Calculate the percentage of oxygen in Al2(SO4)3?

To calculate the percentage of oxygen in aluminum sulfate, `Al_2(SO_4)_3`  , we need to determine the molar mass of this salt. The atomic masses of aluminum (Al), sulfur (S) and oxygen (O) are 27, 32 and 16, respectively.

Thus, the molar mass of aluminum sulfate = 2 x 27 + 3 x 32 + 4 x 3 x 16

= 342 gm/mole

The mass contributed by oxygen = 4 x 3 x 16 = 192 gm

% contribution of oxygen = mass of oxygen x 100/ mass of aluminum sulfate

= 192/342 x 100 = 56.14%

Thus, oxygen contributes about 56% of mass to aluminum sulfate. Similarly, sulfur contributes 28.1% (96/342 x 100) and aluminum contributes 15.8% to the total mass of aluminum sulfate. 

This salt is generally sold as alum and is used as a coagulating agent in water treatment process.

Hope this helps. 

How and to what extent did various colonists protest British economic policies leading up to the American Revolution?

The colonists protested various British economic policies before the Revolutionary War. After the French and Indian War ended, the colonists did a lot of protesting about various British policies, whether they were economic or political.

The colonists were very loud in their protests about British tax policies and tax laws. The colonists believed the British were violating their rights by passing tax laws such as the Stamp Act and the Townshend Acts without the colonists having representatives in Parliament that could speak about and vote on these proposed taxes. The colonists organized boycotts of British goods until the laws were repealed. In some cases, the colonists began to make their own products, which could have a long-lasting impact on the British merchants. The colonists also organized committees of correspondence to keep people throughout the colonies aware of events that were occurring.

The colonists were also not pleased with the Proclamation of 1763 and the Quartering Act. The Proclamation of 1763 prevented colonists from moving west of the Appalachian Mountains to get land that Great Britain gained from France as a result of the French and Indian War. The Quartering Act required the colonists to provide housing for the soldiers who were enforcing the Proclamation of 1763, which the colonists didn’t support. Some colonists refused to obey the Proclamation of 1763 and went to the western lands.

The colonists protested the Tea Act of 1773. The Tea Act gave the British East India Tea Company a monopoly on the tea trade. It also continued the tax on tea that already was in existence. The colonists responded with the Boston Tea Party. The colonists boarded ships in Boston Harbor and dumped the tea into the harbor. The British responded with the Intolerable Acts, which the colonists refused to obey. In fact, the colonists began to form their own militias after the Intolerable Acts were passed.

The colonists were very vocal in their opposition to British economic policies. The Revolutionary War started in 1776, in part, as a result of these policies and the reaction of the colonists to these policies.

What contrast exists between the beach and the bay?

To begin, the beach is identified as "the safe beach"; it is the beach Jerry and his mother have always visited on holiday.  It is a place that he associates with his childhood, with safety, and with her protection. 

The bay, on the other hand, is "the wild bay," and, as Jerry drew nearer to it,

he saw that spread among small promontories and inlets of rough, sharp rock, and the crisping, lapping surface showed stains of purple and darker blue.  Finally as he ran sliding and scraping down the last few yards, he saw an edge of white surf and the shallow, luminous movement of water over white sand, and, beyond that, a solid, heavy blue.

Many of the word choices here carry a dangerous connotation: rough, sharp, stains of purple and darker blue (which sound like bruises!), scraping, edge, and heavy.  Many sound like words we associate with weapons or the injuries caused by them.  They all seem painful and damaging.  Further "rocks lay like discoloured monsters under the surface, and [...] irregular cold currents from the deep water shocked his limbs."  The mood associated with the wild bay is therefore very ominous: there are "monsters" under the water and cold currents to "shock" Jerry.  This sounds very unpleasant.

However, when he looks back at the safe beach, he sees his mother.  "There she was, a speck of yellow under and umbrella that looked like a slice of orange peel."  Instead of the dangerous and ominous imagery and word choices associated with the wild bay, the safe beach is characterized by citrus colors, colors we might normally associate with a carefree beach vacation.  It is very much a safe place compared to the dangers of the wild bay.

How do I summarize articles in APA style? Are these called abstracts?

It sounds as if your teacher would like you to write an abstract for each paper. An abstract is a type of summary. Normally, abstracts will include one or two sentences describing each of the following:

• The purpose of the work.


• Any background or context information necessary to understand the work. 


• The methods used to obtain results.


• The results.


• The conclusions which can be drawn from the results.


• Sometimes a statement describing any further work/analysis/experimentation which needs to be done can be included, although this is not necessary in all cases - usually only appears when the results are inconclusive.

As for how to format your summaries, it is not really clear from your teacher's instructions. But I would err on the safe side and format each summary on a dedicated Abstract page following the APA style guidelines. See the link below for more info on formatting. 

Why does Mrs. Crater think she does not need to fear Mr. Shiftlet in The Life You Save May Be Your Own?

In the story, Mrs. Crater thinks that she does not need to be afraid of Mr. Shiftlet because he looks like a defenseless tramp.

When Mr. Shiftlet approaches, Mrs. Crater is sitting on the porch with her daughter, Lucynell. Both mother and daughter share the same name. Mr. Shiftlet's harmless demeanor leads Mrs. Crater to think that she has nothing to fear from this stranger. After all, one sleeve is folded up to reveal that he only has half an arm on his left shoulder. When he walks, it looks as if the wind is pushing him along.

Later, Mr. Shiftlet tells Mrs. Carter that he is twenty-eight years old and that he is a carpenter who has lived a 'varied life.'

He had been a gospel singer, a foreman on the railroad, an assistant in an undertaking parlor, and he had come over the radio for three months with Uncle Roy and his Red Creek Wranglers. He said he had fought and bled in the Arm Service of his country and visited every foreign land and that everywhere he had seen people that didn't care if they did a thing one way or another. He said he hadn't been raised thataway.

Painting himself as a man of dignity, integrity, and 'moral intelligence,' Mr. Shiftlet manages to lull Mrs. Crater into careless security; she thinks that she will get a handyman for her property and a prospective husband for her daughter, but Mr. Shiftlet has other plans. As the story progresses, we realize that Mr. Shiftlet is after Mrs. Crater's prized automobile. Slyly, he manages to restrain his feelings long enough to marry the younger Lucynell and to take her on a supposed honeymoon. However, after a short drive, he ditches his new bride at a local diner before driving off to Mobile alone.

Did Thomas Jefferson face any challenges in his life?

Thomas Jefferson (1743-1826), the third President of the United States, faced many challenges, both personal and moral in nature. First, his beloved wife, Martha, died in 1782 at age 33 as a result of suffering from diabetes and bearing many children. Jefferson was in a long state of mourning following her death, and it is thought by many historians that he had a long relationship with Sally Hemings, a slave woman of biracial ancestry, after his wife died. Sally was the half-sister of his wife, Martha, and likely had six children with Jefferson.

Jefferson was also challenged morally by the issue of slavery. He had proposed releasing and retraining slaves, and he wanted to insert into the Declaration of Independence a statement criticizing King George III of England for his support of the slave trade (this section was taken out). However, as President, Jefferson allowed slavery into the territories acquired in the Louisiana Purchase, and he did not support emancipation while President. In addition, he only freed some of his slaves, and he was clearly divided about the issue of whether slaves could lead independent lives right after slavery, though he thought slaves had inalienable rights as human beings.

The election of 1800 that brought Jefferson to the presidency as a Democratic-Republican (then known as a Republican) was also a highly bitter and controversial one. Jefferson and Aaron Burr were tied in the electoral college, and the House of Representatives, which had to then decide the election, cast the deciding votes for Jefferson after several ballots and lobbying by Alexander Hamilton. Burr became Jefferson's Vice-President.

During Jefferson's presidency, he often carried out actions that were contrary to his stated beliefs. While he advocated a small federal government, he increased the complexity of the role of the federal government through the Louisiana Purchase in 1803. Members of his party were not sure whether the federal government had the right to acquire land, but Jefferson did so anyway.

Jefferson also faced international challenges. In his second term in the White House, Jefferson tried to avoid U.S. entanglement in the Napoleonic Wars. During these wars, the British and French were interrupting American shipping, so Jefferson declared an embargo on American shipping. However, this embargo is thought to have mainly hurt the U.S. After his second term, he retired to his house in Monticello. 

AP Macro: What is a circumstance where a company might not choose to act solely in the interests of the firm – explain the situation.

There can be many circumstances in which a company will choose to act in ways that are not “solely” in its own interests.  This is because there are many instances in which the firm’s interests coincide with those of other stakeholders.  In such cases, the firm will be acting in a way that is not solely in its own interests.  This is true regardless of whether the firm acts because the action is in its own interests.

For example, we know that Walmart raised the wages of many of its employees this past year (2015).  By doing so, the firm was acting in its own interests, but also in a way that was in the interests of others.  As we can see in the article in the link below, Walmart has seen benefits from adopting this policy. It is getting more applications and experiencing lower turnover, both of which are beneficial.  However, at the same time, Walmart is acting in the interests of its workers and even of society as a whole.  When Walmart raises its wages, its employees’ standards of living will presumably rise.  When Walmart raises its wages, competitors may also raise their wages, helping many other workers.  When these things happen, our society as a whole is better-off because, among other things, people are wealthier and there is less of a need for government assistance to low-wage workers.

Thus, we can see that Walmart acted not solely in its own interests when it raised wages.  We do not know whether Walmart cared about helping its workers or society, but we know that its action is likely to have that effect.

In "Everyday Use," what inference can you make about what the narrator wants from Dee?

One thing Mama wants from Dee is respect. In the beginning of the story, as Mama and Maggie await Dee's arrival, Mama shares her dream about meeting Dee on a famous television show. Dee will have "made it" or become successful in some way. And Dee will have an emotional reunion with Mama on a famous show in which Dee will thank Mama for raising her to be the success that she has become. 

In real life, Mama is large, accustomed to hard work, and hardly glamorous in the way Dee would probably wish her to be. In fact, Mama imagines that she is more glamorous in this television daydream. Mama re-imagines herself in this way because this is the stereotypical presentation of the successful child's proud mother. But she also imagines herself in this way because, in this scenario, Dee would respect her. 

Dee has always had her own style. That is, she has always been interested in what is in style. Now that African culture is fashionable in the social world Dee has experienced in college, she wants the quilts. Mama and Maggie know that the quilts have sentimental value because of how they were made, how they look, and because of how they were designed: to be used. Dee wants them for superficial reasons. It seems that Mama has always wanted Dee's approval, but in the end she will not agree to Dee's superficial request to take the quilts to simply hang them on the wall. This is significant because Mama says "No" to Dee. At this point, Mama changes. She is no longer interested in Dee's approval and/or respect. She would rather have Maggie's approval: 

I did something I never had done before: hugged Maggie to me, then dragged her on into the room, snatched the quilts out of Miss Wangero's hands, and dumped them into Maggie's lap. 

What does the black box in "The Lottery" symbolize?

The black box symbolizes death.

In Shirley Jackson's dark tale of man's blind adherence to tradition, a community gathers mindlessly for their traditional lottery, a drawing of names in order to select the "scapegoat" for that year. Despite most people's having forgotten the original purpose for the lottery, the traditional act of stoning the "scapegoat" is carried out yearly with the prevailing wisdom being, as Old Man Warner says, "There's always been a lottery." And, before saying this, he recites a time-worn expression, "Lottery in June, corn be heavy soon."

The director of this lottery is Mr. Summers; he is in charge of the black box that contains slips of paper for each family. When the others learn that Mr. Hutchinson has drawn the one slip that designates a family, then Mr. Graves (symbolic name) picks up the five for each of the Hutchinsons and places them in the black box for Bill Hutchinson to draw. The member of the family whose slip has the black dot on it becomes the scapegoat who is then stoned to death by the others in the community.

Bill Hutchinson went over to his wife and forced the slip of paper out of her hand. It had a black spot on it, the black spot Mr. Summers had made the night before with the heavy pencil in the coal-company office....

"It isn't fair, it isn't right," Mrs. Hutchinson screamed, and then they were upon her.

Mrs. Delacroix picks up the largest stone she can hold, one that can inflict deadly force. Clearly, then, the black box containing slips of paper with a single one marked with a black spot represents death for one person.

What is in the water gun that Freak uses in chapter 20?

That chapter is an intense chapter.  Kenny, a.k.a. Killer Kane, has tied up Max.  He does not want Max giving up his location to the police.   Kenny then goes out to see if he can find a car.  During that time, Loretta Lee sneaks into the house to try and save Max.  Right as she gets him untied, Kenny returns and begins choking her.  Max starts screaming at Kenny that he saw Kenny kill his mother.  That turns Kenny's attentions on to Max, and Kenny begins strangling Max.  

Kevin miraculously shows up and says "Put your hands up, villain!"  It's such a great line, because Kevin is such a tiny person, yet he is acting incredibly bold.  Kevin is pointing a squirt gun at Kenny that is supposedly filled with sulfuric acid.  Kevin shoots Kenny in the eyes, and Kevin and Max make a daring escape while Kenny's eyes are burning.  The reader finds out a bit later that the squirt gun was not filled with sulfuric acid.  It was filled with vinegar (which is an acid), soap, and curry powder.   

How do polyatomic ions compare with covalently bonded molecules?

There are both similarities and differences between molecules and polyatomic ions. First for the similarities:

Atoms that are covalently bonded within a molecule are held together by pairs of electrons that are shared between two atoms. The atoms that make up a polyatomic ion are also covalently bonded, or held together by shared pairs of electrons. In both molecules and polyatomic ions the atoms are separated from each other when a chemical reaction takes place. Phase changes such as melting and vaporizing don't involve breaking of covalent bonds. 

There are two main differences between molecules and polyatomic ions:

1. Molecules are electrically neutral while polyatomic ions have a net charge. In the process of the ion forming one or more electrons were either gained or lost. Most polyatomic ions have an excess of electrons and are therefore negative, such as NO3(-) and SO4(2-). There is one common positive polyatomic ion, NH4(+), which has one less electron than it does protons. 

2. Molecules exist as molecular compounds, which generally have low melting and boiling points because attractions between individual molecules are weak. Polyatomic ions exist in ionic compounds. A polyatomic ion is attracted to one or more oppositely charged ions, forming a compound that exists as a crystal lattice of repeating positive and negative ions.  Ionic compounds have high melting points because a lot of energy is needed to overcome the strong attraction between positive and negative ions. An example of a polyatomic ionic compound is sodium nitrate, NaNO3, which is made of the positive ion Na+ and the negative polyatomic ion NO3(-). 

Is malleability a chemical or physical property?

Malleability is a physical property because it can be observed without a change in composition of a substance. Chemical properties are those which are observed during a chemical reaction, for example the tendency of iron to rust and form iron oxide, a new substance.

Malleability is a typical property of metals. It's the ability to be shaped or flattened by compressive stress, such as hammering or rolling. In metallic bonding the valence electrons are free to move around. This allows atoms to change position under stress without fracturing the material. This shifting of position of atoms relative to other atoms doesn't produce a different substance.

A roll of aluminum foil is an example of the malleability of metals. Gold is the most malleable metals, with the ability to be flattened into extremely thin sheets.

What are the character traits of Jonas's father in The Giver?

Jonas’s father is compassionate, but just as clueless as the rest of the citizens in the community.

Jonas’s father and mother were assigned to his family unit by the elders, like every other family unit.  Jonas’s father was a Nurturer, meaning he takes care of the babies.  This was a profession given to individuals who were playful and compassionate.  This generally describes Jonas’s father.

Father was listening with interest. "I'm thinking, Lily," he said, "about the boy who didn't obey the rules today. Do you think it's possible that he felt strange and stupid, being in a new place with rules that he didn't know about?" (Ch. 1)

Jonas listens carefully to Lily, even though she is young.  Like all others in the community, he has been trained to help diffuse feelings, and he is able to make Lily feel better.  He is also able to help Jonas feel better about his apprehension for the upcoming Ceremony of Twelve.

Jonas’s father demonstrates compassion when he looks up Gabriel’s name and gets himself special permission to bring Gabriel home with him for extra nurturing.  He does not want Gabriel to be released.  It is very unusual for anyone in the community to try to prevent a release.  Most of them just accept it as a matter of course.

Unfortunately, Jonas’s father is not that special. While he may have extra compassion and resourcefulness, he is still a citizen of the community.  While he does not want to be the one to release the newborn twin, he does it without question.  When Jonas learns of this, he can’t believe it. 

He killed it! My father killed it! Jonas said to himself, stunned at what he was realizing. He continued to stare at the screen numbly. (Ch. 19)

Jonas’s father acts as if he is not aware of what the baby’s death means.  He says goodbye to it and dumps it down a garbage chute.  Later, Jonas learns that he agreed to release Gabriel when he still could not sleep through the night.  He may be a little different from the other citizens in the community, but in the end he is just like all of them.

Jonas has no idea what is really happening in his community until he learns the real meaning of release from watching his father kill the newborn.  It is at that point that he understands that his father is not the man he thought he was.  He is just like everyone else.  This is one of the hardest things to accept.  He has no idea that his father is a coldblooded murderer until he sees the video.

Why does Henry Clerval come to Ingolstadt?

Henry Clerval has one main reason for coming to Ingolstadt: to get an education.  In Volume I, Chapter IV, he meets Victor outside an inn, and tells him,

"You may easily believe [...] how great was the difficulty to persuade my father that it was not absolutely necessary for a merchant not to understand any thing except book-keeping; and, indeed, I believe I left him incredulous to the last [...].  But his affection for me at length overcame his dislike of learning, and he has permitted me to undertake a voyage of discovery to the land of knowledge."

The University at Ingolstadt was founded in 1472, and it was widely considered to be an important center of learning.  Clerval, the son of a merchant and destined to become a merchant himself, had to work hard to convince his father that it was important for him to know more than just how to keep the books for their business.  His father, disagreeing with his son on the value of a university education, finally agreed -- out of affection rather than a change of opinion -- to let him come to school. 

Clerval also reports to Victor about how worried the Frankenstein family is that they hear from Victor so infrequently. 

Explain how Germany told Mexico to attack the United States in World War I?

Germany tried to get Mexico to attack the United States in World War I. The Germans knew the Mexicans weren’t too happy with the United States in the years prior to World War I. We were searching for Pancho Villa, and we had intervened in Mexican presidential politics. Germany also knew from experience that fighting a two-front war is a very difficult thing to do. It prevents a country from giving its full support to one area in the war. When a country has a two-front war to fight, that country must split its troops between the two fronts. Germany was planning to resume its sinking of ships without warning. This likely would bring us into World War I fighting against Germany. Germany wanted the United States to have to fight a two-front if we entered World War I.

Germany wrote a message, called the Zimmerman Telegram, to Mexico. Germany told Mexico that if Mexico attacked the United States and if Germany won the war, the Germans would require the United States to return much of the land we got from Mexico in the Mexican-American War. When the British intercepted this message, it was published in American newspapers. The American people were outraged. Americans knew if we went to war in World War I, we would be fighting against Germany.

How does Montag react when Clarisse dies?

The sudden death of Clarisse in Part One has a huge impact on Montag. It is Mildred who breaks the news to Montag and, the morning after, Montag develops "chills and fever" which stop him from going to work. He also sleeps "five hours" later than usual. This is significant because it is the first time Montag has ever been sick, which Mildred points out to him.

Clarisse's death also provokes an identity crisis in Montag. He starts talking about quitting his job, and suddenly becomes conscious of the moral implications of his job as a fireman, saying,

Last night I thought about all the kerosene I've used in the past ten years. And I thought about books. And for the first time I realized that a man was behind each one of the books.

His absence from work leads to a visit from his boss, Captain Beatty, who realizes Montag is beginning to question his role in society. Clarisse's death set Montag on the path to rebellion. 

Examine the character of Armand from Desiree's baby. Does he have any redeeming qualities or not? What motivates him? What is his background? Does...

Armand is the owner of the Louisiana plantation called L'Abri. He is very wealthy and owns many slaves. He was born in France, but his father brought him back to the plantation as a child. It is unclear whether he saw much of his mother, who never came to the United States. At the end we learn that Armand's mother was of mixed race; it appears that Armand does not know until the end of the story that he has black ancestry. 

As to his redeeming qualities, when he first fell in love with Desiree, he was romantic and apparently giving, for he did not mind bestowing his wealth upon her, even though she had uncertain parentage, having been a foundling. He lavishes the best material goods on Desiree and the baby. Later, the nicest thing we learn about him is that he stops beating his slaves after the birth of Desiree's baby, presumably because he is so pleased to be a father. 

Armand's unpleasant character qualities far outweigh his positive attributes. Desiree's mother feels a pall over L'Abri because of the harshness with which Armand rules it. Armand beats his slaves, and it is implied that he may have fathered at least one child from a slave, La Blanche. When he notices that Desiree's baby is displaying physical signs of having black heritage, he rejects Desiree and the child. First he gives them the silent treatment, and when Desiree approaches him, he is cruel to her, accusing her of being black. This shows his racism. When she asks him if she should leave, he says, "Yes, I want you to go." He subsequently destroys all material items related to his wife and baby, showing a cruel, uncaring side. 

As to what motivates him, it appears that social standing is what he cares most about. He assumes he is marrying beneath himself because Desiree doesn't have his social standing, showing he values status more than character. He buys the best material goods for his wife and child, but that may be more by way of showing off his status rather than from true generosity. When the "far-off neighbors" start coming and Armand rejects Desiree and the baby, we suspect he has yielded to the influence of other important members of society who would not accept him if he were married to a black woman. Finally, his dismissal of Desiree and his child to an unknown fate and his burning of all the things that he had given them shows that he cares more about what society thinks about him than about his wife and child. His obligations as a husband and father and his previous love for Desiree and excitement about the baby do not influence him at all.

He has a definite choice at the end of the story. He can embrace Desiree and the baby despite (what he thinks is) their racial heritage, or he can yield to his own and his society's racism. He chooses the latter. The irony that occurs at the end is that he himself is the one with black heritage, and he cannot so easily dismiss that fact as he could dismiss his wife and child. 

Chaucer is called the social historian of his age? Do you agree?

Chaucer is considered to be the first great English poet. By any account, he was the first poet to create works of international literary significance in English (with apologies to the composer of Beowulf, whoever he might have been). The fact that his works, particularly the prologue to The Canterbury Tales, are still studied in high schools today attests to their staying power.

To call a poet/writer a “social historian” implies that their work communicates important ideas about the social fabric of his/her time—the people, their aspirations, strengths and weaknesses, living conditions, relationships, and accomplishments. Chaucer's Canterbury Tales certainly fits that description. His characters range from the stoic, admirable Knight to the grimy, evil Pardoner and Summoner. 

As Chaucer describes his characters, he uncovers some of the faults of his age: the church has become corrupt and greed-driven; the doctor engages in a kickback scheme with an apothecary; the merchant, out of vanity, hides his true financial status behind lies and fancy clothes; and the Wife of Bath boldly proclaims her cold, calculating strategies to control men, which include deception and sexual manipulation.

Just like today, and any age of history for that matter, people are fallible and weak. But Chaucer is not completely pessimistic. He recognizes the existence of good in a few people, as evidenced by his description of one character in particular: the Parson. Here are the initial lines from Chaucer's description of the Parson:

Middle English                                  

A good man was ther of religioun,      

And was a povre Persoun of a toun,    

But riche he was of holy thoght and werk.

That Cristes gospel trewely wolde he preche; 

His parisshens devoutly wolde he teche. 

Modern English

There was a good man of religion,

who was a poor Parson of a town;

But he was rich in holy thoughts and works,

He preached Christ's gospel,

And devoutly taught his parishioners.

While Chaucer has ruthlessly criticized the church (which is pretty significant, given the church's influence at that time) through characters like the Monk, Friar, Pardoner, and Summoner, the Parson redeems them all with his selfless devotion to God and his flock.

Chaucer's work describes England through his depiction of a number of characters and the tales they tell. It is the most complete literary representation we have of English society from that era.

What examples of intelligence does Helen show in Act One of The Miracle Worker?

There are several times in the first act of The Miracle Worker when Helen shows her natural intelligence level.  One time occurs when Helen is playing with her doll.  She feels her doll's head, but finds no facial features on it.  Helen is distraught because she knows that her doll should have facial features and eyes.  She proceeds to touch the faces of everyone in the room, specifically their eyes.  Helen tears two buttons off her aunt's dress and attempts to put them on her doll's face.  Her mother raises Helen's hand to her own eyes to inquire about what Helen is trying to do.  Helen nods, showing her mother that she is indeed attempting to add eyes to the face of her doll.

Later when Annie Sullivan arrives, Helen gets angry with her and locks the teacher in her room.  Then she takes the key and hides it.  Annie later finds it in Helen's mouth before the girl drops it into the well.

What technique is used in this quote from Act 5, Scene 5: "The time has been my senses would have cooled / to hear a night shriek"?

After Seyton has left the stage to investigate a strange scream, Macbeth speaks the following lines,

I have almost forgot the taste of fears.

The time has been my senses would have cooled

To hear a night-shriek, and my fell of hair 

Would at a dismal treatise rouse and stir

As life were in 't. (5.5.11-15)

In other words, he says that he almost forgot what fear feels like. There was once a time when he would have been very frightened to hear a cry in the night, and his hair would have stood up by itself, as though it were alive, to hear something scary. However, such a scream no longer affects him this way.

Because Macbeth is alone on stage when he speaks these lines, they are considered part of a soliloquy. A soliloquy is when a character speaks alone on stage, and because they are alone, this is an opportunity for the audience to find out what that character is truly thinking and feeling; it's like thinking out loud. It seems likely that Macbeth would say what he does when he's alone because only he realizes how much he has changed since the beginning of the play. He has experienced so many horrors -- horrors that he has committed or commissioned -- that he no longer quails at things that would have frightened him before. He would not admit this to another person.

Also, to say that "my senses would have cooled" is figurative language because fear doesn't actually make us cold, although it can make us feel cold. For this reason, I would also suggest that the line is an example of metonymy, a figure of speech in which a detail associated with something is substituted for the thing with which it is associated.  Macbeth is substituting the sensation of being made cold to convey the literal meaning that he would have felt afraid. 

How do the ideas of Andrew Carnegie in "The Gospel of Wealth" compare with the Puritan ideas of John Winthrop and the theories of Social Darwinism?

It is difficult to compare the "Gospel of Wealth" and especially the ideology of Social Darwinism with the ideas of John Winthrop. Winthrop was a man of a very different time and place than the late nineteenth and early twentieth centuries. One possible valid comparison would be that Winthrop, a successful and comfortable English lawyer before becoming a founder of the Massachusetts Bay Colony, was, like many of his contemporaries, immersed in a set of beliefs sometimes known as the "Puritan ethic". First described by sociologist Max Weber, this set of beliefs emphasized the pursuit of wealth as a perfectly valid way to fulfill one's divine "calling," or mission in life. In short, one could honor God by being very good at one's job and by making a lot of money. However, Puritans discouraged the open flaunting of wealth, so they tended to put their money back into their businesses as capital instead of spending it on finery. Winthrop spent much of his money in founding the Massachusetts Bay Company, which sponsored the planting of the colony by that name. 

Carnegie also viewed the acquisition of wealth as a sort of divine calling, and, like Social Darwinists, believed that he ought to be allowed to do so more or less free from government regulation. He had no problem with spending money on massive homes and other material things, but one of the reasons he was so powerful and successful was that he continually invested heavily in the infrastructure that supported his steel empire. He also believed that, having amassed considerable wealth, it was one's duty to society as well as to God to put it to use in a way that would benefit society as a whole. So he became a great philanthropist, endowing universities and most famously libraries with millions of dollars of his own wealth. These institutions, he thought, would help talented, motivated men like himself rise to great heights. 

Social Darwinists may have appreciated the austere work ethic that underlay Carnegie's success as well as that of the Puritans, but they generally scoffed at the idea of charity, which they viewed as ultimately detrimental to mankind (it allegedly supported the weak). Their worldview was dramatically different from a seventeenth-century Puritan, and even Carnegie. 

What evidence can be found in Stave 4 which shows that Scrooge is really changing in A Christmas Carol by Charles Dickens?

By the time Stave IV in A Christmas Carol by Charles Dickens begins, Ebenezer Scrooge is already a changed man, but the Ghost of Christmas Future seals that change for him. On the first page of Stave IV, Scrooge, when approached by the Ghost of Christmas Future, is very afraid.

"'Ghost of the future!' he exclaimed, 'I fear you more than any specter I have seen. But as I know your purpose is to do me good, and as I hope to live to be another man from what I was, I am prepared to bear you company and do it with a thankful heart.'" (Dickens 90)

Here, Scrooge comments that he "hopes to live to be another man," a big step toward the change that he will make. Later, when he does not see himself among the throngs of people in town, he isn't surprised because "...he had been revolving in his mind a change of life..." (Dickens 94)

Throughout Stave IV, Scrooge is moved by what he sees, and his fear increases as well. When finally, the Ghost takes him to his grave, Scrooge implores the ghost,

"'Spirit, he cried, tight clutching at its robe, 'hear me! I am not the man I was. I will not be the man I must have been but for this intercourse. Why show me all this if I am past all hope?'" (Dickens 110)

Then, at the very end, Scrooge promises to change. He promises to honor Christmas, not only in December, but all year long and to continue to learn the lessons from the Ghosts of Christmas Past, Present, and Future. Scrooge fully realizes that if he does not change, his fate will be that of the man in Stave IV. He also truly wants to change at this point.

What are the challenges involved in designing a formal experiment?

An experiment is conducted to study the effect of variation in one (or more) variable on another variable. The variable that is varied is known as the independent variable. A formal experiment needs to have a defined aim or objective, hypothesis statement, identified variables, and a control group or sample. An experiment is supposed to yield some data which, upon analysis, is expected to help us test the hypothesis. 

The common challenges that are faced in design of formal experiment include identification of variables, sample selection, control of other parameters, selection of a control sample or group, hypothesis formation and testing, etc. An efficient experimenter also needs to remove any human or machine error, including bias.

One of the big challenges of a formal experiment is that it should "work." Speaking from personal experience, experiment will often not work due to uncontrolled variables or will not yield significant data, etc. An experimenter needs to account for all of that in his/her design.

Hope this helps.

How does Willy change throughout Death of a Salesman?

In Arthur Miller's Death of a Salesman, Willy is a complex character. At the start of the play, Willy is optimistic and hopeful. Although he is getting older and is having difficulty remembering things, he believes he can be successful and still thinks that he can bring money home to his family. He also believes that his two sons will be successful as well.

However, as time goes on, Willy has a harder and harder time traveling and making his sales quotas. When he asks his boss if he can work locally, the boss says no. Willy becomes frustrated. By the end of the play, Willy has lost hope and has become disillusioned. He gives up. Likewise, he knows that his sons will never make anything of themselves as he always dreamed.

What were George Washington's biggest challenges as the first president?

George Washington had many challenges as President of the United States. One of them was dealing with other countries that were trying to push us around to see how we would respond to their aggressive actions. Britain and Spain were causing issues in North America. Spain insisted that our border with Spanish Florida was further north than we said it was. Spain also made it difficult for us to use the Mississippi River. Both Britain and Spain were accused of encouraging the Native Americans to attack us. Britain interfered with our trade, impressed our sailors, and wouldn’t leave forts in the western areas. Washington decided the best way to deal with these issues was through negotiations with Britain and Spain. Washington believed a war would be harmful to us. Thus, Pinckney’s Treaty was negotiated with Spain, and Jay’s Treaty was negotiated with Great Britain. These treaties helped to resolve some of the issues we faced with these countries.

Another issue facing President Washington was dealing with our debt. We owed a lot of money to other countries. Washington’s Secretary of the Treasury, Alexander Hamilton, proposed a plan that would combine the federal debt with the state debts. Then, the government would issue new bonds to pay the debt. Some tax dollars also would be used to be the debt. This plan was accepted after much discussion with an agreement also being made to move the capital to Washington, D.C.

A final issue that President Washington faced was getting people to buy into the new system of government created by the Constitution. Some people didn’t want to give up the power that they had with their state government and didn't want to follow federal laws. When farmers protested the whiskey tax and rebelled against it, President Washington sent in the military to show that he was going to enforce federal laws. President Washington made it clear that federal laws were supreme. President Washington faced many issues as President of the United States.

What does Jem say that shows he learned courage at the end of Harper Lee's To Kill a Mockingbird?

Throughout Harper Lee's To Kill a Mockingbird, Atticus equates being courageous with being a gentleman. By the end of the novel, Jem shows he also understands the connection between bravery and courteous behavior when he tells Scout not to squash a roly-poly bug.

Jem first understands his father's philosophy of associating courage with courteous behavior when he apprehends why Atticus kept his sharpshooting skills a secret. As Miss Maudie explains, Atticus gave up shooting because he realized his expert marksmanship placed him at an "unfair advantage over most living things" (Ch. 10). Yet Scout, being young, still has difficulty understanding why Atticus isn't proud of his sharpshooting skills and why he hesitates to kill living things. Jem, on the other hand, understands that both Atticus's refusal to boast about his skill and hesitancy to kill is because, as Jem exclaims, "Atticus is a gentleman, just like me!" (Ch. 10). In other words, Atticus neither kills nor boasts about his ability to kill because he believes in being gentlemanly, or courteous, towards all living things. Since most of society doesn't hold the same views about killing and boasting, it takes a great deal of courage to always respect life and behave courteously.

Later, Atticus further demonstrates courage by addressing Mrs. Dubose in a gentlemanly manner, despite her own ill manners. Even his ability to see Mrs. Dubose's value as a courageous person herself demonstrates his own ability to act with courage. It takes a great deal of courage to always be respectful and find the value in others, especially when the rest of society is disinclined to be respectful and value others. By the end of the novel, we see that Jem has taken these lessons of demonstrating courage through respecting and valuing others to heart.

In Chapter 25, soon after Tom Robinson is shot to death by prison guards, Jem demonstrates his lessons of courage by telling Scout, just as she is about to squash a roly-poly bug after playing with it, "Don't do that, Scout. Set him out on the back steps," and by further explaining, "... they don't bother you." Jem's protection of the roly-poly directly reflects his father's lesson concerning it being sinful to kill innocent things and his lesson concerning respecting and valuing others. Hence, the moment Jem commands Scout not to kill the bug is the moment he says something that most demonstrates the lessons of courage he has learned throughout the book.

What would be the result of two plants enclosed in a bottle for two weeks in a closed ecosystem?

What you are asking about is probably a terrarium, which is a small closed ecosystem. Yes, theoretically it is possible to have a closed ecosystem by sealing plants in a bottle.

Simple closed ecosystems are built by people by carefully providing all of the necessary ingredients for plant life to continue. These ingredients include adequate water, fertile soil, some activated carbon for cleaning the water, etc. Plants, once put inside the sealed clear containers, will carry out photosynthesis as long as they are placed in sun. A mini water cycle would be established as the processes of evapotranspiration, evaporation, condensation and precipitation take place, thus recycling the water. The dead leaves would be decomposed by soil microbes and nutrients would thus be recycled as well. Some of these systems can last for a very long time, sometimes years.

One of the links will take you to Roosevelt's Terrariums, where such items are sold.

Hope this helps.  

How is the theme of racism presented in the novel To Kill a Mockingbird? How do language, structure, and form influence the portrait? What are...

Racism is a central theme in Harper Lee's To Kill a Mockingbird, and it manifests itself in a number of ways. However, it's often helpful to look at racism within the novel as it is represented through the rigid form and structures of language. In particular, Scout's teacher Miss Gates exhibits racism by using carefully formed and structured language, suggesting her prejudice subtly so that the true extent of her bigotry is hidden behind false manners.

Scout overhears Miss Gates' views on the black citizens of Maycomb as they both leave the courthouse after Tom Robinson's trial. Miss Gates' does not come out and admit that she's racist, however; instead, she uses carefully veiled language to tacitly deliver her opinions, saying, "'it's time somebody taught 'em a lesson, they were gettin' way above themselves, an' the next thing they think they can do is marry us'" (249).The "them" in this statement refers to the black community. Notice here how structured the language is, how it sticks to a polite form so as to avoid the true nastiness of its own bigotry. In this scene, we're able to observe how the white citizens of Maycomb can, through the rigid structure and form of language, express racist views while still maintaining the facade of polite gentility. This technique allows them to further separate themselves from the black community, as the polite mask of language allows them to continue to imagine themselves as civilized human beings.  

What is the term for a protist that uses a flagellum to move?

What you're looking for is the specific genus. The genus (or term) for a protist that uses a flagellum to move is Euglena.

Euglena is a member of the class Euglenoidea. This group consists of 54 genera and more than 800 species. The class Euglenoidea is made up of flagellates - a cell or organism with one or more whip-like organelles called flagella.

Below are some interesting facts about Euglena:

1. Species of Euglena were among the first protists to be observed under a microscope.


2. Since Euglena have features of both animals and plants, early taxonomists found them difficult to classify. It wasn't until 1841 that the criteria for being a Euglena was established, with the addition of the filament flagelliform to its description.

I hope this answer was informative!

What were three inventions that led people to use cotton?

Textile production was an important endeavor that drove the Industrial Revolution and the use of cotton was important in that area. There were three important inventions that facilitated the use of cotton. In 1764, the British weaver James Hargreaves designed a machine to weave cotton that utilized a hand-powered wheel. The machine was called a spinning jenny. It was different from the spinning wheel because it utilized more spindles.

One of the most difficult tasks in the harvesting of cotton was removing the seeds. In the United States, where cotton was king, Eli Whitney patented the cotton gin in 1794. This machine mechanized the process of removing seeds and increased the efficiency of cotton production.

Over two decades after the invention of the spinning jenny, Edmund Cartwright designed and built a power loom in 1785. This machine utilized steam power to weave cotton into cloth more efficiently. It was called a power loom.  These three inventions helped the textile industry to grow and further inspired innovation in industry and manufacturing.

What are some advantages of diagnosing psychological disorders in children?

According to the National Institute of Mental Health, diagnosing children with psychological disorders can be beneficial because a doctor's diagnosis makes it easier to treat a child's symptoms. Diagnosing a child can provide insight into the appropriate treatment methods, which may involve medication, talk therapy, or a combination of the two. Additionally, evaluation by a mental health professional may allow parents to seek further help from a child's school, including personalized education plans based on the child's particular disability or disorder.

Diagnosis can also have positive effects on the family of the child. Parents may develop stressful and unhealthy interactions with one another when they are unsure how to help their child with his or her symptoms. Knowing a diagnosis can help equip parents with the tools to navigate difficult situations with their child, which can create a healthier family dynamic.

What signs might indicate someone is bulimic?

Bulimia nervosa is a psychological condition called an eating disorder, and is characterized by ingesting above-normal amounts of food and purging through exercise, vomiting, or laxative abuse. People who develop bulimia may experience body dysphoria (dislike for how their body looks or feels,) anxiety, and/ or a "perfectionist" desire to succeed. Eating disorders are very complex, and there is no "one size fits all" description for what an eating disorder looks like or how it is experienced, but the acts of binge-eating and purging are considered primary behaviors.

Unless you actually see someone repeatedly binge-eating and purging, it can be difficult to tell whether they have bulimia. If you think someone is purging after eating—whether through exercise, vomiting, or laxative abuse—you should try not to make them feel cornered or attacked when talking about it. I would also advise being certain before confronting the person, because accusations of an eating disorder might make someone feel you are untrustworthy or think lowly of them.

Here are some things to look for if you think someone you know has bulimia:

-Visiting the bathroom during or immediately after meals, especially if bathroom visits exceed ten minutes.

-Seeking privacy during or immediately after meals through other means, such as being alone in one's bedroom, taking a shower after eating, or leaving the home immediately after meals.

-Smell of vomit OR cleaning fluid/ air freshener after this person uses the bathroom.

-Taking laxatives often, purchasing laxatives on a regular basis, or a lot of laxative packages appearing in the trash.

-Ingesting a lot of food in a short period of time. Think of this in terms of meal sizes or serving sizes—does this person eat more than the amount of one meal or serving size in a sitting? For example, are they eating a whole pizza by themselves, or eating ten candy bars in one sitting?

-Wounds on the back of the hands and knuckles, caused by knocking the teeth and stomach acid burns from inducing vomiting.

-Swollen cheeks or jaw, caused by irritated salivary glands from vomiting.

-Excessive exercise. This may manifest as someone spending a lot of time at the gym, being inflexible with their exercise regimen, or exercising more than their dietary intake would necessitate to stay healthy.

Please note that not everyone who has bulimia has a low body-weight, and some people experience no change in their weight at all. Additionally, some of the above "signs and symptoms" may be caused by other health conditions including food intolerance, irritable bowel or Crohn's disease, and undergoing chemotherapy. It's important to pay attention to whether a person seems to experience anxiety about food, makes negative comments about his or her self-image, and seeks privacy when it comes to food and exercise.

My teacher asked me to tell her a time I walked away from Omelas. Does that mean I walked away from something that wasn't for the good of everyone...

In responding to the prompt about a time when you walked away from Omleas, I think you should think about a time when you turned away from a "happy" situation because you knew of the unhappiness it caused to another. 

With any question like this, it's important to go back to your teacher to clarify their thinking.  Given the way you have framed it in the question, you should think about a time when you have walked away from being happy upon realizing that it caused someone's pain.  The people who walk away from Omelas leave because they cannot accept the premise that their happiness is based upon the unhappiness of the child.  Le Guin writes that these people leave once they see the child:

At times one of the adolescent girls or boys who go to see the child does not go home to weep or rage, does not, in fact, go home at all. Sometimes also a man or woman much older falls silent for a day or two, and then leaves home. These people go out into the street, and walk down the street alone. ... They go on. They leave Omelas, they walk ahead into the darkness, and they do not come back... But they seem to know where they are going, the ones who walk away from Omelas.

The people "walk down the street alone" because they have seen the child and know it's suffering.  In your case, think about a time when you could not remain with a group knowing that the group's happiness is because someone else is in pain.  For example, consider a time when you were in a group of people who were laughing about another person or if someone was being taunted while everyone else was happy about it.  If you walked away from that setting, you would be "walking away from Omelas."  You walked away because you could not tolerate you/your group's happiness resulting as a consequence of another person's pain.  Another instance would be if you could not participate in something that everyone else was doing because you realized the truth behind it.  For example, you could not purchase a particular brand of clothing once you realized the poor working conditions in which it was made.  

In both situations, your decision to "walk away" was because you felt that the happiness of all people was not maximized, and you were not happy knowing it.  You could not "come back" because you knew the truth that someone's happiness comes at the cost of someone else's pain.

When you remove an organism from a food web or add an organism to a food web, what are some consequences that can occur?

All the organisms in a food web are related to one another and changes of population of one organism will affect the population of others. Each organism, in a food web, is either a prey or predator (or both) of another organism. Thus, changes in its population will mean less threat or food to another organism. Additionally, many organisms are in competition, with each other, for same food source. Thus, changes in the population of an organism will affect the organism that serves as its food or the organism that feeds on it and the organisms that compete with it.

For example, deer eat grass and are in turn, eaten by tigers. Deer also compete with other herbivores, such as say, cows, etc. If the population of deer is increased, cows will have more competition for food, more grass would be consumed and tigers will have more food. This could result in lesser grass and cow population and more tiger population.

If we completely remove deer, tigers will have less food, cows will have more food and grass will have lesser predators. Thus, grass density will increase, cows population will increase and tiger population will decrease (in short term; in longer term, additional cows will feed tigers). 

Hope this helps. 

What are the representative spirits or characteristics of American Literature before 1865? Please explain those spirits/characteristics you can...

Prior to 1865 could cover a lot of dates.   I think that you are specifically referring to Romanticism.  Typically, Romanticism covers from 1800 - 1850.  It's a wonderful literary period.  There is a huge emphasis on nature and the importance of nature.  It's essentially a full fledged god that should be worshiped.  By attaining a "oneness" with nature, a person can gain special knowledge that has been transcended through communing with nature.  There is a large emphasis on emotion (instead of reason). There is an emphasis on the individual, and there is an emphasis on carpe diem.  

In modern American media, we see the reflections of Romanticism in something called "the myth of rural simplicity."  I teach it in my media class.  Basically, what it is saying is that life is better, simpler, etc. in the country.  A good example of this kind of thinking can be seen in the TV show The Walking Dead. Zombies are in the city.  The good guys find refuge in the country.  In normal, "real" life, people go on camping trips to "simplify" things for a bit.  I can use Lord of the Rings too for a good example.  Everything is perfect and beautiful in the Shire, but in the population centers, everything is starting to go bad.  Robin Hood is safe in the forest, but castles are places to avoid.  In each of those examples, nature offers a peaceful sanctuary, which is what Romanticism always said. 

In the book Lyddie what is Patterson personifying?

Lyddie personifies factory girls and their problems.

In the larger sense, Lyddie is a symbol.  She is representing all of the factory girls who lived in the 1800’s and the struggles they went through.  She puts a human face on the problem.

Lyddie represents the pioneer spirit.  She is fiercely independent, intelligent, and loyal.  When she becomes a victim of circumstances outside of her control, she never pities herself.   She just does her best to do what she can for her family.  Many factory girls were in the same position.  No one would work in a factory if she didn’t have to.

Conditions in the factory were deplorable.  It was noisy, and often unsafe.  Disease and injury were common.  Both happen to Lyddie.  She gets injured rethreading a shuttle on a weaving machine.

Before she could think she was on the floor, blood pouring through the hair near her right temple . . . the shuttle, the blasted shuttle. (Ch. 13)

Lyddie also gets incredibly sick later on, and worries about losing her job from missing work.  The doctor is another example of dangers that faced factory girls.  He is clearly a predator.  He gets her friend Diana pregnant, and tries to kiss Lyddie when she collapses from fever.

Paterson also demonstrates what factory girls tried to do to make conditions better.  Lyddie refuses to sign a petition for worker’s rights at first, because she does not want to stir up trouble.  Betsy explains how the girls were practically treated like slaves.

“…When I started in the spinning room, I could do a thirteen‐hour day and to spare. But in those days I had a hundred thirty spindles to tend. Now I've twice that many at a speed that would make the devil curse. I'm worn out, Amelia. We're all worn out." (Ch. 12)

The factory system clearly takes advantage of the girls.  They must all be single, and live in the factory boarding house.  They work long hours in deplorable conditions, and are not allowed to protest.  As Betsy demonstrates, they are constantly forced to work harder and faster until it is no longer safe.

Although modern factory workers have rights in this country, and safety laws prevent dangerous working conditions, the problem has not gone away.  Many factories still operate illegally in secret, often relying on immigrants as their workforce.  In other countries, especially those who specialize in cheap labor, dangerous factory conditions are still a part of life.

Who puts Winnie on the horse and kidnaps her in Tuck Everlasting?

Mae and Miles Tuck kidnap Winnie and take her away to their house on a horse.

When Winnie sees Jesse drinking from the spring that made the Tucks immortal, he has to act fast.  He can’t convince her not to drink the spring.  She doesn’t understand why she can’t drink from it.  The only thing they can do is take her home with them so they have more time to explain.

[The] next thing she knew, she was seized and swung through the air, open-mouthed, and found herself straddling the bouncing back of the fat old horse, with Miles and Jesse trotting along on either side, while Mae ran puffing ahead, dragging on the bridle. (Ch. 6)

When the Tucks race by observers, such as the man in the yellow suit, they just say that they are teaching Winnie how to ride a horse.  Winnie is too afraid to say anything.

The Tucks do not want to hurt Winnie.  They are very concerned that Winnie might drink from the spring without realizing the consequences.  They explain to her how they came to realize they were immortal.  Everyone who drank from the spring did not age and did not die in accidents.

The Tucks explain to Winnie what would happen if she drank from the spring.

"We begun to see what it would mean." She peered at Winnie. "Do you understand, child? That water—it stops you right where you are. If you'd had a drink of it today, you'd stay a little girl forever. You'd never grow up, not ever." (Ch. 7)

Winnie gets to know the Tucks and like them.  She especially likes Jesse, but he is a little older than her.  He asks her to drink from the spring when she gets to be his age so that they can be together.  Winnie chooses not to.

What did the doctor tell Janie after he examined Tea Cake?

Their Eyes Were Watching God by Zora Neale Hurston details the life and struggles of a woman named Janie Crawford.  In the novel, Janie has three significant relationships with men.  Each one helps her to grow in some way, and become more complete and comfortable with herself.  Her final relationship, with a man named Tea Cake, serves as the most important of the three, as it comes the closest to being a mutually respectful, loving relationship.  However, it ends tragically. 

In Chapter 18, the Florida Everglades where Janie and Tea Cake have made their home gets hit with a terrible hurricane.  The two have the opportunity to leave the area, also known as "the muck," but they opt to stay and try to wait out the storm.  Lake Okechobee overruns the seawalls, and the entire area is destroyed by a deadly flood.  Janie and Tea Cake attempt to get to safety, but along the way Janie is caught in the floodwaters, and saves herself only by grabbing onto the tail of a cow swimming by.  Unfortunately, on the back of the cow is a ferocious dog.  She can't let go or she will drown, but if she holds on, the dog will attack her.  Tea Cake sees Janie's plight, and dives into the water to save her.  He gets to her just before the dog can reach her, but as he struggles to kill the animal he is bitten on the cheek.  However, he manages to kill it, and the two survive and continue on together.

About a month later, Tea Cake begins to feel ill.  In Chapter 19, Hurston writes,

About the middle of the fourth week, Tea Cake came home early one afternoon complaining of his head.  Sick headache that made him lie down for a while.  He woke up hungry.  Janie had his supper ready but by the time he walked from the bedroom to the table, he said he didn't b'lieve he wanted a thing.

The days progress, and Tea Cake's condition grows worse and worse.  Soon he can't tolerate the taste of water.  Janie goes to get Doctor Simmons, a "white doctor who had been around so long he was part of the muck," who quickly makes a house call to diagnose Tea Cake.  While he is there, Janie recalls the events since the hurricane; she tells the doctor how taxed Tea Cake had been with swimming, walking, and "fightin' wid dat big old dawg and de dawg bitin' 'im in de face and everything."  The doctor questions Tea Cake about the dog bite, and Tea Cake downplays the severity of the event.  Shortly thereafter, the doctor tells Tea Cake that he has some pills in the car, and asks Janie to come out with him to get them.

At the car, Doctor Simmons reveals the truth of the situation to Janie,

"I'm pretty sure that was a mad dawg bit yo' husband.  It's too late to get hold of de dawg's head.  But de symptoms is all there.  It's mighty bad dat it's gone on so long.  Some shots right after it happened would have fixed him right up."

Janie is horrified to find out that Tea Cake has rabies and the disease has been left untreated for weeks.  When she asks if Tea Cake will die, the doctor says that he is likely to.  A bad situation is made worse when the doctor tells Janie "de worst thing is he's liable tuh suffer something' awful befo' he goes" and "'Bout the only thing you can do, Janie, is to put him in the County Hospital where they can tie him down and look after him."  To make matters worse, he also tells Janie that Tea Cake "is liable to bite somebody else, specially you, and then you'll be in the same fix he's in."  Concerned for the life of the only man she has ever truly loved, Janie protests.  She says that she has a lot of money in the bank, pleading with the doctor to find a way to save Tea Cake.  Doctor Simmons says that he'll phone into Palm Beach for the serum but it looks like it is too late.

Shortly thereafter, Tea Cake is driven mad by the rabies and attempts to kill Janie.  Janie manages to save herself, but only by killing Tea Cake.  After a short trial in which Janie is found innocent, she leaves the muck to return to Eatonville, where she first met Tea Cake, and where her story begins and ends.

How were Americans justified in their fear of immigrants after WWI?

First of all, we have to realize that not everyone would say that Americans were justified in their fear of immigrants after World War I.  There are many people who would argue that American nativism during this time period was misguided.  However, if we have to argue that fear of immigrants was justified, we can do so by pointing to the fact that some immigrants were politically radical during this time, which was also the time right after Russia’s Tsar had been overthrown and the communists had come to power.

At this point in world history, there was a fair amount of worry about communism and anarchism.  Communists had, of course, just overthrown the Russian monarchy and set up a country that they controlled.  The communists were explicitly trying to spread their system, making it logical for people in other countries to worry about them.  At the same time, anarchist thinking was somewhat prevalent in many European countries, particularly those whose economies were less strong.  Anarchists were detonating bombs and assassinating political leaders, trying to destabilize countries’ political systems.

In the United States, there was reason to fear that immigrants would be politically radical.  Many of the “new immigrants” were from countries where communism and/or anarchism were strong.  Some of the immigrants were certainly politically radical.  An anarchist immigrant had assassinated President McKinley in 1901.  Radical immigrants were largely behind the attempted bombings of public figures’ homes that led to the Palmer Raids of late 1919.  Because there were immigrants who were likely to be sympathetic to the radical political factions of this time, and because those radical factions seemed like a threat to commit violent acts, we can argue that Americans were justified in their fear of immigrants after WWI.

What is the significance of the following quote? "Okonkwo’s fame had grown like a bush-fire in the harmattan."

This particular quote, found early in Chinua Achebe’s debut novel Things Fall Apart, is significant for a number of reasons. First, it is a fitting analogy that describes Okonkwo’s rise within his clan. He developed his reputation after being raised in a marginalized household; when he finally got the chance to establish his name, he shot to prominence within the clan and became poised to become one of the greatest men of Umuofia.

More importantly, this line establishes the recurring motif that equates Okonkwo with fire. He is violent and destructive, and ultimately his drive consumes him. Throughout the novel, Okonkwo is associated with fire due to his temper and his overall disposition. Indeed, Okonkwo reflects on his nature and his appropriate nickname later in the novel:

“Okonkwo was popularly called the ‘Roaring Flame.’ As he looked into the log fire he recalled the name. He was a flaming fire” (153).

Thus, this passage is significant not only because it appropriately depicts Okonkwo’s rise to prominence, but also because it is the start of Achebe’s potent fire motif that runs throughout Things Fall Apart.

What do Jem and Scout learn about the hymnals in Calpurnia's church?

In Chapter 12, Atticus leaves for Birmingham and Calpurnia takes Jem and Scout to First Purchase African M. E. Church for Sunday service. When the children arrive, they notice several differences between Calpurnia's church and the church they regularly attend. Scout mentions that First Purchase is unpainted, has pine benches instead of pews, and there is no organ, piano, church program, or hymn-books inside the church. After Reverend Sykes' opening remarks and a collection that is taken up for Helen Robinson, Cal's son, Zeebo, leads the church in several hymns. Scout is confused as to how the congregation is supposed to sing the hymns without any hymnals. After each line that Zeebo would sing, the congregation would pause, then repeat the line when Zeebo ended. Later on in the chapter, Jem asks Calpurnia, "but why do you all sing hymns that way?" (Lee 165) Calpurnia explains to Jem that is called linin'. Lining is a technique used where the leader sings the first line of a song, and the congregation carols the same line back. Calpurnia tells Scout that it wouldn't make much sense to have hymnals in their church because the majority of the congregation cannot read. She goes onto to explain how Miss Burford taught her how to read. Then, Calpurnia tells the children that she taught Zeebo how to read using only the Bible and Blackstone's Commentaries.

What is a theme present in "I Felt a Funeral in my Brain" by Emily Dickinson?

Your question implies that a literary work can have more than one theme, and that is correct. Any theme that is consistent with the true meaning of the text, that is, can be supported by evidence from the text without any contradiction from the text, is a good theme. The best theme is the one that resonates most with you--with the experiences, worldview, and emotions you bring with you to the piece. 

Emily Dickinson's poem "I felt a Funeral, in my Brain" can be read in several different ways. One way is to read it as the feeling of going insane, or losing one's mind to mental illness. Another is to read it as falling into depression. One could also take the poem to be reflecting on plunging into grief. I think your favorite is likely to be whichever of these experiences comes closest to something you have been through yourself or witnessed in someone else.

I will speak to the issue of grief, since I have lost someone very dear to me. The thoughts of grief do seem like mourners, trudging in slow motion around inside one's brain. Even when the thoughts settle down and aren't so active--when they are all seated, there is still an underlying drumbeat of sorrow that keeps pulsing through, and it can feel like your mind has gone numb. You aren't necessarily crying a lot anymore, but there is a frozen, leaden feeling inside your head. 

The stanza that speaks of hearing "them lift a Box / And creak across my Soul" could be actual memories of the funeral and casket. If there is any guilt or regret associated with the person's death, it can seem like those thoughts will consume you: "As all the Heavens were a Bell, / And Being, but an Ear." If a person allows that guilt and regret to take over, I can imagine the last stanza would happen--one might feel "a Plank in Reason broke" and one might "finish knowing" by actually falling into a deep depression. Thankfully, I was able to find healing from my grief, but I can see how this poem could describe some who literally have never been able to lead normal lives again after suffering a heartbreaking loss.

What is the difference between laws and acts and rules and regulations?

The difference between laws and acts on the one hand, and rules and regulations on the other hand has to do with who makes them and where they get the authority to make them.

Laws and acts are passed by legislative bodies.  These include city councils, state legislatures, and the US Congress.  The legislative bodies get the authority to pass these laws from the US Constitution or from state constitutions.  In other words, legislative bodies have the authority to make laws on any topic they wish without getting authorization from any higher authority.

By contrast, rules and regulations are written by parts of the executive branch.  The agencies of the various executive branches get their authority to write rules from the legislative branches.  A legislature writes a law giving a certain part of the executive branch the power to write regulations to implement the law.  Executive branch agencies do not have the authority to write regulations unless it is given to them by the legislative branch.

What stereotypes and allusions are there in the first four chapters of The Scarlet Letter by Nathaniel Hawthorne?

Hawthorne presents the Puritans in a stereotypically stern and somber way.  The narrator describes the men as wearing "sad-colored garments, and gray, steeple-crowned hats" and the women as having a great deal in common with "the manlike Elizabeth"; this is an unflattering allusion to Queen Elizabeth I of England who was, in many ways, masculine in her speech, her assumption of power, and her will.  He notes the "severity of the Puritan character" and the combination of their religion with their laws.  Moreover, he paints them as incredibly unsympathetic and even cruel, especially in their judgment of Hester.  Despite the injunctions against judging others, the Puritans were "self-constituted judges" of this sinner.  This is certainly a fulfillment of the Puritan stereotype that even we still have.

The narrator also describes Hester as an "image of Divine Maternity," alluding to the Virgin Mary.  This is an ironic comparison and allusion because Hester's baby was brought into the world through her sin, and the Virgin Mary's baby was supposed to be the savior of the world.  It certainly helps to show us how wrong Hawthorne believes the Puritans to be in their judgment of Hester.

In the third chapter, the narrator describes the man we later learn to be Hester's husband with an allusion to the Garden of Eden.  He says, "A writhing horror twisted itself across his features, like a snake gliding swiftly over them [...]."  Snakes, because the Devil appeared as a snake to tempt Eve into sinfulness, are often associated with evil, and that association certainly fits here because of Chillingworth's terrible capacity for evil in the novel.

Further, in the fourth chapter, Hester refers to Chillingworth as "the Black Man," an allusion -- like the snake in the previous chapter -- to the Devil. 

What's the difference between a black hole and a neutron star?

Black holes and neutron stars are both the final states of a star in its life cycle. Black holes are formed from massive stars (mass more than 3 times our Sun) after the supernova phase. A black hole is characterized by a singularity and an event horizon. All the matter of the black hole is squeezed into a singularity (region of very, very high density), surrounded by a region of extremely high gravity, known as the event horizon. Anything that crosses the event horizon will be sucked into the singularity. Not even the light can escape the gravity of the black hole and hence they are invisible. Black holes are detected by the motion of objects around them or when they strip matter and gases from their neighbors.

Neutron stars are made from stars that have also have a mass of more than 3 times that of our Sun. They are formed after a supernova explosion and consist of mostly neutrons, hence the name. They have a very high density and gravity, but not as large as that of a black hole. There is no singularity or event horizon of a neutron star. They do not emit any light and hence are very dim. They are detected either as radio sources (pulsars) or when they strip matter and gases from neighboring stars. 

Hope this helps. 

`(x^2 + 2x + 8)/(x^2 + 4)^2` Write the partial fraction decomposition of the rational expression. Check your result algebraically.

`(x^2+2x+8)/[(x^2+4)^2]=(x^2+2x+8)/[(x^2+4)(x^2+4)]`

`(x^2+2x+8)/[(x^2+4)^2]=(Ax+B)/(x^2+4)+(Cx+D)/[(x^2+4)^2]`

Multiply through by the LCD `(x^2+4)^2.`

`x^2+2x+8=(Ax+B)(x^2+4)+(Cx+D)`

`x^2+2x+8=Ax^3+Bx^2+4Ax+4B+Cx+D`

`x^2+2x+8=Ax^3+Bx^2+(4A+C)x+(4B+D)`

Equate coefficients of like terms. Then solve for A, B, C, D.

`0=A`

`1=B`

`2=4A+C`

`2=4(0)+C`

`2=C`

`8=4B+D`

`8=4(1)+D`

`4=D`

`A=0, B=1, C=2, D=4`

`(x^2+2x+8)/[(x^2+4)^2]=(0x+1)/(x^2+4)+(2x+4)/[(x^2+4)^2]=1/(x^2+4)+(2x+4)/[(x^2+4)^2]`

What were the two major concerns for the new decision making system after the 13 colonies of Great Britain declared their independence?

The first "decision-making" system in the United States was created by the Articles of Confederation, our nation's first attempt at a national government. The Articles of Confederation did not work very well for a number of reasons. One of the glaring weaknesses of the Articles of Confederation is that it did not promote a head of state or chief executive. The absence of a President, which was instituted by the Constitution that succeeded the Articles, caused a number of problems. First, it was hard to establish diplomatic relationships with other countries without a head of state. Countries that wished to deal with the United States essentially did not know who to contact. Also, the President and his cabinet are the enforcement mechanism for laws that are created by the legislature. Without an efficient form of enforcement, laws are not worth the paper that they are printed on.

Another problem of the Articles of Confederation was the nature of the legislature. Each state was given only one vote, regardless of the population of the state. The tricky part is that for a law to be passed, nine of those states needed to agree. For this reason, it was very difficult to pass laws and resulted in a very inefficient system of lawmaking. This also meant that many laws could be dismissed by a coalition of small states which could cancel the rule of the majority, a foundation by which all democracies are founded on.

In "A Worn Path," why is it significant that the grandson cannot speak?

The grandson does not appear in the story. The fact that he has no voice illustrates his helplessness. "Having no voice" has a lot of implications and interpretations, some of which may be quite fitting or irrelevant to this story. For example, politically speaking, having no voice implies that one has no political power as a voter, democratic citizen, and so on. It could even imply that one with no political voice is oppressed in some way and/or is treated as a lower class citizen. Given the racial elements in this story, one could argue that the grandson's lack of a voice is symbolic on a racial and/or political level. His generation and subsequent generations will not have "voices" as long as they are treated like second class citizens. (Note that the people in the town treat Phoenix condescendingly, like a charity case.) 

He literally has no voice because he had swallowed lye when he was younger. This damaged his throat. He depends upon his grandmother to get his medicine to sooth the pain and open his throat. His lack of a voice illustrates how helpless he is. The image of this helpless boy, with no voice, also fits the symbolism of the story. According to Phoenix, he waits for her, "holding his mouth open like a little bird." Phoenix's name is symbolic of the mythological phoenix (Greek myth), a bird reborn again and again of its own ashes. She continues to make the journey again and again, despite her old age. It is symbolically consistent that she is like the mythological phoenix (a bird) and the grandson is also like a "bird." 

`y = sqrt(x - 1), x - y = 1` Sketch the region enclosed by the given curves and find its area.

First, you need to find the point of intersection between the curves `y = sqrt(x-1)` and `y = x - 1` , by solving the equation:

`sqrt(x-1) = x-1 => x - 1 = (x-1)^2 => (x-1)^2 - (x-1) = 0`

Factoring out (x-1) yields:

`(x-1)(x-1-1) = 0 => (x-1)(x-2) = 0 => x - 1 = 0 or x - 2 = 0`

Hence, x = 1 and x = 2 and these values are the endpoints of the definite integral you need to evaluate to find the area enclosed by the given curves.

You must check what curve is greater than the other on interval [1,2] and you may notice that `y = x - 1 ` is greater that `y = sqrt(x-1)` on interval [1,2].

`x - 1 > sqrt(x - 1)`

You may evaluate the area such that:

`int_1^2 |((x - 1) - sqrt(x - 1))|dx = int_1^2 xdx - int_1^2 dx - int_1^2 sqrt(x - 1) dx`

`int_1^2 |((x - 1) - sqrt(x - 1))|dx = |(x^2)/2|_1^2 - x|_1^2 - (2/3)(x-1)^(3/2)|_1^2|`

`int_1^2 |((x - 1) - sqrt(x - 1))|dx = |4/2 - 1/2 - 2 + 1 - (2/3) + 0|`

`int_1^2 |((x - 1) - sqrt(x - 1))|dx = |3/2 - 1 - 2/3|`

`int_1^2 |((x - 1) - sqrt(x - 1))|dx = |(9 - 6 - 4)/6|`

`int_1^2 |((x - 1) - sqrt(x - 1))|dx = |-1/6| = 1/6`

Hence, evaluating the area enclosed by the curves yields `int_1^2 |((x - 1) - sqrt(x - 1))|dx = |-1/6| = 1/6.`

The area evaluated above is the area of the region between the red line and orange curve, for `x in [1,2].`

Choose one major event from To Kill a Mockingbird and rewrite it from the perspective of a different character (2-3 pages) One from part 1 of the...

I can't write the essay for you, but I can help you get started with picking an event and a character.  I think you could do a lot with Dill.  He visits every summer, and he seems like the kind of character that would write something hilarious.  Because you mentioned that one event must be picked, it then needs to be something that Dill is a part of.  I would choose the part when Dill and Jem decide to try and take a peep inside of the Radley house.  It's a tension filled sequence, and would likely be filled with great narrative descriptions from Dill.  The event is at night and deals with Jem and Dill sneaking up to the window of the creepy neighbor.  I'm sure you have a neighbor like that.  Everybody does.  Tap into those memories from your childhood and write the story as Dill would tell it.  

A different major event is the burning down of Miss Maudie's house.  I would write the sequence from Boo's perspective, since he used this chance to put a blanket around Scout's shoulders.  It would be great to hear what Boo might have been thinking about.  

If there was an ending to The Giver, what would it be?

The Giver does have an ending. Jonas and Gabe slide down a sled in the snow towards a house with Christmas lights. BUT, that is not the ending most readers want. It leaves us with so many loose ends and we don't really know what happens next. We like happy endings or at least ones with a resolution. The tricky part about this novel is that Lois Lowry ended the book exactly this way to encourage her readers to imagine, on their own, what really happened next. So, what are some possibilities?

• Jonas and Gabe arrive, alive, at a new house


• Jonas and Gabe arrive in the new house, but Gabe is already dead


• Jonas and Gabe arrive, dead, at a new house


• Jonas is delirious and there is no house at all


• Jonas has died and this house is really some other world after death

When asked by a student about the ending, Lowry once said,

"It ends with Jonas and Gabriel going downhill in a sled toward a house with welcoming lights. Ho ho ho. Aren’t I a mean author, not to be more specific? I like it when you argue. It makes you think."

What was the Widow Wycherly's relationship to the other participants in the experiment?

In “Dr. Heidegger’s Experiment,” each of the three male guests – Colonel Killigrew, Mr. Medbourne, and Mr. Gascoigne – had all at one time or another been the lover of the Widow Wycherly.  This is a very important detail, for when the four withered old souls drink the water of the fountain of youth, and become young again, the men all resume their struggles against each other for the newly-young woman.  Their passions, which had subsided and been balanced with age, were renewed along with their vitality, and manifested themselves in the least-dignified of ways.

Dr. Heidegger warns them before serving the draught not to forget the wisdom of their age, and to act as ambassadors for modern youth.  To this they reply with laughter, feeling it to be “ridiculous that,…knowing how closely repentance treads behind the steps of error, they should ever go astray again.”  And yet go astray they do. 

We know that Dr. Heidegger’s young bride-to-be committed suicide some fifty years before the story takes place, and we can assume that he has been haunted by this incident ever since – he keeps a black folio of memorabilia related to her, regarded by many to be a fearsomely magic book, and has a portrait of her in his study.  It is therefore safe to assume that the doctor had no lovers after the death of this woman.  It is therefore a possibility that Dr. Heidegger was using these particular individuals for his experiment to set his mind to rest after this abrupt end to his experience of love in his youth.  By witnessing firsthand the fools his supposedly old and wise quartet of guests made of themselves when given the chance to be young again, he knew that those lost years of love were nothing to be mourned.  Revisiting the passions of youth, Dr. Heidegger learns, has the potential to rekindle the accompanying wild impulsiveness two-fold.  For after the bickering youth have spilled the remaining water from the Fountain of Youth, the doctor asserts, with no regret,

‘Well--I bemoan it not; for if the fountain gushed at my very doorstep, I would not stoop to bathe my lips in it--no, though its delirium were for years instead of moments. Such is the lesson ye have taught me!’

His use of the word “delirium” is not accidental.

Who were Dr. Heidegger's four friends?

Dr Heidegger's 'venerable' friends were Mrs Wycherly, Colonel Killigrew, Mr Gascoigne, and Mr Medbourne.

Mr Medbourne was once a prosperous merchant who lost everything through wild speculation and now lives more or less as a beggar.

Colonel Killigrew spent his best years in pursuit of various pleasures of the flesh that ravaged both his soul and his body. He now suffers from gout and unspecified spiritual ailments.

Mr Gascoigne had been man of somewhat ill repute and was once a famous politician who was subsequently disgraced. Even worse, he is now forgotten by the present generation.

Mrs Wycherly was, in her time, a very beautiful woman (and courted by each of the men mentioned above). However, at present she lives in seclusion because of scandalous rumors concerning her.

I am creating a class assignment for a senior English Lit class in which I would like students to take on the role of various Romantic authors:...

Good, creative lesson strategy. The essence of your question seems to be: What would be some good questions to ask a Romantic, so that the student can think like a Romantic in answering, thereby tapping into the Zeitgeist of early 19th century England.

However, if we ask questions about the modern-day world, such as “What do you, Wordsworth, think should be done about loss of species due to over-lumbering, over-fishing, pollution due to burning of fossil fuels, etc.?” we will be confounding history, since the Romantics will have no solutions, merely laments.  So, the idea, "I would like to have the students address contemporary issues through the lens of the author" is a little vague.  Are you thinking of question like these? "What do you think of the poetry of rap?  Do you think Taylor Swift is a Romantic?" 

If we ask them sociological questions, such as “What do your non-Romantic contemporaries think of your attitudes” we might get a little insight into how comfortable or uncomfortable the Romantics were in that environment.

If we ask interpretive questions about a canon or a specific work, the role-playing aspect of the exercise is wasted.

How about questions about their personal creative process – how did Wordsworth come up with his daffodil imagery after starting with “I wandered lonely as a cloud”? That is, how did they work from an idea to a finished product (a question we often ask of song-writers)? Another fruitful question type might be “How did you get along with your fellow poets (for example, how did Wordsworth and Coleridge actually get along?  Or "Did Romanticism change much during your lifetime?" (An interesting sidenote:  Of the five major poets, the first poet to be born was the last one to die. In fact, their birthdays-deathdays fit into each other like Kachina dolls.)

Finally we might get good pedagogical value out of asking them “What work of yours has been unfairly neglected? What poem would you want to be anthologized more, and why?”

What can the state legislative branch of government do?

Like the federal government, state governments are divided into three branches of government. The executive branch, headed by the Governor, carries out the laws. The judicial branch, which is the court system, interprets the meaning of the laws, and legislative branch makes the laws.

The job of the legislative branch is to develop bills that, if passed by the legislative branch and signed by the Governor, will become laws. The legislative branch will introduce ideas that will then be assigned to committees. These committees will examine the ideas, and they should hold public hearings so the public can give their input to the proposed idea. If the idea comes out of committee, the legislative branch will vote upon it.

The legislative branch makes laws that apply within the state. They will determine laws that deal with trade within a state. They will develop laws that determine the punishment for crimes committed within a state. They will also develop policies dealing with education within a state. The legislature may also override a veto if the Governor vetoes a law.

The state legislature has an important role within state government.