How does chemical weathering affect the human world?

Chemical weathering in geology is the process by which rock is worn down or disintegrated through chemical processes. Most often, acid rain hits rock surfaces and begins the chemical weathering process. Chemical weathering is responsible for transforming bedrock into soil, and the role of soil is critical to the survival of many organisms, including humans. A primary function of soil in the human world is the production of agriculture. Without soil, there would be no...

Chemical weathering in geology is the process by which rock is worn down or disintegrated through chemical processes. Most often, acid rain hits rock surfaces and begins the chemical weathering process. Chemical weathering is responsible for transforming bedrock into soil, and the role of soil is critical to the survival of many organisms, including humans. A primary function of soil in the human world is the production of agriculture. Without soil, there would be no way to meet the energy demands required by the current human population.

Soil's role is far more involved than simply hosting edible crops. Soil plays a number of roles within food webs and energy distributions. Non-edible plants and microbes require soil as a medium for life. Those organisms are intertwined in ecosystems inextricably. For example, trees and other plants provide habitat for numerous birds, mammals, fish, reptiles, amphibians, and insects. Without chemical weathering, there would be no creation of soil. Without soil, our world would look much different than it does today.

Chemical weathering, however, is not limited to the disintegration of rock. Chemical weathering can also occur in human-made structures. When acid rain occurs, the acid can chemically erode buildings and other human-made structures. In this case, chemical weathering has a detrimental effect on humans, as it accelerates structural deterioration.

In The Joy Luck Club (Chapter 1 to 8): With reference to the life and experiences of An-mei, discuss how the writer conveys the importance of...

An-mei's story, "Scar," speaks to the importance of tradition and the way in which it marks people. She says that her mother was a ghost, someone the family wanted to forget because she had brought shame to the family by becoming the concubine of a man. Her grandmother told An-mei when she was a young child, "When you lose your face, An-mei...it is like dropping a necklace down a well. The only way you can...

An-mei's story, "Scar," speaks to the importance of tradition and the way in which it marks people. She says that her mother was a ghost, someone the family wanted to forget because she had brought shame to the family by becoming the concubine of a man. Her grandmother told An-mei when she was a young child, "When you lose your face, An-mei...it is like dropping a necklace down a well. The only way you can get it back is to fall in after it" (page 44). An-mei remembers the time when her mother left the house in shame, as a number-three concubine, and wanted to take An-mei with her, which the grandmother prohibited. At this moment, An-mei spilled a vat of hot soup on herself, which caused her to have a scar on her neck. This scar is a memory of her mother, which An-mei carries with her even when the actual memory of her mother has been forgotten. The scar is also a symbol of the way in which An-mei has been marked by tradition and history. Though she doesn't remember her mother after her mother leaves, she is forever marked by the connection to her mother and her mother's past.

Later, when her mother returns, An-mei sees her mother slit her arm and pour her own blood into the soup to try to save her grandmother's life, in vain. An-mei thinks, "This is how a daughter honors her mother...You must peel off your skin, and that of her mother, and her mother before her" (page 48). In other words, a daughter is forever connected to her mother and her ancestors through her own skin. This is the way in which tradition and culture forever affect An-mei and the women in her family. 

How will a nation try to overthrow a foreign country which reigns over it?

There are at least two main ways in which people or nations have tried to overthrow foreign countries that have ruled them.  These two ways are violence/military action and protests/persuasion.  A colonized country can use one or both of these methods to try to gain their independence.

In the United States, for example, both were used, but military action was more important than protests.  After the British government started to impose taxes on the colonists,...

There are at least two main ways in which people or nations have tried to overthrow foreign countries that have ruled them.  These two ways are violence/military action and protests/persuasion.  A colonized country can use one or both of these methods to try to gain their independence.

In the United States, for example, both were used, but military action was more important than protests.  After the British government started to impose taxes on the colonists, there were many protests.  The colonists tried to persuade the British to give them more autonomy.  However, because the British did not agree to these requests, the colonists ended up fighting a war against the mother country.  It was in this way that they were able to gain their independence.  Similar things happened in Latin America to allow those countries to become independent from Spain.

In other situations, violence has been less important.  A major example of this is India.  In the history of British rule over India there were, of course, incidents of violent attempts to overthrow British rule.  However, in the end, it was protest and persuasion (along with WWII) that actually brought about Indian independence.  It was Congress’s program of protest and persuasion, rather than a violent rebellion, that overthrew British rule.

Thus, violence and persuasion/protest are the two main ways in which a nation might attempt to overthrow a foreign country that rules it.

Describe the significance of power in Audre Lorde's poem "Power."

In this poem, Lorde is reacting to white oppression. This comes from a real experience in which she reacted to the acquittal of a white police officer who shot and killed a ten-year-old black child.

In the first large stanza, the poet tries to explain the experience of being lost in a sea of white oppression. Rather than using the sea metaphor, she uses the desert. She feels lost in a white desert. The only...

In this poem, Lorde is reacting to white oppression. This comes from a real experience in which she reacted to the acquittal of a white police officer who shot and killed a ten-year-old black child.

In the first large stanza, the poet tries to explain the experience of being lost in a sea of white oppression. Rather than using the sea metaphor, she uses the desert. She feels lost in a white desert. The only fluid in the desert is the blood of the dead black child. She has no reason to thirst for this fluid; she has no loyalty to white dominance. Still, she does thirst, saying,

my mouth splits into dry lips

without loyalty or reason

thirsting for the wetness of his blood

This illustrates how Lorde is trapped in a society that continues to thirst for this blood. In other words, she cannot escape this world. Symbolized by the white desert, this world thirsts for this kind of violence because it stems from a history of white oppression. This world is powerful, as shown by how Lorde, a black woman, is trapped in it.

Lorde describes how the lone black juror was "convinced" by the eleven white jurors. This demonstrates the power of white influence and authority:

“They convinced me” meaning

they had dragged her 4'10'' black Woman's frame

over the hot coals

of four centuries of white male approval

In the final stanza, Lorde says she must learn how to deal with her rage. If she does not, her rage might cause her to act in the same violent and oppressive ways she is criticizing:

But unless I learn to use

the difference between poetry and rhetoric

my power too will run corrupt as poisonous mold

Lorde demonstrates the corrupting potential of power. She also shows how power is used in oppression, how it is used in rage and retaliation, and finally, how it might be used to work against powerful and oppressive entities.

What are some quotes about women in World War I?

World War I saw many women occupy positions that had previously largely only been held by men. Some of these positions included bus conductors, postal workers, bank tellers, police officers, firefighters, and factory workers.

Kathryn J. Atwood, author of Women Heroes of World War I has said the following of women who lived during that time:

“During the conflict that was placed before them, they not only gained the gratitude of many in their own...

World War I saw many women occupy positions that had previously largely only been held by men. Some of these positions included bus conductors, postal workers, bank tellers, police officers, firefighters, and factory workers.

Kathryn J. Atwood, author of Women Heroes of World War I has said the following of women who lived during that time:

“During the conflict that was placed before them, they not only gained the gratitude of many in their own generation but they proved, for the first time on a global scale, the enormous value of a woman’s contribution, paving the way for future generations of women to do the same.” 

In Britain, women were instrumental in encouraging men to fight in the war. Posters and other propaganda were created to prod men into serving in the war. One of the best known quotes on these posters said:

"Women of Britain say go."

However, women's actions during World War I were more powerful than the propagandizing of their words. Author Belinda Davis' quote about the heavy burden placed on women during World War I was powerful:

"When her work day was done, she went looking for food to buy, often standing in line for hours for scarce basic goods, scrounged for hard-to-come-by fuel to feed the furnace and cooked dinner. She washed the children, put them to bed, cleaned up and wrote a letter to her husband, keeping her worry off the page, before sleeping a few hours. And then she got up and did it again."

Why does Josephine “whisper” at Mrs. Mallard’s door instead of yelling in "The Story of an Hour" by Kate Chopin?

Josephine "whispers" at the door of her sister, Mrs. Mallard, because of what she perceives as the delicate state that Louise Mallard must be in since she has just received news that her husband has been killed in a train crash.

The irony, of course, is that Josephine does not realize that her sister has been whispering herself. Mrs Mallard pronounces not words of grief, but one idea repeatedly, "Free! Body and soul free!" This...

Josephine "whispers" at the door of her sister, Mrs. Mallard, because of what she perceives as the delicate state that Louise Mallard must be in since she has just received news that her husband has been killed in a train crash.

The irony, of course, is that Josephine does not realize that her sister has been whispering herself. Mrs Mallard pronounces not words of grief, but one idea repeatedly, "Free! Body and soul free!" This she says at first with disbelief, and then with growing comprehension, a comprehension that finally sweeps over her as she realizes that she will now be independent:

There would be no one to live for her during those coming years; she would live for herself. There would be no powerful will bending hers in that blind persistence with which men and women believe they have a right to impose a private will upon a fellow creature.

Because Mrs. Mallard has led a repressed life, it takes her some time to comprehend what her freedom means. Nevertheless, she revels in this new release from the repressive life in which she has suffered for some time with "a heart trouble."

How does Atticus show love towards his children in Part 1 of To Kill A Mockingbird?

Atticus shows love to his children in many ways throughout the book, but perhaps my favorite example of his affection occurs early on in Part 1. When she starts going to school, Scout is told by her teacher, Miss Caroline, that she must stop reading at home, as doing so will "interfere" with Scout's public education. Scout is understandably upset, as reading is one of her favorite activities. However, Atticus shows his love for Scout...

Atticus shows love to his children in many ways throughout the book, but perhaps my favorite example of his affection occurs early on in Part 1. When she starts going to school, Scout is told by her teacher, Miss Caroline, that she must stop reading at home, as doing so will "interfere" with Scout's public education. Scout is understandably upset, as reading is one of her favorite activities. However, Atticus shows his love for Scout by affirming that they can keep reading in secret.

This instance doesn't only show Atticus' love for Scout, but also reveals Harper Lee's mistrust of the public education system. Indeed, in this section she suggests that public education often stunts, rather than encourages, a child's intellectual growth, as the curriculum is too rigidly constructed to account for students' diverse learning styles.  

What is the meaning behind Simon’s “ancient, inescapable recognition” after he encounters the Lord of the Flies?

In Chapter 8, Simon is in the presence of the Lord of the Flies. He tries not to look at the disgusting image of the severed pig's head on top of a stick, but cannot help himself. When Simon looks at the hog's white teeth, dim eyes, and the blood dripping from the head, Golding writes, "his gaze was held by that ancient, inescapable recognition" (138). The "ancient, inescapable recognition" Golding references is...

In Chapter 8, Simon is in the presence of the Lord of the Flies. He tries not to look at the disgusting image of the severed pig's head on top of a stick, but cannot help himself. When Simon looks at the hog's white teeth, dim eyes, and the blood dripping from the head, Golding writes, "his gaze was held by that ancient, inescapable recognition" (138). The "ancient, inescapable recognition" Golding references is essentially man's understanding of the presence of evil in this world. Unlike the other boys on the island, only Simon has the insight to realize that the "beast" is actually the inherent wickedness present in each individual. The Lord of the Flies symbolically represents Satan, the manifestation of evil, and when Simon looks into its face, he understands that the boys are inherently evil. Golding refers to Simon's understanding as "ancient" because the belief in some form of ultimate evil has been around since recorded history. 

In "My Son, the Fanatic" by Hanif Kureishi, who is the real fanatic in the end? Can Parvez be considered to be the fanatic, as well?

The story ends with Ali asking, as his father beats him: "So who's the fanatic now?" This might lead us to believe that the father is actually the fanatic, despite the story being named "My Son, the Fanatic." However, the larger point that the story makes is that both father and son are fanatics; each is the mirror of the other, unable to truly see life from another perspective than his own. 

Though we get the...

The story ends with Ali asking, as his father beats him: "So who's the fanatic now?" This might lead us to believe that the father is actually the fanatic, despite the story being named "My Son, the Fanatic." However, the larger point that the story makes is that both father and son are fanatics; each is the mirror of the other, unable to truly see life from another perspective than his own. 

Though we get the story from Parvez's point of view, it is nevertheless clear that Ali is fanatical about his Muslim religious faith. He wants to live a pure life, unpolluted by Western materialism. He throws out all his consumer goods, including a computer that his father has worked hard to provide for him. He wants no compromise with this father's way of living. He even goes so far as to insult his father's kindhearted prostitute friend, Bettina, which is what triggers Parvez to beat him.

Parvez, however, is also fanatically devoted to his life of  materialism, putting his faith in sensual pleasures to the point of drinking too much and being more attached to a prostitute than his own wife. He also puts his faith in his son getting ahead financially, through a university degree. Parvez rejects his strict Muslim upbringing as thoroughly as his son rejects materialism.

While Parvez may show some fanaticism in beating his son, the son also reacts as a fanatic might:

The boy neither covered himself nor retaliated; there was no fear in his eyes. 

Both father and son could benefit from greater empathy.

Why is history important?

History is important because it is only in learning about and understanding the past that we can make sense of the present and plan for a successful, peaceful and prosperous future which avoids the perilous mistakes of the past. For example, careful study of the struggles of our forbears to survive, and to acquire new lands and territories, helps us to understand important issues such as the reasons for wars and conflict in various societies.

...

History is important because it is only in learning about and understanding the past that we can make sense of the present and plan for a successful, peaceful and prosperous future which avoids the perilous mistakes of the past. For example, careful study of the struggles of our forbears to survive, and to acquire new lands and territories, helps us to understand important issues such as the reasons for wars and conflict in various societies.

Looking back at the distribution of wealth and the running of the economy gives insights into the present, and how we can make the future better and more equal for the many not just the few. For example, we can come to understand the thinking behind our welfare system and the way in which the fairer distribution of wealth and earnings can avoid the misery of the poor who may otherwise want to engage in social unrest to draw attention to injustice.

Examining social and cultural attitudes from the past helps us to see how building a multi-cultural society can increase harmony across the globe, making life more peaceful and prosperous for everyone. Reading about events from the past, and about notable individuals who have influenced history, helps us to see how our world got to the point it has reached now and how it will continue to progress in the future. There are some who believe that history is no longer a vibrant subject to study compared to Computer Science or Digital Technologies or Business because history studies concern only the very distant past, but this approach doesn't take into account the considerable body of modern history which is now studied in great depth. For example, studying the Arab–Israeli conflict down through the ages gives insights into the causes and triggers for hatred and terrorism which still exist today. In order to understand current affairs and the sometimes shocking news we see on our screens every day, it is important to study our human history, as all that happens around us has been influenced by, and is a result of, the events that preceded it.

We can even look back into history to gain clues about fighting diseases we have today and this can inform better, more modern sanitation and hygiene initiatives to improve health around the world so that all societies can benefit. The study of history is directly relevant to us as it helps to explain issues around war, politics, health and even business.

In the poem "Where The Mind Is Without Fear," we find the poet dreaming of India as a country with independence and self-respect. Standing in the...

Tagore would feel that modern India has a ways to go in order to achieve the vision outlined in "Where the Mind is Without Fear."

The second line of the poem is one example where Tagore would feel that the dream for modern India is in limbo. "Where knowledge is free" suggests there should be open access to education for all Indians.  This is not the case in India today.  Education access is not open...

Tagore would feel that modern India has a ways to go in order to achieve the vision outlined in "Where the Mind is Without Fear."

The second line of the poem is one example where Tagore would feel that the dream for modern India is in limbo. "Where knowledge is free" suggests there should be open access to education for all Indians.  This is not the case in India today.  Education access is not open to all people.  Gender, class, and caste restrictions play a role in preventing an educational system "where knowledge is free."  

Another area where Tagore would say that the dream of modern India isn't being fulfilled appears in the very next line.  Tagore writes that he envisions a world
"Where the world has not been broken up into fragments/ By narrow domestic walls."  While India has come very far in its vision of inclusiveness, there are areas where fragmentation prevents Tagore's unified vision.  Even though India is in the midst of 21st century advancement on so many levels, this development is not being experienced everywhere.  Rural India is not growing as fast as its urban counterpart, evidenced by the rising number of farmer suicides and the decrease in agricultural initiatives.  While globalization has improved the lives of many, there is a very large disparity between rich and poor.  In Mumbai, the palatial mansion of the Ambani family resides next to slums.  The wealthiest of people in India live in opulent splendor while millions of children go hungry.  This would be a world of "fragments" marked by "walls."

Tagore's perfect India is a realm "Where the clear stream of reason has not lost its way/ Into the dreary desert sand of dead habit."  The wide ranging political corruption in the Indian government could be described as a "dreary desert."  The world's largest democracy has rampant corruption within it.  This state of affairs has been ongoing.  As a result, the Indian public seems to have become accustomed to this state of affairs.  The lack of effective, organized activism against corruption could be seen as a "dead habit" where people just accept that their government will not be fully responsive to their needs.  Tagore would criticize this reality.  In order for India to emerge into the vision Tagore outlines in the poem, this reality must change.

What is the climax of the story "Little Things Are Big"?

The climax of the story "Little Things Are Big" is when the narrator, Jesús Colón, decides not to help the white woman who is getting off the New York City subway, even though she has a baby, two other children, and a suitcase because he is afraid of the way that she might perceive his offer of help. Even though, as Colón writes, "courtesy is a characteristic of the Puerto Rican," he decides not to help this...

The climax of the story "Little Things Are Big" is when the narrator, Jesús Colón, decides not to help the white woman who is getting off the New York City subway, even though she has a baby, two other children, and a suitcase because he is afraid of the way that she might perceive his offer of help. Even though, as Colón writes, "courtesy is a characteristic of the Puerto Rican," he decides not to help this woman because he is a what he describes as a Negro and a Puerto Rican. He fears that she might have preconceptions about what people who look like him are like, especially in an empty subway station late at night. He doesn't know whether she'll accept his help or scream for help. As a result, he decides to do nothing at that moment, and he feels that racism has caused him to act in a way that is uncharitable. However, he makes up his mind that in the future, he is going to offer help, no matter how it is perceived.

Why did nature play such an important role in Helen Keller's education?

While Anne Sullivan is teaching Helen Keller, Sullivan tries to spend a great deal of time out in nature with Helen because she knows Helen enjoys the outdoors. Keller writes, "I cannot explain the peculiar sympathy Miss Sullivan had with my pleasures and desires." Keller ascribes her teacher's inclination to teach her using what Keller enjoys to Sullivan's long experience teaching the blind. Sullivan clearly understands how to motivate Keller to learn. In addition, being...

While Anne Sullivan is teaching Helen Keller, Sullivan tries to spend a great deal of time out in nature with Helen because she knows Helen enjoys the outdoors. Keller writes, "I cannot explain the peculiar sympathy Miss Sullivan had with my pleasures and desires." Keller ascribes her teacher's inclination to teach her using what Keller enjoys to Sullivan's long experience teaching the blind. Sullivan clearly understands how to motivate Keller to learn. In addition, being in nature allows Keller to learn about things that are tangible and beautiful to her. Keller says, "The loveliness of things taught me all their use." By looking at nature, what Keller describes as, "everything that could hum, or buzz, or sing, or bloom," Keller learns to love learning. In addition, learning out in nature makes her lessons real to her and acquaints her with the world beyond her house--the world she will have to find her way around. Her lessons in nature are so enjoyable that Keller says her experiences are very different than those of children in a traditional school, who generally come to hate the humdrum and inapplicable nature of what they are learning. 

What are the figures of speech used in the poem "Anthem for Doomed Youth" by Wilfred Owen?

Some of the figures of speech employed by this poem include simile, personification, and alliteration. In the first line, the speaker asks, "What passing-bells for these who die as cattle?" He compares the young men who die in war to cattle, via simile, in order to emphasize the way they seem to be slaughtered, thoughtlessly, and by the thousands. A simile is a comparison of two unalike things using the word like or as...

Some of the figures of speech employed by this poem include simile, personification, and alliteration. In the first line, the speaker asks, "What passing-bells for these who die as cattle?" He compares the young men who die in war to cattle, via simile, in order to emphasize the way they seem to be slaughtered, thoughtlessly, and by the thousands. A simile is a comparison of two unalike things using the word like or as.

In the next few lines, the guns are personified as feeling a "monstrous anger" and the rifles are "stuttering" while they "patter out their hasty orisons"; orisons are prayers, and so these lines personify the rifles by stating that they can pray. Personification is when something nonhuman is granted human characteristics. Later in this stanza, the "wailing shells" are personified as "choirs" that possess a "voice of mourning."

Alliteration is the repetition of the initial consonant sound in words, and it is often used to mimic or enhance the words' actual meaning. In the third line, the phrase "rifles' rapid rattle" is an example of alliteration. We can read the repeated "r" sound as echoing the sound guns make when fired over and over.

How old is Leigh Botts in Beverly Cleary's Dear Mr. Henshaw?

Beverly Cleary's story in Dear Mr. Henshaw begins when Leigh Botts is younger; however, most of the story spans his whole sixth-grade year, which places his age at about 11 or 12 throughout most of the book.In the second letter Leigh writes to the author Mr. Henshaw, dated December 3rd, Leigh reminds Mr. Henshaw of a letter Leigh wrote the year before in the second grade. Leigh's second-grade teacher had read Ways to...

Beverly Cleary's story in Dear Mr. Henshaw begins when Leigh Botts is younger; however, most of the story spans his whole sixth-grade year, which places his age at about 11 or 12 throughout most of the book.

In the second letter Leigh writes to the author Mr. Henshaw, dated December 3rd, Leigh reminds Mr. Henshaw of a letter Leigh wrote the year before in the second grade. Leigh's second-grade teacher had read Ways to Amuse a Dog to the class, and Leigh liked the book so much that he wrote to the author. Therefore, we know the story opens when Leigh is in the second grade, which makes him about 6 or 7 years old. In the next three letters, Leigh transitions from the third grade to the fourth grade to the fifth grade and writes to tell Mr. Henshaw about class assignments he completed on Ways to Amuse a Dog.

In the letter dated September 20th, we learn Leigh is now in the sixth grade and must write a report on an author, so he writes to Mr. Henshaw to ask him interview questions. We also learn Leigh is now at a "new school in a different town." Along with Mr. Henshaw's answers to Leigh's questions, which come too late for Leigh to include them in his report, Mr. Henshaw asks a list of questions he wants Leigh to answer to get to know him better. The rest of the story is told based on Leigh's diary entries and answers to Mr. Henshaw's questions throughout his sixth-grade year. For example, in one of Leigh's replies, we learn Leigh "used to live in a mobile home outside of Bakersfield," but his parents recently divorced, so his parents sold the home ("November 22"). In the letter dated November 24th, we learn that, after the divorce, he and his mother moved into a very small, run-down cottage in Pacific Grove, California, where Leigh spends his sixth-grade year and stays through the remainder of the book.

What is the relevance of The Kite Runner in contemporary times?

One way that The Kite Runner is relevant to modern times is in its depiction of Afghanistan's complex reality.

Afghanistan's involved history is a significant part of The Kite Runner. Reviewer Ronny Noor argues that part of the novel's appeal is how it "gives a vivid picture of not only the Russian atrocities but also those of the Northern Alliance and the Taliban."  Afghanistan had a complex history even before coalition forces entered in...

One way that The Kite Runner is relevant to modern times is in its depiction of Afghanistan's complex reality.

Afghanistan's involved history is a significant part of The Kite Runner. Reviewer Ronny Noor argues that part of the novel's appeal is how it "gives a vivid picture of not only the Russian atrocities but also those of the Northern Alliance and the Taliban."  Afghanistan had a complex history even before coalition forces entered in 2001.  It experienced nearly a decade under Taliban rule, and then more than that in its war against the Soviet Union. Adding to this was how rival ethnic tensions and social stratification had always defined its narrative.  For example, the novel is direct in depicting the tension between Pashtun and Hazzara groups.  In depicting all of these realities in The Kite Runner, Hosseini communicates an intricacy that must be understood before any type of change is going to come to Afghanistan. Acknowledging and working through its nuanced past is the only way to figure out where Afghanistan goes from here.

There is a tendency to view places like Afghanistan and Iraq as locations that just need a "quick fix."   Sometimes, those in the position of political power claim to have "the answer" and discard delicate issues.  Hosseini's work is relevant because it shows that nations such as Afghanistan are very complex, with tensions and a sad history that goes back for decades. The Kite Runner shows that the path to be "good again" is very difficult.  As Amir does, the only way is to embrace its sad and beautiful history.  Hosseini's work is relevant to contemporary Afghanistan because, like its setting, it lacks easy answers to complex questions.

A dad holds 5 coins in his hand. He tells his son that if he can guess the amount of money he is holding within 5% error he can have the money. The...

In this question, we have to determine the % error of the estimate of the son. If he estimated the amount of money held in his dad's hand within 5% error, he can have all the coins. Otherwise, he will not have any.

The son's estimate is 81 cents, while the actual amount held in his dad's hand is 90 cents. The percentage error in the estimation is calculated by using the error and the...

In this question, we have to determine the % error of the estimate of the son. If he estimated the amount of money held in his dad's hand within 5% error, he can have all the coins. Otherwise, he will not have any.

The son's estimate is 81 cents, while the actual amount held in his dad's hand is 90 cents. The percentage error in the estimation is calculated by using the error and the actual value.

Error in the estimate = amount estimated - actual amount

= 81 cents - 90 cents = - 9 cents

Actual value = 90 cents

% error = (error/actual value) x 100 = (-9 cents / 90 cents) x 100

= 10%

The boy has estimated 10% less amount than the actual value. Since his estimate is off by more than 5%, the son will not get any money from his dad.

Hope this helps.

I am from India and have recently qualified in a PhD entrance examination. My specialization is English language teaching (ELT). I have to fill in...

First, as someone who has served on PhD program admissions committees, I would suggest that the point of this part of the form is to help people on admissions committees see if your research interests are a good fit for the department. This means that you need to spend time thinking carefully about a topic in which you would like to immerse yourself for the next 4 to 5 years rather than just seeing it...

First, as someone who has served on PhD program admissions committees, I would suggest that the point of this part of the form is to help people on admissions committees see if your research interests are a good fit for the department. This means that you need to spend time thinking carefully about a topic in which you would like to immerse yourself for the next 4 to 5 years rather than just seeing it as a hoop to jump through.

Your first way of narrowing your choice of research fields might be by types of student. You could focus on primary school, secondary school, university, or adult learners. You could also think about different types of English. Teaching migrants who aim for near native fluency is different than teaching business English or English for tourists or a reading knowledge of English for graduate students.  Also, students' own backgrounds and native languages raise different pedagogical issues. You could also, for example, blend TESOL and disability studies by focusing on teaching English as a second language to deaf students or students with other disabilities.

Another important and growing area is computer aided pedagogy of various sorts. Increasingly, education is delivered online to remote students. Research and specialization in online TESOL pedagogy (especially a pedagogy that can be implemented on mobile phones) is a growing area and particularly relevant to India.

Finally, "gamification" is an important area of study within language pedagogy. You could develop research on how to gamify TESOL for specific student populations. 

What does Friar John tell Friar Laurence in Romeo and Juliet?

Friar John tells Friar Laurence that Romeo did not get the letter about Juliet. 

After Romeo was banished, Friar Laurence developed a complicated plan to keep Juliet from having to marry Paris. It involved Juliet taking a potion that would make her look dead, resulting in her burial in the Capulet tomb.  The idea was that Romeo would be warned about this by letter. Unfortunately, the letter was waylaid by a plague. Friar Laurence finds out the letter did not get where it was intended when Friar John tells him about the plague.

FRIAR LAURENCE

Who bare my letter, then, to Romeo?

FRIAR JOHN

I could not send it,—here it is again,—
Nor get a messenger to bring it thee,
So fearful were they of infection (Act V, Scene 2).

The plague is very serious. Still, Friar Laurence is not happy that Romeo did not get his letter. He says the letter was of “dear import.” Laurence tells John to get a crowbar and meet him. John agrees, and they part.

By the time Laurence gets to Juliet’s tomb, it is too late.  Romeo already killed Paris and saw Juliet. He assumes she is dead and kills himself with poison he brought with him. Juliet wakes up a little too late, sees Romeo is dead, and kills herself with his dagger.

Naturally, Friar Laurence blames himself for all of this. He explained to the Prince, Montague, and Capulet how Romeo ended up dead next to Juliet, who appeared to have died a second time. Friar Laurence everyone the whole story, including the part about the letter. 

. . . I writ to Romeo,
That he should hither come as this dire night,
To help to take her from her borrow'd grave,
Being the time the potion's force should cease.
But he which bore my letter, Friar John,
Was stay'd by accident, and yesternight
Return'd my letter back (Act V, Scene 3).

Since he had good intentions, Friar Laurence is pardoned.  He was glad that, despite the death of so many young people, the events brought an end to the feud.  That was his goal, and at least he accomplished it.

What were the long-term effects of the Boxer Rebellion on China?

The Boxer Rebellion was an anti-colonialism and anti-Christian rebellion that occurred in China. Internal conspiracy and deep hatred for foreigners led to the emergence of the Boxers. They viewed western foreigners as enemies and Christian converts as traitors. Thus, with the support of the Qing administration, the Boxers engaged in a brutal war against the foreigners and the converts. They murdered foreign missionaries and Christian converts, forcing foreign powers to respond. Foreign powers sent armed...

The Boxer Rebellion was an anti-colonialism and anti-Christian rebellion that occurred in China. Internal conspiracy and deep hatred for foreigners led to the emergence of the Boxers. They viewed western foreigners as enemies and Christian converts as traitors. Thus, with the support of the Qing administration, the Boxers engaged in a brutal war against the foreigners and the converts. They murdered foreign missionaries and Christian converts, forcing foreign powers to respond. Foreign powers sent armed troops to China to fight the Boxers and the Imperial Army. 

Long-term consequences of the war include a peace treaty that was imposed on China, which included a hefty reparations bill. Western troops decided to occupy Beijing, which was a great affront to the Chinese people. The Rebellion marked the end of the Qing dynasty and the emergence of the Nationalist Kuomintang. Japan’s influence over China emerged and superseded European control and influence after the war.

In Elie Wiesel's speech "The Perils of Indifference," one of the speaker's purposes seems to be to encourage the audience to prevent negative...

I am a great admirer of Elie Wiesel, and I mourn his passing.  His mission was just and his work was important.  He turned his loss and pain into a force for good.  My father liberated a concentration camp. I am Jewish. I share these facts to show that if I had a tendency to be biased about Wiesel's speech, it would be a bias for it, not against it. However, I do not think that this particular speech was effective in its effort to convince us to remember the past to prevent further genocides.

Much of what Wiesel did in this speech was to accuse the world of indifference, most particularly the United States.  He pointed out specific instances of American indifference to the plight of the Jews in Europe. And everything he had to say was factual and justified. 

The problem is, though, I don't think it was necessarily persuasive, at least not to an American audience. I do think this has to do with the American character, which responds best to rhetorical flights of fancy word work, loads of optimism, and ample praise. I suspect many an American tuned him out once he stopped thanking us for rescuing him.  It is a dry speech, really, and Night is far more persuasive a text because it is easier to feel empathy for one person than for six million. 

Honestly, I do not know how we persuade people in the world to remember and not repeat these horrific genocides. So many people seem to want to forget, and there is that whole subset of people who insist the Holocaust never even happened.  Soon, most survivors of the Holocaust will be gone, and it is clear today that a substantial number of people remain indifferent, to women, to LGBTGs, to immigrants, to African-Americans, to the poor. I hope that the up and coming generation is motivated somehow to take a "Never Again" stance.   

What is court testimony?

“Court testimony” refers to the statements made by witnesses and, when relevant, defendants during the course of a trial. These statements, including prepared comments and answers to questions posed by prosecutors and defense attorneys, are made under oath. As such, court testimony is legally required to be truthful. Statements made by witnesses and others under oath that are subsequently revealed to be false are labeled “perjury.” Individuals found guilty of perjury can be prosecuted for...

“Court testimony” refers to the statements made by witnesses and, when relevant, defendants during the course of a trial. These statements, including prepared comments and answers to questions posed by prosecutors and defense attorneys, are made under oath. As such, court testimony is legally required to be truthful. Statements made by witnesses and others under oath that are subsequently revealed to be false are labeled “perjury.” Individuals found guilty of perjury can be prosecuted for lying while under oath.

In addition to statements made on a witness stand, “court testimony” can include statements made as part of a deposition. Depositions are written and/or oral statements made outside of a courtroom as part of the legal process. Depositions, like witness statements made in court, are given under oath and, therefore, must be truthful. They are generally submitted to the court as legal documents and are considered as part of the evidence used in the trial or other legal proceeding. While they exist as part of the court documentation, they are usually only referenced in the event of a contradiction between a statement made on the witness stand and what is presented in the deposition.

What was the aim of the lottery?

Shirley Jackson's 1948 short story The Lotterybegins in a quaint village where everyone is gathering for an annual ritual; the lottery.  The old box where slips of paper are drawn is brought to the town square and a listing of households is presented.  The story suggests the town has a strong desire to see everyone is present and fairly represented at the drawing.  After the first drawing Tessie Hutchinson argues her husband Bill, who...

Shirley Jackson's 1948 short story The Lottery begins in a quaint village where everyone is gathering for an annual ritual; the lottery.  The old box where slips of paper are drawn is brought to the town square and a listing of households is presented.  The story suggests the town has a strong desire to see everyone is present and fairly represented at the drawing.  After the first drawing Tessie Hutchinson argues her husband Bill, who drew the black dot, was not treated fairly.  A second drawing is held with only members of the family.  Tessie draws the final black dot which condemns her to death by stoning.

The aim of the lottery in the story is to pick from the townspeople who will be the victim of a brutal murder in an equitable manner.  The greater meaning behind the ritual is never revealed.  Jackson mentions several times throughout the story that the ritual has gone on for so many years the originating story has long been forgotten.  Some towns have even done away with the lottery, which draws the ire of some.

The story is a cautionary tale.  Blindly following rituals or any custom because it has always been done that way can blind those involved to a greater injustice.  Jackson offers hope by mentioning some towns stopping the violence.  The story has a bleak ending where Tessie is ostracized in an instant and stoned.  The tale cautions people to understand the real reason behind an action before following it.

In Freak the Mighty by Rodman Philbrick, what are Kevin's feelings toward his mom?

Kevin loves his mom dearly and tries his best to do what she tells him to. You can tell this by the way he obeys her when she tells him to leave the moving crew alone in Chapter 2, and by how he responds instantly to her call to come home to dinner in Chapter 4, when Kevin was hanging out with Max at his house when they first met.

At the same time, Kevin...

Kevin loves his mom dearly and tries his best to do what she tells him to. You can tell this by the way he obeys her when she tells him to leave the moving crew alone in Chapter 2, and by how he responds instantly to her call to come home to dinner in Chapter 4, when Kevin was hanging out with Max at his house when they first met.

At the same time, Kevin keeps his most serious dream a secret from her: the dream of being upgraded to a robot body. It may be because Kevin realizes it's an impossible dream, and he wants to protect his mom from the knowledge of his own false hope.

Kevin is also aware that his mother, whose first name is Gwen, is exceptionally beautiful. He calls her "the Fair Gwen," or the "the Fair Guinevere," meaning "the beautiful Gwen." It's a reference to Arthurian legend, so you might say that by comparing his mother to a beautiful legendary queen, Kevin is showing his love and admiration for her. (Check out how excited he is in Chapter 4 to be explaining to his new friend Max why he calls his mother "the Fair Gwen"!)

Describe the ways in which Franklin and Jefferson reflect the legacy of Puritan thinking in their writing.

Benjamin Franklin began to publish Poor Richard's Almanackin 1733, and he published it each year until 1758. Many of the aphorisms, or sayings, in the almanac expressed ideas that emphasized Puritan values, such as thrift and hard work to show evidence of worldly success. Examples include "A fat kitchen, a lean will" and "A lean award is better than a fat judgment." Some sayings in the almanac were very funny, such as " A...

Benjamin Franklin began to publish Poor Richard's Almanack in 1733, and he published it each year until 1758. Many of the aphorisms, or sayings, in the almanac expressed ideas that emphasized Puritan values, such as thrift and hard work to show evidence of worldly success. Examples include "A fat kitchen, a lean will" and "A lean award is better than a fat judgment." Some sayings in the almanac were very funny, such as " A good lawyer, a bad neighbor." These sayings reinforced the idea that Americans should practice economy and should strive for achievements won through effort, much in the way that the Puritans emphasized being a "city upon a hill," or a moral example to the rest of the world. In Franklin's Autobiography, a version of which first appeared in 1791, he discussed how he founded the Pennsylvania Gazette, and his autobiography also included a list of virtues by which Franklin constantly judged himself. Though he realized that the pursuit of perfection was not achievable, he was content to continue to pursue it. This emphasis on moral perfection was also a reflection of Puritanical ideas, and Franklin's book became a popular model for American autobiographies.

Jefferson's writings include the Declaration of Independence, in which he asserted the right of the American people to overthrow the British king, as he had broken the social contract by which he was supposed to represent them. This document reflected the thinking of John Locke and was not necessarily Puritan in nature. He also wrote the Virginia Statute of Religious Freedom in 1786, which was not Puritan in nature, as it espoused a separation of church and state (while Puritans established a theocracy in the Massachusetts Bay Colony). However, in some of his writings, such as his letter to Edward Carrington in 1787, Jefferson wrote in the aftermath of uprisings such as Shays' Rebellion about the importance of the role of individual conscience in keeping the American government just. He wrote: "The people are the only censors of their governors: and even their errors will tend to keep these to the true principles of their institution." His emphasis on the role of individual conscience i government and public life is in part a legacy from the Puritans, though Jefferson was more influenced by French and English philosophers, such as Locke and Montesquieu. 

What plan was made to capture the Dardanelles area in World War I?

During World War I, the British government wanted to push through the Dardanelles so they could threaten Istanbul and knock the Ottoman Empire out of the war. The plan that was developed to make this happen involved both land and sea forces. It failed, and Winston Churchill has historically been blamed for that failure.

The first part of the plan to capture the Dardanelles involved warships. The warships were supposed to go in and bombard...

During World War I, the British government wanted to push through the Dardanelles so they could threaten Istanbul and knock the Ottoman Empire out of the war. The plan that was developed to make this happen involved both land and sea forces. It failed, and Winston Churchill has historically been blamed for that failure.

The first part of the plan to capture the Dardanelles involved warships. The warships were supposed to go in and bombard Ottoman forts that guarded the straits. This was supposed to destroy the forts and let ships pass into the Black Sea. This part failed because the forts were too strong, there were mines that the Allies had not known about, and the naval commanders were not willing to press the attack strongly.

The second part of the plan was to land troops at a place called Gallipoli (and other beaches), from which they would take control of the forts and ensure the straits stayed open. This is the part that turned into a major disaster. The troops did not land soon enough, and the Ottomans had time to bring large numbers of troops to defend Gallipoli. The Allies had not expected and were not prepared to land at a defended beach. The invasion turned into a disaster. The Allies stayed for nine months, incurring tens of thousands of casualties without any result.

This was the plan the Allies intended to use to capture the Dardanelles. It failed terribly, with tremendous loss of life.

How could August Stramm's "War Grave" be compared with Issac Rosenberg's "On Receiving News of the War"?

There are a number of ways to compare both poems. Here are some:

1)Compare the structure of the poems.

First, Rosenberg's poem follows the ABAB rhyme; each stanza begins with an iambic trimeter line alternating with an iambic dimeter line, and so on.

Snow is/ a strange/ white word. (trimeter)
No ice/ or frost (dimeter)
Has asked/ of bud/ or bird (trimeter)
For Win/ter’s cost. (dimeter)

Meanwhile, Stramm's poem is minimalist in approach and utilizes one-line statements that portray the varied emotions and perspectives of soldiers on the front lines.

2)Compare the style of each poem.

August Stramm wrote his poem in the Expressionist style, with none of the militarism and gratuitous violence exemplified in works influenced by Futurism and Vorticism. Vorticism is a blend of Cubism and Futurism. Cubist works were avant-garde art and poetry that concentrated mainly on fragmented and abstract reassembly of particular subjects. Futurist works concentrated mainly on the unsentimental aspects of modern technology and mechanism; additionally, futurist works glorified the power of technology and violence as well as the triumph of human inventions over the natural environment.

August Stramm's poem is apologetically minimalist, and he resorts to unflinching one-line statements about war, in order to portray the human experience. This Expressionist approach highlights emotion and the subjective in relation to any experience. It is not futurist or vorticist; there is no effort to revert to sensational, gratuitous violence or to glorify the machines of war. Stramm's poem concentrates on the human experience; in any war, each moment is unique. Not all moments are of terror; some moments are mundane and even ordinary. Consider the words Stramm uses: "water," "attack," "nothing," "kiss," and "forgotten."

Rosenberg's poem, on the other hand, tries to explore the rationale for violence and bloodshed. He ponders the "crimson curse" and the "spirit old" which has focused its "malign kiss" on humankind. Please refer to the link below for a cogent analysis of the religious imagery.

3)Compare the backgrounds of both poets. How did differing perspectives about war affect the content of their poems?

Consider the backgrounds of the poets: August Stramm was a German Expressionist poet, who served and died on the battlefield during World War One. Isaac Rosenberg was an English Jewish poet, who also served and was killed on the battlefield during World War One.

Both men used markedly different styles to write their poems [please refer to number (2) above]. Also, consider that Rosenberg's poem contains religious imagery that is profoundly troubling and unsettling. Both poems allude to the inevitability of death and obliteration, sure. However, Rosenberg's poem touches on a distinctly vulnerable God, one most people would rather not consider: Red fangs have torn His face. / God’s blood is shed.”

It is an image of God that certainly flies in the face of the Judaeo-Christian conception of God. The imagery is stark and may offend certain sensibilities, but it certainly underlines the horror of war in unmitigated terms. Rosenberg's attitude to war was perhaps cynical, but nevertheless bereft of naivety: "I never joined the army for patriotic reasons. Nothing can justify war. I suppose we must all fight to get the trouble over." [Field, F. (1991). British and French writers of the First World War: Comparative studies in cultural history. Cambridge, England: Cambridge University Press, p. 235].

Here's a very helpful analysis of Rosenberg's On Receiving News of the War:

On Receiving News of the War analysis.

On the other hand, Stramm was married and pursued lofty hobbies as an amateur artist and cellist. His fascination for war as a subject matter was equal to his revulsion for the atrocities of war. Stramm's minimalist approach highlighted an almost macabre, microscopic fascination for the intricacies of human terror and experience. Again, please refer to the information above.

Hope this helps!

What are chapter abstracts of Chapters 1-5 of The Story of My Life by Helen Keller?

Chapter 1:  Helen introduces her parents and writes of the early years of her life.  She explains the circumstances of the illness that left her deaf and blind.  A few months before her second birthday, Helen had become seriously ill.  Though she recovered in some ways, she never gained back her hearing or sight.

Chapter 2:  Helen writes of the years following her illness.  She explains how she adjusted to life.  She introduces Martha Washington,...

Chapter 1:  Helen introduces her parents and writes of the early years of her life.  She explains the circumstances of the illness that left her deaf and blind.  A few months before her second birthday, Helen had become seriously ill.  Though she recovered in some ways, she never gained back her hearing or sight.

Chapter 2:  Helen writes of the years following her illness.  She explains how she adjusted to life.  She introduces Martha Washington, her close friend.  She also writes more about her parents.

Chapter 3:  Helen tells of how she desired to communicate more effectively as she grew older.  Her parents seek help, and take her to a doctor in Baltimore.  He recommends that they see Dr. Alexander Graham Bell.  Helen grows to love Dr. Bell when they meet.  He advises Helen's parents to contact Mr. Anagnos at the Perkins Institution.

Chapter 4:  Mr. Anagnos had recommended Miss Annie Sullivan to be Helen's teacher.  Miss Sullivan arrives, and Helen's life changes.  The teacher makes many attempts to teach Helen by spelling words into her hands.  One day, Helen finally makes the connection between words and objects.  Her life is transformed.  The first word Helen recognizes is "water."  She explains what learning this word did in her life:

That living word awakened my soul, gave it light, hope, joy, set it free!  There were barriers still, it is true, but barriers that could in time be swept away. 

Chapter 5:  Helen eagerly learns whenever she can.  Miss Sullivan takes her out in nature.  She teaches her young pupil about the wonders of nature.  Helen gets stuck alone in a thunderstorm, and she is afraid.  She clings to a tree branch until Miss Sullivan comes.

What is a song that can relate to Stand by Me?

Outside of the Ben E. King song at the end of Stand by Me, there are a handful of songs directly related to the film's emphasis on friendship.

One song that captures the essence Chris and Gordy's friendship would be Jeff Silbar's and Larry Henley's "Wind Beneath My Wings." On first glance, a Bette Midler song from Beaches might not immediately relate to Stand by Me, but the song's lyrics capture the...

Outside of the Ben E. King song at the end of Stand by Me, there are a handful of songs directly related to the film's emphasis on friendship.

One song that captures the essence Chris and Gordy's friendship would be Jeff Silbar's and Larry Henley's "Wind Beneath My Wings." On first glance, a Bette Midler song from Beaches might not immediately relate to Stand by Me, but the song's lyrics capture the sacrifice in Chris and Gordy's friendship. The song's suggestion that "You were content to let me shine, that's your way/ You always walked a step behind" relates to Chris's sacrifices for Gordy. Chris knows Gordy is withdrawn because of his brother's death and the effect it had on his parents and the town of Castle Rock. To compensate, Chris wants Gordy to shine in his storytelling and writing abilities. He tells Gordy he has a gift, something he will not let him lose. Chris "walked a step behind" when Gordy told the story of Davey Hogan to the boys' applause. Before finding the body, Chris tells Gordy he is "going to be a great writer someday." In these moments, Chris is content to let Gordy "shine." The ending where Gordy has become a professional writer reflects how he "would be nothing without" Chris.

Another song that captures the friendship of the four boys in Stand by Me would be "That's What Friends Are For" by Burt Bacharach and Carole Sager. The song's refrain is the lyrical version of what the boys demonstrate:

Keep smilin', keep shinin'
Knowing you can always count on me for sure
That's what friends are for
For good times and bad times
I'll be on your side forever more
That's what friends are for

These lyrics capture moments such as when the boys rally around Teddy as he is taunted about his father, when Vern must overcome his fear of the pursuing train, and when Gordy finds a leech in his underwear. In each of these situations, the boys support one another and are on each other's side "forever more." The film's ending shows Gordy typing that he will never have friends like he did when he was twelve. This is because he realizes the friends he had when he was younger were the ones he could "count on for sure."

In "The Ones Who Walk Away From Omelas" by Ursula Le Guin, what dilemma do the citizens of Omelas face?

In Le Guin's "The Ones Who Walk Away from Omelas," the society presented is a Utopia built upon the back of one miserable, abused, neglected, and caged child.  So the choice is to maintain the Utopia or give it up to rescue its sacrificial victim, this child. 

Most of the people of Omelas are shown this victim when they are between the ages of eight and twelve, and it is explained to them what purpose...

In Le Guin's "The Ones Who Walk Away from Omelas," the society presented is a Utopia built upon the back of one miserable, abused, neglected, and caged child.  So the choice is to maintain the Utopia or give it up to rescue its sacrificial victim, this child. 

Most of the people of Omelas are shown this victim when they are between the ages of eight and twelve, and it is explained to them what purpose this poor, wretched being serves, the happiness and prosperity of all.  The child must remain neglected and caged, and "there may not be even a kind word spoken to the child" (Le Guin 4).  People are trouble by this, but they rationalize.  The damage is already done, and it would thus be pointless to rescue this child.  It's too late to save him or her, so they enjoy the perfect weather, the dances, the parades, and all the pleasures life in Omelas brings. 

A very few find this unbearable and they are the ones whom the title refers to. They walk away.  They never return.  But they "seem to know where they are going" (4).  They are more ethical, certainly, than those who remain, declining to enjoy happiness at the cost of even one child in misery. 

There is a theory of ethics called utilitarianism, which posits that given a choice between competing harms, one should choose to save the person or people who will do the most good for the most people.  This story takes utilitarianism to a whole new level, one never contemplated, I would guess, by John Stuart Mill. 

This story always makes for an interesting thought experiment.  You might want to ask yourself what you would do in these circumstances.  You might remain. Or you might be one of the ones who walks away.

How did the director of West Side Story transform Shakespeare's original wedding scene for a new, modern audience while exploring the same...

The wedding scene in West Side Story takes place inside the bridal shop where Maria works. In this scene, Maria and Tony imagine their wedding, and they arrange mannequins to play the parts of their parents and others in the wedding party. This scene, like the scene in Romeo and Juliet, allows the lovers to express their commitment to each other, although the scene takes place in a bridal store instead of Friar Lawrence's...

The wedding scene in West Side Story takes place inside the bridal shop where Maria works. In this scene, Maria and Tony imagine their wedding, and they arrange mannequins to play the parts of their parents and others in the wedding party. This scene, like the scene in Romeo and Juliet, allows the lovers to express their commitment to each other, although the scene takes place in a bridal store instead of Friar Lawrence's cell. The theme of lovers marrying without their parents' consent is present in both plays, but in West Side Story, mannequins are cleverly used to symbolize Tony and Maria's absent parents.

In Romeo and Juliet, Romeo tells the Friar, "Do thou but close our hands with holy words,/ Then love-devouring death do what he dare;/ It is enough I may but call her mine" (II.6.6-8). Romeo asks the Friar to join Romeo's hand to Juliet's to make their love able to defeat death. In the mock wedding scene in West Side Story, Maria and Tony sing the song "One Hand, One Heart," which echoes the same theme as Romeo's words — that of the lovers joining their hands and hearts.

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

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

Apparently there is an application process to become a Pokestop.  But the processes is slow, and it is not guaranteed that your location will become a Pokestop.  As long as Pokemon Go continues to...

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

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

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

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

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

How can ethnocentrism limit our understanding of other cultures?

The question asks how ethnocentrism limits our understanding of other cultures. Let’s start with a good definition of ethnocentrism. Merriam-Webster defines it in terms of the condition of being ethnocentric, which in turn is defined as “having or based on the idea that your own group or culture is better or more important than others”.

The definition really sums up the problem. The concept of “understanding” supposes a certain level of objectivity and openness to...

The question asks how ethnocentrism limits our understanding of other cultures. Let’s start with a good definition of ethnocentrism. Merriam-Webster defines it in terms of the condition of being ethnocentric, which in turn is defined as “having or based on the idea that your own group or culture is better or more important than others”.

The definition really sums up the problem. The concept of “understanding” supposes a certain level of objectivity and openness to new ideas. Having an a priori assumption that one’s own culture is superior interferes with this on several levels. At one extreme, belief in the superiority of one’s own ideas can lead to an intellectual isolationism, that is, that other cultures are not even worth finding out about. Following on the concept of a spectrum, the next level is the one at which the ethnocentric person investigates other cultures, but simply rejects the validity of differences in that culture.

Moving along, the ethnocentric person who is perhaps less secure in their belief in their own cultural superiority will investigate other cultures, but will be always assessing differences with an eye toward determining the ways in which that other culture is inferior. That is, they are looking for validation of their own ethnocentrism. They will take in facts about that culture, then restate them (i.e. misunderstand them) in judgmental terms to assert the inferiority of that culture. This is where negative stereotypes of that culture come in (“the -----s are lazy”, the “the -----s are devious”, etc.). Cultural elements will be filtered, so that those that fit the stereotype are noticed, and those that contradict it are ignored.

Ultimately, true understanding requires a relatively complete lack of judgment. After true understanding is achieved, the person can then apply their value system to what they understand to determine whether some cultural element is “good” or “bad”.

How do I go about writing a paper on how different management practices might be applied in the workforce and how bureaucratic management might...

There are many different management practices, including both operations management (OM) and human resource management (HRM) practices. OM practices include the use of information and communications technology (ICT), the use of an inventory strategy called just-in-time (JIT), the use of an approach to improve product quality called Total Quality Management (TQM), and the use of a method for eliminating waste called lean production. HRM practicesinclude methods for "training, development, empowerment and teamwork" (Siebers et...

There are many different management practices, including both operations management (OM) and human resource management (HRM) practices. OM practices include the use of information and communications technology (ICT), the use of an inventory strategy called just-in-time (JIT), the use of an approach to improve product quality called Total Quality Management (TQM), and the use of a method for eliminating waste called lean production. HRM practices include methods for "training, development, empowerment and teamwork" (Siebers et al., "Enhancing Productivity"). HRM practices are even guided by management theories and leadership theories. Therefore, the first thing you want to do in order to approach writing your paper is explore these practices and theories, if you haven't done so already, and pick an area of interest to focus on. Then, you want to review some current studies and literature reviews on your area of interest to see what other researchers are already saying about the effectiveness of management practices being employed in the workforce.

One literature review written by Peer-Olaf Siebers et al. (2008) shows that results on studies of the relationship between HRM practices and productivity are varied and inconclusive. For example, while P. Capelli and D. Neumark conclude in their 2001 study that "empowering work practices" are the most important for achieving the greatest productivity, their results also show that the practices increase the costs of labor per employee; therefore, the overall benefit of such practices to a company is inconclusive (as cited in Siebers et al.). Other studies find no direct relationship between productivity and HRM practices, especially since such practices increase costs. However, a study conducted by J. Michie and M. Sheehan in 2005 found "positive relationships between HR policies and practices" and performance, so long as such practices were balanced with business strategies such as cost leadership, innovation-focused strategic leadership, and quality-focused strategic leadership. Overall, Siebers' literature review raises doubts as to whether or not any OM or HRM practices truly do increase productivity, either used jointly or independently. However, Siebers et al. do cite a study conducted by K. Birdi et al. in 2006. The study examined 308 companies over a span of 22 years and concluded that the HRM practice of empowerment has a universal positive effect on productivity. Empowerment is a leadership practice in which managers yield decision-making authority to employees.

Bureaucratic management was posited as a theory by German sociologist Max Weber early in the 20th century. He asserted that an organization must have a well-structured hierarchy and clearly established rules in order to be productive. Today, many scholars are beginning to question the effectiveness of bureaucratic management. Studies show that bureaucratic work environments lead to increased levels of stress. As stress levels rise, absenteeism also rises, and production diminishes. Many scholars, such as Henry Hornstei et al., find that the problem with bureaucracies is that they are organized based on a "redundancy of parts" ("Bureaucratic Organizations Are Bad For Our Health," Ivey Business Journal). In other words, more people are employed in this system than are really needed to do the work, leading to a loss of feeling responsible. When people are controlled by superiors and are uncertain of responsibilities, they feel "frustration, shame, humiliation, anger and contempt" (Hornstein et al.). Instead, scholars are beginning to promote a system that creates a "redundancy of function" because it does not have a system of hierarchy. Instead, all "[e]mployees are paid for the skills they hold, not the position they fill" and treated as peers with equal shares in responsibilities and in the decision-making process (Hornstein et al.).

Whereas Scout is influenced by discrimination at school, how does society influence Jem in Harper Lee's To Kill a Mockingbird?

In Harper Lee's To Kill a Mockingbird, society's racism and social injustice most influence Jem in a very negative way.

While witnessing Tom Robinson's trial, Jem was well aware that all evidence revealed in the trial pointed to Robinson's innocence, not his guilt. The most critical point of evidence is that Mayella Ewell was bruised on the right side of her face, something only a left-handed man facing her was capable of doing. Evidence in court revealed that Robinson has been crippled in his left arm and hand since childhood; he is so crippled that he is unable to keep his left hand on the Bible long enough to take the oath as he is being sworn into the witness stand. In contrast, Bob Ewell proves to be left-handed and testifies to being ambidextrous. Due to all of the evidence, Jem is convinced his father will win the case and is absolutely devastated when the jury returns with a guilty verdict, because he knows they have made their verdict not based on evidence but based on racism. He is so devastated that he cries and says, "It ain't right," repeatedly on the way home after the trial (Ch. 22).

The day after the trial, Jem confides to Miss Maudie just how much the jury's decision altered his perception of Maycomb's people:

It's like bein' a caterpillar in a cocoon, that's what it is ... . Like somethin' asleep wrapped up in a warm place. I always thought Maycomb folks were the best folks in the world, least that's what they seemed like. (Ch. 22)

His statement helps us see that whereas Jem once saw Maycomb's people as good, decent folks, he now sees them as essentially evil due to the social injustice they have inflicted on Robinson out of racist hatred.

During their conversation, Miss Maudie helps him see that more of Maycomb's people tried to help Robinson than Jem has realized, including the African Americans, Judge Taylor, and Sheriff Heck Tate. Miss Maudie's words of wisdom help but not sufficiently. By the end of the novel, Jem's anger towards social injustice manifests in physical violence, whereas at the start of the novel, Jem had a much calmer temper than Scout. For example, Jem acts violently when Scout brings up the hypocritical behavior of her third-grade teacher. Scout describes his violent behavior in the following narration:

Jem was suddenly furious. He leaped off the bed, grabbed me by the collar and shook me. (Ch. 26)

He further shouts that he never wants to hear another word about the trial.

Jem's violent behavior shows us just how much Jem has been influenced in terms of being hurt and angered by society's injustices and racist hatred. 

In Around the World in Eighty Days by Jules Verne, why is it doubted that Phileas Fogg is a Londoner?

Because he appeared to have no financial, social, and political interests in the city, it was doubted that Phileas Fogg was a Londoner.

For example, Phileas was never seen at the Royal Exchange or at the Bank of London. He appeared to be unemployed (he was not a "manufacturer, nor was he a merchant or a gentleman farmer"), had no ships in his name at the London docks, and was not a member of any...

Because he appeared to have no financial, social, and political interests in the city, it was doubted that Phileas Fogg was a Londoner.

For example, Phileas was never seen at the Royal Exchange or at the Bank of London. He appeared to be unemployed (he was not a "manufacturer, nor was he a merchant or a gentleman farmer"), had no ships in his name at the London docks, and was not a member of any of the Inns of Court in the city. Inns of Court were professional associations for barristers in London, and Phileas was never seen at any of them, whether it be the Temple, Lincoln's Inn, or Gray's Inn.

Additionally, since Phileas never graced the courts or government entities in London with his presence, one can assume that he was never involved in the political and fiscal aspects of the city. Accordingly, Phileas' voice never "resounded in the Court of Chancery, or in the Exchequer, or the Queen's Bench, or the Ecclesiastical Courts." By all indications, Phileas also belonged to no scientific, academic, or commercial associations in London: he took no part "in the sage deliberations of the Royal Institution or the London Institution, the Artisan's Association, or the Institution of Arts and Sciences."

The only organization Phileas was a member of was The Reform Club. At the time of the story, The Reform was a private gentleman's club which admitted no women. Thus, because of his sparse involvement in the political, social, and commercial aspects of London, it was doubted that Phileas was a true Londoner.

What do you think the doctor's thoughts about the major and the narrator are in the short story "In Another Country" by Ernest Hemingway?

The doctor of "In Another Country" realizes the narrator and especially the major do not believe his encouragements that their injuries will be healed and they will return to normal. In fact, these men are now rather detached from the war, and there is no longer anything holding them together except that they meet at the hospital in the afternoons.

As an American, the narrator has only been connected to the other men because he fought with them in the war, but now that they do not fight in the war anymore, he is detached from these men, separated by nationality and his medals. For, he has been given the medals "because I was an American," whereas the Italian soldiers demonstrated uncommon valor. 

At the hospital, the narrator and the major are put on the machines in which they have no faith, despite the pictures and the encouragement of the doctor. These machines are new and there have yet to be war injuries that prove these devices' worth, only pictures from industrial accidents that the doctor shows them. 

"One day the major said it was all nonsense." He contends that the concept of these machines has been an "idiotic idea. . . a theory, like another." Nevertheless, he comes every day to the hospital and looks stoically at the wall as the machine's straps on his once great fencing hand thump up and down on the now withered hand.

It is probably apparent to the doctor that the major is suffering within himself because he has lost his prestige as a fencer and his military position no means much since he can no longer command. One day, the major pulls his withered hand out of the machine and shouts for it to be turned off.

The major apologizes to the American, who is near him: "I am so sorry. . . My wife has just died. You must forgive me." Indeed, no machine can heal the wounds of the soul or even his hand. "I cannot resign myself," the major says of his tragedy. "I am utterly unable to resign myself."
The narrator, too, doubts whether the machines will help the major or his own injured knee. He knows he and the others "are the first to use the machines." Therefore, the photographs the doctor has hung "do not make much difference to the major," who now looks absently out the window.

Why is Things Fall Apart a post-colonial novel?

One purpose of post-colonial literature is a consistent correction of the false perception that colonized people had no true culture of their own or were uncivilized before the arrival of the colonial power.

Achebe’s Things Fall Apartgoes to great lengths to demonstrate that the Ibo have a rich heritage of cultural traditions and a fully-developed civilization that includes courts of law, formal religion, and systems of diplomacy and trade. When the English arrive, they...

One purpose of post-colonial literature is a consistent correction of the false perception that colonized people had no true culture of their own or were uncivilized before the arrival of the colonial power.

Achebe’s Things Fall Apart goes to great lengths to demonstrate that the Ibo have a rich heritage of cultural traditions and a fully-developed civilization that includes courts of law, formal religion, and systems of diplomacy and trade. When the English arrive, they do not bring a previously-missing light of civility with them. By detailing the highly-developed cultural institutions of the Ibo, Things Fall Apart calls into question existing stereotypes regarding the peoples of the African continent as uncivilized. 

A substantial portion of the novel is dedicated to depicting these aspects of Ibo civilization and culture and this fact alone is enough to qualify the novel as a work of post-colonial literature. This is especially true considering Achebe’s expressions elsewhere about his intentions with the novel and his feeling that Nigerians and Africans in general had been too often shown as uncivilized savages in Western literature. Far from being uncivilized, the people of the nine villages in Things Fall Apart possess the same civil and religious institutions that the English claim to bring to them to save the Ibo from a brutish or uncivilized state.

The English presumption that the Ibo are without civilized principles (lacking religion and law) is at the heart of the novel’s conflict, as the native people who rely on the integrity of their culture struggle to maintain their identity when a powerful and determined colonizing culture attempts to uproot and replace that identity.

While individuals like Okonkwo’s son Nwoye are served in positive ways by the colonizing cultural norms, many people like Okonkwo are deeply compromised and, in the case of Okonkwo himself, powerfully damaged by the loss of cultural identity.

He saw himself and his fathers crowding round their ancestral shrine waiting in vain for worship and sacrifice and finding nothing but ashes of bygone days, and his children all the while praying to the white man’s god.

Thus the novel articulates a response to the presumption that Nigerians like the Ibo had no civilization or culture prior to the arrival of the English colonists. In doing so, it suggests the questionable ethics of the colonial mindset. If the colonists’ rationale for occupying and dominating this region is based on the notion that the Ibo need to be saved from a lack of law and order and a lack of religious principle, Things Fall Apart presents an idea that fundamentally undercuts the basic validity of that rationale and in doing so posits a post-colonial critique of the colonial mindset.

What does the speaker harbor in "Song of Myself" by Walt Whitman?

By "harbor" I assume you're referring to the thoughts and feelings the poet holds within himself. If that's the case, then the main thought/idea Walt Whitman harbors in "Song of Myself" is the notion of the radically plural individual. For most of the poem, Whitman embarks on an incredibly expansive poetic journey, and he strives to incorporate as much of life (and specifically American life) as possible. As such, he presents a variety of scenes...

By "harbor" I assume you're referring to the thoughts and feelings the poet holds within himself. If that's the case, then the main thought/idea Walt Whitman harbors in "Song of Myself" is the notion of the radically plural individual. For most of the poem, Whitman embarks on an incredibly expansive poetic journey, and he strives to incorporate as much of life (and specifically American life) as possible. As such, he presents a variety of scenes from all different walks of life, both high and low, common and uncommon, and uses these scenes to inform his theory of individual identity. Identity, Whitman claims, is not a static, singular concept, but rather an expansive, lively, continuously changing and at times contradictory idea. As such, he tries to incorporate a vast tapestry of life in order to give voice to his pluralistic (some might even say "democratic") vision of the self and the individual. This theme of the plural self is the heart of Whitman's poem, and so it is likely the most significant idea that he harbors throughout his verse. 

What does Catherine want to show by pressing the electric bell?

The general answer to the question is that Catherine wants to show that she is a high status, cultivated person. If the question refers to her specific use of the bell in Act III, the answer is that she wants to summon a servant, and show herself to be cool, powerful, and unperturbed by the controversy of the coat.

Here are the particulars.

First, Catherine wants to be counted among the most cultured, civilized people....

The general answer to the question is that Catherine wants to show that she is a high status, cultivated person. If the question refers to her specific use of the bell in Act III, the answer is that she wants to summon a servant, and show herself to be cool, powerful, and unperturbed by the controversy of the coat.

Here are the particulars.

First, Catherine wants to be counted among the most cultured, civilized people. So while her husband, Petkoff,  is away at war, she has had an electric servant bell installed in her home. It's a complete novelty to Petkoff; he hasn't even heard of these devices, and asks her what it's for. Her answer clarifies what it means to her: It's an important act of conforming to ways of cultural elites.

CATHERINE. You touch a button; something tinkles in the kitchen; and then Nicola comes up.

PETKOFF. Why not shout for him?

CATHERINE. Civilized people never shout for their servants. I've learnt that while you were away.

Second, regarding Catherine's use of the bell in Act III, Catherine presses the button to summon Nicola so she can tell him to retrieve the coat from the blue closet. Using the bell allows Catherine to create a more dramatic effect -- highlighting her apparent calm and confidence. She might have called out for Nicola instead, or left the library to get the coat herself. But it seems clear that she is interested in making an impression as the cool, regal mistress of the house. After she presses the bell, and her husband questions her about it, the stage directions describe her confident, grand air:

She looks at him majestically and silently resumes her chair and her needlework.

How we can build self-confidence?

Self-confidence rests upon accomplishment.  And self-confidence can be best built upon accomplishment that follows failure, in my opinion.  When we fail, we learn from our failures.  I believe it was Thomas Edison who said he learned 99 ways to not make a light bulb in order to make one that worked.  And in fact, when things come too easily, it creates a kind of false self-confidence. We gain the strongest confidence when we have to...

Self-confidence rests upon accomplishment.  And self-confidence can be best built upon accomplishment that follows failure, in my opinion.  When we fail, we learn from our failures.  I believe it was Thomas Edison who said he learned 99 ways to not make a light bulb in order to make one that worked.  And in fact, when things come too easily, it creates a kind of false self-confidence. We gain the strongest confidence when we have to grapple with something, not when the road to success is smooth.  You will gain confidence by challenging yourself, no matter how hard the work and no matter what the length of time. We all have some areas of endeavor that come easily to us and others that are quite difficult.  What happens to us is that we are naturally drawn to the areas that are easy, and we tend to avoid the more difficult ones.  The consequence of this for those who never challenge themselves is that sooner or later, they encounter something they cannot do, and they lack the tools necessary to learn how to do it.  This is what I think of as false self-confidence. These are people who do not know how to persevere.  If I had had my way, I would have taken nothing but English courses, in high school and in college.  But no! Someone made me take chemistry and biology and so on, and I had to take courses in many different disciplines in college.  Going outside of my comfort zone gave me true self-confidence, struggling with the table of elements in chemistry and the big "B's" and little "b's" in biology, among other things. It is perseverance and hard work that bestow the most confidence, and challenging oneself, through failure and beyond.  It is Miss Frizzle from the Magic School Bus who perhaps sums this up best, as "Take chances! Get messy! Make mistakes!" I have included a link to an article on self-confidence, too, for some more general advice on the matter. 

How do you put the copyright information into MLA format?

MLA or Modern Language Association format is a style of formatting and source citation that is usually used when writing papers within the humanities and liberal arts disciplines, such as literature, philosophy, and the like. MLA provides guidelines that are regularly updated, on issues such as margin size, spacing, source citation, and bibliographic information. When listing the works cited or bibliographic source information for a paper that you are writing, all of those sources should...

MLA or Modern Language Association format is a style of formatting and source citation that is usually used when writing papers within the humanities and liberal arts disciplines, such as literature, philosophy, and the like. MLA provides guidelines that are regularly updated, on issues such as margin size, spacing, source citation, and bibliographic information. When listing the works cited or bibliographic source information for a paper that you are writing, all of those sources should be listed on a separate page under the title “Works Cited.” The title “Works Cited” should not be in quotes or italics and should be centered at the top of the page. Specific information from the particular edition of the book cited in the paper will be needed to write each works cited entry. The proper format for listing bibliographic information for a book with one author is this:

Last name, First name of author. Title of Book. City of Publication: Publisher, Year of Publication. Medium of Publication.

When citing To Kill a Mockingbird, your bibliographic entry should look like this (depending on your edition of the book, of course):

Lee, Harper. To Kill a Mockingbird. New York: Harper Collins, 1960. Print.    

For more information about MLA style and how to cite other types of sources, see the Purdue Owl website.

Why does Higgins agree to educate the flower girl in George Bernard Shaw's Pygmalion?

Higgins first encounters the flower girl outside Covent Garden and transcribes her speech. He boasts to Colonel Pickering that by means of his skills as a speech coach he could pass her off for a duchess at an ambassador's garden party in a period of three to six months of instruction. To Higgins' surprise, the flower girl, who reveals her name to be Eliza Doolittle, appears at his house the next day and offers to pay...

Higgins first encounters the flower girl outside Covent Garden and transcribes her speech. He boasts to Colonel Pickering that by means of his skills as a speech coach he could pass her off for a duchess at an ambassador's garden party in a period of three to six months of instruction. To Higgins' surprise, the flower girl, who reveals her name to be Eliza Doolittle, appears at his house the next day and offers to pay him for speech lessons so that she can get a job at a flower shop.

Higgins agrees to teach her for several reasons. First, he finds the project intriguing and an interesting professional challenge. Second, he makes a bet with Colonel Pickering, and wants to win the bet. Also, Colonel Pickering agrees to pay the expenses of the project, including appropriate clothing for Eliza. 

How do you put the copyright information in To Kill a Mockingbird by Harper Lee into correct MLA format?

MLA format for To Kill a Mockingbird, and any other novel by a single author, follows the exact same formula.  These are the following things that need to be included, in the order they should appear.  NOTE: The MLA has made some changes in the 8th edition, so below I've listed the most recent way of citing a book, along with the changes.  

1.  Author's name (the author's last name should be listed first, followed by a comma (,) and then the author's first name.  After the first name, you should include a period (.).  

Example: Charles Dickens's name would be listed as Dickens, Charles.

2.  The title of the work, in italics, followed by a period.  

Example: A Christmas Carol.

NOTE: the following step has changed.  In the old edition, you had to include the city of publication, but that has been taken out and now you simply include the publisher.

3.  The publisher, followed by a comma (,)

Bantam Classics,

4.  The date of publication, followed by a period (.)

2009.

NOTE: Another recent change is the elimination of the format of the work.  Example: for a print source, you no longer include the word "print" at the end of the citation.

To recap: the entire citation is as follows:

Dickens, Charles.  A Christmas Carol. Bantam Classics, 2009. 

That's it!  Just use this same format for To Kill a Mockingbird and you are all set.  

Author.  Title of work.  Publisher, Year of Publication.  

Why does Godfrey take a secret interest in the upbringing of Eppie, and how does he go about doing this in Silas Marner?

Godfrey takes a clandestine interest in the upbringing of Eppie because she is his real daughter, born of Molly, a woman whom he married secretly. Godfrey provides for Eppie by sending things and having things done in and around the cottage.

When Silas Marner appears at the Squire's in Chapter XIII, he has Godfrey's child in his arms. Marner seeks Dr. Kimble, who parts the guests and leaves to examine the woman who has collapsed...

Godfrey takes a clandestine interest in the upbringing of Eppie because she is his real daughter, born of Molly, a woman whom he married secretly. 
Godfrey provides for Eppie by sending things and having things done in and around the cottage.

When Silas Marner appears at the Squire's in Chapter XIII, he has Godfrey's child in his arms. Marner seeks Dr. Kimble, who parts the guests and leaves to examine the woman who has collapsed in the snow. Before he departs, the doctor tells someone to find Dolly Winthrop to help with the child. Godfrey rides out to find Dolly, and to go to Marner's cottage to see for himself if Molly is alive or dead.

When he returns, having learned of Molly's death, Godfrey considers that now is his opportunity to woo Nancy Lammeter. But, he will not forget the child: 

As for the child, he would see that it was cared for — he would never forsake it; he would do everything but own it.

In Chapter XVI Godfrey "did very kindly by the weaver." Among other deeds, he sends the weaver an oaken table and nice beds, and he offers Silas and Eppie some good soil for a garden.
One day, after he has had the area near Silas drained, his brother Dunstan's skeleton is found at the bottom of the well that went dry from the draining. He had fallen in after robbing Marner of his gold. After returning this gold, Godfrey goes to Silas Marner's cottage in Chapter XIX and tells Silas Marner how sorry he is that his gold was stolen.
Years later, he asks if he may provide for Eppie:

"You'd like to see her taken care of by those who can leave her well off, and make a lady of her; she's more fit for it than for a rough life...." 

When Marner says that he does not understand, Godfrey asks to adopt Eppie. Silas tells Eppie to speak, saying "I won't stand in your way." But, Eppie thanks Mr. and Mrs. Cass and tells them she cannot leave her father: "I couldn't give up the folks I've been used to."

When he realizes that he no longer can take a secret interest, Godfrey tells Silas and Eppie the truth. But, this has no positive effect for him. Eppie insists upon living with Silas, who has been a real father to her.