What organ filters wastes from vertebrate blood?

The kidneys are the organs responsible for filtering waste from the blood of vertebrates. Amphibians have just one kidney, but all other vertebrates have paired kidneys, and the structure of these organs in all vertebrates is generally the same. 

In humans, blood enters the kidneys through the renal artery and is filtered through millions of nephrons. The nephrons work to remove waste and water from the blood, and the filtered blood is returned to the body through the renal vein. Any waste and water removed from the blood passes out of the kidney through the ureters and into the bladder. 

Kidneys are a vital part of maintaining homeostasis in vertebrates as they work to remove excess mineral content and potentially harmful substances from the blood. 

How did the Reconstruction period affect the lives of African Americans?

The Reconstruction was an influential period of time after the completion of the Civil War in which discussions and policies concerning the rights of African Americans in the United States were heavily discussed and debated. Some of the important changes during this time that affected the lives of African Americans included:

• Congress granted African American males the right to citizenship and the right to vote. These rights were directly tied to the 14th and 15th Amendments of the U.S. Constitution. 

• For the first time in U.S. history, blacks and white men participated together in the constitutional conventions held from 1867-1869.

• Because African Americans made up a large portion of the Republican party in the South, 265 African American delegates were elected to serve in state legislative bodies. More than 100 of these delegates had been born into slavery. This political representation allowed for African Americans to have a stronger voice regarding state and federal laws.

This Reconstruction also brought with it violence from the Ku Klux Klan. Though all problems were far from being resolved during this period, the Reconstruction set the stage for the decades of race relations that continue to this day.

This question involves a phase and temperature change, and I am slightly confused on how to go about it. I'm assuming only the latent heat of...

You are right, there is a phase change and temperature change involved in this question. The phase change is for the steam conversion to water. The phase change will release some heat and some more heat would be lost by this water as its temperature decreases. On the other hand, the water (1 kg, to which steam is mixed) will gain this heat and its temperature would increase.

Thus, heat lost during phase change + heat lost by newly formed water = heat gained by water

Assuming that the final temperature of the mix is T degrees C.

Mass of steam x latent heat of vaporization + mass of steam x heat capacity of water x temperature change = mass of water x heat capacity of water x temperature change

Here mass of steam = 100 g = 0.1 kg

Thus, 0.1 x 2256 + 0.1 x 4.186 x (100 - T) = 1 x 4.186 x (T - 10)

or, 225.6 + 41.86 - 0.4186 T = 4.186 T - 41.86

or, 309.32 = 4.6046 T

thus, T = 67.2 degrees C

Heat of fusion is not required, as the heat lost by steam is not sufficient to convert water to ice.

Hope this helps.

Is Virginia Woolf personally attached to Jacob Flender in some way?

There is nothing to suggest that Virginia Woolf ever knew or had a connection with a Jacob Flender. In fact, a web search of the name turns up primarily genealogical and census information. A search for Victoria Woolf and just the surname of "Flender" turns up little more. Since her death, some people by the name of Flender have written about her, but none of them a Jacob.

However, Woolf did write a story by the title of Jacob's Room, which is about the protagonist Jacob Flanders. We do not know Jacob Flanders to have been a real person, but the character and story may have been based on events Woolf experienced in her real life. The book is sort of an experiment in developing character. It does not follow chronology or what we might typically expect of a narrative of a person's life. For these reasons, it is all the more difficult to determine whether Jacob Flanders is based on a real person and who that might have been.

It is possible that the character of Jacob Flanders is based on Virginia's own brother, Thoby. Both the character and Thoby were educated at Cambridge and visited Greece during their lifetimes. 

Was the defeat of Japan in WWII a blessing in disguise ?

It is certainly possible to argue (though not everyone would agree) that losing WWII was a blessing in disguise for Japan.  Because Japan lost WWII, and because of the Cold War, Japan was more able to become a world economic power.  Incidentally, the defeat in WWII could also be seen as a moral blessing, one which made Japan a “better” country.

Before WWII, Japan had become, in some ways, a very brutal country.  Japanese were certainly oppressive towards foreigners in their empire and in places they wanted to conquer.  They were willing to commit atrocities like the Rape of Nanking.  They were willing to subjugate the Koreans whose land they had conquered.  This brutality also showed up in things like their treatment of Allied POWs during the war.  Finally, they were somewhat brutal towards their own people.  Discipline in the military was harsh.  People, both military and civilian were conditioned to believe that they should die rather than surrender to an enemy.  This led to things like the mass suicide on Saipan late in the war.  Japan’s government was harsh towards dissidents, creating a police state in which freedom was quite curtailed.

Because it lost the war, Japan went (or was forced) in a different direction.  It became a democratic country with healthy respect for human rights.  It renounced military capabilities, becoming a country dedicated to peace.  In short, Japan became a country in which people acted and were treated more morally.  This can clearly be seen as a blessing in disguise.

In addition to its moral change, Japan’s economic outlook changed after the war.  Before the war, it had been prosperous, but not a world power.  After initial post-war hard times, Japan’s economy boomed.  This was helped in large part by the US’s desire to have Japan as a bulwark against communism in East Asia.  It was also helped when the US used Japan as a major supplier for things it needed to fight in the Korean War.  Japan’s economy was also able to boom because it no longer put any significant amount of its national efforts towards the military.  This freed up money and other resources to be used in the civilian economy.

In these ways, we can clearly argue that it was a blessing in disguise for Japan to lose in WWII.

What is a quote from Shakespeare's The Merchant Of Venice that shows Nerissa helping Portia in something?

Nerissa helps Portia in many ways. She's not the type of servant who brings Portia her food or cleans up after her, necessarily. She's not a cook or a maid. She's more of a lady-in-waiting, which is something like a personal assistant in today's world. For example, Nerissa acts as a mediator between guests who want to see Portia. She tells Portia who is at the door and either admits them to see her or turns them away. Nerissa can also act as a messenger by carrying notes or letters back and forth for Portia's business or social purposes. In fact, Nerissa even goes so far as to disguise herself as a law clerk when Portia pretends to be a doctor of the law in Act Four. It is Nerissa who approaches the Duke in disguise as a law clerk and presents him with a message from Portia that explains why she is there to help with the legal proceedings. The following shows Nerissa helping Portia as her servant by delivering the message to the Duke:

"'Came you from Padua, from Bellario?'

'From both, my lord. Bellario greets your grace'" (IV.i.118-119).

The stage directions that accompany this dialogue is "She gives the letter to the DUKE. SHYLOCK whets his knife on his shoe." Therefore, Nerissa acts like a personal assistant by delivering messages for Portia, and this scene in Act 4 clearly shows her doing that exact thing. Throughout the rest of the scene, Nerissa stands in the background, ready to help Portia with anything she may need.

In Philbrick's Freak the Mighty, what is the difference in behavior between the first time Max meets Iggy and the second time?

The first time Max meets Iggy is in chapter 11 when he and Kevin return Loretta's wallet to her. When Loretta first sees the boys, one very large and the other small, she calls to Iggy to come see the circus that's in town. When Iggy shows up, Max sees a big hairy guy and says they must have gotten the wrong house because he's afraid. Loretta and Iggy continue to mock and laugh as the boys explain how they found her wallet and want to return it. Iggy forces the boys to enter the home and asks their names because Loretta says Max looks familiar. Iggy is behaving very aggressively with the boys until Loretta realizes Max is Killer Kane's boy. Then he is all in favor of finishing the interview because he doesn't want Killer Kane figuring out he messed with his son. 

The next time Max meets Iggy is in chapter 16 after he's been kidnapped from his grandparents' house by his father. Killer Kane takes him straight to Iggy's. Once there, Iggy behaves like a paranoid criminal by frantically locking all the doors and closing all the curtains. He's tense and willing to do anything that Killer Kane says because this time, Iggy's scared. Max is scared, too, but Iggy is completely different from the first time Max met him because he knows that Killer Kane is the boss, now. Iggy has been asked by Killer Kane to help him escape with his boy and Iggy is too scared to say no. In fact, it seems as if Iggy just wants to help Kane on his way so he can avoid being put in jail. 

Apply two of the schools/approaches of literary criticism (New criticism, psychoanalytic, mythological, feminist, postcolonial) to a literary text...

If we use The Great Gatsby as our text of choice, we could examine it through both a New Critical and a feminist lens.

A New Critical reading aims at finding unities in a text and employs the tools of close reading we typically learn in high school, with a focus on plot, theme, setting, characterization, symbols, metaphors and repeated patterns. In Gatsby, we see the color yellow associated with money, and more particularly with Gatsby, who, for example, drives a yellow car. Green is another symbol in the novel, representing desire: the green light at the end of the pier represents Gatsby's yearning for Daisy. What about clocks: do they symbolize Gatsby's desire to stop time? We might also look at name symbolism: does Nick Carraway get 'carried away' by Gatsby? Is Mr. McKee a 'key' to the novel? 

A feminist reading would examine how women are portrayed in the novel. How have gender roles limited Daisy? Would she be a different person if she had had opportunities other than marriage? Why does she hope her daughter will be a beautiful "fool?" What about Jordan? Is she forced into deceptions to live her atypical, androgynous life? What can we say of Myrtle? Is she trapped in a mindset that sees sex with a wealthy man as her only "career" path? Whether conscious or not on Fitzgerald's part, it's difficult not to read the novel as a critique of the constraints still put on women in the newly liberated 1920s. 

How did Wordsworth evolve?

This is a general question, but Wordsworth is most notable for his evolving politics and it is generally held that his earlier poems, infused with his passionate convictions, are stronger than his most of his later work. This longest-lived of the major English Romantic poets was a young man when the French Revolution broke out and travelled to France during that period, where he was impressed by the ideals of universal brotherhood endorsed by the Revolution and by the idea of republicanism. Republicanism does not seem radical to us in the United States, as we have been a republic, democratically ruled, since our beginning, but in England, which had been a monarchy almost all of its history, Republicanism was a radical idea. Yet Wordsworth hoped the republican ideals of the revolution would come to England and then to the whole world

Wordsworth gradually became more conservative. As France turned to tyranny and monarchy, Wordsworth became disillusioned with revolution, and as he aged and became successful, more comfortable with the way the government in England ran.

This is important because Lyrical Ballads, the groundbreaking book of poems he published with Coleridge, contained passionate, radical ideas in its celebration of the common man and its conviction that, through nature, people could commune directly with the divine. His earlier poetry also attacked materialistic norms, saying, for instance, that "getting and spending, we lay waste out powers." Because this earlier poetry is filled with passion and life,  Wordworth's reputation rests on it (as well as on other poetry he largely wrote early in life, even if it was  published later). His later poetry, often longer than these earlier poems, is not held to have the same verve and spirit of his youthful work and has not been held in the same critical esteem. 

According to Rainsford and General Zaroff in Connell's "The Most Dangerous Game," what is fear?

General Zaroff is the hunter and Rainsford is the prey in Connell's "The Most Dangerous Game." As a result, each one describes and/or experiences fear differently. The two men do not have a discussion about fear, but they do discuss hunting. General Zaroff doesn't seem to fear anything. For example, Rainsford asks him if a Cape buffalo had charged him before he killed it and Zaroff calmly says that it "Hurled me against a tree... Fractured my skull. But I got the brute." Rainsford is a bit shocked at Zaroff's nonchalance. Zaroff has hunted nearly every wild animal on earth and says that the thrill of the hunt eventually left and he became bored. It would seem that fear either doesn't exist in Zaroff's vocabulary, or the word "thrill" is the closest Zaroff comes to actually feeling it.

The topic of fear is not really felt by Rainsford until Zaroff hunts him. During the hunt, Rainsford reminds himself over and over again, "I must keep my nerve," as a way to stay off fear of losing his life. When Rainsford realizes Zaroff allows him to live another day simply for the sport of it, the text says, "Then it was that Rainsford knew the full meaning of terror." The word "terror" suggests a more heightened sense of fear for one's life. Another time Rainsford feels afraid is after he attacks Zaroff with the Malay man-catcher. Zaroff's response causes Rainsford anxiety as follows:

He stood there, rubbing his injured shoulder, and Rainsford, with fear again gripping his heart, heard the general's mocking laugh ring through the jungle.

It isn't until after the third day that Zaroff may feel fear, although he is really good at not showing it. When Zaroff finds Rainsford in his room, he seems more startled than fearful when he screams "Rainsford... How in God's name did you get here?"

In conclusion, the only fear these men might be able to describe is the fear of losing their lives. They are men who are not used to feeling fear because they would be the ones to incite fear in others. General Zaroff uses the word "thrill" when discussing how he feels when faced with a wild animal, so his definition would include something where he feels an adrenaline rush. Rainsford, on the other hand, fears for his life as he is hunted. Another word used to define how he feels during the hunt is "terror," so his definition would include anything that makes him feel terrified for his life. In the end, both experience fear for their lives, but it seems these professional hunters only understand fear when their lives are truly threatened.

Emerson believes that each person has unique talents and passions that can be discovered only on one’s own. What does he mean by “this...

Emerson argues that we each have one, God-ordained destiny that is ours alone to grasp and for that reason we should not feel compelled to conform to what society tells us we should do. Thus the title, "Self-Reliance," refers to relying on our own inner voice, our own soul, to discover what our unique vocation is. What our vocation should be is pointed out to us through the memories that stand out most sharply in our minds. Our memories are "sculpted" by God, not random chance, and are formed in a certain way to push us toward a particular pre-ordained path. Because God (or the divine force) wills it so, we remember this face and not that face. Likewise, a certain fact and not another impresses itself on our minds. As we remember certain people, certain faces, certain facts we have learned, they stand out in relief and they form or sculpt us. For example, we might most sharply remember a great teacher and then facts about teaching might stick with us, and those together would indicate that perhaps we are destined to be a teacher, no matter what society says about that as a good or bad vocation. We shouldn't ignore or pretend this sculpting doesn't exist, Emerson states, because doing so will destroy our peace of minds. 

What are children's issues with separation and divorce?

Introduction

At the beginning of the twenty-first century, every year more than one million children in the United States experienced the divorce of their parents, according to the U.S. Bureau of the Census. It was estimated that about 40 percent of all children would experience divorce before they reached eighteen years of age.

Most studies regarding children’s issues in divorce conceptualize the separation and divorce process as a stressful family transition to which children must adapt. These studies focus on the specific factors that children face in divorce, the protective factors that may assist them, and the range of outcomes experienced by all children of divorce. Divorce is not a discrete event but a process that begins with the specific sociological aspects in place in a particular family prior to the marital separation and continues through the divorce to the adjustment period afterward. Children are involved throughout the process and may experience a range of psychological, social, academic, and health issues as a result of the divorce. Children from different ethnic and cultural groups may experience different rates of parental divorce and remarriage and variations in specific effects.

The study of children’s issues before, during, and after separation and divorce is controversial because of the different social and political viewpoints held by family life scholars. Some scholars believe that children need two-parent homes to achieve optimum development and that divorce and single-parent families have a negative impact on the institution of the family, resulting in many social problems. Other scholars believe that it is possible for children to develop well in different family structures, including single-parent families and stepfamilies. These scholars suggest that divorce may resolve home problems and ultimately benefit the development of children by creating more healthy and positive home environments. The differences among scholars can lead to alternative interpretations of research results and very different reports of the implications of research findings for families and society.

Perspectives on Children’s Adjustment

American psychologist E. Mavis Hetherington identified five perspectives that help to explain the relationship between divorce and children’s adjustment to it. The individual risk and vulnerability perspective proposes that some parents may have characteristics or psychological problems that make it more likely that they will experience divorce. These individual factors will also have an impact on the way the parents handle the divorce and the consequences of divorce for their children. On the other hand, children have individual characteristics that may safeguard them from the negative consequences of divorce or increase their vulnerability to negative outcomes.

The family composition perspective predicts that any family structure other than the two-biological-parent family may be related to increased problems for children. Research concerning the father’s absence after divorce is related to this perspective.

The stress and socioeconomic disadvantage viewpoint notes that divorce may lead to an increased number of stressful life events, including new roles, change of residence, loss of social networks, child-care problems, conflict with the former spouse, and decreases in family finances. Children and parents may be affected negatively by these events. Research on the frequent financial problems of former spouses, especially custodial mothers, originates from this viewpoint.

The parental distress perspective indicates that tremendous variability exists in how individual parents handle all the issues and difficulties involved in divorce. Some parents are able to manage the events well and continue to provide consistent parenting to their children; other parents experience a noted deterioration in their parenting skills following divorce.

Finally, the family process viewpoint recognizes that divorced families may demonstrate disruptions in family relationships and interactions, having an impact on such processes as child discipline or child rearing. Hetherington suggests that the five perspectives complement each other and form a transactional model for understanding the impact of divorce on children.

Sociologist Paul R. Amato of Pennsylvania State University proposed a divorce-stress-adjustment model that incorporates the multiple perspectives noted by Hetherington into three factors: mediators, moderators, and adjustment. Amato noted that the divorce process may begin months or years prior to separation with a cycle involving overt conflict between the parents, attempts to renegotiate the relationship, or avoidance and denial of the problems. It is not unusual to note increased behavior problems in children at this early stage that reflect the marital discord.

Individual differences, however, may be noted between children. Some children may experience significant distress as a result of parental conflict prior to separation, so that the level of distress diminishes after marital separation. Other children may be unaware of the marital difficulties until the separation occurs, precipitating significant distress at that point. Children experience mediators or stressors that continue throughout the divorce process. They may include a decline in parental support and effective control, loss of contact with one parent, continuing conflict between parents, and economic decline.

In Amato’s model, moderators or protective factors interact with the stressors throughout the process to determine the ultimate adjustment of the child. Moderators include individual resources (such as coping skills), interpersonal resources (such as extended family support), structural resources (such as school programs and services), and demographic characteristics (age, gender, race, ethnicity, and culture) that combine to determine how a particular child will respond to the stressors of divorce. Adjustment refers to the time and intensity of psychological, behavioral, and health problems for children before they adapt to the new roles required of them by the divorce.

Most Common Issues for Children

Research on the effects of divorce on children between 1960 and 2000 consistently showed that children whose parents had divorced scored lower than children whose parents remained married on several outcome measures. Amato analyzed the research several times and noted small but statistically significant differences on measures such as conduct, academic achievement, psychological adjustment, self-concept, social competence, and long-term health. These effects continue even though more children are experiencing family divorce, the social stigma of divorce appears to have diminished, and support services for children of divorce have increased. A few studies indicate that divorce has positive results for some children, especially when divorce ends chronic high-conflict marriages that had created negative home environments, but the number of children in this type of situation is relatively low.

Research conducted by sociologist Yongmin Sun at Ohio State University confirmed that divorce is a multistage process, beginning before separation. Sun studied 10,088 students and compared the results of 798 students (8 percent) whose parents divorced over a two-year period to students whose parents did not divorce. He found that families in the predisruption phase, the period when the family is still intact before disruption of the marriage, show evidence of different family processes than do families that remain intact. The families that eventually divorced experienced deterioration in relationships between the parents and the children at least one year before the divorce. These parents did fewer things with their children, had lower expectations for the children, and were not as involved in school issues and events. The children had lower school math and reading scores and exhibited more behavior problems than did children in families that did not experience divorce.

After divorce, children may experience a variety of effects. One major problem for children of divorce is the continuation of preseparation conflict between the parents into the postdivorce period. By the second year after separation, one-third of parent relationships are still conflicted, one-fourth have achieved a cooperative coparenting relationship, and one-third are disconnected and do not interact about parenting. Continuing conflict is a problem because exposure to angry exchanges and fighting is itself a stressor for children. Conflict may also result in decreases in the quality of the parent-child relationship, including less consistent discipline, less demonstration of affection toward the child, emotional dependence on the child, less ability to control parental anger, and using the child as a cocombatant in disputes with the former spouse. Conflict that involves the child directly (such as fights in the child’s presence or arguments that focus on the child or child rearing or include the child in the dispute) is most harmful to the child. In general, the greater the degree of conflict between the parents, the more likely it is that the child will experience psychological distress. Interventions that diminish conflict are likely to have beneficial results for children of divorce.

Many children have diminished contact with their fathers following the divorce. Studies indicate that when the mother has primary physical custody, more than one-fourth of all children report that they did not see their father in the last year and only about one-fourth saw their father at least weekly. More than half of fathers are not involved at all in making decisions about their children, and half did not pay any child support during the previous year. Fathers who have joint custody, live near their children, or had stronger emotional relations with their children prior to the divorce are more likely to have regular contact after the divorce.

The effects of divorce on children often continue over time, although the immediate emotional disruption and behavioral problems may be resolved within the first two years. Interview research by Judith Wallerstein with children of divorce over a twenty-five-year period suggested that even as children grow into adulthood, there is a continuing impact of divorce on their attitudes and behaviors toward relationships and marriage. Other researchers note a variety of effects later in life, including an increased probability of divorce for the children of divorce.

Bibliography

Amato, Paul R. “The Consequences of Divorce for Adults and Children.” Journal of Marriage and the Family 62 (2000): 1269–87. Print.

Baker, Amy J. L., and Paul R. Fine. Surviving Parental Alienation: A Journey of Hope and Healing. Lanham: Rowman & Littlefield, 2014. Print.

Emery, Robert E. Marriage, Divorce, and Children’s Adjustment. 2nd ed. Thousand Oaks: Sage, 1999. Print.

Hetherington, E. Mavis, ed. Coping with Divorce, Single Parenting, and Remarriage: A Risk and Resiliency Perspective. Mahwah: Lawrence Erlbaum, 1999. Print.

O'Hagan, Kieran. Filicide-Suicide: The Killing of Children in the Context of Separations, Divorce and Custody Disputes. New York: Palgrave Macmillan, 2014. Print.

Teyber, Edward. Helping Children Cope with Divorce. Rev. ed. San Francisco: Jossey-Bass, 2001. Print.

Thompson, Ross A., and Paul R. Amato, eds. The Postdivorce Family: Children, Parenting, and Society. Thousand Oaks: Sage, 1999. Print.

Wallerstein, Judith S., and Joan B. Kelly. Surviving the Breakup. 1980. New York: Basic Books, 1996. Print.

Wallerstein, Judith S., Julia Lewis, and Sandra Blakeslee. The Unexpected Legacy of Divorce: A Twenty-five Year Landmark Study. New York: Hyperion, 2002. Print.

Wallerstein, Judith, Julia Lewis, and Sherrin Packer Rosenthal. "Mothers and Their Children after Divorce: Report from a 25-Year Longitudinal Study." Psychoanalytic Psychology 30.2 (2013): 167–84. Print.

Write the electronic configuration for an atom of barium.

The electronic configuration of an element is an arrangement of all of its electrons in various shells and gives an idea of the properties of the element. For writing the electronic configuration of an element, we need to know its atomic number.

The atomic number of element Barium is 56 and its electronic configuration can be written as:

`1s^2, 2s^2, 2p^6, 3s^2, 3p^6, 3d^10, 4s^2, 4p^6, 4d^10, 5s^2, 5p^6, 6s^2`

Thus, we can see that s, p and d orbitals are fully filled. 

Barium is an element of Group II of the periodic table and belongs to the alkaline earth metals group. The same group contains calcium, magnesium, strontium, etc. All these elements have similar electronic configurations--that is a fully filled s-orbital--and all these elements have similar properties.

Hope this helps. 

How is Henry Gatz similar to Jay Gatsby?

Henry C. Gatz, the father of the man who reinvents himself as Jay Gatsby, is similar to his son in that they are both fairly socially unskilled.  When Nick tries to have a conversation with him about Gatsby and the funeral arrangements in chapter nine, Gatz doesn't respond in ways that would be expected or even thank Nick for what he has done.

Hours after his arrival at Gatsby's house, Nick encounters Gatz "walking up and down excitedly in the hall" with obvious pride "in his son's possessions." Like Gatsby, Gatz sees material success as the mark of a person's worth and accomplishment and doesn't question the source of his son's fortune.  

It seems that both father and son believed in the viability of the American Dream.  Mr. Gatz shows Nick Gatsby's boyhood schedule and "general resolves" and proudly tells Nick that "Jimmy was bound to get ahead" and "he always had some resolves like this."

Write an equation for the precipitation reaction that occurs when the solutions lithium nitrate and sodium sulfate are mixed.

Lithium nitrate and sodium sulfate are both soluble in water so in an aqueous solution the salts will dissociate into their component ions.  A double replacement reaction would normally then proceed.

LiNO3 --> Li+ + NO3-

Na2SO4 --> 2Na+ + SO42-

2LiNO3(aq) + Na2SO4(aq) --> Li2SO4(aq) + 2NaNO3(aq)

The problem is that the products of the above reaction are both soluble in water so no precipitate is formed.  All of the reactants and products above will exist as ions in solution so there will be no driving force to push the reaction in the forward direction.  See the derivation of the net ionic equation below.

2Li+ + 2NO3- + 2Na+ + SO42- --> 2Li+ + SO42- + 2Na+ + 2NO3-

There are no changes in the substances involved in the reaction so there is no net reaction.  This is not a precipitation reaction.

What are two ways Tom and Wilson are alike?

One way that Tom Buchanan and George Wilson are alike is that their wives are unfaithful.  Tom's wife Daisy begins an extramarital affair with Jay Gatsby, and Myrtle Wilson begins an affair with Tom Buchanan.

Another way the men are similar is the way they react when they discover their wives are unfaithful.  Both are blindly angry, and both direct their anger at Jay Gatsby.  One could argue that Tom's anger is justified--after all, Jay Gatsby is trying to steal his wife.  However, George Wilson directs his anger at the wrong man.  Because George Wilson thinks that Myrtle was killed by her lover, the driver of the Rolls Royce, he goes looking for its owner.  What he doesn't know--and what Tom Buchanan doesn't tell him--is that Gatsby is not the man Myrtle has been seeing.

How Jem Finch display immaturity throughout the novel?

Jem Finch displays immaturity particularly towards the beginning of the novel. When Scout begins telling the story, Jem is only ten years old. As a ten-year-old boy, Jem displays immaturity by believing and spreading the rumors that surround their reclusive neighbor, Boo Radley. Jem is infatuated with the idea that a monstrous being lives next door. He does not hesitate to discuss with Walter Cunningham Jr., Dill, and Scout how Boo Radley is a grotesque malevolent being. He even recreates the false legends about Boo in a game the children name "One Man's Family." Jem also invades the Radley's privacy by sneaking into their yard and peeking through their window. Jem also shows immaturity by losing his temper and ridiculing his younger sister for being a "girl." However, Jem matures into an empathetic, respectful individual as the novel progresses. 

What are three metaphors and three similes in chapters seven and eight of The Outsiders?

Chapters seven and eight of S.E. Hinton's novel The Outsiders take place in the aftermath of the church fire where Ponyboy, Johnny and Dally distinguish themselves as heroes. Johnny is badly injured and will later die, while Dally is severely burned but will survive. Chapter seven describes the events leading up to the rumble between the greasers and the Socs. In this chapter, Ponyboy speaks with Randy and comes to the realization that the Socs are "just" people and have problems too. In chapter eight, Ponyboy and Two-Bit visit Johnny and Dally in the hospital. Hinton uses figurative language such as metaphors and similes in a few instances in these chapters. A metaphor is a comparison of two unlike things with the intent of giving added meaning to one of them. A simile is a metaphor which uses the words like or as in the comparison:

Metaphors:

• At the beginning of chapter seven Sodapop is joking around with the police and the reporters who have come to the hospital to talk to Ponyboy about saving the kids from the fire. Ponyboy compares Sodapop to a "long-legged Palomino colt" because he always has to be involved in whatever is going on and have his "nose" into it.


• A little later in chapter seven, Two-Bit and Steve have come to see Ponyboy, who has just come home from the hospital. Two-Bit takes a look at Ponyboy's hair, which Johnny cut as a disguise while they were at the church, and compares Ponyboy to someone who has been scalped by "wild Indians." He says, "What little squaw's got that tuff-lookin' mop of yours, Ponyboy?"


• The greasers compare Darry to "Superman" because he is extremely muscular and strong. 

Similes

• Ponyboy compares Darry's muscles to large baseballs. Ponyboy describes the time that Two-Bit's mother warned Darry about leaving the door unlocked because of burglars. Darry said he wasn't afraid of burglars, "flexing his muscles so that they bulged like oversized baseballs..."


• While Ponyboy and Two-Bit are visiting Johnny in the hospital, Johnny is so pale that Ponyboy compares his color to the pillow: "he was as pale as the pillow and looked awful."


• After confronting Johnny's mother, who is quite bitter over her son's choice of friends, Ponyboy thinks about his own mother and compares her beauty and personality to that of Sodapop and Darry: "I remembered my mother...beautiful and golden, like Soda, and wise and firm, like Darry" 

What makes children at high risk for schizophrenia?

Introduction

By the 1960s, it had been well established that schizophrenia often ran in families. The general population rate for the disorder is about 1 percent. In contrast, it has been estimated that children who have one biological parent with schizophrenia have a 10 to 15 percent chance of developing the disorder. When both biological parents are diagnosed with schizophrenia, the risk rate is thought to be around 40 percent. It is apparent, therefore, that offspring of schizophrenic parents are indeed at heightened risk for developing the disorder.

The term “high risk” has been applied to biological offspring of schizophrenic parents, because they are known to be at genetic risk for the disorder shown by their parents. Numerous researchers have studied high-risk children and adolescents to shed light on the origins of schizophrenia. Traditional studies focused on the high-risk children of schizophrenic parents, and the second generation of high-risk studies studied adolescents and young adults with a family history of schizophrenia and treated them in early intervention programs.

The importance of research on children at risk for schizophrenia stems from a need to understand the precursors of the illness. Over the years, researchers have studied schizophrenia from many different perspectives and with a variety of methods. Despite many decades of work, however, investigators have been unsuccessful in identifying the causes or developing a cure. Some progress has been made in clarifying the nature and course of schizophrenia, and there have been considerable advances in the pharmacological treatment of symptoms; however, the precursors and the origins remain a mystery.

Because the onset of schizophrenia usually occurs in late adolescence or early adulthood, patients typically do not come to the attention of investigators until they have been experiencing symptoms for some period of time. At that point, researchers have to rely on the patient and other informants for information about the nature of the individual’s adjustment before the onset of the illness. These retrospective accounts of the patient’s functioning are often sketchy and can be biased in various ways. Yet it is well accepted that progress toward the ultimate goal—the prevention of schizophrenia—will not be achieved until researchers are able to identify individuals who are vulnerable to the disorder.

In response to this concern, several investigators emphasized the importance of studying the development of individuals known to be at heightened statistical risk for schizophrenia. Specifically, it was proposed that repeated assessments should be conducted so that data on all aspects of the development of at-risk children would be available by the time they enter the adult risk period for schizophrenia. In this way, it might be possible to identify precursors of the illness in subjects who had not yet received any treatment for the disorder. Another major advantage of studying subjects before the provision of treatment is that it makes it possible to differentiate true precursors of the illness from the consequences or side effects of treatment for the illness.

Methodological Issues

One of the major challenges in conducting high-risk research is locating the sample. As previously stated, schizophrenia is a relatively rare disorder in that it occurs in about 1 percent of the general population. Moreover, because most schizophrenic patients experience an onset of illness in late adolescence or early adulthood, they are less likely to marry or have children. This is especially true of male schizophrenic patients. Consequently, the majority of the subjects of high-risk research are offspring of schizophrenic mothers. Further, of the schizophrenic women who do have children, a substantial portion do not keep their children but instead give them up for adoption. This further complicates the task of identifying samples of high-risk children. To be assured of identifying a sample of adequate size, researchers in this field establish formal arrangements with local treatment facilities to increase their chances of identifying all the high-risk children in their geographic area.

Another important issue confronted by high-risk researchers is the question of when the study should be initiated. Most investigators are interested in identifying the very earliest signs of vulnerability for schizophrenia. Therefore, it is desirable to initiate a high-risk study with infant subjects. In this way, investigators will be able to examine the entire premorbid life course of patients. If there are any markers of vulnerability apparent in infancy, they will be able to identify them. The investigator who initiates a study of infant subjects, however, must wait an extended period of time to gather any information about their adult psychiatric outcomes. To reduce the period between the initiation of the study and the entry of the subjects into the major risk period for schizophrenia, most investigators have initiated high-risk projects on subjects who are in middle or late childhood.

The problem of attrition (loss of subjects) is another aspect of concern to high-risk researchers. As mentioned, the long-term goal is to compare those high-risk children who succumb to schizophrenia to those who do not. Consequently, the most crucial information will be provided only when the researchers are knowledgeable about the adult psychiatric outcome of the subjects. Because a sample of one hundred high-risk children may eventually yield only ten to fifteen schizophrenic patients, it is of critical importance to investigators that they maintain contact with all subjects so that they can determine their adult psychiatric outcomes.

The question of how to select an appropriate comparison group is salient to high-risk researchers. One of the ultimate goals is to identify specific signs of vulnerability to schizophrenia. An important question is whether the signs identified by researchers are simply manifestations of vulnerability to any adult psychiatric disorder or signs of specific vulnerability to schizophrenia. To address this question, it is necessary to include groups of children whose parents have psychiatric disorders other than schizophrenia.

Early Studies

Conducting longitudinal studies of these high-risk children is an efficient way of studying individuals who are most likely to develop schizophrenia. The first large-scale prospective longitudinal study of high-risk children was initiated in Denmark in the mid-1960s by Sarnoff Mednick and Fini Schulsinger. They followed a group of one hundred children who had at least one schizophrenic parent and two hundred comparison children whose parents had no psychiatric disorder. Since the Danish study was initiated, a number of other research groups have started similar high-risk research programs.

A second longitudinal study of particular note is the New York High-Risk Project, led by L. Erlenmeyer-Kimling. Erlenmeyer-Kimling and her associates followed two independent series of three groups of children: children with at least one schizophrenic parent, children with one or two parents with major affective disorder (typically depression), and children whose parents were not diagnosed with or described having a mental illness. One notable feature of the New York High-Risk Project is that the investigators included an at-risk comparison group, consisting of offspring of other psychiatrically disturbed individuals. Comparisons between high-risk offspring (children with at least one schizophrenic parent) and offspring of mood-disordered parents is especially useful in identifying behavioral precursors that are specifically associated with the later development of schizophrenia rather than an adult psychiatric outcome in general.

Research Findings

The results from studies of high-risk children suggest that the predisposition for schizophrenia may be detectable at an early age. Reports on the developmental characteristics of high-risk children have revealed some important differences between children of schizophrenic parents and children whose parents have no mental illness. The differences that have been found tend to fall into three general areas: motor functions, cognitive functions, and social adjustment. When compared with children of parents without reported or diagnosed mental illness, high-risk subjects have been found to show a variety of impairments in motor development and motor abilities. Infant offspring of schizophrenic parents tend to show delays in the development of motor skills, such as crawling and walking. Similarly, studies of high-risk subjects in their middle childhood and early adolescent years reveal deficits in fine and gross motor skills and coordination. It is important to emphasize, however, that these deficiencies are not of such a severe magnitude that the child would be viewed as clinically impaired in motor skills. However, the deficiencies are apparent when high-risk children, as a group, are compared with children of parents without mental illness.

Numerous studies have found that children at high risk for schizophrenia also show impairments in cognitive functions. Although their scores on standardized tests of intelligence are within the normal range, they tend to be slightly below those of children of parents who are not high-risk. With regard to specific abilities, investigators have found that high-risk children show deficiencies in their capacity to maintain and focus attention. These deficiencies are apparent as early as the preschool years and involve the processing of both auditory and visual information. Recall that the New York High-Risk Project included a comparison group of offspring of individuals with affective illnesses such as depression. The results of the project, which started in 1971 and has now followed the offspring from childhood to mid-adulthood, indicated that attention deviance, impairments in gross motor skills, and memory deficits were relatively unique to risk for schizophrenia. That is, these deficits were more prevalent in high-risk children (offspring of schizophrenic parents) than among offspring of affectively ill parents. Erlenmeyer-Kimling and associates have noted that among all the neurobehavioral predictors of later development of schizophrenia, attention deviance appears to be the most specifically related to genetic risk for schizophrenia. In the New York High-Risk Project, the offspring of schizophrenic parents showed more attention deviance than either the offspring of affectively ill parents or the offspring of parents who were not considered high-risk. Because attention deficits have been found so consistently in high-risk children, some researchers in the field have suggested that these deficits may be a key marker of risk for schizophrenia.

When compared with children of parents without psychiatric disorders, offspring of schizophrenic parents tend to manifest a higher rate of behavioral problems. These include a higher rate of aggressive behaviors, as well as an increased frequency of social withdrawal. In general, children of schizophrenic parents are perceived as less socially competent than comparison children. It is important to take into consideration, however, that children of parents with other psychiatric disorders are also found to show problems with social adjustment. Consequently, it is unlikely that behavioral adjustment problems are uniquely characteristic of risk for schizophrenia.

Research Applications

The goal of high-risk research is to identify factors that can successfully predict those who are most likely to develop subsequent cases of schizophrenia or schizophrenia-related disorders. Only a subgroup—in fact, a minority—of high-risk children will eventually manifest schizophrenia. The most significant question, therefore, is not what differentiates high-risk children from a comparison group, but rather what differentiates high-risk children who develop schizophrenia from high-risk children who do not. Even those individuals who are predicted to be at heightened risk who do not eventually develop schizophrenia are interesting and potentially informative. The high-risk offspring who do not develop schizophrenia can inform investigators about resiliency factors that are likely to be important. Only a few high-risk research projects have followed their subjects all the way into adulthood. Only limited data are thus available regarding the childhood characteristics that predict adult psychiatric outcome. The findings from these studies confirm the predictions made by the researchers. Specifically, the high-risk children who eventually develop schizophrenia show more evidence of motor abnormalities, memory deficits, and attention dysfunction in childhood than those who do not.

The findings of neurobehavioral abnormalities in preschizophrenic individuals during childhood are consistent with the etiologic hypotheses held by most researchers in the field. Specifically, such abnormalities would be expected in a disorder that is presumed to be attributable to a central nervous system impairment that is, at least in part, genetically determined. These findings are consistent with the hypothesis that an early brain insult may manifest itself in neurobehavioral abnormalities early on but can remain latent (unexpressed) as clinical symptoms for many years.

Limitations

Like all approaches to research, the high-risk method has some limitations. One limitation concerns whether the findings from these studies can be generalized to a wider population. Although it is true that schizophrenia tends to run in families, it is also true that the majority of schizophrenic patients do not have a schizophrenic parent; children of schizophrenic parents may represent a unique subgroup of schizophrenic patients. The fact that they have a parent with the illness may mean that they have a higher genetic loading for the disorder than do schizophrenic patients whose parents have no mental illness. Moreover, there are undoubtedly some environmental stresses associated with being reared by a schizophrenic parent. In sum, high-risk children who become schizophrenic patients may differ from other schizophrenic patients both in terms of genetic factors and in terms of environment. Some other problems with the method mentioned above include subject attrition and the extensive waiting period required before adult psychiatric outcome is determined.

Some investigators have attempted to address the issue of identifying markers of vulnerability with alternative methodologies. For example, one group has used childhood home movies of adult-onset schizophrenic patients as a database for identifying infant and early childhood precursors. Up to this point, the findings from these studies are consistent with those from high-risk research. Others have studied siblings of schizophrenic individuals who are within the period of greatest risk for the development of the disorder (ages eighteen through thirty). Biological siblings of individuals with schizophrenia are at heightened risk for the development of schizophrenia, typically approximately ten to fourteen times greater than the general population.

Implications of Genetic High-Risk Studies

Based on the research findings, there is good reason to believe that individuals who develop schizophrenia in adulthood manifested signs of vulnerability long before the onset of the disorder, perhaps as early as infancy. These findings have some important implications. First, they provide some clues to etiology; they suggest that the neuropathological process underlying schizophrenia is one that begins long before the onset of the clinical symptoms that define the illness. Therefore, the search for the biological bases of this illness must encompass the entire premorbid life course. Second, the findings suggest that it may be possible to identify individuals who are at risk for schizophrenia so that preventive interventions can be provided.

Early Intervention and Preventive Medication

Findings based on the first generation of high-risk studies provide the framework for establishing the validity of prodromal clinical indicators and for understanding the nature of the premorbid as well as the earliest prodromal (prepsychotic) phases of schizophrenia.

Since the late l990s, several clinicians and investigators in North America, Europe, and Australia have begun to identify and treat adolescents and young adults at clinical risk for schizophrenia or in the prodromal phase of the disorder. In nearly all these programs, targeted at-risk individuals are treated preemptively with low doses of atypical antipsychotic medications such as risperidone (Risperdal) and olanzapine (Zyprexa). The goal of this treatment is to prevent the onset of the illness, or at least to halt the progression to illness. However, because no one is certain how many individuals in the clinically at-risk group would actually develop schizophrenia if left untreated, early intervention in schizophrenia is an ethically complex issue that has met with some controversy.

Patrick McGorry and Alison Yung, leaders of the Australian research group, one of the first to initiate an early intervention program, have been outspoken proponents of the preventive medication strategy. They argue that the premorbid phase and the prodromal phase are windows of opportunity for intervention. Indeed, some research suggests that the longer the duration of untreated psychosis, the poorer the disease outcome. However, the prodromal phase—the period directly preceding the onset of psychosis—can be determined only retrospectively. Development of schizophrenia is neither inevitable or predetermined for any of the at-risk individuals enrolled in these early intervention programs. Therefore, there will be individuals in the treatment group who would have never developed the illness; these are known as false positives.

Defining At-Risk Clinical Status

To minimize the number of false positives, careful screening and identification of the at-risk population is critical. McGorry, Yung, and associates consider individuals meeting any of their definitions of at-risk mental state as being at ultra-high risk. They define at-risk mental status as attenuated (subsyndromal) psychotic symptoms; transient psychotic symptoms that resolve within one week; or genetic risk for schizophrenia that was accompanied by marked decline in functioning over a six-month period. Other clinical research teams, such as the one led by Barbara Cornblatt and Todd Lencz, have adopted additional criteria for defining at-risk mental status. The expanded criteria include subsyndromal negative symptoms of schizophrenia such as social withdrawal, depressed mood, reduced motivation, sleep disturbance, and anxiety. The advantage of this approach is that it enables earlier identification of clinical high-risk individuals and therefore possible earlier enrollment in the preventive treatment program. The researchers note that many, but not all, of the at-risk individuals may later show attenuated psychotic symptoms. Regardless of their definition of at-risk mental status, there is consensus among the early intervention researchers that individuals who enroll in these programs must be either symptomatic or subjectively distressed, be seeking treatment, and equally important, must give their informed consent.

Treatment Issues

Early intervention programs have been criticized because although the predictive accuracy of presumed prodromal signs and symptoms has not been established, many research clinicians are treating at-risk individuals with antipsychotic medications. Although the newer antipsychotic medications have lower risks of extrapyramidal symptoms and tardive dyskinesia, they are nonetheless associated with significant weight gain, sexual side effects, and long-term medical complications such as diabetes and cardiovascular problems. Others point out that the effects of long-term treatment with atypical antipsychotic medications on the developing adolescent brain are unknown. One distinctive aspect of Cornblatt and Lencz’s early intervention program in New York is that the first line of treatment offers alternatives to antipsychotic medications. According to preliminary reports, treatment with antidepressants, antianxiety medications, and mood stabilizers has been equally effective as antipsychotics in terms of improving the functioning of the clinically at-risk participants.

Preliminary Outcomes

The interim findings of early intervention studies have become available. Overall, the studies are consistent in terms of the percentage of at-risk individuals who had developed a psychotic disorder within approximately two years. The results of a multisite longitudinal study of at-risk individuals in North America revealed that 35 percent of the group developed psychosis. McGorry’s group reported that 40 percent of their at-risk participants developed psychosis. Genetic risk with functional decline was a strong predictor of later psychotic outcome. The possibility that the percentage of at-risk individuals who developed schizophrenia or another psychotic disorder over that time period might have been considerably higher had they not been enrolled in an early intervention program cannot be ruled out.

Clearly, there are potential advantages and disadvantages associated with this second generation of high-risk research. The advances in high-risk research indicate that there are several methods for viewing the developmental course of schizophrenia. These methods include not only prospectively following genetically high-risk individuals through the age of risk, but also following clinically high-risk individuals and intervening preemptively, while collecting information regarding their neurocognitive, social, psychophysiological, and clinical functioning.

Bibliography

Carlisle, L. Lee, and Jon McClellen. "Psychopharmacology of Schizophrenia in Children and Adolescents." Pediatric Clinics of North America 58.1 (2011):205–18. Print.

Corcoran, Cheryl, Dolores Malaspina, and L. Hercher. “Prodromal Interventions for Schizophrenia Vulnerability: The Risks of Being ’At Risk.’” Schizophrenia Research 73 (2005): 173–84. Print.

Erlenmeyer-Kimling, L., et al. “Attention, Memory, and Motor Skills as Childhood Predictors of Schizophrenia-Related Psychoses: The New York High-Risk Project.” American Journal of Psychiatry 157 (2000): 1416–22. Print.

Goode, Erica. “Doctors Try a Bold Move Against Schizophrenia.” The New York Times, December 7, 1999, pp. F1, F6. Print.

Gooding, Diane C., and William C. Iacono. “Schizophrenia Through the Lens of a Developmental Psychopathology Perspective.” In Risk, Disorder, and Adaptation. Vol. 2 in Manual of Developmental Psychopathology, edited by D. Cicchetti and D. J. Cohen. New York: John Wiley & Sons, 1995. Print.

Masi, Gabriele, and Francesca Liboni. "Management of Schizophrenia in Children and Adolescents." Drugs 71.2 (2011): 179–208. Print.

Mednick, Sarnoff A., and Thomas F. McNeil. “Current Methodology in Research on the Etiology of Schizophrenia: Serious Difficulties Which Suggest the Use of the High-Risk Group Method.” Psychological Bulletin 70, no. 6 (1968): 681–93. Print.

Schofield, Michael. January First: A Child's Descent into Madness and Her Father's Struggle to Save Her. New York: Broadway. 2013. Print.

Seidman, Larry J., et al. Neuropsychological Performance and Family History in Children Age 7 Who Develop Adult Schizophrenia or Bipolar Psychosis in the New England Family Studies." Psychological Medicine 43.1 (2013): 119–31. Print.

Torrey, E. Fuller. Surviving Schizophrenia: A Family Manual. 6th ed. New York: Harper Perennial, 2013. Print.

How did Stalin work with Roosevelt and Churchill to achieve his goals?

Many of the major decisions that Soviet Premier Josef Stalin came to with U.S. President Franklin Roosevelt and British Prime Minister Winston Churchill occurred at the Yalta Conference.

When the three country leaders met at Yalta, the countries already felt certain that they would defeat the Nazi influence in Europe. However, Churchill and Roosevelt recognized that getting the Soviet Union involved in the fight in the Pacific could be advantageous in helping them attain victory there as well.

Though Stalin agreed to send Russian troops to assist in the Pacific to fight against Japan, he had the upper hand in negotiations, as the Soviet Union didn't necessarily need to fight in the Pacific.

Upon agreeing to join with U.S. and British forces at the Yalta Conference, Stalin negotiated his country's participation and influence for the time when Japan would surrender. The Soviet Union was able to gain influence in the southern part of Sakhalin and the Kurile Islands. Perhaps more importantly, the Soviet Union would gain a share in operating the Manchurian railroads.

Stalin also negotiated with Churchill and Roosevelt how the countries would relate with European countries after the countries were liberated from the Nazi regime. Stalin negotiated the inclusion of communists in post-war Poland government posts. During negotiations, Stalin also got Churchill and Roosevelt to agree that countries bordering the Soviet Union should be friendly to the Soviet regime.

In To Kill A Mockingbird, give me your opinion on why Dolphus Raymond is an unreasonable character in the book.

Most people would argue that Dolphus Raymond is completely reasonable. He is a white man who has chosen to live with a black woman and have a family with her. He makes this choice with the knowledge that most people in town will not approve. In Maycomb, the races are still completely separate and racism still pervades all aspects of social life. So, when he decides to pretend to be the town drunk, there is a reason for this. In Chapter 20, Dolphus says that he acts like a drunk to give people a reason for his behavior. Since they can not accept that he would choose to live with a black woman, he pretends to be a drunk. He explains: 

I try to give ‘em a reason, you see. It helps folks if they can latch onto a reason. When I come to town, which is seldom, if I weave a little and drink out of this sack, folks can say Dolphus Raymond’s in the clutches of whiskey—that’s why he won’t change his ways. He can’t help himself, that’s why he lives the way he does. 

For the sake of argument, one could certainly argue that this is unreasonable. Even though Dolphus is simply trying to placate the racists in town, he gives people the impression that a white man would have to be drunk all of the time to even consider living with a black woman. In this sense, Dolphus is being unreasonable in terms of challenging racist notions in the South. With his message, that a white man must be drunk in order to live with a black woman, he is confirming those racist notions. And this is unreasonable if he, or anyone, wanted to show that such a union/family is completely reasonable. 

How does Prospero tame Caliban in The Tempest?

Prospero teaches Caliban basic skills and then continually threatens him. 

Caliban believes the island is his by right, not Propsero’s. Prospero has magic, though, and can make the inhabitants of the island obey his will. He is particularly cruel with Caliban because he believes Caliban tried to assault his daughter Miranda. Prospero uses Caliban as a slave and punishes him relentlessly. 

When Prospero first landed on the island, he seems to have had a better relationship with Caliban. Caliban showed him where to find food and fresh water, and Prospero and Miranda taught Caliban their language and other features of their culture, such as the Man in the Moon. Then Caliban targeted Miranda, and that was it. 

PROSPERO

Thou most lying slave,
Whom stripes may move, not kindness! I have used thee,
Filth as thou art, with human care, and lodged thee
In mine own cell, till thou didst seek to violate
The honour of my child. (Act 1, Scene 2) 

Caliban doesn’t deny it, he just says he wishes he was successful because he would have “peopled else/This isle with Calibans.” As a result of this conflict, Prospero calls Caliban his slave, and constantly threatens him with violence.

PROSPERO

If thou neglect'st or dost unwillingly
What I command, I'll rack thee with old cramps,
Fill all thy bones with aches, make thee roar
That beasts shall tremble at thy din.

CALIBAN

No, pray thee.

Aside

I must obey: his art is of such power,
It would control my dam's god, Setebos,
and make a vassal of him. (Act I, Scene 2) 

Caliban knows that, as long as Prospero has magic, there is little he can do. That’s why Caliban tries to convince Trinculo and Stephano to kill Prospero. The three bumble through the rest of the play until Prospero finally forgives Caliban when he gives up his magic and leaves the island.

What experiment can I perform to show that the higher the dissolved oxygen content of water is the better the performance of fish is?

Well, the most important thing about an experiment is to only change one variable at a time, so the variable you would change is dissolved oxygen content. I would have five tanks, one as a control tank with nothing adding or subtracting oxygen, two with supplemented oxygen, and two with reduced oxygen.

To supplement oxygen, it may be cheapest to introduce plants. Unfortunately, however, this will change a variable in the experiment. I would suggest using aeration inside the tank filter, to prevent aerator noise from disturbing the fish. Using a paddle wheel or bubble aerator in the filter would be efficient and cost effective.

To lower the portion of dissolved oxygen, you can saturate the water of the tank with carbon dioxide instead. To do this, I would run a line to a canister of pressurized carbon dioxide, feeding the gas through a bubble aerator in the filter to carbonate the water, occupying the water in the place of oxygen. Be careful with this, however, as it can be somewhat tricky to get a balance of excess carbon dioxide that fish can survive. In the event fish are unable to survive, use the tanks as control or oxygenated tanks instead.

It would be wise to keep tabs on the oxygen content of the tanks while you experiment. I suggest purchasing an oxygen meter for each tank and collecting data continuously. Fish consume resources differently depending on the time of day, activity levels, and other factors.

To test fish 'performance,' I can suggest a few methods. One is to see how active fish are through observation. Better numbers can be taken if you start keeping track of fish deaths in each tank. You can try measuring how much food the fish consume as well- fish may stop eating as much, so scooping out leftover food and weighing it can be a viable method. Certain fish can give clues about their living conditions based on color, like GloFish. Finally, reproductive activity can give clues about fish performance. Fast breeding fish like minnows would work well in that application.

To conclude, make sure you do not change anything besides oxygen between the tanks. Same feeding, same light, same number of fish. Do that, and you have the setup of a good experiment.

Who were not involved in the deaths of the two lovers, Romeo and Juliet, in Shakespeare's Romeo and Juliet?

Whether directly or indirectly, all the personages of the tragedy Romeo and Juliet are involved in the deaths of the two lovers.

Even the Prince declares that all have been involved in the tragic deaths of the young lovers:

Go hence, to have more talk of these sad things.
Some shall be pardoned and some punished. (5.3.323-324)

Here is how the various characters have been involved in the deaths of Romeo and Juliet:

• In the opening scene, the servants of both the Capulet and the Montague households insult each other and renew the feuding which creates the tension that exists throughout the drama, a tension that eventually leads to the deaths of Romeo and Juliet.


• Tybalt and Benvolio become engaged as Tybalt threatens Benvolio with his sword drawn. Further in the play, Tybalt wants to kill Romeo at the Capulet party, he fights with Mercutio and Romeo, and is killed by Romeo, who is then banished from Verona, a situation which leads to tragic ends.


• Lord Montague and Lord Capulet come out to fight during the brawl in the first act. Lord Capulet later demands that Juliet marry Paris, precipitating Juliet's reactive actions that lead to her death.


• Benvolio inadvertently initiates conflicts because he urges Romeo to attend the Capulet party, where Romeo sees Juliet for the first time. If Romeo had not seen Juliet, he may not have every met her, and would still be alive.


• Mercutio has a temper that matches Tybalt's; their fight causes Romeo, who has just married Juliet, to try to intervene. Tragically, Romeo kills Tybalt, an act that leads to his banishment and, later, his receiving of misinformation about Juliet that causes him to purchase poison. 


• The Nurse acts as an intermediary for Juliet, arranging for Romeo to consummate the marriage with Juliet in her apartments. Further in the play, the Nurse encourages Juliet to marry Paris although she knows that Juliet is already married to Romeo. This action is part of what precipitates Juliet's drinking the potion which places her in the Capulet catacomb, the place where she later discovers a dead Romeo who has sought her. In her terrible grief, Juliet then kills herself.


• Peter, the Nurse's servant accompanies her when she meets Mercutio; however, he does not report to the Capulets the romance between Juliet and the enemy Montague. (His report may have changed the course of things.)


• Friar Laurence is probably the most responsible for the death of Juliet because he has taken upon himself to perform the marriage ceremony of Romeo and Juliet, he has given Juliet the potion to drink, he has said nothing to the parents of the lovers, and he has abandoned Juliet in the tomb where she awakens and discovers Romeo's dead body, a sight which leads to her suicide.


• Lord and Lady Capulet insist that Juliet marry Paris. Their angry reactions to Juliet's pleas alienate her from her parents, causing her to turn to Friar Laurence in her dilemma. His potion buys time, but places her in a fatal situation later on, a situation brought about because of the parents' insistence that she marry Paris. 
  Lord Capulet angrily rejects his daughter by fatally ordering her to go to the church on Thursday or "never after look me in the face." Similarly, Lady Capulet dooms Juliet: "I would the fool were/married to her grave."

True or False: An increase in nominal GDP will always result in increases in real GDP. Increases in a positive GDP gap are associated with...

Both of these statements are false.  Nominal GDP is simply the market value of all final goods and services produced in a given country in a given year.  This means that nominal GDP can go up just because prices go up, even if the country does not actually produce more things than it did in the previous year.  Real GDP takes inflation into account.  Thus, if there is inflation, nominal GDP can go up even as real GDP remains the same or drops.  This is not common, but it is possible.

When you have a positive GDP gap, you actually have inflation, not unemployment.  A positive GDP gap means that the economy is producing more than it can sustain in the long run.  Clearly, a country could not be producing “too much” if it had high unemployment.  As the size of the positive GDP gap increases, you would get more inflation and less unemployment.

I don't understand the term standard atmospheric pressure. At sea level, is the pressure on mercury 760 mmHg? Why is a mercury column used as the...

The air in our atmosphere is made of molecules of gases such as oxygen and nitrogen gas. These molecules have a mass and are made of matter, thus gravity pulls them downward towards the earth's surface. We have the weight of the entire atmosphere (from space down to us) sitting on top of us our entire lives, and the exact weight of the atmosphere at any given time is referred to as atmospheric pressure. 

Normally we have around 1 atmosphere of pressure on us, or 1 atm. This number can go up or down based on a number of conditions including humidity, temperature, and altitude. The higher in the atmosphere you go the less air is above you, thus the lower the pressure. Sea level is used as the standard, as all other heights are also based off of this value. 

The current tool used to measure air pressure is the barometer, a large compass-like tool that can finely weigh the air and show the results as atmospheres, torr, or millimeters of mercury (mmHg for short). The first barometer, built in 1644 by Evangelista Torricelli, used a large glass tube and liquid mercury over a plate. Based on the air pressure each day the mercury would move up or down in the tube and it was measured in millimeters, thus millimeters of mercury (mmHg). The accepted "normal" air pressure at sea level is indeed about 760 mmHg or 1 atm of pressure. We may have created better technology than the large open tubes of mercury but the old standard unit still remains, even if no modern barometer uses mercury any more. 

What are the origins, immediate causes, course of phenomenon and consequences of the Shoah/Holocaust?

Shoah, Hebrew for catastrophe or calamity, has become a preferred term among Jewish people referring to the events of the Holocaust.

The origins of the Holocaust can be traced back to German anti-Semitic sentiment as early as the Middle Ages. The mid to late 1800s brought the Völkisch movement, which espoused a pseudo-scientific view of Jewish people as a race threatening the purity of the Aryan race. These ideas were highly influential to the development of Nazi ideals.

Germany’s anti-Semitism had three main sources—cultural, racial, and religious. Immediate causes of the Holocaust include economic pressure from the Great Depression. Before Hitler came to power, the medical community was already starting to promote euthanasia as a cost-saving measure and eugenics to encourage racially valuable traits and get rid of racially undesirable traits. Hitler’s 1925 autobiography Mein Kampf admits to hatred of Jews and announced his intention to remove them from participation in German society.

The course of the phenomenon progressed from the Nazi party taking power in 1933 and Hitler becoming chancellor. Throughout the 1930s, the rights of Jewish people in Germany were increasingly restricted. The first concentration camp was established in Dachau, originally imprisoning Communists. In 1938, the terror increased on Kristallnacht, the “Night of Broken Glass,” when Nazis attacked and vandalized Jewish people, synagogues, and businesses throughout Germany and Austria, and 30,000 Jews were sent to concentration camps. By 1940, Jews were forced into ghettos. Nazis began deporting Jews and carried out the first mass murder of Jews in Poland. By 1942, Nazi officials planned to kill all European Jews. In 1944, Hungarian Jews were deported to the Auschwitz concentration camp where they were murdered. The loss of Jewish life is estimated at close to six million people.

Consequences of the Holocaust include the plight of displaced persons, often without surviving family members and facing persistent anti-Semitism in their home countries. An estimated 170,000 Jewish survivors immigrated to Israel by 1953, but many faced economic hardship there. Of the hundreds of thousands of Nazis responsible for these injustices, only 31,651 Nazis went to trial. The long-term cultural, social, and psychological effects of this large-scale genocide are still being felt.

How does colorism help destroy the town in Toni Morrison's Paradise?

In Paradise, Morrison explores the ways in which black people have internalized systematic preferences for lighter skin, and residents of Ruby engage in prejudices based on skin color even without crossing racial lines. Before Haven/Ruby is established as a town, its founders are barred from other communities because dark complected "negroes" are unwanted there. The people of Haven, noticing pervasive social prejudices against former slaves, poorer black people and darker complected black people, see "a new separation": where once white prejudice against black people was the social norm, now light-skinned black people were engaging in prejudice against dark-skinned people.

In what appears to be a subversion of this norm, Ruby becomes a place where darker skin is celebrated and lighter skin is perceived as undesirable. Darker skinned people in Ruby are considered more eligible for marriage; people are described as marrying darker complected people to compensate for their own paler complexions, thereby raising their social station in Ruby. Morrison attributes the colorism in Ruby to a multi-generational legacy of internalized racial hatred, and conveys the idea that Ruby, though seemingly subverting colorism and internalized racism, was in fact mimicking the white race's subjugation of black people.

Please explain how resource mobilization theory explain some social movements. Give examples

Resource mobilization theory was a significant departure from previous theories of social movements, which were based primarily on psychological factors. Resource mobilization theory abstracts away from most psychological factors and instead treats human beings as rational agents, who act in their own self-interest according to the resources available to them. (In this respect resource mobilization theory was heavily influenced by rational choice theory in political science and neoclassical rational agents in economics.)

Under resource mobilization theory, people will not join a social movement simply because they believe it advances collective interests; they will only do so if the benefit exceeds the cost to them specifically. This is a somewhat cynical view of human behavior: Essentially, people don't join social movements to make the world a better place; they do it to make themselves better off---in some formulations, literally because they get paid a share of the bounty at the end.

I think resource mobilization theory is actually best at explaining failed social movements---they failed because they were unable to establish a collective identity, so they dissolved as soon as the individual cost exceeded the individual benefit. It is also fairly good at explaining the so-called "iron law of oligarchy" (which is hardly so strong as it sounds); when one oligarchy is overturned by a popular movement only to be replaced by an even more repressive oligarchy, this looks a lot like what resource mobilization theory would predict.

This kind of revolution has occurred many times around the world; most countries in Africa have undergone at least one. Idi Amin in Uganda, Robert Mugabe in Zimbabwe, Mobutu in Congo/Zaire, and Hastings Banda in Malawi are all examples of leaders who overthrew oppressive colonial regimes only to establish their own new brand of oppressive regime. They and their closest supporters benefited enormously, making their actions "rational" in the narrowly-defined sense of resource mobilization theory. Similar results occurred in the Soviet Union; while ostensibly the revolution was supposed to benefit the common people, mainly it benefited the leaders of the Communist Party.

Yet it's quite hard to see how resource mobilization theory can account for more successful and positive social movements.

The suffragettes in the US who fought so heavily for the right of women to vote couldn't have been acting in their own narrow self-interest; they were beaten and abused for months, all for what, the chance to fill out a ballot every few years? Their actions only make sense if they believed in something---if they thought of themselves as fighting not for themselves, but for all the women in America and perhaps even many women yet unborn.

Similarly, resource mobilization theory has no way to explain why so many White allies joined the Civil Rights Movement in the 1960s and marched with leaders like Rosa Parks and Martin Luther King; at least in the short run, it was hardly in the self-interest of White people to expand the rights of Black people. In fact, resource mobilization theory is even hard-pressed to explain the participation of so many Black people---because the costs of participation were immediate and personal while the benefits were delayed and widely shared. If resource mobilization theory were right, Martin Luther King would have had to essentially buy people off---pay them enormous wages to participate in the social movement, so it would be in their self-interest to bear the risk. That's a lot like what Robert Mugabe did, but it's nothing like what Martin Luther King did. MLK didn't pay people off; he persuaded them of the moral righteousness of the cause.

Some more positive changes may also be consistent with resource mobilization theory: The Magna Carta might be explicable in these terms, as the nobles who led the charge also benefited directly from the expansion of the rights of nobles, and there were few enough nobles that the benefits weren't too widely dispersed. Even the American Revolution makes some sense in these terms, as George Washington and Thomas Jefferson surely increased their own wealth and power as a result of the revolution. But even then, this explanation wears pretty thin; lower taxes were one goal of the revolution, but people rarely volunteer to fight and risk death simply to get slightly lower taxes. It was the representation part of "taxation without representation" that really seemed to matter to most people.

Resource mobilization theory may have been a necessary corrective to theories that assume that humans are perfectly altruistic and totally ideological, caring nothing for their own self-interest; but it clearly goes too far. Altruism and ideology clearly are major motivators for human behavior, as well as rational self-interest.

In The Time Machine, what events, other than the Eloi and Morlocks, depict class inequality?

In The Time Machine, the dinner party is a key event which depicts class inequality. This event is directly referenced in Chapter 2 and Chapter 12 of the story and takes place at the Time Traveller's home. The dinner party demonstrates the wealth and privilege of the Victorian middle class in a number of ways.

Firstly, the guests at the dinner party represent some of the most respectable and well-paid professions in Victorian society: there is an editor, for example, a psychologist and a doctor. 

Secondly, in this "warm and comfortable" dining room, the guests enjoy a meal prepared by a cook and are served by the Time Traveller's "man-servant;" both representative of the working classes who here symbolise subservience and inferiority. 

After dinner, the guests then go the "smoking-room" where they have cigars and talk further on the subject of time travel. This room represents middle-class wealth and privilege; it is a room that is far removed from the poverty and deprivation of late-Victorian England. 

What is the resolution of the conflict in the story "The Monkey's Paw"?

The principal conflict in W.W. Jacobs short story "The Monkey's Paw" could be described as man vs. fate. Because the Whites accept the monkey's paw from the Sergeant-Major they become entwined in the fateful evil implicit in the paw. It is an Eastern "talisman" which grants wishes, and has been responsible for malevolent occurrences in the past. The Sergeant-Major informs them that one of the men who had wishes, wished for death with his last request. When Mr. White wishes for enough money to pay off his house he is awarded that exact sum when Herbert is killed in a work related accident. His second wish, prompted by the insane pleadings of his wife, is for Herbert to be alive again. Unfortunately, Herbert was badly maimed in the accident. Moreover, he had already been buried two miles away so his presence at their doorstep some time after the second wish strikes fear in Mr. White and he abruptly wishes the corpse away in the story's climax. The resolution is that fate has destroyed an otherwise quite happy family. Temptation and evil are responsible for Herbert's death, Mrs. White's madness and Mr. White's grief.

What are nine reasons why the colonists were mad about the Tea Act in 1773?

There were many reasons why the colonists were upset with Tea Act of 1773. I will list nine reasons below.

(1) The colonists were upset because the tax on tea continued. Tea was a popular drink, and they didn’t like having to pay a tax on it.

(2)   The colonists believed any tax violated their rights as British citizens. They didn’t have representatives in Parliament that could vote on the proposed taxes. British citizens are supposed to have representatives in Parliament that could vote on proposed taxes.

(3)   The colonists believed this was another example of the British government trying to control them.

(4)   The colonists felt their voices weren’t being heard. The colonists had complained about the tax laws yet the tax on tea continued.

(5)   The colonists believed this law gave a monopoly on the trading of tea to the British East India Tea Company.

(6)   The colonists believed their freedom of choice was being limited by allowing only one company to handle the trading of tea.

(7)   The colonists believed this was another example of the British government favoring British businesses and the British people. The colonists felt their concerns were always secondary to the concerns of the British.

(8)   The colonists felt this law would hurt colonial businesses.

(9)   The colonists believed the British were continuing to send a message that the British could tax the colonists at any time.

With the colonists having so many reasons to oppose this law, it is no surprise that an event like the Boston Tea Party occurred. The colonists were angry, and they were determined to do something about it. That response came on December 16, 1773.

What is the resolution of the conflict in the book Twilight by Stephanie Meyer?

While there are many story arcs with their own plot, conflict, and resolution within the Twilight series, I will discuss the conflict of the first book and its resolution. 

The first book in the series, titled Twilight, deals with the conflict between Edward Cullen and Bella Swan. Bella is new in town, and when mysterious Edward saves her life, they develop a strained if intimate relationship. Edward is a vampire who can read people's thoughts, but he is drawn to Bella because he cannot hear what's going on her mind. Bella is drawn to Edward because he is very  handsome, mysterious, and has saved her life. Bella wants to have a relationship with Edward but he fears he will put her life at risk if he allows himself to spend time with her. For much of the book, Edward struggles with his attraction to Bella and growing love for her and his terrible worry that he or his vampire family might cause her harm.

The end of this book brings the resolution of two conflicts. Edward opens up to the idea of a relationship with Bella, believing that his love for her is stronger than the hunger he may feel. He invites her to prom and they are seen together as a couple. Their relationship is affirmed when Bella's friend Jacob asks them to break up, and she refuses. In addition to Edward and Bella's relationship conflict, there is the matter of her safety. Bella asks Edward to turn her into a vampire, and the book ends with the implication that he will "turn" her, but he does not. This is a misleading "resolution," but we find in the next book in the series that Edward intends to protect Bella from harm in other ways.

What would a psychological reading say about "The Yellow Wallpaper" by Charlotte Perkins Gilman?

Most scholars agree that "The Yellow Wallpaper" is a thrilling psychological story. 

It becomes clear over the course of the story that the unnamed woman is suffering from Postpartum Depression, which is a condition that sometimes occurs in women after they've had a baby. Symptoms, according to Mayo Clinic, include excessive crying, fatigue, depression, irritability, decreased appetite, and anxiety. If left untreated, postpartum depression can turn into Postpartum Psychosis, in which the woman experiences hallucinations, delusions, paranoia, confusion and disorientation. By the end of "The Yellow Wallpaper," it's clear that the woman has gone mad, and her hallucinations of a woman trapped inside her wallpaper prove it. 

A psychological reading of "The Yellow Wallpaper" might suggest that the woman's captivity led her to madness. Physically, mentally, and emotionally, the woman is confined. Her husband, a doctor, orders her to be kept upstairs in a room with barred windows. He belittles her, treats her like a child, and also prevents her from expressing herself creatively through her journal by forbidding her to write. He expressly tells her not to give in to her emotions or fancies. Even the author creates an effect of captivity for the woman by leaving her unnamed throughout the story - her lack of identity could also be a contributing factor to her madness.

Many psychological readings are also tied to feminist readings of the story, as the woman's gender undoubtedly contributes to her treatment as a captive of her own home. 

What was the response of the Kennedy and Johnson administrations to the civil rights movement?

Both President Kennedy and President Johnson were concerned about the inequalities that existed in the South. They were also very concerned about the images they saw and the reports they received about various protests and events that took place in the South.

President Kennedy campaigned in support of the civil rights movement. However, Congress was not too supportive of his ideas so there weren’t any signature laws passed while he was President. He did, however, propose a major civil rights bill, but it didn’t get passed while he was in office. He did appoint African-Americans to high-level positions in the government and in the courts. He also created the Committee on Equal Employment Opportunity to stop the use of discrimination in hiring and in promoting people at the federal level. The Justice Department also filed lawsuits in the South while he was President.

President Johnson was more successful in getting civil rights bills passed. The Civil Rights Act of 1964 banned segregation in public places. President Johnson used the assassination of President Kennedy as a way to get support for this bill. He said it would be a good way to honor President Kennedy’s legacy. He also used his influence and connections in Congress to get enough support to pass this bill. The Voting Rights Act was also passed during President Johnson’s administration. This ended the use of the literacy test and the poll tax as a way to stop people from voting. It also had federal workers register voters in the South.

Both President Johnson and President Kennedy supported the civil rights movement.

In "Rikki-Tiki-Tavi" by Rudyard Kipling, whom does the hero fight in the "great war"? Why does he fight?

Rikki-tikki fights the two cobras, Nag and Nagaina, because they threaten the people.

The story opens by telling us that we are going to hear about a war.

This is the story of the great war that Rikki-tikki-tavi fought single-handed, through the bath-rooms of the big bungalow in Segowlee cantonment. Darzee, the tailor-bird, helped him, and Chuchundra, the musk-rat ... gave him advice; but Rikki-tikki did the real fighting.

The war that Rikki-tikki fought was a war against snakes.  Rikki-tikki fought this war because, as a house mongoose, it was his job to protect the people and the garden from the snakes.  Rikki-tikki was brave and successful, because he defeated all of the snakes.

When Rikki-tikki washed up in the garden, the people were pleased and the cobras were not.  Rikki-tikki worried Teddy’s mother at first, because she thought the mongoose might be dangerous.  Teddy’s father assured her that the real danger was to the snakes.  Teddy was safer with Rikki-tikki there.

Rikki-tikki used cunning and perseverance to defeat the cobras.  He never let his guard down.  Even when Rikki-tikki killed a snake, he did not eat it because he did not want to be slowed down.  Thus, when he kills the little snake Karait, Rikki-tikki leaves the corpse.

That bite paralysed Karait, and Rikki-tikki was just going to eat him up from the tail, after the custom of his family at dinner, when he remembered that a full meal makes a slow mongoose, and if wanted all his strength and quickness ready, he must keep himself thin.

Rikki-tikki kills Nag first, and then Nagaina.  Nagaina is harder to kill because she has nothing left to lose at that point.  Her husband is dead, and Rikki lures her out by killing her baby cobras.  Rikki-tikki has to follow her into her hole, which is very dangerous. However, he emerges victorious.

What was William Golding trying to depict in the last paragraphs in chapter 9 of Lord Of The Flies, when Simon's body was floating out to sea? How...

The entire passage relating to Simon's body being washed out to sea uses imagery that conveys a gentleness and peace that is in direct contrast to the earlier savagery that resulted in his brutal death. The passage focuses on the beauty of nature, which was largely ignored by the boys.

...the sky was scattered once more with the incredible lamps of stars.Then the breeze died too and there was no noise save the drip and trickle of water that ran out of clefts and spilled down, leaf by leaf, to the brown earth of the island. The air was cool, moist, and clear; and presently even the sound of the water was still.

Only Simon had been able to recognize nature's beauty and he was acutely aware of it.

The passage makes it clear that Simon was a symbol of peace. He was profoundly at one with his surroundings and shared a link with nature which was absent in the other boys. Their surroundings had become only a means to an end, it provided food, water and shelter. It was, for the hunters, a space in which they could exercise their savagery. Simon, conversely, had a spritual connection with nature and he sought sanctuary within its depths, isolating himself from the rest of the boys.

This connectedness with nature is aptly depicted in the images illustrating Simon's final departure. The tiny ocean creatures seem to be acting in reverence to Simon's body. They gather at the edge of the ocean and then around his head like a farewell party there to provide a solemn goodbye to an innocent, one who has become a victim of brutality.

...the creatures made a moving patch of light as they gathered at the edge.The strange attendant creatures, with their fiery eyes and trailing vapors, busied themselves round his head. 

Golding clearly emphasises the absolute end of innocence in these images. Soon savagery and malice will triumph, for it is not long after that that Piggy is killed and the conch is destroyed. Jack's dictatorial rule results in Sam and Eric being captured, leaving Ralph alone, exposed and vulnerable. He soon becomes prey for Jack and his hunters who maliciously set out to hunt him down and kill him.

Simon, as it were, depicts spirituality and man's innate goodness. He was the one who was always prepared to assist Ralph to build shelters and care for the littluns. Although he was frail and suffered from epilepsy, Ralph instantly recognised that he was good and different to the others and, therefore, when he and Jack went to explore the island, he became an easy choice for Ralph to accompany them. Simon was also deeply intuitive and prophetic, foreseeing the impending danger and Ralph's eventual rescue. 

It is in this regard then, that he attempted to explain that the beast was within them, a concept that the others could not comprehend. To prove his point, he courageously went out by himself to find evidence that the beast, in fact, did not exist. In this venture, he also suffered hallucinations and experienced a deep spiritual encounter with the lord of the flies, a pig's head stuck on a stick.

In a hallucinatory state, after he had had a fit, he conversed with it. It was there that he confirmed the fact that malice is an innate quality present in all men. His exploration also lead him to discovering the dead parachutist, who Sam and Eric had identified earlier as the beast.

It is tragically ironic then, that Simon's attempt at informing the boys about his discovery and the true nature of their fear, results in his death. When he appears out of the foest, exhausted and filthy, during a lightning storm, the boys who are in a frenzy believe that he is the beast and attack him, brutally killing him. His body is left on the beach and later washes out to sea. The fact that the body is surrounded by a phosphorescent light highlights Simon's spirituality and his innate goodness. He is sacrificed, as it were, and becomes an unfortunate victim of the boys' malice.