What are some examples of how Rukmani and Nathan put aside their traditions or Hindu beliefs in order to survive and preserve their culture?

in many ways rukmani and nathan put aside their traditions
n hindu beliefs.... first of all its a sin in hindu tradition to touch cow skin but two
sons from their family do the work of tanning in the family................ their
daughter does the work which is not acceptable in any society still the parents accept
it even they accept her child because she brings money at the time of crisis they
neglect the illegitimate source of her income......rukmani even accepts the physical
relationship of her husband with a neighbour woman kunthi..... her sons go ceylon by sea
route which was again a sin in the hindu religion to cross the sea......at the end they
leave their village their native place n move to town...... all these wre against the
traditions and beleifs of the contemporary society

How is the last scene in Of Mice and Men dramatic?John Steinbeck's Of Mice and Men

Interestingly, Steinbeck's novella Of Mice and
Men, with a single setting for each section--a secluded grove, a bunkhouse, a
barn--was conceived by the author as a potential play.  After the tragic occurrence in
the barn in which Lennie, in his anxiety about keeping Curley's wife quiet,
inadvertently breaks her neck, the scene concludes as the book as begun, in the secluded
grove. 

However, this time the grove's role as refuge
becomes a much more dramatic one. Whereas it was the little field mouse which is dead
and cast into the "darkening brush," in the final action of George, it is, instead,
his friend, whose well-meaning intentions have gone awry as in Robert Burn's poem, "To a
Mouse," that he sends into the "darkening brush" of death.  And, in contrast to
his uncaring toss of the mouse, a loving George tells Lennie to look out at the river,
as though he can envision the haven about which they have so long
dreamt.

With dramatic irony, Lennie begs George, "Le' do it
now.  Le's get that place now."  And, George replies, "Sure, right now.  I gotta.  We
gotta." 

Then, the pathos of George's hand shaking
violently as he prepares to shoot his friend
is powerful:

readability="17">

The crash of the shot rolled up the hills and
rolled down again.  Lennie jarred, and then settled slowly forward to the sand, and he
lay without quivering.

George shivered and looked at the
gun, and then he threw it from him, back up on the bank, near the pile of old ashes.
[Where they made a fire in chapter one.]  The brush seemed filled with cries and with
the sound of running feet.

George sat stiffly on the bank
and looked at his right hand that had thrown the gun
away.

The rounding out of the
narrative with its allsion to the first chapter whose action is in marked contrast to
the action of the conclusion is dramatically effective as the significance of
Steinbeck's title becomes apparent.  The death of the dream with the death of Lennie is
poignant, indeed, as Steinbeck employs sound imagery that effectively illustrates the
jarring emotions within
George. 

Why does the price level increase when aggregate demand increases?

This is the basic principle of supply and demand and is at
the heart of any market-based economy. Essentially, you must look at supply as the
quantity that is available of a given product. Demand refers to the relative number of
people who want that product. The greater the demand, the harder it is for the supply to
meet that demand. Producers can only create a certain amount of any one product in a
given amount of time and with a sometimes limited set of resources needed to create that
product. As a result, quantities (supplies) are limited, making them more valuable and,
consequently, making people who can afford to pay more willing to pay more. Sometimes,
even people who cannot afford to pay are willing to pay the price if the demand is great
enough. Conversely, when the supply ourweighs the demand, you end uo with a surplus. The
suppliers have created a product that consumers are not purchasing rapidly enough. In
this case, proces will be dropped in order to encourage people to buy the product and
reduce the supply.

For a look at some relevant graphs
explaining the process, see the following resource:

The Portrait of a Lady by Khushwant SinghThe grandmother's actions more than her appearance reveal her true beauty. Explain how??

Here,author wants to say that her grandma had an inherent
beauty.

As far as looks are concerned,his granny was not
pretty but BEAUTIFUL....because of the nature she
possessed.

As we can infer from the context that she was
his constant companion and epitome of courage, peace, truth and contentment.It is  clear
that her actions are worth and priceless and revealed her true inner
beauty...

What characters in the book represent Joseph Stalin and Leon Trotsky?How are they similar to their historical counterparts?

Stalin and Trotsky are represented by Napoleon and
Snowball.  It is evident that Orwell wanted to create this parallel in a couple of
ways.  The first is that both Napoleon and Snowball are descendants of the legacy that
was represented by Old Major, who can be seen as a Marx/ Lenin figure.  Both Napoleon
and Snowball are "torchbearers" of Old Major's legacy and in how they seek to execute it
is where some of the greatest similarities like.  Snowball, like Trotsky, has a much
more cerebral and theoretical commitment to his aims.  He approaches the task of
leadership in a more theoretically consistent manner than Napoleon, who is more
concerned with power and the trappings of it.  Napoleon represents the leader who exerts
power on the farm for some time, similar to Snowball, and represents the consistent rule
of Stalin.  Finally, Snowball is run off at the hands of Napoleon in a similar manner of
how Trotsky was run off by Stalin.

Determine the expression of the equation 2x^3-x^2+ax+b=0 if a solution is 1+i .

In other words, we'll have to determine a and
b.

The equation has 3 solutions and 2 of them are complex,
the 3rd solution being a real one.

If the equation has has
a complex solution, that means that the conjugate of the complex solution is also a
solution for equation.

So, the given equation has as
solutions:

x1 = 1 + i and x2 = 1 -
i

The polynomial 2x^3-x^2+ax+b is divided by (x - 1 - i)(x
-1 + i).

P(1 + i) = 2(1+i)^3 - (1+i)^2 + a(1+i) + b =
0

(1 + i)^2 = 1 + 2i - 1 =
2i

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

P(1 + i) = -4 + 4i - 2i + a + ai + b =
0

-4 + a + b + i(a + 2) = 0

-4
+ a + b = 0

a + b = 4

a + 2 =
0

a = -2

b = 4 -
a

b = 4 + 2

b =
6

The expression of the equation is: 2x^3 -
x^2 - 2x + 6 = 0.

What is a good thesis for a research paper regarding cell phones?I'm very interested about cell phones and would like to write my research paper...

In terms of writing a term paper on cell phones, the
thesis would depend upon specifically what you plan to write
about.

In terms of your introduction and thesis
statement:

readability="12">

Indicate your
topic. When you write an introduction, you need
to clearly indicate the topic (i.e., the subject matter) that you will be writing about.
Be careful that you do not confuse your topic with your thesis. For example, if you are
writing an essay that argues for renewable energy, you will need to briefly explain or
define renewable energy because that is your
topic.

In deciding upon the
specifics you will include, you mention that you will write about history of the cell
phone: will you also include the advancements of cell phones most recently, and what
extended services and perks are included with new cell phones and related services? Or
expectations of the future of cell phones?

Will you include
possible dangers of using cell phones, especially concerns of driving and texting and/or
talking while driving, or concerns about potential brain
cancer?

Depending upon the extent of your research, your
thesis statement would vary. If you are only going to include the history of cell
phones, you might write:

readability="12">

The heavy, bulky portable devices of the past
have given way to amazing little computers that do more than allow one to talk on the
phone. (I try not to use "phone" more than once.)

The
development of cell phones has changed the face of the world, how people communicate,
and obtain
information.

Another spin on
a broader topic might look like this:

readability="7">

While cell phone have advanced in amazing ways
since their inception, there are many concerns about their safe
use.

Hope these suggestions
provide you with some options and/or ideas.

Explain the significance of the imagery in "Sonnet 12" by Shakespeare.

A key focus of a number of Shakespeare's sonnets, and
especially this one, is the way that the inevitable passing of time is going to rob his
beloved (the person addressed in his sonnets) of his beauty. There are a number of
solutions that are suggested, but here the speaker of this sonnet says that the only
thing to do is for his beloved to have children, so that his beauty can "cheat" death
and live on in the form of his progeny.

Bearing this
overall summary in mind, let us consider some of the imagery to do with the
rapaciousness of time and how it is depicted. The poem starts with the speaker looking
at various natural sights and seeing how the passing of time effects them. The "brave
day" is now "sunk in hideous night" and the violet is "past prime." Now, the "lofty
trees" are actually "barren of leaves," and "summer's green" is all "girdled up in
sheaves." The image that the speaker presents is one where nature's beauty in the
fullness of summer has now passed and nature is "dying" with the onset of winter. This
prompts the speaker of the poem to think of his
beloved:

Then
of thy beauty do I question make, 
That thou among the wastes of time must
go,
Since sweets and beauties do themselves forsake
And die as fast
as they see others
grow;

Unfortunately, the
beloved must go "among the wastes of time" and decline and wither, just like the beauty
of nature that the speaker has just described. Because of this, therefore, the poem ends
with the only advice the speaker can give in this
situation:

And
nothing 'gainst Time's scythe can make defence
Save breed, to brave him when
he takes thee hence.

Thus the
imagery employed presents the passing of summer and the onset of winter with the
inevitable "death" of nature, which allows the speaker to meditate on the ephemeral
beauty of his beloved and what he must do as a result.

What are the differences between the Federalists and Anti-Federalists?I need to compare and contrast the differences between the leaders and...

During the state conventions that considered whether to
adopt the Constitution that had been written in the Philadelphia Convention, Federalists
were for the adoption of the Constitution while Anti-federalists were some of them
against adopting it and other for adopting it only if it was first
amended.

Federalists wanted a strong central government
that would rule the people of the United States directly and not through the state
governments.  Anti-federalists wanted a weak central government that would serve the
governments of the states by performing those functions of government that could be
better preformed by one authority than by 13 different authorities, such as defense and
diplomacy.  Other functions of government would be performed by the states, not by the
federal government.

Federalist were for a system of strong
federal courts while Anti-federalists were for limits on the federal courts.  For
example, Anti-federalists were opposed to the U.S. Supreme Court having original
jurisdiction to hear suits between a state and a citizen of another state.  The suit
would be about the laws of the state involved, so it should be heard by the courts of
that state.  This power and other powers given to the U.S. courts would result in the
destruction of both the judicial function and the legislative function of the state
governments.  Federalists were for this original jurisdiction and for the U.S. courts
having the power of review and veto over the enactments of the state legislatures and
the decisions of the state courts.

The Federalists were for
the federal government having the power to raise taxes directly from the people.  They
said that without this power, the U.S. could not have an effective defense nor an
effective diplomacy, nor could it repay foreign debts contracted by the government.  The
Anti-federalists opposed this and were for the federal government getting its money from
the state governments.  They said that without this check on the federal government, it
would become tyrannical over the people and the states.

The
Anti-federalists were against the federal government having the power to federalize the
state militias.  The Federalists were for this power.

The
Federalists wanted one commercial policy for the whole country; the Anti-federalists
wanted more flexibility in commercial policies to fit the needs of people in different
parts of the country.  The Anti-federalists thought that powerful commercial interests
would use the government to subject some regions of the country to the commercial
servitude of other regions, if the government were given this power.  George Mason, a
plantation master and Anti-federalist thought that any commercial laws passed by the
U.S. Congress should have the approval of 3/4 of those present and voting.  He had
helped draft the U.S. Constitution in the Philadelphia Convention, but he refused to
sign it because it did not make this provision.

There were
other differences.

href="http://www.libertyfund.org/details.aspx?id=2125">http://www.libertyfund.org/details.aspx?id=2125

I don't have a clue how to answer this, any suggestions?These hormonal imbalances (shown in many different species, including rats & humans;...

Both genetics and life experience play an important role
in how an individual develops. I think this question may be asking if homosexuality is
something a person is born with, or something that is learned as the individual grows.
Researchers have argued for and against both sides but I think it is safer to say that
it is both nature and nurture. I believe they both work together in the formation of an
individual.

It is true that hormonal imbalances (and many
other factors) play a role in a developing fetus. These factors determine everything
from physical characteristics to personality. There is no doubt about that. I think that
factors such as hormonal imbalances in relation to "syndromes" is more related to
nature. I think the reason for homosexuality is more debated. Many people will argue
that homosexuality is due to hormonal imbalances, etc. while others will say is to due
to environmental factors, such as abuse or having gay
parents.

More and more people believe now days that
homosexuality is not an issue really related to anything, rather it is just how that
person is.

In "The Outcasts of Poker Flat," how do John Oakhurst, Mother Shipton, and the Duchess redeem themselves in the end?

This is a fascinating story that says a lot about how
society judges people and the true nature of heroism. Having been expelled from Poker
Flat by a vigilate group determined to cast out any n'er-do-wells from its society, the
Duchess, a prostitute, Mother Shipton, her pimp, and John Oakhurst, renowned gambler,
are left to make their way elsewhere. However, becoming trapped by a snowstorm they meet
a tragic end.

What is important to focus on however is how
their meeting with Tom Simson and his beloved, Piney, who are both described as innocent
and naive. Not being aware of the history of the group, they treat them with respect and
love. At first, the Duchess and Mother Shipton are amused and dismissive of their
naivety:

As
the lovers parted, they unaffectedly exchanged a kiss, so honest and sincere that it
might have been heard above the swaying pines. The frail duchess and the malevolent
Mother Shipton were probably too stunned to remark upon this last evidence of
simplicity, and so turned without a word to the
hut.

However, as time goes
on, both come to love Piney. Her lack of knowledge about the past and the way she treats
them with respect causes them as characters to transform morally, becoming maternal and
caring for her. This love that is shown towards them causes Mother Shipton to starve
herself to death so that she could give her food to Piney, and removes any moral stain
from the Duchess, because when her body is found with Piney's, we are told that "you
could scarcely have told from the equal peace that dwelt upon them which was she that
had sinned."

John Oakhurst is the only character who
doesn't experience a transformation. He, having already shown a kind streak in his
treatment of Simson, continues to display that kindness and sensitivity, yet curiously,
he decides to commit suicide at the end and leave the others to die, having done all he
thinks he could do for them. Perhaps the story suggests the distrust we should place in
appearances. The characters that least look heroic, the Duchess and Mother Shipton, are
the ones that show themselves to be true heroes, whilst John Oakhurst, the character who
we expect to save the group and find a situation, in the end displays some kind of
weakness and ends up taking his own life.

How does the nucleus and ribosomes work together during protein synthesis?

For a gene to work, the genetic instructions in the DNA
molecule must be decoded. The first step is to copy the DNAsequence into RNA. There are
three kinds of RNA: Messenger RNA, Ribosomal RNA (proteins are made on ribosomes), and
Transfer RNA.

DNA is located in the Nucleus. It is a long
strand of sugars and phosphates that is wound around each other in the form of a
double-helix.  The DNA contains the code for the animal/plant/cell life processes and
structures.  RNA is used to transfer, transcribe, and build the proteins that are used
to make more DNA.

The messenger RNA moves into the
cytoplams and attaches to a ribosome. As each codon of the Messenger RNA moves through
the ribosome, the proper amino acid is brought into the ribosome by transfer RNA. The
ribosome joins together each amino acid. In this way the protein chain grows.  When the
ribosome reaches a stop codon, it releases the newly formed polypeptide and the process
of translation is complete.

At what height will the acceleration due to gravity be 6.0 m/s^2 and what is the formula for this given the following:The acceleration due to...

The force of attraction due to gravity between an object
of mass m and the Earth of mass Me is G*m^Me/ r^2. This, in terms of the acceleration
due to gravity of the object is m*a

Equating the two m*g =
G*m^Me/ r^2

=> g = k/r^2, where k is a constant as
G*Me is a constant.

At a height of 7000 km the acceleration
due to gravity is 8.2 m/s^2

8.2 = k/
7000^2

=> k = 8.2 *
7000^2

The formula for the relationship between height and
the acceleration due to gravity is g = (8.2*7000^2) /
r^2

When the acceleration is 6 we have
:

6 = (8.2*7000^2) /
r^2

=> r = sqrt [(8.2*7000^2) /
6]

=> r = 8417 km.

The
required formula is g = (8.2*7000^2) / r^2 and the required
height is 8417 km.

Many traffic lights change when a car rolls up to the intersection. How does the light sense the presence of the car?

The most common way is through the use of inductance which
is related to electromagnetism.  When you pass a current through a wire a magnetic field
is generated at right angles to the flow of current in the wire. If a metal object -
such as a car - enters the magnetic field  it acts like the core of a solenoid and
changes the magnetic field and increass the inductance of the electric circuit.  This
change in inductance is used to send a signal to the trafficl light that a car is at the
intersection.  Then, depending on the logic systems of the light, it either stays green
longer, or changes the light from red to green so the car can proceed instead of waiting
for a timed light to change.

You will usually see this type
of sensor as a series of lines cut into the surface of the road. Wires are put in these
cuts, then sealed with a waterproof material and put into
action.

I need to write a research paper on Mary Queen of Scots and Elizabeth I. I could use some help regarding their history, problems, etc.

I cannot write your paper for you, of course, but I might
be able to give you some direction to get started.

There
was a great deal of dissension between Elizabeth I and Mary Queen of Scots. Elizabeth I
was a masterful leader of the state, quite adept at holding her own against male leaders
of the major powers of the time (i.e., Spain), as well seeming without equal in raising
England out of its enormous debt after so many years of fighting between the royal
houses in England. She was also a patroness of the arts, and England experienced a
booming renaissance with regard to the literature, music, etc. She was able to be as
harsh as her father, Henry VIII, when necessary, but was quietly be able to steer the
nation toward peace, even religious peace (though there is talk that she was not as
light-handed in this regard as some history books report). She was also Protestant,
which former supporters of her deceased Catholic sister Mary,
deplored.

Mary Queen of Scots did not have the power or the
grace and charm of Elizabeth. Mary was a schemer who wanted England's throne. She
married the heir to the French throne, but he died soon after. Mary returned home to a
Protestant-dominated country that wanted no part of Mary's scheming. She married again,
but Lord Darnley was jealous and murderous: he was found strangled in the ruins of a
castle fire, but Mary did bear a son by him, James VI of Scotland. Three months later,
Mary married again, much to the outrage of of the Scots, and because of the political
threat she posed, Elizabeth had her imprisoned for eighteen
years.

There were still dissenters who wanted Mary to be
Queen of England. During the later years, letters addressed to her were discovered that
suggested a plot to kill Elizabeth and put Mary on the throne. Elizabeth I was a true
"renaissance woman," but still very much like her father. She could not allow such
treason to continue, and so Elizabeth had Mary
beheaded.

Ironically, and probably much to the Queen's
chagrin, when Elizabeth I died—the longest ruling monarch on the throne up to that
point, and a woman as well—she had no heirs as she had never married. Her only option
was to name James VI of Scotland, who became James I of
England.

So while Mary was never Queen of England, her son
was to become the King of England. It was in this way that the Tudor line ended, and the
Stuart line came to the British throne.

You will need to
research more details, but this is an overview. Good luck.

What is the setting of The Skin I'm In by Sharon Flake?

In any work of literature, the setting is an important
element of the story which helps to set the scene and establish the mood and atmosphere
around which characters develop and the plot progresses. The setting includes not only
the physical location or place but the time period and the social context in which it
takes place. Understanding the impact of these factors on the characters makes the story
believable and improves the flow. 

In The Skin
I'm In by Sharon Flake, Maleeka Madison is a seventh-grade student who is
coming to terms with her own identity and with how others see her. She struggles to
separate herself from certain opinions which then dominate her belief in herself and
confound her attempts to have a positive self-image. The book was published in 2000 but
the difficulties Maleeka has with establishing her identity are relevant to any time
period and give the book its universal appeal. 

McClenton
Middle School is the name of Maleeka's school, and, in terms of the social context, it
becomes clear from various interactions throughout the story that most of the students
are African-American, living in an urban area, a bus trip away from Washington D.C.
which the reader knows because it was on a trip to Washington D.C. when Caleb did not
step in to stop the other children teasing Maleeka. Maleeka's mother makes Maleeka's
clothes and Maleeka dislikes this because she stands out as being
poor.

Caleb is different from the other boys and sees
something special in Maleeka. The reader also knows that Caleb and his father volunteer
at a local homeless shelter at weekends and that there is an old-age home. This reveals
a community atmosphere in terms of the setting.

How did Joyce choose his titles carefully for different potential meanings in Dubliners?

For the most part, the titles of the stories in
Dubliners each coincide with either the character that has an
epiphany, the place where an epiphany occurs or the event that causes the epiphany. For
instance, in "Araby," the young boy's epiphany occurs at the Araby bazaar. Epiphanies
also occur in "The Boarding House" and in the committee room, in "Ivy Day in the
Committee Room." Characters that have epiphanies are "Eveline," "The Sisters," and "Two
Gallants." As far as events are concerned, the young man in "After the Race" has his
epiphany after the race. The boys in "An Encounter," have their epiphany after that
encounter.

This theory covers most of the stories in the
collection. It does not, however, cover "The Dead." This story's title is chosen to
represent the people who attend the party in the story. A close analysis reveals that
the people at the party are not truly living. This is best represented by the passage
that ends the story:

readability="8">

His soul swooned slowly as he heard the snow
falling faintly through the universe and faintly falling, like the descent of their last
end, upon all the living and the
dead.

This final story
completes the collection in a most profound way. It sums up Joyce's opinion about his
home country of Ireland, saying, as is stated above, that the people at the party, and
in Ireland in general, are not truly living.

Find the net resistance in the following cases.A single strand of wire has a resistance of 5.60μΩ. 120 strands of wire are: (a) placed side by...

When two resistors with resistances R1 and R2 are
connected in series the net resistance is equal to Rn = R1 + R2. And when the two
resistors are connected in parallel the net resistance is given by 1/Rn = 1/R1 +
1/R2.

a. We have 120 resistors of 5.6 micro ohm in
parallel. The net resistance will be (5.6*10^-6) ^120/
120*5.6*10^-6

= (5.6*10^-6) ^119/ 120
ohm

b. We have 120 resistors of 5.6 micro ohm connected in
series. The net resistance is 120*5.6*10^-6

= 672*10^-6
ohm

We can see that when the wires are connected in
parallel the net resistance is a tiny fraction of what it is when are connected in
series.

Please help me with the theme and analysis of different key lines from The Man of Destiny by Geroge Bernard Shaw.

The central theme of Shaw's
play, The Man of Destiny, is illustrated in the title: destiny
hinges upon single remarks and occurrences that turn of the tides of life. Shaw
illustrates this theme in the dual of wills between General Bonaparte and the Lady over
who will possess the mail dispatched to Bonaparte and, more importantly, who will
possess knowledge of the contents of one particular letter. The Lady, while in disguise,
stole Bonaparte's mail while it was en route to him in order to liberate a letter
written by Josephine to her paramour Director Barras, which was maliciously forwarded to
Bonaparte with evil intent toward Josephine. In this willful dual, Shaw illustrates that
Bonaparte has several chances to change the course of his destiny by how he does or does
not react to the situation and to the words the Lady speaks. A pivotal example of this
is when she, almost overpowered by Bonaparte's efforts to keep control of his newly
gained mail, says:

readability="8">

LADY (springing up with a bright flush in her
cheeks). Oh, you are too bad. Keep your letters. Read the story of your own dishonor in
them; and much good may they do you. Good-bye. (She goes indignantly towards the inner
door.)

This
line, and one that precedes it in the play, are two pivotal
lines as they clearly open Bonaparte's choices to him and open his destiny to change of
course. The other line, also spoken by the unnamed Lady,
is:

LADY.
Nothing— (He interrupts her with an exclamation of satisfaction. She proceeds quietly)
except that you will cut a very foolish figure in the eyes of
France.

In the midst of their
dual of wills, sometimes slightly physical but mostly a dual of wits, in this second
line the Lady speaks directly to the center of Bonaparte's
inner motivation, which is his ambitions for his future position in the "eyes of
France.” This ambition is alluded to by Giuseppe, the inn keeper, in a
line in the first scene: “GIUSEPPE: I shall enjoy looking
on at you whilst you become Emperor of Europe,.” The Lady’s "quietly" delivered warning
and remonstrance makes Bonaparte take notice because he realizes that if he cuts "a very
foolish figure" at this early stage of his career, he will inevitably fail in his
ambitions to rise in power.

Later in the play, Bonaparte
has gained possession of the letters; the focus of the dual of wills shifts to
preventing him from keeping and reading the one particular letter written by Josephine.
When Bonaparte has almost won, the Lady reacts in fiery indignation and is on the verge
of storming out when she sends another verbal arrow zinging to Bonaparte's ambition. She
says: "Read the story of your own dishonor in them." Dishonor is quite a bit worse than
cutting "a foolish figure." If cutting a foolish figure could hinder Bonaparte's
ambitions, then dishonor could do much, much worse things to his career and
ambitions.
Three final things are of particular interest. Firstly, Giuseppi
foreshadows the challenges between Bonaparte and the Lady in the opening scene in the
line:

readability="8">

GIUSEPPE. We are all cheerfully at your
excellency's disposal, except the lady. I cannot answer for her; but no lady could
resist you,
General.

Secondly, the Lady
presents moments to Bonaparte during which his choices might change his destiny.
Thirdly, the interesting situational irony of the play is that, while the Lady's effort
is to save Josephine's destiny, the effort presents Bonaparte's own destiny into his
hands to preserve or alter.

What effect do the multiple deaths in act five have on you?Romeo and Juliet by William Shakespeare

A Shakepearean tragedy conveys the sense that human beings
are doomed by their own errors or natures, or even an ironic twist of their virtues, or
through the nature of fate or the human condition to  suffer, fail, and die.  In
Shakespearean tragedy, the hero usually dies as a result of his tragic flaw, moral
weakness, or inability to cope with unfavorable
circumstances.

One common weakness that many characters
share in Shakespeare's Romeo and Juliet is impetuousness.  And, as
a result of their impulsive personalities, accompanied by the unfortunate circumstances
of fate, Mercutio, Romeo, and Juliet all die. 

For these
tragic deaths in Romeo and Juliet the reader is well prepared. 
First of all, the Prologue to Act One mentions that fate has a hand in the tragedy--"the
star-crossed lovers"--and the enmity between the Capulets and Montagues breaks "to new
mutiny."  The first scene opens with strife and renewed hatred.  When Romeo falls in
love with the child of his family's mortal enemy, there is certain foreboding of a
tragic end for the lovers.  Certain speeches foreshadow the tragic ending as well.  For
instance, when Friar Laurence cautions Romeo, saying,"These violent delights have
violent ends"(II,vi,10), and Juliet declares, "My only love sprung from my only hate"
(I,v,133), there is foreshadowing of Romeo and Juliet's doom since they are too quick in
their love  too swift in their actions, and circumstances work against their
marriage.

Then, when Friar Laurence and Juliet plan her
feigned death so the parents will be so relieved to have her alive that they will not be
too upset with Romeo, whom she has already married, and the message that Juliet
lives does not reach Romeo in time, fate's hand enters the play.  The tragic delay to
Romeo's knowing Juliet is really alive, coupled with his cries of "O, I am fortune's
fool!"  prepares the reader for the unfortunate results, results that still bring a
poignancy to the audience.  For, the beauty of such young, romantic lovers is what
dreams are made of, not tragedies.

What is Emerson asserting in this statement?"It is easy in the world to live after the world's opinion, it is easy in solitude to live after our...

The basic premise of the quote is that there is a greater
sense of character within the individual who is able to maintain their own sense of
character and integrity in a world that might speak otherwise.  Emerson's primary
assertion is one that stresses that independence of thought should be a constant, even
when all other voices around the individual speaks to the contrary.  For Emerson, the
approach of his contemporary, Thoreau, is an admirable one, but one that does fully take
into account that individuals must live in a social setting amongst individuals.  At
some level, being able to isolate oneself in a complete sense is not practical. 
However, if one can maintain one's own sense of identity and independence while being
immersed in a social setting.  In this light, individuals must find a balance between
being dependent on others in a social sense, while maintaining their own sense of
independence from the opinions of others.

What social event was added to Maycomb's social calendar, and why was it created?

I think that you are talking about what happens in Chapter
27.  This is when the ladies of the town decide to have an organized Halloween event at
the high school auditorium.

There was going to be a pageant
and there would be various games and there was going to be a contest for the best
costume, as long as it was made by the person wearing
it.

This was done because there were worries about crime. 
This was especially true after the Barber sisters had their home burgled.  Because of
this, the ladies seem to have thought it would be better not to have the kids out
running around.

Who are the suspects in the murder of Sir Charles Baskerville ?

Like all of Doyle's Sherlock Holmes mysteries, we only
know part of what the famous detective is thinking until he reveals his thought process
at the end of the tale. In "The Hound of the Baskervilles," Sir Charles is apparently
killed by his heart's fatal reaction to a gigantic, glow-in-the-dark hell-hound which is
part of a family curse in effect for generations. Because Devonshire is a relatively
remote setting and there is only one surviving Baskerville heir, the choices as to who
murdered Sir Charles Baskerville are fairly limited.

Dr.
Mortenson could be a suspect, but he gained only a thousand pounds in the will and is
the one who is most interested in keeping the new heir, Sir Henry, away from his
ancestral home.

The Barrymores could be suspects,
particularly because of their rather odd and secretive behavior (which is eventually
explained).

There is a prisoner loose on the moors who
might have been involved, though we discover his connection to the manor as the story
progresses.

Perhaps it was a random gypsy who wanted Sir
Charles dead for some reason, though there is only a mention of this
possibility.

The town benefited and prospered because of
Sir Charles's munificence, so it was probably not any of
them.

Really, that only leaves Stapleton. It sounds so
simple, at the end of the story, to say it could only have been him; however, it is the
truth.

What does the speaker in the dream tell Winston in 1984?

Although you do not specify which dream of Winston's you
are talking about, I think you are most likely talking about the dream that Winston
mentions in Chapter 2.  He thinks about this dream after he has been helping his
neighbor with her plumbing.

In the dream, he is walking
through a dark room.  There is someone in the room.  As he passes by the person, the
person says to him "We shall meet in the place where there is no
darkness."

Winston does not know in the dream who that is,
but he comes to believe that it was O'Brien who spoke to him.

Find the equation of a straight line passing through (-3;2) and(5;8) and calculate its gradient.

We have to find the straight line passing through the
points ( -3,2) and ( 5,8)

The equation of a line passing
through the points ( x1, y1) and ( x2, y2) is given by ( y - y1) = [ ( y2 - y1)/(x2 -
x1)]*( x - x1).

Here ( y2 - y1)/(x2 - x1) is the gradient
of the line.

Substituting the values we have we get
:

( y - y1) = [ ( y2 - y1)/(x2 - x1)]*( x -
x1)

=> ( y - 2) = [ ( 8 - 2)/(5  + 3)]*( x +
3)

=> ( y - 2) = ( 6)/8)*( x +
3)

=> y - 2 = (3/4)*( x+
3)

=> 4y - 8 = 3x +
9

=> 3x - 4y + 17 =
0

The gradient is
3/4

The required equation of the line is 3x -
4y + 17 = 0 and its gradient is 3/4.

Why at the end of Hamlet, Shakespeare refers at least four times to theater.Using words such as "stage" and "put on". At the end, Fortinbras orders...

The use of stage terms in the closing scene of
Shakespeare's Hamlet very directly reflects a line from another
Shakespeare play, but it's not Romeo and Juliet, it's As
You Like It:

readability="5">

All the world's a
stage...

Existence in
Hamlet is like being on a stage--everybody's
acting:

• Hamlet pretends to be
  mad.


• Claudius pretends to be honest and just, and
  pretends to care about Hamlet.  He toasts him in the closing scene, when he is really
  trying to get him to drink the poison in the
  cup.


• Polonius, Ophelia, Ros. and Guil. all spy on Hamlet,
  pretending to be his friend, or more, while actually trying to get information out of
  him. 


• The 1 Player pretends to care about
  Hecuba.


• Laertes pretends to forgive Hamlet, and treats
  him with respect, while he is in the process of trying to kill
  him.

All the world, existence, is a stage in
the play. 

Specifically, though, the theatrical terms you
mention all have literal meanings in the lines you cite.  For instance, "put on," when
used by Fortinbras, simply means that if Hamlet would have been "put on" the throne, he
would have proved most royal.

Figuratively, I suggest the
terms suggest the idea that life is a stage, and everyone acts like this or that;
everyone wears masks, plays roles.  This is much stronger in Hamlet
than is any suggestion of drawing attention to the fact that those putting on the play
are actors.  That is not central to this play, as it might be in Romeo and
Juliet.  Why?  Because there's no chorus in Hamlet. 
Shakespeare had matured and was past the use of a chorus by the time he wrote
Hamlet.  He does not go out of his way to draw attention to the
actors themselves, instead of the characters, in
Hamlet.

How can nature and nurture influence people?

The issue of nature versus nurture is one of the most
important and long-lasting debates in the social sciences.  This is true because there
seems to be so much evidence on each side of the issue.  Let us look at examples of how
each of these can influence a person.

For example, we know
that the children of well-educated people tend to do better in school.  This may well be
an example of the influence of nurture.  Educated people might speak more words and more
complex words and sentences to their children.  This might make their children more
ready to learn to read at an early age and to comprehend complex texts.  Thus, the way
the parents nurture their children impacts their performance in
school.

At the same time, however, children of the same
parents can have different results in school.  It may be the case that one child is
simply born with different talents (one brother might be good at social sciences while
another is interested in engineering, for example).  This is an example of innate
characteristics or "nature" influencing a person.

What is the indefinite integral of f(x) = (e^x - 1)^1/2 ?

We'll write (e^x - 1)^1/2 = sqrt (e^x - 1). To evaluate
the indefinite integral, we'll substitute sqrt (e^x - 1) =
t.

We'll raise to square both
sides:

e^x - 1 = t^2

We'll add
1:

e^x = t^2 + 1

We'll take
logarithms both sides:

ln e^x = ln (t^2 +
1)

x*ln e = ln (t^2 + 1)

But
ln e = 1, so we'll get:

x = ln (t^2 +
1)

We'll differentiate both
sides:

dx = (t^2 + 1)'dt/(t^2 +
1)

dx = 2tdt/(t^2 +
1)

We'll evaluate the indefinite
integral:

Int sqrt(e^x-1)dx = Int t*2tdt/(t^2 +
1)

Int 2t^2dt/(t^2 + 1) = 2Int t^2dt/(t^2 +
1)

We'll add and subtract 1 to the
numerator:

 2Int (t^2 + 1 - 1)dt/(t^2 + 1) =  2Int
(t^2+1)dt/(t^2 + 1) - 2Int dt/(t^2 + 1)

We'll simplify and
we'll get:

 2Int (t^2 + 1 - 1)dt/(t^2 + 1) = 2Int dt -
2arctan t

We'll put t = sqrt (e^x - 1) and we'll
get:

Int sqrt(e^x-1)dx = 2sqrt(e^x-1) -
2arctan [sqrt(e^x-1)] + C

Who are the proles and what are their importance to the story?

The proles are the working people -- the ones who provide
all the more physical and manual labor that needs to be done in the society.  For
example, they serve the food at the cafeteria at Winston's workplace.  They make up
about 85% of the society.

To me, the main importance of the
proles to the story is that Winston thinks that they are the society's hope for the
future.  He seems to think that they are more closely connected to what people used to
be like -- they have more "human" lives than they people in the Party who are constantly
monitored.  He thinks that they are much more likely also to be able to get together to
start a rebellion because they are not monitored.

How does the author relate Chillingworth's and Dimmesdale's physical appearances to their mental, emotional, or moral states in The Scarlet Letter?

A good place to start in answering this question would be
Chapter Ten, entitled "The Leech and his Patient." This gives us a real insight into
both of these two characters and the way that their appearance is shaped by what is
going on within them.

Note how Chillingworth's eyes are
referred to in a frightening, almost supernatural way as he engages in his work as a
"miner":

readability="14">

Sometimes, a light glimmered out of the
physician's eyes, burning blue and ominous, like the reflection of a furnace, or, let us
say, like one of those gleams of ghastly fire that darted from Bunyan's awful doorway in
the hillside and quivered on the pilgrim's face. The soil where this dark miner was
working had perchance shown indications that encouraged
him.

Clearly this description
of the "blue and ominous" light that is compared to the "ghastly fire" indicates how
Chillingworth is depicted as an almost demonic or evil character in his determination to
find out Dimmesdale's secret.

When we consider Arthur
Dimmesdale, you might want to think of the final paragraph in Chapter Nine in terms of
how the description we are given of him reflects his inner
anguish:

Alas!
to judge from the gloom and terror in the depths of the poor minister's eyes, the battle
was a sore one, and the victory anything but
secure.

Clearly, the inner
guilt that dominates Dimmesdale's "spiritual sickness" is impacting his physical
appearance and making him appear sick, pale and
distraught.

Thus both characters' physical descriptions are
shaped by what is going on with them internally. On the one hand, Chillingworth's
somewhat demonic appearance is justified by his obsession with "mining" the secrets out
of the interior of Dimmesdale's heart. On the other hand, Dimmesdale is clearly shaped
by his own inner guilt that is eating him up from the inside.

Explain how the Constitution augmented national authority.

The Constitution increased national or central power in a
couple of distinct ways.  The fact that the executive branch became powerful or
possessed power under the Constitution was a stark departure from the Articles of
Confederation, which gave little power to the central government.   The fact that the
Constitution specified that the government was to work in the light of a "more perfect
union" helped to build the idea that all states had to work together.  The Supremacy
Clause in the Constitution that stated that "The Constitution is the supreme law of the
land" helped to lend credence to the national government and increase national
authority.  The principle of Federalism and the tenth amendment both helped to construct
a relationship between states and national authority as a working partnership, but one
in which the national structure of government held power over its local counterparts. 
The Constitution's construction of central authority, as being able to respond to issues
such as Shays' Rebellion, with force and with clear mandates for order helped to
increase national authority in a manner that its predecessor, the Articles of
Confederation, could never do.

What were the causes of the Italian Renaissance ?

The Crusades was an important cause of the Italian
Renaissance.  The Crusades helped end feudalism in Western Europe and brought about the
conditions that helped create the Renaissance.  The Crusades began the breakdown of
feudal society in Western Europe.  Many feudal lords went off to fight and die in the
crusades, leaving their serfs free to go to towns and start new lives.  Monarchs gained
new strength when knights left to fight in the crusades in the Middle East.  This
increase in the power of the monarch also helped to end feudalism.  Crusaders brought
back goods such as spices and cloths, which increased demand for these goods. 
Merchants, particularly in Italy, grew rich from this new trade with the East. 
Crusaders also brought back Greek and Roman classical works.  The wealth from trade and
new knowledge of classical Greek and Roman works sparked the Renaissance in
Europe.

What are 5 words that strike you as important to the author's intent, tone, or purpose of Julius Caeaser

Indeed the response to this question is going to be
somewhat subjective, but here are five words for consideration regarding Julius
Caesar:

1.  The title of Shakespeare's play,
Julius Caesar, has long initiated debate as determining who is
really the protagonist is a main issue regarding this drama.  Since Caesar is dead by
the third act, Brutus seems to truly be the tragic character of this
play.

2. Marc Antony's famous funeral oration that repeats
the word honorable with irony raises the question of whether the
assassination of Caesar was truly performed with the noble intentions that Brutus has
professed.

3. Of course, the question of
fate enters into any consideration of Shakespeare's play. 
Cassius's famous remark to Brutus that the fault lies not in their stars, but in
themselves is pivotal to the actions of both Caesar himself (" Beward the Ides of
March") and Brutus, who acts upon what he feels is the welfare of Rome rather than
waiting.

4. Ambition is another
word/concept that is thematic in the play has there is the rivalry among Cassius,
Brutus, and Antony.

5. Love is yet
another concept that prevails throughout the play.  Brutus contends that the
assassination was committed because he loves Rome more than he has loved Caesar; Antony
seeks to avenge Caesar's death out of his love for his ruler, yet he incites a civil war
which is far worse than the state in which Rome has been; Caesar and Brutus both act as
though they love their wives, yet they ignore the loving warnings from them.  The
actions of the characters raise the question of whether love is their motivator or
whether it is actually ambition.

What gains did black people achieve during Reconstruction even though it was an overall failure?

Usually, historians point to the fact that blacks managed
to set up stable communities of their own outside of the context of slavery.  This is
not a big deal in terms of politics or of rights, but it is seen as evidence that black
ex-slaves were not helpless.

For example, one of the books
I have used to teach from talks about how the free blacks managed to set up their own
churches and fraternal societies.  It also emphasizes that blacks were able to
"reestablish and reaffirm" the families that had been broken up by
slavery.

What is distinctive about writers of Modernist drama?

I think that one of the distinctive elements of Modernist
drama is its embrace of a fragmented consciousness.  Modernist drama is very open and
willing to concede that there is not much in way of unifying conceptions of the good. 
Unlikes its predecessors in the dramatic field, Modernist drama is able to embrace that
the traditional plot structure where characters fully understand their wrongs and seek
to bring justice and order back to the world is not an accurate depiction of the world. 
Modernist drama fully understands that reality and its depiction is more important than
forging a moral order that might be false and contrary to the individual experience in
modern consciousness.  Ibsen and Chekhov are examples of Modernist writers that were
more driven by depicting a real world aspect to their work.  For these writers, daily
life was far more important, more worthy of dramatic depiction, than a structure that
was forced to embrace moral perfection.  This is what we end up seeing as being
distinctive in Modernist drama.

Find all zeros of the polynomial 6x4+17x3-2x2+x-6 = 0

We can find the zeros of a polynomial equation by using
synthetic division.

First check to see that the equation is
written in descending powers of the variable.

Then look at
the highest power in the equation.  This will tell how many solutions (zeros) there are
for the equation.

6x^4   +  17x^3  -  2x^2  +  x  -  6   =
  0

The degree of the equation is 4; therefore, we will
have 4 solutions.

Synthetic
Division:

Step 1:    Determine possible zeros by using
(P)/(Q).  The values for (P) will be from the factors of the last term which is -6.  The
values for (Q) will be from the factors of the coefficient of the first term, which is
6.

Possible zeros:  
±1,±2,±3,±6,±½,±⅓,±1/6

Step 2:    Write the
coefficients of the equation.  The goal of testing a possible zero value is to arrive at
a remainder of zero in the last column of your computations.   It will help to go in
order of the possible zeros beginning with 1 and continuing until you have found a zero
by the following process. By trial and error, I have already determined that -3 and 2/3
are zeros for this polynomial.  The following computations were used to identify the two
solutions.

Step 1:    Write the coefficients of the
terms.

Step 2:    Write the test zero to the far left of
the second column.

Step 3:    “Bring down” the first
coefficient

Step 4:   Multiply the first coefficient by the
test value (6 * -3) and place the product (-18) in the second column as shown.  Now,
find the sum of the two numbers (-1) and write it directly underneath the -18.  Multiply
the -1 by the -3 and write the product (3)  under the -2 in the third column.  Find the
sum (1).  Continue the pattern until the sum of the two digits in the last column is 0. 
This verifies that -3 is a remainder.

6        17       
-2        1        -6

-3*                                 
-18          3        -3        6

6         -1          
1        -2        0

Using the third row as new
coefficients and dropping the degree of the equation by one our new “depressed” equation
is

6x^3 -  x^2  +  x   -   2   = 
0

Use the coefficients from the new equation to continue
with the next test value as shown below.

6   
      -1          1        
-2

2/3*                            4           2         
2

6           3          3         
0

We have now depressed the equation twice.  Our new
equation is a quadratic.

6x^2  +  3x  +  3   = 
0

We can simplify the equation by factoring out 
3.

3(2x^2  +  x  +  1) =
0

Dividing by 3 on both sides, our simplified equation
is

2x^2  +  x  +  1  =  0

We
will use the quadratic formula to find the other 2
roots.

-b±sqr rt (b²-4ac) /
2a

From the coefficients of our quadratic equation we know
the following:  a=2; b=1; c=1

-1±sqr rt(1²-4(2)(1)) /
2(2)

After simplifying, our answer is  (
-1±√-7)/4

However, since we cannot have a negative square
root we extract the imaginary “i”

The two roots from the
quadratic  are    (-1±i√7)/4

The  four  zeros for our
original polynomial equation are as follows:  (-3,   2/3,  (-1±i√7)/4
)

What is the symbolic meaning of the chocolate and Monseigneur in the beginning of the 7th Chapter in Book II of A Tale of Two Cities?

In considering this excellent chapter, which contains lots
of prime examples of Dickensian irony, you need to consider how Dickens presents the
upper classes. Note that this chapter occurs before the Revolution has actually started,
and we see the French upper class, symbolised by Monseigneur, in all of their finery and
vapid wealth. Consider the following description of Monseigneur and his beloved
chocolate:

readability="13">

Monseigneur was in his inner room, his sanctuary
of sanctuaries, the Holiest of Holiests to the crowd of worshippers in the suite of
rooms without. Monseigneur was about to take his chocolate. Monseigneur could swallow a
great many things with ease, and was by some few sullen minds supposed to be rather
rapidly swallowing France; but, his morning's chocolate could not so much as get into
the throat of Monseigneur, without the aid of four strong men
besides the Cook.

Note the
emphasis on the idle luxury of the rich. Dickens begins by ironically referring to the
"inner room" as the "Holiest of Holiests," making an allusion to the inner sanctum of
the Hebrew temple in the Bible, where no one could enter except the high priest. This
exaggerates the importance and power of Monseigneur. Likewise he is shown to be rather
pathetic and lazy in needing the aid of "four strong men" who are employed for no other
purpose except to bring Monseigneur his chocolate. Dickens, of course, is one of those
"sullen voices" who think that Monseigneur is actually consuming France by this
exaggerated display of wealth and luxury whilst so many French citizens are living in
dire poverty. It is important not to read this chapter in isolation but to consider how
it is juxtaposed with Chapter Eight, which presents us with a very different seen as we
meet the people who have to pay the price for such lavish displays of
opulence.

Therefore, in this chapter the emphasis is on the
exaggerated displays of wealth, symbolised partly through the chocolate and the
Monseigneur, that help us to understand the rage of the French citizens. It is important
to note, however, that Dickens is very careful not to approve of neither the excesses of
wealth displayed by the French aristocracy, nor the violent measures that the French
citizenry take to rebel against it.

Does Pip develop or change throughout the novel?

Pip learns the difficult lesson of humility in the course
of the novel. He also develops his understanding of the difference between character and
class.  Miss Havisham's cruel machinations; forcing Pip to learn first his own, then
Estella's ambivalent social position show Dickens bringing his characters up to date
with a changing age where class and social position are no longer exclusive or
fixed.

 Miss Havisham's patronage (a deception in
itself) teaches Pip that the quality which Estella condemned in him; his 'coarseness',
which he, in turn, condemned in himself and in his beloved Joe, is simply honesty. What
the characters of the young Pip, Joe, Biddy and Magwitch represent are 'coarseness' in
the form of unvarnished truth. They are fair, honest and full of integrity. Those who
initially turn Pip's head - Miss Havisham and Estella - represent instability deception,
arrogance and superficiality.

What symbols are in Lolita? Are they archetypal images?

Lolita is filled with symbols, although few
are archetypal. First, let's consider what an archetypal image/symbol is. According , an
archetype "is an original model of a person, ideal example, or a prototype upon which
others are copied, patterned, or emulated; a symbol universally recognized by all. In
psychology, an archetype is a model of a person, personality, or behavior." Archetypes
connects the reader to the text because they make a storyline more familiar. For
example,  Thus most authors will use them.

However, Nabokov
uses more straightforward symbols throughout the text. Rain/water is a recurring symbol
in Lolita. This could be archetypal because it prompts some of our most ancestral
memories. Rain can both cleanse and dirty. It can also restore or destroy. For example,
when Humbert first goes swimming with Charlotte in Part One of the novel, it is a
refreshing experience for her. However, all Humbert can think of is how easily he could
drown her and not be caught, thus leaving him in sole custody of their shared daughter,
Lolita.

Fog and the color gray are used to convey
confusion. In Part Two of the novel, Humbert is driving with Lolita when he believes
that they are being followed by a detective. However, Humbert is unsure if it is really
or happening or if he is losing his mind. He refers to gray colors throughout the
experience. In addition, when Humbert is prepared to meet Lolita again towards the end
of the novel, he finds himself traveling through fog, conveying his his lack of mental
lucidity.

In short, the symbols used in Lolita help convey
the mood and atmosphere of the story.

In this story, what did you like and dislike? also, what did the author do well? and give proofs that mrs wright killed mr wright.

This is something you will have to answer for yourself.
Did you like the one act play? Could you figure out what happened? It is a simple story-
folks from the town arrive at Mrs. Wright's house to investigate the death of Mr.
Wright. He was found with a rope around his neck, in bed, dead. His wife was sitting in
a rocking chair when a neighbor arrived, claiming she did not know how it happened or
who did it. Mrs. Wright has been arrested. Two women acquaintances accompany the men to
the house (one is the sheriff's wife). While the men are tending to their "important"
investigation, the women are, in the minds of the men, messing around with "trifles" -
silly things like noticing the fruit jars are broken, noticing that Mrs. Wright was in
the midst of making a quilt. They notice that one of the squares is sewn in a very
erratic way and then they notice that there is an empty bird cage in the home. Finally,
they find the dead bird wrapped up in a piece of silk material. They notice that the
bird's neck has been broken. All of these things are really "trifles" - and yet......
are they not more important than what the men have discovered, which is nothing? So
there is great irony in this play. The men are supposed to be solving the crime, the
women are occupying themselves with trifles, and yet these trifles offer proof of what
happened.

What happened? Do you think Mrs.Wright killed her
husband? Well, he WAS strangled, just like the bird. And the women point out that he was
a hard man to live with. There are hints - they say that Mrs. Wright used to "sing like
a bird" when she was young, and then her husband "killed" this in her. Do you think that
Mrs. Wright finally could take no more and while her miserable husband was sleeping,
that same miserable husband that probably strangled her bird, she put a rope around his
neck and did to him what he did to the bird?

The county
attorney says in the end:

readability="9">

No, Peters, it's all perfectly clear except a
reason for doing it. But you know juries when it comes to women. If there was some
definite thing. Something to show--something to make a story about--a thing that would
connect up with this strange way of doing
it.

The
"important" men have missed the bigger picture because they failed to pay attention to
the trifles.

In The Grapes of Wrath, if the small intercepters present generalization, what do the larger chapters represent? Why do you suppose so many of...

The novel tells the story of the Joad family as they
prepare to leave their home in Oklahoma, journey to California, and attempt to make a
new life for themselves there. The story is told in chronological order, arranged in
chapters. The narrative is interrupted from time to time with the short chapters that
direct the reader's attention away from the story of the Joads and focus instead on
other people and places or develop short essays. These short interrupting chapters place
the story of the Joads within the context of what was happening around them during this
time. Eliminate the short chapters, and the remaining longer ones would be a straight
chronological plot of the novel.

During the Great
Depression of the 1930s, the setting of the novel, economic distress affected the entire
country, but the Midwest was especially hit hard. During the Depression, great dust
storms struck the heartland, literally blowing the farms away as the top soil was
carried off in the wind. The Midwest became known as the Dust Bowl. Farmers could not
grow crops and many became bankrupt; many family farms were repossessed by the banks
when loans could not be paid. Also, during this time Eastern corporations bought up
farms in the Midwest, pushed tenet farmers off the land, and farmed instead with
machinery. Many thousands of poor and homeless American families headed to California
where they hoped to find work in order to survive. It was a great migration, one of
historic proportion.

How to solve the system x+y=3 and x^2/y+y^2/x=9/2?

We have to solve the system x + y = 3 and x^2/y + y^2/x =
9/2

x + y = 3

=> x = 3
- y

Substitute this in x^2/y + y^2/x =
9/2

=> (3 - y)^2 / y + y^2 / (3 - y) =
9/2

=> (3 - y)(3 - y)^2 + y* y^2 / (3 - y) =
(9/2)*y*(3 - y)

=> (3 - y)^3 + y^3 = (9/2)(3y -
y^2)

=> 2(3^3 - 3*9*y + 3*3*y^2 - y^3 +
y^3) = 27y - 9y^2

=> 54 - 81y + 27y^2 =
0

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

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

=>y( y - 2) - 1( y - 2) =
0

=> (y - 1)(y - 2) =
0

=> y = 1 and y
=2

=> x = 3 - y = 2 and
1.

The values of x and y are (2, 1) and (1,
2)

In The Scarlet Letter, what effect does Reverend Dimmesdale’s guilt have upon his popularity in the colony?

The part of the novel you need to re-visit to answer this
question in Chapter 11, entitled "The Interior of a Heart." This is rather a sinister
chapter as it talks about the way that Chillingworth plans to psychologically encroach
on Arthur Dimmesdale's privacy and space, probing into the very centre of his soul to
discover what deep and dark secret oppresses him so
badly.

However, as you indicate, the severe impact of
Dimmesdale's guilt does have an impact on his work as a minister. Consider what the text
tells us:

readability="17">

While thus suffering under bodily disease, and
gnawed and tortured by some black trouble of the soul, and given over to the
machinations of his deadliest enemy, the Reverend Mr. Dimmesdale had achieved a
brilliant popularity in his sacred office. He won it, indeed, in great part, by his
sorrows. His intellectual gifts, his moral perceptions, his power of experiencing and
communicating emotion, were kept in a state of preternatural activity by the prick and
anguish of his daily life.

It
is his guilt that allows Dimmesdale to have "sympathies so intimate with the sinful
brotherhood of mankind." "His heart vibrated in unison with theirs," we are told, making
him accessible. Part of his success, then, lies in the fact that he himself identifies
himself as a sinner and recognises the truth of that fact in his own life. This gives
him no arrogance or pride when he ministers to those who are like him. Such a manner and
approach to people in spiritual need endears him to them, making him immensely
popular.

How is the narrator's response to Sonny shaped by his own set of goals, hang-ups, and responsibilities as his "brother's keeper"?James Baldwin's...

In James Baldwin's "Sonny's Blues," having had a daughter
die, the narrator notes that "[M]y trouble made his real."  As he waits for Sonny at the
subway station, the narrator experiences a flood of memories hit him and he finds
himself shaking hands with "the baby brother I'd never known."  After the narrator picks
up Sonny, they ride in a cab through the "killing streets" of Harlem until they reach
his home:

The
moment Sonny and I started into the house I had the feeling that I was simply bringing
him back into the danger he had almost died trying to
escape.

Again, the narrator
is struck by memories, recalling his promise to his mother:  "I won't let nothing happen
to Sonny."  Significantly, he also recalls her other words,"But you go to let him know
you's there."  Now he senses himself "in the presence of something"
as he looks at Sonny as more memories press upon him: the time Sonny lived with him, the
constant playing of the piano--"it was like living with sound"--and how wearing it was
on his family.

One day Sonny returns to his brother's
house, but pauses outside at a street revival and listens.  When he crosses the street,
the narrator, who has been watching apprehensively at the window remarks upon Sonny's
musical walk that he has "never really noticed before."  After Sonny comes in, he tries
to converse with his brother.  When Sonny says that the singer's voice reminded him for
a minute of what heroin feels like sometimes, the narrator reacts as his voice is "very
ugly, full of contempt, and anger."  However, as he listens to the poignancy in Sonny's
voice as he comments on "how much suffering she must have had to go through--to sing
like that," and his attitude changes as he seeks communication with a brother with whom
he has not had a close relationship.  As Sonny's confesses, the narrator truly listens,
recognizing the darker side of himself, a side he gets to know as he sits in the dark of
the nightclub where Sonny plays. And, it is then that the narrator sheds his opinions,
his own sets of goals, and his biases.  Instead, he listens to Sonny play the blues.  He
hears Sonny release the "storm inside" himself.  "And his triumph, when he triumphs, is
ours" the narrator comments as he watches Sonny's face which has the "fire and fury of
battle occurring in him" along with the light that comes from the listeners who
understand. 

Sonny triumphs because he releases the storm
within him; likewise, the brother triumphs as he listens to Sonny and understands him
and witnesses something sacred, "the very cup of trembling" of Sonny's
troubles.

a = 2+b b= 3c a+b = c what are a, b, and c?

Given the system:

a = 2+ b
.............(1)

b = 3c
.............(2)

a+b = c
...............(3)

We will use the substitution method to
solve.

We will substitute (2) into
(1).

==> a= 2+ b = 2 +
3c

==> a = 2+ 3C
..............(4)

Now we will substitute (2) and (3) into
(4).

==> a + b =
C

==> (2+3c) + 3c =
c

==> 2 + 6c =
c

==> 5c =
-2

==> c =
-2/5

==> b = 3c = 3*-2/5 =
-6/5

==> b =
-6/5

==> a = 2+ b = 2 - 6/5 =
4/5

==> a =
4/5

Then, the answer
is:

a= 4/5     b= -6/5      c
= -2/5

Please analyze this quote from Julius Caeaser. "Who, you all know, are honorable men. I will not do them wrong; I rather choose to wrong the...

 Popilius is another Roman senator but is not a
conspirator. However, from this quote which he says to Brutus and Cassius before the
assassination, Shakespeare makes it obvious to the reader that more than just the
conspirators know about the plot. It is likely that many of the other senators know of
the plot for in real life there were many people in on the assassination than there was
in the play. 

Also, this quote we can infer that Popilius
sides with Brutus and the rest. Therefore there is a divide in Tome: those for Caesar
and those against.

When Popilius says this, Cassius gets
very worked up thinking that Popilius is going to call them out, but of course he was
overreacting.

This come from Act III. Brutus has just given
his speech to the Roman citizens explaining why Caesar had to die. He leaves the pulpit
and Antony is left along with the Roman citizens to make his funeral speech. He uses
much verbal irony throughout his speech in order to warm up to the crown. In the quote
above he is referring to the conspirators as "honorable men." Although his sarcasm is
not evident at the beginning of his speech, it becomes much more evident as he continues
to call them honorable even though he shows how great and wonderful Caesar was (although
the "honorable" conspirators did not think so..)

What is the main theme of The Threepenny Opera?

Generally, the main themes are corruption, vice (or sin),
and redemption. These are themes that can be linked to human behavior generally and to
specific characters' behavior. But overall, Brecht is also exploring ideas of love and
loyalty, as well as the gullibility of men and women in love. Also, anti-heroism is a
string theme: Macheath is a sort of anti-hero; he treats women badly but is charming and
charismatic.

In Shakespeare's Hamlet, Act Four Scene Seven; what does this scene reveal to us about Claudius' people skills and his man-management tactics?

Claudius is a brilliant tactician when it comes to getting
people to do what he wants without them even realizing that they are being manipulated. 
This is very evident in Act 4, Scene 7.  Earlier in the Act Laertes storms into the room
and demands vengence on Claudius and Hamlet for the death of the his father.  He is
angry that Claudius didn't do something to keep Hamlet in check, especially since he is
acting crazy.  He vows vengence at all costs.  It doesn't take but a short conversation
for Claudius to calm Laertes down and pin all the fault on Hamlet, and excusing his own
choices.  When Ophelia comes into the room and has clearly lost her mind, Laertes in
riled up again, but Claudius calms him down again.

At the
start of Scene 7 he tells Laertesto "put me in your heart for friend."  By strengthening
the closeness of the relationship, it makes Laertes more easy to control.  Claudius
comes up with a rational reason why they must proceed with caution against Hamlet
for the people of Denmark have "great love . . . [to] bear him, / Who, dipping all his
faults in their affection."  They are willing to forgive Hamlet anything because he is
so well liked, so they must proceed with caution.  After they learn that Hamlet has
returned to Denmark, Claudius asks Laertes "Will you be ruled by me?" and Laertes
responds that he will.  From then on, the game is on for Claudius.  All he has to do is
convince Laertes to kill Hamlet and all of Claudius's problems will be solved and none
of the responsibility will fall on him.  He convinces Laertes to challenge Hamlet to a
fencing match and convinces him with a long story that Hamlet is jealous of Laertes's
skill.  By appealing to his ego, he overcomes any qualms Laertesmay have had about
possibly losing to Hamlet.  Then, to ensure the revenge, they both agree to poison not
only the sword by a cup of wine.  If all goes to plan, Claudius will look completely
innocent of the death.  The final piece of his management of Laertes is his assertion
that they must act definitively because he understands that the things one want to do
need to be done quickly.  He says, we should do it
because

We
should do when we would; for this "would" changes,

and hath
abatement's and delays as many

As there are tongues, are
hand, are accidents.

Claudius
is echoing some of the same ideas that Hamlet talks about in the "To be or not to be"
soliloquy in regards to how thinking and the passage of time delay the momentum of
action.  Claudius doesn't want there to be any delay in their plans against Hamlet.  He
is the master of manipulation in his actions with Laertes and he is using Laertes to
achieve his ends.

I'm doing a research paper on women in Islam ...! Any topic suggestions idea on how I can make my presentation interesting?What topics should i...

I used to an assisstant for a Combodian doing this kind of
research. Thier beliefs are admirable! "daily prayers", They pray everyday in a certain
of time when everyone's home. If anyone cannot come home on time, they can stop anywhere
to pray. In Vietnam, they live in a solidary community. Especially, women when getting
married have right to stay at their home, they dont have to go to husband's house for
living after marriage! In other words, if men want to get married with these women, thay
have to leave their home, parents, coming to this
community.

Moreover, one of their culture is washing hands
carefully before eating and they usaully eat by hand!

Does a school have any right by law to say if a student that writes for the school newspaper page can or cannot put anything about "God" in it?

I agree with the above post, and also would like to point
out that a key difference between school newspapers and privately owned ones is that
public tax dollars are used for its publication, and it is typically distributed to the
student body free of charge.  Within that context, students do not have absolute freedom
of the press (regrettably, in my opinion) and the public, through their elected school
board members, can exert an influence over what is allowable in terms of stories and
content.

While barring any discussion of God or religion
seems a bit extreme, and it does matter in what part of the paper it is printed
(editorial? feature?), the school does, as per the Hazelwood decision, have the ultimate
editorial authority over the content of the newspaper.

To
some degree, they even have authority over what is written by students about the school
and school personnel on private blogs, social networking sites and message boards, so
the courts have typically given schools quite a bit of power at censoring
student-published content.

What was important about electricity in the 1920's?

The thing that was most important about electricity in the
1920s was its ability to transform the lives of the people who were able to get it. 
During this decade, electric power became very common in cities.  The link below says
that about 85% of all homes in cities had electricity by
1930.

Electricity made life much easier.  For example, it
allowed women who worked in the home to use vacuum cleaners instead of having to beat
their rugs by hand.  It also made life more fun.  For example, it allowed people to
listen to radio shows -- a major form of entertainment during this
time.

So, overall, electricity was important because it
improved the lives of Americans, especially in the cities.

Select three paradoxical statements from "Philosophy and Spiritual Discipline", and explain the contradiction in ea. & the lesson each teaches.

In all sincerity, one can select any idea from the Gita
and find a great deal of paradoxical quality to it.  Throughout the discussion between
Krishna and Arjuna, the philosophical and spiritual convergence creates a feeling of
paradox present.  Part of this lies in the large scopes of both Arjuna's dilemma and
Krishna's solution.  One quote that reflects this is,  “He who thinks this self a killer
and he who thinks it is killed, both fail to understand; it does not kill, nor is
killed.”  The contradiction present is the idea that "killing" is not really "killing."
 If one sees life as finite, then human death does end the life of the being.  Yet,
Krishna teaches Arjuna that the atman, or universal soul, never dies and while the body
might perish, the soul does not.  This helps to bring light to the idea that one has to
act in the understanding that they, as an individual being, are an extension of this
atman, an infinitesimally part of something larger and must act as a part of this
configuration which is the true essence of consciousness and being.  In the end, most of
the statements in this section end up discussing the same seemingly paradoxical
relationship between life and death, one that has convergence when seen in the correct
light.

Although they are both intelligent men, Laertes and Polonius are mere pawns in the play Hamlet.

I don't know how intelligent Polonius and Laertes are in
Shakespeare's Hamlet, but they certainly serve as
pawns.

Both men are used as pawns by King Claudius. 
Polonius is so intent on sucking up to Claudius and getting his approval that he happily
does whatever Claudius wants him to.  Polonius comes up with the idea that Hamlet is
acting as if he has lost control of himself because he has been rejected by Ophelia. 
The king sends him on a mission to see if this is actually the case.  Polonius doesn't
know it, but Claudius only cares about Hamlet's madness because he feels threatened by
Hamlet.  Claudius is afraid Hamlet is going to rebel and attempt to take the throne
back.  He gets Polonius to spy on Hamlet so he can keep an eye on Hamlet and figure out
if he's planning anything subversive.

Claudius uses Laertes
even more blatantly.  He gets Laertes to plan an underhanded murder of Hamlet.  Laertes
thinks Claudius is helping him because Hamlet killed Laertes's father, Polonius.  In
actuality, of course, Claudius is getting Laertes to help him eliminate a threat to the
throne.  Laertes is a dupe who plays right into Claudius's
hands.

Hamlet doesn't use Laertes as a pawn as Claudius
does, but he certainly abuses Polonius.  Sent to spy on Hamlet, Polonius is played by
Hamlet, taking the message back to Claudius that Hamlet is, indeed, suffering madness
because he's obsessed with Ophelia.  This is what Hamlet wants Polonius and Claudius to
conclude.  Hamlet is putting on an "antic disposition," pretending to be mad so Claudius
won't suspect that he is actually planning revenge. 

A ray of light in air strikes a glass surface. Is there a range of angles for which total internal reflection occurs? Explain.

When a ray of light from material A with a refractive
index Na enters into material B with a refractive index Nb, the relation between the
angle of incidence Ac and the angle of refraction Ar is given by Snell's Law as sin Ac /
sin Ar = Nb / Na.

The critical angle is the minimum angle
of incidence at which total internal reflection takes place. At this angle Ar = 90
degrees and sin Ar = 1, which gives sin Ac = (Nb/Na). The angle Ac is equal to arc sin
(Nb/Na).

Now in the case of a ray of light traveling from
air and striking a glass surface, the ratio of the refractive index of glass and the
refractive index of air is greater than 1. So the value of arc sin(Nb/Na) is not
defined.

Therefore total internal reflection cannot take
place in this case.

A ray of light moving from air to glass
is always refracted into glass, irrespective of the angle of
incidence.

In Elizabeth Barret Browning's sonnet, "Beloved thou hast brought me many flowers," what does the speaker think of the flowers?

The speaker's thoughts, in this complex poem, on the
flowers given her by her beloved are clouded by the Shakespearean style play on words
that follows after the lines about the flowers: "Take back these thoughts ...." What is
important here is that "take back" represents the double meaning words can have; she is
wittily and charmingly toying with her beloved, who has apparently been away as the
flowers continued unrenewed "all summer through and
winter."

"Take back" isn't used in it's sense of to return
a former gift now spurned and rejected due some breach of faith on the givers part. If
"take back" were used in this way, she would not have said the flowers continued to grow
in the room they grace through both summer and winter without seeming to miss the "sun
and showers." She would have said something like his inconstancy or his betrayal had
made them fade and wither--so take them back--a blighted reminder of crushed hopes.

"Take back" is used to mean allow me to return in kind--as you gave to me, so
do I give to you. This is set up and confirmed by the line that precedes "Take back." It
reads: "So, in the like name of that love of ours, ...." A paraphrase of this line might
be: "Therefore, according to our love that has likewise grown without the renewal of
your presence, ...." What precisely is he to take back?

She
is asking him to take back (as you gave me, so I give you) the words that "here [by the
flowers] unfolded too." These words were so deeply welcome and embedded in her heart
that on all the "warm and cold days" of the lapsed time through which they were
seemingly parted, she "withdrew them from her heart's ground," or lifted them from their
abiding place in her heart to view as she also viewed the flowers. Browning is of course
continuing the garden metaphor with "unfolded" and "ground" and later with
“weeding.”

What were those words that he spoke and she is
now returning? Hints are contained in the last five lines. Eglantine is a simple English
rose that symbolically represents purity. Ivy is a seemingly endless climbing vine that
symbolizes fidelity. It is the eglantine and the ivy, which together symbolize the
speaker, that she asks him to (1) to take back;  (2) to accept as she accepted his
flowers; (3) to store where they shall not "pine," which means to wither away with grief
or mourning; and to (3) conduct himself so as not to betray her purity and fidelity: "to
keep their colours true." She concludes by saying the gifts she gives him, in kind for
the words he first "unfolded" to her, have "their roots" grown down in her soul: "their
roots are left in mine."

The words he "unfolded" to which
she now says to "Take back" are words declaring his love and devotion, which in
Browning's day was accompanied by a proposal of marriage. One last point to clear up: It
is now easier to see that "Indeed, those beds and bowers / Be overgrown with bitter
weeds and rue" refers to the weeds of loneliness from separation that have grown on her
heart during his absence, which only his loving hand can pluck from that ground: "And
wait thy weeding.”

How is the film "Invasion of the Body Snatchers" a warning about the dangers of conformity in the US?

This film is often discussed in US history textbooks as a
commentary on the conformist society of its time.

You can
see this in the main plot of the film.  When the people are replaced by the beings from
the pods, the new beings are completely emotionless.  It has been argued that these are
the people of the '50s -- they do not have an emotional life, they are just drones.  In
addition, the pod people start to propagate themselves.  They are trying to create more
pod people so that soon everyone will be the same -- emotionless automatons that are not
really human anymore.

Because of this, the movie is often
seen as a warning that Americans were coming to be like this -- all the same, all
without souls.

For what values of k does the function f(x) = x^2 + kx - 5 have two real roots?

Given the quadratic equation f(x) = x^2 + kx
-5

We need to find the values of k where the function has 2
real roots.

We know that the function has 2 real roots when
delta > 0

delta = b^2 - 4ac >
0

==> a = 1    b= k    c =
-5

==> k^2 - 4*1*-5 >
0

==> k^2 + 20>
0

But we know that k^2 is always >
0

also 20 > 0

Then k^2
+ 20 > 0 for all real
numbers.

==> K belongs to R where R is
a real number.

==> K =
(-inf, inf)