Is there a quote that describes Zeebo in To Kill a Mockingbird?

In Chapter 12, Calpurnia takes Jem and Scout to First Purchase African M.E. Church for Sunday service. After a short run-in with the ornery Lula, Zeebo appears from the crowd and kindly welcomes the children to the church. Scout recognizes Zeebo because he is their garbage man. After everyone is seated, Zeebo gets up from one of the pews and begins to lead the church in singing the hymn "There's a Land Beyond the River."...

In Chapter 12, Calpurnia takes Jem and Scout to First Purchase African M.E. Church for Sunday service. After a short run-in with the ornery Lula, Zeebo appears from the crowd and kindly welcomes the children to the church. Scout recognizes Zeebo because he is their garbage man. After everyone is seated, Zeebo gets up from one of the pews and begins to lead the church in singing the hymn "There's a Land Beyond the River." Scout is astonished to find out that in the African American church they have no hymnals and use a technique called "lining." Lining is when the leader sings one line of the hymn, and the choir repeats the line back. Scout describes Zeebo by mentioning,

"Zeebo was Calpurnia's eldest son. If I had ever thought about it, I would have known that Calpurnia was of mature years---Zeebo had half grown children---but then I had never thought about it." (Lee 166)

Calpurnia taught Zeebo how to read using only the Bible and Blackstone's Commentaries, which is a very difficult book to read. Jem and Scout are impressed that Calpurnia taught him using those books, and begin to look at Cal in a new way. The children enjoy their time at First Purchase African M.E. and gain valuable perspective into the lives of the black members of their community.

Why would the Lucas' reaction to their daughter's engagement in Pride and Prejudice be considered socially inappropriate?

Little in the text indicates that Lucas's reaction to Charlotte's engagement was socially inappropriate, but we do get a hint of Lady Lucas crowing excessively over her success in the following line:

Lady Lucas ...called at Longbourn rather oftener than usual to say how happy she was.

This might be considered inappropriate because Charlotte's fiance, Mr. Collins, was heir to the Longbourn estate, meaning Charlotte and Mr. Collins would, upon Mr. Bennet's death, have the...

Little in the text indicates that Lucas's reaction to Charlotte's engagement was socially inappropriate, but we do get a hint of Lady Lucas crowing excessively over her success in the following line:

Lady Lucas ...called at Longbourn rather oftener than usual to say how happy she was.

This might be considered inappropriate because Charlotte's fiance, Mr. Collins, was heir to the Longbourn estate, meaning Charlotte and Mr. Collins would, upon Mr. Bennet's death, have the legal right to immediately cast Mrs. Bennet and her daughters out of their home. Reminding Mrs. Bennet of this fact could be seen as insensitive, certainly not of the highest order of social graciousness. On the other hand, Mrs. Bennet had, through the earlier part of the novel, dished out rudeness almost constantly to Mrs. Lucas, bragging insufferably about her own daughters' prospects and making condescending remarks about Charlotte, a person everyone had written off as an old maid. More to the point, following WD Harding in his Austen essay "Regulated Hatred," both Mrs. Bennet and Mrs. Lucas used legitimate and socially acceptable conventions to savage each other without doing or saying anything overtly inappropriate. 

If we look past the socially acceptable to ethically acceptable behavior, however, we might take offense at the following:

Lady Lucas began directly to calculate, with more interest than the matter had ever excited before, how many years longer Mr. Bennet was likely to live.  

In other words, Lady Lucas is, privately, experiencing a certain glee or schadenfreude over the fact that her daughter will be mistress of her rival, Mrs. Bennet's, home. Using the terminology of our own time, we might say this is not cool. 

How are force and work related?

Work and force are related in that work is the force acting on an object multiplied by the displacement in the direction of the force, meaning the distance that the object moves:

W = F x d

A force is a push or a pull. The S.I unit for force is Newtons, with one Newton equal to one kilogram x meter/second^2. Work is expressed in Newton-meters, or N-m.

If you apply a force of 20N...

Work and force are related in that work is the force acting on an object multiplied by the displacement in the direction of the force, meaning the distance that the object moves:

W = F x d

A force is a push or a pull. The S.I unit for force is Newtons, with one Newton equal to one kilogram x meter/second^2. Work is expressed in Newton-meters, or N-m.

If you apply a force of 20N to a box to push it horizontally along the floor a distance of 10m, the work done on the box is W = (20N)(10m) = 200 N-m. This is assuming that you're pushing the box in the same direction that it moves. If you apply the force at an angle to the direction of motion you would need to calculate the component of the force that acts in the direction of the motion by resolving the force vector.

In "Tickets, Please!," why were the characters reluctant to dismount their coach?

In the story, passengers are reluctant to dismount their coaches because they do not relish the idea of waiting for another tram while stranded outside in the cold. Furthermore, the unrelenting cold is usually accompanied by strong winds.

So, the passengers usually refuse to disembark unless a fire on board threatens their very existence. Even then, they often wait until circumstances leave them in no doubt about their danger before they climb out. The passengers...

In the story, passengers are reluctant to dismount their coaches because they do not relish the idea of waiting for another tram while stranded outside in the cold. Furthermore, the unrelenting cold is usually accompanied by strong winds.

So, the passengers usually refuse to disembark unless a fire on board threatens their very existence. Even then, they often wait until circumstances leave them in no doubt about their danger before they climb out. The passengers know that most trams are packed; therefore, the chances of being picked up by another tram is very slim. Furthermore, some passing trams may be in disrepair and so, cannot pick up any passengers.

The passengers reason that, even if a tram leaps off the rails (due to the recklessness of the driver), other trams will soon be along to help 'haul it out.' They prefer to wait in the safety and security of the tram rather than risk being stranded out in the cold, with no prospect of continuing their journey.

The reason for this reluctance to dismount is that the nights are howlingly cold, black and windswept, and a car is a haven of refuge. From village to village the miners travel, for a change of cinema, of girl, of pub. The trams are desperately packed. Who is going to risk himself in the black gulf outside, to wait perhaps an hour for another tram, then to see the forlorn notice 'Depot Only'—because there is something wrong; or to greet a unit of three bright cars all so tight with people that they sail past with a howl of derision?

In to Kill a Mockingbird, Atticus tells the children that "You never really understand a person until you consider things from his point of...

At the beginning of the novel, Atticus teaches Scout a lesson on perspective. He advises that she metaphorically "climb into the skin of people and walk around in it" to understand their perspective. This is an important lesson throughout the novel that is essential to the moral development of Scout. As the novel progresses, Scout attempts to view situations from other people's perspectives. When Jem is acting moody the week after he retrieved his...

At the beginning of the novel, Atticus teaches Scout a lesson on perspective. He advises that she metaphorically "climb into the skin of people and walk around in it" to understand their perspective. This is an important lesson throughout the novel that is essential to the moral development of Scout. As the novel progresses, Scout attempts to view situations from other people's perspectives. When Jem is acting moody the week after he retrieved his pants from the Radley yard, Scout attempts to "climb into his skin and walk around in it" by imagining how she would feel if she had gone alone into Boo's yard.

After Dill runs away from his home and explains his situation to Scout, she begins to try to understand what life would be like if Atticus and Calpurnia did not wish to have her around. This scene portrays Scout continuing to develop her perspective. Scout continues to mature and learns an important lesson following the mob scene. Atticus explains that the reason Walter Cunningham made his gang leave was because he was able to "walk in Atticus' shoes." Scout learns another valuable lesson in perspective when Atticus elaborates on how mob mentality influenced Walter.

Throughout the trial, Scout's moral development is evident when she analyzes the character of Mayella Ewell. Scout states that she feels that Mayella is the loneliest person in Maycomb, even lonelier than Boo Radley. Her ability to compare Mayella to Boo portrays her developing perspective.

In the last chapter of the novel, Scout stands on Boo Radley's porch and looks out at their neighborhood. She begins to reflect on past events and "stands in Boo's skin" to understand how he views the world. This scene is the apex of Scout's moral development in the novel. She is finally able to appreciate Boo Radley as her normal neighbor by understanding his point of view.

I don't know what topic to write about for an essay on "A Modest Proposal"; I don't even know how to start it. Please, someone help me!

This assignment, usually after discussing Swift’s “A Modest Proposal,” serves to demonstrate the student’s understanding of irony and exaggeration to make an argument. When the student understands the “modest” adjective, he/she is then requested to invent a “modest” (read “preposterous”) idea to solve another problem, a suggestion that, by its outrageousness, illuminates the irony of the dilemma but which superficially can be argued. For example, suppose we were to suggest that only cripples and the...

This assignment, usually after discussing Swift’s “A Modest Proposal,” serves to demonstrate the student’s understanding of irony and exaggeration to make an argument. When the student understands the “modest” adjective, he/she is then requested to invent a “modest” (read “preposterous”) idea to solve another problem, a suggestion that, by its outrageousness, illuminates the irony of the dilemma but which superficially can be argued. For example, suppose we were to suggest that only cripples and the sick should fight in a war, because their loss would be less than losing a healthy person. How about suggesting that college students should never read the classic Iliad, because it puts them in a combative, belligerent, defensive mood toward their professors? Or what if ladies were required to wear high heels if they wanted gender equality to play professional sports? See, preposterous “solutions” to social problems highlight the flaws in our thinking, in our approach to solving problems. What if students were required to only plagiarize their homework, so they would learn how to research their topics?

Who is the intended audience for "Legalism" in the book Worlds of History by Kevin Reilly?

It looks like you may be referring to Han Fei's Legalism in the chapter on philosophers from China and Rome in Kevin Reilly's Worlds of History Volume I: To 1550: A Comparative Reader/ Edition 5.

As to who is the intended audience for Legalism, that would most likely be rulers in ancient China, specifically the King of Han, Han Fei's cousin. History tells us that Han Fei was a member of the royal family of Han, one of the states during the Warring States Period in China. As a learned man, he was continually frustrated by his one encompassing weakness: he stuttered. As a result, he was perceived as less intelligent and less wise than other statesmen in the Han kingdom.

During the Warring States Period, Han Fei tried unsuccessfully to advise his cousin in military and political matters. However, his advice fell on deaf ears; so, Han Fei took to writing down his thoughts. His words were so eloquent that today, he is known as the foremost proponent of the School of Law doctrine or Legalism. You can read his treatise on legalism in his book, Han Feizi, which contains fifty-five essays.

Although Han Fei's advice was ignored by his cousin, the King of Han, another ruler took his words to heart. He was none other than the King of Qin, Shi Huang Di, who became the first Emperor of a united China. In fact, the King of Qin was so impressed with Han Fei that he mulled over the idea of employing him in a political capacity in the new Qin dynasty. However, Li Si, his minister (and Han Fei's old nemesis) manipulated matters so that Shi Huang Di's mind turned against the Han statesman. Han Fei was then thrown into prison, and he eventually committed suicide by ingesting poison.

What is legalism? It is basically the law enshrined as the preeminent authority in any kingdom. Han Fei's legalist theories disavowed the Confucian 'government rule by virtue;' instead the rule by law constituted three main principles:

1)Fa: this is the law or abiding principle of any kingdom. The law is irrevocable and final in its authority.

2)Shu: this is the method or tactic of ruling. Legalist rulers maintained order through a draconian system of punishments and rewards. There are no exceptions to any rule.

3)Shi: this is the power or legitimacy to rule. It is the law, not moral authority, which confers the right to rule on a king.

As an example, let's look at Chapter Seven of Han Fei's book, where he mentions the two handles of 'chastisement and commendation.'

To inflict death or torture upon culprits, is called chastisement; to bestow encouragements or rewards on men of merit, is called commendation.

Thus, when an intelligent ruler keeps ministers in service, no minister is allowed either to override his post and get merits thereby nor to utter any word not equivalent to a fact. Whoever overrides his post is put to death; whoever makes a word not equivalent to a fact is punished. If everyone has to do his official duty, and if whatever he says has to be earnest, then the ministers cannot associate for treasonable purposes.

The above is an example of Legalism in terms of autocratic rule. In fact, if you were to read through all fifty-five essays, you will notice something very interesting. Many of Han Fei's thoughts are echoed in another political treatise centuries later; this would be The Prince by Niccolo Machiavelli, the 16th century Italian politician and statesman. He argued that the need for strong leadership is necessary to keep government ministers faithful even when they change their minds. Compare the words of Han Fei and Machiavelli below:

For this reason, every sovereign is molested, murdered, deluded, or deceived, because he had lost the handles of chastisement and commendation and let the ministers use them, inviting danger and ruin accordingly. (Han Feizi Chapter VII: The Two Handles).

Besides the reasons mentioned, the nature of the people is variable, and whilst it is easy to persuade them, it is difficult to fix them in that persuasion. And thus it is necessary to take such measures that, when they believe no longer, it may be possible to make them believe by force. (The Prince: Chapter VI — Concerning New Principalities Which Are Acquired By One's Own Arms And Ability).

To read Han Fei's work, please refer to Legalism.