How do you know that Odysseus was man known for guile in The Odyssey?

One of Odysseus' most famous features is his cleverness (or guile, as you say), and he exhibits this skill at many times during both Homer's Iliad and Odyssey. The most obvious (and probably most famous example) of Odysseus' intellectual prowess is his invention of the Trojan Horse, the downfall of the Trojan Empire. 

In the Odyssey, there are many famous examples of Odysseus' smarts, but my personal favorite involves his encounter with Polyphemus,...

One of Odysseus' most famous features is his cleverness (or guile, as you say), and he exhibits this skill at many times during both Homer's Iliad and Odyssey. The most obvious (and probably most famous example) of Odysseus' intellectual prowess is his invention of the Trojan Horse, the downfall of the Trojan Empire. 

In the Odyssey, there are many famous examples of Odysseus' smarts, but my personal favorite involves his encounter with Polyphemus, the hideous Cyclops. To save his men from being eaten alive, Odysseus' convinces the Cyclops that his name is Nobody, and then, once the monster has fallen asleep, he stabs Polyphemus' eye and escapes with his crew mates. Then, when his friends ask him who blinded him, Polyphemus answers "Nobody," and his friends laugh at him, and Odysseus and his men escape. This remarkable ingenuity is just one example of Odysseus' ability to cleverly deceive his enemies. 

Where can I find information on ways to reduce homelessness?

Homelessness is often defined as those who have no fixed, adequate and regular nighttime residence or those whose night residence is a shelter. Some studies have shown that most of the homeless in America, up to 80%, are temporarily homeless due to a temporary circumstance. Some others cycle in and out of homelessness frequently and still others, often the chronically ill, mentally ill or elderly, spend the majority of their time in homeless shelters. Various...

Homelessness is often defined as those who have no fixed, adequate and regular nighttime residence or those whose night residence is a shelter. Some studies have shown that most of the homeless in America, up to 80%, are temporarily homeless due to a temporary circumstance. Some others cycle in and out of homelessness frequently and still others, often the chronically ill, mentally ill or elderly, spend the majority of their time in homeless shelters. Various local, state and national programs are in place to assist the homeless but often result in programs that focus on the side effects of homelessness such as getting people temporarily out of public view rather than on helping them to create a new life. Churches and other social agencies work to help people living  under the poverty level without suitable employment to locate ways to find work and homes. Many recognize that poverty today is a result of a lack of affordable housing coupled with a lack of entry level jobs that provide enough income for a family to afford housing. To improve homelessness, programs need to focus on the cause of the problem and not on ways to simply address the side affects such as people living in public spaces such as under bridges and overpasses. Homeless individuals need adequate income from jobs and affordable housing in order to succeed in overcoming homelessness. The U.S. Department of Health and Human Services offers many programs and grants directed toward helping people overcome homelessness.

What are some connotations of "The Tyger" by William Blake?

William Blake was a metaphysical poet, meaning that his poems often held connotations about the deeper questions of life and the meaning of existence. I like that you have have asked about "connotations" in plural form, for a poem or any piece of literature can have multiple connotations. A connotation is the deeper meaning the reader takes from the work; it does not have to reflect the connotation the writer hoped to impart--as long as it is based on an accurate reading of the text. 

To draw connotations from "The Tyger," it's helpful to compare it to its matching poem. Blake wrote "Songs of Innocence" and "Songs of Experience," two collections of poetry that demonstrated his belief that "without contraries is no progression." Often two separate poems will have the same title, such as "The Chimney Sweeper" or "Holy Thursday." Such pairings represent contrasting views of the same subject, the first viewed from the perspective of "innocence" and the second viewed from the perspective of "experience." "The Tyger" is a song of experience, while its contrary is "The Lamb," a song of innocence. 

"The Lamb" presents the soft side of God and His loving kindness. "The Tyger" shows a Creator who has made a dangerous, ferocious beast and questions, "Did he who made the Lamb make thee?" The tiger is described as possessing "fearful symmetry" with a brain filled with "deadly terrors." It can be taken as the representation of cruelty and violence, or, in a word, Evil. The question the poem poses, then, is: Did God create Evil? If not, where did it come from? If he did, then perhaps we need to rethink who God is. Thus, one connotation is that as a person matures and grapples with the reality of evil in the world, he or she begins to question his or her childhood faith in God.

However, those who hold to an orthodox Christian worldview can find a different connotation in the poem. Christians are very comfortable with the way "The Lamb" presents God, noting that "He is called by thy name," meaning that Jesus Christ was known as "the Lamb of God who takes away the sin of the world" (John 1:29). But the Bible also teaches that "our God is a consuming fire" (Hebrews 12:29). In Romans 11:22, the Apostle Paul urges Christians to "consider therefore the kindness and sternness of God." Christians see in these two poems a validation of those two sides of God, and they find their faith strengthened rather than weakened by the comparison. 

Removing the question of religion, one could also take as a connotation the idea of maturing or gaining experience. An adult needs to be aware of the dangers of the world and leave naive notions of the innate goodness of mankind and the world behind. This would support the view of Naturalism: that a cruel and uncaring natural world over which one has no control wields great, even ultimate, power in this life. 

The penetrating questions posed by "The Tyger" have intrigued thoughtful people for over two centuries, encouraging us to explore the topics of God, Nature, good, and Evil.

Why are people obedient to bad authority figures in Night?

This is a great question, and one that 125 words is not likely to cover entirely. I can, however, offer somethings to consider.

First, in the case of the Holocaust, one has to remember that those who tried to help the Jews (by hiding them, etc.) were, themselves, punished.  Thus, trying to help others or rise up against Hitler came at a great personal risk.  Hitler was the political leader and had a large army...

This is a great question, and one that 125 words is not likely to cover entirely. I can, however, offer somethings to consider.

First, in the case of the Holocaust, one has to remember that those who tried to help the Jews (by hiding them, etc.) were, themselves, punished.  Thus, trying to help others or rise up against Hitler came at a great personal risk.  Hitler was the political leader and had a large army at his disposal.

Second, sometimes people followed Hitler because it gave them a sense of power.  Hitler rose to power at a time when Germany was in disgrace.  He conducted his speeches in local biergartens (sort of like bars) where he met with common folks and gained their allegiance and support.  Many people were able to rise to a status that they wouldn't have otherwise known as part of the Nazi army.

Finally, psychological studies like Milgram's electric shock experiment tell us that, to some extent, people are hard wired to follow authority figures and are not always primed to challenge authorities when what they are being asked to do what runs counter to their own consciences.  Likely, all of the above factored into multiple decisions not to rise up against Hitler.

How is self-deception a theme in Twelfth Night?

A crucial moment in the play in regards to the theme of self-deception is when Malvolio connects the person in "Olivia's" letter (which was really written by Maria) to himself. 

As part of a cruel prank, Maria forges Olivia's handwriting in a letter. The contents of this letter request that a person with the letters MOAI in their name act a bit strange by dressing in yellow stockings for Olivia. After convincing himself that he is in fact the addressee, he immediately seeks to fulfill Olivia's wishes. Continuing the prank, Maria and others note to Olivia that Malvolio is acting strange. By Act 5, he confronts her with the letter and says:

Alas, Malvolio, this is not my writing,
Though, I confess, much like the character.
But out of question, 'tis Maria's hand.

This proves that Malvolio was a victim to self-deception. Beyond the fact that the letter doesn't even mention his name, it's not even Olivia's handwriting. He allowed himself to believe that a relationship between himself and Olivia was actually possible, when, in reality, it wasn't. 

A less obvious example of self-deception could be the way that Olivia portrays herself in the beginning of the play. As she mourns the death of her father and brother, she swears that she will be in mourning for the next seven years and will not allow any man into her heart. This is particularly addressed to the Duke, who has been pursuing her for quite some time. However, upon seeing Cesario's (Viola's) face, Olivia notes:

Methinks I feel this youth's perfections
With an invisible and subtle stealth
To creep in at mine eyes. Well, let it be.

In other words, she is going to willingly allow Cesario's good looks to be the object of her affection - a complete 180 degree shift of how she responded to the Duke's pursuits. In other words, she may have been using the mourning as a disguise as to why she can no longer be in love. 

This theme of self-deception connects to a larger theme of lies and deceit in the play. There are obvious examples of disguise to try and accomplish personal interests; however, those disguises do not let the characters reveal their true selves. That's why these cases of self-deception are particularly interesting. 

When I make a cup of coffee by mixing coffee and hot water to make a solution is there a process where I can get the coffee back? How does it work?

Yes. You are describing the process of preparing a cup of instant coffee. When you mix water and instant coffee, a physical change occurs. The coffee solids are dissolved and suspended in the water. Physical changes can often be reversed, while many chemical changes cannot be reversed. 

You have two options for recovering the coffee. You could filter the coffee solids out of the water or you could allow the water to evaporate, leaving the coffee...

Yes. You are describing the process of preparing a cup of instant coffee. When you mix water and instant coffee, a physical change occurs. The coffee solids are dissolved and suspended in the water. Physical changes can often be reversed, while many chemical changes cannot be reversed. 

You have two options for recovering the coffee. You could filter the coffee solids out of the water or you could allow the water to evaporate, leaving the coffee solids behind. The coffee particles are very small. You would likely have a hard time finding a filter fine enough to remove everything. Gently heating the solution to evaporate the water will likely be more effective. You should be careful not to heat the coffee too much, as excess heat might cook the coffee. Cooking is a chemical change that cannot be undone.

What do people in town generally think of Miss Strangeworth in "The Possibility of Evil"?

People in town generally think of Miss Strangeworth as a respected citizen. This is due to the reputation of Miss Strangeworth's family. At the beginning of the story, we learn that her grandfather built the first house on Pleasant Street. Her garden, tended by both her grandmother and mother before her, is famous for the trademark roses which have become a tourist attraction. People acknowledge Miss Strangeworth's presence and greet her when they see her....

People in town generally think of Miss Strangeworth as a respected citizen. This is due to the reputation of Miss Strangeworth's family. At the beginning of the story, we learn that her grandfather built the first house on Pleasant Street. Her garden, tended by both her grandmother and mother before her, is famous for the trademark roses which have become a tourist attraction. People acknowledge Miss Strangeworth's presence and greet her when they see her. Even the young people in town address her respectfully.

Also, because of her age and respected position in her town's history, many people look to her for advice. In the story, we see Helen Crane asking Miss Strangeworth for advice about her baby. When Helen confesses her worries about her baby's developmental growth, Miss Strangeworth reassures her, arguing that all babies develop at their own pace. In short, the town generally thinks well of Miss Strangeworth, unaware that she is the culprit behind the troubling and judgmental letters many people have been receiving.

However, towards the end of the story, Shirley Jackson hints that Miss Strangeworth's anonymity may soon come to an end. When Miss Strangeworth receives what appears to be one of her own letters back, her shock is genuine when she reads of a threat to her roses. The tables have been turned, and Miss Strangeworth is horrified to fall victim to the same malice she has inflicted on others.

Why did Maniac Magee keep Amanda's book in Maniac Magee? (Ch 6-12)

Maniac is fascinated with Amanda’s book and keeps it to reread.

Amanda keeps her whole library in a suitcase.  Maniac is very impressed when he sees all of the books.  He asks Amanda to borrow a book, only one, even the shortest one.  When he asks for her address and promises to return it, she finally relents and tosses him a book because she is late for school.

The book came flapping like a wounded...

Maniac is fascinated with Amanda’s book and keeps it to reread.

Amanda keeps her whole library in a suitcase.  Maniac is very impressed when he sees all of the books.  He asks Amanda to borrow a book, only one, even the shortest one.  When he asks for her address and promises to return it, she finally relents and tosses him a book because she is late for school.

The book came flapping like a wounded duck and fell at Jeffrey's feet. It was a story of the Children's Crusade. Jeffrey picked it up, and Amanda Beale was late to school for the only time in her life. (Ch. 3)

Jeffrey (Maniac) has to do everything with one hand now that he has the book.  This barely slows him down.  He shows up all of the other kids playing sports one-handed.  He is enamored with the book.  Even though he is able to read it quickly, he can’t bear to give it up.

He started reading Amanda Beale's book his second day in town and finished it that afternoon. Ordinarily, he would have returned it immediately, but he was so fascinated by the story of the Children's Crusade that he kept it and read it the next day. And the next. (Ch. 8)

Maniac has clearly missed the elements of normal life.  For him there has been no school, and no books.  He loves the story and rereads it passionately.  Maniac brings the book with him everywhere, and is able to keep it in perfect condition until Mars Bar attacks him and takes the book from him.

Maniac is horrified by Mars Bars’ defiling of the book.  A page rips out while the boys tussle over it, and he doesn’t want to return the book to Amanda in that condition. Maniac tells Amanda that it was Mars Bar’s fault.  She kicks Mars Bar for hurting her book.

Maniac is able to find a small amount of normalcy with Amanda.  Even though she is black and he is white, that means nothing to him.  He cares about Amanda, and the friendship is formed by her lending him a book.

How does "The Rape of the Lock" reflect 18th century society?

"The Rape of the Lock" offers a window into upper-class society in the early 18th century. At this time, England was rising as an empire and on the brink of becoming a world power. Wealth from various colonies, especially colonial outposts in India, flooded into the country, most of it to be captured by the upper classes. 

In this poem, we see a very wealthy upper class enjoying leisure and trivial pursuits. They go to...

"The Rape of the Lock" offers a window into upper-class society in the early 18th century. At this time, England was rising as an empire and on the brink of becoming a world power. Wealth from various colonies, especially colonial outposts in India, flooded into the country, most of it to be captured by the upper classes. 

In this poem, we see a very wealthy upper class enjoying leisure and trivial pursuits. They go to balls, visit each other, gossip, drink tea, and play cards. The poem mocks  them for their idleness and their tendency to exaggerate issues that don't matter into "epics" or "dramas" of grand proportions. Today, we might call them "drama queens" or say they make mountains out of a molehill. 

As Pope writes, the rich focus on the following:

Who gave the ball, or paid the visit last;
One speaks the glory of the British Queen,
And one describes a charming Indian screen;
A third interprets motions, looks, and eyes;
At every word a reputation dies.

The "Indian screen" represents the many coveted objects from India coming into England, expanding a mercantile or trade-based culture. Tea drinking represents wealth, as the tea imported from China was very expensive in the early 18th century (the cost would fall over the course of the century), and thus a status symbol. "At every word a reputation dies" suggests that upper-class people engaged in petty and destructive gossip rather than building a strong community.

The poem reflects anxieties that the British upper class lacked the courage, virtues and abilities of the men and women in the Greek and Roman world. By framing the poem as a Classical (Greco-Roman) mock epic, Pope highlights how trivial and misguided upper class pursuits had become in comparison to the real probems the Greeks and Romans faced. If a war were to come, could the British upper classes lead armies effectively? Could a group focused on card playing, gossip, flirtations, and balls manage the growth of England into a world power? At this time, England looked to Rome with great admiration as a model of how to run an empire: the poem calls out to people to note what is lacking in the English and to become more serious.

How do the boys come to be on the island in Lord of the Flies?

With the background setting of Lord of the Flies as World War II, the British plane, in which English schoolboys are probably being evacuated from the cities because of the Nazi bombings, crashes after being shot down near a tropical island.

Most likely, the boys are part of Operation Pied-Piper, in which urban children were relocated to places where the risk of bombing attacks was lower or virtually non-existent. These children, numbering in the millions, were transported from the cities to rural areas in England; in addition, many were sent to areas where the British lived, such as the United States, Canada, Australia, New Zealand, and South Africa. This movement was the largest and most concentrated evacuation of population in British history.

When the boys of Lord of the Flies land on the island, having come from war-torn England, they feel as though they have landed on paradise. Indeed, they may feel more fortunate that those children who have been transported to areas where they must line up and be selected by adults willing to take them:

...billeting officials would line the newly arrived children up against a wall or on a stage in the village hall, and invite potential hosts to take their pick. The phrase, “I’ll take that one” became a statement indelibly etched in countless children’s memories.

At any rate, Ralph immediately delights in having found himself on an island that resembles Coral Island, the island from a novel by R.M. Ballantyne in which English schoolboys are shipwrecked and survive with their English ingenuity and resolve, defeating savages on this island.

Analyze the Battle of Granicus.

The Battle of Granicus was an important victory in Alexander's goal of crushing the Persian Empire. The Persians were not concerned about the approaching Macedonian forces. They were not concerned about upstart Alexander and did not necessarily respect his military acumen. They decided to take a defensive position along the banks of the River Granicus, located in the northeastern part of Asia Minor. The Persians placed their cavalry right on the river bank and were...

The Battle of Granicus was an important victory in Alexander's goal of crushing the Persian Empire. The Persians were not concerned about the approaching Macedonian forces. They were not concerned about upstart Alexander and did not necessarily respect his military acumen. They decided to take a defensive position along the banks of the River Granicus, located in the northeastern part of Asia Minor. The Persians placed their cavalry right on the river bank and were supported by infantry of Greek mercenaries behind them. They felt the river would be a considerable barrier. The battle between the two forces occurred in May of 334 BC and was over rather quickly with Alexander's forces winning the melee. Alexander concentrated his attack on the center and took heavy losses. The Persian weaponry was no match for the long lances that the Macedonians employed. Much of the Persian leadership was killed early and the troops were an unorganized mess almost from the start. Adding to the folly was the fact that the cavalry was trapped by the muddy river bank and the infantry behind them. Their chariots were rendered ineffective by the muddy conditions.

The Persians suffered heavy losses in the defeat and were in retreat after the loss. The battle was a turning point for Alexander because it almost assured a future defeat of the Persian Empire.

In "An Elegy on the Death of a Mad Dog", by Oliver Goldsmith, what does he mean when he writes "the naked every day he clad, when he put on his...

In "An Elegy on the Death of a Mad Dog", Oliver Goldsmith means that the narrator of the poem covers the naked, poor, and destitute of the town with his caring concern, when he writes that "the naked every day he clad, when he put on his clothes".

Oliver Goldsmith highlights that the man from Islington is a godly, praying, good man. This man has a ‘kind and gentle heart.” This is the essence...

In "An Elegy on the Death of a Mad Dog", Oliver Goldsmith means that the narrator of the poem covers the naked, poor, and destitute of the town with his caring concern, when he writes that "the naked every day he clad, when he put on his clothes".

Oliver Goldsmith highlights that the man from Islington is a godly, praying, good man. This man has a ‘kind and gentle heart.” This is the essence of this man -  what he is. Therefore, with this personality imbued with these inner spiritual qualities, this man is a comfort to his friends and enemies alike. That’s why he is able to clothe the naked that he meets.

A reader can see a duality in the lines "the naked every day he clad, when he put on his clothes". This man may actually provide the physical clothing that the poor need to survive in a harsh and sometimes unforgiving world. So the reader can take this line literally.

However, there is a deeper and secondary meaning to these lines. The community where the man lives sees him as a caring and compassionate individual. That’s why they believe the dog “lost his wits” when he bit the man. The citizenry wonders how anything living - man, woman, or beast -  could want to harm this sincere, caring, kind person. So, the townsfolk have a high regard for this man.

Fundamentally, this man clothes the people he meets with love. His outgoing concern for others is a blessing to people he meets, no matter their standing and station in society. He is like a protective covering, so-to-speak, to these people, who must feel that life can be a bit easier after they have an encounter with this man. It is obvious that he’s an inspiration to people and helps lighten the burdens of life that people carry on a daily basis.

How does Bronte portray difficulties in the lives of women in Wuthering Heights?

Bronte portrays difficulties in the lives of women by showing how much power a husband had over a wife. This can be illustrated by examining the marriage of Isabella Linton and Mr. Heathcliff.

Isabella falls in love with Heathcliff, seeing him as "a hero of romance," in Heathcliffe's sneering words. He marries her even though he despises her: he wants to hurt her brother Edgar, and he wants to control any claims to inherit Thrushcross Grange she or her children might have. 

As soon as he marries her, Heathcliff begins to treat Isabella cruelly. He admits he has run "experiments on what she could endure, and still creep shamefully cringing back," but is careful to tell Nelly Dean, to whom he is speaking, "I keep strictly within the limits of the law." Although he might be within legal bounds, Isabella says, "He's ... a monster and not a human being! ... The single pleasure I can imagine is to die or see him dead." 

Heathcliff tells Nelly to remember Isabella's words about wanting him dead "if you are called upon in a court of law." His cruelty has incited Isabella to lash out at him by wishing him dead, and now he uses this against her: "you're not fit to be your own guardian, Isabella," he says. Because Edgar has disowned her, Isabella, as a wife, is at the mercy of a husband who cries: "I have no pity! The more the worms writhe, the more I yearn to crush out their entrails!"

Later, Heathcliff orchestrates the marriage of his son by Isabella to Edgar's daughter. The son is well schooled by his father in how much raw power a husband has: "papa says everything she has is mine ...her nice books are mine ... all, all mine." Isabella's son, named Linton, also tells Nellie that "Papa ... says I am not be soft with Catherine: she's my wife ..."

These examples demonstrate the extent of patriarchal power and how women could suffer under it. Bronte does not soften the picture, so it's little wonder the book was unpopular in her time.

What is the meaning of each stanza in the poem "White-Eyes" by Mary Oliver?

"White Eyes" by Mary Oliver is a poem about winter beginning and ending. The white-eyed bird in the first stanza is symbolic of that winter season. The wind begins blowing at the tops of the trees. Winter wants to sleep, but the winds continue to blow, and the cold comes in gusts. The white-eyed bird dropping its feathers represents the snow flakes falling. The clouds come in from the north, and the snow begins to...

"White Eyes" by Mary Oliver is a poem about winter beginning and ending. The white-eyed bird in the first stanza is symbolic of that winter season. The wind begins blowing at the tops of the trees. Winter wants to sleep, but the winds continue to blow, and the cold comes in gusts. The white-eyed bird dropping its feathers represents the snow flakes falling. The clouds come in from the north, and the snow begins to fall--the great wind bird spreading its wings and flying as it releases its snowy feathers (snowflakes) all across the landscape. Finally, the bird sleeps, signifying the end of the winter. Mary Oliver uses symbolism effectively in her poem to describe winter, using a bird to summon the northern clouds and bring the snow.

Why does Swallow live and die with the Happy Prince?

In the story, the Swallow is on his way to Egypt to spend the winter; he stops to spend the night in the city, and that is where he meets the Happy Prince.

The Prince begs the Swallow to stay with him for one night and to act as his messenger. The Swallow agrees and proceeds to carry a ruby from the Prince's sword to a seamstress who lives in the city. The gift of...

In the story, the Swallow is on his way to Egypt to spend the winter; he stops to spend the night in the city, and that is where he meets the Happy Prince.

The Prince begs the Swallow to stay with him for one night and to act as his messenger. The Swallow agrees and proceeds to carry a ruby from the Prince's sword to a seamstress who lives in the city. The gift of the ruby will allow the impoverished woman to purchase some oranges for her sickly son.

As winter approaches, the Swallow runs more errands for the Prince. One by one, the Prince gives away all the precious jewels that adorn his figure. Finally, the days become too cold for the swallow; he begs to join his swallow companions in Egypt, where they will sleep the winter away in the temple of Baalbec. However, the Prince requests that the Swallow complete one last errand for him before he leaves: to give away the second of his sapphire eyes. The sapphire eye will go to a little match-girl whose father will beat her if she does not bring home some money.

The Swallow completes this last errand but subsequently refuses to leave the Prince. He stays because the Prince is now blind and can no longer see. Because of the Prince's great compassion towards the poor, the Swallow cannot bear to leave his kind friend in the hour of his need; he has come to love the Prince and to admire his generous nature too much to desert him. The Swallow runs one last errand for the Prince before he dies; he carries every leaf of gold that covers the Prince's body to all the poor in the city. The Prince's sacrificial nature has inspired the Swallow to sacrifice his own comfort and life for the greater good.

In the end, the Swallow dies at the feet of the Prince he has loved and served so faithfully in the space of one winter.

What are 2 adjectives to describe Catherine in the book Rules by Cynthia Lord? Explain.

When choosing adjectives to describe a character, we can turn to the text and see what the author has to say about someone. What adjectives (descriptive words) does the author use to tell us about a character? We can look for clues about their personality, their physical appearance, their manners and their hobbies. Does the author say someone is tall, kind, busy, old, stinky, or impatient? These are just a few ways an author may...

When choosing adjectives to describe a character, we can turn to the text and see what the author has to say about someone. What adjectives (descriptive words) does the author use to tell us about a character? We can look for clues about their personality, their physical appearance, their manners and their hobbies. Does the author say someone is tall, kind, busy, old, stinky, or impatient? These are just a few ways an author may describe a character.

We can also make our own judgments based on how the character acts in different situations. If someone likes to sleep or sit around even when there is work to be done, we might say they are lazy. If a person feels very frightened about what might happen during different situations in their day, we could say they are nervous.

I would describe Catherine as very patient. Her little brother David has autism spectrum disorder, and Catherine has to help remind him of rules for appropriate behavior. Even though Catherine is often left in charge of her brother and may have to remind him of the same rule over and over again, she stays calm and helps her brother.

I would also say that Catherine is creative or artistic. Catherine brings her sketchbook with her everywhere and loves to draw. She even offers to make some new word-pages to help her friend Jason communicate.

I hope this has been helpful. 

What are the elements of literature as related to Romeo and Juliet?

Literature is written to produce an emotional response and a combination of elements work in concert to produce that effect. At their best, writers develop engaging plots that hold our interest while creating suspense, develop memorable, compelling characters that we care about, and use language and setting to create a mood. All works of literature also have a theme or point, even if that theme is pointlessness.

Shakespeare in Romeo and Juliet uses the well-worn plot of star-crossed lovers and infuses it with life. Both Romeo and Juliet are young and attractive, on fire, and use rich language to describe their feelings. They click instantly and want to be together forever. We care about these two and the dilemma that their families are locked in: a feud that means the two can't think about being openly together. This conflict catches our interest: how will the two lovers resolve it? The opposites that are juxtaposed are almost unfathomable: how can so much love and hate coexist side by side?

Shakespeare also establishes the theme of the futility of feuding from the start of the play. These families are killing each other and we as audience become engaged in this issue, for most of us have, one way or another, been part of arguments whose beginnings we can't begin to trace. 

From Romeo and Juliet to the nurse and Mercutio, Shakespeare has assembled a realistic and engaging set of characters. We care about the lively, fun-loving Mercutio--and because Mercutio is such a fully developed character, it makes psychological sense to us when an anguished Romeo kills Tybalt for killing Mercutio--especially as Romeo feels responsible for his friend's death. We feel Juliet's nurse's outrage when the high-spirited Mercutio teases her about being a prostitute and Juliet's almost exploding frustration when the nurse takes seemingly forever to tell her about the marriage plans. 

Although the plot is implausible: love at first sight leads to a secret marriage not a day later, a few hours later Romeo is banished, and Juliet takes a potion that mimics death, the rich language and imagery pull us in. The language is so compelling that much of it has almost become cliche: " a rose by any other name would smell as sweet," for example, sticks with us because it describes so well how labels can't disguise reality. We feel Juliet's passion for Romeo because of her language:

Give me my Romeo; and, when he shall die,
Take him and cut him out in little stars,
And he will make the face of heaven so fine
That all the world will be in love with night (III, ii)

Likewise, the imagery Juliet uses when she learns her beloved Romeo has killed her beloved cousin Tybalt conveys her anguish and ambivalence, communicating the fact that life is not black and white, but filled with conflict and contradiction:

O serpent heart, hid with a flowering face!
Did ever dragon keep so fair a cave?
Beautiful tyrant! fiend angelical!
Dove-feather'd raven! wolvish-ravening lamb! (III, ii)

All of these elements together create a piece that sticks with us, gets under our skins and causes us to feel emotions of empathy--and encourages to think about thematic issues the story raises. 

What were the causes of the March Revolution in Russia?

The fundamental long term cause of the Russian Revolution was economic. By the early Twentieth Century, the life of the peasant in Russia could only be described as deplorable. Food shortages during bad years caused widespread famine that took the lives of hundreds of thousands of citizens. Lack of food and sanitary conditions was exacerbated by the spread of diseases like cholera and diphtheria. Farmers were also wracked by debt burdens that they could not honor. In general, there was a growing discontent with the economic conditions that existed under the monarchy.

The government's inability to rule effectively was another underlying cause of the March Revolution. While the subjects in rural areas were suffering, the Russian government was more interested in developing its industries. This cost a heavy tax burden on the peasants that made their situation worse. Industrialism had its early successes, but when there were downturns, workers went on strike. The government responded with violence to put down worker's strikes. The most egregious reaction by the government occurred on January 22, 1905, in an event known as Bloody Sunday. On this day, troops fired on unarmed demonstrators and hundreds were killed.

The folly of Czar Nicholas also contributed to the growing unrest. In addition to being out of touch with the problems of his subjects, he felt that a war with Japan in 1905 would bring his people closer together. It did not. Russia was humiliated in defeat and the poor economic conditions were made worse. Czar Nicholas did not learn his lesson from the debacle that was the Russo-Japanese War. He entered World War I on the side of the Allies and his popularity increased for a time. Russians were unified in the cause of the war. Nicholas may have let his popularity go to his head, however, as he insisted in taking an active role in the military aspect of the war. He was not trained for such endeavors and when Russia was not successful in the war, the blame was his. In addition, he left his wife in charge of government affairs. She was almost as prepared for that as Nicholas was to mobilize an army. The inability of Czar Nicholas to govern effectively, coupled with Tsarina Alexandra's inability to handle the complex domestic problems of a country at war were important causes of the March Revolution.

Homo sapiens originated in ____________.

So far as we know at this point in time, our species, Homo sapiens, originated on the continent of Africa.  To be more specific, we believe that the species originated in the eastern part of that continent.  We have at least two threads of evidence that support the idea that Homo sapiens evolved in Africa.

First, we have fossil evidence.  Fossils that have been found in East Africa are the earliest that can be (in...

So far as we know at this point in time, our species, Homo sapiens, originated on the continent of Africa.  To be more specific, we believe that the species originated in the eastern part of that continent.  We have at least two threads of evidence that support the idea that Homo sapiens evolved in Africa.

First, we have fossil evidence.  Fossils that have been found in East Africa are the earliest that can be (in paleontologists’ interpretation) classified as anatomically modern humans.  Fully modern humans appear to have been living in East Africa at least 120,000 years ago.  There is no evidence of fully modern humans outside of Africa or its immediate vicinity until about 60,000 years ago.  Thus, as far as we know from fossils that have been found so far, Homo sapiens originated in East Africa.

Second, we have genetic evidence.  Scientists have used DNA analysis to hypothesize that all humans today are descended from a woman who lived about 200,000 years ago in Africa.  While not all DNA evidence is conclusive, it appears that DNA also points to Africa as the origin for our species.

The evidence points, then, to Africa (and specifically East Africa) as the place where Homo sapiens originated.

Why does Mr. Summers call the names so quickly in "The Lottery"?

The haste with which Mr. Summers acts and calls out the families' names suggests that his is a duty which he does not relish, nor does he want to allow any time for disputation.

Mr. Summers's reluctance to perform his "civic activity" is also indicated by his being slightly late for the town ritual. Even after he arrives, Mr. Summers is described as resting his hand "carelessly on the black box" and talking "interminably to...

The haste with which Mr. Summers acts and calls out the families' names suggests that his is a duty which he does not relish, nor does he want to allow any time for disputation.

Mr. Summers's reluctance to perform his "civic activity" is also indicated by his being slightly late for the town ritual. Even after he arrives, Mr. Summers is described as resting his hand "carelessly on the black box" and talking "interminably to Mr. Graves and the Martins." When he must finally begin the ritual, Mr. Summers speaks "soberly": 

"Well, now...guess we better get started, get this over with, so's we can go back to work. Anybody ain't here?" 

After everyone draws from the black box, Mr. Summers again has a sense of urgency: ..."now we've got to hurry a little more to get done." With these words, Mr. Summers hopes to quell any arguments or disagreements with the procedures and be finished with his compulsory assignment. Then, when Tessie's slip of paper reveals the black mark that indicates her as the victim, Mr. Summers again says dispassionately, "Let's finish quickly." Too weak to protest this savage ritual, Mr. Summers represents blind, unthinking adherence to tradition even though he perceives flaws in this tradition. He merely tries to hasten its end so that he can put it out of his mind for another year.

Describe the farm that David lives on.

That is not so easy to do.  Even David Strorm admits to readers that he has difficulty describing his family's house and farm.  

Our house is not easy to describe.

One certainty about the house is that it is old.  David tells readers that his grandfather built the house more than fifty years prior.  David also tells readers that the house was the best and biggest in the entire Waknuk society.  

As the...

That is not so easy to do.  Even David Strorm admits to readers that he has difficulty describing his family's house and farm.  

Our house is not easy to describe.

One certainty about the house is that it is old.  David tells readers that his grandfather built the house more than fifty years prior.  David also tells readers that the house was the best and biggest in the entire Waknuk society.  

As the house was the largest and best in Waknuk, so was the room.

The house is not big because it was originally built that way though.  The house is big because it has had addition after addition heaped upon it.  In addition to the main house, David's farm house is surrounded by stock-sheds, stores, stables, barns, wash-houses, dairies, cheese-rooms, and farm-hands' rooms.  All of that is further surrounded by cultivated farm land.  I'm not sure how big each field is, but David tells his readers that 3-4 fields of distance are between the house and woods in any direction.  

The house is a combination of wood timbers, brick and stones, which makes sense.  The house is mostly made of random additions.  It makes sense that building materials would change.  

What qualities of nature are portrayed by Tennyson in the poem, "The Eagle"?

Nature is depicted as being quite beautiful due to the imagery Tennyson employs.  We can visualize a majestic eagle atop a "crag" -- a rocky and rugged mountaintop -- who is "Close to the sun" because he is up so very high in a cloudless sky that is described as an "azure world."  Then, the description of the "wrinkled sea" confirms the idea that the eagle is so high up that the sea's movements seem...

Nature is depicted as being quite beautiful due to the imagery Tennyson employs.  We can visualize a majestic eagle atop a "crag" -- a rocky and rugged mountaintop -- who is "Close to the sun" because he is up so very high in a cloudless sky that is described as an "azure world."  Then, the description of the "wrinkled sea" confirms the idea that the eagle is so high up that the sea's movements seem minuscule, like tiny wrinkles as seen from his "mountain walls" -- thus, there are many mountains around, and the sea, helping us to visualize the landscape further -- and we can see the bird's body streaking down, with such speed, when he strikes like a "thunderbolt."

Nature is also depicted as full of extremes: there's the very powerful eagle and the sea (or perhaps the fish in it), associated with powerlessness because of the verb "crawls." Moreover, a huge blanket of calm, uninterrupted sky blue lays atop a range of craggy, rocky mountains.  The peacefulness of the sky is also contrasted with the thunderbolt-like movements of the eagle when he dives.  

Simon told Daniel he would have to occasionally serve a Roman in The Bronze Bow. Why was this required? In what manner would Daniel be required to...

In Chapter 11 of The Bronze Bow, Daniel's grandmother is buried, and Simon, the town's blacksmith, is the only one who comes to the "funeral feast." Simon, who has left his job as a blacksmith to follow Jesus, tells Daniel that it "weighs on [his] conscience that the smithy is closed." He offers Daniel the chance to run the blacksmith shop in his stead and to live in the attached house with his sister. Moved...

In Chapter 11 of The Bronze Bow, Daniel's grandmother is buried, and Simon, the town's blacksmith, is the only one who comes to the "funeral feast." Simon, who has left his job as a blacksmith to follow Jesus, tells Daniel that it "weighs on [his] conscience that the smithy is closed." He offers Daniel the chance to run the blacksmith shop in his stead and to live in the attached house with his sister. Moved by this generous offer because it presents him with a way to care for his sister, Daniel is ready to accept it. However, when Simon explains that Daniel will occasionally have to perform blacksmith business brought to him by a Roman legionary, Daniel balks, saying, "I will never serve a pig of a Roman!" Simon explains that it is necessary. If Daniel were to insult a Roman outright by refusing to do the smith work for him, the soldier could become angry and take revenge on not just Daniel, but anyone in the vicinity. According to Simon, "a single insult could cost half the lives in the town in the end." That is why Daniel will have to perform work, such as repairing broken harnesses or clasps, for any Roman who comes into the blacksmith shop.

Discuss personification in Burns' "To a Mouse"

When the narrator, while ploughing a field, destroys a mouse's nest, he speaks to the mouse as if it is a fellow human being. He states that he is the mouse's

 poor, earth-born companion,

          An’ fellow-mortal!

Most people don't think of mice as their companions, but the poet doesn't stop there. He continues to personify the mouse by speaking of its nest not as a nest but as a "housie," as if what...

When the narrator, while ploughing a field, destroys a mouse's nest, he speaks to the mouse as if it is a fellow human being. He states that he is the mouse's

 poor, earth-born companion,

          An’ fellow-mortal!

Most people don't think of mice as their companions, but the poet doesn't stop there. He continues to personify the mouse by speaking of its nest not as a nest but as a "housie," as if what he has destroyed is a human being's home: "Thy wee bit housie, too in ruin!" 

He further personifies the mouse by attributing to it a human ability to plan and think ahead, rather than simply assuming that the mouse builds its nest out of instinct. You must, he says to the mouse, have been anticipating being all cosy and snug in your little house when the freezing days of winter come: "cozie here, beneath the blast, thou thought to dwell." 

The identification continues in the famous line in which the poet says the best laid plans of mice and men can go awry, ("gang aft agley"), as if mice plan in the same way people do.

But then, in the last stanza, the poet backs away from the strong identification with the mouse that led him to personify it. Now, he thinks the mouse is better off because "the present only toucheth thee." In other words, it's as if he remembers suddenly that the mouse is not a human being and doesn't carry the burden of memory or worries about the distant future. 

Which of the Five Faces of Oppression do the people in Harvest of Empire struggle against?

In Harvest of Empire, Juan Gonzalez details a comprehensive history of the United States and its relationship with neighbors from the south of its borders. Gonzalez presents a compelling argument that exploitationhas been a common theme in this relationship. Gonzalez believes that Latinos have been exploited by the United States and its corporations. This exploitation has taken the form of trade agreements, resource grabs, and hiring workers that are underpaid. Gonzalez argues that...

In Harvest of Empire, Juan Gonzalez details a comprehensive history of the United States and its relationship with neighbors from the south of its borders. Gonzalez presents a compelling argument that exploitation has been a common theme in this relationship. Gonzalez believes that Latinos have been exploited by the United States and its corporations. This exploitation has taken the form of trade agreements, resource grabs, and hiring workers that are underpaid. Gonzalez argues that the United States has used the free market system as a means of oppressing the people of Latin America to the point that they have been forced to leave their homelands to seek employment in the United States. Gonzalez details many examples of exploitation in the book including, but not limited to:

• Territorial expansion into Latino lands in the 1800's


• Military excursions into Mexico and interference with the sovereignty of the Latino nation


• Construction of the Panama Canal


• American owned plantations throughout Latin America

What were your reactions to the shooting of Candy's dog In Of Mice and Men?

I had three reactions when Candy's dog was shot. 

First, the world of the men on the ranch was a brutal one that was based on what one could do. In other words, Candy's dog was basically useless now because of its age.  It was once a great dog, but now it just existed.  In this world, uselessness equals death.  

Second, I thought Candy was next.  Candy was pretty much useless as well on...

I had three reactions when Candy's dog was shot. 

First, the world of the men on the ranch was a brutal one that was based on what one could do. In other words, Candy's dog was basically useless now because of its age.  It was once a great dog, but now it just existed.  In this world, uselessness equals death.  

Second, I thought Candy was next.  Candy was pretty much useless as well on account of his age and his handicap. In light of this, I felt very sorry for Candy's future.  Slim, who is he most respected person on the ranch, says these words: "I wisht somebody’d shoot me if I get old an’ a cripple."

Third, I thought that Carlson, the one who shot the dog, was representative of the other men. In other words, the other men gave their approval of the shooting as well.  This shows that the men may have a point.  Perhaps it was most merciful to put down the dog.  Therefore, the theme of euthanasia is introduced. 

How is Jerry's growth and evolving maturity reflected in his relationship with his mother?

When the story begins, Jerry is anxious for some freedom from his mother's watchful and protective eye.  However, "Contrition sent him running after her."  He felt badly for wanting this independence and doesn't leave her on this first day of vacation.  This year, he's much less interested in the "safe beach" they've always frequented in the past; he wants to go to the "wild bay," alone.  

The next day, he gets his chance, and...

When the story begins, Jerry is anxious for some freedom from his mother's watchful and protective eye.  However, "Contrition sent him running after her."  He felt badly for wanting this independence and doesn't leave her on this first day of vacation.  This year, he's much less interested in the "safe beach" they've always frequented in the past; he wants to go to the "wild bay," alone.  

The next day, he gets his chance, and when he looks back at her beach, he feels "relieved at being sure she was there, but all at once very lonely."  He misses her but soon becomes distracted by some older "boys -- men to Jerry" who come along and take turns diving off the rock.  They eventually amuse themselves by swimming through a tunnel in the rock, and since Jerry cannot do it, he begins to clown around to refocus their attention on him.  It doesn't work, and they leave him, crying like a child.  Cried out, he "swam out to where he could see his mother.  Yes, she was still there, a yellow spot under an orange umbrella."  He seems to want to be free of her, but -- at the same time -- he wants to know that she is nearby.

As he begins to grow more confident in the water, he feels that his old beach "now seemed a place for small children, a place where his mother might lie safe in the sun.  It was not his beach."  And next time, when he goes, he does not ask her permission first.  It is at this point that "A curious, most unchildlike persistence, a controlled impatience, made him wait" to attempt swimming through the rock yet.  His ability to delay gratification provides evidence of his growing maturity (he was unable to do so earlier when he accosted her for goggles), as does the fact that it doesn't occur to him to ask her, anymore, if he can go to the bay without her.

In the end, after his experience in the tunnel has seriously frightened him, Jerry does return to her, still a child -- at least, for a while.  He calls her "'Mummy'" and clearly wants her approbation and praise for his new ability to stay underwater for three minutes.  When he tells her this news, "It came bursting out of him."  Jerry has obviously begun the process of maturing, though it seems that one's progress toward maturity is not a straight line, and we can see that in his fluctuating relationship with his mother.

What is the focus of "Aria: A Memoir of a Bilingual Childhood"?

Richard Rodriguez's essay begins with a brief reminiscence about his first day in an English-speaking classroom in Sacramento, California, thirty years ago. He remembers that all of his classmates were white and came from socially advantageous backgrounds. Richard also remembers being perplexed that he, the lone Hispanic-American student, would soon be labeled a 'problem student.'

As time has progressed, Hispanic-American activists have managed to win congressional approval for bilingual education programs in schools. However, Richard maintains that he disagrees with the premise of such programs. He submits that a student's native language is intrinsically linked to familial intimacy and should be kept separate from the public discourse of a classroom.

Richard explains that he grew up in a very tight-knit family. His parents worked hard and stubbornly refused to allow entrenched prejudices to hold them back from pursuing their goals. Growing up, Richard relates that regular visitors to his home were always close relatives. Because of the language barrier, his parents never felt fully comfortable in public. However, speaking Spanish at home allowed them to be at ease and to enjoy a close fellowship with family members.

Richard confesses that, in his youth, he found the language of the Americans loud and coarse, so unlike the gentle, familiar Spanish diction spoken at home. His parents spoke halting English in the public sphere but could make themselves understood when necessary. Yet, Richard often felt ill at ease to see his parents struggle with the language of los gringos; English became a nemesis which weakened his parents' significance and relevance in the public sphere. Richard remembers being embarrassed by such parental ineptitude because it threatened his sense of security.

More than ever, he depended on Spanish to fuel his need for belonging and stability. The Spanish he spoke at home never failed to inspire him with a sense of peace and certainty amid the public alienation he felt on a daily basis. Richard recollects with fondness that his family even enjoyed a special lingo made up of combinations of Spanish and English words in the privacy of their home. When speaking Spanish, his father again transformed into the steady, confident family patriarch that Richard knew him to be. He remembers how comforting it was to drift off to sleep at night while listening to his parents' soft whispers in Spanish.

Richard proposes that most avid supporters of bilingual education do not realize that many socially-disadvantaged students view their mother tongue as a private language. He submits that, if his teachers had spoken to him in Spanish, he might have taken longer to learn that it was possible for him to have a public identity.

After nuns from his school visited his parents, Richard relates that his parents instituted English as the main language to be spoken at home. He remembers feeling lost, frustrated, and deeply grieved at the change. While the new change inspired his parents with more confidence to navigate the public sphere successfully, Richard felt that it marred much of the old intimacy and camaraderie he used to enjoy at home. Conversation became painful with his parents, as they often struggled to understand their children. Yet, as Richard grew in confidence in his English speaking skills, he came to realize an important truth: he had always been an American citizen, and this new fluency in English would fuel and support his newly realized American identity.

Richard ends his essay by arguing that supporters of bilingual education should not interpret assimilation into American society as a threat to the personal identity of socially-disadvantaged students. Rather, he proposes that they should recognize the value of differentiating between personal and public identities. In private, individuality is maintained through a separation from the larger society, while in public, individuality is sustained as a member of the larger society. Therefore, assimilation into society through increased fluency in English allows a Spanish-speaking child to craft his own public identity. In doing so, he may then avail himself of all the 'rights and opportunities' and 'social and political advantages' the public sphere holds. Richard submits that respecting the unique qualities inherent in both personal and public identities is key to helping the socially disadvantaged.

How do I write something about the title of the poem "One Art" by Elizabeth Bishop?

To write something about the title of the poem "One Art" by Elizabeth Bishop, it is best to first study the entire poem itself. In so doing, you will gain an understanding of what issue or issues the poet is addressing, and then you can see how her title fits the topics she talks about.

In “One Art," Elizabeth Bishop talks about the “art” of losing. The grand theme of this poem is loss. She states that loss and losing is something that “…isn’t hard to master.” 

In essence, she is saying that experiencing loss is something that happens with regularity in life and loss should come as no surprise to us. She is saying that we cannot always hold on to everything we have in life. This includes people, places, and possessions.

Bishop states that we can lose trivial, unimportant things, as well as very precious things, such as loved ones. The issue here in this poem is that we can learn to deal with the “art” of losing. The reader can now go back to the poem’s title to understand it better and then write about it.

The title “One Art” refers to properly dealing with situations and events involving loss in life. It is the individual who must be “artful” in dealing with loss. This artfulness is gained through multiple episodes of experiencing loss. Elizabeth Bishop says that one should “Then practice losing farther, losing faster.”

The goal here is for a person to confront loss head-on; to not be afraid of loss. Loss will come to all in various faces and configurations, and the more practice or experience we have with loss, the less disastrous loss will be each time. This is, however, a somewhat pie-in-the-sky observation by the poet because, no matter how experienced someone is at loss, the next loss still hurts and no one is really immune to the pain of loss.

So, as you write about the title of this poem, look at the particular phrases within the poem that relate to the title. Think of all the losses the poet has written about and how she says, “It’s evident / the art of losing’s not too hard to master.”

This is precisely the “One Art” she talks about and which made her use these particular words for the title of her poem. This is the “One Art” in life that we all can learn to deal with better – loss.

In what ways did the civil rights movement succeed and what made those successes possible?

After a long struggle, the Civil Rights movement accomplished many of its goals. By the end of the 1960s made many positive changes had been made by the movement.

With the Brown v Board of Education case, separate but equal schools were declared illegal. The "separate but equal" policy was created to keep the races apart but was rejected by this Supreme Court ruling.

The Montgomery Bus Boycott helped to end the practice of having separate seating sections on buses. African-Americans would no longer have to pay their fare at the front of the bus, get off the bus, enter through the back door, and sit in the back of the bus.

The Civil Rights Act of 1964 made it illegal to have segregation in public places. No longer would there be separate bathrooms, separate drinking fountains, or restaurants that only served whites.

The Voting Rights Act of 1965 helped African-Americans register to vote. It also made the poll taxes and literacy tests illegal. These taxes and tests were designed to keep African-Americans from registering to vote and from voting.

The Civil Rights Act of 1968 made it illegal to discriminate when renting an apartment or selling a house. The race of person could no longer be used as a factor when deciding to whom an apartment would be rented or to whom a house would be sold.

There are several factors that made these successes possible. One factor was the persistence of the African-American people to demand equal rights. African-Americans remained united in the Montgomery Bus Boycott and didn’t ride the buses for 381 days until segregation ended on the city buses of Montgomery.

Outstanding leadership was another reason for these successes. Leaders like Martin Luther King, Jr., made wise decisions in leading the nonviolent protests. They were able to rally the people to the cause and keep them focused on the ultimate goal.

The bravery of the African-American people was another factor for these successes. They were brave to face the hate the white people showed toward them. The Little Rock Nine were incredibly brave kids to face this pressure. Other people were beaten for protesting nonviolently for their rights. Some were killed in doing this also. However, the protests continued until changes were made.

The coverage of some of these events by the media also helped. Many people couldn’t believe what they were reading in the newspapers or hearing on the radio. When they witnessed the violence with their own eyes on television, such as with the Selma March, this spurred many whites into demanding change along with the African-Americans who demanded change.

There were many successes made in the Civil Rights movement. There were many reasons why these successes occurred.

What is the SI unit for speed

The SI system is based on seven base units. These are defined as the units for length (meter), mass (kilogram), time (second), current (ampere), temperature (kelvin), amount of substance (mole) and luminous intensity (candela). All other SI units are combinations of these seven units and are thus called derived units.

We see that speed is not one of the base units. So we must breakdown speed until we find a relationship that describes speed using...

The SI system is based on seven base units. These are defined as the units for length (meter), mass (kilogram), time (second), current (ampere), temperature (kelvin), amount of substance (mole) and luminous intensity (candela). All other SI units are combinations of these seven units and are thus called derived units.

We see that speed is not one of the base units. So we must breakdown speed until we find a relationship that describes speed using the base quantities.

Speed is a measure of how fast something is moving, or rather, how much distance is the object moving per unit time. 

`Speed = (distance)/(time)`

Distance is a length. Since length and time are base quantities, we can then deduce that the SI unit for speed is the SI unit of length (meters) over the SI unit of time (seconds), or `(meters)/(seconds)`  which is abbreviated m/s.

From Lois Lowry's The Giver, what are some examples of man vs. society?

The conflict of man vs. society can also mean the difference between an individual's preferences or choices pitted against the values or traditions of a community or government. A dystopian society usually suppresses the individual's desire to express one's self through passion, choice, or preference--which is is exactly how Jonas's world is run.

From the very beginning, children are deposited with parental units who are not their birth parents. This limits personal bonding to allow...

The conflict of man vs. society can also mean the difference between an individual's preferences or choices pitted against the values or traditions of a community or government. A dystopian society usually suppresses the individual's desire to express one's self through passion, choice, or preference--which is is exactly how Jonas's world is run.

From the very beginning, children are deposited with parental units who are not their birth parents. This limits personal bonding to allow caregivers to make objective choices in favor of society's goals rather than the family's. If there is ever a question of loyalty between family and society, for example, it would be easy to tell a child that community is even more important from family simply from the objective structure of the family. 

Additionally, children are brought up to comply to strict rules of social behavior, such as being articulate and accurate with one's wording. Joking around or using sarcasm is frowned upon, as Jonas discovers in the following passage when he jokes around with the community's word for punishment which is "released":

"Even the children were scolded if they used the term lightly at play, jeering at a teammate who missed a catch or stumbled in a race. Jonas had done it once, had shouted at his best friend, 'That's it, Asher! You're released!' when Asher's clumsy error had lost a match for his team. He had been taken aside for a brief and serious talk by the coach, had hung his head with guilt and embarrassment, and apologized to Asher after the game" (3).

Finally, a group of elders decides what type of life a child will lead by the time he or she turns twelve. This practice denies people the satisfaction of making and fulfilling personal goals. Of course the job each person gets is based on each person's aptitude and talents, so there is a chance one might like the job; but, the fact remains that the freedom of choice in this area is ultimately taken away from the individual. The Giver explains to Jonas that the community decided to give up differences in order to be happy. He explains it as follows:

"Our people made that choice, the choice to go to Sameness. Before my time, before the previous time, back and back and back. We relinquished color when we relinquished sunshine and did away with differences. . . We gained control of many things. But we had to let go of other"(95).

The main conflict arises as Jonas's individuality emerges along with his social awareness in a very community-driven society. He has to make a choice whether to go along with a society that tells everyone to take pills to suppress passionate feelings, how much food to eat each day, and what type of life each person should live. 

What are some of the ways in which Steinbeck makes the characters' reaction to the dream of living "off the fatta the lan'" so revealing?

The way the various characters react to George's dream (and it IS primarily George's dream; Lennie could not have created such a plan for himself) reveals their outlook on the world around them.  For example, Lennie envisions the little farm where he and George will live off the land as an idyllic Heaven, where everything is soft and no one will judge him for his (mis)behavior.  He sees his world as hard and harsh and...

The way the various characters react to George's dream (and it IS primarily George's dream; Lennie could not have created such a plan for himself) reveals their outlook on the world around them.  For example, Lennie envisions the little farm where he and George will live off the land as an idyllic Heaven, where everything is soft and no one will judge him for his (mis)behavior.  He sees his world as hard and harsh and constantly ready to berate him.  When Candy overhears George and Lennie discussing their plans, living off the land symbolizes escape and preservation for him.  After Slim gives permission for Carlson to shoot Candy's dog, he laments:

When they can me here I wisht somebody'd shoot me. But they won't do nothing like that. I won't have no place to go, an' I can't get no more jobs.

His attitude toward living off the land is one of last-ditch survival.  He agrees to contribute more than half the money for the farm and make a will leaving his portion to George and Lennie.  The farm represents one last chance for dignity for this old man.   For Crooks, the dream of living off the land is tempting . . . but only for a moment.  Although he does entertain the idea of being able to join the men in what would amount, for Crooks, to a return to slavery--he says he would work for no pay--he eventually recants his offer with this sad commentary:

They come, an’ they quit an’ go on; an’ every damn one of ‘em’s got a little piece of land in his head/ An’ never a God damn one of ‘em ever gets it. Just like heaven. Ever’body wants a little piece of lan’. I read plenty of books out here. Nobody never gets to heaven, and nobody gets no land. 

Each character has his own reasons for wanting to live "off the fatta the lan'."  These reasons give the reader further insight into the character and how he views the world.

How does Steinbeck present hierarchy in society in Of Mice and Men?

Hierarchy in Of Mice and Men is clearly delineated.  On the top of the ladder is the boss.  He is a white man who owns the ranch.   His word goes, and the other men know this point and follow. 

Below him are the workers.  Within the workers, there is also a hierarchy.  This hierarchy, however, is not based on wealth, but experience and character.  All the men on the ranch look up to Slim....

Hierarchy in Of Mice and Men is clearly delineated.  On the top of the ladder is the boss.  He is a white man who owns the ranch.   His word goes, and the other men know this point and follow. 

Below him are the workers.  Within the workers, there is also a hierarchy.  This hierarchy, however, is not based on wealth, but experience and character.  All the men on the ranch look up to Slim. They respect and even revere him. Below him are the other men, who are pretty much in the same boat. 

Then, there is Curley.  He is the boss's son.  He has some authority, based on this relation with the boss, but the men on the ranch do not like him at all. 

Finally, there are two other "outsiders."  Crook is the lone black man on the ranch.  For this reason, he is ostracized, and he is powerless. Curley's wife is also an outsider.  She is not even given a name, and the men fear her, because they believe that she is trouble. 

All of this shows that in Steinbeck's world, there is a hidden hierarchy and generally speaking there is powerlessness among everyone.  And for certain groups of people it is very bad - blacks and women. 

In what ways does Doodle demonstrate that he has his own unique personality in "The Scarlet Ibis"?

Doodle demonstrates his own unique personality with his sheer force of will, imagination, and with his appreciation for the aesthetic.

Force of will

• While the doctor predicted after Doodle's birth that the strain of turning over or really moving would probably kill him because of his weak heart, he yet learns to crawl and "[F]or the first time he became one of us," the brother narrates.


• When the brother is irritated that he must pull...

Doodle demonstrates his own unique personality with his sheer force of will, imagination, and with his appreciation for the aesthetic.

Force of will

• While the doctor predicted after Doodle's birth that the strain of turning over or really moving would probably kill him because of his weak heart, he yet learns to crawl and "[F]or the first time he became one of us," the brother narrates.


• When the brother is irritated that he must pull Doodle around in a wagon and tries to discourage Doodle from coming with him by whisking the wagon around curves on two wheels, Doodle tenaciously holds on to the sides of the wagon. The brother narrates, "Finally, I could see I was licked."


• Despite the doctor's predictions, Doodle learns to walk so that he can be with his brother. "Doodle walked only because I was ashamed of having a crippled brother."


• Doodle learns to swim only as a willful response of his brother's insistence, despite his not sleeping well at night after he exerts himself so strenuously.


• Despite his mother's admonition to not touch the fallen scarlet ibis, Doodle insists upon burying it.


• Doodle exerts himself in his effort to run after his brother in the storm, although his refusal to give up costs him his life.

Imagination

Doodle's stories are very creative, assuming the elements of fable: The people in his narratives have wings and fly wherever they please; a boy wears a golden robe that 

glittered so brightly that when he walked through the sunflowers, they turned away from the sun to face him.                            

This boy owns a resplendent peacock whose magnificent tail covers the boy at night "burying him in the gloriously iridescent, rustling vortex."

Appreciation for the aesthetic 

• When the brother takes Doodle to Old Woman Swamp,

...down into the green dimness where palmetto fronds whispered by the stream...His eyes were round with wonder as he gazed about him. 

Doodle is so moved by the beauty of this area that the sensitive boy cries.

• After the scarlet ibis lands in the tree and then dies, Doodle recognizes it as a unique thing of beauty and feels compelled to bury it, singing softly Shall We gather at the River.
  

1. What are some alternatives to Freud’s focus on childhood sexuality that might also explain adult psychological difficulties? 2. Freud’s view...

Over the years, numerous theories about children and adult psychology have developed. One popular theory is Freud’s theory about childhood sexuality influencing adults; however, other theories also have formed that explain child development.

Some alternative theories to Freud’s theories include Vygotsky’s theories and the Behaviorism theory. Vygotsky believed that children develop their “Zone of Proximal Development” or “ZPD” (their level of ability) by learning through a process termed “scaffolding.” With this, children reach...

Over the years, numerous theories about children and adult psychology have developed. One popular theory is Freud’s theory about childhood sexuality influencing adults; however, other theories also have formed that explain child development.

Some alternative theories to Freud’s theories include Vygotsky’s theories and the Behaviorism theory. Vygotsky believed that children develop their “Zone of Proximal Development” or “ZPD” (their level of ability) by learning through a process termed “scaffolding.” With this, children reach higher levels of development through interaction with others on a higher ZPD level (such as parents or teachers). According to this theory, if children have proper scaffolding, they can develop into productive individuals. On the other hand, Behaviorism illustrates that children develop based on the behaviors that are allowed and encouraged (such as through positive and negative reinforcement). According to this theory, children need correct behavior enforced to become beneficial adults.

Although these two theories are not as focused on sexuality, they reveal alternate perspectives about the development of adult sexuality. For example, with proper scaffolding, children can become beneficial and well-rounded adults (sexuality included) according to Vygotsky. Furthermore, with Behaviorism, if children experience beneficial positive and negative reinforcement, they would become sexually healthy adults as well. However, without the reinforcement, repercussions, such as a non-healthy sexual life could occur.

As a result of Freud’s background in Vienna, many scholars have speculated about how it impacted his theories. However, his theories are still being applied and analyzed by scholars today. Although most scholars reject aspects of his theories, they still use many of the basic components to speculate and create new theories today. Thus, although some scholars may avoid aspects of his theories today, they are still praised and utilized by many modern psychologists.

Sources

Santrock, John W. Children. New York: McGraw-Hill, 2010. Print.

Can we separate tartaric acid from water? I need some different methods! Could reverse osmosis be helpful?

Tartaric acid is a small molecule that is very soluble in water.  If you have a simple mixture of tartaric acid in water then the simplest method is to simply evaporate the water by boiling it away.  When all of the water is boiled away, tartaric acid will be left in the flask as a dry white solid.  Tartaric acid is quite stable and will not be damaged by the heat.  Another method would be...

Tartaric acid is a small molecule that is very soluble in water.  If you have a simple mixture of tartaric acid in water then the simplest method is to simply evaporate the water by boiling it away.  When all of the water is boiled away, tartaric acid will be left in the flask as a dry white solid.  Tartaric acid is quite stable and will not be damaged by the heat.  Another method would be to crystallize out the tartaric acid using cold temperatures.  If the solution if highly concentrated, then put the solution in a refrigerator and allow the tartaric acid the crystallize and fall out of solution as a solid.  Pass the mixture through a filter to isolate the solid.

A more complex method to separate the tartaric acid from water would be to use something like reverse osmosis.  This is a technique that uses pressure to force a solvent like water through a semi-permeable membrane.  The water molecules can move through the membrane while the larger tartaric acid molecules cannot pass through and remained trapped on one side of the membrane.

What is the style of the "The Declaration of Independence," and which rhetorical strategies does Jefferson use?

Thomas Jefferson uses a persuasive but formal style when writing "The Declaration of Independence." He uses long, compound and complex sentences, and often employs semicolons instead of ending with periods, which makes each sentence seem extremely drawn out and somewhat difficult to read.

Jefferson also likes to begin sentences with coordinating conjunctions, such as "and", "for", and "but", which have the rhetorical effect of emphasizing how important the addition, reason, or the contradiction is. For example, he states the following:

...

Thomas Jefferson uses a persuasive but formal style when writing "The Declaration of Independence." He uses long, compound and complex sentences, and often employs semicolons instead of ending with periods, which makes each sentence seem extremely drawn out and somewhat difficult to read.

Jefferson also likes to begin sentences with coordinating conjunctions, such as "and", "for", and "but", which have the rhetorical effect of emphasizing how important the addition, reason, or the contradiction is. For example, he states the following:

But when a long train of abuses and usurpations, pursuing invariably the same object, evinces a design to reduce them under absolute despotism, it is their right, it is their duty, to throw off such government... 

The author also uses anaphora, the repetition of words or phrases at the beginning of lines or paragraphs, for both style and rhetorical effect when he begins a series of complaints with the word "For."

Other style applications which add to the rhetorical effect include the fact that he often capitalizes certain common nouns which he believes are essential to man, such as "Life, Liberty, and the Pursuit of Happiness" and "FREE AND INDEPENDENT STATES".

Jefferson uses all three Greek rhetorical appeals in the document. For example, he uses ethos when he states, "We hold these truths to be self-evident, that all men are created equal..." Here, the reader can recognize that it is ethically correct to treat all human beings equally, so they agree with the speaker.

Next, Jefferson also uses logos when he mentions the fact that the king of England has "a history of repeated injuries and usurpations." The reader can look up facts related to this "history" and see for himself that such was the case. However, Jefferson provides the reader with a list of transgressions, such as the fact that that king cut off their trade, imposed taxes without consent, denied them a trial by jury, and abolished "the free system of English laws."

Finally, Jefferson uses pathos. He states that the king was sending armies to complete "the works of death, desolation and tyranny," all phrases which evoke emotion in the reader. He also states that the circumstances at that time were that of "Cruelty" even compared to "the most barbarous ages" and completely uncivilized.

How do I identify context, use of persuasive language, and structure of speech?

Another way to understand what is meant by context is "setting." The context or setting of the text is determined by the circumstances under which the story/text/speech is taking place, including where, when, the audience, the mood, etc. 

Persuasive language can be identified by analyzing the use of various rhetorical devices. One heuristic for evaluating the use of persuasion is the Aristotelian triad of ethos, pathos, and logos. These modes of persuasion refer to the...

Another way to understand what is meant by context is "setting." The context or setting of the text is determined by the circumstances under which the story/text/speech is taking place, including where, when, the audience, the mood, etc. 

Persuasive language can be identified by analyzing the use of various rhetorical devices. One heuristic for evaluating the use of persuasion is the Aristotelian triad of ethos, pathos, and logos. These modes of persuasion refer to the different types of authority/legitimacy arguments can appeal to. Ethos can be located where the author is making an ethical appeal on the basis of their credibility (expertise or pedigree). Pathos can be identified in verses where the author elicits emotional responses from the audience - by using techniques such as meaning-loaded language, examples or stories of emotional events, and/or tone of voice. Logos can be identified on the basis of the author's use of logic or reason - such as using theory, citing facts, constructing historical analogies, etc. However, in addition to these broader modes of persuasion, specific rhetorical devices can also be analyzed for evaluating the efficacy of persuasion, some of these include: alliteration, allusion, anaphora, antithesis, epithet, hyperbole, metaphor, metonymy, oxymoron or paradox, parallelism, etc. 

The structure of the speech can be identified through analyzing how the argument is built, arranged, and organized. There are many different ways to structure an argument. One way is in terms of a chronological sequence, where order is temporally imposed through signaling words such as: first, then, finally, next, or specific dates. Another way to organize the structure is in terms of cause and effect, where events are described and then causal factors explicated. Additional techniques include: problem/solution, compare/contrast, how-to directions, etc.

Why doesn't anyone in the village help the rider from the chateau in A Tale of Two Cities?

The rider gets no help because no one wants to aid the aristocrats.

The French Revolution was an intense class struggle.  The peasants had been mistreated and taken advantage of for years, and they were sick of it.  To them, the wealthy aristocrats were fed off of the fruits of their labor and they got nothing in return.

When there is a fire at the chateau, you can see why the Marquis would not have...

The rider gets no help because no one wants to aid the aristocrats.

The French Revolution was an intense class struggle.  The peasants had been mistreated and taken advantage of for years, and they were sick of it.  To them, the wealthy aristocrats were fed off of the fruits of their labor and they got nothing in return.

When there is a fire at the chateau, you can see why the Marquis would not have the villagers’ sympathy.  Good riddance to the aristocrat, as far as they are concerned.  He has never lifted one finger to help them, instead taxing them into extreme poverty.  Thus the "rider" from the chateau gets no help when he desperately asks for it.

At the gate, a group of officers were looking at the fire; removed from them, a group of soldiers. "Help, gentlemen—officers! The chateau is on fire; valuable objects may be saved from the flames by timely aid! Help, help!" The officers looked towards the soldiers who looked at the fire; gave no orders; and answered, with shrugs and biting of lips, "It must burn." (Book 2, Ch. 23)

Note that he is concerned about “valuable objects.”  Sure, save the property.  None of the villagers have any valuable property.  Monseigneur took everything they had and left them next to nothing.  They can get at least some small satisfaction in his destruction.

Gabelle was just doing his job.  Although he was the collector of the hated rents and taxes, the village was in his care.  He was basically a middle-man.  To the revolutionaries, he was also not much more than a pseudo-aristocrat.  He did the Marquis' bidding.

Revolutions do not start overnight.  It takes a series of abuses that make people believe that they have nothing to lose, and everything to gain, from ousting those in power.  Dickens is careful in portraying the nuances of why there was a revolution, as well as the atrocities of the revolution itself.

Imagine that you are Gregory from Romeo and Juliet and you have been imprisoned for taking part in the play's initial fight. How would you write...

Just to be clear, Gregory is not actually imprisoned after the fight in question. However, it appears your teacher wants you to imagine that he was, there are several arguments you could use.

The first is that you were simply defending the Capulet name. As a loyal servant of a respected house, defending the family name would have been a positive thing.

Second, you could argue that the Montagues started the fight, and that you...

Just to be clear, Gregory is not actually imprisoned after the fight in question. However, it appears your teacher wants you to imagine that he was, there are several arguments you could use.

The first is that you were simply defending the Capulet name. As a loyal servant of a respected house, defending the family name would have been a positive thing.

Second, you could argue that the Montagues started the fight, and that you were simply acting in defense.  In reality, your buddy Sampson bit his thumb at the Montagues, which is the Shakespearean equivalent of giving the middle finger.   This no doubt provoked the Montagues.  However, you could argue that the Montagues started the physical fighting when they responded to the initial thumb biting.

If you really wanted to save yourself, and if you were willing to throw Sampson under the bus, you could argue that it was Sampson who was the true aggressor.  After all, you were simply going to frown at the Montagues, but Sampson heightened the insult by thumb-biting.  You could argue that you simply got pulled into a fight based on the impulsive actions of your companion, Sampson.

The entire fight appears in Act 1, Scene 1, so it might be worth a revisit. Hopefully, this gave you a jumping off point for some ideas.

In The Call of the Wild, what happens to Buck after he leaves Judge Miller's home?

A lot happens to Buck after he leaves Judge Miller's house.  I want to make it clear though that Buck did not leave the Miller house by his own choice.  Buck loved the Miller family and they loved him.  Unfortunately the gardener, Manuel, does not love Buck that much and has a gambling debt.  Manual "dognaps" Buck and sells him.  From there Buck is transported in a cage to an unknown destination via train.  

Eventually Buck is let out of his prison by a man in a red sweater . . . and a club. 

A stout man, with a red sweater that sagged generously at the neck, came out and signed the book for the driver. That was the man, Buck divined, the next tormentor, and he hurled himself savagely against the bars. The man smiled grimly, and brought a hatchet and a club.

The man in the red sweater calmly used the hatchet to free Buck from his cage, and he then picked up the club.  Enraged at having been mistreated for days, Buck attacked the man in the red sweater.  Each time that Buck attacked, the man defended himself and hit Buck with the club.  

A dozen times he charged, and as often the club broke the charge and smashed him down.

Buck continued to charge and attack until he was beaten senseless.  The encounter with the man in the red sweater was Buck's introduction to the "primitive law" that will become important through the rest of the novel.  The law is "might makes right."  As long as that man held the club, he held the power.  

He was beaten (he knew that); but he was not broken. He saw, once for all, that he stood no chance against a man with a club. He had learned the lesson, and in all his after life he never forgot it. That club was a revelation. It was his introduction to the reign of primitive law, and he met the introduction halfway.

The next thing that happened to Buck was waiting.  Buck saw other dogs come and go as they were bought and sold by the man in the red sweater.  Eventually a man named Perrault buys Buck, places him on a ship, and takes Buck north where he encounters snow for the first time.  That will end chapter one.  

At the first step upon the cold surface, Buck’s feet sank into a white mushy something very like mud. He sprang back with a snort. More of this white stuff was falling through the air. He shook himself, but more of it fell upon him. He sniffed it curiously, then licked some up on his tongue. It bit like fire, and the next instant was gone. This puzzled him. He tried it again, with the same result. The onlookers laughed uproariously, and he felt ashamed, he knew not why, for it was his first snow.

What do we mean when we say, "the chicken has come to roost"?

The phrase “the chicken has come home to roost” is an idiom or expression that means that bad things a person says or does will come back to hurt them.

The idea of a bird returned to its nest at night, or coming home to roost, representing bad actions coming back to haunt the perpetrator has been a common concept in English for centuries. The first time the idea (but not the exact phrase) appears...

The phrase “the chicken has come home to roost” is an idiom or expression that means that bad things a person says or does will come back to hurt them.

The idea of a bird returned to its nest at night, or coming home to roost, representing bad actions coming back to haunt the perpetrator has been a common concept in English for centuries. The first time the idea (but not the exact phrase) appears in writing is in The Parson’s Tale, part of Geoffrey Chaucer’s Canterbury Tales.

The phrase as it stands today first appeared on the title page of Robert Southey’s poem The Curse of Kehama in 1810. The title page said “Curses are like young chicken: they always come home to roost."

Why are U.S. and NATO military forces fighting in Afghanistan?

United States and NATO (North Atlantic Treaty Organization) forces are fighting in Afghanistan in an attempt to prevent the Taliban from taking control of the country.  The West believes that Taliban control of Afghanistan would lead to increased terrorism in the world.

The Taliban is a group of extremely conservative Muslims who ruled Afghanistan beginning in the mid-1990s.  The Taliban enforced a very strict version of Islamic law. Because of their hard line attitudes, they...

United States and NATO (North Atlantic Treaty Organization) forces are fighting in Afghanistan in an attempt to prevent the Taliban from taking control of the country.  The West believes that Taliban control of Afghanistan would lead to increased terrorism in the world.

The Taliban is a group of extremely conservative Muslims who ruled Afghanistan beginning in the mid-1990s.  The Taliban enforced a very strict version of Islamic law. Because of their hard line attitudes, they were also friendly with Al Qaeda.  They allowed Al Qaeda members to live and to train in Afghanistan without any interference from the Afghan government.  During that time, Al Qaeda planned and carried out the terrorist attacks of September 11, 2001.

After the 9/11 attacks, the US and coalition forces invaded Afghanistan to remove the Taliban from power.  They succeeded in doing this, but the new government that came after this has not been able to keep effective control of the country. This has allowed the Taliban to take control of some areas of the country and the group is pushing to regain control over the entire country.  The US and NATO are fighting in Afghanistan to try to prevent this from happening so that Afghanistan does not become a haven for terrorists again.  As they do this, they are also working to train Afghan forces and to get the Afghan government to be more effective so that it will be able to control its own country.

What is the first reaction of those in the Rainbow Inn when they see Silas in the doorway in Silas Marner?

The first reaction is shock. From the very start of the novel, we are told that Silas never ventured into the Rainbow despite it being the town's public house. 

..he never strolled into the village to drink a pint at the Rainbow or to gossip at the wheelwright's; he sought no man or woman, save for the purposes of his calling, or in order to supply himself with necessaries..

Therefore the fact that Silas, of all people, shows up in a place where he has not set foot in the 15 years that he has been at Raveloe, is a big deal. The townspeople literally feel that they are staring at a ghost, and not at Silas. That is the degree of shock that they actually feel. 

This all happens in chapter 7, after Silas discovers the theft of his gold. In complete desperation Silas steps out of his cottage and ends up in the Rainbow, looking for Squire Cass and other people, to look into the theft. Being that Silas is, literally, about to have a breakdown, we get a clear description of what exactly takes place in the inn as Silas shows up in the doorway:

...the pale, thin figure of Silas Marner was suddenly seen standing in the warm light, uttering no word, but looking round at the company with his strange, unearthly eyes..

Just imagine this for a moment. Silas, who is already notorious for his big eyes, his exotic looks, and his strange personality, is just standing there looking quite distressed at the faces of the pub's frequent visitors. It is no wonder they felt it was some ethereal version of Silas that was at the door, and not the enigmatic weaver himself.

...every man present, not excepting even the skeptical farrier, had an impression that he saw, not Silas Marner in the flesh, but an apparition...

There is an awkward silence that follows for a few moments, as the shock is still fresh in those who are witnessing Silas. 

However, the landlord comes over and welcomes Silas in, clearly noticing that Silas is not well at all. When Silas requests that "the Justice—and Squire Cass—and Mr. Crackenthorp" are summoned, the landlord can tell that Silas is out of his mind. He asks Jem Rodney to calm Silas down but, in the end, the Rainbow guests simply have Silas sit down to tell them what happened. As they slowly start warming up to Silas, due to the genuine state of alarm that he showed, the feeling still remained:

The reality of ghosts remained still an open question

The people still felt uneasy and still wondered whether that was really Silas inside the Rainbow Inn.