Discuss the role of the parents in Where Are You Going, Where Have You Been.

On one level, it is really tough to judge any parents that
had to endure what Connie's parents were forced to endure.  They left the home and when
they return their child is gone.  Presumably, the child will not return.  Few, if any,
can ever imagine what that pain is like.  I think that any assessment of their parenting
skills in the story has to be tempered with this.  I think that there are some typical
adolescent/ parent chasms.  Connie's mother seems to constantly criticize her for her
superficial indulgences.  At the same time, there is comparison with the more
traditional sister ("You don't see your sister using that junk [hair spray]." The father
does not seem to be a very active figure in the story.  This might be more cultural, as
the father who drives Connie and her friends to the mall picks the children up and
doesn't ask any questions.  Connie is separate from her family when she decides to not
attend the barbecue, probably one of the most fated decisions in the story.  It seems
that Connie's parents are in the awkward adolescent/ parent dynamic where they want to
give freedom to the child and yet criticize in the vain attempt of trying to forge some
connection and have some role.  The lack of genunie link between parent and child is
problematic.  In general, there is a lack of connection between children and their
parents.  To a certain extent, Friend picks up on this and stresses this to Connie in
his assertion that she is "not like them."  In the initial stages, this appeals to
Connie when Friend comes by the home.  Yet, it is something that she ends up affirming
when she recognizes the potential threat Friend poses to her family.  She ends up being
the best of daughters to save her family at the cost of her own happiness.  There is no
doubt that there is a relationship present, but I think that there might have been too
great of an error made in not imposing greater restrictions on Connie to force her to
gain a psychological footing or foundation that would have helped her repel the Arnold
Friends of the world.

From the Redfern speech, outline the practical suggestions given by Paul Keating for righting the wrongs of the past inflicted on the aboriginals.

Although this speech is one of the best-known and most
important speeches in modern Australian history, it does not give that much in the way
of specifics.  It is more important for the fact that Keating openly admits that white
Australians wronged the aboriginals than for any specific practical
suggestions.

Keating says that if white Australians open
their hearts and see what they have in common with aboriginal
Australians

we
will see the things which must be done - the practical
things.

However, he does not
go on to list many specifics.  He does cite the creation of the Council for Aboriginal
Reconciliation.  However, he does not say what it should do.  He talks about improving
living conditions and health care in aboriginal towns, but he does not say how this will
be done.

This speech is more about empathy than about
practical suggestions.  What Keating really wants Australians to do is to understand the
wrongs done to aboriginals and to feel the desire to right those wrongs.  Once that is
done, he believes, specific details of how to right the wrongs will become
apparent.

What is the mission of the members of the Roman Catholic Church?

If you are taking a religion class, I wonder if your
particular text has a specific answer you are supposed to give.  I say this, because I
do not remember ever being taught that I, as a Catholic, had some specific mission other
than the mission of every Christian.

As Christians, we have
(or should have) a mission to follow God's word as closely as we can.  We also have a
mission to spread the word of Christ by our words and by our actions.  But these are
not, in my opinion, specific to Catholics.

What is the value of b if the following quadratic equation has equal roots: 4x^2 + bx + 18 =0

Given that 4x^2+bx+18 = 0 is a quadratic equation whose
roots are equal. To find the value of b.

If Ax^2+Bx+C = 0
has equal roots, then the discriminant D  B^2-4AC = 0.

In
this case A = 4, B = b and C = 18.

Therefore B^2-4AC = 0
implies b^2-4*4*18 = 0.

b^2 =
4^2*18

Therefore b = +sqrt (4^2*18) , b= - sqrt
(4^2*18)

So  b = 4*3sqrt2 , b =
-4*3*sqrt2.

Therefore b = 12sqrt2, or b=
-12sqrt2.

What is unusual about the speech Hamlet begins to recite (2.2.430-444) and the First Player continues (2.2.448-498)?

Hamlet is meta-drama: it's a play
based on a play, and it has plays within its play.  And everyone's a foil for Hamlet,
even Greek allusions.  Here, in this speech about an act of revenge during the Trojan
War, Hamlet tries to get into character (as an avenger) by reciting it, but he can't
finish it, and so the First Player takes over.  The scene foreshadows Hamlet's
indecision regarding the nature of revenge.

This speech in
Act II, scene ii is an echo of the Ghosts' implicit instructions for Hamlet from Act I.
 Hamlet tells the Ghost: "Speak, I am bound to hear."  As the Ghost is a theatrical
Ghost, a kind of prologue Ghost, the Ghost speaks and expects Hamlet to take over by
honoring his demand for revenge.

This speech is the same
way: Hamlet begins, and the First Player takes over.  One player incites another.  Both
speeches are about the nature of revenge.  Instead of literal revenge, though, the First
Player delivers a kind of verbal revenge against his audience (primarily Polonius, who
will tell later Claudius), in hopes of eliciting a katharsis, the
purgation of pity and fear.  Remember, "the play's the thing to catch the conscience of
the king."

All characters here are foils: Pyrrhus is a foil
for Hamlet; Priam is a foil for Claudius.  Here's the allusion: Achilles killed Hector,
Priam's son.  As revenge, Priam's son, Paris, had Achilles killed.  Achilles' son,
Pyrrhus, takes revenge for his father's death by killing Priam.  It's the same
father-son dynamic as that in
Hamlet.

Pyrrrhus is very much like
Hamlet, since both hesitate before vengeance.  Pyrrhus swings his sword to kill Priam
but misses.  Then, after Priam falls to the ground, Pyrrhus butchers him while Priam's
wife, Hecuba, looks on.

The analogy his clear: Hamlet will
pause when trying to kill Claudius at prayer.  He withdraws his dagger.  Later, Hamlet
will kill Claudius mercilessly while his mother, Gertrude, looks on, a literal and
theatrical vengeance (bloodletting as performance).  And Hamlet will butcher his
victims, like Pyrrhus, having at least five people's blood on his hands by the
end.

So, each hero pauses before revenge, possibly to weigh
the consequences of his actions, but then, when each hero does kill, he becomes a
killing machine ("blood will have blood").

What is x if dy/dx=0 and y= 9x^4-3x^3-7?

To calculate the roots of the equation dy/dx=0, we'll have
to differentiate the given relation both sides.

y=
9x^4-3x^3-7

dy=
(9x^4-3x^3-7)'dx

To differentiate the given expression
9x^4-3x^3-7, we'll differentiate each term of this expression, with respect to
x.

(9x^4-3x^3-7)' = (9x^4)'- (3x^3)'-
(7)'

To calculate the derivative of the power
function;

f(x) = x^n

f'(x) =
(x^n)'

But (x^n) = x*x*x*......*x, n
times

(x^n)' = (x*x*x*......*x)' = x'*x*...*x +
x*x'*x*...*x + ...+x*x*...*x' = n*x^(n-1)

If n = 4
=> (9x^4)' = 4*9x^3

(9x^4)' =
36x^3

For n = 3 => (3x^3)' =
3*3x^2

(3x^3)' = 9x^2

(7)' =
0

(9x^4-3x^3-7)' = 36x^3 -
9x^2

Now, we'll calculate dy/dx = 0 <=> 36x^3
- 9x^2= 0

We'll factorize by 9x^2 and we'll
get:

9x^2(4x-1)= 0

We'll put
each factor as zero:

9x^2 =
0

x1 = 0

x2 =
0

4x-1 = 0

We'll add 1 both
sides:

4x = 1

x3 =
1/4

The real solutions of dy/dx = 0 are x1=
0, x2 = 0 and x3 = 1/4.

Describe the special dietary requirements of three types of vegetarians

There are many different types of vegetarians and their
diet varies based on how far they are willing to go in their abstinence from foods that
are now part of regular diets.

Some of the several types of
vegetarians are:

Fruitarians:
They adopt a diet that only consists of fruits, seeds, nuts and other products obtained
from plants which do not harm the plant. No product sourced from animals in any way is
consumed by
fruitarians.

Vegans: Vegans
eat all products sourced from plants, but strictly restrain themselves from any animal
product which includes dairy products, eggs, honey and the
alike.

Lacto-ovo vegetarians:
People who follow this form of vegetarianism make eggs and all dairy
products like milk and cheese part of their diet. They do not consume animal meat and
products derived by killing animals.

What does "Guerrilla Warfare" mean?

Guerrilla warfare is war that is done in ways that are
different from how large "regular" armies conduct warfare.  Guerrilla warfare is often
conducted by informal groups and typically uses tactics other than the large, pitched
battles that are common in wars between major regular
armies.

An example of guerrilla warfare can be seen in the
Vietnam War.  Much of the conflict in that war involved irregular forces (often mixes of
regular soldiers from North Vietnam and armed civilian Vietcong from South Vietnam)
fighting in unconventional ways.  These tactics included small ambushes of American
forces or hit and run attacks on bases.  The point of this sort of guerrilla war is to
hurt the larger army a little bit at a time.

Guerrilla
groups are typically not strong enough to fight in conventional ways.  Therefore, they
resort to unconventional tactics like the ones mentioned above or like the IEDs that
were used so much against US forces in Iraq.

What are the two factors that affect the demand for investment?Are they whether a person is pessimistic about future profits or whether a person is...

Investment in economics refers to economic activity that
forgoes consumption today, with the purpose of increasing output in the future. It
includes spending on tangible assets such as houses as well in intangible investments
such as education.

As mentioned in the answer posted above,
different authors may classify factors affecting investment decisions by individual
firms or companies in different ways. For example, the answer above lists five such
factors. However, economists studying nature of investment in general independent of
specific industry, country, or time classify all these factors in three groups. These
are:

1. Demand for output produced by the new
   investment.


2. Interest rates and taxes that influence the
   cost of new investment.


3. Business expectations about the
   state of economy.

Whether a person is
pessimistic or optimistic about future profits from the investments will very much
depend about his or her assessment of the above three
factors.

If I had to choose only two of the above three
factors, I will opt for the second and the third ones. This is because the first factor
- demand for output produced by the new investment -  can also be considered to be a
part of third factor. This is because demand of output is substantially influenced by
state of economy.

In the book Speak what causes Melinda to finally speak?

Melinda finally uses her voice again near the end of the
novel. When she returns to her secluded janitor's closet to retrieve some of her
belongings, she is confronted by Andy. Andy accuses her of fabricating her claims that
he sexually accosted her the previous summer. He believes she is jealous of the
relationship he has with Rachel. When Andy attempts to assault Melinda again, she
screams at him finding the courage to speak once again. At this point, Nicole and other
members of the Lacrosse team hear her scream and come to Melinda's
rescue.

What is one example of each of the following literary devices used anywhere in Act One?1. Pun 2. Alliteration 3. Oxymoron 4. Allusion 5....

1. Pun: "Ay, the
heads of the maids, or their maidenheads;"

2.
Alliteration: "From forth the fatal loins of these
two foes"

3.
Oxymoron: "O loving
hate!"

4. Allusion:
"Even or odd, of all days in the year, Come Lammas-eve at
night shall she be fourteen"

5.
Metaphor: O, then, I see Queen Mab hath been with
you. She is the fairies' midwife,"

6.
Hyperbole: It seems she hangs upon the cheek of
night Like a rich jewel in an Ethiope's ear;
Beauty too rich for use, for earth too
dear!"

7. Irony:
"What, drawn, and talk of peace!"

8.
Comic Relief: I'll lay fourteen of my
teeth,--And yet, to my teeth be it spoken, I have but
four--"

9.
Foreshadowing: "I fear, too early: for my mind
misgives Some consequence yet hanging in the
stars"

10. Aside:
"[Aside to GREGORY] Is the law of our side, if I say
ay?"

How do environmental & ecological issues constitute ethical challenges to business?

Environmental and ecological issues end up being ethical
challenges to businesses because the businesses have to figure out how much damage they
can ethically do to the environment or ecology in their pursuit of
profit.

Many businesses engage in practices that will, to
some extent, harm the environment.  This is unavoidable since any business that uses any
fossil fuels (for example) is harming the environment.  But there is surely some limit
as to how much harm is acceptable.  Businesses must consider this in their attempts to
be ethical.

As an example of this, businesses are currently
planning to extract oil from the "oil sands" of Canada.  This would be profitable but
would also help lead to global warming.  The firms must decide whether this level of
damage is acceptable -- it is an ethical challenge.

What were the sooial and political outcomes of the end of the Vietnam War? 1. Political Outcomes: 2. Social Outcomes:

The first political outcome of the war was that Lyndon
Johnson did not try to run for president in 1968.  More long lasting effects of the war
include the fact that people trust the government much less than they used to.  This
comes in part from the feeling that the government did not tell the truth about the
war.

Socially, I think the war helped to lead to our
"culture wars" that we have today.  The people who supported the war saw themselves as
the real Americans whose values were under attack by the long-haired, anti-American
protestors.  This has helped lead to the conflict between traditional and
non-traditional people today.

Discuss the phenomenon of osmosis.why and how does the water molecules move from a region in which there are many of them to a region in which...

Osmosis is the diffusion of water through a selectively
permeable membrane. It is a type of passive transport because no additional energy must
be added for this process to occur. If there is a greater concentration of water
molecules on one side of the membrane(high solvent, low solute), and fewer molecules on
the other side of the membrane(low solvent, high solute), a concentration gradient is
established. The side where there is a greater concentration of solvent has the
probability that water molecules will more frequently collide with other water
molecules, than on the side where there are fewer molecules. Because the membrane is
permeable to water molecules, they can pass through its tiny pore spaces. Eventually,
the molecules will diffuse from high to low concentration until both sides of the
membrane have equal numbers of water molecules and osmosis will no longer occur. This is
known as an equilibrium.

What is the attitude of Friar Laurence toward the lovers' insistence that he marry them without delay?it's somewher in Act 1 scene 4

There are a couple of places where Friar Lawrence gives
his opinion on this.  Neither of them is in Act I, Scene 4, though.  The two places are
Act II, Scene 3 and Act II, Scene 6.

Basically, Friar
Lawrence thinks that they are really rushing things.  He thinks that there is no reason
for them to be hurrying so much.

But eventually, he decides
that it makes sense to marry them even though he's not so sure about it.  He thinks that
by marrying them he might be able to get their families to stop hating each other.  He
says (Act II, Scene 3):

readability="7">

In one respect I'll thy assistant be;

For this alliance may so happy prove,
To turn your households'
rancour to pure love.

How would you describe Bruno's character in The Boy in the Striped Pajamas? Reference answer to the book, not the movie please.

The story begins with Bruno having to move with his
family. They currently live in Berlin, but his father got a job promotion and they have
to move. Bruno is very unhappy with this, because all of his friends live in Berlin. He
thinks he will never have another friend again.

Bruno is a
very clever and adventurous young boy. He longs for adventure and thinks that in his new
home, he might find some adventure. He is a curious young boy and wants to roam about
the new place. He is also very naive. He doesn't have a clue what his father does for a
living. When he meets Schumel across the fence, he doesn't realize why the young boy is
there. He thinks Schumel is the one getting to have
fun.

"It's so
unfair. I don't see why I have to be stuck over here on this side of the fence where
there's no one to talk to and no one to play with and you get to have dozens of friends
and are probably playing for hours everyday. I'll have to speak to Father about
it."

When Bruno makes this
statement he has no idea what his new found friend's life is really like. Bruno is very
unaware of what is really happening. 

Bruno also is a very
good friend. He and Schumel develop a true friendship. When Bruno sneaks under the fence
to help his friend look for his father, he thinks he is going on another adventure. He
has no idea this will be his last adventure ever.

readability="9">

And then the room went very dark and somehow,
despite all the chaos that followed, Bruno found that he was still holding Schumel's
hand in his own and nothing in the world would have persuaded to let him
go.

This line in the book is
always heart wrenching. The two young boys think they are going on an adventure, but
soon realize that this is the end. Bruno had never touched his friend before, but at the
end, they were holding hands as equals. 

In Elizabeth Barret Browning's "Beloved thou hast brought me many flowers," which in your opinion is the most powerful image in this sonnet and why?

Well, in this poem of love and adoration there are many
different images that we are provided with, each memorable in its own way, as the
speaker in the poem accepts the gift of carefully tended flowers from her beloved and
offers him her verse which she cleverly compares to the flowers that she has just
received. This extended metaphor that runs through the second half of the sonnet yields
some distinctive and memorable imagery that is remarkable in many ways. For me, it is
the last two lines of the poem that linger in my mind, where the speaker urges her
beloved to maintain her verse in his mind and to realise that her writings reveal her
heart and her love for him:

readability="9">

Instruct thine eyes to keep their colours
true,

And tell thy soul, their roots are left in
mine.

The last line in
particular talks about the deep and vibrant connection between the work of a poet and
the poetry itself. Here, the speaker implores her lover to see that the "roots" of her
verse remain deeply embedded in her soul, and thus the lover can see her work as a
genuine outpouring of the emotions that are in her soul.

Given the fraction E(x)=(x^3-3x-2)/(x^3+1+3x^2+3x). Solve the equation E(x)=square root 3-square root 2.

We'll re-write the numerator
as:

x^3 - 3x - 2 = x^3 - x - 2x -
2

We'll factorize the first 2 terms and the last 2
terms:

x^3 - x - 2x - 2 = x(x^2 - 1) - 2(x +
1)

The difference of squares x^2 - 1 = (x - 1)(x +
1)

x^3 - x - 2x - 2 = x(x - 1)(x + 1) - 2(x +
1)

We'll factorize again by (x +
1):

x^3 - x - 2x - 2 = (x + 1)[x(x+1) -
2]

x^3 - x - 2x - 2 = (x + 1)(x^2 + x -
2)

The roots of the quadratic x^2 + x - 2 are - 1 and
2.

x^3 - x - 2x - 2 = (x +
1)(x+1)(x-2)

We'll re-write the denominator
as:

(x^3+1)+(3x^2+3x)

We'll
re-write the difference of cubes and we'll factorize the last 2
terms:

(x+1)(x^2 - x + 1) + 3x(x + 1) = (x+1)(x^2 - x + 1 +
3x)

(x+1)(x^2 - x + 1) + 3x(x + 1) = (x+1)(x^2 + 2x +
1)

 (x+1)(x^2 + 2x + 1) = (x+1)(x+1)^2 =
(x+1)^3

We'll re-write E(x) = (x +
1)^2*(x-2)/(x+1)^3

We'll simplify and we'll
get:

E(x) = (x-2)/(x+1)

We'll
solve the equation:

(x-2)/(x+1) = sqrt3 -
sqrt2

x - 2 = (sqrt3 -
sqrt2)(x+1)

x - x(sqrt3 - sqrt2) = sqrt3 - sqrt2 +
2

x(1 - sqrt3 + sqrt2) = sqrt3 - sqrt2 +
2

x = (sqrt3 - sqrt2 + 2)/(1 - sqrt3 +
sqrt2)

What point is Orwell making about the role of communication in Soviet society with the ultimate change in the 7 commandments?

I think that Orwell is making the fundamental argument
that communication and information can become tools of those in the position of power to
consolidate their power.  Squealer becomes the critical figure in this understanding. 
As Napoleon increases his hold on political authority on the farm, the rewriting of both
commandments and historical narrative is a means by which he can solidify his control
over the animals and ensure that his authority is legitimized.  Squealer's role as the
state sponsored media is essential in this process.  Both Napoleon and Squealer
understand that the ability to "spin" or manipulate public perception in their favor
enables them to do more than if they allowed the animals to think for themselves. 
Orwell is suggesting that individuals have to look beyond government platitudes and
information and fully understand what those in the position of power hope to gain in the
attempt to gain control.  In this light, communication is seen as a political element,
something that directly relates to power and those who have it.  It is at this point
where communication becomes synonymous with propaganda.

In chapters 1-3, what was Calpurnia's fault?

According to Scout, who is the narrator of the story,
Calpurnia has many faults. It is only later in the story that Scout comes to appreciate
Calpurnia, who is the family's cook. In the first chapter of the book, Scout introduces
Calpurnia. She describes the woman as being nearsighted and having to squint all the
time because of it. Scout describes Calpurnia's hands as being "wide as a bed slat and
twice as hard." This shows that Calpurnia is a disciplinarian around the Finch house,
which naturally a child would dislike and consider to be a fault. Scout considers
Calpurnia to be a bossy woman, and she describes their disagreements as "battles." The
older woman usually wins these battles, much to Scout's displeasure. Calpurnia asks
Scout "why [she] couldn’t behave as well as Jem," and she also calls her home when she
does not want to come in. These are all things that Scout hates. In the second chapter,
Scout blames Calpurnia for having her copy chapters from the Bible in neat penmanship.
Scout's teacher, Miss Caroline, disapproves of this type of handwriting. In the third
chapter, Walter Cunningham comes over for lunch and Scout is rude to him. Calpurnia
confronts her about it, which Scout does not like. The woman gives Scout a smack on her
bottom. Scout asks her father to fire Calpurnia, but he refuses. All of these things are
considered faults of Calpurnia according to Scout.

What are some allusions in "On First Looking into Chapman Homer"?"On First Looking into Chapman" by John Keats

Interestingly, John Keats, at twenty-one, could not read
Greek and was probably acquainted with Homer's Iliad and Odyssey only from having read
the translations of Alexander Pope, which apparently seemed prosy and stilted to him. 
However, after he and a friend found a more vigorous translation by the Elizabethan poet
George Chapman, Keats was enthralled and he and his friend stayed up late to read aloud
this work to each other.  Toward morning Keats wrote the sonnet "On First Looking into
Chapman's Homer" before going to bed.

Of note, too, is the
allusion to Cortez, since Balboa, not Cortez, discovered
the Pacific, as previously mentioned.  Nevertheless, this error does not detract from
the value of Keats's poem.  Another allusion is to Apollo,
the god to whom the Greeks always turned for wisdom.  He was the god of prophecy and
healing; in Oedipus Rex, Apollo is the god whom the seer Teiresias consults at Delphi. 
In the last line, Darien is alluded to; this is an ancient
name for the Isthmus of Panama.  And, of course, Keats refers to
Chapman, whose translation inspired
him.

Why is Act II scene 3 in prose and Act III scene 1 in verse form in Much Ado About Nothing?

This is a very intelligent question. Normally the
distinction between verse and prose has to do with the nature of what happens in that
particular scene and the kind of characters involved. On the whole, it is the main,
noble characters that speak in verse and the more working class characters that speak in
prose. However, the main characters will speak in prose if they are involved in a
particularly comic scene. Speaking in verse normally gives a character a sense of
nobility that those characters who only speak in prose never attain. When we think of
these two scenes we can perhaps relate the distinction between prose and verse to the
two charcters who are being tricked and their reception of the
news.

Benedick speaks in prose because his response to the
news that Beatrice is in love with him is rather selfish. He wonders what others will
think of him, then feels the need to justify his pursuit of Beatrice in a hilarious
manner, making prose a suitable method for conveying his speech. Beatrice however, seems
to accept the state of affairs much more readily and does not worry about herself and
what others might think of her, determining to change her character under Benedick's
love. As such, she comes out of the gulling scene much more maturely, and the verse
bestows upon her a kind of dignity that Benedick never attains.

Prove: cos(3pie/4 + x) + sin(3pie/4 - x) = 0

cos(3pi/4  + x) + sin(2pi/4 - x) =
0

We will use trigonometric identities to
solve.

We know that:

cos(x+y)
= cosx*cosy - sinx*siny

==> cos(3pi/4+ x) =
cos3pi/4*cosx -
sin3pi/4*sinx

                               =
-1/sqrt2*cosx - 1/sqrt2 *
sinx

                               = -(cosx+sinx)/
sqrt2.............(1)

Also, we know
that:

sin(x-y) = sinx*cosy -
cosx*siny

==> sin(3pi/4  -x) = sin3pi/4*cosx -
cos3pi/4*sinx

                             = 1/sqrt2 * cosx
+ 1/sqrt2 * sinx

                            =
(cosx+sinx)/sqrt2................(2)

Now we will add (1)
and (2).

==> cos(3pi/4+x)+sin(3pi/4-x) =
-(cosx+sinx)/sqrt2 + (cosx+sinx)/sqrt2 = 0

==>
cos(3pi/4+x)+sin(3pi/4-x) = 0 .............q.e.d

What is the main lesson of The Little Prince as allegory?

As an allegory Le Petit Prince by
Antoine Saint-Exupery expresses lessons of friendship and altruism.  Saint-Exupery once
wrote, etre homme, etre responsable [to be man is to be
responsible], and this expression of man's purpose is the philosophy of Saint-Exupery's
The Little Prince. The relationship that the little prince has with
his rose on the planet is pivotal to the novel as the prince learns that it is his
responsibility to the rose, rather than his love for its beauty. In fact it is this
responsiblity that drives him back to the planet and that gives his life meaning.  The
prince also learns that altruistic gestures are more rewarding than selfish
ones.

In Saint-Exupery's allegory there are unnamed
characters who symbolize certain phases of human life.  For instance, the king
represents authority, the businessman respresents greed, and the lamplighter respresents
devotion to duty. The flower is a flirtatious woman, the serpent is death, the fox
represents trickery.  For instance, it is the fox who teaches the prince about the
importance of one's responsibility to the loved one.  He explains to the prince that by
taming him, the prince has invested himself in the fox, thereby making the fox more
special to the prince.  Thus, what one gives to the loved one is more important than
what one receives in return.  Because of this lesson, the prince decides to return to
his planet where his responsibility, the rose, needs
him. 

The links below will connect you to another question
and another site on Saint-Exupery's novel which may be of help to
you.

What are the functions of culture according to Greenblatt and Forster?

Stephen Greenblatt is one of the first critics belonging
to the New Historicism movement, which developed thanks to the poststructuralism of the
1960s and 1970s. Influenced by French critics Michel Foucault and Louis Althusser, New
Historicists challenge ideas of a single and uniform culture and stress that culture is
always a contested territory between the different social elements of an historical era.
In his work on Elizabethan and Renaissance drama, Greenblatt has highlighted how this
body of literature, including Shakespeare's texts, finally produce a legitimization of
the ruling classes and institutions. In his Renaissance Self-Fashioning
(1980), Greenblatt concludes that, in the texts and documents he has
analyzed, "the human subject itself began to seem remakably unfree, the ideological
product of the relations of power in a particular
society".

E. M. Forster belongs to an earlier period as he
was born in 1879 and died in 1971. Therefore, he couldn't obviously have read the
poststructuralist theorists that influenced Greenblatt. Yet, Forster too conceived
culture as a struggle. This is well-depicted in his novels where he plays out the
sterility and conformity of higher classes against the passion and warmth of more
marginal subjects. Throughout his life, he supported actions against censorship in art
and dedicated his posthumously-published novel Maurice to a
"happier time" when people would be more receptive to its homosexual content. At the
same time, Forster was, of course, very much a man of his times (though I may be
influenced myself by the Neo-Historicist idea that subversion always include
containment). As other Modernist writers, Forster used the idea of culture to confer
order upon an increasingly fragmented and chaotic world. "Only connect" was a favorite
motto of his and appeared as the epigraph to his novel Howard's End.
In his critical study Aspects of the Novel Forster
dismisses ideological concerns when analyzing a novel and concludes that, to judge a
text successful, a critic must feel "affection for it". To Forster, one of the most
important aspects of the novel is how it communicates universals, a term that New
Historicists would challenge.

show that cos3B+cosB=2(cos2B)cosb.

We have to show that cos 3B + cos B = 2(cos 2B)* cos
B

We use the relations: cos 2B = 2*(cos B)^2 - 1 and cos 3B
= 4(cos B)^3 - 3cos B

We start with the left hand
side

cos 3B + cos B

=>
4(cos B)^3 - 3cos B + cos B

=> 4(cos B)^3 - 2*cos
B

=> 2* cos B ( 2* ( cos b)^2 -
1)

=> 2 * cos B * cos
2B

which is the right hand
side.

The required relation cos 3B + cos B =
2(cos 2B)* cos B is proved

Calculate the mass of water at 20 degrees C needed to lower the temperature of 750g of water at 75 degrees C to body temperature 37 degrees C?

Given that:

750 g (m1) of
water at 75 degrees C (t1) is mixed with m2 g of water at 20 degrees C (t2). This result
in the total mixture of water attaining a temperature of 37 degrees C
(t).

We have to find out the value of
m2.

The weight of total mixture = m1 +
m2

The total heat required to heat a given mass of water to
a given temperature is proportional to its mass multiplied by
temperature.

Thus heat in a given mass of water
=

H x Mass x
Temperature.

Where H = specific heat of
water.

Also total heat in mixture of the two initial
quantities of water is equal to the sum of heat in initial quantities of
water.

Thus:

H x (m1 + m2) x t
= (H x m1 x t1) + (H x m2 x t2)

Dividing all terms of the
equation by H we get:

(m1 + m2) x t = (m1 x t1) + (m2 x
t2)

substituting values of m1, t1, t2, and t in the
equation we get:

(750 + m2) x 37 = 750x75 +
m2x20

2775 + 37m2 =  56250 +
20m2

37m2 - 20m2 = 56250 -
2775

17m2 =
53475

Therefore:

m2 = 53475/17
= 3145.5882
(approximately)

Answer:

3145.5882
g of water

What does "Non-governmental Organization (NGO)" mean?

Non-governmental Organizations are groups that are not
official parts of any state government.  They are, instead, created and run by private
individuals or groups.  NGOs are typically involved in trying to solve one particular
problem or type of problem.

Some major NGOs include Doctors
Without Borders, the Red Cross, and the Bill and Melinda Gates Foundations.  These NGOs
work in many countries of the world to try to improve the lives of the people.  For
example, Doctors Without Borders and the Red Cross have done work in disaster areas such
as Haiti which do not have enough medical infrastructure to cope.  The Gates Foundation
has worked on improving public health and education around the
world.

For international relations theorists, NGOs are
important because they can help solve world problems and can increase the amount of
contact between different nations.  Both of these will reduce (theorists believe) the
amount of conflict in the world.

What are the procedural steps the police are required to take once one begins to incriminate oneself in an investigation?

Police are under no obligation to stop one from
incriminating ones self as long as one is aware of one's right to remain silent. For
that reason, police routinely inform a person of his rights as soon as the person's
liberty is restricted. Spontaneous or excited utterances are not excluded simply because
the police did not have time or opportunity to warn one. After Miranda warnings have
been issued, anything--literally--that one says can be introduced as evidence of guilt. 
Also, police are not obligated to give Miranda warnings until one is held in
custody--that is one may not leave of one's own volition. If the conversation with
police is merely routine questions, name, etc. and one blurts out incriminating
evidence, then the police should advise one of one's rights under Miranda but don't have
to tell him to be quiet.

What kind is the triangle ABC, with vertices A(-1,2), B(4,7),C(-3,6)?

To establish the type of triangle we have to check the
measures of it's angles or the length of it's sides.

In
this case, because all we have is the coordinates of the vertices of the triangle, all
we can find out is the values of the length of the triangle's
sides.

[AB] = sqrt
[(xB-xA)^2 +(yB-yA)^2]

[AB] = sqrt [(4+1)^2 +
(7-2)^2]

[AB] =
sqrt(25+25)

[AB] = sqrt
50

[AC] = sqrt
[(-3+1)^2+(6-2)^2]

[AC] = sqrt
(4+16)

[AC] = sqrt 20

[BC] =
sqrt[(-3-4)^2+(6-7)^2]

[BC] = sqrt
(49+1)

[BC] = sqrt
50

Since [AB]=[BC], the type of the triangle
is isosceles.

What was Khaled Hosseini's purpose in writing The Kite Runner?

We cannot pinpoint with accuracy why Khaled Hosseini wrote
the novel. He even says that the story was imaginary. But we can take a few educated
guesses. 

First, Khaled Hosseini grew up in Kabul,
Afghanistan. He was born on March 4, 1965. His father was a diplomat and his mother was
a teacher who taught Farsi.  He also loved kite fighting and Western films, like Amir.
So, we can say that his childhood, at least in part, inspired his
story. 

Second, when we look at some of the themes of the
book, we can also say that only someone like Hosseini could write this book. As one who
left his country to live in America and one who saw his family adjust to a new life in a
foreign land, he could draw from his own experiences in describing his main characters
Baba and Amir. In other words, personal experiences may have inspired his
book. 

Finally, when it comes to his more universal themes,
such as redemption, we can say that it is a great story to tell (and to read). So, if we
combine all these elements, what we have is a beautiful
novel.

I suspect that in the end, Hosseini wrote the novel
because it was a story worth telling.  

Given the point (2, -1) and the line 2y+4x-8=0, what is the line parallel to it and that passes through (2,-1)?

If 2 lines are parallel, their slopes have to be
equal.

We'll put the given equation of the line in the
point slope form.

y = mx +
n

For this reason, we'll have to isolate y to the left side
and we'll subtract 4x both sides:

2y = 8 -
4x

We'll divide by 2:

y = -2x
+ 4

Comparing, we'll get the slope of the first line: m1 =
-2

The slope of the parallel line is m2 =
-2.

The line is passing through the point  (2 , -1). The
equation of the parallel line is:

y + 1 = -2(x -
2)

We'll subtract 1:

y = -2(x
- 2) - 1

We'll remove the
brackets:

y = -2x + 4  -
1

We'll combine like terms:

y
= -2x + 3

The equation of the parallel line
is:

y = -2x +
3

Describe one method that could be used to seperate a mixture of table sugar and water. Explain why your separation method would work?

To separate sugar and water from a mixture of the two, the
easiest way would be to use distillation. Distillation is a way of separating substances
based on the difference in their boiling points. Using distillation it is possible to
separate sugar, which has a much higher boiling point than water, from
water.

The water is heated in a container which has a
facility to collect the evaporated water vapor. The collected water vapor is condensed
and stored separately in another container as water.

After
all the water has evaporated, we find pure sugar left in the original container and pure
water is collected in the one that we used for that purpose.

Write a character sketch of Shylock from The Merchant of Venice that has at least 4 negative and 3 positive traits.

Although critics tend to agree that Shylock is
The Merchant of Venice’s most noteworthy figure, no consensus has
been reached on whether to read him as a bloodthirsty bogeyman, a clownish Jewish
stereotype, or a tragic figure whose sense of decency has been fractured by the
persecution he endures. Certainly, Shylock is the play’s antagonist, and he is menacing
enough to seriously imperil the happiness of Venice’s businessmen and young lovers
alike. Shylock is also, however, a creation of circumstance; even in his single-minded
pursuit of a pound of flesh, his frequent mentions of the cruelty he has endured at
Christian hands make it hard for us to label him a natural born monster. In one of
Shakespeare’s most famous monologues, for example, Shylock argues that Jews are humans
and calls his quest for vengeance the product of lessons taught to him by the cruelty of
Venetian citizens. On the other hand, Shylock’s coldly calculated attempt to revenge the
wrongs done to him by murdering his persecutor, Antonio, prevents us from viewing him in
a primarily positive light. Shakespeare gives us unmistakably human moments, but he
often steers us against Shylock as well, painting him as a miserly, cruel, and prosaic
figure.

I need help writing an essay about Jack London's "To Build a Fire."

This sounds as if you have been given a very general
question without much direction on what you can focus on. This is unfortunate. Next time
this happens I would recommend that you ask your teacher for more guidelines or ideas
about which you could write about.

Anyway, to help you out,
the best thing to do is to pick a central theme or message of the story and then use
that to create a thesis statement. In this excellent tale of survival against the
elements, clearly one of the central themes is the way that human beings are subject to
natural forces beyond the control or ability to manipulate. The tale is a massive
warning not to underestimate the power of nature, and the fate of the protagonist is an
example of the dangers of doing precisely that. Consider how this theme is developed
throughout the tale from the introduction of the protagonist (whom interestingly is not
named--itself a symbol of man's insignificance in the face of
nature):

[The
temperature] did not lead him to meditate upon his frailty as a creature of temperature,
and upon man's frailty in general, able only to live within certain narrow limits of
heat and cold, and from there on it did not lead him to the conjectural field
of immortality and man's place in the
universe.

Throughout the tale
the wisdom of the dog is contrasted with the hubris or arrogance of the man, who feels
that he is lord of nature and goes into the wild without a thought for his own personal
safety. It is this lack of healthy respect for nature, as expressed by the old-timer at
Sulphur Creek, who represents a man who respects and recognises the raw, elemental power
of nature. Failure to respect nature, is synonymous with putting your own life in danger
and potential death.

Hopefully these ideas will give you a
basis to think about a thesis statement and help you to plan your essay. Good luck, and
I hope you enjoy this great tale!

What is the difference between traditional tragedy and a modern-realistic tragedy?Give examples.

I would say the one of the primary differences between the
tragedy of the moderns and that of the ancients is its "democratization."  Essentially,
this means that anyone can suffer and feel immense pain due to their own tragic
condition.  In the time of the ancients, tragedy was confined to the realm of the regal
and the royal.   We see kings and queens, princes and princesses, as being the sole
recipient of tragic conditions and the hurt inherent in tragedy.  Oedipus, Creon, King
Lear, Macbeth, Hector, or Achilles all contain similar royal lineage and representations
as well as being the recipients of tragedy.  The modern sense of tragedy involves real
people that are outside the realm of the noble and the regal.  Blanche DuBois, Willy
Loman, John Proctor, Faust, or Emma Bovary are those who suffer in tragedy and are not
kings or queens. They are regular people, common people.  In this democratization of
tragedy, the experience hits closer to our own identities as there are more "regular
people" than kings and queens in the world.

Identify one thing Hauchecorne should have said in his defense that might have helped him in "The Piece of String."

The fault of Maitre Hauchecorne of Guy de Maupassant's
"The Piece of String" is his pride, and it is this pride that makes him hide his act of
having been so "thrifty like the true Norman he was" when his rival, Maitre Malandain,
the harness maker witnesses his stooping:

readability="10">

Maitre Hauchecorne felt a bit humiliated at
having been seen by his enemy scrabbling in the dirt for a bit of yearn.  He quickly
thrust his find under his smock, then into his trousers pocket' afterwards he pretended
to search the ground for something he had lost, and at last he went off toward the
marketplace with his head bent forward and his body doubled over by his aches and
pains.

Then, the tragic
mistake that Hauchecorne makes in his pride, is not admitting what he has really done
when the police sergeant questions him:

readability="9">

'Maitre Hauchecorne...you were seen this morning
on the Beuzeville road picking up the pocketbook lost by Maitre Houlbreque, of
Manneville.'

'Me? Me? Me pick up that pocket book?....I
swear! I don't know anything at all about it.'

'You were
seen.'

At this point,
were Maitre Hauchecorne to admit that he bent to pick up a piece of string, he may have
been able to redeem himself, especially if he explained why and had witnesses to testify
to his habitually frugal nature.  However, the first action of trying to dissemble what
he was doing as he stooped in order to deceive M. Malandain was probably the cause of
the lack of credibility in anything that M. Hauchecorne declares after
this.

In his story, Maupassant presents the natural
distrust of the peasants for one another; also, as he expressed in his story "The
Necklace," Maupassant implies, "How small a thing is needed to make or ruin us!" So,
perhaps, there may have been nothing M. Hauchecorne could have done because of the
suspicion with which the peasants regard one another. After all, they still suspect M.
Hauchecorne even after the wallet is found.  Nevertheless, his lies are certainly his
further unraveling, for in his desperate attempts to regain his credibility, he is
mentally destroyed as well as socially.

How can we show that the derivative of sin x is cos x?

The derivative of a function f(x) is given by lim
d--> 0 [(f(x + d) – f(x))/d]

For the function f(x) =
sin x, f’(x) is given by

lim d--> 0 [(sin(x + d) –
sin(x))/d]

We use the following relations
here:

sin (a + b) = sin a*cos b + cos a* sin
b

lim x--> 0 [sin x /x] =
1

lim x-->0[cos x / x] = 0 {we can derive these too,
but that is not required here}

=> lim d--> 0
[(sin x* cos*d + cos x* sin d – sin(x))/d]

=> lim
d--> 0 [(sin x* (cos*d – 1) + cos x* sin
d)/d]

=> lim d--> 0 [(sin x* (cos*d – 1)]/d +
lim d-->0 [cos x* sin d)/d]

apply the limit
d-->0

=> sin x * 0 + cos x
*1

=> cos
x

Therefore for f(x) = sin x, f’(x) = cos
x

What is the plot of The Curious Case of Benjamin Button?

 

Beginning:
The narrator
refers to an "astonishing story" he is about to tell, and we know that it has to do with
Mr. Button's first born.
Rising action leading to conflict:
Benjamin
Button is born and they realize his face is that of an old man. He is rejected by his
father, and society as a whole rejects him. However, he is taken in a retirement home,
where he is with his "equals".
Continuing action:
The story is not
narrated directly stating that BB is actually getting younger, but as the story grows,
even the main character is surprised by this fact, as so is the
reader.
Climax:
There are several intense moments in the story, from
the moment he met Hildegarde to when he was found as a young kid. For a short story,
this is not as common, and it is very hard to determine. However, the meeting with H.
was what probably created the most suspense prior to its happening.
Falling
Action
The falling action must be after his wedding to Hildegarde, because
everything after that points out to his making the choice of battling what curses him,
and facing it. He knew what was going to happen next, and that at some point he would
have to abandon her. We also know that, the younger he gets, the closest he is to death.
'
Conclusion/End
Benjamin does get younger and younger until his
life ends.
The end is difficult to discern because of the way the author
narrates it. He makes death look like a transition much like birth: It involves light
and darkness, basic emotions and feelings, and the fact that he simply forgot everything
prior, because now he is a newborn (about to die).
It is interesting, however,
how life and death mirror each other in description. It is perhaps the moment of the
story to which somehow we can relate:
readability="6">
There were no troublesome
memories in his childish sleep; no token came to him of his brave days at college, of
the glittering years when he flustered the hearts of many girls. There were only the
white, safe walls of his crib and Nana and a man who came to see him sometimes, and a
great big orange ball that Nana pointed at just before his twilight bed hour and called
"sun."

[…]

And then he remembered nothing. When he was hungry
he cried—that was all. Through the noons and nights he breathed and over him there were
soft mumblings and murmurings that he scarcely heard, and faintly differentiated smells,
and light and darkness.

Given the equation x^2-3x+1=0 prove that the sum of the squares of the roots is a natural number.

If x1 and x2 are the roots of the given equation,
substituted into equation, they verify it.

x1^2 - 3x1 + 1 =
0 (1)

x2^2 - 3x2 + 1 = 0
(2)

We'll add (1) + (2):

x1^2
+ x2^2 - 3(x1 + x2) + 2 = 0

Since we'll have to determine
the sum of the squares, we'll move to the right side of the equal sign, the rest of the
expression.

x1^2 + x2^2 = 3(x1 + x2) - 2
(*)

We'll apply Viete's relations for finding out x1 +
x2:

x1 + x2 = -b/a

x1 + x2 =
3

We'll substitute the sum of the roots into
(*):

x1^2 + x2^2 = 3*3 -
2

x1^2 + x2^2 = 9 -
2

x1^2 + x2^2 =
7

It is obvious that 7 is a
natural number, so the sum of the squares of the roots of the equation is a natural
number.

In an interview with my father about his life, what sub-headings should I use to organize the questions?Such as childhood? career?, personal life?

I would say that the subheadings that you use should be
based to some extent on what issues you really want to address (what you are especially
interested in) as well as on what has happened in your father's
life.

I would agree that childhood and career and personal
life are good ones.  But are there other things?  Did he move from place to place, for
example?  If so, you could ask about various places he lived.  Did he serve in the
military?  Did he face any significant decisions that he had to make?  Any particular
hardships?

All of these are things that you might ask
about.  When I did a similar thing with my father, these were some of the major
categories I used (except for the military) because I knew my father had had many of
these things in his life.

So, I think you should tailor
your questions to his life and to your interests.

Determine the area between the curve y=cos x/(4+sin x), the lines x=0 and x=pi/2 and the x axis?

We'll apply the Leibniz Newton formula to determine the
area located between the given curve and lines.

Int f(x)dx
= F(b) - F(a), where a = 0 and b = pi/2

We'll calculate the
integral of f(x) = cos x/(4+sin x):

Int cos x dx/(4+sin
x)

We'll substitute 4 + sin x =
t

We'll differentiate both
sides:

cos xdx = dt

We'll
re-write the integral:

Int cos x dx/(4+sin x) = Int dt/t =
ln |t| + C

We'll determine F(b) -
F(a):

F(pi/2) = ln (4 + sin pi/2) = ln (4 + 1) = ln
5

F(0) = ln (4 + sin 0) = ln (4 + 0) = ln
4

Int f(x)dx = F(pi/2) -
F(0)

Int f(x)dx = ln 5 - ln
4

Int f(x)dx = ln
(5/4)

The area under the curve is ln (5/4)
square units.

In what ways did Andrew Jackson support slavery?I know he was a slaveholder, but how did he "openly" campaign for slavery? Like how did he favor...

During the time that Andrew Jackson was president, slavery
was not really a very big issue in American politics.  The Missouri Compromise had
already happened and the war with Mexico had not yet happened.  This meant that the
issue of slavery was pretty much settled during Jackson's time in office.  At least
partly because of this, Jackson did not really do anything to promote
slavery.

This does not mean that Jackson was opposed to
slavery.  It simply means that slavery was not an issue and so he did not have to go
around campaigning for it anymore than a modern president has to go around campaigning
fo people's right to eat meat.

The one thing that sometimes
connects Jackson and slavery is the "gag rule" that was imposed by Democrats in Congress
at the end of Jackson's time in office.  It prohibited the House of Representatives from
considering any petitions having to do with slavery.  However, since he was President,
Jackson was not personally involved in this issue.

What bothers Holden about Mercutio's death in Romeo and Juliet?He seems to take a liking to Mercutio than to Romeo, I never read Romeo and Juliet...

Of all the characters in William Shakespeare’s
Tragedy of Romeo and Juliet, it seems very likely that Salinger’s
Catcher in the Rye character Holden Caulfield would identify most
with Mercutio. This is probably why he is bothered by his
death.

Like Mercutio, Holden is not tied up in a
relationship throughout the play, as Romeo is. Mercutio is possibly the most likable
character in the play. Although he doesn’t last long, his speaking parts are filled with
humor—which is another way in which he resembles Holden. Holden’s first person narration
is intended to inform us, but also to be entertaining, and in this vein he makes a lot
of surprising statements. So does Mercutio. Some of Mercutio’s statements are of a
sexual nature, such as:

readability="9">

Now will he [referring to Romeo] sit under a
medlar tree

And wish his mistress were that kind of
fruit

As maids call medlars when they laugh
alone.

The humor here is in
the word “medlar,” which is a kind of fruit, but also sometimes used to refer to female
sexuality.

Holden makes a lot of sexual references in the
book, and it’s obvious that he has sex on his mind at times. He probably finds
Mercutio’s jokes funny because he seems to be thinking the same
way.

Finally, as the first post above noted, Mercutio is
killed through no fault of his own. Holden sees himself the same way. His problems in
prep school, and he has had plenty, seem to him to always be somebody else’s fault. It’s
the “phonies” who cause his problems, not his own impetuous
actions.

What various techniques does Arthur Miller use to achieve such heightened drama at the end of Act III?

One of the best techniques used is Proctor's sarcasm in
the lines:

readability="11">

Proctor: laughs insanely, A
fire, a fire is burning! I hear the boot of Lucifer, I see his filthy face! And it is my
face, and yours, Danforth! ... We will burn
together!

The magistrates
have just asked Proctor for his confession a "final" time and he is giving it. He
doesn't mean it though. He is acting just like the girls and he is "seeing" something
fake.

We also see characters turn near the end of Act III.
Thus, they are being dynamic characters. Mary Warren who
had come to court on behalf of Proctor, is now back with Abby, and Hale who had been on
the side of the magistrates in the beginning is even damning the
court.

Finally, I think John Proctor's
line:

You are
pulling Heaven down and raising up a
whore!

creates great
conflict. This is a true statement, it is metaphorical, and it attacks the very core of
their beliefs. He is trying to show their hypocrisy.

What is the allegorical significance of the poem "The Road Not Taken"?

Have you ever made a decision, which may have been major
or minor, about your life and the way that you want it to go, that has led you into a
very different direction? It might have been choosing one college over another, or one
Major over another Major, or choosing to try out for a sports team. I am sure you have.
All of us in life have to make decisions that have a massive impact on the way that our
future lives look, and if you think about it, who we are today and what we are doing and
the kind of lives we lead are the result of lots of these separate decisions that we
have made through our life.

However, have you ever found
yourself wandering what your life would have been like if you had made a different
decision on one of those junctures in life's journey? Where would you be now if you had
gone to a different college, for example? It is this kind of wondering that concerns
this excellent poem by Robert Frost.

Note how the poem
presents us with a man walking in the woods and having to choose between two
roads:

Two
roads diverged in a yellow wood,

And sorry I could not
travel both

And be one traveller, long I
stood

And looked down one as far as I
could

To where it bent in the
undergrowth;

Although the
speaker would like to be able to travel both roads, he is forced to make a decision and
go down one. Both roads look "just as fair" as the other, yet he consoles himself with
the idea that he will be able to go back and try the other
road:

Oh, I
kept the first for another day!

Yet knowing how way leads
on to way,

I doubted if I should ever come
back.

Realistically, the way
that life goes on to other choices and other decisions that have to be made, the speaker
recognises that he will never be able to take the first path and see where it leads him.
This realisation leads to the final stanza of the
poem:

I shall
be telling this with a sigh

Somewhere ages and ages
hence:

Two roads diverged in a wood, and
I--

I took the one less travelled
by,

And that has made all the
difference.

Thus the poems
allegorical significance is clear. The "road" is the path of life that we are all on,
and the forks in this road are the decisions that we have to make. However, the last
stanza of this poem shows how the speaker is haunted by his choice and what could have
happened if he had taken the other path, and where he would be now in his life. This is
a very profound and haunting poem that makes us think too about our own decisions and
how we could be living a very different life if we had taken "the road less
travelled."

What is Curly's problem? Why does he need to pick on men larger than he?

I do not think he is particularly interested in picking on
men larger than himself unless he is in a position where they cannot fight back.  This
is because Curley's problem is that he is a bully.

Bullies
tend to be people who do not want equal fights.  They want to fight people who really
can fight back effectively.

But picking on people bigger
than him gives him a lot more satisfaction.  He can tell himself that he can beat them
up or dominate them because he is tougher than they are.  In actuality, it's because
he's the boss's son.

So he's a bully who wants to look
tough without having to actually have a fair fight.

In "The Yellow Wallpaper," what is the significance of this line to the changing relationship of the narrator and her husband?"Lay there for hours...

The line you ask about from "The Yellow Wallpaper"
demonstrates that the cure prescribed for the narrator by her husband (and the
male-dominated medical establishment as a whole) is failing miserably.  It demonstrates
that denying a depressed woman all intellectual and mental stimulation to cure her is
ludicrous. 

In Gilman's day the male medical establishment
believed women were mentally inferior to men and that too much thinking made women
ill.  Doctors also believed that female mental illness was rooted in the ovaries (thus
the term hysteria, another form of the word,
hysterectomy). 

The quote reveals a woman suffering from
what we today would call post-partum depression finding mental stimulation any way she
can.  Forced to give in to her husband's every order, her growing insanity is a
testament to the destruction of whatever relationship they once had.  As she "sees" the
wall paper come alive, the "distance"
between her and her husband
grows. 

The line you ask about doesn't directly deal with
her relationship with her husband, but it indirectly exemplifies their decaying
relationship. 

How is the center of a sphere and the point of intersection calculated?How is the point of intersection of the plane y=3 with the sphere (x - 1)^2...

Here the equation of the sphere is (x - 1)^2 + y^2 + (z -
3)^2 <= 9. So a solid sphere has been considered here with the outer surface
given by (x - 1)^2 + y^2 + (z - 3)^2=9. Now a plane y=3 intersects this sphere. We see
that the plane is tangential to the sphere, this means they meet at just one
point.

Also, the radius of the sphere is 3 as 9 is 3^2 or
radius^2.

So if the plane y=3 is tangential to the sphere
which has a radius 3, the x and y terms should contribute 0. Therefore we have x-1 = 0
and z-3=0 or x=1 and z = 3. This gives the point of intersection as
(1,3,3).

Next we have the plane defined by z = 4 and the
equation of the solid sphere as x^2 + (y-2)^2 + z^2 <= 16. As the plane is
tangential to the sphere they touch at only one point. At this point z = 4. You will
also notice that 16 = 4^2, so the radius of the sphere is 4. This implies that the
contributions of the other terms involving x and y is zero. So we need to find the
center such that x^2 and (y-2)^2 are 0. This is possible if x = 0 and y = 2. Therefore
the center is (0,2,0).

Suggest ways in which heat that flows in or out of the house can be minimized.

There are many different ways in which we can prevent
transfer of heat across the interior of a house and its environment. All these methods
aim to increase the insulation effect offered by walls, roof, doors and windows of the
house.

Conduction of heat through walls can be reduced by
making the wall thick, making them with material with high thermal insulation
properties, or lining them with insulation material. It is also possible to increase
thermal insulation effect by making leaving some hollow space within the wall or between
wall and the insulating material.

Roofs can be made provide
better insulation in the same way as walls. One specific mathod of providing better
insulation is to use falce ceilings.

Doors and windows can
also be made thicker and of better insulating material. Wherever glazed windows or other
glazed structures are used, thermal insulation can be increased by using double walled
glass.

It is possible to reduce extreme variations in
temperatures parts of house by constructing underground chambers. These remain
comparatively cool in summer, and warm in winters.

In
addition to above methods, which are based on structural design of house, keeping the
doors and windows closed also helps to prevent heat
transfer.

Also if the objective is to prevent heating
entering the house, rather than prevent both ways conduction of heat, additional
measures can be adopted to prevent the effect of radiation heat. Some of these measures
include, using light colour exterior paints, using blinds on windows, using reflecting
glass and providing a net shade above the roof that reduces radiation reaching the roof,
with minimum restriction of air circulation for cooling.

Choose three of the below themes from Great Expectations. How does Dickens use the characters, actions and circumstances to teach them? Appearances...

Appearances vs. Reality:  Dickens has several characters
that promote the theme that appearances are not necessarily a reflection of one's
character.  Take Magwitch, for example.  He is a dirty, unkempt, uncouth criminal,
right?  Well, he ends up being Pip's benefactor, and someone who was greatly moved by
one act of kindness from a small boy. He also had suffered great tragedy in his life,
and ended up being the father of the beautiful, elegant and well-established Estella.
All of these things could not be predicted by his character.  Dickens teaches that we
should not judge someone on appearances, but rather on their actions.  Magwitch's
actions show a man seeking redemption, and offering
kindess.

The dignity of labor can best be seen through the
character of Joe.  He is an unassuming man without too much intelligence or grace, but
he's a hard worker, and provides a good and solid living for his family.  As Pip rejects
Joe, leaves the forge, and pursues more "worthy" company and tasks, he is utterly
miserable. It isn't until Pip acknowledges the dignity of working with one's hands to
earn a living, and Joe's goodness as a man that he finds happiness.  Constrast Joe's
happiness and station in life to Pip's, after his money--Pip has nothing to do.  He just
reads books, spends money frivolously, and has no dignity because he does not labor.  At
the end of the novel he finally puts his talents to use in business, and finds peace. 
Dickens is asserting that working is a dignified path to happiness, peace and good
character.

The value of friendship is a theme that runs
throughout the novel.  Pip's best friends are Joe and Biddy; when he rejects them, he is
unhappy.  He finds another friend in Herbert Jr., who accepts him for who he is, and Pip
finds great comfort in that friendship.  Dickens has a theme of friendship as being a
key to happiness, and that friendship should be free of judgment and
criticism.

I hope that those thoughts helped; good
luck!

Explain modal auxiliary verbs.Modal Auxiliaries in Advanced English Grammar

The first step is in understanding modal
auxiliaries is to distinguish modal auxiliary verbs from
auxiliary verbs. There are three auxiliary
verbs. These are do, be,
and
have. As described by href="http://faculty.deanza.edu/flemingjohn/stories/storyReader$33">John Fleming of
DeAnza College, auxiliary verbs are used in specific instances and may also
uesd as main verbs.

Auxiliary
have is used to construct the perfect aspect in the
three tenses (past, present, future): Perfect aspect have +
-ed participle. Auxiliary
have is used in all moods and in all
affirmative and negated sentences.

Auxiliary
be is used in
continuous aspects (Progressive and Perfect Progressive):
Progressive aspect be + -ing
participle; Perfect Progressive
have + be + -ing
participle. Auxiliary
be is a significant part of
passive voice sentence construction:
be + -ed
participle. You'll note that the
difference in construction between the progressive aspect and the passive voice is the
form of the participle: progressive aspect uses the present
-ing participle while passive voice uses the past -ed
participle. Auxiliary
be is used in all moods and in all
affirmative and negated sentences.

Auxiliary
do is used in simple
past tense and simple present tense. Auxiliary
do differs from the other two
auxiliary verbs because it is used only in interrogative mood and in negated
sentences.

As taught by href="http://www.eurotp.org/uk/staff.asp">Howard Jackson of Birmingham City
University, and others, modal auxiliaries, in
contrast to auxiliary verbs, are of greater variety. The modal auxiliaries are
can, could, must, may, might, will, would, ought to, shall,
should. Some people add used to, need,
dare, but the addition is not necessarily common.
Modal auxiliaries fulfil a specialized function in English.
They express futurity and probability
along with obligation and
politeness. Some people give a more expanded explanation and elaborate on
the above three categories by saying modal auxiliaries (modals) express
advice, ability, necessity, expectation, permission, possibility
and more, but all of these are subcategories of futurity and probability and
obligation and politeness. Modals establish relationships between
individuals in written or spoken discourse and establish the
distinctions between obligation and discretionary
choice.

English in fact has no
inflected future tense. In English, future
tense is a construct of will, shall, would,
or should with a
main verb: "I will be there." "I shall come to you." "You should work
harder to graduate." "I would run more if I had more time." Therefore modals are
integral to expressing futurity in
English.

Probability, the
degrees of possibility, impossibility, and certainty are expressed with
must, may, can, and might. "The
invitation must have been sent." "It may be lost." "Invitations can be misdirected." "It
might have been misdirected."

Obligation
and politeness are expressed variably
through must, ought to, may, will, could, shall, might (formal),
would, should, can,
and
sometimes
need: "Will/would/could/can you help?" "May/can/might I
enquire your name?" "You must/need to/ought to/should help her."

Define competition and its types.

Competition is commonly referred to the rivalry that
exists between firms for selling their products of a particular category to the same
segment of customers. However it may be defined more generally as rivalry between
individuals and firms to gain greater advantage or superiority over each
other.

Competition may be classified according to many
different perspectives. The most common perspective of classifying competition is the
economics perspective. As per this competition is divided in two broad types - perfect
competition and imperfect competition. Perfect competition exists when no one firm or
consumer in the market is large enough to affect the market price. This is really an
ideal type of completion which does not exist in reality. However many markets may be
quite close to perfect competition.

Imperfect competition
exist when at least one seller or buyer in the market is large enough to affect the
market price. The impure competition may be further classified in different types like
monopolistic, oligopolistic and monopsony markets according to number of dominant
sellers or buyers in the market.

Another popular way of
classifying competition is as per the five force model of Porter, which identifies the
following five sources of competition faced by a
firm.

1. Rival firms in direct competition for the
   company's product.


2. Firms marketing substitute
   products.


3. Firms that are currently not competitors but
   may enter the industry attracted by its high profitability, and therefore may offer
   competition in future.


4. Supplies to the company. They also
   compete with the firms in the sense that they try to increase their profit by charging
   highest possible prices for the products supplied by
   them.


5. Customer of the company. They also compete with the
   firms in the sense that they try to get maximum products and services from the company
   at lowest cost.

A spring with spring constant 18 N/m has a length of 10 cm. It is pulled to a length of 16 cm. What is the work required to do this?

According to Hooke’s Law, the force required to increase
the length of a spring is proportional to the length by which the spring has been pulled
and is given by the relation as F = kx, where k is the spring constant and x is the
change from the normal length.  In this problem the spring has a spring constant of
18N/m.

When the spring is 10 cm long we require a force of
0 N to pull it. This gradually increases as the spring is pulled further by an
infinitesimal length dL and at 16 cm it is equal to 18*.06
N.

To find the total work done in pulling the spring from
10 cm to 16 cm, we have to find the definite integral of kx for x = 0 to x =
6.

Work required is Int [kx], x= 0 to x =
.06m

=> kx^2/2, x = 0 to x =
0.06

=> 18*x^2/2, x = 0 to x =
0.06

=> 9*x^2, x = 0 to x =
0.06

At x = 0, this is equal to
0.

At x = 0.06, this is equal to 9*0.06^2 =
0.0324

Subtracting the value at x = 0 from that at x = 6
cm, we get 0.0324 J.

Therefore the work
required to pull the spring from 10 cm to 16 cm is
0.0324J.