Why did Ray Bradbury title his story "There Will Come Soft Rains?"

To see why Bradbury gave his story this title, just look
at the poem by Sara Teasdale that the house recites before the fire
starts.

In this poem, Teasdale is saying that nature will
not care at all if human beings cease to exist.  If people vanish, the Earth and all the
other creatures would continue to exist and would probably do so quite
happily.

In this story, Bradbury is showing us how our
technology is starting to make this a real possibility.  He is saying that we are
gaining the power to wipe ourselves off the face of the Earth.  If we do, however, we
will find (actually we won't because we won't exist) that we are not really that
important -- life on Earth will continue without us if we are so stupid as to make
ourselves extinct.

What are some good suggestions for books or materials I can use on the SAT essay section, other than Gone with the Wind?

href="http://sat.collegeboard.org/practice/writing-sat-essay?pageId=practiceWritingEssay&tabValue=strategies">The
SAT College Board website declares that every student or instructor seems to
have a different opinion on how to earn a high score on the SAT
essay:

Some
people say you should write a strict five-paragraph essay... Some people say you should
read well-known books like The Great Gatsby or The Scarlet Letter and refer to them as
often as you can.

href="http://sat.collegeboard.org/practice/writing-sat-essay?pageId=practiceWritingEssay&tabValue=strategies">The
College Board further states that, "We want students to know that there are no
shortcuts to success on the SAT essay." The College Board advises that scoring highly is
not a matter of what books or materials you have read in the past, but rather how well
you can write in the present. What the SAT College Board is looking for in the essay
writing section is whether or not you can prove a point, required by a prompt, clearly,
concisely, and effectively. The College Board is testing your ability to express your
personal point of view in a logical, coherent, and grammatical fashion. They are more
concerned with whether or not you can build an argument, using clearly expressed
examples, and carry them out to the point that they actually prove your idea, then they
are concerned about what you have read. According to the College Board, the only real
thing you have to worry about reading is the entire directions to the writing
prompt.

However, that being said, since you will need to be
drawing on examples, of course expanding your mind with more literature will give you
more ideas with which to work with and use to illustrate your arguments. Shorter books
or short stories will especially be helpful because they are faster to read. One
excellent suggestion is a short novel by Henry James, Washington
Square. James is known for his very involved, very complex sentence
structure. He very frequently likes to make use of the periodic sentence, which builds
on a point using suspended syntax and climaxes in the final word. One example of his
sentences is:

readability="11">

He was a thoroughly honest man--honest in a
degree of which he had perhaps lacked the opportunity to give the complete measure; and,
putting aside the great good-nature of the circle in which he practised, which was
rather fond of boasting that it possessed the "brightest" doctor in the country, he
daily justified his claim to the talents attributed to him by the popular
voice.

Reading and
understanding complex sentences like this will not only give you ideas to illustrate
your points with, it will also fine-tune your sense and grasp of both grammar and
logic.

Reading books with strong themes will also increase
the number of insights you currently hold and give you more examples to use. The short
story "The Hunger Artist," by Franz Kafka, will give you themes to ponder, such as the
feeling of alienation, the desire for religion or spiritual understanding, and also
adapting to cultural changes. You can also consider reading Thomas Mann's celebrated
novella, Death in Venice, for a theme dealing with a literary
artist who separates himself from society for the sake of creating his
literature.

In the story "Through the Tunnel" would Jerry still feel the need to prove himself to the foreign boys if the foreign boys spoke Jerry's language?

In my opinion, Jerry would still have felt the need to
prove himself.  In fact, he might even have felt more pressure to do
it.

In the story, the boys make Jerry feel accepted.  They
do not actually do anything to put pressure on him to go through the tunnel.  He is the
one who feels that he is a failure when they can and he
can't.

But imagine if they spoke his language.  I think
that they might start to make fun of him.  They might actually come out and tell him
that he is some little baby (and a foreign baby at that) and that he should run off and
find his mommy.

In the story, Jerry puts all the pressure
on himself.  If the boys could have spoken English, they might have added to the
pressure by taunting him.

Compare and contrast Hamlet, Fortinbras, and Laertes in act 4.this question is from the play Hamlet, Act 4...help!!!

These three characters make up a three-person character
foil.  A foil is a character set up in contrast to another one who has similar
characteristics.  All three of these young men, in Act IV, are approximately the same
age, have all lost a father, and all have a legitimate claim for
revenge.

However, all three differ in how they approach
this revenge duty.  Hamlet, as we have seen all throughout the play, has taken a type of
avoidance tactic.  He is circumventing his duty, refusing to act directly.  Conversely,
Laertes is direct to a fault; he instantly attacks the king, blaming him for his
father's death.  He doesn't stop to think logically at all.  In this way, he is the
direct opposite of Hamlet.  Finally, Fortinbras seeks his revenge in a calculated,
logically planned manner.  He devises a plan to sweep across Denmark and take control by
surprise; he is driven to a degree that literally lacks
emotion.

These three men all take the same set of
circumstances and create their own, very different, outcomes.

What are the various types of Bank Accounts?

Bank accounts can be of many types depending on the
institution where it is being set up, though all accounts can be placed under one of the
following categories:

Checking account: these offer the
lowest rates of interest and are mostly used for the purpose of paying for products and
services and transferring money to others using checks. As these accounts have the
lowest rates of interest the charges for transactions also are usually the
lowest.

Money market accounts: these offer an interest on
the deposits and also the facility to transfer funds using checks. But in the case of
money market accounts the number of transactions and their frequency is
limited.

Savings accounts: These do not allow the use of
checks.

Time deposits: Here the money deposited is to be
kept in the account for a pre-determined period of time for which the rate of interest
is also fixed. Usually the interest paid is higher for longer periods of time. Some
banks allow withdrawals from time deposits before the period defined but there is an
accompanying fine charged for this.

No frills accounts:
These are similar to checking accounts but the number of transactions possible per month
is usually limited. They also offer a reduced number of services than normal checking
accounts.

In William Goldings Lord of the Flies what are three reasons shown in the text how Goldings illustrates that children, like adults, are not innocent.

If you are asking for examples of the children's lack of
innocence, you do not have to look far.  Roger throwing stones at Henry "just to miss"
in Chapter 4 is an example of the cruelty that exists within the children. The only
reason that he does not throw to hit is that he has been taught not to, not because he
is innocent:

readability="6">

Round the squatting child [Henry] was the
protection of parents and school and policemen and the
law.

Jack's treatment of
Piggy in  Chapter 4--punching him in the stomach and face, breaking Piggy's glasses--is
another. He hits Piggy because Ralph humiliated him by accusing him of neglecting the
fire.  He hits Piggy because he knows Piggy will not hit back.  One chilling example of
the boys' savagery is their killing of the the sow in Chapter  8.  In this chapter they
are portrayed as bloodthirsty individuals who kill for the sake of killing, not for
food.  Killing the sow makes the boys "fulfilled,"  and of course this bloodlust results
in the death of Simon.

The reason for their lack of
innocence might be found in Simon's conversation with the Lord of the Flies in Chapter
8.  He tells Simon what Simon already knew that the beast is within.  It is Golding's
thesis that beneath the veneer of civilization, all human beings are savages.  Once the
rules and laws of civilization are removed, then our savage instincts are released, and
there are no restraints.

Is there a pattern to the imagery in "Anthem for Doomed Youth"?

There is a progression of images in the poem, all having
to do with those who are left behind—family, sweethearts, parents. The “holy glimmers of
good-byes” suggests how light from altar candles shines in the tear-filled eyes of those
who mourn. The grief of sweethearts is suggested by the “pallor of girls’ brows.” The
consolations of philosophy and the privacy of grief are brought out by the “tenderness
of patient minds” and the “drawing-down of blinds.” All the images share in depicting
the unutterable grief of those whose loved ones are now dead.

In Chapter 2 of The Great Gatsby, does Nick enjoy the afternoon at the apartment in New York?

The Great Gatsby is, in
part, Fitzgerald's commentary on the morality of the rich.  The afternoon in New York,
at the party held by Myrtle and Tom in their illicit "love nest," is a picture of the
immorality of both the rich and the poor.  I think it's safe to say Nick did not enjoy
his time at the party, and we have several clues that this is true.  First, it confirms
in a very real and tangible way the fact that his cousin's husband is cheating on her. 
Second, the apartment and Myrtle are both just not quite right, making it uncomfortable
for Nick who knows it.  The furniture is classy but it's way too large for the small
apartment; Myrtle has money to spend (because of Tom) and buys cheap perfume, a mutt,
and gossip magazines--and wants to ride in the lavender taxi.  It's all just off, and
Nick is unsettled by it--as he is by being a third wheel at the beginning of this
event.  Third, Nick does have a conscience and sees, when they are at Wilson's Garage,
that this is a cruel action on a rather helpless man.  Fourth, he is appalled by Tom's
behavior toward Myrtle.  Tom punches Myrtle in the nose, something no man should be any
more comfortable watching than doing.  He learns that Tom has not only lied to Daisy, he
has also lied to Myrtle, telling her he can't divorce Daisy because they're Catholic.
Finally, though he is not accustomed to drinking, he gets drunk at this event.  The
guests are strange, the environment is strange, the behaviors are worse than strange,
and there is no doubt Tom finds the entire episode uncomfortable.  It's worth noting
that he doesn't make much of an effort to leave; however, it's not anything he'd like to
repeat, I'm certain.

How does George's description in chapter 1 of Of Mice and Men link back to the Great Depression and why?Use a quote if you can.

Take a look at this quote on the second page of the
text:

The
first man stopped short in the clearing, and the follower nearly ran over him. He took
off his hat and wiped the sweatband with his forefinger and snapped the moisture
off.

In this image, I see a
man living a migratory life. This is extremely indicative of the Great Depression.
People moved from place to place looking for work. They learned to live in the outdoors.
Hobo villages were popular and frequent.  I also see a man dependent on his own work.
You see how he had to take a break? It is only a walk at this point, but it is symbolic
of something much larger, a lifestyle. It feels during the Depression that one can work
and work and not ever really achieve.

Other evidences in
chapter 1 that allude to the Great Depression include the need to get and use work
tickets like the tickets they had prepared from Murray and Ready's. Another evidence
would be reliance on public transportation. They rode the bus.

A car starts moving along a line,first with accelaration a=2m/s^2,starting from rest then uniformally moving and finally deaccelarating at the...

Let the total distance travelled by the car be D. The
total time of motion is 10s; therefore the average speed is (D/10) m/s. We are given the
average speed as 3.2 m/s. So (D/10) = 3.2 or D= 32 m.

Now
the car starts from rest, accelerates for some time at 2 m/s^2, then moves at a uniform
speed and finally decelerates at 2m/s^2 to come to rest. As the car had started from
rest, the time for acceleration and deceleration is the same. Let the time the car
accelerates and decelerates be t1 and the time it moves at a uniform speed be t2. We
get: 2*t1+ t2 = 10.

Now the distance it travels while
accelerating is 2*t1*t1/2, this is the same as the distance it travels while
decelerating. The speed it has after t1 s is 2*t1. The distance travelled at the uniform
speed is 2*t1*t2.

This gives us 2*t1*t1/ 2 + 2*t1*t2 +
2*t1*t1/ 2 = 32.

Now 2*t1+ t2 =
10

=> t1 = (10 - t2)/
2

We substitute this in 2*t1*t1/ 2 + 2*t1*t2 + 2*t1*t1/ 2 =
32

=> 2*t1*t1 + 2*t1*t2 =
32

=> 2*[(10 - t2)/ 2] ^2 + 2*[(10 - t2)/ 2]*t2 =
32

=> [(10 - t2)/ 2] ^2 + [(10 - t2)/ 2]*t2 =
16

=> (10 - t2) ^2 + 2*10*t2 - 2*t2*t2 =
64

=> 100 + t2^2 - 2*10*t2 + 2*10*t2 - 2*t2*t2 =
64

=> 100 + t2^2 - 2*t2*t2 =
64

=> t2^2 =
36

=> t2= 6 or -6

As
time cannot be negative, so we have t2= 6
s

Therefore the car moves uniformly for 6
s

Explain the fundamental differences in social ideals which separated the American colonies and Great Britain after 1763.

In my opinion, the greatest difference in social ideals
had to do with the views that the colonists and the British had towards equality and
hierarchy.  The British still believed in a strict hierarchy while the colonists were
much more egalitarian.

By 1763, the conditions of life in
the colonies had shaped the American society to the point that there was much more
equality than in Britain.  There were, of course, no hereditary lords in the colonies. 
In addition, the availability of land led to the creation of a society of independent
people in small towns.  This encouraged the people to think of one another as
equals.

The colonists saw in the French and Indian War how
different this attitude was from that of Britain.  While the colonial militias elected
their officers, the British regulars were subjected to harsh discipline.  This brought
home to the colonists just how different they and the mother country had become in terms
of social values.

Using the definition of derivative find the derivative of y=(2x+4)^1/2

First, we'll express the first principle of finding the
derivative of a given function:

lim [f(x+h) - f(x)]/h, for
h->0

We'll apply the principle to the given
polynomial:

lim {sqrt [2(x+h)+4] -
sqrt(2x+4)}/h

The next step is to remove the brackets under
the square root:

lim [sqrt (2x+2h+4) -
sqrt(2x+4)]/h

We'll remove multiply both, numerator and
denominator, by the conjugate of numerator:

lim [sqrt
(2x+2h+4) - sqrt(2x+4)][sqrt (2x+2h+4)+sqrt(2x+4)]/h*[sqrt
(2x+2h+4)+sqrt(2x+4)]

We'll substitute the numerator by the
difference of squares:

lim [(2x+2h+4) - (2x+4)]/h*[sqrt
(2x+2h+4)+sqrt(2x+4)]

We'll eliminate like terms form
numerator:

lim 2h/h*[sqrt
(2x+2h+4)+sqrt(2x+4)]

We'll simplify and we'll
get:

lim 2/[sqrt
(2x+2h+4)+sqrt(2x+4)]

We'll substitute h by
0:

lim 2/[sqrt (2x+2h+4)+sqrt(2x+4)] =
2/[sqrt(2x+4)+sqrt(2x+4)]

We'll combine like terms from
denominator:

f'(x)=1/sqrt(2x+4)

What are some of the scientific sources of errors one can include in a lab? The errors can not be human errors.

There are many sources of error and that is why scientists
are so careful to control conditions as much as possible and why they repeat experiments
so many times before they come to any conclusions.

For
example, you may be timing some type of motion and only take two times and average
them.  If you had gathered more data you may have found that your initial numbers were
incorrect. Or you and another person are both timing the same event. One of the timers
may be faulty and so you get two different
readings.

Thermometers can be off by varying degrees and so
two different thermometers may give two different answers. It may be that one is correct
and the other not or that both are incorrect. In either case your reading is
incorrect.

When using a balance it may not be sensitive
enough for the experiment you are doing and it may need to be
recalibrated.

Chemicals used in lab experiments often
become contaminated because students put their extra materials back into what they think
is the right container but is actually the wrong
one.

Experiments are sometimes done in plastic baggies and
gases produced may escape through holes in the bag, throwing off a material balance  if
trying to prove conservation of mass in a chemical reaction.

In Brave New World, how did the return from the reservation change Bernard's life?

Having not only braved the world of the savages in the
Reservation but also survived and bringing one of them back with him who was sired by
the Director of Hatcheries greatly changes Bernard's life. Before his position in his
caste was questioned, and he was even threatened by the self-same Director of Hatcheries
with being transported because he was not sufficiently infantile enough. However, when
he returns, the text makes it clear that his life is
transformed:

readability="19">

It was John, then, they were all after. And as
it was only through Bernard, his accredited guardian, that John could be seen, Bernard
now found himself, for the first time in his life, treated not merely normally, but as a
person of outstanding importance. There was no more talk of the alcohol in his
blood-surrogate, no gibes at his personal appearance... As for the women, Bernard had
only to hint at the possibility of an invitation, and he could have whichever of them he
liked.

It is clear then that
Bernard's relationship with John gives him star-status and transforms him from a lowly
person who everyone avoided and gossiped about to someone who was sought after and
courted by the rich and famous.

Why are demand and supply of interest to readers?

Supply and demand should be of interest to any reader
because they are the things that (in any market economy) set the prices of goods and
services and determine how many of those goods and services will be sold.  So supply and
demand essentially sets the price of everything you buy.

If
you go further, there are such things as aggregate supply
and demand -- these are for all goods and services in an economy put together (not just
for one particular item).  This sort of supply and demand should be of interest because
it helps to determine the health of your country's
economy.

Supply and demand are basic to economics and they
impact our lives every time we buy something.  This is why they should be of interest to
us.

Compare and contrast the social media in Ender´s Game to real life.

Interesting question.  The book was published in 1985, far
before the days of Facebook, but actually even before the days of the Internet as we
know it (which was launched for public use in 1992).  I always found it particularly
interesting when Ender was at school at the very beginning of the novel, how each
student had his own desk and uploaded files at the end of the school day to be checked
at home.  Even before the Internet, Card had an idea of a system of communicating via
computers.

All of the students at Battle School have desks
(which I picture to be similar to over-sized iPads) and log on names.  They can send
messages to other desks, similar to instant messenger.  They can hack into each others
files and "trash" the security.  All of these ideas were very technologically
progressive for the time the book was published, but of course, by today's technological
standards, they are commonplace.

Though the kids in Battle
School do not have any contact with home, we know that some how the Mind Game has access
to information and records that are up to date and can go back and forth between Earth
and the Battle School.  This was shown when an age appropriate picture of Peter appears
in Ender's journey through the game.  Again, though it goes unexplained, to a modern
audience the idea isn't so far fetched.  We are used to the ability to obtain
information and photos from remote access points, via again, the
Internet.

Finally, the letter Graff has Valentine write
to Ender when he seems stuck in his training (chapter 9) appears when he signs on to his
desk as "Mail Waiting."  This seems pretty similar to email.  Teachers or other
authorities in the school can contact any student immediately if he or she is signed on
to a desk and the message will simply appear on the screen (ie: "Report to commander
immediately.  You are late.  Code Green Green Brown.")

The
social media of Ender's Game compared to today is strikingly
similar.  I think the differences are mainly in the details, which, for the most part,
are left out of the story.  One thing you might note is that there does not seem to be
the use of telephones nor video for communication in the book, as we have today.  And,
of course, the "how" behind communication is mostly left out of the book.  Fascinating
though, how far we've come since the novel was first published.

Find the natural number n if 1+5+9+..+n=231.

The series given is an arithmetic progression with the
first term 1 and common difference as 4.

Now the sum of the
first N terms of an AP is given by (N/2)[2a1 +
d(N-1)]

=(N/2)[ 2 +
(N-1)*4]

This is equal to
231

So (N/2)[ 2 + (N-1)*4] =
231

=> N[ 2 + (N-1)*4] =
462

=> 2N + 4*N*(N-1) =
462

=> 2N + 4N^2 - 4N =
462

=> 4N^2 - 2N - 462 =
0

=> 2N^2 - N -231 =
0

Therefore the roots are N = 11 and N =
10.5

We only consider the value N =
11.

So n = 1 + (N-1)*4 = 1 + 10*4 =
41

Therefore the term n required is 1 + 10*4
= 41

physicsA force is applied to a 2.1 kg mass and produces 5.7 m/s2 acceleration.What acceleration would be produced by the same force applied to a...

Force applied is given
by:

Force = Mass x
Acceleration

Therefore:

Force
applied in the first case = 2.1 x 5.7 = 11.97 N

Force
applied in sccond case = 10.3 x (Acceleration in second
case)

As the force applied is same in both the
cases:

11.97 = 10.3 x (Acceleration in second
case)

Therfore:

Accelerationin
second case = 11.97/10.3 = 1.1621
m/s^2

Answer:

Acceleration =
1.1621 m/s^2

What is the area of the circle if the diameter has endpoints (2,7) and (-4, -1).

We need to determine the area of the circle whose diameter
has endpoints (2,7) and (-4,-1).

First we will use the
formula of the area .

We know
that:

A = r^2 * pi where A is the area, and r is the radius
of the circle.

Let us calculate the
radius.

We are given the endpoints of the
diameter.

Then, we can calculate the length of the
diameter.

==> D = sqrt[( -4-2)^2 +
(-1-7)^2

            = sqrt(-6^2 +
-8^2)

            =
sqrt(36+64)

            =
sqrt(100)

            =
10

Then, the diameter is 10
units.

But we know that the radius of the circle =
diameter/2

==> r= 10/2 =
5

Then, the radius ( r) = 5
units.

==> A = r^2 * pi = 5^2 * pi = 25pi =  78.54 (
approx.)

Then , the area of the circle is
78.54 square units.

In 1984, what values of society are revealed through Winston Smith's alienation?

The rejection of Winston's personal values might lend
great insight into what society values.  For example, Winston is very passionate and
authentic about his beliefs.  Keeping his diary, articulating his dislike of his
coworkers, and even his relationship with Julia are all examples of his pure desire to
rebel against The Party and the government control of Big Brother.  While he is
passionate about this dissent, it reflect a social value of ascent and total
conformity.  At the same time, when he is captured and is forced to confess and recant
regarding his relationship with Julia, there is a genuine sense of torment about it. 
This reflects how social control supersedes all, a value that Winston does not share. 
Winston's alienation is the result of believing and sharing a consciousness that is
diametrically opposed to what society believes.  In identifying his beliefs, we can
understand what society rejects, and in seeing what Winston disdains, we can see what
society upholds.

How and what does Pearl play with? What does this say about her awareness and maturity?Any answers would be greatly appreciated! Thanks in advance..

In Chapter 6, Pearl is three years old.  It is in this
chapter that the details of who she is and how she plays are outlined.  In the same way
that her mother is shunned socially, little Pearl is shunned.  She does not grow up
playing with other children her age.  In the absence of human playmates, therefore,
Pearl creates playmates out of the "unlikliest materials--a stick, a bunch of rags, a
flower."  It is further noted that in her childish voice, she seems to make pretend play
of them warring and fighting with one another.  Her mother notes Pearl's "constant
recognition of an adverse world."

This shows a couple of
things about Pearl's awareness and maturity.  Though imaginative (pretend) play is not
unheard of at the age of 3, it not usually so advanced, especially without contact or
connection with older children.  Pearl's actions immediately show her innate
intelligence.  Further, it shows how keenly aware she is, of her mother's (and her own)
social positions.  At three years old such actions could be looked at and scoffed as
silly or meaningless.  You will see though, that as Pearl grows older, she does in fact
possess almost a 6th sense about the evil which surrounds her and the ways that she is
different from others.  Her behavior as a three-year-old is only the beginning of the
wisdom Pearl will soon display.

What is the purpose of Act I in the play, Romeo and Juliet?

As in all dramas, the characters and the
conflicts/problems are introduced to the audience in the first act, which contains the
exposition and the initial action, and Act I of Shakespeare's Romeo and Juliet
is no exception.  Of course, the Prologue provides the Elizabethan audience a
summary of what it to come in the play, despite the fact that audiences were probably
familiar with the story of Romeo and Juliet since it was already known and very popular
when Shakespeare came to write the play around 1594.

In Act
I the antipathy of the two households, Capulet and Montague, is introduced by the
exchange of insults among servants from both families.  To underscore the acrimony of
these families, the old Lords Capulet and Montague come out to the street and insult
each other as well. As a result of the renewing of the feud, the Prince of Verona issues
an ultimatum to anyone who breaks the peace.  Then, Romeo is presented as the
melancholic victim of unrequited love. For, Rosalind has rejected him and gone to the
convent, leaving Romeo to wallow in self-pity.  His good friend Benvolio suggests
that

One pain
is lessened by another's anguish...

One deperate grief
cures with another's languish.
(1.2.)

Thus, he encourages
Romeo to mask himself and join him and Mercutio as they sneak into the Capulet's party
for their daughter Juliet. This fateful action of going is the catalyst for Romeo's
being starstruck by the beautiful Juliet and is, thus, pivotal to all the following acts
of the play 

In The Secret Life of Bees, what does the quote at the beginning of the chapter 9 mean?

I believe the author, Sue Monk Kidd, opens chapter 9 with
the quote because of its reference to the need for communication.  The quote tells of
the importance of communication in regards to a honey bee and its society.  In the case
of Lily Owens, she has been carrying her secret inside her for awhile.  She is living in
the Boatwright's honey house and sleeping on their cot, but she has not given them a
clue as to who she really is.

June, one of the sisters, has
been reluctant to have Lily at the house but in the chapter she experiences a
breakthrough with Lily after they have a water fight to cool off and fight over the
hose.  Lily fially gets the courgae to communicate the big question she needs answers
to.  "Did you know her mother?"

Lily learns that her mother
stayed in the same honey house she is staying.  his chapter begins to open the path of
communication from Lily about the real reason she is with the
Boatwrights.

What are the 3 stages of Winston's re-integration in 1984?

I had to edit your question because we can only answer one
per entry.

The three stages I see of Winston's
re-integration are these:

1. TORTURE: In the Ministry of
Love, Winston is beaten and tortured for an indetermined amount of time. Throughout this
process, sometimes he and O'Brien talk, other times it seems a regular task of the
day.

2. BRAINWASHING: Up until this point, Winston hung
onto his rational mind. From this point forward, Winston comes to accept every falsehood
he previously knew as true. This occured in Room 101 when Winston allowed a complete
turn on Julia before they tortured him more with the rat cage over his head. We see that
this has come full circle when the mother he used to think fondly of he thinks he sees
and could care less. We see this when he accepts that 2 + 2 =
5.

3. LOVE OF BIG BROTHER: The Party will accept nothing
but total and complete allegiance. We see this at the very end when Winston fully and
completely realizes his love for Big Brother.

What is the geography of Germany?I'm doing a history exam on Germany and one of the requirements is to know the geography (my teacher doesn't want...

According to the Volume
Library,published by The Soutwestern Company of
Nashville, Tennessee, Germany is divided geographically.  Northern Germany is low and
flat, while southern Germany is hilly and of complex relief.  The North German Plain,
south of a low, sandy northern costline, is low and dotted with swamps and lakes,
especially in the northeast.  Toward the interior are hummocks and low
hills.

The elevation begins to rise in central Germany, the
Mittelland, a region of uplands with plateaus and low mountains broken by broad river
valleys.  Thes uplands rise into the Bohemian forest, the Black Forest, and the Bavarian
Plateau until, near the southern border, the Alps reach almost 10,000
feet. 

Several major European rivers cross Germany. The
Rhine, with its tributaries, including the Main and Moselle, the Ems; the Weser; and the
Elbe all flow through central Germany, many into the North Sea.  The Oder crosses into
the Baltic.  The Danube and the Inn drain souther Germany and flow toward the Black
Sea.  The Rhine is also a well-known river as the city of Bonn is located near it.  The
two major bodies of water that Germany borders are the Baltic Sea and the North
Sea.

Germany's climate it located in the world's temperate
zone.  Warm ocean currents moderate the cold of the far north, and high elevations
counteract warmer tendencies toward the south.  Winter temperatures average below 20F in
the south and about 30F in the north.  Summer temperatures average in the mid-60's
throughout the country   Rainfall is moderate, averaging about 30inches for the country
as a whole.  Germany is bordered by France Belgium, the Netherlands, Denmark, Poland,
Czechoslovakia, Austria, and Sweden.

There is additional
information at the site below.

What is the average speed of a truck if it travels 2/3 of a distance between 2 towns at 80 km/h and the remaining distance at 90 km/h?

The distance between towns, covered by the truck is
unknown and we'll note it as x.

We'll split the distance in
2x/3 and x/3, since the truck covers the first part of distance at the v1 speed, of 80
km/h, and the other part at the v2 speed, of 90 km/h.

The
first part of distance is covered in the time t1, and the other half in the time
t2.

We'll write the formula of
speed:

v = x/t (1)

v1 =
(2x/3)/t1

We'll substitute
v1:

80 = (2x/3)/t1

We'll
divide by 2:

40 = x/3t1

t1 =
x/120 hour

v2 = (x/3)/t2

We'll
substitute v2:

90 =
(x/3)/t2

t2 = x/270 hour

Now,
we'll write the average speed:

av. v = total distance
covered/total time taken

av. v =
x/(t1+t2)

We'll substitute t1 and
t2:

av. v =
x/(x/120+x/270)

av. v =
x/(9x+4x)/1080

av. v =
1080x/13x

We'l simplify and we'll
get:

av. v = 1080/13

av. v
= 83 Km/h approx.

The average speed of the
car is av. v = 83 Km/h.

Verify the identity cos29 * cos1 - sin29 * sin1 = cos 28 * cos 2 + sin 28 * sin 2.

We notice that the given sum is the expanding of the
followings:

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

and

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

If we'll substitute a and b by 28 and 2,
we'll get the given sum, that has to be calculated:

cos
(28-2) = cos 28 * cos 2 + sin 28 * sin 2

cos
28 * cos 2 + sin 28 * sin 2 = cos 26

Now,
we'll substitute  a and b by 29 and 1, to calculate the
difference:

cos (29+1) = cos29 * cos1 - sin29 *
sin1

cos29 * cos1 - sin29 * sin1 = cos
30

It is obvious that the result of the
difference is not the same with the result of the
sum:

cos 30 is not equal to cos
26!

Note: In case of identity between the
given expression we'll have to make the correction in the expression cos 28 * cos 2 +
sin 28 * sin 2.

This expression has to be a difference
instead of a sum:

cos 28 * cos 2 - sin 28 * sin 2 = cos
(28+2) = cos 30

I'm having difficulty creating the beginning of a paper that incorporates a quote of Hamlet's on suicide. Help?I am trying to find quotes to begin...

You could begin with Hamlet's concluding point of view on
life and death, the point of view at which he finally arrives at the end of the play. 
His lines from Act V, scene ii:

readability="9">

There is special providence in the fall of a
sparrow.  If it be now, 'tis not to come; if it be not to come, it will be now; if it be
not now, yet it will come.  The readiness is
all.

There are traceable
references to the New Testament in the above lines, and they are the words of a man who
has found his peace with the potential moment of his death.  This Hamlet no longer
either wishes to or wonders about taking his own life.  He accepts that this decision
lies in other hands; his only job is to be ready for that moment whenever it should
come.  Quite a different point of view from the guy who was torn between "[t]o be or not
to be."

So you could begin with the end and have your paper
jump from this point back to the beginning of the play for an investigation of how
Hamlet got from "O that this too, too sullied flesh would melt/Thaw and resolve itself
into a dew," in Act One to this all-accepting Act Five point of
view.

Please follow the links below for more on the three
moments in the play that I have made reference to above.  Good luck with your
paper!

Who are the protagonist and the antagonist?

The book, The Last of the Breed, is a
fictitious account of a Native American caught by Soviet officials in what seems to be a
setting of the 1980s. Joe Mackatozi (Mack) is the
protagonist of the story; the primary conflict exists as he
attempts a daring escape from his captors in Siberia, using his Native American training
to survive in the wilderness, off of the land. The man who leads the Soviets is Colonel
Arkady Zamatev, who is the
antagonist.

As Mack travels
across the Siberian landscape, he is pursued by a group of Soviets, who do not know how
to survive in the wild, and are mired down in bureaucratic ineptitude.  Mack is suited
to this kind of escape because the skills he uses have been taught for hundreds of
years, passed down from generation to generation, in the culture in which he was
raised.

Mack is also helped by those he meets in his flight
who consider the Soviets their enemies—especially those who have been victimized by
them.

Anyone who has read Louis L'Amour novels in the past
will recognize the same style he uses in his famous Westerns.

I have to write a paragraph about the "elements" of The Help...what does that mean?

The phrase "elements" here refers to literary elements, a
part of literary devices. Generally, these include a wide range of aspects used by an
author in a work of literature. Some examples of literary elements are plot, characters,
setting, chronology, structure, mood, tone, point of view, all the things that are
non-optional parts of a story. 

In addition, this novel
uses several literary technique conventions quite extensively. Foreshadowing, irony,
dialect and symbolism each stand out as heavily used literary techniques in Stockett's
novel. 

We see the use of dialect in the chapters--part of
structure--narrated by Aibileen and Minny in points of
view. 

readability="11">

Dialect - the language of a particular district,
class, or group of persons. It encompasses the sounds, grammar, and diction employed by
a specific people as distinguished from other persons either geographically or
socially.

Some of the objects
that take on a symbolic value in this novel include Aibileen's teapot, Celia's mimosa
tree, and Skeeter's satchel. 

Dramatic irony is also a
technique used in this novel. The book project is a great example of dramatic irony.
This occurs when the audience along with one character (or set of
characters)--characters are a literary element--is aware of certain information that
other characters in the story are not. The book project is a dangerous secret for much
of the duration of the novel, a secret which the audience is fully aware of but which
Hilly and the town are not. 

What is Vertigo?

Vertigo is a balance disorder. It can result in dizziness
as well as a feeling of nausea and sometimes even vomiting. Vertigo is classified as
either central or peripheral. Central vertigo can be due to multiple sclerosis.  It can
also be a result of migraine headaches. It can arise as a result of a problem in the
balance center of the brain. Examples of peripheral vertigo are--motion sickness, inner
ear infections which can trigger vertigo, problems with the vestibular system, or
Meniere's disease. Bacterial or viral infections in the inner ear can upset the fluids
inside triggering episodes of vertigo. Stress, anxiety or extensive travel on boats can
all result in episodes of dizziness and vertigo. It can also result from traumatic brain
injury.

How does Hawthorne's "The Minister's Black Veil" relate to the Puritans?

The Puritans, of course, were historically a repressive
religious (Protestant) group that left England for the New World in hopes of living a
life free of the persecution at the hands of those who disagreed with their religious
doctrines. Ironically, however, the Puritans established thriving communities with their
strong work ethic, and then proceeded to persecute those among them who would not
conform to the letter of their law.

The Puritans were
dedicated to work to save themselves from the sin in the world. Those who deviated from
the teachings of the Bible were punished in a variety of ways. Excessuve drinking was
frowned upon. A man could not openly kiss his wife in public. Failure to attend church
could land one in the stocks, and if there were a suspicion of "congress" with the
Devil, a man or woman would be put to death.

Puritans were
intolerant, motivated to avoid sin, while watching carefully for sin in others. Guilt
was a great force in the Puritans' beliefs. While they accomplished a great deal, for
example, in providing education for all children, their intolerance made it difficult
for the church to thrive in a young and changing
country.

In "The Minister's Black Veil," by Nathaniel
Hawthorne, Mr. Hooper, the parson (minister) is perceived to be a "self-disciplined"
man, a Puritan trait which would have been admired by the people of his Puritan
congregation. In wearing the veil, they believe that if Hooper has not gone insane, he
is guilty of a dark and terrible sin.

The veil becomes the
center of discussion for all those in the congregation. When Hooper oversees the funeral
of of a young woman, the superstitions that guided the Puritans can be seen: when the
veil falls away as Hooper leans over the deceased, one woman is sure the corpse
"shuddered," and others imagine a vision of Hooper and the corpse walking, holding
hands.

People begin to avoid Hooper because he makes them
feel uncomfortable; his original sermon upon donning the veil, spoke to the mask all
people wear around others to hide their sins. The congregation was greatly moved by the
message, perhaps due to a sense of guilt—a Puritan belief that all people are
sinners.

Hooper's sweetheart, Elizabeth, ends the
relationship because he will not remove the veil. So the years pass, and Hooper remains
alone, an outcast from his society.

On his deathbed, he
once again stresses the message of his earlier sermon. He points out that he wears a
tangible veil that hides his face, but that others do the same with the mask each wears
to hide his/her sins from others. The Puritans' sense of evil in the world, the constant
warring of God against the Devil, and the vigilance to avoid sin and damnation, are
reflected in the darkness of Hawthorne's message. Even into death, Hooper wears the
veil, perhaps symbolic of the Puritans' belief that all people's souls are black from
sin. Forgiveness or deliverance from sin are not promoted in this faith, and the color
of the veil paints a somber, frightening picture of the Puritans' perceptions of the
world and man's place within that world.

Determine the second grade function if f(-1)=1, f(0)=1, f(1)=3.

f(x) = ax^2+bx+c be the 2nd degree
function.

Then

f(-1) = a(-1)^2
+b(-1)+c  . Or  a-b+c = 1 ....(1)

f(0) = ao^2+b*0^2+c = 1.
Or c = 1.............(2)

f(1) = a*1^2+b*1++c = 3. Or a+b+c
= 3.

From (2) c = 1. So we rewrite (1) and
as:

a-b+1 =1 Or a-b =
0...........(4)

a+b+1 = 3. Or a+b =
2.......'(5)

Add (4) and (5) : 2a = 2. So a =1. So from (1)
a-b =0, 1-b = 0. or b=1.

Therefore a=b=c=1
.

So f(x) = ax^2+bx+c is the required second degree
function.

In "Everyday Use", how would you describe the relationship between the mother and her two daughters?

Mrs. Johnson is a mother who has spent her life raising
two daughters, trying to give them a sense of where they come from and what is important
in life.

Dee is more intelligent and forward-thinking, and
she goes off to school and eventually settles in the city to
work.

Maggie is not as motivated or pretty as Dee, but she
is a good person.  She has chosen to stay home, and is now getting ready to
marry.

Three generations are presented in this story.
 Though Grandma Dee is dead, the possession of her quilts comes into question.  She is
the a woman who represents a source of strength and cultural pride for this family.  I
think Mrs. Johnson has the same values as she raises her daughters--who both had a
relationship with their grandmother before she died.

Dee
goes off "to the big city," and tries to leave her "roots" behind her.  It's safe to say
that her mother is puzzled by Dee's intolerance of her ancestors' history in the United
States; this change is evident when Dee chooses an African name and can find no good
that has come at the hands of those [whites] who have oppressed her and her people.
 It's as if Mrs. Johnson doesn't quite know who her daughter has
become.

Maggie, on the other hand, has stayed close to
home, not just physically but philosophically as well.  She is still rooted in the
generations that have come before her.  She is a proud young woman who seems to be more
grounded in the true importance of family.  It is easier for Mrs. Johnson to connect to
this daughter who has not walled herself away from her
heritage.

When Dee announces that she wants the family
quilts, made by the hands of previous generations, Mrs. Johnson is surprised (because of
Dee's new stance on "family") and now confronted with a dilemma.  Maggie had asked to
have the quilts.

Dee does not want them for their familial
significance, but because they would look nice in her home.  Maggie wants them
specifically because of the attachment she feels to her family and
her heritage through the quilts.

Mrs. Johnson, isn't quite
sure what to do.  Maggie finally agrees that Dee can have the quilts, stating that she
does not need the physical presence of these things in her life to help her feel
connected to her family's past, especially Grandma Dee.

As
Mrs. Johnson looks at her daughters throughout the debate, she decides that she know
which daughter would really find having them meaningful, and so gives them to
Maggie.

Mrs. Johnson has raised two daughters, and done
well by them.  However, the attachment between herself and Dee, and the relationship she
has with Maggie, are totally different.  Dee can see things only in terms of today,
while Maggie keeps one foot in the past, remembering, fondly, the line from which she
has "sprung."

Mrs. Johnson will have a closer relationship
with Maggie who has not forgotten where she comes from, than with Dee, who wants nothing
else but to leave her heritage behind her.

What is Juliet's relationship with Romeo like, and is it because of meeting Romeo that Juliet changes?This is from Shakespeare's play Romeo and...

In Shakepeare's play Romeo and
Juliet, Juliet and Romeo fall instantly in
love.

Though they are each a member of feuding families in
Verona (the Capulets and the Montagues), they meet without knowing the other's last
name. Their relationship, then, is based upon the character and qualities of the other,
and not on some age-old feud in which they have little
involvement.

By the time the two sweethearts realize the
identity of the other, it is too late. They plan to defy convention and their family
connections, and they marry secretly.

I don't get the sense
that Juliet changes: she seems far removed from the politics that divide the two
families. She loves Romeo, and he is devoted to her. She will do anything to avoid being
wed to Paris, as her father plans, especially in that she is already married to
Romeo.

When Romeo kills Juliet's cousin Tybalt, because he
murders Romeo's dear friend Mercutio, Juliet is at first beside herself. She is angry
with what Romeo has done. But upon reflection, she realizes that Romeo is not a part of
the fighting, and that they are married: he is her husband, and Tybalt, though related,
was a hothead. In the Biblical manner, she turns her back on her family and "cleaves" to
her husband.

The change that I notice in Juliet with regard
to those closest to her occurs with the Nurse. When the Nurse suggests that Juliet
should turn her back on Romeo, Juliet's love for her husband is clearly defined once
again: she is steadfast and loyal to him, and from this point, hides her plans from the
other woman.

If it is a change that Juliet turns away from
her family, then, yes, it is because of Romeo: Juliet loves him with all of her heart.
And when the Nurse suggests she should abandon him, Juliet cuts off her relationship
with the Nurse. Romeo is at the center of her existence, from the day Juliet meets and
falls in love with him.

What does O'Brien tell Winston about Goldstein's book ?

What Winston seems most shocked by is the fact that
O'Brien helped author the book. Then O'Brien futher tells Winston that the book is
essentially a bunch of nonsense. Obviously this is used repeatedly to capture people
like Winston and tell them the "truth"... or rather torture them to
it.

Here is what O'Brien specifically says about the
book:

The
programme it sets forth is nonsense. The secret accumulation of knowledge -- a gradual
spread of enlightenment -- ultimately a proletarian rebellion -- the overthrow of the
Party. You foresaw yourself that that was what it would say. It is all
nonsense.

Although O'Brien
glosses over a series of ideas about a potential rebellion, it is as if Winston is
learning that O'Brien knows what people will think, put it in there to pleasure them and
get them to believe in something just to be able to catch the thinkers and then "clean
them".

What influenced the rise of nationalism from the period 1789 to 1850?

Given the time frame that you mention here, I am assuming
you are talking about nationalism specifically in Europe.  If that is the case, the main
factor that influenced the rise of nationalism was the French
Revolution.

Before the French Revolution, people generally
did not really think that nations (a group of people bound together by ethnicity,
language, and such) and states (political entites or countries) went together.  The idea
that, for example, all French people should occupy one country was not particularly
widespread.  Instead, states were identified with monarchs and dynasties (like the
Empire of Austria-Hungary where many nations were together under one state because they
all "belonged" to one dynasty.

After the French Revolution,
this changed.  All of a sudden, the connection between state and monarch was broken.  If
a state is not held together by loyalty to a monarch, then what does hold it together? 
The answer, increasingly, was nationalism.

What is x value if f(x) = x^2 + 4x - 12

To solve for x , if x^2+4x-12 =
0.

We rewrite  the given equation as : x^2+4x=
12.

We add 2^2 to the left side in or der that the left
side is a perfect square:

x^2+4x+2^2 =
12+2^2

(x+2)^2 = 16.

We take
square root of both sodes to solve for x:

x+2 = sqrt16 . Or
x+2 = -sqrt16.

x+2 = 4  gives x = 4-2 =
2.

x+2 = -4 gives: x= -4-2 =
-6.

Therefore x= 2 or x= -6 are solutions
.

Tally:

We put  x= 2 in
x^2+4x-12 : 2^2+4*2-12 = 4+8-12 = 12-12 = 0 = RHS.

We put
x= -6 in x^2+4x-12 : (-6)^2+4(-6) -12 = 36-24 -12 = 12-12 = 0 =
RHS.

Why are there limitations to calculating national GDP (national income accounting)?

All movements in the business cycle are measuredby the
rate of growth ofthe real gross domestic product (GDP). A nation’s nominal GDP measures
its economic output; the real GDP is the nominal GDP adjusted for inflation. Three
limitations to calculating GDP are: The first limit centers on random, external shocks
to the economic system. These so-called “exogenous shocks” include both negative,
recession-inducing events as well as positive, expansionary-enhancing “productivity
shocks.” The second limit is typically viewed as inherently stable. Yet the value can be
off base due to policy errors and miscalculations or, in the worst case, by
Machiavellian politicians using the powers of incumbency to enhance their re-election
fortunes. The third limit relies on much more complex and systemic view of the economy.
It is characterized by the “co-movements” of many variables.

What are the argument and the modulus of the complex number z=1+i*3^1/2 ?

If z = x+iy,

Then we can
write this in the polar form as r (cosp +isinp)

where  r =
sqrt(x^2+y^2).

x = rcosp

y = r
sin p.

So tan p =
y/x.

Therefore p = arctan (y/x) is called argument of
x+iy.

Also r = sqrt(x^2+y^2) is the modulus of z or
(x+iy).

Given z =
1+i*3^(1/2).

Therefore modulus of z = |z| =
sqrt{1^2+(3^1/2)^2}

|z| = sqrt(1+3) = sqrt4 =
2.

Therefore modulus of z = |z| =
2.

Argument of 1+i*3^(1/2) =  arc tan (3^1/2)/1 = arc tan
(sqrt3)= pi/3.

Therefore argument of z = argument of
(1+i*3^1/2) = pi/3 or 60 degree.

f(x) = x^2 -3 ln x fin f'(1)

We'll calculate the expression of  f'(x)
first:

f'(x) = (x^2 -3 ln
x)'  

f'(x) = 2x - 3/x

We'll
substitute x by 1 and we'll get:

f'(1) = 2*1 -
3/1

f'(1) = 2 -
3

f'(1) =
-1

Another method is to
calculate the limit of the
ratio:

lim [f(x) -
f(1)/(x-1)],when x->1

In chapter 3, what do you learn about the Ewells?

In Scout's first grade class at school, a conflict arises
between the teacher, Miss Caroline, and one of the students, Burris Ewell. Miss Caroline
spots a louse on Burris and freaks out. Another student, Little Chuck Little, who is a
polite and brave kid, tries to solve the problem by calming both of them down. When
Burris gets angrier at Miss Caroline for asking him to sit down, Little Chuck Little
tells her to let him go. Burris Ewell leaves the class while shouting rude insults at
Miss Caroline. 

The Ewell kids (there are many of them)
only go to school one day out of the year. The only reason they go on that one day is
because the truant officer forces them to. The Ewells are lower-class white folks with
very little education.

That night, Scout asks her father
Atticus if she can skip school like the Ewells do, but Atticus refuses to let her.
He tries to teach Scout a lesson about walking around in another person’s skin. Atticus
and Scout do reach one compromise: if she will go to school, they will continue reading
at night. As an aside, he asks her not to mention their reading at school. This shows
that although the Finches are not extremely wealthy, they have education on their side,
which makes them more "middle class" than the "white trash" Ewells. This socioeconomic
conflict will come into play later in the novel, when Tom Robinson, a black man, is on
trial so supposedly raping an Ewell daughter. (a fabricated story by the Ewells). The
conflicts are between the "middle class" whites (Atticus is the lawyer representing
Tom), the "lower class" whites, and the black
community. 

This scene in Chapter 3 introduces the Ewell
family by framing them as people who don't quite "fit" in society because of their lack
of education and socioeconomic status, but also sets it up to show how even "lower
class" white people are not systemically oppressed as deeply as black people
are. 

Summarize and briefly analyze the poem "Piano" by D. H. Lawrence.

D. H. Lawrence’s poem “Piano” illustrates the use of
imagery.  Through the images, both visual and auditory,  the reader acknowledges the
nostalgic mood of the poem. Written in 1918, the poem expresses the long held belief
that a man should not cry; yet, this man cannot hold back his
tears.

Speaker

The
point of view of the poem is first person with a man [possibly the poet] as the
narrator.  His portrayal of the events he describes is both complex and revealingly
simple.

Form

• The
  poem has three stanzas. Each stanza is a quatrain.  The lines are coupled so that every
  two lines rhyme. 


• Every stanza follows the same pattern:
  the first two lines provide a scene of the present with the last two lines comparing the
  present to the past.


• His vocabulary and diction are easy
  to follow and conversational in
  style.

Poetic
Devices

The poet builds its impact with
imagery.  There are two picture painted by the poet: the woman in
the present singing and playing the piano; and  the mother playing the piano and the boy
underneath at her feet.

Metaphor—the
man’s memory of his childhood is compared to a vista, which mean a panoramic view or
landscape

Simile—When the man’s
emotions overwhelm him, he compares his emotional state to a
child. 

Summary

1st
stanza

In the present, a woman is singing to the speaker
which reminds him of a time in his childhood.  The poet sets the scene using the words
softly with the time at dusk.  As he hears the music, he sees himself sitting under the
piano as his mother plays and sings.  This is a happy time because the mother smiles at
her child.  The sounds are now booming and tingling…as he listens and watches his
mother, he touches and presses her feet.  The mother does not mind this
interference.

2nd stanza

The
speaker does not really want to feel this experience at the time. He describes the
impact of the song as sinister because it takes him back [whether he wants to go or not]
 to a nostalgic time in his life---a beloved time.  Within himself, he cries for the
time on the Sundays when it was winter outside.  The family would sit in the warm living
room and sing with the piano as the leader of their tunes.

3rd stanza

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So now it is vain for the singer to burst into
clamor
With the great black piano appassionato. The glamour
Of
childish days is upon me, my manhood is cast
Down in the flood of
remembrance, I weep like a child for the
past.

Because of his happy
memories, the present day singer’s song has changed from soft to noisy with the large,
ebony grand piano.  The speaker’s memories call him to another place when he was a
child. As a sophisticated man, he does not want to show his emotions; however, he can no
longer restrain himself, and he cries for the child that he was. Reluctantly, the
speaker gives himself over to these
memories.

Themes

Nostalgia
for another time and place---sometimes music, sounds, and places take a person back in
his memory. Often, the recollection makes the person go back to a pleasant time;
however, the memory make bring the pain of the loss of the childhood or the loss of the
people in the memory. 

Man versus Child---The child loved
his mother and enjoyed the time spent under the piano with the family singing and
laughing.  On the other hand, the speaker fears the loss of his masculinity when he
yields to the memory’s emotions. This issue is one that a man faces in today’s society;
however, men are beginning to be more comfortable in showing their true
feelings.

In O. Henry's "After Twenty Years," the policeman says,''Did pretty well out West, didn't you? What does he mean by this expression?

Literally speaking, the policeman is commenting that Bob
apparently has done well, at least financially, out West. Twenty years previously, Bob
had left New York to make his fortune, heading to the West, which he describes as "a
pretty big proposition," and in which he "hustle(d) around over...pretty lively" during
his time there. Bob is obviously very rich, as indicated by the "handsome watch...set
with small diamonds" which he wears. It is clear that Bob "did pretty well out West," as
the policeman says.

Metaphorically speaking, the West
stands for the American Frontier. During the time that O. Henry writes, the frontier,
which had always been looked upon as a place of promise and freedom, was disappearing,
as more and more people from the East Coast headed West, in pursuit of the opportunity
to make something great of their lives. It is from this phenomenon that the old adage,
"Go West, young man," derives, and that writers like Mark Twain explore in books like
Huckleberry Finn, in which the central character longs to "light
out for the Territories" out West, to escape the confines of civilization. Bob has
indeed done well for himself in the West, but he has done so illicitly, having earned
for himself the nickname "Silky Bob," and having gone against the law in Chicago. Bob
has indeed taken advantage of the opportunities and freedoms he has found in the West,
and his wealth attests to the fact that he did "pretty well" there materially, but in
the process, he has changed from "a good man to a bad one." Bob did not handle freedom
well, and he is now under arrest for his corruption.

What would be a meaningful passage in The Witch of Blackbird Pond in chapters 18 and 19?

The first place to start with a question like this is to
think of the events that occur in these Chapters and to consider how they relate to the
overall theme of the novel and the plot. Chapter 18 and 19 therefore relate how Kit was
arrested for being a witch and helping Hannah Tupper to escape. It narrates how she was
placed in prison and also her trial and how it is proved that she is not a witch. For
me, one of the most important passages is given in Chapter 19, just after Prudence Cruff
reads from the Bible to show and prove what she had been doing at Hannah's
house:

In the
warm rush of pride that welled up in her, Kit forgot her fear. For the first time she
dared to look back at Nat Eaton where he stood near the door. Across the room their eyes
met, and suddenly it was as though he had thrown a line straight into her reaching
hands. She could feel the pull of it, and over its taut span strength flowed into her,
warm and sustaining.

This
passage is important for a number of reasons, but chiefly because it comments on the
relationship between Nat and Kit. Nat has risked a flogging to come and help save Kit,
and as Kit looks at Nat, the connection that is described foreshadows the happy ending
of their tale and settles once and for all the question of who Nat loves and who Kit
will marry.

What is Hamlet's purpose in the play?Consider tensions, complications.

The first step when analyzing any character's purpose in a
play, is to have a clear grasp of the play's structural base, so that the character
might be seen as filling a necessary role within that structure.  Hamlet
is a tragedy, and, as such, requires a tragic hero who suffers from a flaw
that is the instrument of his own demise.  Most tragic heroes recognize their flaw as
the reason for their own demise, rather than blaming it on outside
events.

Hamlet's purpose is to serve as the play's tragic
hero, and his flaw is his own hesitation, his inclination to analyze and consider to
excess, rather than react and take action to kill Claudius immediately.  This flaw sets
in motion the complications, the events that come out of
Hamlet's inability to act swiftly and directly against Claudius, most notably, the death
of Polonius.  From this death comes the madness and death of Ophelia; the anger and
action-oriented reaction of Laertes (a foil to the inaction of Hamlet at the murder of
his own father); and the banishment of Hamlet and deaths of Rosencrantz and
Guildenstern; not to mention the final bloodbath that ensues from the duel instigated by
Laertes and Claudius -- all in response to Polonius'
death.

Of course, Hamlet's inaction also assists in the
tension and suspense created in the play.  When will he
finally rise up and strike?  The audience is able to wonder this throughout the
play.

So, Hamlet's purpose is to serve as the tragic hero
of the play, his inaction (and the act of murdering Polonius) creating a major portion
of the play's complications and tension.  For more on Hamlet's purpose in the play,
please consult the links below.

In "A Rose for Emily," the story begins and ends with a funeral. To what extent does this disclose the story's theme?

You are perfectly correct to identify death as one of the
transcending themes of this masterful Southern gothic tale. Actually, if you go through
the story there are five actual deaths that are discussed or referred to. In addition,
you might want to think about how the central protagonist, Miss Emily herself, is
described as a dead person. For example, when the alderman attempt to collect the taxes
from her, she is described as a drowned corpse, "bloated" and with "pallid hue." Even
though Colonel Sartoris, who with customary Southern chivalry, made an exception with
Miss Emily concerning taxes, has been dead for over a decade, this is no issue for Miss
Emily, who insists that the alderman talk to him. Miss Emily initially denies that her
father is actually dead after we are told that he has deceased, and she retains his
corpse for three days until she finally allows him to be interned. Of course, you will
have spotted that this part of the story foreshadows the somewhat disturbing discovery
made at the end of the story. The theme of death is highlighted above all, however, by
the strand of Miss Emily's hair that is found on the pillow next to the decaying corpse
of Barron, indicating that Miss Emily, in gaining her man, will not let anything take
him away from her. This suggests a somewhat fluid approach to death, where the boundary
between alive and dead is somewhat porous in her understanding.

Major changes take place in tadpole's digestive and circulatory systems during metamorphosis Why do you think these changes are necessary? is...

Tadpoles begin their life in water. Essentially, their
diet is that of an herbivore and they consume algae in the pond. However, some may be
carnivorous. This reduces competition between the juvenile tadpole and the adult frog.
The adult's diet is that of a carnivore. Adaptations like their tongue which is an
appendage used to capture food like insects, their maxillary teeth, which helps to hold
and grind their prey, are all useful to fulfilling the niche of a carnivore. Therefore,
the digestive systems are hydrolyzing different substrates with their enzymes and are
different. The circulation in the adult frog needs to be able to supply blood to an
active organism that can both swim, jump long distances, etc. Therefore, there has to be
a more efficient method of circulation for the adult frog. Both can obtain respiratory
gases through their moist skin, and there are blood vessels to help circulate oxygen
below the skin. However, lungs are present in adult frogs which help breathe oxygen on
land. A tadpole has a loop circulatory system and the adult frog has a more complex
circulatory system with a three chambered heart. This helps keep oxygenated and
deoxygenated blood somewhat separate, although there is a mix in the ventricle. But, it
enables adult frogs to be much more active than the juveniles.

Determine all linear function if f(f(x)) = 4x + 3

The standard expression for a linear function
is:

f(x) = ax + b, where
a>0

We'll impose the constraint from enunciation and
we'll get:

f(f(x)) = a*f(x) +
b

We'll substitute f(x) by
ax+b

f(f(x)) = a(ax+b) +
b

We'll remove the brackets and we'll
have:

f(f(x)) = a^2*x + ab + b
(1)

But f(f(x)) = 4x + 3
(2)

We'll put (1) = (2):

a^2*x
+ ab + b = 4x + 3

For te expressions to be equal the
correspondent coefficients have to be equal:

a^2 =
4

ab + b = 3 => b(a+1) = 3
(3)

Because a>0 => a =
sqrt4

a =
2

We'll substitute a in
(3):

b(a+1) = 3

b(2+1) =
3

3b = 3

We'll divide by
3:

b =
1

The linear function f(x) =
2x + 1.

In No Country for Old Men, how does McCarthy move from one scene to another?

Cormac McCarthy begins No Country for Old Men in
medias res, or "in the middle of the action," which is common for an episodic
tale in which men are searching for each other (like The Odyssey,
for example).  McCarthy frames each chapter from Sheriff Bell's first-person dialogue in
italics.  Coming from an old man, Bell's words about the old lawmen of Texas yore stand
in sharp contrast to the bare-bones action of the narrative.  Bell's narration is
parallel to the action: it doesn't match up or fill in any gaps.  Instead, it serves as
a mythology of its own, alluding to simpler times, before drugs and money caused
border-crossing bloodshed.

The story-proper is told in the
plain and simple style of third person.  McCarthy's plot is search-and-destroy as he
weaves together four men who are looking for each other: Chigurh, who is searching for
Moss; Wells, who is searching for Chigurh; Bell, who is searching for Moss and Chigurh;
and Moss, who is running from them all.  McCarthy is able to omit unnecessary background
information about these men because they are so motivated on finding each other and the
money: all other details seem secondary in
purpose.

Plotting a novel in which four men are after each
other is very difficult to do and still make the plot linear or chronological, so
McCarthy stages episodes instead, some of which run concurrently (at the same time).
 The places where Moss goes are random because he doesn't know where he's going (that's
the point: the love of money causes one to lose
direction).

Narrative gaps are part of the nature of
fiction: an author's role in literature is to supply the question minus the answer.  The
answer, those gaps and the themes and symbols, are for us, the reader, to deduce.  We
may not know where Moss is going, but we must know where McCarthy is.  And he uses Bell
(who is very similar to him) as a guide.

How is justice served in the final chapters of The Adventures of Huckleberry Finn?

Jim is freed from slavery at the end of the novel. The
Duke and the King are tarred and feathered and ridden out of town. Huck is also given
the news that he can return home, if he wants to, because his father is
dead. 

In various ways, these are the instances of justice
being served in the final chapters of the novel. 

The
example of Jim's freedom is the only purely positive outcome of these three, however, as
the other examples include death and punishment that offer new emotional conflicts for
Huck. 

Though Huck is not strongly affected by news of his
father's death, he is not overjoyed by the news either and he is saddened to see the two
rogues, the King and Duke, brutally punished by the
townspeople. 

The freedom that Huck has achieved in the end
has been earned though moral and physical work and so may also stand as example of
justice being served.

How does the fictional character of Rip Van Winkle contrast with the historical character of Benjamin Franklin, the self-made man?

1. Rip is lazy; Benjamin Franklin worked tirelessly as a
youth through adulthood to achieve personal, social, and political
goals.

2. Rip allows himself to be tortured by a
"termagant" wife, while Ben Franklin is a known womanizer. While this might not seem to
have much to do with a "self-made" man, it truly is connected because a man in control
of his own destiny would not allow himself to be henpecked
daily.

3. Rip confines himself to his town and the closely
surrounding areas. He does not seem to be interested in world affairs and appears to be
unaffected by the Revolution's change in government. In contrast, Franklin is a man of
the world who travels on behalf of the colonies and who enjoys international
culture.

4. Finally, Rip is a Romantic--he relishes idyllic
natural settings and literally dreams away his time. Franklin is a realist who
pragmatically searches for ways to better himself and society.

Determine sin105 degrees , sin7deg30'.

To calculate sin 105, we'll write 105 as the sum of 2
angles:

105 = 75 + 30

We'll
apply sine function both sides:

sin 105 = sin (75 +
30)

To calculate sin (75+30), we'll apply the
formula:

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

We'll put a = 75 and b =
30

sin (75 + 30) = sin 75*cos 30 + sin 30*cos
75

We know the values for sin 30 and cos 30. We have to
calculate the values for sin 75 and cos 75.

To calculate
sin 75, we'll write 75 as the sum of 2 angles:

75 = 30 +
45

We'll apply sine function both
sides:

sin 75 = sin
(30+45)

We'll put a = 30 and b =
45

sin (30+45) = sin 30*cos 45 + sin 45*cos
30

We'll substitute sin 30; sin 45; cos 30; cos 45 by their
values:

sin 30 = 1/2

cos 30 =
sqrt3/2

sin 45 = cos 45 =
 sqrt2/2

sin (30+45) = (1/2)*(sqrt2/2) +
(sqrt2/2)*(sqrt3/2)

We'll factorize by
(sqrt2/2):

sin (30+45) =
(sqrt2/2)[(1+sqrt3)/2]

sin (30+45) =
sqrt2*(1+sqrt3)/4

sin 75 =
sqrt2*(1+sqrt3)/4

cos 75 = sqrt[1 -
2*(1+sqrt3)^2/16]

cos 75 = sqrt(16 - 2 - 4sqrt3 -
6)/4

cos 75 =
sqrt4(2-sqrt3)/4

cos 75 =
2sqrt(2-sqrt3)/4

cos 75 =
sqrt(2-sqrt3)/2

sin 105 = sin
75*cos 30 + sin 30*cos 75

sin
105 = sqrt6*(1+sqrt3)/8 + sqrt(2-sqrt3)/4

To
calculate cos 7deg30min, we'll write the formula for the
half-angle:

cos (a/2) = sqrt [(1+cos
a)/2]

We'll put a =
7deg30min,

2a = 2*7deg30min = 7deg30min + 7deg30min = 14deg
+ 1deg = 15 degrees

cos 7deg30min = sqrt [(1+cos
15)/2]

cos 15 = cos (30/2) = sqrt [(1+cos
30)/2]

cos (30/2) = sqrt
[(2+sqrt3)]/2

cos7deg30min = sqrt [(1 + sqrt
[(2+sqrt3)/2]/2]

What is Macbeth scared to think about ?

Your answer depends on where you are in the play. So, I'll
focus on the first example.  In the beginning Macbeth learns from the witches that he
will become the next Thane of Cawdor and will eventually become king of Scotland.  When
Macbeth is  pronounced the Thane of Cawdor, he immediately assumes that the next
prophecy--his becoming king--will come true. 

readability="15">

I am Thane of
Cawdor:

If good, why do I yield to that
suggestion

Whose horrible image doth unfix my
hair

And make my seated heart knock at my
ribs,

Against the use of nature?  Present
fears

Are less than horrible
imaginings. 

The thought of
murdering Duncan has crept into his mind, and the thought of committing such an action
horrifies Macbeth.  He, like Lady Macbeth, knows the "nearest way" to become king is to
slay Duncan, but unlike Lady Macbeth, Macbeth is afraid to consider such a deed. This
fear becomes quite ironic as the play develops, for Macbeth begins to kill without such
hesitation. 

In Burning Bright of Fahrenheit 451, how does the Mechanical Hound stall Montag?

This section of the novel comes just after Guy Montag has
turned the flamethrower on Beatty and his other firemen, burning them into steaming
husks. The narrator comments that it was like "The blowing of a single autumn leaf." It
is then that Montag turns and the Mechanical Hound suddenly appeared. The Hound and
Montag fight, during which the Hound stabs the needle into Montag's leg before Montag
"kills" the hound with his flamethrower:

readability="9">

He felt it scrabble and seize his leg and stab
the needle in for a moment before the fire snapped the Hound up in the air, burst its
metal bones at the joints, and blew out its interior in a single flushing of red colour
like a skyrocket fastened to the
street.

Although he has slain
the Mechanical Hound, Montag is still slowed down by the injection, for it
has anaesthetised his leg making it difficult for him to walk. Montag is forced to
"hobble" from the scene, running away as quickly as he can.

How does Shaw satirize society in Pygmalion?

As a Socialist, George Bernard Shaw was acutely displeased
with what he perceived as the flaws of the British class system.  In his play,
Pygmalion, he incisively lampoons the rigid British class system of
his time; for, by taking the lowest class person and using the ruse of the classic myth
of Pygmalion as his title, Shaw satirizes the superficiality of the
British upper class, who readily accept the beautifully transformed cockney flower
peddler, Eliza Doolittle, once she learns to sound like a
lady.  

With its ending, too, Shaw clearly satirizes the
British society, particularly the role of women in society as his very independent
character leaves Dr. Higgins, who has virtually recreated her.  She explains this
rejection by saying that to Dr. Higgins she will always be a flower girl.  But, Eliza
contends, being a lady depends more upon internal behavior and goodness than upon speech
and social class. As she departs from Dr. Higgins, she
says,

"It's
not because you paid for my dresses....But it was you that I learned really nice
manners; and that is what makes one a lady, isn't
it?"

Having successfully made
one transformation, Eliza considers the possibility of another transfromation as an
independent person.  This idea, too, is in sharp contrast to the fixed social strata of
British society.  With Eliza's character, Shaw satirizes the British concept of social
graces and class as being the measure of a person's worth.

Find the time it takes the stone to catch up with the ball and find the velocities of the stone and the ball when they are at the same height.A...

The distance travelled by an an object thrown upwards is
given by the formula:

s = ut -
(gt^2)/2

Where:

s = Distance
travelled

u = Initial upward
speed

t = Time elapsed

g =
Acceleration due to gravity = 9.8 m/s^2

Using this formula
the distance travelled by the ball at time t is given
by:

s(ball) = 11t -
(gt^2)/2

As the stone is thrown one second after the ball,
the time applicable to the stone, as compared to that applicable to ball will be (t -
1).

Therefor the distance travelled by the stone at time t
is given by:

s(stone) = 25(t -1) - [g(t -
1)^2]/2

= 25t - 25 - g(t^2 - 2t +
1)/2

= 25t - 25 - (gt^2 - 2gt +
g)/2

= 25t - 25 - (gt^2)/2 + gt -
g/2

When the stone and ball are at the same
height:

s(ball) =
s(stone)

Substituting the above expressions of distance for
ball and stone in above equation:

11t - (gt^2)/2 = 25t - 25
- (gt^2)/2 + gt - g/2

==> 25t - 11t - 25 - (gt^2)/2
+ (gt^2)/2 + gt - g/2

==> 14t - 25 + gt - g/2 =
0

==> 14t + gt = 25 +
g/2

==> t(14 - g) = 25 -
g/2

==> t = (25 + g/2)/(14 +
g)

Substituting value of g in above
equation:

==> t = (25 + 9.8/2)/ (14 + 9.8) =
29.9/23.8 = 1.2563 s

Time taken by stone to catch up with
ball

= t - 1 = 1.2563 - 1 = 0.2563
s

Velocity of ball at 1.2563 seconds = 11 - 9.8*1.2563 = -
1.3118 m/s

Velovity of stone at 1.2563 seconds = 25 -
9.8*0.2563 = 22.4880
m/s

Answer:

Time taken by
stone to catch up with ball = 0.2563 s

Velocity of ball at
this time = - 1.3118 m/s

Velocity of stone at this time =
22.4880

Please not that negative velocity of the ball
indicates that when the stone reaches the same height as the ball, the is falling down
after reaching its highest point.

How does experience affect visual perception? Provide an example in your response.

In his work, Theaetetus, Plato wrote,
"Perception, then, is always of what is, and unerring."  However, Socrates contended
that "perception is unerring--as befits knowledge."  Of course, science has proven that
the eyes do not actually see anything.  They are simply organs of vision:  When light
hits the lenses of the eyes, nerves are excited and then carry messages to the brain. 
The brain then comprehends the messages of the nerves and the person "sees" the
object(s) viewed. Since, each person's brain differs in its knowledge, then
understanding of the messages from the nerves will necessarily
differ.

A very simple example of this interpretation of
visual perception can be witnessed as a student from a lower socio-economic class reads
aloud.  Since he/she has learned substandard English at home and in his/her environment,
this student may read "he has seen" as "he seen" even though the Standard English is in
print.

Support the claim that love at first sight is the main theme of the play As You Like It.

Excellent question ....I agree "love at first sight" is
the main themes that outlines the entire play.

Love at
first sight used and re-used throughout the entire story.
Rosalind and Orlando met at the Duke's wrestling match at fell in
love with each other. Oliver and Celia met with each other and
immediately fell in love which is immensely surprising as it shows how much time can
change one's nature(Oliver). The most absurd romance was that of Phoebe and
Rosalind(as Ganymede) and their love-prate continues in the most absurd
manner.

One may argue that Touchstone and Audrey fell in
love at first sight which is a highly debatable issue. However, the certainly didn't
fall in love at first which is clearly shown in the manner in which they were talking to
each other; with Touchstone mocking Audrey but at the same time so very passionate about
his love that he plays the role of a Romeo while stubbornly warning William to leave his
girl. Silvius and Phoebe also lack any true evidence of love at first
sight.

Hence love at first sight forms a
major essence of the entire story and make the characters
all the more wonderful and
vibrant.

The entire love
sequence can be summed up in Rosalind's dialogue regarding the sudden love between
Oliver and Celia :-

readability="9">

" There was nothing so sudden but the fight of
two rams, and Caesar's thrasonical brag of'I came, saw, and overcame'.
"

/p>

At what specific point do you think that the resolution or "solving" of the conflict begins?Question on Resolution

In "The Sniper," like the famous short story, "The Most
Dangerous Game," the climax of the story occurs at the very
end.

The difference between the two is that there is a
small amount of resolution in "The Most Dangerous Game," where in "The Sniper," there is
none.

The conflict here that is most significant is not the
battle between the Republican army and the Free Staters.  It is the conflict between the
two snipers, both of whom are very talented.

As the first
sniper is located and fired upon by the other sniper, this is where the most exciting
conflict builds—man vs. man. Each sniper is pitted against the other, trying to be
smarter or more skilled in killing his adversary.

In "The
Sniper," the first sniper finally kills his opponent. The only falling action here is in
the time it takes the sniper who has survived to reach the street and check to see the
identify of this skilled sniper, who he admires. The conflict is over in the killing,
but there is no resolution in my mind. The sniper turns over the body, sees his
brother's face, and the story stops. Any resolution in the story is left with the reader
as he/she tries to sort out "what just happened?" and imagine how the sniper feels
now—what he will do next.

Please note: not all stories have
a resolution.