Describe Camus's use of imagery at the climactic moment? This question is at the end of chapter 6 of part one. It is refering to the...

In Part II of The Stranger, Camus
uses a mix of visual and auditory imagery that is connected violently to nature and the
body in order to show the gun shoots itself instead of Meursault consciously pulling the
trigger.

Meursault narrates (imagery in
bold):

At the
same instant the sweat in my eyebrows dripped down over my
eyelids all at once and covered them with a warm, thick
film. My eyes were blinded behind the curtain of
tears and salt. All I could
feel were the cymbals of sunlight crashing on my forehead
and, indistinctly, the dazzling spear flying up from the
knife in front of me. The scorching
blade slashed at my eyelashes
and stabbed at my stinging eyes. That’s when everything
began to reel. The sea carried up a thick,
fiery breath. It seemed to me as if the
sky split open from one end to the other to
rain down fire. My whole being tensed and I squeezed my
hand around the revolver. The
trigger gave; I felt the smooth underside of the butt; and
there, in that noise, sharp and deafening at the same time,
is where it all started. I shook off the sweat and sun. I
knew that I had shattered the harmony of the day, the
exceptional silence of a beach
where I’d been happy. Then I fired four more times at the motionless
body where the bullets lodged
without leaving a trace. And it was like knocking four
quick times on the door of
unhappiness.

The
scene contrasts heavily with the earlier beach scene in Part I in which Meursault and
Marie frolicked and flirted.  Here, the natural elements (sun, sea) have almost
conspired against Meursault, stinging and covering his eyes, blinding him.  This is the
imagery of an absurd universe: one day it is inviting and free and the next day it is
violent and cruel.

Earlier, the sun, sea, and sand were
symbols of freedom, but hear they are connected to violence and unhappiness.  The
unbearable heat for Meursault in Part II here is much like the unbearable heat for Perez
during the funeral procession in Part I.  Both men were victims of determinism; they
lacked freedom because they attached themselves to death.  Meursault gets involved in
Raymond's revenge plan and takes his gun; Perez forces himself to mourn another's death
out of an over-developed sense of grieving.  In both cases, the universe punishes them
dearly, nearly killing Perez and leading to Meursault's
execution.

When burning a salt, how do we know the flame color comes from the metal ion and not the non-metal ion?I did a lab on this by burning different...

You don’t exactly burn a salt. When you heat the salt it
splits into the metallic and non-metallic ions.

Due to the heat the
metallic ion changes state and when it returns the electromagnetic radiation given off
has a particular color. For a compound, it is always the metal that is involved in
determining the color that is present, the non-metal atoms have no contribution
here.

For evidence you will find the color yellow given off when all
sodium compounds are used, all strontium compounds give red, all potassium compounds
give a purple radiation and copper compounds give a color between green and
blue.

It depends only on the metal in the
compound.

What is the theme of Sir Thomas Wyatt's poem "Is It Possible?"

The theme of this poem is love and the uncertainty and
difficulty that comes with love.  In the poem, the author is asking a series of
rhetorical questions about the ways in which love can seem impossible to
understand.

The author focuses mainly on the feeling of
uncertainty that comes with love.  He talks about how hearts can change as easily as the
weather, implying that love can be fickle and changing and therefore uncertain and
difficult to understand.  He talks about how someone's emotions can go from lowest to
highest and back again, all because of love.

A person who
has been in love will recognize these feelings from their own experience -- the highs,
the lows, the uncertainty, the confusion.  This is the major theme of this
poem.

Find x for the identity is true 1+12^6x = 2*12^3x

This is an exponential equation that
requires substitution technique.

First,
we'll move all terms to one side, changing the sign of the terms
moved.

12^6x - 2*12^3x + 1 =
0

It is a bi-quadratic
equation:

We'll substitute 12^3x  by another
variable.

12^3x  = t

We'll
square raise both sides:

12^6x  =
t^2

 We'll re-write the equtaion, having "t" as
variable.

t^2 - 2t + 1 = 0

The
equation above is the result of expanding the
square:

(t-1)^2 = 0

t1 = t2 =
1

But 12^3x = t1.

12^3x =
1

We'll write 1 as a power of
12:

12^3x= 12^0

Since the
bases are matching, we'll apply the one to one property:

3x
= 0

We'll divide by 3 both
sides:

x =
0.

The solution of the equation is x =
0.

Find the maximum volume of a right circular cylinder inscribed in a cone of altitude 12 cm and base radius 4 cm, if the axis of two coincide.

The let the height of the cone be h and radius r inscribed
in the cone.

The  vertical semiangle of the cone  with
axis  , x =  arc tan (4/2*12) =  arc tan (1/6) .

 x = arc
tan (1/6)

Therefore the radius of the  cylinder r = (12-h)
tan x = (1-h)/6, where h is the height of cone.

Therefore
the volume of the cylinder v(h) = pi r^2*h =
pi*{(12-h)^2/6^2}*h.

To find maximum v(x) , we find x = c ,
for which v'(c) = 0 and v"(c) < 0.

v'(x) = p^2/36 {
(12-h)^2*h}'

v'(x) = p^2/36{ 144h -
24h^2+h^3}'

v'(x) =
p^2/36{144-48h+3h^2}

v'(x) = 0 gives 144-48h+3h^2 = 0.
Or

Divide by 3:

 48-16h+h^2 =
0.

(h-12)(h-4) = 0

 So h = 4,
or h= 12.

v"(x) = pi/36{ -48 +6h}  < 0 for x= 4  as
-48+6*4 = -24.

Therefore the volume of the inscribed
cylinder is maximum for x = 4 and the maximum volume is
:

v(4) = (pi/36){ (12-4)^2* 4} = (pi/36)(64*4)= 64pi/9 =
22.34. sq units.

The height of the cone = 4 and the radius
of the cone = (12-4)/6 = 4/3.

Answer the following word problem?As part of Black History Month in February, an artist is creating a mural on the side of a building. A painting...

Now we have the dimensions of the side of the building
given as 50 feet by 30 feet.

The border will be uniformly
placed around the central painting. Now let us assume that a fraction x of the total
width and height are used as the border. The artist wants to devote 25% of the available
space to the border.

So (50/x)*(30/x) =
50*30*(1/4)

=> 50*30/x^2 =
50*30/4

=> 1/x^2 =
1/4

=> 1/x = 1/2

So the
width of the border is 50/2 = 25 ft

The
required width of the border around the painting is 25
ft.

Why do demographic and psychographic strategies fit together?

I assume that you are talking about demographic and
psychographic strategies of market segmentation.

Psychographic
segmentation is the technique of looking at the personalities of potential customers to determine
if they are likely to want your product.  Demographic segmentation is when you look at the
potential customers' objective characteristics -- their age, their sex, their income, things like
that.

These two strategies go together because the demographic
characteristics can often correlate with the psychographic ones.  It is possible that people in a
certain age range, or those of a certain income range, will have similar interests and attitudes
and that these attitudes will be different from those of other demographic
groups.

So these two strategies go together because the
characteristics uncovered by the strategies can be correlated.

Solve the following equation for x: 3x^3 + 22x^2 - 16x = 0

3x^3 + 22x^2 - 16x = 0

First
we will factor x from all terms.

==> x*(3x^2 + 22x -
16) = 0

Now we will find the roots for the quadratic
equation.

==> x1= (-22 + sqrt(484+4*3*16) /
2*3

          = (-22 + 26)/6 = ( 4/6 =
2/3

==> x1= 2/3 ==>
(3x-2) is a factor for the quadratic
equation.

==> x2= ( -22-26)/6 = -48/6 =
-8.

==> x2= -8. Then,
(x+8) is a factor of the quadratic
equation.

==> 3x^3 + 22x^2 - 16x = x*(3x^2 + 22x
-16)

                                   =
x*(3x-2)(x+8)

Then, there are three solutions to the
equation.

x1= 0 , x2= 2/3, and x3=
-8.

==> x= { -8, 0,
2/3}.

What is the value of x and y if 2, x, y, 16 form a geometric progression.

We'll use the theorem of geometric mean of a
g.p.:

x^2 = 2y (1)

y^2 = 16x
(2)

We'll raise to square (1):

x^4 =
4y^2

We'll divide by 4 both sides:

y^2
= x^4/4 (3)

We'll substitute (3) in
(2):

x^4/4 = 16x

We'll cross multiply
and we'll get:

x^4 = 4*16x

We'll
subtract 64 both sides:

x^4 -  64x =
0

We'll factorize by x:

x(x^3 - 64) =
0

We'll put each factor as 0:

x =
0

x^3 - 64 = 0

We'll re-write the
difference of cubes, using the formula:

a^3 - b^3 = (a-b)(a^2 + ab +
b^2)

We'll put a = x and b = 4

x^3 - 64
= (x-4)(x^2 + 4x + 16)

(x-4)(x^2 + 4x + 16) =
0

x - 4 = 0

x =
4

x^2 + 4x + 16 > 0 for any value of
x.

For x = 4, we'll get y:

4^2 =
2y

y = 16/2

y =
8

So, for x = 4 and y = 8, the terms of the geometric
series, whose common ratio is r  =2, are: 2 , 4 , 8 , 16,
....

In The Odyssey, what is the conflict and resolution of "The Cattle of The Sun God" and "The Land of the Dead"?

"The Cattle of the Sun
God"

CONFLICT: Odysseus men ate the Sun God's cattle because they
were hungry. Thus, they pitted themselves in a conflict with Lord Helios in a man vs. god
conflict.

RESOLUTION: As soon as they were out to sea for a while,
he ensured a storm broke them up completely and drowned them all except for Odysseus who did not
eat his cattle. Odysseus survives and goes to live with Calypso on
Ogygia.

"The Land of the
Dead"

CONFLICT: Odysseus cannot go home unless he consults Tiresias
the blind prophet. He is in turmoil with the gods and it will not solve itself unless he learns
that which he must do. When in the Land of the Men of Winter, he discovers that both his mother
and his soldier Elpenor died without his knowledge. Thus, he has an inner conflict about not
having been there for either incident.

RESOLUTION: Tiresias gives
Odysseus tasks he can do when he arrives back in Ithaca. One of the demands Tiresias places on
him is to kill all the men who have been feasting on his livestock and courting his wife. The
other great demand is to go far inland to erect a monument for Poseidon.

Explain the theme of the poem "The voice" in full details giving also some circumstances

In the poem "The Voice," Hardy is speaking of his dead
wife, Emma.  He is imagining that he hears her voice calling to him, not once, but
repeatedly, on the wind.  He believes she is telling him that she has returned to the
way she was when they first met.  He looks for her to appear to him, not as she was when
she died, after many years of marriage, but in the newness of their days: he recalls her
youthful image even down to the blue gown she wore; and has a vision of her waiting for
him in town.

He misses Emma in his soul.  He fears that
what he hears is not her voice calling to him on the wind, but that she is truly no
more—forever lost to him—and will never be heard from again.  Does he question the
reality of an afterlife here, or simply point out the obvious limitations of death,
separating us from those who have gone before?

At the end
of the poem, he talks about "faltering" forward through the falling leaves, perhaps
referring to the autumn of his own life as he ages.  He wonders if the voice he hears
moving through the thorn bushes (perhaps an allusion to
pain) was simply in his head, and that there is no possibility of
seeing her one more time...though the voice had seemed so
real.

The theme is of loss and
hope—and loss again.  The hope is that the voice is actually hers, not a figment of his
imagination, born of a deep desire to be reunited, coupled with the pain of separation.
 In some ways it is a double-loss he suffers here.  Emma left him the first time at her
death, and now, he imagines she leaves him again, as he recalls the youthful and lovely
girl he fell in love with (perhaps revisiting in his heart the pleasure and excitement
of new love which he has not felt in many years).  In some ways it is a more devastating
loss because for a moment he had thought, hoped, that that young
woman had come to him from the grave and spoken to him, and that in some way, perhaps
they could recapture what has been lost to them.

He cannot
be sure of what—if anything—he has heard, but his acute sense of repeated loss is no
less painful for him to bear.  We get the impression that the love he had for her still
burns as deeply as it had during their life together.

How does the type of atmosphere Jackson creates change over the duration of the story?

The setting that Jackson creates to begin with is one of
great comfort. It is a clear and sunny morning in June. The children gathered in the
town square with a feeling of liberty as they had recently finished school for the year.
The children gather stones and it seems they have a purpose. The reader is sort of
filled with the idea that this is just one of the things that kids
do.

As the story moves along, the mood and atmosphere
shifts from comfort to unease. The adults begin milling around next and their
discussions appear to be forced and less comfortable. The smiles feel forced. It seems
that there is some order for the day and the people anxiously, almost nervously await
this.

The tone finally shifts one more time in the very
end. When the revelation of the lottery is brought to light by the author, a great
horror fills readers.

Evaluate the indefinite integral of y=sec x?

First, we'll substitute the expression of the function y =
secx by y = 1/cos x.

We'll write the
integral:

Int dx/cos x = Int cos xdx/(cos
x)^2

From the fundamental formula of trigonometry, we'll
get:

(cos x)^2 = 1 - (sin
x)^2

Int cos xdx/(cos x)^2 = Int cos xdx/[1 - (sin
x)^2]

We'll note sin x = t

cos
x*dx = dt

We'll re-write the integral in
t:

Int cos xdx/[1 - (sin x)^2] = Int dt/(1 -
t^2)

We'll analyze the
integrand:

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

We'll separate the integrand into partial
fractions:

1/(1-t)(1+t) = A/(1-t) +
B/(1+t)

1 = A(1+t) + B(1-t)

1
= A + At + B - Bt

We'll factorize by
t:

1 = t(A-B) + A+B

The
coefficient of t from the left side has to be equal to the coefficient of t from the
right side:

A-B = 0

A =
B

A+B = 1

2B =
1

B = A = 1/2

1/(1-t)(1+t) =
1/2(1-t) + 1/2(1+t)

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

Int dt/(1-t)(1+t) = (1/2)ln |1-t| + (1/2)ln|1+t|
+ C

What precedents that George Washington established are still followed today?

The most important precedent that George Washington set was to
leave office peacefully after his terms in office. One of the major problems that many other
young countries have had is that their first leader tries to become a king and to hold on to
power indefinitely. This sets a precedent where every leader tries to do the same. By contrast,
Washington left peacefully, setting the precedent that power should be transferred peacefully and
democratically. This is still done today.

A second precedent that
has only been broken once, and is now in the Constitution, is that Washington left after two
terms in office. This is related to the first precedent because it set a precedent for one
president leaving so he (or someday she) could not become president for life or anything like
that. Only FDR has ever been elected to more than two terms and the Constitution now sets
Washington's precedent as law.

What is the connection between first language acquisition in children and second language aquisition in adults ?

Excellent question!

The process of
language learning, in general, is the same when babies learn their first language, as when adults
learn a second language. However, the differences in brain function, amount of neurons, and
affective filters play a role in whether the learning will be successful or whether it will be
complicated in both cases.

Your premise asks to compare babies and
adults and how these two subjects would respond to learning their first and a second language,
respectively. Since we are not referring to a specific learning intervention, the first thing to
consider is the state of mind of the learner.

In the case of babies,
they are "clean slates". They have never been exposed to the sounds that would connect to a
meaning. They cannot scaffold, that is, add on to information that they already
know.

However, babies have the highest production of brain cells
which, with a low affective filter (with no bias or fears of learning) would enable them to
instantly create connections between sound and meaning. In all, a baby's process of first
language learning is natural and instinctive. It is proportional to the immense amount of brain
power that is developed at that age, the lack of emotional blockage that may prevent the
learning, and the willingness for learning that comes out of the natural curiosity of
babies.

Contrastingly, second language learning in adults is not an
inherent, nor natural process that comes as easily. This is not because we cannot naturally
process a second language, but because adults have learning barriers that may intervene with the
process itself.

Before adults can learn a second language, they
basically have to place themselves in the position of, you guessed it, babies! They have to clear
any bias or fear of learning, activate their natural curiosity, motivate themselves, and be open
minded- like babies are!

This being said, adults would learn quite
fast by immersing themselves in the second language. This way, all the senses would become
integrated in the learning, sending faster impulses to the brain. As a result, the adult mind
would make quick and accurate connections of
sound-meaning-symbol.

Therefore, it is the main task of any language
instructor to immerse and motivate students and learners to engage in the learning process and
enjoy it as naturally as possible.

what does odysseus give the cyclops as a gift

In Book IX of The Odyssey, Odysseus gives
the Cyclops (Polyphemus) an ivory bowl full of wine. He tells
Polyphemus that he intended the wine as a gift if Polyphemus would help them off of his island,
but that he now knows that Polyphemus would never help him. Odysseus, always thinking on his
feet, offers two more bowls full of wine (and also nectar and ambrosia) to the
Cyclops who soon passes out drunk. It’s this clever play by Odysseus
that leads to the blinding of the Cyclops and escape from the
island. Keep in mind that it also leads to 10 years of wandering since it is
Polyphemus who appeals to his father Poseidon to plague Odysseus and his
men.

A 73 kg skier coasts up a hill at 9.3 degrees to the horizontal. Determine how far along the...hill the skier slides before stopping, if the...

The kinetic energy that the skier has at the bottom of the hill
is converted to gravitational potential energy as he moves up. The skier would stop when the
kinetic energy has reduced to zero and it has been entirely converted to potential
energy.

Kinetic energy is given by (1/2)*m*v^2. Using the
information provided, it is (1/2)*73*(4.2)^2.

The potential energy
is given by m*g*h, where m is the mass, g is the acceleration due to gravity and h is the
height.

So we have (1/2)*73*(4.2)^2 =
73*9.8*h

=> (1/2)*(4.2)^2 =
9.8*h

=> h =
(1/2)*(4.2)^2/9.8

As the slope is 9.3 degrees, the distance D moved
up the slope is related to the height by h/D = sin 9.3

=> D =
h/sin 9.3

=> D = [(1/2)*(4.2)^2/9.8]/sin
9.3

=> D = (1/2)*(4.2)^2/(9.8*sin
9.3)

solving for D we get,

=> D
= 5.56 m

The skier can slide 5.56 m up the slope
before he comes to a halt.

What does the title contribute to the story?Kate Chopin's "The Story of an Hour"

[Because there is only one question permitted at a time, and
since the first question has already been answered, your question has been edited to the latter
one.]

In such a compact short story as that of Kate Chopin, every
element contributes to the meaning; therefore, the title signifies much. In fact, it is a
metaphor for the sequence of events of Chopin's narrative. For, what occurs to Louise Mallard in
one hour's time is a story of itself. In the exposition, for instance, Mrs. Mallard receives the
supposedly tragic news that her husband has been a victim of a train wreck. However, within a few
minutes the reader perceives that it is Mrs. Mallard who has been victimized much more than the
"late" Bentley Mallard. As she "would have no one follow," Mrs. Mallard closes the door to her
bedroom and collapses into her armchair which faces an open window. Looking at the burgeoning
Spring outside, Louise Mallard, an individual who has been repressed, is now "free!" and her
independent spirit emerges like the new buds on the trees. With the realization that she is no
longer the property of her Victorian husband, Louise contemplates all that she will be able to
do. With feelings of being "a goddess of Victory," Louise emerges from her room within an hour
and stands at the top of her stairs ready to descend as a liberated woman. However, when her
husband miraculously appears, Louise Mallard's heart stops with the shock, and it is Louise who
falls down the stairs, killed from having the joy of freedom--"the joy that kills"--repressed yet
again. The life of Louise Mallard, not Mrs. Mallard, has been "the story of an hour"; for only
sixty minutes Louise Mallard has been freed of "a heart trouble" as described in the story's
beginning and at the conclusion. Indeed, the title contributes great significance to Kate
Chopin's momentous story.

What things are formed during the fetal period?

The medical community divides the fetal growth and
development stages (which occur during pregnancy) into three trimesters. A completely
full-term pregnancy lasts a total of 40 weeks, and these 40 weeks are divided into three
trimesters which each denote a period of significant milestones, characteristics, and
development for the fetus.

The first 12 weeks of pregnancy
are also known as the first trimester of pregnancy. However, the developing embryo will
not be known as a “fetus” until after around the 10th week of gestational development.
The embryonic stage precedes the fetal development stage. By the end of the 10th week of
gestation, the basic formations for the organs have been established, and the embryo has
entered the fetal stage of development.

During this time of
beginning fetal stage of development, the heartbeat can be heard with a Doppler
stethoscope and the heart can be seen beating during an ultrasound examination. Other
characteristics of this stage include: Urine secretion from the kidneys, teeth buds,
more developed eyelids, more distinctive face formation, more defined external ear
formation, and red blood cell production in the liver.

The
second trimester of pregnancy occurs during weeks 13 through 27. (Be aware that
different charts may vary slightly in the exact amount of weeks that determine each
trimester). During this second trimester, fetal development includes: Sexual
differentiation, harder bones, finger and toe nail development, liver and pancreatic
fluid secretions, continued formation of foot and fingerprints, and Lanugo (fine hairs
that cover the fetus).

The third and final trimester of
pregnancy is roughly weeks 28 through 40. Fetal development during this stage includes:
More complex brain connections, increase in body fat, iron and calcium storage,
sensitivity to light, tear production, eye movements, fully developed hearing, and body
temperature regulations.

According to the Wife of Bath, what complaints do men have about their wives?

To find the answer to this, I think that you need to look
in the Prologue to the Wife of Bath's tale.  In the prologue, she talks about things
that her husband would say about wives.  The basic idea was that wives were faithless
and treacherous and were too quick to hurt men if they possibly
could.

For example, her husband talked about various women
who had killed their husbands.  He even mentioned ones who would sleep with another man
while their husband's corpse lay there on the floor.  He seemed to think that this was
the sort of faithless behavior women would engage in.  Here's a quote about
that:

Of wives
of later date he also read,
How some had slain their husbands in their
bed
And let their lovers shag them all the night
While corpses lay
upon the floor upright.
And some had driven nails into the
brain(60)
While husbands slept and in such wise were slain.
And some
had given them poison in their
drink.

In addition to this,
her husband also talked about women as being terrible nags who would make their
husbands' lives a living hell.  He talked about them being contrary and always wanting
to fight with their husbands without any good reason for doing so.  Here's a quote about
that:

readability="15">

Better,’ he said, ‘your habitation
be
With lion wild or dragon foul,’ said he,
‘Than with a woman who
will nag and chide.’
‘Better,’ he said, ‘on the housetop abide
Than
with a brawling wife down in the house;(70)
Such are so wicked and
contrarious
They hate the thing their husband loves, for
aye.’

What does Transcendentalism mean in literature?

Transcendentalism is a movement that is located in
American thought in the 19th Century.  It was one of the first literary and intellectual
movements in America.  Of the many things that Transcendentalism means, the fundamental
idea sought to inject emotions into daily life and paradigms of thought.  Essentially,
the Transcendentalists saw life and consciousness as an exercise for emotions and
emotional thought.  They wanted to bring more emotions into how human beings acted and
thought.  In doing so, the movement asserted a couple of truths that ended up defining
it.  The first was the call to individuality.  Transcendentalists were strong advocates
of being an individual and breaking away from conformist society.  It is fromt the
Transcendentalist thinkers that we get the idea of "walking to a different drummer" and
"Know thyself."  These notions develop the idea that doing what society says might not
be the best course of action.  Transcendentalism ended up becoming strongly associated
and almost defined by this call to individuality and the zealous defense of
it.

What motivated the US to try to possess its own empire during the 19th century?

I think that the desire for empire in the late 19th
Century American thought was a reflection of the wealth that was being generated.  In
the end, America was producing a great amount of wealth.  It is from this point that
thinkers like Howard Zinn reflect that compelled America to want to generate more wealth
in foreign markets.  Zinn argues that those in the position of economic power felt that
the opportunities afforded to them could not be simply contained in America, and
necessitated expansion across the world.  The development of new and vibrant foreign
markets that would generate even more wealth should be the driving force in political
policy around the world.  When President Roosevelt, "welcomes war," it is with this idea
in mind:

readability="10">

The profit system, with its natural
tendency for expansion, had already begun to look overseas. The severe depression that
began in 1893 strengthened an idea developing within the political and financial elite
of the country: that overseas markets for American goods might relieve the problem of
underconsumption at home and prevent the economic crises that in the 1890s brought class
war.

This is one
potential explanation behind the motivation of the United States to possess its own
empire during the 19th Century.

In chapter 4 of Mary Shelley's Frankenstein: What does Victor say is different about scientific studies as compared to other studies

On Chapter 4, Victor
says:

None
but those who have experienced them can conceive of the enticements of science. In other
studies you go as far as others have gone before you, and there is nothing more to know;
but in a scientific pursuit there is continual food for discovery and wonder. A mind of
moderate capacity which closely pursues one study must infallibly arrive at great
proficiency in that study; and I, who continually sought the attainment of one object of
pursuit and was solely wrapped up in this, improved so rapidly that at the end of two
years I made some discoveries in the improvement of some chemical instruments, which
procured me great esteem and admiration at the
university.

Clearly Victor wants to surpass his
own abilities. He is enamoured with science because in all other fields everything is
"said and done", according to his opinion. There is always something that can be mixed,
dissected, combined, refined, and done alternatively in a laboratory. Within the field
of science you can focus on living and non living things, on organic and inorganic
elements, the weather, the seasons, the past, the present, and the future. Anything that
can be studied in the world can be figured out through science. This is why Victor loved
it so much, and that is what he meant to say with his
statement.

Compare the theme of Love Medicine by Louise Erdrich and "Theme for English B" by Langston Hughes.

Love Medicine is a novel written by North
American Indian writer Louise Erdrich while "Theme for English B" is a poem written by African
American poet Langston Hughes. Love Medicine tells the story of broken lives
and loves starting from the death in 1981 of the pivotal character, June Kashpaw. Erdrich then
flashes back to the remotest beginning of June's story when in 1934 the aunt who raised her,
Marie Lazarre Kashpaw, joins a convent at age fourteen. "Theme for English B" is the result of an
assignment given to Hughes while in a college class for which a "true" page is requested by his
non-African American professor. In the assignment, and in the poem the assignment turned into,
Hughes contemplates the possibility and meaning of a true expression of
self.

The pieces of literature share some themes in common. One of
these is the theme of the individual against society. In Erdrich's work, this is demonstrated by
the characters desire and effort to keep their Chippewa Indian traditions alive while living in
contemporary America. In Hughes' poem, this is shown by his contemplation of being "the only
colored student in my class" and of the fact that he is the only one in his class that takes the
steps from the hill upon which his college sits down into Harlem instead of down into New York
City--in the other direction.

Another common theme is that of
culture clash. This clash is shown in the novel in one instance when Gerry hits a white man in a
bar one night and is sent to prison. This clash is shown in the poem when Hughes contemplates
that just as his white instructor doesn't want to be "part of" Hughes, Hughes does not want to be
"part of" his instructor, "But we are, that's true!" This also ties in with the shared theme of
race and racism. Erdrich writes that Gerry's prison sentence was "not bad for an Indian,"
pointing out the consciousness of and conflict between races, which results from and equally
leads to racism. Hughes expresses the theme of race and racism when he writes about his
instructor that "you're older--and white-- / and somewhat more free." He also wonders if his page
will be "colored" ("So will my page be colored that I write?") while concluding that "it will not
be white."

A related theme is that of identity. In the novel, Lipsha
represents this theme as he grows up not knowing who his parents are and only feels a sense if
identity when he meets his father Gerry and helps him escape. In the poem, the theme is
represented by Hughes' contemplative musings about his own
identity:

It's not
easy to know what is true for you or me
at twenty-two, my age. But I guess I'm
what
I feel and see and hear, Harlem, I hear you:
hear you, hear me--we
two--you, me, talk on this page.
(I hear New York, too.) Me--who?
Well, I
like to eat, sleep, drink, and be in love.
I like to work, read, learn, and understand
life.
I like a pipe for a Christmas present,
or records--Bessie, bop, or
Bach.
I guess being colored doesn't make me not like
the same things other
folks like who are other races.

In The Odyssey, what will Odysseus sacrifice by returning to Penelope?

Independence! Fun! Women! No, seriously, one gets the idea
as we read this true archetypal classic that Odysseus, although he spends time pining
over Penelope and Ithaca, is actually far happier wandering around and meeting various
challenges and being desired by various beautiful women. He has no responsibilities and
commitments and is able to wander as he wills, relying on his great reputation as a
warrior in the Trojan War to gain him respect, adulation and praise (especially from
women). I know that Homer didn't write the poem by Tennyson, "Odysseus," but I find that
poem a really interesting insight into his character. It presents us with an Odysseus
who is desperate to flee his responsibilities and start journeying again, and I think we
can definitely see this element about his character in The
Illiad.

In the short story, "A Rose for Emily," discuss an instance of a difference of opinion in shared social values.

There are two very prominent instances of difference of opinion
on values that are shared within society. The first is the difference in shared values reflected
by how Emily chooses to associate with Homer. The second is difference is reflected by how Emily
views death when death comes to her beloved ones. There are other instances of differences of
opinion on values that are supposed to be shared social values, for instance, how Emily thinks
about paying city taxes; how Emily continues to represent a by-gone era; how Emily imposes her
values upon her man servant, who escapes out the back door at the first opportunity; how Emily
differs from her distant family members' opinions concerning her love for
Homer.

When Emily meets Homer, she begins to come out into town in a
manner quite unlike her usual way. She goes on rides alone with Homer without the benefit of a
chaperon, who would insure that their behavior remained moral. The townspeople stand by and watch
while wondering how Emily can choose to spend time with such a rough man as Homer, who is far
below her social class. The townspeople's opinion is that Emily needs to uphold the shared value
of propriety and social distinction, while Emily's opinion is that she should enjoy what little
opportunity comes her way in life.

Emily encountered death in her
intimate family circle twice in her lifetime. The first death was that of her father who, though
thought to be overbearing, was all the world to Emily: She didn't know how to be in or think
about the world without him. When he died, she refused to believe it, even going so far as to
refusing to giving his body up for burial. The townspeople reflected that her father's death may
have left Emily emotionally unstable but that she was not crazy, or so they
thought.

The second death was the one that surprises us at the
ending of the story, that is the death of Homer. The ending reveals that Emily clung to the
opinion exposed by her first encounter with death: She kept the body this time. The difference of
opinion on a shared social value is about how to relate to a dead loved one. The townspeople
uphold the opinion that when death occurs, an end to the relationship is required, as is a decent
burial or cremation of the remains. Emily, on the other hand, upholds the opinion that the
relationship can continue and no separation of any sort is needed--the body may remain, despite
stench and horror, with its head resting on a pillow at home.

In To Kill a Mockingbird, explain the irony of the "nest down yonder [being] dangerous to live around 'sides devaluin' [his] property".

Bob Ewell refers to the Quarters where all the Negros live
as dangerous, and not valuable. Ironically, the Ewells' property is essentially in the
dump. They live like it to. Their property doesn't have real value regardless of the
fact that they live somewhat close to the Negros. This doesn't even matter. What makes
their property not of much value is the facts that they don't take care of it, they use
trash to fix it if they fix it, and it's location is in a trash heap. The Negros
probably live much more cleanly than Bob Ewell. In fact, the house he lives in is
referred to as an old Negro cabin. It is their trash. This is ironic because everything
he says about them is actually the truth about him.

A hot liquid X was allowed to cooled in air. The temp. was measured every 5 sec. Y axis shows temp. in deg. C of 10 deg. intervals & X axis...

The pattern of the process as described above is that the
temperature of a substance originally in liquid form and above the room temperature when
allowed placed in open air, drops to a lower temperature and stays there for some time.
Again the temperature falls and after some time stabilizes at that temperature for a
very long period.

This pattern of temperature indicates to
the possibility that when the temperature stopped falling for some time, the liquid was
loosing latent heat of fusion. Due to this though heat was being removed from the
substance its temperature did not change. Instead the loss of heat resulted in
solidification of the liquid. Thus this intermediate stable temperature is the melting
point of the liquid.

The final stable temperature is
because the solidified substance has reached room temperature. After this, in absence of
temperature difference between the substance and the surrounding air, there is no
further energy loss.

Based on the above logic, answer to
the question are:

Melting point of substance X = 50 degrees
C.

Room temperature = 33 degrees
C.

Energy is being lost continuously from start of the
graph till temperature reaches 33 degrees C. Once this temperature is reached there is
no further energy loss.

Calculate the roots of the equation 2^x+3^x=5^x?

We notice that the value x = 1 is the solution of the
equation.

 2^1 + 3^1 = 5^1

2 + 3 =
5

Now, we'll have to verify if x = 1 is the only solution for the
given equation or if there are more.

We'll divide the equation, both
sides by 5^x:

(2/5)^x + (3/5)^x =
1

We'll assign a function f(x) to the expresison (2/5)^x +
(3/5)^x.

The exponential functions (2/5)^x and (3/5)^x are
decreasing functions (the denominator is bigger than numerator), so f(x) is a decreasing
function, too.

If f(x) is a decreasing function, it could have only
one solution x = 1.

(2/5)^1 + (3/5)^1 =
1

(2+3)/5 = 1

5/5 =
1

1 = 1

So, x = 1 is the
only solution for the equation:

 2^x +
3^x = 5^x

In Jane Eyre, Bronte makes liberal use of French in her dialogue. What does this say about her audience?

At the time of writing the learning of French (and other
languages) was a prerequisite for any young lady of the middle class and up. Note how
later on in the novel Jane Eyre begins to learn German from her cousins. Certainly,
books in Victorian times were mainly read by the social classes that would learn French
as a matter of course, and thus the use of French by Bronte in this novel indicates the
kind of readership and audience that books reached in those days. For us today, if we
have not studied French, this might seem strange and rather challenging or annoying, but
I think we can safely assume that anyone who read this novel when it was published would
have been able to understand the French easily - for it would have been expected that
they themselves would have learnt this language.

Why do critics consider the porter's speech at the beginning of Act II of Macbeth comic relief?How do the porter's comments on the people arriving...

Following on the grisly murder of King Duncan at the end
of Scene ii, Act II, Scene iii opens with the comical protestations of the drunken
porter of Inverness. Some critics have famously seen in this episode Shakespeare's
concession to his audience benumbed by the sheer horror of the regicide. That may be so,
but the mature tragedian is accomplishing a lot more than providing slapstick comic
relief. The porter's speech while leading to laughter nevertheless contributes to the
larger meaning of the play and is itself a subtle commentary on it. His besotted banter
parodies Macbeth's inner torment. This in turn creates a paradox since it is his banter
which extends the time between Duncan's murder and the discovery of the body, thereby
increasing the tension.

In the porter's reference to
himself as Beelzebub's gatekeeper, Act Two's spinechilling metaphor is born in ironic
laughter. Macbeth's castle is the vestibule of hell. For the duration of the play the
audience will see in Macbeth's power drunk ambition and his wife's fiendish
bloodthirstiness the machinations of the Devil.

The porter
episode, global in its humour, therefore performs two functions: It lightens the
suspense, if even for a moment, but it also expands Shakespeare's dramatic
modus operandi, giving the audience an insight into the
metaphorical structure of the play.

In Hamlet, what literary terms can you identify in the following passage? O, that this too too solid flesh would melt Thaw and resolve itself...

There is a wealth of literary devices aside from the
standard metaphors: soliloquy, meter, repetition, auxesis (hyperbole),
metonymy/synecdoche, allusion, sibilance, consonance, alliteration, repetition,
anacoluthon, aphorism, to name some devices.  Of course, many of these devises overlap.
Take the most notable and obvious devices. This is a soliloquy written in iambic
pentameter.  Also, the tone of this soliloquy is heightened by its alliterative use of
sibilance that gives the impression that Hamlet is hissing a venomous tongue (we’ll get
to tongue in a bit so hold that thought.) Anacoluthon is the choppy thought process; the
disjointed nature of the soliloquy.

Let’s look at the first few lines.
First, There is repetition of “too” and “God”.  Also, this collection of lines is known
as an auxesis, i.e., the use of hyperbole of increasing force. This is typical teenage
exaggeration that also introduces an allusion to one of Shakespeare’s other “youthful”
characters: Richard II. To refresh some memories. Richard was the boy king who could not
keep his crown. He lost it to his cousin, Henry Bolingbroke who became Henry IV. We have
these marvelous lines from Richard and his queen as they lament the loss of the throne
of England.

NORTHUMBERLAND
My lord,--
RICHARD
II
No lord of thine, thou haught insulting man,
Nor no man's lord! I
have no name, no title-
No, not that name was given me at the
font-
But 'tis usurp'd. Alack the heavy day,
That I have worn so
many winters out
And know not now what name to call myself.
O that I
were a mockery king of snow,
Standing before the sun of
Bolingbroke,
To melt myself away in
water-drops!
4.1.253

And then in the next scene at 5.1.1
Richards's wife
meets him as he is conveyed to the
Tower:

QUEEN
This way the king will come. This is the
way
To Julius Caesar's ill-erected tower,
To whose flint bosom my
condemned lord
Is doom'd a prisoner by proud Bolingbroke.
Here let
us rest, if this rebellious earth
Have any resting for her true king's
queen.
(Enter Richard II and Guard)
But soft, but see, or rather do
not see
My fair rose wither. Yet look up, behold,
That you in pity
may dissolve to dew,
And wash him fresh again
with true-love tears.

Another allusion to Richard II is the garden
metaphor -a common Shakespearean image- but, in Richard II it is extensively explored in
Act 3, scene 4. This garden aphorism forms a part of Hamlet’s faulty inductive reasoning
(also a trait of immaturity) that we also see a few lines later with the aphorism of the
frailty of women. There are also the standard allusions and comparisons of the god-beast
dichotomy that is extensively explored in the play.

I love the
sibilant consonance at the end in the lines, “She married. O, most wicked speed, to
post
With such dexterity to incestuous sheets.”

Finally,
there is Hamlet’s use of metonymy and synecdoche in the last line saying that he must
hold his tongue. Here tongue substitutes for voice or opinion,
etc.

Can you explain the phrase: "The more you see, the more you know."

The phrase means that the more more you have been exposed to,
the more you have knowledge of. The phrases isn't talking only about traditional school learning,
but it broadens the idea of education to encompass all of a person's experiences as having a
contribution to the totality of education. For example, if you travel to a foreign country you
would "see" new and different foods, language, culture, experiences. All of these will contribute
to what you "know" about that place, and the world in general.

Every
time you see (do) something you new, you are increasing the store of things that shape your
understanding of the world. These experiences could be big or small: travel, a job, college, a
movie, a book, anything! It all adds up!

Select the correct data type for the number of field goals kicked in a specific football game - discrete or continuous.

In this case, the only possible answer is that this type
of data is discrete.  This cannot possibly be
continuous.

Continuous data must be able to have pretty
much any value.  Specifically, continuous data can come in fractions or decimals.  This
is why you can tell that this is not continuous data.  There is no way that a kicker can
kick 2.3 field goals in a specific game.  If this were an average, okay, but not in one
specific game.

Discrete data have only a finite possible
set of outcomes.  These are often set apart by intervals.  In other words, in this case,
the answers can only be in whole numbers so the possible answers are finite and have
intervals between them.

Please refer to the link for more
examples.

What pagan god did Michelangelo sculpt in Florence in the late 15th century? http://www.michelangelo.com/buon/bio-index2.html

In 1497, Michelangelo sculpted a larger than life sized statue
of the Roman God of Wine and Inebriation, Bacchus.  It is unique for Michelangelo for that
reason, but also for the way in which he sculpted it, as he wanted to make Bacchus appear to be
drunk and off balance--no easy feat for a sculpture--and it is shown with a crown of grapes and
an oversized goblet.  He gave the sculpture a high center of balance to add to the staggering
affect, and he would use this same technique later on in his much more famous sculpture of
David.

There were very few pagan pieces ever made by Michelangelo,
and this one was damaged extensively in the 1530s.

How do you multiply fractions?

A fraction consists of two numbers with a horizontal line drawn
between them. The number written on top is called the numerator and the number below the
horizontal line is called the denominator.

A mixed fraction is one
which has both a whole number as well as a fraction. I'll give you the steps which will allow you
to handle the multiplication of all types of
fractions.

• First, eliminate the whole number from the
  mixed fraction. To do this, multiply the whole number with the denominator and add it to the
  numerator. Now you have a fraction with just a numerator and a
  denominator.

• To multiply two such fractions:
  multiply the numerators, the product you get is the numerator of the fraction you want. Similarly
  multiply the denominator, the product is the denominator of the fraction you
  want.

• Now see if the numerator and the
  denominator have any common factor. If they do, cancel them. Do this for any common factors you
  can find.

The result you have is a simplified fraction
which is the product of multiplying the fractions you wanted to multiply.

How effective is Harper Lee's use of Scout as narrator of the Southern Gothic novel To Kill a Mockingbird?

In my opinion, Harper Lee's use of Scout as narrator of
this story is clever and exceptionally effective.  Because Scout, as a child, is an
innocent, her recognition of evils and moral wrongdoings resonates particularly
powerfully with readers.  Scout is often unaware of the cruelty and potential for
badness present in her fellow Maycomb citizens, but, when she does intervene or become
cognizant of a wrongdoing, her reactions to the prejudice, ignorance, and other negative
characteristics of many events and people in the novel come purely from a place of
goodness and purity. 

Due to the fact that she is a child,
and especially because she has been raised in an atmosphere where she has been protected
from developing poor moral attitudes, etc., Scout is able to view the world as
consisting almost completely of areas of black and white; there are very few gray areas
in Scout's outlook on the world.  Lee was obviously aware that presenting a story that
encompasses so many lessons in morality would be most powerful if it was revealed as it
might have been seen through the eyes of a child.

With which side of the revolution does Dickens side?

I think it's a testament to Dickens' style and insight to not
make any quick or arbitrary judgments when it comes to the French Revolution.  He is able to
depict the aristocracy as guilty of rapes, violations of the public trust, outward cruelty, and
the most intense of disrespect to its people.  Yet, he is also able to depict the revolutionaries
as possessing a blood lust that is limitless, complete with bizarre dances and an almost orgasmic
release at the guillotine and the abuse (once again) of public trust.  I think that Dickens'
ambiguity with whom he "sides" helps to bring out a statement about the French Revolution's
failure to understand that the spirit in declaring and obtaining independence and the need to
maintain it are two different realities.  Within both different realities, different skill sets
are required.  Dickens' notes this in his depiction of both pre and post French Revolution
reality.  In it, we see a strong statement about political history in the work of a
literature.

In The Great Gatsby, how do Nick's values compare to the other characters'?

Throughout Fitzgerald's The Great Gatsby,
Nick attempts to distinguish himself from the other characters. He regards himself as one of the
"few honest people that I have ever known." Coming from the Mid-west, as all the major characters
do, Nick does not have a vastly different background from the rest of the characters. In fact, he
is related to Daisy and he went to school with Tom Buchanan. By his own admission his family
"have been prominent, well-to-do people . . .for three generations." In terms of values or
background, it is not clear how much different Nick is from the others. Even though he does not
have the vast amount of wealth that Tom or Gatsby has, he is quite interested in making money,
deciding to go into the bond business because that was a particularly promising career at the
time.

In terms of integrity, Nick seems to enjoy the drunken parties
as much as the rest, and he does not seem to judge Tom's affair with Mrytle, nor Gatsby's affair
with Daisy. And, although he calls himself "honest," he does not come clean with the girl he is
somewhat engaged to back home when he indulges in a semi-romance with Jordan in New York. In
other words, Nick seems no better than the shallow Buchanans or the naive
Gatsby.

What does distinguish Nick, however, is the fact that Nick
does change throughout the novel. At the Plaza Hotel, he realizes that he has just turned thirty
years old. He becomes increasingly disenchanted with Buchanans' "careless" ways, and he grows to
appreciate the passion that Gatsby shows for Daisy. Throughout the course of the novel, Nick
begins to side more and more with Gatsby, and at the end of the novel, Nick is the one who
"cleans up" the broken pieces that Daisy and Tom leave behind. It is Nick who arranges Gatsby's
funeral and notifies Gatsby's father and others of Gatsby's death. Nick becomes more moral
throughout the story, less interested in money, and more interested in integrity. He wants the
world to stand at "moral attention." And, it seems that in abandoning Jordan and returning home,
Nick will attempt to become more morally grounded.

Discuss the character of Alec in Tess of the D'Urburvilles.

Alec is definitely the antagonist of the story. He is a young,
selfish richboy who won't take no for an answer. He stalks Tess and takes advantage of her when
she is 16/17 years old and she is never the same after that.  Granted, she never tells Alec about
the baby until years later, but she didn't want the devil in her life forever, so she took all
responsibilities for her life upon herself in order to keep him out. Alec might also seem like a
dynamic character who repents of his old, youthful ways and converts to his religion. He even
sets out preaching later on. But he is cursed by his desire for Tess and reverts back to his
lustful, selfish, and evil ways after seeing her again years later. This proves that he is
wishy-washy and unstable, but he never relents and he takes advantage of Tess's poor family
circumstances once again when he provides for her ailing family. Alec represents bad habits that
may leave, but they always come back to haunt us. From a woman's perspective, there's no wonder
why Tess kills him in the end because that is the only way to get him out of her life for
good.

Find the l.c.m. of 15 and 18

To calculate the least common multiple of 15 and 18, we'll
factor 15 and 18 into their prime factors.

15 =
3*5

18 = 2*3*3

Now, we'll
consider the different factors from both numbers and we'll multiply
them.

We notice that we have 3 and 3^2 as factors in 15 and
18. We'll choose the factor that has the highest exponent. In this case is
3^2.

lcm [15,18] = 2 * 3^2 * 5 =
90

Another method would be to write several
integers divisible by 15 and several integers divisible by
18.

D15 =
15,30,45,60,75,90,105,...

D18
=
18,36,54,72,90,108,...

We
notice that the first positive integer divisible by both 15 and 18 is
90. 

If the squares of three consecutive positive integers add up to 110, what are the three integers?

We denote the three consecutive integers as x, x+1 and x+2. Now
we are given that the sum of the squares of the three numbers is equal to 110. Therefore x^2 +
(x+1) ^2 +(x+2) ^2 = 110

=> x^2 + x^2 + 2x + 1 + x^2 + 4x + 4
= 110

=> 3x^2 + 6x + 5 =
110

=> 3x^2 + 6x – 105 =
0

=> x^2 + 2x – 35 = 0

=>
x^2 + 7x – 5x – 35 =0

=> x(x + 7) – 5(x + 7)
=0

=> (x – 5) (x +7)
=0

Therefore x can be 5 or -7.

So the
integers can be (5, 6, 7) or (-7, -6,-5)

The three
consecutive integers, the square of which adds up to 110 are (5, 6, 7) or (-7,
-6,-5).

Find the area between the line: y= 4x + 2 and x = 2 and x = 3

To find the area between y= 4x+2 and the ordinates at x=2 and x=
3.

We know that y=4x+2 at x= 2  has the y value y = 4*2+2 =
10.

Similarly for x=3, the y value of y= 4x+2 is y = 4*3+2 =
14.

Therefore the area under y= 4x+2  and x axis and the ordinates
at x=2 and x= 3 is the same as the trapezium (2, 10), (2,0) , (3,0) and
(3,14).

So the parallel sides (2,0) To (2,10) and (3,0) to(3,14) are
10 and 14 and the distance between the parallel sides = (3-2) =
1.

Therefore area of the trapezium = (1/2)(sum of the ||
sides)(distance between the parallel sides) = (1/2)(10+14)*1 = 12.

What are some examples of foolish behavior in Persuasion?

The novel mentions the word "foolish" particularly referring to
people who make ridiculous and counter productive choices that ultimately affect their
future.

Wentworth called himself a foolish man because he was about
to choose a woman to marry whom he simply did not care for, yet, felt obliged to propose to. He
knew that this choice would probably not be the best and he had to think it over and over. For
this, he considers himself a fool. (CH 7)

One mention of Sir Walter
describes him towards the end of the story as a "foolish baronet", who was considered so by
Wentworth for the actions that he took and for the choices that he made which, ultimately, led
them to misery and poverty squandering away his vast fortune. (CH
24)

Therefore you can conclude that being foolish is equivalent to
acting without thinking.

What was the goal of many nativists with respect to immigration?

Nativism, appeared in the political arena during the
1840's under The American Party, otherwise referred to as the 'Know Nothings'. The party
stood on an anti-Catholic platform, especially those immigrants from Ireland. In 1856,
at the height of their political influence in America, the American Party sought to
restrict immigration prohibiting immigrants from holding any government office, even if
they were naturalized citizens. In addition, the terrorist group Ku Klux Klan
perpetuated hate by preying on the fear of what the newcomer might incur on those
already here. Usually centered on competition with regard to jobs, economics, and
political power, these groups that perpetuated 'Xenophobia', the fear of foreigners
finally manifest in Congressional legislation beginning in 1882 with the Chinese
Exclusion Act followed by The Gentlemen's Agreement in 1907, the Literacy Test Act in
1917, the Emergency Quota Act 1921 and again in 1924.

What does Michael Harrington argue in The Other America?

This was a very important book in American history because
it led to many of the social programs that were put in place by Pres. Johnson in the
1960s.  In this book, Harrington argued that there were many poor people in America but
that those poor people were being overlooked because of the general prosperity that most
Americans were enjoying at the time.

In the early 1960s,
America was still in its "golden age" that had started in the 1950s.  The idea was that
everyone was doing well and that the country was booming.  Harrington argued that there
was a large group of Americans (40 or 50 million) who were poor.  He said that they were
not starving or about to die, but that they did not have all of the "basic necessities
of life."

Harrington's book was important because it put
people like this more in the public eye and made American policy makers more aware of
their existence.

How was the men's viewpoint on Curley's wife different from reality in Of Mice and Men?

The men called her a "loo-loo" and a "tart"; they referred
to her as if she was such a prostitute that they could not bring themselves to spend any
time with her. They liked to talk about how Curley's wife was always after Slim. The
truth of the matter was that they feared Curley. Another truth was that she longed for
friendship, not necessarily male affection as they might have
interpreted.

We can clearly see this in her conversation
with Lennie. She so desperately longs for relief from lonliness and a friend to talk to.
This is demonstrated by her attention to Lennie's affinity for soft things. She begins
talking with him about soft things knowing that soft things interest him. This is the
first step to friendship, taking a selfless interest in someone else. Thus, in reality,
all Curley's wife wanted was someone to pay a little attention to her. This probably
reveals even more to us about Curley: he was a neglectful
husband.

How does the government treat the change in war situation that takes place in Oceania? chapter 9,part 2

At the start of this chapter, Oceania is at war with
Eurasia.  It is Hate Week and there have been six days of build up, all focusing on
hatred for Eurasia.  At the peak moment of Hate Week, however, there is a change --
Oceania is now at war with Eastasia and Eurasia is their
ally.

The government treats the change about as you might
expect -- they pretend it is not a change.  Remember, this is a government that does not
allow people to remember the facts about their past.  Everything the government says is
true and it can never be wrong.  Therefore, the government cannot admit things have
changed.  Instead, they go on with Hate Week as if nothing had
happened.

Here is a quote to show
this:

There
was, of course, no admission that any change had taken place. Merely it became known,
with extreme suddenness and everywhere at once, that Eastasia and not Eurasia was the
enemy.

Of course, the posters
and everything are wrong -- they have the wrong names and faces.  Therefore, the
government puts out the idea that Goldstein and his people had sabotaged things but
making it seem as if Oceania was at war with Eurasia.

readability="9">

The banners and posters with which the square was
decorated were all wrong! Quite half of them had the wrong faces on them. It was
sabotage! The agents of Goldstein had been at work! There was a riotous interlude while
posters were ripped from the walls, banners torn to shreds and trampled
underfoot.

Graph using the slope and y intercept y = (1/4)*x - 3.

The equation given: y = (1/4)*x - 3 is the equation of a
straight line in the form y = mx + c, where m is the slope of the line and c is the
y-intercept.

y = (1/4)*x - 3

=>
slope = 1/4 and y-intercept = -3

To plot the graph of the equation
you could convert it into the form x/a + y/b = 1, where a and b are the x and
y-intercepts.

y = (1/4)*x - 3

=>
4y = x - 12

=> x - 4y =
12

=> x/12 - y/3 = 1

The
x-intercept is 12, so the line passes through (12 , 0) and the y-intercept is -3, so the line
passes though (0, -3). Draw a line between these points and you have the same graph as that given
by the original equation.

To avoid having to draw the
graph using the slope you can convert the equation to the intercept-intercept
form.

What is an analysis between inside and outside to the two characters (Mrs. Jones and Roger) in the story "Thank You, M'am"?

Langston Hughes' short story "Thank You, M'am" is one of trust
and second chances. What happens outside and what happens inside are distinctly different in this
story. When Mrs. Jones meets Roger, they are outside, and he tries to steal her handbag. It's
late at night and the streets are deserted; yet here is a young boy out on the streets doing
things he should not be doing. The fact that is is late speaks of a carelessness or neglect on
the part of Roger's mother; the streets are deserted, which indicates that others are not out and
up to mischief. This picture of the streets is lonely and somewhat dangerous and certainly
hostile.

In contrast, Mrs. Jones' home is hospitable. She does not
live as a rich woman, certainly, but she has created a comfortable home environment which appeals
to Roger. More importantly, she invites roger to become part of her family and home, even if it
is just for a short while. She treats him as she would a son, and he rises to her
expectations.

While it's true that Roger will go back to his own
virtual home on the streets, he has at least experienced the trust of a stranger who shared her
actual home with him.

What is the theme of The Chrysalids?

The title of this excellent story itself yield what is, to me,
the central theme. By choosing a title including the word "Chrysalids," Wyndham points towards
the way in which humanity is changing and developing, moving from its caterpillar state into
something new. Of course, the fact that the title includes the words "chrysalids" indicates that
this transformation and change is not completely over yet, and thus we are plunged into the
frightening world of David and Rosalind and their companions, who recognise that they are
different from the rest of the humans they live with, but must hide those
differences.

The focus on transformation and evolution is likewise
signalled by the woman from Sea Land, who states clearly that "life is change" and "The living
form defies evolution at its peril; if it does not adapt, it will be broken." Thus the central
theme of the novel points towards the way in which humanity is constantly changing and evolving
and how we must embrace that.

How does the animal in "The Fish" by Elisabeth Bishop reflect some particular perspective about the world for the poet?

Elizabeth Bishop's childhood was marked by dislocation and
loneliness.  Her father died when she was an infant and her mother was committed to
mental institutions when she was four years old.  Bishop was sent first to a relative of
her father, then later to an aunt.  Themes of dislocation and loneliness are often found
in Bishop's poetry.

In "The Fish," Bishop describes with
painstaking detail a fish that is dislocated and lonely.  As the poem begins, the
narrator tells us that she held the fish "beside the boat / half out of water."  This is
an extreme state of dislocation, neither in the water nor on land.  The fish struggles
to breathe "the terrible oxygen," but--of course--his gills are useless out of
water. 

The fish's loneliness is expressed by the poet's
description of its eyes, which do not "return my
stare."

The poet admires this lonely creature.  On its skin
are "shapes like full-blown roses"; its barnacles are like "fine rosettes of lime"; its
"pink swim-bladder [is] / like a big peony.'

The narrator's
admiration for the fish is increased when she realizes that this fish has survived many
battles: there are "five big hooks / grown firmly in his
mouth." 

Perhaps Bishop sees in the fish a reflection of
herself: someone who has experienced hardship, dislocation and loneliness and survived. 
This is indicated by the end of the poem, in which "victory" fills up "the little rented
boat."

Miller wrote The Crucible as a critique of McCarthyism, yet he distanced his narrative by using the Salem trials as the setting for the...

The premise of the question is an interesting one. I have
to disagree with it though because I don't think that Miller's use of Salem is a
distanced critique of McCarthyism.  Rather, I think that both are very analgous to one
another and Miller knows this.  Both McCarthy and Salem both featured "legal"
proceedings that were not authentic nor transparent, filled with false and forced
"confessions" and replete with denials of personal freedom or institutional checks.  At
the same time, both sets of proceedings were meant to deny the fundamental problems in
both social orders.  The convenience of accusing people of being witches or Communists
prevented a more indepth and reflective examination of how social practices need to be
rethought and reconfigured.  In the reactionary measures of both proceedings, Miller is
arguing that there is little substitute for honest reflection and rumination.  In both
settings, Miller asserts a belief from Justice Brandeis in that "sunlight is the best
disinfectant."  Finally, Miller is able to suggest that both sets of justice
miscarriages are at the hands of charismatic and self serving individuals.  Abigail and
McCarthy both are very skilled at rallying public interest in agendas that are highly
devoted to self interest.  In these details, I don't see Miller's use of Salem as a
distance for his criticism of McCarthy and HUAC.

How does feminism play an important role in the main character of Medea?

I can't think of a woman in literature who takes more control of
her situation than Medea.  She does what she thinks she needs to do no matter how horrrific the
consequences.  Before the play opens, the tale of Medea includes her helping Jason win the Golden
Fleece by the use of Medea's magical help.  In doing this, she wins Jason's heart, but she
betrays her father, the owner of the Fleece.  As Jason and Medea are fleeing her homeland, she
keeps her father from catching them my killing her own brother on board Jason's ship dismembering
his body, and then throwing the parts overboard one at a time so that her father would have to
stop and collect them for burial.  Talk about determination!

At the
start of play we learn that Jason has left Medea to marry this princess of Corinth.  Jason thinks
he is bettering his family's situation in Corinth, but Medea only sees it as the ultimate
betrayal and a selfish act.  She can't let the act go unpunished -- she is way to full of pride. 
Unfortunately for her, she also knows that no matter what she does to punish Jason will bring
retribution on her (and her children).  She hates Jason so much and values her personal sense of
honor so greatly that she does the unthinkable.  She kills Jason's new wife. That, all by itself,
shows a pretty strong feminist will -- she will not let her status as a woman be demeaned -- the
man, Jason, can't just do whatever he pleases.  The 2nd, even more horrific act, is that she then
kills her own children.  She justifies this act by explaining that it would be better for them to
die at her hand as opposed to King Creon's men who are now her bitter enemies.  It takes an
incredible amount of strength to go through with the act of murder of her own children.  This is
also used as the ultimate punishment for Jason -- he lives on to mourn all he has lost, knowing
that his actions made Medea take her actions.

While Medea's choices
are abhorent, there is a strong streak of feminism in them.  She refuses to just stand by and let
the men in her life (father and Jason) determine her outcome.  She takes control of her
destiny.

What are some examples of Abigail Williams being a liar and being cruel in The Crucible?

Examples of Abigail Williams being cruel and lying are,
unfortunately, very easy to find in this play, and there are many, many of them.  The first comes
within her very first few lines--she lies to her uncle about what was happening in the forest
when he discovered her and her friends dancing there.  She insists that "we did dance,
uncle,...and there's the whole of it."  Well, come to find out later, she was lying through her
teeth.  Not only were they dancing, but one of them was dancing around naked, AND, Abby herself
was praticing witchcraft--drinking a potion to kill off Elizabeth Proctor.  So, Abby totally lies
about what happened in the woods.

She also lies about her
involvement in the events that night when she accuses Tituba of bewitching her.  She comes right
out lies and says that all of the horrible things she's done in the past bit--laughing during
prayers, walking around naked, thinking bad thoughts--are all because Tituba made her do it. 
It's a flat-out lie to protect herself from being accused of witchcraft herself.  Later, she lies
about the needle in her belly, claiming that Elizabeth's "spirit" put it into her when we all
know that she stabbed herself to frame Elizabeth.

Examples of
cruelty are just as abundant.  When Betty points out that Abby had been drinking a potion to kill
Elizabeth, she "smashes her across the face" and threatens her to be quiet.  Then, she threatens
all of the other girls, saying that she will bring a "pointy reckoning" on all of them if they
tell anyone that.  Later, Mary Warren is so afraid of Abby's cruelty that she cries out saying
that "She'll turn on me" if she dares tell the truth.  And not to state the obvious, but
condemning innocent people to die and hang is something that Abby does over and over throughout
the course of the play, and you can't get much more cruel than
that.

I hope that those thoughts helped; good
luck!

What is the ratans love towards the postmaster in the short story "POSTMASTER" by RABINDRANATH TAGORE explain in not more than 1000 words

Ratan's love for the postmaster is one that reflects
loyalty and a sense of commitment.  Her love for him is predicated upon the fact that
she was cast aside by the social order and relegated to the periphery of the village. 
The postmaster displays care her, offers her an opportunity, and shows concern for her. 
This is completely different from what she has experienced.  I think that Ratan's love
is generated by the fact that she is so completely taken aback by why the postmaster
shows to her.  Yet, I believe that Ratan's love is also a self love, inspired by the
postmaster.  The lessons learned under the postmaster as well as the development of self
that was evident with her time with the postmaster causes her to have a love of self
that is a powerful one.  In Ratan's love, we see both a love of self and of the other. 
In the end, when she stands alone, we do see her cry.  Yet, these tears might be one
that also reflect the stoic and quiet dignity that she has developed from her time with
the postmaster.  In this light, the love of self and the love of another might be
reflected in one in the same through Ratan's demonstration of what it means to
love.

The line through the points (1, 1) and (2, 0) cuts the y- axis at the point (0, b). Find b by using similar triangles.

Let’s consider a triangle ABC drawn between the points (1,
1), (2, 0) and (1, 0). Let the triangle drawn through (0, b) (2, 0) and (0, 0) be DBE.
Now the triangle DBE is similar to the triangle ABC by the AA criteria for similarity,
as the sides DE and AC are parallel.

So the ratio of the
lengths of the corresponding sides is the same for both the
triangles.

Now the length of side CB is 1 and that of the
side AC is also one. So they are in the ratio (1:1). The ratio of the lengths of the
sides EB and the side ED should be (1:1).

The length of the
side EB is 2 and the length of the side ED is b.

So 2: b =
1: 1

=> b*1 =
2*1

=> b =
2

Therefore b is equal to
2.

I need an example of a sentence using the word confronted.

The word confronted means to stand in opposition in a hostile
manner. An example of a sentence with this meaning would be: "Everyone dreaded the consequences
if the the two nuclear armed nations confronted each other directly on the
battlefield."

Confronted is also used with reference to something
that is in one's way. For example, "Though her grades were excellent, there were several
financial issues that she still had to confront before she could join
college.”

Usually in legal terminology the word confronted is used
when something is presented for acknowledgement or contradiction. For example, “He was confronted
by the law enforcement agency with credit card records that showed he had bought the gun used in
the murder.”

How do you know that Jem respects his father in To Kill a Mockingbird?

Jem shows his respect and admiration for his father throughout
To Kill a Mockingbird. One example comes when Jem lost his pants on the
Radley fence in Chapter 6. Jem decided to make the dangerous trip back to the Radleys in the
middle of the night to retrieve them. Scout wanted him to just leave them there. But Jem explains
to Scout that he must get them back so that Atticus doesn't find out that they have lied to him.
He knows he'll be in trouble with Atticus, but he also knows he will have lost his father's
trust.

"I--it's like
this Scout," he muttered. "Atticus ain't ever whipped me since I can remember. I wanta keep it
that way... We shouldn'a done that tonight,
Scout."

Another example comes when Jem
discovers that Atticus's old nickname was "One-Shot" Finch--the deadest shot in the county. As
unbelievable as this fact was, Jem was even more astounded that Atticus had never told him about
it before. It was his first lesson in humility. He told Scout not to tell any of their
schoolmates about it.

"I reckon if he'd wanted us to know it, he'da told us. If he was proud of it, he'da told
us...
"Naw, Scout, it's something you wouldn't understand... Atticus is a gentlman,
just like me!"

Perhaps the best
example is when Jem stands by his father the night that the lynch mob surrounds Atticus at the
jail. Jem didn't quite understand what was happening, but he sensed that Atticus was in danger.
He could tell that Atticus' didn't have a chance against the group of men, but he understood that
his father was making a stand for some important reason. And Jem's youthful allegiance wasn't
lost on Atticus.

As they passed under a streetlight Atticus
reached out and massaged Jem's hair, his one gesture of
affection.

What is x if 2sinx + cosx = 2 ?

This is the linear equation and we'll solve it using the
substitution technique.

We'll write sin x and cos x with
respect to tangent of the half-angle.

sin x = 2
tan(x/2)/[1+(tan x/2)^2]

cos x = [1-(tan x/2)^2]/[1+(tan
x/2)^2]

We'll substitute tan (x/2) =
t

sin x = 2 t/(1+t^2)

cos x =
(1-t^2)/(1+t^2)

We'll re-write the equation in
t:

2*2 t/(1+t^2) + (1-t^2)/(1+t^2) =
2

We'll multiply by (1+t^2), the right side term
2:

4 t + (1-t^2) =
2(1+t^2)

We'll remove the
brackets:

4t + 1 - t^2 = 2 +
2t^2

We'll move all terms to one
side:

-3t^2 + 4t - 1 = 0

We'll
multiply by -1:

3t^2 - 4t + 1 =
0

We'll apply the quadratic
formula:

t1 =
[4+sqrt(16-12)]/6

t1 =
(4+2)/6

t1 = 1

t2 =
(4-2)/6

t2 = 1/3

Now, we'll
determine x:

tan (x/2) = 1

x/2
= arctan 1 + k*pi

x = 2arctan 1 +
2k*pi

x = 2*pi/4 + 2k*pi

x =
pi/2 + 2k*pi

tan (x/2) = 1/3

x
= 2arctan (1/3) + 2k*pi

The solutions of the
equation are:

{pi/2 + 2k*pi} U
{2arctan (1/3) + 2k*pi}

Does the vignette "Louie, His Cousin & His Other Cousin," in The House on Mango Street have deeper meanings to it?

Remember that this incredible series of vignettes explores
life in a barrio from the perspective of a young girl growing up as an immigrant among
immigrants in a different country. The challenges that these immigrants face are very
similar in terms of the difficulties they have to overcome in order to survive in this
world of theirs. Firstly, Louie's "girl cousin" has to cope with living without her own
family, who are in Puerto Rico. Whilst selling Avon products gives her free make up, she
still remains horrendously trapped by having to baby sit Louie's
sisters:

She
can't come out--gotta baby sit Louie's sisters--but she stands in the doorway a lot, all
the time singing, clicking her fingers, the same
song...

This points towards a
larger theme in the novel which is the position of women in this kind of world and the
opportunities or lack of opportunities that they
have.

Secondly, Louie's other cousin shows how many
immigrants turn to crime in order to try and get ahead in this bewildering new world. We
have an excellent example of how the rather naive narrator is not aware that this "great
big yellow Cadillac" is not stolen, and how she and others have a ride in it and play
with the electric windows until they hear sirens. This child-like innocence is
maintained as the narrator and her friends wave at Louie's cousin as the police take him
away.

Therefore, this vignette, like the entire novel,
expose the harsh realities of life of Latino immigrants in the States through the eyes
of a youthful and naive narrator, whose acceptance of these "realities" make them all
the more shocking.

In "Dulce et Decorum Est," the phrase "Haunting flares" contributes what to the poem?

The "haunting flares" you refer to in your question comes in the
first stanza of this excellent war time poem and it is part of the overall description that helps
create a slightly surreal theme of the horrors of war and the impact of war on the soldiers
involved. Whenever you are trying to work out the meaning or the contribution of such phrases or
lines, it is always important to look at them in context to see if that can help in your
understanding of them. Let us do that now:

readability="16">

Bent double, like old beggars under
sacks,

Knock-kneed, coughing like hags, we cursed through
sludge,

Till on the haunting flares we turned our
backs

And towards our distant rest began to
trudge.

Note how the overall picture
is one of severe exhaustion and illness. The "haunting flares" in this picture, especially
through the use of the word "haunting," seem to add a definite flavour of the other-wordly,
almost making the scene ghost-like as the soldiers, in their crippled, exhausted state, try to
focus on heading towards the "distant rest" that awaits them.

Give examples of morality and corruption in Measure for Measure by Shakespeare.

This is a huge question.  I'll point you toward the main
characters and events in the play that concern morality and corruption, to give you a
general starting point.  The contrast between choosing to act in a moral or corrupt
fashion is a major theme in this play, and as Shakespeare often does, here he provides
no easy answers to this question.  Rather, he creates characters who passionately
believe in this or that action as moral or corrupt, and the ensuing interaction between
these characters (with the opposing points of view) creates conflict, which creates
drama.

The main plot of the story revolves around the
triangle of Isabella, her brother Claudio and the man who holds the power in Vienna
while the Duke is absent, Angelo.

Angelo, rules with an
excess of morality. As soon as he gets his hands on the power, he shuts down brothels
and makes it his mission to see all moral corruption punished and eradicated from
Vienna.  As part of this new regime of "morality," Claudio is arrested and sentenced to
death for impregnating his fiancee.  In essence, Claudio is to be killed for having sex
with a woman out of wedlock.  Angelo, in the opening of the play, appears (on the
surface) to have extremely high morals.  But, later, when he attempts to coerce Isabella
to make a deal with him (He will save her brother from death if she will sleep with
him.), he is revealed as much more corrupt that his initial actions
suggested.

Isabella is a novice, in training to become a
nun.  When her brother asks her to beg for his life to Angelo, she visits Angelo, only
to be offered the corrupt "deal" from him to save her brother's life.  When she visits
Claudio in jail to tell him that she cannot act in an immoral way, even to save his
life, he is heartbroken.  Yet, Isabella stands firm, refusing to compromise her
morals.

Claudio might well be the most human (which is to
say, the most morally ambiguous) character in the play.  At first, though he is bitter
that the law under which he has been arrested hasn't been enforced for many years, he
seems ready to prepare himself for death.  Once his sister apprises him of Angelo's
"deal," however, he seems more than willing to push his sister completely against her
own moral conscience for the sake of saving his life.  Claudio's weakness and readiness
to adjust his sense of morality to fit his own needs and desires, may be the best
example of how the common man might react given this situation.  Claudio represents the
flawed and ultimately selfish nature under which most humans
operate.

This idea of "selfishness," and how it influences
the choice to behave in a moral or corrupt way, is certainly a factor for all three
characters.  Claudio, selfishly, desires Isabella to compromise her morals to save his
life; Isabella selfishly (to preserve her chastity) refuses; and Angelo selfishly throws
his own moral standards out the window to, potentially, gain pleasure with
Isabella.

For more on these characters, please follow the
links below.

What do you think the book title, Roll of Thunder, Hear My Cry means?

The title of Mildred Taylor's teen novel, Roll of
Thunder, Hear My Cry, comes from an old spiritual sung by slaves nearly a century
before. Mr. Morrison sings the song at the beginning of Chapter 11, a pivotal time of the novel
in which T.J. Avery is hunted down for the attack of the Barnetts at their Strawberry store.
Thunder is used as a metaphor throughout the novel (another purpose for the title), and Cassie's
emotional pleas for a semblance of respect and justice are echoed in the "Hear My Cry" portion of
the title. Thunder becomes even more important in the final chapters; in Chapter 11, the
"distant" and "approaching" thunder signals the onset of more trouble. In the final chapter, it
is thunder's accompanying force--lightning--that is presumed to have set the cotton fields afire,
and it serves as a powerful force of nature that unifies the men--black and white--at the
end.

Given that 2sinx+1=2sin^2x/cosx+sinx/cosx what is x.

We'll re-write the given equation and we'll multiply by
cos x, having all terms to one side:

2(sin x)^2 + sin x -
2sin x*cos x - cos x = 0

We'll factorize the first 2 terms
by sin x and the last 2 terms by - cos x:

sin x(2 sin x +
1) - cos x(2 sin x + 1) = 0

We'll factorize by (2 sin x +
1):

(2 sin x + 1)(sin x - cos x) =
0

We'll put the first factor as
zero:

2 sin x + 1 = 0

We'll
subtract 1;

2sinx = -1

sin x =
-1/2

x = arcsin (-1/2)

The
sine function is negative in the 3rd and 4th quadrants:

x =
pi + pi/6

x = 7pi/6 (3rd
qudrant)

x = 2pi -
pi/6

x = 11pi/6 (4th
qudrant)

We'll put the next factor as
zero:

sin x - cos x = 0

This
is an homogeneous equation and we'll divide it by cos
x:

tan x - 1 = 0

tan x =
1

The function tangent is positive in the 1st and the 3rd
qudrants:

x = arctan
1

x = pi/4 (1st
quadrant)

x = pi+
pi/4

x = 5pi/4 (3rd
qudrant)

The complete set
of solutions of the equation, in the interval[0 , 2pi], are: {pi/4 ; 5pi/4 ; 7pi/6 ;
11pi/6}.

Explain how phase changes, kinetic theory and forces of attraction can be used to explain behavior of gases, liquids and solids?

The three common forms of matter on earth are solid,
liquid, and gas. The form that any substance is in depends on the relative motion of the
particles of the substance and the degree of attraction between the different
molecules.

Kinetic molecular theory says that are
constantly in motion unless the temperature is at absolute zero. This motion can be one
of two kinds - either internal motion due to the vibration of the molecules and atoms of
the substance - or translational meaning the individual atoms and/or molecules are free
to move in relation to one another.

Let's start with a
solid at relatively low temperature.  A solid remains a solid because the forces of
attraction within  the solid are strong and motion between molecules is essentially
zero.

Now start adding heat energy to the solid. As you do
so the energy is absorbed and the internal vibrations of the solid increase, and the
temperature of the solid increases.  Temperature being a measure of the average kinetic
energy of the solid.  Depending on the solid, this can happen for a long time before any
visible changes can be seen. Thus, if you heat a metal frying pan on a stove, it
obviously gets hotter, but not hot enough for the molecules to start moving and
melting.

Eventually, as you add more heat energy, the solid
will reach a point where it starts turning into a liquid.  This is called the melting
point and is a physical characteristic of every pure substance.  Now as you add more
heat energy, something interesting happens.  As long as the solid is melting, the
temperature remains constant and does not begin rising again until all of the solid has
changed into a liquid.  In the liquid state the internal motion of the atoms and/or
molecules has increased, the degree of attraction is less, and the atoms are able to
move in realation to each other.

Now continue adding heat
energy to the liquid, watching the temperature rise, until the temperature reaches the
boiling point.  When the boiling point is reached the atoms of the liquid are moving
fast enough that the attraction between them is broken and they escape from the surface
of the liquid into the air as a gas.  This phase change again happens at a constant
temperature until all of the liquid has been changed into a
gas.

All of this can be shown on a graph of energy on the
x-axis vs. temperature on the y-axis.  If you start at the origin you have a solid and a
sloping line upward as heat is added. At the melting point the line flattens, then rises
sloping upward as the liquid is heated, flattens again as it changes phase from liquid
to gas, then again slopes upward.