A projectile is fired at an angle of 45 degrees to the horizontal. If its initial velocity is 90 m/s, how far does the projectile travel?(Assume g...

The projectile is fired with a velocity of magnitude 90m/s
at angle 45 degree to the horizontal. We can divide the initial velocity into a
horizontal component of 90 sin 45 = 90/sqrt 2 and a vertical component of 90 cos 45 =
90/sqrt 2.

The downward acceleration due to gravity of 10
m/s^2 acts on the vertical component and reduces it. The projectile reaches a vertical
velocity equal to 0 at the highest point and when it returns to ground level, the
magnitude of velocity is 90/sqrt 2 though it is in the opposite direction. We can use
this to calculate the time that the projectile was in
motion.

- 90/sqrt 2 = 90/sqrt 2 –
10*t

=> 2*90/ sqrt 2 =
10*t

=> t = 2*9/sqrt
2

=> t = 18/sqrt 2

The
horizontal distance travelled with a velocity 90/sqrt 2 in 18/sqrt 2 sec is equal
to

(90/sqrt 2)*(18/sqrt 2) = 90*18 / 2 = 90*9 = 810
m.

Therefore the projectile travels a
horizontal distance of 810 m.

When Atticus asks Scout about the blanket around her shoulders, what does Jem realize in To Kill A Mockingbird?

When Miss. Maudie's house catches on fire, the whole town
comes out to help. Atticus tells Jem and Scout to stand in one spot and not to move. It
is a freezing cold night and the children are frightened by what has happened. That
winter is the coldest winter people can remember. They have actually had snow, which is
pretty rare in that part of the country.

Jem and Scout are
so mesmerized by what is going on, that they don't even notice that someone has put a
blanket around Scout's shoulders. Atticus gets mad at them, because he thinks they
disobeyed him and went back to the house to get a blanket. Jem and Scout promise they
hadn't been anywhere and Scout can't explain how the blanket got around her. Jem
realizes that Boo was the one who had put the blanket around Scout. This makes Jem
realize that Boo was watching them, and showing concern for Scout, he had slipped out
and placed a blanket around her. This makes Jem realize that Boo is not the scary person
they all believed him to be.

In this chapter, we see more
of the love that Boo has for Jem and Scout. He wants them to be safe. He was concerned
for Scout. He is showing a real protectiveness over the children. We see that Jem is
starting to realize that Boo is actually a good person and not someone to frightened of
anymore. 

Could you help me grasp the poem "On receiving News of the War" by Isaac Rosenberg?

Isaac Rosenberg was a young poet who served, and was
killed, in World War I.  Many critics feel that his best poems are those in which he
expresses his honest, unromantic feelings about war.

In "On
Receiving News of the World," Rosenberg compares the world at war to a world that has
been overtaken by snow.  This snow has robbed the world of "bud or bird," and has had a
negative effect on "men's hearts":

readability="5">

Some spirit old

Hath
turned with malign kiss

Our lives to
mould.

Even God himself is
effected by war:

readability="5">

Red fangs have torn His face.
God's
blood is shed.
He mourns from His lone place
His children
dead.

War is a "crimson
[bloody] curse" that has stolen the pure "pristine bloom" from the
universe.

DNA MoleculeUnder normal circumctances, it is not possible for adenine to pair up with guanine or cytosine, or for any other mismatches to occur....

Bases in DNA pair by the rules of adenine with thymine
(A-T) and gunanine with cytosine (g-c).  Adenine and guanine are both larger,
double-ringed molecules called purines and cytosine and thymine are smaller single
ringed pyrimidines.  The purines are complementary and form base pairings with  the
pyrimidines, thus A-T and G-C form base pairs. The reasons why mismatches don't normally
occur is that two pyrimidines cannot pair because they are too far apart for hydrogen
bonding to occur. Two purines cannot pair because since the molecules are two close,
repulsion occurs instead of bonding. In GT and AC pairings, hydrogen donors and
acceptors don't match up.

How successful was Wilson in enlisting the force of humanity to help in issues such as child labor, farmers' conditions, railroad and federal workers?

In his first term, I think that you can find much to
demonstrate that Wilson was rather successful in "enlisting the force of humanity" in
his attempts to be a Progressivist leader.  On one hand, the establishment of a Federal
Reserve bank that appeased the Populist wing of the Democratic party with public,
government ownership or advising helped to bring more people into the role of economic
power on a government level.  At the same time, Wilson was able to help farmers in a
couple of ways.  The "Smith Lever" act of 1914 created the modern system of agricultural
extension agents sponsored by the state agricultural colleges. The agents taught new
techniques to farmers. The 1916 "Federal Farm Loan Board" issued low-cost long-term
mortgages to farmers.  Wilson ensured that railroads safeguarded the rights of workers
with specific hour workdays and preventing abuse of workers' conditions.  This helped
him to ensure that workers had rights that were respected by businesses, and supported
by the federal government.  Child labor was curtailed in Wilson's time, although it
would take about another fifteen years to eliminate through the case U.S. vs.
Darby Lumber. Additionally, the passage of the 19th Amendment helped to
secure women's rights to suffrage.

A square has a side 5 centimeters shorter than the side of a second square. The area of the larger square is four times the area of the smaller...

Let the side of the first square be
x.

The side of the second square is
y.

Given that the side of square 1 is 5 cm shorter than
square 2.

==> x = y-5
...........(1)

Also, the area of the larger square ( square
2) is 4 times the area of square 1.

==> y^2 = 4*x^2
.........(2)

We will solve by
substitution.

We will substitue (1) into
(2).

==> y^2 =
4(y-5)^2

==> y^2 = 4(y^2-10y +
25)

==> y^2 = 4y^2 - 40y
+100

==> 3y^2 -40y +100 =
0

==> (3y -10)(y-10)=
0

==> y1= 10 ==> x1= 10-5 =
5

==> y2= 10/3 ==> x2= 10/3 -5 = -5/3 (
impossible).

Then, the sides of the squares
are 5 and 10.

Can you evaluate whether the ethical and moral issues related to animal testing are important enough to stop scientific developments.

This is, of course, simply a matter of opinion because
there is no way to objectively measure the benefits of the testing or its costs.  I
would argue, though, that animals are a lower form of life and that human life is so
much more important that therefore scientific research using animals may be
acceptable.

Animals are clearly a lower form of life.  We
accept that when we use them for food or when we make life and death decisions about our
pets.  Therefore, it can be said their needs are less important than needs of
humans.

When medical testing is done on animals, it allows
humans to live better, healthier lives.  If people's lives or even their health can be
saved, that is much more important than the lives of animals.  As long as the testing is
necessary and is humane as possible, it may be argued that the benefits to humans
outweigh the fact that the animals are having to
suffer.

Please follow the link for an opinion piece on this
issue as well as links to many essays exploring other facets of the
issue.

What does Sor Juana Inés de la Cruz mean when she says, "What wisdom may be ours if not the philosophies of our kitchen...?"

With Sor Juana's history, it might be important to recall
that from a very young age, she was interested only in learning and books. (She was
reading at age three.)

Later, when Sor Juana had joined the
convent, in her writing Respuesta a Sor Filotea, she wrote of time
spent in the kitchen:

readability="16">

Well, and what shall I tell you, my Lady, of the
secrets of nature that I have learned while cooking?...I shall not weary you with such
inanities, which I relate simply to give you a full account of my nature, and I believe
this will make you laugh. But in truth, my Lady, what can we women know, save
philosophies of the kitchen? It was well put... that one can philosophize quite well
while preparing supper.

The
meaning of her quotation is in two parts. The first is that women are limited to the
kitchen so that is all they know. The second part is that there is sufficient time for
women to "philosophize" as there is a great deal of manual work to do and a lot of time
spent in the kitchen. Sor Juana knew that education came from every direction, as she
states when she was once forbidden by a "saintly" mother superior from reading for three
months:

I
studied all the things that God created, taking them for my letters, and for my book all
the intricate structures of this
world....

Sor Juana knew that
the knowledge that there was in the kitchen was only what women
could know: women were not allowed to attend the university to study; this was only for
men. And while I do not think she would have insulted the endeavors of those who served
by working hard in the kitchen, Sor Juana would have felt much confined in terms of
educational pursuits had she been expected to always fulfill the traditional tasks of
women in the kitchen, rather that being educated and allowed to read from the
innumerable books available to her, allowing her a vast knowledge of the world at
large.

In "The Rime of the Ancient Mariner," how do the "slimy things" compare to the "water snakes"?Lines 125 & 238

It is important to realise how these "slimy things"
compare to the "water snakes" in this poem. Remember that the "slimy things" appear when
the death of the Albatross begins to be avenged by the Polar Spirit, the force of Nature
who punishes the Mariner and the whole ship so vindictively for the murder of the
albatross. It is in Part II when we are introduced to the "slimy things" who come along
with a deadly calm in the wind and the sea:

readability="10">

The very deep did rot: O
Christ!

That ever this should
be!

Yea, slimy things did crawl with
legs

Upon the slimy
sea.

The profound stagnation
that leaves the ship abandoned without any hope of movement or relief creates such a
decay in the sea that unnameable monsters are said to "crawl with legs" upon the slimy
sea. Clearly this is an abhorrence of nature, designed to punish the abhorrent act
against nature--the murder of the albatross.

However, these
are contrasted with the beauty of nature as symbolised by the water snakes in Part IV.
Compares to the "slimy things," they are described in terms that communicate their
beauty:

readability="29">

Beyond the shadow of the
ship,

I watched the water
snakes:

They moved in tracks of shining
white,

And when they reared, the elfish
light

Fell off in hoary
flakes.

Within the shadow of the
ship

I watched their rich
attire:

Blue, glossy green, and velvet
black,

They coiled and swam; and every
track

Was a flash of golden
fire.

The contrast is
hopefully clear. Seeing these creatures causes the Mariner to, almost involuntarily it
seems, bless them, and thus break the spell that is upon him. Whereas the "slimy things"
were a symbol of his damnation, the water snakes symbolise his redemption and
release.

Explain this quotation from Lady Macduff in Macbeth: "I hope in no place so unsanctified/Where such as thou mayst find him."Act IV, Scene ii of...

Lady Macduff has just been informed by Ross that her
husband has fled Scotland.  But Ross won't divulge to her Macduff's suspicions about
Macbeth and the reasons he has fled, so she assumes that her husband is behaving in a
cowardly way to flee and leave his wife and children.

When
Ross leaves, she tells her son that his father is dead, and yet, when the murderers
barge in a few lines later, she staunchly defends her
husband:

readability="8">

First
Murderer

Where is your
husband?

Lady
Macduff

I hope, in no place so
unsanctified

Where such as
thou mayst find
him.

And when
the Murderer calls Macduff a traitor, his son defends his father -- "Thou liest, thou
shag-hair'd villain!"

So, this quote you have referenced is
meant to show that even though she has no idea where Macduff has gone or what the
reasons for his fleeing are, she is still willing to defend him, telling the Murderer
that she certainly hopes her husband would never be any place so unholy ("unsanctified")
as any place that the Murderer might be able to find him, implying that her husband is
too good and honorable for that.

Explain the importance of Frankenstein's language- his creation is 'beautiful' --and how it contradicts the image that he (the creature) appears...

Prior to chapter five of Mary Shelley's
Frankenstein, Victor is very excited about the being he is about to
reanimate with life. All of chapter four is spent defining, in great detail, the
exhaustive extent Victor went through to insure the success of his experiment and the
blessing he would receive from his "son." Throughout the chapter, Victor's language is
overwhelmingly positive.

readability="7">

A new species would bless me as its creator and
source; many happy and excellent natures would owe their being to me. No father could
claim the gratitude of his child so completely as I should deserve
theirs.

Essentially, Victor
exhausted every means he had to choose each part for his "son." He was meticulous in
defining how the parts were put together, even the tiniest
veins.

It is in chapter five where Victor’s dismay and
horror are seen. The creature he had worked relentlessly upon was
horrifying.

readability="9">

How can I describe my emotions at this
catastrophe, or how delineate the wretch whom with such infinite pains and care I had
endeavored to form? His limbs were in proportion, and I had selected his features as
beautiful. Beautiful!—Great
God!

Instead of being
overjoyed at his success, Victor's language shows his utter disappointment. His creature
is not beautiful--the pieces he chose did not come together to result in the beautiful
being he desired. Instead, the dreamt beauty is shattered upon the opening of the
creature's eye.

Essentially, Victor’s language leaves
nothing to the imagination about his feelings. Readers are very aware of Victor's horror
and dismay. Therefore, the importance of Victor’s language lies in the fact that nothing
of his emotion is hidden from the reader. Instead, readers are very aware of Victor’s
horror at his "son."

What are some perceptions of other cultures in the The Brief Wondrous Life of Oscar Wao?

The Brief Wondrous Life of Oscar Wao
begins with poet Derek Walcott's lines: “I have Dutch, nigger, and English in me, and
either I’m nobody, or I’m a nation.”  So, Diaz's focus is on cultural assimilation: we
are more alike ("a nation") than we are different
("nobody").

In the novel, Diaz focuses primarily on black
Dominicans, black by skin color, descended from Africa, but living in a culture that
choose lightness over darkness and straight hair over kinky.  Males seem more at home in
their skin than females.  Beli abhors her blackness. She is a victim of the sexist male
culture (machismo) and the racist culture (light-skinned against black-skinned
Latinos).

The novel focuses on the New World immigrant
(Hispanic / Latino / Afro-Caribbean), the largest wave of contemporary immigration.
 Diaz plays with the  stereotypes of Dominican male virility, using Yunior as his
meathead narrator.  Oscar asks his roommate one
night:

"I have
heard from a reliable source that no Dominican male has ever died a virgin. You who have
experience in these matters--do you think this is
true?"

The book also focuses
on the "ghetto nerd" culture and all its sub-cultures.  Yunior knows the dorkiest of
sci-fi and Marvel comic book references:

readability="7">

"My shout-out to Jack Kirby aside, it's hard as a
Third-Worlder not to feel an affinity with Uatu the
Watcher."

Here are other
cultures assimilated in this pastiche:

•Science fiction:
e.g., Isaac Asimov

•Fantasy: e.g., Lord of the
Rings

•Comic book: e.g., Spider Man

•Literary: e.g., Oscar
Wilde

•Pop Culture (Media): e.g., Dr. No, Land of
the Lost

•Dominican History: e.g.,
Trajillo

No one could possible read Oscar 50 years from now
and discern all the esoteric cultural allusions without footnotes or marginalia.  In
this way, Diaz makes us all feel like an immigrant or a minority, in some way or
another.

Also worth noting is the "Annotated Oscar"
website, which explains all the sci-fi, comic book, and pop culture
allusions:

http://www.annotated-oscar-wao.com/

I need two vocabulary words from the book and the page numbers on which they are found.

One good vocabulary word is lucid. It
was found on page 63 of the paperback I read. Page numbers may vary depending on the
publisher, edition, or whether it is hardback or paperback. This is a good word because
in context, the reader could determine its meaning. When Fayge replied to Hannah's
question about what year it was with 5701, Hannah blurted out that it couldn't be the
future. Shmuel explains that since Hannah's illness and the loss of her parents,
sometimes she is lucid, and other times she spoke of nonexistent,
impossible things.

Midden is another good word to use. It
is on page 116. Within the context of the next paragraph, the reader discovers it is
another word for the garbage dump where the youngest children would hide when the
commandant inspected. Children were not supposed to be in the work camp. If they were
discovered, they would disappear ( be taken off and killed).

How does Shakespeare establish the dignity and heroism of Othello early in the play, and does he regain his stature in the end? How?

In Acts I and V of Othello,
Shakespeare gives Othello dignity and heroic words, but in
Acts II, III, and IV he gives Othello ignoble and immoral
actions.  Overall, Othello wins a battle with words but
loses the war overall.  As such, he is no hero--only a tragic
one.

In Act I, Othello defeats Brabantio's, Iago's, and
Roderigo's plans to annul his marriage, place him in prison, and do him physical harm.
 How does he win?  Using his words, and not using his hands.  On the street, he talks
Brabantio's men--who have him outnumbered--out of fighting.  He
says:

readability="0.073770491803279">

Hold your
hands,
Both you of my inclining, and the
rest:
Were it my cue to fight, I should have known it
Without a
prompter.

Later, in
the Senate with the Duke, he likewise wins Desdemona's hand by using powerful
rhetoric:

readability="0">

Her father loved me; oft invited
me;
Still question'd me the story of my
life,
From year to year, the battles, sieges,
fortunes,
That I have
passed.

--and--

readability="0">

When I did speak of some distressful
stroke
That my youth suffer'd. My story being
done,
She gave me for my pains a world of
sighs:
She swore, in faith, twas strange, 'twas passing
strange,
'Twas pitiful, 'twas wondrous
pitiful:

Just as
Othello used stories to win over Brabantio and Desdemona, so too does he use a story to
win over the Duke, the Senate, and us.  The marriage is condoned, Othello is
commissioned to Cyprus, and Desdemona may accompany her husband on the honeymoon.  At
this point in the play, Othello looks like a hero.  But
wait...

In Acts II-IV, Othello loses his power of language.
 He is like Sampson with his hair cut off: powerless.  He suffers seizures, rage, fits
of jealousy, misogyny.  He slaps Desdemona publicly, slanders her name, murders her,
aligns himself with a villain, and shows little remorse for his crimes.  Listen to the
once mighty Othello now:

readability="0">

Pish! Noses, ears, and
lips.
--Is't possible?--Confess--handkerchief!--O
devil!--

He's a
stuttering, powerless fool.  Iago-the spider-has Othello-the fly-trapped in his web of
deceit and jealousy.  Iago is a puppet-master and Othello now dangles on his strings.
 Othello is a green-eyed monster.  A beast.  A slave.

In
Act V, Othello tries to resurrect his reputation, but it's all for show.  He knows that
he is ignoble, immoral, a misogynist, and a murderer.  His last monologue about doing
the state "some service" is all lip service.  He still only focuses on himself.  He
makes no confession or prayer regarding the two women who lie dead on the bed.  He does
not honor them, only himself.

No, Othello suffers too much
pride to become heroic.  He only seems heroic with his
words.

What is z if z/2 + 3=z'/3 - 2? z complex number

We'll write the rectangular form of the complex number
z:

 z = a + bi

z' is the
conjugate of z:

z' = a - bi

To
determine z, we'll have to determine it's coefficients:

(a
+ bi)/2 + 3 = (a - bi)/3 - 2

We'll multiply by 6 both
sides:

3(a + bi) + 18 = 2(a - bi) -
12

We'll remove the
brackets:

3a + 3bi + 18 = 2a - 2bi -
12

We'll move all terms to the left
side:

3a - 2a + 3bi + 2bi + 18 + 12 =
0

a + 5bi + 30 = 0

The real
part of the complex number from the left side is:

Re(z) = a
+ 30

The real part of the complex number from the right
side is:

Re(z) = 0

Comparing,
we'll get:

 a + 30 = 0

a =
-30

The imaginary part of the complex number from the left
side is:

Im(z) = 5b

The
imaginary part of the complex number from the right side
is:

Im(z) = 5b

Comparing,
we'll get:

5b = 0

b =
0

The complex number z is:
z = -30 + 0*i

Why did Britain change during the industrial revolution of 1750-1900?

Industrial revolution refers to the great changes in form
of rapid development of industrialization that took place during the 1700's and early
1800's in the in several parts of the world.

Starting in
1700"s in Great Britain the Industrial Revolution started spreading to other parts of
Europe and to North America in the early 1800's, becoming widespread in western Europe
and the northeastern United States by mid
1800's.

Industrial Revolution changed the Western world
from a basically rural and agricultural based society to a predominantly urban and
industrial society. In addition to the changes in way people used technology, the
Industrial Revolution also caused great changes in people's way of life, and the social
systems. These changes can be attributed to several factors including Greater and
cheaper production of many goods including many new products which mad life easier of
people, the increasing importance of capital in production, need for centralized
location of production activities, and deskilling of
work.

Mass production using machines displaced some
workers, but others found new job opportunities working with machinery.  Both workers
and employers had to adjust to a new cold and impersonal relationship.  In addition,
most workers lived and worked under harsh conditions in the expanding industrial
cities.

The close relatiionship that often exised between
employers and employees under earlier system, became impossible in the large factories
of the which developed as a result of Industrial
Revolution.

The working day in factories than - about 12 to
14 hours a day for six days a week - was about same as that existed earlier. But because
of needs to keep the machines running for the maximum time employees were forced to work
faster and without rest

Jobs became more specialized, and
the work monotonous. As the production using old technologies became comparatively
uneconomical, artisans lost their traditional means of livelihood and were forced to
work in factories at very low wages. Women and children who also worked as unskilled
labourers earned even lower wages a small fraction of men's low wages.  Children as
young, as under 10 years of age, also worked in factories resulting in great damage to
their health.

Rapid urbanization was not accompanied by
development of proper housing. This resulted in development of overcrowded slums where
people lived in extremely unsanitary conditions causing many
diseases.

Workers were not permitted to vote and could do
little legally to improve their condition.  In Britain law forbade workers from joining
trade unions. But some workers did form trade unions and also went on strike or
rioted.

However the conditions of the working class
improved gradually during the 1800's.  Law forbidding trade unions were repealed and new
laws regulating factory conditions to ensure better working conditions were passed. A
Reform Bill passed in 1932, gave most middle-class men the right to vote.  Another Bill,
passed in 1867, granted voting rights to many city workers and owners of small
farms.

Although the working class people in the lowest
economic strata became poorer during the Industrial Revolution, the middle and upper
class people prospered. Many people made fortunes during the
period.

New products developed during Industrial Revolution
provided new comforts and conveniences to those who could afford
them.

In The Great Gatsby, how did Jordan Baker cheat?

Jordan Baker in The Great Gatsby is
accused of and allegedly moved her golf ball during a tournament, in order to gain a
better position for her next shot.  This is cheating in
golf.

This reflects on Jordan's character.  Something like
this just isn't a big deal to her.  She is extremely careless when driving as well.  She
assumes other drivers will be careful and will get out of her
way. 

The accusation of cheating and her driving suggest
Jordan feels a sense of entitlement.  She deserves to win, whether
she earns it or not; and it is up to others to get out of her
way. 

These values clash with Nick's Midwestern values, or
at least that's how he presents the situation to the reader.  And he ends up dating
Jordan and enjoys being with her, so he probably doesn't have any reason to make Jordan
look worse than she is. 

Do stereotypes about groups still exist today? And which stereotypes does Richard Wright have about people and things in society?1)Create a display...

Three big questions to answers. Stereotypes are still all
around us; they help us to make sense of realities which we don't know directly or that
we find threatening. Stereotypes make these groups irremediably other from what we are.
The poor are lazy, Muslims are dangerous terrorists, black are over sexual, all the
politicians are the same . . . these are just some
examples.

Richard Wright challenged stereotypes about
African Americans in his books. Yet, several critics have faulted him for relying on
stereotypes himself. For example, fellow African American novelist James Baldwin faulted
Wright for depicting characters which lacked psychological depth and credibility. More
recent critics such as Henry Louis Gates defined the narrative voice in Black
Boy - American Hunger and the character of Richard as a stereotype in the
tradition of the Sidney Poitier's characters: they are exceptional individuals who stand
out from the bleak mass of African American, the exception not the rule. These critics
find Wright guilty of relying on the stereotype that defined African Americans are
backward. In addition, feminist critics have pointed to the stereotypical notions of
women in Wright's writings. They point out how female characters are either sexually
aggressive or asexual; there is no credible in between.

As
for the characters who are victims of stereotyping, Wright's books provide a lot of
examples. In Native Son, for example, Bigger is victim of the idea
that blacks are all rapiers and that they secretly covet white
women.

What does the story of Estebanico tell us about race relations in colonial Mexico?

I assume that you are talking about the African slave who
is known by various names, including Esteban, Estebanico, and Estevanico.  He is the man
who was part of the Cabeza de Vaca expedition through North America.  I would argue that
he shows that blacks could, in very rare circumstances, gain some status, but that they
would always be seen as inferior in colonial
Mexico.

Estevanico gained what status he had through his
actions on the exploratory trip made by Narvaez and Cabeza de Vaca.  He was very useful
to the expedition when they were in extreme circumstances--when they were shipwrecked
and trying to make their way back to Mexico through unexplored North America.  In other
words, it took very unusual circumstances to allow Estevanico to get any
status.

Even though he had this status, he was not freed. 
When the expedition made it to Mexico, Estevanico was not freed or honored in any way. 
Instead, he was sold (or given) to the Viceroy.

This shows
that even if a black person could gain some through success in extreme circumstances, he
could not become anywhere near the equal of a Spaniard.

What is the significance of the show of eight kings given to Macbeth?

The significance of the parade of eight kings revealed to
Macbeth in Shakespeare's Macbeth Act 4.1 is that it demonstrates
that Banquo's heirs will rule Scotland, not Macbeth's.  Ultimately, Macbeth will fail. 

Once Fleance escapes his would-be murderers in Act 3,
Macbeth cannot create the dynasty he is hoping to.  Though he succeeds in having Banquo
killed, Macbeth fails to have Banquo's heir killed.  This is the beginning of the end
for Macbeth, and possibly the climax of the play.  The parade of kings highlights
Macbeth's failure.

It also contributes to Macbeth's fear
and anxiety, and to his further loss of control.  And it highlights the oppositional
elements in Macbeth's mind that conflict throughout the last three acts of the play: 
since his loss of control at the feast when he "sees" Banquo's ghost, Macbeth ping pongs
back and forth between wanting to believe he is indestructible as the visions he sees
seem to predict, and is knowing that the predictions are too good to be true and that he
is doomed. 

The parade of kings also, by the way, gives
homage to the king that the play was produced for:  James I, who was a descendant of
Banquo.

What is the exposition of the plot of "The Monkey's Paw"?

You are only allowed to ask one question. Multiple
questions are not permitted, so I have had to edit your question to focus on the
exposition of this great short story. When we think about the plot of a story, the
exposition of the plot is the opening of the story, when the characters and their
conflict are introduced. It is also known as the basic
situation.

Therefore, when we think of the exposition of
"The Monkey's Paw," we can see that it is the beginning of the story, when we are
introduced to the Whites and their mysterious guest, Sergeant Major Morris, and also the
monkey's paw, which we are not sure whether to take seriously or not. Note that Herbert
White and his father seem rather dismissive of the paw at first, but their scepticism is
halted somewhat by the obvious fear that that Sergeant Major Morris expresses towards
the paw:

The
soldier regarded him in the way that middle age is wont to regard presumptuous youth. "I
have," he said, quietly, and his blotchy face
whitened.

Of course, the
rising action begins as Mr. White makes a wish on the paw and the chaos that ensues is
unleashed.

What's American about American literature ?

The term "literary canon" refers to a classification of
literature. It is a term used widely to refer to a group of literary works that are
considered the most important of a particular time period or place. For example, there
can be a literary canon comprised of works from a particular country, or works written
within a specific set of years, or even a collection of works that were all written
during a certain time period and within a certain region. In this way, a literary canon
establishes a collection of similar or related literary works. Typically, works are
organized by “period” for example, such as the Early National Period from 1775 to
1828.

The Early National Period of American Literature saw
the beginnings of literature that could be truly identified as "American". The writers
of this new American literature wrote in the English style, but the settings, themes,
and characters were authentically American. In addition, poets of this time wrote poetry
that was relatively independent of English precursors. Three of the most recognized
writers of this time are Washington Irving, James Fennimore Cooper, and Edgar Allan
Poe.

Scholars who specialize in certain periods publish
anthologies containing works that they deem important or essential to a particular
period. The publisher "Norton" has compiled several anthologies containing what they
believe to be the canon for a particular era and periodically updates them. One recent
development in literature is the addition of female authors to well-established canons.
(There are online lists as well.)

How does social status influence characters' thoughts, actions and subsequent events in To Kill a Mockingbird?

In the South of the 1930s, a contempt for "Negroes" was
universal among all classes of whites; thus, this racial hatred elevated the lower class
whites to membership with the higher classes.  This condition is why Bob Ewell insists
that his daughter claim that Tom Robinson has raped her.  When he takes the witness
stand, Scout describes him as "a little bantam cock of a man."  And, he takes a certain
pride in his testimony that derogates the black man because it elevates him to this
membership.  He plays upon color rather than
worth.

Likewise, Mrs. Dubose feels impelled to call Atticus
a n---lover after learning that he will defend Tom Robinson because of this unstated
membership. And, Mrs. Merriweather, who is very socially conscious, feels that it is
incumbent upon her to discuss the well-meaning, but mistaken intentions of some people
in the community and to derogate her maid Sophy when she attends the missionary tea at
the Finches' home.  Even Dill's aunt makes the comment
that

If a man
like Atticus Finch wants to butt his head against a stone wall it's his
head

noting that Atticus has
broken the social code.  And, Stephanie Crawford adds that it is time that
somone

"taught
'em a lesson, they were gettin' way abouve themselves, an' the next thing they think
they can do is marry us."

If
the jury should break this social code by voting that Tom Robinson  not guilty or in
speaking well of Tom, the entire order of Maycomb's society would be 
changed.

What impact did electricity have on the 1920's?

The period between 1920 and 1930 is renowned for great
change with regards to consumer behavior. Also known as the “Roaring Twenties” this
period was marked by significant development and change in both culture and lifestyle.
Electricity played an integral role in the development that took
place.

First and foremost, the production of domestic
electric appliances such as washing machines, vacuum cleaners, fans, iron boxes and dish
washers among others eased work load and enabled tasks be completed faster and more
efficiently. Through the “Electrify Your Home Campaign”, majority of households were
convinced to modernize their homes by fully fitting them with electronics.
 

Secondly, electricity had a significant impact on the
entertainment scene. Televisions and radios that broadcasted various programs were
manufactured. Due to the eased workload by household appliances, people found time to
engage in entertainment. In fact, Hollywood is said to have blossomed during this period
with people flocking to movie theatres to watch their favorite
actors.

Thirdly, through the construction of an electric
car assembly line pioneered by Henry Ford, mass production of automobiles was realized.
With this, the cost of production substantially reduced causing the final cost of the
automobiles themselves to drop. As a result, more people bought cars and this ultimately
impacted other automobile industries such as the petroleum and infrastructure
industries.

In conclusion, electricity had a significant
impact on the economy as a whole by transforming both domestic and commercial spheres of
the society.

Find the equation of median from the vertex A of triangle ABC if A(1,2), B(2,3), C(2,-5).

We have to find the median from the vertex A of the
triangle ABC.

Now, the mid point between B and C can be
derived using the relation for the finding the mid point between two points. It states
that the mid point between ( x1, y1) and (x2 , y2) is given by ( ( x1 + x2)/2, ( y1+
y2)/2).

The mid point between B(2,3) and C(2, -5) is ((
2+2)/2 , ( 3 - 5)/2)

=> ( 2 ,
-1)

The equation of the line joining A(1,2) and ( 2 , -1)
is y+1=[(2+1)/(1-2)]*(x - 2)

=> y + 1 = -3*(x -
2)

=> y + 1 = -3x +
6

=> 3x + y - 5 =
0

The required equation of the median is 3x +
y - 5 = 0

What is the exposition and resolution of this story?

The exposition of Langston Hughes's "Thank You, Ma'am" is
basically the first three sentences of the story that establish Mrs. Luella Bates
Washington Jones as a character and establish the basic setting of the story--11:00
o'clock at night as Mrs. Jones walks home from work
alone.

The initiating event, then, is Roger's attempt to
steal Mrs. Jones's purse in the fourth sentence.

The
resolution comes in the last three paragraphs of the story when Mrs. Jones gives Roger
the $10 to buy his blue suede shoes and allows him to leave. Roger is barely able to say
"thank you" and never sees Mrs. Jones again.

In Chapter IX of Ethan Frome, why is Ethan and Mattie's love for each other emphasized so strongly?Starting from Ethan and Mattie's sleigh ride...

We can assume that Edith Wharton had to emphasize the
amount of love that Mattie and Ethan displayed and declared to each other in order to
understand, as readers, the extent to which their desperation prompted them to agree so
suddenly on a suicide solution.

Also, as readers we get to
almost sympathy for their emotions: Ethan and Mattie are both in constant oppression due
to the overpowering presence of Zeena, and because they see in each other a kindred
spirit, kind of a soul mates. Their suffering was the same, and their pressure that they
were under was quite huge. Therefore, by intensifying the description of their emotions
we can relate to what they decided to do as a last choice.

How does the conflict between Holden and Sally reflect two people with different characters and priorities in The Catcher in the Rye?

Holden and Sally argue because Holden proposes that the
two get married and run away together.  The scene reveals that Holden is desperately
lonely and in need of companionship.  He is trying to reach out to someone, but his
desperation causes him to be unrealistic and overbearing.  Sally, on the other hand,
appears to be relatively stable, and so she does not need the type of absolute
companionship that Holden is proposing.  She is happy to simply go on dates and maybe
engage in a short term commitment.  The two have vastly different needs and priorities,
but of course, neither states directly what he/she needs and
wants. 

What is the purpose of chapter 7?The Grapes of Wrath by John Steinbeck

Much like the newsreel style of John Dos Passos in
U.S.A. Trilogy, Steinbeck's intercalary Chapter 7 portrays
rhetorically the cold exploitation of the used car salesmen who sell vehicles to
the dispossessed sharecroppers like the Joads.  Their staccato speech and the staccato
sentences that switch from topic to topic connote the bewilderment and confusion
associated with the used car lots as well as the disfranchised life of the sharecropper
headed to California:

readability="7">

Hot sun on rusted metal.  Oil on the ground. 
People are wandering in, bewildered, needing a
car.

In addition, the used
car salesmen are metaphors for the many people that the Joads and others will meet who
will be cruel or take advantage of them as they travel to
California:

readability="12">

All right , Joe.  You soften 'em up an' shoot
'em in here.  I'll close 'em, I'll deal 'em or I'll kill 'em.  Don't send in no bums.  I
want deals.

Didn't you never hear about carrying charges
and insurace?  That just boosts her a little.  You'll get her all paid up in four-five
months.  Sign your name right here.  We'll take care of
ever'thing.

In the
juxtaposition of the agrarian life with mechanical world, the mention of the men trying
to trade their mules for a truck, Steinbeck suggests the oxymoronic life into which the
Joads and others are driving.

Why is Hrothgar's lineage given in Beowulf?

In epic poems if the Anglo/Saxon and Medieval eras,
stories of great men and battles were never written down; nobody could write except the
monks, who write in Latin, a language that only the monks could read.  Instead these
stories were told via song.  This is called the oral tradition.  These songs were passed
down orally from generation to generation both as a means of entertainment and as a
means of preserving history.

In
Beowulf, the lineage of Hrothgar, and Beowulf for that matter, is
given first as a means of respect.  It shows homage to one's family, which is expected
as a means of remembrance and thanks. 

Second, Hrothgar's
right to be king must be established.  Clearly he comes from a line of capable kings, so
Grendel's attacks are not the result of Hrothgar's weakness, but something
else. 

Finally, Hrothgar's impressive lineage serves to
highlight Beowulf's bravery and skill.  If the great Hrothgar cannot defeat this
monster, how can a man with only 14 men?  This allows for the reader to establish
Beowulf as a hero.

In Of Mice and Men, what is Candy's opinion of Curley's wife? What may be a reason for this? Give evidence.Also what is your impression of curley's...

In chapter two of Steinbeck's Of Mice and Men,
Candy tells George and Lennie about Curly's
wife.

The first thing he tells them is that she has made
Curley even cockier than he was before he got
married:

Seems
like Curley is cockier'n ever since he got married. 
(30)

Candy also tells them
that she's "Purty," but more importantly, that she's "got the eye."  She likes to look
at other men.  Candy says he's seen her look at Slim, for instance, and Carlson,
too. 

Candy sums up his comments about Curly's wife by
concluding:

readability="6">

Well, I think Curley's married....a tart. 
(31)

Candy thinks Curley's
wife likes to flirt and fool around with other men when Curley's not
looking.

This may well be true, of course, but there is
more to her than what Candy sees.  She is an uneducated, foolish woman trapped in a
man's world.  She dreams of being a movie star, of being famous, of being somebody.  And
she is not on her way to reaching any of those goals. 

She
is a misfit, too, much like Lennie and Crooks.

Explain the use of "mouthful" in: I've always called myself "Henny" because it's less of a mouthful than "Henrietta."I think it should be one of...

First: You are sorting out
idiom usage. Understand that
figurative idioms also have
literal meanings. Literal meaning describes a thing as it
really is: e.g., "The wedding gift was a crystalline canopy" is a literal use of
"crystalline canopy," while "The sky was a crystalline canopy" is a figurative use of
the same phrase.

Mouthful
may be used literally or figuratively. You may say "I have a mouthful of
alfalfa spouts" to literally describe what you are eating or say "Asking for
oscillococcinum is a mouthful" to figuratively express the difficulty of saying that
word.

Second: You are sorting
out the language of comparison. In English there are
prescribed rules for the language of comparison. One example misuses the language of
comparison. The phrase "less than Henrietta of a mouthful" breaks the usage rule, which
is the pattern "Something is less than something of something." In particular, "it’s
less than Henrietta of a mouthful" incorrectly adds the article
a to the pattern with an incorrectly
used preposition of. This phrase is
unacceptable in English. 

Third:
You are sorting out use of the preposition of. When
of is used following a proper noun, it
is locative or possessive: it indicates a location or a possession. An example of
locative of use is the phrase "Macbeth
of Scotlad.” It means that Macbeth lives in the location Scotland. An example of
possessive of is the phrase "Chaucer
of writing fame." This indicates Chaucer as the possessor of writing
fame.

You define the meaning
of the figurative idiom "mouthful" correctly. Remember though, if used in the wrong
phrasing, it ceases to be a figurative idiom and takes on the literal meaning of how
much you have in your mouth: a mouthful. In, "I've always called myself "Henny" because
it's less of a mouthful than "Henrietta," the idiom "mouthful" is in
correct phrasing, which positions it as a figurative
idiom.

Your suggestion that
"this sentence is usually ordered like the following: “I've always called myself ‘Henny’
because it's less than a mouthful of ‘Henrietta,’” is an incorrect
suggestion. The phrase "is less than a mouthful" uses
mouthful in its literal meaning because it fits the pattern of
literal comparison: Something is less than something else: mouthful
is no longer a figurative idiom in this sentence. The sentence now means that ‘Henny’
has a quantitative measurement that is less than what a literal mouthful of a person
called Henrietta is. So the rearrangement of the phrasing from "less of a mouthful than"
to "less than a mouthful of" has rendered the sentence illogical and absurd. Certain
patterns of English words must be honored or the intended meaning is
lost.

Finally, "I've always
called myself 'Henny' because it's less than 'Henrietta,' which is a mouthful" is an
acceptable sentence using a nonrestrictive
which-clause to elaborate on the name, with
mouthful as an idiom. Similarly, "I've
always called myself 'Henny' because it's less than 'Henrietta' of a mouthful" is
unacceptable in English because (1)
mouthful is no longer in a correct idiomatic structure;  (2)  it
now expresses a literal, not figurative, meaning;  (3) mouthful is
neither a place following a locative preposition
of nor is it a possession following a
possessive preposition of. In summary,
when you alter the rule of how words or phrases are used and ordered, they take on
different meanings. In this case, mouthful stops begin a figurative
idiom and takes up a literal meaning.

What constitutes a canon and how is it created? What makes Levi Srauss a structuralist?

The term "literary canon" refers to a classification of
literature. It is a term used widely to refer to a group of literary works that are
considered the most important of a particular time period or place. For example, there
can be a literary canon comprised of works from a particular country, or works written
within a specific set of years, or even a collection of works that were all written
during a certain time period and within a certain region. In this way, a literary canon
establishes a collection of similar or related literary works. Typically, works are
organized by “period” for example, such as the Neoclassical period from 1660 to 1785 in
England.

Scholars who specialize in certain periods publish
anthologies containing works that they deem important or essential to that period. The
publisher "Norton" has compiled several anthologies containing what they believe to be
the canon for a particular era and periodically updates them. One recent development in
literature is the addition of female authors to well-established canons. (There are
online lists as well.)

What truths about human nature does Shakespeare depict in the Act 3 riot scene of Julius Caesar?

During the funeral scene of Shakespeare's Julius
Caesar, human beings are revealed as stupid and
fickle.

First, the crowd wholeheartedly accepts Brutus's
version of events, and the reasons for those events.  The crowd is probably ready
at this point to kill for Brutus.  But within a matter of minutes,
they become ready to kill Brutus, as well as the other
conspirators.  Such a quick reversal on the part of the crowd, regardless of whose
argument is correct, shows stupidity, and a willingness to be played with and
manipulated, intellectually speaking.  It shows a willingness to commit too easily to
extremes. 

Antony's speech, however, is not primarily
emotional.  Emotion finishes what intellect starts.  The main part of his argument is
rational and based on reason.  He uses irony, created with juxtaposition (the placing of
opposites side by side) to create a powerful rational and reasonable
argument.

Antony does this with the following logical
steps:

1. He describes an unambitious action by
   Caesar


2. He uses the refrain:  But Brutus says he was
   ambitious, and...


3. Brutus is an honorable
   man. 

One example looks like
this:

1. Caesar turned down the crown
   three times


2. But Brutus says he was ambitious,
   and


3. Brutus is an honorable
   man.

This is a rational argument, not an
emotional one.  It may create emotion in the listeners, but it is an argument that uses
reason. 

And the crowd gets it, demonstrating that it is
capable of reasoning.  It is also fickle, however, and is eager to leap from one extreme
to the other without considering the consequences.  Though capable of using reason, they
neglect to do so, and thereby demonstrate ignorance and
stupidity.

This ignorance and stupidity reaches new heights
when the crowd, turned into a mob, kills Cinna the Poet, thinking, at first, that he is
Cinna the conspirator.  Even after the mobsters become aware that they have the wrong
man, though, they kill him anyway.  This mob doesn't need a reason to kill; it just
wants to kill. 

Please provide quotations about religion in To Kill a Mockingbird.

There are several references to religion in the book. 
Religion is a backdrop for everything that takes place.  There are several instances of
outright conflict between religions, such as Miss Maudie’s regular confrontation with
the Baptists.

readability="7">

Miss Maudie said: “Foot-washers believe anything
that’s pleasure is a sin. Did you know some of ‘em came out of the woods one Saturday
and passed by this place and told me me and my flowers were going to hell. ( Chapter
5)

Miss Maudie's view of God
differs greatly, as she believes that flowers are beautiful
things.

There are instances where religions co-mingle, such
as the football game and the ladies' social.  They are just not quite comfortable with
each other.

readability="10">

It was customary for every circle hostess to
invite her neighbors in for refreshments, be they Baptists or Presbyterians, which
accounted for the presence of Miss Rachel (sober as a judge), Miss Maudie and Miss
Stephanie Crawford. (Chapter
24)

There is also conflict
between Blacks and Whites, as they attend different churches.  When Calpurnia brings the
children to her church, some disagree.

readability="15">

Lula stopped, but she said, “You ain’t got no
business bringin‘ white chillun here —they got their church, we got our’n. It is our
church, ain’t it, Miss Cal?”

Calpurnia said, “It’s the same
God, ain’t it?” (Chapter
12)

 Calpurnia’s statement
shows that she believes that differences in religion, and differences in race, are
secondary.

 Religion is a part of life in Maycomb.  When
Atticus explains why he needs to defend Tom Robinsons, he puts his ethical views in
terms of religion.

readability="10">

 This case, Tom Robinson’s case, is something
that goes to the essence of a man’s conscience—Scout, I couldn’t go to church and
worship God if I didn’t try to help that man.” (Chapter
11)

 Atticus also invokes
God’s name strongly during the trial, in his closing
arguments.

 I
am confident that you gentlemen will review without passion the evidence you have heard,
come to a decision, and restore this defendant to his family. In the name of God, do
your duty.” (Chapter
20)

 Atticus has provided the
town with a moral education.  He has shown that it is important to stand up for what you
believe in, and that looking down on someone for the color of his or her skin is wrong. 
In this statement to the jury, he is calling on them to consider their religious and
moral beliefs and make the right choice.  Although they don’t, the fact that they do
deliberate is proof that advancements have been made.

What's a good thesis for an argumentative essay showing that govt. welfare programs HURT more than help (use taxpayer's money, incr....

Given the argument that you want to make, I do not see
anything wrong with this thesis statement.  I really like the way that you structure it
-- how you have the bit at the start about what proponents think and then you transition
into what you think is true.

If you wanted to add one more
sentence, you could put something in about the waste of money that you mention in the
question.  I would say something like

This means that
welfare programs spend large amounts of taxpayer money while producing results that are
the opposite of what is intended.

Compare the new manifest destiny of the 1890's with traditional American expansionism.

The American imperialism of the 1890s was in some ways
similar to earlier expansionism, but was also different in important
ways.

The major similarity between the two is that both
were motivated in part by a desire to gain economic and political power.  The US was, in
both cases, trying to become richer and more powerful as a
nation.

The major difference is seen in the idea of the
"White Man's Burden."  In the earlier expansion, there was no idea of civilizing the
people whose lands were being taken.  The Indians were to be pushed aside, not
civilized.  The Americans' superiority gave them the right to take the land but did not
impose any special responsibilities on them.

By contrast,
the expansion of the 1890s was in part based on (or at least justified by) the idea that
the US would be helping the people whose lands it took.  For example, the US argued that
it would help bring civilization to the Filipinos and that this made it acceptable to
deny them their independence.

Both phases of expansion were
clearly motivated by a desire for power, but the later phase was also, at least to some
degree, motivated by a desire to "civilize" the "backwards" people of the places the US
took.

What is the reminder when f(x)=x^5+x^4+1 is divided by g(x)=(x-1)^3 ?

Since the divisor is of 3rd order, the reminder has to be
of 2nd order.

r=ax^2 + bx +
c

We 'll write the reminder
theorem:

f=g*q + r, where q is the quotient of the
division.

We notice that x=1 is a multiple root of the
polynomial g.

f(1)=g(1)*q(1) +
r(1)

By substituting the value x=1 into all polynomials,
we'll obtain:

f(1)= 1^5 + 1^4 +
1

f(1)=1+1+1

f(1)=3

g(1)=
(1-1)^3=0

r(1)=a+b+c

So, we'll
have:

3=0*q(1) +
a+b+c

3=a+b+c

Because of the
fact that x=1 is a multiple root, it will cancel the first derivative of the expression:
f=g*c + r

f' =(g*c)' + r'

5x^4
+4 x^3=3*(x-1)^2*q+(x-1)^3*q' +2*ax+ b

By substituting the
value x=1 into all polynomials, we'll
obtain:

5+4=2*a+b

9=2*a+b

We'll
calculate the first derivative of the expression

5x^4 +4
x^3=3*(x-1)^2*q+(x-1)^3*q' +2*ax+ b

(5x^4 +4
x^3)'=(3*(x-1)^2*q+(x-1)^3*q' +2*ax+ b)'

5*4* x^3 + 4*3*
x^2=6*(x-1)*q+3*(x-1)^2*q'+3*(x-1)^2*q'+(x-1)^3*q"+2a

By
substituting the value x=1 into all polynomials, we'll
obtain:

20+12=2*a

We'll divide
by 2:

a = 10 + 6

a =
16

2a+b=9

2*16 + b =
9

b = 9 - 32

b =
-23

a+b+c =
3

16-23+c=3

-7+c=3

c=3+7

c=10

The
reminder is: 16x^2 - 23x + 10

In Life of Pi, what's a good thesis for the theme "Coming of Age?""Coming of Age": Defining moments in our lives.

The "coming of age" novel is called a "Bildungsroman."
This is when the main character matures, has moments of self-discovery and this can
involve a mental and/or physical journey.

In Life
of Pi, you have a situation where the main character finds himself in a
situation where he must “come of age” in order to survive. “Coming of age” frequently
means a progression from childhood to adulthood and usually takes place during
adolescence. It can refer to sexual maturity, the age of self-awareness and
responsibility or it is marked by some ritual or life event. In Pi’s case, his defining
moments are the events he endures subsequent to the ship sinking. His “coming of age”
moment is not just a typical progression of child to adult. If the ship had made it to
Canada, he would have had a difficult time at first, being an immigrant, but he would
have been faced with the typical rigors of being a teenager, dealing with his peers and
learning about himself and the world.

But Pi was forced to
come of age in order to survive; not just “fit in.” So, his defining moment is quite
different than the typical sexual, legal or responsible maturity. If you want to pursue
this thesis, the basic premise is that Pi’s development was based on survival and
finding meaning during that difficult time. I’ve often heard that kids who have tough
childhoods or trouble fitting in “survive” high school. This is hyperbolic because their
lives were not in danger. It’s just that certain pressures can seem overwhelming and
this is a period of physical and mental change in a person’s life, so this period is
just downright dramatic. Pi’s case is just atypical. His defining moment has nothing to
do with social pressure or pressure from his parents to be a certain way as a young
adult. In fact, any and all pressure during his time at sea comes from himself. He must
rely on what he’s learned (from his parents and teachers) in order to survive.
Ultimately, he must rely on himself and he must in fact pressure himself, keep himself
on his toes in order to survive. His “coming of age” has nothing to do with conformity
or dealing with social and cultural rules. It has everything to do with
self-preservation and finding meaning in the act of
survival.

I suppose, in a sense, he has to get along with
Richard Parker, to stay alive. But this is not the same as “fitting in.” Whereas most
kids learn their niche or reach some level of maturity that is recognized by society and
their peers, Pi learned how to survive on his own. This defining moment doesn’t really
have the socially recognized status that one gets when one loses their virginity, gets a
driver’s license, votes, gets married or buys a house, but I would argue that defining
moments like Pi’s trumps all of these.

Analysis of the poem "Hope," by Emily Bronte?

The poem "Hope" is an antithesis. It actually is about how
Hope can be cruel at times and simply flies you by when you need it the most. In itself,
it is a sad and kind of cruel poem because it presents Hope as a "timid
friend."

Bronte makes an allegorical notation to
hopelessness when she mentions the phrase, "She sat without the grated den".  A "grated
den" is the place where animals would be placed before a savage show in ancient Rome. It
is also associated with the place in which Daniel was incarcerated with lions (which he
defeated).

Hence, we can assume that what  Bronte means to
say is that Hope can be cruel. We watch her losing her battles to fate, and hope, like a
cruel enemy, decides to simply keep moving and abandon the speaker. Hope is cruel enough
without even needing a grated den of beasts to devour the writer alive. Hope's coldness
and lack of support were murderous enough for her.

In The House on Mango Street, what is the diction of the chapter in "Hairs"?

By referring to "diction" we simply mean word choice. Of
course, every text is shaped incredibly by the choice of each individual word as chosen
by the author, and this vignette from this incredible novel is certainly no exception.
What is of note is how the diction conveys the impression of the young, first person
narrator, who sees everything from her own eyes and describes it by conveying her way of
looking at the world. Consider how the narrator describes the different types of hair in
her family. She uses a number of similes to convey the differences in texture,
appearance and colour which uniquely convey her child's view
point:

readability="12">

Everybody in our family has different hair. My
Papa's hair is like a brook, all up in the air. And me, my hair is lazy. It never obeys
barrettes or bands. Carlos' hair is thick and straight. He doesn't need to comb it.
Nenny's hair is slippery--slides out of your hand. And Kiki, who is the youngest, has
hair like fur.

The
comparisons that are selected are not elaborate, but common, every-day objects are used
that a child would be familiar with. This continues as the narrator describes the smell
of her mother's hair, and how she remembers it smelling like "bread before you bake it"
as she sleeps in the same bed as her parents.

Thus the
diction helps develop the picture we have of the narrator as we continue to see her life
in this barrio in the States through the narrator's own eyes.

In The Kite Runner, why does Amir feel guilty, how does this guilt affect him, and how does he try to atone for his sins?

Amir spends most of his adult life trying to get
redemption in The Kite Runner. Amir and Hassan were the best of
friends when they were younger, but as they got a little older, Amir began to resent
Hassan in many ways. Amir was born into a family that was wealthy while Hassan was the
"son" of Amir's father's servant. Amir's father, Baba, seems to show much affection and
attention on Hassan and Amir is jealous of that. Hassan stays faithful to Amir, even
after Amir turns his back on his one time friend. Amir feels great guilt about letting
Hassan get raped and not trying to help. Amir knows that he was a coward, but he treats
Hassan badly after this. 

As Amir grows older he lives with
this regret more and more. He and Baba escaped to America, but when Baba dies, Amir
finally finds out the truth. Hassan is really his half brother. Baba was Hassan's
father. This realization hits Amir hard. He struggles with what he had done and what to
do next. When he learns that Hassan has been killed by the Taliban, Amir makes the
decision to travel to Afghanistan to rescue Hassan's son,  Sohrab. Sohrab has been taken
by the Taliban and Amir goes to get him. 

By the end of
The Kite Runner, we see that Amir does what he has to do to atone
for his sins. He has lived with his guilt for many years, and now he is living for
redemption. He is finally able to get that redemption in the form of
Sohrab.

What are x and y given that 3x + 2y = 9 and 7x – 5y = 0?

We have the equations:

3x +
2y = 9 ..............(1)

7x - 5y =
0.................(2)

We need to solve for x and
y.

We will use the elimination method to
solve.

We will multiply (1) by 5 and (2) by
2

==> 5*(1) ==> 15x + 10y =
45

==> 2*(2) ==> 14x - 10y =
0

Now we will add both
equations.

==> 29 x =
45

==> x = 45/29

Now we will substitute into (1) to find
y.

==> 3x +2y =
9

==> 3(45/29) + 2y =
9

==> 135/29 + 2y =
9

==> 2y = 9 - 135/29 =
126/29

==> y= 126/29*2 = 
63/29

==> y=
63/29

What is Lee's purpose in describing Scout's first day of school in To Kill a Mockingbird?

In addition to the response above, I think it contributes
to painting a picture of the class system in Maycomb and Scout's rejection of the status
quo, both of which will be integral parts of her understanding of the
trial.

Scout's school experience introduces us to the
Cunninghams, the Ewells, the bus children and how they compare with Scout
intellectually. Scout, far superior, still has moral values and sees how the
aforementioned gimmicks are truly a rip-off.

Scout is not
okay with the system of school, nor will she later be okay with the system of racism
when she watches it unfold in the trial.

Additionally, I
think Lee takes this school experience chapter to stab at the problems of public
education... ironically many of those same problems still exist today. We try to serve
the needs of a diversely growing group of children in a society where information grows
faster than our teachers.

How do Huck and Jim explain the stars?The Adventure of Huckleberry Finn by Mark Twain

In Chapter 12, Huck describes his and Jim's life on the
raft,

We
catched fish, and talked, and we took a swim now and then to keep off sleepiness. It was
kind of solemn drifting down the big, still river, laying on our backs, looking up at
the stars, and we didn't ever feel like talking loud, and it warn't often that we
laughed--only a little kind of a low chuckle.  We had mighty good weather, as a general
thing, and nothing ever happened to us at all--that night, nor the next, nor the
next.

In another passage from
Chapter 18, Huck continues his reflection on the
raft:

 We said
there warn't no home like a raft, after all.  Other places do seem so cramped up and
smothery, but a raft don't. You feel mighty free and easy and comfortable on a
raft.

As they travel down the
Mississippi river, Huck and Jim enjoy their idyllic life on the river, that refuge from
the evils of society.  While on the raft, the world is good, there is no inequality
between Jim and Huck, there are no conflicts with Pa or others.  Life on the raft is a
solemn experience; it would seem disrespectful to talk loudly on this sanctuary from
civilization with its corrupt institutions.  In the natural world of the river in the
open air with only the stars as their ceiling, the souls of Huck and Jim can
expand--they look to the heavens as an expression of this feeling of expansion and
delight in nature.

Why did Douglass believe he needed to use forceful language?

I believe that you are asking about something that
Douglass says in his Fourth of July speech at Rochester, New York.  In that speech, he
says "I will use the severest language I can command," and
I think that is what you are talking about.

He believes
that he needs to use this kind of language because of how evil slavery is.  He does not
think you can sugarcoat it at all.  He thinks that he must speak out and say that
slavery is opposed to what America is about and that it is opposed to what Christianity
is about.

Because he thinks it is so evil, he feels he must
denounce it as strongly as possible.

In Much Ado About Nothing, why is Hero's name Hero? Is there a specific reason?

Of course we can't be sure why Shakespeare chose the name
Hero, since he did not leave analyses of his works behind for future scholars to
reference.  Maybe this is why we have more research and analytical writing about
Shakespeare's works than most any other author.

That said,
there is no mistaking the reference to the mythical priestess Hero loved by Leander. 
Their story is quite a famous one in Greek mythology.  This Hero had taken a vow of
chastity as a priestess of Aphrodite, and Leander died as a result of pursuing his love
for her.  Ironically, if the Claudio of Much Ado About Nothing had
been familiar with this myth, he might have been a little more hesitant to accuse Hero
of loose sexual morals.  Since Christopher Marlow wrote a poem concerning the
lovers Hero and Leander around the time we suspect that Shakespeare wrote Much
Ado, this could account for his interest in the character name
"Hero."

There is also reason to consider the more general
meaning of "hero" as it is generally used in any story.  The "hero" is the character who
endures trials and tribulations throughout the tale and who emerges victorious over his
struggles in the end.   Usually, "hero" is considered a masculine term, while "heroine"
is the feminine equivalent.

In the Comedy Much
Ado, it is certainly Hero who endures and suffers trials and tribulations and
emerges vindicated and victorious in the end, and, since she is conventionally feminine
in her demeanor (in contrast to Beatrice), it could be a bit of an ironic twist by
Shakespeare to use the masculine form of "hero" in naming
her.

For more on Hero and other meanings of the word,
please follow the links below.

How does Napoleon deal with the mutiny of the hens and what are the results?

In Chapter 7, the hens stage a bit of a mutiny.  Napoleon
has told them that their eggs are going to be taken and sold because the farm needs to
buy food to survive.  The problem is that Animalism is against selling things like
eggs.

Because of this, the hens start smashing their eggs
so they can't be sold.  Napoleon then starves a bunch of them to death.  He says that
anyone who gives them food dies.  He lets nine of them die and then the rest fall in
line and do what he says.

Discuss the relationship in the story "Shiloh" by Bobbie Ann Mason. Just a few short comments.

“Shiloh” by Bobbie Ann Mason presents three characters who
are unable to communicate.  Leroy, the husband, has suffered a leg injury in his truck
driving.  He now does nothing except work with craft
kits.

The second character is the wife of Leroy, Norma
Jean.  When Leroy was gone all the time, she was happier.  Now that he is home,  he gets
on her nerves.   She has become a body builder which she started when Leroy was trying
to improve his leg. 

The third character is Norma Jean’s
mother, Mabel.  Her answer to all problems is to make a visit to the Civil War battle
field at Shiloh.  Mabel visited Shiloh during her honeymoon; and she wants her daughter
and son-in-law to go there. 

There is a fourth person in
the story who is never seen but his presence is felt. Leroy and Norma Jean had a baby
they named Randy.  Neither of them has gotten over his death at four months from SIDS
 though it has been about fifteen years.  The baby’s death contributes to the end of
their marriage. They never talk about it.  They avoid the subject; yet, Leroy wants to
dispel the discomfort that he and his wife feel about their baby.  He is unable to bring
up the subject.

There has been a reversal of roles in
Leroy’s and Norma Jean’s marriage.  Leroy now feels afraid to drive his truck, so he
sits at home and does crafts which are typically feminine.  In addition, Norma Jean
works for the family; she also has become a body builder.  Both of the participants in
the marriage are unsure about what they want.

The couple
does go to Shiloh.  Norma Jean realizes that she liked it when Leroy was gone.  Her
independence has been intruded upon by Leroy and his injury.  When they go to Shiloh,
she tells Leroy that she wants to leave him. She is confused as she talks about their
eighteen years marriage.  She tells him that now they have nothing between them, and she
wants to move out. 

readability="11">

Without looking at Leroy, she says, “I want to
leave you!”

“No, you
don’t.”

….you won’t leave me alone. I feel eighteen again.
I can’t face that all over again. No, it wasn’t fine. I don’t know what I’m saying.
Forget it.”

Oddly, in the end
of the story, Norma Jean waves and calls Leroy toward her.  Norma Jean really does not
know what she wants. The theme of miscommunication takes the marriage to a level that
Leroy does not understand with Norma Jean is unclear about what she
wants.

What is Frederick Douglass's opinion of the Constitution and slavery?from the narrative of the life of frederick doouglass.

I am not sure why you keep saying that these questions are
from Douglass's autobiography when they are actually from this speech he gave on the
Fourth of July...

At any rate, Douglass says that lots of
people think that they have to respect slavery because it is in the Constitution. But he
says that the people who think that the Constitution condones slavery are wrong.  He
says

if the
Constitution were intended to be, by its framers and adopters, a slave-holding
instrument, why neither slavery, slaveholding, nor slave can anywhere be found in
it.

So he is saying that the
country needs to get back to what the Constitution actually says.  He says people need
to realize that the Constitution is not pro-slavery and that slavery should be
abolished.

What are the difference between the book The Color Purple and the movie?

• Alice Walker's novel The Color
  Purple is much darker and more complex than Speilberg's adaptation, which
  develops the comedy and the musical aspects more.  In the book, the men are meaner,
  crueler, more abusive, more sexist.  In the movie, they seem more like childish clowns,
  especially Mr. ____.  The book reads like tragedy and ends up like comedy only at the
  end.  The film introduces the comic/musical aspects much earlier and develops them
  throughout.


• Celie is a writer in the novel: she writes to
  God.  It's an epistolary novel.  Letters to God is the impetus of how the novel beings,
  as confession.  There's no such writing or confession in the movie: it's interior
  monologue done as voice over.  Speilberg only shows her writing to Nettie, not to
  God.

Some other, smaller
differences:

• There's no quilting in the movie.
   It's a major motif in the book.


• The movie shows more
  female's kissing (homosexuality) than the book (there's only Shug and Celie), which
  takes away from the power of the sexual
  experimentation.


• Again, the music is a major character in
  the movie (Quincy Jones was brought in to do the score), and there's more hymn singing
  and juke-joint cross-cutting to make it seem more like a musical than a novel.
   Obviously, this is a major reason why it becomes a musical on Broadway
  later.

In "A Modest Proposal," in paragraph 9, why doesn't Swift end the sentence after the word food?

I take it you are referring to the paragraph where Swift
finally presents his idea, based on the report of an American of "his acquaintance." It
is actually the eighth paragraph in my book, but it could be that you have a slightly
different edition.

What is important to note is the way
that the series of modifiers after the word "food" in this paragraph move this shocking
idea to being one that is completely hilarious through a long list of different ways in
which an Irish child can be cooked. Consider how Swift achieves
this:

I have
been assured by a very knowing American of my acquaintance in London, that a young
healthy child well nursed is at a year old a most delicious, noruishing, and wholesome
food, whether stewed, roasted, baked, or boiled, and I make no doubt that it will
equally serve in a fricassee, or
ragout.

Swift uses
exaggeration here to highlight the immense humour of what he is suggesting. In addition
to proposing cannibalism, he then goes on to list a number of different ways in which
the children can be consumed, going as far as presenting himself as something of a food
expert, not merely restricting himself to common ways of cooking, but also mentioning
such methods as creating a "fricassee, or ragout." Swift is obviously increasing the
satire of his suggestion by pretending to present an Irish child as the latest
"must-have" food and suggesting a number of different ways that it could be consumed. To
suggest the idea of canniballism itself would be shocking enough, but then to go on and
identify a number of different ways of preparing the Irish child for consuming makes it
even more shocking.

Given the following situation, your insight would be valued.I am the captain of my cricket team at my school. Last month, I made specifications for...

In my mind, I sense a couple of issues here at play.  The
first is one of leadership.  I think that we confuse "leadership" with "infallibility." 
Good leaders, the very best of leaders, are quick to recognize and understand their own
limitations and their own mistakes.  As the leader of this team, I don't think you would
lose credibility if you were able to go to your team and say that your original
calculations were not entirely accurate.  Part of being a great team is recognizing when
adjustments are made and part of being a great leader is being able to pull your
teammates and ask them to help you help them.  If leaders were perfect and above
reproach, they would not be human.  The reality is that leadership, specifically sports
leadership, is not so much about technical provisions, or what is known as "X's and
O's."  Rather, it's about self actualization and merging the subjective into the
collective.  Pat Riley writes about this in his book, Showtime,
regarding his own coaching of the Los Angeles Lakers.  In much the same way, I think
that going to your teammates, individuals who naturally trust you by virtue of being
captain, and telling them what needs to be done is an important step in being able to
help all of you out and being able to solidify your own leadership.  The best leaders I
have seen in the sports arenas are the ones who can look their teammates in the eyes and
ask for their help as they all strive for a common end.  Something happens at that
moment, for the recognition of something larger is understood and this is when greatness
becomes a unit.  As their leader, opening this dialogue and asking them to keep the
larger goal, your cricket team's success, in mind only helps all of you.  Silence or
trying to pass something off when it is not authentic does not enhance leadership. 
Rather, it takes from away from collective success because it is not evidence of self-
actualization, something that all sports units and captains require in order to find
their success.

In "The Rules of the Game," what is the wind that whispers to Waverly during her chess game?

I assume you are referring to Waverly's first chess game
that she plays in a tournament. It is clear that as she goes up to play the
fifteen-year-old boy from Oakland who is her opponent, Waverly is nervous, however, when
she starts playing, she very quickly loses all of her
nerves:

As I
began to play, the boy disappeared, the colour ran out of the room, and I saw only my
white pieces and his black ones waiting on the other side. A light wind began blowing
past my ears. It whispered secrets only I could
hear.

It is typical of Amy
Tan's style that she occasionally inserts lyrical passages like this one that show the
imagination of her main character. The next paragraph describes how this wind gives
Waverly strategies which she uses to win the match. The wind could be said to represent
quiet strength or strategy to the narrator, but it also follows Waverly's own earlier
comments about how it is important to keep your opponent guessing, distracting them and
avoiding their traps.

Determine the inverse function of f(x)=2x/2(x^3+x) .

For the beginning, we'll simplify the fraction that
represents the expression of the function. We'll factorize by x the
denominator:

f(x) = 2x/2x(x^2 +
1)

We'll simplify and we'll
get:

f(x) = 1/(x^2 + 1)

We'll
write f(x) = y.

y = 1/(x^2 +
1)

We'll change y by x:

x =
1/(y^2 + 1)

We'll multiply by 1/(y^2 + 1) both
sideS:

x(y^2 + 1) = 1

We'll
remove the brackets:

xy^2 + x =
1

We'll subtract x both
sides:

xy^2 = 1 - x

We'll
divide by x:

y^2 =
(1-x)/x

We'll take radicals both
sides:

sqrt y^2 =
sqrt[(1-x)/x]

y =
sqrt[(1-x)/x]

The inverse function is f^-1(x)
= sqrt[(1-x)/x].

Looking only at Chapter 2, why does the author use dialect and jargon rather than standard English, and what is the impact on the story?Of Mice and...

Having grown up in the Salinas Valley of California, the
setting of his novella, Of Mice and Men, John Steinbeck became
sympathetic to the workers of this area.  A socialist himself, Steinbeck rallied
for those who were oppressed by writing about them and presenting a realistic--if not
naturalistic--portrayal of their condition.

Reflective of
the title, George and Lennie are mice in the "maze of life," inferior to the bosses who
have control over them.  By having them speak in the realistic dialect of their class,
Steinbeck indicates this social inferiority.  Having taken his protagonists from the
agricultural working class of California, Steinbeck, in his social realism, presents
effectively the problematic relation between the workers and the land (represented by
the owners) on which they labor:

readability="13">

The boss said suddenly, 'Listen,
Small!'....'What can you do?'

In a panic, Lennie looked at
George for help. 'He can do anything you tell him,' said
George.

The boss turned on George. "then why don't you let
him answer?  What you trying to put
over?' 

What is the equation of the line between the points (4,3 ) and ( 7, 9)?

The equation between the two points (x1, y1) and (x2, y2)
is given by (y – y1) = [(y2-y1) / (x2 – x1)]*(x – x1).

Here
we have the two points (4, 3) and (7, 9). This gives x1 = 4, x2 =7, y1 = 3 and y2 =
9.

Substituting the values in (y – y1) = [(y2-y1) / (x2 –
x1)]*(x – x1)

=> (y – 3) = [(9 – 3) / (7 – 4)]*(x –
4)

=> y – 3 = (6/3)*(x –
4)

=> y – 3 = 2x –
8

The required line is y – 2x + 5 =
0.