In The Miracle Worker, what reason does James give for the hens not laying eggs?

In the playThe Miracle Worker this
particular scene refers to a poignant moment in which the Kellers were eating together,
and Annie was struggling in the process of making Helen take responsibility for her
choices at the table. At this moment Helen was throwing the napkin on the floor while
Annie would get up and putting it back in the correct place. Through the tense meal, the
family began to diffuse the situation and the topic of religion was coming up about what
"The Good Book" said about certain things, clearly making it obvious that the Kellers
were not necessarily "church fanatics".

To prove this, and
to answer the main question, Aunt Ev mentioned that the reverend of the parish had been
complaining that his hens are not laying any eggs. As part of the sarcastic comments
that the family is known to make against religion, James joined in by reasoning that, if
the hens are not laying eggs for the Reverend it must be because "they are Papists".
What he meant by that joke was that they did not follow the Reverend's same religious
faith, hence, they quit laying hens just to spite him.

A man travels from A to B at 4 km/h and from B to A at 6 km/h. The total journey takes 45 minutes. Find the distance traveled.

Let the distance from A to B is
D

Then, the distance from B to A is also
D.

Let us use the distance formula to find
D.

We know that:

D = Speed *
Time

Given that the speed from A to B is S1 =
4

==> D = 4 * T1

Also
given that the speed from B to A is S2 = 6

==> D = 6
* T2

Then D = D

==> 4T1
= 6T2 .............(1)

But we know that the total time is
45 min

==> 45 min = 3/4
hour.

==> T1 + T2 =
3/4

We will substitute into
(1).

==> 4T1 = 6 ( 3/4 -
T1)

==> 4T1 = 9/2 -
6T1

==> 10T1 =
9/2

==> T1 = 9/20 = 0.45
hour

==> T2 = 3/4 - 9/20 = 6/20 = 0.3
hour

Then D = 4*T1 = 4* 0.45 = 1.8
km

Then, the distance is 1.8
km.

a) Negative environmental impacts of tourism. b) Positive socio-cultural impacts of tourism. Explain the following with the help of...

There are both positive and negative effects of
tourism. One positive effect is that jobs are created. Tourists bring money to the
economy. Roads, airports, golf courses, shops, hotels and restaurants, etc. need to be
built. All of these things will give many people jobs.

A
negative effect of tourism is the depletion of natural resources such as water.
Pollution such as litter, sewage, and air pollution are all concerns. Ecosystems may
also be altered to the depletion of habitats for building. In addition, beaches are
often transformed into tourist destinations (including marinas) which harms or
eliminates these habitats as well.

Why is it that no matter who I sleep directly beside, they sweat profusely?My husband does, my kids do, anyone I lay beside and we fall asleep,...

The fact that you only mention your husband and your
children suggests that the problem likely has absolutely nothing to do with you.  It has
been suggested that excessive sweating during sleep can be genetic.  It is usually
considered completely harmless.  As a matter of comfort, one practical solution is to
have the person who sweats simply use fewer (or lighter) blankets and wear light weight
clothing.  Obviously when two bodies are sleeping next to one another, there will be
more heat between them.  If you are the only one who is negatively affected by the sweat
and heat, you could also try placing a pillow between you and the other
person.

Though it might be nothing at all, excessive
sweating at night can also be the result of reactions to medication, illness/infection,
stress, major hormonal changes (such as menopause), or diabetes.  Again, many of these
causes do not seem to relate to "husband" nor "children," but if you are worried about
it, I suggest you talk to a medical professional.

How do you find the 5th root using the scientific calculator model CASIO fx-82AU PLUS?

Scientific Notation Calculator is an online tool to
convert given number into scientific notation. It is a tool which makes calculations
easy and fun. If any number is given then it can easily convert it into scientific
notation.

Steps for Scientific
Notation

Step 1 :

Observe
the given number,  if the decimal is shifted to the left, the exponent is positive. If
the decimal is shifted to the right, the exponent is
negative.

Step 2 :

Now,
write the given number in scientific notation as
N×10P

Where: N=number and
p=power

Here number should be written in this
way so that decimal should be placed right to first digit, where first digit should be
natural number.

More you will get at
http://calculator.tutorvista.com/math/423/scientific-notation-calculator.html

What are the stylistic peculiarities of Charlotte Bronte's individual style?

In order to answer to this question I focused on “Jane
Eyre”:

To begin with we have to consider the genre of the
novel,bildungsroman, which is a German word to indicate an account of the youthful
development of a hero or heroine.

Then, in order to define
the style of a literary work one has to refer to diction, sentence structure and
imagery. In this case, the language used by Charlotte Bronte is worked up and refined.
We see that compound-complex sentences are preferred to simple and short sentences. They
are linked with colons or coordinated conjunctions, showing balance, like in the
following example:

readability="15">

"I never liked long walks, especially on chilly
afternoons: dreadful to me was the coming home in the raw twilight, with nipped fingers
and toes, and a heart saddened by the chidings of Bessie, the nurse, and humbled by the
consciousness of my physical inferiority to Eliza, John, and Georgiana Reed"
.

Charlotte Bronte’s prose is
rich in Symbolism and Imagery. In Jane Eyre, she has used many elements from nature to
suggest the characters’ state of mind. Here we can talk about "Pathetic Fallacy", in
which the inanimate is personified to emphasize the feelings of the characters, as we
see in:

readability="14">

"There was no possibility of taking a walk that
day.  We had been wandering, indeed, in the leafless shrubbery an hour in the
morning;
but since dinner (Mrs. Reed, when there was no company, dined early)
the cold winter wind had brought with it clouds so sombre, and a rain so penetrating,
that further out-door exercise was now out of the
question."

Here, the
adjectives "sombre" and "penetrating" are human attributes. However, they reflect the
feeling of isolation and loneliness the child Jane experiments. Other relevant symbols
throughout the novel are the moon, the landscape, and the element fire. Thus, we can
speak about the so-called “word painting” technique, in which the detailed description
of elements of nature relates to pivotal moments in the
plot.

In order to analyse CB’s style is equally important
to consider the idea of Narrative Situation, which refers to two essential questions we
normally ask when reading novels: who tells the story and who sees what's happening in
the story? The answer to the first question is obviously Jane, who is also the
narrator-in this case we have a first- person narrative. Furthermore, we have to
consider that the narrator voice, Jane, has a distinctive personality and explicitly
emits her opinions and judgements. In order to refer to the second question we may think
about perspective or focalization-in this case, we tend to perceive things from Jane's
perspective, and then we can say that the narrator is limited- the focus of perception
is of a character in the story. 
 
Lastly, because "Jane Eyre" 
contains an element of the supernatural-e.g., desolate landscapes, dark corridors,
Byronic hero- we may also relate the novel to the Gothic
tradition.

Could I have an explanation of the poem "Of Mothers, Among Other Things"? I smell upon this twisted ...

In this poem, Ramanujan creates a comparison between the
speaker's mother and a tree, along with the life that surrounds that tree. She begins by
calling the audience's attention to "the silk and white petal of my mother's youth."
Using the "blackbone tree" and "twisting" it together with her mother, the poet sets the
connection between the two. The speaker illustrates the age and commitment her mother
showed toward her, through the imagery of nature. She sees her mother run back to her
"crying cradles" through a "handful of needles" which is the rain. Her mother has
sacrificed a lot as seen in the line that reads, "the rains tack and sew/ with broken
thread the rags/ of the tree-tasselled light."

The speaker
can see her mother and her "wet eagle's two black pink-crinkled feet,/ one talon
crippled in a garden-/trap set for a mouse." In this instance and in the closing line,
we can imagine that the speaker has some perspective on motherhood. Perhaps she is now a
mother and she realizes all the little things that mothers do to care for their
children. The last lines read:

readability="6">

My cold parchment tongue licks bark
in
the mouth when I see her four
still sensible fingers slowly flex
to
pick a grain of rice from the kitchen
floor.

I believe that the
"cold parchment tongue" is the speaker's way of saying that her attitude towards her
mother was cold at times and that she didn't understand the things her mother was doing
for her. She can see her pick up a grain of rice from the floor, because that's what she
does on a daily basis, now that she has children.

How do you start a comparison essay between a movie and the original play?I have to write an essay after I read the original play and watch a movie...

I think that your introduction should outline the basic
idea of your paper.  Since you are going to be comparing the different levels between
the film and the play, I think that your introduction might want to open up how the play
was ripe for cinematic representation.  This might involve briefly discussing the
initial reaction to the play.  If the play was not received well, it seems highly
unlikely that it would have been made into a film.  This might find its way into the
introduction that opens up how the topic can develop.  At the same time, I think that
you might want to talk about how there are specific differences between any cinematic
representation and its dramatic interpretation on stage.  This will also allow you to be
able to bring out your thesis statement, suggesting that there is
specific

In A Wrinkle in Time, how does Charles Wallace know that the robotic inhabitants of Camazotz are not actually robots? Please reply ASAP. Thanks

It sounds like you are talking about when the Murrys first
got to Camazotz. Everyone looked very robotic, and the children were outside bouncing
balls and jumping rope in unison. All of them appeared to be robotic, but then they
noticed one boy who was NOT in sync with the rest. Mothers appear, in unison, and
retrieve their children, but the one boy continues to bounce his ball in a pattern that
does not match what the other kids were doing. His mother sees this, grabs him and takes
him into their house. She is obviously very upset, and the ball is left outside. They
take it to the door, the mother denies her child could have done anything not in sync,
but the boy grabs the ball. After seeing more instances of behavior that looks robotic
(the paperboy's perfect paper throwing, for example), Charles uses his ability to feel
what others are feeling, and can tell they are people, not
robots.

Rewrite the paragraph below for an audience of your peers. Try to follow the original meaning as closely as possible.Trust thyself: every heart...

This is definitely about self-reliance as genuine
individual living. There is also the sense of ‘seize the day’ (which is certainly not a
modern phrase) and being aware of your place in history and what you can do as an
individual, as a member of society, but Emerson also calls for a transcendent move. He
means this spiritually/philosophically but also as being courageous enough to lead
humanity in its progress and adventure into the chaos and dark (which could be
interpreted as the unknown future). So, I agree that only you can put this in your own
words. If I were to put this in words for an audience of my own peers, it would be less
refined, but hopefully as powerful. The thing about it is that this passage, and many
others from Emerson, are general powerful enough to be timeless. That is, they can apply
to any period in history because they illustrate virtuous principles that can be applied
any time. But, if you want to tailor it to a time period, use something culturally
relevant like technology. For example:

This is an
incredible time in the world’s history. Because of computer technology, ridiculously
vast amounts of knowledge are literally at your fingertips. Great people before you
looked at the world as if it were always miraculous; this is a wonder that most children
lose during adolescence and young adulthood. Don’t lose it. The world is more integrated
now than ever before. It calls for individuals to think like individuals while also
thinking of each other. Don’t float lazily by in the overwhelming current of history. Be
the current.

What are some figures of speech in ''The Remarkable Rocket'' by Oscar Wilde?I am writing a Term Paper on this topic, so it would be really good if...

SIMILES: Comparisons that use the word "like" or
"as."

a) "The sledge was shaped like a great golden
swan..."

b) "she was as pale as the Snow Palace in which
she had always lived."

c) "'"She is like a white rose!"
they cried'."

ALLITERATION: the repetition of
initial consonant sounds

a) "It's
quite clear that they love
each other," said the little Page, "as clear as
crystal!" and the King doubled
his salary a second time. "What an honour!" cried all the
courtiers.

(Remember:
when it comes to alliteration, it's sound--not spelling--that
counts.)

b) He was something of a
politician, and had always taken a
prominent part in the local
elections, so he knew the proper
Parliamentary expressions to
use.

(One could also count the word
"expressions," because its accented second syllable begins with the same "p"
sound.)

IRONY: The use of words to convey the
opposite of their literal meaning.

a) When the King plays
the flute "very badly," everyone shouts "Charming,
Charming."

PERSONIFICATION: A figure of speech
in which an inanimate object or abstraction is endowed with human qualities or
abilities.

a) "The fireworks began to talk to each
other."

ANTITHESIS: The juxtaposition of contrasting ideas
in balanced phrases.

a) "Your picture was beautiful," he
murmured, "but you are more beautiful than your picture"

b)
"She was like a white rose before...but she is like a red rose
now"

REPETITION: Wilde also uses many doubled
phrases, particularly in dialogue passages.  Here are some
examples.

a) "White rose, Red rose, Red rose,
White rose"

b) "Charming!
charming!"

c) "Romance is dead, Romance is dead, Romance is
dead"

d) "Ahem! ahem!"

Write short note on Gynocriticism.

Gynocriticism, frequently cited in the work of Elaine
Showalter, is the study of writing and criticism that reinterprets women’s literary
history. It is the study of women’s literary history by
women.

Showalter called this “hystory” in attempts to also
reinterpret the misguided concept of hysteria of women in literary history.
Historically, (prior to the 20th century) women were largely excluded from the public
sphere. Thus their writing was symbolic of that seclusion and tended to be about matters
of the home. Writers like Virginia Woolf attempted to break free of these limitations
literarily, but also in attempts to formulate a feminine identity free of male
control.

Gynocriticism is the study of women’s literature
as a distinct branch: as a minority literature. The goal is to interpret women’s
literature free of the patriarchal or misogynist tendencies of classical criticism which
tended to praise men’s writing over women’s.

Showalter
traces the development of feminine identity through literature in three phases. Prior to
the 20th century, women were the “idealized female,” as the object of male desire.
Objectification and subjugation were the primary methods of patriarchal suppression. The
next phase was feminism and this was a reaction to that patriarchy. This occurred in the
20th century and was highlighted by the theoretical writing and Civil Rights Movements
of the 1960s. The most recent phase is “female.” This phase defines the female identity
free from those past identities under male-dominated criticism. Gynocriticism is the
reinterpreting of women in literature and history and this is a type of feminism. This
type of criticism supplemented the historical liberation of women and was significant in
that it was carried out and interpreted by women.

As a side
note, part of this field of criticism was a reaction to recent literary theories which
were also perceived as a masculine practice. It certainly was a reaction to the
phallocentric theory from Freudian psychoanalysis that suggested women felt, or were,
inferior to men and that, to be creative (to produce seed), women had to “act
masculine.” So, gynocriticism (and other relevant theories) dispelled this idea as a
socially constructed gender bias.  

I am having trouble figuring out how aspects of place and time contribute to the theme of A & P by John Updike.A & P John Updike

It doesn’t say when it is set. But, the story was
published in 1961 and given the context and atmosphere of the story, and the A &
P, it’s safe to say the story is set in the 1950s or early 1960s. The setting is a town
north of Boston. But I can see how it could be generally interpreted as any suburban
town in 1950s America.

You might say that conformity is as
prominent today as it was then. You might be right. But these days, conformity is
overtly challenged. In the 1950s, conformity and conservative social values were
advocated more blatantly. This is in stark contrast to the revolutionary decade that
would follow. This was the height of that idealized American Dream, complete with a
nuclear family and a white picket fence around a suburban house. Speaking of conformity,
suburban housing plans were designed with similar housing units. To some extent, this is
still true today.

This was a place of architectural and
social conformity. Certainly, the 1960s were the most revolutionary decade for America
in the last 60 years. And in terms of industry and buying the latest material goods,
it’s hard to say which decade showed the most
conformity.

But in terms of social values, from 1950 to the
present, the decade of the 1950s were the most socially conservative and conformist.
This makes Sammy’s individual decision to leave his job more dramatic and significant.
And he did so in camaraderie with the girls who were dressed very inappropriately by
1950 standards. If Sammy were to leave a job in 2011, it wouldn’t have the same
existential or rebellious significance today than it would back
then.

In John F. Kennedy's inaugural address, what are some examples of how ethos is used?

If we can integrate the concept of ethos into the idea of
expressing inherently communal roots, Kennedy's inaugural address helps to bring out the
idea of what it means to be "American."  In this light, each time Kennedy invokes the
concept of "American" both to and from his audience, one sees an idea of ethos, or
goodness and good will emanating from and radiating to the audience.  For example, when
Kennedy calls out to the audience as in "My Fellow Americans," there is a sense of ethos
being established because of the idea of articulating a sense of community being
forged.  In suggesting that Kennedy is the leader of a "new generation of Americans,"
ethos is established in that there is a shared connection between speaker and audience. 
One of the most often quoted lines would also fit this classification:  "And so my
fellow Americans, ask not what your country can do for you - ask what you can do for
your country."  This brings to light both the goodness as well as the link of
communality shared between both speaker and audience.

In what ways did Morries father help him become who he was? Please use some quotes so i can read into it more

In Tuesdays With Morrie, Morrie's father is a father in
name only.  There is a division of labor in the house, and Morrie's parents marriage is
segregated.  Morrie's mother takes care of the kids, and Morrie's father works.
 Morrie's father does not even come in the house until Morrie and his brother are
asleep.  Child-rearing is woman's work, according to the traditional style of parenting
that Morrie's father adopts.

Luckily, Morrie's father knows
that the women he married are incredible mothers.  After Morrie's mother died, Morrie's
father marries Ava who is a godsend to the young, grieving Morrie.  Morrie recounts the
lessons he learns from her:

readability="6">

"The most important thing
in life is to learn how to give out love, and to let it come in."
(52)

Morrie
teaches Mitch not to be like his father.  Even though Mitch does not have kids, Morrie
urges him to open up to his girlfriend and to others in general.  Morries says that
communication is key to cultivating relationships.  So, even Morrie's father does not
have a positive aspect on Morrie, Morrie learns by his negative example to never
suppress feelings and never be too ashamed to talk.

If the area of the circle is 13, what is the radius?

Given that the area of a circle is 13 square
units.

We need to find the
radius.

To find the radius, we will use the formula of the
area of a circle.

We know
that:

A = r^2 * pi such that A is the area of the circle
and r is the radius.

Now we will substitute with the values
of the area.

==> 13 = r^2 *
pi

We know that pi = 22/7 or
3.14

==> 13 = r^2 *
22/7

Now we will multiply by 7/22 both
sides.

==> r^2 = 13*7/22 = 4.14 (
approx.)

Now we will take the square root of both
sides.

==> r =
2.03

Then, the radius of the circle whose
area is 13 is r = 2.03 units.

Explain the role of hamartia and catharsis in tragedy

According to Wikipedia.com, hamartia
is a term that was developed by Aristotle and:

readability="12">

...can simply be seen as a character’s flaw or
error...hamartia is the tragic flaw of the protagonist in a given
tragedy.

The word hamartia is rooted in the notion of
missing the mark (hamartanein) and covers a broad spectrum that includes accident and
mistake, as well as wrongdoing, error, or
sin.

Shakespearean tragedies
come to mind, such as Hamlet and Macbeth.
Shakespeare's tragic heroes all had a tragic [character] flaw. For Hamlet it was
indecision. For Macbeth it was vaulting
("blind")
ambition.

EncyclopediaBritannicaeb.com
notes:

readability="8">

....misfortune is not brought about by villainy
but by some “error of judgment” (hamartia). This imperfection later came to be
interpreted as a moral flaw, such as Othello’s jealousy or Hamlet’s
irresolution...

The basis for
understanding hamartia, then, is that a mistake is made, but it is due more to an error
in judgment, or, more typically perhaps, a flaw in one's character, rather than
springing from malicious intent. It was something created by Aristotle. Catharsis is
also something connected to the Greek, and it also was used by
Aristotle.

Catharis means "cleansing" or "purging," but it
is not necessarily referred to literally. One may experience a catharsis by experiencing
a bout of prolonged weeping. Screaming or yelling, or even unburdening one's guilt can
be cathartic. The idea is that a weight is lifted off of one's
heart or soul.

The emphasis of "catharsis" as an emotional
response was introduced by Aristotle as well.

readability="13">

The Greek philosopher Aristotle was the first to
use the term catharsis with reference to the emotions—in his
work Poetics.  In that context, it refers to a sensation or
literary effect that, ideally, would either be experienced by the characters in a play,
or be wrought upon the audience at the conclusion of a tragedy; namely, the release of
pent-up emotion or
energy.

Therefore, in a
tragedy, hamartia refers to a hero's tragic flaw, which drives him
to do things that not only affect those around him, but ultimately his own fate as
well.

Catharsis is something that can also be seen in a
tragedy. For instance, when Claudius and Macbeth, two of Shakespeare's great villains,
die (in Hamlet and Macbeth, respectively), it
may be cathartic for the audience, seeing such heinous criminals punished for their
horrific deeds. When Hamlet kills Claudius, we may assume it is cathartic for him as
well, although his tragic flaw (harmatia) has already sealed his own
fate.

Find the value of tension just sufficient to achieve limiting equilibrium in the following case:A heavy ring of mass 5kg is threaded on a fixed...

Here we have a ring threaded on a fixed rough horizontal
rod with the coefficient of friction between the rod and the ring being
0.5

A string is tied to the ring and pulled down with a
tension equal to T at 30 degrees to the horizontal. The force on the ring due to the
tension can be divided into two components, one in the vertical direction acting
downwards and another in the horizontal direction.

The
total force on the ring acting downwards is 5*g + T* sin
30.

The force of friction is given by the product of the
coefficient of friction and the normal force = (5*g + T* sin
30)*0.5.

The force acting on the ring trying to move it in
the vertical direction is equal to T*cos 30. This is opposed by the force of friction in
the opposite direction equal to (5*g + T*sin 30)*0.5

When
the two forces are equal the equilibrium is limiting,

T*cos
30 = (5*g + T*sin 30)*0.5

=> T*cos 30 - 0.5*T*sin 30
= 5*g

=> T (cos 30 - 0.5*sin 30) =
5*9.8

=> T = 5*9.8/ (cos 30 - 0.5*sin
30)

=> T = 49/ (sqrt 3 / 2 -
0.25)

=> T =
79.542

Therefore the tension that has to be
applied to reach limiting equilibrium is 79.542
N.

what is the best pre-med courses?

I notice that you are a freshman in high school so you
still have time to load up on science classes.  You will want to take as many science
clases that your school offers.  You will definately need to take biology and
chemistry.  Also, if your school offers AP biology and AP chemistry be sure to take
those as well.  In college as a pre-med student you will take multiple chemistry classes
ranging from general chemistry to organic chemistry.  Also, get a good background in
math, if it is offered take calculus.  In college you will have to take two or three
classes of physics so again take a physics class in high school.  If your school offers
any science electives such as anatomy and physiology I would recommend taking them as it
is good to get acquainted with bones ,muscles, etc. early on in your studies.  This may
seem like a lot of science to fit into your four years of high school, but it is
doable.  In the end having a good science background in high school will prepare you for
your college classes. 

What is the extreme point of the curve 3x-6x^2?

We have to find the extreme point of the curve y = 3x -
6x^2.

To do that we find the first derivative of 3x - 6x^2
and equate it to zero. This is solved for x.

Now y = 3x -
6x^2

y' = 3 - 12x

3 - 12x =
0

=> 12x = 3

=>
x = 1/4

At x = 1/4, y = 3*(1/4) -
6*(1/4)^2

=> 3/4 -
6/16

=> 3/4
-3/8

=> 3/8

Also at x =
1/4, y'' is -12 which is negative. So we have the point of maxima at x =
1/4

The extreme point is at x =
1/4 and this is the maximum point with the
expression equal to 3/8.

I don't know to find parabola mx^2+2mx+x+m-1. all i know is the extreme of parabola is on the line 9x-3y-3.

To determine the parabola, we'll have to find out the
unknown m.

The extreme point of the parabola is the vertex
of the parabola.

If the vertex of the parabola belongs to
the line 9x-3y-3 = 0, then the coordinates of the vertex verify the equation of the
line.

Let's note the vertex as V(xV,
yV)

xV = -b/2a

yV =
-delta/4a

We'll substitute xV and yV in the equation of the
line:

9xV - 3yV - 3 = 0

We'll
divide by 3:

3xV - yV - 1 =
0

We'll put the equation in the slope intercept
form:

yV = 3xV - 1

-delta/4a =
-3b/2a - 1

delta = b^2 -
4ac

We'll identify a,b,c:

a =
m

b = 2m+1

c =
m-1

delta = (2m+1)^2 -
4m(m-1)

We'll expand the square and we'll remove the
brackets:

4m^2 + 4m + 1 - 4m^2 +
4m

We'll eliminate like
terms:

delta = 8m +
1

-delta/4a = -3b/2a -
1

-(8m+1)/4m = -3(2m+1)/2m -
1

-8m-1 = -12m - 6 - 4m

8m + 5
= 0

We'll add -5 both
sides:

8m = -5 

We'll divide
by 8:

m =
-5/8

The parabola is: -5x^2/8 - x/4 -
13/8

In Shakespeare's Othello, how does racism affect the relationship that Othello has with Desdemona, Roderigo, and Iago?

If you are going to examine the idea of racism in
Othello, you have to at least consider what you mean by the term.
Are you looking at it from a 21st century perspective? Well, of course you are. Your own
preconceptions and what you see in the text are going to be very different
interpretations than what someone a century ago would have perceived.  So, you need to
consider what the term "racism" might mean as it pertained to Elizabethan England.  You
can call Shakespeare a racist, or you can consider that perhaps he was looking at the
character as more of someone who is an outsider, a foreigner, than just a black
man.

Given that, you could say that Desdemona was a reverse
racist in some respects, since her attraction to Othello had to do with the fact that he
was so different in every way from her.

Roderigo, as well,
does not necessarily see Othello from a place of race; his concern is the fact that
Desdemona has rejected him and married someone else, someone so different. Remember,
Roderigo is Desdemona's social equal, so he cannot fathom why she would choose
Othello.

As far as Iago goes, he has a whole slew of
reasons to justify why he wants to be the means by which Othello is brought low. Race is
only one of them.

Does the fact that Othello is black
perhaps affect the way the other characters respond to him? Sure, buy it isn't so
straightforward as simply out and out racism. It's a complex play, and he is a
complicated character.

A client is extremely pleased with his company’s performance for the first month and has contacted your manager, Mr. Johnson, to see...

In accounting, it's very important to leave a "paper
trail."  Every action must be justified and
detailed. 

Opening entries are important as they indicate
either the opening of a brand new account or the existing balance of an established
account at the beginning of each new month.   All entries from that point forward in
time either increase or decrease what was in the account on the first day of the month. 
Opening entries need to be specifically listed as such with the opening day and
amount. 

Adjusting entries are entries that are out of the
ordinary for a particular type of account and "adjust" it for some reason.  They can be
for any number of occurrences, but they need to draw the reader's attention and explain
in as much detail as possible what happened and why.  The reason for this is that
people's memories fade over time and the reason for the entry may not be so readible
available in the future.  So, document it well so it's self
explanatory. 

At the end of the month, there are certain
accounts that need to be closed out in preparation for the next month.  Most of these
accounts pertain to the income statement and are only temporary.  They need to show the
closing balance when the month ended and show where the balances were moved to as they
were closed.  Most will show a zero balance after they're closed for the beginning of
the new month.  On the other hand, most asset, liability, and capital accounts don't
usually need to be closed, but it's nice to see where the account is at the beginning of
the new month.  

Neglecting opening, adjusting, and closing
entries makes its difficult, if not impossible to issue the financial statements that
are so vital to a company's management and financial success.  By making all necessary
entries to its books, both at the beginning, in the interim, and at the ending of a set
accounting period, it's easier for a company to keep a thumb on its progress on a
day-to-day basis.  And of equal importance--if a company's books are ever audited, a
well kept and accurate "paper trail" makes it easy to prove a company's honesty and
integrity, as well as its professionalism. 

Compare and contrast the four reasons why forgetting occurs.

There is sometimes difficulty in determining what is
actually an occurrence of forgetting and what is simply an inability to retrieve
information. However, there are several theories with regard to how forgetting
occurs.

Decay Theory-This theory asserts that a memory
trace is created every time some new experience occurs. This theory believes that over
time these traces fade and disappear. This makes it difficult to access and use the
trace which eventually makes the memory
disappear.

Interference Theory-this theory believes that
memories are made, and memories with very similar characteristics compete against each
other. Proactive Interference makes it difficult to remember new memories. Retroactive
Interference interferes with your ability to remember old
memories.

Failure to Store-This happens when encoding
fails, and those things that are meant to be stored in long-term memory are never
stored.

Motivated Forgetting-This happens when an
individual actively works to forget and eliminate traces of memories that are traumatic.
Rape, abuse, incest and other traumas would be subject to motivated
forgetting.

How can the study of literature be scientific?

Literary theory, the systematic study of literature, has
broadened in the last century into an interdisciplinary study. It now can involve
history, politics, culture, psychology, aesthetics, philosophy, economics and feminism.
The list goes on. Most of these are social sciences, but
physical science also a part at times. Psychology involves neurology and cognitive
functions, economics involves history and trade, and feminism involves social and gender
interaction. This is all part of the idea that our social lives inform how we think
about the world and subsequently what we write about. So, literary theory is not just
about literature anymore. It’s also about
us.

The study of literature used to be
limited to the “great works” of the literary canon. In the 19th century, more critics
and theorists, literary and cultural, noticed how this reflected the general social
exclusion of women and minorities. The canon began to expand. Literary criticism still
primarily praised “great works” and “literariness,” but the concept of literature also
began to diversify socially. Then it would expand and
differentiate.

Today, there are literary theorists who
study poetry, prose, fiction and non-fiction. But some also study advertising, film,
television and political discourse. Some theorists even interpret cultural and
historical events as texts. Let’s say you are a literary theorist who specializes in New
Historicism, Political Science, Psychology and Anthropology. You could interpret recent
events in Egypt just as you could interpret a recent Egyptian
novel.

Overall, the point is that literary theory has
become broader and intersciplinary. New Historicism, Feminism and Marxism look at the
ways history, gender politics and economics shape our social lives and how our social
lives shape how and what we write. This is an artistic and scientific
endeavor.

At the same time that literary theory was
branching out in these ways, you can also trace the development of Formalism (New
Criticism) and, to some extent, Structuralism. This was the development of the
increasingly scientific study of the textuality of literature. By textuality, I mean
what makes literature different from ordinary speech or something like advertising. The
Formalists attempted to identify the parts, archetypes, metaphors, tropes, prosody,
style, themes, etc. of all literature. They were attempting a very systematic study of
what literature is made of. This was very popular at the
time and very effective for determining “literature” from other kinds of writing. But it
was limiting in its scope and some view it as socially irresponsible. Thankfully, the
expansion of literary theory I described above followed quickly and broadened the
scientific study to include social sciences with that textual
study.

Literature will never be completely scientific.
Today, literary theory uses scientific approaches in conjunction with artistic
approaches.

In Death of a Salesman, how does Willy feel about Charley and Bernard?

Willy is deeply jealous of Charlie, his next-door
neighbor. Charlie is everything that Willy is not: Where Willy is a braggart, Charlie is
a modest man of few words; Where Willy is a dreamer, Charlie is practical and real.
Worst of all, for Willy, Charlie knows that Willy is losing touch with reality and that
he can't pay his bills. Charlie lends Willy money every week, just so that Willy can
break even and look, to his family, like he can still make it as a salesman. The guilt
Willy feels for coming to Charlie is almost unbearable; he will never be able to repay
Charlie and he knows it. Willy tells Charlie, "I’m keeping an account of everything,
remember. I’ll pay every penny back." They both know that will never happen. Charlie
even offers Willy a job, but Willy is so proud and guilty that he turns Charlie
down.

Even worse for Willy, is Charlie's son
Bernard. When his sons were young, Willy used to make fun of Bernard. "What an anemic!"
he'd say, comparing Bernard to his sons, the "Adonises." How awful then, for Willy, when
he meets Bernard later in life. Bernard has become a successful lawyer who has friends
with their own tennis courts, who has a wife with two kids, and who goes to Washington
to argue cases in front of the Supreme Court. Willy knows all too well what his sons,
the Adonises, have become, relative to
Bernard.

Both Charlie and Bernard are great
sources of jealousy, guilt and despair for worn-out Willy Loman. They serve as living
reminders of how he has failed as a businessman, as well as a father. And it will be
Bernard who will remind him how he has failed, too, as a
husband.

In The Tempest, what are the differences between Prospero's and Shakespeare's plays?

I have had to edit your question because you asked two
questions. Please remember that you are not allowed to ask multiple
questions.

If I understand your question correctly, you
want me to comment on the relationship between Prospero and Shakespeare and the fact
that in this play we have several plays-within-a-play. This of course is not something
that is restricted to this play alone. In Hamlet plays-within-a-play are a central part
of the plot, as "The Mousetrap" is intended to provide proof of the guilt of Claudius.
Certainly what it does seem to do is present Prospero as the director of the action on
the island.

Much has been written of how Prospero
represents power in the play. He is on the stage longer than any other character and he
is shown to control the fate of all characters on the island. Nothing happens without
him willing it or being aware of it, and a central issue to consider is if he uses his
powers with wisdom or in a selfish fashion. Plays have varied in their depiction of
Prospero as a magnanimous ruler or a sadistic oppressive coloniser, and clearly there is
evidence for both of these options. However, the masques that are featured as part of
the action in this play rather seem to strengthen the sense of power that Prospero
holds. There seem to be many comparisons that we can make between Prospero and
Shakespeare: both direct the action and are in control of their characters, having their
destiny in their hands; both use a variety of different forms of "magic" in their dramas
and both participate in their own dramas (let us remember that Shakespeare himself
acted).

List the arguments 'for' and 'against' GM (genetically-modified) crops?

Most of the "for" arguments for GMOs are false. 
Still;

GMOs can make a plant or animal manufacture a
pharmaceutical product.

 Against
it;

Cross-pollinations have accidentally introduced drugs
into the food supply

href="http://www.pacificviews.org/weblog/archives/002509.html">http://www.pacificviews.org/weblog/archives/002509.html

Cross-pollinations
have spread GE genomes into neighboring fields and into the wild, not only injuring the
capacity or farmers to choose non-GMO crops but even to injure the genetic variety in
the native and wild fields.

href="http://www.gmcontaminationregister.org/">http://www.gmcontaminationregister.org/

href="http://www.alive.com/880a3a2.php?subject_bread_cramb=635">http://www.alive.com/880a3a2.php?subject_bread_cramb=635

GMO
seeds can't be saved and thus engineer a form of crop-based feudalism or
share-cropping

href="http://www.astm.lu/spip.php?article830&astm_lang=fr">http://www.astm.lu/spip.php?article830&astm_lang=fr

GMO
food crops are restricted to those that can be shipped for a market, thus they tend to
supplant local food systems.  This has lead to dislocated farm families and workers,
aggravating famine; href="http://www.faminegenocide.com/resources/facts.html">http://www.faminegenocide.com/resources/facts.html

href="http://www.monbiot.com/archives/2005/12/27/how-britain-denies-its-holocausts/">http://www.monbiot.com/archives/2005/12/27/how-britain-denies-its-holocausts/

Also unemployment,
poverty, homelessness and illegal immigration.

href="http://www.globalpolitician.com/22241-immigration">http://www.globalpolitician.com/22241-immigration

BT
crops engineer pesticide to be IN the food instead of "on", where we could at least wash
some of it off.

Modifications cause us to eat things that
cause unknown reactions, not just allergies but there are disturbing and not fully
pursued evidence of causing sterility, genetic changes in the consumer, birth defects
and other as yet unrecognized syndromes; href="http://www.biolsci.org/v05p0706.htm#headingA11">http://www.biolsci.org/v05p0706.htm#headingA11

href="http://www.gmo-free-regions.org/fileadmin/pics/gmo-free-regions/conference_2010/press/Carrasco_soybean_PR.pdf">http://www.gmo-free-regions.org/fileadmin/pics/gmo-free-regions/conference_2010/press/Carrasco_soybean_PR.pdf

Glyphosate
ready crops enforce mono-cropping.  Intercropping produces more "product" per acre and
tends to maintain soils, while monocropping depletes soil
rapidly

href="http://tinyurl.com/2592e89">http://tinyurl.com/2592e89

Heavy
herbicide and pesticide rounds injure both soil and those men and women who work the
soil

href="http://www.i-sis.org.uk/GTARW.php">http://www.i-sis.org.uk/GTARW.php

GMOs
reduce crop diversity, which makes crops more vulnerable to
disease

href="http://volensafrica.org/Loss-of-Crop-Diversity-Threatens.html?lang=en">http://volensafrica.org/Loss-of-Crop-Diversity-Threatens.html?lang=en

GMOs
reduce crop diversity, which are critical in finding crops suitable to survive marginal
locations and weather extremes

href="http://www.fao.org/docrep/x0262e/x0262e02.htm">http://www.fao.org/docrep/x0262e/x0262e02.htm

href="http://news.bbc.co.uk/2/hi/8182840.stm">http://news.bbc.co.uk/2/hi/8182840.stm

Heavily
damaged soils associated with this type of growing simply do not have anything left to
impart strong nutrient values to our food.  This has led to an overall reduction in food
value for every calorie we eat. <scroll to “Myth Two” href="http://digmybook.com/preview/155963944X/The-Fatal-Harvest-Reader">http://digmybook.com/preview/155963944X/The-Fatal-Harvest-Reader

GMOs
are causing activation of super weeds both by the rampant use of one kind of pesticide
and by the intra genetic transfer of pesticide-resistant genes or simply
pollens

href="http://www.nytimes.com/2010/05/04/business/energy-environment/04weed.html">http://www.nytimes.com/2010/05/04/business/energy-environment/04weed.html

GMO
sourced drugs and anti-biotics are accelerating drug-resistant
germs 

href="http://www.i-sis.org.uk/GMDNA_Does_Jump_Species.php">http://www.i-sis.org.uk/GMDNA_Does_Jump_Species.php

While
GMOs promise lowered use of chemicals and the ability to rely on a single set of
equipment expensesv, in truth after a couple of years, use of external chemicals rise
and overreach the original levels fairly rapidly.

href="http://www.rodaleinstitute.org/20090625/nf1">http://www.rodaleinstitute.org/20090625/nf1

href="http://www.truth-out.org/1215091">http://www.truth-out.org/1215091

href="http://www.foodrenegade.com/vandana-shiva-on-the-dangers-of-gmos/">http://www.foodrenegade.com/vandana-shiva-on-the-dangers-of-gmos/ 

Now
the superweeds, both with GE genes and those which have emerged from the wild, are
forcing farmers to re-purchase equipment they had had prior to glyphosate
dependence

href="http://biolargo.blogspot.com/2010/06/round-up-weed-killer-and-acquired.html">http://biolargo.blogspot.com/2010/06/round-up-weed-killer-and-acquired.html

Find the area of the base of a cylinder is h=12 in and v=39 in^3.

Given the volume of the cylinder is v=39
in^3

We will use the formula of the cylinder volume to
solve.

We know that:

V = r^2
*pi * h  such that v is the volume, r is the radius, and h is the
height.

We are given the volume and the
height.

Then we will substitute into the
equation.

==> 39 = r^2*pi *
12

Now we will divide by
12.

==> r^2 *pi = 39/12 =
3.25

But we know that the area of the base is given by
:

A = r^2 *
pi

Then, the area of the base of the cylinder
is 3.25 in^2

On what page or chapter does Humbert talk about him being attractive to Lolita (when he says he resembles famous people she has a crush on)?

Nabokov indeed portrays Humbert as being conscious of the
fact that he can be very attractive for a preteen girl. He figures himself as a living
personification of the male movie stars Lolita admires most. He literally says: "I have
all the characteristics which, according to writers on the sex interests of children,
start the responses stirring in a little girl: clean cut jaw, muscular hand, deep
sonorous voice, broad shoulder. Moreover, I am said to resemble some crooner
or actor chap whom Lo has a crush." (34) This occurs in Chapter 11.  Later
on, Humbert notices a poster of a handsome model in Lolita’s room: “Lo had drawn a
jocose arrow to the haggard lover’s face and had put, in block letters: H.H.”
(69)

REFERENCES

Nabokov,
Vladimir (1989), Lolita, New York: Vintage.

What are some of some symptoms of witchcraft that Abigail and her followers show in The Crucible?I need to know some symptoms of witchcraft...

In Act I, Scene i, Betty Parris and Ruth Putnam are both
unable to wake: 

ABIGAIL: Yes, Uncle. (He goes out with
Putnam.) How is Ruth sick?
MERCY: It’s weirdish, I know not—she seems to walk
like a dead one since last night.

Abigail attributes their
inability to wake to excessive fright as a result of Reverend Parris catching them
dancing in the woods around a pot with frogs in it.  They had convinced the Parris'
slave, Tituba, to help them cast a spell on Elizabeth Proctor so that John Proctor would
leave her for Abigail. 

In Act I, Scene i Betty also tries
to fly out the window and she screams when she hears people praying in the Parris
home. 

How did the Cold War affect American culture?

The Cold War had a substantial impact on American culture
during the 1950’s and 60’s especially. Themes such as nuclear war and espionage
permeated popular culture during this time period as tensions between the USSR and the
USA escalated.

In literature, dystopian themes were
prevalent. Books such as the Manchurian Candidate and The Fourth Protocol reflected
fears of Soviet takeover, while books like 1984 and Alas, Babylon explored what Soviet
domination might actually look like.

Television, a new
medium, also reflected people’s preoccupation with the U.S.  Shows like I Spy, Danger
Man, Mission: Impossible and I Led Three Lives were all spy dramas, many with Soviet
characters. Some shows even made fun of the tension, such as Get Smart and The
Adventures of Rocky and Bullwinkle.

Many movies came out
that dealt with the themes of nuclear apocalypse. Doctor Strangelove, Fail-Safe and
WarGames all reflected the ever-pervasive fear of nuclear destruction. James Bond films
were notorious for showcasing East/West tensions, as were films like Firefox and Hunt
for the Red October.

Even athletic competitions became
venues for Soviet-American showdowns. These sports festivals provided opportunities for
the two superpowers to show off the benefits of their respective
systems.

As you can see, the Cold War became the driving
force behind popular culture for decades.

"The way conflicts and contrasts are resolved along with the theme of 'mistaken identities' make the Twelfth Night a successful comedy." Discuss.

Rather a complex essay title you have been given there,
zoha. To begin you need to "unpack" its various parts so you can work out how you can
respond to each section of the title. The question seems to be focussing on the
resolution of all the confusion and problems in the play - how the love triangle is
"solved", and how the various disguises are taken off and identities are re-established.
Therefore one way to answer this question would be to consider whether, in fact, the
play does resolve all of these conflicts and issues - is it just a "happy ending" kind
of Shakesperian comedy or is Shakespeare trying to do something else
instead?

I have recently answered a very similar question
and I have put the link to the answer below, so have a look at that and see if it helps
you in thinking through some of the ways that the "resolution" doesn't actually
"resolve" some of the central conflicts. One additional point that you might want to
think through is are we convinced as an audience by the ending? We have seen characters
fall in love suddenly and inexplicably. Take Olivia's crush on Cesario, and then the way
she (mistakenly) marries Sebastian very quickly. Are we convinced that marriage or love
that is described throughout the play variously as a "plague" or a "sickness" or an
"infection" will result in a happy marriage? Olivia has married Sebastian - a man she
knows next to nothing about. Are these the kind of ingredients that will give us the
happy ending Act V scene i seems to promise? We could ask the same question about Orsino
and Viola - Orsino never "knows" the true Viola and yet they marry
too.

Just some ideas - hope they
help!

If you do 110 J of work to elevate a bucket of water, what is its gravitational potential energy relative to its starting position

When a body is raised by a height h, it requires work to
be done. This is equal to m*g*h, where m is the mass of the body, g is the acceleration
due to the gravitational force of attraction and h is the height it is raised
by.

If 110 J of work is done in raising the bucket of water
from its starting position, the work done is stored as gravitational potential energy of
the bucket. Its height increases by 110/m*g.

According to
the law of conservation of energy, the total energy in a system remains the same. When
you do work on the bucket of water equal to 110 J, the increase in the gravitational
potential energy of the bucket is also 110 J.

In The Kite Runner, what is Baba's view of religion?

Baba finds that religion is really an excuse for all kinds
of behavior that he finds despicable.  At the same time he thinks it is very important
to act honestly and he spends a great deal of time and effort being sure that Amir
learns these lessons.  Part of his problem with religion may be due to the fact that
organized religion prevents him from publicly accepting his son Hassan whose mother was
a Hazara.  Part of it is also likely due to the way that he sees fundamentalist
religious leaders tear his country apart after the overthrow of the
Soviets.

What reason does the monster give for killing William and framing Justine in Mary Shelley's Frankenstein?

In Mary Shelley's novel,
Frankenstein, the creature kills Frankenstein's youngest brother
William, and frames another member of their household:
Justine.

When the creature sits with Frankenstein and tells
his story, he relates his trip to Geneva, coming by chance across young William. The
creature believes that a child not having learned to be fearful of the world, might be a
good companion for him. He tells William he will take the boy who will not see his
family again, but the boy shares his identity as a Frankenstein, threatening the
creature with his father's protection. Once the creature realizes this boy is related to
Victor he says:

readability="6">

Frankenstein! you belong to my enemy—to him
towards whom I have sworn eternal revenge; you shall be my first
victim.

In order to punish
Victor, the creature kills his young brother. In doing so, he discovers and takes the
miniature portrait of his mother (Caroline) that the boy carries, away with him. Soon he
comes upon Justine, asleep in the barn. She is not as beautiful as the woman in the
portrait, but even as he thinks this, he knows that should she awake, she would reject
him in horror as others had done.

readability="11">

Thus she would assuredly [denounce me if she]
beheld me. The thought was madness; it stirred the fiend within me—not I, but she, shall
suffer; the murder I have committed because I am forever robbed of all that she could
give me, she shall atone. The crime had its source in her: be hers the
punishment!

Knowing something
of the law from listening to Felix, the monster plants the portrait in the folds of
Justine's dress so she will be accused of the murder of
William.

In essence, the creature kills William because he
is related to Victor, and he frames Justine with the sense of power he realizes he has
to bring havoc to the world around him: especially to her because
she represents all he cannot have.

If a=0 what is the number of solutions of equation x-a=square root(x^2-1).

First, we'll impose the constraints of existence of the
square root:

x^2 - 1
>=0

The expression x^2 - 1 is positive over the
ranges (- infinite , -1] U [1 ; +infinite).

Now, we'll put
a = 0 and we'll solve the given equation:

x = sqrt(x^2 -
1)

We'll raise to square both sides, in order to eliminate
the square root:

x^2 = x^2 -
1

We'll subtract x^2:

x^2 -
x^2 = -1

0 = -1 not
true

The given equation has no solutions if a
= 0.

Calculate the limit of the function (x^2-5x+6)/(x^2+4x-21).

Since you did not specified the accumulation point, we'll
consider 2 cases.

In the 1st case, the accumulation point
is infinite.

We'll calculate the limit by factorizing both,
numerator and denominator, by x^2:

lim
(x^2-5x+6)/(x^2+4x-21) = lim
x^2(1-5/x+6/x^2)/x^2(1+4/x-21/x^2)

We'll
simplify:

lim (1-5/x+6/x^2)/(1+4/x-21/x^2) = 1/1 =
1

lim (x^2-5x+6)/(x^2+4x-21) =
1

In the 2nd case, the accumulation point is
3.

To calculate the limit, we'll substitute x by
3:

lim (x^2-5x+6)/(x^2+4x-21) =
(9-15+6)/(9+12-21)

We notice that we've get an
indeterminacy: 0/0

Since x = 3 cancells both numerator and
denominator, that means that x = 3 is one of the roots.

lim
(x^2-5x+6)/(x^2+4x-21) = lim (x-3)(x-2)/(x-3)(x+7)

We'll
simplify and we'll get:

lim (x^2-5x+6)/(x^2+4x-21) = lim
(x-2)/(x+7)

To calculate the limit, we'll substitute x by
3:

lim (x-2)/(x+7) = 
(3-2)/(3+7)

lim (x-2)/(x+7) =
1/10

So, if x->infinite, the value of
limit is 1 and if x->3, the value of limit is
1/10.

What is a good theme for The Skin I'm In?

Another theme that would be important to discuss in
today's world (and/or today's classroom) would be school bullying.  One doesn't have to
look even further than the main character:  Maleeka Madison.  Maleeka is the main victim
of the bullying.  In fact, she is teased mercilessly both for her skin color and her
homemade dresses. 

If bullying is a theme then there is not
only a victim, but also at least one bully.  The irony of the bully's in this book is
that they involve almost all of the other school children including the only other black
boy in the class.  Further, it should surprise the reader that another black child
should bully another one about being the very same skin
color. 

Another aspect of the bullying theme is the
discovery of how the main victim (Maleeka) deals with it.  Other than having severely
low self-esteem, Maleeka tries to cope with the bullying by befriending the roughest
girl in the school, Charlese, yet another bully.  Of course, by the end of the story,
Maleeka realizes that neither bullying nor being bullied is the answer.  Maleeka learns
to love "the skin I'm in." 

In The Outsiders, when Ponyboy says Dally is "smart," what might he mean?

I think the description of Dally that we are given in the
first chapter is worthy of some serious attention as it presents us with a very complete
description of the individual. Let us examine the part you are referring
to:

He had
quite a reputation. They have a file on him down at the police station. He had been
arrested, he got drunk, he rode in rodeos, lied, cheated, stole, rolled drunks, jumped
small kids--he did everything. I didn't like him, but he was smart and you had to
respect him.

Thus we can see
that the adjective "smart" that Ponyboy applies to Dally is probably not linked to
intelligence in the traditional sense of the word. Rather, it seems that Ponyboy is
using "smart" in the sense of "street-wise." Dally with all of his "experience" of the
world and the law is clearly someone who knows about how to manage situations such as
the one facing Johnny and Ponyboy. It is interesting that it is Dally who is able to
help them out with what to do and where to go and gives them advice. He is obviously no
stranger to such events.

Solve the system of equations algebraically: y=x^2+4 y=2x+7

We have to solve the system of
equations:

y=x^2+4

y=2x+7

Equate
the value of y

=> x^2+4 =
2x+7

=> x^2 - 2x - 3 =
0

solving the quadratic equation we get two values of
x.

=> x^2 - 3x + x - 3 =
0

=> x(x - 3) + 1(x - 3) =
0

=> (x - 3)(x + 1) =
0

Or x = 3 and x = -1

For x =
3, y = 2x + 7 = 13

For x = -1, y = 2x + 7 =
5

Therefore the required solution is

( 3 , 13) and ( -1 ,
5)

Please give a short of psychological profile of The American in "Hills Like White Elephants."

In Hemingway's "Hills Like White Elephants," the character
the American appears to be an overly selfish person who is used to getting his way
without consequences.  Over the course of his conversation with Jig, it becomes apparent
that the two are talking about the baby whom they have conceived and whether or not the
baby should be aborted.  The American tells Jig that he loves her and that he will
support any decision that she makes; however, when she suggests keeping the baby, he
tries to convince her otherwise.  He also implicitly threatens to end their relationship
if Jig does not comply with his wishes.  The American refuses to even try to understand
Jig's position on the issue and is content to simply walk away from what he now sees as
a mess.  From this, one might draw the conclusion that the American does not like
commitment and prefers to be in control of his own destiny.

What is the setting for Animal Farm?

In addition to the above details, Manor Farm seems to be
wedged between or at least neighbors with two farmers, Pilkington and
Fredrick.

Manor Farm is set to represent Russian Revolution
era Russia, while these two other farms might represent Great Britian, Germany, and/or
the United States. Each of these countries had a different political ideology from one
another as well as Russia. Setting involves both time and place and the Russian
Revolution took place in 1917-18, while the reign of Lenin lasted until 1924. Since
Stalin is represented by Napoleon, the represented activity of the book took place after
that.

Are decimals and fractions classified under integers?

Integers are only whole numbers and include both positive
as well as negative whole numbers and 0. An integer cannot not have a decimal or a
fractional part. The set of integers is {... −2, −1, 0, 1, 2,
...}

When one integer is divided by another integer, the
result may be a fraction or a decimal. Though it should be kept in mind that not all
decimal numbers can be expressed as one integer divided by another. Irrational decimal
number like the square root of 2 and pi cannot be expressed as the quatient of one
integer divided by another.

What is x if x+1, x-1, 4 are terms of an arithmetic series?

To determine the terms of the given arithmetical
progression, we'll have to find out the value of x,
first.

The terms (x+1), (x-1) and 4 are the consecutive
terms of the arithmetical progression if and only if the middle term is the arithmetical
mean of the neighbor terms:

x - 1 = [(x+1) +
4]/2

We'll multiply by 2 both
sides:

2x - 2 = x + 1 +
4

We'll combine like terms from the right
side:

2x - 2 = x + 5

We'll
subtract x+5:

2x - 2 - x - 5 =
0

x - 7 = 0

We'll add 7 both
sides:

x =
7

The terms of the
arithmetical sequence, whose common difference is d = -2 are: x + 1 = 7+1 = 8 ; x- 1 =
 7-1 = 6 ; 4.

What kind of appetizers would be served at rich peoples parties in New York in the 1880s?

Yes, I would say definitely caviar would be served. Also,
some sort of pate de fois gras (goose liver pate). Since it is New York, there
definitely would be some type of oyster dish - either raw oysters on the half shell,
oysters Rockefeller or some other preparation. There would be crudites - raw vegetables
with a dip. There also would be some fancy type of appetizers "en croute" - which means
in a crust - perhaps meat covered in a crust and fried or baked. There would also be
various types of expensive cheeses, cured meats such as expensive salami, pancetta or
ham. Also, there would definitley be shrimp cocktail. This was very popular and would
have been readily available in New York City. There would be some other type of fish as
well, perhaps salted cod, smoked salmon, or the like. Also, I have read that sardines
were popular back then, not on pizzas but on little crackers topped with a green olive.
Another thing that rich people liked to eat were things "en gelee" - that means, encased
in a gelatin. Soft boiled eggs "en gelee" were popular. This item is a French appetizer
but things would have been imported by the rich to be served at their fancy parties.
Also, truffles - which is a type of wild mushroom found in France that can only be
uncovered by wild pigs. Weird, huh?

Is Troy capable of loving in Fences?

Troy is a complex man.  One of Wilson's strength is that
his construction of Troy is one that is layered with intricacy.  Therefore, it is not
entirely easy to parse whether he is a loving man.  What is known is that Troy has
lacked the insight to prevent the absorption of social ills into his own psyche.  The
difficult of consciousness in the modern setting for someone of color and someone of
challenging economic conditions has been taken appropriated into Troy's own
consciousness.  At the same time, his own psychology is one where love was not openly or
easily shown.  This makes him seeking to display love, but incapable of knowing how to
express or display it.  This would be why he forbids his son to pursue a dream, one that
was blighted in Troy's own experience.  His need to be responsible for Rose and his
family is done out of some level of love and devotion.  However, his love for a life
without responsibility is what compels him to seek shelter in the arms of Alberta.  Troy
does possess love in his heart, yet it is blunted by all the experiences of the world
that seek to drag him down.  I think that this is probably why Troy can only show love
through a filtered lens, where there is significant question as to whether it is there
at all.  Yet, like so much in his life, it is hidden and whether it is exposed is in
question.

Is there a battle of good vs. evil in Oliver Twist? How do these forces try to shape Oliver?

Charles Dickens' second novel, Oliver Twist (1837-39)  is
the story of the eponymous young orphan boy who reflects the life of poverty of
Victorian England.  The novel portrays  the evils of the 'Poor Houses' of the time and
the corruption of the people who work there.  It also shows the depths of London's crime
with an emphasis on petty robbery and pick pocketing.

The
arch villain of the  novel, Fagin, also referred to as "The Jew", is characterized as
the personification of cruelty and greed .  His main goals are to take advantage of and
exploit the marginalized people of his community. Oliver, on the contrary, is the
complete opposite of Fagin.  Innocent, and full of the milk of human kindness, Oliver
symbolizes all that is good in society.  He hates the thought of stealing, violence, or
mistreatment of any sort, and genuinely cares for others around
him.

"Oliver Twist" is a story about the battles of good
versus evil, with the evil continually trying to corrupt and exploit the good.  It
portrays the power of Love, Hate, Greed, and Revenge and how each can affect the people
involved.  The love between Rose and Harry eventually overcomes all the obstacles
between them.  The hatred that Monks feels for Oliver and the greed he feels towards his
inheritance proves to be self destructive.  The revenge that Sikes inflicts on Nancy
drives him almost insane and results in accidental suicide. Dickens' wide array of true
to life characters emphasizes the virtues of sacrifice, compromise, charity, and
loyalty. At the end of the novel though the system for the poor is not changed, the good
in Dickens' novel outweighs the evil, and the main characters that are part of this good
live happily ever after. In real life however the publication of "Oliver Twist" resulted
in the government attempting to reform the system of 'Poor
Houses.'

Please explain the theme of alienation

Alienation in literature can
be in the form of physical aloneness and separteness from others, or it can be the
psychological isolation of a character.  Since "meaning depends upon sharing," as the
great Polish-born British writer, Joseph Conrad, once wrote, characters who have no one
with whom to share their joys or sorrows are often tragically alienated.  In John
Steinbeck's novella Of Mice and Men, for instance, the character
Crooks works during the day and reads at night.  Isolated from the other ranch workers
because of his race, Crooks tells the child-like Lennie that being alone makes a man
crazy, for if he sees something

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"...he don't know whether it's right or not.  He
can't turn to some other guy and ast him if he sees it too.  He can't tell.  He got
nothing to measure by."

In
Nathaniel Hawthorne's The Scarlet Letter,  Hester Prynne is
certainly alienated from the community by her having been an adultress.  Even though she
sews beautifully for people, she is never allowed to be part of their social circle. 
Her beloved Reverend Mister Dimmesdale, on the other hand, is an integral part of the
community, but he is terribly isolated psychologically because of his secret sin which
he must hide from others.  Because he must dissemble to his congregation, Dimmesdale's
terrible psychological and spiritual alienation becomes more than he can bear until the
day that he reveals the A written upon his chest.  Always the
alienated-- the disfranchised, the alone --seek someone to share with, someone to make
them a home, someone to give meaning to their lives.

What did the government do to ensure that industries produced enough war materials?Please Answer Fast and Accurate

Fighting in World War II required wide variety of war
materials including huge numbers of ships, tanks, aircraft, and weapons, in addition to
ordinary things like food, clothing, and medicines. To meet this requirements many
countries built many plants to manufacture war goods and turned old factories into war
plants.  For example, the Rolls Royce car factory was used to produce aircraft engines. 

United States hugely increased its output multifold.  It produced
60,000 aircraft during 1942 and 86,000 in 1943, which was earlier believed to be
impossible to achieve. Major improvements were made in operations and management of
factories. This not increased production and reduced the production lead-time. For
example, time needed to build an aircraft was reduced from 36 months in 1941 to 15
months in 1945.  In spite of frequent damage to its factories Britain also maintained
and even increased its output during World War II.

Sourcing
of material from nations such as Canada and Australia increased substantially. Similarly
Great Britain started sourcing industrial material from its colonies like India,
reversing their policy of discouraging industrial development of these
countries.

Because of the shortage of manpower created by
men fighting in the war, women joined the labour force and occupied many positions
previously held only by men. They worked in farming and many different industries
including shipyards and aircraft factories and filled many jobs previously held only by
men. Employment of women was particularly common as drivers, nurses, firewatchers, and
air raid wardens.

Also government in all countries
increased their control over Government controls over civilian life including factory
production, ensuring that maximum productive capacity was directed towards war efforts.
The shortages created for supplied of food and other item because of reduced non
military production was managed using different schemes of
rationing.

What is role of Marcus Brutus in Julius Caesar?

Brutus in Shakespeare's Julius Caesar
is the main character, the protagonist, the tragic figure. 
 

The conspirators will not go ahead with assassinating
Caesar without Brutus's approval and participation.  He alone carries the political
weight to pull off the assassination.  He chooses to join the conspiracy, and takes over
the leadership of the conspiracy. 

His leadership, however,
not only leads to Caesar's assassination, but to the chaos that follows Caesar's death
and to the failure of the conspiracy.  His leadership also leads to his own fall from
glory and death.

Brutus makes poor decisions.  Ironically,
the less noble Cassius turns out to be a much better decision maker than Brutus. 
Cassius wants to kill Antony along with Caesar, but Brutus says no.  Cassius doesn't
want to let Antony speak at Caesar's funeral, but Brutus vetoes him.  Cassius wants to
maintain and hold a strong defensive position in the play's final battle, but Brutus
orders the armies to attack with an offensive strategy.  These decisions lead to the
failure of the conspiracy and to the deaths of the conspirators, including
Brutus. 

Brutus is noble, but idealistic and possibly full
of self-deception.  He is the focus of the play, however, and his decisions and actions
create the tragedy in the drama.

Solve equationtan^2x-8tanx+12=0

We have to solve the equation: (tan x)^2 - 8 tan x + 12 =
0

let tan x = y

(tan x)^2 - 8
tan x + 12 = 0

=> y^2 - 8y + 12 =
0

=> y^2 - 6y - 2y + 12 =
0

=> y(y -6) - 2( y - 6) =
0

=> ( y - 2)(y - 6) =
0

So  y = 2 and y = 6

As y =
tan x

tan x = 2 and tan x =
6

=> x = arc tan 2 + n*pi and x = arc tan 6 +
n*pi

Therefore the solution
is

x = arc tan 2 + n*pi
and

x = arc tan 6 +
n*pi

List five of Rivika’s rules for survival?List five of Rivka's rules for survival.

Rivka had survived in the camp for a year. She told the
new arrivals what she had learned in order to
survive.

1. The girls must remember Rivka's number
   on her arm and what it stood for. They must also remember their own and make up a
   meaning for it.


2. To let go of people is to survive. Do not
   mourn the dead or think about the grief of their
   death.


3. Do not go near the large wooden fence containing a
   door with a black handle that leads to Lilith's cave (the gas ovens for cremating
   Jews).


4. When the commandant comes to inspect the camp, the
   young children go hide in the midden so they are not taken to be cremated. Young
   children are not to be in work camps, but the Germans will not search for them in the
   garbage. The girls are to help the children.


5. Do not ask
   why anything is as it is. Instead, feel lucky when something helps them
   survive.

What general features of earlier American history worked against American involvement in European affairs and participation in the League of...

The major feature of earlier US history that worked to
keep the US out of the League of Nations was the idea that it had tended to get burned
by involvement with Europe.  In other words, when it got involved in European struggles,
things tended to go badly for the US.

One example of this
would have been the US involvement in the Napoleonic Wars between France and England. 
When the US got sucked into this dispute, it ended up almost going to war with France
and finally actually going to war with England in the War of 1812.  A similar thing
happened in WWI.

So the US did not want to be involved with
European affairs because it did not want to be dragged into another
war.

What is the major conflict in Bridge to Terabithia—and what type of conflict is it?in the whole book

In Katherine Paterson's novel, Bridge to
Terabithia, I think there are several conflicts, some of which do not become
as important until the later part of the story.

However,
the conflict that seems to generate and move the plot along, in my opinion, is man vs.
society.

Jess has dreams of impressing his school mates
(which is destroyed when Leslie joins the school and beats everyone
else).

One
time last year Jesse had won. Not just the first heat but the whole shebang. Only once.
but it had put into his mouth a taste fr winning...For the rest of that day, and until
after lunch on the next, he had been "the fastest kind in the third, fourth and fifth
grades," and he only a fourth
grader.

This sense Jess has
to beat all the other boys defines his sense of success for himself, but it is his
desire to take on all of his peers that drives him.

Leslie
struggles with "society" as well. Her parents, in order to live a more meaningful life,
sold their home in Arlington and moved out to the farm: they actually meant to farm it,
and as Jess sees it, Leslie has to pay the price by being forced to leave friends and
school to enter a world of strangers.

Jess and Leslie form
a strong bond, creating an imaginary world where they are in charge. This may be in
response primarily because of the needs of family that are not met, a feeling that they
don't have control of their lives at home.

Because both
youngsters are in need of attention—support and understanding from their parents—I have
categorized this as man vs society. If Leslie did not get along with her mother, or
Jess, his mother, I would characterize these examples as man vs. man. However, because
the children's needs extend from a sense of dissatisfaction at home, for different
reasons—for the most part—it is as if they are at odds with society in
general.

When tragedy strikes in their midst, this conflict
will continue until it is resolved by all those
involved.

What is the area of the circle if the diagonal has endpoints ( 0, 3) and ( -2, 5)

We know that the area of the circle is presented by
:

A = r^2 * pi where r is the
radius.

Then we will need to calculate the length of the
radius.

First we will determine center which is the
midpoint.

==> Mx = ( 0-2)/2 =
-1

==> My = ( 3 +5)/2 =
4

Then the center is the point (
-1,4)

Now we will calculate the radius length which is the
length between the center ( -1, 4) and the endpoint (0,
3)

==> r = sqrt( -1-0)^2 + (
4-3)^2

          = sqrt(1 + 1) =
sqrt2

==> r = sqrt2

Now
we will calculate the area.

==> A = r^2 * pi =
sqrt2)^2 * pi = 2*pi = 2pi

==> The
area of the circle is A = 2pi = 6.28 square
units.

What happens at Gettyburg? Why did people begin to suspect a conspiracy among the generals in Across Five Aprils?

At Gettysburg, there is a fierce and bloody battle,
lasting over the course of three days, between Confederate troops led by Robert E. Lee
and Union soldiers under Ulysses S. Grant. The North emerges victorious, but the cost in
lives of the battle is obscene. To make things even worse, the victory is incomplete,
as

"the beaten
army (is) allowed to withdraw and prepare for still more bloodshed, while the victorious
army lick(s) its wounds and (makes) no effort to pursue its
opportunities." 

This blunder
is especially frustrating, as it is not the first time it has happened. Several months
earlier, at Antietam, another Union general, George McClellan, had won a telling victory
but had allowed the defeated Confederate troops to retreat and regroup, to fight another
day. As a consequence, a series of bloody confrontations had followed, and there was no
sign that the war was ever going to end.

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"With broken young bodies piled high...and
thousands of homes rocked in agony over their loss...all over the North people (are)
beginning to say, 'What is it - what does it mean? Is there bad blood somewhere? Is
there a conspiracy among Northern generals that prevents their following up an
opportunity for crushing Lee's army?" (Chapters 8 and
10).

What is the centroid of the triangle with vertices (6, 4), ( 3,1) and (0, 4)?

The centroid of a triangle is the point where the medians
of the triangle meet. So we can find the centroid by determining the point of contact of
two medians.

In the given triangle, the midpoint of (6, 4)
and ( 3,1) is [( 6 + 3)/2 , (4 + 1)/2]. The equation of the line joining (0, 4) and (
9/2 , 5/2) is

y – 4 = [( 4 – 5/2)/(0-9/2)]*(x –
0)

=> y – 4 = [(3/2) / (-9/2)]( x –
0)

=> -3 ( y – 4) =
x

=> x + 3y – 12 =
0

The midpoint of ( 3,1) and (0, 4) is ( 3/2 ,
5/2)

The line joining (6 , 4) and ( 3/2 , 5/2)
is

y – 4 = [( 4 – 5/2)/(6 – 3/2)]( x –
6)

=> y – 4 = [( 3/2)/(9/2)]( x –
6)

=> 3(y – 4) = ( x –
6)

=> x - 3y + 6 = 0

We
now need the point of intersection of x + 3y – 12 = 0 and x - 3y + 6 =
0.

Adding the two equations: 2x  - 6 = 0 or x = 3 and
substituting x = 3 in x + 3y - 12 = 0 gives y =
3.

The centroid of the traingle is (3 ,
3)

Please point to some specific examples of symbolism in chapters 1-5 of Maya Angelou's novel I Know Why the Caged Bird Sings.

Symbolism can be an effective technique in writing, and
various examples of symbolism can be found in Maya Angelou’s novel I Know Why
the Caged Bird Sings. Among the examples of symbolism in the first five
chapters of the novel are the following:

• The
  very first words of the book symbolize a number of important themes of the rest of the
  novel, including travel, instability, family tensions, and family relations, especially
  Marguerite’s close relationship with her brother
  Bailey:

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When I was three and Bailey four, we had arrived
in the musty little town, wearing tags on our wrists which instructed – “To Whom It May
Concern” – that we were Marguerite and Bailey Johnson Jr. . .
.

Our parents had decided to put an end to their calamitous
marriage, and Father had shipped us home to his
mother.

These sentences also
immediately symbolize that this will be a book rooted in the narrator’s memory, and they
imply that the book will tell the story of the narrator’s life and
development.

• The opening sentence of Chapter 2
  symbolizes the important theme of education in the
  novel:

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When Bailey was six and I a year younger, we used
to rattle off the times tables . .
.

• In the middle of
  Chapter 3, a white lawman warns that one of Marguerite’s male relatives had better “lay
  low” since a black man is suspected of being sexually involved with a white woman, and
  the local Ku Klux Klan are out for revenge. This incident symbolizes the importance of
  race and racial tensions in the novel as well as the importance of sexuality as a major
  theme in the book.


• Chapter 4 opens with the following
  sentence:

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What sets one Southern town apart from another,
or from a Northern town or hamlet, or city
high-rise?

This sentence
symbolizes the importance of geography and social conditions as important themes in the
novel. During the course of the book, Marguerite and her brother live in various kinds
of places in various parts of the country, and their experiences are inevitably affected
by the differences between these various sorts of geographical
locations.

• Early in Chapter 5, Marguerite
  explains that one of her relatives believed that
  

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The impudent child was detested by God and a
shame to its parents and could bring destruction to its house and
line.

This sentence
symbolizes such important themes of the novel as the relations between children and
adults; the pressures to conform to social standards; the importance of religious belief
to some of the characters; and the way the adult Marguerite looks back with wry
amusement on some of the incidents and people of her childhood.