Administratively what is the difference between setting up universal health care and providing universal health insurance?

I see that you've tagged this with Amergov and so I assume
you are talking about the difference in what the role of the government would be in
these two scenarios.  If so, the answer is that providing universal health care would
involve the government to a much greater degree in administering the health care
system.

If the government sets up a system of universal
health care, it will essentially be in charge of providing health care to the public. 
This would be similar to England's system.  In such a system, the government would be
deeply involved in all aspects of the health care system.  Government agencies, for
example, would probably have to set up rules for how much various people (doctors,
nurses, receptionists, technicians) would be paid for their
services.

By contrast, if "all" the government was doing
was providing insurance, it would be much less involved in the day-to-day operations of
the system.  The government would pay for health care and presumably have a say in what
kind of health care people could get and how much it would cost just as insurance
companies do now.  But outside of that, the government would not be involved in telling
health care providers how to run their businesses.  This would mean that the government
would have to do much less administration if all it did was provide
insurance.

How does Flaubert balance the romantic life of a saint with realistic details in "A Simple Heart?"

I think that Flaubert is able to bring about a fairly realistic
portrayal of his "saint," Felicite, in that he does not allow her religious zeal to escape the
difficulties faced in daily life. This is what makes her narrative so realistic. She must
encounter death on a sadly regular basis with the death of Virginie and the death of her nephew
in Cuba. Her religious faith does not prevent her from honoring Virginie's body and cleaning her
grave, realistic details that reflect Felicite's sense of honor and dignity and make her more
receptive to the reader. When LouLou flies away, Felicite becomes sick in trying to find the
bird. Her saintly status does not prevent her from dealing with illness. At the same time,
Flaubert shows that Felicite's saintliness is a challenge to social situations and does not seek
to evade the difficulty she faces in dealing with them. Helping the sick and the displaced, and
those who have sinned are all part of what she does and not elements from which Flaubert shies.
In this, Felicite is shown as a saint, and one that must deal with the daily challenges of being
in the world. It is here where Felicite becomes more receptive to the reader and to Flaubert, as
well.

Is "Notes from the Underground" by Dostoevsky a tragedy?

I think that one can look at the ideas presented in
Dostoevsky's work as one where tragedy is present.  The tragic condition in this novel
is one where individuals seek to appropriate the world around them in accordance to
their own subjectivity, only to find despair and pain as a result.  This is enhanced by
the narrator figure.  While he is obviously intelligent and insightful, while he is well
read and quite perceptive about his own sense of self and the world, he is limited in
what he can do within it.  While science and progress envelops his world, rationality
cannot save the narrator from the reality that he feels powerless despite free will. 
The narrator is presented as a modernist tragic figure, one who is unable to pinpoint
the source of his unhappiness, yet knowing that he is unhappy.  In this light, I would
say that tragedy is present in that individuals find themselves at the pitch of
prosperity, replete with free will and autonomy, and yet are incapable of being able to
find happiness in their lives or their world.

How does the following quote show that Shylock is a villain?To bait fish withal. If it will feed nothing else, it will feed my revenge..... Act 3,...

In order to see how this shows that he is a villain, just
think of what Shylock is saying in this scene.  Think about how nasty and vengeful it
makes him look.

In this line, he is answering Salerio. 
Salerio is asking him, basically, why he doesn't just take money instead of demanding
the pound of flesh that Antonio owes him.  Salerio asks him what he's going to do with a
pound of flesh anyway.

At this point, Shylock speaks the
lines you cite.  Basically, he's saying "I don't care what I do with it.  I'll use it
for bait if I want.  The whole point is that I'm going to get
revenge.

So what does that say about Shylock?  It says that
(at least in this instance) he is a nasty and vengeful man.  He'll risk killing Antonio
to get his revenge even if the revenge will mean that he gets no tangible benefit from
the deal (like money).

Find the radius of the circle x^2 + y^2 +4x - 6y= 12

to find the radius, we will write the equation in the
standard form:

We know
that:

(x+a)^2 + (y-a)^2 = r^2    where (a,b) is the cente
and r is the radius:

==> x^2 + y^2 +4x - 6y =
12

Let us rewrite:

==: x^2 +
4x + y^2 - 4y = 12

Let us complete the
squares:

==> (x+2)^2 -4  + (y-3)^2 -9 =
12

==> (x+2)^2 + (y-2)^2 = 12 +
13

==: (x+2)^2 + (y-2)^2 =
25

==> r^2 =
25

==> r=
5

How is Lord of the Flies a story of savagery vs. civilization?

Golding himself discusses the fact that this novel was a
response, in some ways, to Ballantyne's novel "Coral Island," particularly in response
to the way that it portrayed British boys as being immune to the pressures of savagery
or the inner evil of human beings.  Golding felt that it was unrealistic that they would
not give in to the inner evil at least as frequently as any other
people.

By creating the conflict within the novel Golding
sets out his own version of how he feels that these boys will react to the conflict
between savagery and civilization.  Jack represents the evil within the boys and Ralph
and Piggy represent the civilized side of things and the story is of course Golding's
representation of how that conflict would play out.

Determine the angle t from the identity sin^2t=4/25 .

We'll verify if the given identity makes
sense.

We'll take square root both
sides:

sqrt [(sin t)^2] =
sqrt(4/25)

sin t = +2/5 or sin t =
-2/5

Since the values of the sine function belong to the range [-1 ;
1], the given identity makes sense.

We'll sove the 1st
case:

sin t = +2/5

t = (-1)^k*arcsin
(2/5) + k*pi

We'll solve the 2nd
case:

sin t = -2/5

angle
t = (-1)^(k+1)*arcsin (2/5) + k*pi

How does Miller present Joe Keller as both a tragic hero and a villain in All My Sons?

In All My Sons, Miller presents Joe
Keller as both a tragic hero and a villain by having Joe force Steve Deever to ship the
faulty machine parts.  On the one hand, Joe may be considered a tragic hero because he
is caught in the dilemma of having to support his family.  Joe believes that the success
of his business is directly related to his caring for his family--he wants the business
to be successful to leave a legacy for his two sons.  He is afraid that his failure to
comply with the demand for machine parts will negatively impact his business.  However,
on the other hand, Joe's actions paint him as a villain.  Joe knows that the machine
parts are damaged, but he does not consider the potential danger that this will cause
the pilots who will later fly the planes containing the faulty parts.  Joe only focuses
on his immediate needs and disregards any concern for others.  After many men die, he
continues to hide his secret and allows Steve to take the fall.  So, Miller paints Joe
as both a tragic hero and a villain.

In The Kite Runner, what shocking news does Amir learn when Rahim contacts Amir and tells him to go back to Afghanistan?

It is in Chapter 17 that Amir finds out two pieces of
shocking news. Firstly, Rahim Khan tells him about Hassan's death. However, by far the
most shocking piece of news concerns the real father of Hassan. Rahim Khan tells Amir
that Ali, the man Amir had always assumed to be Hassan's father, was actually sterile,
indicating that someone else was responsible for the birth of Hassan. Amir is cleary
shocked by this news that Hassan was actually his
half-brother:

readability="8">

I felt like a man sliding down a steep cliff,
clutching at shrubs and tangles of brambles and coming up empty-handed. The room was
swooping up and down, swaying side to
side.

Of course, this news
makes Amir's betrayal of Hassan when they were children even worse, as what he did he
did to his brother. Notice how Rahim Khan uses this to force Amir to go to Afghanistan
to rescue Sohrab - Amir cannot ignore the plea for help to rescue his nephew, especially
when he did so little to help Sohrab's father in a similar
situation.

What is the significance of Piggy and his specs in the novel, Lord of the Flies?

Piggy's glasses in Lord of the Flies, I
think symbolize civilization. While Piggy is not good looking and charismatic like Ralph, or
powerful and ruthless like Jack, he is rational and he always brings the "civilized" point of
view to the discussion.

Piggy's glasses, then, represent the clarity
that civilization brings to society. Without them, Piggy can't see anything. He is blind to the
truth. However, when he has them on, everything comes into focus and the "humane" choice can be
made.

One of the "civilized" things the specs help with is the
starting of the fire. Fire has often been linked to civilized society. When the cavemen learned
to make fire, they took a step out of the savage world toward civilized
life.

When Jack smacks Piggy and his glasses fly off and break, that
is the parallel to civilization starting to crack. When Jack and his tribe steal the glasses,
that means that the ruthless savages have stolen civilization (and therefore humanity) away from
the boys.

Once the glasses are gone, it foreshadows the death of
Piggy, because a civilized man cannot survive in a world that worships strength, brutality, and
power.

Ann Sexton, "The Fury of Overshoes" What's about?

In Anne Sexton's poem "The Fury of the Overshoes" she is
expressing the turbulent world of the child growing up. The child, young (perhaps 4-6 given the
reference to kindergarten), is looking at the world from, none other, than the perspective that a
child would.

The poem is meant to explain how a child looks at the
world. Always feeling too little, too weak, too fearful. It examines the fears, the successes,
and the disappointments a child recognizes in their lives.

Perhaps
what Sexton is trying to do in the poem is provide adults with a common point-of-view which they
have obviously forgotten based upon their own

readability="6">

giant steps
all day,
each day

and thinking
nothing of
it.

Children, instead, contemplate
things that adults typically ignore. Her desire is for adults to put on the overshoes of children
so that they can "walk a mile in their shoes."

In Chapter 23 of Persuasion, how do Anne and Wentworth learn something about each other from Harville, and what is the result?

Captain Harville is distressed in Chapter 23 of
Persuasion because of Captain Benwick's change of affections from Miss Fanny
Harville to Louisa. In this state, he invites Anne to stand beside him at the edge of the
Musgrove's room next to the window so he can confide his thoughts to
her.

Harville laments that Captain Benwick has so soon forgotten
Fanny and turned his affections to Louisa, being thrown together with her after her fall.
Harville says to Anne: "Poor Fanny! she would not have forgotten him so soon!" Thus he introduces
a long discussion between the two of them about the question of whether men or women are
constant in their affections for the objects of their love when
parted from them.

Captain Wentworth is seated at a writing desk near
at hand engaged in writing a letter about the miniature portrait of Captain Benewick that Benwick
has asked Harville to give to Louisa (though it had been produced in Cape Town, South Africa, for
Fanny Harville). Wentworth is near enough so that, if he tries, he can hear what Anne and
Harville are speaking of.

He hears that Harville wins the point that
men feel a deep and abiding constancy of love and affection when separated from their wives and
families. He also hears that Anne wins the point that women feel constancy of love and affection
more deeply and for longer than men when the object of their love is removed from them either
through death or other circumstances:

readability="10">

[Anne}: No, I believe [men] capable of everything great
and good in your married lives. ... while the woman you love lives, and lives for you. All the
privilege I claim for my own sex ... is that of loving longest, when existence or when hope is
gone.

The importance of this is that
Wentworth here learns indirectly that
Anne still loves him and has always loved him and that therefore there may be renewed hope for
him for winning her hand in marriage. The result of this learning is
that while under the pretense of finishing his letter written on Benwick's behalf, he hastily
pens another letter addressed to Anne confessing his feelings and his
hopes.

Too good, too
excellent creature! You do us justice, indeed. You do believe that there is true attachment and
constancy among men. Believe it to be most fervent, most undeviating, in F.
W.

He then contrives a way to secretly
hand it to her. Anne reads his letter and brings herself to believe
that he still loves her and is seeking her love again as she learns
from the letter that hope has been renewed in his heart.

readability="8">

[Wentworth]: Tell me not that I am too late, that such
precious feelings are gone for ever. I offer myself to you again with a heart even more your own
than when you almost broke it,
....

The
result of this learning is that Anne and
Wentworth finally reach an agreement and finally have the freedom to unite their
love in marriage, a marriage that makes all of Anne's well-wishers
happy--eventually:

readability="8">

There was nothing less for Lady Russell to do, than to
admit that she had been pretty completely wrong, and to take up a new set of opinions and of
hopes.

Give me an example of function decomposition question.

For instance, we'll take the function h(x)=sqrt(x^2 + 1)
and we'll have to decompose it into simpler functions:

h(x)
= f(g(x))

We can take g(x) = x^2 + 1 and f(x) = sqrt
x

Now, we'll compose f(x) and g(x) and we'll
get:

h(x) =
(f*g)(x)

(f*g)(x) =
f(g(x))

f(g(x)) = sqrt
g(x)

We'll substitute g(x) = x^2 +
1

h(x) = f(g(x)) = sqrt (x^2 +
1)

We also can take as f(x) = sqrt  (x+1)
and g(x) = x^2.

(f*g)(x) =
f(g(x))

We'll substitute  the variable x, from the
expression of f(x), by the expression of g(x).

f(g(x)) =
sqrt [g(x) + 1]

h(x) = f(g(x)) = sqrt (x^2+
1)

What is a theme in Sarah's Key?

Another primary theme found throughout Tatiana de Rosnay's novel
Sarah's Key is that horrific circumstances reveal both the best and worst of
human nature. As mentioned above, this is a story set in Paris in 1942, a time of deportation and
extermination for Jews. The name of the architect of the Holocaust, Adolph Hitler, is only
mentioned once. None of the now infamous Nazi leaders appear anywhere in this novel. This is the
story about how ordinary people deal with extraordinary
circumstances.

The people who gather, transport, and guard the Jews
are common people. Those who see what is happening fall into two categories from bothends of the
spectrum: those who try to help and those who try to hurt in order to save themselves. The
selfish and the self-less. The concierge in Sarah's building gleefully turns the Starzynskis in
to the police--even though Sarah's mother used to babysit for her child--and will profit from
doing so. The doctor who comes to the Dufaures to treat Rachel leaves the unassuming, peaceful
home and immediately turns the family in to the authorities. Rather than being concerned about
his patients, the doctor clearly wants to help his own cause by abetting the
Germans.

In contrast, a few people took risks to try to help the
Jews in their horrible position. Some women try to get food to the obviously starving children;
the officer takes pity on Sarah and Rachel and allows them to leave--and gives them money to help
them on their journey. (That money does, eventually, save Sarah from being put back in
prison.)

The theme is clear: even in dire circumstances, people get
to choose how they will respond. The families at every other farmhouse where Sarah and Rachel
stopped for help turned the girls deliberately away; however, the Dufaures were willing to risk
their own lives to help these sick and starving girls. Everyone saw the same injustice and
inhumane treatment happening; only a few chose to do something to help. This is, unfortunately, a
consistent pattern in human nature.

What is noteworthy about the description of Usher’s house?"The Fall of the House of Usher" by Edgar Allan Poe

Since Edgar Allan Poe insisted that his short stories had a
single effect, the description of the house at the beginning of "The Fall of the House of Usher"
is, indeed, noteworthy. For one thing, it becomes apparent that the house is personified somewhat
as the narrator describes the "vacant eyelike windows." This personification of the windows is
not unlike the description of Roderick Usher, who has a "luminousness of ...eye [that] had
utterly gone out" and who also "stares about him." Later in the story, the narrator also
describes Roderick,

His
eyes were bent fixedly before him, and throughout his whole countenance there reigned a stony
rigidity.

Along with the description
of the windows, there are other parallels between the Usher's house and the Usher family. For
instance, the macbre setting of the white trunks of decaying trees, the rotting mansion, and the
bleak walls and interior gloom are synonymous with the Ushers, "the last of the ancient race" and
their family tree that has no "enduring branch," as well as the white, deathlike appearance of
Roderick Usher, not to mention his sister Madeline, who has become a cadaver. And, then, as
Roderick deteriorates into madness and Madeline is resurrected to wreak destruction, the house,
too, which has a great fissure, crumbles and falls itself, thus completing the parallels and the
double entendre of the title "The Fall of the House of Usher."

Investigate if y=x^99 + 99^x is increasin or decreasing.

In order to prove that f(x) is an increasing function,
we'll do the first derivative test.

If the first derivative
of the function is positive, then the function is
increasing.

If the first derivative of the function is
negative, then the function is decreasing.

Let's calculate
f'(x):

 f'(x) = (x^99 +
99^x)'

 f'(x) = (x^99)' +
(99^x)'

 f'(x) = 99x^98 +
99^x*ln99

Since x^98 is positive for any real value of x,
then 99x^98 is also positive.

We'll calculate ln99 = 4.595
approx. (1)

99^x >0
(2)

From (1) and (2) =>
99^x*ln99>0

f'(x)=99x^98 +
99^x*ln99>0

Since each
term of the expression of f'(x) is positive, the sum of positive terms is also a
positive expression. The expression of f'(x) it's obviously>0, so f(x) is an
increasing function.

What are the solutions of equation 2x^2-8x-192=0?

First, simplify the equation by doing common factor.  So
the equation becomes 2(x^2 - 4x - 96) = 0.

To get the
solutions of the equation, we just have to factor (x^2 - 4x - 96) =
0,

(x - 12)(x + 8) =
0

Equating the two factors to
0,

x - 12 = 0, x = 12

x + 8 =
0, x = -8

Be sure to check the solutions by substituting -8
& 12 to the original equation.

How is Eatonville in Their Eyes Were Watching God shown as heaven for Janie and the citizens?I understand that eatonville is a haven for the black...

The town of Eatonville could be seen as a kind of heaven
in multiple ways. As you suggest, the all black town is a kind of haven for African
Americans where they can live and thrive is a place apart from the racism of the white
world. However, there are limitations to that perception. Ultimately, Eatonville is no
different from any other community that exists; we see this is the portrayals of gossip,
jealousy, greed, sexism, etc. that are explored throughout the
novel.

Another way we can see Eatonville as a kind of
heaven is that it serves as a seat for Joe Starks who sees himself as a God-like figure.
From his insistence of the incorporation of the town, to his rather rough dealings with
the townspeople, to his oft-repeated catch-phrase, "I God," Joe perceives himself to be
the ruler over everyone and everything in Eatonville. We see this idea most clearly when
Joe makes his speech at the lighting of the first lamppost, which Joe himself purchased,
in the all-black town:

readability="15">

"Folkses, de sun is goin' down. De Sun-maker
brings it up in de mornin', and de Sun-maker sends it tuh bed at night. Us poort weak
humans can't do nothin' tuh hurry it up nor to slow it down. All we can do, if we want
any light after de settin' or befo' de risin, is tuh make some light ourselves. So dat's
how come lamps was made. Dis evenin' we'se all assembled heah tug light uh lamp. Dis
occasion is something for us all tuh remember tuh our dyin' day. De first street lamp in
uh colored town. Lift yo' eyes and gaze on it. And when Ah touch de match tuh dat
lampwick let de light penetrate inside of yuh, and let it shine, let it shine, let it
shine."

The tonic that you
suggest that exists in Eatonville, however, comes more from Janie's experiences in the
town. Eatonville is where she has spend the vast majority of her adult life; it is where
she finally found her voice on the store porch, where she finally stood up to Joe's
mental and emotional abuse, and where she exerted herself as an independent woman.
Despite the sadness at Janie's loss of Tea Cake, she returns to Eatonville a
self-actualized woman, victorious in her quest to find herself. Her return to Eatonville
is a kind of celebratory dance to both celebrate where she has come from and all that
she has become.

If sin a+sin b=-14/65 and cos a+cos b=-8/65, then what is tan(a+b)?

Since the trigonometric functions from the given sums are
matching, we'll transform the given sums into products.

sin a + sin
b = 2sin[(a+b)/2]*cos[(a-b)/2] (1)

cos a + cos b =
2cos[(a+b)/2]*cos[(a-b)/2] (2)

We'll divide (1) by
(2):

(sin a + sin b)/(cos a + cos
b)=2sin[(a+b)/2]*cos[(a-b)/2]/2cos[(a+b)/2]*cos[(a-b)/2]

We'll
simplify and we'll get:

(sin a + sin b)/(cos a + cos
b)=sin[(a+b)/2]/cos[(a+b)/2]

(sin a + sin b)/(cos a + cos
b)=tan[(a+b)/2]

But, (sin a + sin b)/(cos a + cos b) =
(-14/65)/(-8/65)

(sin a + sin b)/(cos a + cos b) =
14/8

(sin a + sin b)/(cos a + cos b) = 7/4
=>

=> tan[(a+b)/2] =
7/4

We'll determine tan(a+b) = tan 2[(a+b)/2] =
2tan[(a+b)]/2/1-{tan[(a+b)/2]}^2

tan(a+b) = 2*(7/4)/(1 -
49/16)

tan(a+b) =
(7/2)/(-33/16)

tan(a+b) =
-56/33

The value of tan(a+b) is tan(a+b) =
-56/33.

What was the war strategy during World War II?

Of course, this varies depending on which side you are talking
about.

In general, the strategy of the Axis was to attack quickly
and to try to win the war before the Allies really got themselves ready for war. This can be seen
most clearly in the Japanese strategy in the Pacific. However, it can also be seen in Germany's
blitzkrieg in Europe. Once the Axis had gained enough territory, they felt that the Allies would
either be unwilling or unable to retake the territory.

For the
Allies, the major strategy was "Europe first." The Allies tried to put most of their energies
into fighting Germany. Once Germany was defeated, they would then go and fight Japan. The
strategy against Germany was one of trying to pressure Germany on many fronts. The USSR kept the
Eastern Front going throughout the war. The Western Allies later opened new fronts in Africa,
Italy, and finally France.

Why does Pi have two accounts of his ordeal? Which is the true story, and which one would you rather believe?

Pi finally gives in to the pressure of the men asking him about
the story of what happened because they don't want to believe his account with the animals.  For
Pi, in some ways he seems to feel that the account with the animal is far more acceptable, both
for himself and for others.  The image of the cook cannibalizing his mother and the other sailor
and then Pi eating him is so incredibly horrifying that the animal story seems to be far more
acceptable as a "true" account.

Pi gives the men the choice as to
which they want to believe or recount as the "true" story and they choose the one with the
animals as it is in some ways easier to "believe" than the one that is perhaps more
"true."

Do you agree with the speaker's take on Whitman's poetry?The poem that the speaker reference is coming from is "Old Walt" by Langston Hughes.

I think that Hughes features a profound appreciation of
Walt Whitman.  Langston Hughes is different than many other thinkers who write about
people of color and view past thinkers like Whitman because there is a genuine
complexity reflected in the relationship he has with Whitman.  On one hand, Hughes, as
an American poet, does admire Whitman.  Hughes was very quick to give credit to writers
like Carl Sandburg and Walt Whitman as helping to form his basis for writing.  Yet, in
poems like "I, Too," Hughes is equally quick to point out that the boundless enthusiasm
and optimism in the vistas of democracy that animated Whitman could not be as applicable
for people of color.  Hughes then ends up straddling an appreciation of writers like
Whitman and understanding where their limitations might lie.  When he writes in "Old
Walt," about how Whitman "pleasured equally/ in seeking as well as finding," there is a
certain melancholy that is found in both Whitman, the subject, and Hughes, the writer. 
The idea that there is some level of incomplete in Whitman, one of the architects of the
American vision, and Hughes, who, as a person of color, must live with the American
reality, is seen in the notion of being "pleasured" in using freedom without a full
grasp of totalizing consequences in it.  When the poem ends and Walt proceeds in
"seeking and finding," we are never quite resolved in whether Walt is successful. 
Borrowing from Cervantes, where the sword fight is incomplete, Hughes' seems to suggest
that Whitman's striving for beauty in the American Dream is one that is similarly
"deferred," just as much in America is for people of color of the
time.

Let a,b, and c be integers. Prove or disprove that a:bc implies ac:bcPlease provide detailed steps and explanation. Please note that this...

If a , b , c are any three integer, and if a divides bc, then
implies ac divides bc. To prove or dis[rove the statement.

Since
a|bc , we can find a integer k such that  bc = ak....(1)

Since ac
also divides bc , we canfind an integer n such that bc =
acn...(2)

From (1) and (2) we get acn = ak =
a(bc/a).

acn = a(bc/a).

acn = ac
(b/a).

Therefore if n = b/a is an integer then only if adivides bc,
the ac divides bc.

If b/a is not an integer, then ifa divides bc ,
then ac doenot divide bc.

Example : a = 6, b=12 and c =8 divides bc
= 12*8 =96, ac= 6*8 = 48 divides 96. Here  a divides 12.

Example: a
= 6, b = 8 , c = 12.  bc = 96. 6 divides 96. But 6*12= 72 does not divide 96, as  a= 6 does not
ivide b = 8.

The sum of 2 numbers is 6 and the difference between their squares is 12. What are these numbers?

We are given the sum of 2 numbers as 6 and the difference
between their squares as 12.

Let's take the numbers as A
and B.

A^2 - B^2 = 12

A + B =
6

Now A^2 - B^2 = 12

=>
(A + B)(A-B) = 12

=> 6 (A-B) =
12

=> A- B = 2

So we
have A+B = 6 and A-B =2

Add the two 2A = 8 => A =
4

So B = 6-4 =
2

Therefore the two numbers are 2 and
4.

Response paper on the "Self-Reliance" quote, "The power which resides in him...know until he has tried."

If the response has to be constructed based on the quote
above, there is much there to discuss regarding individuality and the need to break free
from a social order. The full quote is, "The power which resides in him is new in
nature, and none but he knows what that is which he can do, nor does he know until he
has tried."

 The notion of a "power" lying within the
individual brings back the idea that a conformist social order does much in taking away
from the individual being able to "know thyself."  At the same time, there is a reality
present in the quote that individuals must act upon that force which lies dormant at the
beckoning of society.  In this light, there is a demand and call to individuals to
recognize who they are in light of their own sense of self, away from a social order.  I
think that focusing on this dichotomy between individual and society is a major element
of Emerson's work and might be something that you could use to construct your response
to the work.

If x= 4 what is ( x^-3/2) * ( x^100/ (x^99) ?

If x= 4  what is ( x^-3/2) * ( x^100/
(x^99)

Let E(x) = (x^-3/2) * ( x^100/
(x^99)

First we will simplify the
expression.

Let us review the exponent's
properties.

We know
that:

x^(-a) =
1/(x^a)

==> E(x) = 1/(x^3/2)] * ( x^100 /
x^99)

Now we will simplify x^100 /
x^99

We know that x^a/x^b = x^(a-b)
.

==> x^100/ x^99= x^(100-99) = x^1 =
x

==> E(x) = 1/(x^3/2)  *
x

                = x/
(x^3/2)

                 = x^1 /
(x^3/2)

                  = x^(1 -
3/2)

                  =
x^(-1/2)

                    =
1/(x^1/2)

                  =
1/sqrtx

==> E(x) =
1/sqrtx

Then the final simple form for E(x) is
1/sqrtx.

Now given x=
4.

==> E(4) = 1/ sqrt4 = 1/
2

==> (x^-3/2 ) * ( x^100/ x^99) =
1/2

What are 3 reasons for how religious education influences your life?

I attended a Christian college for my undergrad studies
(public for my Master's degree) and I've taught for more than 17 years (out of 28 total)
in three private religious schools; I stay in touch with former students, as well.  So,
I think I can offer something to this discussion.  I concur with the ideas above and
would add a few more:

1.  Accountability.  In a smaller
environment where class sizes are smaller and teachers really do know their students,
it's more difficult just to get by.  Expectations are higher and mediocrity is generally
not acceptable because we understand that God expects us to give our best efforts. 
Students who would typically get "lost" or overlooked in a larger school will be seen
and encouraged, allowing them to flourish in ways they would not in a public school
setting. 

2.  Opportunity.  While these kinds of schools
are generally smaller and don't necessarily offer as wide a variety of extracurricular
activities, more students are able to get involved in those which are offered.  This
allows the directors, coaches, advisers,  and sponsors to act as spiritual mentors for
their students.  For me, this was the best part of teaching in these schools, and it's
the reason I have so many ongoing long-term relationships with my students.  They know
they have someone in their corner who loves them and prays for them in the good times
and the bad.

3.  Worldview.  We all have a worldview, and a
religious education really allows students to learn what they believe and why they
believe it.  One of the tragedies of life is that so many high school students have a
crisis of faith after leaving whatever high school they attended; having a strong
grounding will help those students persevere and grow if and when they have such a
crisis.

I assume you're looking for positive elements of
religious education, based on your question; if not, there is an entirely different set
of issues.

Why are there so many unanswered questions in "The Tyger" by William Blake?

To answer this question we need to be aware of the subject of
the poem. In this poem the speaker is admiring the startling energy of the Tiger that he sees and
can only wonder whether it is demonic or godlike. Again and again, throughout the poem the speker
asks the tiger who its creator was. The implied answer that is never actually given to us is that
it can only be either God or the devil. Note how this questioning operates in stanza
three:

And what
shoulder, and what art,

Could twist the sinews of thy
heart?

And when thy heart began to
beat,

What dread hand? and what dread
feet?

The focus is on the identity of
the creator of the tiger, and the relentless questioning that goes on throughout the poem only
serves to highlight the uncertainty of the speaker. Such an energy, such a force, could only be
the creation of two people, and it is unsure which we can look to.

Given the lines y = 2x - 1 and y = - 4x +1 verify that there is a common point of the lines.

If there is a point that belongs to both lines, then this
point is the intercepting point.

In order to calculate the
coordinates of the intercepting point, we'll have to solve the system formed by the
expression of the 2 lines:

y=2x-1
(1)

y=-4x+1 (2)

We'll put (1)
= (2) 

2x-1=-4x+1

We'll
isolate x to the left side. For this reason, we'll add 4x and 1 both
sides:

2x+4x=1+1

We'll combine
like terms:

6x=2

We'll divide
by
6:

x=1/3

We'll
substitute the value of x
in(1):

y=2x-1

y=2*1/3-1

y=-1/3

So,
the coordinates of the common point are:
(1/3,-1/3).

What conclusions would Shakespeare's audience reach about the relationship between Juliet and her parents?

From viewing the play Romeo and
Juliet on stage, Shakespeare's audience would draw the following
conclusions:

• Juliet is a rich,
  spoiled little brat. She whines and pouts when she doesn't get her way.
   She bosses the Nurse around mercilessly.  She rants against her father's decisions.
   Obviously, Juliet is used to getting her way.  The one decision that backfires against
  Juliet is when she refuses to marry Paris.  Lord Capulet renounces her and tells to die
  or beg in the streets.


• Juliet is closer to
  her Nurse than she is her mother, not only because Juliet confides her
  secret marriage to the nurse, but because Lady Capulet is a "hands off" parent who
  cannot abide children.  Lady Capulet is more concerned with parties and high society;
  she doesn't even know Juliet's exact
  age.


• Juliet is a prize for her father to
  marry off. Lord Capulet negotiates her arranged marriage to Paris as if
  he were selling cattle.  Even though this process was common at the time, Lord Capulet
  views Juliet more as an economic opportunity than a loved daughter to
  protect.


• Juliet is the possession of
  men, literally and figuratively.  Not only would a young boy play the
  role of Juliet, but male actors would play the roles of Nurse and Lady Capulet.
   Obviously, the stage is a male-dominated microcosm of the male-dominated society at
  large.

How are the executions and confessions affecting the workers on the farm in chapter 7 of Animal Farm?

I think the key is that, no matter how they may affect
them initially, the final meaning is "determined" by the pigs.  When something shocking
happens, the propaganda machine kicks in and provides them with an explanation that
calms their fears --- and this, of course, is the essence of how their state works.  So
when they come for Boxer, who is no longer useful to Napoleon and the state, and come
with a van that is clearly identified as a horse slaughter truck, Squealer tells them
that that's not the case.  The veternarian has bought the truck, but has not had time to
paint it.  Although this is total nonsense, the people believe it, perhaps because they
need/want to or perhaps because they have just grown so numb that they no longer
question anything.

So, perhaps, the executions
might be making them better "citizens" instead of more fearful ones ... if they can
believe this, they can believe anything.

In the world of
the Internet and information overload, we can certainly learn something from
this!

What is an example of the first person point of view in literature?

One of the authors you will undoubtedly be reading in the
years to come--if not this year--is Edgar Allan Poe.  Any of his works would serve to
demonstrate the use of a first-person point of view.  I've linked below to "The Cask of
Amontillado" because it's one you 're likely to read first.  First person, of course,
means there is a narrator who tells his own story.  In this story, Montressor opens the
story with these lines (I added the bold for
emphasis):

readability="14">

The thousand injuries of Fortunato
I had borne as I best could,
but when he ventured upon insult I vowed revenge. You, who
so well know the nature of my soul,
will not suppose, however, that I gave utterance to a
threat. At length I would be avenged;
this was a point definitely, settled—but the very definitiveness with which it was
resolved precluded the idea of risk. I must not only punish
but punish with impunity.

The
consistent use of I, me, and
my (as opposed to he,
she, or it) is how you know the story is told
in first person.  Any one of Poe's short stories would work for you as an example.  I've
included an e-notes link to the story in full text, below, in case you want to read
more.

Prove the equality (1 + i*3^1/2 )^2 + (1 - i*3^1/2 )^2 = -4

We'll expand the squares from the left sides, using the
formula:

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

We'll put a = 1 and b =
i*sqrt3

(1 + i*sqrt3 )^2 = 1 + 2i*sqrt3 +
3i^2

But i^2 = -1

(1 + i*sqrt3
)^2 = 1 + 2i*sqrt3 - 3

We'll combine like
terms:

(1 + i*sqrt3 )^2 = 2i*sqrt3 - 2
(1)

Now, we'll expand the square (1 - i*sqrt3
)^2:

(1 - i*sqrt3 )^2 = 1 - 2i*sqrt3 -
3

(1 - i*sqrt3 )^2 = -2i*sqrt3 - 2
(2)

We'll add (1) and
(2):

2i*sqrt3 - 2 - 2i*sqrt3 - 2 =
-4

We'll eliminate like
terms:

-4 =
-4

The identity is
verified!

Which of the following can be the ratio of the lengths of sides of a triangle: 4: 7: 8 and 3: 8: 13?Celia measured the angles and the lengths of...

The given ratios are as
follows:

4: 7: 8 and 3: 8:
13

The second ratio 3:8:13 given is not of sides as 3+8
< 13.

The reason is as
follows:

In a triangle, the sum of the lengths of any two
sides is greater than the 3rd side.

So even ratio of
sides of the triangle should make a similar triangle. Therefore, by above consideration,
if 3, 8 and 13 were the sides of a triangle, they do not obey the rule that the sum
of any two sides > greater than the 3rd
side.

Therefore 3:8:13 is not the ratio of
sides:

Therefore 4: 7: 8 may be the ratio of
the sides:

But even this does not pass the
test of sine rule as shown below:

So we do the
sine rule test.

Put a = 4, b=
7, c = 8 .

A= 180*3/(3+8+13) = 22.5
deg

B =180*/(3+8+13) = 60
deg

C = 180*13/(3+8+13) = 97.5
deg

A/sinA = b/sinB =
c/sinC.

4/sin22.5 =
10.4525.

7/sin60 =
8.08.

13/sin97.5 = 8.07.

Explain the phrase "refining gold" in "A Valediction: Forbidding Mourning".

What the speaker is saying here is that being moved
farther apart does not make him and his love any less connected.  He is likening their
love to gold.  He is saying that both of them can be spread out into a very, very thin
layer but that does not ruin them.  Instead, it actually expands them (he says)  -- it
makes them cover more of an area.

So this is another way in
which the speaker illustrates the main idea he is trying to make in the poem -- that
physical separation cannot diminsh their love.

What are the symbols that have developed in chapter 19 of To Kill a Mockingbird?

The symbol that shines
through is the symbol of the mockingbird in this chapter. Remember in chapter 10 when
the kids were told not to shoot mockingbirds because all they do is make beautiful music
for us? The mockingbird doesn't do anything to harm us. There are other birds that do
create problems, but not the mockingbird. Thus, we shouldn't shoot it and brutally
murder it.

Here, Tom is being treated like the mockingbird.
He is innocent of the crime he is being accused of, and his name is being smeared in the
process. Mayella and Mr. Gilmer both tried to paint him as a terrible man, but the truth
is Tom Robinson helped Mayella for no charge whenever he could because he was a
gentleman. This is the innocence of the mockingbird. He "made beautiful music" for
Mayella and did not harm her.

I have heard people looking
for more symbolism in the chiffarobe, but I don't really see it, maybe someone else with
expertise could refer to that.

How would the relationship between Bob Ewell and his daughter be described in To Kill a Mockingbird?

In Harper Lee's To Kill a
Mockingbird, Bob Ewell is a drunken, lazy, abusive man. He does not work, and
his oldest daughter takes care of the younger children. He is essentially "white trash,"
considered by his neighbors to be at the bottom of the social ladder, but he himself
considers himself better than any black man. (This is ironic in that Tom Robinson, the
man he falsely accuses of raping his daughter, is a much finer man that Bob Ewell could
ever hope to be.)

Mayella is the product of her
environment. She is crass; she seems to be high strung (understandable when looking at
her father). She is left to take on the role of the mother, caring for all of her
younger siblings, and their home. Her life is lonely and ugly. People comment on how
unusual it is to see geraniums growing on their property: their home is a hard place to
live, planted in the midst of squalor (poverty) and
filth.

Mayella's relationship with her dad is not a good
one. Bob is physically and verbally abusive. From Tom we hear that Bob Ewell calls her a
whore when he sees her with Tom Robinson. It is proven in court that she has been beaten
by her father. She is petrified of him, and would never think of saying anything in
court that her father did not want her to say.

There is a
puzzling comment that Tom makes when Mayella tryies to get him to kiss
her.

She
reached up an' kissed me 'side of th' face. She says she never kissed a grown man
before...She says what her papa do to her don't
count.

Nowhere in this novel
does Bob Ewell come across as an affectionate or caring father. Mayella says that what
her father "do to her" does not count. This makes me wonder if Ewell is also sexual
abusive toward Mayella.

There is no question that Bob Ewell
is a man without a conscience; he has no concern for lying, beating his own daughter, or
sending an innocent man to his death (probably the sentence Tom would have received had
he not tried to escape). Mayella has learned to do what she is told, and the reader
witnesses first hand what happens to her when she crosses Ewell. (We see his abusive
nature again later when he goes after Atticus' kids.)

How does The Chrysalids end?

The final few paragraphs of this novel end where the first
chapter started. If you remember, the novel begins with David's dream of a strange city
with odd flying machines. This example of foreshadowing is fulfilled if you like at the
end of the novel, when David, Rosalind and Petra reach Sealand with the woman who has
taken them away from the Fringes. David begins this final section by asserting a direct
similarity between what he is seeing and his boyhood dreams. However, what is more
fascinating about this city is that Rosalind and David can hear lots and lots of people
just like them, who are able to communicate by telepathy in the same way that they
can:

I was
aware of the engineer in our machine communicating with someone below, but behind that,
as a background to it, there was something new and unknown to me. In terms of sound it
could be not unlike the buzzing of a hive of bees; in terms of light, a suffused
glow.

This is the "happy
ending" of this story. David, Rosalind and Petra have finally reached a place where they
are accepted for who they really are. They need not dissemble or hide their true gifts
any more as they have found a community where others like themselves live and which they
can be a part of. They have found "home".

I need help developing a statement for the poem "Because I Could Not Stop For Death" by Emily Dickinson.

I assume you are referring to a thesis statement. One of
the aspects that critics praise this poem for is the way that Dickinson in this
excellent poem manages to tame or domesticate one of the most powerful and unavoidable
of human experiences through the use of a metaphor. In this poem, Death is compared to
an unexpected ride in a horse-drawn carriage that takes the speaker ever-onward into
"Eternity." This should provide ample scope for a thesis statement discussing the
presentation of death and how he is transformed from a scary figure into a kind, polite
and unhurried gentleman, "kindly" stopping, not knowing any
"haste."

Therefore a good thesis statement you might want
to use could be:

Through the use of metaphor Dickinson
domesticates death.

Consider how death is presented and how
the speaker responds to Death in this poem. Good luck!

What are benefits of using a photograph as a text in an elementary/middle school classroom?

A picture is worth a thousand words, or so they say.  When
the direct text is not given to the student, and they are instead forced to interpret,
as they would be with a photograph, then this has a number of educational benefits. 
They must use focus, imagination, association and inference skills to get textual
meaning from images.  These are fairly high level thinking and learning skills to use in
a classroom.

Some students are visual learners, and respond
more effectively to visual stimuli such as graphs, videos, photos, and
charts.

On the down side, photos will elicit a number of
different responses, so if he information or skill you want them to learn isn't
flexible, then pictures won't be as effective at getting all students towards one goal. 
Science and Math, for example, would have harder time using images than say English or
History, because the content is so much more specific, and less open to
interpretation.

Some students are not
visual learners, and look for more specific direction from the teacher.  So while it is
beneficial for some, it is detrimental to other students.

Prove that ( BC - AC )/( BC + AC ) = tan ( A - B )/2/tan ( A + B )/2

We notice that BC is the opposite side of the angle A and
AC is the opposite side of the angle B.

This relation
between the tangents of 2 angles of a triangle and the opposite sides is called the law
of tangents.

We'll note the length of the side BC = a and
the length of the side AC = b.

We'll re-write the given
relation:

(a-b)/(a+b) = [tan (A - B)/2]/[tan (A + B)/2]
(1)

We'll apply the law of sines to write the lengths of
the sides a and b.

a/sin A = b/sin B =
2R

a = 2R*sin A (2)

b = 2R*sin
B (3)

We'll substitute (2) and (3) in
(1).

(2R*sin A - 2R*sin B)/(2R*sin A + 2R*sin B) = [tan (A
- B)/2]/[tan (A + B)/2]

We'll factorize by 2R to the left
side and we'll simplify:

(sin A - sin B)/(sin A + sin B) =
[tan (A - B)/2]/[tan (A + B)/2]

We'll transform in product
the sum and the difference of sines:

sin A - sin B = 2*cos
[(A+B)/2]*sin [(A-B)/2] (4)

sin A + sin B = 2*sin
[(A+B)/2]*cos [(A-B)/2] (5)

We'll divide (4) by
(5):

2*cos [(A+B)/2]*sin [(A-B)/2]/2*sin [(A+B)/2]*cos
[(A-B)/2] =  [tan (A - B)/2]/[tan (A + B)/2]

We'll simplify
and we'll write each quotient:

cos [(A+B)/2]/sin [(A+B)/2]
= cot [(A+B)/2]

cot [(A+B)/2] = 1/ tan [(A+B)/2]
(6)

sin [(A-B)/2]/cos [(A-B)/2] = tan [(A-B)/2]
(7)

We'll multiply (6) by
(7):

{1/ tan [(A+B)/2]}*tan [(A-B)/2]=[tan (A
- B)/2]/[tan (A + B)/2]

Why is the process of encoding and decoding important in today's society considering military and civilian applications?

Encoding has a number of applications. Foremost is the
preservation of privacy or the transmission of sensitive information, for
example financial records or military communication. This type of encoding is
often refereed to as encryption. However, there are many uses and purposes of encoding.
One category of encoding is the mapping of one symbol to another, for example the number
65 to the letter A. Computers use this type of code (ASCII) to store letters in memory.
Other encodings facilitate the transmission of text over the internet. The terms
character encoding, character map, character set, or code page are historically
synonymous.

Compression algorithms use encoding to reduce
the size of readable text. Error correcting algorithms encode the message in such a way
that if part of the message is corrupted, the error can be detected and
the original message can be recovered.

What are some descriptions of the characters from The Cold Equations by Tom Godwin?The characters are: Barton Marilyn Gerry Records Dispatcher...

Barton is the protagonist. He is an EDS pilot. Although he
must jettison Marylin from his ship, he does show compasssion toward her. Barton tries
to find a way to help Marylin and treats her with senitivity and even tells her she is
not a coward. Barton is a good guy who is forced to do a bad
thing.

Marilyn is a victim of a bad situation. She must die
due to her mistake of selecting an EDS to stowaway on. Marilyn is only 18 but shows
maturity by resolving to her fate. She dies a hero instead of trying to make the reader
feel sorry for her. Clearly innocent of mal intent, Marilyn is a victim of the laws
created for the society that kills her.

Gerry is Marilyn's
big brother. He clearly is a loving brother who will be left with a memory of being able
to say good-bye to his sister. Gerry does not blame Barton and does not scold his sister
for her mistake.

Describe the main characters in "A Rose for Emily."

MISS EMILY GRIERSON. In her later
years, she is described as a short, "fat woman in black" who used an ebony cane. She appeared
bloated, with "haughty black eyes," and her hair eventually turned "iron-grey." In her younger
days, she had sported a "slender figure," as seen in the picture with her father. After he died,
she cut her hair short for a time in the style of a young
girl.

EMILY'S FATHER. There is no real
description of him in the story, only the mention of the picture with his daughter in which he is
portrayed in silhouette, holding a horsewhip.

HOMER
BARRON. The visiting Yankee foreman of a construction company, Homer is described
as a "big, dark, ready man, with a big voice and eyes lighter than his face." He loved to tell
stories, enjoyed the company of men, and became very popular with those he got to know. He was
often seen wearing a hat and yellow gloves and smoking a cigar.

Solve the equation : log 3 (x^2 + 4x + 12) =2

First, we'll verify if the argument of the logarithm is
positive. For this reason, we'll calculate the discriminant of the
quadratic.

If the discriminant is negative and the
coefficient of x^2 is positive, then the expression x^2 + 4x + 12 is positive for any
value of x.

delta = b^2 -
4ac

We'll identify the coefficients
a,b,c:

a = 1

b =
4

c = 12

delta = 16 -
4*12

delta = 16 - 48

delta =
-32

Since delta is negative and a is positive, the
expression x^2 + 4x + 12 > 0.

Now, we'll solve the
equation. We'll take anti-logarithm:

x^2 + 4x + 12 =
3^2

x^2 + 4x + 12 = 9

We'll
subtract 9 both sides:

x^2 + 4x + 12 - 9 =
0

We'll combine like
terms:

x^2 + 4x + 3 = 0

We'll
apply the quadratic formula:

x1 = [-4 +/-
sqrt(16-12)]/2

x1 =
(-4+2)/2

x1 = -1

x2 =
-3

Since all values of x are admissible, we'll not reject
either of resulted roots.

The solutions of
the equation are: {-3 ; -1}.

Examine Shakespeare's portrayal of history with reference to his historical plays?plz answer in detail

First, it must remembered that Shakespeare was playwright,
NOT a historian.  He used the history plays to make points about war and power.  The end
of the Plantagenet family as the rulers of England was filled with both internal and
external wars, the War of the Roses and The Hundred Years
War.

The cycle begins with Richard II, who by most accounts
was not a very good king.  He came to the throne as a child and never learned how to
rule.  He misused his power and lost his throne as a result to his cousin, Henry IV, who
was never comfortable on the throne since he usurped it.  Henry V followed his father
and became a hero with his victory at Agincourt.  However, he died young and was
succeeded by his infant son, another minority king.  He was a good man but not a very
good king.  After losing in France, Henry VI was forced to fight for his throne at home,
the War of the Roses.  The trilogy ends with Richard III and his defeat at Bosworth
Field and the rise of the Tudors.

In telling his story of
this turbulent history, Shakespeare twisted the history to suit his dramatic purpose.
 For example, at the end of Henry VI, Shakespeare has the young Richard kill the king.
 It is a wonderfully dramatic scene but it didn't happen.  When Henry VI died, Richard
was a young boy living in France.  He did not fight in the war.  Shakespeare aged the
character so he could be established him as a villain.  In reality, Richard III was a
good king and probably had nothing to do with the deaths of the little princes since
they would not have been recognized by the church as the the heirs to the throne due to
a previous marriage arrangement for Edward III. Edward had been pledged to marry another
woman and was still bound to her when he married Elizabeth
Woodville.

It must also be remembered that the Tudors came
to the throne by defeating Richard III, the last Plantagenet king.  It must also be
noted that the Tudor came from an illegitimate line from John of Gaunt.  Elizabeth was a
Tudor.  If Shakespeare knew the truth he was wise enough not to tell it.  For him.
history was a tool he could use to manipulate to tell his story.

How does the education system of India reduce the economic divide?

As with other systems of education in industrialized countries,
India's education system is free and open to the public.  That is, everyone can attend.  Besides
being democratic, this is an important vehicle for social change, in that it opens up not only
the possibility of literacy, but that of obtaining basic economic and social skills necessary to
progess beyond poverty.

Gandhi also made it a priority to develop
higher education facilities and make them accessible to India's population.  Many of the best
medical, technical and business schools in the world are found in India today, at least partly
realizing his dream.

India also makes a special effort to include
those who are economically disadvantaged in its secondary education program, which is open to
nearly 100 million individuals, and they then have access to top notch instructors, often
visiting from colleges and universities they may then be qualified to
attend.

What were the reactions of the 13 colonies to the Declaration of Independence?

By June 1776, the representatives of the thirteen colonies of
the Continental Congress were well versed in the art of political discourse. After almost two
years of a valiant 'tug of war' between the factional colonial representatives, it was clear that
independence was eminent. The only questions left to answer were who was to write the declaration
to England, what the document should include, and how it was to be distributed to the colonies so
that it would ascertain the greatest positive impact?

The answers:
Thomas Jefferson would author the document, however Ben Franklin and John Adams served as the
document's most critical editors. According to Franklin and Adams it was imperative that the
document only address the issue of independence, even though Jefferson's draft included a wide
range of additional issues.  Last but not least, Franklin, Adams, Jefferson, and several others
had to 'market and advertise' the document throughout the colonies, which were comprised of
patriots, loyalists, and what I call the undecided. Each one of these groups held great care with
regard to their political opinion. This was why the delegates of the Continental Congress decided
to have the Declaration of Independence printed and distributed throughout the colonies at the
same time. In addition, the document was read in the 'town squares' throughout the colonies. How
better to market, advertise,  as well as motivate those who were uncertain about their feelings
of 'independence' than by a universal inter-colonial reading of the
document.

Summarize chapters 9-12 in 3-5 sentences and on the last sentence, include the theme.

Your job, when you write a summary, is to think through
all the ideas in the book and pick out the most important ones. Which events
do you think are most important in the final chapters of
The Outsiders?

It can be overwhelming
to narrow ideas down this way. To help you, I will pare down the events of the book a
bit. Pick out the details you think are most important, referring back to your reading
in order to make your choice:

• Ponyboy thinks
  about fighting and realizes he does not like to do it, whereas his brothers and friends
  do.


• The greasers and Socs hold a rumble, which the
  greasers win.


• Johnny
  dies.


• Ponyboy wanders around town, hurt and alone,
  grieving for his friend.


• Dallas gets shot and killed by
  police.


• Ponyboy gets sick and spends several days in bed
  with a fever.


• Ponyboy is acquitted of any wrongdoing on
  the night Bob died.


• Ponyboy has trouble re-adjusting to
  school and comes close to failing English class.


• Soda
  gets angry when his brothers fight, and he makes them promise not to ask him to take
  sides anymore.


• Ponyboy decides to write a story about his
  experiences with his friends.

Major themes of
The Outsiders include class conflict, loyalty, and the search for
self. Which of these themes do you think is most important in the final chapters of the
book? As you write your summary, highlight the events that develop the theme you
choose.

What kind of woman is Mrs. Erlynne in Lady Windermere's fan?

Mrs. Erlynne, the real mother of Lady Windermere is what
we can catalogue as an AMORAL person. We could argue that she is innately a bad person
because she is a blackmailer, after all, has very little interest in making a meaningful
connection with her daughter and, most importantly, has a very tainted past which ended
in her expulsion from the acceptable society.

However, we
cannot completely render this veredict as one and only, because in her mind Mrs. Erlynne
simply does not see those things as good or evil, but merely as tactics for social
survival.

Therefore, although Mrs. Erlynne is certainly not
a good woman, we cannot say that she is bad. She is amoral in that she does the things
that she does "just because". She needs money? she gets it the easiest way. She wants
company? She manipulates people to get it for her. But her lack of worry and lack of
guilt helps us realize that, to her, none of those things are unacceptable, but
reasonable to consider.

What is the difference between added value and the profit of a business? explain clearly

Added value in marketing and management usually refers to
the monetary value of the increase in the benefit or value of a product to the customer,
as a result of operations performed by seller on the inputs used for making the product
available. This may be expressed in form of a formula
as:

Added Value = (Total benefit/value that a customer can
derive) - (Cost  incurred by seller)

Customers buy a
product because they derive more value from it than the price paid for it. Therefore, a
company must sell its product at a price that is lower than the value derived from the
customer. The selling price must also be higher than the cost of the product. Otherwise
the company will not be able to make any profit.

The profit
made by the company is equal to price of the product less the cost incurred in making
it. For a company to be able to sell its product and make profit the value added must
always be more than the profit, so that customer get more value from the products they
purchase than the price paid, and the manufacturer or the seller gets higher price than
the cost incurred. In this way both buyer and seller share between them the total amount
of added value.

Why does Ishamel in Moby Dick alone escape the wreck of the Pequod?is there something that makes him different from the rest of the crew, or is it...

As one of the many biblical allusions, the name Ishmael
refers to the son of Abraham and Hagar, the maid-servant of Abraham's wife Sarah.  Since
Abraham had no descendants because Sarah could bare no children, Sarah offered him her
maid-servant.  So Abraham took her as his second wife; however, it was the custom that
any child conceived by this second wife would belong to the first wife and her husband. 
Learning this, Hagar fled when she was pregnant, but an angel of Yahweh told her to
return and have the child because Abraham's descendants would be numerous.  While this
promise was extended to Ishmael, he was also cursed as Isaac was later born to Sarah and
Abraham.  After Isaac's birth, Sarah asked Abraham to expel Ishmael; he and his mother
Hagar were released and roamed the desert afterwards.

Like
his nomenclature, the narrator of Melville's novel, Moby Dick has
no home and spends years on the sea.  But, also like the biblical wanderer, Ishmael is
also protected from death and survives the destruction of the
Pequod, perhaps in order to retell the story of Ahab and the
mysterious great white whale and to be evidence of the arbitrarinessof nature as well as
proving that Moby-Dick is not completely an instrument of
retribution.

What is the main theme or message in 'Barn Burning'?

Of course, any work of literature has a number of themes that
can be identified, so clearly you need to widen the scope of your question to include a range of
possible responses. One theme that is obviously evident in this story, primarily through the
character of Abner Snopes, is that of rage and anger. Abner is a character who is so quick to
take offence over any possible altercation with others, but particularly with those who are
socially above him. This anger finds physical form in the literal flames of the barns and
property that Abner burns as an expression of his rage and resentment. He is a character who
appears to be trapped in a state of constantly achieving revenge against his superiors for
supposed wrongs that they have caused him. It is important to note that this anger has resulted
in the unhappiness of his family and their constant itinerant
state.

Abner is not the only character to display anger, of course,
but there is a contrast made between Abner and characters such as Major de Spain and Sarty,
because they have reason for their anger. A life that is dominated by anger, as in the prime
example of Abner Snopes, is shown to be a life that destroys both self and those closest to you.
Ironically, in burning down the barns of others, Abner only serves to metaphorically burn down
and destroy his family, by providing his son with the impetus he needs to defy him and
leave.

Help with quotes for To Kill a Mockingbird Who is speaking, who is the subject, what lessons are learned? "People in their rights minds never take...

I will answer one of your questions. The first quote is
uttered by Miss Maudie. She is talking to Jem and Scout after Atticus has just shot a
rabid dog, Tim Johnson, with one shot. Jem and Scout have no idea that their father is
such an excellent marksman. Sheriff Tate and Miss Maudie remember way back in the day
when Atticus was well known as an expert marksman all over Maycomb. He currently does
not keep guns or go hunting, so the children have no idea what a good shot he is. This
quote occurs in the beginning of the story when the children are not very proud of their
Dad's lack of "manly" talents, such as shooting. They know he is a well-respected
attorney, but they rather wish that he had more talents that they could brag about. This
is why they are surprised when he hesitate over shooting the dog, after Heck Tate urges
him to take the shot. The sheriff tells Atticus that he is the only one that has any
chance of killing the rabid dog.

When Atticus fells the dog
with one shot, the children are amazed, and this is when Maudie tells them that people
in their right minds never take pride in their talents. She is telling the children, as
she often does, that their father is a remarkable man. He is a humble man, not prideful,
and this is why they did not know about his talent as a marksman because he did not brag
about it. Maudie admires Atticus and it is often she who tells the children about their
father's many qualities.

It is significant in the story
because it builds upon the character of Atticus, foreshadowing what is to come. He is
the first one the judge thinks of to defend the falsely-accused black man, Tom Robinson.
The judge knows that Atticus is a man of integrity, a humble man that does not brag
about his accomplishments. Everyone in Maycomb respects Atticus for this, and slowly, as
his children grow, they see it as well.

Can you help me write a good thesis statement about the relationship between Rip van Winkle and his wife?in Washington Irving's "Rip Van Winkle"

Dame Van Winkle, the wife of Rip Van Winkle, is certainly no
easygoing "lovey-dovey" lady. 

The narrator of Washington Irving's
"Rip Van Winkle" calls Rip's wife a "shrew" and a "termagant," both terms uses to describe a
nasty, overbearing wife.  Rip is referred to as an "obedient, hen-pecked husband." 
 

Rip, of course, is hardly faultless.  He is a lazy, unsuccessful
man who spends his time hunting, fishing, or hanging out with his friends at the
tavern. 

  Perhaps you could write a thesis statement in which you
claim that Mrs. Van Winkle is a shrew, or---just the opposite---that she is a concerned wife who
tries to reform her lazy, good-for-nothing husband.

How should I write a contrast paragraph between the character of Amir and Hassan in the beginning of the novel The Kite Runner with 2 quotes?

I'm assuming you need a paragraph contrasting the two
characters, right?  Also, I'm not sure what you mean by the "beginning" of the novel, so I'll try
to keep the references from early on in the novel.

First, I would
recommend starting with a generalized observation of their personalities, such as "Amir appears
to be a coward, unlike his servant and 'friend', Amir".  You can then provide quotes from the
text to support these observations. 

For example, when Amir and
Hassan run into Assef and his friends, Amir does not want anything to do with Assef, despite
Assef's insults and threats: "'Just let us go, Assef,' I said, hating the way my voice trembled.
'We're not bothering you'" (Hosseini 41).  On the contrary, Hassan is the one who steps in and
saves them from being beaten: "Hassan held the slingshot pointed directly at Assef's face.... 
'Please leave us alone, Agha,' Hassan said in a flat tone" (Hosseini 42).  Hassan was scared, but
he stood up for Amir regardless of what he was feeling.

You could
even borrow a passage from the end of chapter three where Baba comments how "[t]here is something
missing in that boy" (Hosseini 22), referencing how Amir gets bullied in the streets and doesn't
stand up for himself.

As with all cited evidence, be sure to (1)
introduce the quote, (2) provide the quote, then (3) explain its significance/importance to your
claim.

Other contrasting points could be how Amir is unfaithful
while Hassan is loyal, or perhaps how Amir is spoiled but Hassan is thankful for everything he
has.  You could provide ample evidence from the text to support these as
well.

What does the following quote from 1984 mean?" Until they become conscious they will never rebel and until after they have rebelled they cannot...

This quote shows how bad Winston feels about the chances
for change in his society.  In this passage, he is talking about the likelihood that the
Party will ever be overthrown.  He has decided that the Proles are the only group with
enough strength to overthrow the Party, but (in the quote you cite) he is saying that
they cannot really do this.

The reason for this is that the
proles are stuck in a paradoxical situation -- a "Catch-22."  They cannot rebel until
they are conscious (until they realize that they are being abused by the Party).  But,
at the same time, they cannot understand they're being abused (in Winston's opinion)
until they have rebelled.

This means that things are
hopeless -- the proles can't rebel until they've already rebelled.  This is obviously
impossible.  This thinking shows how deep Winston's despair is.

Is it possible to enjoy DONNE'S religious poems without sharing his religious beliefs?Discussplz answer in detail

This is a splendid question. The short answer is a resounding
"yes." The longer answer is more complicated.

It is possible to
enjoy Donne's religious poetry even if one disagrees with his religious
beliefs if the poems are read as pieces of literature rather than as pieces of
religious propaganda.

Consider, for instance, Donne's famous "Holy
Sonnet 14," which begins with the words "Batter my heart, three-personed God." There is much to
admire about this poem, even if one is not a Christian. Donne's emphatic use of verbs, for
instance, breathes a kind of dynamic life into this poem, as in the second line, in which the
speaker says that God attempts to "knock, breathe, shine, and seek[s] to mend" his damaged
creatures. The list of verbs here is vigorous and compelling, no matter what the "message" of the
poem may be, and no matter whether one agrees or disagrees with that
message.

Similarly, one need not be a Christian to appreciate the
abrupt paradox expressed in line 3: "That I may rise and stand, o'erthrow me." Once again the
phrasing here is powerful and compelling, catching us by surprise but also winning our admiration
for the skill of the style. The same is true of the next list of emphatic, monosyllabic verbs
that appears in line 4, where the speaker implores God to bend his force "to break, blow, burn,
and make me new." Here Donne uses heavy alliteration (repetition of the same consonants) in the
repeated "b" sound, and he also uses striking assonance (repetition
of the same vowel sounds) in the proximity of "break" and
"make."

Meanwhile, in the next line,
Donne uses a very vivid simile (a comparison using "like" or "as") when the speaker says that he
is "like an usurped town" and needs God to penetrate him before he can be free. Similarly, the
highly unusual claim, at the very end of the poem, that the speaker can never be free "Nor ever
chaste, except you ravish [in other words, "rape"] me is one of the most memorable metaphors
Donne ever employed. It is also typical of the sometimes shockingly paradoxical style that makes
so many of his poems so difficult to forget.

Anyone who loves
literature as literature (that is, as language that calls attention to its
own inventive skill and compelling artistry) cannot help but admire the literary craftsmanship of
Donne's religious poems, whether or not one agrees with his theological ideas at
all.

What literary term does Steinbeck employ in the last sentence of chapter one in Of Mice and Men?

The last sentence of chapter one
reads:

The sycamore
leaves whispered in a little night
breeze.

There is more than one
literary device at work in this quote. You might want to pick the one to use that you have
recently studied or that your teacher would understand you already
know.

PERSONIFICATION: Leaves do not have the capacity to perform
the human act of whispering. When an object is described as a human, this is personification at
work.

IMAGERY: Imagery is the use of sensory detail to help develop
a picture. As you read this last sentence, you can almost see wind blowing through leaves on a
canvas of midnight blue. This image displays the use of both what can be seen and
heard.

This could also be foreshadowing which
you will understand by the end of the book...

What is the importance of non-renewable resources?

A non-renewable resource is one that cannot be produced or
regenerated fast enough to keep up with the consumption of it. This means that the
natural resource is limited and will eventually be gone because we use too much of it
too quickly. Oil, coal, and natural gas are the best examples of a non-renewable
resource. Once our supplies of these resources are gone, we must look elsewhere to find
other resources.

Running low or running out of a
non-renewable resource affects everyone. Where do we get the gasoline to put into our
cars? How do we heat our homes? Because much of the oil of the world is found in the
Middle East, many nations are dependent on those countries to supply their needed
resources.

How is Scout taught the lesson of "evil in the world" in To Kill a Mockingbird?I have to write an essay on the question that I'm asking...

During a break from the Tom Robinson trial, Scout and Dill both
get a lesson about the evil that lurks in the world from none other than Dolphus Raymond--a man
with one of the worst reputations in Maycomb. After Dill had become upset about Tom Robinson's
treatment by the prosecuting attorney (who repeatedly referred to Tom as "boy"), the two children
took a break outside. There they found Raymond, sipping from his bottle in a bag. They found
Raymond to be a curious man, and they soon saw that one of his supposed vices--drinking whiskey
hidden in a bag--was just unfounded gossip. They also learned that Dolphus prefers living with
black people. He tells Dill that when he gets older, he won't cry as easily as he does
now.

"Cry about what,
Mr. Raymond?" Dill's maleness was beginning to assert itself.
"Cry about the simple
hell people give other people--without even thinking. Cry about the hell white people give
colored folks, without even stopping to think that they're people,
too"

Mr. Raymond tells the children to
just go back into the courthouse to see some of the evil that is seated
inside.

There are many other examples of Scout's discovery about the
evil of the world. She sees the hypocrisy in her teacher, Miss Gates, and in the women of the
Missionary Circle. She sees the injustice in the accusations by the Ewells against the innocent
Robinson and the jury's racial hatred in their verdict. She comes to recognize that Boo's family
had cruelly mistreated him. Later, Scout will become a victim of Bob Ewell's own evil motive of
revenge.

Analyze the first two quatrains of Shakespeare's Sonnet 18 with respect to the couplet.

The rhyming couplet comprises the last two lines of Sonnet
18, lines 13 and 14.

readability="6">

So long as men can breathe or eyes can
see,
So long lives this and this gives life to
thee.

In the couplet, the
sonneteer is saying that as long "as men can breathe or eyes can see," Sonnet 18 will
live and be read, and, in so being, will immortalize the subject of the sonnet, which is
the speaker's beloved. [Some assert that Shakespeare is writing of his own loves while
others suggest Shakespeare is simply writing a sonnet cycle that is in many respects not
autobiographical.]

The first two quatrains answer the introductory
rhetorical question: "Shall I compare thee to a summer's day?" Line 3 and 4 of the first
quatrain and lines 5 through 8 of the second quatrain explain the "Why" of the implied
"No, because" that comprises the rhetorical question’s answer in line 2: "Thou art more
lovely and more temperate" than a summer's day.

The essential "why,"
or explanation, offered in lines 3 through 8 is that while winds, sun, and "nature's
changing course" may destroy summer's beauty (turning it in fact to autumn), nothing
will destroy the beauty of his beloved. The "because" that follows the first two
quatrains is in the third quatrain and is that the sonnet will immortalize the beloved’s
beauty and life.

If a square is formed by x + 3y +4 = 0, 2x + 6y + 7 = 0, 3x – y + 4 = 0 and 6x – y + a = 0, what is the value of a?

To determine a if  the square is formed by x + 3y +4 = 0, 2x +
6y + 7 = 0, 3x – y + 4 = 0 and 6x – y + a = 0, what is the value of
a:

The lines x+3y+4 = 0 and  3x-y+4 are perpendicular as the their
slope is -1/3 and 3 and the product  slope is -1.

Therefore the
other pair of lines 2x+6y +7 = 0 and 6x-y +a = 0 should be perpendicular. The slope of them are
-2/6 and 6/1. The product of the slopes = -(2/6)(6/1) = -2. For the lines to be perpendicular the
product of the slopes must be equal to -1.

For a square to be
formed  any two adjacent lines  equations   must be perpendicular. Therefore the given four lines
does not form a square.

Correcting the equation 6x-y + a = 0 as
6x-2y +a = 0, we get the pars of opposite lines:

x+3y+4 = 0 ||
2x+6y+7 = 0 , Or x+3y+3.5 = 0

3x-y +4 = 0 ||  6x-2y +a = 0. Or 3x-y
+a/2.

The distance between first pair of parallel lines  = {-4
-(-7)}/(3^2+1^2) = 3/sqrt10....................(1)

The distant
between the other pair of || lines = |4- a/2|/sqrt(3^2+1^2) =
(4-a/2)/sqrt10...........(2).

For a square, the distance beween the
opposite pairs of lines must be same.

Therefore 3/sqrt10  =
(4-a/2)/sqrt10.

Or 3 = (4-a/2).

Or a/2
= 4-3 = 1

 a=
2.

Therefore  the value of a = 2 int he equation
6x-2y +a  = 0 in order that the system of equations,

 x + 3y +4 = 0,
2x + 6y + 7 = 0, 3x – y + 4 = 0 and 6x – 2y +
a = 0 should form a square.

What is a procurement system, and what methods can be used to assess procurement systems?

Procurement system refers to the collection of procedures
and methods used in an organization for purchase of goods and services required by it.
It includes activities such as ascertaining the specifications and quantities of items
to be procured, authorization for procurement, identification and selection of sources
of supply or vendors, finalization of terms of procurement with the vendors, placement
of purchase orders, follow up for supply of items ordered, inspection and approval of
goods and services received against orders placed, and approval of payment for the
same.

The method for assessing procurement system will
consist of:

• Identifying and defining the
  objectives of procurement, the inputs used for meeting these objectives, and developing
  parameters of measurement of efficiency and effectiveness in terms of these objectives
  and input resources.


• Installing a system for collecting
  data on actual results obtained and resources used, analysing the data to determine the
  levels of performance in terms of the defined parameters of
  measurement.


• Making the analysed information available to
  the concerned persons by way of periodical reports, as well as special reports and
  on-line information, made available on
  demand.

What are the roots of the derivative of y=x^2/(2x-1)-2/(2x-1) ?

We'll have to differentiate the function for finding the
roots of the expression of the first derivative.

We'll
re-write the function:

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

Since the given function is a product, we'll
apply the quotient rule:

f'(x) = [(x^2-2)'*(2x-1)
- (x^2-2)*(2x-1)']/(2x-1)^2

f'(x) = [2x(2x-1) - 2(x^2 -
2)]/(2x-1)^2

We'll remove the
brackets:

f'(x) = (4x^2 - 2x - 2x^2 +
4)/(2x-1)^2

We'll combine like
terms:

f'(x) = (2x^2 - 2x +
4)/(2x-1)^2

Now, we'll put f'(x) =
0.

(2x^2 - 2x + 4)/(2x-1)^2 =
0

Since the denominator is always positive, for any value
of x, only the numerator could be zero.

2x^2 - 2x + 4 =
0

We'll calculate delta:

delta
= b^2 - 4ac

We'll identify
a,b,c:

a = 2 , b = -2 , c =
4

delta = 4 - 32 = -28 <
0

Since delta is negative and a = 2>0, the
expression 2x^2 - 2x + 4 is always positive for any avlue of
a.

So, the first derivative is positive and
it is not cancelling for any value of a.

The equation f'(x) = 0 has no
roots.

I was wondering if anyone knows where I can find (in chronological order) everything William Inge has ever written.I'm trying to do a powerpoint...

You may want to have a look at William Inge: A
Bibliography, by Arthur F. McClure (Boston: Garland Publishing, 1982). Here is a
hyperlink to more href="http://books.google.com/books?id=KBVaAAAAMAAJ&q=william+inge+bibliography&dq=william+inge+bibliography&hl=en&ei=MTVLTtyKBoubtweH5pijCg&sa=X&oi=book_result&ct=result&resnum=1&ved=0CC4Q6AEwAA">information:

The
book was later revised and reissued as
follows:

Bibliographic Guide to the Works of William
Inge (1913-1973). Edited by Arthur F McClure and C. David Rice.
Lewiston, NY: Edwin Mellen Press, 1991.

In an assessment of this
later edition (published in the South Atlantic Review), Ralph F. Voss wrote
as follows:

All in
all, though, McClure and Rice have given us by far the most thorough and therefore most useful
Inge bibliography to date. It updates and outstrips McClure's 1982 bibliography, which at the
time updated and outstripped earlier bibliographies by Frances Manley and Eugene
DeGruson.

The Library of Congress
catalogue (www.loc.gov) lists no bibliography more
recent than the one by McClure and Rice.

Good luck with your
project!

What are at least four coincidences in Great Expectations which must be accepted by the reader in order for the story to be believed?

It is a coincidence that Molly is Estella's true
mother.

It is a coincidence that the convict who Pip helped
as a child is his true benefactor.

It is a coincidence that
Orlick eventually works at the gate for Miss Havisham.

It
is a coincidence that Magwitch turns out to be Estella's
father.

It is a coincidence that Compeyson turns out to be
the man that left Miss Havisham at the altar.

Look at all
these people - they, just like Pip had GREAT EXPECTATIONS
for life. Havisham wanted a successful marriage. Molly and Magwitch probably wanted to
have children under good circumstances. Magwitch wanted to be a successful businessman.
ALL OF THEM WERE LET DOWN. Thus, the GREAT, as in big or tremendous. Expectations are
often hopes that never get met. They are ideas. They do not necessarily achieve
purposes.

Pip always hopes for something more, even until
the very end. As he finds Orlick at the door he feels like this man goes wherever he can
to mess with Pip's life.

I think one of Dicken's purposes
you can use is the fact that life doesn't always turn out the way we want. This is the
lesson to take home for each of the characters mentioned above. When you take a look at
the web woven for us, you see how closely linked all the manipulation was that made
these people's hopes be nothing more than that, hope.

In To Kill A Mockingbird's Chapter 10, how is Tim Johnson a symbol of racism?I'd like to have a quote to support this so it will be easier to...

What an interesting question. I have never thought about
associating Tim Johnson, the rabid dog that Atticus shoots, as a symbol of racism. I
have always thought the dog was used as a vehicle to teach the children that their
father had many talents that they did not know about, shooting being one of them, and
that, as Miss Maudie says:

readability="5">

People in their right minds never take pride in
their talents.

That said,
however, perhaps Tim Johnson staggering down the deserted street of Maycomb can
symbolize the Southern racism that is also staggering down the street, on its way to its
death. This story was written during the Civil Rights movement, so perhaps the exposure
of racism by the media and the focus given to it on TV was the beginning of the end for
the Jim Crow brand of racism that was still widespread throughout the South. Perhaps Tim
Johnson's sickness could be compared to the sickness of the racists in the town of
Maycomb. Since Atticus killed the dog, perhaps this can be symbolic of the fact that his
defense of Tom was also going to be a bullet in the back of
racism.

I don't know...........perhaps this is stretching
it a bit, but.........what do you think?

A quote you might
use:

If your
father's anything, he's civilized in his heart. Marksman ship's a gift of God, a talent
--- oh, you have to practice to make it perfect, but shootin's different from playing
the piano or the like. I think maybe he put his gun down when he realized that God had
given him an unfair advantage over most living things. I guess he decided he wouldn't
shoot till he had to, and he had to
today.

With regard to the
quote -- Atticus realizes he must use his talent now to kill the rabid dog, as it is a
danger. He soon will realize he needs to use his talent as a lawyer to do what he can to
defend Tom Robinson, and move towards eradicating racism in Maycomb. Later in the novel,
even though he loses the case, he tells Jem that his defense of Tom is at least a start
towards fighting racism.