What are some characteristics of Mr. Nuttel?

In addition to the obvious facts that Framton Nuttel is a neurotic suffering from what in those days was called a "nervous disorder," the author indicates that Nuttel is shy, introverted, and timid. His sister has to force letters of introduction on him, so that he will feel obliged to get around and meet some people in the rural setting where he has gone for his "nerve cure." 

Privately he doubted more than ever whether these formal visits on a succession of total strangers would do much towards helping the nerve cure which he was supposed to be undergoing.

His sister, who has known him all his life, gives some worthwhile information about Framton's character.

     "I know how it will be," his sister had said when he was preparing to migrate to this rural retreat; "you will bury yourself down there and not speak to a living soul, and your nerves will be worse than ever from moping."

In modern times he would not have been sent to the country but would have been referred to a psychotherapist, and he could have spent many years talking to a father figure about his symptoms. This is what he seems to be looking for. He tells Mrs. Sappleton all about his doctors and their diagnoses when he first meets her. She will later describe him to her husband as follows:

"A most extraordinary man, a Mr. Nuttel," said Mrs. Sappleton; "could only talk about his illnesses, and dashed off without a word of goodby or apology when you arrived. One would think he had seen a ghost."

The reader may wonder whether Framton's experience at the Sappletons' country home will be helpful or harmful. The three "ghosts" may have made him more nervous than ever before. But on the other hand, his successful escape and his vigorous exercise may have bolstered his morale. No doubt he will find out eventually that he was the victim of a practical joke, and this may have the curative effect of prompting him to laugh at himself.

Framton's symptoms are mainly imaginary, which indicates that he has a vivid imagination. In this respect he is like young Vera. Maybe she understands him intuitively after only talking to him for a few minutes. She might even understand that he is like herself in being bored with life and looking for a little excitement. His introversion, shyness, and timidity have inclined him to spend much of his time alone. This is not good for people. His "nervous disorder" may be largely due to his introversion and seclusion. 

I don't understand how to structure #2 on the attached list so that I am actually answering the prompt right.

It looks like you need to start with Crenshaw's notion of intersectionality. Return to your reading from Crenshaw and find where she defines the term "intersectionality" as it relates to different forms of discrimination. Using this definition of your starting point, then return to your reading by Lorde, Rich, hooks, and the Combahee River Collective for specific examples which demonstrate or showcase intersectionality. Where is there discrimination in the texts you read by these authors, and how does it demonstrate intersectionality?

The other important keyword to note is that the prompt asks you to note how the authors "anticipated" intersectionality. So, the texts that you read by the authors were likely written before Crenshaw's, and they also probably didn't use the specific term "intersectionality" which means that you have to find an example of this type of discrimination in those texts.

I don't think it matters the order that you present the examples, unless you read these texts in a specific order (then you might want to maintain the sequence presented in the prompt- an example from Lorde, then an example from Rich, then an example from hooks, etc.). If the timeline isn't an issue, I'd start with the strongest example of intersectionality that you can remember/identify from the stated authors, and then move to the second strongest example, etc.

In that case, your frame would look like this:

1. Definition of intersectionality as it relates to discrimination from Crenshaw (with citation).


2. Strongest example of intersectionality in the texts (or example of intersectionality from Lorde, if order is an issue) (with citation).


3. Second strongest example of intersectionality in the texts (or example of intersectionality from Rich, if order is an issue) (with citation).


4. *Repeat this pattern until you've pulled from each of the authors or made a strong enough case that the listed authors connect to Crenshaw's concept.


5. Conclude to tie it back together and re-state that these authors demonstrated/anticipated what Crenshaw called "intersectionality."

Write the first five terms of the sequence. (assume that n begins with 1.)

Plug in n=2, to get the 2nd term

Plug in n=3, to get the 3rd term

Plug in n=4, to get the 4th term

Plug in n=5, to get the 5th term

So, the first five terms of the sequence are 

What is the message of the novel The Boy in the Striped Pajamas?

The Boy in the Striped Pajamas is a story of two boys who cross barriers in friendship. The fence in the story represents the divide between people that is too often formed. Ultimately, the message of the story is that beneath it all, we are all the same. Regardless of our color, religious preferences, sexual preferences, or gender, we are all the same and should be judged the same. 

In the book, the author makes the reader aware of the fences, or divides, that exist in our world by telling us the story of Auschwitz and how the Jews were treated.  These "fences” often contribute to hatred, violence, and even killings.  By telling the story of Bruno and Shumel’s friendship, the author encourages its readers to see others through the eyes of a child, because children are innocent and unaware of racism, sexism, and other biases that separate people from one another.

The author made Bruno and Shmuel very similar—they are both nine years old, and are both brought to a place against their will. Yet they are so different because Shumel is a Jew who is treated inhumanely by the Germans, and Bruno lives a life of luxury. Yet, throughout their friendship, neither of them feels that they are different from one another. When Bruno puts on the striped pajamas, Shmuel recognizes that “If it wasn’t for the fact that Bruno was nowhere near as skinny as the boys on his side of the fence, and not quite so pale either, it would have been difficult to tell them apart. It was almost (Shmuel thought) as if they were all exactly the same really." This is the pivotal moment in which Shmuel and the readers realize that we are all the same.

The only thing that makes us different is what’s on the outside. Bruno recognizes what his grandmother had once told him: “You wear the right outfit and you feel like the person you’re pretending to be, she always told me. I suppose that’s what I’m doing, isn’t it? Pretending to be a person from the other side of the fence." In wearing the striped pajamas, Bruno has shown his father that his child and the children behind the fence are no different from one another. Bruno has shown us that despite our ability to compare ourselves to others, we are no different from one another.

How do humans affect the leadership of Napoleon?

In the first two chapters of Animal Farm, humans inspire Napoleon to become a leader in the revolution. Moved by Major's speech in Chapter One, Napoleon realises that humans exploit animals for their own benefit and he, along with the other pigs, develops the theory of Animalism and prepares for the revolution which follows.

But Napoleon's desire to make positive changes on the farm does not last. Through his association with humans, Napoleon becomes increasingly self-interested and tyrannical. In Chapter Six, for example, he hires Mr Whymper, a solicitor, to work as an intermediary between himself and other humans so that he can maximise his profits on the farm. Later, in Chapter Nine, Napoleon colludes with Alfred Simmonds, a horse slaughterer, to sell Boxer, while claiming to the other animals that he is a vet. 

In addition, humans have a profound effect on Napoleon's sense of identity. He appears to view humans as the ultimate leaders and transforms himself accordingly. In Chapter Six, for instance, Napoleon and the pigs leave the barn and begin sleeping in the farmhouse. We see further evidence of this in the closing chapter of the book. Napoleon is wearing clothes, carrying a whip and walking on two legs. 

In an ironic twist, then, Napoleon has become the very human that he sought to eradicate, and Animal Farm is ultimately the story of his grotesque transformation.

At the end of the passage where Simon first sees the "gift" the hunters leave for the beast, what do you think is the "ancient inescapable...

In this passage, Simon is alone in his private jungle retreat when Jack and the hunters plant the sow's head on a stick right in the place where he is resting. The image of the head is extremely disturbing, so much so that even when he closes his eyes, he can still see it. Golding describes it as an "obscene thing [that] grinned and dripped." The flies are gorging on the guts of the sow, then crawling on Simon. They seem innumerable. This is where Golding introduces the term "the Lord of the Flies" as the name for the sow's head.

When Simon looks back at the head, "his gaze was held by that ancient, inescapable recognition." Golding ties this phrase to the appellation he has just used for the idol-like disembodied head. "Lord of the Flies" is the translation for Beelzebub (or Baal Zebub), the chief of demons or Satan himself, according to Jewish usage at the time of Christ. An alternate meaning associated with Beelzebub is "lord of dung" or "lord of filth." Flies were considered demonic in Jewish culture; the designation Beelzebub was a designation for the devil showing how contemptible and filthy he is. Thus the "ancient inescapable recognition" means that Simon is associating the head with the most ancient understanding of evil, the very root of evil, and the epitome of everything morally repugnant and disgusting. 

In Simon's vision, Golding personifies evil and allows it to reveal itself. It confirms what Simon has understood for a while, namely, that evil comes from within humans. This knowledge is what caused Simon to suggest of the beast, "maybe it's only us." 

Interestingly, using the "Lord of the Flies" as the name of the sow's head also serves to solidify Simon as a Christ-figure and to foreshadow his death. In the New Testament, the Pharisees accused Jesus of casting out demons by Beelzebub. Jesus warned his disciples, "If the head of the house has been called Beelzebub, how much more the members of his household!" Jesus warned his disciples that they would be persecuted, flogged, and hated because of him. A similar fate awaits Simon. 

What details stand out for you as particularly true to life in Updike's A & P?

In John Updike's A&P there are a lot of realistic points to discuss. First off, the narrator's voice was absolutely believable. The character works in a supermarket, and seems to people watch and have ideas about different customers. When the girls walk in, he figures out their story pretty quickly, and it is all very realistic. The leader of the group is clear, and let's face it, that's real life. Groups of friends end up creating a dynamic very similar to this group.

The setting is also very true to life. Updike has created what feels like a real supermarket and has captured not only the setting, but the people in there as well.

Another realistic point is the narrator's situation. He works a job he doesn't love, and it is suggested he does so for the sake of his parents and helping them. The manager even reminds him of this fact before he leaves.

What is the chief appeal of the poem: its narrative, thought, language, mood, or something else?

"The Rime of the Ancient Mariner" has stood the test of time, remaining a beloved classic more than 200 years after it was written. Yet William Wordsworth and even Coleridge himself seemed to be somewhat dissatisfied with it. Its shortcomings are its narrative and its theme, but those are outweighed by the beauty of the language and imagery and the pervading Gothic mood.

William Wordsworth criticized the poem's plot, and he was certainly correct. The poem never gives a reason for the mariner's crime that would "work 'em woe," the shooting of the albatross. And although the mariner's redemption occurs at the end of Part 4, he has much "penance more to do," which takes three more parts of the poem. Furthermore, Wordsworth noted that the mariner doesn't have a strong character—the reader isn't particularly drawn to like him for any reason. The theme of love for all God's creatures seems somewhat contrived given the Gothic nature of the poem. Coleridge said he thought the moral was too blatant, and Anna Letitia Barbauld, one of his contemporary poets, thought there wasn't a strong enough moral.

However, Wordsworth himself noted the superiority of the language, imagery, and "passion" of the poem. The figurative language, such as the poem's plentiful similes, the consistent iambic rhythm, the strong masculine rhyme in the short lines and stanzas, and the frequent use of parallelism and sound devices all combine to make the poem a treat to the ear. The imagery of the cracking ice, the souls departing like the whizz of the cross-bow, the appearance of the ghost ship, the description of the sailors' parched tongues, the "slimy things" upon the "rotting sea," and the "blue, glossy green, and velvet black" water snakes that "coiled and swam [in a] ... flash of golden fire"—such descriptions bring the reader into the story and sear the poem into one's memory. 

Perhaps the ultimate draw of the poem, however, is its Gothic enchantment. Since the Romantic Era, the supernatural stories of the Gothic have hooked readers, making them as helpless to stop reading as the poem's wedding guest was to stop listening. This poem features a ghost ship and a zombie crew, and one need look no further than recent Disney movies or popular television programming to know that such things capture the imaginations of both old and young.

These stanzas on their own are enough to make this poem forever memorable:

An orphan's curse would drag to hell

A spirit from on high;

But oh! more horrible than that

Is the curse in a dead man's eye!

Seven days, seven nights, I saw that curse,

And yet I could not die.

...

They groaned, they stirred, they all uprose,

Nor spake, nor moved their eyes;

It had been strange, even in a dream,

To have seen those dead men rise.

...

The mariners all 'gan work the ropes,

Where they were wont to do;

They raised their limbs like lifeless tools—

We were a ghastly crew.

The lasting appeal of Coleridge's poem lies not in its narrative or theme, but in its beautiful language and imagery, and above all, in its irresistible Gothic enchantment.

To what extent is Laura represented as a sympathetic character in "The Garden Party"?

Most readers will find Laura of "The Garden Party" to be a sympathetic character in the first two thirds of the story and may become angry at or disappointed with her in the last third of the story. At the beginning of the story, her cheerful attitude as she sets off to advise the workman about the marquee puts her in a favorable light. Her little embarrassments about eating her bread and butter in front of the workmen and about the head man's interesting slang make her easy to relate to. As she reflects on "these absurd class distinctions," readers sense some virtue in Laura.

Her sympathetic reaction upon hearing about the accident, believing that it was wrong to have a party when such a tragedy had struck someone in the next neighborhood, makes readers like Laura even more. However, Laura's vanity begins to make her waver from her ideals. Although she has decided to let her brother, Laurie's, reaction to the issue of cancelling the party be her answer, she ends up not even telling him about the accident after he compliments her on her looks and her hat. This is where readers may begin to dislike Laura. How could she let her idealistic feelings shrivel so quickly? What about all her avowed dislike of "absurd class distinctions?" Yet she goes on to enjoy the party, being oblivious to the pain of her neighbors.

Although she promised herself she would remember the neighbor's accident "after the party's over," she balks when her mother asks her to take a basket to the family. On her way to their home, she is unable to regain her former sympathy. She is completely focused on herself as she nears the house. Seeing the dead man, she finds him "wonderful, beautiful," yet she forces herself to give a "loud, childish sob." Nevertheless, walking away from the home, her tears are real as she meets Laurie and tries to express her reaction to seeing the body. Readers may become more sympathetic to Laura at the very end since she has endured an awkward experience and has come face to face with death and poverty in a way that she never has before. 

Overall most readers will probably find themselves sympathizing with Laura, although they may be disappointed with her vanity and inconsistency.

In one word, what do Piggy's glasses symbolize?

In one word, it can be said that Piggy's glasses represent clarity.  Piggy has a clear view of what was expected of a civilized society. Piggy is the only character that never tangles with savagery.  He is the only character that does not experience the symbolic hair growth that the other boys exhibit.  He does not take off his school clothing in a symbolic shedding of his old life, as the other boys do.

Piggy would often take off his glasses and clean them; symbolically regaining his sense of clarity.  In Chapter Two, when Piggy is trying to ascertain the names of the boys that are beginning to assemble on the platform, the representation of clarity by his glasses is again shown.  

"Piggy bent his flashing glasses to them and could be heard between the blasts, repeating their names."

It is Piggy's actions that are bringing order to the boys.  While Ralph is uncertain and unfocused, Piggy is clear on the goal; establish and maintain order.

This is further proven when Jack smacks Piggy and his glasses break.  Jack rejects Piggy's clarity and enjoys the descent into savagery that he is experiencing.  Breaking Piggy's glasses allows his behavior to go on without the glare of civilized judgment. 

How was the experience of tessering with Meg's father different from tessering with Mrs. Whatsit, Mrs. Who, and Mrs. Which?

Mr. Murry is a relative newcomer when it comes to tessering. After all, it was his lack of control of tessering that landed him on Camazotz in the first place. He was evidently not able to do it while imprisoned within the column, thus preventing his escape. When Meg rescues him, however, he manages to tesser both Meg and himself off Camazotz to the planet where Aunt Beast lives. This was not his intended destination but a desperate attempt to land somewhere safe. With the three Mrs. W’s, however, tessering is more exact, leading to the intended destination. The landing on the two-dimensional planet was not faulty tessering on the part of Mrs. Which but a lack of understanding of the limitations of human beings. That is the planet where she planned on landing as a “rest stop” before going where she intended. It is the tessering of humans that is complicated, either the ones doing the tessering or just companions on the journey.

What is the focus of "Aria: A Memoir of a Bilingual Childhood"?

Richard Rodriguez's essay begins with a brief reminiscence about his first day in an English-speaking classroom in Sacramento, California, thirty years ago. He remembers that all of his classmates were white and came from socially advantageous backgrounds. Richard also remembers being perplexed that he, the lone Hispanic-American student, would soon be labeled a 'problem student.'

As time has progressed, Hispanic-American activists have managed to win congressional approval for bilingual education programs in schools. However, Richard maintains that he disagrees with the premise of such programs. He submits that a student's native language is intrinsically linked to familial intimacy and should be kept separate from the public discourse of a classroom.

Richard explains that he grew up in a very tight-knit family. His parents worked hard and stubbornly refused to allow entrenched prejudices to hold them back from pursuing their goals. Growing up, Richard relates that regular visitors to his home were always close relatives. Because of the language barrier, his parents never felt fully comfortable in public. However, speaking Spanish at home allowed them to be at ease and to enjoy a close fellowship with family members.

Richard confesses that, in his youth, he found the language of the Americans loud and coarse, so unlike the gentle, familiar Spanish diction spoken at home. His parents spoke halting English in the public sphere but could make themselves understood when necessary. Yet, Richard often felt ill at ease to see his parents struggle with the language of los gringos; English became a nemesis which weakened his parents' significance and relevance in the public sphere. Richard remembers being embarrassed by such parental ineptitude because it threatened his sense of security.

More than ever, he depended on Spanish to fuel his need for belonging and stability. The Spanish he spoke at home never failed to inspire him with a sense of peace and certainty amid the public alienation he felt on a daily basis. Richard recollects with fondness that his family even enjoyed a special lingo made up of combinations of Spanish and English words in the privacy of their home. When speaking Spanish, his father again transformed into the steady, confident family patriarch that Richard knew him to be. He remembers how comforting it was to drift off to sleep at night while listening to his parents' soft whispers in Spanish.

Richard proposes that most avid supporters of bilingual education do not realize that many socially-disadvantaged students view their mother tongue as a private language. He submits that, if his teachers had spoken to him in Spanish, he might have taken longer to learn that it was possible for him to have a public identity.

After nuns from his school visited his parents, Richard relates that his parents instituted English as the main language to be spoken at home. He remembers feeling lost, frustrated, and deeply grieved at the change. While the new change inspired his parents with more confidence to navigate the public sphere successfully, Richard felt that it marred much of the old intimacy and camaraderie he used to enjoy at home. Conversation became painful with his parents, as they often struggled to understand their children. Yet, as Richard grew in confidence in his English speaking skills, he came to realize an important truth: he had always been an American citizen, and this new fluency in English would fuel and support his newly realized American identity.

Richard ends his essay by arguing that supporters of bilingual education should not interpret assimilation into American society as a threat to the personal identity of socially-disadvantaged students. Rather, he proposes that they should recognize the value of differentiating between personal and public identities. In private, individuality is maintained through a separation from the larger society, while in public, individuality is sustained as a member of the larger society. Therefore, assimilation into society through increased fluency in English allows a Spanish-speaking child to craft his own public identity. In doing so, he may then avail himself of all the 'rights and opportunities' and 'social and political advantages' the public sphere holds. Richard submits that respecting the unique qualities inherent in both personal and public identities is key to helping the socially disadvantaged.

Compute the overall standard potential (in V) for transfer of electrons from the following pairs of donors and acceptors. Rank them from most...

All you have to do is find a reference table for the known standard potentials of some substances. When you do that, you just add the reduction and oxidation potentials of the pair (if a substance is going through oxidation, remember to reverse its sign, as the tables are made with the reduction potential).

I did my search and below is all the calculations done for each pair.

1. H2/Fe3+ = -0.41 + 0.77 = 0.36


2. H2S/O2 = -0.22 + 0.82 = 0.60


3. CH4/NO3- = -0.24 + 0.75 = 0.51


4. H2/O2 = -0.41 + 0.82 = 0.41


5. Fe2+/O2 = 0.77 + 0.82 = 1.59


6. H2S/NO3 = -0.22 + 0.75 = 0.53

With all the potentials known for each pair, you just have to order them. Thus, we get:

Fe2+/O2 > H2S/O2 > H2S/NO3 > CH4/NO3- > H2/O2 > H2/Fe3+

Take a moment to see that the ones paired with O2 are the most energetic. This is due to oxygen being a highly oxidizing agent (the reason why rust is such a big problem).

Also, note that these calculations may vary, as the standard potential depends on the temperature/external conditions, so some tables may present you with different values for the standard potential of a substance!

What lie did Bud tell the man in the fancy car in Bud, Not Buddy?

The answer to your question is simple:  Bud lies by telling the driver of the fancy car that Bud has run away from Grand Rapids, Michigan.  In reality, Bud has run away from Flint, Michigan.  Flint is where “the Home” is that has been Bud’s residence since his mother died.  Flint is also where Bud’s most recent foster home was located.  The foster family, the Amos family, did not treat Bud well.  Bud tells the particular lie indicated in your question because Bud wants to find the person who Bud thinks is his father.  The only clue Bud has to his father’s whereabouts is a blue flyer about a band from Grand Rapids.  Because Bud desperately wants to get to Grand Rapids, he figures lying about where he ran away from is the best way to get there. 

There are also a few more specifics about your question pertinent enough to be discussed.  The “driver of the fancy car” is actually named Lefty Lewis.  The car is specifically “fancy” because Lefty Lewis is a chauffeur and is carrying blood to a nearby hospital.

What kinds of ions do acids and bases form in water?

Acids produce hydrogen ions, H+, in water. Bases produce hydroxide ions, OH-.

A hydrogen ion is a bare proton that associates with a water molecule so the H+ ions produced by an acid exist as H3O+ ions:

There are three accepted theories defining acids and bases:

1. The Arrhenius theory defines an acid as substance that dissociates to produce H+ ions in solution and a base as a substance that dissociates to produce OH- ions in solution, as per the answer to your question.

2. The Bronsted-Lowery theory defines an acid as a proton donor and a base as a proton acceptor. (Remember that a proton is the same as an H+ ion.)

3. The Lewis theory defines an acid as an electron pair acceptor and a base as an electron pair donor.

Here are a few examples of these definitions:

HCl is both an Arrhenius acid and a Bronsted-Lowry acid. It dissociates to produce hydrogen ions in aqueous solution, and it donates a proton to a base. These are two different ways of describing the same behavior.

Bases that contain the hydroxide ion OH- are both Arrhenius and Brønsted-Lowry bases because they dissociate to produce OH- ions that "accept" or bond to protons:

H+ is a Lewis acid because it will "accept" or share a non-bonding pair of electrons on another atom or ion. For example, it accepts an electron pair from the Lewis base F-:

Ammonia, NH3, is an example of all three types:

Ammonia produces OH- by reacting with water. It can also be said that it accepts a proton from water and that it donates an electron pair to an H+ ion.

Why is society responsible for poverty?

In his book CHAVS: The Demonization of the Working Class, author Owen Jones offers a detailed and fascinating look at the problems facing working class Britons today. One theme that occurs frequently is the idea that the working classes are poor because they lack ambition, due in part to lack of education. But in previous generations, many Britons who lacked a formal education were able to have secure financial lives because they worked in trades, such as manufacturing, building, and various domestic services. Many manufacturing industries have moved to countries where costs are far lower, in order to maximize profit (clothing and shoes are a good example of this, as these were once staple industries of Great Britain--most shoes are now made in China, where the cost of labor is much lower).

Similarly, in the United States, many jobs once done by the working classes (who may or may not have been college educated) are no longer as prevalent as they once were. Many jobs have been replaced by automated functions, for example, highway toll collectors and automatic check out stations at grocery stores. We tend to throw away items instead of having them repaired (repair shops for everything from shoes to televisions were once commonplace). Most major manufacturing (of automobiles, electronics, etc.) have moved overseas, again, to maximize profits.

The reason that "society" is responsible for this downturn in the fortunes and opportunities of the working classes is that society dictates what is valuable in the marketplace, as well as identifying what is considered more desirable among consumers in terms of convenience. Our society seems to value cheap goods and speed over durability and local employment.

Can you summarize the short story, 'The Canterville Ghost?'

In The Canterville Ghost, Oscar Wilde turns the ghost story on its head. Instead of the ghost scaring the new residents of Canterville Hall, they scare him. These new residents are Americans, the Otis family, and bring with them a practical, no-nonsense approach to life. If the ghost leaves a blood stain on the floor, they immediately scrub it out with a brand new cleaning product. 

The Otis twins play jokes on the ghost. He is beside himself, but the young girl in the family, Virginia, sympathizes with him. She and the ghost talk, and he tells her he wants to die, but needs a pure young girl to help him do it, as he is too stained by his sins to enter a final rest. She stands by him, and he is able to free himself from a life haunting the earth. At the end, Virginia is sad the ghost has died, a death symbolized by an almond tree, but also glad he is at peace.

The story plays on tensions between old English families and New Money Americans flooding into England in the late 19th century. Also, beneath its comic facade, it shows the pathos of the tortured ghost, perhaps an image of Wilde's sense of guilt and otherness over his homosexuality. 

I need to write about how Irish culture is presented in the short story, "The Dead" for an essay question.

Irish culture permeates the Christmas gathering at the Morkan house in "The Dead." Many typical Irish types (or stereotypes) attend the party. One is Molly Ivors, an Irish nationalist. 

The main character, Gabriel Conroy has feelings of superiority to Ireland and what he thinks of as his country's lack of sophistication. Molly Ivors, however, condemns Gabriel for favoring Europe over his own country. For instance, he vacations in Belgium and France rather than, as Molly thinks he should, the Irish Aran Islands. He avoids Irish politics, writing for British slanted The Daily Express. Gabriel responds that he is “sick” of Ireland, causing Molly to leave the party in a huff.

Conroy fancies himself as part of an international European elite. He wants to reject an identity as a provincial Irishman. He is so busy looking at the horizon beyond his own life that he misses what is in front of him, such as the fact his wife was in love with another man before she married him. 

Conroy is an autobiographical portrait of the young James Joyce, who also arrogantly rejected Ireland (see link below). 

Think about how Browning uses language. What kinds of meter and other poetic forms does he use? Why is his language so often rough and...

"Rough" and "un-poetic" are good terms to apply to "My Last Duchess." Robert Browning's dramatic monologues are intended to characterize the speaker as well as to present a dramatic narrative. In this dramatic monologue the meter is a rather graceless and intermittent iambic pentameter, and the lines are simplistic and frequently awkward rhymed open couplets. The effect is to characterize the speaker as a coarse and vulgar man in spite of his pretensions to be an art lover. He himself admits that he lacks skill in expressing himself.

Who'd stoop to blame
This sort of trifling? Even had you skill
In speech — (which I have not) — to make your will
Quite clear to such an one, and say, "Just this
Or that in you disgusts me; here you miss,
Or there exceed the mark"

The couplets are the most glaring signs of the Duke's ignorance, insensitivity and stupidity. Here are some examples of ending rhymes:

Paint
faint

stuff
enough

excuse
choose

Art does not have to be beautiful. The function of art is to communicate feelings, and a work of art can communicate unpleasant feelings as well as pleasant ones. Pablo Picasso proved this with many of his paintings. "My Last Duchess" communicates the same feeling about the egomaniacal Duke that is obviously experienced by his visitor, who can't stand any more and hurries down the stairs without a word of apology or explanation in order to advise the Count to find any excuse to break off his daughter's engagement to this aristocratic monster, who has had his "last duchess" murdered because she was too happy and smiled too much.

Robert Browning's language in "My Last Duchess" is intentionally "rough" and "un-poetic" because it characterizes the speaker as vulgar and insensitive in spite of his "nine-hundred-years-old name." Instead of appreciating the poem for its gracefulness and subtlety, as we would with one of Shakespeare's sonnets, we appreciate "My Last Duchess" for the craftsmanship that went into creating its many bad features. We are not told what the speaker looks like, but we cannot help visualizing him as an exceptionally ill-favored man dressed in elegant clothing.

From Arthur Rowe's book The Essence of Jesus and his discussion of orthodoxy, what does orthodoxy mean for this period of Christianity? How (by...

According to Rowe, an orthodox set of Christian beliefs began to emerge in the 2nd century. At this time, the orthodox Christians focused on the four bibilical gospels Matthew, Mark, Luke and John that would later be included in the authorized Bible, as well as the letters of Paul that we still read today. These orthodox Christians were called the Great Church and distinguished themselves from small sects that followed leaders with different, and sometimes odd, ideas about who Jesus was. But between the 2nd and 5th century many nagging questions about Jesus remained, even in Orthodox circles, and became sources of deep controversy. These included problems such as "could God suffer?" According to this line of thought, if Jesus was a God, how could he have suffered on the cross? Other questions regarded monotheism: how could two separate entities, God and Jesus, both be divine? How was it possible for Jesus to be both God and a human being? How did the different parts of the trinity, father, son, and holy spirit, relate to one another? Was the physical world evil and the spiritual world the only good? 

Emperor Constantine called the first council to hash out theological issues at Nicea in 325 and more would follow. A series of councils in different places continued after Christianity became the state religion in the Roman Empire in 380 CE, as emperors sought to receive definitive answers to divisive questions. The councils drew the best theological minds together from all over the empire and these men hammered out the issues. The result is the orthodox Christianity we have today. It includes such concepts as that God and Jesus share the same divine nature (Jesus is not a "creature" like humans), that Jesus did experience pain on the cross, the Jesus has two natures, one human and divine,  and that the material world is not evil but good,

Finally, Rowe discusses how pictures of Jesus had changed by the 5th century. While early paintings and wall mosaics showed Jesus among the people of the earth, later images increasingly depicted him topped by a halo and in heaven, fully established as divine. This reflects how the church's understanding of Jesus changed to focus more on his Godlike rather than his human qualities.

How was President Warren G. Harding's administration full of corruption?

The administration of President Warren Harding was rocked by scandals, though the worst of them came to light only after his death. Harding was not himself corrupt, or even really implicated in the scandals. His major offense while in office was to appoint old cronies, the so-called "Ohio Gang," to key positions in government. Many of these men saw their closeness to the President as quite literally a license to steal. To make matters worse, Harding was not a strong administrator, and in the loose atmosphere that pervaded the White House, scandal was perhaps inevitable. Perhaps the worst was a brazen scheme by Secretary of the Interior Albert Fall, who accepted massive bribes from privately owned oil companies in return for access to U.S. Navy oil supplies in Teapot Dome, Wyoming.

Other members of Harding's entourage stole funds intended for veterans' hospitals, got involved in racketeering and bootlegging (as Harding, a hard drinker himself, publicly touted Prohibition) and embezzled money confiscated from Germans in the United States during World War I. Harding was aware of these goings-on, but most, including the Teapot Dome scandal, were not made public until after his death in 1923. 

What are three adjectives I would use to describe the main character from the book Number the Stars?

Annemarie, the main character, is brave, quick-thinking, and clever.

Annemarie demonstrates how brave and quick-thinking she is when she encounters Nazi soldiers and their dogs on the path to the sea in the early morning hours.  She is carrying a basket full of food.  It also has a secret package, which would be dangerous if taken by the soldiers.  Though Annemarie could have been frozen in fear, she instead speaks bravely to the soldiers.  She is also quick-thinking in that she decides to act like a naive little girl, just as her sister acted.  She laughs and even cries to distract the soldiers from searching her basket.  

Annemarie is also clever.  When her father is on the phone with her Uncle Henrik, she listens to their conversation and finds it strange.  Her father mentions sending cigarettes to Uncle Henrik, though none are available in Copenhagen.  She thinks that it is "almost as if he were speaking in code."  Then she realizes that he is talking about Ellen.

Whose story unfolds in the telling of Phoebe's story?

Sal Hiddle tells her grandparents Phoebe’s story on their trip to Idaho. Sal had moved to Euclid, Ohio, and made friends with Phoebe. Phoebe is a “girl with a powerful imagination,” which she uses to come to terms after her mother leaves the family. Phoebe believes that the departure was not done willingly, but that her mother was kidnapped. She refused to believe that her mother left of her own free will.

As Sal tells the story, the reader learns that Sal’s own mother left her family and went to Idaho. Sal is on this trip to try to reach her mother by her birthday and bring her home. As she describes Phoebe’s adventures to her grandparents, she realizes that Phoebe’s story is her own. Like Phoebe, she refused to accept that her mother may have had good reasons for leaving, ones that had little to do with Sal. It had nothing to do with rejection, but in finding herself as a unique person, apart from being a wife and mother. Sal realizes that, like Phoebe, she had refused to accept the truth, driving everyone around her crazy. In the end, Phoebe’s mother returns home, but Sal’s mother is not coming back.

What is a literary device that can be found in The Catcher In The Rye? Include the page number and the chapter.

An allusion is a tool used to make a reference to someone or something that the audience might already know about or understand. For example, if an author says that a character is as strong as Stonewall Jackson, s/he would be referring to a general in the Confederate army during the Civil War. In The Catcher in the Rye, Salinger employs an allusion in chapter 22 with a song first experienced in chapter 16. 

First, in chapter 22, Holden Caulfield is talking with his sister Phoebe about how he was kicked out of school again. Holden tells her what he would really like to do in life in the following passage:

". . . I'm standing on the edge of some crazy cliff. What I have to do, I have to catch everybody if they start to go over the cliff--I mean if they're running and they don't look where they're going I have to come out from somewhere and catch them. That's all I'd do all day. I'd just be the catcher in the rye and all. I know it's crazy, but that's the only thing I'd really like to be" (173).

By saying that he only wants to be the catcher in the rye, Holden refers to the title of the book as well as the title of a song he hears in chapter 16. The use of this allusion calls attention to the message or theme of the book for the reader. For example, Holden gets the idea of the catcher in the rye when he hears a boy singing and humming the song while he passes them on the streets of New York:

I got up closer so I could hear what he was singing. He was singing that song, "If a body catch a body coming through the rye." He had a pretty little voice, too. He was just singing for the hell of it, you could tell (115).

The use of allusions is a literary device applied by an author to call the reader's attention to a specific theme or idea. In this case, the idea centers around who Holden wants to become. Some interpret this allusion as Holden wanting to help others from falling off the cliff of childhood into adulthood. Others say he wants to help people from falling off of the cliff of integrity and becoming phonies. Whatever the interpretation, the allusion still exists for the benefit of the reader to make connections from the text to themselves and and also to the world.

What qualities of nature are portrayed by Tennyson in the poem, "The Eagle"?

Nature is depicted as being quite beautiful due to the imagery Tennyson employs.  We can visualize a majestic eagle atop a "crag" -- a rocky and rugged mountaintop -- who is "Close to the sun" because he is up so very high in a cloudless sky that is described as an "azure world."  Then, the description of the "wrinkled sea" confirms the idea that the eagle is so high up that the sea's movements seem minuscule, like tiny wrinkles as seen from his "mountain walls" -- thus, there are many mountains around, and the sea, helping us to visualize the landscape further -- and we can see the bird's body streaking down, with such speed, when he strikes like a "thunderbolt."

Nature is also depicted as full of extremes: there's the very powerful eagle and the sea (or perhaps the fish in it), associated with powerlessness because of the verb "crawls." Moreover, a huge blanket of calm, uninterrupted sky blue lays atop a range of craggy, rocky mountains.  The peacefulness of the sky is also contrasted with the thunderbolt-like movements of the eagle when he dives.  

What is the importance of the following quote: "If they shoot you, you're a Jew" - Uri

Uri, the leader of the group of boys, does in fact say this quotation in Spinelli's Milkweed.  The importance of the quote is to highlight Uri's wisdom and knowledge and highlight Misha's innocence.

As the leader of the boys (and the one who keeps them alive), Uri has an interesting role.  Even though none of the boys has truly "elected" Uri as leader, he emerges in the role.  In regards to this piece of historical fiction, Uri's most important act is giving Misha his identity.  Before knowing Uri, Misha was simply known as "Stopthief" because of his propensity for keeping alive by the pursuit of stealing.  Misha is so touched by receiving an identity by Uri that Misha hangs on every word.

To become leader of the group of vagrant boys, the reader must assume that Uri is knowledgeable.  This quotation:  "If they shoot you, you're a Jew" is testament to that fact.  This shows that Uri knows that Jews are the persecuted (and killed) race and religion in Warsaw, Poland.  It is news to Misha, who always ends up representing innocence. 

In fact, when Misha begins to comprehend the seriousness of being Jewish and what the Nazi's are doing to the Jews, Uri is purposely evasive with Misha in order to protect that childlike innocence.

A brick is 32 cm long, 10 cm wide and 10 cm thick. It weighs 16 N and is lying on the ground. Find the pressure exerted by the brick on the ground....

Hello!

By definition, a pressure is the force acting perpendicular to the surface divided by the area on which this force is distributed.

In our case, the force is the weight of a brick and it is given (16 N). The area on which the weight is distributed is equal to the length (32 cm) multiplied by the width (10 cm), so it is equal to 320 So the pressure is

16/320 = 0.05 ().

Probably it is better to express the pressure in canonical units, Pa, which are Newton by square meter, To do this we have to express the area in square meters, and it is 0.32 m * 0.1 m = 0.032 So the pressure may be also expressed as

16/0.032 = 500 (Pa). This is the answer. Note that for a fixed weight it doesn't depend on a thickness of a brick.

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

You need to evaluate the volume of the solid obtained by the rotation of the region bounded by the curves , the line y = 0, about y axis, using washer method, such that:

You need to find the next endpoint, since one of them, y = 0 is given. The other endpoint can be evaluated by solving the following equation:

You may evaluate the volume

Hence, evaluating the volume of the solid obtained by the rotation of the region bounded by the curves  , about y axis, yields

Was it true that Emperor Wudi from the Western Han Dynasty attacked the Mongols and failed, causing the fall of the Western Han Dynasty?

It is not at all true that Han Wudi attacked the Mongols and failed. Han Wudi was successful in attacking his neighbors and extending Chinese control in every direction. He ushered in the golden age of China's history.

If you consider a timeline of events for all of the players in question it becomes obvious that this question is false. The Mongol Empire existed between 1206 and 1368 AD. Han Wudi was the emperor of Han China from 140 BC-87 BC. The Han dynasty of China survived the death of Han Wudi for another three centuries. When you look at this chronology of events, you realize that Han Wudi died thirteen centuries before Genghis Khan and the Mongol Empire. Also, keep in mind that the Mongol Empire was the aggressor against China, not the other way around.

What type of work does Mary's husband do in Lamb to the Slaughter?

In paragraph 16, Mary comments, "'I think it's a shame...that when a policeman gets to be as senior as you, they keep him walking about on his feet all day long."  So it seems that Patrick Maloney is of the police force but it never mentions that his position is anymore than that.  When the police arrive at the Maloney house to look into Patrick's death and possible murder, Mary recognizes many of the men, since her husband has been part of the force for a long time.  But the story does not mention that he is a detective or sergeant or captain or anyone with a more particular title.  It does also appear that Mary and Patrick have been married for some time if she knows his co-workers, yet she appears to be pregnant with their first child, as no other children are mentioned in the story.

In the book The 21 Balloons, where are the twenty families on Krakatoa Island originally from? How did they get there?

In spite of the fact that each family represents the architecture and food of a different nation, all of the families are from the United States.  The "founding father" is Mr. M., a sailor who was washed up on the island after a shipwreck.  He gathered up some diamonds, built a raft, and steered himself towards the first ship he could see. The ship was on its way to San Francisco, where Mr. M. disembarked, sold some of his smaller diamonds, and then selected twenty families to take back with him to Krakatoa to settle the island. The families were subject to a few requirements: one boy and one girl, each somewhere between three and eight years of age, and an interest in some creative and/or scientific endeavor. Mr. M. thought that these were the most important qualifications to build a society and pass it on to subsequent generations.  Mr. M. bought a ship and trained everyone selected to become a good sailor.  They then sailed back to Krakatoa and began their lives there.  Nowhere in the book does it mention that Mr. M. must have found himself a wife, but there is a Mrs. M. and two children in the story, so we can safely assume that he must have gone wife-shopping in San Francisco.  There is no evidence of a conveniently ship-wrecked female having turned up for him. 

Unique characteristics of labeo fish?

The labeo fish is a member of the carp family, of which there are several.  They are generally thought of as bottom feeders, as they have pronounced mouths with suction type lips, functional for feeding off the bottom.  They also tend to standout with red tails, which serves for a standout visual appearance.  This appearance has given them the name "red-tailed black sharks."  Labeo fish tend to hail from Thailand.  The fish start out as typical aquarium-sized fish, but can outlive themselves as far as welcome is concerned due to their aggresive nature.  Care must be given to aquarium neighbors.  Other bottom dwellers, such as catfish, tend to be fended off as the labeo get territorial as they get older.  The labeo does best in a neutral pH water environment.

What event marked the beginning of the French Revolution ? Add this point to the time line

Prior to the Revolution, France had fallen into a terrible debt due to several poor harvests and their involvement in the American Revolution and the Seven Years' War. The government tried to remedy this by imposing a number of tax schemes, at the displeasure of the common people. In May of 1789, the King called for a meeting of the Estates-General. This was a meeting of the three classes of French society- the clergy, the nobility, and "everyone else." The Third Estate was made up of "everyone else," the commoners and laborers of society. The intention of the Estates-General was to discuss the financial state of France, but the Third Estate lead the debate and instead focused on the structure of the French government. The declared themselves the National Assembly and quickly gained a following with the intent to overthrow the monarchy and establish a republic. 

Later that year, on 14th of July, the French people stormed the Bastille, a prison fortress and a symbol of the Ancien Regime. While the Estates-General and the establishment of the National Assembly are the formal beginning of the French Revolution, the storming of the Bastille marks the beginning of practical efforts to overthrow and attack the monarchy.

South says that we need to enforce the constitution, but what irony does Lincoln find?

The Constitution sought to capture American values and beliefs as communicated in the Declaration of Independence. The Declaration declared all men as created equal with divine unalienable rights.

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.

According to Abraham Lincoln, support by the Southern states to adopt the Constitution while at the same time supporting slavery was ironic. This was because, the Declaration of Independence communicated American values and beliefs. Further, the American Revolution was a push for sovereignty and freedom. Ironically, the same freedom was being denied for the slaves and other minority groups. This level of duplicity made no sense to Lincoln. Eventually, the Constitution would have to communicate the same values as captured in the Declaration. In this regard, the issue of slavery became a bone of contention between Lincoln/ Union and the Southern states.

Lincoln issued the Emancipation Proclamation declaring all slaves in rebelling states to be free.

"all persons held as slaves within any State or designated part of a State, the people whereof shall then be in rebellion against the United States, shall be then, thenceforward, and forever free"

This was followed by the Thirteenth Amendment to the Constitution that legally abolished slavery. These changes secured American values and beliefs in the Constitution as envisioned in the Declaration.

Where is bile produced?

Bile is produced continuously by the liver and stored and concentrated in the gall bladder. Its main function is to help with digestion, particularly for digestion of fats.

In the small intestine, bile is released and acts as a detergent to break up fats into small droplets. This increases the surface area of the fats to be digested, allowing digestive enzymes (lipases) to act more efficiently. The presence of bile allows for better absorption of fats, and subsequently, the absorption of fat soluble materials like vitamin A.

Bile also contains bilirubin, which is a byproduct of red blood cell degradation. This allows bilirubin to be excreted as part of the digestion process. Another function of bile, which is alkaline in pH (basic), is to neutralize the stomach acid as food travels into the small intestine.

What admonition does Friar Laurence give Romeo in Act 2, Scene 3?

Friar Laurence chides Romeo for going from one girl to another. 

When Romeo comes to Friar Laurence in the morning, he first assumes that Romeo has been sinning with Rosaline.  Romeo tells him that this is not the case.  He is completely over Rosaline.  He is now in love with someone else. 

Friar Laurence is surprised at this news, reminding Romeo of how recently he was so upset about Rosaline. 

ROMEO

Thou chid'st me oft for loving Rosaline.

FRIAR LAURENCE

For doting, not for loving, pupil mine.

ROMEO

And bad'st me bury love.

FRIAR LAURENCE

Not in a grave,
To lay one in, another out to have. (Act 2, Scene 3) 

Friar Laurence does not want Romeo to stop pining after one girl just so that he can start chasing another one.  He considers Romeo immature.  This is why he makes a distinction between "doting" and "loving."  He does not think Romeo knows what love really means.

Romeo assures Friar Laurence that he really does love his new girl, Juliet, and that although Rosaline did not return his affections, Juliet does.  He tells Friar Laurence “she whom I love now/ Doth grace for grace and love for love allow;/The other did not so.”  Romeo is convinced that he has now found the one.

Romeo and Friar Laurence have a close relationship.  Friar Laurence is willing to marry Romeo and Juliet not only because he is convinced that Romeo actually cares about Juliet, but because he thinks that in doing so he can help end the feud.  This is how he gets involved in Romeo and Juliet's crazy story, and turns it from just an unfortunate tale of forbidden love to a tragic one.

In The Great Gatsby, explain why Nick thought his house was on fire.

The reference to Nick's house being on fire is found at the beginning of chapter five:

When I came home to West Egg that night I was afraid for a moment that my house was on fire. Two o’clock and the whole corner of the peninsula was blazing with light, which fell unreal on the shrubbery and made thin elongating glints upon the roadside wires. Turning a corner, I saw that it was Gatsby’s house, lit from tower to cellar.

Nick had this idea because all the lights in Jay Gatsby's house had been turned on, sending a glare of light into every direction and obviously reflecting off Nick's windows and every other object in the immediate vicinity which could reflect the brilliance, thus creating the illusion.

Nick imagined that it was one of the regular, flamboyant parties that Jay had been hosting every week but was told by him that he had switched on all the lights because he had 'been glancing in all the rooms.'

It is clear that Jay had been checking all the rooms since he was preparing for a visit by the object of his insurmountable affection - Daisy Buchanan. He has been passionately in love with her from the time they met. After their relationship broke off when he went to war and Daisy married Tom Buchanan, he has been desperately trying for the past five years to get into contact with her. That was the reason for his over-the-top parties. He believed they might draw her closer.

Later in the conversation, Nick informs Jay that he had spoken to Jordan Baker, who Jay had asked to speak to him about arranging a visit with Daisy. Nick says that he will invite Daisy over for tea so that the two of them can finally meet. Jay then feels obliged to offer Nick a job as recompense for the favor, but Nick rejects his offer.  

Why did both the Pilgrims and the Puritans sail to North America?

Both the Pilgrims and the Puritans sailed to North America for various reasons, but religious freedom was the main reason why they came. Because these groups had different beliefs than the Church of England, they faced persecution. They weren’t allowed to freely practice their religion. As a result, they left England and eventually came to North America.

Each group had a different religious reason for leaving. The Pilgrims want to have a complete break with the Anglican Church. They felt the changes that were made by the Anglican Church were not enough. The Puritans, on the other hand, wanted to remain with the Anglican Church. They wanted to make changes to the Anglican Church.

While there may have been some economic consideration into coming to North America, such as to make a better life for themselves, the main reason why these groups came to North America was to be able to freely practice their religion as they saw fit to do.

What is the conflict in the "Hunters in the Snow?"

The main external conflict in “Hunters in the Snow” by Tobias Wolff exists between Tub and his so-called friend, Kenny. The other character, Frank, is also part of the conflict through much of the story but becomes Tub’s ally as the conflict resolves itself. Throughout the story of the three hunters, Tub is ridiculed for his weight and left to survive the hunting trip on his own while Frank and Kenny bond together bound by a secret. They leave Tub to struggle through the woods and snow during the unsuccessful hunt. Kenny mocks Tub for his inability to keep up with the others. Frank acts as an accomplice to Kenny therefore; he is part of the conflict. Tub carries the weight of the ridicule until he shoots his gun and hits Kenny. As Tub and Frank begin to take Kenny to the hospital, they bond over shared secrets, and the conflict between the two of them is resolved. Through their bond, they deal with the conflict with Kenny in a most unfortunate way.

What is the woman's sense of love in "Patterns" by Amy Lowell?

The topic of love is central to Amy Lowell's poem. At the beginning of the poem, the struggle for the speaker is clearly between the restraints of society (symbolized by her stiff clothing and the formulaic garden paths) and the freedom of the natural world. In light of this theme, the lady's sense of love could be understood through her celebration of her own passion and her need to let that passion run free. She states, 

"Underneath my stiffened gown
Is the softness of a woman bathing in a marble basin" (ln 32-33).

From there, she leaps into a fantasy of a woman enjoying the pleasures of a bath outdoors while her lover watches her through the bushes. She goes on to imagine flinging her stiff dress to the ground and leading her lover on a chase through the garden, until they make love together:

"Aching, melting, unafraid.
With the shadows of the leaves and the sundrops,   
And the plopping of the waterdrops,
All about us in the open afternoon" (ln 52-55) 

In these fantasies, it's clear that love, both the emotion and the act of love-making, are a part of the freedom of nature. Love represents an opportunity to escape the narrow confines of what is socially acceptable and recapture some of the natural selves that society has been filing away. 

Unfortunately, the speaker will never experience this. The letter she has just received, the letter that inspired this aimless, futile wandering in the garden, states that her fiance, Lord Hartwell, has been killed in a war, a month before they were to be wed. When she recalls his proposal, it's clear that she saw their marriage and love as a way to escape the expectations of society in the comfort of one another: "We would have broke the pattern; He for me, and I for him" (ln 83-84). Now, with her love lost, the speaker confronts the fact that she will never escape the patterns and cycles that confine her life and passions.

A firecracker tossed into the air at 100 degrees with the horizontal at a speed of a 30 meters per second exploded 15 m away. How long was the...

Well, the first part of the question is easy.  If the firecracker was thrown at a speed of 30 meters per second, then the firecracker exploded at 15 meters, it was in the air for half a second, or .5 seconds.  That can be calculated like this

15 meters   divided by  30 meters/second  =  .5 seconds, or half a second.

The second part of the question is a little harder.  To throw at an angle of 100 degrees, that would be a 10 degree angle from the vertical measurement.  If we extend a line straight down from the end of the firecracker's journey, we can do a scale measurement to determine the second line,  which would be the height of the firecracker off the ground.

15 meter hypotenuse,  If we draw it to scale, with 1 centimeter equaling one meter, that would produce a 2.5 meter distance for the base of the triangle, away from the vertical.  Then, using the pythagorean theorem, where c2 = a2 + b2:

225 = 6.25 + b2

225 - 6.25 = 6.25 - 6.25 + b2

218.75 = b2

14.79 meters = b, which would represent the height above the ground the firecracker traveled to before exploding.

How does Lady Macbeth change Macbeth's mind after he decided not to kill King Duncan?

When Macbeth tells his wife 'We will proceed no further in this business,' she criticizes firstly, the fact that he has now suddenly reneged on a promise which she metaphorically compares to a hope expressed by a drunk. She furthermore appeals to his honor and brings into question his bravery. She intimates that Macbeth is a coward, having moved from 'I would' to 'I dare not' - allowing his previous expression of intent to be influenced by his fear. She compares him to a cat that wishes to eat fish, but is afraid to get wet.

Macbeth obviously feels insulted and states that he has the courage to do everything required to prove his manhood, there is no man who would do more. Lady Macbeth's response is to ask him what kind of a savage had then made him break his promise to her. She makes it personal. She tells her husband that when he dared to murder Duncan, he was more of a man and he should now strive to be better than that man he had been before. She tells him when he was all determined to proceed, nor time nor place had been a consideration. She says that the time and place is now ideal for him to commit his deed, but that these are exactly the factors which prevent him from acting.

To indicate her determination and to encourage her husband, lady Macbeth employs a horrific metaphor by saying that she had breastfed and knows the tenderness that one feels for the baby which one is feeding, but that she would pluck such a baby from her nipple and dash out its brains if that is what she had promised to do, in much the same way as Macbeth had promised. Her husband, though, is still not convinced and considers the possibility of failure.

Lady Macbeth expresses shock that her husband should even consider failure. She asks that he regain his courage and then lays out a plan as to how they would assassinate the king. She mentions that she would provide Duncan's guards with so much wine and spiced ale that they will soon become drowsy and then fall fast asleep. Duncan will, because of his long journey, be in a deep sleep. With the guards and their charge being so indisposed, it would be easy to kill Duncan. The blame for Duncan's death would then fall squarely on the shoulders of his drunk guards.

Macbeth is finally convinced and suggests that they further implicate the guards by soiling their daggers with Duncan's blood. This will make all believe that they are the murderers. Lady Macbeth adds that she and her husband will put up such cries of anguish that their supposed sorrow will be proof enough of their own innocence.

In Chapter 9 of Freak the Mighty, why do Kevin and Max go to the hospital?

At the beginning of Chapter 9, “Life Is Dangerous,” in Freak the Mighty, Max believes they are going on another quest or adventure - like normal. However, this journey, according to Max, was a lot longer than others. He says, “I’ll bet we’ve gone ten miles at least, because my legs think it’s a hundred, and even as light as Freak is, he’s starting to feel heavy” (50). In other words, Max has been walking for a VERY long time with Kevin on his shoulders.

Eventually, they end up at their final destination, or “Fortress,” as Kevin refers to it (50). The final destination is a new building that has been added onto the hospital for medical research. After making Max swear that he won’t tell anyone, Kevin finally reveals why they are there. He tells Max, “Inside the research building is a secret laboratory called The Experimental Bionics Unit. The unit’s mission is to develop a new form of bionic robot for human modification” (51).

At first, Max doesn’t quite understand what Kevin is talking about, nor does he really believe him. Kevin expresses his complete honesty by explaining that he has already begun the preliminary tests. He says, “They’re fitting me for a bionic transplant, I’m going to be the first” (52).

While Max still doesn’t quite understand the idea of bionics, he does begin to understand why they walked so far to get here. It turns out that this wasn’t really a quest. The medical research building was something that Freak wanted Max to see. In order for Max to understand his situation, Freak had to be vulnerable and expose his experiences. Freak is expressing the obstacles he has already overcome as well as what lies ahead for him, which is the ultimate show of trust in a friendship.  

What are two aspects of U.S Imperialism that Twain disagrees with?

Twain most clearly and famously criticizes imperialism in his 1901 essay "To the Person Sitting in Darkness". He criticizes the imperialistic activities of several countries, including Germany and Great Britain in the satirical essay, but since the question refers to American imperialism, this answer will focus on his American critique. 

First, he claims that American behavior in the Philippines, which William McKinley and Congress had decided to annex after American victory in the Spanish-American War "liberated" it from American control, was contrary to American principles. Rather than annexing the islands, Twain contends, the United States should have liberated them, warning foreign powers not to meddle with them. But the United States did not do this, because they were tempted to play the "game" of imperialism that characterized relations among European powers. The result was a brutal war in the Philippines, one which raged on even as Twain was writing.

Second, Twain basically argues that imperialism is motivated by greed, not any desire, stated by missionaries and imperialists, to bring the blessings og "civilization" to people "sitting in darkness". Twain mocks these pretensions of what he calls the "Blessings of Civilization Trust" (a reference to the large monopolies that dominated the American economy at the time), arguing that in the end, imperialism is about exploiting poor, colonial peoples for the profit of rich nations.

What are 3 metaphors in "Rules of the Game"?

A metaphor is a type of figurative language where two unlike things are compared by saying that one is the other.  Metaphors are used by authors to add color to the story and to better help the reader understand what the author is trying to say.

"Strongest wind cannot be seen"

Waverly’s mother tries to teach her the value of being quiet and strong to get what you want.  She teaches her this lesson by not buying her treats when she asks for them, but only when she is quiet in the store. 

"Bite back your tongue," scolded my mother when I cried loudly, yanking her hand toward the store that sold bags of salted plums. At home, she said, "Wise guy, he not go against wind. In Chinese we say, Come from South, blow with wind-poom!-North will follow. Strongest wind cannot be seen."

It is a lesson that also applies to chess.  Waverly’s mother tries to help her psych out her opponents by being quiet and studying their moves.

"I bit back my tongue"

Another example of a metaphor is a common idiom, or figure of speech.  An idiom is a common expression used by many people.

The next week I bit back my tongue as we entered the store with the forbidden candies.

To say that you bite your tongue means that you do not say anything.  The image is of biting your tongue so that you won’t talk.  This phrase is related to the metaphor above.  Waverly bit her tongue by not asking for treats.

"The alley was crammed with adventures"

Another example of a metaphor is used to describe the fun that Waverly and her siblings have playing in the alley by their apartment.

The best playground, however, was the dark alley itself. It was crammed with daily mysteries and adventures.

Of course “mysteries and adventures” are not actual things, and so they cannot cram the alleyway.  What Waverly means is that they had a lot of fun in the alley because there were interesting shops around it. The alley was fun to play in.

From Harper Lee's To Kill a Mockingbird, please provide a good quote for the courthouse location and its description.

If one were to draw a map of the town of Maycomb, it would have to be done from the the children's perspectives as they run around it. In order to get a complete idea, though, one would have to consult different sections of the story where Scout mentions the courthouse. The passages that contain references to the location and description of the courthouse are found below and listed in order as they appear in the book.

The first reference to the courthouse is in chapter one as Scout lays out the location of things as far as all of Maycomb county is concerned:

"Maycomb, some twenty miles east of Finch's Landing, was the county seat of Maycomb County. Atticus's office in the courthouse contained little more than a hat rack, a spittoon, a checkerboard and an unsullied Code of Alabama. . . Maycomb was an old town. . . In rainy weather the streets turned to red slop; grass grew on the sidewalks, the courthouse sagged in the square" (4 & 5).

Thus, the above passage places the courthouse in the main square. The next clue mentioned by Scout is the whereabouts of the Post Office:

". . . Jem and I raced each other up the sidewalk to meet Atticus coming home from work. . . It was our habit to run meet Atticus the moment we saw him round the post office corner in the distance" (28).

From this description, we learn the the Post Office is on a corner just down the road a little way from their house; so, they must live close to the main street and possibly the square.

Next, from reading about Jem vs. the mean Mrs. Dubose in chapter eleven, we discover the following:

". . . the business section of Maycomb drew us frequently up the street past the real property of Mrs. Henry Lafayette Dubose. It was impossible to go to town without passing her house unless we wished to walk a mile out of the way" (99).

"Jem . . . had concluded that it was cowardly to stop at Miss Rachel's front steps and wait, and had decreed that we must run as far as the post office corner each evening to meet Atticus coming from work" (100).

Based on the textual evidence provided, then, it seems that from Scout's house, the she would first pass by Miss Rachel's house, then Mrs. Dubose's, and finally stop at the Post Office which is on the corner of the main square; and the Post Office probably exists near or opposite of the courthouse in the main square.

For a description of the courthouse itself, there are two full paragraphs in chapter 16 that describe its architecture and the specific offices located therein. A sample of the second paragraph is found below:

"To reach the courtroom, on the second floor, one passed sundry sunless countycubbyholes: the tax assessor, the tax collector, the county clerk, the county solicitor, the circuit clerk, the judge of probate lived in cool dim hutches that smelled of decaying record books mingled with old damp cement and stale urine" (162-163).

Why is Mrs. Dubose so sick?

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What is the outer radius of a car tire that has tangential speed of 36m/s and a period of rotation of 5.60*10e-2?

If the period of rotation, T,  of the car tire is seconds, then the frequency of the rotation, f, can be found as

The angular speed of the tire, , relates to the frequency as

rev/s (revolutions per second.)

If the tangential speed of the tire is 36 m/s, it means that a point on the outside of the tire (a point on the rim of the tire) moves with the linear velocity of 36 m/s. This point has the radius of rotation equal to the outer radius of the tire, r.

The relationship between the linear velocity and the angular velocity is

Then, the outer radius of the tire is

.

The outer radius of the car tire is 0.32 meters, which is 32 centimeters, or approximately 1 ft.

Who are the members of the non-aligned movement?

The non-aligned movement (NAM) first emerged as a concept during the Bandung Conference (1955) in Indonesia, held by leaders from across Africa and Asia in the midst of the growing Cold War (and decolonization). The objectives of the movement developed out of a concern for remaining independent of proxy use by the ideologically bi-polar powers -- the US and Soviet Union -- at bat for attention (legitimacy and expansion) across the stages of the world. By 1961, the NAM held their first conference in Cairo, Egypt.

In 2015, NAM celebrated their 60th anniversary. There are currently 120 members, including the following: Afghanistan, Algeria, Angola, Antigua and Barbuda, Azerbaijan, Bahamas, Bahrain, Bangladesh, Barbados, Belarus, Belize, Benin, Bhutan, Bolivia, Botswana, Brunei Darussalam, Burkina Faso, Burundi, Cambodia, Cameroon, Cape Verde, Central African Republic, Chad, Chile, Colombia, Comoros, Congo, Côte d'Ivoire, Cuba, Democratic People's Republic of Korea (DPRK), Democratic Republic of Congo, Djibouti, Dominica, Dominican Republic, Ecuador, Egypt, Equatorial Guinea, Eritrea, Ethiopia, Fiji, Gabon, Gambia, Ghana, Grenada, Guatemala, Guinea, Guinea-Bissau, Guyana, Haiti, Honduras, India, Indonesia, Iran, Iraq, Jamaica, Jordan, Kenya, Kuwait, Lao Peoples' Democratic Republic, Lebanon, Lesotho, Liberia, Libya, Madagascar, Malawi, Malaysia, Maldives, Mali, Mauritania, Mauritius, Mongolia, Morocco, Mozambique, Myanmar, Namibia, Nepal, Nicaragua, Niger, Nigeria, Oman, Pakistan, Palestine, Panama, Papua New Guinea, Peru, Philippines, Qatar, Rwanda, Saint Kitts and Nevis, Saint Lucia, Saint Vincent and the Grenadines, São Tomé and Príncipe, Saudi Arabia, Senegal, Seychelles, Sierra Leone, Singapore, Somalia, South Africa, Sri Lanka, Sudan, Suriname, Swaziland, Syrian Arab Republic, Tanzania, Thailand, Timor Leste, Togo, Trinidad and Tobago, Tunisia, Turkmenistan, Uganda, United Arab Emirates, Uzbekistan, Vanuatu, Venezuela, Vietnam, Yemen, Zambia and Zimbabwe.

The question is, if the Cold War is over (and has been since 1991), what is the relevance of NAM? For many members and commentators alike NAM is in need of adapting to the times. However, for some, the direction should be an embracement of its more general goals of challenging neo-colonialism and imperialism, particularly Western imperialism. For others, the direction should be toward reorienting from a political middle man to an economic middle man, where developed countries work with developing countries without the latter alienating the former. In the conference that celebrated their 60th year of existence, the matters that rose to the greatest importance were nuclear disarmament, Israeli occupation of Palestine, and control of global financial markets by the US dollar.

What makes Eurylochus fear a snare in The Odyssey?

When Odysseus's men stumble upon the home of Circe, a goddess, they see wolves and lions all around them.  However, these typically vicious animals do not attack them; instead, the animals "fawn" over them, acting somewhat affectionately while they wag their tails.  This, right away, strikes his men as very strange.  Further, they begin to hear a "sweet voice" emanating from the home, and they realize that it is likely the voice of a goddess.  The men, then, decided to call to her.  Right away, Circe throws open the doors and invites the men in.  Everyone goes inside except Eurylochus, who is suspicious and remains behind.  Really, this shows his intelligence.  Although all the men were scared of the strange animals' behavior, and though everyone recognized the weirdness of the situation with the animals and the voice from inside, when a stranger simply opened up her doors as though she had been expecting them and invited them all inside, no one could read between the lines to determine that something odd was going on.  Only Eurylochus connected all of these odd occurrences and remained skeptical of the stranger's hospitality.

What are the positive qualities in Frankenstein's relationship with the monster?

This is an excellent question, since Frankenstein's relationship with the monster is primarily negative. There are two places, however, I'd like to look for the positives.

First, in Chapter 4, Frankenstein discovers that he can reanimate life once it is dead. He then makes that his primary pursuit. Describing this moment to Clerval, he says that his discovery led to "delight and rapture." He envisions breaking the bonds of death and creating a new species.

While envisioning what this will look like, he says:

"A new species would bless me as its creator and source; many happy and excellent natures would owe their being to me. No father could claim the gratitude of his child so completely as I should deserve theirs."

He continues working through the summer and describes this time as "a most beautiful season." In essence, Frankenstein's feelings toward his creation can be compared to a mother anticipating the arrival of a newborn baby.

Frankenstein's ardor, however, is short-lived. In November of that year, Frankenstein gives life to his creation and the "beauty of the dream" he had felt before is quickly replaced with revulsion and horror. When the monster approaches Frankenstein in his bedchamber, Frankenstein flees.

The next time Frankenstein encounters the creature is in Chapter 10 after Frankenstein's brother William has been murdered and Justine has been falsely convicted. Frankenstein sets out to climb Montanvert to compose his thoughts and sees the creature following him. Frankenstein calls his creation a "Devil" and "vile creature." The creature seeks to explain himself, however, and Frankenstein relents. Frankenstein says,

"I felt what the duties of a creator towards his creature were, and that I ought to render him happy before I complained of his wickedness."

In other words, he feels that he owes his creation an explanation.

The monster recounts his story, and at the end (Chapter 17) asks Frankenstein to make him a female companion. Frankenstein describes that he was moved and could see the justice in the creature's argument. Later, however, Frankenstein will change his mind, which will trigger a destructive retaliation on the part of the creature.

To summarize, there are two moments where Frankenstein exhibits positive qualities in his relationship with the monster: 1) While Frankenstein is in the process of creating new life in Chapter 4, and 2) When Frankenstein consents to hear the monster's case (Chapter 10) and initially agree to making him a female companion (Chapter 17).