What are the disadvantages and advantages of friction?

There are countless ways that friction can have disadvantages and advantages in different situations. I will provide a few examples that will hopefully lead to more ideas for you.

A main disadvantage of friction is that it causes energy in a system to be converted to heat or sound energy, making that system less efficient. A good example is an internal combustion engine used in cars. In an engine there are dozens of moving metal parts, and in places where they are touching they will experience a large amount of friction which will generate a large amount of heat that can damage the parts. This is why we use engine oil to lubricate the parts and reduce the amount of friction. If an engine has a large amount of friction, some of the mechanical energy that we want to use to move the car is transferred to heat energy, making the engine less efficient and negatively affecting gas milage.

Keeping with the car example, an advantage of friction is that it does in fact make the car move. Friction between the tires and the road allows the tires to 'grip' the road and causes the car to move forward. Without this friction, tires would just spin and the car wouldn't go anywhere. We also rely on friction to help our car stop. The more friction there is between our tires and the road, the shorter our stopping distance will be, which is usually a good thing when it comes to avoiding accidents. 

These are just a few examples of how friction has disadvantages and advantages. 

What are the similarities between Lincoln's, Johnson's, and Congress's plans for Reconstruction?

There were very few things that were similar about these three plans. Lincoln's plan had evolved by his death to include such measures as voting rights for African-American war veterans, so this was a major departure from Johnson's plan. Overall, Congressional Reconstruction featured a much greater emphasis on equality for freedmen in the South, and the federal government played a much more prominent role in making this happen. Such measures as the Freedmen's Bureau, the Civil Rights Act of 1866, and the administration of the former Confederacy by military governors featured in Congressional Reconstruction, which was promoted by a faction of so-called "Radical" Republicans. Johnson vetoed congressional legislation aimed at establishing these measures. The main feature that these plans for Reconstruction all shared was an acceptance that slavery had to be abolished and that the Southern states, or at least their leaders, had to renounce the Confederacy and swear allegiance to the Union in order to regain admission. But Congressional Reconstruction was far more attentive to the rights of African-Americans than Johnson's vision for Reconstruction.

How do I start to write an essay and come up with a thesis on death in "A Rose for Emily" by William Faulkner?

Great topic! I recommend writing your thesis statement first. It will help you plan the rest of your essay.

To create your thesis statement, try picking one of the questions below and writing one sentence to give your own opinion as the answer.

1. By writing the story, what is Faulkner saying about death?

2. How does the story portray something interesting, unusual, or surprising about death?

3. Because the story mixes the idea of death with another big idea (such as loneliness, tradition, reputation, memory, or romance,) what new insight becomes clear as a result?

4. Does the story wrongly or inappropriately represent death? How?

For example, you might answer the questions above with these respective thesis statements:

1. Faulkner's "A Rose for Emily" expresses the painful morbidity of our thoughts and actions when we are unable to accept the reality of death.

2. "A Rose for Emily" portrays the extent to which our reactions to death can be both dignified and shameful.

3. Because it explores the relationship between death and tradition, "A Rose for Emily" reveals that changing our traditions can be just as painful and difficult as accepting the death of someone we know.

4. "A Rose for Emily" fundamentally warps and misrepresents the seriousness of death, turning it into an entertaining spectacle.

As you'll notice, the four example thesis statements above all:

• Express an opinion


• Say something about the story and death


• Require explanation and proof


• Could be something that another reader disagrees with

Because they are arguable, these thesis statements are "good" in the sense that they will be easy to use as the central idea in an essay. In other words, they contain an opinion that you'll have to both explain and show evidence for. 

So, once you've settled on your thesis statement, you can write your essay around it.

Thesis statements typically appear in the introductory paragraph of an essay. Some students like to put the thesis statement as the very first sentence of the essay; some prefer to introduce the story a little bit first, and then work up to the thesis statement. Regardless of where in the introduction you want to place your thesis statement, let's figure out how to write the content of the essay.

Imagine that you've shown your thesis statement to a friend who has already read the story. Your friend will say: "Neat idea! But what do you mean, exactly? Also, show me in the story where you came up with that idea."

Write a couple of paragraphs to answer your friend's questions: say what you mean exactly, and talk about the parts of the story that make you believe your idea. This is a good time to plop in some brief quotations from the story to help explain and give support for your idea. As you write, keep imagining that you're just writing for your friend: you want to show her what you mean by your thesis statement and why you believe it.

Now imagine that your friend has read your work and says, "Okay, I see what you mean now! And I see your proof here. BUT, actually, I think you might be wrong because _____."

In other words, try to think of why someone would disagree with what you've said. Now you can write one or more paragraphs to talk about why people might disagree—and what you have to say in response to those objections. 

By this point, your essay is probably three, four, or five paragraphs long. All you have to do now is write one final paragraph (your conclusion) to say why your idea matters or say why people should care about your idea.

In the The Help by Kathryn Stockett, how did the relationship between Celia and Minny change and evolve? How is it shaped by the events in the story?

The relationship between Miss Celia and the outspoken Minny Jackson is especially engaging in the way that it evolves throughout the course of the novel. Miss Celia does not adhere to the same social norms that her peers adopt; indeed, she treats Minny more like a friend and confidant than hired help. Interestingly, Minny does not appreciate Celia’s attitude as she initially considers Celia ignorant and backward. In chapter 17, Celia asks to eat with Minny, which Minny sees as incredibly unusual:

“’But why? I don’t want to eat in there all by myself when I could eat in here with you,’ Miss Celia said. I didn’t even try to explain it to her. There are so many things Miss Celia is just plain ignorant about” (Chapter 17).

Minny does not trust Celia because she is white, and Minny is accustomed to being mistreated and degraded by her white employers. Indeed, she forms an uneasy relationship with Celia that eventually blossoms into genuine friendship. The two women help each other with major life events. Minny helps Celia through her miscarriage and her ostracized position within high society while Celia accepts Minny without judgment and is there for her when she decides to leave her abusive husband Leroy. Thus, their relationship is molded through these major events, and despite their initial relationship as employer/employee, they go on to develop a deep and sincere bond as friends.  

In "The Sniper" by Liam O'Flaherty, how do the conflicts experienced by the main character reveal his personality?

The Republican sniper, who is the protagonist of Liam O'Flaherty's short story, is at once cold and calculating, while also revealing profound guilt and regret as he battles an enemy sniper on the rooftops of Dublin during the Irish Civil War. At first, the sniper displays a fearless, calculating approach to his job. He is described as a "fanatic" who was used to "looking at death." He kills, seemingly without remorse, the old woman and the armored car commander. When he is wounded by the opposition sniper, he acts without panic, treating his wound and devising a plan to rid himself of his enemy. He tricks the Free State sniper into revealing himself by faking his own death. Then, he uses his pistol to coldly shoot his opponent. O'Flaherty even notes that the Republican sniper did so with a smile. Afterward, however, the shock and senselessness of his actions overwhelm the sniper as he temporarily breaks down into grief and madness:

The sniper looked at his enemy falling and he shuddered. The lust of battle died in him. He became bitten by remorse. The sweat stood out in beads on his forehead. Weakened by his wound and the long summer day of fasting and watching on the roof, he revolted from the sight of the shattered mass of his dead enemy. His teeth chattered, he began to gibber to himself, cursing the war, cursing himself, cursing everybody.

While being initially portrayed as heartless and machine-like, the sniper is given very human qualities in this paragraph. He understands the cruel nature of war and how it has impacted his life. Even before it is revealed that he had killed his own brother, the reader may decide that the sniper will always carry the figurative scars of warfare. After the final line of the story, it will be impossible for him to ever forget what he has done.

Is Walter Mitty considered crazy ?

I don't think that Walter Mitty is considered crazy by those around him because he does not merit that much attention.

If Walter was considered crazy, then attention would have to be paid to him. In the world that Walter lives, he does not merit that. No one pays significant attention to Walter. The people in the outside world treat him with scorn and derision. They laugh at him or simply don't acknowledge him in a meaningful way. He does not experience any significant human interaction. Even Walter's wife does not really pay significant attention to him. She dismisses him as needing a doctor to "look him over" or that he needs to have his temperature taken when they go home. However, she does not examine her husband's needs. She presumes he is fine because her needs are met. No one really pays attention to Walter and his experiences.

That leaves us with our reaction to Walter. It might be easy to dismiss him as crazy because of his frequent flights into his dreams. However, it should be clear to us that he longs for some type of meaningful personal contact. When he dreams, Walter is a person of importance. He has relevance and value to other people. Walter is not crazy for wanting some fragment of this in his daily life. He should not be seen as insane because he wants to be treated as the center of someone's universe. Walter cannot be nuts because he wants to be validated as a human being.

Walter finds in his dreams what he cannot achieve in his real life. We could fault him for being unable to articulate this need to the people around him. He might be worthy of criticism because he does not speak out against the people who denigrate him. However, this does not make him crazy. Sadly enough, it simply makes him human.

What is bacterial meningitis?

Definition

The brain and spinal cord are encased by layers of tissue. These layers are
called the meninges. Certain bacteria can cause an infection in
these layers called bacterial meningitis, a serious infection that can cause death
within hours. A quick diagnosis and treatment are vital.

Causes

Many times, the bacteria first cause an upper respiratory tract infection. Then the bacteria travel through the bloodstream to the brain. Worldwide, three types of bacteria cause the majority of cases of acute bacterial meningitis: Streptococcus pneumoniae
(the bacterium that causes pneumonia); Neisseria meningitidis
; and Haemophilus influenzae type B (Hib). In the United States, widespread immunization has almost eliminated meningitis caused by Hib. Other forms of bacterial meningitis include Listeria monocytogenes meningitis, Escherichia coli meningitis, Mycobacterium tuberculosis meningitis, and group B Streptococcus meningitis.

Newborn babies and the elderly are more prone to get sick. Some forms are spread by direct contact with fluid from the mouth or throat of an infected person. This can happen during a kiss or by sharing eating utensils. In general, meningitis is not spread by casual contact.

Risk Factors

Risk factors for bacterial meningitis are close and prolonged contact with persons with meningitis caused by Hib or N. meningitidis; a weakened immune system caused by human immunodeficiency virus (HIV) infection or other conditions; alcoholism; smoking (for meningitis caused by N. meningitidis); and living in proximity to others, such as in dormitories and military barracks (for meningitis caused by N. meningitidis). At higher risk are infants, young children, and persons older than age sixty years.

Symptoms

Classic symptoms can develop over several hours or may take one to two days.
These symptoms are a high fever, headache, and a stiff, sore neck. Other symptoms
may include red or purple skin rash, cyanosis (bluish skin), nausea,
vomiting, photophobia (sensitivity to bright lights), sleepiness, and mental
confusion.

In newborns and infants, symptoms are hard to see. As a result, infants younger than three months of age with a fever are often checked for meningitis. Symptoms in newborns and infants may include inactivity; unexplained high fever or any form of temperature instability, including a low body temperature; irritability; vomiting; jaundice (yellow color to the skin); feeding poorly or refusing to eat; tautness or bulging of soft spots between skull bones; and difficulty awakening. As the illness progresses, seizures or hearing loss, or both, can occur. This can happen to patients of all ages.

Screening and Diagnosis

A doctor will ask about symptoms and medical history and will conduct a
physical exam. Tests may include a spinal tap (removal of a small amount of
cerebrospinal
fluid to check for bacteria); other cultures (testing of
samples of blood, urine, mucus, and pus from skin infections); magnetic resonance
imaging (a scan that uses radio waves and a powerful magnet
to produce detailed computer images) to be sure the inflammation is not from some
other cause, such as a tumor; and a computed tomography scan (a detailed
X-ray picture that identifies abnormalities of fine tissue structure).

Treatment and Therapy

More than 90 percent of all people with this infection survive when they
receive immediate care that includes antibiotics and corticosteroids, which are often given together, and fluids.
Options include antibiotics, which are given intravenously (IV). This is started
as soon as the infection is suspected. The antibiotics may be changed once tests
name the exact bacterial cause. The patient usually stays in the hospital until
his or her fever has fallen. The fluid around the spine and the brain must also be
clear of infection.

Another treatment option is corticosteroids. These are usually given by IV early in treatment. They control brain pressure and swelling and reduce the body’s production of inflammatory substances. This treatment can prevent further damage. Also, fluids can be lost because of fever, sweating, or vomiting. They may be replaced through an IV, but replaced carefully to avoid complications of fluid overloading. The doctor might prescribe pain medications and sedatives, and also anticonvulsants to prevent seizures.

Prevention and Outcomes

To help reduce the chances of infection with bacterial meningitis, one should
consider getting the recommended vaccines (for oneself and one’s child). The vaccines include Hib vaccine (for
babies), pneumococcal vaccine (for children younger than two years of
age, for adults older than age sixty-five years, and for others with certain
medical conditions), and meningococcal vaccine (for children age
eleven to twelve years and for others at high risk; people in the high-risk group
may need to be vaccinated every five years).

Persons such as health care workers, who have close contact with someone who is infected, should take preventive antibiotics. Another preventive measure is to use only pasteurized milk and milk products, which can prevent meningitis caused by L. monocytogenes. Persons who are pregnant will be monitored by a doctor to ensure the infection is not passed to the fetus.

Bibliography

"Bacterial Meningitis." Centers for Disease Control and Prevention. CDC, 1 Apr. 2014. Web. 29 Dec. 2015.

Centers for Disease Control and Prevention. “An Updated Recommendation from the Advisory Committee on Immunization Practices (ACIP) for Revaccination of Persons at Prolonged Increased Risk for Meningococcal Disease.” Morbidity and Mortality Weekly Report 58.37 (2009): 1042–043. Print.

Christodoulides, Myron, ed. Meningitis: Cellular and Molecular Basis. Boston: CABI, 2013. Print.

Ferreiros, C. Emerging Strategies in the Fight Against Meningitis. New York: Garland Science, 2002. Print.

Greenlee, John. "Meningitis." Merck Manual Consumer Version. Merck, n.d. Web. 29 Dec. 2015.

Shmaefsky, Brian. Meningitis. Rev. ed. Philadelphia: Chelsea, 2010. Print.

Tunkel, Allan R. Bacterial Meningitis. Philadelphia: Lippincott, 2001. Print.