What is Howard Zinn's main statement or argument in Chapter One of The People's History of the United States?

In Chapter One, Howard Zinn challenges the reader to view the history of the United States through a different lens. Zinn argues that most histories are told through the perspective of the elite. The elite can be defined as those that are in power or those that benefit from the actions of those in power. Zinn explains that this does not paint a complete picture of the how events unfold. In fact, this way of narrating history can be considered flawed at best, and dishonest at worst.

To illuminate his message, his narrative examines the exploration of the New World. Traditionally, the story of Christopher Columbus is delivered in a way that glorifies is expeditions. Christopher Columbus is presented as a seminal figure in the progress of mankind. Chapter One dispels this notion in a provocative way. Zinn skillfully tells the story from the perspective of the Arawak Indians that Columbus interacted with. From this lens, the reader realizes that the colonization of the New World came at a great cost to the natives that inhabited these lands.

How do themes in literature help us to understand ourselves?

This is a very interesting question, and one with many implications. One answer that occurs to me, based upon something a writing teacher of mine (John Edgar Wideman, whose works are discussed elsewhere on this website) said in graduate school, which was that reading fiction teaches empathy. The full context of his remark was that he felt our society was becoming less hospitable and less charitable because people were reading much less fiction, and it was reading fiction that allowed people to imagine themselves in the situations of other people, to put themselves in someone else's shoes, so to speak. The idea that reading fiction teaches empathy allows us to understand how themes in literature can impact our own lives, at the very least helping to clarify our perspective and maybe even shift it.

When fictional characters experience extraordinary circumstances, readers may respond with a variety of emotions depending upon those circumstances (excitement, pity, anger, curiosity, etc.) Even when these stories include events we can barely imagine happening to us, the people experiencing them are usually like us in many ways. This is how literary themes can create a bond and a bridge for readers to relate to stories. Themes involving common human emotions (jealousy, regret, grief, etc.) can help us to explore our own experiences, and show us examples of how characters react to the events that take place in stories. Of course, great literature does not always portray ideal human behavior: sometimes we learn lessons on how not to act.

Wider themes that refer to the social condition (such as the tyranny of poverty, or the idea that compassion triumphs over evil) can help us to understand more complex ideas and apply them to historical or current events, but also to our own situations. Many readers have their own personal literary heroes who inspire them with admirable behavior, and we try to uphold their best qualities as models for living: Jane Eyre's resilience, for example, or Jay Gatsby's determination, or Tom Sawyer's cleverness, or Elizabeth Bennet's honesty.

From the book To Kill a Mockingbird, explain the social differences exposed through the students at school. What does Burris Ewell represent?

Miss Caroline singles out Walter Cunningham, Jr. when she notices he has no lunch nor any lunch money. Scout informs Miss Caroline that he and his family are too proud to accept handouts. This is why Walter repeatedly refuses to take money from Miss Caroline. Scout also mentions that he has no shoes. Walter is clearly from a poor family. We will later see how Aunt Alexandra, for example, treats the poorer families, like Walter's, with condescension. Atticus treats Walter and his father as well as anyone else and this is why he allows Walter Sr. to pay for his legal services with goods rather than money. Walter is from a poor but respectable family. 

Burris is from an even poorer family. He is covered in filth and is ignorant. Walter's father works, but Burris's father, Bob, can not hold down a job. The Ewells live off of relief checks, a form of welfare. The authorities allow the Burris children to miss school because they've given up trying to reason with the unreasonable Bob Ewell. There are some who are sympathetic to the Ewell children but the Ewell family in general is seen by many to be a leech of the town.

Burris is ignorant and rude but he is a product of an abusive, ignorant father. Scout has the advantage of being from a family with more income but she also has the advantage of having an intelligent, thoughtful father. Given these descriptions, there does seem to be a connection between economics and education. On this sliding scale, Burris is at the bottom and Scout is at the top. She is more thoughtful and more intelligent, and this is largely a result of her family's economic and educational advantages. 

Evaluate the indefinite integral.

You need to use the following substitution  , such that:

Replacing back  for yields:

Hence, evaluating the indefinite integral, yields

I need to write a 3-minute speech about racism by tomorrow I already have 1 minute and 26 seconds and I've run out of ideas! I have been trying to...

The first thing you should do is narrow your topic. Paradoxically, it is easier to write a long speech on a narrow topic than on a broad topic. If you try to talk about racism in general, after saying that stereotyping people by race is both inaccurate and morally wrong, you don't have much else to say. To say more, you might want to focus on one specific type of racism or prejudice against one specific group.

One way to write about this would be from personal experience. Think about examples of racism you see in your school. If you look carefully around your classroom or the cafeteria or the playground, you might see that children of similar ethnic backgrounds tend to hang out together. Then you might think about whether the neighborhoods in the area in which you live are divided by race, with certain neighborhoods being predominately black and others Hispanic and others Asian or white. Next you might even look at social groupings in your school. In your speech you could summarize all of these observations and talk about how these might result from subtle forms of racism. Then you could conclude your paper by some sort of call to action, for example, looking into creating "multi-ethnic" tables in the cafeteria with the goal of every student  sitting next to a student from a very different background at least once a week.

In what ways does Rikki exemplify the curiosity of a mongoose in his first days in bungalow in "Rikki-tikki-tavi"?

When Rikki-tikki-tavi washes up in the bungalow’s garden, he is immediately curious rather than frightened.  We are told that a real mongoose is consumed with curiosity.  Rikki-tikki definitely demonstrates this.  As soon as he recovers from almost drowning, he begins playing around.

The motto of all the mongoose family is "Run and find out"; and Rikki-tikki was a true mongoose. He looked at the cotton-wool, decided that it was not good to eat, ran all around the table, sat up and put his fur in order, scratched himself, and jumped on the small boy's shoulder.

Rikki is not afraid of people, and likes to climb on them and sit in their laps.  His biggest concern is whether or not things are edible.  He also wants to inspect the house as soon as possible.  Almost immediately he is looking around rather than sleeping.

Teddy’s father knows that having a mongoose around can be a very good thing when you are in India.  The garden may have snakes, and the snakes may come into the house.  A mongoose is the best defense against snakes.

"I don't like that," said Teddy's mother; "he may bite the child." "He'll do no such thing," said the father. "Teddy's safer with that little beast than if he had a bloodhound to watch him. If a snake came into the nursery now --- "

Rikki-tikki proves to be a very brave mongoose.  In his first encounter with the cobras, they are almost more afraid of him than he is of them.  Rikki-tikki refuses to be backed down, and cannot be tricked.  Rikki is their enemy from then on, and he makes it his goal to remove all snakes from the garden.  It is not easy, but he succeeds in killing Nag, Karait, and Nagaina and the garden is safe for people and animals.

What's the main conflict (this could only be "one" as stated by my teacher) in the novel, "The Outsiders"? I know it's one of these three: person...

Your teacher definitely gave you a hard question to answer.  The three conflicts that you have identified are the three major conflicts that are present in the story.  I do not believe one of those is any more central to the story than the other two.  I think that your teacher wants you to pick one and defend your choice with reasons.  

I would choose Pony vs. self or Greasers vs. Socs.  I think those are more easily defended.  Between those two, I would choose the Greasers vs. the Socs, because there are many events throughout the book that you could use as evidence.  The rumble, Johnny's beating, Johnny killing the Soc, etc. are all events that support the gang conflict.  

The major conflict within a novel is often foreshadowed too.  Pony being jumped in the beginning and the flashback to Johnny's beating both focus the reader's attention on the gang war and culminating rumble.  They don't focus attention on Pony's personal struggles.  

What happened when John Marshall couldn't break American Indian treaties?

In the 1820s and the 1830s, there was a growing desire of many Americans to expand westward. Many Americans, including President Jackson, believed the Native Americans were blocking the progress of the United States and the progress of our westward expansion. The state of Georgia wanted to remove the Cherokee tribe from Georgia and take the Cherokee land. When the Supreme Court ruled that the treaties the Cherokee tribe signed with the American government must be honored, Andrew Jackson wasn’t going to let that stop him from removing the Native Americans.

Andrew Jackson refused to enforce the decision of the Supreme Court. He was known for having said that the Supreme Court would have to enforce its decision because he wasn’t going to enforce the ruling of the Supreme Court. The Cherokee and other tribes were forced to relocate west of the Mississippi River. The forced relocation of the Native Americans, called the Trail of Tears, was very brutal for them. Their lands were forcibly taken away, and many Native Americans were required to relocate to the west. Native American ways of living were forever altered as a result of having their lands taken away and having been relocated to the land west of the Mississippi River.

What are the functional differences between a professional nurses organization and a board of nurses?

This is a great question!  The answer actually applies to all professions, not just nursing.  A board is a national and/or state regulatory organization that oversees the professional practices of the specified profession (ex. Nursing).  A board will develop a practice act for professionals practicing in that state.  Some examples of what is stated in a practice act include ethics and skills or procedures the practitioner can and cannot perform.  Anyone in violation of the board's practice act will be investigated by the board.  If found guilty of a violation, the board will impose a punishment upon the violator.  Some examples include, but are not limited to, suspension or revocation of the practitioner's certification or license, and public reprimand.  Basically, a state or national regulatory board is meant to legally protect not only its practitioner, but also protect the public (patients) and the profession itself.

A professional organization functions to serve the members of that profession in a variety of roles.   These organizations also function at the national and state levels.  Some examples are to 1) provide continuing educational opportunities for the practitioner to remain current on advances in their professional practice (i.e. New procedures, new research), 2) act as a political liaison to improve governmental relationships as they apply to the profession, 3) provide educational resources to the public pertaining to their profession and other health-related topics.

I hope this answers your question.  You should now be able to differentiate between a Board of Nursing and the American Nurses Association.

I need a detailed explanation of the 4 stanzas of the poem "Five Ways to Kill a Man" by Edwin Brock.

"Five Ways to Kill a Man" by Edwin Brock is a five-stanza poem written in free verse, consisting of four long stanzas and one short stanza. It is written in the first person. An anonymous narrator addresses an unnamed second person ("you"). The rhetorical situation appears to be one in which the narrator is advising a second person on methods of killing, describing almost scientifically which are the most effective technologies of killing and providing detailed examples and descriptions from four different periods.

The initial line of the first stanza suggests that the speaker is mainly focused on how older methods of killing were inefficient, marred by unnecessary ritual and excessive staffing and equipment; the speaker introduces the poem with the statement:

There are many cumbersome ways to kill a man.

The first stanza of the poem continues to describe the crucifixion of Jesus Christ. The speaker recounts many of the details found in the New Testament, but from the viewpoint not of a believer or even a sympathetic skeptic, but merely as one almost reciting a recipe concerning how the crucifixion was conducted.

The second stanza of the poem portrays medieval jousting in which knights charged one another on horseback with lances. The speaker portrays this as also inefficient, requiring aristocratic pomp and ceremony.

The third stanza describes an even more efficient way of killing, namely the chemical warfare used in World War I, in which mustard gas was dropped on troops, leading them to die slowly and painfully in large numbers. The narrator appears to consider this method more efficient but still messy, harming the landscape.

The narrator appears to admire the efficiency of modern atomic warfare in which:

In an age of aeroplanes, you may fly

miles above your victim and dispose of him

by pressing one small switch.

The final stanza suggests that in the post-World War II world of mutually assured destruction, humanity is racing to its own destruction without any need for outside intervention. 

Which metal replaced bronze?

Historians and archaeologists generally agree that iron replaced bronze as the metal of choice for crafting tools. 

Bronze is composed of copper and tin, both of which are quite soft metals. A tool made of bronze would not have held up for very long without becoming dented, dull, or possibly breaking. Bronze has some advantages over iron, as it resists corrosion and requires a lower temperature for smelting. However, bronze really fell out of favor due to resource pressure. Copper and tin are not often found in the same geographic area, and natural resources were often quickly depleted. This resource pressure likely lead people to take up iron instead as it is a rather plentiful resource and has the capability to be sharpened. Iron didn't require another material to be alloyed with (as in the combination of copper and tin to make bronze) which would cut down on production time and resource requirements. Until people figured out how to alloy iron with carbon to make steel, iron tools were relatively on par with bronze ones, and it would have been a matter of resource and trade stress that made a culture prefer one over the other.

What is the primary conflict occurring in this excerpt? --- One day after we left a shop I said under my breath, “I wish you wouldn’t do...

This is a great question, as it gets to the heart of the story. The conflict here is twofold and it is hard to determine what is more primary.

First, we see a conflict between mother and daughter.  The mother here wants to boast about her daughter.  This gives her a sense of pride.  Many parents are like this.  The problem is that Waverly wants to be independent.  She does not want to be seen as a daughter of someone.  She wants to be seen as Waverly. Hence, the conflict is one of independence.

Second, we also see a clashing of cultures.  In an Asian culture, individualism is not prized too much.  What is more important is the family. This is where Waverly's mother is coming from. However, Waverly is coming from an American point of view.  So, we see a conflict between traditional Chinese culture and American individualism. 

Explain the significance of Antonio offering a second bond in Act 5, scene 1 of the Merchant Of Venice.

In this scene, a supposed argument has ensued between Portia and Bassanio about the fact that he had given away a precious gift that she had presented to him just before their marriage. The gift was a ring that she had given him as an act of love. She had made Bassanio swear that the ring would never leave his finger as an indication of his love and loyalty to her.

This house, these servants and this same myself
Are yours, my lord: I give them with this ring;
Which when you part from, lose, or give away,
Let it presage the ruin of your love
And be my vantage to exclaim on you.

Bassanio had felt compelled to present the ring to the young lawyer who had defended Antonio against Shylock's malevolent desire to take revenge. Bassanio gave the ring out of gratitude since the lawyer (who was actually Portia in disguise) would not accept any sum of money but was prepared to accept the ring as reward.

PORTIA
You press me far, and therefore I will yield.
To ANTONIO
Give me your gloves, I'll wear them for your sake;
To BASSANIO
And, for your love, I'll take this ring from you:
Do not draw back your hand; I'll take no more;
And you in love shall not deny me this.

BASSANIO
This ring, good sir, alas, it is a trifle!
I will not shame myself to give you this.

PORTIA
I will have nothing else but only this;
And now methinks I have a mind to it.

Portia continues the charade that she is extremely displeased that Bassanio could so easily break a solemn promise and give away her precious gift. He is obviously distraught about the matter and promises her that he will never break an oath to her ever again. Antonio intervenes at this stage and says the following:

I once did lend my body for his wealth;
Which, but for him that had your husband's ring,
Had quite miscarried: I dare be bound again,
My soul upon the forfeit, that your lord
Will never more break faith advisedly.

He states that he had once lent his body to secure Bassanio a benefit but that that arrangement had gone awry, except for the lawyer (in effect Portia) that had acquired the ring in question.

Antonio promises that he will be held to a bond again and would forfeit his soul on the guarantee that Bassanio will never again foolishly break a promise. Portia then accepts Antonio as a surety and hands him the ring that Bassanio assumed he was giving to a stranger.

When Bassanio realises that she had just handed over the very ring he had 'given away' Portia continues with her little game and tells him that she had slept with the doctor who had then given her the ring. Nerissa, who had been playing along and had accused Gratiano of doing the same that Bassanio did, also 'confesses' that she had done the same with the lawyer's clerk (herself in disguise).

Both Bassanio and Gratiano are shocked by the news and Gratiano wants to know if both he and Bassanio had been cuckolded even before they deserved it. Portia only then comes out with the truth and shows the two men the letter from Bellario in which it is clearly stated that 'Portia was the doctor Nerissa there her clerk.' Antonio declares that he is speechless and the two new bridegrooms express their relief after making sure that the two women were truly who they claimed to have been at Antonio's trial.

And so, all's well that ends well.

What is satire in A Christmas Carol?

Charles Dickens’ satire is always based upon the issues of the industrial revolution and how it specifically affected Victorian England.  Dickens’ A Christmas Carol is no exception.  During the industrial revolution the rich become richer (in that they own the workhouses and factories) while the poor become poorer (in that they are left to work in the factories for low pay and are often unable to feed their families while they grow ever sicker because of poor conditions).  Scrooge, of course, is an example of the rich in society.  Luckily, he has a grand transformation to see the error of his ways.  The poor are exemplified by many characters such as Bob Cratchit and Tiny Tim. 

Satire, of course, is the use of elements such as humor, irony, and exaggeration in order to highlight the problems in society.  In my opinion, the best examples of satire are provided by the ghost of Christmas present quoting Scrooge’s own words.  Earlier in the novel, Scrooge tells a couple of humanitarians that the poor, if they want to, should simply die to “decrease the surplus population.”  Later in the novel, Scrooge becomes well acquainted with the poverty stricken (and crippled) Tiny Tim.  The second spirit wastes no time in telling Scrooge that Tiny Tim is the very kind of person for whom Scrooge suggested death to decrease that surplus in the population.  The spirit then reprimands Scrooge severely by using exaggeration saying the following:

Will you decide what men shall live, what men shall die? It may be that in the sight of Heaven, you are more worthless and less fit to live than millions like this poor man's child.

It is examples just like this one (that often make the reader chuckle) that show Dickens’ satire of the rich in Victorian England in order to indicate the plight of the poor.

What is the best example from Macbeth that shows how severely Macbeth loses his morals?

Since this is an opinion question, I have two possible answers.

I’d argue strongly for Macbeth’s decision to slaughter Macduff’s wife and children. Since the witches tell Macbeth to “beware Macduff,” Macbeth’s suspicion of Macduff is justifiable. I bet that many readers would even argue that Macbeth would be acting rationally if he attempted to capture or imprison Macduff. However, Macbeth had no reason to fear Macduff’s wife and children. By indiscriminately executing them, Macbeth showed that he can no longer control his paranoia and prefers to target the innocent rather than fix the true source of his problems.

I’d also like to point you towards Macbeth’s reaction to his wife’s suicide. He says, “She should have died hereafter. / There would have been a time for such a word” (5.5.17-18). Many commentators interpret this as “Well, she would have died anyway.” It’s a caustic and sarcastic response to the death of his wife that shows his complete apathy towards human life. 

What major themes are dealt with in The Kite Runner? Identify and comment on them as they relate to the plot.

The Kite Runner is rich in themes, which is one reason it is such an wonderful book. I am going to discuss one of its major themes, which is sin and redemption, that of Amir, a theme that is reflected throughout the entire plot, a theme that is introduced on the very first two pages  of the novel. 

As the book begins, in December of 2001, Amir says,

I became what I am today at the age of twelve, on a frigid overcast day in the winter of 1975 (1).

He has just received a phone call from Rahim Khan, an old family friend from the land of his birth, Afghanistan, and he says that it is not simply his old friend on the line, but also his "past of unatoned sins" (1).  At nearly the end of the conversation, Rahim tells Amir, "There is a way to be good again" (2). Thus the reader knows that Amir has sinned, most grievously on that particular date, and that Rahim has offered him a chance at redemption.

The reader then begins to read the childhood story of Amir and Hassan, Amir the son Baba, a wealthy man of the Pashtun ruling class, and Hassan, the son of Ali, a servant of the Hazara underclass.  Both boys are motherless, Amir's mother having died in childbirth and Hassan's mother having deserted the family.  Amir is a troubled child, unsure of his father's love and affection and jealous of Hassan, who seems to get Baba's attention and appreciation effortlessly. 

In Amir's relationship with Hassan, Amir persists in focusing on the fact that Hassan is a servant and not his equal, always being sure to be clear that Hassan is not his friend, although they have wonderful times together and Hassan is a great friend to Amir.  Their childhood together shows Amir in a series of betrayals of Hassan, not defending him against bullies, for example.  But the very worst betrayal comes when Hassan is raped by Assef, a young Afghani, who has previously tormented Hassan.  This is the date of which Amir speaks at the beginning of the book.  He fails to go to his friend's aid at all, cowering and hiding instead.  From this point on, Hassan represents Amir's guilt, which he cannot confront, and he manipulates Ali and Hassan out of the household. When war comes to Afghanistan and Baba and Amir flee, Ali and Hassan are left behind to face war, chaos,  and death.

Baba and Amir make a life in the United State, but Amir knows, deep down, that he is not worthy. When the call comes from Rahim Khan, he struggles, but he knows that he must heed the call to redemption.  He returns to Afghanistan, where he finds that Hassan has died and left a son, Sorhab, who is in the hands of the Taliban, who have taken over the country.  Amir finds that he must this time face down Assef, who has joined the Taliban and is now a bully with an army, in order to save Sorhab. When he does so, at great physical cost to himself, he takes Soharb home to America, where he becomes part of Amir's family.  And it is in doing so that Amir finally redeems himself and is able to be whole.

There are other instances of sin and redemption in the novel, for example, the sin and redemption of Baba.  What drives this plot, though, is largely the wrongdoings and redemption of Amir.

Some animals and insects have patterns on their body. Is there any purpose to this?

The patterns on the bodies of some animals and insects is an adaption. These patterns help them blend in with their immediate environment. This provides them with two benefits. This camouflage may protect them from predators and/or help them stay unnoticed by their prey and enable easy hunting.

Some examples of these patterns are those on the skins of snakes, geckos and chameleons. Geckos can use these skin patterns to resemble dead leaves or tree bark, etc. With these adaptations, animals can protect themselves from potential predators and also stay unnoticed by potential prey. Thus, these adaptations enable easier food access and protection. Another great example of benefits of these skin patterns is those on the skin of zebra. It has been hypothesized that this striped pattern ensures that potential predators cannot distinguish between different animals in a herd. Another theory is that the stripes deter harmful insects from landing on the zebras.

An additional reason for patterns on animals and insects is to create a warning signal to a potential predator that the animal being preyed upon is poisonous. This is the case for poison dart frogs and many species of caterpillar.

Hope this helps.  

What is the tone or mood of My Side of the Mountain?

I would say that the tone of My Side of the Mountain is a fairly straightforward and neutral narration of the events.  That makes sense based on Sam's character.  The book is narrated from his first person view, so what the reader experiences is Sam's thoughts on everything.  Sam is not a character that is prone to "freaking out."  He is a thorough planner and goes about his business in a methodical, well planned out, analytical sort of fashion.  Because of Sam's tone, the mood of the novel follows the same kind of emotional backdrop.  Because Sam is calm through most of his trials, the feelings that the reader gets while reading the book stay calm as well.  Sure, there are times, when the mood switches to nervous or worried on the reader's part, but because Sam stays calm, those feelings never run away with the reader.  

Write the partial fraction decomposition of the rational expression. Check your result algebraically.

Let

Equating the coefficients the like terms,

Plug the value of the A and B in the above equations,

 

Now let's check it algebraically,

RHS=

=LHS

Hence it is verified.

In Romeo and Juliet, what causes Tybalt's anger and what does he intend to do? Why does Lord Capulet stop him?

Tybalt, a Capulet, recognizes Romeo's voice (even though his face is hidden by a mask) at his uncle's ball. He is outraged that Romeo would appear at his uncle's home, and is determined to kill him, telling his servant to get his rapier. Capulet, despite being the enemy of the Montague, forbids Tybalt to do so, first because he is under his roof, and second because he has heard that young Romeo is a "virtuous and well-govern'd youth". Tybalt protests, and Capulet insists that Romeo is not to be touched. This is a pivotal event in the play in more than one way. Capulet's forebearance allows his daughter to meet Juliet, and Tybalt's rage and hatred for Romeo will eventually lead to their disastrous duel in the streets. Given that the Chorus has already told the audience that Romeo and Juliet are to die, they can perhaps surmise that this event will have grave consequences.

What is the theme of A Raisin in the Sun ?

There is no singular theme in A Raisin in the Sun; however, there does seem to be an overriding theme: the collusion of race and socio-economic class as barriers that impede social mobility.

The impeding of socio-economic mobility is what causes dreams to be "deferred"-- as Langston Hughes writes in his poem alluded to in Hansberry's title--to dry up like "a raisin in the sun." This idea is symbolized by the plant that Lena Younger has in the one window in the front rooms; it struggles to sustain itself on this small amount of sun.

After Mrs. Lena Younger receives the $10,000 life insurance check for her deceased husband, she dreams of moving to a house with a yard where she can have a garden. Her son Walter Lee dreams of owning a business and of being the new man of the family. Ruth, his wife, also anticipates a new home and new beginning as she has been depressed by Walter's dissatisfaction and a pregnancy they cannot afford. Beneatha is the daughter of Lena, a young woman who is uncertain of her future as she waivers in her choice of values and boyfriends.

Unfortunately, Walter's dream of owning a liquor store is shattered when a friend to whom he has given a part of the insurance money runs off with it. Also, Lena's dream of owning a home starts to fall through when objections come from the suburban homeowners' association. But, when Mr. Lindner visits the Youngers and offers more than the family has paid for the house, Walter Lee changes his mind about accepting the money. He tells Mr. Lindner,

WALTER: [W]e have decided to move into our house because my father—my father—he earned it for us brick by brick. We don’t want to make no trouble for nobody or fight no causes, and we will try to be good neighbors. And that’s all we got to say about that. We don’t want your money.

Walter has changed his priorities from becoming prosperous to the welfare of his family. Lena closes her eyes and nods as though she were in church. But Walter has been "saved" in the sense that he now is the man of the family, and Youngers will no longer have their dreams dry up like "raisins in the sun."

Angle x is acute and is such that tan x = sqrt(2)/4 (a) Show clearly that the exact value of sin x is 1/3 (b) Hence show that sin 2x = (4/9)sqrt(2)

Angle x is acute such that

Thus we have a right triangle with legs of length sqrt(2) and 4. The hypotenuse of the triangle can be found using the Pythagorean theorem:

To find the sine, we take the ratio of the side opposite x to the hypotenuse:

Also, cos(x) is the ratio of the side adjacent to the hypotenuse so:

The so:

What are three things that women do or use in The Great Gatsby to get ahead in a male-dominated society?

Something women do to get ahead in the male-dominated society of this novel (and the American 1920s) is cheat. Nick remembers a scandal surrounding Jordan Baker, the golfer, from years ago; there was a witness who claimed that she picked up her ball and moved it to a better position in order to succeed in a semi-finals round. This supposedly occurred at the first big tournament she participated in. It is just a game, and she was a young player then, so there surely would have been further opportunity for her to be successful without cheating, but it seems that she did it anyway and then coerced the witness to drop his accusation.

Further, Nick describes her as "incurably dishonest" because she could not "endure being at a disadvantage."  One would assume that being at a disadvantage due to her gender would be unpalatable to her, then.  He says that she instinctively avoids smart, astute men; thus, she began to deal in "subterfuges" at a very young age.  Therefore, yet another thing women to do get ahead is lie.  If Jordan only ever permits herself to be in the company of relatively unintelligent men, then they won't realize when she's lying and she gains the advantage over them.  Consider, also, Myrtle Wilson's dishonest infidelity to her husband, George, all for the sake of a rich lover who can give her the things and, she hopes, the status that she wants.

Finally, women play by "the rules," until they don't.  Daisy, after getting super drunk and freaking out a bit, does pull it together and marry Tom, and she does a good job of convincing people, including Jordan, of her devotion to him for a while.  Then, one day, she is reunited with a very patient Gatsby, and it does not take long for her to begin an affair with him.  She keeps her options open by refusing to give one up for the other -- waiting to see which man will offer her more and better.  When she learns how Gatsby has earned his money, it does not take long for Daisy to decide that she prefers wealth and status with Tom.  She manipulates them both to her own advantage: she gets to keep her status and position with Tom but sleeps with Gatsby.

What are some examples of a chemical compound?

Here are some examples of chemical compounds:

water,

carbon dioxide,

octane,   

ethanol,

methane,

sucrose (white sugar),

calcium carbonate (limestone), 

sodium chloride,

Each of these substances can be represented by a chemical formula that shows more than one element. A chemical compound is two or more elements chemically joined in a definite proportion, such that the formula is always the same. For example, a water molecule is always two hydrogen atoms chemically bonded to one oxygen atom. All water molecules are the same. Ionic compounds such as sodium chloride don't exist as individual molecules but still have a constant ratio of elements.

A compound differs from an element in that an element has only one type of atom. It differs from a mixture in that a mixture contains particles of more than one type that aren't chemically bonded to each other, can vary in composition and can be separated by physical means such as distillation or filtering.

How does the narrator describe Rolf Carlé?

In Isabel Allende’s short story “And of Clay We Are Created,” Eva Luna, the narrator, provides a heartfelt description of the news reporter, Rolf Carlé. Eva is left behind as Rolf travels to a disaster zone created by a volcanic eruption. She is watching him on television as she describes his calm demeanor in the face of adversity. Rolf was known for reporting from difficult situations with a collected, almost detached attitude. Nothing phased his countenance as he plodded through human suffering and unimaginable conditions.  When he was behind a camera, he transformed into someone other than himself. It seemed the lens protected him from his own feelings. Although he did not seem fearful in dire situations, Eva says, “he had confessed to me that he was not a courageous man,” yet he never seemed shaken.

Later in the story, she notes there was point, while he was talking to Azucena Lily, when he let his guard down and his emotions flowed freely. He arrives home a changed man who Eva would wait for as he worked through the ordeal in stoic silence.

In The BFG, the BFG has a drink that is similar to soda pop—but what is it actually?

In Roald Dahl's story The B.F.G., which is about a Big Friendly Giant, the BFG in question enjoys a drink called "Frobscottle." Frobscottle, he says, is a fizzy drink (this is what seems similar to soda) in which the bubbles sink instead of rising (which is the opposite of soda). The little girl in the story, Sophie, is quite worried about the implications of this. She thinks that if sodas have bubbles which rise and make a person burp, then this frobscottle's bubbles and their sinking will cause a much worse bodily reaction. The BFG is very excited about her realization, and announces that giants call that kind of gas "whizpopping," and find great entertainment and enjoyment in laughing at one anothers "whizpoppers." He makes a very logical statement that if celebrities and royal families and everyone else can make whizpoppers, then why should it be considered impolite or, at least, not talked about?

What is a theme that connects the myth of Cronus and Rick Riordan's The Lighting Thief?

One of the central themes in Rick Riordan's The Lightning Thief concerns the underestimation of one's values and strength. Just like Percy's abilities were underestimated, especially at the beginning of the book, the threat Cronos, or Kronos, poses and his power is underestimated by the end of the book.

At the start of the book, Percy struggles with school because he has been diagnosed with ADHD and dyslexia; plus, he is in general considered to be a juvenile delinquent. However, as the book progresses, we learn that Percy is actually a demigod whose father is Poseidon. As the book further progresses, we learn he has hidden abilities to think of solutions to problems on his feet, and together with Annabeth and Grover, Percy is able to find the master lightning bolt that had been stolen from Zeus and rescue the world from a war between the gods. More importantly, he discovers that it was Kronos who stole the master bolt by using the demigod Luke as an agent; Kronos further used the war god Ares as an agent to start a war between the gods.

Even before Percy makes the above discovery, he realizes that others were underestimating the powers of Kronos. According to the myth, Kronos was overthrown by his son Zeus, who used the master bolt to fling him from this throne, cut him up into bits, and fling those bits to the pit of Tartarus (Ch. 21). When Perseus tells Zeus and Poseidon about his belief Kronos used Luke and Ares to steal the master bolt and start a war between the gods, both Zeus and Poseidon reject the idea. When Perseus further argues that Kronos is healing and regaining his powers, Poseidon replies with the following:

From time to time, over the eons, Kronos has stirred. He enters men's nightmares and breathes evil thoughts. He wakens restless monsters from the depths. But to suggest he could rise from the pit is another thing. (Ch. 21)

Yet, Percy learns through his encounter with Luke in the woods that Kronos is becoming capable of far more power than Zeus and Poseidon are willing to admit. Therefore, Zeus and Poseidon are underestimating Kronos's powers, which can lead to disaster in the form of worldwide destruction. Hence, all in all, the novel makes use of the Kronos myth to show the dangers and consequences of underestimating strengths and values.

In To Kill a Mockingbird, why might some people misjudge Judge Taylor's ability?

To Kill a Mockingbird by Harper Lee is set in the south during the time of the Great Depression.  It centers around the trial of Tom Robinson, a negro who stands accused of raping a young white girl.

Judge Taylor is not a prominent character since the story is told from the perspective of a six-year-old girl by the name of Scout.  Her involvement is due to the fact that she is the daughter of the defense lawyer, Atticus Finch.

Judge Taylor is well advanced in age.  He is a man of simple pleasures such as singing and partaking of his dipping tobacco.  He is a singularly unremarkable man.  The only clue that one might have that he knows more than it seems he does is his appointment of Atticus vs. the newbie lawyer, who would have traditionally "drawn the short straw" in such a controversial case.

A senile, simpleton of a judge who did not even have the good sense to assign the "correct" defense counsel!  Those are ample reasons to misjudge the good judge's abilities.

Why do you think the title of the poem “Superior” by Rabindranath Tagore is appropriate?

The title is ironical and suits well to the content of the poem. The narrator is a teacher who is rather bemused by the activities of the child and finds her “silly” and “absurdly childish.” However, we find that the child with her unsullied imagination and innocence, stands on a far higher pedestal than that of her teacher.

The “schoolmaster” doesn't approve of the way the child perceives the world around herself. He wants to teach the child that it’s foolish to believe stars and streets lights are same things.

He finds it ludicrous when the child puts the pebbles into her mouth believing them to be some edible stuff. He is piqued when the child bursts out laughing after tearing the pages of her book. He complains to the child’s mother,

“she tears the leaves with her hands and roars for joy at

nothing; this is your baby's way of doing her lesson.”

He’s not able to understand why “she laughs and thinks it great fun” when he scolds her for tearing the pages of her book.

The child believes she can touch and hold the moon. The teacher, however, finds her imagination “funny” and absurd.

What the poet wants to bring home is the point that the child’s innocence and angelic imagination enable her to experience the joys that the teacher is completely deprived of.

As a person with knowledge and experience, the teacher is expected to be much “superior” to the child in every respect. However, his bookish knowledge and so-called experience constrict his thoughts and imagination.  

The use of dramatic irony permeates the poem throughout. We pity the peevish teacher who’d never know that how greatly he falls short of the pristine and unrestricted imagination that lights up the child’s mind. 

In the story of Echo and Narcissus, what suggestions are made about the role of love in ancient culture? How is our modern understanding of love...

First, keeping in mind many ancient sources and especially Ovid’s Metamorphoses (which is probably the most famous rendition), let us explore the story a bit before we get into your question. Narcissus was the son of a god and a nymph. He was very beautiful. He was so beautiful, in fact, that the woodland nymph named Echo became attracted to him. Echo (due to her past exploits) was doomed to only repeat the last words said to her, which is where we get the auditory term “echo” from. After getting Narcissus’ attention (away from hunting) by repeating his last line (“Who’s there?”), Narcissus sees Echo and understands her desires, but rejects her completely. Some say it was the curse of Nemesis and some say it was by Narcissus own devices, but eventually Narcissus catches a glimpse of himself in a pool of water and becomes so entranced with his reflection that he never leaves. Some say he wastes away at the pool and some say he commits suicide because he finally realizes that love cannot exist in this way. This being said, love is explored (both in the ancient world and in today’s world) through this story through three elements: reciprocation, pride, and control.

The first element of love that the story of Narcissus makes clear is that love must be reciprocated to exist. The way that we say this in the modern world is that love should be a “two-way street,” and not one-sided. Echo truly tries for reciprocation (keeping in mind the way she was cursed to only repeat words), but she is completely rejected. As a result, love does not exist between the female and the male figure. In regards to Narcissus himself, he “falls in love” with his own reflection, but this is not real love in that it cannot be reciprocated. Why? A reflection in water can reciprocate nothing. Some versions show Narcissus simply wasting away in front of his own image as a result (therefore causing his death). Other versions show Narcissus committing suicide due to his eventual knowledge that this love cannot possibly be the “two-way street” he desires. This first element of love, then, is shared between the ancient and the modern world.

Another implication is that pride is the enemy of love. It wasn’t long before pride was named as one of the seven deadly sins, and (kind of) continues to remain so; therefore, this is yet another similarity of the role of love between the modern and the ancient world. Pride in himself keeps Narcissus from loving another. He is too in love with himself to have room for anyone else. Further, he is unable to think of the desires of another with anything but disdain. This is the most pertinent element in a newly named mental disorder called Narcissistic Personality Disorder (NPD). People truly diagnosed with this disorder in the modern world continually find (usually after a lifetime of tragedy) that they are unable to have relationships with others because they are unable to make their own desires anything but paramount. Again, this second role of love (as an enemy to pride) is shared between the modern world and the ancient world.

A third role of love in the story of Narcissus and Echo, is that love is ultimately controlled by the gods. Now, here we have the first example of a thought restricted to the ancient world of the Greeks (and other polytheistic religions). Here we have to think about both characters being controlled by the gods. How was Echo controlled? She is punished by Hera in one of the famous arguments between Hera and Zeus. Hera is tricked into thinking Zeus is in the city and, as a result, she curses Echo into only repeating the last words said of anyone she comes across. This severely thwarts her attempts at love. This happens, of course, when Echo meets Narcissus and (in an effort to get his attention) can only repeat his last line which of course was, “Who’s there?” In regards to Narcissus, some versions of the story have the goddess Nemesis (the goddess of revenge) taking the side of poor Echo and punishing Narcissus. These versions have Nemesis luring Narcissus to the pool where he doesn’t realize that he is looking at a refection before he falls in love with it. These versions always show Narcissus taking his own life because love cannot be given in return. Thus, due to the gods controlling both characters, this is an aspect of love that is limited to the ancient world.

In conclusion, the elements of love discussed here are the following: love must be reciprocated, pride is love’s enemy, and love is controlled by the gods. It is only the following element limited to ancient culture. Further, it is interesting to note that Narcissus isn’t really human in that he is the son of a river god (Cephissus) and a nymph (Liriope). If human, then he certainly has a divine element. As a result, perhaps these issues could be deemed as more of a “god-problem,” but considering the Greeks used their myths to try to understand humanity, the question you ask is significant and worth exploring. Also, there is a suggestion that the role of women in a relationship should be passive. Echo is punished due to her exploits and her excessive talking, therefore doomed to repeat only the last words said by someone else. She has no real speech of her own. Perhaps more than the actual elements of love presented by the character of Narcissus, this element of gender-roles in love suggested by Echo is absolutely rejected in most of today’s modern world. These days, in the Western World anyway, women are regarded as equals in a relationship.

What is the terrible tragedy of Canterville Chase?

In Chapter One of The Canterville Ghost, Mrs Umney reveals to the Otises the terrible tragedy of Canterville Chase. In 1575, Sir Simon de Canterville murdered his wife, Lady Eleanore, in the library of Canterville Chase. (We learn in Chapter Five that Sir Simon murdered his wife because she was "very plain" and poor at housekeeping). Sir Simon lived until 1584 when the brothers of Lady Eleanore took their revenge and starved him to death, though his body was never found.

The blood stain in the library acts as a visual reminder of this tragedy. No matter how many times Mr Otis cleans it off with his stain remover and detergent, the stain has reappeared by morning. While we later learn that the ghost repaints it each night, its constant presence reminds the inhabitants of the murderous and bloody history of Canterville Chase.

It is only in Chapter Five that this terrible tragedy is rectified, when Sir Simon secures Virginia's aid in praying for his repentance. In return, he receives eternal rest in the Garden of Death and the residents of Canterville Chase are haunted no more. 

What are some examples of Romeo being emotionally immature in Romeo and Juliet?

Though Romeo's age is never given in Shakespeare's play he is probably around 18 or 19. In today's world 18 year-olds do not marry 13 year-olds, but during the 16th century, it was perfectly acceptable. We also know that he is old enough to be able to kill a man, as witnessed by his slaying of Tybalt in Act III. 

From the beginning, Romeo displays behavior that could be considered immature. Benvolio tells Romeo's father that he often sees Romeo alone in a grove of sycamores. Montague says in Act I, Scene 1,

Many a morning hath he there been seen,
With tears augmenting the fresh morning’s dew,
Adding to clouds more clouds with his deep sighs.
But all so soon as the all-cheering sun
Should in the farthest east begin to draw
The shady curtains from Aurora’s bed,
Away from light steals home my heavy son
And private in his chamber pens himself,
Shuts up his windows, locks fair daylight out,
And makes himself an artificial night.
Black and portentous must this humor prove,
Unless good counsel may the cause remove.

We find out that Romeo's depression is caused by his unrequited love for Rosaline, who spurns his advances and says she will live "chaste." Rather than accept this rejection and move on, Romeo dwells on the topic. Through a litany of oxymorons, Romeo complains to Benvolio Act I, Scene 1,

Why then, O brawling love, O loving hate,
O anything of nothing first create!
O heavy lightness, serious vanity,
Misshapen chaos of well-seeming forms,
Feather of lead, bright smoke, cold fire, sick health,
Still-waking sleep that is not what it is!
This love feel I, that feel no love in this.
Dost thou not laugh?

Of course, Romeo totally forgets Rosaline once he sees Juliet at Capulet's party. Later Friar Lawrence criticizes Romeo for falling in love with Juliet so quickly. He says in Act II, Scene 3,

Young men’s love then lies
Not truly in their hearts, but in their eyes.

Shakespeare wants us to believe Romeo is truly in love but, on the surface, we may see an immature young man who falls for the first pretty face he comes across. During the balcony scene, instead of taking a little time to get to know Juliet and consider the situation, Romeo leaps to a marriage proposal. For her part, Juliet is perfectly willing to wait, but, when she tries to adjourn to her bedroom he presses her for an admission of love and proposes.

They are married the very next day, even though Friar Lawrence warns Romeo to take things slow. The Friar says in Act II, Scene 6,

These violent delights have violent ends
And in their triumph die, like fire and powder,
Which, as they kiss, consume. The sweetest honey
Is loathsome in his own deliciousness
And in the taste confounds the appetite.
Therefore love moderately. Long love doth so.
Too swift arrives as tardy as too slow.

Romeo ignores the Friar's advice for the rest of his life. He is impetutous in everything he does. He ignores common sense, as well as the edict of the Prince, when he fights Tybalt to get revenge for the killing of Mercutio. Afterward he acts like a child as he whines to the Friar about being banished and unable to see Juliet. Romeo says in Act III, Scene 3,

’Tis torture and not mercy. Heaven is here
Where Juliet lives, and every cat and dog
And little mouse, every unworthy thing,
Live here in heaven and may look on her,
But Romeo may not.

In the final Act Romeo again exhibits his immaturity by plotting his own suicide after hearing of Juliet's death from Balthasar. Instead of confirming the news or checking with the Friar, Romeo launches himself into despair, procures poison, and rushes back to Verona to "lie with Juliet."

At almost every turn Romeo proves to be ill suited to handle the responsibility of love and marriage. He is impatient, prone to depression and willing to act on his slightest urge. Even though he is older he never acts with same level of courage and maturity which Juliet displays throughout the play.  

In Ray Bradbury's Fahrinheit 451, what are the comments that Mildred and her friends made on the presidential race?

In Ray Bradbury's fictional depiction of a futuristic, dystopian society governed by an autocratic regime that has banned books and strictly controls all forms and sources of information, Fahrenheit 451, Guy Montag is a fireman-turned-critic of that dictatorial regime. While he has been a loyal servant of the government, dutifully burning books, and the homes in which they are discovered, his observations and encounters -- for example, the woman who burns herself to death along with her books in defiance of the system and his conversations with Clarisse, the vibrant young teenager whose family lives nearby -- have caused him to reconsider his views. As his evolution from automaton to independent-thinking radical continues, his disgust with his wife, Mildred, continues to grow. He has suffered silently as his marriage turned into a passionless relationship between two adults, but he is growing more impatient with the idiocy he observes from, among others, Mildred and her friends. Sitting among these women as they resond to his suggestion that they converse, he initially listens as they chatter on about children, only to have Mildred turn the discussion towards politics, "to please Guy." The following exchange reveals the full measure of Montag's disgust with the superficial and entirely uninformed nature of dialogue in the society he has served:

"Sounds fine," said Mrs. Bowles. "I voted last election, same as everyone, and I laid it on the line for President Noble. I think he's one of the nicest-looking men who ever became president."

"Oh, but the man they ran against him!"

"He wasn't much, was he? Kind of small and homely and he didn't shave too close or comb his hair very well."

"What possessed the 'Outs' to run him? You just don't go running a little short man like that against a tall man. Besides -he mumbled. Half the time I couldn't hear a word he said. And the words I did hear I didn't understand!"

"Fat, too, and didn't dress to hide it. No wonder the landslide was for Winston Noble. Even their names helped. Compare Winston Noble to Hubert Hoag for ten seconds and you can almost figure the results."

"Damn it!" cried Montag. "What do you know about Hoag and Noble?"

"Why, they were right in that parlour wall, not six months ago. One was always picking his nose; it drove me wild."

"Well, Mr. Montag," said Mrs. Phelps, "do you want us to vote for a man like that?"

Mildred beamed. "You just run away from the door, Guy, and don't make us nervous."

One could argue that Bradbury's depiction of this fictional society was, at least in some ways, a little too prescient. The women in this scene, including Montag's wife, are reflective of much of the electorate in today's society, with an emphasis on superficial characteristics like physical appearance rather than substance. It is also, apparently, a fixed election, as the reference to "the Outs" and their dismal choice of a candidate appears designed to ensure that the more physically-attractive of the two candidates, President Noble (note the manipulative use of names: "Noble" versus "Hoag," the former complementary, the latter derogatory) prevails with little difficulty. Totalitarian and other autocratic regimes routinely arrange sham elections to provide the imprimatur of legitimacy, despite the obvious corruption of the electoral process. This seemingly minor passage in Bradbury's novel is actually one of the more interesting for its implications for a society reduced to making important decisions on the basis of limited information while incorporating meaningless, superficial factors into those decisions.

How does Mrs. Bedlow help Lyddie in Lyddie?

Mrs. Bedlow helps Lyddie find a job and becomes her friend.

Mrs. Bedlow is the keeper of the boardinghouse where Lyddie lives. When Lyddie loses her job at the pub, her only choice is to get a job at the factory. Lyddie takes a coach, and the coachman introduces her to his sister.

Filthy as she had been, Mrs. Bedlow, the coachman's sister, had kindly taken her in. The boardinghouse keeper hurriedly gave her brother a cup of tea and sent him on his way. (Ch. 8)

After Mrs. Bedlow helps Lyddie get fed and clean, she makes sure that Lyddie is ready to get a job. Mrs. Bedlow gets Lyddie an interview with the Concord Corporation so that she can work at the factory.

"Of course, you're as good as anyone, a better worker than most, I suspect, but at the factory they'll look at your clothes and shoes to decide. The Almighty may look at the heart, but 'man looketh on the outward appearance' as the Good Book says…” (Ch. 8)

Mrs. Bedlow is a good judge of character. She knows that Lyddie is tough and that she will be a good worker. She just doesn't have very good clothes when she first arrives at the boardinghouse.

Mrs. Bedlow looks the other way when Lyddie’s little sister Rachel suddenly turns up. Children are not allowed in the boardinghouse, except for Mrs. Bedlow’s, but Mrs. Bedlow allows her to stay while Lyddie figures out what to do.

Lyddie has a lot of gumption, and she is a survivor. Her favorite saying is "we can still hop," and hop Lyddie does. She makes friends each place she ends up, and Mrs. Bedlow is an example of that. Mrs. Bedlow is a kindly lady who looks after the factory girls as if they were her own.

Why does the caged bird stand on the "grave of dreams?"

In Maya Angelou’s poem “Caged Bird” she creates a vivid image with the line “But a caged bird stands on the grave of dreams.” This is a death image. The hopes and dreams of a whole race of people are dead.

Angelou uses the images of a free bird and a caged bird to compare the lives of those who are free to create their own destiny, and those who are oppressed based on their race. Those who are oppressed have hopes and dreams but they are unattainable not because the people are incapable, but because they are born as people of color. She goes on to say that the bird, representing the oppressed people, lives with its feet “tied” and wings “clipped,” which renders it devoid of choices to better its situation. In spite of the dire circumstances, the bird chooses to sing. In other words, its spirit will not be broken.

What is the effect of the scene of the men who wave from the beach in "The Open Boat"?

The effect of the scene where the men wave from the beach in Stephen Crane's "The Open Boat" is contradictory. Four men are stranded in a small lifeboat on the rough seas, and they are looking for any glimpse of salvation. When they see the life-saving house and later see the men waving, this gives the men hope that they will be saved. If someone sees them from the beach, surely they will be rescued, they think. At first they are exhilarated by the possibility that the people waving on the beach will send someone to save them. However, later, when they realize that the people waving are not waving at them but are simply people on an omnibus who don't see them, their hope is dashed. So while at first the people gave them hope, they later made them lose hope. Indeed, no one on the beach sees them--we realize this by the end of the story.

Examine Helen's education in Radcliffe College as described in The Story of My Life.

Helen attended Radcliffe College in Massachusetts.  She "began [her] studies with eagerness" at Radcliffe.  She found that the "lecture-halls seemed filled with the spirit of the great and the wise."  Helen soon found that the college was not all that she expected it would be.  She found that there was not enough time to think and reflect because of all the required tasks and work.  Someone spelled all the lectures into Helen's hand, and she used a typewriter to type up her assignments.  She took a mixture of classes that she enjoyed and classes that she was not as interested in during the first two years.  In her third year, she enjoyed her classes more.  Despite this, she found her mind to be "overtaxed" with information.  Helen dreaded final exams each time they came.

Solve the system by the method of substitution.

Express from the second equation: Then substitute it into the first equation:

or

or

or

Therefore

The answer: x=6 and 2/3, y=13 and 1/3.

List and describe five different processes of our daily life showing exosmosis or endosmosis.

Endocytosis and exocytosis are both types of bulk transport that move substances in and out of the cell via the use of secretory vesicles. Exocytosis is the process by which materials are moved out of a cell. Endocytosis is the process by which materials are moved into the cell. Endocytosis and exocytosis both require the use of energy in the form of ATP. Types of endocytosis and exocytosis are listed below. A definition and examples of each process are identified.

Process 1, Example of Endocytosis: The Golgi complex creates secretory vesicles around macromolecules within the cytoplasm such as digestive enzymes or hormones. These secretory vesicles fuse with the plasma membrane and are exported from the cell via exocytosis.

Process 2: Phagocytosis is a form of endocytosis. Phagocytosis means “cell eating”. During phagocytosis, a cell’s plasma membrane surrounds a macromolecule. This vesicle then pinches off into the cell to form a food vacuole. The food vacuole then fuses with a lysosome. The hydrolytic enzymes within the lysosome help to digest the contents within the food vacuole. Phagocytosis is a non-specific process.

Process 3, Example of Phagocytosis: Amoebas use phagocytosis in order to obtain energy.

Process 4: Pinocytosis is a form of endocytosis. Like phagocytosis, pinocytosis is also a non-specific process. Pinocytosis means “cell drinking”. During pinocytosis, a cell’s membrane surrounds a fluid. A vacuole that is smaller than a food vacuole of phagocytosis is formed. The solutes within the vacuole then enter the cell.

Process 5: Receptor-mediated endocytosis is a selective form of endocytosis. Receptor-mediated endocytosis uses selective receptor proteins that are located within coated pits of the cell membrane in order to determine what can enter the cell. If the shape of an extracellular molecule does not match the shape of the receptor protein of the coated pit, then that extracellular molecule is not allowed into the cell. If the shape does match, then the coated pit pinches inward to form a coated vesicle. The coated vesicle then fuses with a lysosome so its contents can be digested.

Process 6, Example of receptor-mediated endocytosis: Cholesterol, in the form of low-density lipoproteins (LDLs), is taken into mammal cells via receptor-mediated endocytosis.

What is the difference between the processes of deductive and inductive reasoning?

Inductive reasoning and deductive reasoning are similar in that they are two logical approaches to exploring data and to drawing conclusions. They differ in that they approach logical, research, philosophical, psychological or other problems from differing perspectives, one moving from the specific to the general and the other moving from the general to the specific. Induction begins with specific ideas, details, data or observations and ends with general principles, conclusions, concepts, rules, hypotheses or theories, while, in the converse, deduction begins with general overall principles, rules, concepts, conclusions, hypotheses or theories and ends with specific data, ideas, details or observations (these are then used to narrow down the hypotheses and clarify the theories they support or contradict).

While the concepts of inductive and deductive logical reasoning are the same regardless of the labels used to identify and refer to them, there are differing ways of referring to the processes of inductive (specific-to-general) and deductive (general-to-specific) reasoning. Sometimes, the differences in reference are a result of the field in which induction and deduction are being applied to research, logic or experimentation. For example, regarding inductive specific-to-general reasoning, in the field of astronomy, the reference may be to observation and hypothesis while in philosophy or in the study of logic the reference may be to premise and conclusion. Whereas in various fields of research, inductive reasoning may be referred to as bottom-up reasoning as it is based on individual ideas and data gathered from experiment participants or results, conversely, deductive (general-to-specific) reasoning in research may be referred to as top-down reasoning as it is founded in theory and hypothesis, then supported or contradicted by collected data. To refine inductive and deductive reasoning in research further, inductive reasoning methods may be called qualitative analysis while deductive reasoning methods may be called quantitative analysis (Soiferman, "Research Approaches").

Inductive and deductive reasoning are the same in that both are built upon the specific and the general, and both are applied across varying fields of study and investigation, and both may be used to explore the same questions. Yet they are different in that they represent different methodologies, and they have different starting points and end points within the specific and the general, and they have different ways of and focuses on examining truths across wide disciplines and fields of study.

Another important difference that comes from having unlike starting and end points (i.e., either specific or general starting points or end points) relates to the certainty or probability of reaching true conclusions. Because it moves from the specific to the general, inductive reasoning can result in only probabilities of truth: general conclusions cannot be certain truths when starting data or premises, starting specifics, are themselves not proven. Because the other moves from the general to the specific, deductive reasoning can result in certainty (varying degrees of certainty): specific situations can be understood with certainty when the starting principles of hypothesis and theory are true.

Note: It's not easy to find clear, easily understandable explanations of inductive and deductive reasoning online. The explanatory language is often vague or confusing, with terms that are interchanged without clear indication as to why. One of the clearest is provided by ERIC Institution of Education Science, eric.ed.gov (under the U.S. Department of Education), in an article called "Inductive and Deductive Research Approaches" by L. Karen Soiferman of the University of Manitoba, from which some of this answer is drawn. Another useful explanation, though not without its confusingly interchangeable words and confusing sentences, is provided by Norman Herr, Ph.D. of the California State University of Northridge science department. One of the difficulties in understanding these logical reasoning concepts is that while the component parts are the same (e.g., premise-conclusion, hypothesis-observable data), the use and end results are very different. As Norman Herr states it:

Scientists use inductive reasoning to formulate hypothesis [sic] and theories, and [use] deductive reasoning when applying them [i.e., hypotheses and theories] to specific situations. ("Deductive Reasoning")  

Why and for whom did Charles Dickens write A Christmas Carol?

A Christmas Carol was published on December 19 1843, just months after the release of an important government report into child labour. This report was compiled by Dr Samuel Scriven, at the request of the Home Office, and detailed the lives of children who worked in the pottery industry in Staffordshire. 

As well as being a novelist, Dickens was an active social reformer who read this report with a combination of interest and disgust. Through his observation of 173 potteries, Scriven found hundreds of children working upwards of 12 hours per day, in dangerous conditions and for very low wages. The vast majority of these children were barely able to read or write and suffered a number of health and development problems because of their work. According to the report:

"In numberless instances they, are required to labour on to eight, nine, or ten, and this in an atmosphere varying from 100 to 120 degrees; all these extra hours being occasioned, nine times out of ten, by the selfishness or irregularities of their unworthy taskmasters."

Dickens was thus inspired to bring the plight to these children to the public's attention and decided that the best way to do it was through the medium of story-telling. As for the recipients of the story, it seems likely that he wrote A Christmas Carol for those people who were ignorant to life for poorer people in society or, perhaps, for those children in the potteries, to give them a reason to be happy at Christmas. 

Why would Macbeth order Fleance’s death?

In The Tragedy of Macbeth, by William Shakespeare, Macbeth orders Fleance's death in an effort to "tie up loose ends" and prevent any potential threats to his reign. 

From the start of the play, Macbeth and Banquo are very close.  They fight together under Duncan, and they are both known for their courage and valor in battle.  However, once Macbeth is given the Weird Sisters' prophecy that he "shalt be king hereafter" (1.3 33), he takes steps to not only become the King of Scotland, but also to eliminate any potential threat to his reign.  Banquo, Fleance's father, was present at the time of the prophecy, and he later begins to suspect Macbeth of foul play in the death of Duncan (rightfully so, as Macbeth murdered Duncan).  Further, during the initial encounter with the Weird Sisters, Banquo received the prophecy that "Thou shalt get kings, though thou be none" (1.3 70).  In other words, Banquo will "father" kings.  A member of his line will eventually be the king of Scotland.  Just as Banquo eventually suspects Macbeth of foul play in the death of Duncan, Macbeth, as his paranoia grows, begins to believe that Banquo will plot against Macbeth's reign in part to ensure Banquo's own line gains the crown.  In Act III, Scene II, Macbeth admits his fears to Lady Macbeth, saying "O, full of scorpions is my mind, dear wife!/ Thou know'st that Banquo and his Fleance lives" (3.2 41-42).  However, he goes on to tell her that "There's comfort yet; they are assailable" (3.2 44).  Unbeknownst to her, he has already enlisted murderers to kill Banquo and Fleance while they are out on an afternoon ride.  His desire to kill Fleance stems from both his desire to end Banquo's line and to prevent any potential act of vengeance by Fleance, after his father has been murdered.  This is essentially Macbeth's attempt to silence two potential threats with one act.  Finally, from a dramatic standpoint, this act is the first time that Macbeth orders the murder of a child.  Early in the play he struggled against his conscience before and after murdering Duncan, an aged king; the ease with which he can now order the death of a child further demonstrates just how far he has fallen.

Why is economics categorized as a social science course?

Economics is sometimes referred to as "the dismal science" in correlation to an old theory that as the rate of population of humans keeps increasing relative to food and resource growth, humans may die out of starvation. In theory, economics is meant to accurately describe the production, consumption, and transfer of wealth in markets. But what people often overlook is that economics is driven by incentives -- it is a way of studying how people interact with markets and make markets work. It has to do with how allocation of resources, factors of production, and market measures are implemented by governments, businesses, and people to provide utility to people and maximize efficiency. The quantitative measures of price, supply, demand, etc. are all implemented to acquire subjective knowledge of peoples' incentives and how markets work to provide utility to people, by means of movement of assets and monetary value.

Was Shakespeare a feminist?

In reality, we can't really call William Shakespeare a true feminist because the concept of feminism didn't exist during his time. He did however, understand the plight of women and their general overall expected servitude towards men. A lot of his writing suggested the idea that women were the weaker of the two sexes while some of his other works suggested that women were independent, often coniving, and willing to extreme lengths to get what they wanted. He wrote roles of women being both strong and weak. 

During William Shakespeare's time it was common for a woman's father to choose who she would marry. If a woman wanted to choose her mate she was often considered rebellious. We often see this "rebellion" in his writing. For example, In Romeo and Juliet it was obvious that he supported the idea that women should be allowed to choose their own mates. Juliet went as far as to kill herself over the true love she felt for Romeo. In The Taming of the Shrew we see a different side of Shakespeare's portrayal of women. Katharina was portrayed as somewhat of a child and in need of man to control her. 

In conclusion, William Shakespeare wanted us to see his characters for who they were, whether it be male or female. He wanted us to see that each individual has his or her own unique characteristics and motives for doing what they do and living life as they do. In this way I suppose we could see Shakespeare as purely being a humanist. 

How is The Tempest a tragic comedy?

The Tempest, along with the three other plays written towards the end of Shakespeare's career (including The Winter's Tale, Cymbeline and Pericles), is difficult to categorize as either a tragedy or a comedy. The published versions of Shakespeare's work also make it difficult to determine what he intended. The First Folio considered The Tempest and The Winter's Tale comedies, but Cymbeline was classified as a tragedy. Later published collections classify these four plays as "Romances" but this is not a really accurate category to use, either. The Tempest contains no major love story in its plot, so the term "Romance" does not feel particularly suitable.

The play does have certain comic elements: the characters of Caliban and Ariel are often played for comic relief. However, it is also possible for both of these characters to be played with a more tragic context: both are bound by servitude, and beg for their freedom, which makes them somewhat tragic. Caliban is ostracized for being ugly; this can also be comic or tragic, depending on the portrayal in performance. Prospero's age and occasional befuddlement can also be played for either comic or tragic effect (Shakespeare was nearing the end of his life and this is considered the final play he wrote). The same goes for Miranda's lack of exposure to the male sex, brought to a climax when she sees men for the first time and exclaims "O brave new world, that has such people in it!"

Because the play contains elements of both genres, it has been referred to by some critics as a "tragicomedy." This seems to be the best working term to refer to this play that defines placement in either genre. Modern productions for stage and screen (for example, the London production starring Helen Mirren as a female Prospera) tend to offer creative interpretations of this play, with the possibilities for comedy or tragedy being fairly fluid, depending on artistic choices made for the productions.

What will be the strength of the electric field if the Gaussian surface does not include any net charge?

There is no way to know. All we can say is that if the Gaussian surface does not include (enclose) any net charge, the flux of the electric field through this surface is zero. This follows from the Gauss Law:

. Here, is the electric flux through a closed surface, Q is the net charge enclosed by the surface, and is dielectric permittivity of vacuum. If the enclosed net charge is zero, then the flux ix zero.

However, this does not necessarily imply that the electric field is also zero. The electric flux is the surface integral:

which can be zero even if the electric field is not zero. The value of this integral depends on how the electric field lines are located in relationship to the surface.

So, it is impossible to determine the strength of the electric field simply from the fact that the net charge enclosed by the specific Gaussian surface is zero.

What are two instances of foreshadowing in the final four paragraphs of chapter 27 in To Kill a Mockingbird?

The first instance of foreshadowing in Chapter 27 is when Aunt Alexandra is telling Scout that she is too tired to go to her Halloween play. Aunt Alexandra stops in the middle of her sentence and says, "somebody just walked over my grave." This phrase has origins that trace back to the 18th century and it means that someone gets a chill, similar to goosebumps. In this instance, Aunt Alexandra says it as she feels a sense of apprehension about the play, perhaps indicating that she does not feel comfortable with Jem and Scout going unaccompanied. The second instance of foreshadowing is the last sentence in the chapter. Jem agrees to take Scout to the play, and she notes, "thus began our longest journey together." This indicates that some large and important event is to come. Together, these two examples of foreshadowing at the end of Chapter 27 reveal that some sort of tragic or tumultuous event is going to happen soon. By the end of the book, it is obvious that the event that was being foreshadowed was the attack on Scout and Jem after the play. 

What were the features of the New Jersey plan?

The New Jersey plan was a plan of government put forth by the small states. This plan was created in response to the Virginia that benefited the larger states. The New Jersey Plan was designed to benefit the smaller states.

There were several parts to the New Jersey Plan. The New Jersey Plan called for three branches of government. One branch, called the legislative branch, would make the laws. A second branch, called the executive branch, would carry out the laws. The third branch, called the judicial branch, would interpret the laws.

Regarding the legislative branch, the New Jersey Plan called for having one house of Congress. Each state would have equal representation in Congress, unlike the Virginia Plan that called for unequal representation in Congress. The New Jersey Plan also would have had Congress elect an executive branch that would have been very weak and that would be led by more than one person. The Virginia Plan would have had one person leading the executive branch.

The New Jersey Plan differed from the Virginia Plan. It took the Great Compromise by Roger Sherman to work out the differences between the plans. With the Great Compromise, there would be three branches of government. In the legislative branch, one house, the House of Representatives, would have unequal representation while the other house, the Senate, would have equal representation with two senators per state. There would be a President who could be impeached if he broke laws or abused his power.