What are Shylock's feelings after meeting Antonio and being ill-treated by him?

There are several reasons why Shylock hates Antonio. He believes Antonio to be a self-righteous Christian, “a fawning publican,” who is bad for business because he lends money without charging interest, undermining those who make their living that way. Not only that, Antonio openly opposes usury and “rails against our sacred nation.” Shylock takes Antonio’s actions and antisemitism as a personal insult that he does not plan to forgive.

After all this, Antonio ends up turning to Shylock for money to give to his friend Bassanio. When Shylock justifies charging interest by quoting the Bible, Antonio counters, “The devil can cite Scripture for his purpose.” Obviously Shylock is not easily inclined to lend him money with this attitude. He recounts the times Antonio called him “misbeliever, cut-throat dog,” spat on “Jewish gaberdine,” and kicked him. Shylock sarcastically asks what he should say to such a man:

'Fair sir, you spit on me on Wednesday last;
You spurn'd me such a day; another time
You call'd me dog; and for these courtesies
I'll lend you thus much moneys'?

Shylock is so angry that he lends him the money at the cost of a pound of Antonio’s “fair flesh, to be cut off and taken / In what part of your body pleaseth me,” if he does not pay him back on time. He claims that he writes this “in a merry sport,” but Shylock’s hatred for Antonio is very real. When Antonio has shockingly bad luck with his money and Shylock’s daughter steals from him and runs off with a Christian, Shylock clings to the only thing he thinks he has: his bond. Shylock refuses to take money or listen to reason, endangering Antonio’s life and bringing about his own downfall, indicating that his feelings towards Antonio are very negative indeed.

How does Freak change Maxwell from living in a "vegetative state" to taking on daily quests? What is their daily routine?

In Chapter 8, Maxwell describes his summers. He says he usually reads comic books or watches television all summer, but now that Freak is there, he can't even sleep in. Freak must be very ambitious because he usually has Max carry him around, but in order to get Max out of bed, he has to drag himself over to Max's basement next door in order to wake him up each morning. If Freak didn't make the effort to crawl, hop, or drag himself over to Max's each morning, he would have to wait for Max to wake up and go get him. Freak will not wait for Max for any reason because he wants to get out into the world and go on adventures every day. This is great because it is Freak who motivates Max not to vegetate, as he says, and actually do some interesting things with his summer vacation. Max describes the process as follows:

"Each and every morning the little dude humps himself over and he bangs on the bulkhead, wonka-wonka-wonka, he may be small but he sure is noisy. 'Get outta bed, you lazy beast! There are fair maidens to rescue! Dragons to slay!' which is what he says every single morning, exactly the same thing—" (44).

Freak doesn't stop there. As he waits for Max to eat his breakfast, he's continually telling him to hurry up so they can get outside and do something. They do this same thing every single day in the summer, which is beneficial for both of them because it gets them outside and enjoying each other. Freak gets to have a horse to carry him everywhere and Max gets to learn interesting things from Freak's knowledgeable brain.

What is meant by "crowding-out effect"? How is it related to planning investment ?

The crowding-out effect is a possible effect of increased government spending on private investment. In some circumstances, increased spending by the government can reduce the funds available for private investment---in theory even so much that it actually results in the same total amount of investment, and simply a shift from private to public spending.

In practice, crowding-out is rarely if ever total in this way; it's more likely that say 30% or 50% of the additional government spending is offset by reductions in private investment.

The usually hypothesized mechanism is via interest rates: Increased government spending requires increased government borrowing, which drives up equilibrium interest rates until they become too high for private investors to want to take out loans to finance investment. (After all, you're not going to want to invest in a project that pays a lower return than the interest rate you can get on bonds.)

But this is actually quite easy to offset with monetary policy---print more money to bring interest rates back down. The real constraint is actually productive capacity. There is only so much wealth a country can produce at any given time, and while this capacity is usually not fully utilized, a sudden large increase in government spending could actually use it all, and thus make it unavailable for private use; the best example of this is WW2, where the industrial capacity of every major country in the world was fully utilized making war materiel. During WW2 there was indeed a great deal of crowding-out, and even ostensibly free-market countries like the US and UK rationed goods extensively--ranging from sugar to steel. Hardly any civilian vehicles were produced in the US during this period, because the factories were used for building tanks and artillery.

At an individual level, crowding-out is honestly not that important to worry about. There are so many other factors affecting your risk and return on investment that the possibility of a sudden shift to expansionary fiscal policy should be the least of your worries. Yes, theoretically that could happen, causing inflation or driving up interest rates---but it's just as likely that a competitor will scoop your investment, or the project will fail (as most startups do), or there will be a global price shock on some raw material you need (oil is the obvious example, but the same could easily happen with lithium, neodymium, or even helium). In fact, the most likely cause of expansionary fiscal policy would be a severe recession, and in such circumstances you'd want that expansionary fiscal policy, because crowding-out will be minimal and the spending will primarily go to restoring full employment.

Can you help me understand the poem "To the doctor who treated the raped baby and felt such despair" by Finuala Dowling?

Finuala Dowling creates a dichotomy in her poem “To the doctor who treated the raped baby and felt such despair.” The narrator addresses the words directly to the doctor. There is a contrast between the situation the doctor faces while treating the abused child, and instances in which children are treated with kindness and compassion. “On the night in question,” a doctor is called in to treat a baby who is the victim of rape. The doctor stops the child’s bleeding, administers pain killers, stiches the wounds, and cries out for an understanding God.

While he does this, other children experience a warm bed, a sweet lullaby, a grandfather who walks a crying baby, and a loving mother who nurses her child. The comparisons are troubling. How can there be such a discrepancy in experiences? Yet, is there really a difference? The doctor does everything in his power to make the injured child whole again, which is what the child needs at that moment. All of the other caregivers do the same. That question is answered at the end of the poem when the narrator tells the doctor,

And for the rest of us, we all slept in trust

that you would do what you did,

that you could do what you did.

We slept in trust that you lived.

None of the others could do what the doctor did. They were able to rest knowing someone else was dealing with the difficult situation of child abuse.

What is the difference between the signs and the symptoms of a disease?

Introduction

It is common practice to use the words “sign” and “symptom” interchangeably. There is, however, a subtle difference between the two terms; it concerns who is making the observation. Symptoms are subjective qualities that indicate an abnormality or disease. In other words, they are perceived by the affected individual. Examples of symptoms that a patient may describe are an itchy sensation in the skin, headache, joint pain, or nausea.

Signs are objective. They can be noticed by persons other than the affected individual, such as physicians, nurses, and relatives. Examples of outward signs of disease include hyperactivity in a child, forgetfulness in an elderly person, fever, rash, a swollen ankle, or vomiting. Sometimes, signs may not be immediately apparent and further testing may be necessary in order to reveal them. For example, a physician or nurse may check a patient’s blood pressure, blood may be drawn for analysis, or a colonoscopy may be ordered.

Health care professionals use a combination of the signs that they observe and the symptoms described by the patient in order to determine the presence of a particular disorder. This process is called diagnosis. Once a diagnosis has been made, an appropriate course of treatment is evaluated.

Types of Signs and Symptoms

Signs and symptoms come in many different guises, and the way in which they present themselves gives health care professionals further clues as to the nature of the disorder—not only which disease is present but also how severe it is.

Blood pressure, pulse rate, body temperature, and breathing rate are known as vital signs. They are used as standard markers when monitoring an individual’s state of health.

A sign or symptom is described as chronic if it is present for an extended period of time. For example, a chronic cough may be indicative of asthma or a response to an environmental allergen. If a sign or symptom lessens in intensity or disappears, then it is a remitting symptom; conversely, if it worsens or reappears after a period of abatement, then it is relapsing. Some conditions are characterized by these types of signs. Relapsing-remitting multiple sclerosis
is an example. In the relapse stage of this disease, the body’s immune system attacks the sheath of myelin that surrounds nerves in the central nervous system. When the immune response has calmed down, special cells in the central nervous system, called glia, repair the myelin; the remission period is entered.

The presenting symptom is the symptom that first prompts the affected individual to consult a health care professional. If a symptom is general, involving the whole body—such as fatigue, weight loss, or fever—then it is called a constitutional symptom.

A condition that manifests in a tangible way is said to be a symptomatic disease or disorder. An asymptomatic condition, however, can be present without the affected individual being aware of it. Sometimes, routine screening methods such as a mammogram or prostate examination expose the presence of asymptomatic conditions before they become symptomatic, thereby increasing the chance for successful treatment. An asymptomatic infection is an infection by viruses or bacteria that does not result in obvious signs or symptoms. Often, sexually transmitted infections are asymptomatic: Examples include infection by the
Chlamydia trachomatis bacterium (chlamydia) or the Human papillomavirus (HPV). Some infections are asymptomatic while the bacteria or virus is incubating, which is the period of time between exposure to the infectious agent and the onset of symptoms. For example, the incubation period of the seasonal influenza virus is one to four days. Asymptomatic infections can be problematic because it is possible for the affected individual to transmit them to other people unknowingly.

Diseases can have primary and secondary symptoms. Alzheimer’s disease is characterized primarily by symptoms such as memory loss and difficulty with concentration. As a result of the burden caused by these primary symptoms, an affected individual may develop depression. In the case of Alzheimer’s disease, depression is a secondary symptom.

Prognostic signs or symptoms are those that give clues about the future course of the disease. The predicted outcome of the disease is called the prognosis. An example of a disease with an extremely poor prognosis is pancreatic cancer. Pancreatic cancer is rarely diagnosed in its early stages due to lack of symptoms; the chance of successful treatment becomes very low as the disease progresses. Less than 5 percent of pancreatic cancer patients survive for more than five years after diagnosis.

When an addictive substance is abruptly denied to an addicted body, withdrawal symptoms usually become apparent. In alcoholism, these symptoms range from headaches, nausea, and weakness to convulsions and delirium tremens (confusion and visual hallucination). Each addictive substance has a characteristic set of withdrawal symptoms.

Eponymous signs are named after the person who first described them. For example, Braxton Hicks contractions (sometimes known as Hicks sign), prelabor contractions occurring during pregnancy, were first described by John Braxton Hicks.

Perspective and Prospects

Many years ago, physicians could use only their limited powers of observation, along with patients’ description of their symptoms, to make a diagnosis. The development of progressively sophisticated equipment and new methods for clinical testing has made the diagnostic procedure faster and more accurate. As a consequence, treatment is becoming increasingly effective.

A vast amount of medical information is now available to the layperson. Online discussion groups and “symptom checker” Web sites encourage the practice of self-diagnosis. In fact, the act of researching a disease using the Internet as a resource, and subsequently worrying that one is suffering from symptoms of that particular disease, is termed cyberchondria.

Bibliography

Huether, Sue E., and Kathryn L. McCance. Understanding Pathophysiology. 5th ed. St. Louis, Mo.: Elsevier/Mosby, 2012.

Kahan, Scott, Redona Miller, and Ellen Smith. Signs and Symptoms. 2d ed. Philadelphia: Lippincott Williams & Wilkins, 2008.

Knight, Lori. Medical Terminology: An Illustrated Guide. 7th ed. Philadelphia: Lippincott Williams & Wilkins, 2014

Springhouse, ed. Handbook of Signs and Symptoms. 4th ed. Philadelphia: Lippincott Williams & Wilkins, 2009.

Salimpour, Ralph, Pejman Salimpour, and Pedram Salimpour. Photographic Atlas of Pediatric Disorders and Diagnosis. Philadelphia: Lippincott Williams & Wilkins, 2014.

Tierney, Lawrence, and Mark Henderson. The Patient History: Evidence-Based Approach. 2d ed. New York: McGraw-Hill Medical, 2012.

Urden, Linda D., Kathleen M. Stacy, and Mary E. Lough. Critical Care Nursing: Diagnosis and Management. 7th ed. St Louis, Mo.: Elsevier/Mosby, 2014.

In "An Occurrence at Owl Creek Bridge," what does Farquhar visualize moments before he is hanged? Please provide a quotation.

In the moments before he is hanged, Peyton Farquhar attempts to "fix his last thoughts upon his wife and children." While he awaits the fatal drop into the noose, he feels time seem to slow down and the "intervals of silence" between the tickings of his watch grow longer and longer. This is what allows for the entirety of Part III to take place: in this section, Farquhar's imagination takes over (in the brief space of time between when he begins to fall and the moment the rope snaps his neck) and he envisions his escape from the Union army and his return home through the forest. The narrator tells us that "he thought with the rapidity of lightning." During these last partial seconds of his life, Farquhar sees himself walking for miles and miles through the dense and "interminable" forest in order to reach his home and family. Finally, just as he's about to "clasp" his wife in his arms, the rope breaks his neck and he hangs, dead, from the bridge.

What does it mean to be grown up? Apply your answer to the novel.

Ender's Game, like most science fiction, takes societal "givens" and twists them in strange and compelling ways. One of the main "givens" thus experimented with is that of childhood, or the notion of childhood as discrete from, and inferior to, adulthood.

In the book, hyper-intelligent children are separated from their families and sent to Battle School, where they study military strategy, and train to become great generals. These children are infinitely (and necessarily) more intelligent than most adults, much less children; also, they comport themselves in ways we would not except of young children. Ender is about 11 when he passes his "Final Exam," and unwittingly destroys the Formics.

How many eleven-year-olds do you know? How many of them would be capable of not only leaving their families and living in a strict, violent military academy, but of leading large platoons and waging intergalactic warfare? How many would be able to survive the emotional and psychological stress that comes with being expected to save the world? Indeed, the children's of Ender's Game are advanced in all aspects.

As we can see, childhood does not exist for these students; their behavior, as well as their genius, sets them apart from "normal" children. Hence, they challenge our typical notions of childhood, innocence, and development. However, it is by studying the adults of Ender's Game that we truly appreciate its imaginative scope, and its troubling of concepts. These "grown-ups" are incompetent, negligent, and downright sadistic; they do not care for the well-being of the children at Battle School. Graff even admits that his job is to produce the next Alexander the Great, not to nurture children. He goes on to imply that Ender's health is of secondary importance. Graff and his colleagues are supposedly responsible adults, yet they ship innocent children to battle school, and expose them to incredible pressure, pain, and trauma. They also lie to and manipulate the children on a regular basis; Ender is initially unaware that his "Final Exam" is actually a war. When he does find out, he seems to have a complete nervous breakdown. As always, Graff's lies have terrible consequences.

Graff and his colleagues are trying to save the world. They feel that if they do not succeed in producing that next Alexander, they will be unable to stave off the Formic Invasion. But does this justify their atrocious treatment of the children at Battle School? We should also note that, despite their stated goal, they are grossly negligent in terms of basic school management. For example, Ender is acutely aware that Bonzo Madrid is mentally unstable, and that the school administrators will do absolutely nothing to prevent him from hurting others. This negligence is what ultimately leads to Bonzo's death, and yet another traumatizing experience for Ender. One would think that, in order to create the best and brightest generals, the administration would be more vigilant, and ensure the children's safety.

It is perhaps their utter lack of empathy which is most troubling among the adults. On the other hand, empathy is surprisingly plentiful among the children. Whereas Graff and his colleagues do not really care if any particular child lives or dies, the children often go out of their way to comfort, nurture, and support each other. After the "Final Exam," Petra and the rest of Ender's platoon dote over him as he recovers; Ender went out of his way to counsel and befriend Bean, just as Petra had done for him earlier; Dink Meeker is noted for his unusually kind manner. The children, in contrast to the adults, band together, and protect each other from the rapacious environment of Battle School.

Thus, in Ender's Game, hyper-intelligent children are more empathetic, and often more moral, than their adult counterparts. Whereas adults are cruel, negligent, and myopic, the children care for each other, and are sometimes able to perceive the injustice of their situation (especially Dink).

Ultimately, the novel asks us to reconsider what it means to be a "grown-up." The children of Ender's Game are not only more "grown up" than their teachers in terms of intelligence and competence, but also in terms of empathy, morality, and community. It could be argued that, in a world of invading aliens and vicious adults, the children are the only human element in all of Ender's Game.

From chapters 15-18 in The Giver, give textual evidence of the conflict and of unconditional love.

The major conflict in The Giver is the Receiver vs Sameness. Without Sameness a Receiver of Memory would not be needed. If a Receiver weren't needed, then the old man and Jonas would not have the burden of living a lonely life smitten with pain and suffering. Also, the people living in the community would have freedom of choice rather than remain forced to follow the controlling rules of the Council of Elders. Overall, though, the Receiver has the worst job, and greatest conflict, of all. For example, in chapter 15, Jonas helps the Giver by alleviating some of the pain from the memory of warfare, as in the following passage:

"From the distance, Jonas could hear the thud of canons. Overwhelmed by pain, he lay there in the fearsome stench for hours, listened to the men and animals die, and learned what warfare meant. Finally, when he knew that he could bear it no longer and would welcome death himself, he opened his eyes and was once again on the bed" (120).

This passage shows the unnecessary pain and suffering forced upon the Receiver in order for the people of the community to live without it and for the sake of Sameness. This also shows the unconditional love that Jonas has for the Giver because he is willing to suffer this to relieve his pain and not hold a grudge afterwards. The Giver thanks Jonas by giving him good memories for many days following the war memory, which is also loving.

In chapter 16, Jonas learns about unconditional love through the memory of  Christmas time as a family give gifts to each other. He also learns about grandparents and wishes that he had some. Chapter 17 shows kids like Asher playing "war" which they don't really understand. Jonas feels the intensity of his conflict with Sameness due to the disregard for death that the children feel. Jonas is conflicted because he can't tell them what is wrong with playing "war," and he is left alone with his thoughts:

"Jonas trudged to the bench beside the Storehouse and sat down, overwhelmed with feelings of loss. His childhood, his friendships, his carefree sense of security--all of these things seemed to be slipping away" (135).

This passage shows that the conflict for Jonas is real. After experiencing the memories, he will never be the same inside and his friends will never be able to relate to him ever again. At the same time, though, he also shows unconditional love for his friends: "He felt such love for Asher and for Fiona" even after they argue about the war game. He can feel a deeper love for them because of the memories and understands that they will never understand. 

Finally, in chapter 18, we discover the Giver's unconditional love for Rosemary, his daughter and the former Receiver-in-Training who died because of the conflict with the memories. It's as if Rosemary symbolizes the conflict and the love all at once. The Giver describes his side of the Rosemary saga as follows:

"It broke my heart, Jonas, to transfer pain to her. But it was my job. It was what I had to do, the way I've had to do it to you" (141).

What a very difficult and conflicting life to live! The Receiver has the worst job in all of the community for the burdens of joy and sorrow, happiness and pain, are all wrapped up into one horrible life, all in the name of Sameness.

What is pulmonary hypertension?

Causes and Symptoms

Primary pulmonary
hypertension begins as hypertrophy of the small arteries of the lungs. The medial and intimal muscle layers of these blood vessels thicken, decreasing reflexibility and increasing resistance. The disorder then progresses to vascular sclerosis (narrowing) and the destruction of small blood vessels. Because this form of pulmonary hypertension occurs in association with collagen diseases, it is thought to result from altered immune mechanisms.

Usually, pulmonary hypertension is secondary to hypoxemia (low oxygen levels) from an underlying disease process, including alveolar hypoventilation (insufficient respiration) from Chronic obstructive pulmonary disease (COPD),
sarcoidosis, diffuse interstitial
pneumonia, malignant metastases, and scleroderma. These diseases may cause pulmonary hypertension through alveolar destruction and increased pulmonary vascular resistance. Other disorders that cause alveolar hypoventilation without lung tissue damage include obesity and kyphoscoliosis. Vascular obstruction may occur because of pulmonary embolism, vasculitis, or disorders that cause obstructions of small or large pulmonary veins, such as fibrosing mediastinitis or mediastinal neoplasm.

Heart disease is another underlying possible cause of pulmonary hypertension. Congenital or acquired heart disease that causes left-to-right shunting of blood—such as patent ductus arteriosus
and atrial or ventricular septal defect—increases blood flow into the lungs and consequently raises pulmonary vascular pressure. Acquired heart disease, such as rheumatic valvular disease and mitral stenosis, increases pulmonary venous pressure by restricting blood flow returning to the heart.

The symptoms of pulmonary hypertension include complaints of increasing dyspnea (shortness of breath) on exertion, weakness, syncope, and fatigue. Many patients also show signs of heart failure, including peripheral edema (swelling), ascites (fluid in the abdomen), neck vein distention, and hepatomegaly (enlarged liver). Characteristic diagnostic findings in patients with pulmonary hypertension include abnormalities associated with the underlying disorder heard on auscultation; hypoxemia, determined by arterial blood gases; right ventricular hypertrophy, as diagnosed by electrocardiogram; increased pulmonary artery pressures, with pulmonary systolic pressure above 30 millimeters of mercury and pulmonary capillary wedge pressure increased; filling defects in the pulmonary vasculature, detected by pulmonary angiography; and decreased flow rates and increased residual volume found on pulmonary function testing.

Secondary pulmonary hypertension is difficult to recognize clinically in the early stages, when symptoms and signs are primarily those of the underlying disease. Dyspnea occurs initially on exertion and later at rest. Dull chest pain resembling angina pectoris may be present. Fatigue and fainting on exertion occur as a result of reduced cardiac output related to elevated pulmonary artery pressures or bradycardia (slow heartbeat).

Laboratory findings include electrocardiographic changes of right axis deviation, right ventricular hypertrophy, right ventricular strain, or right arterial enlargement. Echocardiography is helpful in evaluating patients thought to have mitral stenosis and pulmonary valvular disease. Doppler ultrasonography is a reliable noninvasive means of estimating systolic pulmonary artery pressure. Depending upon the suspected cause of pulmonary hypertension, ventilation-perfusion lung scanning, pulmonary angiography, and open lung biopsy are occasionally helpful. Ventilation-perfusion lung scanning is very helpful in identifying patients with pulmonary hypertension caused by recurrent blood clots in the lungs. Transbronchial biopsy carries an increased risk of bleeding.

Treatment and Therapy

Conventional treatment of pulmonary hypertension includes oxygen therapy
to decrease hypoxemia and resulting pulmonary vascular resistance. For patients with right ventricular failure, treatment also includes fluid restriction and diuretics to decrease intravascular volume and extravascular fluid accumulation. Most medications used to treat pulmonary hypertension are aimed at relaxing the blood vessels in the lungs and reducing excess cell growth. These include phosphodiesterase-5 inhibitors such as sildenafil (Revatio), prostanoids such as epoprostenol (Flolan), endothelin receptor antagonists such as bosentan (Tracleer), and calcium channel blockers such as diltiazem (Cardizem). An important goal of treatment is correction of the underlying cause.

Bibliography

Bone, Roger C., et al. Pulmonary and Critical Care Medicine. St. Louis, Mo.: Mosby Year Book, 1998.

Gilroy, R. J., Jr., M. W. Teague, and J. E. Loyd. “Pulmonary Veno-occlusive Disease: Fatal Progression of Pulmonary Hypertension Despite Steroid-Induced Remission of Interstitial Pneumonitis.” American Review of Respiratory Diseases 143 (1991): 1130.

Parker, Philip M., and James N. Parker. Pulmonary Hypertension: A Medical Dictionary, Bibliography, and Annotated Research Guide to Internet References. San Diego, Calif.: Icon Health, 2004.

Polsdorfer, Ricker. "Pulmonary Hypertension—Adult." Health Library, September 26, 2012.

"Pulmonary Hypertension Fact Sheet." Centers for Disease Control and Prevention, January 17, 2012.

Rubin, Lewis J., et al. “Treatment of Primary Pulmonary Hypertension with Continuous Intravenous Prostacyclin: Results of a Randomized Trial.” Annals of Internal Medicine 112 (1990): 485–491.

"What Is Pulmonary Hypertension?" National Heart, Lung, and Blood Institute, April 1, 2011.

What is narcotics abuse?

Causes

Narcotics produce their effect by binding to opioid receptors in the central nervous system. The human body contains opioid receptors to respond to naturally occurring opioids in the body known as endorphins. Endorphins serve to block or suppress the feeling of pain, having an analgesic and sedative effect. Narcotics lead to euphoria and sedation, produced by stimulation of the opioid receptors.

Risk Factors

The type of narcotic abused can be a factor in addiction potential. Heroin can cause addiction after one use; second in potency is morphine. Other risk factors for narcotics abuse include psychological mind-sets such as antisocial attitudes and sensation-seeking during adolescence. Environmental risk factors include dysfunction family relationships, poverty, gang membership, urban living, disposable income, family history of substance abuse, and low self-esteem.

Symptoms

Narcotics intoxication may include sensations such as euphoria, a rush of pleasure, relaxation, and drowsiness, followed by sedation or sleep. Users report feeling free from cares and worries, a lessening of anxiety and tension, and a sense of escapism from life. The feeling is so pleasurable that the user often develops an irresistible urge to use again, an urge that may eventually develop into an addiction.

Some of the negative effects of narcotics abuse are sleep disturbances, sexual dysfunctions, anxiety, drowsiness, inability to concentrate, apathy, lethargy, flushing of the face and neck, constipation, nausea, and vomiting. A person prescribed a narcotic may develop some withdrawal symptoms over time if use is suddenly interrupted. Generally, if narcotics are prescribed for a longer time for pain relief, the dosage is progressively lowered through the weeks to prevent withdrawal symptoms.

Withdrawal symptoms for narcotics are some of the worst exhibited for any abused substance. Early symptoms of withdrawal may appear within a few hours, but typically appear within six to thirty-six hours of the last dose. Symptoms of withdrawal are typically the reverse of the pleasurable effects produced by the narcotic and include anxiety, irritability, loss of appetite, tremors, salivation, yawning, flu-like symptoms, and sweating. More serious withdrawal symptoms include abdominal cramping, fever, gooseflesh, gastrointestinal upset, confusion, and convulsions. Less acute withdrawal symptoms, which may persist for months after the last dose, include anhedonia, insomnia, and drug craving. The severity of symptoms is proportionate to dosage and duration of abuse.

Screening and Diagnosis

Persons suspected of narcotics overdose require immediate emergency medical attention. With an unconscious person suspected of narcotics overdose, doctors will look for physical signs of overdose, such as shallow breathing and small pupils. Patients are then administered naloxone, an opioid antagonist, to reverse the possibility of coma (which can occur in as quickly as one minute).

To diagnose abuse, a doctor will question a person about his or her history of drug use, including use under dangerous conditions, and will ask about failures to meet obligations, legal problems, and impairments of social or occupational functioning caused by narcotics use.

Treatment and Therapy

Treating people who are addicted to narcotics is difficult, mainly because of denial and the severity of withdrawal symptoms. Detoxification is the first step, and the most common long-term treatment is to substitute methadone (a synthetic narcotic with less addictive potential) for the abused drug, followed by weaning the abuser off the methadone. Buprenorphine is another medicine that can be used in the same manner for detoxification. The drug clonidine is also sometimes used to help alleviate some of the symptoms of withdrawal, particularly salivation, runny nose, sweating, abdominal cramping, and muscle aches. Also, recovery groups such as Narcotics Anonymous provide an important source of community support for persons who are overcoming narcotics addiction.

Prevention

To prevent possible addiction and dependence, it is important to use opioid medications only at the prescribed dosages, or to avoid narcotics altogether. A recovering addict must deal with the intense, long-term psychological dependence on narcotics. Counseling, self-help groups, halfway houses, and group therapy may help recovering addicts maintain abstinence.

Bibliography

Glass, George. Narcotics: Dangerous Painkillers. New York: Rosen, 2000. Print.

Health Day. “Prescription Painkiller Abuse Rate Down, but Many Are Addicted: Study.” MedlinePlus. US Natl. Lib. of Medicine, 13 Oct. 2015. Web. 30 Oct. 2015.

Narcotics Anonymous World Services. Narcotics Anonymous: White Booklet. New York: BN, 2007. Print.

Sanburg, Paul R., Michael D. Bunsey, and Solomon H. Snyder. Prescription Narcotics: The Addictive Painkillers. New York: Chelsea House, 1991. Print.

United States. Natl. Inst. on Drug Abuse. “Commonly Abused Drugs Charts.” Natl. Inst. on Drug Abuse. NIH, Oct. 2015. Web. 30 Oct. 2015.

Explain the unification of Germany and its consequences.

Prior to 1871, when Otto von Bismarck unified the disparate German states under Prussian leadership, there was no single nation state of Germany. Instead, there existed dozens of principalities of various political and religious persuasions, under a loose and unwieldy federation. Unlike England, France and Russia, which had each been unified under a central government for hundreds of years, the German states had operated under an uneasy alliance that had existed since the Reformation. Yet Prussia had long been the strongest, richest and most militarily capable state of the German Federation, so talk of a unification under Prussian military leadership had been discussed for some time.

In 1862, King Wihelm I appointed Bismarck as Minister President of Prussia, and Bismarck quickly orchestrated a series of short, decisive wars against Denmark, Austria and France, taking from each German-speaking territories (with brute force and cunning diplomacy). Then he proceeded to set up a unified German superstate as a counterweight to France. With his unparalleled skill as a negotiator, Bismarck used a carrot and stick approach to getting friends and foes to bend to his iron will, so that by the time he stepped down in 1890, Germany had become an economic and military powerhouse that would soon rival France and seek to unseat Britain as the top power on the continent. Just as importantly, Germany began to build an empire outside of Europe, making inroads in West and East Africa, as well as Islands in the Pacific.

Does your body lose heat faster at a higher windspeed relative to a lower windspeed over the same interval?

To understand if the body loses heat faster at a higher windspeed relative to a lower one, one must first understand the idea of body heat and conduction. Even on a completely calm day, the body loses heat to conduction. This occurs when molecules in the air, located very close to the skin, actually absorb heat from the body. As the molecules move around randomly in the air, some will move away from the body, taking the heat they absorbed away as well. While this effect may be negligible on calm days, on windy days, more molecules in the air will come into contact with the body, and move away more rapidly, taking more heat with them over the same period of time. This is why windy days may appear to feel colder than calm days having the same air temperature. As one can imagine, when windspeed increases, an increasing number of air molecules come into contact with the body, absorb heat, and move away more quickly over the same time interval as on a calm day. This causes the body to lose heat faster over this interval. Your body loses heat more rapidly at a higher windspeed relative to a lower windspeed over the same time period. Heat loss from the body due to wind can be calculated based on windspeed, and is used by meteorologists to explain what the temperature of a day may actually feel like relative to the actual temperature of the air. This calculation is known as the "wind-chill factor."

Hope this helps!

What are the similarities between Boo Radley and Tom Robinson in Lee's To Kill a Mockingbird?

On the surface, there are not many similarities between Boo Radley and Tom Robinson.  However, if you look closely, they are both symbolically compared to mockingbirds.  Atticus tells his children it is a sin to kill a mockingbird.  Mr. Underwood compares Tom Robinson’s death to the senseless killing of songbirds, and Scout compares Boo Radley to a mockingbird.  Each of these men is a victim of society in a different way.  Tom Robinson was targeted because of his race, and Boo Radley for his eccentricity. 

The story of Tom Robinson is more serious.  As an African-American, Tom Robinson was constantly victimized.  When Bob Ewell saw him with his daughter, he cried rape.  The story of a white woman and a black man could not be tolerated.  Robinson was convicted even though he was innocent, and Atticus proved during the trial that no crime was committed.  Tom Robinson had one useless arm and could not have caused Mayella Ewell's injuries. 

The worse part is that Tom Robinson committed suicide in prison.  Since he was crippled, he was shot attempting escape.  Even Mr. Underwood, the town's racist newspaperman, considered Robinson's death a travesty.

Mr. Underwood simply figured it was a sin to kill cripples, be they standing, sitting, or escaping. He likened Tom’s death to the senseless slaughter of songbirds by hunters and children ... (Ch. 25)

Tom Robinson never did anything bad to anybody.  All he did was try to help Mayella.  For his trouble, he was arrested, tried, convicted, and shot, all because of the color of his skin.

Boo Radley is the Finches' reclusive neighbor.  He never comes out of his house, and Dill and the other children decide that he is lonely and they need to make contact.  They try getting a glimpse of him or leaving him notes.  Atticus warns them to leave him alone.  He feels that Boo and his family deserves privacy.

The children make progress though.  They bring him out of his shell, and he actually starts leaving them gifts.  He puts presents in a tree hollow, mends Jem's pants and leaves them for him when he loses them, and puts a blanket on Scout's shoulders secretly during the fire.  His final gift is to rescue the children from Bob Ewell.  

Heck Tate told Atticus that he was not going to tell anyone what Boo Radley did, to save Boo from the notoriety and nosy neighbors.  When Atticus asked Scout, she agreed.

“Yes sir, I understand,” I reassured him. “Mr. Tate was right.”
Atticus disengaged himself and looked at me. “What do you mean?”
“Well, it’d be sort of like shootin‘ a mockingbird, wouldn’t it?” (Ch. 30)

Boo Radley was a mockingbird because he was a victim of society's cruelty.  The children saw something in him that no one else did, and became his only friends.  He repaid their friendship by saving their lives.

For rats, is there a chemical or a product that will disable consolidation in the amygdala? I don't want one that will block reconsolidation...

You may find the following article helpful. I'm not able to access the full text, but you may be able to if your institution has access. From the abstract, it seems highly relevant to your question. 

Amygdala BDNF signaling is required for consolidation but not encoding of extinction. Nature Neuroscience 9, 870-872 (2006).

I believe you are searching for an antagonist of BDNF. However, BDNF works through the TrkB receptor. This abstract states that there are no selective antagonists for BDNF available, so they used a different approach.

You may find it useful to search more recent publications which have cited this paper. You can do so by first finding the article using Google Scholar. A small blue link 'Cited by' followed by the number of articles citing the article in question will appear below the listing on the left. 

In what way was Helen's dream world shattered when she joined the Radcliffe College?

After working so hard to earn admission to Radcliffe, Keller's actual experience of being at college was a bit of a let down. In Chapter 20 of The Story of My Life, Keller tells the story of the tremendous amounts of work she had to do to keep up in her classes, which were demanding even for sighted and hearing persons. She writes:

Gradually I began to find that there were disadvantages in going to college. The one I felt and still feel most is lack of time. I used to have time to think, to reflect, my mind and I....But in college there is no time to commune with one's thoughts. One goes to college to learn, it seems, not to think.

While she praises some of her professors, in particular her Shakespeare teacher, George Kittredge, Keller often longs to "sweep away half the things I am expected to learn; for the overtaxed mind cannot enjoy the treasure it has secured at the greatest cost." Exams were a special challenge; no matter how hard she worked, she never felt prepared. 

Although college was not the "universal Athens" she hoped it would be, Keller does say that the chief lesson she learned at Radcliffe was patience: “which teaches us that we should take our education as we would take a walk in the country, leisurely, our minds hospitably open to impressions of every sort....to have knowledge—broad, deep knowledge—is to know true ends from false, and lofty things from low.” 

What is the plot of the poem "The Lady of Shalott"?

The central conflict of the story told in Alfred, Lord Tennyson's "Lady of Shalott" is that the main character is bound by a curse that requires her to weave steadily by night and day, never stopping to so much as look at the world that passes by her tower. Interestingly, she does not know what the curse may be, so the question that pervades the poem is whether she will acquiesce to the curse or whether she will take a chance and defy her fate. 

Part 1 of the poem introduces the setting and the main character, the Lady in the tower who people hear singing but never see. Part 2 is the rising action. The curse is explained; then we learn that the Lady is generally content to watch the "shadows of the world appear" in a mirror she has hung behind her loom to reflect the passersby. She sees a variety of people pass, including young boys and market girls, an abbot, a shepherd, and a page, and she even sees a funeral procession. These sights don't particularly move her, but the rising action begins to move toward its peak when she sees "two young lovers lately wed." This moves her to discontent at the end of Part 2.

Part 3 brings the rising action up to its climax. "Bold Sir Lancelot" appears in her mirror as he comes riding by. He is glittery, handsome, and sings "tirra lirra." The Lady is deeply moved by his appearance and song, and "she left her web, she left her loom, she made three paces through the room." This is the high point of the action, resulting in the breaking of the loom and cracking of the mirror, signifying that the curse has come upon her.

Part 4 is the falling action, or denouement, and resolution. The Lady leaves her tower and comes down to the river. She finds a boat, paints her name on the prow, and gets in. As the weather becomes stormy, she lies down in the boat and floats toward Camelot. She sings as the river bears her "far away," and "singing in her song she died." The boat carrying her corpse floats into Camelot where the residents all come to examine the craft from which they have heard "a carol, mournful, holy" arising. They are full of questions about her although they do know her identity because of the writing on the boat. Finally, Sir Lancelot views the body. He reciprocates the interest she had in him, although she will never know that, and he invokes God's blessing on her. 

Thus the plot is that the Lady lives under the mysterious curse that is upon her but defies it when she sees Sir Lancelot, whereupon the curse proves fatal to her, resulting in her corpse arriving in Camelot where Sir Lancelot expresses interest and pronounces a blessing over her.

James and Brent are both running at 10 kilometers per hour. Who has more inertia? Explain.

Inertia is the property of a body which allows it to resist any changes in its state of motion. Thus, because of inertia, a body will resist motion when the body is at rest. Likewise, a body will resist a change in motion when it is moving. Inertia of a body is related to its mass. The heavier the body, the more force is needed to overcome the resistance to change in state of motion (that is, inertia). For example, a more massive object needs more force to change its state of motion (say, moving it from a state of rest), as compared to a lighter object.

Thus, whoever is more massive between James and Brent will have higher inertia. If James is more massive than Brent, he would need more force to change his state of motion (running at a constant speed).

Hope this helps. 

Why have so many democratic systems failed? What are the key differences that make or break a democratic system?

I’m not entirely certain that it is correct to suggest that “so many democratic systems failed,” especially when examined alongside competing forms of government, such as the communist totalitarian systems that had dominated much of the world throughout the 20th century but almost all of which collapsed during the 1989-1990 time frame (the Castro brothers’ Cuba and  the Sandinista regime in Nicaragua being two notable exceptions, and neither regime, along with the officially communist People’s Republic of China). In fact, democratic regimes have proven remarkably resilient across much of Europe and the Americas. It is correct, however, to note that some democratic systems have, or are failing, and it is worth pondering the reasons for these developments.

When democratic systems fail, it is usually due to one or more problems, chief among these loss of confidence in governing institutions among populations experiencing serious economic difficulties. Additionally, endemic corruption can erode confidence in governments and lead to their failure. Also, democratic systems fail when autocratic individuals succeed in exploiting open societies for their own benefit and, once in power, proceed to undermine democratic structures and replace them with more autocratic institutions. These reasons helped explain the rise of Adolf Hitler and the National Socialist Party of Germany during the 1930s, a period when the Great Depression and Hitler and others’ political machinations succeeded in subverting the democratic processes then in place. Similarly, Venezuela’s fragile democratic system was unable to withstand the organized, militant assault on its institutions that was waged by the late dictator Hugo Chavez and his followers. Chavez was democratically elected, but, once in power, set about undermining democratic institutions and persecuting his political opponents. What resulted was a seriously-dysfunctional socialist system in which individual liberties have been under continuous assault.

As this is an ongoing phenomenon, we do have the luxury of current events to examine, and most of these involve Eastern Europe, specifically, the former satellites of the Soviet Union liberated with the fall of the Berlin Wall. With the exception of Belorus, a culturally and linguistically very close ally of Russia that remained allied to its former colonial power even after the disintegration of the Soviet Union, almost all of these countries adopted democratic forms of government. Today, however, due in no small part to the threat to their cultures and economies emanating from the enormous numbers of emigres and refugees from the Middle East that have migrated north since the start of the Syrian civil war in 2011, nationalist parties in Hungary and Poland, to name just two, have emerged as major players in their countries’ respective political processes. These nationalist parties are popular due to their opposition to the waves of immigrants arriving within their borders, and their electoral success augurs ill for the future of democratic systems in those countries. (It is worth noting, in this regard, that the fragility of the newly-established democracy in the North America, the United States, felt sufficiently threatened that it passed the Alien and Sedition Acts of 1798, which sought to strictly limit immigration to the United States. Today, that legislation continues to serve as a reminder of the perils of intolerance to the survival of democratic systems.)

The absence of protracted periods of peace and economic stability makes the survival of democratic systems particularly tenuous. It is very difficult to consolidate a democratic system in a country that has little or no history of democracy and that is perpetually threatened by outside powers. The Baltic countries of Estonia, Latvia and Lithuania have successfully established democratic systems, but the constant threat by nearby Russia to reimpose its control over these tiny, militarily-weak nations, which were once part of the Soviet Union, threatens to undermine their efforts at surviving as democracies. In Iraq, a democratic system established after the U.S. invasion that ousted the brutal dictator Saddam Hussein has failed due to incessant strife among competing tribes and Islamic sects, especially the persistent conflict between Sunni and Shi’a Muslims, the latter of whom comprise a majority of Iraq’s population and the former of whom continue to resent their loss of power with Saddam’s, a fellow Sunni, removal from power.

In conclusion, there are a number of reasons why democratic systems fail. Historically, though, they are more resilient than one’s professor or teacher may have you believe.

How does epic poetry differ from prose writing or drama?

Epic poetry, more so than prose or drama, is rooted in oral history. It draws upon the subject matter common to those stories which were recited, in public, within pre-literate societies. It follows, then, that epic poetry relies on rhyme and meter, and has a song- or trance-like quality. When we read an epic poem, like The Odyssey, we can almost hear the voice of an ancient story-teller.

Whereas prose is written in "spoken" or "ordinary" language, without metrical structure, most epic poems make use of meter. The Odyssey, for example, is written in dactylic hexameter. Epic poems also focus on heroic and otherworldly ideas, events, and people; the world of The Odyssey is populated by gods, monsters, and super-human figures like Achilles and Odysseus. Prose, on the other hand, is more variegated in its subject matter. One can write prose about almost anything, be it everyday life, incredible battles, or life on other planets. 

Epic poems, unlike prose and drama, rely heavily on epithets (such as Homer's "rosy-fingered dawn") and repetition. They usually begin in media res, or in the middle of the action, and focus on a hero's journey. Heroes may encapsulate the values of an ancient civilization, while simultaneously challenging or building upon said values. There may be an invocation, in which the narrator invokes a Muse or other divine figure, and a praepositio, in which the main theme of the epic is clearly stated (usually at the very beginning of the work). Genealogies and national histories may be given (known as enumeratio).

While drama and epic poetry may share common origins - that is, oral history, performance, and story-telling - they diverge in critical ways. Drama, like prose, can take on any subject matter, and thus is more variegated than epic poetry. Drama is currently performed, whereas epic poetry is not; epic poetry also assumes a single story-teller or narrator, while a dramatic performance may involve a number of speaking characters. Further, epic poems tend to be cyclical, with a main hero vacillating between crushing defeat and massive triumph. Flashbacks are also common, and the narrator may interrupt a scene of action with a genealogical history of the warriors involved. In contrast, dramatic action tends to be linear, with a climax and final resolution. Imagine how confusing - and annoying - it would be to watch a play in which the main character was caught in an endless cycle of defeat and triumph, with no resolution in sight!

Last, it is uncommon for a work of drama to begin in media res. Again, try to imagine how different, and how bizarre, Romeo and Juliet would be if it opened in Juliet's tomb, with Juliet about to stab herself to death. If Juliet were to follow the conventions of epic poetry, she would have to stop, put down the blade, give a praeposito, invoke a Muse, and explain her current predicament through a series of flashbacks. She may also have to recount her family tree, and one or more epic battles. We see, indeed, that drama and epic poetry are separate literary entities. Ultimately, it is the shadow of oral history which, more than anything else, separates epic poetry from both drama and prose.

What is the most important rule in Bud, Not Buddy?

I wish that I could give you a definitive answer, but that is just not possible.  Bud Caldwell doesn't rank his "Rules and Things to Have a Funner Life and Make a Better Liar Out of Yourself."  He numbers his rules for sure, but they are not ordered in any sort of hierarchy.  In fact, as the book progresses, it becomes clear that Bud just makes up a number to go along with whatever rule that he is about to give the reader.  That suspicion should start creeping into a reader's mind when Bud brings up rule number 328.  Really?  328?  That's a lot of rules that Bud supposedly has memorized.  But late in the story, Bud reminds readers about rule number 547.  The reader has never encountered that number before, but Bud says that he already told the reader about the "worry" rule.  

The first thing to worry about was Rules and Things number 547, or something, that was the one about when a adult tells you, "Don't worry."

You can see from the quote that Bud can't remember exactly which rule number the rule really is.  The "worry rule" that Bud is talking about was actually rule number 83.  

If an Adult Tells You Not to Worry, and You Weren't Worried Before, You Better Hurry Up and Start 'Cause You're Already Running Late.

As you can see, I would like to tell you that Bud has a specific number and rule in mind, but the numbers keep changing.  Bud also never says that a particular rule is more important than any other rule.  To Bud, each rule is very situational.  So the most important rule to Bud will be the rule that best applies to the situation that he is in currently.  

Give three specific reasons why Mark Twain's The Adventures of Huckleberry Finn should remain in American classrooms today.

The first major reason why Mark Twain's classic novel The Adventures of Huckleberry Finn should remain available to students and others in public libraries is the fact that it remains a brilliant portrait of a time and a place that most readers then, and none today for obvious reasons, can experience for themselves. Twain's story, published in 1884, provides a depiction of life on the Mississippi River as it existed during the pre-Civil War era, when slavery was still an institution. In that sense, it remains an important examination of that period of time--a time Twain knew from first-hand observations, having lived as a child on the Mississippi, and being, in every sense, a true "son of the South." The Adventures of Huckleberry Finn is controversial today for its depiction of the character of Jim, the runaway slave who Huck befriends and who shares the experiences described throughout the novel. Twain's narrative makes liberal use of what is known today as "the n-word," a particularly odious reference to African Americans that was common then, but is banned for the most part today, although still widely used. Jim, however, is a kind, thoughtful human being and a good friend to Huck. The use of "the n-word" was a product of the times in which the story takes place and in which it was written. That was the American South. The following exchange illustrates the perspective common at the time:

“Good gracious! anybody hurt?”

“No’m. Killed a n*gger.”

“Well, it’s lucky; because sometimes people do get hurt.

Black people, in short, were seen as less-than-human. They were treated like farm equipment, because that is how they were viewed. "People," in the context of the story, and in the passage above, is defined as "white."

A second reason to retain The Adventures of Huckleberry Finn in libraries is that it is a very enjoyable yarn, one that most young readers discover was worth the minimal effort it required to read. While there are hundreds of "young adult" novels available, Twain's story provides--and this returns to reason number one above--a historical perspective along with a depiction of humanity in both positive and negative terms. By combining its eminent readability with the historical insights it provides, Huckleberry Finn retains its value as a work of literature that deserves to continue to be widely read. The pejorative use of the aforementioned "n-word" is both ugly and illuminative. African Americans, sadly, were seen as an inferior species, one to be exploited and abused. By viewing the use of this word in its proper context, students will learn a lot about this country's history of racism.

Finally, The Adventures of Huckleberry Finn should be retained in libraries because it depicts the close, loving relationship between a black man and a white boy. Twain's novel humanized a human being who would otherwise be viewed as mere chattel to readers of the time. As noted, Jim is the novel's most enduring figure, a kindhearted friend to a young boy who has run away from home for reasons that an escaped slave could only dream about using as an excuse for fleeing. The bond that develops between the two characters was deplorable in the eyes of the racist populations of the time, and Twain's depiction of this relationship was a slap in the face to those readers. That a black man would be the most decent of the story's characters was revolutionary, and critics of the novel should make a greater attempt at recognizing the value of this book to current generations. Racial divisions remain an enormous problem all around the world, including in the United States. High school students who read The Adventures of Huckleberry Finn will see a side of humanity that may benefit them down the road.

Give a critique of James Joyce's Portrait of the Artist as a Young Man.

For being such a slim novel, James Joyce's A Portrait of the Artist as a Young Man is open to a wide variety of interpretations. I think it's helpful to approach it from a broad perspective to start with, and so I'll answer this question by considering how we're meant to interpret Stephen as an artist by the end of book, since Stephen's maturation as an artist is the focus of the story. In my view, Joyce wrote the novel not to present Stephen as an exemplary artist (as most people assume), but rather to give us a portrait of an overly ambitious youth who arrogantly assumes his artistic ability is greater than it is. 

This opinion might be surprising for many readers, as the book is about the growth of an artist. As such, the natural assumption would be that Joyce is showing us a radically talented young man who will "forge in the smithy of my soul the uncreated conscience of my race" (253). Furthermore, if we look at the novel as an isolated entity, it seems as if Stephen is pretty successful: the book ends with him leaving home to pursue his art abroad, after all. 

However, once one reads Ulysses, it becomes increasingly difficult to see Stephen as a great artist. The novel starts with a disenchanted and penniless Stephen living back in Dublin. It becomes apparent that his attempts to become a great artist have failed, and so he's resigned himself to teach at a school in Dublin. Deeply in debt, Stephen is also beginning to develop something of an alcohol problem. With this fate in mind, it becomes increasingly difficult to read Portrait in a positive light. After reading Ulysses, Stephen's character in Portrait seems hopelessly arrogant, less of a genius artist and more of a self-important blowhard who's overly interesting in talking about himself and his supposedly great abilities. Within this context, Portrait becomes Joyce's critique of the idealism of youth, as he shows it to be misguided and out of touch with the harsh realities of the world. 

What is duty to warn?

The duty to warn is the legal responsibility of health care providers to forgo their commitment to confidentiality when they determine that a patient is at risk of harming him- or herself or others. In practice, the duty to warn is most commonly associated with the mental health profession and the psychologists, counselors, and others who are tasked with assessing the mental well-being and stability of their patients. While various duty-to-warn laws have been enacted by state governments since the 1970s, concerns over the potentially harmful implications of such legislation still linger.

Overview

Under normal circumstances and regardless of field, medical professionals are expected to uphold the principle of doctor-patient confidentiality at all times. Health care providers are required to keep patients' personal information private and may not divulge any such information without proper consent. In certain situations, however, these providers may be ethically or legally bound to violate a patient's normal right to confidentiality to ensure the patient's safety and the safety of others. More often than not, this sort of breach occurs when it becomes apparent that a patient threatens or seems likely to do harm to him- or herself or others or presents some significant risk to public health. In such instances, health care providers may be required to warn the appropriate authorities and/or potential victims of any dangers posed by patients.

Although it applies to all health care providers, the duty to warn is of greatest concern to mental health professionals. Because they work with patients who may be unable to control their own impulses or may lack the intellectual capacity to understand the consequences of their actions, mental health professionals must occasionally make the decision to forgo confidentiality in favor of acting on their duty to warn. This, it is supposed, will help to prevent others from falling victim to acts of violence perpetrated by mentally unstable aggressors.

Historical Background

The duty to warn first arose in the legal aftermath of a criminal case involving the murder of a young woman at the hands of a mentally unstable admirer. In October 1969, Prosenjit Poddar, an Indian student enrolled in a graduate program at the University of California at Berkeley, killed Tatiana Tarasoff , a fellow student who had scorned his romantic advances. The two had become friends a year earlier but had a falling out when Tarasoff admitted that she did not have feelings for Poddar. Following this admission, Poddar suffered a severe mental breakdown. During the summer of 1969, Poddar underwent psychological treatment while Tarasoff spent a few months in Brazil. During the course of his treatment, Poddar told Dr. Lawrence Moore that he intended to kill Tarasoff when she returned. While Moore did notify campus authorities about the threat, he did not inform Tarasoff or her family. Shortly after Tarasoff's return, Poddar followed through on his promise, shooting and stabbing her to death.

After Poddar was convicted in a criminal proceeding and later deported back to India, Tarasoff's family filed a wrongful-death civil lawsuit against the university and its health department for not warning their daughter about Poddar's threat. The case was eventually tried in front of the California Supreme Court, which ruled that Moore had a duty not only to preserve Poddar's confidentiality but also to warn Tarasoff of the potential danger she faced. In the years that followed, the California Supreme Court's precedent-setting decision in the Tarasoff case led to the enactment of duty-to-warn laws (called the Tarasoff rule in California) and other similar regulations across the country.

In Practice

As variations on the concept of duty to warn have become law in most states, mental health practitioners have faced increasing pressure to accurately identify patients who present a legitimate risk to themselves or others. In most cases, potentially dangerous patients are identified through the careful use of risk assessment tools that help professionals gauge a subject's likelihood of committing an act of self-harm or outward violence. Regardless of their approach, however, practitioners ultimately have sole responsibility for determining whether a patient's behavior has become enough of a public threat to warrant overriding doctor-patient confidentiality and acting on the duty to warn.

Alternative Applications

While the duty to warn is most frequently thought of in relation to mental health, it also applies in a variety of other circumstances. A doctor who is treating a patient diagnosed with a dangerous and easily communicable disease—the Ebola virus, for example—may have to reveal details of the patient's condition to the appropriate authorities to prevent a public health crisis. In another scenario, a doctor who believes that a patient under his or her care may have been subjected to abuse or neglect might have to report such suspicions to law enforcement. In such instances, the duty to warn supersedes the need to maintain confidentiality.

Criticism

Though various duty-to-warn guidelines have been adopted in all fifty states, not all health care providers agree that such an approach is beneficial for everyone involved. Some argue that making duty to warn mandatory by law leads to an overabundance of exceptions to the right of confidentiality. Others also argue that mandating duty to warn may discourage people from seeking the help they need or from being open about any potentially dangerous intentions. Finally, some concern exists that the risk of legal liability related to the duty to warn may discourage providers from treating potentially problematic patients.

Bibliography

"Mental Health Professionals' Duty to Warn." National Conference of State Legislatures. Web. 27 Jan. 2015. http://www.ncsl.org/research/health/mental-health-professionals-duty-to-warn.aspx

Millner, Vaughn S. "Duty to Warn and Protect." Encyclopedia of Counseling. Vol. 2. Eds. Frederick T. L. Leong, Elizabeth M. Altmaier, and Brian D. Johnson. Thousand Oaks, CA: Sage Publications, 2008. 575–78. Print.

Stankowski, Joy E. "Duty to Warn." Wiley Encyclopedia of Forensic Science. Vol. 2. Eds. Allan Jamieson and Andre Moenssens. Chichester, UK: Wiley, 2009. 885–90. Print.

Weiss, Marcia J. "Tarasoff Rule." Forensic Science. Vol. 3. Eds. Ayn Embar-Seddon and Allan D. Pass. Pasadena, CA: Salem Press, 2009. 968–71. Print.

In Charles Dickens's A Christmas Carol, Dickens shows that even when mistreated, people can still retain their basic humanity. Do you agree? ...

Certainly Bob Cratchit is incredibly mistreated by his employer, Ebenezer Scrooge, and he does manage to retain his basic human dignity.  His holidays still have meaning, he provides for his family and takes great pride in that provision, and he truly loves his wife and children and is clearly very loved by them in return.  His life does not lack meaning or dignity simply because he is treated poorly at his place of work. 

It isn't the way Bob's treated that can or cannot affect his dignity, it is the way he handles this treatment, and he seems to take it more as a reflection of Scrooge than of himself.  Despite Scrooge's awful loathing of Christmas, Bob wishes him a happy one anyway, and he manages to make his family's Christmas happy despite his employer's stinginess.  The description, too, of his family's perception of their meal -- that the little ones are "steeped in sage and onions" up to their brows, and the great oooohs and ahhhhs that greet the presentation of Mrs. Cratchit's rather small goose and pudding -- indicates that they feel no loss of family dignity despite having to drink their Christmas punch from old dishes and a single, well-used cup.

What is the effect of comparing Zaroff and Rainsford to a cat and a mouse?

This is a basic metaphor. Zaroff is the cat in this relationship because he is the predator, stalking Rainsford, his prey. Rainsford is the mouse because he is incredibly vulnerable to Zaroff. Zaroff has many advantages that make victory (Rainsford's death) seemingly inevitable. Firstly, Zaroff is hunting Rainsford on his own island. Rainsford is trapped in a limited physical space and he is unfamiliar with the terrain. Zaroff is clearly at an advantage. Secondly, Zaroff has guns, dogs, and a brute of a servant to assist him as he hunts. Rainsford has a hunting knife, but no other weapons. He must rely only on his brain and ability to improvise. Again, Zaroff has the upperhand. Lastly, Rainsford has never been hunted before, but Zaroff has experience hunting humans; he can anticipate what men are likely to do and be a few steps ahead of them. He enjoys "toying" with his prey, like a cat hunting a mouse. Instead of killing it at the first chance, a cat will prolong the experience for its own enjoyment. Zaroff does this the first day while hunting for Rainsford. After Zaroff correctly tracks Rainsford to a tree, he rests, smokes, and returns home without killing Rainsford. Hunting stimulates him, just as it does for a cat, so he prefers to make it last. 

What is the meaning of this sentence which is said by Santiago: "The setting of the sun is a difficult time for all fish."

As a novel, The Old Man and the Sea is preoccupied with questions of age, mortality, strength, and change. Santiago, the fisherman, is an elderly man whose physical health and luck are deteriorating, so much so that he is considered "salao," or unlucky. He must battle against these forces in order to survive, and, perhaps more importantly, to regain his pride and reputation.

Thus, when Santiago says that "The setting of the sun is a difficult time for all fish," he may well be referring to his own predicament. He is an aging man - that is, he is in the sunset of his life - and it is becoming progressively more difficult for him manage his strenuous occupation. If he does not fish, he will sink deeply into poverty. He may be too old and too sick to pursue other employment. Further, Santiago's life is "setting" in that the joys and adventures of his youth, symbolized by lions on an African beach, are far away, and his future is uncertain. What will happen to him in the coming years? Who will care for him when he is too frail to work? 

This quote can also be understood in terms of the broader context of literary modernism, which refers, loosely, to a school of writing which spurns embellished or flowery prose for simple, cutting statements and depictions of an ambiguous world. Indeed, Santiago's statement is short and straightforward; there are no unnecessarily large or complex words, and its symbolism (the setting sun) is quite ordinary. Nevertheless, it conveys profound tension and emotion about aging, the future, and mortality. Indeed, it is an excellent example of the paucity and potency of prose for which Hemingway is famous. 

Did Helen Keller have a fascination with sailing?

Helen spent a summer in Nova Scotia in 1901.  While there, she spent many "wondrous hours" sailing.  She described sailing as being her "favourite amusement."  She spent a lot of time in Halifax, and she found the Halifax Harbour to be her "joy" and "paradise."  Helen and Miss Sullivan went on many "glorious sails... to Bedford Basin, to McNabb's Island, to York Redoubt, and to the Northwest Arm."  These places are spread out over a fairly large area, which shows that Helen and Miss Sullivan spent a great deal of time sailing while in Halifax.

One summer day, "there was a regatta in the Northwest Arm."  Helen, Miss Sullivan, and a few friends took out the sailboat and went "along with many others to watch the races."  The waters by the Arm were calm and they turned the boat around to head back.  Someone in their boat "noticed a black cloud drifting in from the sea, which grew and spread and thickened until it covered the whole sky."  The wind caused the water to become choppy.  They tried to navigate their boat through the storm.  The skipper on the boat guided them through the storm and Helen was filled with excitement.  She found the situation to be thrilling.  They had been the only sailboat to brave the storm.  They eventually made it back safely.

What was the relationship between Rikki and the two cobras in the story "Rikki-Tikki-Tavi?"

Rikki and the cobras are mortal enemies. Although Nag and Nagaina are the first live cobras Rikki has ever met, his mother taught him that his purpose in life as an adult mongoose would be "to fight and eat snakes." Nag understands that fact about mongooses, and it scares him. In fact, he "knew that mongooses in the garden meant death sooner or later for him and his family." Therefore, at their first meeting, Nag and Nagaina attempt to kill Rikki; Nag keeps him engaged in conversation as Nagaina sneaks up on him from behind. However, Darzee warns Rikki, and he jumps out of the way just in time.

Thereafter, the cobras seek to kill Rikki and he seeks to kill them. Nag at first is not convinced they need to kill the people, but Nagaina explains that if they kill the man, the mongoose will leave. So the snakes' desire to be rid of Rikki, because they know he will eventually kill them, is what makes them go after the humans. Rikki succeeds, with the help of the man, in killing Nag, and then he turns his attention to the cobra eggs and to Nagaina. Meanwhile, Nagaina continues her effort to kill the humans by going after Teddy on the veranda. Rikki breaks that up, draws Nagaina away, and pursues her down her hole, where he kills her. Both the snakes and Rikki want to kill each other, but the snakes fear Rikki more than he fears them.

Though people often use the term “Third World” today as a stereotype that suggests poverty and misery, in the middle of the century the concept...

The original concept of the "Third World" simply differentiated the world into three zones of influence: The First World, linked ideologically and economically to the United States; the Second World, linked ideologically and economically to the Soviet Union; and the Third World, which remained unaligned with either side.

Over time, the connotations of these words changed, especially after the fall of the Soviet Union. Today, the Third World largely means "underdeveloped nations" and mainly refers to central Africa, Southeast Asia, and Central America.

The more positive concept of the Third World as a group of nations rising up together against colonialist oppression is known as third-worldism. The basic idea of third-worldism is that the suffering and poverty of Third World countries is not due to their own flaws in governance or policy, but the direct result of ongoing colonialist oppression by First World and Second World powers.

Third-worldism is mainly associated with Mao Tse-Tung, the founder of the People's Republic of China. I would be remiss and historically negligent if I did not also mention that Mao was very likely the worst mass murderer in human history, and his disastrous economic policies based upon his delusional vision in the so-called "Great Leap Forward" killed at least 20 million people. By some estimates Mao is responsible for the deaths of as many as 70 million people.

That said, it would be guilt by association to dismiss the concept of third-worldism entirely based on this. It is possible that the basic ideas of third-worldism could be true, even given how horrifically Mao applied them.

Third-worldism really took hold as a meaningful driver of policy starting at the Bandung Conference in 1955, where representatives from 29 countries met to decide whether Third World countries should align with the First World and the USA, the Second World and the USSR, or neither.

Jawaharlal Nehru (the first Prime Minister of India) was a central figure in the Bandung Conference, and was a major influence on the ultimate decision, which was to remain non-aligned. Indeed, in 1961 he would go on to found the Non-Aligned Movement, which remains today as a group of over 100 nations that are united primarily by their... unwillingness to be united. Their concepts of universal human rights and national sovereignty are very similar to the United Nations, but they have far less power and influence in world affairs than the UN. Unlike Mao, Nehru was democratically elected and not a mass murderer---but many of his policy decisions were nonetheless quite dubious, particularly his commitment to import substitution and his botched attempts at land reform. He did, however, implement many beneficial policies, including public education and laws forbidding discrimination against women and ethnic minorities. 

Nehru's vision of "non-alignment" meant not only being separate from the major power blocs, but essentially being opposed to power blocs in general; Nehru believed in a decentralized world of many minor powers, none strong enough to dominate the others. As part of this project, he was strongly opposed to the stockpiling of nuclear weapons.

It is difficult for me to be sympathetic to third-worldism, because it appears to be largely responsible for the fact that "Third World" now means little more than "abject poverty". The political and economic policies that arose out of third-worldism were completely and utterly disastrous everywhere they were applied, and supported the entrenchment of some of the most corrupt and murderous tyrants the world has ever seen. By separating themselves from international trade, refusing to engage with "Western values" like democracy and free markets simply because they were "Western," and denying any responsibility to establish good governance and sound institutions in their own countries, Third World nations condemned themselves to remain in poverty and stagnation. It was only when some nations began to extricate themselves from these ideological chains that they finally began to see a rising standard of living---most clearly demonstrated by China, but also clearly true in India and many other countries. (Mark my words, we will soon see the same result in Cuba, now that the US has begun to normalize relations with them.)

Colonialism clearly did exist, and to some extent still does, and it has caused enormous damage; but rather than engage with all the causes of poverty and stagnation, third-worldism encourages people to simply scapegoat all problems onto colonialism and take no responsibility for actually fixing them.

How do the people of Ilujinle feel about Lakunle and why?

At the beginning of the play, Lakunle urges Sidi to not carry loads of water on her head and to dress more modestly. Sidi responds by criticizing Lakunle and saying that everyone calls him the madman from Ilujinle. She says that people curse him for his big words with no meaning and that everyone considers him a fool, even the children. Lakunle tells Sidi that his progressive ideas are accepted in Lagos and other advanced villages. Sidi asks him if he is aware of what they call him in the village. She also asks if Lakunle has no shame when he hears the people jeer at him throughout the town. She goes on to tell him that people think he is mad and questions why they let him run the school. She tells him that he's ruining his pupils, and they will eventually utter madness like he does. The reason the villagers think Lakunle is mad is because he neglects traditional customs and favors modern Western civilization. Lakunle is interested in reading, writing, and supports progressive thoughts. His values are different from his neighbors' which is why he is viewed as a madman.

In "The Monkey's Paw," why does the mother think the second wish will make everything alright?

The main point the author wants to make about the second wish is that Mrs. White has never seen her son since his accident at the textile mill, but Mr. White had to go there to identify the corpse. Mrs. White still thinks of her son as the way he was on the morning he left for work. She imagines he will look the same and be the same happy, funny boy he was before. These are simple people, as the author W. W. Jacobs makes abundantly clear. It doesn't occur to her to ask for Herbert to return to them as he was before the accident, and it doesn't occur to her husband to wish for Herbert to return as he was before the accident. For one thing, that would seem like an impossible wish--but is it really impossible? That is the biggest question in the story, and it is never answered. Mr. White has limited faith in the monkey's paw anyway, and merely complies with his wife's demand without really expecting anything of such an utterly fantastic nature to happen. After all, Herbert is not only dead, but he has been decaying in his grave. The author has created a horrible impression in the reader's mind without providing any specific details. The reader is curious but probably doesn't really want to have to see Herbert in person if he were to return from the dead.

"We had the first wish granted," said the old woman, feverishly; "why not the second."

  "A coincidence," stammered the old man.

The old man turned and regarded her, and his voice shook. "He has been dead ten days, and besides he--I would not tell you else, but--I could only recognize him by his clothing. If he was too terrible for you to see then, how now?"

 "Bring him back," cried the old woman, and dragged him toward the door. "Do you think I fear the child I have nursed?"

Mrs. White is guided purely by her emotions. She doesn't think about the possible consequences of the second wish. Mr. White is obviously guided more by his experience and reason. He knows that the second wish she is asking him to make is diabolical. It is attempting to contravene the laws of God and nature. The consequences of making such a wish might be even worse than having Herbert, all mangled and decayed, move back into their little home to live with them. The possibilities are like those suggested by Macbeth when he meets the witches and demands answers to all his questions.

I conjure you, by that which you profess,
Howe'er you come to know it, answer me:
Though you untie the winds and let them fight
Against the churches, though the yeasty waves
Confound and swallow navigation up,
Though bladed corn belodged and trees blown down,
Though castles topple on their warders’ heads,
Though palaces and pyramids do slope
Their heads to their foundations, though the treasure
Of nature's germens tumble all together
Even till destruction sicken, answer me
To what I ask you.      IV.1

In Chapter 16 of Tuck Everlasting, who plans to accompany the man in the yellow suit to the Tuck's house? What reason does the man in the yellow...

In chapter 16 of Tuck Everylasting by Natalie Babbitt, the constable planned to accompany the man in the yellow suit when he went to Tucks' house to retrieve Winnie. Plans change when the man in the yellow suit is too impatient to wait for the constable and rides ahead to reach the Tucks' house first, instead of the pair of them making the journey together. 

The reason that the man in the yellow suit wants to get to the Tucks' house first is not for the safety of Winnie. If fact, he is only using Winnie's return to get ownership of the forest so that he can sell the spring water that appears to cause eternal life. He does not want to wait for the constable because the sooner he finds and returns Winnie, the sooner he gets ownership of the forest. Despite the fact that this is his true motivation, he tells the constable that he should go ahead because he can get there faster than the constable, who is older, and he can stand watch until the constable gets there.

How does Scout react when she meets the man who saved her life?

Bob Ewell attacks Scout and Jem as they walked home one night.  Boo Radley appears and fights Bob off, saving their lives.  He carries Jem home because the boy is injured.  At home, Scout identifies him as the man who had saved their lives.

When Scout meets Boo, she first observes him.  She sees him as a timid, scared man.  Previously, she had viewed him as a sort of monster.  She notes his appearance and demeanor:

He was still leaning against the wall.  He had been leaning against the wall when I came into the room, his arms folded across his chest.  As I pointed he brought his arms down and pressed the palms of his hands against the wall.  They were white hands, sickly white hands that had never seen the sun, so white they stood out garishly against the dull cream wall in the dim light of Jem's room.

Observing Boo, Scout's opinion of him changes.  She finally sees him as a person.  He smiles at her and she begins to cry.  Then Scout greets him, calling him "Boo."  A little later, Scout walks Boo home.  She reflects on how her opinion of him has transformed.  She had stopped fearing him long ago.  Instead, she was mainly curious.  Now, in Boo's presence, she realizes that she has found a friend.

What is breast cancer in men?

Related conditions:

Gynecomastia, fibroadenomas, papillomas

Definition:

Breast cancer occurs in men when malignant (cancerous) cells develop in the breast tissue of the male breast. The cancer can then spread into other tissues.

Risk factors: Advanced age is a risk factor for men, just as it is for women. As of 2013, the mean age of diagnosis for male breast cancer was sixty-eight, according to the American Cancer Society (ACS). Men who have a close female relative with breast cancer are at risk and may be evaluated for the presence of a mutation in the BRCA2 gene. The ACS reports that men with the mutation have about a 6 percent lifetime risk for breast cancer. Other risks include radiation exposure (which may be occupational but is more often a result of treatment of other cancers) and liver disease, such as cirrhosis, which causes an increase in estrogen and a decrease in androgen hormones. Obesity and smoking may also play a role as risk factors.

Many male breast cancers are estrogen-receptor-positive, which means that estrogen will increase the risk of development or accelerated growth of the cancer. Estrogen is given to some men to slow the growth of prostate cancer and is used by some men who are undergoing sex reassignment. One risk specific to men for the development of breast cancer is Klinefelter syndrome, a genetic mutation involving at least one extra X chromosome that affects one in five hundred to one thousand men, as reported by the Genetics Home Reference in 2013. These men have higher levels of estrogen and lower levels of androgens and therefore are at particular increased risk.

Etiology and the disease process: There are a number of risk factors for male breast cancer, but none of the known causes can be eliminated. Most male breast cancers are invasive, infiltrating ductal carcinomas and are far more treatable in early localized stages. Therefore, efforts should be concentrated on early identification and treatment by increasing awareness of risk factors, heightening surveillance of those with nonmodifiable risks, and attempting to change those risks that can be modified.

Incidence: Both men and women have breast tissue, and breast cancer occurs in men but is much rarer in men than in women, comprising only 1 percent of all breast cancers. The ACS estimated in 2013 that in the United States in 2014 more than 2,300 cases of invasive male breast cancer would be diagnosed and about 430 deaths would occur.

Symptoms: Symptoms of breast cancer in men include breast lumps as well as nipple and skin changes. The cancer is most often diagnosed when a man goes to his doctor after finding a mass below the nipple in one breast.

Nipple changes can include redness or patchy scaling of the skin, nipple retraction (pulling inward), and nipple discharge. Skin changes may include puckering and dimpling as well as redness and scaling; however, chest hair may obscure subtle skin changes, and men are not accustomed to examining their breasts in a way that would help them find early lumps. Even when men find early symptoms, they may be misinformed about male breast cancer or embarrassed and delay seeking medical care.

Screening and diagnosis: Providing information that male breast cancer does occur and describing early symptoms may be the best screening tools to offer. Screening for male breast cancer is not common among primary care providers, but if a lump is detected or brought to the provider’s attention by the patient, the first step is a mammography done with spot compression or magnification and possibly ultrasound, followed by a biopsy. A biopsy is the only definitive way to diagnose breast cancer.

Staging of cancer assesses the size, location, lymph node involvement, and degree of metastasis of the cancer, ranging from Stage 0, which is the earliest stage, to Stage IV, which is the most advanced.

Treatment and therapy: Treatment usually involves surgery to remove the breast tissue and often lymph nodes and some of the chest muscles as well. Sentinel lymph node biopsy can be used to attempt to avoid more radical removal of lymph nodes. Radiation therapy and chemotherapy may be employed.

If the cancer is determined to be estrogen-receptor-positive, the antiestrogen drug tamoxifen can be used to slow the growth and reproduction of cells that require estrogen. Another drug used in treatment is megestrol, an antiandrogen drug that blocks the effects of androgen in the breast.

Prognosis, prevention, and outcomes: Prognosis is similar for male and female breast cancer when cancers of the same stage are compared; however, male breast cancer often is not discovered as early as is female breast cancer. Early detection is especially important because men have less breast tissue than women, and therefore their cancers can more easily reach and invade the chest muscles. Age at diagnosis and general health influence outcomes. With advanced medical care, five-year survival rates as of late 2013 varied from close to 100 percent for cancers caught in Stage 0 to 20 percent for cancers that had progressed to Stage IV, as reported by the ACS. Prevention efforts center on screening for risk factors that may heighten surveillance for disease and on patient education about early self-detection of changes in the male breast. Outcome also depends on prevention of recurrence, and increased screening as well as adjuvant chemotherapy may improve long term outcomes.

Berek, J. S., and N. F. Hacker. Practical Gynecologic Oncology. Philadelphia: Lippincott, 2005. Print.

"BRCA1 and BRCA2: Cancer Risk and Genetic Testing ." Cancer.gov. Natl. Cancer Inst., Natl. Inst. of Health, 22 Jan. 2014. Web. 10 Sept. 2014.

"Breast Cancer in Men." Cancer.net. Amer. Soc. of Clinical Oncology, Aug. 2014. Web. 10 Sept. 2014.

"Breast Cancer in Men." Cancer.org. Amer. Cancer Soc., 30 Sept. 2013. Web. 10 Sept. 2014.

"Breast Cancer—Men Get It Too." FDA.gov. US Food and Drug Administration, 27 June 2014. Web. 10 Sept. 2014.

DeVita, V. T., S. Hellman, and S. A. Rosenberg. Cancer: Principles and Practice of Oncology. 7th ed. Philadelphia: Lippincott, 2005. Print.

Estala, E. M. “Proposed Screening Recommendations for Male Breast Cancer.” Nurse Practitioner 31.2 (2006): 62–63. Print.