What is the structure and function of the larynx?

The larynx is part of the respiratory system. It is located in the neck, between the trachea and pharynx. The larynx’s structure is tube-shaped. The length of the larynx is approximately 5 inches long. The vocal cords are located inside the larynx. For this reason, the larynx is sometime known as the voice box.

As part of the respiratory system, the larynx plays several roles. It is involved in the breathing process. Because the larynx houses the vocal cords, it is responsible for sound production and phonation. Additionally, the vocal cords control the pitch and volume of speech. Lastly, the larynx protects the trachea from food aspiration. Food aspiration occurs when an object, such as food, is inhaled into the lungs.

What are the 4 parts of the earths’ integrated system?

The Earth's integrated system is seen as having four major parts: the geosphere, the atmosphere, the hydrosphere, and the biosphere. 

The geosphere is known as the solid part of the earth that includes the crust and mantle. 

The atmosphere is composed of the gas layer that surrounds the earth. This helps to protect us from the sun's radiation while maintaining temperatures on Earth that are favorable to life. 

The hydrosphere is made of the water on Earth and in the air ("hydro" = water). Therefore, the hydrosphere consists of lakes, streams, ponds, oceans, seas, groundwater, and water vapor. 

Finally, the biosphere is considered to be made of all the living things on Earth as well as their environments. 

Energy and matter are thought to cycle through and flow between these four parts of the earth's integrating system, thus demonstrating the law of conservation of mass and the law of conservation of energy. 

In The Outsiders, what do Pony and Johnny think about Cherry when they meet her?

Pony and Johnny think that Cherry is nice and not like other Socs.

The Socs are the enemies of the greasers.  Cherry is a Soc, but Johnny and Pony are greasers.  The two groups just normally do not socialize.  If they get together, it is usually to fight.

Johnny, Pony, and Dally run into Cherry at the movies.  Cherry immediately dislikes Dally, but she is polite to Johnny and Pony.  She explains that she does not like Dally’s crude behavior, but she thinks that Johnny and Pony are not like him.

Johnny and Pony think that Marcia and Cherry are good looking, and Pony thinks Cherry is especially pretty.  When the girls seem to want to sit with them, Pony is thrilled.  He is not the womanizing type, so this is a big deal to him.  Johnny seems impressed too.

Would we ever have something to tell the boys!  his eyes said plainly. We had picked up two girls, and classy ones at that. Not any greasy broads for us, but real Socs.(Ch. 2)

Socioeconomic status is very important to Johnny and Pony.  Pony goes to the concession stand with Cherry, and finds that he likes her even better when he talks to her.  The two of them have a conversation about the difference between greasers and Socs.

"I'll bet you think the Socs have it made.  The rich kids, the West-side Socs. I'll tell you something, Ponyboy, and it may come as a surprise. We have troubles you've never even heard of. You want to know something?"  She looked me straight in the eye. "Things are rough all over." (Ch. 2)

Pony is impressed by Cherry's ability to talk to them.  They come to an understanding that they see the same sunsets.  This means that they are more similar than they are different, even though they come from very different socioeconomic groups.

What is the connection between the narrator's people and the gods in "By The Waters of Babylon"?

There are two ways in which this question may be answered – in speaking of the spiritual connection between the people and their gods, or in speaking of the physical connection.  The second is obvious:  the people are men, the gods are men.  The story takes place in some undefined post-apocalyptic future, in which, at least in the northeastern United States, civilization has fallen into ruin, and those who remain generations after the doom of the modern age remember their distant ancestors only in the form of mysterious, magical gods.

The spiritual connection is more difficult to define, for the attitude of the people is not the same as the attitude of the narrator.  The narrator is “a priest, and the son of a priest,” and therefore is allowed by social code to be more intimate with the gods, and have a greater understanding of them by going into the Dead Places and gaining knowledge.  Even for the priests, however, it is forbidden to journey to the East, for that way lies New York City, or, as the hill people call it, the Place of the Gods, a sacred place of great destruction.  This indicates that the people, in general, seem to be fearful of the gods, in the same way one is fearful of disease.  One can imagine New York and all those “gods” who had been killed as if they were under quarantine – the narrator describes touching old bones as “a great sin,” and any priest who ventures into the Dead Places for metal must be purified upon his return.

The narrator’s relationship, in contrast, evolves from one of wariness to one of total understanding – he harbors the same fear, at first, as the rest of his people, but his (very human) thirst for knowledge sends him deep into the heart of the Place of the Gods, where he encounters a preserved body and discovers that the gods are indeed merely men, men who “ate knowledge too fast.”  And so we see that these gods are not to be feared, but their ways – our ways, as a civilization that has developed so, so quickly – perhaps should be feared.  As the narrator’s father says upon his son’s return from New York, “It was not idly that our fathers forbade the Dead Places.”  There is an instinctive sort of misgiving in the hearts of the people that stems partially from misunderstanding, but also partially from self-preservation:  let not the fate of the gods fall also upon us.

How does Odysseus escape the Sirens?

In Homer's The Odyssey, the Sirens are women famed for using their beautiful singing to entrance sailors and cause them to sail their ships into dangerous waters and drown. However, Odysseus is able to escape this treachery through a very simple method. Odysseus orders his men to seal their ears with beeswax, thus protecting them from the Sirens' alluring singing. Indeed, Odysseus alone hears the Sirens' seductive song, although he has his men tie him to the mast so that he is unable to respond to the enchanting singing. In successfully navigating this obstacle, Odysseus shows his wisdom and intelligence as a leader. He follows Circe's advice perfectly, and, in doing so, he helps his men escape a treacherous hazard. That said, his men are doomed to die later on in encounters with Scylla, Charybdis, and the cattle of the Sun, so the success of the encounter with the Sirens is somewhat short-lived. 

Sedimentary rock ____ A) forms below the crust B) is made from cooling magma C) usually forms horizontal layers D) doesn't contain fossils

Sedimentary rock is rock that is formed on earth's surface from the eroded or weathered away remains of other types of rock.  The bits and pieces that are worn away from these other types of rocks are collected in horizontal layers of sediments.  Layer after layer of sediments pile up, exerting pressure on the underlying layers.  Finally, there is enough pressure to press the sediments into rocks. Sandstone and shale are two examples of sedimentary rock.  Fossils are found often encased within layers of sedimentary rock. So C, "usually forms horizontal layers," is the best answer. 

I think I addressed all the answer choices, but just in case:  A) sedimentary rock is formed at the surface of the earth's crust, B) sedimentary rock is made from sediments, not cooling lava, C) does form horizontal layers, and D) often contains fossils, which are the dead remains of once living animals and plants.

Steno's Law of Original Horizontality states that most sediments, when originally formed, were laid down horizontally. ... [W]e know that sedimentary rocks that are not horizontal either were formed in special ways or, more often, were moved from their horizontal position by later events, such as tilting during episodes of mountain building. ("Rocks and layers," usgs.gov)

A soap film is viewed in white light. If the film is much thinner than the wavelength of blue light, what is the appearance of the film?

The effect involved in here is called thin film interference. It occurs when light reflected from the upper boundary (or first surface) of a material interferes with the light reflected from the lower boundary (or second surface). This interference can be destructive (when the phase difference is equal to ) or constructive (no phase difference).

We need to use a fact to understand what we will see in our case. For a soap film (or water), when light hits the first surface (from air to "water"), the reflected light has a phase change of Some of the light rays get transmitted (with no phase change) and reflected on the second surface (with no phase change as well). At the end, the first reflected light ray has a phase change of while the second reflected light ray has no phase change (when compared to the original incident light ray).

Now, when we assume that the thickness of our film is much smaller than the wavelength of the blue light, we see that the difference in the path lengths (difference in path lengths give rise to phase differences too) of the two reflected light rays is negligible, thus, no new phase change is created and the reflected rays have a phase difference of ( because - 0 = ). So for the blue light, all interference is destructive for the reflection. And since the blue light is the one with the smallest wavelength that we can see, all the other colors get destructive interference as well (for the same reason). Thus, the soap film becomes black (reflectionless would be a better term because we can still see through the soap film), because no light is being reflected from it!

If we increase the thickness of our soap film to around one-quarter of the wavelength of the blue light, only red and green light will be reflected, and the soap film will appear yellow.

Write an equation for the reaction that takes place when iron ore is reduced by pure carbon at a high temperature in the hottest part of the blast...

Commonly used iron ores are hematite and magnetite. These ores are processed in blast furnace using coke (which provides both the heat and the reducing agent). In the hottest part of the furnace, temperatures are around 1900 degree Celsius. At these high temperatures, pure carbon reacts with iron oxide to form pure iron. The chemical equation for this reaction is given as:

FeO + C -> Fe + CO

In this reaction, pure carbon is the reducing agent and reduces iron oxide to iron and also forms carbon monoxide.

In other parts of the furnace, at lower temperatures (of around 1000 degree Celsius), carbon monoxide is the reducing agent and reduces iron oxide to iron according to the following chemical reaction:

FeO + CO -> Fe + CO2

Hope this helps. 

What are the impacts of nationalism on politics?

Nationalism can have a significant impact on politics. National refers to pride in a person’s country. It can also refer to the desire of a group of people to be independent. We have seen the impacts of nationalism in several ways throughout history.

In the 1920s, Adolf Hitler used the concept of nationalism to help get political power. Hitler urged the German people to support him to get revenge for the harsh terms of the Versailles Treaty on Germany. Hitler believed the Versailles Treaty singled out Germany as the main culprit in World War I. He felt that was an unfair treatment of Germany. He also promised to help Germany deal with its severe economic problems in order to get the country back on its feet.

Benito Mussolini used nationalism to get political power. He felt Italy didn’t get enough land from the terms of the Versailles Treaty. He talked about how Italians shouldn’t be mistreated. He also pledged that he would return Italy to the glory days of the Roman Empire.

Nationalism led to events that created conflicts. Before World War I began, there were Serbians living in the empire of Austria-Hungary. They wanted to be ruled by Serbia, not by Austria-Hungary. A plot was developed that led to the assassination of Franz Ferdinand, the next King of Austria-Hungary. The desire of the Serbians to be ruled by Serbians helped lead to the start of World War I.

In today’s world, we are hearing some of the candidates that are running for the presidency talk about making the United States great again. This, too, is a form of nationalism since it suggests we aren’t as good as we were in the past. It suggests they will do things if they are elected to make us a proud country again. Nationalism has had an effect on politics throughout history.

Can The Importance of Being Earnest be regarded as trivial comedy?

Oscar Wilde was an important dramatic and literary figure of his age, and many of his works, like The Picture of Dorian Gray and Salome, dealt with weighty themes. The Importance of Being Earnest is not one of them.

Earnest is a light piece of fluff about two men, Algernon and John, who affect the name "Ernest" and two women, Gwendolen and Cecily, each involved with a man they think is named "Ernest." They believe they are both in love with the same man. An over-the-top fight could ensue here, but all four parties are genteel blue bloods and the fight between the ladies is amusingly polite and restrained.

Oscar Wilde is an important social figure in addition to his writing. While he didn't exactly found the Gay Rights movement, its history inevitably runs straight through him. Imagine someone with the gravitas of Vaclav Havel or James Baldwin writing an episode of Laverne and Shirley, and you can envision the disconnect between the writer and the finished work. The fact that Earnest remains his most popular and most frequently-performed work compounds this disconnect. For further irony, it was Wilde's last comic work, as he became embroiled in a prosecution for his affair with the son of the Marquess of Queensbury, a legal issue that led to his imprisonment and, shortly afterwards, his death.

What are some examples of Jem and Scout's relationship in Harper Lee's novel To Kill a Mockingbird?

In comparison to many other brothers and sisters, Scout and Jem, in Harper Lee's To Kill a Mockingbird, are very close though they have their moments of distance as the novel progresses.

Scout and Jem's closeness is first captured in the amount of time they spend playing together in the summer. The fact that they are each other's constant play companions is especially captured in the scene in which they meet Dill. Scout narrates that, "early one morning," they were starting to play in the backyard when they heard a noise that drew them to Miss Rachel Haverford's yard where they see Dill for the first time. The fact that they were beginning to play early one summer morning shows us just how much of a habit it is for Scout and Jem to play together, which captures their closeness.

However, they also begin to grow more distant the more time Jem begins to spend with Dill. Upon Dill's influence, Jem invents a game to mock the Radleys that Scout disapproves of and feels uncomfortable playing. Though she tries to get Jem to stop playing it, reminding Jem their father had forbidden the game, Jem and Dill refuse to stop playing. Therefore, Scout begins to spend less time with the boys. She is only invited into their circle when they "needed a third party," and she intentionally keeps out of "their more foolhardy schemes" (Ch. 4). Instead, she spends a lot of time during the summer with Miss Maudie Atkinson. As Jem gets older, he stops playing games and begins spending more time on his own reading, which greatly annoys Scout.

Regardless of their spending less time together, as the novel progresses, their closeness is still frequently revealed, especially in Jem's protectiveness of Scout. Jem's protectiveness of Scout is revealed multiple times, especially towards the end of the novel when he is with Scout the moment they are attacked by Bob Ewell; Jem is with Scout because he escorted her both to and from school for the Halloween pageant. 

Each integral represents the volume of a solid. Describe the solid.

Hello!

There are (at least) two methods of computing the volume of a solid of revolution. The first of them is the method of disks. In this method we integrate along the axis of revolution and make cross-sections of the solid perpendicular to that axis, which have a form of disks or rings.

The volume of a thin disk is where is actually is So the volume of a solid is integral of

So the given integral represents the volume of the solid of rotation. Rotation is over x-axis, the solid is bounded by and

(the method of shells also gives a solid of revolution with the same volume, but the solid is completely different)

What effect is Shakespeare creating for the reader with these contrasting images in ACT III scene II in Romeo and Juliet?

In Act III, scene 2 of Romeo and Juliet, Juliet hears that Romeo has killed Tybalt and that Romeo is therefore banished from Verona. She uses a series of contrasts to explain that her feelings are the opposite of what is expected of her. In addition, the contrasts she uses mirror the contrast between the lovers' wedding day--which is supposed to be festive and merry--and the reality that Romeo has murdered Tybalt. 

At the beginning of the scene, Juliet praises night in terms that most people use for admiring daytime. She says, for example, "Whiter than new snow on a raven's back. /Come, gentle night, come, loving, black-brow'd night." She is asking for Romeo to be sent to her as if he were snow on a raven's back, and she thinks of night as loving and gentle--terms most people associate with day. These contrasts imply that only in night can Juliet and Romeo be together, so in the confused and tortured world of Verona, she must use night as a way to conceal their love rather than celebrating a public love in the daytime.

Later in the scene, Juliet laments over Romeo's actions:

"O serpent heart, hid with a flowering face!/Did ever dragon keep so fair a cave?/Beautiful tyrant! fiend angelical! /Dove-feather'd raven! wolvish-ravening lamb!/ Despised substance of divinest show! /Just opposite to what thou justly seem'st, /A damned saint, an honourable villain!"

She engages in a series of contrasts, such as "beautiful tyrant" and "damned saint," to express how confused she is that her husband, who is supposed to be arriving to celebrate their wedding day, is instead accused of killing her kinsman and is banished. Again, the idea here is that the lovers' fate is the opposite of what is expected on their wedding day. Instead of ending in happiness, their union will end in bloodshed and sorrow. 

Identify and describe a poetic device used in the poem "Song of the Rain".

Khalil Gibran's poem "Song of the Rain" includes several poetic devices, one of which is personification. Personification is the attribution of human characteristics to something non-human, such as an animal or inanimate object. Several instances of this poetic device appear over the course of Gibran's text: 

• "Nature then takes me / To adorn her fields and valleys" - In this case, Nature is given a gender (her = female) and performs the action of adorning or decorating. 


• "When I cry the hills laugh" - The hills perform the act of laughing, insinuating a sense of humor as well as animation. 


• "When I humble myself the flowers rejoice" - The flowers perform the act of rejoicing; like the previous example, this allows a degree of consciousness, because they rejoice in response to something the narrator does

There are several more examples across the poem equally effective in demonstrating the use of personification in Gibran's work. 

What choice does Zaroff give to Rainsford in Connell's "The Most Dangerous Game"? Why is there really no choice at all?

When General Zaroff and Rainsford are talking about the hunting game that is played on Ship-Trap Island, Rainsford asks what Zaroff says if a man does not want to be hunted? Zaroff's response is as follows:

"I give him his option, of course. He need not play that game if he doesn't wish to. If he does not wish to hunt, I turn him over to Ivan. Ivan once had the honor of serving as official knouter to the Great White Czar, and he has his own ideas of sport. Invariably, Mr. Rainsford, invariably they choose the hunt."

A "knouter" is a someone who punishes criminals with a knout, or a kind of leather whip. This isn't much of a choice for Zaroff's "guests" because if a man is hunted on the island, he has a chance to survive or fight for his life. If a person chooses to be whipped by Ivan, though, he has no opportunity to save his life or escape pain. Rainsford requests to leave the island without playing the game, but Zaroff does not make any concessions. In fact, Zaroff responds to Rainsford by saying the following:

"The choice rests entirely with you. But may I not venture to suggest that you will find my idea of sport more diverting than Ivan's?"

Rainsford is surprised that Zaroff truly intends to hunt him even though he is a famous hunter himself. For Zaroff, who often becomes bored with his quarry's boring attempts to survive, hunting Rainsford is a welcomed opportunity to hunt someone who is not only skilled at hunting, but who is a highly intelligent and skilled soldier as well. Nevertheless, Rainsford has a better chance to survive the hunt than he does at the end of Ivan's whip; therefore, the choice between three days of hunting versus torture is really no choice at all. 

In "Kubla Khan," what images and words appeal to the senses?

"Kubla Khan" is rich in words and images that appeal to the senses. "Incense bearing trees" arouse the reader's sense of smell. The "shadow of the dome of pleasure" that "floated midway on the waves" is a visual image: we can see a rippling dome reflected on the waves. Later in the poem, we can hear the damsel with the dulcimer playing her song "loud and long." We can also hear the sound of the waterfall and see the image of a fountain of water crashing down the chasm and on the rocks below, flying up again like hail. Coleridge also shows us contrasts between light and shade, as well as images we can almost feel, such as "a sunny pleasure dome with caves of ice," which allows us to imagine both the warmth of the sun and the soothing cool of ice.  

The poem came to Coleridge in a dream and retains a dreamlike, fantastic quality. None of it is real, but the sensory imagery makes us feel as if we were there, experiencing Coleridge's dream alongside him. 

What is the attitude of the speaker towards nature in "Song of Myself" by Walt Whitman?

There may be no poem that so effectively embodies the concept of "nature poetry" than this one. This well-loved poem was controversial for some time after it was first published, because it contains imagery that is frankly sexual, and these sexual images are closely intertwined with the speaker's attitudes about nature. For example: 

Urge and urge and urge,
Always the procreant urge of the world.
Out of the dimness opposite equals advance, always
     substance and increase, always sex

Nature's imagery is connected via Whitman's words to the cycle of living and dying (harvest, decay, birth, fertility, etc.), but also to the range of emotional experiences (joy, wonder, love, sadness, etc.) that nature can inspire in human beings. This poetic work represents an attempt to engage deeply and completely with nature and to celebrate the human connection to the entire world of nature, via both work and recreation. Whitman creates powerful passages using descriptions of the natural world (plants, animals, landscapes, the elements, the seasons, etc.) that sustain these themes throughout.

The speaker/poet places himself in many different situations in nature (walking, hunting, lying in repose, etc.) and these moments form the opportunity for observation and insightful thought; in this way the poet seems to be suggesting that readers engage in such activity as well, in order to better understand the significance of nature in their own lives. He also praises the people who work closely with nature:

I am enamour'd of growing out-doors,
Of men that live among cattle or taste of the ocean or woods,
Of the builders and steerers of ships and the wielders of axes
     and mauls, and the drivers of horses,
I can eat and sleep with them week in and week out.

When Stanley goes back to his hole, it has been dug. What inference does he make about who dug it for him, and what is the evidence to support his...

After taking the blame for eating Mr. Sir's sunflower seeds, Stanley returns from his uncomfortable visit with the Warden to find that his hole has already been finished for him. He notices that Zero's hole is smaller than everyone else's. Stanley finds this unusual because Zero is normally the fastest digger and is always finished first. With this information, Stanley infers that Zero must have dug his hole, but he can't figure out why. The other boys joke that Zero just likes digging, but Stanley isn't convinced that's really why he did it.

When Stanley thanks Zero for digging his hole, Zero says that he knows Stanley was taking the blame for the sunflower seeds, just like he took the blame for a crime he didn't commit.

Stanley is correct in his inference that Zero has finished digging Stanley's hole. In fact, Zero dug the hole because he wants Stanley to teach him to read and is offering Stanley a kind of trade for services. Zero will dig Stanley's hole for an hour if Stanley will give him reading lessons for an hour each day. Since Stanley won't be as exhausted if Zero digs his hole, he will have more energy to devote to teaching Zero to read.

What was the most important thing Farley Mowat did for Canada?

Farley Mowat was a famous Canadian writer.  He wrote about many topics, including Native people and environmental issues.  In 1963, he wrote a book called Never Cry Wolf.  This book told about his time spent in Northern Manitoba where he studied Arctic wolves.  A small airplane dropped Mowat off on a frozen lake, and he found a den of wolves nearby.  He studied them for a time.  His book caused controversy in Canada because many people believed that there were too many Arctic wolves and that they "should be exterminated."  He brought a new level of awareness for the wolves.  Mowat also visited the Canadian Arctic, where he met and observed groups of Inuit people.  He found their living conditions to be poor.  He found people to be starving and he blamed the Canadian government.  He wrote the books People of the Deer and The Desperate People about the Inuits he had met.  Mowat brought awareness to the plight of the Inuits.  He was a man who brought awareness to overlooked groups with his writings, and that was the most important thing he did for Canada.

Explain why would you test the test tubes with the saliva at different pH solutions with Fehling's or Benedict's solution

Saliva contains an enzyme called amylase--which begins the process of starch digestion in the mouth. Starch is a polysaccharide consisting entirely of monomers known as glucose sugars. Starch is an energy-- storage polysaccharide and when it is hydrolyzed to glucose, its energy will be available for use by cells. In the mouth, amylase converts starch into a dissaccharide known as malt sugar, consisting of two glucose molecules. Later on, starch will be completely digested in the small intestine to single glucose monomers.

The enzyme amylase is a protein that acts as a catalyst which speeds up the digestion of starch. In order to work well, enzymes require specific conditions including pH and temperature within a specific range. If the environment of an enzyme is not optimal, the enzyme may lose its functional shape in a process called denaturation and it will be unable to catalyze a chemical reaction at all, or not as well as if it were in an optimal environment.

When saliva is added to various test tubes each with a different pH, along with starch, the purpose of the test is to find out at which pH the enzyme amylase (in saliva) works best.

Fehling's solution can be used as a test for the presence of monosaccharides like glucose or even the dissacharide maltose. The test tube containing starch, saliva and blue Fehling's solution will be heated and if glucose is present, a red copper oxide will form as a precipitate in the bottom of the test tube. 

Benedict's solution which is blue, can be used to indicate the presence of sugar. Each test tube will have a different pH value, saliva and starch will be added and each will be heated. If glucose is present, the solution will change color in a specific order depending on the amount of glucose in the test tube. The color green (indicates a small amount of sugar), a little more is the color yellow, followed by orange and finally brick-red (indicating a large amount of sugar).

Either of these chemical indicators can be used in this experiment. By the presence of a red precipitate (Fehling's solution) or a color change (Benedict's solution) one could demonstrate at which pH enzyme amylase works best.

Write the trigonometric form of the number.

The trigonometric form of a complex number z=x+yi is:

where

and

Applying these formulas, the values of r and theta pf x=-7+4i are:

Since x is negative and y is positive, the angle is located at the second quadrant. The equivalent positive angle of theta is:

Rounding off to two decimal places, it becomes:

Plugging the values of r and theta to the trigonometric form yields:

Therefore, the trigonometric form of is .

In his essay "Superman and Me," how does Sherman Alexie connect his experiences to Superman's values and heroic abilities?

In the conclusion to his essay "Superman and Me," Sherman Alexie states that through teaching reading and writing he hopes to save Native American lives.

Throughout the essay, Alexie discusses the idea that learning to read saved his life. He recounts how he learned to read through a Superman comic book and focused on an image of Superman breaking down a door, which led him to understand the words above the image to read "Superman is breaking down the door." After learning to read at a very young age, Alexie says he was able to read novels like The Grapes of Wrath in kindergarten and later became interested in "saving" his life by becoming as smart as possible.

This idea of breaking down doors is mentioned again in the final paragraph, but this time in relation to young Native American lives. He makes the metaphor that when he teaches these young people who have been taught to fail or "were expected to be stupid," he, like Superman, throws his "weight against their locked doors." Unfortunately, "[t]he door holds." 

Alexie clearly sees reading as a superheroic trait and believes that intelligence has the ability to save lives.

What is the relation of the passion of the Christ to our daily life?

The passion of the Christ refers to the physical and emotional suffering that Jesus Christ endured from the time he was arrested in the Garden of Gethsemane through his crucifixion. To the Christian, the one who believes in Jesus as his or her Savior, the suffering that Jesus went through has a real impact on his or her daily life. The prophet Isaiah foretold the suffering and death of Jesus, and that passage can help believers understand and benefit from the passion. Isaiah 53:5 says, "But he was pierced for our transgressions, he was crushed for our iniquities; the punishment that brought us peace was upon him, and by his wounds we are healed." Understanding this passage brings comfort and victory to the believer, and it helps the believer forgive those who have wronged him or her.

The passion brings comfort because we realize that there is no agony, sorrow, or grief that we go through in this life that Jesus has not already felt and borne. Thus, when we are sorrowing because a friend has betrayed us, or because we are lonely, or because we are in physical pain, we go to Jesus in prayer. We know that He sympathizes with us because he has experienced the same emotions and sensations. We cast our burdens on Him because He already bore all that for us during His passion. We feel His heart of love and compassion for us, and our emotional burdens are lifted by His love. 

Second, Christ's passion brings us victory over sin. We realize that Jesus paid the entire price of all our transgression. When we confess our sin, He forgives us, because He Himself bore all our sins during his passion. When we feel guilt and get angry at ourselves, we go to Jesus in prayer and confess and believe that His righteousness and sacrifice have taken all our sins away, so we can be confident, knowing we have been forgiven.

Finally, Christ's passion enables us to forgive when we feel unable to. When someone has deeply wronged and hurt us, it is hard to find the strength to forgive. By understanding Christ's passion, we realize that all the sins of everyone who has ever lived--past, present, or future--were placed on Jesus during His passion. Jesus has already made a way for the person to be forgiven--whether that person chooses to accept Christ's forgiveness or not. If we continue not forgiving that person, it is like saying that Jesus' sacrifice was not sufficient to blot that sin out. It's like we are requiring greater payment than the suffering and death of Jesus. Of course, there could be no greater payment. When we realize that Jesus suffered for the sin of the person who has wronged us, it allows us to let go of our need for retribution. The greatest price has already been paid, by Christ, and we have no reason to hold on to our judgment against that person. We can give it to Jesus, and let Him be the one to deal with the person who offended us.

So the passion of Christ is valuable for the Christian each day--for comfort, for victory, and to help us forgive others.

What are vesicles, tubules and lamellae?

Vesicles, tubules, and lamella are examples of mesosomes. They are formed by the folding of the cell membrane.

Vesicles are small, membrane-bound sacs within a cell. Vesicles may contain fluids, such as vacuoles. Vesicles may also contain enzymes that aid in the metabolism within a cell. Vesicles often aid in the transportation of materials within the cell or across the cell membrane.

Tubules are small tubes that may be found in various structures or organs in the body. An example of a cellular tubule is a T tubule. A T tubule stands for a transverse intracellular tubule that is formed by the invagination of the cell membrane. T tubules surround myofibrils of the cells in the cardiac and skeletal system, thus serving as a pathway for electrical signals within a muscle cell.

In biology, a lamella is a plate of disc like structure. Lamella are found in the chloroplasts eukaryotic cells. In the chloroplast, lamella are extensions of thylakoids. These lamellae link the thylakoid within one granum to another.  

What were some reasons against imperialism?

This answer will focus on American anti-imperialism, though anti-imperialists in other countries held many of the same convictions. People were opposed to imperialism for a very broad array of reasons, some of which may seem contradictory to modern students. Let us look at a few. 

Many argued that imperialism was contrary to American democracy. For most, this was because the United States had its origins in gaining independence from an empire, and having been a colony, it had no business trying to take colonies of its own. In its platform of 1899, the United States Anti-Imperialist League said that "the subjugation of any people is 'criminal aggression' and open disloyalty to the distinctive principles of our Government." 

Another claim often made by anti-imperialists was that imperialism would involve the United States in foreign wars, wars which the nation had been able to keep out of (more or less) for the last century. They watched with unease as European nations built up large navies and armies even as they gobbled up territories around the world, especially in Africa. The connection between imperialism and militarism was strong in the minds of many Americans.

Still others decried the brutality exercised by imperial powers over those they claimed to be helping. Reports of atrocities in the Philippines were read by many Americans, and rather than holding individual American soldiers accountable for them, they tended to view these crimes as endemic to imperialism itself. "We regret," said the Anti-Imperialist League, "that the blood of the Filipinos is on American hands." Mark Twain bitterly satirized the brutality of King Leopold's rule over the Belgian Congo in an imaginary soliloquy that underscored this belief especially well.

Finally, many Americans argued that empire would lead to the absorption of more non-White peoples into the United States. The period of American imperialism also witnessed the advent of Jim Crow in the South--it was a time of extraordinary racism. As South Carolina Senator Ben Tillman, a virulent racist put it, "why do we as a people want to incorporate into our citizenship ten millions more of different or of differing races?" 

So anti-imperialists could oppose the acquisition of colonies for many different and sometimes contradictory reasons. 

What is a brief summary of Abigail's relationship with the Proctors at the beginning of The Crucible? How does this relationship change throughout...

At the beginning of The Crucible, readers find that Abigail was dismissed as the household servant in the home of John and Elizabeth Proctor seven months ago. Although readers have no idea why at that point, there is some speculation that it was concerning misconduct, as Parris questions Abigail as to why no other household has been interested in hiring her since then. 

Also in Act I when John Proctor enters the play, readers find out exactly why Abigail was fired, and exactly what kind of relationship John and Abigail had at one point. Abigail flirts with John; although John attempts to playfully push Abigail away, readers find that he isn't stern or certain in his feelings that he wants nothing more to do with her. In fact, it is revealed that he was looking up at Abigail's window late at night not long ago. 

A turn in the relationship between John and Elizabeth with Abigail occurs in Act II. John's attitude toward her goes from flirtatious to hateful. When Elizabeth brings up any mention of the affair, John gets angry and claims that he will go to town to reveal her as a fraud to get her in trouble. He claims he has no feelings for her and will take her down to prove to Elizabeth where his loyalties lie. 

In Acts III and IV, Proctor goes from angry to furious when it comes to the subject of Abigail. He, in these acts, realizes just how much an affair with the evil Abigail has ruined his entire family and their lives. It is Abigail who is ultimately responsible for John's unfair death and the separation of the entire Proctor family. 

What is the gist of chapter 10 of To Kill a Mockingbird?

In this chapter, Scout and Jem learn to have pride in their father. As the chapter begins, they both wonder if Atticus is good at anything. At age 50, he's older than the other fathers they know, and he claims he's too old to participate in the Methodist Church versus the Baptist Church tag football game. 

But when the dog Tim Johnson becomes a "mad dog," most likely rabid, driving the entire block's residents into their houses, Atticus rises to the occasion. He goes out and shoots the dog dead in one shot, impressing Jem and Scout. 

The two also learn something about their father's character: not only is he a good marksman, which they hadn't realized, he's a modest man. They begin to see that it's not that he lack talents, but that he doesn't like to brag about them. They learn too that he is a man who resists taking advantage of others, even other creatures in the world.

When Scout and Jem ask their neighbor, Miss Maudie, why Atticus doesn't sharp shoot since he's so good at it, she explains as follows:

Marksmanship’s a gift of God, a talent—oh, you have to practice to make it perfect, but shootin’s different from playing the piano or the like. I think maybe he put his gun down when he realized that God had given him an unfair advantage over most living things. I guess he decided he wouldn’t shoot till he had to, and he had to today.

How does Dickens present the Crachit family in "A Christmas Carol"?

With the presentation of the Crachit family, Charles Dickens dispels the notion that poverty makes people worthless and demeaned. He presents a sentimental depiction of a family, portraying their love and affection for one another as well as the harsh reality of their poverty.

In an effort to expose Victorian class prejudice, and inform his readers that poverty is no crime, Dickens presents a poignant scene with the Crachit family's celebration of Christmas. When the Spirit of Christmas Present takes Scrooge to the Crachit home where he witnesses the joy and excitement of the children and parents alike, Scrooge cannot help being drawn into their exuberance. This family is a loving one, filled with individuals of distinct and worthy personalities, especially Tiny Tim, whose little spirit is cheerful and kind, despite his misfortune.

The loving family of the Crachits becomes Dickens's defensive argument against the Poor Laws of England, in which families, like his own, were separated as parents were imprisoned for debt. Moreover, Dickens uses the scenes with the Crachits to argue against the prevalent theory of Thomas Robert Malthus in Essay on the Principle of Population (1798), who contended that population growth would supersede food supply, so the poor had no right to live if they could not contribute to the economy and sustain themselves.
Especially moving is Bob Crachit's telling of how Tiny Tim hoped people in the church would see him and recall that Jesus cured the lame and the sick. Even Scrooge is moved by this frail little boy and asks the Spirit if Tiny Tim will live; however, the Spirit informs Scrooge that without the necessary care he needs, Tim will die. He then uses Scrooge's own words about decreasing the surplus population, which echo those of Malthus. When an ashamed Scrooge hangs his head, the Spirit scolds him,

"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."

Then, after the meal in which all have delighted, they gather around the fire with chestnuts and fill their cups with the "compound from the jug." Bob Crachit makes a toast to Mr. Scrooge and suddenly the delight leaves the faces of everyone. Mrs. Crachit does not want to toast him, but Bob insists "It's Christmas," so she does, although adding some of her thoughts. The children, too, begrudgingly toast their father's employer. But, soon the gloom cast upon them by Scrooge's name is dispelled and the family joyous once again.
As the Spirit whisks Scrooge away, 

...they faded, and looked happier yet in the bright sprinklings of the Spirit's torch at parting, Scrooge had his eye upon them, and especially on Tiny Tim, until the last.

Truly, Scrooge is moved both by the love and happiness in the Crachit family despite their material needs, and by the goodness of all, especially Tiny Tim. whose little frail body does not impair his Christian charity and love for all. 

What are some tips on how to better understand literary works and improve in literature classes?

Literature is a broad subject, and a lot of your success in a literature class depends on what kinds of tests and assessments your teacher gives you along with what they want you to know about a given piece of literature. There's also a lot of variance between genres (poetry and short stories are quite different, for example). So, it might not be that you're bad at literature, but rather that you're not sure what you're being asked to do?

Let me offer some general tips which would apply to any story-based narrative (a short story, novel, or a nonfiction narrative). Ask yourself the following questions. What's most important to consider first is the plot. What happens in the story? Can you summarize it? What are the key events? If you are confused about what happens in a story, it makes it harder to get to deeper analysis.

Once you have a grasp on the plot, then consider the characters. Who is the protagonist (main character)? Are there any antagonists (people who work against the main character)? From whose point of view is the story being told (or is it told from multiple points of view)? What are the characters like (what are their characteristics, in other words)- are they honest, trustworthy, cunning, deceitful, evil? Can you relate to any of them?

Once you've thought about the storyline/plot and have taken a look at the major characters, then you can start asking bigger questions about the tone and theme. The tone (created by the author's word choice, subject matter, and many other things) influences how you feel as a reader (the author's tone creates the readers mood). How does the story make you feel? Then, you can move onto the theme, which is an overarching moral or lesson (one of my English teachers taught me that the theme=the message). Beyond simple entertainment, why did the author write the story? Were they trying to teach us something?

If you start with plot, then move to characters, then move to more analytical questions like tone and theme, you'll hopefully improve. Like anything else, the more you read and practice your literature skills, the better you'll get, but it's also a good idea to make sure you know what you're teacher is looking for. If your teacher asks questions that you don't understand, talk to them before or after class, set up a meeting, or send them an e-mail for clarification. If your teacher walks you through one or two stories or one or two questions, you'll get a better idea of what they're looking for on tests and assignments.

Who is telling the story in “After Twenty Years?”

The story is told by an anonymous narrator writing in the third-person. The narrator confines himself to two points of view, that of Jimmy Wells and that of "Silky" Bob. We do not know that the uniformed policeman described in the opening is Jimmy Wells. We only find that out at the end. The opening paragraph is a good example of the way the story will be handled by the anonymous narrator.

THE POLICEMAN ON the beat moved up the avenue impressively. The impressiveness was habitual and not for show, for spectators were few. The time was barely 10 o'clock at night, but chilly gusts of wind with a taste of rain in them had well nigh depeopled the streets.

When this policeman sees the man standing in the doorway of a hardware store, which has been closed for hours, he approaches him. The meeting is described by the anonymous narrator from the policeman's point of view, even though "Silky" Bob does most of the talking. An example of the policeman's point of view is the following:

The man in the doorway struck a match and lit his cigar. The light showed a pale, square-jawed face with keen eyes, and a little white scar near his right eyebrow. His scarf pin was a large diamond, oddly set.

These descriptive details all enable the policeman to identify Bob as the man wanted by the Chicago police, but the reader does not realize this at the time. The policeman leaves after a brief conversation. Then we are left in "Silky" Bob's point of view until the very end of the story. An example of Bob's point of view is the following:

About twenty minutes he waited, and then a tall man in a long overcoat, with collar turned up to his ears, hurried across from the opposite side of the street. He went directly to the waiting man.

It is appropriate that O. Henry should tell his story from the points of view of Jimmy and Bob because it is all about two old friends meeting after twenty years. Bob is not described from the point of view of the plainclothesman who makes the arrest. That would be redundant after Bob has been thoroughly described from the point of view of the uniformed policeman, who turns out to have been Jimmy Wells.

The narrator cannot be called "omniscient." His objective voice is limited to describing such details as cannot be handled in the dialogue. For example:

There was now a fine, cold drizzle falling, and the wind had risen from its uncertain puffs into a steady blow. The few foot passengers astir in that quarter hurried dismally and silently along with coat collars turned high and pocketed hands.

The story is full of examples of how O. Henry handles all the exposition in the dialogue. Here is a sample:

“Twenty years ago tonight,” said the man, “I dined here at ‘Big Joe’ Brady's with Jimmy Wells, my best chum, and the finest chap in the world. He and I were raised here in New York, just like two brothers, together. I was eighteen and Jimmy was twenty. The next morning I was to start for the West to make my fortune...."

This is Bob doing the talking, but we are in the uniformed policeman's point of view. O. Henry does a truly excellent job of introducing Jimmy Wells without really introducing him. Jimmy was there at the hardware story, which used to be "Big Joe" Brady's restaurant in order to keep the appointment he had made with Bob twenty years before. But Bob doesn't give Jimmy a chance to introduce himself. He immediately starts talking smoothly.  

“It's all right, officer,” he said, reassuringly. “I'm just waiting for a friend. 

Bob can't see Jimmy's face because the street is so dark. When Bob lights his cigar, Jimmy can see Bob's face very clearly by the matchlight, but Bob is blinded by the light of his own flaring match. At that point Jimmy decides not to introduce himself to his old friend because he recognizes Bob as the man who is wanted by the Chicago police.

Evaluate the indefinite integral.

Since it would be very hard to raise to the 8th power the binomial 2x + 5, you need to use the following substitution  , such that:

Replacing back  for u yields:

Hence, evaluating the indefinite integral, yields

I need a summary of Eyes on the Prize by Juan Williams.

Eyes on the Prize by Juan Williams started as a public television documentary created and aired in two parts on public television, both PBS in the United States and BBC in Britain. The first six episodes aired in 1987 as Eyes on the Prize: America's Civil Rights Years (1954–1965). Eight more episodes aired in 1990 under the title Eyes on the Prize II: America at the Racial Crossroads 1965–1985. It was soon released on video and was widely aired in educational settings. Washington Post journalist Juan Williams' book was a companion volume to the first TV series.

Narrated by Civil Rights activist Julian Bond, who also wrote a preface for the book, the documentary  begins with two significant events, the death of Emmett Till in Mississippi and the Montgomery Bus Boycott in Alabama, which triggered the Civil Rights Movement. Next, we encounter Martin Luther King and other emerging civil rights leaders. 

The next chapters move on to school desegregation efforts in Arkansas and Mississippi, addressing both K-12 and university-level issues. This is followed by challenges to segregation in restaurants and public transportation in Tennessee and other southern states and the use of sit-ins and other forms of peaceful protest. Next, the book covers the Southern Christian Leadership Conference and other civil rights organizations, the March on Washington, and the 1964 election. The book ends on a positive note with the passage of President Lyndon B. Johnson’s 1965 Voting Rights Act.

What are the similarities and difference between the exodus story and the seder meal?

The Exodus story is one of the Biblical stories, and the foundational myth of Israel. It tells how the Israelites were slaves in Egypt and by the grace of God (Yahweh) were led to freedom by Moses.

The Seder meal of Passover is focused around Exodus and involves a retelling and discussion of the story of the liberation of the Israelites from Egypt. Passover, the Seder, and the Exodus story are foundational to Jewish identity, as it is believed that without God's intervention, Jewish people would still be slaves in Egypt.

The Seder meal involves several foods symbolic to the Exodus story. They are:

• 
  Beitzah, a hard boiled egg, symbolizing the sacrifice offered in the Temple in Jerusalem


• 
  Zeroa, a roasted lamb or goat bone, also symbolic of the sacrifice offered in the Temple in Jerusalem


• 
  Charoset, a sweet paste of fruits and nuts, symbolizing the mortar used by Jewish slaves to build storehouses in Egypt


• 
  Karpas, a vegetable such as celery, potato, or onion, which is dipped into salt water. The salt water is said to represent the tears of the enslaved Jewish people.


• 
  Maror, a bitter herb, typically horseradish.


• 
  Chazeret, another bitter herb, typically romaine lettuce. Both maror and chazeret are symbolic of the  bitterness of slavery in Egypt.


• Four cups of wine, which are drunk at specific points during the retelling of the Exodus story. They coincide with and are representative of the four expressions of deliverance by God.


• Matzoh bread is also eaten during the Passover Seder as symbolic of poor person's bread, which would have been eaten during slavery, and symbolic of the food eaten during the journey out of Egypt.

One of the main differences between the Exodus story and Passover tradition is that the biblical story refers to the entire tribe of Israelites, who later evolved into the Jewish and Samaritan peoples. The Passover story focuses on the journey of the Jewish people out of bondage in Egypt.

What does BAR stand for (as in the BAR exam)?

There is some fallacy that “bar” in this context stands for “British Accreditation Regency”; however, there is no foundation for this claim.

In order to become a practicing attorney in the United States, one must have passed his or her bar exam and be “admitted to the bar.” Because of the common law history for all US States (except for Louisiana and the US territory of Puerto Rico), legal methods and processes are typically a result of English courts, and contemporary jurisprudence often looks to old English cases when deciding modern points of law.   

Thus, in England during the eighteenth and nineteenth centuries the old King’s or Queen’s Bench plays a prominent role in understanding the etiology of the word “bar.” In courtrooms of old—and today—there is a physical barrier, or “bar” between the area where the public is permitted and the portion that is limited to attorneys, their clients, and witnesses who are called to testify. Lawyers who have been “admitted to the bar” have the requisite access to go to the “other” side of the “bar,” or the restricted areas of the courtroom.

In " Letter from Birmingham Jail", what criticisms did King respond to?

Martin Luther King, Jr. wrote his letter from the Birmingham jail cell in response to criticisms made by a group clergymen who claimed that, while they agreed with King’s ultimate aims in trying to get more rights for African Americans, they did not agree with his methods. Their sentiments also reflect those of the wider population who believed that King and other protestors were not acting appropriately. The letter is his response to those clergymen.

First, King responds to the criticism that he is an outsider who does not belong in Birmingham. His response to this is not only that he was invited to Birmingham, but also that he sees injustice in Birmingham, and “injustice anywhere is a threat to injustice everywhere.”

Another criticism King responds to is simply that the clergymen “deplore the demonstrations taking place in Birmingham.” King seems to agree that it is unfortunate that the demonstrations have to take place, however, he says, the critics should be more concerned with the underlying causes that make it necessary to demonstrate. King cannot deny that injustice exists, so he knows demonstrations are necessary to make a change when attempted negotiations fell through. King also suggests that the clergymen would be opposed to their method of direct action. In responding to this, he says that he hopes their direct action will lead to a negotiation where the injustices can be resolved.

The timing of the demonstrations is another point of criticism. King provides many reasons for why the protestors took action when they did, but one reason is that they “have waited for more than 340 years for (their) constitutional and God-given rights,” so they should not have to wait any longer. He wonders if his critics had to see “vicious mobs lynch your mothers and fathers at will and drown your sisters and brothers at whim,” then perhaps they would see the need for fast action. King cannot afford to wait any longer and watch more of his people die and suffer.

How does Harry change throughout the second book, Harry Potter and the Chamber of Secrets?

In Harry Potter and the Chamber of Secrets, Harry returns to Hogwarts-- though with some difficulty-- feeling relieved to be back in a place where he is treated like a person. He also visits the home of his friend Ron Weasley, whose family are very kind to him. This is a big change from how he is treated in his Aunt and Uncle's house. Around friends and fellow wizards, Harry feels more sure of himself. However, he is somewhat apprehensive after a visit from Dobby the House-Elf, who warns Harry that something terrible will happen this year. 

On Halloween, something terrible does happen. Mrs. Norris, the castle custodian's cat, has been petrified by the gaze of a basilisk. Just before the attack, Harry heard the mysterious voice of the basilisk from inside the walls. When Harry realizes he is the only person who hears this voice, he begins to fear for his sanity. Later, it is revealed that Harry can speak to snakes, and this becomes a source of shame for him when he learns that most wizards believe Parseltongue is the mark of a dark wizard. 

Over the course of the book, Harry becomes increasingly self conscious as his classmates begin to fear that he is the source of the horrible events taking place at Hogwarts. He becomes more reclusive, in part to protect himself, and in part because he, Hermione, and Ron are trying to figure out who is really behind it all. Despite his self-consciousness, Harry's bravery is galvanized when it comes to protecting his friends. In order to clear Hagrid's name when he is accused of causing the attacks, Harry and Ron travel deep into the Forbidden Forest and face a cluster of giant spiders.

The attacks going on at Hogwarts fuel rumors that the heir of Salazar Slytherin (who many believe to be Harry) had come to rid the school of anyone who wasn't of full magical blood. Though this legend makes sense to the other witches and wizards at school, it is lost on Harry because he has grown up in the Muggle world. He is keenly aware of how he is lacking in wizard socialization and feels confused that anyone would care about a person's ancestry, as long as they had proven themselves to use magic. Above all, he feels a strong sense of duty to defend Hermione, who is both Muggle-born and the best witch in the school.

In the end, Harry's bravery and his desire to protect the ones he loves overcomes any anxieties he has about being accused of dark magic. When Hermione's clue helps Ron and Harry unravel the cause of the attacks, he makes no hesitation to head into the underbelly of the school and fight off the basilisk (and its master) who lurk there. The series of trials he faces over the course of the year leaves him feeling much more confident, if a little obtuse. 

Where is Lyddie's father in Lyddie?

Lyddie’s father left to go west to find work. 

Lyddie really misses her father.  Although things started falling apart for her family even before he left, her father leaving was the last straw for Lyddie’s mother.  She found herself unable to cope with her four children and the realities of farm life.  Once he left, she lost any control she had. 

Lyddie’s mother does not have a high opinion of her husband, although the children worship him. 

"But how will Papa find us if we've left home?" Charles asked. 

"Your father went out searching for vain riches. He ain't never coming back." 

"He will! He will!" Rachel cried. "He promised." Though how could she remember? She'd been barely three when he'd left. (Ch. 1)

Lyddie's mother's characterization of her father's going west seems to indicate that he might have gone looking for gold.  There were many men who left their families to go to California or nearby states looking for precious metals and easy, instant wealth.  He might have thought it was his only hope. 

Lyddie says that her mother “had gone somewhat queer in the head” after her father left.  She did not believe that he was coming back.  She became even more worthless, with Lyddie taking over the role of both mother and father for the farm.  She took care of her mother and her younger siblings. 

Lyddie describes her father as unlucky. She believes that his attempt to go west was a result of lack of success on the farm.  Although he tried, things never seemed to work out for him.  She doesn’t fault him for it. 

His sugar bush was scraggly and his oat crop barely enough to feed his growing family.  There were stumps to burn aplenty as he cleared the land, but suddenly there was no need for potash in England and hardly any demand in Vermont. He borrowed heavily to buy himself three sheep, and the bottom dropped out of the wool market the very year he had had enough wool to think of it as a cash crop. (Ch. 2) 

Lyddie seems to have inherited her father’s persistence, at least.  She had to take responsibility when he left, and she never blamed him.  She blamed her mother for not maintaining her sanity, and for letting out the farm and sending her two oldest children to work.  Lyddie wanted to keep the family together, and blamed her mother and not her father for its loss.

Choose one major event from To Kill a Mockingbird and rewrite it from the perspective of a different character with details.

Although I can’t write this for you, I will be glad to give you some direction.  The first thing you need to do is to pick an event from the novel to rewrite from another character’s perspective.  Here’s a list of major events that could be easy to do:

• Boo Radley’s perspective on why he put the items in the tree for Jem and Scout.


• Tom Robinson’s feelings and emotions when he tries to escape the prison.


• The trial from Helen Robinson’s perspective.


• The attack on Jem and Scout from Bob Ewell’s or Boo Radley’s perspective.


• Mayella Ewell’s perspective on her life.  What happened to Mayella after Tom Robinson runs off and she is left alone with her father who saw her try to kiss Tom?


• Tom Robinson’s feelings the night of the lynch mob.


• Why does Boo Radley remain a recluse in the house?  Is he forced by his family, or is it his choice?

You can choose almost any event, but more exciting ones will be more interesting.  Think about the event from another character’s point of view.  For example, what was Bob Ewell feeling or thinking when he tried to kill Scout and Jem?  Would Helen Robinson be fearful of how her family will survive if Tom went to jail?  How does Mayella Ewell survive the abuse from her father?  What did the flowers in the glass jars symbolize for Mayella?  What was Boo trying to communicate to the children when he put the gum, soap figures, etc. in the knothole of the tree?

After you decide on the event, you need to go to the text to make sure you have enough details to support the character’s point of view.  Think about each character’s life and build on what you think they have experienced as a member of the Maycomb community.  Put yourself in the scene as if you are that character.  Use your senses.  What does Bob Ewell see, hear, feel when he attacks Scout and Jem?  What does Tom Robinson see, hear, feel when he is running for the fence and is shot 17 times trying to escape?

Use your imagination and become the character as you describe the scene.  Take clues from the text to help you understand the characters’ motives for the things they do. 

I hope this helps!

What is the main theme of "Suicide in the Trenches" by Siegfried Sassoon?

“Suicide in the Trenches” by Siegfried Sassoon was written as the author was serving in the military during World War I, and is a commentary on the disparity between the reality of war and society’s perception of it at that time. The poem is short – only three stanzas, all of four lines of iambic tetrameter with a rhyme scheme of aabb, which all combine for an easy read. The poem is blunt and straightforward, without parsing any words or using complicated devices, which drives the meaning home and speaks to the gravity of the subject.

The poem opens with a brief description of a soldier – “a simple…boy/Who grinned at life in empty joy.” A standard youth, one of many just like him recruited to fight for his country on the battlefield. He had no troubles, no fears, nothing to keep him up at night. And yet, in the trenches in the second verse, in winter, in miserable conditions, this same young, happy lad chooses to kill himself rather than endure any more of the suffering. The final line of the second verse comments on this boy’s fate, which mirrors that of countless young lives lost during WWI, forgotten and buried under the war itself – “No one spoke of him again.”  This line is also the only one in the poem to break from the metrical scheme.

The final verse adopts an accusing tone, describing the cheering crowds seeing soldiers off to war as “smug-faced,” full of people who will later “sneak home,” perhaps in furtive guilt, as criminals sneak, to live in blissful ignorance of the ruinous consequences of war, to never know the damage it inflicts upon these young minds and bodies. The poem overall is very bitter and reproachful, lashing out, almost, at the willful ignorance of the general public and the lack of understanding for the evils bred within a war.

What is special about the structure of a plant that allows it to produce its own food?

Plants have specialized organelles within their cells known as chloroplasts. These contain photosynthetic pigments including chlorophyll a and b. Any area of the plant that is green in color is capable of producing food by photosynthesis. This can includes its leaves and stems. Plants require light, carbon dioxide and water to carry out photosynthesis.

Inside a chloroplast are stacks of thylakoids called grana. These contain chlorophyll along with enzymes to aid in the chemical reaction of photosynthesis. Chlorophyll can absorb visible light energy which is used to split water into hydrogen and oxygen. Plants can combine the carbon dioxide and hydrogen atoms to produce carbohydrates like glucose along with ATP which cells use to perform work. They release oxygen gas as their main waste product.

Plants contain special vascular (conducting) tissue in their veins. Water, which is needed for photosynthesis as a reactant, is transported up the xylem tubes (conducting tissue) against gravity to the leaves in a continuous column. One reason it can do this is because water is a polar molecule with an attraction for other water molecules. They tend to stick together (this is known as cohesion). They also tend to stick to the walls of the conducting xylem tubes (this is known as adhesion). As water evaporates by transpiration out of the leaves, it creates a sort of suction allowing water brought in from the root system to move up the column toward the leaves. 

Another reactant needed for photosynthesis is carbon dioxide. Plants are adapted to absorb this gas from the atmosphere by diffusion through pores in their leaves known as stomata. The carbon dioxide enters air spaces inside the pores and can diffuse into cells where photosynthesis is taking place.

Because of chloroplasts, chlorophyll, stomata, and conducting tissue, plants are capable of making their own food and are known as autotrophs.

In To Kill a Mockingbird, how does Harper Lee use the trial of Tom Robinson to show some of the attitudes of Maycomb society

In To Kill a Mockingbird, the most obvious attitude of Maycomb society that author Harper Lee reveals through Tom Robinson's trial is one of racism. However, beyond racism, Lee uses certain characters and their reflection on Robinson's trial to show that Maycomb is taking baby steps towards creating a more just society.

Other than Atticus, who is very determined to give Robinson the best defense he can, despite the inevitability of losing the case before an all-white jury, Lee uses characters like Miss Maudie, Judge Taylor, and later Sheriff Heck Tate to depict that certain citizens in Maycomb are willing to acknowledge the unfair treatment of African-American citizens and to move towards establishing a more just society.

Through a speech of Miss Maudie's the day after the trial, we learn that some of Maycomb's citizens are willing to embrace justice. The day after the trial, Miss Maudie invites the children into her home to serve them cake to try to cheer them up, especially Jem. As they converse about the trial, Miss Maudie makes Jem and the other two children think deeply about why Atticus was called on to defend Robinson by asking the two following questions:

Did it ever strike you that Judge Taylor naming Atticus to defend that boy was no accident? That Judge Taylor might have had his reasons for naming him? (Ch. 22)

After being asked these questions, Scout reflects in her narrative that Miss Maudie has a substantial point: Normally, Maycomb's youngest lawyer, Maxwell Green, would have been called upon to take on a hopeless case defending an African American because, as Scout says, he "needed the experience" (Ch. 22). Miss Maudie further explains that Judge Taylor purposefully called on Atticus because he knew Atticus was the only lawyer who was good enough to "keep a jury out so long in a case like that"; in other words, calling on Atticus was Judge Taylor's best means of attempting to give Robinson as much of a fair trial as segregated Southern society would allow, especially before an all-white jury. In Miss Maudie's mind, this shows that some of Maycomb's citizens are willing to make small steps towards equality, or, as she notes to the children, "[W]e're making a step--it's just a baby-step, but it's a step" (Ch. 22).

Aside from Miss Maudie and Judge Taylor, Sheriff Tate makes a comment by the end of the book that portrays his guilty feelings for having given into Bob Ewell's command to have Robinson arrested, which, of course, inevitably led to Robinson's unfair trial and subsequent death. During the trial, Atticus undeniably proves through his cross-examination that only a left-handed person would have been able to hurt Mayella, and Robinson has been crippled in his left arm and hand since childhood. Though Sheriff Tate may have been too dense and distracted by racist beliefs to have been able to notice that at the time of Robinson's arrest, by the end of the book, Sheriff Tate shows he regrets his responsibility in Robinson's arrest and subsequent death. Sheriff Tate indirectly confesses his feelings of guilt concerning Robinson's death the night he strives to convince Atticus not to push for the prosecution of Bob Ewell's death since Sheriff Tate knows Arthur Radley killed Ewell to protect the Finch children:

I'm not a very good man, sir, but I am sheriff of Maycomb County. Lived in this town all my life an' I'm goin' on forty-three years old. Know everything that's happened here since before I was born. There's a black boy dead for no reason, and the man responsible for it's dead. Let the dead bury the dead this time, Mr. Finch. Let the dead bury the dead. (Ch. 30)

In saying he's "not a very goody man," Sheriff Tate is indirectly confessing to his errors in judgement, possibly due to racist prejudices. Furthermore, in his line, "There's a black boy dead for no reason, and the man responsible for it's dead," Sheriff Tate is referring to the fact that Robinson has been killed regardless of perfect innocence and pointing out that Bob Ewell was primarily responsible for Robinson's death, who is now dead also. Sheriff Tate's indirect confession that Robinson was wrongly killed serves as further evidence that some people in Maycomb, like Sheriff Tate, are willing to start moving towards creating a more just society.

The novel Treasure Island is considered to be one of R.L. Stevenson's greatest works and has had a major impact on piracy-related literature ever...

This question is meant to be a subjective one, and no one can “give your view on the topic” but you. However, I can give you more information on the ways in which Treasure Island has influenced pirate lore, as well as how it was influenced by popular stories of the day.

Very many of the conceptions we have of “pirates” as such -that is, seafaring pirates of the eighteenth century - are drawn from Stevenson’s characterizations. Most notably, Stevenson created the character Long John Silver, a fearsome pirate with a peg leg, a crutch, and a parrot who often squawks such topical phrases as “pieces of eight.” The black spot was also an invention of RLS, as well as the popular rhyme “Dead Man’s Chest,” which in recent years has leant itself to the title of a Pirates of the Caribbean movie. Most of the details we take for granted as being associated with pirates, including the concept of the treasure map with “X marks the spot" and the idea that pirates are scalawags who engage in cutlass fights and drink lots and lots of rum, are all thanks to Robert Louis Stevenson.

The sheer number of television, film, and radio adaptations of the novel is testament to its popularity, and naturally when a work becomes so canonical it ends up defining its genre. Take The Lord of the Rings, for example – the movie version, specifically. This immensely popular trilogy of films took all the elements of Tolkien’s fantasy world, which has very much in common with other fantasy stories, and applied elements that had never before been seen on screen – epic CGI battle scenes, immaculate costuming and hair. Fast-forward fifteen years and every single Hollywood movie with any ties to fantasy or myth is implementing the same techniques. We witness them everywhere, and yet the work with the most lasting power, arguably the work that has executed these techniques with the best results, was the original. The same can be said of Treasure Island. All the pirate lore and the pirate stereotypes that have been adopted by countless stories across an infinity of media can be traced back to the most popular, the most artful and original.

Treasure Island wasn’t completely a work of imagination, of course – Stevenson borrowed heavily from the existing pirate histories of the day, thus lending a thrilling realism to his work. In addition, at the time RLS was writing, Defoe’s Robinson Crusoe had long popularized the story of the desert island, and the idea of the “noble savage” proposed by Rousseau and Chateaubriand in various works likely contributed to later trends in which the main conflict often centered around clashes with the native peoples in foreign lands. Stevenson’s work was merely the high-water mark for such tales, the culmination of a dozen fronds of trope and convention in the genre twisted into a masterpiece of invention. And when a topic has been conceptualized to such an exhaustive degree, and reaches such a degree of popularity, there is no doubt that the most iconic elements will seep into popular culture and become as fact themselves. A good comparison could be the vampire mythos – after Bram Stoker wrote Dracula, a wealth of stories centering on the blood-sucking creatures has been continuously recycled over the years using the same themes and elements of the original, whose background was derived from existing lore.

What is parallelism in a poem?

Parallelism is a literary technique where parts of a sentence are grammatically or structurally the same.  It could also include similarities in sound and rhythm.  Using parallelism is using repetition and balance in your writing to get across an idea.  A popular use of parallelism is called, antithesis, where opposite ideas are joined by the use of parallel structure.  For example, Alexander Pope uses antithesis when he writes, “To err is human; to forgive divine.”  Both sides of the sentence separated by a semi-colon are very similar in structure, sound, and rhythm.  Their meanings are also opposites.

You see the use of parallelism in speeches, especially.  The use of this technique emphasizes an idea or supports a structure that the speaker uses to make his point.  It balances the flow of ideas and is often used as a way to persuade the audience.  This example in I Have a Dream by Martin Luther King uses parallelism very effectively.

“With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day.”

Using parallelism in poetry has the same effect that it does in other types of literature.  The purpose is to establish ideas (sometimes conflicting), to create a rhythm and structure in the lines of poetry, and to use repetition to make a point.  (Hey!  That last sentence uses parallel structure!)

What are some important things Scout says in chapters 17 through 21 of To Kill a Mockingbird?

In Chapters 17 through 21 of Harper Lee's To Kill a Mockingbird, Scout the adult narrator says far more in her narrative descriptions that is revealing. However, Scout the young character says a few things that reveal her young age and just how much she is still being influenced by society around her.

One thing she says that reveals just how young she still is concerns her response to Jem ordering her to leave the courtroom. Reverend Sykes had suggested to Jem he take Scout home since the witnesses' testimonies contain details that a young girl should not yet know about. Jem's response to the reverend's suggestion is to order Scout to go home. Scout shows her youthfulness when she replies, "You gotta make me first" (Ch. 17). She further displays her youthfulness by insisting she understands every word the witnesses are saying. Scout's youthfulness is an integral part of her characterization because it helps us see the things she still has to learn and we observe her progress as she matures.

As a result of her very young age, Scout is still being influenced by society, especially by other children at school, rather than thinking for herself. Scout reveals the ways in which society is still influencing her when she takes Dill outside of the courthouse because he has broken out into sobs during Tom Robinson's cross-examination by the prosecuting attorney Mr. Gilmer. Scout asks why Dill is crying, and Dill explains that the antagonistic way Mr. Gilmer was talking to Robinson made Dill "sick, plain sick" (Ch. 19). However, in reply, Scout makes the following surprisingly racist comment:

Well, Dill, after all he's just a Negro. (Ch. 19)

Scout's comment is especially surprising considering how her father is trying to teach her to avoid racial prejudices by learning to see things from others' perspectives. More importantly, her racist remark shows just how much she is being influenced by the society around her, such as by the other children at school, not just by her father, and her influence is due to the fact that she is still too young to be able to think with a mind of her own. Regardless of her surprisingly racist remark in the middle of the book, if we juxtapose her remark with comments she makes by the end of the book, we see just how much she has grown as a character throughout the book. By the end of the book, she is finally able to see things from others' perspectives.

What were three factors in England that led to industrialization?

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Please provide three quotes from To Kill a Mockingbird that describe the reasons why Atticus should not try to defend Tom Robinson.

The three reasons Atticus should not defend Tom Robinson are as follows: it brings antisocial and professional stress to his life; it brings antisocial and adversity to his children's lives; and he won't win the case anyway. First, the unneeded stress to Atticus himself is compounded because he is older (in his fifties), a widower, and is raising two children. When he first discusses the situation with his daughter Scout, he says the following:

". . . simply by the nature of the work, every lawyer gets at least one case in his lifetime that affects him personally. This one's mine, I guess" (76).

Atticus is trying to tell Scout about how this is affecting his work and his life so that she will behave like an upstanding young lady, thereby, not causing him more things to worry about. He also takes the time to prepare her for the adversity she will probably continue to face because of the trial.

"You might hear some ugly talk about it at school, but do one thing for me if you will: you just hold your head high and keep those fists down. No matter what anybody says to you, don't let 'em get your goat. Try fighting with your head for a change. . . it's a good one" (76).

Thus, some would argue that if Atticus simply refused to take the case, then he and his children would not have had to deal with such stress in their lives. In fact, Scout gets into fights with Cecil Jacobs and her cousin Francis to defend her father's honor; and, Jem loses his head and takes out Mrs. Dubose's flowers because she calls Atticus horrible names.

Finally, because the case is lost before it begins, Link Deas, a businessman in town, tells Atticus that he's got everything to lose from defending Tom Robinson. Atticus doesn't think so and responds as follows:

"Link, that boy might go to the chair, but he's not going till the truth's told. . . And you know what the truth is" (146).

The above quote demonstrates more social and professional stress applied to Atticus, but it also shows that he knows that the trial is a lost cause even before it begins. A black man's word against a white man's in Alabama in 1935 is sure to be lost because of the unequal balance of power in the judicial system at the time. Atticus knows this, but he does his best to give Tom Robinson the best defense possible anyway.

Evaluate the indefinite integral.

You need to evaluate the indefinite integral by performing the substitution  , such that:

Replacing back  for t yields:

Hence, evaluating the indefinite integral yields

Who are the major characters in The Phantom of the Opera?

There are a lot of important characters in the Phantom of the Opera, so I will try to list them all:

• The Phantom of the Opera (aka Erik, the Opera Ghost, and the Angel of Music): titular character, lives beneath the opera house, falls in love with Christine as he teaches her to sing.


• Christine Daae: daughter of a famous Swedish violinist, a soprano singer at the opera, the Phantom falls in love with her.


• Raoul (the Vicomte de Chagny): Christine's friend from her youth, new patron of the opera, Christine's other love interest (and the eventual winner).


• Philippe (the Comte de Chagny): Raoul's brother.


• Armand Moncharmin and Firmin Richard: the new owners of the opera.


• Madame Giry: looks after the patrons who sit in the boxes, serves as a sort of liaison between the Phantom and the others in the opera.


• Meg Giry: Madame Giry's daughter and a dancer in the ballet.


• The Persian: a friend from the Phantom's past.


• La Carlotta: the lead soprano at the opera, Christine's predecessor.


• Joseph Bouquet: works backstage, provides first description of the Phantom, hanged by the Phantom.


• Debienne and Poligny: the previous owners of the opera.


• Madame Valerius: Christine's guardian after the death of her father.

There are other minor characters, but these are the ones who are most important to the story.

Find the volume of the solid obtained by rotating the region bounded by the given curves about the specified...

By using Washer method, we can find the volume of the solid.

Since the curve is bounded by x=1 and x=2, then y-values are bounded between 0 and 1. If you graph this curve and bounds, you'll see that we have to split the integral into 2 separate integrals.

First Integral

The first one will be bounded between y=0 and y = 1/2. 

From y=0 to y=1/2, the area being revolved around x=-1 is just a rectangle. The outer radius is x=2 and inner radius is x=1. 

So, 

Second Integral

Now, the second region is bounded from y=1/2 to y=1 and the outer function is x=1/y and the inner function is x=1. 

So, 

Adding it all together

Now that we have the volumes of the 2 different regions, we can add them together to get the total volume.

So,

is the final answer 

I need to write a paper based on the style and structure of Alain de Botton, on the wedding of the future and how to invent a new way of doing...

I think people want to get married to end their emotional uncertainty. In a way, they want to end powerful feelings, or certainly the negative ones. (Alain de Botton).

The quote above perfectly exemplifies Alain de Botton's style and structure of writing, especially on the subject of love and relationships. On love, he states that our modern age has given birth to the idea that we can center all our hopes for romance, eroticism, and familial security on one person. Additionally, we shy away from our negative feelings instead of using the feelings as a springboard for discussion and personal discovery within our relationships. Alain de Botton's honest analysis of marriage is refreshing and intriguing.

While the Troubadours of 12th century France and the Libertines of 18th Century France both viewed sensual dalliances as separate from familial entanglements, de Botton states that our modern culture has largely sought to combine elements of eroticism with the mundane, with often disastrous consequences.

He cites the novels of Jane Austen as the point of emergence of the modern conception of romance.

Like Elizabeth Bennett in Pride and Prejudice or Fanny Price in Mansfield Park, we too long to reconcile our wish for a secure family with a sincerity of feeling for our spouses.

Yet, Elizabeth Bennett's later predecessors, Madame Bovary and Anna Karenina, both failed to realize their dreams of making over their spouses into 'husbands, troubadours and libertines.' Hence lies the conundrum of the modern romance. How do we combine all three successfully in one person?

Source: A Point of View: What's in a marriage? by Alain de Botton.

Alain de Botton displays a style of writing that is compassionate, honest, and open. He notes that it is possible to infuse romance and eroticism into a familial construct, but warns that the odds are stacked against us unless we change what is familiar for what is efficacious. He recommends a new paradigm for the wedding of the future.

The problem is that the wedding day is – in its current form – an appallingly badly designed ritual. It needs a thorough overhaul, guided by a mature, modern understanding of the underlying purpose of the occasion, which is simply to help a marriage go better.

Here's an interesting and sometimes tongue-in-cheek approach: Utopia Series: The Wedding of the Future.

1)The need for new vows.

The wedding day is so infused with optimism that it leaves no room for lapses in human judgment after the ceremony and within the new marriage. A new way of doing things would be to invent vows which account for the diversity of human emotion within a relationship. In other words, feelings of sadness and anger within a marriage should not automatically lead to one concluding that the relationship is headed for divorce.

2)The guests.

Although big weddings are still popular, smaller weddings are becoming more important to many couples. Whether the wedding of the future trends towards big or small events, one thing still stands: the inclusion of guests who support and welcome the union of each couple. A fresh perspective would welcome the idea of weddings as encompassing a larger societal stability rather than the preservation of the couple's happiness alone.

3)Useful presents, especially those delineating the struggles of real couples who have endured the challenges of life together.

4)Reception speeches which not only extol the good qualities of the bride and groom but also their less than stellar ones.

5)A certificate of marriage worthiness to represent the couple's year long training in the 'psychology of relationships' prior to the wedding day.

6)Fitting symbols to enable a newly married couple to cope with life's vicissitudes.

In the Utopia, the couple would accept small sealed boxes from each other. The box would represent the idea that there will be parts of the other person one will not understand – or perhaps even know – and yet one will have to accept. 

7)Wedding photos which answer pertinent questions as time commences in the marriage:

(i) Why did we get together?

(ii) What virtues did we see in one another when we got married?

(iii) What impact does each person’s family have on the relationship?

(iv) How normal are marital problems in society at large?

Source: Utopia Series: The Wedding of the Future

Hope this helps!

What is the mood of the poem "The Raven?"

Many words could be used to describe the mood in Edgar Allan Poe's brilliant poem "The Raven." In a single word, it can be considered "Gothic," which you can read more about in the link below. More specifically, however, the mood is mysterious, melancholy, and even morbid.

Mystery pervades the poem from the beginning to the end. At first there is a mysterious rapping that the speaker believes is someone tapping on his door, but when he opens the door, he sees only the dark night. The rapping continues, and he realizes it is now at the window. Opening the window, he is at first pleased at the surprise visitor that flies in, and he tries to guess how it may have come to him. When he asks it what its name is, and it responds, "Nevermore," however, he becomes even more intrigued and tries to imagine its background and how it came to be able to speak such a doleful word. When it speaks again, he begins "linking fancy unto fancy" and "guessing" about the bird. The reader shares the speaker's curiosity. He then begins ruminating about his lost Lenore, and the reader wonders about that relationship. Finally, in the last stanza, rather than being solved, the mystery continues as the reader wonders whether the speaker's soul ever will "be lifted" from out of the shadow of the raven.

The melancholy mood is set up by the loneliness of the speaker and the darkness of the night. When the speaker posits that the raven will leave him like "other friends have flown before," and as his hopes have flown before, we feel his sadness and despair. It isn't long before the speaker begins obsessing over the worst of those losses, namely his "lost Lenore." The very sound of those words together creates a moan that we can feel in the depths of our being. He longs for "respite and nepenthe," a potion that could make him forget his sorrow. The raven's consistent reply of "Nevermore" is itself a very melancholy word and concept, suggesting that whatever happiness may have once brightened the world will never be felt again. Finally, the final stanza creates a powerful image of melancholia, the term that in Poe's day was used for depression. The speaker's soul abiding forever, trapped beneath the shadow of "Nevermore," is a sad picture indeed.

The morbid tone of the poem comes from the speaker's focus on death, specifically Lenore's, but also his own and death in general. The word "Plutonian" speaks of Pluto, the ruler of the domain of the dead. Other words that refer to the afterlife are Aidenn, angels, and nepenthe. According to mythology, nepenthe was a drink offered to the dead as they crossed the river Styx into Hades so that they would forget their lives on Earth. In the fifth stanza, the speaker is so immersed mentally in thoughts of death that he believes the tapping at his door and window could be the ghost of Lenore; that is why he whispers her name. 

The mysterious, melancholy, and even morbid mood of this poem have been haunting reader's since it was penned by the literary genius Edgar Allan Poe.

What does Reverend Sykes say about his experiences in court in To Kill a Mockingbird?

During the trial, Jem discusses the court proceedings with Reverend Sykes.

In Chapter 21, Reverend Sykes says Judge Taylor has been fair in his address to the jury. In the Reverend's opinion, the judge refrained from publicly taking sides on the case; instead, he has merely charged the members of the jury to vote according to their best judgement. Reverend Sykes's direct quote is,

Oh, he did right well. I ain’t complainin‘ one bit—he was mighty fair-minded. He sorta said if you believe this, then you’ll have to return one verdict, but if you believe this, you’ll have to return another one.

Reverend Sykes believes Judge Taylor leans a little toward their side in the matter of Tom's innocence. Upon hearing this, Jem pipes up that as an arbiter of justice, Judge Taylor is supposed to be impartial. Jem also states he's confident Tom will win his case.

For his part, Reverend Sykes isn't especially hopeful. He says his experiences in court have been largely the same: he's never seen any jury decide in favor of a black man over a white man.