How did J.K. Rowling use historical aspects to plot the series of Harry Potter? And with those aspects, why should teachers use the series in...

When you ask how JK Rowling used “historical aspects to plot” the Harry Potter series, I assume you are asking what aspects of real-world history show up in that series.  I will base my answer on that assumption.  The story line in the Harry Potter series is meant to remind us of Nazi Germany and the treatment of Jews.   

In real-life Germany, Adolf Hitler and the Nazis came to power in 1933.  They based...

When you ask how JK Rowling used “historical aspects to plot” the Harry Potter series, I assume you are asking what aspects of real-world history show up in that series.  I will base my answer on that assumption.  The story line in the Harry Potter series is meant to remind us of Nazi Germany and the treatment of Jews.   

In real-life Germany, Adolf Hitler and the Nazis came to power in 1933.  They based their rise on the idea that Germany was a country of superior people who were being dragged down by inferior enemies.  They believed that the Jews were their main enemy.  They got this belief largely from Europe’s long history of anti-Semitism.  When they came to power they gradually eroded the rights of the Jews, taking Jewish freedoms away in order to promote the good of the Germany people as a whole.  Later, they started to kill the Jews and eventually moved from sporadic killings to the mass effort to exterminate the Jews that we now call the Holocaust.

The story of Voldemort and his Death Eaters (as well as the story of Grindelwald) is based to some degree on this history.  Voldemort believes that Muggles are inferior beings and wizards are superior.  He has decided that Muggles as well as Mudbloods are the enemies of pure wizards.  He wants to rid the wizarding world of Mudbloods and then use the power of magic to subjugate the Muggles as well as “lesser” magical creatures (think of the fountain in the Ministry of Magic).  Voldemort’s ideas come down from people like Salazar Slytherin, who wanted to limit Hogwarts to purebloods, and Grindelwald who (along with Dumbledore) wanted to enslave the Muggles.  (Note that Dumbledore turned on Grindelwald and defeated him in 1945, the same year that Hitler died and Nazi Germany was destroyed.)  Voldemort and his followers are happy to torment and even kill Muggles.  They start in on a process of purging Mudbloods, though they never manage to hold on to power long enough to do anything like the Holocaust.  In these ways, we can see clear parallels between real-world history and the plot line of the Harry Potter series.

Given this, it is possible to argue that teachers should use the Harry Potter books in other classes, particularly in history.  However, I (as a history teacher) would not do so.  You can argue that these books would be good in a history class because they would help students understand the Holocaust.  Students would be more interested in the books than in nonfiction about the Holocaust so they would learn more effectively through the books.  I, personally, would not do this, though, because not all of my students would have read the books.   I would not want to require them to read the books because they are very long (particularly Harry Potter and the Deathly Hallows, where we see the main purging of Mudbloods).  I would not want to make them read such long books when there are other books that would have a greater emphasis on the Holocaust.

What does Emerson mean by saying "immortal palms" in his quote "he who would gather immortal palms must not be hindered by the name of goodness"? I...

By the word, "palms," Emerson is referring to the palm leaf or laurel branch, which in ancient times was used by people to celebrate a victory or occasion for rejoicing. One example of this usage well known to Emerson's contemporary readers was the palm-waving welcome that Jesus received when he entered Jerusalem on what is now celebrated as Palm Sunday.

This is a reference with religious overtones. A person who sets out to "gather immortal...

By the word, "palms," Emerson is referring to the palm leaf or laurel branch, which in ancient times was used by people to celebrate a victory or occasion for rejoicing. One example of this usage well known to Emerson's contemporary readers was the palm-waving welcome that Jesus received when he entered Jerusalem on what is now celebrated as Palm Sunday.

This is a reference with religious overtones. A person who sets out to "gather immortal palms" is someone who aims at doing deeds or making discoveries that are worthy of great spiritual rejoicing. What Emerson is saying here is this: When you set out on such a quest, you shouldn't be constrained by prior rules or notions about what is supposed to be good. You have to be open to follow the dictates of your higher intuitions and conscience. These may go against conventional morals, or what authority figures tell you is right.

Emerson spells this out when we recounts memories from his youth. Emerson had expressed his lack of interest in keeping up religious traditions for tradition's sake. His friend had countered that Emerson shouldn't trust his inner dictates because they could be wrong.

"But these impulses may be from below, not from above."

Emerson says he replied,

"They do not seem to me to be such; but if I am the Devil's child, I will live then from the Devil."

Of course, Emerson doesn't believe his impulses come from the Devil, or that he follows the Devil. On the contrary, his argument is about rejecting blind obedience to rules. Trusting one's higher intuitions about what is right will lead to the discovery of true goodness.

Answer the following questions with accept or reject, and explain why? 1) A force can be defined by the equation "w=mg". 2) If an object is...

1) Accept. According to Newton's second law of motion, force is defined as the product of mass (m) of an object and its acceleration (a). If an object is dropped from a height (on Earth), its acceleration can be given as acceleration due to gravity, g (that is, a = g). Then the force on the object (or its weight) will be given as F = W = mg.

2) Accept. When we throw an object upwards, its velocity reduces and it ultimately comes to a stop and then fall down, because of Earth's gravity. This clearly shows that as the object goes up, its kinetic energy (= `1/2 mv^2` ) reduces (as the velocity decreases) and ultimately becomes 0 (when velocity is 0, at the highest point in its trajectory). As the kinetic energy decreases, the object gains height and its potential energy (given as mgh, where h is the height of the object) increases. 

3) Accept. The horizontal and vertical motion can take place simultaneously, but are independent of each other. Think about it this way, if you are walking and the cellphone slips from your hand, it will fall down right next to your feet. Same will the scenario, if you were just standing and it fell down. In both case, your motion is independent of phone's vertical motion and it will take the same amount of time to fall down. In other words, the vertical motion is affected by Earth's gravity and that is what govern's it. According to equations of motion, `V = 1/2 g t^2`  , the acceleration due to gravity will determine the motion and hence vertical motion will always take the same time.

4) Accept. The more massive an object is, higher is its inertia. Inertia can be defined as the property of an object that enables it to resist a change in its state of motion. That is, inertia will help an object stay at rest or in continuous motion, until sufficient external force overcomes inertia and cause a change in object's state of motion. Think about it this way, we can move a chair or a bicycle, but how difficult it is move a house or a car. Would you rather move a cat or an elephant. Thus, more mass means more inertia.

5) Accept. The atomic number of an element is same as the number of protons. The atomic mass is the sum of number of protons and neutrons in an atom. When the atomic number changes, that is number of protons change; so does its atomic mass. The elements are arranged in the periodic table and each element corresponds to a different atomic number. When the atomic number changes, the element itself changes. For example, the object changes from carbon to nitrogen as one proton is added to it. And they each have a different atomic mass.

6) Accept. Power is defined as work done per unit time. If we increase the amount of work done (while keeping the time constant), the power will increase. Think about it this way, if you take 2 minutes to climb a set of stairs and then you do the same twice in 2 minute (while running up the stairs); your body would have done more work and hence, would have spent more power on the exercise.

Hope this helps.  

Is there anything I need to add or change in my essay to meet the rubric? Can someone please check my argumentative essay paper to see if it's good...

Hi!

Rubric and format-wise, the essay looks very well-presented and it does follow the requirements stated by your instructor. 

There are a few miscues when it comes to your written expressions, and two specific spelling mistakes that you may be able to see in the image that I took of the area where you need work.  

Your introduction was excellent, with a very well-pointed quote that opens the eyes of the reader. You also effectively conveyed the central thesis of the paper, which is that we are losing the war on poverty. The reasons that you give are inflation and recession, which means that you are primarily placing the responsibility on the government. You have evidence to support this argument, so that is a valid point that will earn you the credit. Moreover, you reinstated your central topic in your conclusion, which is something most students forget to do. Great job!

Look into: 

There is one thing that I will suggest. Right there on that first paragraph, list the factors that promote poverty with more clarity. Factor number one- recession. Factor number two, -- and then, as factor number three, list the fact that people depend on the government programs offered to them for generations. 

Those three pointers should be the ones used to develop for the rest of your paper. 

Again. 

Reason 1- Inflation 

Reason 2- Recession (you used a different word, so use that one)

Reason 3- Overuse of government programs

Organize each reason individually with backup evidence and details:

Remember that, after you post your three points of arguments (above) you will expand upon each one of them individually by dedicating at least one paragraph to each. You have plenty of evidence for each of these points, dating back to historical events that are backed up with excellent statistics.

All that you need to do is organize each of your reasons, support each one separately, and then transition to the next. So, reason 1 will have its time to shine with a good description of what it is, what it entails, and the example that you provided showing why this is a problem. 

Do the same for reasons 2 and 3. 

For reason 3:

You mention several times the concept of the "poverty cycle". This cycle is very well-explained on page 2 of your essay, where you say that it is essentially that generations of families are dependent on government programs and will not let go of them. Move this explanation to the paragraph or section that you will dedicate to reason 3 at the beginning (what I explained above), and have your chance to explain there what this poverty cycle entails. Then, for your conclusion section, mention or summarize it again. 

Other things:

Look at the image and check on some spelling miscues. You need to add an "s" to the word "parent" at the end of page 2. You also need to explain this paragraph a bit better, pointing out that the children are perhaps being misguided on how to be better and more productive citizens of society, and that they need good parents--or that their parents have to teach them skills--to ingrain this mentality in their children.

Review that section on parenting again, and re-write it in a way that reflects the need for parents to be aware of the education and social edification of their children. 

Other than that, the language used was very good, and the transitions were natural while still preserving the academic language. Kudos and good luck!

I'm reading Susan Glaspell's " Trifles" and " A Jury of her Peers". In understanding better from literary perspective; outside of the setting being...

Great question! When it comes to gender equality, there are issues that often come interconnected with the historical period where they occur. This is because, as theories of individual and group dynamics often argue, issues are symptoms of their society.

Geographical location-

The situation that takes place in "A Jury of Her Peers" occurs in Dickson County. This is a farm-country area which, as it is expected, would consist on large portions of land separated by each landowners' boundaries.

As such, farm life is busy, time-consuming, and isolated. When the female characters in the story find themselves alone, they are at the mercy of whoever is the dominant household member: the male. In Minnie's case, she did not have additional support systems: no friends, no children, no neighbors. This means that she had no way to help empower herself nor learn about self-confidence and initiative. These are behaviors which are often born out of social interaction. When you live in isolation, social interaction goes amiss. 

When Minnie gets married she goes, presumably, from her father's house to that of her husband's. Her husband then decided that she will not share with anyone, or communicate with the outside world. Mrs. Hale never gets to come over because John freaks her out. Therefore, the isolation of the geographical separation render Minnie as a bigger victim of abuse; an abuse that will remain silent and secret forever.

Expectations-

In the words of Mrs. Hale,

There's a great deal of work to be done in a farm

Farm wives not only had to tend to their own households, but also serve as a right hand to their husbands, when needed.

Mrs. Hale, who is a lifelong farm wife, tells us in the story the amount of work that is typically done: cooking, preparing meals, preparing for the weather, mending clothes, keeping the home clean, raising children, and much more.

We know that, when she was single, Minnie was quite happy; she sang in the choir, wore flowers and ribbons in her hair, and seemed to have a lively disposition. Do we know if she would have enjoyed life as a farmer's wife? No. Do we know if the work expected of her made her crack, among other things? No. However, it is quite a possibility that many women did not see coming what was going to become their lives once they married. This applies to farm wives and non farm wives, alike. 

Reality

People are born with different dispositions. Being born and raised in a farm, does not automatically renders you "fit" for farm life. Many people come from families of farmers, doctors, soldiers, or teachers, and turn out becoming something completely different, simply because they ARE different. We do not know if Minnie was someone born with a different disposition than that of Mrs. Hale's. It is clear that Mrs. Hale, and even Mrs. Peters, seemed to be quite content with life, as they knew it. Minnie Wright, however, was a "songbird". We may confidently argue that she may have been born with an artistic streak that set her aside from the other farm wives. Could this be the reason why John Wright wanted to keep such a tight grip on her? It is both plausible and possible. 

As you can see, there are many ways to see how the setting, and specific facts of the plot, help us understand the play Trifles upon conducting a close reading of it. 

What passages in Harper Lee's To Kill a Mockingbird show that peoples' racist attitudes changed?

For the most part, it can be argued that peoples' racist attitudes in Harper Lee's To Kill a Mockingbirddo not change. Those who are more liberal-minded, like Atticus and his children, remain liberal-minded. Those who have racist beliefs, like the Ewells and some of the ladies of Aunt Alexandra's missionary circle, maintain their racist beliefs. The one exception seems to be Aunt Alexandra. In the beginning of the book, Aunt Alexandraclearly...

For the most part, it can be argued that peoples' racist attitudes in Harper Lee's To Kill a Mockingbird do not change. Those who are more liberal-minded, like Atticus and his children, remain liberal-minded. Those who have racist beliefs, like the Ewells and some of the ladies of Aunt Alexandra's missionary circle, maintain their racist beliefs. The one exception seems to be Aunt Alexandra.

In the beginning of the book, Aunt Alexandra clearly has very racist attitudes. She disapproves of Calpurnia helping to raise the Finch children and especially disapproves when Calpurnia takes the children to her church. In Aunt Alexandra's mind, racial tensions boil down to African Americans talking among themselves about how discontented they are and stirring up rebellions. She fails to see Atticus's perspective that racial tensions are caused by the white's unfair treatment of the African Americans.

However, by Chapter 24 Aunt Alexandra begins showing disapproval of anyone speaking out against Atticus's decision to defend Tom Robinson. For example, during the meeting of her missionary circle, when Mrs. Farrow indirectly implies that Atticus's actions, though well-intended, only led to further discontentment, Aunt Alexandra shows gratitude when Miss Maudie speaks up for Atticus, forcing Mrs. Farrow to be silent. While Aunt Alexandra may still believe that blacks and whites have their separate places in society, her actions show that she at least respects her brother's attempt at creating unity.

Furthermore, when Atticus explains what happened to lead to Tom Robinson being shot, Aunt Alexandra's response is to say, "This is the last straw, Atticus," meaning that Robinson's unjustifiable death is the last injustice that there society can possibly bear. Aunt Alexandra's response to Robinson's death shows she is beginning to see the ways in which African Americans are mistreated in her society.

In Harper Lee's To Kill a Mockingbird, what passages from the trial show unfairness?

In Harper Lee's To Kill a Mockingbird, Atticus's closing speech to the jury is full of passages that speak of the unfairness of the trial.To begin with, Atticus points out that the case should never have gone to trialbecause there was no, as Atticus phrases it, "corroborative evidence," meaning evidence that confirms other evidence (Ch. 20). The only evidence being used in the trial was the testimonies of witnesses whose credibility...

In Harper Lee's To Kill a Mockingbird, Atticus's closing speech to the jury is full of passages that speak of the unfairness of the trial.

To begin with, Atticus points out that the case should never have gone to trial because there was no, as Atticus phrases it, "corroborative evidence," meaning evidence that confirms other evidence (Ch. 20). The only evidence being used in the trial was the testimonies of witnesses whose credibility had been called into question upon cross-examination. Hence, the first thing unfair about the trial is that, as Atticus points out, "...absence of any corroborative evidence, [Tom Robinson] was indicted on a capital charge and is now on trial for his life ..." (Ch. 20).

A second unfair aspect about the trial is that, as Atticus proves, any physical evidence points to Robinson's innocence and Bob Ewell's guilt. Atticus points out in his closing remarks to the jury, "We don't know [what Mayella's father did to her], but there is circumstantial evidence to indicate that Mayella Ewell was beaten savagely by someone who led almost exclusively with this left" (Ch. 20). Atticus further points out that Robinson could not even use his crippled left hand well enough to take the oath. Hence, the trial is unfair because all evidence shows that Robinson could not possibly have committed the crime he is being accused of.

Why was becoming united rather hard for Africa and the Austro-Hungarian Empire?

First of all, we have to note that Africa has never been united.  It is hard to imagine that it ever could be.  Therefore, becoming united has not just been “rather hard” for Africa.  Instead, it has been impossible. The main reason why it would be hard (or even impossible) for Africa to unite is the same reason why it was very hard for Austria-Hungary to unite and to remain united.  This reason is nationalism.

Nationalism can be defined as the idea that people “like you” are better than other people.  A person who is a nationalist prefers to be with other people “like” them.  They want to be part of a country that is dominated by people like them.  People who are “like you” are called, in social science terms, your nation.  This is not the same as a country.  Instead, it is more like an ethnic group.

This sort of nationalism has made it impossible for Africa to unite.  Even individual countries in Africa have a hard time uniting because of ethnic differences within their populations.  Rwanda had a genocide based on ethnic differences.  Kenya has had serious post-election violence along ethnic lines.  Nigeria has serious splits between different ethnic groups.  The list goes on and on.  Because various African nations see themselves as different from and superior to other nations, it is hard (and perhaps impossible) for them to unify as citizens of one country.

Austria-Hungary had similar problems.  It included people who are ethnically German, ethnically Magyar, ethnically Slavic, ethnically Italian, and more.  These people all felt varying degrees of nationalism.  The Slavs, in particular, did not want to be ruled by people who were ethnically German.  It was Slavic nationalists who killed Archduke Franz Ferdinand (an ethnic German), thus setting off WWI and leading to the destruction of Austria-Hungary. 

In both African and Austria-Hungary, there are/were many different nations.  Because the peoples of these nations felt/feel nationalist impulses very strongly, it was rather hard (or even impossible) for these places to become united.

What were the original goals of Apartheid and when was it instituted?! Describe some of the legal restrictions placed on ethnic groups under...

Apartheid is the name given to the system and policies of racial segregation instituted in South Africa after the National Party gained power in South Africa in 1948. These policies enforced complete racial segregation, and black South Africans were forced into separate areas from whites. In addition, laws prevented blacks and whites from using the same facilities or from having much contact. Subsequent laws created racial categories, including white, black, colored, and Asian, and made...

Apartheid is the name given to the system and policies of racial segregation instituted in South Africa after the National Party gained power in South Africa in 1948. These policies enforced complete racial segregation, and black South Africans were forced into separate areas from whites. In addition, laws prevented blacks and whites from using the same facilities or from having much contact. Subsequent laws created racial categories, including white, black, colored, and Asian, and made it illegal for whites and others to have sexual relations or to get married. Blacks mainly interacted with whites as exploited workers.

Racial segregation began to be institutionalized in 1913, when the Land Act was passed; this act, which came into effect three years after South Africa had gained independence, forced black South Africans to live in separate areas, called reserves. Those who opposed the act eventually coalesced into the political group the African National Congress (ANC). 

In 1960, in the black town of Sharpeville, the police shot black South Africans who were part of Pan-African Congress (PAC), a splinter group of the ANC, killing 67 of them and wounding 180. The result was that the ANC and the PAC decided they had to turn to more violent means of resistance, and they both formed militias. 

Nelson Mandela, the head of the military wing of the ANC, was incarcerated after the Sharpeville massacre, and his speeches while facing the death sentence made him a celebrated cause worldwide. The international community began to focus their attention on the evils of apartheid. The United Nations denounced the system of apartheid in 1973, and in the 1980s, countries began to institute economic sanctions, or penalties, on South Africa. In 1989, the government of F.W. de Klerk began to dismantle the policies of apartheid as a reaction to years of international pressure. In 1994, Nelson Mandela became the President of South Africa. 

Analyze the impacts of industrialization on societies.

This is an extremely broad question, one which is really impossible to answer in any degree of detail in a limited space. The effects of industrialization on societies have been profound, indeed the Industrial Revolution, it can be argued, is among the most important developments in human history. Here are just a few of the changes brought about by the development of industry:

• The emergence of a large working class that did not own the...

This is an extremely broad question, one which is really impossible to answer in any degree of detail in a limited space. The effects of industrialization on societies have been profound, indeed the Industrial Revolution, it can be argued, is among the most important developments in human history. Here are just a few of the changes brought about by the development of industry:

• The emergence of a large working class that did not own the means of production in their industry. So, for example, rather than small skilled weavers who owned their own looms, industrialists employed less-skilled workers who worked in mills on machine looms.


• The rise of new cities (and growth of old ones) as people moved to urban areas in search of industrial jobs. In Great Britain, cities like Manchester arose from almost nothing to become massive cities full of working class people and the factories where they toiled.


• The consolidation of industry into large corporations and trusts. This was a result of the fact that the new technologies that drove the Industrial Revolution were capital-intensive, that is, they required a great deal of money to support. So large businesses were at an advantage, and monopolies resulted.


• The growth of a new class of wealthy industrialists and financiers. These leaders of major industries exercised almost unprecedented control over business and industry.


• Working conditions for many workers declined. In the absence of government regulation, hours were very long, conditions very dangerous, and child labor was rampant. Many in the new working class mentioned above lived on subsistence wages. 

These are just a few of the changes that emerged as a result of the Industrial Revolution.

In Romeo and Juliet, how does Juliet feel about love?

Juliet is very young, barely a teenager, and has no experience of love before she meets Romeo. Yet the character's speech demonstrates that she is an intelligent and sensitive young woman with a rather mature take on love and romance. After falling in love with Romeo after meeting him at the dance, she stares out her bedroom window and speaks aloud of her love for him, not realizing that he can hear her. She complains about his name, because the feud between their families, the Capulets and the Montagues, means they cannot be together. She tries to think of ways to solve this problem. "Deny thy father, and refuse they name. Or if thou wilt not, then be but sworn my love and I'll no longer be a Capulet!"

She means that if they marry, her name will be the same as his and perhaps this will negate the feud. She appears to be displaying the impetuous and idealistic temperament of a young girl in love: first, by fantasizing about marrying a boy she has just met, and send, by assuming that the feud between two two clans could be erased by something so simple as changing her last name.

But once she realizes Romeo is there, she immediately warns him of the danger: "the orchard walls are high and hard to climb, and the place death, considering who thou art, if any of my kinsmen find thee here." She is both embarrassed that he overheard her, but also concerned for his well being. Her nurse calls her inside repeatedly, and she worries she will be found out. She is torn between her duty to her family and her newfound love, which inspires her to be impulsive. She is ready to submit to Romeo utterly and offers to marry him and go wherever he wants. "All my fortunes at thy foot I'll lay, and follow thee my lord throughout the world." For Juliet, love is all-consuming and infinite.

As the play goes on, Juliet's view of love is portrayed as wise beyond her years, and even grandiose at times, as when she speaks of Romeo while she waits for him, saying "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, and pay no worship to the garish sun." These words play on the "star-cross'd lovers" theme of the play, the notion that fate has destined them to be together, in this world and into eternity. Juliet believes she is destined to be with Romeo forever.

In "The Necklace," why doesn't she like to visit her friend from school?

When you refer to “she” in this question, I assume you are asking about Madame Loisel.  If this is the case, she does not like to visit her friend from school because the friend is richer than Madame Loisel is.

Mathilde Loisel is the main character in “The Necklace.”  She is a beautiful woman who thinks that she was born to hold a higher station in life than she actually holds.  She was not born...

When you refer to “she” in this question, I assume you are asking about Madame Loisel.  If this is the case, she does not like to visit her friend from school because the friend is richer than Madame Loisel is.

Mathilde Loisel is the main character in “The Necklace.”  She is a beautiful woman who thinks that she was born to hold a higher station in life than she actually holds.  She was not born rich, and she married a middle class man, but she thinks that she deserves better.  She suffers, we are told, because she feels “herself born for every delicacy and luxury” but her husband cannot afford to give her these things.  Because she suffers from the lack of luxuries, she hates to do anything that will remind her of her plight.  This is why she does not like to visit her friend.  When she visited her friend,

she suffered so keenly when she returned home. She would weep whole days, with grief, regret, despair, and misery.

Her friend was rich and visiting the friend reminded her that she herself could not have all the things her friend has.  Therefore, she does not like visiting her friend.  We are told this in order to help us understand just how fixated Madame Loisel is on material goods and on the trappings of wealth.  This will help us understand her character, which is what drives the events of this story.

What are the social functions of language?

In cognitive and psychological theories, we often treat Language (note the use of the capital letter L to distinguish universal, internal grammar from particular instances of language) as a specialised mental faculty with a potential of generating infinite utterances from finite means or as an elegant system that can help communicate unstructured ideas and thoughts in a neat, structured way. However, a complete theory of Language will be one that incorporates the social dimension of...

In cognitive and psychological theories, we often treat Language (note the use of the capital letter L to distinguish universal, internal grammar from particular instances of language) as a specialised mental faculty with a potential of generating infinite utterances from finite means or as an elegant system that can help communicate unstructured ideas and thoughts in a neat, structured way. However, a complete theory of Language will be one that incorporates the social dimension of language use. We cannot look at Language as a completely self-contained system (Malinowski). There are things external to Language, such as society, which have a major role to play in structuring and shaping a language. In fact, it is difficult to study language and communication in isolation. The area of linguistics that deals with social functions of language governed by different social factors is known as Sociolinguistics. Social factors often provide context of language use, which are dealt separately in another area of linguistics known as Pragmatics. The social functions of language take into account social factors like gender, social status, age, education, geographical background, ethnicity, etc. of the language user. For example, there are studies that show the presence of marked differences in the speech style of men and women. The speakers of a language take into consideration all these social factors while communicating with other speakers. Hence, while expressing ideas, a man will use different language strategies with a senior or boss (strictly formal), with a colleague (comparatively less formal), with a friend or sibling (informal) and with his wife (intimate). Social dimension of language is necessary for effective interaction with other language speakers.

In Maniac Magee, what does the author mean on page 142 when stating, "And who after all is the more amazing, the lion or the tamer?"

This sentence appears in Chapter 37, which begins by recounting "a series of heroic feats" that Maniac performs. But why does Maniac perform all these feats? We find out in this paragraph:

To Russell and Piper McNab, it was a case of boosting their importance ever higher in the eyes of the other kids. Was it not at the brothers' direction that Maniac Magee performed these deeds? And who after all is the more amazing,...

This sentence appears in Chapter 37, which begins by recounting "a series of heroic feats" that Maniac performs. But why does Maniac perform all these feats? We find out in this paragraph:

To Russell and Piper McNab, it was a case of boosting their importance ever higher in the eyes of the other kids. Was it not at the brothers' direction that Maniac Magee performed these deeds? And who after all is the more amazing, the lion or the tamer?

From these sentences, it becomes clear that the McNabs are the ones daring Maniac to perform his feats of heroism. We can figure out what the author means by that last sentence by thinking about what we know about lions and lion tamers. Basically, a lion tamer is the one that gets the lion to perform tricks. Since Maniac is the one doing the tricks, he must be the lion. Since the McNabs are the ones daring him, they must be the tamers.

While most of the town thinks of Maniac as amazing for being able to outrun a freight train and walk through the rat-infested dump, the McNabs think of themselves as the amazing ones. Like lion tamers, they're the ones who got the lion to do the tricks in the first place.

Click for more about Maniac Magee.

When was William Shakespeare born?

Unfortunately, we do not know the precise date of William Shakespeare's birth. In Early Modern England, record keeping was not as rigorous as it is today. What's more, Shakespeare would not have been born in a hospital or birthing center setting where a birth certificate might have been issued. The good news is that most churches kept records of baptisms, weddings, funerals, and the like, and records from a church in Stratford-upon-Avon indicate that Shakespeare...

Unfortunately, we do not know the precise date of William Shakespeare's birth. In Early Modern England, record keeping was not as rigorous as it is today. What's more, Shakespeare would not have been born in a hospital or birthing center setting where a birth certificate might have been issued. The good news is that most churches kept records of baptisms, weddings, funerals, and the like, and records from a church in Stratford-upon-Avon indicate that Shakespeare was baptized on the 26th of April, 1564. 

At the time Shakespeare was born, there was no strict rule for when children were supposed to be baptized. Especially if a baby was born small or not expected to survive, parents might wait to have a baptism performed until they were certain that the child would survive. The traditional date given for Shakespeare's birth, which is unverifiable, is the 23rd of April-- three days prior to his baptism. A baptism at three days old would be sensible, giving the mother and baby enough time to rest and recover after the difficulties of labor. The number three is also very important in Christianity, so baptism on the third day of life may have been considered auspicious by Shakespeare's parents. 

What are the most important themes that run through both Chapters 17 and 18 in Howard Zinn's "The People's History"?

One of the most important themes in Chapters 17 and 18 in A People's History of the United States is that individual action can have profound effects on social and political policy.

In chapter 17, Zinn focuses on the "black revolt of the 1950s and 1960s."  He is very direct in how he opens the chapter.  Zinn details how specific writers and thinkers viewed the racial divide that defined America.  The impressions of Countee Cullen,...

One of the most important themes in Chapters 17 and 18 in A People's History of the United States is that individual action can have profound effects on social and political policy.

In chapter 17, Zinn focuses on the "black revolt of the 1950s and 1960s."  He is very direct in how he opens the chapter.  Zinn details how specific writers and thinkers viewed the racial divide that defined America.  The impressions of Countee Cullen, Langston Hughes were matched with the organizing efforts of Angelo Herndon and Hosea Hudson.  In each of these perceptions, Zinn makes clear that in order for sweeping social and political change to take place, individual action was needed.  Zinn views the Civil Rights struggle in terms of action vs. inaction.  Zinn's narrative focuses on inaction of government and those in the position of power against those at the bottom rung of society who seek to create change.  He details this theme with examples of student sit- ins and protests, "Freedom Riders," and stories of how individual action was critical to change.  Zinn does not suggest that legal equality in the form of Brown vs. Board of Education or efforts from the Kennedy Administration created lasting change.  Rather, he suggests that change was created through individuals displaying power from the bottom up in the form of the Civil Rights Movement.

This theme of individual action bringing about massive change is continued in Chapter 18.  He emphasizes this in his opening to the chapter on the Vietnam War:

From 1964 to 1972, the wealthiest and most powerful nation in the history of the world made a maximum military effort, with everything short of atomic bombs, to defeat a nationalist revolutionary movement in a tiny, peasant country-and failed. When the United States fought in Vietnam, it was organized modern technology versus organized human beings, and the human beings won.

When Zinn writes "the human beings won," it is a reminder of how individual action is critical to creating change.  In Chapter 18, Zinn makes the argument that the geopolitical control was underlying American action in Vietnam.  He does this by citing memorandum that affirmed the importance of the "domino theory," and through detailing how American interests were protected through intervention in Vietnam.  Yet, Zinn also discusses how American opposition to the war arose through individual action. Journalists such as Seymour Hersh in reporting about the My Lai massacre sought to increase public outrage towards the war.  Zinn also talks about how Vietnamese citizens saw the battle as one of national identity.  They did not see it as a geopolitical struggle against Communism.  Rather, these individuals saw their own nation's freedom threatened with American action in Vietnam.  In these examples, Zinn affirms the theme of individual action creating lasting change because American victory in the region became "impossible."

Why does Junior get so angry when he reads his mother's name in his math textbook?

In Sherman Alexie's semi-autobiographical novel, The Absolutely True Diary of a Part-Time Indian, Arnold Spirit (called Junior) becomes so fed up with life at his school that he makes the decision to go to a school miles away. Junior has grown up on the Spokane Indian Reservation, an impoverished area with little opportunity for development. Junior's friends, family, and everyone he knows are stuck in a cycle that puts them at a disadvantage. Junior's people...

In Sherman Alexie's semi-autobiographical novel, The Absolutely True Diary of a Part-Time Indian, Arnold Spirit (called Junior) becomes so fed up with life at his school that he makes the decision to go to a school miles away. Junior has grown up on the Spokane Indian Reservation, an impoverished area with little opportunity for development. Junior's friends, family, and everyone he knows are stuck in a cycle that puts them at a disadvantage. Junior's people are unable to find gainful work, and many resort to alcohol abuse to cope with the stresses of poverty. Junior is angry that his people are denied so much, and when he sees his mom's name in his text book, something snaps.

Junior's school is so behind the times that students still use textbooks from thirty years prior. Information is so fast-paced these days that textbooks inevitably contain outdated information. Junior's school cannot afford new, up-to-date, and accurate textbooks every year-- apparently not even every thirty years! To Junior, this textbook bearing his mother's signature is a physical example of the institutionalized oppression the Spokane people suffer from. Junior is so mad at the textbook and his teacher, a man who benefits from and enforces this oppression, that he throws the book right in the teacher's face!

Why did Jonas's family receive a girl in The Giver?

Because Jonas's family already had one male, they were due to receive a female next. We learn in Ch. 2 that new children do not simply arrive at random times, either. Everything is very carefully planned.

"The year we got Lily, we knew, of course, that we'd receive our female, because we'd made our application and been approved" (Ch.2).

Each family "unit" in The Giverhas one male child and one female child, because as...

Because Jonas's family already had one male, they were due to receive a female next. We learn in Ch. 2 that new children do not simply arrive at random times, either. Everything is very carefully planned.

"The year we got Lily, we knew, of course, that we'd receive our female, because we'd made our application and been approved" (Ch.2).

Each family "unit" in The Giver has one male child and one female child, because as Jonas notes toward the end of Ch. 1, "It was written very clearly in the rules." This uniformity in family size and gender composition is another area in which the community applies the rule of Sameness.

We also find out in these early chapters that family units are very carefully governed, not just in who receives children and when, but also who is assigned a spouse or entitled to a family unit. In Ch. 1 we know that Jonas's father works at the Nurturing Center during the day but that he regularly complains about the night crew who, for the most part, have

"not even been given spouses because they lacked, somehow, the essential capacity to connect with others, which was required for a family unit" (Ch.1).

So, there are certain requirements for being given a spouse, a first child, and then even a second child. Applications appear to be at least part of the process, as well as having certain personal traits.

On what page can the following quote be found in Harper Lee's To Kill a Mockingbird: Boo Radley is a myth to some children.

That exact quote can actually not be found in Harper Lee's To Kill a Mockingbird. In fact, the word myth is only used once towards the end of the book when the children are being followed in the dark of the night by an unknown person. At first, Jem believes they are being followed by Cecil Jacobs as a prank, but as their pursuer continues, Scout begins to wonder "how long [Jem] would try to keep the Cecil myth going" (Ch. 28).  However, we do learn a great deal in the first chapter about the fears neighborhood children have of Boo Radley based on rumors.

In Chapter 1, we learn about Miss Stephanie Crawford's rumors that Arthur (Boo) Radley never leaves his house because his father put him under house arrest due to insanity once Boo stabbed his father in the leg with a pair of scissors. We also learn that Boo's inability to leave his house creates a great deal of fear and suspicion in the minds of Maycomb's citizens. Specifically, Scout narrates that, at one point, "The town was terrorized by a series of morbid nocturnal events," such as the mutilation of pets and chickens, and Maycomb's citizens suspected Boo of the misdeeds. Though the town learned Crazy Addie was the perpetrator, a man who later committed suicide by drowning in Barker's Eddy, many of Maycomb's citizens refused to stop thinking of Boo in a suspicious light.

In this first chapter, the more Dill grows curious about Boo, the more Jem recites other rumors surrounding Boo. For example, Jem tells Dill that Boo only leaves his house when it is pitch dark. Plus, Jem says Miss Stephanie Crawford once saw Boo in the middle of the night staring "straight through the window at her." Jem even goes so far as to give a mythical description of Boo. According to Jem, Boo is "six-and-a-half feet tall," has a "long jagged scar" across his face, "yellow and rotten" teeth, pop eyes, and drool coming out of his mouth. Boo also has bloodstained hands because he feeds mostly on small raw animals, such as squirrels and cats.

Hence, as we can see, Maycomb's citizens, especially the children, have invented many myths about Boo Radley due to the mystery that surrounds him and the Radley family.

In "The Minister's Black Veil," the passage beginning "that mysterious emblem" is the first suggestion that the veil is a symbol. What might the...

The villagers in "The Minister's Black Veil" suggest that the black veil symbolizes either a secret sin or a great sorrow. The popular theory within the village seems to be that the veil is a symbol of sin; however, for Hawthorne, I think that the veil symbolizes something more abstract and, ultimately, more pervasive. Throughout the story, the veil has the effect of driving everyone away from Mr. Hooper and isolating him from others. After...

The villagers in "The Minister's Black Veil" suggest that the black veil symbolizes either a secret sin or a great sorrow. The popular theory within the village seems to be that the veil is a symbol of sin; however, for Hawthorne, I think that the veil symbolizes something more abstract and, ultimately, more pervasive. Throughout the story, the veil has the effect of driving everyone away from Mr. Hooper and isolating him from others. After he dons the veil, they can no longer identify with him or understand him and everyone drifts away. I think that ultimately, for Hawthorne, the veil symbolizes isolation from others and that no matter how hard we try to connect with others we will always be isolated because others can never truly understand us.

How does Elizabeth judge Darcy?

In Jane Austen's Pride and Prejudice, Elizabeth Bennet allows her first impressions of Darcy--that he was snobbish and proud--to prejudice her against him. Consequently, she draws false judgments about his character and motivations. This prejudice is best manifested by her assumptions about Darcy's actions related to two events: the Bingley's courtship of Jane and his falling out with Wickham.

Darcy convinces Bingley to abruptly break off his budding romance with Jane. When Elizabeth discovers...

In Jane Austen's Pride and Prejudice, Elizabeth Bennet allows her first impressions of Darcy--that he was snobbish and proud--to prejudice her against him. Consequently, she draws false judgments about his character and motivations. This prejudice is best manifested by her assumptions about Darcy's actions related to two events: the Bingley's courtship of Jane and his falling out with Wickham.

Darcy convinces Bingley to abruptly break off his budding romance with Jane. When Elizabeth discovers this, she assumes Darcy's intentions to be wholly nefarious and stemming only from class snobbery. She refuses (at first) to recognize that Jane appeared somewhat disinterested toward Bingley and that Darcy feared she would break his friend's heart. Likewise, Elizabeth misjudged Darcy's conduct toward Wickham. She accepted Wickham's gossip about Darcy (that he had swindled Wickham out of an inheritance) wholesale, not recognizing until later how improper it was for him to discuss such a matter with a new acquaintance. Due to her prejudice against Darcy, she is unable to see the flaws in Wickham's character until Darcy later tells her the truth about Wickham (and offers witnesses to corroborate his story).

At the end of Twelve Angry Men, the eighth juror helps the third juror put on his jacket. What is the symbolism of this act?

In Twelve Angry Men, conflict between the eighth and third juror is evident from the very beginning of the play. While the eighth juror prefers to take his time to ascertain the facts of the case, the third juror is convinced of the young man's guilt almost immediately. 

In Act Two, the third juror accuses the eighth juror of making up 'wild stories' about 'slum kids and injustice,' all the while denying what he considers...

In Twelve Angry Men, conflict between the eighth and third juror is evident from the very beginning of the play. While the eighth juror prefers to take his time to ascertain the facts of the case, the third juror is convinced of the young man's guilt almost immediately. 

In Act Two, the third juror accuses the eighth juror of making up 'wild stories' about 'slum kids and injustice,' all the while denying what he considers the plain facts of the case. When the third juror proclaims that he wouldn't mind pulling the switch to the electric chair (presumably with the accused in it), the eighth juror accuses him of being a sadist. Enraged by this portrayal, the third juror lunges at the eighth juror and yells out that he will kill him. Two jurors have to hold the third juror back from carrying out his threat. However, the eighth juror casts suspicion on the sincerity of the third juror's intentions to murder a fellow juror.

As the play continues, we come to doubt the third juror's impartiality, as he is shown to have a troubled relationship with his own son. The eighth juror's act of compassion towards the third juror becomes a defining moment, as the act symbolizes the eventual capitulation of the third juror to the eighth juror's will. This act foreshadows the resolution of the play cleverly; due to his earlier outburst against the eighth juror, the third juror is shown to be an unreliable purveyor of justice. The final verdict of the case must then demonstrate the impartiality of the eighth juror as exemplified by his steady reasoning throughout the deliberations.

Factors affecting breathing rate, and how?

The main factors affecting breathing rate are the levels of carbon dioxide and oxygen in the blood, and the blood's pH. The circulatory system has many, many small capillaries that are next to the alveoli in the lungs. Oxygen and carbon dioxide move from the area where the concentration of each is higher to the area where each is lower. When a breath is taken the air breathed in is usually higher in oxygen, and...

The main factors affecting breathing rate are the levels of carbon dioxide and oxygen in the blood, and the blood's pH. The circulatory system has many, many small capillaries that are next to the alveoli in the lungs. Oxygen and carbon dioxide move from the area where the concentration of each is higher to the area where each is lower. When a breath is taken the air breathed in is usually higher in oxygen, and lower in carbon dioxide, than that being returned via the veins from the body. The gases diffuse across the cell membranes; oxygen is then taken by the arteries to the body's cells and carbon dioxide breathed out. Oxygen is required by various process in the body and carbon dioxide produced and eliminated. When an animal is at rest it needs relatively less oxygen than if it is active. When it is moving faster more carbon dioxide is produced and more oxygen needed and its respiratory rate increases. Sensors in the respiratory center in the brain and in the carotid artery and aorta sense the oxygen and carbon dioxide levels and the resuling pH, and send impulses to the muscles involved in breathing to either increase or decrease breathing rate.

This is why when someone hyperventilates it is helpful to have the person to breathe into a bag. When the person "can't catch their breath", they do not need more oxygen--they need to increase the level of blood carbon dioxide so the the stimulus to take another breath is restored.

When do Jem and Scout show respect in Harper Lee's To Kill a Mockingbird?

In Harper Lee's To Kill a Mockingbird, though Scout and Jem Finch have their moments of youthful rebellion and display a great deal of independence, they have in general been raised to be very respectful children.One example of Jem showing respectcan be seen in Chapter 12. Jem has already turned 12 years old and learned a great deal from Mrs. Dubose's death. In this chapter, Atticus must also leave the children to...

In Harper Lee's To Kill a Mockingbird, though Scout and Jem Finch have their moments of youthful rebellion and display a great deal of independence, they have in general been raised to be very respectful children.

One example of Jem showing respect can be seen in Chapter 12. Jem has already turned 12 years old and learned a great deal from Mrs. Dubose's death. In this chapter, Atticus must also leave the children to Calpurnia's care because urgent business with the state legislature has called him away. Calpurnia, not trusting the children to be alone at their own church, decides to bring them with her to the African-American church as her guests. Once the children have been welcomed into the church and are settled in, Calpurnia hands each of them a dime to place in the offering. Jem protests, saying their father had already thought to leave them money for the offering. Calpurnia replies, "You keep it ... you're my company." Scout further narrates, "Jem's face showed brief indecision on the ethics of withholding his own dime, but his innate courtesy won and he shifted his dime to his pocket." Hence, Jem shows respect towards Calpurnia by accepting the dime she offered to him as her guest at her church. One reason why he hesitates is because he knows Cal is making a great sacrifice in giving the children the dimes since she earns far less money than Atticus Finch and times are hard due to the Great Depression. However, Jem knows that accepting the dime shows respect and courtesy towards Cal, so he very quickly decides in favor of accepting the dime.

One example of Scout showing respect can be seen in her acquiescence to stay with Aunt Alexandra's missionary circle for refreshments at her aunt's persistence. Also at her aunt's persistence, Scout appears dressed in her "pink Sunday dress, shoes, and a petticoat" (Ch. 27). Scout dutifully stays for refreshments because she knows her aunt is on a "campaign to teach [Scout] to be a lady," and she wants to please her aunt, showing us that this is a perfect example of Scout treating her aunt respectfully (Ch. 27).

What are some figurative devices used in Act 4 of Shakespeare's Romeo and Juliet?

In Act 4 of Romeo and Juliet,Shakespeare uses personification, a type of figurative or literary device in which a non-living object is given human qualities. For example, Juliet says to Friar Laurence in scene 1, "this bloody knife/Shall play the umpire." In this figure of speech, a knife is likened to an umpire who can choose between the two difficult choices Juliet has to make--whether to marry Paris or admit she is already married...

In Act 4 of Romeo and Juliet, Shakespeare uses personification, a type of figurative or literary device in which a non-living object is given human qualities. For example, Juliet says to Friar Laurence in scene 1, "this bloody knife/Shall play the umpire." In this figure of speech, a knife is likened to an umpire who can choose between the two difficult choices Juliet has to make--whether to marry Paris or admit she is already married to Romeo. Later in the scene, the Friar says, "No warmth, no breath, shall testify thou livest," meaning that no breath will give away that Juliet is still living after she's taken the drug he prescribes. This is another example of personification. At the end of scene 3, Juliet summons the vial with the drugs she is taking as if it is human. She says, "Come, vial," and she addresses the vial like it is a person.

Juliet uses similes later in scene 3. She says that in the tomb, she might hear screams that she describes as "shrieks like mandrakes torn out of the earth." Mandrakes are a type of root that was rumored to yell like a human when torn from the earth. Mandrakes were thought to have had magical qualities that were used in witchcraft. In scene 5, Romeo uses a metaphor to compare money to poison. When he uses money to buy poison from the apothecary, he says, "gold, worse poison to men’s souls" than the poisons the apothecary sells.  

What are the moral values represented in The Great Gatsby, and what is F. Scott Fitzgerald's opinion of those?

As the previous answerer has already mentioned, this novel is a scathing criticism of the moral recklessness of the American upper class. It shows the irresponsibility of American capitalism and privilege. It does, however, present a moral alternative to this life, a set of values that might be better. Nick hints at it in the beginning of the novel. He says that  "Gatsby turned out alright. It was what preyed on Gatsby...that temporarily closed out...

As the previous answerer has already mentioned, this novel is a scathing criticism of the moral recklessness of the American upper class. It shows the irresponsibility of American capitalism and privilege. It does, however, present a moral alternative to this life, a set of values that might be better. Nick hints at it in the beginning of the novel. He says that  "Gatsby turned out alright. It was what preyed on Gatsby...that temporarily closed out my interest in the... elations of men."

Nick finds the majority of the characters morally disgusting. Tom cheats on his wife and displays racist tendencies. Daisy obsesses over wealth, has an affair with Gatsby, and lets Gatsby take responsibility for what she does to Myrtle. Jordan is frivolous and cheats at golf. By the end of the novel Nick can hardly stand any of it, despite his mentioned tendency to listen without judging.

The only one he forgives is Gatsby. I believe this is because the core problem he sees in the others is their selfish obsession with wealth, pleasure, and excitement. They are taken in by the commercialist vision of money and easy happiness. Gatsby is no better than anyone else in this sense. He engages in criminal activity to gain wealth, but he does it all because of a deeply romantic love for Daisy. He is not selfish or greedy; he is in love. This is what Nick means by the forces that prey on Gatsby. He is pulled into the mess because of his feelings for Daisy. He only falls prey to these forces as a a tactic for winning her affection.

All of this suggests that Fitzgerald was making the moral argument for a life that values love, relationships, and meaning over money, pleasure, and selfishness. 

Why did the British want to control other countries?

The British had some reasons for controlling other countries. One of the reasons was economic. The British established colonies so they could benefit economically. The colonies would provide raw materials for the products made in Great Britain. Great Britain could then sell those products in the colonies. The colonies would provide Great Britain a guaranteed market to sell the products. Plus, they could get the raw materials cheaper from their colonies than by buying them...

The British had some reasons for controlling other countries. One of the reasons was economic. The British established colonies so they could benefit economically. The colonies would provide raw materials for the products made in Great Britain. Great Britain could then sell those products in the colonies. The colonies would provide Great Britain a guaranteed market to sell the products. Plus, they could get the raw materials cheaper from their colonies than by buying them from other countries.

Another reason dealt with military issues. By having colonies, the British military would have bases where the British ships could stop and get resupplied and refueled. The colonies could serve as military bases in case of conflict. In order to protect its worldwide trade, Great Britain needed to have military bases around the world.

A third reason was political. The British were rivals with Spain, France, and other countries. In order to compete with their rivals and be a strong world power, Great Britain needed to have colonies just like their rivals, mainly Spain and France, had. The British wanted a worldwide empire. In order to have that, they had to keep up with what their rivals were doing.

How did the Industrial Revolution change the world beyond what anyone could have imagined?

Few developments in the history of the world have had more far-reaching implications than the Industrial Revolution. As mechanization replaced labor in rural areas, people moved to the cities to work in factories (urbanization.) The populations of industrial countries grew exponentially as did wealth. As industrial countries demanded raw materials for manufacturing, they looked outside of their borders and colonized other lands. This drove the spread of Western political, cultural, and economic institutions to other...

Few developments in the history of the world have had more far-reaching implications than the Industrial Revolution. As mechanization replaced labor in rural areas, people moved to the cities to work in factories (urbanization.) The populations of industrial countries grew exponentially as did wealth. As industrial countries demanded raw materials for manufacturing, they looked outside of their borders and colonized other lands. This drove the spread of Western political, cultural, and economic institutions to other lands. It also led to warfare, including two world wars that cost hundreds of millions of lives.

The Industrial Revolution also led to dangerous working conditions and unfair wages for low-skilled workers. As a result, of these conditions, labor unions, and socialism developed. A new system of economics, communism, was devised to counteract the uneven distribution of wealth that emerged in industrial economies.

A new wave of technology followed the Industrial Revolution. Innovations that had the greatest impact on society, and were directly related to industrialism, included railway transportation, electricity, telecommunications, and the assembly line.

Using Owen's "Dulce et Decorum Est," explain what happens in the narrative of the poem.

Owen wrote this poem while being treated for shell shock at Craiglockhart in Scotland. He reminisces about his experiences as infantry in World War I. The men no longer looked young and vigorous, although they were quite young; rather, they are "bent double, like old beggars under sacks," a sad and hopeless image. They are sick, "coughing like hags," and some without boots, walking in their own blood. They're so exhausted that they are "drunk...

Owen wrote this poem while being treated for shell shock at Craiglockhart in Scotland. He reminisces about his experiences as infantry in World War I. The men no longer looked young and vigorous, although they were quite young; rather, they are "bent double, like old beggars under sacks," a sad and hopeless image. They are sick, "coughing like hags," and some without boots, walking in their own blood. They're so exhausted that they are "drunk with fatigue" and deaf even to the hoots of the "tired, outstripped five-nines that dropped behind." Then there's a call that gas has been dropped, so they all struggle to get their masks on in time to avoid being poisoned, but one man doesn't make it in time. Through the thick green panes of their own masks, they watch him die a horrible, agonizing death. He drowns in the blood from his own lungs. 

Owen says that he still remembers, in his dreams, watching this man die, and turns his ire upon those who get young men to enlist in the army by telling them it's fitting and sweet to die for their country, a line which Owen labels "the old Lie." 

Who is the protagonist and who is the antagonist in "The Open Window"?

The protagonist of the story "The Open Window" is Framton Nuttel. Framton is a stranger to the Sappleton family, which he goes to meet for the first time at their home in the country, in order to stay with them. He goes there in hopes to rest to get a cure for his nervous condition. His sister, who had visited the area and met the family years ago, had sent with him letters of introduction so that...

The protagonist of the story "The Open Window" is Framton Nuttel. Framton is a stranger to the Sappleton family, which he goes to meet for the first time at their home in the country, in order to stay with them. He goes there in hopes to rest to get a cure for his nervous condition. His sister, who had visited the area and met the family years ago, had sent with him letters of introduction so that the Sappletons know who Framton is.

Since Nuttel needs to cure his current nerve condition, anything or anyone that attempts against that, or against Framton, would be considered his antagonist. The definition of "antagonist" is

1. a person who is opposed to, struggles against, or competes with another; opponent; adversary.

2. the adversary of the hero or protagonist of a drama or other literary work.

In this case, Nuttel's adversary, or antagonist, would be Mrs. Sappleton's niece, Vera. Vera is 15 years-old, described as "self-possessed", and the teller of the fictitious story about the deadly accident of Mrs. Sappleton's husband and her two young brothers.

Vera is his antagonist because she acted against Framton in full knowledge that her story would actually make his nerves even more delicate. Even though she was just being a mischievous teenager, she would still be considered his antagonist for this very reason.

Contrary to the antagonist, the protagonist of a story is the leading character. Framton is the leading character of "The Open Window" because he is at the center of the story, and because his main problem is also a big part of the plot.

What is the treatment the children receive from Culpurnia and Aunt Alexandra based on pages 207-208 and 277-278 of Harper Lee's To Kill a Mockingbird?

In Chapter 21 of Harper Lee's To Kill a Mockingbird, the children receive similar treatment from Calpurnia and Aunt Alexandra once both caretakers learn the children had been watching the trial all day long. One difference is that Calpurnia scolds them whereas Aunt Alexandra is shocked into hurt silence.When Calpurniafinds the children in the courthouse and marches them back home, she scolds Jem for having taken Scout to the trial and...

In Chapter 21 of Harper Lee's To Kill a Mockingbird, the children receive similar treatment from Calpurnia and Aunt Alexandra once both caretakers learn the children had been watching the trial all day long. One difference is that Calpurnia scolds them whereas Aunt Alexandra is shocked into hurt silence.

When Calpurnia finds the children in the courthouse and marches them back home, she scolds Jem for having taken Scout to the trial and says he should be "perfectly ashamed of [himself]." Her main concern seems to be that the trial dealt with matters young children shouldn't hear about, especially children as young as Scout. In contrast, Aunt Alexandra is described as nearly passing out when she learned the children had been at the courthouse, and Scout describes that Aunt Alexandra must have felt hurt once she learns Atticus had said they could return for the verdict. Scout judges Aunt Alexandra's hurt feelings based on the silence she displays during dinner. In Contrast to Calpurnia, Aunt Alexandra's main concern seems to be a point of pride. She has always objected to Atticus's decision to defend Tom Robinson because, due to her own prejudices and her belief in staying within the confines of social restraints, she feels it is neither dignified nor justifiable for a white man to defend a black man.

Hence, as we can see based on this scene, while both Calpurnia and Aunt Alexandra act as mother figures, their differences in ideals make them treat the children differently.

How does Steinbeck view humanity, based on The Grapes of Wrath?

The Grapes of Wrath has many different messages about humanity laced through it, so to argue that Steinbeck had any one view might be too limited. However, looking at some of the themes of the book gives us a good idea about his personal views.

The characters in the book struggle from beginning to end. The almost impossibly harsh challenges they face has been seen as Steinbeck's interpretation of the human condition. He also chose...

The Grapes of Wrath has many different messages about humanity laced through it, so to argue that Steinbeck had any one view might be too limited. However, looking at some of the themes of the book gives us a good idea about his personal views.

The characters in the book struggle from beginning to end. The almost impossibly harsh challenges they face has been seen as Steinbeck's interpretation of the human condition. He also chose to show these characters helping one another in these times of need and...

that "all people essentially belong together and are a part of one another and of a greater whole that transcends momentary reality, is what removes The Grapes of Wrath from the genre of timely proletarian fiction and makes it an allegory for all people in all circumstances" ()

We can see that Steinbeck likely felt that humans cause each other unimaginable suffering and pain, but that humanity is also capable of great kindnesses and compassion toward one another. So, he presents two versions of humanity—the predator and the prey. However, that he focuses so strongly on the "prey," if you will, via the Joad family, shows us that he viewed humanity as strong, compassionate, resilient, and even generous.

Did the Sumerians invent the wheel or were they just the first people to refine its use?

It is still being debated by historians as to whether or not the wheel was invented by the Sumerians. They were the first to refine its use by building wooden wheels that attached to horses for plowing. The oldest wheel that has been uncovered was determined to be from Mesopotamia and dated around 3500 BCE. This was the period of the Bronze Age, and humans were already farming and herding animals. Historians mostly agree that was...

It is still being debated by historians as to whether or not the wheel was invented by the Sumerians. They were the first to refine its use by building wooden wheels that attached to horses for plowing. The oldest wheel that has been uncovered was determined to be from Mesopotamia and dated around 3500 BCE. This was the period of the Bronze Age, and humans were already farming and herding animals. Historians mostly agree that was rather late for the wheel to be invented. However, one reason that it took until this point in history was that metal tools were needed to create the holes and axles. The wheel was also not just a cylindrical object that rolled on its side but was a cylinder that was attached to a stationary platform. The wheel-axle formation was a complex development which is why it is not surprising that the wheel, when first invented, was not used for transportation. Potters were most likely the first users of the wheels, the wheel found in Mesopotamia was determined to be a potter’s wheel. The idea that wheels could be used for transportation did not come about until 300 years later.

Determining the origin of an invention as old as the wheel is complex because of the simple reason that it was such a long time ago. For instance the oldest wheel may have been found in Mesopotamia but the oldest images of carts with wheels were discovered in Poland and the Eurasian steppes. Some historians believe that the complexity of the wheel’s design led to it only being designed once and then spread to other parts of the world. Other historians believe the wheel was instead developed independently around the same time across the world. Currently it is believed that the wheel either first came from Mesopotamia or the Eurasian steppes. There is contradictory evidence as to which area was the true birthplace of the wheel. While the oldest wheel found may have come from Mesopotamia, the linguistic evidence supports the idea that it originated in the Eurasian steppes.

In To Kill a Mockingbird, what are some quotes about racism during the trial?

Some obvious ones come from Ewell himself. For example, when he's giving his testimony about the night in question, he stands up and points his finger at Robinson, "--I seen that black nigger yonder ruttin' on my Mayella!" It clearly wasn't enough for him to use the pejorative term "nigger"; he had to add "black" to emphasize the "horror" of it. (It is horrifying to be raped, but in this time, being raped by a ...

Some obvious ones come from Ewell himself. For example, when he's giving his testimony about the night in question, he stands up and points his finger at Robinson, "--I seen that black nigger yonder ruttin' on my Mayella!" It clearly wasn't enough for him to use the pejorative term "nigger"; he had to add "black" to emphasize the "horror" of it. (It is horrifying to be raped, but in this time, being raped by a black man was unconscionable.)

Later, when Mayella is on the stand, she decides she's "got somethin' to say": "That nigger yonder took advantage of me an' if you find fancy gentlemen don't wanta do nothin' about it then you're all yellow stinkin' cowards, stinkin' cowards, the lot of you." She goes beyond using the n-word; she practically dares the jury (all white men, of course) to vote "not guilty," because this is a time and place in which no black man would stand a chance if accused of raping a white woman--even if the white woman was an uneducated, hateful woman who lived off the county. 

When Tom is put on the stand, finally, Mr. Gilmer uses language designed to remind him of "his place": "Then you say she's lying, boy?" Calling a fully-grown black man "boy" was one of the many techniques used by Southern whites (in particular) to demean them and deny them their manhood based entirely upon the color of their skin. 

Doubling only the amplitude of a vibrating mass-on-a-spring system produces what effect on the system frequency? ...

Option E is correct, that is, changing the amplitude of a vibrating mass-on-a-spring system has no effect on the frequency of the system. The frequency of a mass-spring system is only related to the mass and spring constant. This is mathematically given as:

`f = 1/(2pi) sqrt(k/m)`

where, f is the frequency of the system, m is the mass of the object on spring and k is the spring constant. Thus, the frequency of the...

Option E is correct, that is, changing the amplitude of a vibrating mass-on-a-spring system has no effect on the frequency of the system. The frequency of a mass-spring system is only related to the mass and spring constant. This is mathematically given as:

`f = 1/(2pi) sqrt(k/m)`

where, f is the frequency of the system, m is the mass of the object on spring and k is the spring constant. Thus, the frequency of the mass-spring system is not a function of its amplitude and hence changing the amplitude, will have no effect on the frequency of the mass-spring system. 

Using the relation given above, the frequency of the system can be changed by changing mass or spring constant or both. For example, frequency can be doubled by reducing the mass to 25% of its original value or using a spring of 4 times the spring constant.

Hope this helps. 

What impact does Scout's point of view give the story?

Because the events in To Kill a Mockingbird by Harper Lee are from a child's perspective, certain aspects that might be obvious to an adult's mind are not understood by Scout. She struggles with understanding racism and seeing that Boo Radley is not a myth-like monster. She also develops the ability to see a point of view other than her own, something that typically a child can't do. In that regard, it allows the story...

Because the events in To Kill a Mockingbird by Harper Lee are from a child's perspective, certain aspects that might be obvious to an adult's mind are not understood by Scout. She struggles with understanding racism and seeing that Boo Radley is not a myth-like monster. She also develops the ability to see a point of view other than her own, something that typically a child can't do. In that regard, it allows the story to be shown in a new light, something unique to the novel that many books do not have the opportunity to explore.

From the beginning, Atticus is trying to instill in his children that you don't know a person until you walk around in their shoes. At first this goes relatively unnoticed by Scout. As the story progresses, she sees the horror of the unjust trial and the mistreatment of Boo, who becomes her savior. Once she sees that he is a protector versus a monster, she is able to grasp the concept of multiple perspectives. 

This, along with the innocence of childhood, allows the story to have a more honest portrayal in tone and spirit.

Which of these events resulted from the end of iconoclasm during the Macedonian Dynasty? A. New freedoms granted to painters led to a rebirth of...

During the 8th and early 9th centuries, Byzantium was under the control of emperors who believed in iconoclasm---the belief that all religious images are sacrilegious and must be destroyed. As a result, many sculptures and works of art were destroyed, and there was little incentive for artists to create new ones, because those too would likely be destroyed if they had even the remotest religious themes.But starting in the mid 9th century and...

During the 8th and early 9th centuries, Byzantium was under the control of emperors who believed in iconoclasm---the belief that all religious images are sacrilegious and must be destroyed. As a result, many sculptures and works of art were destroyed, and there was little incentive for artists to create new ones, because those too would likely be destroyed if they had even the remotest religious themes.

But starting in the mid 9th century and continuing until the 11th century, Byzantium's government changed, starting with Emperor Michael III and then continuing into what is called the Macedonian Dynasty, a series of emperors who were ethnically Macedonian. During this period, iconoclasm was repudiated and the government began funding and protecting works of art, including religious art, that previously would have been destroyed.

This makes the best answer A: New freedoms granted to artists resulted in a flourishing of new Byzantine art where it had previously been suppressed.

How does Caesar react to Cimber's pleading to recall his brother from banishment?

The pleading is just a ruse for the conspirators to encircle Caesar, hemming him in and shutting others out, including others who might try to give Caesar help against the assassins. Cimber should know that it is pointless to beg Caesar to rescind his brother's banishment, since Caesar is expected to be dead within a matter of minutes. Cimber's pleas, which are then echoed by many of the assassins, only seem to bring out Caesar's...

The pleading is just a ruse for the conspirators to encircle Caesar, hemming him in and shutting others out, including others who might try to give Caesar help against the assassins. Cimber should know that it is pointless to beg Caesar to rescind his brother's banishment, since Caesar is expected to be dead within a matter of minutes. Cimber's pleas, which are then echoed by many of the assassins, only seem to bring out Caesar's enormous egotism. He is already behaving like the autocrat he would have become if he had managed to stay alive. It would seem that Shakespeare waited until this moment to demonstrate that Caesar was supremely ambitious and deserved to be assassinated. Up to this point Caesar has been pretending to be modest and democratic. Casca describes how he behaved in front of the crowd when Antony offered him something like a crown in an obviously staged performance for the populace.

Marry, before he fell down, when he perceived the
common herd was glad he refused the crown, he plucked
me ope his doublet and offered them his throat to cut.
An I had been a man of any occupation, if I would not
have taken him at a word, I would I might go to hell
among the rogues. And so he fell. When he came to himself
again, he said, if he had done or said any thing amiss,
he desired their worships to think it was his infirmity.   (I.2)

This is a far cry from the way Caesar expresses himself on the Ides of March when he is expecting to be officially crowned by the Roman senate.

I could be well moved, if I were as you;
If I could pray to move, prayers would move me;
But I am constant as the northern star,
Of whose true-fix'd and resting quality
There is no fellow in the firmament.
The skies are painted with unnumber'd sparks;
They are all fire and every one doth shine;
But there's but one in all doth hold his place.
So in the world, 'tis furnish'd well with men,
And men are flesh and blood, and apprehensive;
Yet in the number I do know but one
That unassailable holds on his rank,
Unshaked of motion; and that I am he,
Let me a little show it, even in this;
That I was constant Cimber should be banish'd,
And constant do remain to keep him so.    III.1

The Soothsayer warned him to beware the Ides of March. The warning might have been intended as a caution against revealing his hubris before he had received the crown. Caesar does not seem like a man who will be satisfied with merely becoming king. He would go on to become emperor and then to become a god. (His successor Octavius became an emperor and a god.) Julius Caesar's references to the stars show that he is in the habit of looking up at them and choosing his place among the gods and demigods. Caesar would like to be the pole star, which remains in place while all the other stars circle around it. Even Brutus can see that his friend has the potential to become a terrible tyrant. The audience can see this too and can understand why there are so many conspirators and why they stab their victim so many times. Shakespeare has kept Caesar's ego under wraps, so to speak, because it is more effective dramatically to reveal it to the world at this high point in the play. It is strikingly ironic that Caesar should think he is on top of the world only moments before he is slaughtered and turned, to use Antony's expression, into a "bleeding piece of earth."

In Animal Farm, in which ways do the animals behave like animals and how do the animals behave like humans?

The only animals that adopt human characteristics and behave as they do, are the pigs and to a certain extent Mollie, Moses the raven, the cat and Napoleon's guard dogs. The rest of the animals maintain their natural animal tendencies.

Mollie had been spoiled by Mr Jones and had been taught to become conceited. She had become used to wearing pretty ribbons and to eat sugar, habits which she was not prepared to sacrifice after the Rebellion. She was lazy and shirked doing even basic duties. She eventually ended up being owned by a publican so she could continue with her spoilt behaviour, a very human trait.

Moses repeatedly went around the farm to spread lies about Sugar Candy Mountain, an ideal place to which all animals would go to after death. He did not work and his lies had the support of the pigs since he was never punished for spreading them. This is a human quality, misleading and deceiving others for no particular reason, except for the pleasure to confuse. 

The cat became involved in teaching the birds but would often try to get them closer, for obvious reasons. She, just like Moses and Mollie, as well as Napoleon's dogs, hardly ever did any work and would disappear for long periods. Her deceptive and lazy nature make her more human.

Napoleon's guard dogs occupied a privileged position. Napoleon had secretly raised them since they were puppies and they had become loyal to him, acting on his brutal instructions, without question. They became tools of Napoleon's tyranny and kept the other animals in check, subjugating them to their master's authority. In this sense then, their assistance in the oppression of their fellow animals made them more human, since humans had been ruthlessly autocratic.

Of all the animals, the pigs, being the cleverest, had easily adopted human characteristics and quickly adopted their way of life. It started with them claiming privileges and denying these to other animals, such as their sole claim to the milk and windfall apples. Thereafter, they moved into the farmhouse and slept in beds. When murmurs were raised about their behaviour going against the principles of Animalism, they misled the animals, changed the commandments to suit them, and used propaganda to further confuse the others.

The pigs went even further, they started drinking alcohol, took to wearing human garments, walked on their hind legs and started carrying whips. Napoleon even took to smoking a pipe! The fact that they could read and write completes the cornucopia of human attributes that they possessed and exercised.

In the end, the pigs became so similar to the humans that it affected even their physical appearance. It became difficult for the other animals to distinguish between the two.

The creatures outside looked from pig to man, and from man to pig, and from pig to man again; but already it was impossible to say which was which.

What is a way that Lyddie is brave in chapters 1- 4?

The most obvious example of Lyddie's bravery in the first four chapters is her confrontation with the bear. When a black bear pokes its nose through the door of the cabin that has been left ajar, Lyddie keeps a cool head. She orders the rest of the family, even her mother, to climb up the ladder to the loft. She stays on the main floor until everyone else is safely above. She maintains fierce eye...

The most obvious example of Lyddie's bravery in the first four chapters is her confrontation with the bear. When a black bear pokes its nose through the door of the cabin that has been left ajar, Lyddie keeps a cool head. She orders the rest of the family, even her mother, to climb up the ladder to the loft. She stays on the main floor until everyone else is safely above. She maintains fierce eye contact with the bear, and that keeps it from coming in until she has gotten up to the loft. When Charlie accidentally hits it with the edge of the ladder, the bear rears up, and once again Lyddie locks eyes with it. This encounter reveals Lyddie's courage and leadership. She takes charge of the situation, putting herself in danger in order to save her family. 

Lyddie reveals this same courage when her mother says she wants to leave their home to go await the end of the world at her sister's house. Lyddie refuses to go with her mother and decides to stay on the farm with Charlie, trying to keep the place running until their father returns. Again, Lyddie is willing to face hardship and danger for the good of her family. She believes the best thing for her family is to all be together in the cabin, and she wants to make sure her father can find them when he returns. Therefore she takes on the daunting task of running their household herself with only Charlie to assist her. 

When Lyddie finds out she has been hired out to Cutler's Tavern, she bravely puts herself into her work at the Tavern without sulking or pitying herself. She continues to show bravery when she is in hard situations whether facing down a bear, running a home by herself, or working in a difficult position.

Of The Neighbors Who Decides To Go To The Trial

The answer to the question who among the neighbors goes to the trial of Tom Robinson in Harper Lee's novel To Kill a Mockingbird can be found in chapter sixteen of the novel. Scout describes it this way: 

"It was like Saturday. People from the south end of the county passed our house in a leisurely but steady stream." 

Scout also mentions a wagonload of Mennonite women, Mr. Dolphus Raymond on his thoroughbred, X Billups...

The answer to the question who among the neighbors goes to the trial of Tom Robinson in Harper Lee's novel To Kill a Mockingbird can be found in chapter sixteen of the novel. Scout describes it this way: 

"It was like Saturday. People from the south end of the county passed our house in a leisurely but steady stream." 

Scout also mentions a wagonload of Mennonite women, Mr. Dolphus Raymond on his thoroughbred, X Billups on his mule, and lists several more in this quote: 

"As the county went by us, Jem gave Dill the histories and general attitudes of the more prominent figures: Mr. Tensaw Jones voted the straight Prohibition ticket; Miss Emily Davis dipped snuff in private; Mr. Byron Waller could play the violin; Mr. Jake Slade was cutting his third set of teeth."

Notably absent from the crowd is Miss Maudie Atkinson, who lives across the street from the Finches. She is known as one of the most open-minded people in the town and says that watching a man on trial for his life is like watching a "Roman carnival." Not surprisingly, Ms. Stephanie Crawford, known as the town gossip, is among the ranks of those attending the trial. 

Scout further describes the crowd in this quote: 

"It was a gala occasion. There was no room at the public hitching rail for another animal, mules and wagons were parked under every available tree. The courthouse square was covered with picnic parties sitting on newspapers, washing down biscuit and syrup with warm milk from fruit jars. Some people were gnawing on cold chicken and cold fried pork chops. The more affluent chased their food with drugstore Coca-Cola in bulb-shaped soda glasses. Greasy-faced children popped-the-whip through the crowd, and babies lunched at their mothers’ breasts. In a far corner of the square, the Negroes sat quietly in the sun, dining on sardines, crackers, and the more vivid flavors of Nehi cola." 

Reverend Sykes is also in attendance and helps Jem and Scout find a seat in the courtroom. The Ewells attend, as Mayella is the alleged victim in the case, and many of the Cunninghams, who had planned to lynch Tom Robinson, are there as well. Calpurnia and Aunt Alexandra don't attend the trial. 

Explain how a force may produce a change in size or shape of an object?

An external force may cause a change in the state of motion, size and shape of an object. The force may cause a change in the internal arrangement of molecules making up the object and depending upon the magnitude of the force, the size or shape of the object may change. An example is the pulling force on a spring which causes its elongation, similar is the compressive force which compresses the spring. In both...

An external force may cause a change in the state of motion, size and shape of an object. The force may cause a change in the internal arrangement of molecules making up the object and depending upon the magnitude of the force, the size or shape of the object may change. An example is the pulling force on a spring which causes its elongation, similar is the compressive force which compresses the spring. In both the cases, the force causes a change in the size of the spring. We can squeeze an orange and cause a change in its size. Similar is the result with compressing a clay ball. One can also see that pizza makers apply force on the dough and create thin or thick crust base and various sizes of the pizza out of it, thus force can be applied to change the size or shape or both of an object.

Hope this helps. 

Why does spreading her arms help the gymnast sit balanced on a beam?

The reason that a gymnast spreads out their arms to stay balanced on a beam, or a tightrope walker carries a long pole, or an ice skater spins faster when they tuck their arms in, can all be explained by the moment of inertia.

The moment of inertia is, basically, how much an object will resist rotation. The higher the object's moment of inertia, the more resistant to rotation the object will be. The general...

The reason that a gymnast spreads out their arms to stay balanced on a beam, or a tightrope walker carries a long pole, or an ice skater spins faster when they tuck their arms in, can all be explained by the moment of inertia.

The moment of inertia is, basically, how much an object will resist rotation. The higher the object's moment of inertia, the more resistant to rotation the object will be. The general equation for moment of inertia is: 

`I =int_0^Mr^2dm`

If you're not familiar with integrals, all you need to notice about this equation is that the moment of inertia is dependent on mass (M) and radius from the axis of rotation (r). In order to increase the moment of inertia (and make the object harder to rotate) either the mass or the radius would need to increase. A gymnast obviously can't suddenly increase their mass, but they can spread out their arms to increase their radius.

This relates to the gymnast staying balanced on a beam because when they start to lose their balance, they are essentially starting to rotate around the beam. When they spread out their arms and increase their moment of inertia, they rotate (lose their balance) more slowly thus making it easier to correct their position on the beam. 

This is exactly the same reason that the long pole helps a tightrope walker keep their balance. An ice skater, on the other hand, spins faster when their arms are tucked in because it decreases their moment of inertia making them less resistant to rotation.

Why does our breathing rate increase during running or heavy exercise?

The reason your respiration rate increases during heavy activity is becacuse your body's need for oxygen increases when expending more energy. Oxygen is required for aerobic cellular respiration, the process by which glucose is burned in living organisms to produce energy:

`C_6H_12O_6 + 6 O_2 -gt 6 CO_2 + 6 H_2O`

The energy produced in this reaction is used to make ATP, which is the energy source for cellular processes in the body. When muscle...

The reason your respiration rate increases during heavy activity is becacuse your body's need for oxygen increases when expending more energy. Oxygen is required for aerobic cellular respiration, the process by which glucose is burned in living organisms to produce energy:

`C_6H_12O_6 + 6 O_2 -gt 6 CO_2 + 6 H_2O`

The energy produced in this reaction is used to make ATP, which is the energy source for cellular processes in the body. When muscle fibers contract during physical activity they use ATP for energy. As ATP is depleted it must be replaced. When it's used at a higher rate the rate of cellular respiration increases and your lungs and respiratory system must provide more oxygen.

Carbon dioxide produced during cellular respiration is transported through the bloodstream to the lungs where it's exhaled. The increase in breathing rate during heavy activity also facilitates the release of the increased amount of CO2 that's produced.