Saturday, December 31, 2011

How does the theme of purity in a corrupt world engage readers in understanding the social conditions in Oliver's time in Oliver Twist?

In Oliver Twist, Dickens presents us with a character so good and pure that nothing can touch him.  Despite all of the hardships he experiences and the depravity that he endures, Oliver never turns.  Some characters actively try to corrupt him, but they are unsuccessful.  Dickens is telling us that Oliver is good and pure, as a child.  Dickens had immense faith in the goodness of children.


The first time Oliver Twist is presented with a corrupt world is in the workhouse.  He is mistreated incessantly.  Though starved and abused, he continues to hope for more.  Oliver stands up to the establishment, asking for more gruel.  It is not an act of heroism.  It is the desperate hope of a hungry child.


After this act of subversion, Oliver is sent to live with an undertaker.  Here he again experiences harshness and corruption.  The undertaker is an accomplice to the depravity of the workhouse, providing funerals on the cheap for the poor souls who suffer there.  He is not actually cruel to Oliver, but his wife and servants are and he makes no move to defend Oliver.


Monks is an embodiment of the corruption of Oliver’s world.  Through him, Dickens reminds us that property, name, and character were transmitted from father to son, or parent to child.  You were automatically less of a person and an immoral person if you were poor.  It is not the desperate actions you turn to, but your very character.  Dickens challenges this belief with Oliver, who remains good in vile circumstances.  Monks, his half-brother Edward Leeford, attempts desperately to prove that Oliver is a criminal, and goes so far as to hire Fagin to do it.



'I saw it was not easy to train him to the business,' replied the Jew; 'he was not like other boys in the same circumstances.'


'Curse him, no!' muttered the man, 'or he would have been a thief, long ago.' (Ch. 26)



The attempts of Fagin and Monks to turn Oliver into a criminal are useless.  He simply does not corrupt.  Yet this is an interesting turn of events.  Dickens is demonstrating to us that all poor children must begin innocent until circumstances turn them corrupt.  Most of Fagin’s boys are desperate, motherless urchins who have nowhere else to go, just like Oliver.  Why does Oliver have more strength of character than they do?  He is more of a symbol than an actual person.  He progresses through the story, but nothing can touch him.


Nancy is another example of corruption's inability to take hold.  Although she is a prostitute and likely a thief, she is in her heart a good person.  She looks out for Oliver and tries to reunite him with his real family.  Dickens had a soft spot for these fallen women.  He did not blame them, but felt that society victimized them.  This is what he is showing us with Nancy.


Nancy risks everything to get a message to Rose Maylie, but even the servants look down on her.



This allusion to Nancy's doubtful character, raised a vast quantity of chaste wrath in the bosoms of four housemaids, who remarked, with great fervour, that the creature was a disgrace to her sex; and strongly advocated her being thrown, ruthlessly, into the kennel. (Ch. 39)



Nancy begs that they listen to her, because she doesn’t care what happens to her.  She only wants to help the child.  Rose, the pillar of virtue that she is, is compassionate and listens.  Through this interaction, Dickens contrasts Rose and Nancy and reminds us that their character is a result of their class association.  They have more in common than readers of Dickens day might want to admit.  If not for different circumstances, Nancy might have had a good life.

In the first chapter, J. went to the British Library to read up on a medical condition. After consulting a medical encyclopedia, he discovered that...

With this opening story, narrator J. reveals three of his most prominent attributes: his gullibility, his inclination toward exaggeration, and his ability to tell tales. He was consulting the medical book about one disease, and he got distracted by the descriptions of the others. He kept imagining that he had variations of many of the symptoms of the maladies listed in the reference book. He paged through them in alphabetical order, from “ague” to “zymosis.” In the end, he tells us that the only one he didn’t seem to have was “housemaid’s knee.” And why would he? He was an English gentleman who lived in a boarding house. He didn’t have to get down on his hands and knees to wash any floors on a regular basis. This is a humorous story that sets the stage for many more to come.

Friday, December 30, 2011

How does spring change the work being done at the tavern in Lyddie?

In spring, the maple syrup sugar making is done and Mrs. Cutler leaves to sell it.


During the winter, Lyddie and the others at the tavern work hard making maple tree syrup into maple sugar.  It is a “frenzy of activity” and also hot and exhausting work.  Lyddie is tasked with clarifying the syrup in addition to all of her other work.


When spring comes, they no longer need to make maple sugar.  The mistress of the tavern, Mrs. Cutler, went to sell what they had made.  This made the work much lighter for Lyddie and Triphena.



Work did not disappear with the departure of the mistress, but it became as pleasant as a holiday. "If I could make life so happy for others just by going away, I'd go more often," Triphena said. (Ch. 5) 



Triphena tells Lyddie that she can take a few days off.  Lyddie is skeptical.  Triphena points out that she always does it.  Lyddie wants to make sure it will be all right. 



"If I say so," Triphena said. "With her gone, I'm in charge, ey?" Lyddie wasn't going to argue. "If you was to wait, the ground would thaw to mud. Better go tomorrow if it's fair.  Take a little sugar to your brother on the way." (Ch. 5) 



Lyddie believes her.  She desperately wants to go home to see her brother. It turns out to be a mistake.  Mrs. Cutler is angry when she finds out, and says that Lyddie left without permission.  It isn’t true, but Lyddie is fired anyway.


It is very unfair, because Lyddie is an excellent worker.  She is happy to go though, because she hates working at the tavern.  Her money is sent directly to her mother and she feels like a slave. Lyddie knows she can make more and have more freedom at the factory.

What are the supernatural elements in Shakespeare's Julius Caesar? Can you suggest two literary critics who discuss this theme?

The supernatural elements in Act I include the witnessing of strange sights and omens in the streets of Rome, such as owls flying in the daytime and a lion. In general, Shakespeare has many references to gods and astrological portents, including unnatural weather conditions. Consider Casca's description in Act I, Scene III:



Against the Capitol I met a lion, / Who glazed upon me, and went surly by, / Without annoying me. And there were drawn / Upon a heap a hundred ghastly women, / Transformed with their fear, who swore they saw / Men, all in fire, walk up and down the streets. / And yesterday the bird of night did sit, / Even at noon-day, upon the market-place, / Hooting and shrieking. When these prodigies / Do so conjointly meet, let not men say, / "These are their reasons, they are natural‟; / For I believe, they are portentous things / Unto the climate that they point upon.



The strange atmosphere of the night is repeatedly discussed and referred to by many other characters in the play. All of these portents are on the night preceding the assassination.


There is, of course, the soothsayer who warns Julius Caesar about the ides of March (Act I, Scene II). Calpurnia, Caesar's wife, also has prophetic dreams in which she sees Caesar die (Act II, Scene II). She also recalls the terrible sights reported by the watch:



A lioness hath whelped in the streets; / And graves have yawn'd, and yielded up their dead; / Fierce fiery warriors fought upon the clouds, / In ranks and squadrons and right form of war, / Which drizzled blood upon the Capitol; /  The noise of battle hurtled in the air, / Horses did neigh, and dying men did groan, / And ghosts did shriek and squeal about the streets.



And as if that wasn't enough, the augurers would also not have Caesar leave the house because of the results of their ceremony (they didn't find a heart in the entrails of the offering). 


Even after Caesar's murder, his murderers are haunted by all kinds of apparitions and symbols in Act V. The supernatural atmosphere leads up to the assassination and prevails even after it is done. The most remarkable incident is the ghost of Caesar which appears to Brutus in Act IV, Scene III.


As far as sources go, you might consider:


Stewart, Helen H. The Supernatural in Shakespeare. London: Ouseley, 1908.


Clark, Cumberland. Shakespeare and the Supernatural. London: Williams & Norgate, Ltd., 1931.


Gibson, John Paul Stewart R. Shakespeare’s Use of the Supernatural. Cambridge: Deighton, Bell & Co., 1908.

Can you think of a combined definition for honesty and truth?

According to the Dictionary website, the definition for honesty is dependent upon the concept of truth. Honesty may be defined as "truthfulness, sincerity, or frankness." Truth may be defined as something which is "[in] conformity with reality," or that which is factual. To combine the definitions is actually quite simple, as long as one begins with the definition of truth and accounts for the additional implications of honesty. Honesty is essentially the enactment of truth, or acting in accordance with or attesting to truth. To combine the meanings of both in one definition, one might say that honesty and truth are those things which are in accordance with reality. This definition accounts for the truthful or factual state of things, as well as the enactment of honesty. Of course, reality may be considered from both subjective and objective standpoints, so truth and honesty may be debatable to some extent. I think that even in acknowledging the subjective nature of reality, my proposed definition holds up.

Thursday, December 29, 2011

How does "Ode to Autumn" by John Keats relate to the 21st century?

This is a great question, especially since it requires some careful deliberation and cannot be answered immediately. How one answers this question depends on how one relates to the 21st century, and what associations that term suggests for each individual. For my part, I believe that John Keats' "Ode to Autumn" reminds us that the harvest, and therefore our very livelihood, relies upon seasonal patterns. 


In the 21st century, it's easy to forget that food must be grown and harvested. When we're hungry, we can walk into any grocery store and enjoy nearly limitless options. We can buy pre-sliced bread and avoid the arduous task of baking it ourselves, buy exotic fruits imported from thousands of miles away, and buy any vegetable at any time of the year, no matter the season. We live in an age of instant gratification, one that does not require us to consider the time and labor needed to produce food. 


Keats' poem reminds us of reality. In "Autumn," he employs many harvest images, such as "bend with apples the moss'd cottage-trees" (5), "fill all fruit with ripeness to the core" (6), "the winnowing wind" (15), and "half reap'd furrow" (16). He combines vegetable imagery with phrases such as "winnowing" and "reap'd," both of which are harvesting terms that remind us that the process of acquiring food requires strenuous physical exertion. Additionally, in the first stanza of the poem, autumn is described as conspiring with the sun, and by extension with summer, to bring about this explosion of food.


In short, Keats reminds us of two things: first, it takes time to produce food; produce must be planted months ahead of time, as it takes a whole summer to ensure that most vegetables can be harvested in the autumn. Additionally, harvesting requires extreme physical exertion. While the process of harvesting is much easier now than it was in Keats' day, it's still important to recognize that instant gratification is not realistic when it comes to food; everything we eat (i.e., what we use to survive) relies upon extensive, cyclical, often arduous natural rhythms. It will be useful to remember this fact the next time you visit your local grocery store. 

What type of reaction results in BaSO4 + 2NaNO3?

The following reaction results in the required products:


`Ba(NO_3)_2 (aq) + Na_2SO_4 (aq) -> BaSO_4 (s) + 2 NaNO_3 (aq)`


In this reaction, barium nitrate reacts with sodium sulphate and generates barium sulphate and sodium nitrate.


If you look closely, you will notice that the cations (barium and sodium) and anions (nitrate and sulphate) remain the same, their respective partners have been changed. For example, on the reactant side, barium is bonded with nitrate ion, while sodium is bonded with sulphate. However, on the product side of the equation, barium is bonded with sulphate and sodium is bonded with nitrate. That is, barium has replaced its anion (nitrate) with that of sodium and sodium has done the same. Thus, this reaction is an example of double displacement and hence this reaction can be classified as a double displacement reaction.


Hope this helps.

Tuesday, December 27, 2011

What is the significance of having the apparitions give the info to Macbeth?

There are two scenes in which the witches deliver prophecies to Macbeth (in Act I and Act IV), and in both cases his future actions and their outcomes are guided by what he learns from them. By having the events of the play set in motion by a supernatural source, Shakespeare invites us to question, from the outset, the uncertain relationship between predestination and choice. There is no indication that, prior to meeting the witches, Macbeth harbors any expectation or ambition of becoming king, and he certainly has not formed anything even close to a definite intention of murdering Duncan. The irony is that the witches' first predictions are a self-fulfilling prophecy; once the idea, the possibility, the desire, the fear of what he himself might be capable of, are planted in Macbeth's mind, they swiftly grow into an inevitability. This applies not only to the murder of Duncan but also, in a doubly ironic sense, to the future reign of Banquo's heirs. It is Macbeth's fear of being succeeded by Banquo's descendants which motivates his murderous paranoia, and he fears this precisely because, after all, the witches' first prediction did come to pass—through his own actions. In attempting to defy prophecy by ordering the deaths of Banquo and Fleance, Macbeth instead ensures that he will be deposed. The witches' "supernatural soliciting" thus introduces a chicken-or-the-egg question which haunts the play: events transpire as foretold because of Macbeth's actions, which are motivated by what the witches have told him will happen. The prophecy comes true because Macbeth believes it.


All of this is complicated, however, by the second encounter with the witches, in which they damn him further by providing him with deliberately deceptive information. This later scene makes it clear that the witches possess genuinely paranormal insight, but continues to obscure the already tenuous relationship between perception and reality. In this instance, Macbeth (mis)interprets the new predictions he receives in the most obvious advantageous way. In the first encounter, his knowledge of the future shapes his desires; in the second, his desires misleadingly shape his understanding of what he is told about the future, consigning him to even greater despair when those prophecies prove to mean something other than what he has assumed. In perhaps the broadest sense, the presence of the witches creates an extraordinarily dark portrait of humankind at the mercy of hostile forces beyond our comprehension, and implies the ultimate futility of human choice.

What do you think was the difference between the "release" and the "loss", based on the way the community used these words?

In the worldview of the people of the community described by Lois Lowry in The Giver, there is no concept of death. The only way to leave this community is either by "loss" or by "release."


The "loss" refers to accidental death, something that was not planned and should have been prevented from happening. This occurs very rarely, as the citizens abide by the rules which ensure their safety. The only example given of someone being "lost" is that of a little boy who accidentally fell into the river. Again, this was a highly unlikely event, which was attributed to the parents' irresponsibility. The parents were "chastised" and they probably would not be ever allowed to have another child.


The "release", however, is a planned death. The elderly people in the community are "released", or put to death, before they die of old age on their own. Same thing is done to the babies who fail to thrive, and the citizens who fail to follow the rules.


By eliminating the very concept of death, or real loss, the authorities of the community "save" the citizens from the discomfort of the negative feelings. However, doing so limits the range of positive emotions as well, depriving people of experiencing life as we, the readers, know it.

Monday, December 26, 2011

What is an extended response to defining the meaning of the title, "A Retrieved Reformation"?

Jimmy Valentine's reformation is retrieved three times.


When Jimmy Valentine receives his pardon from the governor of the state after serving only ten months of a four-year sentence, the warden urges Jimmy to reform:



"Brace up, and make a man of yourself. You're not a bad man at heart. Stop cracking safes, and live straight." 



Jimmy contradicts the warden, "Why, I never cracked a safe in my life." The next day as Jimmy is released, he is handed a railroad ticket and a five-dollar bill with the expectation of the law "to rehabilitate himself in good citizenship and prosperity." 
But, Jimmy quickly returns by rail to the town and the room in which he was arrested by the eminent detective, Ben Price. There behind a panel in the wall, Jimmy retrieves only his fine set of burglar's tools, and his first reformation is canceled within a week with a safe-burglary in Richmond, Indiana. Other burglaries follow this one, and Jimmy has "resumed business," as Ben Price notes.


However, one afternoon Jimmy arrives in the small town of Elmore, Arkansas, and there Jimmy sees a lovely young lady as she crosses before him and enters the Elmore bank; he falls in love. Jimmy dallies in the street, asking a boy questions about the town. Then, when the young lady walks out of the bank, Jimmy learns that she is Annabel Adams, daughter of the owner of the bank.
 
Jimmy Valentine's second reformation has begun. He registers at the Planters' Hotel as Ralph D. Spencer. Then, Jimmy talks with the clerk, telling him he is looking for a location for his shoe business. After this, he decides to look over the town.



Mr. Ralph Spencer, the phoenix that arose from Jimmy Valentine's ashes--ashes left by the flame of a sudden and alternative attack of love--remained in Elmore and prospered. He opened a shoe-store and secured a good run of trade.



After a year goes by, Ralph is a respected member of the community; he is engaged to Annabel Adams, and he is well-received into the Adams family. Finally, Jimmy decides to take his safe-cracking tools to a friend in Little Rock, writing his "old pal" that he has "quit the old business" and will not do another "crooked thing for the whole world."


Certainly, Jimmy's reformation seems complete as he carries the suitcase full of tools toward the train station. However, he is delayed by the Adams family that heads downtown to the bank and Ralph is swept away with the rest. Unfortunately, nine-year-old May shuts Agatha into the vault, closing it as she has seen her grandfather do. It is in the following moments of crisis that Jimmy's second reformation is lost. For, his lovely fiancée begs him to do something to save Agatha.


With an odd look in his eyes and a meek smile, Ralph looks at Annabel and asks her for the rose she wears on her dress. As he stuffs it into his pocket, "Ralph D. Spencer passed away and Jimmy Valentine took his place." His reformation is ended as Jimmy breaks into the safe and Agatha is saved. With calm resignation, Jimmy takes his coat which he has removed while working and puts it on; as he walks outside, he hears a voice calling "Ralph." But, waiting by the bank door is Ben Price.



"Hello, Ben!....Got around at last have you? Well, let's go. I don't know that it makes much difference, now."
And then Ben Price acted rather strangely.
"Guess you're mistaken, Mr. Spencer," he said. "Don't believe I recognize you....



As Ben Price turns and walks away, Jimmy Valentine retrieves his reformation a third time.

Is Islam not a peaceful religion if followed in its true essence?

Your question is difficult and far more complex than could be unpacked in this forum because of the very personal nature of religious belief. Though most religious institutions intend to follow a text or a creed, religion is as much, if not more, a lived expression as it is a set of static beliefs. While the Bible or the Qur’an or the Vedas may not change, the lives built on those texts in all the millennia they have existed are far too diverse to say that any one religious practicing proceeding from them has a single essence.


This is where the real difficulty comes from, in establishing whether or not there is a single and objective essence of Islam. All religious traditions are essentially ongoing dialogues that in which people in various times, places, and situations use more or less the same tools to find meaning and develop a meaningful way to live. With Islam, especially in a Sunni context, this conversation is at the forefront of religious and social life, as Muslims are for the most part free to make interpretations and judgments using a set of sources (the Qur’an, the hadiths, the actions and lives of the earliest community of Muslims, etc.) that are scaled in a hierarchy of legitimacy.  


That isn’t to say that commonality among Muslims is impossible to find. Without regard to the diversity of opinion that follows, the starting point for Islam is that there is one single God and Muhammad is the prophet of God. The oneness and supremacy of God is paramount – perhaps the gravest sins a Muslim could commit would be to challenge the oneness of God or to show a lack of gratitude and, in turn, submission toward God. All Muslims would, it’s safe to assume, share at least a version of this belief.


From here, though, all bets are off. While belief is foundational, Islam is meant to be a guide for every aspect of life, and this is where you begin to see a diversity of opinion in the practice of the religion.


Many Muslims certainly do live peaceful lives, within their own spheres of influence and with regard to other religious communities. Many also do not, and in both cases, Islam gives legitimacy to their actions. Which Muslims are more Islamic?


It can be hard to say what motivates people to live how they live. Some of it can be religious, some of it can be genetic, and some of it can be social. The tricky part of religion (or any belief system) is that it can often be used as total justification for the sum of all influences that motivate a person, whether justifying harmful or helpful acts. In many cases, it seems that religious practice is less about what person derives from the tradition and more about what he or she brings to it. To be overly simplistic, “bad” people will practice a harmful version of religion, and “good” people will practice a helpful version of it. The religion itself can be as much a tool as a source of inspiration.


Islam is, at its “essence”, a set of beliefs and practices centered on the God of the Qur’an and the life of the prophet Muhammad. Whether this is peaceful, harmful, helpful, neutral, or some combination of all of these depends on what it is used to justify. The essence of Islam is peace for some Muslims, and it is not for others. Unfortunately, it’s hard to be more specific than that when talking about a religion that has 1400 years of history and is practiced by roughly a third of the world’s citizens. Its essence is as diverse as the billions who have practiced it.


Conversations like these are difficult but important. The links below should be great places to begin to dig deeper. 

Sunday, December 25, 2011

In "The Ransom of Red Chief" by O. Henry, how does Ebenezer Dorset know Johnny is giving the kidnappers a hard time?

Johnny's father Ebenezer knows his son Red Chief must be giving the kidnappers a bad time because he knows the boy is a hellion. Ebeneezer shows this in his reply to the ransom note, in which he writes:



You bring Johnny home and pay me two hundred and fifty dollars, and I agree to take him off your hands. You had better come at night because the neighbors believe he is lost. And, I could not be responsible for what they would do to anybody they saw bringing him back.



When the two kidnappers return the boy to his father that night, Bill asks how long Ebenezer thinks he can hold his son while they make their getaway.



"I'm not as strong as I used to be," says old Dorset, "but I think I can promise you ten minutes."



Ebenezer Dorset seems to feel some compassion for Bill and Sam because he knows what they must have been going through. He has been having the same problems with Red Chief for years. As a result, he has become a patient, philosophical man, as one might expect when meeting the parent of a boy like Johnny, who is always causing trouble and who never seems to run out of energy. Ebenezer shows no ill will towards the two kidnappers. It seems he believes they received the punishment they deserved.


It is unclear why Ebenezer thinks he is entitled to collect $250 for taking his own son off the kidnappers' hands. Evidently, it is a question of the son's value. Bill and Sam estimate that the boy is worth $1500 to the father, but the father's insistence on receiving $250 implies he does not value his son and instead sees him as a burden. Ebenezer knew the kidnappers have no way of getting rid of Red Chief unless he agreed to take him back.

What were the important developments in motion pictures during the 1920's?

You seem to be in pretty good shape with the radio aspect of your project.  I would add that KDKA in Pittsburgh was the first radio station.  Also, research some radio personalities of the 1920's like Graham McNamee, who was a baseball broadcaster.  You also could discuss the impact that radio had on the popularity of sports.  That brings us to your topic of movies.


The decade of the 1920's saw a surge in attendance and profit for motion pictures.  The decade experienced a robust economy and more Americans had disposable income (why).  They also had more free time thanks to the workplace reforms that occurred before World War I.  Millions of Americans flocked to the movies.  They went to see the famous stars of the five major studies (who). These stars became trendsetters in the same way that they are today.  Some of the popular stars were Mary Pickford, Douglas Fairbanks, Charlie Chapman, and Rudolph Valentino.  In 1927 (when) the first talking picture, The Jazz Singer was released, which marked a new era in film history (What).  Al Jolson was the headliner for the film.  Over 80% of films in the 1920's were produced and shot in Hollywood (where).


You did not make reference to what type of project you were to complete.  If your teacher did not specify, you could create a web page on Weebly or create a timeline on Hstry.co.  

Saturday, December 24, 2011

Which visible signs of wealth are present in Ogilvie mansion?

In Chapter 7, Matilda (or "Mattie") visits the Ogilvie mansion with her mother. A maid leads them to a drawing room as large as the coffee shop, and the lengthy windows are dressed with expensive damask curtains. The furniture in the room is expensive, including a mahogany table, a chandelier, and several Chippendale chairs. Pernilla comes to tea dressed in a costly gunpowder gray silk gown, laced-trimmed petticoats, brocaded shoes, and powdered hair. The daughters in the family, Colette and Jeannine, wear pink and yellow gowns made out of bombazine and carry silk fans, and servants bring in silver trays loaded with treats. The Ogilvie girls have just come from lessons with their French tutor. The Ogilvies live a life of luxury and ostentatiousness that is very different than the simple way Matilda and her mother live. 

What is each step in a food chain or food web called?

Each step in a food chain or web is called a trophic level. It refers to the mode of nutrition at that level.


For example, a producer or autotroph is an organism capable of converting simple inorganic compounds into organic compounds like glucose that can be used by other organisms as food. Green plants and algae occupy the producer level because they can use the energy of the sun, plus carbon dioxide and water, to produce glucose and oxygen.


The next trophic level is primary consumer or herbivore. These are organisms that gain food energy by eating the producers. An example is a caterpillar consuming leaves or a rabbit feeding on crops.


The next trophic level is the secondary consumer. This organism gains its food energy by eating the primary consumer. Since it consumes flesh it is considered a carnivore. An example is a bird that eats the caterpillar or a fox that eats the rabbit.


There can be higher level consumers but ultimately, the dead organisms and the organic wastes from living organisms are broken down by decomposers--important members of the food chain. They return and recycle nutrients back to the environment again and include fungi and bacteria.


I have included a link which has a nice diagram of a food pyramid indicating trophic levels.

Friday, December 23, 2011

What does Prospero expect from Miranda, Caliban, Ariel, and Ferdinand (the young people of The Tempest)? Do they meet his expectations?

In Shakespeare’s tragicomedy The Tempest, Prospero is the patriarch on a primitive yet magical island. Once the Duke of Milan, Prospero was wrongfully betrayed and exiled. It seems that Prospero expects the young people in the play to prove that they are willing put in the effort necessary to earn his trust and respect. He seems to have a goal of guiding them towards being civilized and upstanding citizens so that corrupt history does not repeat itself. This argument is supported with by fact that Prospero rewards his protégés for their efforts and moral fortitude at the end of the play.


Ariel and Caliban, Prospero’s sworn servants, are two contrasting characters native to the magical island. Ariel, an airy spirit, loyally executes Prospero’s plans, trusting his master’s intentions. On the other hand, Caliban, a deformed monster, resents his servitude and attempts to betray Prospero. At the end of the play, Prospero gives Ariel his freedom for his loyal efforts, and Caliban apologizes for his betrayal. Even though Caliban acknowledges his indiscretions, Prospero does not hold him in the same high regard as Ariel.  


Miranda, Prospero’s daughter, is a symbol of the cultured ideal that Prospero wishes to impart to Ariel and Caliban. Prospero tests Ferdinand to see if he meets the same high standards before granting Ferdinand Miranda’s hand in marriage. Ferdinand proves that he will follow Prospero’s moral standards and displays the willingness to work hard for his success. As a result, Prospero gives him his blessing to be with his daughter.

Thursday, December 22, 2011

How is the smell in the library unlike the air anywhere else?

In Chapter 7, Bud walks into the library and comments that the smell in the library is not like the air anywhere else. He says that the air in the library is always cooler than the air outside and compares it to walking into a cellar in the middle of the July. Bud also mentions that the air smells differently than the air anywhere else. He says that if you close your eyes and take a big whiff, you will get confused as to what you are smelling because the smells of the books have blended together throughout the years. As soon as he enters the library, he closes his eyes and takes a deep breath. Bud mentions that he smells the old leather from the books, as well as the cloth covering them and the soft, powdery paper inside. Bud believes that the smells in the library have a hypnotic effect on people which is why so many individuals always fall asleep in the library.

In the poem "The Hero," which literary devices and figures of speech used are significant?

The style and language of "The Hero" mimic real speech and natural, straightforward language, so we won't find the kind of dramatic, elevated literary devices or figures of speech that we do in grander war poems. In fact, the diction in the poem is so simple and understated that you won't find a word longer than three syllables! Throughout the poem, we're mostly noticing the subtle powers of short, clipped words found in colloquial discourse. Let's take a look at the important instances of figurative language that we do find in this poem:


1. Subtle onomatopoeia. Words like "choke," "coughed," and "mumbled" all lightly suggest the sound of what they indicate, which adds realism to the poem. It's this realism that brings the topic of war down from the lofty heights of other poems. The event depicted in the poem is an everyday one. So, the grief it conveys is real, something readers can personally identify with.


2. Imagery. Readers envision the mother's "bowed" face and her "white hair." These simple images express the mother's weakened, despondent state. Note the distinct lack of any heavy-handed imagery.


3. Subtle alliteration. The meaning behind the slightly alliterative phrase in the second stanza, "Because he'd been so brave," is absolutely destroyed by its counterpart in the alliterative phrase from the third stanza: "Blown to small bits." Here we see Sassoon's intention to reject the patriotic notion that dying in battle is somehow majestic and noble.

Wednesday, December 21, 2011

Why does Anne think it is better to talk to herself than others at the dinner table in Anne Frank: The Diary of a Young Girl?

Anne feels that no one understands her. 


Anne is so tired of fighting with everyone and listening to their criticisms that she decides it is better for her to talk to herself instead of to any of the other Annex occupants during meals. 



First, they're glad they don't have to listen to my continuous chatter, and second, I don't have to get annoyed by their opinions. I don't think my opinions are stupid but other people do, so it's better to keep them to myself. (Tuesday, August 10, 1943) 



Anne is a boisterous girl with a big personality.  In school she was assigned to write an essay titled "An Incorrigible Chatterbox” and she did well, but her teacher got tired of how much she still talked and then assigned “'Quack, Quack, Quack,' said Mistress Chatterback.'”  The class found this amusing. 


Anne’s reputation as a chatterbox does not end at school.  The members of the Annex often complain that she talks too much or about nonsense.  This is why she comes up with the idea to not talk to anyone.  However, while she wraps it in justification, Anne is actually very lonely.



Sometimes I'm so deeply buried under self-reproaches that I long for a word of comfort to help me dig myself out again. If only I had someone who took my feelings seriously. Alas, I haven't yet found that person, so the search must go on. (Tuesday, June 13, 1944) 



Anne’s world has grown very small since she went into hiding.  There are very few people to talk to, and most of them are adults.  The only person close to her age is Peter, and they can’t decide if they want to argue or fall in love.  Anne feels frustrated, confused, and misunderstood.  The fact that she is in hiding just compounds and exaggerates problems that might already be there.

How and why did the Union win the Civil War?

Though most southerners believed that they would win the war with the north, the Union was able to overtake the Confederacy in multiple ways. Some of the more significant union advantages over the Confederacy include:


• More than 22 million people resided in the north at the time of the Civil War, whereas the south only boasted about 9 million people. Additionally, only about 5.5 million of the southerners were whites.


• A steady flow of black slaves from the southern states joined with the Union Army during the course of the war. At first, the Union used these men as laborers, but later the Union also used them as fighters. The participation of black slaves fighting for their freedom was more powerful than southern state citizens fighting for their land and right to own slaves.


The Union was able to win the war because they were able to meet and defeat the Confederacy time after time. Though the south was victorious in some battles, the north showed its military might and resolve. The consistent loss of battles and loss of life demoralized the south to the point that the Confederacy was no longer able to remain committed to the cause as passionately as they could when the war began. 

Tuesday, December 20, 2011

What are some examples of cowardice in Shakespeare's Julius Caesar?

Since the play is named after him, it is perhaps surprising that one of the most cowardly characters in Shakespeare's Julius Caesar is Caesar himself. Take, for example, lines 96-137 in Act 1, Scene 2, in which Cassius tells Brutus of several instances of Caesar's cowardice. During a swimming race, Cassius says, Caesar grew frightened and tired and had to be rescued from the water. Along the same lines, Cassius remembers an instance in which Caesar came down with a sickness and behaved pitifully: "His coward lips did from their color fly" (128), Cassius says. The implication of these two details is that, instead of acting with the courage expected of a leader, Caesar instead is ironically prone to cowardice and seems to wilt when faced with obstacles and the hardships of life. These examples are meant to undermine Caesar's status as a capable leader and suggest that he is not as fit to rule as the Roman masses think he is. 

Please explain "tragic sense" in relation to Moby Dick.

If one uses "tragic" and "Moby Dick" in the same sentence then he should be talking about Ahab. Ahab first appears to speak to his crew, he reveals their true and only goal, hunting Moby Dick. Many of the crew members have heard of Moby Dick and know how dangerous he is. Starbuck tells Ahab that how foolish it is to chase after Moby Dick. However Ahab does not listen to him at all and insists that they will go forward with their hunt of the great white whale. Although Starbuck is below Ahab in terms of authority, he is giving some great and logical advice. It is probably his revenge which drives him to pay back the whale for eating his leg. Others say it is his inability to forgive, which also can be seen in his interactions with other crew members. In fact knowing the result of the story, it makes all the sense in the world. Just like a commander telling his soldiers to go and die. But not like Atatürk ordering soldiers to “not to fight but die”, this is different. Ahab leading himself and his crew to death, blindly.


We learn later in the story that Ahab was struck by lighting, which explains his scar. We also knew that Moby Dick had eaten his leg before. This makes twice that Ahab has been severely injured by things formed in nature. Most people may choose to not ever come close to these things again, but his response is again defiance against sense and in this case against nature. We see later that a big storm comes, and instead of trying to move the ship or get away he decides to go right ahead through the storm. Here he is basically saying that he does not care what nature is telling him or what it has done to him before.


Ahab does not only challenge the nature but also authority of God. He told his crew that whoever catches the whale will receive a gold. Then he nails this gold up onto the post, mocking the crucifixion of Jesus. We can also consider the sermon in the beginning of the story. Jonah disobeyed God and so was swallowed by a whale as punishment. Ahab continued to challenge God and his practices and he paid it in a tragically similar way to Jonah.


Defiance is captain Ahab's most consistent flaw and also a major theme of the story. It is his cause for going against the whale, and in turn going against nature and God. Maybe he should have read the bible and realized, you can never win against a whale.

Monday, December 19, 2011

What are bioethics in genetics?


The Emergence of Bioethics

As early as the mid-1960s, advances in genetics and reproduction, life support, and transplantation technologies spurred an increased focus on ethical issues in medicine and scientific research. From the late 1960s through the mid-1970s, bioethicists were preoccupied with the moral difficulties of obtaining voluntary, informed consent from human subjects in scientific research. They concentrated on the development of ethical guidelines in research that would ensure the protection of individuals vulnerable to exploitation, including mentally or physically handicapped individuals, prisoners, and children. Beginning in the mid-1970s and continuing through the mid-1980s, bioethicists became increasingly involved in discussions of the definitions of life, death, and what it means to be human. In the mid-1980s, practitioners began to focus on cost containment in health care and the allocation of scarce medical resources.








Beginning in 1992, the Joint Commission on Accreditation of Health Care Organizations, the US agency that accredits hospitals and health care institutions, required these organizations to establish committees to formulate ethics policies and address ethical issues. Ethics teams within hospitals and professional organizations exist to provide consultation regarding ethical dilemmas in clinical practice and research. Such resources are critical as technological advances, particularly related to genetics and genomics, proceed more rapidly than policy. Centers for the study of biomedical ethics such as the American Society for Bioethics and Humanities are important forums for public debate and research. Since completion of the Human Genome Project, an increasing number of organizations are committed to ethical research and policy making related to the use of genomic information.


The overriding principle of bioethics and US law is to respect each person’s right to make decisions, free of coercion, about treatments or procedures he or she will undergo. This principle is complicated when the person making the decision is considered incompetent because of youth, intellectual disability, or medical deterioration. Other important principles include a patient’s right to know that medical practitioners are telling the truth, the right to know the risks and benefits of proposed medical treatment, and the right to privacy of health information.




Impact and Applications

Advances in genomics and genetic testing have presented numerous dilemmas for bioethicists, patients, and health care providers. For example, as the ability to forecast and understand the genetic code progresses, people will have to decide whether knowing the future, even if it cannot be altered or changed, is beneficial to them or their children. Knowledge of the genomic basis of common diseases has lead to the birth of direct-to-consumer marketing of testing that provides individuals with often complicated risk profiles for conditions such as diabetes and heart disease. Bioethicists are critical players in policy-making regarding this new form of personalized medicine.


Bioethicists help people determine the value of genetic testing, including the risks and benefits of genetic testing in particular situations. Factors typically considered before a person undergoes genetic testing include the nature of the test, the timing of the test, and the impact that the results will have on health and medical management. Testing can be done prenatally to detect disorders in fetuses; it can also be done before conception to determine whether a prospective parent is a carrier for a particular disorder or disease that could be passed to a child. Technology even allows for testing of embryos created by in vitro fertilization, thereby preventing the transmission of a genetic condition by transferring only unaffected embryos to the mother’s womb. Predictive and presymptomatic genetic tests can provide information about whether an adult has an increased susceptibility to, or will ultimately manifest symptoms of, a genetic disorder. Information gained from genetic testing could help predict the nature and severity of a particular disorder as well as potential options for screening or intervention. Knowing one’s genetic fate may be more of a burden than a person wants, however, particularly if nothing can be done to change or alter the risks that the person faces. Bioethicists act as guides through the complicated and often wrenching decision process.


Consumers of genetic testing must also decide whether the knowledge gained from the test is worth potential legal and social implications. In 2008, the Genetic Information Nondiscrimination Act (GINA) was signed into law. GINA provides protection against genetic discrimination in health insurance and employment, but it does not protect other insurance arenas, such as life insurance and disability insurance. Fear of discrimination may prevent some individuals from pursuing genetic testing that could provide beneficial guidance for preventive care. For example, a woman with a strong family history of breast cancer could have genetic testing to determine if she has inherited a hereditary cancer predisposition syndrome, which in turn would lead to increased vigilance with breast screening. Many women in this situation defer testing because of discrimination fears and risk detection of cancer at a much later stage, with potentially devastating consequences. Bioethicists can help guide policymakers in creating stricter protections against potential discrimination.


The Human Genome Project has provided researchers with a wealth of information, but this comes with a paucity of knowledge about the specific effects of the genetic sequence related to health and disease. Genome-wide association studies are ongoing to better understand the complicated nature of gene-gene and gene-environment interactions. In 2007, the first individual genome was sequenced, that of biologist Craig Venter, and the cost for individuals to sequence their own genomes has lowered consistently and significantly, from $2.7 billion in 2003 to around $1,000 in 2014. However, the challenge to bioethicists, researchers, and the general public is how to interpret the information in a meaningful way.




Key terms




genetic testing


:

the use of the techniques of genetics research to determine a person’s risk of developing, or status as a carrier of, a disease or other disorder





informed consent


:

the right of patients to know the risks of medical treatment and to determine what is done to their bodies





Bibliography


Beauchamp, Tom, et al. Contemporary Issues in Bioethics. 8th ed. Belmont: Thomson/Wadsworth, 2014. Print.



Bulger, Ruth Ellen, Elizabeth Heitman, and Stanley Joel Reiser, eds. The Ethical Dimensions of the Biological and Health Sciences. 2nd ed. New York: Cambridge UP, 2002. Print.



Caplan, Arthur. Due Consideration: Controversy in the Age of Medical Miracles. New York: Wiley, 1997. Print.



Chadwick, Ruth F., Mairi Levitt, and Darren Shickle. The Right to Know and the Right Not to Know: Genetic Privacy and Responsibility. New York: Cambridge UP, 2014. Print.



Charon, Rita, and Martha Montello, eds. Stories Matter: The Role of Narrative in Medical Ethics. New York: Routledge, 2002. Print.



Comstock, Gary L., ed. Life Science Ethics. 2nd ed. New York: Springer, 2010. Print.



Danis, Marion, Carolyn Clancy, and Larry R. Churchill, eds. Ethical Dimensions of Health Policy. New York: Oxford UP, 2002. Print.



Evans, John Hyde. Playing God? Human Genetic Engineering and the Rationalization of Public Bioethical Debate. Chicago: U of Chicago P, 2002. Print.



Kass, Leon R. Life, Liberty, and the Defense of Dignity: The Challenge for Bioethics. San Francisco: Encounter, 2002. Print.



Kristol, William, and Eric Cohen, eds. The Future Is Now: America Confronts the New Genetics. Lanham: Rowman, 2002. Print.



Langlois, Adèle. Negotiating Bioethics: The Governance of UNESCO’s Bioethics Programme. New York: Routledge, 2013. Print.



May, Thomas. Bioethics in a Liberal Society: The Political Framework of Bioethics Decision Making. Baltimore: Johns Hopkins UP, 2002. Print.



Mepham, Ben. Bioethics: An Introduction for the Biosciences. New York: Oxford UP, 2008. Print.



O’Neill, Onora. Autonomy and Trust in Bioethics. New York: Cambridge UP, 2002. Print.



Sandler, Ronald L., John Basl. Designer Biology: The Ethics of Intensively Engineering Biological and Ecological Systems. Lanham: Lexington, 2013. Print.



Singer, Peter. Unsanctifying Human Life: Essays on Ethics. Ed. Helga Kuhse. Malden: Blackwell, 2002. Print.



Veatch, Robert M. The Basics of Bioethics. 3rd ed. Upper Saddle River: Prentice, 2012. Print.



Widdows, Heather. The Connected Self: The Ethics and Governance of the Genetic Individual. New York: Cambridge UP, 2013. Print.

Carefully reread "The Veldt" by Ray Bradbury and write an essay explaining what advice would you would give George and Lydia Hadley on how to...

The problem is that George and Lydia have allowed the house to become the children's parent. The nursery, a "virtual" world, has become the only world the children want to live in. Even George and Lydia, themselves, have become addicted to the technological convenience of the automated house. Their children are addicted to the nursery just as some children (in our time) are addicted to video games, iPad, and cell phones. Too much technology and the child will have less experience in the real world and will therefore have less empathy, social skills, etc. 


Speaking about this problem of technology taking over the role of parent, Lydia says to George: 



This room is their mother and father, far more important in their lives than their real parents. And now you come along and want to shut it off. No wonder there's hatred here. 



So, the solution of turning off the nursery is too drastic. George and Lydia should wean them off of the nursery. And if they want to reestablish their roles as parents, they need to take the time to do things with the children. The nursery is the only thing that shows the children attention. George and Lydia must start doing this. They need to take an interest in the lives of their children. In order to begin this transition, they might try taking an interest in the nursery itself (but on their terms). Take some time every day to act out something they'd seen in the nursery. This way, they are away from the nursery (technology), they are interacting with the kids, giving time and attention to them, and they are acknowledging something the children are interested in. The key is giving the children time and attention. George and Lydia need to become the nursery. 

Saturday, December 17, 2011

What is the setting of the first stanza? Who are the speaker and the person being addressed in "Dover Beach"?

The setting of the first stanza is the Straits of Dover, a strait at the narrowest part of the English Channel. It is at the East End of the English Channel where it joins the North Sea. (This is near the location of the Chunnel, the Channel tunnel that runs under the sea from England to France.) The persona, or speaker, is undetermined, but it is probably a man who is speaking to his companion, a woman he loves.


Since Matthew Arnold and his wife honeymooned at Dover Beach in 1851, it is commonly believed that Arnold's first draft of his poem was written near the time he and his wife stood on the cliffs and looked over the English Channel toward France's coast, some twenty-six miles away, where the beacon light of Calais shone. For these reasons, Arnold and his wife are the supposed models of the speaker and his companion. Nevertheless, the couple could be any two lovers, depicted in a pensive moment of their early lives.


Arnold's poem is written as a dramatic monologue, a genre which has only one speaker, but there is a silent audience of one or more persons. Thus, the effect is more powerful than if the speaker were only musing to him/herself. As he peers across to a country which once conquered England in 1066, and that pitted its kings and kingdoms against those of England for over a century (1337-1453, the Hundred Years War), perhaps the speaker senses the notes of sadness to come, such as the ills of the Industrial era of his age, as well as those that already accompany the sea's "melancholy, long, withdrawing roar."

Who is Bud's new "family" in Chapter 11 of Bud, Not Buddy?

In Chapter 11 of Bud, Not Buddy, Bud finds himself hitchhiking to Flint as a passenger in the car of Mr. "Lefty" Lewis. While Bud is initially afraid of Lefty Lewis because he believes him to be a vampire, he is eventually coaxed into trusting the stranger when Lewis offers him a sandwich and pop. Bud falls asleep on the long drive, and by the time he wakes back up, they have arrived in Flint. 


Bud is then treated to a set of new clothes and a sumptuous (at least by Bud's standards!) breakfast of sausages, pancakes, toast, and orange juice by Mrs. Sleet, the daughter of Lefty Lewis. The Sleets, thus, serve as a temporary family structure for Bud in this chapter. Although he knows that he will have to leave their company soon to continue on his journey to find his father, Bud does his best to observe the actions of the Sleets and to fit in with their quirky, rambunctious habits (like talking and singing at the dinner table!). 

Friday, December 16, 2011

What are Jungian archetypes and the collective unconscious?


Introduction

Analytical psychology, founded by Swiss psychologist Carl Jung, is based on the idea that the key to psychological adjustment and growth lies in making unconscious material conscious through hypnosis, active imagination (free association and guided imagery), and dream interpretation. For Jung, such psychological maturation is defined as individuation, “the process by which a person becomes a psychological 'individual,’ that is, a separate, indivisible unity or 'whole.’” For the developing individual, this involves the emergence of ego from a pre-egoic state of being. Children, for example, develop a growing sense of themselves as separate from their mothers as they move from childhood into adulthood. Erik H. Erikson, in Identity and the Life Cycle (1959), refers to this as the achievement of ego-identity. It represents the “comprehensive gains which the individual, at the end of adolescence, must have derived from all of his preadult experiences in order to be ready for the task of adulthood.” According to Jung, however, ego-identity is not a final stage in the individuation process but simply a step along the way. Full adult maturity implies a movement beyond ego-identity toward awareness of the collective, undivided nature of being and people’s unity with all things. Achievement of psychological maturity, or individuation, requires an integration of both conscious and unconscious energy.













Dreams

Jung believed that dreams provide a window into the individual’s unconscious and thus are central to the process of individuation. According to Jung, there are, however, two types of dreams, personal and archetypal dreams, just are there are two types of unconscious, the personal and the collective unconscious. The personal dream arises from the personal unconscious, which consists of repressed personal memories and experiences, including the Shadow (which represents everything that the individual refuses to acknowledge about himself or herself, specifically negative character traits or tendencies).


The archetypal dream, by contrast, arises from the collective unconscious, which is made up of archaic or “primordial” types, “universal images that have existed since the remotest times” and that are shared by all. Thus, although the personal unconscious is specific to the individual and involves a personal inventory of material that may have been forgotten (memories of birth, for example) or repressed from consciousness (child abuse, for example), the collective unconscious represents a vast reservoir of elemental configurations or archetypes that are outside space and time (the Rebirth archetype, for example). The collective unconscious, in other words, is inherited. It is, as Jung explains, identical and present in all individuals and represents “a common psychic substrate of a suprapersonal nature.” Jung’s support for the existence of the collective unconscious is based, in part, on his assertion that the realm of consciousness does not account for the totality of the psyche, a claim supported through many years of clinical observations of patients’ dreams and visions, particularly those of schizophrenics. Thus, achieving individuation through the “therapeutic method of complex psychology,” according to Jung, requires rendering conscious the energy of both the personal and collective unconscious, to reconcile the conflict between conscious and unconscious content. Jung refers to this union of opposites as the “transcendent function.”




Archetypes

Unconscious energy is made manifest through archetypes, the “language” of the collective unconsciousness, or the way in which unconscious material is articulated. Archetypes not only represent unconscious content rendered into consciousness, as prototypes or patterns of instinctual behavior, but also exist outside space and time and thus speak to the universal nature of human experience. The Mother archetype, for example, is a preexistent form that is above and yet subsumes individual experiences of one’s own mother. Archetypes may emerge in picture form (such as the universal mandala symbol, a squared circle) or in mythic narratives (such as a story of rebirth). Whether as pictures or stories, however, archetypes emerge during states of reduced intensity of consciousness, such as daydreams, visions, dreams, or delirium. In these states, according to Jung, “the check put upon unconscious contents by the concentration of the conscious mind ceases, so that the hitherto unconscious material streams, as through from opened side-sluices, into the field of consciousness.” They can also emerge during strong emotional states brought on by, for example, intense anger, love, hate, confusion, or pain. Archetypes are spontaneous products of the psyche that seem to have a life of their own; as such, they can be neither permanently suppressed nor ordered to emerge. They are, as Jung says, in potentia, waiting to be revealed. Some examples of archetypes include the Child, the Hero, the Old Man, the Mother, and the Trickster.




Important Functions

Jung claims that it is dangerous to suppress or ignore the collective unconscious, particularly in important matters, because he believes that the individual’s fate is predominantly determined by the unconscious. In extreme cases, suppression of the unconscious results in neurosis, a nervous disorder characterized by intense emotional instability. Indeed, Jung claims that “when an individual or social group deviates too far from their instinctual foundations, they then experience the full impact of unconscious forces.” It is as if, as Jung explains, the unconscious “were trying to restore the lost balance.” Although Jung asserts that archetypes are manifestations of instinctual behavior, such as the child’s need to suck or the innate attraction to warmth and light over cold and darkness, he also asserts that they may speak to people’s spiritual nature, and thus may be manifestations of the divine. He writes of archetypes, for example, that they “are meant to attract, to convince, to fascinate, and to overpower. They are created out of the primal stuff of revelation and reflect the ever-unique experience of divinity.” Jung goes so far as to assert that “our concern with the unconscious has become a vital question for us—a question of spiritual being and non being.”


Whether divine or instinctual, Jung makes a compelling argument for cultures’ need to continually explore the archetypes of the unconsciousness. Indeed, he even claims that the practice of psychology (by which he means analytical psychology) would be “superfluous in an age and a culture that possessed symbols.” Cultures, particularly Western cultures, according to Jung, have experienced a “growing impoverishment of symbols.” Despite the universal qualities of the unconscious, Jung explains that archetypes must constantly be reborn and reinterpreted for every generation or they will die. Jung, in fact, argues that the primary role of art is to “dream the myth outward,” to continually find new interpretations of the archetypes of the collective unconscious to live the fully human life.


Archetypes and archetypal stories, then, are continually produced and reproduced in all cultures in all ages. Manifest in dreams and delirium as well as in art (most notably in myths and fairy tales), they articulate human experiences, offer resources for psychological maturation, and provide a guide for living the fully human life. What, then, are some of these archetypes? How have they evolved? To what urgencies do they speak?




The Anima and Mother Archetypes

According to Jung, hidden inside of the unconscious of every man is a “feminine personality”; likewise, hidden in the unconsciousness of every woman is a “masculine personality.” Jung labels these the anima and animus,
respectively. The anima-animus concept is best illustrated in the Chinese yin-yang symbol, where yang, representing “the light, war, dry, masculine principle” contains within it “the seed of yin (the dark, cold, moist, feminine principle).” Jung supports such an idea with biology, explaining that although a majority of male or female genes determines an individual’s sex, the minority of genes belonging to the other sex do not simply disappear once the sex has been determined in the developing fetus. The idea of the anima and animus is also reflected in “syzygies” or dually gendered deities, such as god the father and god the mother, and in god’s human counterparts, the “godmother” and “godfather,” and in the child’s own mother and father. Jung links the anima personality, in particular, with its “historical” archetypes of the sister, wife, mother, and daughter, with particular attention paid to the Mother archetype.


The Mother archetype, or the image of the mother-goddess or Great Mother, is an archetype that spans the world’s religions and cultures. In psychological practice, it is often associated with fertility, fruition, a garden, a cave, or a plowed field. It is connected with birth, the uterus, or any round cavernous place and, by extension, rebirth, or magical transformation and healing. These are positive connotations, but the archetype also has negative ones, as in the witch, the devouring dragon, the grave, deep water, or any suffocating or annihilating energy. Thus, the mother archetype represents both the nurturing-protecting mother, as in the Roman Catholic image of the Virgin Mary, and the punishing-devouring mother, as in Medea of classical Greek mythology. Sometimes she represents both the loving and the devouring mother, as in the dual-natured Indian goddess Kali.


In clinical practice, the Mother archetype is manifest in what Jung refers to as the mother-complex, which also has both positive and negatives aspects. For the daughter, the mother-complex can either unduly stimulate or inhibit her feminine instinct. The exaggeration of the feminine instinct, particularly the maternal instinct, is represented in the daughter whose only goal is childbirth, who views her husband primarily as an instrument of procreation, and who is self-defined as “living for others” while unable to make any true or meaningful sacrifices for others. A second manifestation of the mother-complex, according to Jung, is the daughter with an overdeveloped eros, or sexual instinct. In this case, the maternal instinct, potentially wiped out, is instead replaced with an overdeveloped sex drive, often leading to an unconscious incestuous relationship with the father driven by jealousy of the mother. By contrast, a third type of identification with the mother involves a complete paralysis of the daughter’s feminine will, such that “everything which reminds her of motherhood, responsibility, personal relationships, and erotic demands arouses feelings of inferiority and compels her to run away—to her mother, naturally, who lives to perfection everything that seems unattainable to her daughter.” Finally, the daughter who resists or rejects the mother and everything she represents exemplifies the extreme negative mother complex.


The Mother archetype in a man’s psychology is entirely different in character from that of a woman. Jung claims that while the mother-complex exemplifies the daughter’s own gendered conscious life, for the son, it typifies the alien, unknown, or yet-to-be-experienced, since it exists only as unconscious imagery. The mother-complex for sons, in other words, is connected with the man’s sexual counterpart, the anima. Jung’s discussion of the mother-complex in sons is some of his most controversial work, primarily because he argues that it produces homosexuality, Don Juanism, or impotence. In the case of homosexuality or impotence, he argues that the man’s heterosexuality is unconsciously tied to his mother, and thus is dormant. By contrast, in Don Juanism, which is marked by an overly developed sexual instinct, the “unconscious seeks his mother in every woman he meets.” Jung supports the idea of the strong influence of the mother on the son’s sexuality by explaining she is the first female with whom the man comes in contact. The man becomes increasingly aware of her femininity and responds to it instinctually or unconsciously.




The Child and Rebirth Archetypes

Another significant archetype of the collective unconscious, according to Jung, is the Rebirth archetype. Stories and images of rebirth, or about being twice born, abound in all cultures across time. Underlying all rebirth stories, according to Jung, is “dual descent,” the idea of both human and divine parents. For example, just as Jesus Christ is twice born, from his mother Mary and by his baptism by John the Baptist in the river Jordan, he also has a dual descent from a heavenly father and an earthly mother. Rebirth, then, is about acknowledging and experiencing the divine through the corporeal. Jung explains that there are five forms in which the rebirth archetype manifests itself and there are two central ways to experience it. The five forms are reincarnation (the continuity of a personality, accessible to memory, that is successively reborn in various human bodies), metempsychosis (the transmigration of souls into successive bodies, possibly without the continuity of personality or memory, as in karma, or soul debt), resurrection (the reestablishing of human existence after death, usually in a resurrected body rather than a corporeal one), participation in the process of transformation (an indirect rebirth through involvement in a ritual of transformation, such as taking part in the Catholic Mass), and rebirth (rebirth within an individual’s life span involving a renewal or transformation of personality). The two central ways of experiencing rebirth are through ritual, as in the aforementioned Catholic Mass, or through immediate experience, as in a divine revelation or a significant insight gained through hypnosis or dream therapy.


The Rebirth archetype may manifest itself in numerous ways, such as the diminution of personality, or “soul loss”; the enlargement of personality, through, for example, a divine revelation; a change in internal structure, a transformation brought about, for example, by possession, whether possession by the persona (the public self), the Shadow (the dark self), the anima or animus (the opposite-sex self), or even the “ancestral soul”; identification with a group, such that the individual identity is subsumed or transformed into that of the group (for example, mob psychology); identification with a cult hero, as in the Christian idea of rebirth and salvation through Jesus Christ; technical transformation, achieved through certain meditative practices such as yoga; and finally natural transformation, whereby the individual undergoes the death of the old personality and the birth of a new or greater personality (individuation). This last manifestation of rebirth, individuation, is the most important from the perspective of analytical psychology.


The Child archetype represents the potential for such a rebirth, since the child, according to Jung, is an individuation archetype. It signifies the preconscious (the childhood aspect of the collective psyche) and the past, while also representing future possibilities. The child, in other words, represents the idea of an “a priori existence of potential wholeness” while also anticipating future developments for the individual and the culture. In Jung’s words, it “paves the way for future change of personality,” and, in the largest sense, is a “symbol which unites opposites,” as a “mediator, a bringer of healing, that is, one who makes whole.” Analytical psychology, and the work of Jung, is primarily responsible for drawing attention to this and other archetypes of the collective unconscious and their role in the process of psychological maturity, or individuation.





Bibliography


Alister, Ian, and Christopher Hauke. Contemporary Jungian Analysis: Post-Jungian Perspectives from the Society of Analytical Psychology. Hoboken, NJ: Taylor, 2013. Print.



Goertzel, Ben. “World Wide Brain: Self-Organizing Internet Intelligence as the Actualization of the Collective Unconscious.” Psychology and the Internet: Intrapersonal, Interpersonal, and Transpersonal Implications. Ed. Jayne Gackenbach. 2d ed. Boston: Elsevier, 2007. Print.



Jung, Carl. The Archetypes and the Collective Unconscious. Trans. R. F. C. Hull. 2d ed. Princeton, NJ: Princeton UP, 1981. Print.



Jung, Carl. The Essential Jung. Ed. Anthony Storr. Princeton: Princeton UP, 1983. Print.



Jung, Carl. The Practice of Psychotherapy. Translated by R. F. C. Hull. 2d ed. Princeton: Princeton UP, 1966. Print.



Jung, Carl. The Structure and Dynamics of the Psyche. Trans. R. F. C. Hull. 2d ed. Princeton: Princeton UP, 1970. Print.



Jung, Carl. Symbols of Transformation. Trans. R. F. C. Hull. 2d ed. Princeton: Princeton UP, 1977. Print.



Odajnyk, V Walter. Archetype and Character: Power, Eros, Spirit, and Matter Personality Types. New York: Palgrave, 2012. Print.



Papadopoulos, Renos K. The Handbook of Jungian Psychology: Theory, Practice, and Applications. Hoboken, NJ: Taylor, 2012. Digital file.



Stevens, Anthony. Archetype: A Natural History of the Self. Hoboken, NJ: Taylor, 2013. Digital file.



Stevens, Anthony. Jung: A Very Short Introduction. New York: Oxford UP, 2001. Print.



Walker, Steven F. Jung and the Jungians on Myth: An Introduction. New York: Routledge, 2002. Print.

Explain how the Declaration of Independence is a social contract. How does it explain what the government can't or won't do?

A social contract is an agreement in which people set up a government and agree to have it rule them.  They agree as to what the purpose of government is and they agree on the very basic outlines of what it can and cannot do.  The Declaration of Independence is a social contract because it sets out the Americans’ ideas about what government can do and it explains why the Americans will agree to be ruled by a new government.


The Declaration of Independence does not explicitly include any language where the signers swear to be ruled by the new government that will be set up.  Instead, that is implied.  They say that they are becoming independent from the English government because that government is not acting in the correct way.  This implies that they will obey the government of the new country so long as it behaves correctly.


The Declaration clearly sets out the purpose of government.  It says that all people (or at least all men) have rights that have been given to them by God.  These are rights that no humans can legitimately take away.  It argues that people form governments to protect these rights and that governments only have the right to rule if the people agree.  This, in essence, is the social contract.  It implies that the American people will agree to be ruled by the American government.  In return, that government will protect their life, their liberty, and their ability to pursue happiness.


Since the Declaration is not a constitution, it does not specifically say what the government can and cannot do.  However, it clearly implies this.  It says that a government only exists to protect “life, liberty, and the pursuit of happiness.  In says that the people have the right to rebel if the government fails to do this.  Therefore, it is clear that the government cannot do anything that will infringe upon these fundamental rights.


The Declaration, then, is a social contract because it says what the government should do and what it cannot do and because it, at least implicitly, commits the people to obey the government.  It implies that the people will consent to be governed so long as the government protects their fundamental rights.

Thursday, December 15, 2011

A man has $100 and decides to invest it in a bank for 6 years. The bank gives him two choices, annual rate of interest 2%, compounded annually,...

Interest is paid on the principal amount deposited at the interest rate fixed by the bank. If interest is being compounded annually, after every one year, the interest earned is added to the initial deposit and interest is now paid on the entire amount. If interest is compounded quarterly, after every quarter, the interest earned is added to the initial deposit and further interest is earned on the entire amount.


If the annual rate of interest is R, the quarterly rate of interest is R/4. The formula that is used to determine interest earned on an amount P, deposited for N years when the rate of interest is R and compounding is done t times in a year is I = P*((1+R/t)^(N*t) - 1)


In the problem the person is given two choices. Determine the interest earned in both the cases.


When he is given interest at 2% per year and compounding is done annually, the interest earned in 6 years is 100*((1+0.02)^6 - 1) = 12.62


When he is given interest at 1.8% per year and compounding is done quarterly, the interest earned is 100*((1+0.018/4)^(6*4) - 1) = 11.38


As the person gets more in terms of interest in the first option, he should  deposit the $100 at a rate of 2% compounded annually.

Wednesday, December 14, 2011

What are lavender's therapeutic uses?


Overview

There are many plants in the lavender family, but the type most commonly used
medicinally is English lavender. Traditionally, the essential oil
of lavender was applied externally to treat joint pain, muscle aches, and a
variety of skin conditions, including insect stings, acne, eczema, and burns.
Lavender essential oil was also inhaled to relieve headaches, anxiety, and stress.
Tincture of lavender was taken by mouth for joint pain, depression, migraines,
indigestion, and anxiety. Lavender was additionally used as a hair rinse and as a
fragrance in “dream pillows” and potpourri.







Therapeutic Dosages

When used internally, lavender tincture is taken at a dose of 2 to 4 milliliters three times a day. Lavender essential oil is used externally or by inhalation only; it should not be used internally.




Therapeutic Uses

Lavender continues to be recommended for all its traditional uses. Only a few of these uses, however, have any supporting scientific evidence whatsoever, and for none of these is the evidence strong.


A few studies suggest that lavender oil, when taken by inhalation
(aromatherapy) might reduce agitation in people with severe
dementia. For example, in one well-designed but small study, a hospital ward was
suffused with either lavender oil or water for two hours. An investigator who was
unaware of the study’s design and who wore a device to block inhalation of odors
entered the ward and evaluated the behavior of the fifteen residents, all of whom
had dementia. The results indicated that the use of lavender oil aromatherapy
modestly decreased agitated behavior. A somewhat less rigorous study reported
similar benefits. Rigor is essential in such studies, as it has been shown that
merely creating expectations about the effects of aromas may be sufficient to
cause these effects.


A preliminary controlled trial found some evidence that lavender, administered through an oxygen face mask, reduced the need for pain medications following gastric banding surgery. A small study performed in Iran reported that oral use of lavender tincture augmented the effectiveness of a pharmaceutical treatment for depression. However, this study suffered from numerous problems, both in design and reporting, and in the scientific reputation of the investigators involved.


In a controlled trial with more than six hundred participants, lavender oil in bath water failed to improve perineal pain after childbirth. One poorly designed study found weak hints that lavender might be useful for insomnia. One animal study failed to find that lavender oil enhances wound healing. Lavender is also used in combination with other essential oils.




Safety Issues

No form of lavender has undergone comprehensive safety testing. Internal use of
lavender essential oil is unsafe and should be avoided. Topical use is considered
much safer. Allergic reactions are relatively common, as with all essential oils.
In addition, one case suggests that a combination of lavender oil and
tea
tree oil applied topically caused gynecomastia (male breast
enlargement) in three young boys.


A controlled study found that inhalation of lavender essential oil might impair some aspects of mental function. (Presumably, this was caused by the intended sedative effects of the treatment.) Oral use of tincture of lavender has not been associated with any severe adverse effects, but comprehensive safety testing has not been performed. Finally, the maximum safe doses of any form of lavender remain unknown for pregnant or nursing women, for young children, and for people with severe liver or kidney disease.




Bibliography


Akhondzadeh, S., et al. “Comparison of Lavandula angustifolia Mill. Tincture and Imipramine in the Treatment of Mild to Moderate Depression.” Progress in Neuro-Psychopharmacology and Biological Psychiatry 27 (2003): 123-127.



Henley, D. V., et al. “Prepubertal Gynecomastia Linked to Lavender and Tea Tree Oils.” New England Journal of Medicine 356 (2007): 479-485.



Kim, J. T., et al. “Treatment with Lavender Aromatherapy in the Post-Anesthesia Care Unit Reduces Opioid Requirements of Morbidly Obese Patients Undergoing Laparoscopic Adjustable Gastric Banding.” Obesity Surgery 17 (2007): 920-925.



Lewith, G. T., et al. “A Single-Blinded, Randomized Pilot Study Evaluating the Aroma of Lavandula augustifolia as a Treatment for Mild Insomnia.” Journal of Alternative and Complementary Medicine 11 (2005): 631-637.



Lusby, P. E., et al. “A Comparison of Wound Healing Following Treatment with Lavandula x allardii Honey or Essential Oil.” Phytotherapy Research 20, no. 9 (2006): 755-757.



Moss, M., et al. “Aromas of Rosemary and Lavender Essential Oils Differentially Affect Cognition and Mood in Healthy Adults.” International Journal of Neuroscience 113 (2003): 15-38.

Why does the author make reference to the Queen of Sheba and King Solomon in "The Gift of the Magi"?

The famous visit of the Queen of Sheba to King Solomon in Israel is recorded in the Old Testament in 1 Kings 10. Both the Queen and Solomon were exceedingly rich. The Queen is strongly impressed by King Solomon's wisdom, power, and wealth. When she is ready to depart she gives him presents of great value.



And she gave the king an hundred and twenty talents of gold, and of spices very great store, and precious stones: there came no more such abundance of spices as these which the queen of Sheba gave to king Solomon.



O. Henry is using the wildest exaggeration when he compares Della and Jim Young to the Queen of Sheba and King Solomon. He is suggesting that these famous biblical figures who were so wealthy would envy Della's treasure of her beautiful long hair and Jim's treasure of his gold watch. O. Henry here is probably introducing a biblical motif because he intends to end his story with another reference to the Bible, the story of the three Magi who brought valuable gifts to the infant Jesus in the New Testament. 


"The Gift of the Magi" is obviously a Christmas story intended for a Christmas issue of the newspaper. O. Henry was a notoriously heavy drinker who consumed two quarts of whiskey a day and wrote many of his stories in New York saloons. It seems likely that when he was writing this story that he was both uninhibited in his choice of words and under deadline pressure to get something on paper. The hyperbole regarding the Queen of Sheba and King Solomon is just one indication that O. Henry was giving free rein to his great imagination as well filling up space to meet a certain word-quota.


Further evidence that O. Henry was writing under deadline pressure is found in the fact that he repeats the following information four times:



ONE DOLLAR AND eighty-seven cents. That was all. And sixty cents of it was in pennies. 


One dollar and eighty-seven cents. And the next day would be Christmas.


Tomorrow would be Christmas Day, and she had only $1.87 with which to buy Jim a present. 


Only $1.87 to buy a present for Jim.



This certainly sounds like a writer who is filling up space to meet a quota and being careless. O. Henry probably did not proofread his manuscript after he had finished it but hurried to the newspaper office to hand his copy to the printer. Nevertheless, as Hamlet tells Horatio:



Our indiscretion sometimes serves us well...



O. Henry's "The Gift of the Magi" became his best-loved and more frequently anthologized story.  

What is the place of an author in intellectual history?

One very powerful purpose of literature is the author’s ability to solidify abstract ideas and philosophies. A ready example is the philosophy of Existentialism. While Jean Paul Sartre’s Being and Nothingness explained existentialism quite thoroughly, it was the novels of Albert Camus (The Plague, The Myth of Sisyphus, etc.) that made it understandable to the reader layman. While “intellectual history” ranges over many years, the introduction of new ways of looking at the world can usually be narrowed down to the literary output of one or two authors – Ayn Rand and the moral justification of Free Enterprise, Erica Jong and sexual freedom, Jack Kerouac and post-modernism, etc. So the place of an author (fiction) in intellectual history is to bridge the gap between abstract idea and practical expression to the reading public in fictive and narratological form.

Tuesday, December 13, 2011

What was achieved in SEATO? What tensions arose between the USSR and the US because of this?

The Southeast Asia Treaty Organization was created in 1954. Member nations included the United States, Great Britain, France, Australia, the Philippines, New Zealand, Thailand, and Pakistan. The goal of the organization was to prevent the spread of communism in Southeast Asia. It is interesting to note that most nations in Southeast Asia didn’t join this organization.


The creation of this organization is another example of the tensions that existed between the United States and the Soviet Union as part of the Cold War. We were trying to stop the spread of communism while the Soviet Union was trying to spread it. One of the activities of this organization was to make the economies of this region strong. We believed a strong economy was an effective deterrent in stopping the spread of communism. We also used the charter of SEATO as the legal basis for our involvement in Vietnam. Our involvement in the Vietnam War heightened tensions between the Soviet Union and the United States.


SEATO was different from NATO in that SEATO didn’t have a way to authorize military action if needed. There was nothing in its charter that allowed member nations to create a military force to take action if needed. There also was no organized intelligence-gathering system within SEATO.


For various reasons, member nations left the organization in the 1970s. When the Vietnam War ended in 1975, there was no longer a reason for this organization to exist. By 1977, SEATO no longer existed as an organization.

How did the ideas of enlightenment thinkers lead to democratic thought and institutions?

"The ideas of economists and political philosophers, both when they are right and when they are wrong, are more powerful than is commonly understood," wrote John Maynard Keynes in 1936. "Indeed the world is ruled by little else."

Enlightenment philosophy and economic theory had a particularly direct influence on the establishment of democratic government, because several of the Founding Fathers of the United States were quite well-versed in what was at that time absolutely state-of-the-art thought. It is not simply coincidence that the Declaration of Independence and Adam Smith's The Wealth of Nations were published the same year; Thomas Jefferson had very likely read some of Smith's earlier work by the time he was writing the Declaration. The Founding Fathers were also heavily influenced by John Locke, Immanuel Kant, Montesquieu, and Jean-Jacques Rousseau, and you can see some of this influence even in the wording; Locke's "life, liberty, and property" led directly to Jefferson's "life, liberty, and the pursuit of happiness".

While it is wrong to lionize the Founding Fathers and treat them as if they were infallible (they assuredly had many flaws, not least their use and endorsement of slavery), there really is something quite remarkable about the founding of the United States, different from almost every other nation that came before. Most countries came about either organically over centuries of people sort of living together and eventually thinking of themselves as the same, or suddenly and violently by the conquering of one group of people by another. The US separated from Britain violently to be sure; but once it had, the nation that was constructed was not made simply to advance the interests of the leaders of the revolution (as most revolutionary governments are, even today). Instead, they literally sat down together and asked the question: "What would be the greatest kind of government?" They argued and debated over this question for years, drawing from the work of the best philosophers and economists in the world to determine the answer. When they had finally reached some sort of consensus as to what the greatest kind of government would be, they made that government. They consciously set out to make the best nation they could, and applied the best knowledge available in order to do so.

This was a turning point in human history. Monarchy, oligarchy and depotism had been essentially the only major forms of government (even what they called "democracy" in ancient times was really aristocracy), but from that point forward began to be replaced by more and more pluralistic and democratic governments. The process is far from complete, of course; but it all started at that moment near the end of the 18th century, and we owe much of its success to the brilliance of Enlightenment thinkers.

What is the structure of James Joyce's "Eveline"?

James Joyce's short story "Eveline" is a simple but powerful story with a fairly straightforward structure. Basically, the story can be broken up into two basic sections: a lengthy portion of exposition and background information, and then a much shorter section at the end composed of climactic action.


The first section takes up most of the story, and takes place not only in Eveline's home, but also within her own head. The main section of the story is made up of Eveline's thoughts and memories of her past, and it's here that we learn about Eveline's miserable predicament. Eveline begins by meditating on the constant presence of change, and then moves on to think about the state of her family. This section is perhaps the most important, as it discusses Eveline's dead brother and mother, her abusive father, and the miserably back breaking nature of her daily life. Finally, Eveline considers her relationship with Frank, memories of her mother, and, finally, her need to escape home. The fact that most of the story is contained within Eveline's thoughts illustrates just how isolated she really is.  


The second portion of the book is where most of the immediate action takes place. In it, Eveline experiences sudden, unexplained panic about her impending trip to Buenos Aires with Frank, and chooses to remain in Ireland. Much shorter than the first section, the second section of the short story packs in a surprisingly abundant amount of drama. As such, the story takes on a very interesting structure: after extensive build-up and exposition, Joyce hammers the reader with condensed and muscular action. Overall, this structure gives the reader a sense of confusion similar to Eveline's, as it hard to understand the motives that drive this desperate young woman to remain in such a miserable life. 

Saturday, December 10, 2011

Which topics could I discuss from Henrik Ibsen's A Doll's House?

In A Doll's House by Henrik Ibsen, there are many themes that could be written about, and those themes are wrapped up in the larger topics which they explain. Although the words topic and theme are sometimes used interchangeably, they can indicate differing degrees of meaning within any subject.


The play highlights various issues that could be present in any household, issues which revolve around a lack of meaningful conversation, and therefore stem from poor communication. Nora does not get the response she expects from Torvald when he discovers her secret. A loving and loyal husband would rally to her support, and so she feels betrayed and recognizes Torvald's hypocritical behavior. The fact that there is no depth to her marriage is suddenly so apparent to her that she takes drastic steps. Her now-developing self-awareness and her realization that she allowed herself to be managed, first by her father and, immediately thereafter, her husband, forces Nora to face the reality of her situation. She feels like she is nothing more than a "doll-wife." She is never involved in any serious decision-making. She can no longer behave like a "little squirrel... a featherhead... or a spendthrift...," and she is ready to take control for the first time in her life. The theme could be betrayal within the topic of marriage.


This is an ideal area to focus on in this play as the story hinges on the dysfunctional relationship between Nora and Torvald and their mutual dependency on it, Torvald to make him feel like he is providing for and protecting his family, and Nora to promote her husband's value and remain dutiful.


If considering themes and topics separately, other possible themes include sexism and women's rights within the topic of society's views and possible discriminatory practices. There is also the theme of self-discovery within the broader topic of identity.

How does the theme of inhumanity take place within the story of Animal Farm? What specific actions of the animals make them inhumane?

The basic inhumanity of the animals in Animal Farm is that the pigs perpetrate the same unfairness that caused them to overthrow Mr. Jones in the first place. For example, although the pigs declare that everyone is equal, they quickly establish their dominance early on and deprive the other animals of a fair share of the farm's resources. While the pigs claim most of the resources, the other animals do the hard work. This system of exploitation is very similar to what the humans practiced on the farm, but it has not improved under the pigs' leadership.


When the animals complain, the pigs use fear and the animals' common hatred of the past to excuse their inhumanity. As Squealer tells the animals:




"Milk and apples (this has been proved by Science, comrades) contain substances absolutely necessary to the well-being of a pig. We pigs are brainworkers...Do you know what would happen if we pigs failed in our duty? Jones would come back!" (page 14).



The pigs' inhumanity is that they perpetrate the evils of the past by knowingly manipulating the other animals through fear. 


One of the most potent examples of the way in which the pigs are inhumane is their treatment of Boxer, an unfailingly hard-working horse who gives endless hours of work to improve the farm. After he can no longer work, he is carted off by a glue maker and never seen again. Boxer, despite trying, cannot read, so he doesn't understand his fate (as he can't read the side of the truck). His illiteracy makes him easier to manipulate and, despite his loyalty, he is sent off the "knacker's" (page 47). This fate is what the pigs had warned Mr. Jones might have in store for Boxer, but they wind up instituting Mr. Jones's harsh system of treatment while pretending that they are helping the animals live a better life. They also take advantage of other animals' weaknesses, such as manipulating Boxer because he can't learn to read. 


What are hearing tests?

Indications and Procedures Hearing tests are done to establish the presence, type, and sever...