How do Mrs Dubose's camellias symbolise injustice?

In my opinion, the camellias themselves symbolize
innocence more than anything.  However, I think that you can say that what Jem does to
the camellias symbolizes injustice.  One of the major themes in this book is that people
do unjust things because they do not really understand (or care to understand) other
people.  The whites persecute black people like Tom Robinson.  "Normal" people persecute
"weird" people like Boo Radley.  This is unjust because the people being persecuted
don't deserve it, but the persecutors don't bother to "walk in their shoes" and
understand their victims.

This is what Jem does to Mrs.
Dubose when he kills her camellias.  Sure, she kind of deserves it for how nasty she
is.  But Jem does not know the whole story.  He doesn't really know who she is and what
strains she is under.  When he kills her camellias, he is lashing out at his image of
her -- not at who she really is.  This is just like how others in the book lash out at
their images of bad black men or of strange "monsters" without being just -- without
taking the time to truly understand the situation and treat others in a just
manner.

Of Mice and Men is an allegory. What symbols would you use for Crooks and Candy?

Candy is the easier of the two to assign allegorical meaning to.
Many people would associate "candy" with something that many people need, want, and/or desire. 
Here, Candy is the exact opposite.  Since the loss of his hand, Candy has become more of a
fixture than an actual necessary "piece" of the farm workers.  Others feel sorry for him and
tolerate him simply because of his handicap. Therefore, he is not as needed, wanted, or desired
as a completely healthy worker.

Crooks' allegorical understanding
can be deceiving.  While literally Crooks is bent physically, he may be seen to be bent mentally
and emotionally as well.  While some may understand "crooks" to be a form of crooked (meaning not
morally correct), this is not so for Crooks in Of Mice and Men. Crooks feels
isolated from the other workers because of his race.  This isolation affects him both mentally
and emotionally; therefore, he has become emotionally and mentally
crooked.

In Chapter 4 of Great Expecations, what does Mr. Wopsle say about "the prodigal"?

There is an intense awkwardness and embarrassment during this
Christmas day lunch as Mr. Wopsle and Mr. Pumplechook discuss Pip in his presence, with the
agreeing voice of his sister and poor ineffectual Joe, who can do nothing to support Pip in his
time of need than to pour ever greater quantities of gravy on to his food. Note what Wopsle
says:

Win were the
companions of the prodigal. The gluttony of Swine is put before us, as an example to the young...
What is detestable in a pig, is more detestable in a
boy.

Thus the allusion to the Parable
of the Prodigal Son is used by Wosple to make a deeply unfair criticism of Pip, by comparing him
to the swine in that story and arguing that he is has the same gluttony as the swine, and is
therefore deeply evil in the way he reacts to the "love" his sister shows him in bringing him
up.

What scientific evidence can you produce to dispute that the cause of a certain behavior is the result of a traumatic childhood experience?How to...

I'm not sure that without some sort of medical or psychological
degree, you have it in your power to disprove your friend "scientifically."
In fact, when it comes to behavior, psychology is unique in that most of it is based on
"theories" and some seem to work better than others in different
situations.

Blaming a behavior on a traumatic childhood experience
is a very Freudian approach to behavioral analysis (Sigmund Freud). Some
more modern psychologists have disputed the idea that identifying and/or blaming behavior on
something that is outside of our control is the best way to produce
change.

One such psychologist is William Glasser, who proposes in
his "Choice Theory" and "Reality Therapy" that despite what a person has gone through or
experienced in the past, it is through his desire to change his future that
will allow him to change his behavior. Glasser basically had patients describe their "Quality
World Picture," which is essentially a goal for the distant or immediate future (where they one
day see themselves or something they wish to achieve). Then, he helped them outline the shortest
steps they needed to take to reach that goal. The best part of his therapy was that it was based
on his relationship with his patients and therefore was very personal. He was able to counsel
individuals into seeing that their behavior is up to themselves, and though outside factors may
affect their environment, negative factors do not have to negatively affect
their choices.

Reality therapy basically looks
at the positive consequences of appropriate choices and behavior (staying on track to reach a
goal) and the negative consequences of negative choices (behavior which would not result in
reaching the goal). By reminding patients of what they want and showing them how to get
themselves there, Glasser experienced great success in behavior
modification.

Modern psychology tends to focus more on the future
rather than the past. Perhaps instead of engaging in a potentially futile argument over the
cause of the behavior, you can engage your friend in a discussion of what to
do next. If this subject interests you, I highly recommend the book Reality
Therapy by Glasser. It is a short read, but immediately applicable when it comes to
behavior change.

In Chapter 17 of The Giver, what changes have the memory brought about in Jonas?

This is a great chapter to consider this question because we are
told at the beginning of this chapter that an "unscheduled holiday" was declared. This should in
theory be a time of celebration and an opportunity to catch up with friends for Jonas, yet he
just discovers that his experiences only serve to isolate him. He is definitely a different boy.
The narrator tells us:

readability="11">

Now, through the memories, he had seen oceans and
mountain lakes and streams that gurgled through woods; and now he saw the familiar wide river
beside the path differently. He saw all of the light and colour and history it contained and
carried in its slow-moving water; and he knew that there was an Elsewhere from which it came, and
an Elsewhere to which it was
going.

This knowledge and his
experience of "true" emotions really serve to separate Jonas from the rest of the community.
Jonas reflects that he experiences a new "depth of feeling" in his emotions, and yet he feels
frustrated by the so-called "emotions" that the members of the community say they
feel:

But Lily had not
felt anger, Jonas realised now. Shallow impatience and exasperation, that was all Lily had felt.
He knew that with certainty because now he knew what anger was. Now he had, in the memories,
experienced injustice and cruelty, and he had reacted with rage that welled up so passionately
inside him that the thought of discussing it calmly at the evening meal was
unthinkable.

Above all, when he goes
and tries to play with his former friends, such as Asher, and he is overwhelmed by the memories
of the war that their game re-enacts, Jonas realises how absolutely isolated he is in this new
community:

Jonas
trudged to the bench beside the Storehouse and sat down, overwhelmed with feelings of
loss. His childhood, his friendships, his carefree sense of security - all of these things seemed
to be slipping away.

It appears that
the memories Jonas is given are a poisoned chalice in many ways - through them he is able to feel
and experience life in a way that he has never been able to before, yet at the same time, they
make him irrevocably different and separate.

How does Junior come full circle by the end of The Absolutely True Diary of a Part-Time Indian?

Part of the reason why Junior comes full circle in his
thinking is because he has learned to see the world beyond dualities.  Throughout the
narrative, Junior struggles with being "Indian" or "White."  His world is constructed in
dualities.  Either he lives on the reservation with the Spokanes, or he is at Reardon
with the Whites.  In the end, Mary's death allows Junior to experience several
epiphanies.  He learns that one has to "live life."  This involves following one's
dreams, and while others might not understand this pursuit, it is not something that can
be eliminated entirely for the sake of something else.  His understanding of how alcohol
abuse is a way to deal with the death of one's dreams is a part of this.  Mary might
have died for her own dreams, but they were her own.  When Junior's mother commends
Junior for his path, it is almost a resolution to his own ambivalence.  It confirms that
Junior will always be Indian, but that does not mean that dreams and aspirations are
silenced.  In the end, Junior weeps for understanding from his tribe, and in the
process, seeks to embrace his own dreams, living on the reservation while being able to
experience acceptance from the Whites.  In this light, Junior sees his experience as
unique and distinctive, something that lies outside the realm of binary dualism.  When
he and Rowdy play hoops without keeping score, it represents transcendence from "either/
or" into a transcendent realm.

Does a vertical file contain almanacs?

A vertical file is a kind of old-fashioned library
research tool compared to today's paperless, computerized world of research.  The
vertical file is home to all the miscellaneous scraps of paper about some common topics,
maintained by the library staff.  In it you will generally find some combination of the
following:  brochures, pamphlets, newspaper articles, clippings from various sources,
and written material from a variety of sources (such as from organizations like the
American Red Cross).  There was a time when nearly everything was printed and computers
were not the primary source of information; in those days, vertical files were useful
for research beyond periodicals (magazines) and newspapers.  An almanac is a totally
different reference tool, as I think you know based on your question.  It is a book
which lists all kinds of factual "tidbits" in a diverse set of categories, so the answer
is no.

If f(x) = (√x)/3 , then f ^-1 (x) =Please help me im stuck and have no idea how to solve it. Thanks.

 f(x) = (√x)/3 , then f ^-1 (x)
=

We have the function f(x) = sqrtx/
3

We need to find the inverse f^-1
(x)

==>let y = sqrtx / 3

Let us
multiply by 3:

==> 3y =
sqrtx

Now we will square both
sides:

==> (3y)^2 = x

==>
x= 9y^2

Now we will rewrite x and y and y as
x:

==> y = 9x^2

Then, the
inverse of the function f(x) is:

f^-1 (x) = 9x^2

How do the three stages brother transitions through during the story relate to the theme?

The three stages I see as a reader include
these:

1. Love: In the
beginning I saw a brother motivated to help his learn to be more than he was. This love
may have been selfish because all boys want someone to play with.
 

2. Cruel Pride: It seems
that every time Doodle achieved much more than would have been expected from him, it was
not enough. When the experts though he would never move and Doodle crawled, brother
wanted him to walk. This stage continued all the way until he abandoned Doodle in the
rain on that last day. We see this concept exemplified in the
quote:

There
is inside me (and with sadness I have seen it in others) a knot of cruelty borne by the
stream of love.

3.
Guilt: I think the purpose of the story is to show the
guilt the author felt for abandoning his brother, one who was less capable of handling
himself than the average person.

I see these stages connect
the the theme of the conflict between love and pride. Doodle's brother wanted to love
him all the time, but it was a burden to bear all of the effort that it took to ensure
that Doodle acquired skills necessary for life. The one day that brother abandoned
Doodle after getting fed up with helping so much was the day that he needed the most
help.

What are three examples of an "American Romantic hero" in James Fenimore Cooper's novel The Last of the Mohicans?

According to the criteria you helpfully provided, at least three
characters in James Fenimore Cooper’s novel The Last of the Mohicans can be
classified as “American Romantic heroes.”  Those three characters are the
following:

• Natty Bumpo (“Hawkeye”):
  Hawkeye is very familiar with nature in general and with the forest in particular.
  He knows how to survive in the woods and is also skilled in handling a canoe on the river. He and
  his two Native American friends, Chingachgook and the latter’s son, Uncas, actually escape from
  danger at one point by floating down a river, thus demonstrating their resourcefulness and
  bravery. Hawkeye and his friends are also heroic in the way they attack the Hurons who have
  captured some white soldiers and two white women. Hawkeye is skilled in tracking animals and
  people, as when he traces the location of the white women after finding a veil belonging to one
  woman hanging from a tree. Hawkeye shows heroic bravery when he wears a disguise and manages to
  sneak into an enemy camp. As the novel concludes, Hawkeye uses his rifle to slay Magua, a Huron
  who is the major antagonist of most of the heroic characters in the
  book.

• Chingachgook:
  a brave Mohican chief, Chingachgook is a loyal friend to Hawkeye and courageously
  helps Hawkeye whenever the latter needs assistance. Chingachgook is a determined fighter and, as
  is customary, scalps some of the people he kills. When his own son, Uncas, is killed at the end
  of the novel, Chingachgook finds comfort in Hawkeye’s
  friendship:

readability="13">

Chinachgook grasped the hand that, in the warmth of
feeling, the scout had stretched across the fresh earth, and in an attitude of friendship these
two study and intrepid woodsmen bowed their heads together, while scalding tears fell to their
feet, watering the grave of Uncas like drops of falling
rain.

• Uncas:
  Uncas, a Mohican brave, is young, good-looking, courageous, and romantically
  attracted to one of the one of the main female characters, Cora. He uses his own familiarity with
  nature to help find her after she is kidnapped. He is a good and loyal friend to Hawkeye and a
  worthy son of his father, Chingachgook. Uncas assists his father and Hawkeye in all their heroic
  schemes, and when he is captured by their enemies he manages to use a disguise to help free
  himself from captivity. As the novel concludes, Uncas dies in hand-to-hand combat while trying to
  rescue Cora.

Hawkeye, Chingachgook, and Uncas thus
display many of the traits you listed as characteristic of an American Romantic hero: Uncas is
youthful; all three men have a strong sense of honor based on principle; all three display
knowledge that comes from intuitive learning, experience, and common sense rather than from
formal schooling; all three love nature over life in towns; all three are brave; Uncas is
handsome; and Hawkeye in particular seems to possess almost superhuman abilities, as when he
manages to shoot, from a long distance, a Huron who was just about to stab a
friend.

What promise did Burns make in "To A Mouse"?

"To a Mouse" has two inferred promises. Burns, saddened
that he has disturbed this little mouse's winter home with his ploughing, promises that
he will not begrudge the little creature what corn of his she can manage to save: he
says he will not miss it.

readability="15">

I doubt na, whiles, but thou may
thieve;

What then? poor beastie, thou maun
live!

A daimen icker in a
thrave

‘S a sma’ request;

I’ll
get a blessin wi’ the lave,

An’ never
miss’t!

He also says that he
sympathizes with the mouse, feeling in much the same circumstances as she: trying to
survive. In this case, he feels regret for the panic he has caused her and says he will
not like others, chase her and try to kill her.

readability="20">

WEE, sleekit, cow’rin, tim’rous
beastie,

O, what a panic’s in thy
breastie!

Thou need na start awa sae
hasty,

Wi’ bickering
brattle!

I wad be laith to rin an’ chase
thee,

Wi’ murd’ring
pattle!

In Chapter 14 of To Kill a Mockingbird, why does Scout start fighting Jem?

In Chapter 14, Scout becomes fed up with Jem's "maddening
superiority" and begins fighting him furiously. Lately, Jem has been isolating himself, and not
spending as much time as he used to with Scout. Scout may feel some resentment toward Jem for his
detached behavior, which she has been suppressing until this moment. The start of the argument
begins when Jem comments on how Atticus and Alexandra have been bickering lately. Aunt Alexandra
and Scout feel contempt for each other to begin with, and when Jem simply tells Scout not to
antagonize her, Scout becomes defensive. The last thing Scout wants to be told is how she should
be cordial to the woman who gets on her nerves the most. When Scout reassures Jem that Atticus
doesn't worry about anything, he insults her by saying,

readability="6">

"That's because you can't hold something in your mind but
a little while...it's different with us grown folks." (Lee
184)

Jem comment ignites Scout's anger
because she is sick of Jem acting superior. Jem, who is four years older, has been speaking to
Scout in a didactic tone as of late, instead of his typical friendly manner. When Jem threatens
to spank Scout, she grabs his hair and punches him in the face, and fighting ensues. This is a
fun example of how older siblings can sometimes overstep their roles, and how hot-headed younger
siblings respond with retaliation.

What is an anlaysis of "The Passionate Shepherd to His Love"?

The title identifies the speaker as the “passionate
shepherd” and the listener as “his love.” The poem is a speech of persuasion in which
the shepherd asks the lady to join him in love. Since the speaker is trying to persuade,
we may assume that the lady has resisted previous advances. The shepherd offers the lady
a world of “valleys, groves, hills, and fields” where they can watch “shepherds feed
their flocks” and listen to “melodious birds sing madrigals.” In this Arcadian, ideal
world, young people eternally “dance and sing” each “May morning.” The world being
offered is therefore one of total “delights.” In portraying the idealized world, the
shepherd almost ignores the reality of everyday life. He slips, however, by mentioning
“cold” in line 15—his only concession that spring and May are mutable and
impermanent.

How to find the derivative of a function of a function. Please give an example.

To determine the derivative of a function of a function,
we'll have to apply the chain rule.

If u is a function of v
and v is a function of x, then we can say that u is the function of the function
v.

We'll write in this
manner:

du/dx =
(du/dv)*(dv/dx) 

The first step is to find the function v
(usually is the function inside the brackets or the argument of the trigonometric
functions, or the argument of the logarithmic functions, or the expression under the
square root, etc.)

Then, we'll re-write the function u in
terms of v and we'll differentiate u with respect to
v.

We'll re-write the results with respect to
x.

Example:

u = (x^2 +
5x)^3

We'll have to differentiate u with respect to
x:

du/dx = (d/dx)(x^2 +
5x)^3

We'll substitute the expression inside the brackets
by v.

v = x^2 + 5x

u =
v^3

To apply the chain rule, we'll have to differentiate u
with respect to v:

du/dv =
(v^3)'

du/dv = 3v^2

Now, we'll
differentiate v with respect to x:

dv/dx = (x^2 +
5x)'

dv/dx = 2x + 5

du/dx =
(du/dv)(dv/dx)

du/dx = 3[(x^2 + 5x)^2]*(2x +
5)

In Brave New World, Mond relates the best argument for the society of the novel. What is it?

It is in Chapter 16 that Helmholtz, Bernard and "Mr.
Savage" finally come face to face with Mutapha Mond, the "Resident Controller for
Western Europe." What begins is an explanation of why the dystopian world of this novel
is the way that it is. To me, one of the central explanations occurs after Mond explains
why this new world has no place for Othello. He argues that "people wouldn't understand
it" and that you need "instability" to understand a
tragedy:

"You
can't make flivvers without steel - and you can't make tragedies without social
instability. The world's stable now. People are happy; they get what they want, and they
never want what they can't get. They're well off; they're safe; they're never ill;
they're not afraid of death; they're blissfully ignorant of passion and old age; they're
plagued with no mothers or fathers; they've got no wives, or children, or lovers to feel
strongly about; they're so conditioned that they practically can't help behaving as they
ought to behave. And if anything should go wrong. there's
soma."

This,
then, explains the new world that John, the "savage", finds so difficult to understand.
This world has been created to promote stability, which the makers of this world have
identified as being necessary to erase all jealousies, angers, passions and other
"uncivilised" instincts that can't be tamed. In this world, everyone is happy, and
therefore there is no murder or instability. Of course, there is also no essence of
humanity either, which the makers of this world have chosen to forsake in order to gain
the stability which they feel results in "civilisation". Bernard and Helmholtz would
disagree, of course.

In "A Visit from St. Nicholas," what does the simile in lines 25-27 compare?

Let us remember that a simile is an example of figurative
language that compares one object with another that we normally would not associate it with using
the words "like" or "as." Let us examine the simile you have identified to discover what two
things it is comparing:

readability="15">

As dry leaves that before the wild hurricane
fly,

When they meet with an obstacle, mount to the
sky.

So up to the house-top the coursers they
flew,

With a sleigh full of Toys, and St. Nicholas
too.

Notice how the first two lines
establish the comparison, with the word "As." Dry leaves that suddenly surge up into the air when
they meet an obstacle in their path are thus one of the elements of this simile. The second
element can be found in the last two lines of this stanza, and we can see that the course of the
dry leaves and the way they suddenly surge up is compared to "the coursers" (the reindeer) and
the way in which they suddenly went up to the top of the house.

What was the Velvet Scare during J. Edgar Hoover's time, and how does it relate to The Crucible?

I see that you are asking about J. Edgar Hoover's era on
this question, and so I conclude that you are thinking the Velvet Scare is something
that happened during his lifetime.

I have taught US history
for years at the high school and college level and I have never heard the term "velvet
scare" in connection with J. Edgar Hoover (or in any other context, actually).  I really
wonder if you might be talking about the Red Scare.

Hoover
was connected to the Red Scare and it is connected to The Crucible.
The Red Scare was a time in the '50s when Americans were very worried about communists
in the US.  Hoover and the FBI kept files on people suspected of being communists and
such people were often persecuted.  People often say that this was a witch hunt similar
to the one in Miller's play.

Discuss whether Hamlet is made cruel and inhumane by his thoughts of revenge throughout the play and without redemption from his "vicious"...

While Hamlet recognizes the value of tradition, displaying
courage in meeting with the ghost and in repelling the restraints of his friends who
would hold him back, he feels no reverence for tradition. Tradition is in the essence of
humanity, and Hamlet finds humanity repugnant.  In fact, it seems that his focus is more
upon the reprehensible behavior of the court in Elsinore.  For instance, when he
approaches his mother  on the urgings of the ghost to tell her of his murder and to put
an end to the  unholy offense of the marriage between Claudius and Gertrude, Hamlet
neglects to mention the murder of his father, instead chiding his mother for her sexual
corruption.  (His father's ghost has to appear to remind him to get to the
point.)

Thus, it seems that at first Hamlet's "vicious
passion" is focused on this sexual corruption, rather than revenge for his father's
murder. Critic Rebecca West in her "The Nature of Will" contends that Ophelia is "no
correct and timid virgin of equisite sensibilities,"  or she would not have tolerated
Hamlet's obscene conversations.  On the contrary, Ophelia is a disreptutable woman. 
And, no innocent young woman would agree so easily to the disingenuousness of Polonius's
dealings with her.  Yet, when Ophelia dies, not as a result of suicide, but as an
accident, as Gerturde observes, Hamlet recognizes how the corrupt court of Denmark has
exploited Ophelia, driving her to madness and a fateful end.  It is in this graveyard
scene that Hamlet's character changes.  In the Act V, Hamlet has his moment of truth as
he declares himself "Hamlet the Dane" and declares
that

There's a
divinity that shapes our ends,

Rough-hew them how we will
(5.2.10-11)

He, then, assumes
responsibility for his country which must be rid of its terrible corruption.  After he
slays Laertes and names the "delicate and tender prince," Fortinbras his successor,
Hamet is absolved of his "vicious passions," for he has acted for the good and moral
beauty--a high ideal--of his country in ridding it of his corrupt court which includes
Claudius.

Is there any foreshadowing in "A Pair of Silk Stockings" by Kate Chopin?

The shopping trip that Mrs. Sommers takes, where she acts so out
of her character, is foreshadowed by the way in which she arrives at the store so tired and
exhausted, not having had any lunch, and sits down in something of a daze and begins to stroke
something on a nearby table with her hand. When she realises that what she is stroking is a pile
of silk stockings, note the description that is applied to
them:

But she went on
feeling the soft, sheeny luxurious things--with both hands now, holding them up to see them
glisten, and to feel them glide serpentlike through her
fingers.

The use of the word
"serpentlike" in this description is extremely significant because serpents are used to represent
temptation. Just as Adam and Eve were tempted by the serpent to eat the forbidden fruit of the
Tree of the Knowledge of Good and Evil, so Mrs. Sommers is tempted by the "serpentlike" stockings
to spend all the money on herself. Thus this descriptive note effectively foreshadows what is to
come by indicating the way in which Mrs. Sommers will be seduced by memories of the luxury she
once enjoyed.

What are the 5 W's (who, what, where, when, why) and POV (point of view) in the following quote? He was especially anxious about road building,...

Not all of the five "W's" are answered in the above
paragraph. The "who" can only be identified as "he." (However, by using the source
listed we can assume "he" is Gaius Gracchus, the subject of the quotation.) The "when"
is also not specified, but with help from the source we can also assume it was sometime
during the 2nd century BC. The "where" is only specified as "the country," but we can
also assume from the source that it is probably somewhere in ancient Rome (or the Roman
Empire). The "what" is the building of the roads and the care that "he" took in
constructing them. The "why" is also unstated specifically, but we can infer that it has
to do with the need for roads, particularly those of quality. The point of view is that
of the writer (identified as Plutarch). 

Explain how using demographic segmentation strategies could lead to better targeting.

Demographic segmentation, in marketing, is when a firm uses data
about the demographic characteristics (age, sex, race, and others) of its customers in an effort
to better target its marketing efforts.  Demographic segmentation strategies can lead to better
targeting by identifying the types of people who are most likely to buy a firms products. 
Advertisments and other efforts to reach them can be placed in media or places that segment of
the population is likely to see.

For example, in the United States,
one of the most coveted demographics is relatively young men (two demographic characteristics). 
Many products (especially ones like beer and pickup trucks) target this audience.  Therefore,
they place ads in the broadcasts of sporting events since this demographic is likely to watch
those events.

By doing this, firms can more efficiently use their
marketing budgets.  They can be as sure as possible that their ads will reach the demographic
that they want.

Analyze the point of view in “A and P” or “A Rose For Emily.”

In terms of "A Rose For Emily" and "A&P," are
similar, with a few distinct differences.  You can choose the one you wish to
use.

We learn about the main characters in different ways
in each story, in terms of the chronology of the story: "A&P" is told in the
order in which the events occur; there is no chronology in "A Rose For Emily" as the
story jumps around in time.

In both cases, the story is
told in the third person (using he,
she, they, etc.). And the narrator in each story
concentrates on one character.

A major distinction is that
in "A Rose For Emily," the narrator is a member of the community who is conveying the
town's experiences over the years with Miss Emily. However the narrator seems to be
using an objective point of view: writing simply an observer,
sharing only what he/she sees, without bias.  The difference with "A Rose For Emily" is
that we never really get into Miss Emily's head: we don't know what she is thinking,
whereas with Sammy, we do.

In "A&P," we learn about
Sammy in a straightforward way: we do not know who the narrator is, neither is he
presented as part of the story.  In "A&P" the story is told in third
person, limited; we know everything Sammy is thinking throughout the entire
story.

In "A&P" and "A Rose For Emily," the
narrator speaks to the reader in the fiction-writing mode—where the
narrator speaks directly to the reader.

Derivade: Y=(4e^x)(x^3x)If you can please help me with: Y=(e^2)+(x^e)+(e^square root of x)

We have to find the derivative of Y=
(4e^x)(x^3x)

Now using the product rule we
get

Y' = (4e^x)'*(x^3x) + (4e^x)*(x^3x)'
...(1)

Now (4e^x)' = 4e^x

To
find the derivative of x^3x , let z = x^3x

Take the
logarithm on both the sides

=> ln z = 3x*ln
x

Take the derivative of both the
sides

=> z'*(1/z) = 3x*(1/x)+3*ln
x

Substituting z=
x^3x

=> z'(1/ x^3x) = 3 + 3 ln
x

=> z' = 3x^3x + 3x^3x * ln
x

=> (x^3x)' = 3x^3x + 3x^3x * ln
x

Now substitute these values in
(1)

Y' = (4e^x)*(x^3x) + (4e^x)*(3x^3x + 3x^3x * ln
x)

=> Y' = (4e^x)*(x^3x)*[1 + (3 + 3 * ln
x)]

=> Y' = (4e^x)*(x^3x)*(4 + 3 * ln
x)

Therefore the derivative of (4e^x)(x^3x)
is (4e^x)*(x^3x)*(4 + 3 * ln x)

In "A Visit from St. Nicholas," to what are "Coursers" compared?

In line 19 we can see that "Coursers" are mentioned and are
explicitly compared to something else. Whenever you have to answer a question like this that
requires you to focus on specific words or phrases rather than the poem as a whole, it is vitally
important that you look at the words in context and try to deduce the meaning from the stanza in
which they come. You will find that, using common sense, you can work out a lot of the answers to
such questions by using such a method. Let us apply this method in this
case:

More rapid than
eagles his Coursers they came...

Note
here how the "Coursers" (the reindeer) are compared to eagles in their speed at answering the
call of St. Nicholas. Thus it is that the "Coursers" in this part of the poem are compared with
eagles, emphasising their speed and quickness.

What was the only piece of art that Michelangelo ever signed?

The only work that Michelangelo actually put his signature on is
also one of his most famous, Pieta, in St. Peter's Basilica in Rome. He
spent three years on it, from 1497 - 1500.  Pieta translates into "Pity", and is a Christian
artistic theme from the Renaissance Era that depicts Mary holding the slain Body of Christ.  Some
believe that Michelangelo signed this particular work (on a sculpted ribbon across Mary's breast,
no less)--which he obviously never did with any of his other pieces--because he was so satisfied
with how the sculpture turned out, but most historians attribute this rare signature to
Michelangelo overhearing someone in the Basilica attribute the sculpture to someone else, and
that he did it out of pride.  There are references in later written works that Michelangelo
regretted doing so.

What is the angle between the minute and hour hands of a clock at 6:10 PM?Well I think it is 125 degrees but it might be 126. So i'm not sure.

To determine the angle between the hour hand and the minute hand
at 6:10PM.

We know the one round of the clock is 360 degrees. So the
hour hand covers this in  12 hours =12*60 minutes = 720 minutes. So every minute the hour hand
covers 360 /720 = 1/2 degree. So at 6:10 hours = 6*60+10 minutes = 370 minutes, the hour hand
describes an angle of 370*1/2 = 185 degree from 12 o'clock
position.

We assume the angles in degrees are measured from the  12
O'clock position.

The minute hand  covers one round in 60 minutes.
So every mnute it covers 360/60 = 6 degree. Therefore the minute hand at 10 minutes past 6
o'clock  should describe an angle 10*6 = 60 degree from the postion of the number 12 (or when  it
was at 6 o'clock postion).

Therefore the angle between the hour hand
and minute hand is the difference of the angle they described from the 12 O'clock position. So
the angle between the clock hands at 6:10PM = 185 deg - 60 deg = 125
degree.

When is the right to a speedy trial violated?

In the United States, you are guaranteed a right to speedy trial
by a jury of your peers through the 6th Amendment.  However, because the court system is so
clogged with cases in the modern United States, "speedy" is a relative term.  Often times, you
may wait for a year or more before your case can come to trial, even though that is the next
available court date when you were first arraigned.  So the government is meeting the letter of
the amendment, if not the spirit.

The Patriot Act, passed after the
9/11 attacks, also allows the US government to arrest and detain any individual, citizen or not,
without due process, which means no access to an attorney, no formal charge, not even public
notification of detention are required.  While this power has rarely been used against US
citizens (that we know of), it is nevertheless a clear violation of the 6th Amendment's right to
a speedy trial.  Some suspects have been held for over nine years in Guantanamo Bay's Camp X-Ray
Prison without even being charged.

Comment on Twelfth Night as a Romantic Comedy.

You have clearly selected an excellent example of one of
Shakespeare's Romantic Comedies. Typically as one of Shakespeare's comedies, this play
involves mistaken identities, cross-dressing, disguises and people falling in love with
people they shouldn't fall in love with. Thus it is that we are introduced in Act I
scene i to the Duke Orsino, who is swift to declare his undying love for Lady
Olivia:

O,
when mine eyes did see Olivia first,

Methought she purged
the air of pestilence.

That instant was I turned into a
hart,

And my desires, like fell and cruel
hounds,

E'er since pursued
me.

This situation is
immediately complicated by news of Olivia's unremitting resolution to not marry for love
of her dead brother:

readability="12">

The element itself, till seven years'
heat,

Shall not behold her face at ample
view,

But like a cloistress she will veiled
walk...

So, it is clear that
Olivia does not return these feelings, as we see from her distaste of being forced to
listen to them once more from Cesario. However, this situation is further complicated in
Act I scene iv by the irony of Viola dressed as Cesario being forced to take messages of
love from her master to Olivia when she is in love with Orsino
herself!

Yet a
barful strife!

Whoe'er I woo, myself would be his
wife.

Then of course note
Olivia's response to Cesario in Act I scene v:

readability="11">

Even so quickly may one catch the
plague?

Methinks I feel this youth's
perfections

With an invisible and subtle
stealth

To creep in at mine
eyes.

So, three characters,
each involved in a crazy tangled up relationship involving disguises, secret loves and
unrequited love. The real question of course is how on earth is Shakespeare going to
resolve this situation in this "comedy"?! Read on to find out - however hopefully I have
been able to highlight some of the key characteristics of a Shakesperian comedy for you
and illustrated how they apply to this excellent play. Enjoy!

Find the area bounded between the curve f(x) = 3x^2-4x +2 and the line y= 2x-1

First let us determine the points of intersection of the curve
f(x) = 3x^2- 4x +2 and the line y= 2x-1.

2x - 1 = 3x^2 - 4x +
2

=> 3x^2 - 6x + 3 = 0

=>
x^2 - 2x + 1 = 0

=> (x -1)^2 =
0

=> x = 1

The line is
tangential to the curve.

There is no area bounded
between the curve f(x) = 3x^2- 4x +2 and the line y= 2x-1.

What is the role of Raja Ram Mohan Roy in English teaching in India ?

Roy was committed to education, without which he believed
social reform would be impossible. He campaigned for education in Western science and
technology combined with India's heritage. In 1822, he established an English medium
Anglo-Hindu School and in 1827, with the support of the Scottish missionary-educator
Alexander Duff he founded the Anglo-Hindu College.

He
believed that English-language education was superior to the traditional Indian
education system, and he opposed the use of government funds to support schools teaching
Sanskrit. He championed women's education.

Ram Mohan Roy
was supportive of English studies in India. Being a progressive social reformer and
scholar, he believed English to be one of the best media for spreading scientific
knowledge. 
He, himself translated vedic texts and ancient scriptures into
simple English so that they can be better understood. 
He opened up several
school and colleges where he supported modern, western curriculum along with traditional
ways of learning. 
He thus supported the use of English language and in
general induction of western learning into Indian education.

simplify the followingL 2 log5 a - 3log b + log ( a+ b)

First of all, I must say that if you had intended for the first
term  "2log5 a" to mean "2 times log to base 5" and the argument being "a", then please go right
to the last section of this answer: Interpretation 2.

Else, my
interpretation of your question is:

Interpretation
1

2.log(5a) - 3.log(b) +
log(a+b)

ie. All log functions in base
10.

2.log(5a) - 3.log(b) + log(a+b)

= 
log(5a)^2 - log(b^3) + log(a+b)

=  log[ (25a^2)(a+b)
/b^3
]

___

Interpretation
2

2.log5 (a) - 3.log(b) +
log(a+b)

= 2.log5 (a) - log(b^3) +
log(a+b)

= log5 (a^2) + log[ (a+b) / b^3
]

= [log(a^2)]/[log 5]  + log[ (a+b) / b^3
]

= log{ a^[2/(log 5)]} + log[ (a+b) / b^3
]

= log { a^[2/(log 5)] . (a+b) / b^3
}

What a complicated expression, isn't
it?  This leaves us to wonder if this is the original intent of the question. 
:)

Why should a jury decision be unanimous or not?

A jury decision has to be unanimous in criminal cases
only, not civil cases.  In a criminal case, depending on the charge, we are talking
about the ability of the State to take away someone's freedom or even to put them to
death.  This means the burden of proof is on the
State.

Proving their case beyond a reasonable doubt, then,
is the threshold, and this is why criminal trials should reach a unanimous verdict. 
Many times, including on juries I have been on, the accused was most likely guilty, but
the case is weak or the evidence lacking, and the system, as we have designed it,
protects those we cannot prove are guilty, even if they might
be.

I like this protection.  Juries are made up of human
beings and human beings are fallible and act emotionally.  They are imperfect, and the
only guard I have against this imperfection is that all 12 jurors be convinced of guilt
or innocence in order for a verdict to be determined.

On
the other hand, this is a very inefficient system.  Twelve impartial jurors are hard to
find in many cases, and there is a significant cost to society when these juries cannot
reach a unanimous verdict, as they have to be tried again at additional cost, or let go
to potentially commit crimes against society once again.

In The Adventures of Huckleberry Finn, what are two reasons Huck does not immediately reveal the deception to Mary Jane or the Doctor?

I think we need to remember the position of power that the
Duke and the King had on the raft, and how they were able to dominate both Jim and Huck.
Huck was only a boy, of course, and he also wanted to ensure that the Duke and the King
did not turn in Jim as a runaway slave.

However, more
profoundly perhaps, what is interesting about his time with the Duke and the King is
that Huck seems to take the role of observer of human folly as he watches both the Duke
and the King fleece a series of people, but also the tendency of people to ignore the
rational element of human nature and to be tricked. Consider how in Chapter 25 the
Doctor adds the one note of sanity to the proceedings, but is promptly ignored by
everyone, because they want to believe that the Wilks have
returned.

Another aspect you might want to think about is
how Twain uses these episodes to show Huck's moral maturity. As he is enabled to see the
antics of the King and the Duke up close at first hand, he shows a strengthening sense
of what is right and wrong, and although Huck doesn't denounce the King and the Duke at
first, he goes on to engineer the downfall of this particular scheme. Consider this
reflection of Huck's on the proceedings that he is
observing:

readability="17">

Well, the men gathered around and sympathised
with them, and said all sorts of kind things to them, and carried their carpet-bags up
the hill for them, and let them lean on them and cry, and told the king all about his
brother's last moments, and the king he told it all over again on his hands to the duke,
and both of them took on about that dead tanner like they'd lost the twelve disciples.
Well, if ever I struck anything like it, I'm a nigger. It was enough to make a body
ashamed of the human
race.

This, then, represents
Huck's continuing moral growth as he clearly feels deep disgust at the Duke and the King
and how they act.

Find the intgral of f(x) = 1/(1+ sqrtx)

f(x) = 1/(1+ sqrtx)

Let us
use the substitution method to solve:

let x=
u^2

==> dx = 2u du

Now
we will substitute:

intg f(x) = intg (1/(1+u)
2udu

              = intg (2u/(1+u) 
du

  Now simplify using polynomial
division:

=> intg f(x) = intg ( 2 - 2/(u+1) 
du

                       = intg 2 du - 2 intg (1/u+1)
du

                         = 2u - 2 ln(u+1) +
C

Now subsitute with u=
sqrtx

==> intg f(x) = 2sqrtx -
2ln(sqrtx + 1) + C

Explain the meaning of the quote below and how it connects to the shocking ending of "A Rose for Emily" by William Faulkner.From "A Rose for...

This statement is made by the narrator in "A Rose for
Emily" in connection to Emily's reaction to her father's death. In the preceding
passage, the narrator explains that when Emily's father died and the town's women went
to call on her, she wasn't wearing mourning and didn't look sad and denied that he was
dead. The narrator goes on to say that three days later Emily finally broke down in
grief and that the town representatives rushed off with the body to bury it. The
narrator follows this explanation with the quote in
question:

We
did not say she was crazy then.  We believed she had to do that.  We remembered all the
young men her father had driven away, and we knew that with nothing left, she would have
to cling to that which had robbed her, as people
will.

What the narrator is
suggesting is that because Emily's father had been so sever with her and so unyielding
to her desires and hopes, it was normal for her to cling to him since people react to
oppressors with inexplicable devotion. The townspeople all knew what kind of overbearing
and hostile father he had been and could understand Emily's extreme reaction to her
father's death. As a result, they did not think she was crazy. The wording of this
observation, "We did not say she was crazy then," implies another, later, occasion on
which they did think she was crazy. This foreshadows--sets up the anticipation and mood
of--the shocking ending that reveals that Emily must now be called crazy because the
dead Homer, found in Emily's bedroom after hre own death, was a skeleton laying in her
bed.

Please paraphrase this phrase spoken by Valentine in The Two Gentleman from Verona: "may it please your Grace..."

The only line that looks similar to what you are asking is found
in Act III, Scene 1. There, the Duke asks Valentine a question and Valentine answers
with:

Please it your
Grace, there is a messenger
That stays to bear my letters to my friends,
And
I am going to deliver them.

In this
case, "please it your Grace," or "may it please your Grace" simply means something like "if it is
okay with you" or "if you will give me permission."

In this passage,
Valentine has just come on stage and is in a hurry. The Duke asks him where he is going in such a
rush and Valentine tells him. He says that he is hurrying to bring some letters to a messenger.
The messenger is waiting to bring the letters to Valentine's friend. The line "please it your
Grace" is simply a way for Valentine to be polite and deferential to someone who is superior to
him.

Demonstrate if (1+x1)(1+x2)(1+x3)(1+x4)=1 . x1,x2,x3,x4 roots of x^4+x^3+x^2+x^1=0

f(x)=x^4+x^3+x^2+x+1 =
0.

x1,x2,x3 and x4 are the roots of the
equation.

To prove that (1+x1)(1+x2)(1+x3)(1+x4) =
1.

Since x1, x2 ,x3 and x4 are the roots of the equation,
f(x) = 0,

we can write the polynomial x^4+x^3+x^2+x+1 =
(x-x1)(x-x2)x-x3)(x-x4), by theory of equation, as the coefficient of x^4 agrees on both
sides.

Now put x =-1 on both
sides:

(-1)^4+(-1)^3+(1)^2+(-1)+1 =
(-1-x1)(1-x2)(-1-x3)(-1)-x4).

1-1+1-1+1 = (-1)^4
(1+x1)(1+x2)(1+x3)+(1+x4)

1 = (1+x1)(1+x2)(1+x3)(1+x4)
which is established.

What is Gatsby's motive in offering Nick work?The Great Gatsby by F. Scott Fitzgerald

In Chapter Five of F. Scott Fitzgerald's The Great
Gatsby, Gatsby make plans with Nick for him to orchestrate the meeting between Daisy
and himself.  As they talk on the lawn, Gatsby offers Nick a job after Nick has already been
approached in Chapter Four by Meyer Wolfscheim, who has said to Nick, "I understand you're
looking for a business gonnegtion."  So, when Gatsby rather indelicately asks
Nick,

"Why, I
thought--why, look here, old sport, you don't make much money, do
you?"

Gatsby then offers Nick a job as
a "confidence sort of thing."  This offer has two implications attached to it.  First, with the
previous encounter with Meyer Wolfscheim in Chapter Four, and now with the rather nebulous offer
of a job in "confidence,"  the mid-Western Nick is insulted by the suggestion of illegal
activity.  Added to this, Nick feels insulted by the offer made "tactlessly for a service to be
rendered."  So, as a matter of pride, Nick "cut[s] him off." 

Solve trigonometric equation 2sin^2x - 3sinx = - 1.

The first step is to move all terms to the left
side:

2(sin x)^2- 3sinx + 1 =
0

Now, we'll use substitution technique to solve the
equation.

We'll note sin x = t and we'll re-write the
equation in t:

2t^2 - 3t + 1 =
0

Since it is a quadratic, we'll apply the quadratic
formula:

t1 = {-(-3) + sqrt[(-3)^2 -
4*2*1]}/2*2

t1 =
[3+sqrt(9-8)]/4

t1 =
(3+1)/4

t1 = 1

t2 =
(3-1)/4

t2 = 1/2

Now, we'll
put sin x = t1.

sin x =
1

Since it is an elementary equation, we'll apply the
formula:

sin x = a

x = (-1)^k*
arcsin a + 2k*pi

In our case, a =
1:

x =  (-1)^k* arcsin 1 +
2k*pi

x = (-1)^k*(pi/2) +
2k*pi

x = pi/2

Now, we'll
put sin x = t2

sin x = 1/2

x =
(-1)^k* arcsin 1/2 + 2k*pi

x = (-1)^k* (pi/6) +
2k*pi

x = pi/6

x = pi -
pi/6

x =
5pi/6

The solutions of the equation are:{
pi/6 ; pi/2 ; 5pi/6 }.

A ball is thrown down vertically with an initial speed of 20.5 m/s from a height of 58.8m.What will be it's speed just before it strikes the...

We have the initial speed: v0 = 20.5
m/s.

We also know the height from where the ball is thrown:
h = 58.8m.

We'll write the equation of the
motion:

v^2 = v0^2 + 2g*h

v =
sqrt(v0^2 + 2g*h) (1)

We'll substitute the given data into
the relation (1):

v = sqrt[(20.5)^2 +
2*9.8*58.8]

v = sqrt(420.25 +
1152.48)

v =
sqrt(1572.73)

v = 39.7
m/s

The speed of the ball
before striking the ground is v = 39.7
m/s.

To calculate how long it will take for
the ball to reach the ground, we'll write the equation of
motion:

v = v0 + g*t

We'll
subtract v0 both sides:

gt = v -
v0

We'll divide by g:

t =
(v-v0)/g (2)

We'll substitute the velocities in
(2):

t = (39.7 - 20.5)/9.8

t =
19.2/9.8

t = 1.96
s

What is the purpose of the rhetorical questions in the story, "Life in the Iron Mills"?

In this novella, the author is trying to depict for us the
difficulties of working class life.  She is trying use the story to scold the upper
classes for the ways in which they are treating their workers.  This means that she is
trying to appeal to the upper classes (who are the main ones reading books for leisure
in her time) on an emotional level.  This is the purpose of the rhetorical questions --
to help her engage this audience.

Teachers are encouraged
to ask students questions that will get them to think as they listen to a lecture or
read a book.  This is what the author is doing here.  The rhetorical questions in this
story generally are meant to draw the reader more personally into the story.  They are
meant to force the reader to think about the conditions that are faced by the
workers.

Look at a few of the rhetorical questions -- they
have to do with the conditions the workers face and are meant to get the reader to think
about and/or feel these conditions.  For example:

readability="26">

A cloudy day: do you know what that is in a town
of iron-works? The skysank down before dawn, muddy, flat, immovable. What do you make of
a case like that, amateur psychologist? You call it an altogether serious thing to be
alive: to these men it is a drunken jest, a joke,--horrible to angels perhaps, to them
commonplace enough.

What if it be stagnant and slimy here?
It knows that beyond there waits for it odorous sunlight, quaint old gardens, dusky with
soft, green foliage of apple-trees, and flushing crimson with roses,--air, and fields,
and mountains.

In each case,
the point is to make the reader think and to contrast the lives of the workers with the
readers' lives.

In writing Hamlet, Shakespeare appears to have embedded lines that comment on the play itself.Connect these lines, in which Shakespeare appears to...

Shakespeare often created lines of text and situations in
his plays that mirrored the theatrical world in which he worked:  boy actors who played
women dressing as boys, plays within plays, and comments on the Globe (meaning both the
world in which man lives and the theatre building in which the actors performed).  So, I
can definitely provide you scenes and lines that make reference to and comment on the
theatrical world of the play.

The first, most obvious
comment is made by Hamlet to and with the troupe of Players who arrive at the castle. 
In Act II, scene ii, after the First Player has given his speech about Hecuba, Hamlet
has a soliloquy in which he comments on what the First Player has been able to do, that
he is unable to do.  He says:

readability="5">

. . .What would he
do

Had he the motive and the cue for
passion

That I
have?

This suggests that the
actor playing Hamlet (along with the character himself) is
commenting on the other actor's (the one giving the speech as the
First Player) ability to be genuinely moved by imaginary circumstances, while he
cannot.  Of course, there is also the meaning regarding the character Hamlet's situation
in the plot of the play.

This commentary on the play itself
continues when Hamlet prepares the Players for thier performance before Claudius.  In
Act III, scene ii he is giving advice to the characters "The Players", but also,
potentially, to his fellow actors playing "The Players."  He
says:

O, it
offends me to the soul to hear a robustious peri-wig-pated fellow tear a passion to
tatters, to very rags, to split the ears of the groundlings, who for the most part are
capable of nothing but inexplicable dumb-shows and
noise.

Here he lays into one
of the actors (Maybe the First Player who displayed all the tears and emotion back in
II, ii?) for being too over-the-top emotionally.  He also addresses the real life
audience when he comments on the groundlings.

And then,
during the performance of Hamlet's play in Act III, scene ii, The
Mousetrap, the characters make comments about Hamlet's play that are also
comments on the situation of the play itself.  The most notable of these is when
Gertrude says, "The lady doth protest too much, methinks."  This statement could easily
describe Gertrude's own words in the scene that she has in her closet with Hamlet that
will follow the play as well as the words of The Player
Queen.

Shakespeare often made reference to the theatrical
world that his plays existed in through the text and actions of his characters.  In
Hamlet, much of this commentary revolves around the arrival of The
Players to the castle and their performance of The Mousetrap. 
Please follow the links below for more on the play-within-a-play in
Hamlet.

In Romeo and Juliet, how does Act 1, scene 1 end in a similar fashion to scene 2?

In Act 1, scene i, Benvolio gets in the last
words:

ROMEO: Where I
may read who pass'd that passing fair? Farewell: thou canst not teach me to
forget.

BENVOLIO: I'll pay that doctrine, or else die in
debt.

Benvolio is trying to convince
Romeo that it is time to check out all the other fish in the sea. Romeo doesn't think he could
possibly forget Rosaline. He is too taken with her, so Benvolio commits to take whatever time it
takes to get Romeo over this girl who doesn't want to have anything to do with
him.

In scene ii, Romeo gets the last words, but only after Benvolio
convinces him to go to a party to check out other ladies. Romeo's words prove he only wants to go
in case he might get to see a glimpse of Rosaline who is indeed on the list of the
invited:

readability="15">

BENVOLIO 
Tut, you saw her fair, none else
being by,
Herself poised with herself in either eye:
But in that crystal
scales let there be weigh'd
Your lady's love against some other maid
That I
will show you shining at this feast,
And she shall scant show well that now shows
best.

ROMEO 
I'll go along, no such sight to be shown,
But
to rejoice in splendor of mine
own.

These scenes end with the same
characters discussing the same topics and each character has maintained their same
motivations.

Describe Mrs. Preston. What does she represent for Hanneh?The Lost of Beautifulness" by Anzia Jezierska

I am only allowed to answer one question. The other must
be listed separately.

Mrs. Preston is Hanneh's employer.
Hanneh does laundry for Mrs. Preston who is a wealthy woman. She is, however, genuinely
fond of Hanneh. They have had discussions about democracy, which Mrs. Preston believes
(as does Hanneh) will equalize the chasm that exists between the rich and the poor,
guaranteeing the same rights to the poor as are enjoyed by the
wealthy.

When Hanneh paints the kitchen, Mrs. Preston is
very supportive, and compliments Hanneh on the beauty she has created from her
heart.

Mrs. Preston is a concerned friend. She is horrified
by the behavior of the landlord toward Hanneh, and she tries to be of help, though there
is nothing she can really do. And although they are "friends," there is still a division
between them because of the socioeconomic levels each woman belongs
to.

What determines when a nation has an unfavorable balance of trade?

The most basic answer to this is that the comparison
between a country's exports and its imports is what determines when it has an
unfavorable balance of trade.  When a country imports more than it exports, its balance
of trade is negative and most people would say that is
unfavorable.

If you are asking why a country might import
more than it exports, that is a much more complicated question.  One reason for this
could be that the country has deliberately weakened its currency so that the country's
exports will be cheap and imports will be expensive.  China is accused of doing
this.

A second major factor is the relative wealth of the
two countries (a rich country is likely to import more from a poor country than vice
versa.)  This, too, plays into the US-China balance of trade.

What similarities do the characters of Faust and Peer Gynt have in Goethe's Faust and Ibsen's Peer Gynt?

Faust and Peer Gynt, in Goethe's
Faust and Ibsen's Peer Gynt, are not alike in
character traits though they are alike in some of their actions taken. Faust is an
accomplished and respected academic who is looked up to and admired. He takes false
steps in life because he is frustrated with the limits to knowledge and his inability to
find what needed is known:

readability="8">

FAUST: What a man knows not, that he doth
require,
And what he knoweth, that he cannot
use.

Peer Gynt, on the other
hand, is a worthless fellow who has no participation in seeking anything of value that
might give betterment to his life. In fact, he kidnaps Ingrid for her
money.

This leads to one way in which the actions of Faust
and Peer might be said to be similar. Faust, after becoming enamored with the image of
Helen of Troy and thereafter being convinced by Mephistopheles (Mephisto) to take a
youth and love potion, transfers his enamored and newly lustful feelings to Gretchen,
whom he passes on the street. This attraction is soon to lead to seduction through
Mephisto's coercion and intervention. Similarly, Peer kidnaps Ingrid on her wedding day
though he feels no love for her. Though he seems a harmless sort of braggart and
day-dreamer

readability="7">

PEER: Peer Gynt he rides first, and there follow
him many.—
His steed it is gold-shod and crested with
silver.
Himself he has gauntlets and sabre and
scabbard.

his greed and spite
lead him to act for his own selfish means without thought of others, as is seen when he
abandons Ingrid--and prefers the woman in green!

Faust and
Peer both have many adventures, for example Walpurgis Night and the encounter with the
mountain king, but for Faust, his adventures are associated with seeking knowledge
(while Mephisto entraps him in pleasure) while Peer's adventures are only for
self-serving gain. In addition, both Faust and Peer have wealth at times. However, Faust
dies with his wealth ever increasing while Peer returns home empty handed having lost
all his wealth several times. In the end though, each of them find true wealth. Faust
finds salvation through Gretchen's love, and Peer finds the wealth of the love of
Solveig.

Is Manolin necessary to the book? (Describe the role of Manolin in the novel.)The Old Man and the Sea is, essentially, the story of a single...

Manolin is essental, I think, to The Old Man and
the Sea.  Whenever you have a story about an old man, you must have a young
boy as counterbalance.  As such, he is a foil for Santiago
in that the boy is a younger version of the old man.  Like Santiago, he is loyal,
patient, and selfless--all the qualities of an aspiring fisherman.  More, he is the only
one on Santiago's side.  Whereas the young, arrogant fishermen make sport of the
vocation--fishing for money--Manolin is learning to fish out of love, honor, and a duty
to nature.

As the saying goes, "If you give a man a fish,
he will eat for a day; if you teach a man to fish, he will eat for a lifetime."
 Manolin's other role is to be a disciple to Santiago, the
Christ-figure.  In part I of the novella, we see Santiago continuing to be a mentor to
the boy even though the old man has gone 84 days without catching a fish.  His resolve
to continue fishing despite his bad luck is a valuable lesson learned for the boy.  In
the end, after Santiago returns with the marlin carcass, we know that boy will be the
one--like Christ's disciples--to spread the gospel about Santiago's epic catch.  We also
know that Manolin will grow up to be a fisherman in the mold of the old
man.

On a literal level, Manolin is there to be a
receiver for and believer in
Santiago.  In part I, Santiago must have someone to talk to.  He can't talk to his
daughter or the other fisherman; they don't listen or care.  But, the boy looks up the
old man: he still believes in the mythos of the young Santiago, the one of arm wrestling
and fishing greatness.  So, the boy is there for balance: Hemingway cannot have the old
man talking to himself for the entire novel.  Santiago talks to the boy in the first
half and to himself in the second.  Still, Santiago is speaking to the boy the whole
time, if not literally, then spiritually.  When he is alone on the boat, Santiago wishes
the boy were there, and he even speaks out loud to him as if he
were.

How were John Proctor, Elizabeth Proctor, Mary Warren and Tituba victimized during the trial in The Crucible?

MARY WARREN: The girls Mary
was trying to help Proctor thwart, turned on her in Act three as anyone would to protect
themselves. They began acting as if Mary had sent her "spirit" into the shape of a bird
in the rafters and they copied everything she said. Abigail commented on "seeing" this
bird:

"Her
wings are spreading! Mary, please don't, don't  -
!"

This caused an
incredible chaos and Mary converted to the girls once
again.

JOHN PROCTOR: This
honorable man makes himself a victim by revealing that he indeed took Abigail as a
harlot and commited adultery against his wife. John says about
Abigail:

"I
have known her sir. I have known
her."

ELIZABETH
PROCTOR: Her victimization is brought on by John's confession. Danforth
uses this to check if she will lie. She did not hear John confess the reason Abigail was
removed from their home. In an effort to protect him, she confesses something somewhat
close to the truth:

readability="8">

"I came to think he fancied her. And so one night
I lost my wits, I think, and put her out on the
highroad."

John had already
told the judge that his wife would never lie. Although this is close to the truth, it is
indeed a lie. Thus, it makes the judges wonder if she was lying about her pregnancy
too.

TITUBA: This woman wasn't
really victimized during the trial that we see on stage, but obviously all it took to
seal her fate was a charge from Abigail early on, or an offstage scene. We do learn in
the beginning of Act IV that Tituba is in jail, and is hysterical about flying away to
Barbados.

When it comes to Antarctic explorers such as Scott, Amundson and Shackleton, what makes them good leaders?what were their leadership styles and...

Captain James Ross was the first of the modern explorers
of Antarctica.  He described a number of features visible from his ship, including what
was later called the Ross Ice Shelf.

Scott was the first to
explore Antarctica scientifically: the Discovery Expedition (1901) included geologists,
meteorologists, and biologists.  This expedition made no attempt to reach the South
Pole.

Roald Amundsen went south in 1910 specifically to
reach the Pole.  With four other men he reached the Pole in December 1911, leading the
first expedition to reach that point.  He returned to his ship
uneventfully.

In 1910 Scott returned  to Antarctica in
charge of the Terra Nova expedition.  It was not until he reached Australia that he
learned of the Amundsen expedition (Amundsen was supposed to be going to the Arctic, but
changed his mind).  He was poorly prepared and poorly organized for the journey; he
arrived rather late in the Antarctic summer. He arrived at the Pole and found a note
from Amundsen, who had arrived five weeks earlier.  On the return trek his team was
trapped by storms, ran out of food, and the three men died from hunger, cold, and
exhaustion.  I believe the tent in which they died still
stands.

Shackleton accompanied Scott on the Discovery
Expedition but fell ill and had to return home.  He returned to Antarctica in 1914 with
the intention of trekking to the Pole and, rather than returning, continuing on so as to
cross the whole continent.  His ship, the Endurance, became trapped
in the expanding sea-ice, and after riding out the severe Antarctic winter, was
eventually crushed.  Shackleton salvaged what he could and led his men, carrying their
gear and two lifeboats, on a long trek to the coast.  He left most of his crew in camp
and sailed, with five others, in a lifeboat to the nearest place where there would be a
ship to rescue them.  In the end he brought all his men
home.

So:  Amundsen reached the Pole and returned safely;
Scott got to the Pole but died on the return; Shackleton barely got ashore but survived
the winter, the loss of his ship, a long trek in retreat, a longer voyage in an open
boat, and returned safely.

Why the difference?  How did
each of the leaders bring about the manner of each expedition's
ending?

Amundsen had a great deal of experience in both the
Arctic and Antarctic. He learned from the Eskimos how to survive in the North:  proper
food, clothing, and equipment that would keep his people alive.  This knowledge, his own
common sense, and some luck with the weather, helped his own expedition make a
businesslike trip to the Pole and back.

Scott was very
different.  Discussions of his failure continue to this day.  It seems he had neither
the practical experience of Amundsen, nor his common sense, his ability to lead an
expedition to success, or his luck.  He seems to have relied more on the British idea of
"muddling through" than on planning, preparation, and
training.

Shackleton's trip was aborted at the very
beginning, through no fault of his own.  Once he had to abandon the idea of proceeding,
he showed extraordinary ability to keep his people alive, healthy, and confident.  When
it was time to retreat, he showed equal ability to lead the men on a very difficult
journey without losing any of them.  I think this is perhaps the greatest example of
leadership I have ever heard of.

Solve the system log 2 [(x+1)(x+3)]

First of all, we'll set the existence conditions for the
logarithmic functions to
exist:

(x+1)/(x+3)>0

x+3
different from
0

2x-3>0

From
(x+1)/(x+3)>0 => 2 cases

1) (x+1)>0
and (x+3)>0 in order to have the positive ratio=> x>-1 and
x>-3

2x-3>0 =>
x>3/2

x+3 different from 0 => x different
from -3

From all 4 conditions, it results that
x> 3/2

2)
(x+1)<0 and (x+3)<0 in order to have the positive ratio=>
x<-1 and x<-3

2x-3>0 =>
x>3/2

x+3 different from 0 => x different
from -3

From all 4 conditions, it results that
x belongs to empty set
(null-set)

After conditions setting , we'll
solve the equivalent system, by eliminating the
logarithms.

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

2x-3>
1/8

In the first inequation, we'll move to the left the
free term and we'll have the common denominator (x+3). After solving, the inequation
will be

(x+2-4x-12)/(x+3)<0 => (x+3)>0
and
-3x-10<0

16x-24>1=>x>25/16

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

-3x-10<0=>
x<-10/3

From
x>25/16, x>-3,x<-10/3,x> 3/2 it results that x>25/16,
so x belongs to (25/16, infinity)

DEFINE THE TERM PRICE? IN 1000 WORDS.

The term price is the quantity of payment
or compensation given by one party to another in return for goods or services.

In all modern economies, the
overwhelming majority of prices are quoted in (and the transactions involve) units of
some form of href="http://en.wikipedia.org/wiki/Currency">currency. Although in theory,
prices could be quoted as quantities of other goods or services this sort of barter
exchange is rarely seen.

Price can sometimes alternatively refer to the quantity of payment
requested by a seller of goods or services, rather than the
eventual payment amount. This requested amount is often called the asking price or
selling price, while the actual payment may be called the transaction price or traded
price. Likewise, the href="http://en.wikipedia.org/wiki/Bid_price">bid price or buying price is
the quantity of payment offered by a buyer of goods or services,
although this meaning is more common in asset or financial markets than in consumer
markets.

` Economists
sometimes define price in a more general or abstract sense to the widely understood
definition above. According to this view, price is defined as the ratio between the
quantity of goods that are exchanged for each other in a
transaction.

For example,
consider the case of two people exchanging goods, say 5 apples for 2 loaves of bread. An
economist might say that the price of apples was 2/5 = 0.4 loaves of bread. Likewise,
the price of bread would be 5/2 = 2.5 apples. Hence if we consider that currency is
simply another type of good like apples or bread, then this conception forms the general
case of the widely held definition outlined
above.

However it is far from
clear that this generalisation serves any useful purpose at all. As noted above, in all
real economies prices are virtually always quoted in (and transactions always involve)
units of currency. Hence, an alternative view is that the most basic and general
definition of price is that involving exchange of goods or services for money, and that
the exchange ratio between two goods is simply derived from the two individual
prices.

The exchange ratio is
sometimes referred to as the real price, while the price quoted in money referred to as
the nominal price.

From this
point of view, a price is similar to an href="http://en.wikipedia.org/wiki/Opportunity_cost">opportunity cost, that
is, what must be given up in exchange for the good or service that is being purchased.
For example, if x=1 and y=2, the relative price of x in terms of y is 2, and the price
of y in terms of x is 0.5.

I need some techniques and examples used to show young passionate love, as well as old traditional love in Romeo and Juliet.yuk!

Romeo and Juliet (including Romeo's infatuation with
Rosaline) are the characters that display young love, and their parents show the
traditional "love" relationships in marriage during Shakespeare's
day.

Romeo spends Act I, scene i moping about the stage. 
He talks about how long the day seems when one is "sad," and describes how desperate his
love for Rosaline is:

readability="15">

Love is a smoke made with the fume of
sighs,

Being purg'd, a fire sparkling in lovers'
eyes,

Being vex'd, a sea nourish'd with lovers'
tears.

What is it else?  A madness most
discreet...

He is describing
the desperation he feels, being in love with someone who will not return his feelings,
and, even today, we think of this as infatuation rather than love and associate it with
young people falling in love for the first time.  His feelings for Juliet begin the same
way, only transforming to something more mature as the events of the play test the depth
of their love.

The best example of more mature, married
love in the play is the relationship between Lord and Lady Capulet.  This is a very
traditional relationship in which Lord Capulet is the master and ruler of his home and
there are no visible signs of affection between them.  In Shakespeare's day, it would
have been very common for men and young women in the Capulet's social sphere to marry by
way of contract between father and future husband, the securing of a girl's hand in
marriage being a sort of business deal.  Lord and Lady Capulet conform to this
traditional model.

In Act III, scene v, Capulet really
loses his cool when Juliet refuses to marry Paris, a match that he, the father, has set
up.  He really goes off on her and there is a suggestion that there might be some sort
of violence.  Lady Capulet attempts to intercede, but Capulet is the firm ruler of this
household and ignores her.  Once he has left and Juliet pleads to her mother for help,
Lady Capulet's only response is:

readability="9">

Talk not to me, for I'll not speak a
word.

Do as thou wilt, for I have done with
thee.

And, abandoned by both
her parents, Juliet makes the fateful trip to the Friar's for the sleeping potion that
will lead to her own and Romeo's deaths.

Lord and Lady
Capulet show the audience the traditional marriage roles, an apparent lack of passion in
a household firmly ruled by the husband.  Romeo and Juliet go against all the authority
in the play to fulfill their secret passionate love for each other.  They even defy the
long-standing feud that exists between their families in order to follow their
hearts.

Why use a pulley?

Scholars tend to say that the author uses the metaphor of
a pulley to talk about the forces that pull people up and down at the same time.  In a
pulley, a force that is pulling down, actually lifts something up at the same time.  In
this poem, the speaker is arguing that the same thing happens with
people.

He is saying that it is the forces that pull us
down to earth that also lift us to heaven.  The stresses of every day life are what pull
us down towards the earth.  At the same time, however, they are the things that make us
understand that we need God and therefore they pull us up towards heaven as
well.

Who was a better leader of the Mongolian empire, Genghis Khan or Kublai Khan?Why? Hard facts please!

Wow...Grampa versus
Grandson.

In this case, I have to throw my opinion behind
Gramps (Genghis.)

Both of the men had certain successes to
lay claim to, but I think that Genghis' are greater in certain
ways:

1) Genghis was the one who set the Mongol expansion
in motion, while Kublai came into a situation in which the Mongols were already
dominant.  Genghis was the one who was able to unite the Mongols (by friendship or
force.)

2) Genghis came up with the idea of utilizing his
defeated enemies and incorporating them into his own forces rather than killing or
disbanding them, making him much stronger.

3) Genghis began
to use a system of promotion by merit rather than family ties, thus strengthening his
army.

4) Genghis created the YASSA, the military/civilian
law that governed people's lives,

5) Genghis delegated well
in his military, trusting his loyal commanders rather than micromanaging
them,

6) Genghis allowed a good deal of religious freedom
in his empire, which reduced tensions.

In contrast, Kublai
did some great things for the Mongols, but they were already dominant at this time and
so came to play for a "winning team".  His big claim to fame was making some big
conquests for the empire and solidifying Mongol dominance of China.  That was actually
pretty important, but he came to power through what amounted to a quasi-civil war as he
was not really the favored one to take over things.

So, in
short, Genghis did more of the leg work than Kublai, and though both had successes, the
reality is that Genghis' successes would exist even with no Kublai, but Kublai's
successes could not have been possible without Genghis.

In the Boy in the Striped Pajamas what would be an emotional quote concerning someone's appearance?

One of Bruno's favorite memories was the plays his Grandmother
would help them perform during the holidays.  On Christmas Day, before their move,Father wore his
new uniform for the first time. The whole family applauded when they saw him. This was the
uniform of the Commandant of the place they were headed.  Other soldiers seemed to respect him
more when he wore it. Grandfather was very proud of his son, but Grandmother was not impressed at
all.  In fact, she was ashamed of him.  She says "That's all you  soldiers are interested in
anyway....looking handsome in your fine uniforms. Dressing up and doing the terrible, terrible
things you do.  It makes me ashamed." (pg 92)  However, she really gets upset a little later and
says, "And to see you in that uniform makes me want to tear the eyes from my head!" (pg
93) Grandmother stormed out of the house, and they never saw her again before she
died. 

find the value of k in each of the following?a.) kx^2-6x+1=0 if the equation has real, rational, and equal roots.

a.) kx^2-6x+1=0 if the equation has real, rational, and equal
roots.

If the function has rational , real and equal roots, then
that mean delta will be 0:

We know
that:

delta = b^2 - 4ac

==>
delta = (-6)^2 - 4*k*1

==> 36 - 4k =
0

==> -4k = -36

==> k =
-36/-4 = 9

==> k = 9 

b.) 2x^2+6x+k=0 find the smallest integral value of
k, such that the equation had imaginary roots

If the function has
imaginary of (complex) roots, then delta should be less than 0 (
negative).

==> delta = b^2 -
4ac

==> delta = (6^2) - 4*2*k <
0

==> 36 - 8k <
0

==> -8k <
-36

==> k >
-36/-8

==> k > 9/2

Then
the smallest integer is the first integer that comes after 9/2

9/2 =
4.5 , then the next integer s 5

Then k = 5 is the
smallest integer so the equation has complex roots.

Of all the ways an author has of telling us about a character, how do we learn about the characters in Sense and Sensibility?

Sense and Sensibility is narrated by a
third person omniscient narrator, but under the point of view of Elinor and how she would
visualize the events in the story.

That being said, it is
interesting to note how Austen has a penchant to always favor Elinor as her representative for
"sense", while putting down Marianne and her tendency for being overly
sensible.

Therefore, Austen is not impartial nor completely
objective when it comes to describing her characters and their actions. There is indeed a
partiality that tends to gear towards the character that mostly resembles Austen herself. In this
case, it would be Elinor.

An example of this is the way in which
Austen describes the sisters at the beginning of the novel. Notice how Marianne's youth and
bubbly behavior are definitely brought up, only to be "toned down" by a more sophisticated and
calibrated description of Elinor- even though Elinor is described first! That is how much more
emphasis Austen placed on the character of Elinor.

readability="2.5">


Elinor, this eldest daughter
whose advice was so effectual, possessed a strength of understanding, and coolness of judgment,
which qualified her, though only nineteen, to be the counsellor of her mother, and enabled her
frequently to counteract, to the advantage of them all, that eagerness of mind in Mrs. Dashwood
which must generally have led to imprudence. She had an excellent heart; her disposition was
affectionate, and her feelings were strong: but she knew how to govern them: it was a knowledge
which her mother had yet to learn, and which one of her sisters had resolved never to be
taught.


Marianne's abilities were, in many respects, quite equal to Elinor's.
She was sensible and clever; but eager in everything; her sorrows, her joys, could have no
moderation. She was generous, amiable, interesting: she was everything but prudent. The
resemblance between her and her mother was strikingly
great.







• 
  

  Elinor
  saw, with concern, the excess of her sister's sensibility; but by Mrs. Dashwood it was valued and
  cherished.

  
  

In this example
it is evident that Austen already has an issue with the character of Marianne ,who shines for its
bright charisma, but is easily shut down and opaqued due to its lack of common
sense.

Therefore, from the very beginning of the novel, we can
actually see who is who: Those with sense will overcome all
sensibilities.

Does anyone know the Bible's stance on the consumption of fruits, nuts and grains?I'm doing an exam tomorrow which will be multiple choice true or...

It may be late for this response, but it would appear that
a great deal of what the Bible specifies in terms of the foods available to man, what
can be eaten or not, is found in the books of Genesis and Exodus, primarily, and all the
first five books of the Old Testament, in general.

It would
seem that the food Adam and Eve ate before the fall changed after the fall. God provided
different foods, though Adam and Eve had to work to produce them. Genesis 1:29 provides
some insights:

readability="9">

'I give you every seed-bearing plant on the face
of the whole earth and every tree that has fruit with seed in it'...This includes nuts,
grains, legumes, and
seeds.

Plants of the field
would provide different choices for them.

readability="6">

God told Adam that the earth would be cursed-that
it would produce thorns and thistles-and that he "will eat the plants of the field"
(Genesis 3:18 NIV).

In the
information presented in the Bible, it would seem that most foods are referred to in the
first five books of the Bible, including Genesis, Exodus, Leviticus, Numbers, and
Deuteronomy.

You have been given a sum of 10 lakhs. Explain at least 3 ways in which you will profitably invest the said amount.

A sum of money of the order of Rs. 10 lakhs (i.e. 1
million Indian rupees) can be invested a combination of one or more of the dozens of
available investment avenues. Some of the main of such avenues of investment
include:

• Fixed Deposits in bank. This can be for
  different maturity periods and with options to receive interest periodically or at
  maturity.


• Investment in government saving schemes such as
  National Saving Certificates.


• Fixed deposits in joint
  stock companies. These deposit generally give higher interest rates as compared to bank
  fixed deposits, but also carry a high risk of default in
  repayment.


• Buying debentures in joint stock companies.
  These carry lower interest rates as compared to company fixed deposits, but can be
  traded easily on the stock market. This also means that there can be gains or losses due
  to price fluctuations in the stock market.


• Buying shares
  in joint stock companies. The return on these depends very much on the correct choice of
  stocks and the timing of their sale and purchase. On average, a careful investor can
  expect to make higher profit than fixed deposits in joint stock
  companies.


• Buying shares of mutual funds. This is similar
  to buying shares. In his case with both returns as well as risks are lower as compared
  to shares.


• Investment in public provident fund (PPF).
  This requires opening of a PPF account in a bank. Maximum amount that can be deposited
  in the account is limited to rs 60,000 per
  year.


• Investment is special government scheme schemes
  open for senior citizens. These schemes generally offer higher returns as compared to
  fixed deposits in banks or other government bonds. The maximum amount that can be
  invested is limited to Rs. 10 lakhs.


• Investment in fixed
  assets like a house or land. Like share, this requires correct choice of the property
  purchased and the time of purchase.


• Investment in gold or
  some other precious commodity like silver or diamond. Among these gold and silver rank
  as investment with fairly good appreciation and easy to sell off as and when
  required.