Calpurnia Tate Chapter 9 Analysis

Chapter 4 of Jones’ William Clark… starts with Lt. William Clark being ordered to see the commander of the military forces in Spanish Louisiana regarding the construction of a Spanish military base on a US-controlled area of the Mississippi. Clark’s meeting with the regional governor provided Clark with the opportunity to gather information on Spanish military assets in the area, info he disclosed to his chain of command upon his successful return. Shortly after this successful mission, Clark resigned his commission and returned home to assist his brother George Rogers with settling the latter’s legal issues and help his father manage the Clark family plantation. Getting the plantation’s crop to market, Jones writes, forced Clark into a long, bad weather-threatened trip down the Mississippi. Clark’s return home on the ship Star was equally as arduous, as he had to contend with hostile

In the book, “Into the Wild” by Jon Krakauer. Chapter 10 tells us the body of Chris McCandless was found and for a week they still had not been able to identify the body. On September 10th, the story of a dead hiker was published in the Anchorage Daily News. Jim Gallien saw the article and called the State Troopers and said, “Hey, I think I gave that guy a ride.”(99) At first the trooper did not believe Jim, because there have been already a number of people who said they knew the hikers identity. Jim kept talking to the trooper and described a few items that was not mentioned in the newspaper. Ultimately, what convinced the trooper about Jim’s claim was an entry in Chris’s journal that said, “Exit Fairbanks. Sitting Gallien. Rabbit Day” (99).

There were also reported that on occasions Gardiner's lover Catherine Browne had been participating in robberies alongside 'The Darkie' disguised in men's apparel. Consequently, all reports, however, continued to state that the bushrangers 'can be identified'. Although many of the correspondents in the country areas where the offences had occurred either knew of or were well informed as to who the perpetrators were they appeared reluctant to name them, either as a way of assisting the police by not alerting the criminals or their friends as well as protecting themselves against possible reprisals. Therefore, in most instances, as with the NSW police gazettes, descriptions of the assailants were only printed in newspapers by correspondents as

In the book, The Evolution of Calpurnia Tate by Jacqueline Kelly, Chapter Nine “Petey” is about how the a young girl naturist, Calpurnia, who has this caterpillar named Petey that she is looking after. Her grandfather says that she should not name experimental subjects because then that loses the purpose of the experiment. He tries to explain that if you have a close bond with an experiment, then she will not want to test on the caterpillar. This quote at the beginning of Chapter Nine is saying that any peculiarities or odd changes or differences in a silkworm are known to it going into a cocoon stage.

In Chapter 34 of Henslin, we learn about the transition of moving from the working class to middle class. To begin, we also learn about different capitals. The first is economic capital which is the power and wealth someone has. Second, culture capital which is what knowlege someone has about the world they live in. Third, social capital which is what social conncections someone has. Wealth can sometime seem the only symbol of stratification, but the other two play large part as well.

Dillard's primary analogy is that of a spider. an exercise in parallelism connecting between the fourth and tenth paragraphs, literally—printed as a book, the fourth paragraph is superimposed on top of the tenth; this cannot be a coincidence. Dillard is the spider, and the husks of insects are her students, in correspondence with stereotypical impressions of schools. Just as the spider leaves the insects empty, it is a commonly held belief that schools suck children dry, empty. The spider is hanging over the mess of bugs like Dillard speaks in her classroom. But there are different types of insects, sowbugs, earwigs, and moths. Sowbugs, just like a sow's ear, are run of the mill students, uniform, unimpressive, and simple passing through. Covered in a coat of thick armour, it is difficult for Dillard to reach the sowbugs, engage them, interest them. Ambling along, they will pass through her class much the same as the went in, their looks never changing, yet all the while fragile enough to be on the brink of destruction: the epitome of a "C" student, an unengaged student who scarcely skates by. They are "hollow and empty of colour," scarcely being noticed. Then there are the mysterious shreds of an earwig, a corpse who somehow seems less present, but still shows promise, "shin[ing] darkly and gleam[ing]"; the whole creature which Dillard describes only superficially, lacking the vivid imagery and relying instead on scientific nomenclature. The moths are last, described as "wingless and huge" and as "arcing strips of chitin...a jumble of buttresses for cathedral vaults," signifying that she has students, the Nick, Margaret and Randies,

At Brewton-Parker College, the campuses community is quite small. I cannot decide if it is a good thing that everyone knows each other. Because the school’s population is not quite as high as a big university, everyone knows everyone’s business. No matter what someone does, good or bad, it gets out, but for me the size in beneficial. The less people there are, the less chance I have of getting distracted. I love how small the classes are, too, because my teachers actually knows who I am. Also, when I need help with what we’re learning or I just have a simple question, I can easily ask my teacher, and he or she can help me better understand what is going on. The teachers here, at Brewton-Parker College, are kind and beyond willing to help me, no matter how long it takes; help is always there when I need it. For instance, the library has become my best friend. I like how I can go and have my own table to get a good amount of work done, and the books are such a useful resource for

For this assignment, I did the translation of Catullus 32. Within this poem, the author uses a sexual tone. Originally, in the poem, it’s a guy talking to a woman who people think is a prostitute, but throughout the poem, it’s a love poem to Ipsitilla. Within the original poem, the reader can see how the author created their own word “fuckification”, how the tone starts to change into more of lust, not loving about Ipsitillia, and also it’s demanding in the way he wants her to come see him. With this poem, people throughout the years have translated it, and somewhat changed it up a little bit, but it’s amazing to see how another person how they look at the poem and interpret it. For example, in Translation 14, written in 1914 by C. Sesar, he states “and let me take a nap with you,” (line 3); out of all the translations, Sesar is the only one to add that

In the class the next day, Miss Caroline is scared of cooties from a filthy child named Burris Ewell. The Ewells are notorious in the town for ages, although Miss Caroline knows nothing about these customs. Atticus suggests that we cannot force such people to go to school, as their characteristics are impossible to change. Burris seems to be the antihero of the story. Another possibility is that he eventually changed his mind in a touching event with the protagonists.

1%- Upon reading chapter 16 I was profoundly shocked to see mention of the 1%. In the news over the last few years this has become a rather recognizable term however I did not realize this went all the way back to the beginnings of our country. I also find it shocking that after all this time we still have found no real resolution for the distribution of wealth in America. While I understand hard work for hard cash I do not understand how even back then these companies could profit so heavily off their employees with no care for their wellbeing or living situation. A company should never be allowed to pay someone less than the current living expense of the area. Also, I cannot help but feel like I am not reading history but instead an article from current times. Millionaires sit on snob hill while their employees struggle to keep on the lights.

Butterfly’s Metamorphosis I begin as a little egg I struggle to grow I’m not nurtured nor cared for I learn rough life lessons, alone. Having learnt my lessons Certain with my growth I gained maturity as a caterpillar Transformation, I am ready. Around me, I create my walls

After Hester is released from prison Hawthorne leaves us wondering if her choice to stay in Boston was even a choice she could make. Chapter five opens with Hester coming into the light and leaving the cell in which she had been punished in for so long. However, once she is out, she decides to stay in Massachusetts, in the same community which has shamed her for so long. Hawthorne describes the decision when he writes, “it may seem marvelous, that this woman should still call that place her home… But there is a fatality… which almost invariably compels human beings to linger … the spot where some great and marked event has given the color to their lifetime” (71). In this quote Hawthorne is not only speaking of Hester, he is speaking of

The narrator described Maycomb, Alabama as a “tired, old town.” Grass grew on sidewalks in rainy weather. In summer, it was very humid & hot. “Somehow it was hotter then: a black dog suffered on a summers day.” Scout and Jem described their father as a decent man. He treated them respectfully indifferent. Scout saw Calpurnia as a demanding & biased person but since she treated Jem as a mature kid, Jem saw her as a kind, loving mother-figure. Their mother died when Scout was only two years old so he didn't really miss or remember her but Jem on the other hand did. He knew his mother more than Scout because he had more time to know her so when she passed it truly hit him. Both Scout & Jem had an upstanding relationship with their father but had

This was found in Chapter Six towards the ending. As Offred and Ofglen stand by the Wall, looking at the dead bodies of people hung by Gilead. The sight disturbs Offred, as she worries to push aside her disgust and substitute an emotional “emptiness. “ As she blocks her natural disgust, and remembers Aunt Lydia’s words and what she say about how to live in Gilead will be “normal.” Aunt Lydia’s statement shows the power of a despotic state like Gilead to change such disgust into a mindset of having “emptiness,” and to change fear into normality. Aunt Lydia’s words propose that Gilead prospers not by making people believe that its ways are right, but by making torture and dictatorship become believed in because they are “what you are used to.”

“I don’t see,” said the Caterpillar. “I’m afraid I can’t put it more clearly,” Alice replied very politely, “for I can’t understand it myself to begin with; and being so many different sizes in a day is very confusing.” “It isn’t,” said the Caterpillar. “Well, perhaps you haven’t found it so yet,” said Alice; “but when you have to turn into chrysalis – you will someday, you know – and then after that into a butterfly, I should think you’ll feel it a little queer, won’t you?” “Not a bit,” said the Caterpillar.