In "A World Where News Travelled Slowly," what is the poet implying about communication and how does she convey her feelings towards the changes...

In stanza one, the speaker expresses a nostalgic viewpoint, which is probably her favorite. This stanza is also the longest.

It is evident the speaker romanticizes the manner in which letters were sent and received. In the early days, letters took up to four days to arrive at their destinations, and they most definitely bore signs of the journey they had undertaken. They were stained by the sweat of those who carried them and were soiled by the leather pouches in which they had been carried. Furthermore, the letters smelt of the dust and rain, or whichever other weather conditions they traveled through.

Additionally, these letters could have undergone a transformation during their long journeys since the 'ink was unstable' and the writing could have faded or become smeared, if one considers the different conditions through which they had been carried by different riders.

Since the situations or conditions mentioned in the letter could have changed within the course of the journey, the addressee had to take at face value its content and could only hope things turned out differently— 

the head 
had to listen, the heart could wait.

Receiving such information, no matter its content, would be a dramatic and exciting experience for the receiver, just as much as it would have been for the sender when writing it. The letter not only contained information; it was much more than that. More often than not, it became a treasure—a link to another. It was not only a tool for communication but also a piece of history: its own and that of all those who had contact with it.  

Stanza two is much more straightforward. The speaker uses a factual approach and expresses the necessity of a speedier form of communication used by the French during the Revolution. It was a period of turmoil and strife, and it became imperative that information be exchanged at greater speed. Enemies of the new order had to be found quickly, citizens had to be informed of new developments, and military information had to be communicated quickly.

This resulted in the use of the semaphore, a system of towers from which signals were conveyed from one to the other. News could travel faster over long distances. There is a subtle suggestion by the speaker that its application may have caused the execution of many at the guillotine. 

The semaphore was replaced by the telegraph whereby messages were conveyed in code. This system, however, had its drawbacks since it was affected by weather conditions and required three men to receive, analyze, and convey messages.

The final stanza refers to modern methods of written communication. Words arrive quicker and are stylistically smaller or written in language which is difficult (harder) to comprehend. The speaker emphasizes the immediacy of our modern methods of communication and stresses that it is almost as if we are in each other's company when we write to one another. The speaker fears the lack of privacy in our modern methods and feels that there is too much being conveyed (squeezed) and rhetorically asks what guarantees we have that our communication has not been tampered with or compromised.

The line, 'Nets tighten across the sky and the sea bed' evokes a sense of being stifled and choked. The speaker is clearly anxious about our modern style of communication. The last three lines suggest an inherent danger in modern networking. Although we celebrate the ease with which we can now write to all, this, ironically, may also cause our destruction.

`dy/dx = (x^3-21x) / (5+4x-x^2)` Solve the differential equation

To solve the differential equation of `(dy)/(dx)=(x^3-2x)/(5+4x-x^2)` .we may express it in a form of variable separable differential equation:`N(y) dy = M(x) dx`

`dy=(x^3-2x)/(5+4x-x^2) dx`

Then apply direct integration on both sides:

`int dy= int (x^3-2x)/(5+4x-x^2) dx`

For the left side, we apply the basis integration property:` int dy = y`

For the right side, we may apply long division to expand:

`int (x^3-2x)/(5+4x-x^2)dx= int [-x-4+(20)/(5+4x-x^2)]dx`

 Then apply basic integration property: `int (u+-v) dx= int(u) dx +- int (v) dx`

 where we can integrate each term separately.

`int [-x-4+(20)/(5+4x-x^2)]dx=int (-x) dx -int 4dx +int (20)/(5+4x-x^2)]dx`

For the integration of `int (-x) dx` , we may apply Power Rule integration: `int u^n du= u^(n+1)/(n+1)+C`

`int (-x) dx = - int x dx`

               `=-x^(1+1)/(1+1)`
                `= -x^2/2`

For the integration of` -int 4 dx` , we may apply basic integration property:`int c*f(x)dx= c int f(x) dx`

`-int 4dx = -4 int dx`

            `= -4x`

For the integration of `int 20/(5+4x-x^2)dx` , we apply partial fractions:

`(20)/(5+4x-x^2) = 20/(6(x+1)) -20/(6(x-5))`

Then,  `int (20)/(5+4x-x^2)dx=int [20/(6(x+1)) -20/(6(x-5))]dx`

 Apply basic integration property: `int (u+-v) dx= int(u) dx +- int (v) dx`

`int [20/(6(x+1)) -20/(6(x-5))]dx =int 20/(6(x+1))dx-int 20/(6(x-5))dx`

Apply apply the basic integration property: `int c*f(x)dx= c int f(x) dx` and basic integration formula for logarithm: `int (du)/u = ln|u|+C` .

`int 20/(6(x+1))dx-int 20/(6(x-5))dx =(20/6)int 1/(x+1)dx-(20/6)int 1/(x-5)dx`

        `=(20/6)ln|x+1|- (20/6)ln|x-5|`

 For the right side, we get:

`int [-x-4+(20)/(5+4x-x^2)]dx= -x^2/2-4x+(20/6)ln|x+1|- (20/6)ln|x-5|+C`

Note: Just include the constant of integration "C" on one side as the arbitrary constant of a differential equation.

Combining the results from both sides, we get the general solution of the differential equation:

`y =-x^2/2-4x+(20/6)ln|x+1|- (20/6)ln|x-5|+C`

`y =-x^2/2-4x+(10/3)ln|x+1|- (10/3)ln|x-5|+C`

How does Tom's testimony affect the people in the courthouse in To Kill a Mockingbird?

Tom's testimony causes pandemonium in the courthouse. During Atticus's questioning, Tom testifies that Mayella grabbed him around the waist and reached up to kiss him. According to Tom's testimony, Mayella claimed she had never kissed a grown man before, so reasoned she might as well kiss Tom. Tom's testimony regarding Mayella's words creates havoc in court:

She reached up an‘ kissed me ’side of th‘ face. She says she never kissed a grown man before an’ she might as well kiss a nigger. She says what her papa do to her don’t count. She says, ‘Kiss me back, nigger.’

Additionally, Tom maintains that, when Bob Ewell saw Mayella kissing Tom, he yelled, "you goddamn whore, I’ll kill ya." Tom's words shock the people in court because of what they suggest. Since there is a taboo against interracial relationships in Maycomb, Tom's testimony creates emotional pandemonium in court. As Atticus later says, "She was white, and she tempted a Negro. She did something that in our society is unspeakable: she kissed a black man. Not an old Uncle, but a strong young Negro man. No code mattered to her before she broke it, but it came crashing down on her afterwards." Also, Tom's account of Mayella's words suggest that her father may have been sexually abusing her. This is, in itself, devastating in its implications.

Later, when Mr. Gilmer questions Tom, Dill is reduced to tears. As only an innocent boy can, Dill confesses to Scout that Mr. Gilmer's tendency to sneer at Tom and address him as "boy" makes him sick. Surprisingly, Dill has an ally in Mr. Dolphus Raymond, who offers him a drink of coca-cola from his paper sack. In all, Tom's testimony causes strong emotional reactions from many of the observers in court.

What impact did monasticism have on the development of Christianity in the Middle Ages?

There were many small ascetic movements in early Christian communities, but they were not regulated for productive communal living. The eventual spread of urbanization in Europe made it difficult for monastic groups to live ascetic lifestyles, so many of them dispersed into rural areas where they began to develop their own self-sustaining communities. Communal monastic living during the early medieval period played an important role in Europe’s agricultural production and economy.

The most popular form of medieval monasticism developed during the 6th century from St. Benedict of Nursia, who spent many years living in a cave as a hermit. Benedict’s Rule provided viable regulations and principles for monastic community living that emphasized the virtues of moderation, reason, discipline, obedience, chastity, poverty, and stability. Benedictine monasticism prevailed in Europe until the 11th century, when other monastic orders began to emerge and challenge these traditional regulations.

This decline in regulation of monastic living inevitably led to corruption. Different orders became politicized and succumbed to the influence of the elite aristocracy, who often gave monasteries huge donations to enhance their public image. Many wealthy families even built monasteries on their own properties. The massive accumulation of wealth within monasteries and the new civic bonds between monks and the political elite became a huge conflict of interest for pious Christians who wanted to live according to the traditional austere tenets of monasticism.

Another revival of monasticism developed during the High Middle Ages in response to this corruption. A significant figure of this reform was Bernard of Clairvaux, who defended the rights of the Church against the encroachments of kings and princes. St. Bernard’s spirituality incorporated the Benedictine Rule and traditional elements of Christian mysticism—such as re-emphasizing the importance of prayer and meditation when contemplating Scripture.

Like many monks, Bernard left behind a vast amount of literary works such as letters, sermons, and treatises. This relates to one of the greatest contributions of monasticism during the Middle Ages: the production of religious manuscripts. In a culture with such low literacy rates, monks possessed the precious skill of being able to read, write, and duplicate texts—which allowed Christianity to survive and dominate as the world’s largest religion. In general, monks were very admired and seen as heroes during the Middle Ages, leaving behind a strong cultural legacy in Christian history.

What is the central idea of the sermon "Sinners in the Hands of an Angry God"?

Puritan theologian Jonathan Edwards delivered the "Sinners in the Hands of an Angry God" sermon as a visiting minister to a congregation in Enfield, Connecticut in 1741 during the religious revival movement known as The Great Awakening.  Puritans had traditionally been taught that people were predestined for heaven or hell, thus it was a religion that produced uncertainty and anxiety in its followers as they searched themselves for signs of being among God's "elect." Notably, Edwards's sermon rejects the idea of predestination and offers the hope of salvation that can be earned.

Edwards lectures at length on the horror that unredeemed sinners will face: "The Wrath of God burns against them, their Damnation don’t slumber, the Pit is prepared, the Fire is made ready, the Furnace is now hot, ready to receive them, the Flames do now rage and glow".

But because the purpose of the Great Awakening and Edwards's sermon was to bring lapsed Christians back to their faith and convert the rest, his tone changes toward the conclusion of the sermon: "And now you have an extraordinary Opportunity, a Day wherein Christ has flung the Door of Mercy wide open, and stands in the Door calling and crying with a loud Voice to poor Sinners".

http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1053&context=etas

What are some quotes in Romeo and Juliet that show Romeo's growing maturity?

As a character, Romeo matures throughout the play in terms of finally accepting responsibility for his own actions.

Throughout the play, Romeo makes many rash decisions that lead to deadly consequences. Moments after killing Tybalt in Act III, Scene 1, Romeo shows his immaturity by blaming Juliet, who wasn't even there, for killing Tybalt. On page 46, he says,

O sweet Juliet,

Thy beauty hath made me effeminate,

And in my temper soften'd valour's steel!

In other words, Romeo claims Juliet's beauty turned him more feminine and caused him to react on his feelings instead of use his head. By the end of the play, though, Romeo not only apologizes to Tybalt for taking his life, but also recognizes him as his own family. On page 86, Romeo says,

Tybalt, liest thou there in thy bloody sheet?

O, what more favour can I do to thee

Than with that hand that cut thy youth in twain

To sunder his that was thine enemy?

Forgive me, cousin!

Romeo accepts responsibility for killing Tybalt by referring to "that hand"—his own. He asks Tybalt for forgiveness and refers to him as his cousin. Romeo refers to Tybalt as his family because of his marriage to Juliet, and it also shows Romeo is burying the feud and accepting his role as part of the problem.

***Please note that the page numbers correspond to the Dover Thrift Editions of Romeo and Juliet.***

How does the confusion over Junior's name demonstrate his change in culture in The Absolutely True Diary of a Part-Time Indian by Sherman Alexie?

In the chapter titled "How to Fight Monsters," Junior arrives for his first day of classes at the school off the reservation, Reardan. When he tells Penelope his name, Junior, she and her friends laugh. Junior reflects on the situation:

I had no idea that Junior was a weird name. It's a common name on my rez, on any rez.

You walk into any trading post any rez in the United States and shout, "Hey, Junior!" and seventeen guys will turn around.

And three women.

But there were no other people named Junior in Reardan, so I was being laughed at because I was the only one who had that silly name.

And then I felt smaller because the teacher was taking roll and he called out my name name.

"Arnold Spirit," the teacher said.

He moved on to other students, but Penelope leaned over toward me again, but she wasn't laughing at all. She was mad now.

"I thought you said your name was Junior," Penelope said.

She accused me of telling her my real name. Well, okay, it wasn't completely my real name. My full name is Arnold Spirit Jr. But nobody calls me that. Everybody calls me Junior.

Well, every other Indian calls me Junior.

"My name is Junior," I said. "And my name is Arnold. It's Junior and Arnold. I'm both."

This scene shows one of the many cultural shifts Junior will encounter as he moves from the rez to the white school off the reservation.  At home, he doesn't have to explain that he has two names; in fact, a nickname is something common throughout the country.  But the very basic name of "Junior" is something specific to the reservation, and Penelope feels affronted because she thinks that Junior has somehow lied to her about his name.  

Junior will continue to encounter more cultural confusion in his year at Reardan, including an incident with a group of jocks who have been picking on him since he started.  Now, Junior is used to be picked on; he met his best friend Rowdy because he was being bullied on the rez.  So, Junior's rules of fighting turn out to be very different from the unspoken rules at Reardan.  When he takes the first swing and knocks out the biggest jock of them all, Roger, he surprises all of them, including himself.  He actually earns respect from the jocks, whereas on the rez, he would have been an even bigger target to be bullied and beaten up.

In Shades of Gray, what state was William Page born in?

William Page was born in Virginia.

William is from the Shenandoah Valley, in Winchester, Virginia. After his parents are killed in the war, he goes to live with his aunt and uncle in Piedmont.

The mill wasn’t grinding, so food must be as scarce in the Virginia Piedmont as it was in the Shenandoah Valley. Another reason his aunt’s family would probably be as sorry to see him as he would be to see them. (Ch. 1)

Will does not want to go live with his aunt and uncle because he considers them traitors. They did not fight in the war on either side, and even though his uncle did not help the Yankees fight, Will considers that just as bad. Will cannot forget. His father and brother were killed by Northern soldiers and his other siblings died of illness. Eventually his mother succumbed to her grief and died of a long illness, leaving Will alone.

Will has never met his aunt, uncle, or cousin. He does not want to stay with them. Doc Martin explains to Will that he is better off with his aunt and uncle anyway.

“There’s nothing I’d like better than to have you with me in Winchester. But even if your mother hadn’t left that letter, it wouldn’t have worked out. A bachelor doctor who’s out on calls at all hours and away half the night on confinements can’t provide the kind of home a boy needs.” (Ch. 1)

Will’s situation is an example of the tragedy of the Civil War. Even though his uncle did not fight for the other side as a traitor, Will blames him for not fighting. He gets upset when the Confederate soldiers are called “rebels.” Eventually, he comes to better understand and appreciate his uncle and realize that war is more complicated than he ever realized.

CH4(g) + 2O2(g) -> CO2(g) + 2H2O(g) Why is this reaction classified as exothermic?

Based on the energy requirements or generation, reactions can be classified as either endothermic or exothermic. The reactions which need energy to proceed are known as endothermic reactions. The reactions in which energy is released are known as exothermic reactions. In other words, energy is supplied to endothermic reactions and is obtained from exothermic reactions. 

The given reaction is: 

`CH_4 (g) + 2O_2 (g) -> CO_2 (g) + 2H_2O (g)`

Here, methane reacts with oxygen to generate carbon dioxide and water. 

The binding energy of a molecule is defined as the difference between energy of that molecule and its elements (in their ground state). The binding energy of the various species used in this reaction are:

methane: -75 kJ/mol

oxygen: 0 

carbon dioxide: -394 kJ/mol

water: -242 kJ/mol

Thus, we can see that the formation of products will release more energy than reactants. We can also calculate the energy change when this reaction takes place.

Energy change = binding energy of products - binding energy of reactants

= -394 + 2 x (-242) - (-75) + 2 x 0 = -803 kJ/mol

negative sign indicates that the energy is released. 

Thus, this reaction is exothermic and generates 803 kJ of energy per mole.

Hope this helps. 

`(du)/(dv) = uvsin(v^2) , u(0) = 1` Find the particular solution that satisfies the initial condition

An ordinary differential equation (ODE) has differential equation for a function with single variable. A first order ODE follows  .

In the given problem: `(du)/(dv)=uvsin(v^2)` ,  we may apply variable separable differential equation in a form of   .

Divide both sides by "u" and cross-multiply dv  to set it up as:

`(du)/u=vsin(v^2) dv.`

Apply direct integration: `int(du)/u=int vsin(v^2) dv.`

For the left sign, we follow the basic integration formula for logarithm:

`int (du)/u = ln|u|`

For the right side, we follow the basic integration formula for sine function:

Let: `w=v^2` then `dw = 2v*dv` or `(dw)/2 =v dv` .

The integral becomes:

`intvsin(v^2) dv= intsin(v^2) * vdv`

                       `=intsin(w) *(dw)/2`

                      `= (1/2) int sin(w) dw`

                      `= (1/2)*(-cos(w))+C`

                     ` =-cos(w)/2+C`

Plug-in `w=v^2` on `-cos(w)/2+C` , we get:

`intvsin(v^2) dv=-cos(v^2)/2+C`

Combing the results, we get the general solution of differential equation as:

`ln|u| = -cos(v^2)/2+C`

To solve for the arbitrary constant `(C)` , apply the initial condition `u(0)=1`  on`ln|u| = -cos(v^2)/2+C` :

`ln|1| = -cos(0^2)/2+C`

`0 = -1/2+C`

`C = 0+1/2`

`C=1/2`

Plug-in ` C= 1/2` in `ln|u| = -cos(v^2)/2+C` , we get 

`ln|u| = -cos(v^2)/2+1/2`

 `u = e^(-cos(v^2)/2+1/2)`

`int (sec^2x) / sqrt(25-tan^2x) dx` Find the indefinite integral

We have to evaluate the integral : `\int \frac{sec^2x}{\sqrt{25-tan^2x}}dx`

Let `tanx =t`

So, `sec^2x dx=dt`

Therefore we have,

`\int \frac{sec^2x}{\sqrt{25-tan^2x}}dx=\int \frac{dt}{\sqrt{25-t^2}}`

Now let `t=5sinu`

So, `dt= 5cosu du`

Hence we have,

`\int \frac{dt}{\sqrt{25-t^2}}=\int \frac{5cosu}{\sqrt{25-25sin^2u}}du`

               `=\int \frac{5cosu}{\sqrt{25(1-sin^2u)}}du`

                `=\int\frac{5cosu}{\sqrt{25cos^2u}}du `

                `=\int \frac{5cosu}{5cosu}du`

                 `=\int du`

                 `=u+C`   (where C is s constant)

                  `=\frac{1}{5}sin^{-1}(t)+C`

                  `=\frac{1}{5}sin^{-1}(tanx)+C`

What makes the ending of “The Interlopers” surprising? Has Saki prepared readers for the ending, or has he led readers to expect a different...

Two things that make the ending surprising are its suddenness and tragic irony. Saki prepares the way for this ending by painting a picture early on of the wildness in the forest that night and by describing how, even though the two men hate each other, they can't kill each other when "face to face."

The ending is surprising—even shocking—because it is so sudden. The ending is comprised of one single spoken (not yelled) word: "Wolves." This one word is preceded by only a single word, "No," accompanied by wildly fearful laughter full of irony, "the idiotic chattering laugh of a man unstrung with hideous fear."

The ending is shockingly surprising also because it ironically follows such peacemaking. In the presence of each other's suffering and courage, the men end their feud and decide they'll be friends and share hospitality; they'll share hospitality and friendliness, concern, and care. Each pledges to himself and the other that when his men come to the rescue, they shall free the other trapped man first; they shall save the new friend before the master.

"Neighbour," [Ulrich] said presently. . . "If my men are the first to come you shall be the first to be helped, as though you were my guest. We have quarrelled like devils all our lives. . . I've come to think we've been rather fools; there are better things in life than getting the better of a boundary dispute."

Saki prepares the way for this ending—he does not trick us with an unprepared (or ill-prepared) ending. Early on, he establishes that it is a wild night among the animals of the forest on this stormy "wind-scourged winter night," unnaturally disturbed by poachers, thereby paving the way for the sudden appearance of the wolves. Saki prepares us for encountering an ironic twist in the ending through presenting the double irony of having enemies trapped beneath a beech branch—held helplessly together—when moments before they had been "man to man" and "face to face," each intent on the death of the other yet unable to kill.

The two enemies stood glaring at one another for a long silent moment. Each had a rifle in his hand, each had hate in his heart and murder uppermost in his mind. . . [A] man who has been brought up under the code of a restraining civilisation cannot easily nerve himself to shoot down his neighbour in cold blood.

Saki also prepares us by presenting the ironic twist that, having mended their feud and become friends, they are still trapped together and awaiting either rescue or death: rescue, if their men find them, death beneath the branch in winter cold if they do not. It does not occur to the men to consider the ironic twist to their death Saki has prepared for them: wild wolves.

Explain two economic issues related to population growth.

Population growth can result in many economic issues, however, we will focus on these two: economic dependency and unemployment.

Economic dependency

a) When a country experiences population growth, this can result in a larger labour force in the future. However, the initial increase in population can put a strain on the country's resources. This because between the ages of 0 to 16 or 18 (depending on the labour laws of a country) these children are dependent on their parents, other caregivers, or the state.

b) The financial strain on the resources of a country can extend to its educational, health, housing, and infrastructural facilities. Therefore, government and the persons in large families will have to allocate scarce resources to providing and obtaining access to more of these facilities.

Unemployment

a)  In the future, when the population is grown and trained in their desired professions; they may be unable to access jobs because the aging population (their parents and other adults) are still holding these positions. This younger section of the labour force may subsequently become discouraged and either stop looking for work or migrate in search of better employment opportunities (brain drain).

What is a metaphor in Act 2, scene 2, of Romeo and Juliet that supports the theme that love can damage a person's perspective?

Almost as soon as the scene begins, Romeo spies Juliet's balcony which overlooks the garden, and he says, "But soft, what light through yonder window breaks? / It is the East, and Juliet is the sun" (2.2.2-3).  This is actually two metaphors: he compares the window to the east, the direction from which the sun rises each morning, and he compares Juliet to the sun.  The sun is literally the center of our solar system, a system which could not function were it not for the sun's heat and light.  Romeo seems to be saying, then, that Juliet is as important to his life as the sun is to human life and that he would not be able to exist without her.  However, to be fair, they have only just met that night, and his life is not literally dependent on her.  His intense feeling, intense enough to construct such a metaphor, that his life is dependent on her position in it, certainly helps to convey the theme that love can damage a person's perspective.

What is the meaning of the phrase "the apple of his eye"?

The phrase is an idiom that means that someone really cares about someone else. 

An idiom is an expression or figure of speech that is so commonly used that everyone knows what it means, even if it seems to make no sense on its own.  Other examples are “it’s raining cats and dogs” (for heavy rain) or “to beat around the bush” (to take a long time to tell someone something).  Sometimes expressions have been around so long that their original meaning is lost, but they are still commonly used so everyone knows what they mean. 

When you say someone is the “apple of his eye” it means that he really likes someone, cares about someone, or is proud of someone.  Usually this refers to a parent and child.  For example, a father might have a son who is the apple of his eye.  This means that the father is very proud of his son and loves his son very much. 

Versions of this phrase appear in the Bible, which is probably one of the reasons it is so popular.  It has also appeared in Shakespeare and other literature throughout the years and is a part of popular culture.  That is what makes it an idiom.

How do the actions of Tybalt impact the eventual tragic ending of Romeo and Juliet?

Tybalt's execution of Mercutio is pivotal to the tragic ending of Romeo and Juliet.

In Act III, Scene 1, a fiery Mercutio meets and argues with an equally explosive Tybalt, who encounters hostility from Mercutio immediately. For, when Tybalt says he will have a word with him, Mercutio provokes him by replying, "make it a word and a blow." The ensuing argument then becomes further inflamed by the arrival of Romeo, who in his euphoric happiness seeks to ameliorate things. He declares to Tybalt that he now loves him, but without providing a reason for this change of heart first. When an already riled Mercutio hears Romeo, he accuses his friend of "vile submission" and draws his sword. 

Tempers flare and aggressive action escalates. Still, Romeo tries to stop the others by reminding them of the Prince's having forbidden "bandying in Verona streets./Hold, Tybalt, good Mercutio!" But, Tybalt reaches with his sword under Romeo's arm and stabs Mercutio.

This murderous act against Mercutio by Tybalt enrages Romeo so much that he then slays Tybalt in retaliation. This sets in motion the circumstances and actions of both Romeo and Juliet that bring about their tragic ends:

• Because he has killed Tybalt, Romeo is banished.


• Believing that Juliet grieves so much over Tybalt's death, her parents decide that she should marry Paris. This decision leads Juliet to seek help from Friar Laurence, who gives her a potion which makes her seem dead in order to stall any actions by the Capulets, so that Romeo can come and "bear thee [her] hence to Mantua" (4.2.).


• Away from Verona in Mantua, Romeo is told mistakenly that Juliet has died; desperate, he purchases poison and rushes to the Capulet tomb. There he encounters Paris and slays him.


• Romeo finds Juliet, who he believes is dead. 


• Romeo drinks the poison.


• Juliet comes out of her drug-induced state and asks Friar Laurence where Romeo is because she remembers their plan. But Friar Laurence, who has just discovered Paris's and Romeo's bodies, becomes frightened as he hears the approach of the guards. He tells her that Romeo "there lies dead,/And Paris, too" (5.3). He offers to put her safely in a convent, but first "go, good Juliet, I dare no longer stay" (5.3). The nervous Friar Laurence flees.


• Left alone, Juliet goes over to Romeo's dead body. She hears the watchman. In despair, she snatches Romeo's dagger and kills herself.

What is the aim of chromatography?

Chromatography allows us to separate mixtures into their individual substances. More specifically, homogeneous mixtures can be separated by this method. An example commonly used is a sharpie or ink from a pen. A sample is put onto chromatography paper and then into a solvent. The ink then spreads on the paper, showing the different components. There are two phases to this process: stationary and mobile. The stationary phase is the medium performing the separation. The mobile phase carries the mixture. The components of the mixture move at different rates and so separation occurs. This can also be done with photosynthetic pigments. Chlorophyll A, Chlorophyll B, and xanthophylls can be separated by how far they travel along the filter paper. They travel different distances and are able to be separated because of their molecular weight.

`dy/dx = 10x^4-2x^3` Use integration to find a general solution to the differential equation above.

In order to use integration to solve this differential equation, multiply both sides of the equation by dx:

`dy = (10x^4 -2x^3)dx` .

Now we can integrate both sides, using the formula for the antiderivative of the power function: `int x^n = x^(n+1)/(n+1)`

`y = 10x^5/5 - 2x^4/4 + C`

Here, C is a constant. Since we are looking for a general solution of the equation which contains the first derivative, the solution has to include one arbitrary constant.

Simplifying the right side, we get

`y(x) = 2x^5 - x^4/2 + C` . This is the answer.

What were the social, economic, and political effects of the Crusades?

The Crusades had a major effect on commerce, as the crusaders often brought goods, such as silks, perfumes, ivory, pearls, and spices, across the Mediterranean to the ports of Italy. This trade stimulated a demand for eastern goods into Europe, and trade with the East became increasingly important. In addition, the Crusades created an immense demand for ships to transport the crusaders to the East. Italian cities such as Genoa and Venice became wealthy through trade to the East. Politically, the Crusades resulted in the weakening of feudalism and the growth in royal power. Many of the knights who were important in propping up feudalism went on the Crusades. Their absences or death resulted in the collapse of many estates, which were then transferred to kings. The Crusades also resulted in the intellectual and social advancement of Europe, as knights returned with knowledge of science and literature that was far more advanced in the East than in Europe at the time. As a result, the Middle Ages eventually gave way to a rebirth in learning and exploration known as the Renaissance. 

Differentiate `f(x)= (1/x)sinx` by using the definition of the derivative. Hints: You may use any of the following: `sin(x+h)=sinxcos h +...

Hello!

By the definition of the derivative we need to find the limit of `(f(x+h)-f(x))/h` for `h-gt0` and any fixed x. Consider the difference:

`f(x+h)-f(x)=(sin(x+h))/(x+h)-(sin(x))/x=`

`=1/(x(x+h))*(x*sin(x+h)-(x+h)*sin(x)).`

The denominator tends to `x^2` , the numerator is equal to

`x*sin(x)cos(h)+x*cos(x)sin(h)-x*sin(x)-h*sin(x)=`

`=x*sin(x)(cos(h)-1)+x*cos(x)sin(h)-h*sin(x).`

Dividing this by h as required and using the given limits we obtain for `h-gt0`

`x*sin(x)(cos(h)-1)/h+x*cos(x)sin(h)/h-sin(x) -gt 0+x*cos(x)-sin(x).`

Recall the denominator `x^2` and the derivative is

`(x*cos(x)-sin(x))/x^2,`  which is correct.

What are some examples of violence against women in Othello?

Obviously, the entire narrative of Othello builds toward a horrific act of misogynistic violence: Othello's murder of Desdemona in the play's final scene. This crime is presaged by the painful moment in Act IV, Scene 1 when Othello strikes Desdemona ("I have not deserved this," she responds), and echoed near the play's conclusion in Iago's own murder of Emilia.

But beyond these three instances of physical violence against women, I think your question is best served by considering the pervasive varieties of verbal, social, and emotional harm inflicted against women in the deeply patriarchal world of the play. Emilia (who, being married to the profoundly misogynistic Iago, is something of an expert on the ways in which men subdue and marginalize women in both public and private life), advises the newlywed Desdemona with this pungent analogy: "'Tis not a year or two shows us a man. / They are all but stomachs, and we all but food. / They eat us hungerly, and when they are full / They belch us." In Emilia's painful experience, the salient quality of men is their rapacious swiftness to possess, use, and drain women—sexually, socially, economically, emotionally—before discarding them. And although this extremely dark view of male-female relations is derived from her relationship with a man who embodies the worst and most self-serving aspects of patriarchal ideology, non-physical forms of violence against women are rampant in Othello. We see this first in Brabantio's possessiveness toward his daughter Desdemona, and then, more catastrophically, in Othello and Iago's escalating cruelties toward their wives.

It's important to remember that Othello and Iago are both military men, and that the military culture in which the play is set is both emphatically masculine and founded on violence. Othello, Iago, and even Cassio with his callous and belittling attitude toward Bianca, are men infected to their bones by the norms of a culture in which the the marginalization and domination of women are deeply ingrained patterns. Dehumanizing language toward women courses through the play—and through the minds of these characters—like poison. And Shakespeare shows us how such a proliferation of ideological violence leads inexorably to physical violence.

The insight of Iago is the psychological fragility of any man whose sense of himself is contingent on the empty, socially-constructed ideal of his wife's chastity, and the ease with which such sexual possessiveness can be converted into physical violence. The insight of Othello, the play—an insight which so far transcends the social and political context in which the play was written that our own society continuously fails, 400 years later, to catch up to it—is that any ideological system which regulates, commodifies, and/or demonizes the sexuality of women to preserve the cultural dominance of men is itself violence.

Who are the souls tortured in Canto III of Dante's Inferno?

In Canto III of Inferno, Virgil shows Dante the tortures awaiting "neutral" souls who served neither God nor Satan, and are thus claimed by neither Heaven nor Hell. They are accompanied by the angels who, according to Church tradition, did not choose a side when Lucifer rebelled against God.

Whose lives earned neither honor nor bad fame. And they are mingled with angels of that base sort
Who, neither rebellious to God nor faithful to Him,

Chose neither side, but kept themselves apart
Now Heaven expels them, not to mar its splendor,
And Hell rejects them, lest the wicked of heart
Take glory over them.

Hell's punishments are designed to fit the crime. Since these people wavered during their lives—never choosing a side in the great spiritual war—their punishment is that they must perpetually chase a meaningless banner, all the while being stung and bitten by wasps and flies. They were unwilling to suffer for something that mattered while they were a live, so now they must suffer for something pointless. Moreover, their fate is so meaningless that they envy even the souls who suffer in Hell.

In Lord of the Flies, how can the narrator be mature?

One of the ways that the narrator can be mature is in their diction. A child or immature person would never use phrases like the following sentence: “The fair boy said this solemnly; but then the delight of a realized ambition overcame him.” Just as a child would never say “the delight of a realized ambition,” an immature narrator also could not do so.

This same phrasing implies an ability to understand the boys better than they understand themselves. The narrator can understand and recognize the emotions and thoughts of the boys in a way that would be impossible for someone at their same level.

The narrator also describes the actions of the boys and the developments on the island in a very mature, thoughtful way. For example when describing Bill at the end of the story, he says “this was a savage whose image refused to blend with that ancient picture of a boy in shorts and shirt.” There is an understanding of the changes that have taken place that only a mature and wise narrator could understand and describe.

In Fahrenheit 451, how is burning books the government's solution to creating a utopian society?

In Fahrenheit 451, the government burns books as a means of creating a utopia and to understand the logic behind this practice, we need to look at Captain Beatty's speech from Part One of the novel. According to Beatty, technological innovation is one of the reasons for the introduction of book-burning. Television, radio and film, for example, put pressure on books to be shorter and more easily digested by the population:

"Classics cut to fit fifteen-minute radio shows, then cut again to fill a two-minute book column, winding up at last as a ten- or twelve-line dictionary resume."

In addition, as the population increased, there was a growing need to protect the sensitivities of minorities, as Beatty explains:

"Don't step on the toes of the dog-lovers, cat-lovers, doctors, merchants."

Most importantly, burning books is about getting rid of topics which may offend or upset people. By turning everything into "vanilla tapioca" and avoiding sensitive or thought-provoking topics, the government ensures that everybody is happy on the surface, at least.

In The Rime of the Ancient Mariner, to whom does the mariner tell his story?

The mariner tells his story to a random younger guy who's on his way to attend a family wedding. This guest is actually outdoors and on his way into the wedding, and is a stranger to the mariner, who stops him to tell him the tale. The speaker of the poem calls this listener "The Wedding-Guest."

I was able to answer this question by looking closely at the first few stanzas of the poem. Let's take a look:

It is an ancient Mariner, 

And he stoppeth one of three. 

'By thy long grey beard and glittering eye, 

Now wherefore stopp'st thou me?

That first stanza is saying that an old mariner (a sailor) sees three people and stops one of them. And the person who was stopped says, approximately, "Hey, what's going on? You've got a long beard and an intense look in your eyes. Why did you stop me?"

I could tell that the third and fourth lines of that first stanza were spoken out loud because of the open quotation mark before the word "By." You can also tell that the person is going to keep talking in the next stanza, because there hasn't been another quotation mark yet to show that the speech is over. Let's see what else this wedding guest says:

The Bridegroom's doors are opened wide, 

And I am next of kin; 

The guests are met, the feast is set: 

May'st hear the merry din.' 

Okay, so the guest keeps talking all through this second stanza, and we can tell that he's done talking at the end, because of the quotation mark after the word "din." Here, the guest is saying that the groom's doors are open, that the guest is closely related to the groom, that all the other wedding guests are already there, that the food is ready to be eaten, and that you can even hear from outside how happy and loud everything is inside the building where the wedding is being held.

Here's the third stanza:

He holds him with his skinny hand, 

'There was a ship,' quoth he. 

'Hold off! unhand me, grey-beard loon!' 

Eftsoons his hand dropt he.

So here, the old guy has grabbed onto the wedding guest's hand and launched straight into a story about a ship. But the wedding guest is freaked out and says, approximately, "Quit it! Let go of me, you crazy guy." The old guy lets go of the young guy's hand.

Let's check out one more stanza:

He holds him with his glittering eye— 

The Wedding-Guest stood still, 

And listens like a three years' child: 

The Mariner hath his will. 

Here, we see that although the mariner has let go of the wedding guest's hand, the mariner is still "holding" onto the guest by the power of his sparkling eyes. So the guest stands there and, like a little kid, listens obediently to the story.

We can be sure that it's this same "Wedding-Guest" who listens to the whole tale because he's mentioned at the end of the poem, too: the speaker of the poem tells us that the wedding guest, having listened to the whole story, is stunned and sad but also a bit wiser than he was before he heard the mariner's tale.

Why would Europeans oppose the European Union?

Europeans oppose the European Union (EU) for a few reasons. Issues of nationalism, culture, immigration, employment, and autonomy tend to be almost inextricably intertwined in a way that outweighs any benefits to EU membership for some. 

For those that do oppose the EU, there is a concern expressed about national identity and culture.  This large continent comprises entities that have functioned as separate nations for hundreds of years.  Some nations were formed at great sacrifice and cost, and people want to maintain the national identify fought for.  They feel that they are losing their national identify in the EU, as borders blur and people move about freely. What does it mean to be Spanish or French if half the people in Spain are German and three-fourths of the people in France are Dutch? The way the EU is, that could happen.  The more cultures spread across Europe, the greater the concern that one's own culture will be diluted. This includes language, attire, food, music, and much more.  It is not so clear that this is happening in the EU, simply that it is what some people fear.

The EU policy of accepting refugees has become an enormous problem for European countries, financially, logistically, and culturally.  As Europe tries to absorb the vast numbers of people who are fleeing the Middle East and Africa, geography, national policies, and resources have created bottlenecks, resentments, public health crises, and political backlash. The refugees have preferences as to which countries they want to settle in because of the refugee-friendly policies of those countries, for example, Germany, and this means that a few European countries are carrying a far greater load than others.  Nothing like this situation was contemplated by the EU, and while it may be sorted out eventually with some agreement about more even distribution, there are many people who would just as soon leave the EU, as the United Kingdom just voted to do.

The interplay between immigration and employment is another concern of some Europeans.  Once people can easily live in whatever EU country they choose, the fear is that people from one EU country are taking jobs away from those in another EU country.  This may or may not be the case, but some EU countries, for example, Greece, have had unemployment of over 25%, and people are upset and angry about this.  Some people think that if they can just keep people out and employ only citizens of their own nation, it will solve the problem. I doubt that is true, but truth often does not figure in people's beliefs. 

Greece is also an example of another objection people have to the EU, which is a lack of autonomy.  Greece, when it got in economic hot water, was bailed out by the EU, but it was forced to do whatever the EU told it to do in terms of fiscal and economic policy.  For many Greeks, it was as though their own government had no power and they were (and are) being ruled by people far away whom they did not vote for.  Autonomy has become increasingly important to some people as the immigration crisis mounts, since the EU began primarily as an economic union, not a political union, and now, it does feel as though political decisions are being made by some sort of "super-government" no one contemplated.  The fact is that each country does elect a representative to the EU, but many people seem unaware of this.

While many of the reasons people oppose EU membership are completely self-serving and lacking in foresight, they are not all irrational concerns and should be addressed.  If there is going to continue to be an EU, it is going to go through more growing pains, I'm sure, trying to balance between the needs of nations and the needs of the Union, perhaps similar to the tension between the federal government and the states in the United States.

`dy/dx = 2xsqrt(4x^2+1)` Use integration to find a general solution to the differential equation

For the given problem:`(dy)/(dx) =2xsqrt(4x^2+1)` is a first order ordinary differential equation in a form of `(dy)/(dx) = f(x,y)` .

 To evaluate this, we rearrange it in a form of variable separable differential equation: `N(y) dy =M(x) dx` .

Cross-multiply `dx ` to the right side:`dy=2xsqrt(4x^2+1)dx` .

Apply direct integration on both sides: `intdy= int 2xsqrt(4x^2+1)dx` .

For the left side, we apply basic integration property: `int (dy)=y` .

For the right side, we may apply u-substitution by letting: `u = 4x^2+1` then `du=8x dx`  or `(du)/8=x dx` .

The integral becomes:

`int 2xsqrt(4x^2+1)dx=int 2sqrt(u)*(du)/8`

                               `= int (sqrt(u)du)/4`

We may apply the basic integration property: `int c*f(x)dx= c int f(x) dx` .

`int (sqrt(u)du)/4= 1/4int sqrt(u)du`

Apply Law of Exponent: `sqrt(x)= x^(1/2)` and Power Rule for integration : int `x^n= x^(n+1)/(n+1)+C` .

`1/4int sqrt(u)du =(1/4) int u^(1/2)du`

                 `=(1/4)u^(1/2+1)/(1/2+1)+C`

                 `=(1/4)u^(3/2)/((3/2)) +C`

                  `=(1/4)u^(3/2)*(2/3) +C`

                 ` =u^(3/2)/6+C`

Plug-in `u=4x^2+1` on `u^(3/2)/6+C` , we get:

`int 2xsqrt(4x^2+1)dx=(4x^2+1)^(3/2)/6+C`

Combining the results from both sides, we get the general solution of the differential equation as:

`y=(4x^2+1)^(3/2)/6+C`

In The Things They Carried, what was it that the soldiers carried and what did each thing mean?

The list of items that the men carried is pretty vast, and makes up much of the content of the first chapter.  O'Brien divides the things into various categories: what all of the soldiers carried (i.e. "one large compress bandage" and "a green plastic poncho"), what some of the individuals chose to carry (Kiowa carried "an illustrated New Testament," for example), and what they carried as "a function of rank" or "field specialty," such as medic Rat Kiley's "satchel filled with morphine."  He writes that other things were determined by the mission; in the mountains, for example, they carried "mosquito netting, machetes, canvas tarps, and bug juice."

The individually chosen items probably have the most significance. Lt. Jimmy Cross carries a picture of his girlfriend and a pebble from a beach that she sent him, illustrating his obsession with her virginity and faithfulness. Before he was killed, Ted Lavender carried several ounces of "premium dope," indicating his fear, as well as his desire to escape the war. Norman Bowker carried a diary, ostensibly to document his exploits, in hopes of satisfying his father's expectations that are later discussed in the chapter "Speaking of Courage." 

More telling, however, are the intangible things that O'Brien mentions. On page 21, he writes, "[t]hey carried all the emotional baggage of men who might die." He goes on to say that they carry their "reputation," "grief, terror, love, [and] longing," and their "shameful memories."  A close examination of this chapter will probably allow you to link the physical items the men carried to these "intangibles" on a character-by-character basis, but the larger point that O'Brien makes is that the physical weight of their supplies, as great as it is, was still far less than the emotional and psychological weight that each soldier was saddled with. As made evident in "The Man I Killed," the burden of guilt was greater than anything O'Brien had to "hump" across the landscape of Vietnam.

What is a personal example of a time when a colleague or employer exemplified the correct attitude and behavior of a teacher, trainer, or...

Without knowing more about your life and experiences, it is impossible to answer this question exactly. Instead, I will attempt to help you answer this question by showing you how I would answer it if someone posed this to me.

When I first began teaching, I was overwhelmed. I had no teaching experience, I had to teach five different classes, and I had less than a week to review the material before school began. The first year was difficult. I struggled in many aspects of teaching, and parents constantly complained about my classes (teaching style, grades, etc.) to the administration.

Nevertheless, my administrative team was incredibly supportive during this time. They did not "throw me to the wolves," because they knew that they could not expect me to exemplify the characteristics of a master teacher during my first year. Rather, they set manageable goals for me and helped me achieve them; they viewed my development as a long-term process. Consequently, I remained confident and hopeful, and my teaching ability improved throughout the year (and continues to improve the longer I teach). 

Other administrators I have encountered are willing to make a teacher a scapegoat if parents complain, rather than trying to help him or her achieve success. This has made me realize that the administrative team I encountered when I began teaching handled the situation in a correct way.

What is one literary device in Macbeth, Act 4, scene 1, and how is it used by William Shakespeare?

A literary device can be described as a particular method that an author uses to either enhance his/her writing or to effectively convey a message or to emphasize a particular word, phrase, sentence or situation, amongst others. The use of such literary devices enables the reader to critically analyze and appreciate the writer's work. There is a large range of such devices available to the writer. Comparison, for example, is a particularly useful device to clarify an author's purpose. When the writer calls a character 'a snake in the grass,' for instance, it is clear that he/she means that such a person is not to be trusted and means harm.

In Act 4, scene 1 of Macbeth, the most obvious literary device is irony. In this instance, the irony is both verbal and dramatic. Verbal irony involves a character saying one thing, but meaning another, as in the following example from lines 79-81:

Second Apparition
Be bloody, bold, and resolute; laugh to scorn
The power of man, for none of woman born
Shall harm Macbeth.

Macbeth has come to consult the witches and demands that they provide him with more predictions. They call up an apparition from a cauldron and the above extract conveys its response. The apparition tells Macbeth to be fearless and to mock man's power for no man born of a woman will ever harm him.

What Macbeth does not understand is that the prediction should not be interpreted literally. The witches deliberately use ambiguity to further encourage him into committing evil, and therein lies the irony. He thinks that the prediction means that no one will be able to harm him, for all humans are given birth to by women. He believes that he is untouchable.

When the tyrant is later confronted by Macduff in Act 5, scene 8, he learns to his dismay that he had been deceived:

MACBETH
Thou losest labour:
As easy mayst thou the intrenchant air
With thy keen sword impress as make me bleed:
Let fall thy blade on vulnerable crests;
I bear a charmed life, which must not yield,
To one of woman born.

MACDUFF
Despair thy charm;
And let the angel whom thou still hast served
Tell thee, Macduff was from his mother's womb
Untimely ripp'd.

MACBETH
Accursed be that tongue that tells me so,
For it hath cow'd my better part of man!
And be these juggling fiends no more believed,
That palter with us in a double sense;
That keep the word of promise to our ear,
And break it to our hope. I'll not fight with thee.

When the two men start fighting, Macbeth warns Macduff that he should cease the battle since he cannot be killed by anyone born of a woman. Macduff then tells him that he was not naturally born, i.e. by normal childbirth, but that he was prematurely cut out of his mother's womb, i.e. by Caesarean section.

Macbeth is obviously shocked and denounces the witches for having misled him. He, however, has only himself to blame, for he heard only what he wanted to since it suited his purpose.

As an example of dramatic irony, the scene conveys what the audience already knows: the witches had, from the outset, deliberately meant to deceive Macbeth. He, however, did not realize that and became a mere tool in their malicious claws.

Shakespeare cleverly uses irony throughout the play to enhance the dramatic impact of what the characters say and do. This allows the audience to be enthralled, entertained, and fully engaged in the drama that unfolds.

Why do we dream?

What a cool question! I am sorry to disappoint you, but neurologists and sleep specialists aren't entirely sure why we dream. As a physical process or bodily function, it is hard to say precisely why we have these intense, imaginary situations play out in our minds while we sleep. That being said, we do have a pretty good idea of how dreaming occurs.

Some physicians believe that dreaming is what occurs when the brain is "reviewing" the events of the day and processing memories and emotions. This process of making sense of our daily thoughts, feelings, and experiences conjures up vivid imagery and feelings in the absence of external stimuli.

More specifically, some scientists feel that this process of replaying the day is how our brain sorts through our experiences to decide what to synthesize and integrate into long term memory and what is "junk." 

While it is a less exciting explanation, some people feel that dreams don't have any purpose at all and are just a byproduct of other chemical processes that happen while we sleep.

Is the market structure of the coffee industry in India a monopolistic competition? If no, which market structure is it?

Monopolistic competition is a type of imperfect competition in which firms sell products that are differentiated from those of their competitors.  Product differentiation is typically achieved by monopolistic firms through the branding of their products with the use of logos and slogans, labels, and product packaging.

The market structure of the coffee industry in India is a monopolistic competition for the following reasons:

Product Differentiation - The coffee sold by each firm in India's coffee industry is differentiated by branding. Therefore, each coffee firm sells differentiated beverages such as hot chocolate, lattes, teas, espressos, and cappuccinos in labeled coffee cups and packaging. Furthermore, differentiated toppings such as whipped cream, sprinkles, and chocolate drizzle as well as differentiated pastry items such as muffins, soups, and sandwiches may also be offered.

Market Power - Each firm has some degree of market power in the coffee industry. Market power enables each firm to have control over their decision-making process in regards to the quantity of coffee to be produced and the selling price of each cup of coffee.  Therefore, each firm produces at a level that ensures profit maximization. For example, CoffeeHouse located in East India may choose to sell their dark coffee beverages for $1.50, whereas, CremeBeans located in the western part of India offers dark coffee beverages for $1.95.

Asymmetric Information - Information in the market is not perfectly distributed amongst sellers and buyers; as such, the price offered in coffee shops blocks away from each other could be different. For example, locals know the cheapest coffee shop in their community but visitors would not readily have access to this information.

What is Atticus referring to when he says, “most people are, Scout, when you finally see them” in To Kill a Mockingbird?

Atticus is referring to the fact that people tend to judge others without getting to know them, as people have judged Boo Radley.

This story Scout tells is the last metaphor in the book, and is relevant after her meeting with Boo Radley. Boo Radley was the phantom of her childhood, and she finally meets him and walks him home. The real Boo Radley is nice, quiet, and shy.

There are many examples of judgment throughout this book. The best example of systemic judgment is racism. People in Maycomb judge African Americans and assume they are inferior without knowing anything about them. It is a cultural reality that is passed down to them. It is not right, and as Scout gets older it is a reality she learns to confront.

Boo Radley is a metaphor for people victimized by society.  He is a recluse, locked in his house and ignored. He has been ostracized by Maycomb's citizens because of youthful indiscretions and behavior they don’t understand.

Atticus tries to impress upon his children that Boo Radley deserves privacy. Still, Scout and Jem are fascinated by the legend of the man who never leaves his house.

What Mr. Radley did was his own business. If he wanted to come out, he would. If he wanted to stay inside his own house he had the right to stay inside free from the attentions of inquisitive children, which was a mild term for the likes of us (Chapter 5). 

Atticus tells Scout and Jem that Boo Radley is not “peculiar,” even if he seems peculiar to them. He deserves to be left alone. Dill, Scout, and Jem have good intentions. Dill in particular knows what it is like to be lonely. He really does think Boo Radley needs a friend, and that all he has to do is come out and sit a spell.

The children’s overtures are successful because Boo Radley’s isolation is self-imposed. He makes friends on his own terms. At the end of the book, he leaves his house to rescue Scout and Jem. Scout stands on his porch and looks at the world from his perspective.

Atticus was right. One time he said you never really know a man until you stand in his shoes and walk around in them. Just standing on the Radley porch was enough (Chapter 31).

When Scout returns home and shares the story of “Stoner’s Boy” and how he was misunderstood with Atticus, she might as well be talking about Boo Radley. When she met Boo, “he was real nice” too. As Atticus says, when you give people a chance you often find they are good.

Why did Mr. Cunningham's mob leave?

After Tom Robinson is brought to the Maycomb jail, Atticus disappears for the night. Curious as to what their father will be doing so late at night, Jem and Scout sneak out of the house; they find Atticus reading out in front of the jail by the light of a single lightbulb in order to protect Tom.

A crowd is gathering... men whose faces are hidden in shadows but who smell like "stale whiskey and pigpen." Although it may be beyond Scout's comprehension, this mob plans to drag Tom from his cell and lynch him. 

Scout eventually recognizes one of the men as Mr. Walter Cunningham and instantly begins to chat with him (although Mr. Cunningham isn't really responding), reminding the man of who she is, inquiring after his boy Walter, and bringing up his entailment. This small talk manages to remind Mr. Cunningham and the other men that they are all neighbors and residents of the same town, and that to do harm to one another would be unjust.

Scout's chatter breaks the mob mentality that has imbued these men with the misplaced confidence in their ability to carry out their sick, violent "justice." Mr. Cunningham tells Scout that he'll tell Walter she says hello, and the rest of the men shuffle off into the night, leaving Tom alive. 

How did Ponyboy scare Dally back at the church fire?

In Chapter 6, Ponyboy, Johnny, and Dally return to the church and see that it is on fire. Ponyboy quickly hops out of the car to see what is going on and runs over toward the nearest bystanders to get information. After Ponyboy and Johnny run into the burning building to save the children, Ponyboy exits the fire before the building collapses. When Ponyboy lands on the ground, he turns back toward the church after hearing Johnny scream. Ponyboy attempts to run back into the burning building, but Dally clubs him in the head, knocking Ponyboy unconscious. Ponyboy scared Dally when he decided to turn around and go back into the flames. Dally knew that Ponyboy would be putting himself back into a life threatening, dangerous situation and was scared that Ponyboy would die if went back into the burning building. Dally made the quick, effective decision to hit Ponyboy over the head in order to prevent him from going back into the church, which saved Pony's life.

Why didn't Elie want to give his father water?

In section eight of Elie Wiesel's memoir Night, Elie's father has been badly weakened by virtual starvation and the forced march from Buna to Gleiwitz. At Buchenwald, he has been stricken with dysentery. Dysentery is an intestinal problem which causes severe diarrhea and blood to be evident in the feces. Weak and on the verge of death, Elie's father begs for water, which Elie writes was worst thing he could have:

I knew he must not drink. But he pleaded with me for so long that I gave in. Water was the worst poison he could have, but what else could I do for him? With water, without water, it would all be over soon anyway....

Elie labels water as poison for two reasons. First, the water, which was probably contaminated, most likely had been the cause of his father's dysentery in the first place. Second, since water passes through the system quickly, Elie believes that it will only cause his father more discomfort in the form of continued diarrhea. In reality, of course, replacement of fluids was precisely what Elie's father needed, but not the contaminated water which was available in the camp. A little later in the chapter, Elie is deaf to his father's pleas for water as he becomes paralyzed by the fear of receiving a blow from the SS guards. That night, his father dies, and when Elie wakes up he is gone.

What words or images help to develop the setting in the first two paragraphs of Of Mice and Men?

Steinbeck's opening two paragraphs of the novella Of Mice and Men describe an oasis setting on the bank of the Salinas River. Steinbeck illustrates a peaceful setting by describing a sandy beach near a deep watering hole located in the valley near the Gabilan Mountains. The two paragraphs include images of rabbits relaxing in the shade during the day while dogs and deer drink from the clear blue water at night. Images of healthy willows and sycamores surrounding the sandy bank create an atmosphere similar to paradise. The reader also imagines children jumping into the water and men refreshing themselves after long, strenuous journeys. Steinbeck uses adjectives such as "golden" and "green" to describe the natural setting. These colors are associated with nature and majesty. In the first two paragraphs, Steinbeck creates the image of a peaceful oasis where both animals and humans find tranquility.

What happens in acts 1 and 2 of "The Diary of Anne Frank" by Frances Goodrich and Albert Hackett?

The first scene of act 1 in "The Diary of Anne Frank" by Goodrich and Hackett starts in 1945 after the war. Mr. Frank goes back to the annex with Miep to say good-bye. This is when Miep gives him Anne's diary. When he sits down to read it, the play flashes back to the the time when the Franks and Van Daans first went into hiding. Scene 1 ends with Anne's voice, as if from the diary, describing the day that her family had to get up early, put on layers of clothing, and walk through the streets to the Secret Annex. 

Scene 2 shows the two families arriving at the annex and getting acquainted. Mr. Frank goes over the rules which mostly have to do with being quiet during the day while people are at work in the warehouse. The audience also learns that Peter has a cat with him; that Margot and Mrs. Frank have fragile nerves; and that Anne has a positive outlook on life. However, when Anne attempts to run downstairs to the office for a pencil, she learns for the first time what it means to be in hiding--she's never allowed to leave the annex. To comfort her, Mr. Frank says the following:

"It'll be hard, I know. But always remember this, Anneke. There are no walls, there are no bolts, no locks that anyone can put on your mind."

Act 1, scene 3 shows a day in the life of those in hiding. After six o'clock Anne gets a burst of energy from being quiet all day. She wants to dance and sing, but others are mostly annoyed by her. The audience gets to know the other characters, too. Mrs. Van Daan is a materialistic debutant who misses her things and flirts with Mr. Frank. Mr. Van Daan is a selfish cigarette smoker and rude to his son. Peter and Margot are shy. Mrs. Frank remembers her manners as the hostess, but Anne complains that she treats her like a baby. By the end of this scene, Mr. Dussel joins the Franks and the Van Daans in the annex and becomes Anne's roommate. It also seems to Anne that she has no friends other than her father because she can't get along with anyone but him.

Act 1, scene 4 is about Anne's nightmares and struggling to overcome her immature self in an effort to get along better with others. When she asks her father for advice, he says the following:

"There is so little that we parents can do to help our children. We can only try to set a good example . . . point the way. The rest you must do yourself. You must build your own character."

Anne comes up with a way to build her own character in act 1, scene 5 during the Hanukkah holiday. She makes personalized gifts for each person in the annex to show how much she cares and that she is trying to behave maturely. Unfortunately, the joy doesn't last long because they hear a burglar downstairs are frightened. In an effort to turn off the lights, Peter loses his balance and accidentally drops a lamp on the floor, which possibly notifies the burglar that someone is living above. 

Act 2, scene 1 starts off on New Year's Day as Miep and Mr. Kraler bring their friends a cake. Before Miep and Mr. Kraler leave, Mr. Kraler tells Mr. Frank that a workman has asked for twenty guilders more a week after hinting that he knows the Franks are hiding upstairs. Mr. Kraler asks to know what to do about him. Mr. Frank says to pay the man half to see if it really is blackmail or not. This information creates a heightened sense of danger since the burglary incident a couple of weeks before. A huge argument erupts after Miep and Mr. Kraler leave. Anne explodes at the adults for their childish behavior and Peter comforts her. 

Act 2, scene 2, shows Anne and Peter meeting in his room for another date. The mothers are a little bit concerned, but the two teenagers meet anyway. Anne receives a kiss on the cheek from Peter at the end of their date. 

Act 2, scene 3 is when Mr. Van Daan is caught stealing food in the middle of the night. Everyone thought that the rats were to blame but the culprit is finally exposed. Mrs. Frank is so angry that she decides that Mr. and Mrs. Van Daan will leave as soon as a new hiding place can be found for them. She lectures Mr. Van Daan about stealing bread from children and offers to pay for them to leave. Another argument erupts, but that changes as soon as Miep arrives to tell them that the Allies have landed in Normandy and the invasion has begun. 

Then, in Act 2, scene 4, Anne and the others have not heard from Miep nor Mr. Kraler in a few days and it doesn't sound like anyone is working in the warehouse below. The phone downstairs rings off the hook and Mr. Dussel demands that Mr. Frank answer it. It is the end. Soon, the Nazis storm the building and they are all captured. 

The flashback returns to 1945 where Miep and Mr. Frank have finished reading the diary. Mr. Frank tells Miep that he remembers Anne being happy to finally be outside once they were sent on the trains to camps. The play ends with Anne saying the following:

"In spite of everything, I still believe that people are really good at heart."

Who does Pip think the second convict is in Great Expectations?

At first, Pip thinks that the second convict is the same one that he has encountered in the graveyard; then he thinks it is "the young man" who the larger man has threatened him with the night before.

In the first chapter of Great Expectations, when the coarse convict of gray appears and orders Pip to get him a file and food, he warns Pip that there is a young man who is hidden with him.

"This young man hears the words I speak. That young man has a secret way of getting at a boy, and at his heart, and at his liver. It is wain for a boy to attempt to hide himself from that young man."

In Chapter III, Pip heads to the Battery with the file and the food he has stolen from the pantry; however, just before he reaches the Battery, Pip notices what he thinks is the man sitting before him:

His back was towards me, and he had his arms folded, and was nodding forward, heavy with sleep.

He, too, is dressed in coarse gray clothing, and he, too, has a leg iron. But, when Pip touches him, thinking he is the convict of the other night, but then sees his face, he realizes that he has been mistaken. This convict swears at Pip, and he runs off.

"It's the young man!" I thought, feeling my heart shoot as I identified him. I dare say I should have felt a pain in my liver, too, if I had known where it was.

After the second convict runs off, Pip continues and finds the first one who has asked him to bring food. The man eats like one who is starving; while he does so, Pip tells him there will not be any food for the young man. The larger convict says, "He don't want no wittles." Pip tells him that he thought the convict looked hungry. The first convict becomes very agitated and asks Pip where this man is. Pip points, saying that the convict went "yonder...over there where I found him nodding asleep, and thought it was you."

The first convict asks Pip if the young man has a badly bruised cheek, and Pip replies "yes." Now the first convict demands to know where this convict is.

"Show me where he is. I'll pull him down like a bloodhound. Curse this iron on my sore leg! Give us hold of the file, boy." And so, Pip leaves, hearing the man filing and filing on that foot so that he can free himself.

Are there any quotes in Macbeth that discuss trust?

Macbeth is all about trust and betrayal. So, here are two major examples of the abuse of trust in the play.

1. At the beginning of the play, king Duncan strips the traitorous Thane of Cawdor of his titles and has him killed because the thane conspired with the Norwegians against Duncan. Duncan was naturally disappointed because he trusted the thane:

There's no art
To find the mind's construction in the face:
He was a gentleman on whom I built
An absolute trust.

The King states that one's appearance can be rather deceiving and that although he trusted the thane, he was eventually tricked by him. What is ironic is that king Duncan will put his trust in another man who will betray him just like the thane of Cawdor did. And this man is, of course, Macbeth.

 2. When Macbeth confronts the dilemma of whether to murder king Duncan or not, he goes through the list of reasons why he should not kill the king. One of the most important reasons is because Duncan trusts him:

He's here in double trust;
First, as I am his kinsman and his subject,
Strong both against the deed; then, as his host,
Who should against his murderer shut the door,
Not bear the knife myself.

So, Macbeth states that Duncan trusts him for two reasons. First, they are relatives, so killing the king would not only be unacceptable, but sinful as well. Macbeth is also his most loyal subject, so he should support him, not murder him. Second, Duncan will be a guest at Macbeth's home, so, as his host, Macbeth should protect him and make sure that Duncan is safe. Nevertheless, we know that Macbeth will abuse this trust which Duncan has and take advantage of the fact that Duncan is at his home so that he could kill the king.

How old was Romeo?

The precise age of Romeo, from William Shakespeare's Romeo and Juliet, is never explicitly mentioned in the play. We do know for certain that Juliet is just about to turn fourteen, and her mother feels it is high time to find her a husband. At this period in Europe, young people- especially the wealthy- were arranged to be married in their early teens. Based on the fact that Romeo is also of noble birth but has not yet been arranged a marriage, we can assume he is not much older than Juliet. In an arranged marriage, boys were typically a few years older than their brides. The minimum marriageable age for boys in Tudor times was fourteen, so Romeo was probably at least fourteen but no more than sixteen or seventeen. 

How do I write an analytical or personal response to 'What is the role self-preservation plays in a difficult situation?'?

The first issue here is choosing an appropriate text to which to respond. The assignment sheet does not specify any specific texts, and so the focus of this answer will be on a text that might work well for you. 

The first text I would choose for this is the short story "Shooting an Elephant" by George Orwell. In this story, the protagonist faces a moral dilemma. He really doesn't want to kill the elephant, but fears causing a riot or looking bad from a career point of view if he doesn't. There is some real tension here between his own moral beliefs and his need not to show weakness, which is necessary to succeed in his work and build a relationship with the native populace as a member of the British police force. 

For a hybrid analytical/personal essay, you should focus not on the specific events of the narrative, but on the moral issues it raises. Next, to turn this into a personal/analytical hybrid, you should compare this to some sort of dilemma you have experienced in your job or your studies. Think of a situation in which you have felt one course of action is right, but didn't take that action because it might have been risky, such as not standing up to a school bully or carrying out what you thought was a bad order from a boss. 

What is Antony's true opinion of Brutus?

Antony seems to be expressing his true opinion of Brutus at the very end of the play, when he and Octavius are standing over Brutus's body on the battlefield at Philippi.

This was the noblest Roman of them all.
All the conspirators, save only he,
Did that they did in envy of great Caesar;
He only, in a general honest thought
And common good to all, made one of them.
His life was gentle, and the elements
So mix'd in him that Nature might stand up
And say to all the world, “This was a man!”

Antony, however, was a realist like Cassius. He could recognize that Brutus was a good man and yet not really respect him because he was gullible and easy to manipulate. Antony recognized that Brutus was an idealist. Both Antony and Cassius knew that this is not an ideal world. Brutus would have known better if he had not buried himself in books and meditation. Brutus might be compared to Hamlet, who was also an idealist and who came up against vulgar reality when he returned to Elsinore after his father was murdered by his uncle. Early in the play, when Cassius feels he has succeeded in persuading Brutus to join in the conspiracy to assassinate Julius Caesar, Cassius says to himself in a monologue:

Well, Brutus, thou art noble; yet, I see
Thy honorable metal may be wrought
From that it is disposed; therefore it is meet
That noble minds keep ever with their likes;
For who so firm that cannot be seduced?
Caesar doth bear me hard, but he loves Brutus.
If I were Brutus now and he were Cassius,
He should not humor me.         I.2

Both Antony and Cassius recognize that Brutus is noble, i.e., honest, altruistic, patriotic, kind, considerate. But both appear to believe that there is something better than being noble-minded. Both Antony and Cassius are shrewd and practical men. They are not noble. Both of them manipulate Brutus by appealing to his exalted self-image as a noble Roman with noble ancestors. Brutus might be described as an example of the saying: "Nice guys finish last." Shakespeare shows in the ruthless behavior of Antony and Octavius after their victory over Brutus and Cassius that it is usually the selfish, hard-nosed realists who come out on top.

A balloon full of air has a volume of 2.75 L at a temperature of 255 K. What is the balloon's volume at 318 K?

The relationship between the temperature and volume of a gas is described by Charles's Law:

                                    `~V_1/T_1` = `~V_2/T_2`

  `~V_1` = initial volume of the gas

  `~T_1` = initial temperature of the gas

  `~V_2` = final volume of the gas

  `~T_2` = final temperature of the gas

(Assume that the pressure and number of moles remain constant.)

There is an direct relationship between the temperature and volume of a gas. When the temperature of a gas increases, the volume also increases. The reverse is also true - when the temperature of a gas decreases, the volume also decreases.

According to the problem,

  `~V_1` = 2.75 L

  `~T_1` = 255 K

  `~V_2 ` = ? L

  `~T_2` = 318 K

Step 1: Rearrange the formula for Charles's Law to isolate `~V_2` .

   `~V_2` = `~V_1T_2`  `-:`  `~T_1` ` `

Step 2: Plug in the given values and calculate.

   `~V_2` = [(2.75 L)(318 K)]/255 K = 3.43 L

Why does Greg call Maura in Andrew Clements's Lunch Money?

The only phone call made in Andrew Clements's The Lunch Money is actually made by Maura to Greg soon after they start fighting about Maura copying Greg by making her own comic book. Certainly, however, Greg does call Maura some names in the story.

In chapter 7, Greg storms into Mr. Z's math class, slams Maura's unicorn book down on her desk and calls her a thief, saying, "You stole my idea, and you know it" (56). He even calls her "cheap, stupid garbage" when he says her book is "cheap, stupid garbage—just like you" (57). It's during their fight that Maura accidentally hits Greg in the face, giving him a bloody nose and black eye. While waiting in the nurse's office, Greg has a chance to look over Maura's book and see that her artwork, which is original, is also really good. Later, Maura tells Greg she read one of his books, which she pays for with a quarter, and tells him she thinks his is good, too. During a conference with Mr. Z, which calms the children down somewhat but doesn't help resolve the issue, Greg gets another bloody nose and must miss math class. Later that same evening, Maura calls his house and offers to give Greg the details of the math assignment he missed. She next starts talking about his book once more, saying she looked it over again, and that his book "makes her unicorn story look just awful" (86). She then says she doesn't understand exactly why her book can't be considered a comic book, hoping Greg will give her some advice. Greg grows suspicious of her motives, however, thinking she is only calling because she hopes she can learn more about his ideas so she can steal from them, so Greg ends their phone conversation. It's not until much later in the story that Greg and Maura decide they'll be able to sell more comic books if they work on the book together.

How do we determine the isotopic atomic mass of U-235?

Depends on if you want to do it the math way or experimental way.

Mathematically, you can simply add the masses of each part of the atom. Uranium 235 is an isotope with 92 protons, 92 electrons, and 235-92 neutrons. Taking the masses of these particles together will give you the mass of the whole atom.

In this case, a proton is 1.672*10^-27 kg, an electron is 9.109*10^-31 kg, and a neutron is 1.674*10^-27 kg. This adds to 235.04 u.

Experimentally, you can run your isotope through a mass spectrometer to determine it's mass. These machines can ionize a sample, and using a magnetic field give the particles a certain energy. As the particle flies through the machine, heavier particles will land closer, like the difference in how far baseballs and bowling balls will go when struck by a bat. Using force equations, you can find the mass of your particle.

Why did Reverend Hooper say he wore the black veil over his face to preach his sermon?

In short, he doesn't.  Mr. Hooper does not say why he's put on the veil before he delivers his sermon, and he really never totally explicitly states its purpose after the sermon either.  The subject of the sermon, however, is our first (and his congregation's first) clue: it "had reference to secret sin, and those sad mysteries which we hide from our nearest and dearest, and would fain conceal from our own consciousness, even forgetting that the Omniscient can detect them."  In other words, then, the sermon discusses the idea that each of us has secret sins for which to account, but we attempt to hide this sinfulness even from our loved ones.  We would even prefer to allow ourselves to forget and to believe that God is unaware of these secret sins.  Thus, we can begin to understand that the veil represents this desire and the attempt to hide our true natures, our sinful natures, from the world. 

Mr. Hooper says something similar at the story's end, when he's on his deathbed.  He says, "'When the friend shows his inmost heart to his friend; the lover to his best beloved, when man does not vainly shrink from the eye of his Creator, loathsomely treasuring up the secret of his sin; then deem me a monster, for the symbol beneath which I have lived, and die!'"  He describes the veil, explicitly, as a symbol of this secrecy we all hope to maintain: from our friends, ourselves, our god.  We hide our real selves by pretending that we are not sinful, and Mr. Hooper has worn the veil as a tangible symbol of this invisible attempt to hide.

What are Mr. Braithwaite's character and appearance in To Sir, With Love by E. R. Braithwaite?

Ricky Braithwaite is an educated and intelligent engineer from British Guiana who served in the RAF in Britain during World War II. He can't find a job after the war because of racial prejudice in England, so he decides to teach at Greenslade, a school in London's East End. While he claims to be quick to anger, in reality he handles racism with intelligence and perseverance. For example, when he's on the bus to the East End in Chapter 1, a woman refuses to sit next to him because of the color of his skin. The bus driver wants to force her to do so, but Ricky decides to get off at the next stop instead, as he senses that this is not a woman he'd like to deal with. He is inherently respectful of the students at the school and treats them like adults, expecting respect in return. He has high standards, but he holds himself to the same high standards. He is carefully observant of what works with each student, and he is willing to work hard to help his students improve. 

In The Men Who Built America episode 3 when Carnegie built his steel mill what was wrong with his timing

In this episode, there is more actually "right" with Carnegie's timing than "wrong."  America's railroad industry is growing exponentially and the nation needs steel for high-rises.  Thanks to Bessemerization, steel can now be produced much more cheaply than ever before.  Carnegie is able to control the raw materials by buying iron mines and stores of coke, which is the coal used for its ability to generate the hot temperatures needed to burn off impurities in iron.  Carnegie is also able to take advantage of a large pool of cheap labor, as immigrants from Europe and displaced Southerners (both white and black) come North for a better life.  The only blemish against Carnegie in Episode Three is a flashback to Episode Two when Henry Clay Frick does not handle the strike at the Homestead plant properly and it leads to bloodshed and a blemish on Carnegie's record.  This leads to a permanent rift between the two men, but Carnegie's personal fortune and philanthropic interests are not harmed by the Homestead incident.  

What are the external and internal conflicts of Curley's wife in Steinbeck's Of Mice and Men?

Curley’s wife’s internal conflict is that she is lonely, and her external conflict is with the men who ignore her. 

Curley's wife really does not do anything bad to anybody.  Her biggest sin is that she is a tease.  However, part of what the men see as her being a tease is just her desperation for any human contact. She is very lonely.  What is her name?  We don’t even know.  It symbolizes her voicelessness and powerlessness. 

The swamper stood up from his box. “Know what I think?” George did not answer. “Well, I think Curley’s married . . . . a tart.”

“He ain’t the first,” said George. “There’s plenty done that.” (Ch. 2) 

Curley’s wife tries to talk to Candy, and Lennie.  She is constantly walking around looking for her husband, but just because it gives her an excuse to talk to people.  She is irritated with the men because they avoid her.  She feels like she deserves to have people to talk to. 

Curley’s wife had dreams. She wanted to be a movie star. She even got a man to convince her that he could get her into movies.  It didn’t happen. 

“’Nother time I met a guy, an’ he was in pitchers. … He says he was gonna put me in the movies. Says I was a natural.  Soon’s he got back to Hollywood he was gonna write to me about it.” She looked closely at Lennie to see whether she was impressing him. “I never got that letter,” she said. (Ch. 5) 

In the end, Curley’s wife meets an untimely death.  I guess you could say that her internal conflict put her in danger. She had an external conflict with Lennie because he killed her, but he did not mean to.  He just wanted to stroke her soft hair, and pushed so hard he broke her neck.

What is the purpose of the lottery in the village? Why do people continue to participate?

Upon first glance, there doesn't seem to be much purpose for the lottery. The people in the story seem to remember there was once a reason for the lottery, but the system has been going on for so many years that nobody seems to remember the original purpose of the lottery.  

At one time, some people remembered, there had been a recital of some sort, performed by the official of the lottery, a perfunctory, tuneless chant that had been rattled off duly each year; some people believed that the official of the lottery used to stand just so when he said or sang it, others believed that he was supposed to walk among the people, but years and years ago this part of the ritual had been allowed to lapse.

The above text shows the people of the town are struggling to remember the procedures of the lottery. That seems to indicate that they also forgot the original reason for the lottery.  

Old Man Warner is the best source of information regarding the lottery's original purpose because he lived through many of them.  

"Seventy-seventh year I been in the lottery," Old Man Warner said as he went through the crowd. "Seventy-seventh time."

There is a brief moment when Old Man Warner hints at a likely reason for the original lottery.  

"Used to be a saying about 'Lottery in June, corn be heavy soon.' First thing you know, we'd all be eating stewed chickweed and acorns. There's always been a lottery," he added petulantly.

Those lines indicate the original purpose of the lottery was a ritualistic sacrifice in order to secure better crops. Stone a person to death, and the rains will come. The rains will provide a good crop season.  

The people continue to participate in the lottery because they always have. They are blindly following a tradition for the sake of following a tradition. Old Man Warner's quote, "There's always been a lottery," tells readers that he thinks the idea of giving it up is ridiculous. Other people disagree and mention that other towns have stopped the lottery, but, unfortunately for Tessie Hutchinson, the lottery tradition continues for at least this year.

Do you think the road the speaker took was really the less travelled one? Why?

No, the road the speaker takes is not really the less traveled one, because, according to the second and third stanzas, there is no road less traveled; they have both been traveled by relatively equal numbers of people.  The speaker says that the second road is "just as fair" as the first road, it just happens to be grassier; however, "the passing there / Had worn them really about the same" (lines 6, 9-10).  The passing there refers to people who have taken these roads before, and, since the roads are worn about the same, we can ascertain that about the same number of people have taken each one.  The roads may look a bit different, but they are equally worn.  In fact, the speaker says that "both that morning equally lay," strewn with leaves that had not yet been trodden black by the steps of others (11).  Therefore, there is no road less traveled because both roads have been taken an approximately equal number of times. 

How can improper methods, or a lack of systematic research create false beliefs about social reality?

Lack of proper research methods will inject false beliefs about the social reality through either assumption or bias.  When these influences are applied to sociological study the outcome becomes skewed in unpredictable ways and can further compound the problem by substantiating incorrect conclusions or beliefs.  The danger of relying on improper research is obfuscating the original problem with unrelated or non-existent tangents.

Assumption error occurs in research when researchers accept a key component of their model without properly verification.  Assumptions are a key part of research but need to be vetted and eliminated whenever possible.  For example, if a survey is taken of the public it may be assumed people are telling the truth.  Some research will allow for anonymous surveys to help reduce stigma attached to socially awkward questions.  The modifications is one manner the researcher can verify their assumption of truthfulness.  When a researcher fails to control for assumptions the assumptions often become confused with fact leading to false conclusions.

Bias error occurs when a bias or prejudiced is introduced into the research.  The error may be intentional or unintentional, but will result in skewed analysis based on inflated data sets.  Bias error can occur in any research step.  Once it occurs it will taint the remainder of the research.  When researching a social question, bias can limit the researchers view of the problem based on their own experience.  Narrow research will result in narrow data that can only be applied in specific circumstances rather than projected to a larger social reality. 

Bias error is one method which can also be intentionally used to create a false narrative.  When creating a survey, limiting the choices can introduce a bias and provide the researcher with information which appears to support their bias.  For example, suppose a question is aimed to determine whether you believe a transgender person should use the bathroom of their biological sex.  The answers you have to choose are "yes" or "no".  Although it seems benign, the bias is that those are the only or the best two options.   The data does not account for people who believe another restroom category should be created, or unisex bathrooms utilized, or family restrooms used.

Assumption error caused problems in research because it often creates unconnected questions or encourages research into irrelevant areas because false information was accepted as fact.  Bias error is the opposite and limits research because it forces data to conform to a predetermined belief or position.

Who are the dynamic and flat characters in the novel Monster by Walter Dean Myers?

In literature, a dynamic character experiences an internal change that affects their personality, attitude, or perception. Steve Harmon would be considered a dynamic character throughout the novel Monster because he begins to perceive himself differently as he struggles with being identified as a monster. Kathy O'Brien is another dynamic character whose perception and attitude toward Steve Harmon changes as the novel progresses. After O'Brien practices Steve's testimony before he takes the witness stand, she realizes that Steve was an active participant in the robbery and rejects Steve's attempt to hug her after he is found not guilty. Osvaldo Cruz is also a dynamic character throughout the novel. Osvaldo is portrayed as a thug in Steve's flashbacks. However, when Cruz takes the witness stand, he tries acting like a morally upright individual who only participated in the robbery because he was scared. Osvaldo's change in personality makes him a dynamic character.

In literature, flat characters do not experience any emotional change from the beginning to the end of a novel. Sandra Petrocelli would be considered a flat character because her opinion of all the defendants and witnesses does not change throughout the novel. She feels that James King and Steve Harmon are guilty and views them with contempt throughout the entire trial. Richard "Bobo" Evans and James King are also flat characters. They remain callous and mean throughout the novel. They are both portrayed as selfish thugs who do not care about their life or the lives of others.

Where was Gatsby from and why is it odd?

Gatsby is from North Dakota. He comes from a poor farming family, which is odd considering the vast wealth that he eventually accrues. It is also odd that Gatsby would leave North Dakota for West Egg since the lifestyles associated with both locations are completely different. In West Egg, Gatsby does business with Meyer Wolfsheim, a notorious figure in New York known primarily for his involvement in organized crime. Gatsby's apparent involvement with Wolfsheim, and by extension, the criminal underground, differs greatly from the honest style of living in which he was raised. The strangeness of Gatsby's situation is apparent to other characters, as well. At the first Gatsby party that Nick attends, various rumors circulate concerning the source of Gatsby's wealth. Even Jordan Baker, a character who never seems to be interested in anything at all, wonders about Gatsby's past. This great interest circulating around Gatsby shows how odd it was at the time for a person of relative obscurity to come into a vast amount of wealth. 

What would be one solution for a positive externality other than government intervention?

A positive externality, in economic terms, is a benefit that is “not included in the market price of a good.”  In other words, this is a benefit that someone gets when a good or service is bought but which they do not pay for.  We want to encourage positive externalities to occur because they make our society better-off.  One example of a positive externality is education.  One way to “solve” it (in other words, to promote or encourage it) without government intervention is to encourage people to donate money to charitable organizations that would provide education.

Education is a positive externality because all of society benefits when people become more educated.  An educated person is less likely to commit crimes and be sent to jail.  They are less likely to need government assistance.  They are more likely to get a good job and otherwise contribute to society.  Therefore, society gets good results when people become educated even if society does not pay for those people to do so.

One way (other than having governments provide schools) to encourage this positive externality would be for people to donate more money to charities.  In the past, when the Catholic Church was much stronger in the United States, there were many Catholic schools across the country, even in poor neighborhoods.  These schools could exist because Catholics gave money to their church (and because Catholic religious essentially volunteered their time as teachers).  Today, foundations such as the Gates Foundation give large sums of money to help promote education.  If we wanted to “solve” the positive externality of education without government intervention, we would need to encourage more organizations to run schools and/or to give money to fund schools.