Training and Twain\u27s Discovery of Its Role in His Major Novels

Twain\u27s career as a novelist began with The Adventures of Tom Sawyer. Before that time he wrote pieces for newspapers and magazines and short stories. The success of Tom Sawyer inspired Twain to write further novels. The Adventures of Huckelberry Finn took seven years to compose, During that time, Twain was forced to face several pitfalls that often confront a writer. One of those pitfalls was a concept he called training. The training of an individual in effect is the raising of that individual--the instillation of values and beliefs in a person as he is raised. The process applies to characters as well as the lives we lead. It was the training of his characters that caused him to exert much of his creative energy over the remaining twenty-five years of his life. Huck\u27s training was the first he encountered. As a product of his time and place, Huck, if he was to appear realistic, would have to see Jim as something to be owned. The environment that raised him had trained him to think of Jim as a nigger. If Twain had failed to let Huck face this moral issue, he would have ignored, to some degree, the need to keep his novel realistic. If Huck had no quarrels with his conscience about freeing Jim, his readers would wonder why a boy raised in Missouri in the 1840\u27s would not have any problems with helping a nigger to escape. The quality of the novel would suffer for it. In the major novels following Huck Finn, training surfaces time and again causing Twain to look harder at training in his novels. The training of a character would interfer with Twain\u27s intentions. Huck Finn was intended to be a boy\u27s story. When Huck wrestled with his conscience over helping Jim to escape, the boy\u27s story evaporated. The remaining residue may appear to be a boy\u27s story on the surface, but its central issue is a far cry from mere adventures. The training of the characters in A Yankee in King Arthur\u27s Court also twisted Twain\u27s original intention into a novel he had no intention of writing. Twain became frustrated. Training interfered in a process which he thought he had ultimate control. The frustration grew, and as a result, Twain allowed the endings of his novels to grow in destructive intensity. In Huck Finn Twain merely reduced Jim back down to a nigger--in effect, destroying him. The destruction of Yankee was considerably greater. The battle of the Sand Belt is perhaps the most memorable ending of any Twain novel. Twain, through his protagonist, destroyed every knight in sixth century England. Pudd\u27nhead Wilson served as a check stop. Twain, rather than fight against training, used it, demonstrating that he understood how training worked. Although the destruction is not as implicit, the novel still ends with one boy being sold down the river and the other forced to live a life that he is not trained for. In his final novel, Twain used training to achieve his ends. He intended to untrain his protagonist even at the cost of that character. He understood that training was everything and regardless set out to defeat training despite the fact that he would have to destroy his character, too. The destruction went even farther than that. Twain went as far as to destroy everything. He wanted to be done with the whole world after seeing the ultimate futility of living under the influence of training. My thesis examines each of the novels mentioned above, concentrating on the role of setting and point of view as they helped to determine Twain\u27s exposure to the training of each of his characters. It further explores the result of Twain\u27s frustration as it grew over the course of his career

Training and Twain\u27s Discovery of Its Role in His Major Novels

Twain\u27s career as a novelist began with The Adventures of Tom Sawyer. Before that time he wrote pieces for newspapers and magazines and short stories. The success of Tom Sawyer inspired Twain to write further novels. The Adventures of Huckelberry Finn took seven years to compose, During that time, Twain was forced to face several pitfalls that often confront a writer. One of those pitfalls was a concept he called training. The training of an individual in effect is the raising of that individual--the instillation of values and beliefs in a person as he is raised. The process applies to characters as well as the lives we lead. It was the training of his characters that caused him to exert much of his creative energy over the remaining twenty-five years of his life. Huck\u27s training was the first he encountered. As a product of his time and place, Huck, if he was to appear realistic, would have to see Jim as something to be owned. The environment that raised him had trained him to think of Jim as a nigger. If Twain had failed to let Huck face this moral issue, he would have ignored, to some degree, the need to keep his novel realistic. If Huck had no quarrels with his conscience about freeing Jim, his readers would wonder why a boy raised in Missouri in the 1840\u27s would not have any problems with helping a nigger to escape. The quality of the novel would suffer for it. In the major novels following Huck Finn, training surfaces time and again causing Twain to look harder at training in his novels. The training of a character would interfer with Twain\u27s intentions. Huck Finn was intended to be a boy\u27s story. When Huck wrestled with his conscience over helping Jim to escape, the boy\u27s story evaporated. The remaining residue may appear to be a boy\u27s story on the surface, but its central issue is a far cry from mere adventures. The training of the characters in A Yankee in King Arthur\u27s Court also twisted Twain\u27s original intention into a novel he had no intention of writing. Twain became frustrated. Training interfered in a process which he thought he had ultimate control. The frustration grew, and as a result, Twain allowed the endings of his novels to grow in destructive intensity. In Huck Finn Twain merely reduced Jim back down to a nigger--in effect, destroying him. The destruction of Yankee was considerably greater. The battle of the Sand Belt is perhaps the most memorable ending of any Twain novel. Twain, through his protagonist, destroyed every knight in sixth century England. Pudd\u27nhead Wilson served as a check stop. Twain, rather than fight against training, used it, demonstrating that he understood how training worked. Although the destruction is not as implicit, the novel still ends with one boy being sold down the river and the other forced to live a life that he is not trained for. In his final novel, Twain used training to achieve his ends. He intended to untrain his protagonist even at the cost of that character. He understood that training was everything and regardless set out to defeat training despite the fact that he would have to destroy his character, too. The destruction went even farther than that. Twain went as far as to destroy everything. He wanted to be done with the whole world after seeing the ultimate futility of living under the influence of training. My thesis examines each of the novels mentioned above, concentrating on the role of setting and point of view as they helped to determine Twain\u27s exposure to the training of each of his characters. It further explores the result of Twain\u27s frustration as it grew over the course of his career

Patterns of Genetic Diversity in Highly Invasive Species: Cogongrass \u3ci\u3e(Imperata cylindrica)\u3c/i\u3e Expansion in the Invaded Range of the Southern United States (US)

The spatial expansions of invasive organisms in the novel range are generally expected to follow an isolation-by-distance relationship (IBD) if the invasion is biologically driven; however, many invasions are facilitated anthropogenically. This research focused on the extant expansion patterns of cogongrass (Imperata cylindrica). Cogongrass is a widespread invasive species throughout the southern United States (US). Patterns of infestation vary among US states. Cogongrass is pyrogenic, and its invasion threatens softwood (Pinus spp.) plantations, a substantial economic market for this US region. Over 600 individuals were sampled from seven invaded US states, using amplified fragment length polymorphisms (AFLPs) to assess genetic diversity and population structure. We suspected that differences in historical management efforts among US states influenced differences in genetic diversity and structure. We detected two genetic lineages at the highest level of analysis. One genetic lineage was locally restricted, whereas the other was found throughout the study region. Admixed individuals were found in all US states and consistently co-occurred with the dominant lineage, suggesting that secondary contact and hybridization may have facilitated expansion. The widespread prevalence of only one of the two detected genetic lineages suggests a primary genetic lineage responsible for on-going population expansion in the US

No-tillage and reduced-tillage : costs and returns

"Soil conservation and cost control are important considerations in choosing tillage practices. In 1983, the University of Missouri--Columbia published Agricultural Guide G350, 'Conservation tillage : costs and returns,' to provide information regarding those choices. This guide updates that information because conservation tillage technology and other production conditions have changed."--First page.Myron Bennett and David E. Ervin (Department of Agricultural Economics), Don Pfost (Department of Agricultural Engineering), Nyle Wollenhaupt and Gary Hoette (Department of Agronomy, College of Agriculture), and Andrea Clarke (USDA, Soil Conservation Service, Columbia, Missouri)New 10/86/8

Status of understanding of the saturated-zone ground-water flow system at Yucca Mountain, Nevada, as of 1995

Yucca Mountain, which is being studied extensively because it is a potential site for a high-level radioactive-waste repository, consists of a thick sequence of volcanic rocks of Tertiary age that are underlain, at least to the southeast, by carbonate rocks of Paleozoic age. Stratigraphic units important to the hydrology of the area include the alluvium, pyroclastic rocks of Miocene age (the Timber Mountain Group; the Paintbrush Group; the Calico Hills Formation; the Crater Flat Group; the Lithic Ridge Tuff; and older tuffs, flows, and lavas beneath the Lithic Ridge Tuff), and sedimentary rocks of Paleozoic age. The saturated zone generally occurs in the Calico Hills Formation and stratigraphically lower units. The saturated zone is divided into three aquifers and two confining units. The flow system at Yucca Mountain is part of the Alkali Flat-Furnace Creek subbasin of the Death Valley groundwater basin. Variations in the gradients of the potentiometric surface provided the basis for subdividing the Yucca Mountain area into zones of: (1) large hydraulic gradient where potentiometric levels change at least 300 meters in a few kilometers; (2) moderate hydraulic gradient where potentiometric levels change about 45 meters in a few kilometers; and (3) small hydraulic gradient where potentiometric levels change only about 2 meters in several kilometers. Vertical hydraulic gradients were measured in only a few boreholes around Yucca Mountain; most boreholes had little change in potentiometric levels with depth. Limited hydraulic testing of boreholes in the Yucca Mountain area indicated that the range in transmissivity was more than 2 to 3 orders of magnitude in a particular hydrogeologic unit, and that the average values for the individual hydrogeologic units generally differed by about 1 order of magnitude. The upper volcanic aquifer seems to be the most permeable hydrogeologic unit, but this conclusion was based on exceedingly limited data

Phenotypic differentiation among native, expansive and introduced populations influences invasion success

Aim: Humans influence species distributions by modifying the environment and by dispersing species beyond their natural ranges. Populations of species that have established in disjunct regions of the world may exhibit trait differentiation from native populations due to founder effects and adaptations to selection pressures in each distributional region. We compared multiple native, expansive and introduced populations of a single species across the world, considering the influence of environmental stressors and transgenerational effects. Location: United States Gulf and Atlantic coasts, United States interior, European Atlantic and Mediterranean coasts, east coast of Australia. Taxon: Baccharis halimifolia L. (eastern baccharis). Methods: We monitored seed germination, seedling emergence, survival and early growth in a common garden experiment, conducted with over 18,200 seeds from 80 populations. We also evaluated the influence of environmental stress and maternal traits on progeny performance. Results: Introduced European Atlantic populations had faster germination and early growth than native populations. However, this was not the case for the more recently naturalized European Mediterranean populations. Introduced Australian populations grew faster than native populations in non-saline environments but had lower survival in saline conditions commonly encountered in the native range. Similarly, expansive inland US populations germinated faster than coastal native populations in non-saline environments but grew and germinated more slowly in saline environments. Maternal inflorescence and plant size were positively related with seed germination and seedling survival, whereas flower abundance was positively correlated with seedling early growth and survival. However, maternal traits explained a much lower fraction of the total variation in early demographic stages of B. halimifolia than did distributional range. Main conclusions: Phenotypic differentiation could allow B. halimifolia to adapt to different biotic and abiotic selection pressures found in each distributional range, potentially contributing to its success in introduced and expansive ranges

The Vehicle, Fall 1983

Vol. 25, No. 1 Table of Contents Amish BoyDevon Flesorpage 3 SyllogismJ. Maura Davispage 3 Ten SecondsD.L. Lewispage 4 The Cedar ChestBridget M. Howepage 4 A Christmas With CarolSteve Longpage 5 TeethMichelle Mitchellpage 7 An I-Love-You PoemD.L. Lewispage 8 The Dragon SlayerSusan Gradypage 8 A DefinitionAmy J. Eadespage 9 FingernailsSuzanne Hornpage 10 The Liar\u27s TableBrook Wilsonpage 10 Fifi\u27s Last PartySteve Longpage 12 Absence/PresenceSuzanne Hornpage 13 From the Rantings of a Mad Astronomy StudentAmy J. Eadespage 13 In the Name of the Father, the Son, and MachiavelliF. Link Rapierpage 15 Errant LoverBecky Lawsonpage 16 DaddyKevin Lylespage 16 GhostsGary Ervinpage 17 TangoF. Link Rapierpage 17 Grandma\u27s SlippersBecky Lawsonpage 18 EdgesAmy J. Eadespage 19 Having ChildrenDevon Flesorpage 20 Young Black GirlKevin Lylespage 21 CatSuzanne Hornpage 22 Breakfast for OneMichelle Mitchellpage 22 A Modest ProposalBrooke Sanfordpage 23 Post MortemF. Link Rapierpage 26 Who Said I Forgot?Lynne Krausepage 27 The Corner Booth at StuckeysMaggie Kennedypage 28 The First DayDavis Brydenpage 29 DownLynne Krausepage 30 Fairie RingDevon Flesorpage 31 The LaundrymatKathy Fordpage 32 Sunday in OctoberBridget M. Howepage 32 The Kitchen WindowMaggie Kennedypage 33 UntitledChristina Maire Vitekpage 34 8th Grade Field Trip to SpringfieldMichelle Mitchellpage 34 Children of the FortiesF. Link Rapierpage 35 one winter and i was eightGary Ervinpage 35 Don\u27t we all know?Thomas B. Waltrippage 36 The TravelerMaggie Kennedypage 36 The VisitKathy Fordpage 40 CubismMaggie Kennedypage 40https://thekeep.eiu.edu/vehicle/1042/thumbnail.jp

The Vehicle, Fall 1983

Vol. 25, No. 1 Table of Contents Amish BoyDevon Flesorpage 3 SyllogismJ. Maura Davispage 3 Ten SecondsD.L. Lewispage 4 The Cedar ChestBridget M. Howepage 4 A Christmas With CarolSteve Longpage 5 TeethMichelle Mitchellpage 7 An I-Love-You PoemD.L. Lewispage 8 The Dragon SlayerSusan Gradypage 8 A DefinitionAmy J. Eadespage 9 FingernailsSuzanne Hornpage 10 The Liar\u27s TableBrook Wilsonpage 10 Fifi\u27s Last PartySteve Longpage 12 Absence/PresenceSuzanne Hornpage 13 From the Rantings of a Mad Astronomy StudentAmy J. Eadespage 13 In the Name of the Father, the Son, and MachiavelliF. Link Rapierpage 15 Errant LoverBecky Lawsonpage 16 DaddyKevin Lylespage 16 GhostsGary Ervinpage 17 TangoF. Link Rapierpage 17 Grandma\u27s SlippersBecky Lawsonpage 18 EdgesAmy J. Eadespage 19 Having ChildrenDevon Flesorpage 20 Young Black GirlKevin Lylespage 21 CatSuzanne Hornpage 22 Breakfast for OneMichelle Mitchellpage 22 A Modest ProposalBrooke Sanfordpage 23 Post MortemF. Link Rapierpage 26 Who Said I Forgot?Lynne Krausepage 27 The Corner Booth at StuckeysMaggie Kennedypage 28 The First DayDavis Brydenpage 29 DownLynne Krausepage 30 Fairie RingDevon Flesorpage 31 The LaundrymatKathy Fordpage 32 Sunday in OctoberBridget M. Howepage 32 The Kitchen WindowMaggie Kennedypage 33 UntitledChristina Maire Vitekpage 34 8th Grade Field Trip to SpringfieldMichelle Mitchellpage 34 Children of the FortiesF. Link Rapierpage 35 one winter and i was eightGary Ervinpage 35 Don\u27t we all know?Thomas B. Waltrippage 36 The TravelerMaggie Kennedypage 36 The VisitKathy Fordpage 40 CubismMaggie Kennedypage 40https://thekeep.eiu.edu/vehicle/1042/thumbnail.jp

Outstanding challenges in the transferability of ecological models

Predictive models are central to many scientific disciplines and vital for informing management in a rapidly changing world. However, limited understanding of the accuracy and precision of models transferred to novel conditions (their ‘transferability’) undermines confidence in their predictions. Here, 50 experts identified priority knowledge gaps which, if filled, will most improve model transfers. These are summarized into six technical and six fundamental challenges, which underlie the combined need to intensify research on the determinants of ecological predictability, including species traits and data quality, and develop best practices for transferring models. Of high importance is the identification of a widely applicable set of transferability metrics, with appropriate tools to quantify the sources and impacts of prediction uncertainty under novel conditions

International genome-wide meta-analysis identifies new primary biliary cirrhosis risk loci and targetable pathogenic pathways.

Primary biliary cirrhosis (PBC) is a classical autoimmune liver disease for which effective immunomodulatory therapy is lacking. Here we perform meta-analyses of discovery data sets from genome-wide association studies of European subjects (n=2,764 cases and 10,475 controls) followed by validation genotyping in an independent cohort (n=3,716 cases and 4,261 controls). We discover and validate six previously unknown risk loci for PBC (Pcombined<5 × 10(-8)) and used pathway analysis to identify JAK-STAT/IL12/IL27 signalling and cytokine-cytokine pathways, for which relevant therapies exist