Choose a growing problem our world faces today. How can anthropology help to solve this problem?

Hunger and food insecurity are a growing issue in the world today, especially with global climate change contributing to crop instability. Anthropologists can and have been helpful in developing strategies to combat global food insecurity on both a short-term and long-term basis.

Anthropology emphasizes understanding a culture from the inside perspective. I feel that when developing strategies or products to alleviate food instability, it is especially important to have a thorough understanding of the social makeup of a culture as well as their food and subsistence practices. Consider the wide variation in food practices, especially when it comes to taboos or food intolerance. Food-aid may be sent in the form of non-perishable goods to be consumed over a period of time, but it would not be wise to send something like powdered milk to a culture where most people are lactose intolerant. Similarly, it wouldn't be very helpful to send a meat product to a culture which has a religious value against eating meat. Consulting an anthropologist who specializes in a particular culture in need of aid in order to determine the best foods to send is a helpful practice.

I feel it is important to mention the value of providing aid to certain groups within a culture. In many places which suffer from food instability, women and children (especially young girls) are more likely to sacrifice or be denied food in order to provide for the men in their families. A "one size fits all" food assistance does not really help to uplift or provide nourishment for those at the greatest risk of food insecurity. Consider the special burden on pregnant and lactating mothers, who must eat enough to sustain both themselves and their babies. Some programs target pregnant and nursing women in particular to ensure they have enough food in addition to the other foods which may be given to their families. 

One must also consider the long-term effects of food assistance. If non-perishable food sources are sent to a group in need, but no efforts are made to develop a long-term change in subsistence (like changes in agricultural practice to cope with drought), then the food aid is akin to slapping a bandage on a bullet wound. 

How can a student effectively write a sonnet following the English format?

Though the Shakespearean sonnet form is one of the most well known poetic forms, writing one can definitely be a challenge. Thank you for including the image of your assignment. It looks like your teacher is concentrating primarily on the rhyme scheme and number of syllables.

It must have 14 lines and it must follow the rhyme scheme listed. Each letter represents the last word of the line, and that word must rhyme with the last word of the line with the corresponding letter. Let me show you, since that may sound a little confusing.

Here is the format of the rhyming lines:

A

B

A

B

C

D

C

D

E

F

E

F

G

G

Whatever word you use last in the first line A must rhyme with the last word in the second line A, and the last words in the B lines must also rhyme. The last two lines, called a couplet, rhyme with each other.

Shakespeare’s famous Sonnet 18 is a great example of this. Here is the first stanza, the ABAB format:

Shall I compare thee to a summer's day?
Thou art more lovely and more temperate.
Rough winds do shake the darling buds of May,
And summer's lease hath all too short a date.

It does take some drafting and adjusting of words to get the rhyme scheme straight. Try to keep the end words simple so there are many rhyming choices, and keep a rhyming dictionary open on your computer.

There are a few other conventions that go with the Shakespearean sonnet, but it appears that your assignment is geared toward appreciating the format. However, let me share them in case you need to know.

The subject of each section of the sonnet has a special purpose. The first stanza introduces the main idea of the poem. The second stanza expands that theme, and often uses another creative example to support the theme.

In the third stanza, the writer throws in a twist, or conflict, usually with the word “but.”

The final two lines, the couplet, sum everything up with another new image.

Do not let all this overwhelm you. Looking closely into the true complexity of the sonnet shows Shakespeare’s amazing writing skill in a way that is not obvious at a first reading.

Why do hurricanes die out soon after hitting land?

A hurricane requires warm ocean water to begin and grow. As air warms over the warm water, it rises and then condenses and forms large cumulonimbus clouds. As the air rises from below, an area of low pressure is formed and new air rushes in. This air also warms, rises and condenses, adding to the storm. Because of the Earth's rotation and the Coriolis effect, the storm begins to spin. The warm ocean water continues to provide the energy for the storm to grow stronger and stronger.

However, as soon as the hurricane reaches land, the energy from the warm ocean water is gone and the land causes friction. Without the energy from the warm water continuing to fuel the hurricane, it runs out of energy. The friction from the land reduces the surface winds as well, contributing to the hurricane's demise. 

Why were Erik and Arthur laughing after Mike Costello's death?

Erik and Arthur are laughing after Mike Costello's death because they are such insensitive, cruel boys that they find humor in Mike's little brother's reaction to the death.

Joey, Mike's little brother, quite understandably panicked and behaved strangely when his brother was suddenly killed. Joey became fixated on taking off Mike's shoes for him; in the process, he was getting in the way of the paramedics who were trying to resuscitate Mike. On page 51 of the book (in the chapter called "Tuesday, September 5") we find out about this, and we see then that Arthur and Erik are trying to keep from laughing and smiling as they describe Mike's death to Erik's mother and brother Paul.

A few minutes later, Paul witnesses Erik and Arthur in the backyard, laughing together and imitating Joey, saying "The shoes! Gimme the shoes!" They even laugh over how the lightning that struck Mike made his hair stand up: "He got Mohawked, man!"

Paul is appalled by their behavior, and he reasons that Erik and Arthur are actually happy about Mike's death because he had been the star player of the team, so now they will have a better chance of grabbing the spotlight themselves during football games.

Erik and Arthur's inappropriate and cruel reaction to Mike's death is an important instance of foreshadowing in the novel. That is, if Erik can find death genuinely funny, then there's something not right about him--he is at least bordering on being a psychopath. Readers will find out later other terrible things that Erik does. Mrs. Fisher's reaction is also an important instance of foreshadowing: if she notices at all that her son is laughing while informing her of his teammate's death, then she doesn't do anything about it. She's blind to the fact that her oldest son is capable of such cruelty.

What role does the speaker assign to the "dear friend" in line 13, in relation to the metaphors of the poem?

The speaker begins by noting how he remembers good things from the past. But then he recalls things he did not accomplish or achieve. And he feels that in wailing about these "old woes," he is wasting his (present) time. He cries and this is illustrated by the metaphor to "drown an eye." He is overcome with nostalgia for people he had known who have died in the past. His now present weeping is about things he has wept about in the past. It is as if he is reliving his past "woe." He uses the metaphor of paying an old debt again to symbolize how he is reliving this misery: 

And heavily from woe to woe tell o'er 

The sad account of fore-bemoaned moan, 

Which I new pay as if not paid before. 

The mourning he is going through seems new, as if he never went through it in the past. The solution or cure to his misery of reliving his past regrets and sorrows is to focus on the present. Therefore, his "dear friend" is someone who is alive and well in the present. His dear friend functions as a hero or the cure to his obsession with the past. 

What are the waste products of respiration?

By your question I have to assume you are referring to cellular respiration. Cellular respiration is the process by which a cell converts energy from glucose to adenosine triphosphate (ATP). ATP is then used by cells for all sorts of biochemical reactions involved in life processes. 

The overall chemical equation for cellular respiration is:

C6H12O6 + 6O2 ---> 6H2O + 6CO2 + Energy

Throughout this process, energy is converted to electron carriers that work to create an electrochemical gradient which powers the production of ATP. This is all in the process of oxidative chemiosmosis. 

The products of cellular respiration are water and carbon dioxide, as can be seen in the equation. Although water is a product, it is not necessarily a waste product, because the cell can reuse that water as needed. However, this is a pretty insignificant amount of water in the grand scheme of things. The main waste product, then, is carbon dioxide. In mammals, the carbon dioxide leaves the cell through diffusion, enters the blood stream, and then leaves our body through our lungs when we exhale. 

I struggled to answer the following after having read the book The Morenci Marines, by Kyle Longley. Please help me to understand the following:...

The Morenci Nine were nine young men from Morenci, Arizona, a desert mining town, who joined the Marines in March of 1966. They left the town on July 4, 1966, en route to training in San Diego. Only three returned, and the other six perished in combat from 1967 to 1969.

As Kyle Longley writes in The Morenci Marines, "the Nine represented a demographic of the Southwest, where Mexican Americans and Native Americans constituted a sizable part of the population" (page 4). In the Southwest, as Longley writes, Mexican Americans made up a large number of the soldiers who were drafted into the military during Vietnam. Therefore, as he writes, the story of the Morenci Nine was symbolic of military service in the Southwest during Vietnam.

The story of the Morenci Nine was replicated in small towns across the country, as deaths from the war were clustered in certain areas. For example, as Longley notes, Beallsville, Ohio, lost 6 out of its 475 people in Vietnam. Urban areas, as he notes, were particularly hard hit as well. As he writes, "the blood sacrifice made in Vietnam was uneven for small towns and working-class and lower-middle-class communities" (page 5).

Areas that had higher socio-economic status tended to be more anti-war, and they had fewer young men who volunteered for the draft in Vietnam. In addition, many affluent people found deferments, or ways to get out of the war. Therefore, the Vietnam War was more fervently supported by parts of the population, including Mexican Americans, other people of color, and the working class, who were traditionally more patriotic. Other communities that were more affluent and white tended not to support the war and not to send as many soldiers to the war.