece. 

What are some of the symbols in the novel Fried Green Tomatoes at the Whistle Stop Cafe by Fannie Flagg?

One of the symbols in the book is the fried green tomatoes themselves. This is a type of vegetable dish that Idgie and Ruth serve at the Whistle Stop Cafe and one of the foods that they are known for cooking. Evelyn listens to Ninny's stories about fried green tomatoes and makes the dish herself. The dish is clearly an acquired taste, and it is also symbolic of the connections and shared tastes between women in the novel--between Idgie and Ruth and between Evelyn and Ninny in the part of the book that takes place later.

Food is a way of showing love and connection in the novel. For example, Idgie is willing to be covered with bees to procure honey for Ruth. After shaking off the bees and giving Ruth the honey, Idgie says, "Just think, Ruth, I never did it for anyone else before" (page 85). Idgie is willing to risk getting stung by bees to get Ruth honey, and Ruth's response is to cry and say that she would be bereft if anything happened to Idgie. Honey is a symbol of the love they share. Similarly, Evelyn sees food as a form of love. She often eats candy bars when she feels disconnected from her husband. When her husband visits his mother at the nursing home, "Evelyn had just escaped them both and had gone into the visitors' lounge in the back, where she could enjoy her candy bar in peace and quiet" (page 3). Evelyn tucks into a candy bar as a way to find solace when she feels pushed aside, and she associates candy with comfort and the kind of love she is looking for but doesn't find in her life. 

Railroads and trains are another symbol in the novel, and they represent the twists and turns of fate. Whistle Stop "wasn't never nothing more than a railroad town" (page 102), and the town and cafe depend on the railroad. Railroad Bill is a character who tosses food and coal off the train tracks for people, and his actions represent a way in which trains can bring benefits to people in the town. Trains, however, are also the force that kill Buddy, Idgie's brother, and that cause Ruth's and Idgie's son, Buddy, Jr., to lose his arm. When trains stop going to the town, the town largely dies out. Trains symbolize fate, as they can bring both life and death. 

Who are some industrialists of the late 1800s?

Historically, this era produced some of America's wealthiest and most powerful industrialists. One of these is John D. Rockefeller, born in Richford, New York, in 1839, who began his working life as an assistant bookkeeper in Cleveland, Ohio. In 1863, Rockefeller invested his savings into an oil refinery and, two years later, he took over the company. By 1870, he had established his own oil refining company, Standard Oil, which grew to control 90% of...

Historically, this era produced some of America's wealthiest and most powerful industrialists. One of these is John D. Rockefeller, born in Richford, New York, in 1839, who began his working life as an assistant bookkeeper in Cleveland, Ohio. In 1863, Rockefeller invested his savings into an oil refinery and, two years later, he took over the company. By 1870, he had established his own oil refining company, Standard Oil, which grew to control 90% of the country's refineries and pipelines, making him one of the richest and most successful industrialists of his time. (See the first reference link provided).

Another industrialist is Andrew Carnegie who was born in Scotland in 1835 but emigrated with his family to Pittsburgh in 1848. As a young man, Carnegie worked in the telegraph office of the Pennsylvania Railroad but quit after the Civil War because he saw huge potential in the burgeoning steel industry. Through the Keystone Bridge Company, Carnegie made his name by replacing wooden bridges with steel ones. Over his lifetime, Carnegie amassed a personal fortune of $310 billion. (See the second and third reference links provided).

How did Roman dramatic literature evolve from the absorption of Greece through its golden age of dramatic literature to its first Christian...

Before cultural contact with Greece, Roman culture had forms of entertainment including athletic and gladiatorial contests, musical performances, perhaps mime, and other acts that share much in common with modern circuses such as jugglers. Roman drama per se was built mainly on Greek models.

The comedies of Plautus and Terence were usually translations or adaptations of Greek New Comedy, especially of the works of Menander. They usually had romantic plots and many stock characters including...

Before cultural contact with Greece, Roman culture had forms of entertainment including athletic and gladiatorial contests, musical performances, perhaps mime, and other acts that share much in common with modern circuses such as jugglers. Roman drama per se was built mainly on Greek models.

The comedies of Plautus and Terence were usually translations or adaptations of Greek New Comedy, especially of the works of Menander. They usually had romantic plots and many stock characters including clever servants, lustful old men, innocent young lovers, boastful soldiers, and evil pimps. While actors were all men during the Republic, during the Empire, women began to appear on stage. 

The main Roman tragedies that have been preserved are those of Seneca, which are also based on Greek myths, but are not direct adaptation of Greek playwrights. They tend to be more melodramatic than Greek plays.

Dramatic adaptations of the Gospel story began in medieval England. They slowly evolved from minor variations of the Latin liturgy (especially Easter) into vernacular dramas retelling key parts of the Gospel for those who were illiterate and did not know Latin. As this happened some five centuries after the fall of the Roman Empire, it is usually not considered part of Latin dramatic literature but rather part of the evolution of drama from classical to early modern forms. 

In her letter, what does Annie say is her greatest problem with Helen?

In her letter, Annie says that the greatest problem she has with Helen is how to discipline her young charge without breaking her spirit.

Annie maintains that, thus far, no one else has tried to control Helen, and she sees it as a daunting task to do so. As Annie writes her letter, Helen has dumped out all the contents of her bottom bureau drawer so that she can tuck her doll into the drawer....

In her letter, Annie says that the greatest problem she has with Helen is how to discipline her young charge without breaking her spirit.

Annie maintains that, thus far, no one else has tried to control Helen, and she sees it as a daunting task to do so. As Annie writes her letter, Helen has dumped out all the contents of her bottom bureau drawer so that she can tuck her doll into the drawer. Then, looking for something else to engage her attention, Helen soon turns to the items on Annie's desk. While groping about the desk, Helen knocks over the inkwell, and Annie has to grab a towel to clean up the spill.

To engage her charge, Annie then gives Helen a sewing card, needle, and thread. However, Helen soon pokes herself with the needle. To express her fury at her pain, Helen dashes her doll forcefully against the floor. Hurriedly, Annie spells "bad girl" onto Helen's hands and then demonstrates what a "good girl" does with her doll. Helen seems to understand, but she doesn't stay idle for long.

In a short moment, Helen picks up a pitcher and dashes it against the floor instead, fragmenting the pitcher into pieces. It appears as if Helen has learned to be careful with her doll but has yet to learn how to be careful with other things in the house.

In the book Outliers: The Story of Success, Gladwell says, "to say that garment work was meaningful is not to romanticize it." What does he mean by...

The analysis of the Jewish garment industry in New York is the subject of Chapter Five, “The Three Lessons of Joe Flom.” Here Gladwell shows that the reason so many children of immigrant garment workers become lawyers and doctors is that they had the benefit of the Jewish experience; they were born in the early 1930s; and they saw their parents and grandparents reap the benefits of meaningful work. One of the main stories is...

The analysis of the Jewish garment industry in New York is the subject of Chapter Five, “The Three Lessons of Joe Flom.” Here Gladwell shows that the reason so many children of immigrant garment workers become lawyers and doctors is that they had the benefit of the Jewish experience; they were born in the early 1930s; and they saw their parents and grandparents reap the benefits of meaningful work. One of the main stories is about Louis and Regina Borgenicht: immigrants who created their own business making and selling aprons before the turn of the last century. They became successful, but only because they were diligent at sewing and marketing their pieces. They couldn’t just sit back and let anyone else do the work for them: or at least, not at first. Gladwell says that in order for people to feel as though their work is satisfying, it must have three qualities: “autonomy, complexity, and a connection between effort and reward.” The garment workers’ path was not an easy one, and not one that should be romanticized. We can’t assume that every aspect of it was simple and wonderful and came out perfectly, every time. But with experience and over the course of some years, its immigrant originators were able to profit from it, both financially and emotionally.

How can one calculate the purity of aspirin?

Aspirin has a chemical formula of 2-acetoxybenzoic acid (CH3COOC6H4COOH) and it is synthesized from salicylic acid or 2-hydroxybenzoic acid. If the synthesis reaction is incomplete, the unreacted salicylic acid is present as a contaminant and we have a less than 100% yield of aspirin. There are a number of methods to determine the purity or % yield of aspirin.

One of the methods is the titration of a given aspirin sample in a 50/50 mix...

Aspirin has a chemical formula of 2-acetoxybenzoic acid (CH3COOC6H4COOH) and it is synthesized from salicylic acid or 2-hydroxybenzoic acid. If the synthesis reaction is incomplete, the unreacted salicylic acid is present as a contaminant and we have a less than 100% yield of aspirin. There are a number of methods to determine the purity or % yield of aspirin.

One of the methods is the titration of a given aspirin sample in a 50/50 mix of ethanol and water, against sodium hydroxide. The number of moles of sodium hydroxide used to neutralize the acid can be used to determine the molar mass of a given aspirin sample. It would be somewhere between the molar mass of aspirin (180 g) and that of salicylic acid (138 g), and this will give a measure of the % purity of the given aspirin sample. 

A spectrophotometer can also be used to determine the purity, since aspirin makes a violet complex with iron and this can be measured by using a spectrophotometer. Different concentrations of aspirin can be used to draw a calibration curve and a given sample can be checked against this curve.

Hope this helps. 

A physics student performs an experiment to measure the efficiency of a go-cart. From rest, he rolls a cart of total mass 95 kg from the top of a...

(A) While the cart is at the top of the ramp but before it starts moving, it has zero kinetic energy K = 0 and its total energy is potential energy, V. (Why is potential energy represented as V? I honestly have no idea, but this is the standard notation. I've also seen U, but for some reason, never P.) That potential energy is entirely due to gravity, so it is given by `V =...

(A) While the cart is at the top of the ramp but before it starts moving, it has zero kinetic energy K = 0 and its total energy is potential energy, V. (Why is potential energy represented as V? I honestly have no idea, but this is the standard notation. I've also seen U, but for some reason, never P.)

That potential energy is entirely due to gravity, so it is given by `V = m g h`. This system dissipates energy into its environment (hence why its efficiency is not simply 100%), so we should really distinguish initial energy `E_i ` from final energy `E_f`.

`E_i = K_i + V_i`

`E_i = 0 + mgh = (95 kg)(9.80 m/s^2)(3.8 m)`

`E_i = 361 J`

We should give our answer in two significant figures since that's what we were given, so `E_i = 360 J`.

(B) At the bottom of the ramp, the cart has lost all its potential energy, but now has kinetic energy given by `K = 1/2 mv^2`. This is its new total energy.

`E_f = K_f + V_f`

`E_f = 1/2mv^2 + 0 = 1/2(95 kg)(6.7 m/s)^2 `

`E_f = 318.25 J`

Once again, round to two significant figures: `E_f = 320 J`

(C) Efficiency in the sense we're using it here is just final energy divided by total energy:` e = E_f / E_i = (320 J)/(360 J) = 0.89` This system has an efficiency of 89%. That makes sense; we would expect it to be a bit less than 100%.

What were the impacts of world wars on world peace?

While World War I tried to prevent future wars and outlaw using war as a form of foreign policy, the diplomats who developed the Treaty of Versailles at the end of war failed to do so. The treaty, finalized in 1919, featured several elements, such as the war guilt clause, which forced Germany to accept blame for the war. This resulted in Germany's humiliation and created the desire, over time, for Germany to regain its...

While World War I tried to prevent future wars and outlaw using war as a form of foreign policy, the diplomats who developed the Treaty of Versailles at the end of war failed to do so. The treaty, finalized in 1919, featured several elements, such as the war guilt clause, which forced Germany to accept blame for the war. This resulted in Germany's humiliation and created the desire, over time, for Germany to regain its lost lands and recover its hurt pride. In addition, Germany had to pay massive reparations, or money, to the allies, causing it to fall into financial hardship that also made the Germans turn to Hitler and to fighting World War II. Finally, though the treaty created the League of Nations to police aggression between nations, the U.S. did not join the league, and it was largely powerless. 

World War II resulted in many institutions to safeguard world peace, such as the United Nations. In addition, American policies such as the Marshall Plan gave money to rebuild Europe and Japan along peaceful, democratic means. However, the end of the war resulted in the growth of the Cold War between countries allied with the U.S. and countries allied with the Soviet Union. Many historians believe that, in part, the Soviet Union was motivated to instigate the Cold War because of the American show of power in dropping atomic bombs on Hiroshima and Nagasaki in 1945 at the war's end. The Soviet Union captured much of Eastern Europe as a buffer against future aggressions by Germany. Therefore, World War II also ushered in the Cold War rather than creating world peace. 

What is a quote from Mary Shelley's Frankenstein about technology in the Victoria era?

When Victor goes to the University of Ingolstadt, he is alarmed and embarrassed to be told by his first professor, Professor Krempe, that all of the books and philosophers he's been studying are widely known to be fantastic and fictitious.  Quite discouraged, he eventually turns to another teacher, Professor Waldman, who is not interested in embarrassing Victor but, rather, in educating him.  He explains to Victor that the old philosophers promised things that could never...

When Victor goes to the University of Ingolstadt, he is alarmed and embarrassed to be told by his first professor, Professor Krempe, that all of the books and philosophers he's been studying are widely known to be fantastic and fictitious.  Quite discouraged, he eventually turns to another teacher, Professor Waldman, who is not interested in embarrassing Victor but, rather, in educating him.  He explains to Victor that the old philosophers promised things that could never be possible, and so they were unable to deliver on those promises.  However, modern scientists promise very little, but they are actually able to make good on their promises. 

"But these philosophers, whose hands seem only made to dabble in dirt, and their eyes to pour over the microscope or crucible, have indeed performed miracles.  They penetrate into the recesses of nature, and shew how she works in her hiding places.  They ascend into the heavens; they have discovered how the blood circulates, and the nature of the air we breathe.  They have acquired new and almost unlimited powers; they can command the thunders of heaven, mimic the earthquake, and even mock the invisible world with its own shadows."

Professor Waldman says that the modern teachers know that the elixir of life and the philosopher's stone are not real.  Instead, they focus on other things, smaller goals, and they are able to make real advancements that might actually benefit humankind.  He describes their technologies to explain what it is that they are capable of.

How does Stephen Crane describe both negative and positive aspects of war without being partial to any one side in "War is Kind"?

The poet Stephen Crane is being intentionally ironic. He does not really believe that war is kind but that it is a horrible and senseless thing. The summary in the study guide for the poem states:

The title alerts us to the ironic tone of the poem, as it is very difficult to imagine war being kind in any way. 

Crane contrasts the actuality of war with the glorified version which is meant to...

The poet Stephen Crane is being intentionally ironic. He does not really believe that war is kind but that it is a horrible and senseless thing. The summary in the study guide for the poem states:

The title alerts us to the ironic tone of the poem, as it is very difficult to imagine war being kind in any way. 

Crane contrasts the actuality of war with the glorified version which is meant to appeal to idealistic young men. He describes the uniformed men assembled in ranks with their drums and bugles and colorful flags, and then he juxtaposes this with descriptions of the battlefields strewn with corpses. He seems to be referring to the Civil War, in which the two opposing sides lost 620,000 men in battles. Hundreds of thousands more died of disease or in captivity. Crane's best known work is his novel The Red Badge of Courage, which is about a young man's experiences as an enlisted man in the Civil War. The Red Badge of Courage was first published in 1895. "War is Kind" was originally published in 1899.

Why does the poet keep repeating the refrain "War is kind"? In what sense can any war be regarded as "kind"? Crane is implying that the soldiers are relieved of all their fears and anguish when they die and that their loved ones are relieved of their concerns when they learn that their lovers, husbands, fathers and sons have been killed on the field of battle. The refrain "War is kind" is intentionally ironic. The poem is an expression of disgust with war, a feeling many Americans have experienced after the end of the Civil War, the Vietnam War, and other bloody engagements.

How does Lina and Doon finding the instructions advance the plot in Jeanne DuPrau's The City of Ember?

In Jeanne DuPrau's The City of Ember, Lina finding what's left of the piece of paper and deciphering some of its meaning advances the plot by leading towards the climax of the story. Likewise, Doon agreeing with her that the instructions look important and joining with her in the search for the clues in the Pipeworks that the paper points to further leads to the story's climax, the climax being Linan and Doon finding the way out of Ember the Builders had intended, in order to save the rest of Ember's people. All of their actions in finding the paper and working towards deciphering it count as rising action.

In chapter 7, Lina glues together what piece of the paper she has and begins studying it in her spare time. Once she recognizes the message speaks of a "river, a door, and the Pipeworks," she decides to show the paper to Doon since Doon is taking the problems of the city so seriously, and, so far, no one has taken what Lina has found seriously. When Doon examines the fascinating box and the paper, he very quickly agrees that the paper looks important. He is puzzled about the door, though, since he recently found a mysterious locked door, but it wasn't near the river. Together, they begin exploring, which counts as more rising action.

Together, they go to look at the locked door Doon found in the Pipeworks. Later, another moment of rising action occurs when Doon returns to find the key in the door and opens it to discover the mayor is hording supplies for himself in the room. At that point, Doon starts feeling discouraged and begins thinking the instructions aren't useful after all. However, when Lina learns from her friend Clary that the full title of the paper is "Instructions for Egress," Doon's excitement returns, and in chapter 13, he returns with Lina to her home to work out some more of the puzzle, leading the story closer to its climax. Together, they decipher that somewhere in the Pipeworks, they'll find a "stone marked with E" and further "down the river bank," they'll find a ledge where the door is near, the door they presume leads out of the city (Ch. 13).

How is Winston Smith a dynamic character in George Orwell's 1984? How does he change from beginning to end, and what do his little acts of...

Before answering this question regarding George Orwell's protagonist in his dystopian novel 1984, it's important that we define the literary term that you use in your question. A "dynamic character" is a character that develops in some capacity, experiencing growth or change in his/her perspective, values, actions, or otherwise. 

To examine Winston's growth, we must first establish his starting point. In the beginning of the novel, Winston is miserable but quietly rebellious. The grand...

Before answering this question regarding George Orwell's protagonist in his dystopian novel 1984, it's important that we define the literary term that you use in your question. A "dynamic character" is a character that develops in some capacity, experiencing growth or change in his/her perspective, values, actions, or otherwise. 

To examine Winston's growth, we must first establish his starting point. In the beginning of the novel, Winston is miserable but quietly rebellious. The grand overview of his life is dictated by his dehumanizing society, but he secretly engages in small acts of rebellion, which to the reader seem symbolic, but within the context of the society, are terrifying to contemplate. Acts like writing "Down with Big Brother" or holding onto memories that contradict Party edicts could potentially get Winston killed. 

As Winston grows, his rebellions also expand, until he engages in a forbidden act: a loving relationship with Julia. Once Winston is caught, his character changes again, beaten down by the physical and psychological torture that O'Brien and others instill upon him. 

By the end of the novel, Winston is broken and empty, plunging him past his original miserable existence into untapped depths of conformity and despair. 

Describe how World War I changed Europe.

World War I changed Europe in several ways. One change was that it brought an end to several empires. After World War I ended, the Empire of Austria-Hungary and the Ottoman Empire disappeared. Much of the Empire of Austria-Hungary was divided into several new nations based on the concept of self-determination.

Another change that occurred was that in some countries people wanted less to do with world affairs. In Great Britain and France, many people...

World War I changed Europe in several ways. One change was that it brought an end to several empires. After World War I ended, the Empire of Austria-Hungary and the Ottoman Empire disappeared. Much of the Empire of Austria-Hungary was divided into several new nations based on the concept of self-determination.

Another change that occurred was that in some countries people wanted less to do with world affairs. In Great Britain and France, many people wanted to avoid another costly war. World War I devastated so much land and killed so many people that some countries in Europe tried to prevent another war from occurring. In part because of the Great Depression and in part because of the damage, death, and destruction caused by World War I, some European leaders ignored aggressive actions by Germany, Japan, and Italy in the 1930s. The leaders of Great Britain and France hoped appeasing Adolf Hitler would prevent another war from occurring. However, that didn’t work. Many European people agreed with the decision to try to avert another war.

In some European countries, mainly Germany and Italy, the people wanted revenge for the Versailles Treaty. Germany felt it was treated unfairly by the terms of this treaty. They were angry at the payment of reparations and having to accept the responsibility for World War I. Italy felt it didn’t gain enough land from the Versailles Treaty. In both countries, the leaders vowed to restore pride in their country.

World War I affected the European countries in different ways. While some countries wanted to avoid war, other countries were looking for revenge after World War I ended. Europe certainly was impacted as a result of World War I.

Impacts of the War of 1812: Finding a Middle Ground. In this discussion, you will expand your investigation and identify topics of the War of...

The War of 1812 was in part an outgrowth of the Napoleonic Wars in Europe. The U.S. decided to declare war on Britain in part because the British Navy was impressing Americans into serving on their ships; impressment of about 10,000 American merchant sailors was one of the major irritants that led the U.S. to declare war. In addition, the Chesapeake-Leopard incident, in which the British ship the HMS Leopard pursued the American frigate the USS Chesapeake off the coast of Virginia in 1807, was another cause of the war. The crew of the Leopard was apparently looking for deserters from the British Navy, and the ships were involved in a short battle. Afterward, the British government refused to back away from impressment, which was a vital issue at the time because the Royal Navy was such a brutal institution that many sailors tried to escape to other nations' boats, and Britain was involved in a war with France.

After the Chesapeake-Leopard incident, the public response was a cry for war, but Jefferson, who was President at the time, tried to use diplomatic solutions, to no avail. He passed the Embargo Act of 1807, which was intended to end all American imports to Britain and France. The U.S. wanted to trade with both countries and remain neutral. However, the Embargo Act largely only hurt American shipping. The other causes of the war were the desire for America to expand west, while the British gave support to Native Americans along the western frontier to prevent American expansion.

The war included attacks by the Royal Navy along the coast, including along the Chesapeake, leading to an attack on Washington, D.C. and the burning of the White House, U.S. Capitol, and Navy Yard. Once Napoleon left power in 1814, Britain and France became allies, and one of the causes of the war had ended.

Today, wars abroad also involve the U.S. For example, the devastating civil war in Syria, which has been going on since 2011, has resulted the migration of millions of immigrants to Europe and some to the U.S. Ongoing unrest in the Middle East has resulted in violence in the U.S. For example, al-Queda claimed that American support of Israel was in part the reason behind the 9/11 attacks, in addition to the American involvement in the Persian Gulf War. As the War of 1812 involved attacks on American soil, such as the burning of the White House and U.S. Capitol, the events of 9/11 also included attacks on domestic targets such as the Pentagon, in addition to hijacking planes. 

What is the point of view of the story "The Sandman" by E.T.A. Hoffman?

The point of view of E.T.A. Hoffman's "The Sandman" is a combination of first person narration and third person narration.  

The short story begins in the first person narrative voice.  The reason for this is because the story opens with a letter written by Nathaniel.  It's his letter, so he uses "I" to refer to himself.  

The second section of "The Sandman" continues the first person narration, but it is being narrated by...

The point of view of E.T.A. Hoffman's "The Sandman" is a combination of first person narration and third person narration.  

The short story begins in the first person narrative voice.  The reason for this is because the story opens with a letter written by Nathaniel.  It's his letter, so he uses "I" to refer to himself.  

The second section of "The Sandman" continues the first person narration, but it is being narrated by a different person.  This time Clara is writing a letter to Nathaniel.  Again, it's her letter, so she uses the first person "I."  

The third letter is again written by Nathaniel, so the original first person narration continues.  

Then a twist occurs.  The story stops narrating through the letter format.  Instead another narrator now enters, and he explains (in the first person) to readers that he prefaced his own narration with the three letters.  Immediately following, the narrator continues to tell readers about Nathaniel, but the narrator does so from the third person perspective.  The narrator occasionally switches back to first person in order to "talk" directly to readers, but for the most part he stays in the third person.  

Why is the movie titled Bury My Heart at Wounded Knee?

The HBO film Bury My Heart at Wounded Knee is based on a book by the same name.  The book is by Dee Brown and was published in 1970.  Dee's book and the film center around the injustices that the Native Americans endured.  The title comes from a line in a poem by Stephen Vincent Benét.  The poem is called "American Names."

Wounded Knee was the site of a massacre in what is today South Dakota....

The HBO film Bury My Heart at Wounded Knee is based on a book by the same name.  The book is by Dee Brown and was published in 1970.  Dee's book and the film center around the injustices that the Native Americans endured.  The title comes from a line in a poem by Stephen Vincent Benét.  The poem is called "American Names."

Wounded Knee was the site of a massacre in what is today South Dakota.  During the massacre, American Calvary troops shot and killed over one hundred Lakota.  The massacre stemmed from a disagreement over a rifle.  In the Benét poem, the last lines read:

You may bury my body in Sussex grass,

You may bury my tongue at Champmedy.

I shall not be there.

I shall rise and pass.

Bury my heart at Wounded Knee.

This last line of the poem is where the title of the book and movie come from.  It is also said that the family of Crazy Horse buried his heart and bones in the area of the Wounded Knee massacre.

What does political tragedy mean?

Political tragedies are a sub-category of tragedy as a whole.  A tragedy is a form of drama where the misfortunes of the protagonist are examined and presented to the audience.  Iliad and Odyssey are two of the classic Greek tragedies.  The focus is on the heroes of the respective poems, Achilles and Odysseus, and the tragic circumstances they face, largely through no fault of their own.

A political tragedy, as a working definition, is a tragedy...

Political tragedies are a sub-category of tragedy as a whole.  A tragedy is a form of drama where the misfortunes of the protagonist are examined and presented to the audience.  Iliad and Odyssey are two of the classic Greek tragedies.  The focus is on the heroes of the respective poems, Achilles and Odysseus, and the tragic circumstances they face, largely through no fault of their own.

A political tragedy, as a working definition, is a tragedy whereupon the drama which unfolds poses a question of moral validity relevant to the audience. In his book The Political Shape of Tragedy, D.M. Carter defines a political tragedy as "a concern with human beings as part of the community of the polis." A political tragedy is one where the drama addresses some moral question to the audience.

Ajax, written by Sophocles around 442 BC, focuses on several moral themes surrounding Ajax as the main character. He believes he should wear Achilles's armor, but it was given to Odysseus. This provides the audience with the first conundrum; who should rightfully wear the armor? As retribution, Ajax goes on to slaughter many in the Greek army, including cattle and innocent civilians. Is revenge in this manner acceptable? Ajax eventually realizes his error and commits suicide. The third of the moral questions is developed here. Ajax's body is then fought over, posing the question of how enemies should be treated.

The political tragedy focuses on the hardships of Ajax, but each instance of despair is paired with a moral question upon which the audience may think. The political questions of the day are much the same then as they are today. Movies from Hollywood continue to introduce political tragedy by injecting various levels of morality into plot lines. The ancient Greeks also did this, developing the political tragedy as a way to dramatize the morally relevant questions posed on any society. 

What point of view does the author use to tell the story in The Evolution of Calpurnia Tate?

The Evolution of Calpurnia Tate, by Jacqueline Kelly, is a young adult novel which follows the self-education and adventures of Calpurnia "Callie" Virginia Tate, a young girl living on a pecan planation outside Fentress, Texas, who resists the traditional feminine duties placed on her in favor of more interesting scientific pursuits. After theorizing about the differences in grasshopper species on the lawn outside her house, Callie works up the courage to ask her aloof...

The Evolution of Calpurnia Tate, by Jacqueline Kelly, is a young adult novel which follows the self-education and adventures of Calpurnia "Callie" Virginia Tate, a young girl living on a pecan planation outside Fentress, Texas, who resists the traditional feminine duties placed on her in favor of more interesting scientific pursuits. After theorizing about the differences in grasshopper species on the lawn outside her house, Callie works up the courage to ask her aloof Granddaddy to borrow a copy of Charles Darwin's The Origin of Species. Impressed by her intellectual curiosity and knowing that the world is at the turning point of modernity with the 20th century rapidly approaching, Granddaddy takes Callie under his wing and helps educate her about the natural and scientific world.

So, to answer your question, the book is told through the voice of Callie in a first person point of view. Callie is spunky, smart, curious, and independent; her voice provides a fascinating insight into being a girl at the turn of the century and depicts an interesting narrative perspective of self-discovery.

What is fiction and how did it develop?

Fiction is a form of imaginative literature written in prose. The term imaginative literature suggests a work of fiction does not purport to be an account of things that actually happened, although it may incorporate some individual historical events. Instead, many of the characters and events presented are ones created by the author. Fiction normally has some sort of narrative structure or arc and is about characters (usually human, sometimes not). Fiction is also normally...

Fiction is a form of imaginative literature written in prose. The term imaginative literature suggests a work of fiction does not purport to be an account of things that actually happened, although it may incorporate some individual historical events. Instead, many of the characters and events presented are ones created by the author. Fiction normally has some sort of narrative structure or arc and is about characters (usually human, sometimes not). Fiction is also normally written in prose rather than verse.

The earliest major works of fiction are the ancient Greek novels such as Longus' Daphnis and Chloe, which were translated into French and English during the Renaissance and influenced the development of the modern novel. Prose fiction dramatically increased in popularity during the late seventeenth and early eighteenth centuries along with the rapid rise of vernacular literacy and decreasing costs of paper and printing. The rise of serial publication in periodicals and circulating libraries gave impetus to the classic three-volume nineteenth century novel. That late nineteenth century novel and genres such as the "penny dreadful" marked the beginning of a mass market for fiction. 

Shaw rejected romanticism and embraced realism. How realistic is Arms and the Man? How much of it is "unrealistic"?

This dichotomy really oversimplifies and misrepresents Shaw. Shaw was first and foremost a satirist whose plays tend to debunk popular misperceptions using humor and irony. Thus Arms and the Man is anti-Romantic in terms of its views of war, love, and a certain tradition of war literature, but it achieves its effects through elements of hyperbole, stereotyping, and coincidences, albeit often with surprising twists. 

For example, Shaw debunks the notion of the "war hero" in...

This dichotomy really oversimplifies and misrepresents Shaw. Shaw was first and foremost a satirist whose plays tend to debunk popular misperceptions using humor and irony. Thus Arms and the Man is anti-Romantic in terms of its views of war, love, and a certain tradition of war literature, but it achieves its effects through elements of hyperbole, stereotyping, and coincidences, albeit often with surprising twists. 

For example, Shaw debunks the notion of the "war hero" in his portrait of Sergius, but the plot twist of the incorrect ammunition is highly improbable. Similarly, an "anti-Romantic" point is argued with Raina's choice of a middle aged Swiss mercenary over the glamorous, handsome young Serb; I am not sure that a real teenage girl would make that choice (at least before discovering the wealth of the Swiss soldier). 

Shaw himself admits that he uses much of the scaffolding of the pièce bien faite in creating plots, rather than using a realistic plot structure. The plot of the play is that of a romance in which the two pairs of lovers first are attracted to the wrong people and eventually marry the right people, a structure that is quite conventional and not realistic. 

What are chapter summaries for The Innocents Abroad by Mark Twain?

The Preface introduces Twain's work as "travel-writing," while humorously separating it from "solemn scientific" writing, "attractive" though that might be. He explains that portions of his writing will be reproduced from letters he had written to the "Daily Alta California, of San Francisco," the "New York Tribune" and the "New York Herald," noting that all had given "the necessary permission." Chapter 1 introduces the advent of a new and unusual excursion advertised and "chatted" about across America in "newspapers" and by "firesides." It was that of taking a "royal holiday" on a "gigantic scale" on a "steamship" to explore "beyond the broad ocean in many a strange clime and in many a land renowned in history!"

Twain tells how "this brave conception" was to allow participants to "hob−nob with nobility and hold friendly converse with kings and princes, grand moguls, and the anointed lords of mighty empires!" He explains how "every household in the land" was "longing" to be one of the "one hundred and fifty" passengers on this extravaganza excursion to "the Crimea, Greece, and intermediate points of interest." To entice his readers, Twain adds the advertisement, dated 1867, in full to display to advantage the lure of the excursion. In testimony to the effectiveness of the advertisement, he tells how he hurried to the treasurer's office to deposit his 10 percent fee, being delighted that he could still acquire a stateroom. Twain's ironic wit is on display when he says that upon giving references of his character, he chose names of those who knew him least: he chose "all the people of high standing [he] could think of in the community who would be least likely to know anything about [him]."

After an announcement that the "Plymouth Collection of Hymns [a Puritan hymn book] would be used on board the ship," Twain's ironic wit is further evident: "I then paid the balance of my passage money." The simple positioning of this sentence ironically implies a causal connection between the hymn book choice and his payment. This is ironic because he implies, by suggestion of cause and effect, that no right thinking person could care about the selection of a hymn book as a reason to expend money on the excursion. He carries the irony further with a Calvinistic allusion to "being 'select.'"

   Shortly a supplementary program was issued which set forth that the Plymouth Collection of Hymns would be used on board the ship. I then paid the balance of my passage money.
   I was provided with a receipt and duly and officially accepted as an excursionist. There was happiness in that but it was tame compared to the novelty of being "select."

Twain then enumerates celebrities who were enrolled to go but who cancelled due to various urgent matters. He ends by saying that, although the excursion now traveled without celebrities, like the Reverend Henry Ward Beecher and Lieutenant General Sherman, they still had the "'battery of guns' from the Navy Department" with which to salute royalty. The accompanying letter of introduction from the "Secretary of the Navy," as it was extended to "General Sherman and party," may have left them to their own devices (as Sherman was called to the American plains during "the Indian war") with the "courts and camps" of Europe, but with the "seductive" itinerary including Gibraltar, Paris, Jerusalem, and Bermuda still in tact, he and the others were nonetheless happy. As he says, "What did we care?"

How does the theme of man vs. society affect Nathaniel Hawthorne's "The Minister's Black Veil" and "Rappaccini's Daughter"?

The idea that the individual is always at odds with society is conveyed by "The Minister's Black Veil" when Mr. Hooper begins to wear the black veil and is immediately and permanently feared, shunned, and misunderstood by his community. Mr. Hooper has only realized something true about humanity—each of us harbors secret sins that we want to hide from everyone else, ourselves, and even God—and wearing the veil is his attempt to take responsibility for...

The idea that the individual is always at odds with society is conveyed by "The Minister's Black Veil" when Mr. Hooper begins to wear the black veil and is immediately and permanently feared, shunned, and misunderstood by his community. Mr. Hooper has only realized something true about humanity—each of us harbors secret sins that we want to hide from everyone else, ourselves, and even God—and wearing the veil is his attempt to take responsibility for and acknowledge this truth. His attempt to be virtuous and honest only results in his congregation's distrust and suspicion and fear. They avoid him, discontinue standing dinner invitations, and even send a group of church officials to ask him about the veil's meaning rather than ask themselves (though they already seem to have a vague notion of its symbolism); to these men, "that piece of crape [...] seemed to hang down before his heart, the symbol of a fearful secret between him and them." The irony is that the veil actually symbolizes the way in which all human beings are similar, but the disconnect between the individual and society is such that society cannot see this.

In "Rappaccini's Daughter," the conflict between Beatrice and society is similar. Despite her sweetness, honesty, and love of all creatures, Beatrice finds herself at odds with society through no fault of her own. Her father raised her to be poisonous to her fellow men, though she would clearly prefer contact and connection. She's fascinated by any living thing, even insects, as she seems to mourn them when they die by crossing herself and bending over them. She is mortified in the end when Giovanni accuses her of taking part in her father's plot to separate him from society by rendering him as poisonous as she. Even though she is gentle, loving, and good, she is still accused of sinfulness and deceit. She is a woman apart, and there is simply no way to bridge the chasm between herself and others. The one attempt to do so results in her death.

1. What types of skills do managers need? 2. Does the importance of these skills change depending on managerial level?

There is a consensus among management experts that the types of skills managers need include critical thinking, financial and accounting fundamentals, communicating and responding, conflict resolution, coaching in job performance and motivation and corporate vision and values, strategic thinking and planning, group collaboration, and project management skills.

Critical thinking skills allow for analysis of the established ways of doing things and of perceiving things. Critical thinkers ask "Why?" and "How?" things are, have come to...

There is a consensus among management experts that the types of skills managers need include critical thinking, financial and accounting fundamentals, communicating and responding, conflict resolution, coaching in job performance and motivation and corporate vision and values, strategic thinking and planning, group collaboration, and project management skills.

Critical thinking skills allow for analysis of the established ways of doing things and of perceiving things. Critical thinkers ask "Why?" and "How?" things are, have come to be and should remain or be changed. They also ask "What?," for example, as in "What would a new hire for my position do to fix the problem(s) we're facing?" Critical thinkers seek the underlying factors and the most effective directions through critical analysis of available facts and through gaining perspective by seeing through others' points of view.

Financial and accounting skills provide the means for casting accurate budgets, interpreting financial reports, forecasting return on investment reports, and projecting costs and profits for projects.

Communicating vital information is a paramount responsibility for managers who are tasked with downward communication of knowledge covering everything from job descriptions, task processes, projects specifications, production design or changes, to corporate vision, organizational values and ethics and corporate structural changes.

Conflict resolution is of growing importance as global corporations include an ever increasing array of individuals from diverse backgrounds and varied cultural and ethnic groups. 

Coaching is valuable as a tool to increase and direct job skills and motivation and to bring employees into alignment with the corporate vision and values so that vision, values and ethical behavior are homogeneous horizontally and vertically throughout the organization.

Strategic thinking and planning are requisite for meeting corporate, department and project objectives and goals.

Collaboration in teams and groups that is effective builds trust throughout and between groups and teams. It breaks down barriers to efficiency produced by divisive informal separation. Effective collaboration engenders optimal performance and maximizes outcomes and outputs.

Project management facilitates successfully led, directed and motivated projects from beginning to end so that all participants work according to the same project language, with the same project tools and toward the same outputs or outcomes.

Is bureaucracy a hindrance or convenience in implementing government orders and policies?

This is a great question, I think, and often sets off a lively debate.   There are many who think that bureaucracy is a terrible hindrance to the functioning of government, particularly those who have run afoul of it for one reason or another, like Yosarian in the famous Catch-22 (Heller). However, as someone who has actually worked for government in a policy-making position, I have seen for myself the value of bureaucracy and come down squarely on the convenience side, along with the prominent sociologist, Max Weber.  At the very least, I consider myself to be in good company.

Imagine, if you will, that at the change of an administration every four years, for example, a new president or a new governor,  the new president or governor hires all new federal or state employees.  Each department and agency will have only new employees.  The chaos that would ensue would stop all government functions in their tracks.  The attorneys in the Attorney General's office would have to take over cases they had no knowledge of, the people who are responsible for federal housing programs would have a steep learning curve, and the state's program for the aging would take months and months to get back up to speed. No one would have any idea of how to do anything, no one would have any institutional wisdom accrued, and consequently, the government would not be able to perform the myriad tasks for which it is responsible, essential or otherwise.  

According to Weber, the bureaucracy solves these problems, and I have personally observed this to be true.  If you have a cadre of people who are trained for the job of carrying out the government's policies, that cadre carries on no matter what.  There is turnover, to be sure, but less than you might think, usually far less than the turnover in many major corporations.  The clerks are on the job, processing papers, fielding phone calls, maintaining websites, and doing all the work of government that could never be done if people started anew every four years.  That is the beauty of the bureaucracy.  The wheel need not be reinvented.  Policy-makers will come and go; policies will change.  But the bureaucracy is seldom slowed by this, since much of the work it does is repetitive in nature and changes are usually just incremental.  I worked for a state agency in which commissioners came and went, all with their own ideas, but the bureaucracy of the agency, its investigators, secretaries, and IT people went about serving the people all the time, day in and day out. 

I would be the first to admit that there are bureaucrats who can be unbelievably annoying, those who blindly carry out tasks without making any allowance for the human element, or sometimes without even logic, and that is not the kind of bureaucracy any government needs, nor is it the kind Weber contemplated.  The bureaucracy is a perfect concept, but since it is carried on by human beings, it will remain imperfect.  Still, it is so much better than the alternative, which is to start anew in every administrative change and have hundreds of know-nothings who will need two years to get up to speed.  

What are the benefits of studying poetry?

This is a great question! There are definitely many benefits to studying poetry for many groups of people. Here are some:

1) Language learners can greatly benefit from a concentrated immersion in poetry. As poetry emphasizes rhythm and stress patterns, many ESL (English as a Second Language) learners can hone their pronunciation skills by reading poems aloud. Reading-aloud sessions can provide the requisite practice to increase the confidence of language learners.

Additionally, in studying poetry, language learners and other students can begin to appreciate and discover the history behind the poems they read. For example, Shakespearean poems provide a wide context from which to discuss relevant topics such as gender relations, human sexuality, and cultural norms during the Elizabethan era.

The Elizabethan era, as we all know, heralded the golden age of the Renaissance as well as the new age of English exploration and expansion. Therefore, an appreciation of the historical context of the poems can lead to an enriched and stimulating experience in the classroom. For example, students can compare and contrast the differences in gender relations between the modern age and the Elizabethan age.

2) There are emotional and intellectual benefits to studying poetry. For example, a poem may lend itself to many different interpretations. A discussion of these interpretations can help students hone their logic and reasoning skills.

Additionally, an appreciation for the metaphorical or figurative language used in poems can inspire students to view familiar objects in imaginative new ways. Students can increase their emotional and verbal intelligence by immersing themselves in the spirit of the poems they study; thus, the practice of exploring the possible, hidden meanings behind different poems can inspire an openness to new ideas. This approach can only increase a student's sensitivity to the language of poems, a sensitivity that may very well be carried into his/her own writing. Thus, studying poetry can conceivably improve a student's diction immeasurably.

3) In the business world, reading poetry in one's spare time can do one of three things. It can aid in inspiring creativity, improving empathy, and simplifying complexity. For example, reading a complex poem can be frustrating as well as rewarding. Making sense of a poem can be a consuming process, but it can also hone our ability to simplify the kind of complexities that intimidate others. Sometimes, this ability can be a good thing, especially when deadlines loom and solutions are needed.

Poetry also teaches one how to empathize with others. Through poetry, we can begin to appreciate the different perspectives of others. This appreciation can lead to constructive dialogue and perhaps, understanding between different social groups. Last, but not least, poetry inspires the kind of creativity that is unique and often revolutionary, especially if applied to the business world.

Clare Morgan, in her book What Poetry Brings to Business, cites a study showing that poems caused readers to generate nearly twice as many alternative meanings as “stories,” and poetry readers further developed greater “self-monitoring” strategies that enhanced the efficacy of their thinking processes. These creative capabilities can help executives keep their organizations entrepreneurial, draw imaginative solutions, and navigate disruptive environments where data alone are insufficient to make progress. (from The Benefits of Poetry for Professionals by John Coleman).

A great article to read: Why Teaching Poetry is So Important.

Hope this helps!

In "To a Skylark" by Percy Bysshe Shelley, how are our songs different from those of a skylark?

Basically, the skylark's songs are happier than ours.

The speaker opens the poem by calling the skylark a "blithe Spirit," and spends a great deal of the poem describing the pure happiness that the bird's songs express.

The thirteenth and fourteenth stanzas specifically compare the bird's songs to our human songs, emphasizing how ours aren't as happy:

Teach us, Sprite or Bird,What sweet thoughts are thine:I have never heardPraise of love or...

Basically, the skylark's songs are happier than ours.

The speaker opens the poem by calling the skylark a "blithe Spirit," and spends a great deal of the poem describing the pure happiness that the bird's songs express.

The thirteenth and fourteenth stanzas specifically compare the bird's songs to our human songs, emphasizing how ours aren't as happy:

Teach us, Sprite or Bird,
What sweet thoughts are thine:
I have never heard
Praise of love or wine
That panted forth a flood of rapture so divine.

Chorus Hymeneal,
Or triumphal chant,
Match'd with thine would be all
But an empty vaunt,
A thing wherein we feel there is some hidden want.

Above, in the thirteenth stanza, the speaker is asking the bird what it is he thinks about that makes him sing so happily. Although we humans might sing pretty happily about love or about wine, the speaker explains, we still don't end up with songs that are so full of "rapture" (meaning intense delight or enthusiasm) like the skylark's are. And in the fourteenth stanza (also quoted above) the speaker continues the comparison, saying that even our wedding songs ("Chorus Hymeneal") or our chants of victory seem like just empty bragging in comparison to the skylark's pure, happy songs.

The speaker attempts to explain, toward the end of the poem, why our human songs aren't pure expressions of joy like the skylark's:

We look before and after,
And pine for what is not:
Our sincerest laughter
With some pain is fraught;
Our sweetest songs are those that tell of saddest thought.

This means that we think about the past and the future, and we wish for whatever we don't have, and because of that, even when we laugh we're still experiencing some kind of sadness. So, those mixed emotions come out in our songs, making even our happy songs pretty sad.

Finally, the speaker decides that if the skylark could share what he's so happy about, then we humans could sing songs of our own that are so joyful that they command attention, like the skylark's songs do:

Teach me half the gladness
That thy brain must know,
Such harmonious madness
From my lips would flow
The world should listen then, as I am listening now.

What makes Prince Hamlet a unique character?

Hamlet is vastly different than the other characters in Shakespeare's play of the same name, largely due to his sensitive, tormented, tragic nature. He is a character who is constantly questioning the people and circumstances around him, and who is singularly obsessed with avenging his father. He doesn't seem to express normal human interests--eating, sleeping, seeking entertainment, etc.--and eschews the companionship of others. 

Hamlet is an extremely interior character, one who we only really get...

Hamlet is vastly different than the other characters in Shakespeare's play of the same name, largely due to his sensitive, tormented, tragic nature. He is a character who is constantly questioning the people and circumstances around him, and who is singularly obsessed with avenging his father. He doesn't seem to express normal human interests--eating, sleeping, seeking entertainment, etc.--and eschews the companionship of others. 

Hamlet is an extremely interior character, one who we only really get to know and understand through the frequent use of soliloquy throughout the text. Through this narrative style, which almost feels confessional, we learn of Hamlet's intense internal crisis: his self-doubt, constant analyzing, and wildly shifting moods. Although not universally loved by audiences who may find him frustrating, indecisive, and inept, he is easily one of the most complicated characters in the Western canon, which perhaps makes playing him such a sought-after pursuit for many actors. 

How does the cardiovascular system maintain fluid and electrolyte balance?

The body maintains fluid and electrolyte balance through a complex mechanism involving multiple systems in the body. Your question refers to the role the cardiovascular system plays in this mechanism.

There are two main fluid compartments in the body. The intracellular compartment, which means fluid contained within cells. This compartment holds two thirds of body fluids by volume under normal conditions.

The extracellular compartment, which means fluid outside the cells, has two major subdivisions: first...

The body maintains fluid and electrolyte balance through a complex mechanism involving multiple systems in the body. Your question refers to the role the cardiovascular system plays in this mechanism.

There are two main fluid compartments in the body. The intracellular compartment, which means fluid contained within cells. This compartment holds two thirds of body fluids by volume under normal conditions.

The extracellular compartment, which means fluid outside the cells, has two major subdivisions: first is the plasma, which refers to the fluid portion of the blood, and the second is the interstitial fluid, which refers to fluid in spaces between the cells. A less significant contribution to the body’s extracellular compartment in terms of volume includes gastrointestinal secretions, lymph, cerebrospinal fluid, synovial fluid and serous fluid.

The cardiovascular system exerts its role in this regulatory mechanism mainly through its plasma volume control. An increase in plasma volume gives rise to a concomitant increase in plasma pressure. The pressure increase is picked up by baroreceptors in the heart and the large vessels such as the aorta and the carotid arteries and the signal is transmitted to the hypothalamus.

The signal inhibits the secretion of anti-diuretic hormone (ADH), a peptide hormone produced by the hypothalamus. A diminished production of ADH enables the kidneys to get rid of excess fluid by making urine that is dilute compared to plasma.

When the pressure falls as a result of diminished plasma volume, the stretch receptors in the heart and the large vessels stimulate the hypothalamus, this time to increase production of anti-diuretic hormone (ADH). This hormone acts on the kidneys to reabsorb more water to maintain enough plasma volume for the body and make more concentrated urine compared to plasma.

What is the "murmur" that patience prevents Milton from making in the poem "On His Blindness"?

In the poem "On His Blindness," "that mumur" refers to Milton's complaint that he cannot serve God because he is blind and his "light is spent," meaning that his sight is used up. His talent is useless because he can no longer see, and he wonders if God still wants him to work, since he can not see. He still is intent on serving God through his talents. Patience stops his murmur, or his complaint...

In the poem "On His Blindness," "that mumur" refers to Milton's complaint that he cannot serve God because he is blind and his "light is spent," meaning that his sight is used up. His talent is useless because he can no longer see, and he wonders if God still wants him to work, since he can not see. He still is intent on serving God through his talents. Patience stops his murmur, or his complaint that he can no longer work; in other words, if he considers the question patiently, he realizes that God does not require people to work. God only requires that people serve God by waiting or being patient. This is the response to Milton's question--he does not need to serve God by working, but rather by being patient and serving God. 

What is the effect of the global business environment on the Indian economy?

Although India does limit foreign investment, it is still very much part of a globalized business and economic environment.

As a developing economy, India has benefited from having relatively low costs and wages compared to more developed economies. This has allowed it to benefit greatly from globalization. One area in which India has been particularly successful is IT, as many global firms have outsourced many IT functions to India. The growth of cloud computing, however,...

Although India does limit foreign investment, it is still very much part of a globalized business and economic environment.

As a developing economy, India has benefited from having relatively low costs and wages compared to more developed economies. This has allowed it to benefit greatly from globalization. One area in which India has been particularly successful is IT, as many global firms have outsourced many IT functions to India. The growth of cloud computing, however, has resulted in a  slowdown in IT outsourcing. 

India's largest import product is crude petroleum, which means India is vulnerable to price shifts in the global petroleum market. As more Indians move into the middle class and car ownership grows, this dependency is likely to increase.

The largest single market for Indian exports is the United States. This makes the Indian economy vulnerable to slowdowns in US consumption as well as to the political risk of increased protectionism. 

China is India's largest trading partner in terms of exports and imports combined. This affects the Indian economy in terms of both the way import prices influence inflation and such matters as currency fluctuations and demand levels influence export volumes.

Why might the author have chosen the title of The Boy in the Striped Pajamas?

The title, The Boy in the Striped Pajamas, is reflective of the naïveté of the main character, Bruno. This title befits the limited third person narration which also reflects Bruno's lack of awareness of many of the realities of his life. 

Author John Boyne has stated that he felt that the only way to present the Holocaust respectfully was through the eyes of a child. While this approach to a narrative about the heinous concentration camp of...

The title, The Boy in the Striped Pajamas, is reflective of the naïveté of the main character, Bruno. This title befits the limited third person narration which also reflects Bruno's lack of awareness of many of the realities of his life. 

Author John Boyne has stated that he felt that the only way to present the Holocaust respectfully was through the eyes of a child. While this approach to a narrative about the heinous concentration camp of Auschwitz in Boyne's novel has been decried by Jewish authorities, Kathryn Hughes, a British historian, biographer and journalist, who concurs with others that the plot is implausible, also observes,

"Bruno's innocence comes to stand for the willful refusal of all adult Germans to see what was going on under their noses."

So, in order to express this willful naïveté of many of the German people, and treat the time period respectfully, Boyne has Bruno not comprehend who the "Fury" is, what exactly it is that his father and Lieutenant Kotler do, or why Shmuel and the others are kept behind a fence wearing some type of pajamas. In addition, another message is contained in this presentation of naïveté:  There is a price to pay for keeping one's knowledge of historical changes hidden. 

 Hughes, Kathryn (20 January 2006). "Educating Bruno". The Guardian. Retrieved 5 March 2015

What is the theme of Walk Two Moons by Sharon Creech?

The theme of Walk Two Moons is dealing with the loss of a loved one. In the novel, three characters lose their mothers in different ways. How they deal with that loss is dealt with by interweaving their stories into one.

Ben’s mother has been placed in a mental health clinic. He does not reveal the whereabouts of his mother to the other characters until near the end of the story. Some foreshadowing is evident...

The theme of Walk Two Moons is dealing with the loss of a loved one. In the novel, three characters lose their mothers in different ways. How they deal with that loss is dealt with by interweaving their stories into one.

Ben’s mother has been placed in a mental health clinic. He does not reveal the whereabouts of his mother to the other characters until near the end of the story. Some foreshadowing is evident when Ben objects to the term “lunatic,” which Phoebe uses for the young man who comes to the door.

Phoebe’s mother disappears, leaving home to deal with the arrival of the son she gave up for adoption before her marriage to Mr. Winterbottom (this is Phoebe’s “lunatic”). Phoebe refuses to believe her mother would willingly desert her family, so she comes up with a story that her mother was kidnapped. She believes that the “lunatic” is somehow connected to her mother’s disappearance, as indeed he is, but not in the way she thinks.

Sal’s mother has been killed in a bus accident. Mrs. Hiddle had left her family, meaning it to be only temporary as she went to visit a cousin after the death of her baby. Sal believes that if she can reach the place where her mother is resting by her mother’s birthday, somehow she can bring her home.

Each of these characters must come to terms with their loss, but also the pain of growing up, finding out that their mothers are fallible and even mortal. While Phoebe’s mother returns, having acknowledged her son to her family, both Sal and Ben must live with the fact that their mothers are not coming home. This seems to draw them together as they both come to terms with their loss but also their discovery of each other.

With regards to Anthropology, what is the difference between the sciences and humanities and how are they interrelated?

Anthropology is a field of study which bridges the interesting gap between the sciences and the humanities. The study of humankind falls into the realm of "social science," or even "soft science," as opposed to what we might call the "hard sciences." The hard sciences are those like chemistry, geology, and biology, where knowledge is gained through rigorous observation and testing. Observation and testing take place in Anthropology as well, but here the results are far less predictable or standardized. The social science of Anthropology is markedly different from something like chemistry because humans introduce so many new variables to any situation. 

In the early days of Anthropology, many natural scientists were interested in learning about people from faraway locations or obtaining exotic artifacts. As Anthropology developed surrounding archaeological digs and intercultural relations, many early anthropologists wanted their studies to resemble the hard sciences. Unfortunately, much of the early study, measurement, and classification of peoples that took place was motivated by racist sentiment. Even today, some people attempt to use antiquated anthropological theories regarding race relations and "natural dispositions." As time and both the soft and hard sciences have progressed, the focus of anthropology passed through a phase of discovering what all people have in common. Though some anthropologists focus on this today, this question has been satisfactorily answered for many, so we turn our attentions towards trying to figure out when we humans came into existence. 

I don't want to be too reductive-- Anthropology covers a wide variety of interests! An anthropologist may study food, emotions, dance, language, gender, sexuality, home building, medicine and health, even how people throw out their trash! What all anthropologists have in common is that they try to incorporate the best of the hard and soft sciences into their studies. The hard sciences offer a quantitative perspective, meaning that an anthropologist may take concrete measurements for their studies. At the same time, the anthropologist considers the qualitative perspective-- why is their subject of study important? Sometimes, we phrase this in terms of the etic (measured by outsider) perspective and the emic (insider reasoning) perspective. Both are important parts of a holistic anthropological approach. 

As an example, a nutritional anthropologist who studies food practices might choose to learn more about how and why food is allocated in a family unit. In some parts of the world, the largest and best portions of food at meals go to the adult males, rather than dividing portions equally among family members. In the quantitative etic perspective, an anthropologist might note that an adult male eats 200g of meat per day, while children and women receive far less. Taking a concrete measurement like this offers insight into the kind of nutrition family members are receiving, but it doesn't tell us why the adult males get more meat. The qualitative emic perspective considers why it is important to families to give more meat to adult males. Perhaps the adult males perform physical labor and need more energy for their work. Perhaps there is a long-standing tradition of feeding fathers the best portions as a sign of respect. There are many possibilities and many variables! Even in two cultures which have similar practices of food allocation within families, their inside reasoning may be quite different. This is why it's so important for every anthropologist to incorporate the emic into their studies. 

What is a summary of the second chapter of Hellen Keller's The Story of My Life?

The second chapter describes young Helen’s adaptation to being blind and deaf.  The condition was a result of an illness when she was a toddler.  Helen could not communicate with people in the regular way.

Helen was able to make her will known, because she was intelligent and curious.  Although she was blind and deaf, she was aware of the world around her in ways big and small.

I understood a good deal of what...

The second chapter describes young Helen’s adaptation to being blind and deaf.  The condition was a result of an illness when she was a toddler.  Helen could not communicate with people in the regular way.

Helen was able to make her will known, because she was intelligent and curious.  Although she was blind and deaf, she was aware of the world around her in ways big and small.

I understood a good deal of what was going on about me. … I was always sent for when there was company, and when the guests took their leave, I waved my hand to them, I think with a vague remembrance of the meaning of the gesture. (Ch. 2)

Helen's family had developed some signs of their own, and she knew a few words and bits of language picked up from her hearing days.  She was accompanied by Martha Washington, the daughter of the cook, who was a few years older, and a dog.  She was annoyed that she could not teach it sign language.

Little Helen had a pretty normal childhood otherwise.  She did become more and more incorrigible.  She accidentally burned herself in a fire.  After she discovered keys and started locking people out of the house, her parents decided she needed a teacher.  

Little Helen had a baby sister, which did not thrill her.

For a long time I regarded my little sister as an intruder. I knew that I had ceased to be my mother's only darling, and the thought filled me with jealousy. She sat in my mother's lap constantly, where I used to sit, and seemed to take up all her care and time. (Ch. 2)

Helen tried to throw the baby out of the cradle one day, but fortunately her parents found a teacher to teach Helen language soon afterwards.  Before Anne Sullivan arrived, it was difficult for them to control little Helen because they could not communicate with her efficiently.  After Anne Sullivan came, that changed quickly.