In The Chrysalids, what is ironic about Sophie being discovered in a good season? What might have happened if the crops and newborn animals had...

Sophie’s discovery at that time is ironic because it came after David’s father made an announcement that they had defeated the “forces of Evil.”  If crops had been better she might not have been discovered because everyone would be too busy.

We are told that Waknuk is having a good season, which means that every animal born and crop raised looks like it is expected to.  There are no “mutations.”

The season was a good one, sunny, yet well watered so that even farmers had little to complain of other than the pressure to catch up with the work that the invasion had interrupted. Except among the sheep the average of Offences in the spring births had been quite unusually low. (Ch. 5)

If there had been more mutations, people might not have been on the lookout for some.  Since they had nothing else to do, Sophie became a top priority.  She had survived all of those years with her extra toes as her parents hid her.  Then one day she let her guard down and was spotted.  There are so few “condemnations” that David’s father announced that “that Waknuk would seem to be giving the forces of Evil quite a setback this year.”

David's father's comments are ironic because he doesn't realize the full significance of his words; exactly the opposite of what he expects happens.  David’s father announces that they have defeated the forces of evil because they have had no mutations, and then Sophie is discovered with her extra toes.  This is probably one of the reasons David’s father was so brutal to him about turning Sophie in.  He made a fool of his father.

In a way, Sophie’s discovery is linked to the good season because she and David explored more.  David does not have as much work to do. Even if they were careful, they were not careful enough.

With everyone so busy I was able to get away early, and during those long summer days Sophie and I roamed more widely than before, though we did our adventuring with caution, and kept it to little-used ways in order to avoid encounters. (Ch. 5) 

Unfortunately, David is not able to protect Sophie.  He tries to hold out long enough for her to get away, but his father eventually beats the information out of him.  Even though it was not his fault, David is guilt-ridden for having given her up.

What is the technique used by and effect of the quotation, "Two of the fairest stars in all the heaven, /Having some business, do entreat her eyes...

In these lines, Romeo essentially says that two of the prettiest stars from the sky had to go away for some business and have asked Juliet's eyes to shine in the sky in their stead while they are gone.  This quotation makes use of the poetic device called personification.  This is when human attributes are given to something that is not human.  Obviously, stars are not sentient, and they lack the ability to ask anyone to do anything.  However, in using this device, Shakespeare achieves a level of whimsy, as if Romeo's world were magical now with Juliet in it.  It also helps to show just how beautiful Romeo believes Juliet to be; in this sense, the line also contains a comparison, a metaphor, wherein he claims that her eyes are as bright and beautiful as the stars are.  When he ascribes the action of "twinkl[ing]" to her eyes, he compares them to stars because it is stars that twinkle, not eyes.

Why is literature a difficult term to define?

While works we would now consider literature have existed for several thousand years, dating back before the invention of writing, literature being used as a category is relatively recent.

The ancient Greeks had several terms referring to what we now would call literature. Poetry, divided into drama, epic, and lyric sub-genres, was understood as a genre. Prose fiction was not developed until late antiquity. In general, poetry was considered part of the educational discipline of grammar, and taught as part of instruction in reading. Prose, and the art of prose composition, fell under rhetoric. In Latin, similarly, poetry was part of secondary education in "letters." The study of style was equally applied to prose and poetry, and included examples from the poets, Plato, oratory, and history.

Our modern notion of "literature" as something distinct from pedagogical environment and meter (or lack thereof) is essentially Romantic and tries to divide literature from nonliterary texts using somewhat vague criteria of creativity, quality, or style. Such criteria, are, unfortunately, subjective, making defining literature in the modern sense rather problematic.

Why does Kira appeal to the women's sense of fear and self-interest?

In chapter 2, Kira returns to the village after attending her mother's dead body in the Field of Leaving, only to find that the women of the village intend to kill her so that they can have the area on which her family's cott had stood. They want to build a pen for chickens and tykes there. Vandara is the leader of this group of women, and the women look toward her for instructions. Some of the women have rocks in their hands. Once one woman threw a rock, Kira knew, the others would follow, and she could be quickly stoned to death. She knows it is useless to appeal to their compassion. The women in the community don't value thinking of others and seem to have never learned to be kind or empathetic. Therefore, Kira knows she must appeal to their fear. She begins reciting the law that the women are subject to. Conflicts must be taken to the guardians for resolution. If a dispute results in a death without going to the guardians, then the one who causes the death will be executed. This knowledge, this fear of capital punishment, saves Kira from stoning. Vandara becomes her accuser, and the Council of Guardians allows Kira to live.

What was in the two letters Claudia mailed when she and Jamie got off the train?

One letter is to their parents telling them they have run away and the other is to mail in Box Tops.

Claudia and Jamie run away from home and go live in a museum. That is pretty unusual, but Claudia is unusual. She is leaving because she is the oldest and feels unappreciated. She brings her little brother Jamie because he is quiet and has saved his money.

Claudia is twelve and Jamie is nine, so they are going to be missed. They are going to the museum by train, and Claudia stops to mail a letter. She is hoping to buy them some time. Jamie asks her what was in the two letters. She tells him,

"One was a note to Mom and Dad to tell them that we are leaving home and not to call the FBI. They'll get it tomorrow or the day after." 

"And the other?" 

"The other was two box tops from corn flakes. They send you twenty-five cents if you mail them two box tops with stars on the tops. For milk money, it said" (Chapter 2).

The two children are looking for independence and adventure. While Claudia is smart, her two letters show she has sort of strange priorities and is incredibly naive, even for a twelve-year-old. There is no way the FBI will not look for them, and expecting her parents no to take action for the two days until the letter arrives shows Claudia doesn't understand how her parents will react to losing two of their children. In addition, twenty-five cents is not enough to fund a runaway, and where would they send it to? (Jamie points out the folly of the Box Tops.)

Claudia chose the Metropolitan Museum of Art because it is quiet, orderly, and has plenty of interesting stuff to look at. She desired "a large place, a comfortable place, an indoor place, and preferably a beautiful place." The museum fit the bill.

Why does Mr. Jamison stand out as an exception to the rule in Mildred Taylor's Roll Of Thunder, Hear My Cry?

Mr. Jamison is one of the few white people in the novel who treats the Logan family and other African-American people with respect. As Cassie says in Chapter 4 about Mr. Jamison, "He was the only white man I had ever heard address Mama and Big Ma as 'Missus,' and I liked him for it." When Mr. Jamison deals with the Logan family in business, he is straightforward and honest. He tries to help Papa and Uncle Hammer, for example, when they want to get credit at a new store and to withdraw their business from the Wallace store. When Papa and Uncle Hammer wonder if they should trust Mr. Jamison, he tells them, "I'm a Southerner, born and bred, but that doesn't mean I approve of all that goes on here." Mr. Jamison does not believe in treating African-American people with unfairness or prejudice, even though most of the white community around him thinks that is acceptable.

At the end of the novel, Mr. Jamison even puts his life on the line when trying to protect T.J. from the white mob that is gathering. He tells the white mob, "Y'all let the sheriff and me take the boy. Let the law decide whether or not he's guilty." Later, he shields T.J. with his own body, and he gets T.J. away from the white mob. Perhaps one of the reasons Mr. Jamison is different from many of the white people in his Mississippi community is that he attended law school in the north. 

What do you call the people who discuss whether or not certain laws are or are not to be passed?

There are three branches of government at the national level. These branches are the legislative, executive, and judicial branches. Each branch has a specific job to do. The branch that is responsible for discussing potential laws and then voting on them is the legislative branch.

There are several names that might apply to a member of the legislative branch. Sometimes, these people are called legislators because they are involved in the process of making the laws. At the national level, there are two parts to Congress, which is our lawmaking body. One part of Congress is the House of Representatives. The members of the House of Representatives are called representatives. A state’s population determines the number of representatives that each state will have. Large states have more representatives than small states. The other part of Congress is the Senate. The members of the Senate are called senators. Each state has two senators.

What is a summary of the chapter titled "February"?

Here's a very short summary: Holling accidentally messes up his dad's chances of winning the contract to design the new school. He also goes on a date with Meryl, and he reads Romeo and Juliet and hates it at first, then slowly starts appreciating it.

Here's a detailed summary:

As the chapter titled "February" opens, it's a Friday night, and Holling and his family are getting very dressed up to go to an awards banquet at the Kiwanis Club. Neither Holling nor his sister wants to wear the flowers they're supposed to, so they dare each other to flush them down the toilet.

Just then, the ceiling in their living room caves in, making a hideous mess and causing their father to yell angrily about the workmen who were in charge of fixing the ceiling.

When the family arrives at the Kiwanis event, Holling gives his carnation away, and his sister actually flushes her orchid. They sit through a boring dinner and some boring speeches, and Holling's dad gives his speech to accept his award for being a model businessman in the community. Holling finds it all a bit ironic, because as soon as they get back home, Holling's dad calls up the workmen and bullies them into coming back over first thing the next morning to redo the ceiling repairs.

Back at school, the rat problem is getting worse and the ceiling tiles are bulging downward. Holling's teacher assigns him Romeo and Juliet, which he reads in just three days, and he thinks the story is really stupid because of how the main characters kill themselves. It's not realistic, Holling argues as he talks to Mrs. Baker about it. But Meryl Lee likes how Holling is reading Romeo and Juliet, and he successfully asks her out on a date for Valentine's Day.

Holling barely has any money and wonders where he can take Meryl on their date, but his dad is just focused on the new modern design for the junior high school. His friend Danny doesn't help, either. When Holling reads some more Romeo and Juliet with Mrs. Baker, he starts to appreciate it more, and when he goes down to see Mrs. Bigio to pick up some cupcakes for the class, she gives him two tickets to see the stage play.

Problem solved! Holling takes Meryl to see the play for their date, and they have a great time. After the show, they talk about their dads' separate plans for the new junior high school, and Holling draws his dad's plan to show Meryl. She keeps the drawing.

Soon afterward, Holling goes with his dad to a business meeting. Everyone is presenting their ideas for the new junior high school, and Meryl's dad's presentation shows that he's totally copied Holling's dad's idea! Mr. Hoodhood is really mad at Holling, and Holling is angry at himself for being so stupid as to give away his dad's design to Meryl.

He argues with Meryl, but she claims that she never wanted her dad to use the design, and her eyes are red from crying.

Holling rewrites his essay about Romeo and Juliet, showing how his own experiences are changing how he interprets the play. Then he takes a rose and some Cokes over to Meryl's house to apologize, and they make up. Meryl's dad withdraws his idea for the new junior high school, and Holling's dad wins the contract for his own company.

The chapter closes when Mrs. Baker receives notice that her husband is missing in action in the war.

In Richard Connell's "The Most Dangerous Game," what is the first conflict that Rainsford must face?

When referring to "conflict" in a story, one must consider where the struggle is. A conflict can be man vs. man, man vs. self, or man vs. nature, for example. Therefore, Rainsford's first struggle is man vs. man because he must choose whether to be hunted by General Zaroff or be turned over to Ivan the Cossack for torture. Being hunted by General Zaroff seems to have more of a sporting chance to live rather than submitting to torture, so Rainsford chooses to be hunted in the jungle of Zaroff's island.

However, the first day of the hunt can be considered a conflict as well. This conflict is man vs. man because it is General Zaroff's hunting skills and pistol against Rainsford's knife in the jungle. First Rainsford creates many different paths which make it difficult for Zaroff to track him. Then, he constructs a Malay man-catcher which wounds Zaroff on his shoulder. The next day Zaroff brings a dog to help him, who dies in a Burmese pit that Rainsford constructs. This conflict is man vs. man and animal. On the third day, Rainsford must face the whole pack of Zaroff's dogs; so that is man vs. man and animals again. Overall, the conflict is man vs. man because both men use their skills and wits against each other.

Which quotes about deception can one find in the first and second scenes of Macbeth?

In scene 1, we encounter the witches who are planning to meet Macbeth on the heath later, before sunset, when all the fighting is over. In the last lines of the scene, they say the following:

Fair is foul, and foul is fair:
Hover through the fog and filthy air.

This seeming contradiction is an obvious indication of their purpose later. Their reference to 'foul' suggests something disgusting or evil, whilst 'fair' suggests goodness and something wholesome. They equate the two—the one is the other. They intend using deception to lead Macbeth into committing vile deeds whilst he believes they are good in the sense that he will benefit from them. Their deliberate use of such equivocal statements is what will eventually lead him to his doom.

In scene 2, King Duncan refers to the traitorous thane of Cawdor after his defeat and eventual arrest:

No more that thane of Cawdor shall deceive
Our bosom interest: go pronounce his present death,
And with his former title greet Macbeth.

The thane has deceived his king by probably feigning loyalty but actually plotting against him by assisting the traitor, Macdonwald, and Sweno, the Norwegian king. Duncan declares that Cawdor will nevermore have an opportunity to mislead him and thus thwart what is good for him, his countrymen, and the country itself. Now that he and the other two have been vanquished, to a great extent because of Macbeth's relentless pursuit and his courage, the king commands that he be executed and his title bestowed on Macbeth.

It is ironic that Duncan awards the traitor's title to Macbeth because it is this honour which actually provides Macbeth with an incentive to undertake his road to ruin. Furthermore, Cawdor's deception and betrayal foreshadow Macbeth's similar acts later, only with much more devastating outcomes.

What are the internal and external conflicts in Saki's "The Interlopers"?

Saki's short story “The Interlopers” is about two rival landowners who conflict with each other about a strip of forest land that separates their properties. The conflict has become a long feud, with both sides intent on claiming the land. As the story opens, Ulrich von Gradwitz owns the disputed land, and he is out looking for his enemy, Georg Znaeym, who he suspects of poaching and trespassing.

A summary should also include some of the background Saki gave about the families involved, and also the surprise ending.

The external conflict in this story is easy to identify. Ulrich and Georg are in conflict with each other over the land. In the story, this conflict intensifies when the men meet each other in the wilderness. Saki describes it thus:

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.

This is man vs. man external conflict.

Once the tree falls and traps these men, they threaten each other. Ulrich then takes a drink from his flask of wine, and the following happens:

the wine was warming and reviving to the wounded man, and he looked across with something like a throb of pity to where his enemy lay, just keeping the groans of pain and weariness from crossing his lips.

This indicates internal conflict. Ulrich begins to feel sorry for his hated enemy, so much so that he offers him some of his wine, which Georg accepts. To get to this point, Ulrich has to go through a change of heart, which involves self-reflection. Saki does not describe this internal conflict in great detail, but we know it has to be there.

Why don't the doctors in Flowers for Algernon perform the surgery on a person of normal intelligence?

Dr. Strauss and Professor Nemur never say outright why they don't attempt the surgery on someone with an average intelligence, but there are a few things we can consider. For one, the doctors may have been eager to see if their experiment could genuinely help improve the intelligence of someone who was lacking. Performing the surgery on a person of average intelligence might have presented some conflict because we do not know whether the doctors had acknowledged any limits to improvement of human intelligence. In other words, performing the surgery on an average person might have prevented them from seeing as huge of an improvement as they did with Charlie. There was also the possibility that the surgery might not work or even have adverse affects-- as we see later in the story.

This brings us to an important theme in Flowers for Algernon- the ethics of medicine and experimentation. This story was written in a time when people with disabilities or mental handicaps were considered to not be fully human. Dr. Strauss and Professor Nemur may have thought it to be more ethical to take the risk of failure with someone who was already handicapped rather than to risk impairment of someone who was otherwise of average intelligence. Further, they may have expected to have an easier time convincing a handicapped person like Charlie to have the surgery than they would have with someone of average intelligence. 

We can tell from the story that Charlie is a fairly independent man. He has a job and lives by himself. Though he is capable of making decisions, deep conflicts of ethics such as medical experimentation were not really in his realm of understanding. This story, though fictional, draws upon the real experiences of many handicapped people who have been exploited in the name of science.

What evidence suggests that Duncan is a weak king in Shakespeare's Macbeth?

King Duncan is a kind and gracious king, but he has definable weaknesses. Throughout the first act he exhibits a susceptibility to being challenged and overcome, since he is unable to quell rebellions himself and must rely upon his warriors. Further in the play, he fails to read enmity in the faces of his foes, and he misjudges the natures of others and the dangers of certain situations. Sadly, he cannot even protect his own sons.

Here are examples of Duncan's weaknesses:

• Unable to quell rebellions on his own

In the first act, as the rebel Macdonwald is defeated by Macbeth, King Duncan is not near the battle as many a king would be. Instead, he is in a camp and awaits word of the battle. His son Malcolm tells Duncan that an officer approaches who fought against his captivity, and Malcolm asks the soldier to provide the king with a report of the battle. So, the officer relates the brutal slaying of the rebel Macdonwald by the brave Macbeth. As he listens, the king seems an observer, and certainly not a participant, of the battle; and then he praises Macbeth, "O valiant cousin! Worthy gentleman!" (1.2.34)

• He displays an emotionalism that is unbecoming of a king

When Duncan announces his heir, he becomes so effusive that he can hardly say the words:

My plenteous joys,
Wanton in fullness, seek to hide themselves
In drops of sorrow. (1.4.39-41)

• He is unable to know what others are thinking, and unaware of the dangers of a setting.

As King Duncan approaches the castle of Macbeth, he is unable to sense any danger from the ruthless warrior on whom he has bestowed the title of Thane of Cawdor. Instead, he feels everything is lovely:

This castle hath a pleasant seat; the air
Nimbly and sweetly recommends itself
Unto our gentle senses (1.6.1-3)

Also unable to detect any danger from Lady Macbeth, who has just finished asking the preternatural spirits to unsex her, King Duncan addresses her with naïveté, saying that although his visit may be inconvenient, she should ask God to reward him for coming because his love prompted his visit.

See, see, our honored hostess!
The love that follows us sometime is our trouble,
Which still we thank as love. Herein I teach you
How you shall bid God 'ield us for your pains
And thank you for your trouble. (1.6.10-14)

Further, he misjudges both Macbeth and Lady Macbeth:

And his great love, sharp as his spur, hath help him

To his home before us. Fair and noble hostess,

We are your guest tonight. (1.6.23-25)

• Duncan is too meek in his position as king

In his soliloquy in Scene 7 of Act I, Macbeth reflects upon his relative, King Duncan, who is so meek and virtuous that his murder will "plead like angels" against his "horrid deed." 

...his virtues
Will plead like angels trumpet-tongued against
The deep damnation of his taking-off (1.7.18-20)

Lady Macbeth also recognizes Duncan's meekness as she tells her husband that she could have done the deed if Duncan had not reminded her of her father:

                 ...Had he not resembled
My father as he slept, I had done't (12.2.12-13)

Certainly, Shakespearean scholars, such as Janet Adelman, have alluded to King Duncan's nurturing nature, his "womanish softness," and his child-like trust and inability to interpret what is in people's faces. He is a good man, but too weak for the world in which he lives. 

Explain the use of repetition in the poem "Mooses" by Ted Hughes.

The repetition in this poem is subtle. Rather than repeating whole phrases or lines, the poem features frequent alliteration (the repetition of a word's first letter or sound across adjacent words) and anaphoras (the repetition of the first word or phrase at the beginning of successive clauses). 

The poem's final line, "Two dopes of the deep woods," is one great example of alliteration. Notice the "d" sound at the beginning of "dopes" and "deep." Another example of alliteration in this poem is the line "Hopeless drops drip from his droopy lips." Again, the "d" is repeated here. The alliteration in both of these lines, especially in the poem's final line, creates a kind of sonic punch for the reader that helps to make each line stand out. The alliteration also creates a rhythm and a sing-song effect, almost like a child's nursery rhyme, which emphasizes the silliness, helplessness, and "dopiness" of the moose.

The line "He bumps, he blunders, he stands" is one example of anaphora in the poem. Notice the repetition of "he" across the three clauses. Again, this anaphora creates a sing-song rhythm, emphasizing the ridiculousness of the moose and his frantic actions.

Hughes also uses this repetition to create a subtle tone that is both mocking and sad. Using the poem's alliteration and anaphoras, which create a childlike, almost ridiculous sing-song rhythm, Hughes underscores how silly and sad the moose is in his feelings of despair and lostness. The repetition thus helps drive the point home that the moose's blundering in the poem mirrors the ways in which humans blunder around trying to find their identities and meaning in their lives.

Why is evolution a hard topic to cover?

Evolution is a difficult concept to cover because it is contrary to popular religious teachings.

Evolution itself is a rather simple thing to teach. All living things have a common ancestor. Adaptation occurs over time as natural pressures make certain genes advantageous; this is natural selection. Speciation is when a line from one species has adapted to the point of being different from its parent species. Teaching evolution itself, even in depth, can be done very efficiently.

People might resist evolution because they believe a real divine power makes more sense. For example, in the American South, many fundamental Christians believe in Genesis theory, where God created the world over seven days, the Earth is only 6000 years old, and God once sent a massive flood to destroy the world. These Christians will lobby their state and city governments to ensure that what they believe is taught instead of or alongside what they think is a lie. Because they have lobbying power in these places, these individuals can be very successful.

Most schools are nervous about teaching evolution, as it can be a touchy subject. This means that they will either simply not cover it or present a religious view on the subject at the same time, implying both are credible theories.

What are the implications of the opening sentence of "Harrison Bergeron" by Kurt Vonnegut?

When looking at the opening line of Kurt Vonnegut's "Harrison Bergeron," I think there are two words to focus on: "finally" and "equal."  The story was published in 1961, a time in America in which "equal" meant something different. It was the Civil Rights era, a time in which black Americans were fighting for equal rights, or rights that were equivalent to those of white Americans. Vonnegut plays on this idea of "equality" using the word "finally." With the story taking place in 2081 and his inclusion of the word "finally," Vonnegut suggests from the opening that it had taken more than 100 years to reach this sought-after equality.

However, Vonnegut uses the word "equality" ironically in this story, as it refers to the reduction of everyone's rights and a reduction of everyone's abilities. Those who are extraordinary in their looks, intelligence or athleticism are required to reduce themselves to a lowest common denominator. George Bergeron, the father of the title character, has a conversation with his wife who suggests he removes the "handicaps" that make them "equal." He responds by saying:

"If I tried to get away with it ... then other people'd get away with it--and pretty soon we'd be right back to the dark ages again, with everybody competing against everybody else. You wouldn't like that, would you?"

"Harrison Bergeron" has many political implications, particularly in how we look at exceptional people. The opening line uses language from the Civil Rights movement to discuss this idea and then to show that "equality" does not mean reducing ourselves.

`h(t) = log_5(4-t)^2` Find the derivative of the function

Derivative of a function h with respect to t is denoted as h'(t).

 The given function: `h(t) = log_5(4-t)^2` is in a form of a logarithmic function.

From the derivative for logarithmic functions, we follow:

`d/(dx)log_a(u) =((du)/(dx))/(u*ln(a)) `

By comparison: `log_5(4-t)^2` vs.`log_a(u)` we should let:

`a=5 ` and `u = (4-t)^2`

 For the derivative of u, recall the Chain Rule formula:

`d/(dx)(f(g(x)))= f'(g(x))*g'(x)`

Using `u=(4-t)^2` , we let:

`f(t) = t^2`

`g(t) = 4-t` as the inner function

`f'(t)= 2t`

`f'(g(t))= 2*(4-t)`

`g'(t)= (-1)`

Following the Chain Rule formula, we get:

`d/(dx) (4-t)^2= 2 *(4-t)*(-1)`

`d/(dx) (4-t)^2= -2*(4-t)`

or

`(du)/(dx)=-2*(4-t)`

 Plug-in the values:

`u =(4-t)^2` ,     `a=5 `  ,  and `(du)/(dx)=-2*(4-t)`

 in the `d/(dx)log_a(u) =((du)/(dx))/(u*ln(a))` , we get:

`d/(dx) (log_5(4-t)^2) = ((-2)*(4-t))/((4-t)^2ln(5))`

Cancel out common factor (4-t):

`d/(dx) (log_5(4-t)^2) = -2/((4-t)ln(5))`

 or` h'(t)= -2/((4-t)ln(5))`

What theme is best illustrated in this excerpt from "Raymond's Run"? "You’d think she’d be glad her daughter ain’t out there prancing...

The theme that this quote demonstrates is the importance of knowing who you are.

Squeaky is an individualist. She likes to do her own thing. The quote that you have included demonstrates how Squeaky is different from other girls her age. Squeaky’s mother wants her to dress up for the May Day dance, but Squeaky would rather run in the race.

Squeaky does not have an easy life. Her brother has special needs, and taking care of him falls to her most of the time. She finds a release in running. Even though her mother wants her to dress up, she stands her ground. Squeaky notes that she once had to play a strawberry in a Hansel and Gretel pageant, and dancing on her toes is not her thing.

I am not a strawberry. I do not dance on my toes. I run. That is what I am all about. So I always come late to the May Day program, just in time to get my number pinned on and lay in the grass till they announce the fifty-yard dash.

To know who you are at this age is rare. Squeaky sounds very confident, but at several times throughout the story she shares how she has difficultly relating to girls her own age, and how even her mother sometimes finds her odd. It is not until the race against Gretchen that Squeaky understands that she is not the only one passionate about running.

And I look over at Gretchen wondering what the “P” stands for. And I smile. Cause she’s good, no doubt about it. Maybe she’d like to help me coach Raymond; she obviously is serious about running, as any fool can see. And she nods to congratulate me and then she smiles. And I smile.

Squeaky has found a way to be herself and also get along with others. She sees Gretchen no longer as a competitor or an insincere adolescent, and instead sees her as a potential friend. Without changing who she is, Squeaky is learning she can grow as a person by finding common ground with others.

How did immigrants impact the United States in the 1920s?

Immigrants in the 1920s affected the United States in two main ways.  One of these impacts was economic while the other was political/social.

As in other time periods of history, the immigrants who had arrived in the US in the late 1800s and early 1900s helped the American economy.  This was a boom time for the US economy.  The country was industrializing rapidly and there were many jobs to be had in factories of various sorts.  Immigrants helped the economy grow by providing a large pool of cheap labor.  This allowed factories to produce goods at relatively low prices, which allowed more Americans to buy those goods and enjoy a higher standard of living.

However, while the immigrants helped the economy, they also brought some amount of political and social strife.  Part of this was because many Americans thought that this wave of immigrants was different from regular Americans.  These immigrants came mainly from Southern and Eastern Europe.  They were largely Catholic or Jewish.  Their ethnicity and their religion set them apart in the eyes of many Americans, making them seem like they were too different to ever become true Americans.  In addition, some of these immigrants held radical political beliefs.  This was a time when socialism, communism, and anarchism all had many believers around the world.  The Soviet Union had just been formed, becoming the world’s first communist country.  Anarchists were carrying out terrorist attacks in Europe and even in the US.  Because some of the immigrants held these beliefs, many Americans did not trust them.  The presence of the immigrants led to nativism, which expressed itself in such ways as the National Origins Act of 1924 and the rise of the KKK in this decade.

Thus, while immigrants contributed to the American economy in the 1920s, they also brought about political and social conflict both because of the political beliefs that some of them held and because of ethnic and religious prejudice on the part of “native” Americans.

In Chapter 9 of Whirligig, what are the five comparisons of whirligigs to other objects/people?

In Chapter 9, I actually found seven references comparing whirligigs to other objects and people. I've listed them below in the order in which they appear in the chapter.

1. The final whirligig Brent is creating in Maine is compared to a dish or a meal, something that requires a delicate combination of ingredients:

But in his mind there materialized the notion of a whirligig all his own, its plan found in no book in the world, its ingredients his remaining scraps and whatever he could scavenge, as the campground owner had.

2. The new whirligig is compared to a moving gravestone, a colorful memorial for Lea:

But his clacking, flashing, jingling memorial would give off sound and color all year, holding back the tide of death. It was a kinetic gravestone, painted in ever-blooming greens and yellows and reds. Lea would not be swallowed up.

3. As Brent carries his completed whirligig up the hill to the artist's house, the narrator strongly implies a comparison between the whirligig and the cross carried by Jesus:

The whirligig was heavy, awkward to carry, and conspicuous in the extreme. He ignored the stares he drew in the campground, decided it would be easier to take the road, and was the cause of much braking and head-swiveling. The day was hot. His arm muscles burned. He shifted the contraption onto his head just as a breeze flowed over him, setting it ringing and spinning. It was engaged with the wind as if by a gear. Making his way up a hill, he listened to his respiration, his own wind surging in and out, and felt at one with the whirligig.

4. and 5. The unnamed artist compares Brent's new whirligig first to a flag and then to a musical performance:

"It reminds me of those Tibetan flags that flap in the wind, sending out prayers." She flicked a propeller and admired the sea glass. "It's a one-man band for the eyes. Bravo!"

6. Brent realizes that the group of dancers resemble a living whirligig:

Couples turned in circles, skirts rippling. Brent stared. It was a human whirligig, set in motion by music instead of wind. He sank into a chair and watched dance after dance.

7. Finally, Brent extends his understanding of the interconnections of humans as he compares a whirligig to the entire world:

In his mind, his whirligigs were meshed the same way, parts of a single coast-to-coast creation. The world itself was a whirligig, its myriad parts invisibly linked, the hidden crankshafts and connecting rods carrying motion across the globe and over the centuries.

How did Hitler take over land in the 1930s?

Hitler began German expansion by annexing neighboring Austria in 1938. This act, known as the Anschluss, was conducted with what was claimed to be overwhelming Austrian support. Hitler claimed that Germans within Austria, a predominately German-speaking state, were begging to be joined with Germany to create a larger Germany. He strong-armed the Austrian chancellor into accepting Nazi politicians in his government, and then eventually occupied Austria, formally incorporating his homeland into Germany. He then turned to the Sudetenland, a region in neighboring Czechoslovakia with a large German presence. He again fabricated a crisis, claiming that Sudeten Germans faced persecution, and demanding that the Czechoslovak government cede Germany the territory or face war. At the Munich Conference of 1938, the powers of Europe, most prominently British Prime Minister Neville Chamberlain, pursued a policy of appeasement, granting Hitler the territory in return for a promise that he would not invade Czechoslovakia. He invaded that country within a few months, and invaded Poland (after concluding a non-aggression pact with the Soviet Union) in September of 1939. While the Poles, unlike the Austrians or Czechoslovakia, staged military resistance, they were quickly overrun by the devastating combination of air power and mechanized forces. This new form of warfare, known as blitzkrieg, would be visited on much of Western Europe in 1940. 

What does the conch represent in the novel Lord of the Flies?

The conch symbolically represents democracy, structure, and civility throughout the novel Lord of the Flies. At the beginning of the story, Ralph and Piggy discover the conch shell on the beach, and Ralph uses it to call the other boys on the island together. Throughout the novel, Ralph blows the conch to get the boys' attention and adds structure to the assemblies by creating the rule that one must hold the conch in order to address the group during their meetings. In order to avoid confusion, nobody is allowed to talk unless they are holding the shell at the assemblies. Each boy on the island, including the littluns, has an opportunity to speak during the assemblies which is how the conch shell becomes a symbol of democracy. As the novel progresses, the boys gradually descend into savagery and the conch shell loses its power. While Ralph and Piggy remain proponents for civility and protect the conch, Jack and his followers dismiss the conch which represents their contempt for structure and order. When Piggy is murdered, the conch shell breaks. The broken conch symbolizes the utter chaos and barbarism on the island.

In Macbeth, how does the news that Ross and Angus bring fulfill one of the witches' predictions?

In Act 1, scene 3, the Weird Sisters hail Macbeth as the Thane of Glamis and then predict that he will become Thane of Cawdor and, eventually, King of Scotland.  They also tell Banquo that he will never be king but that he will "get kings," meaning that he will father a line of kings (1.3.70).  As Macbeth and Banquo try to puzzle out what they have heard and seen, Ross and Angus appear to convey the news to Macbeth that Duncan has awarded him the new title the "Thane of Cawdor" (1.3.110).  Macbeth questions them because he knows the Thane of Cawdor to be alive, but they explain that the thane has confessed to treason and therefore will shortly die.  Macbeth has been rewarded for his success on the battlefield and his intense loyalty to his kinsman and king, Duncan.  This news seems to confirm one of the the witches' predictions, and so Macbeth begins to hope that they were right about him becoming king, too.

What are three reasons in Chapter 1-9 that show why Maniac Magee is a maniac?

Jeffrey Magee is known as “Maniac Magee” because he engages in behaviors that everyone considers impossible. 

Jeffrey gets the nickname Maniac by herding the frog McNab is using as a baseball. 

… McNab was lurching and lunging, throwing his hat at the frog, throwing his glove, and everybody was screaming, and the kid was rounding third and digging for home, and --unbefroggable! -- the "ball" was heading back home too! … (Ch. 7) 

It was “the world's first frogball for a four-bagger.” Bizarre incidents like this one gave Maniac his nickname.  He seems to be able to do things that others can’t or won’t do. 

Another example of Maniac’s growing legend is the incident at Finsterwald’s.  The Finsterwald house is considered dangerous, and no neighborhood kids will go near it.  Maniac, not knowing this, rescues a kid that some older kids are hassling by getting him off Finsterwald’s land.  Then Maniac sits on the porch and reads a book.  This was one of the first crazy things Maniac did, and his legend only grew from there. 

He was running, passing the spear field now, and the Pickwell kids had to blink and squint and shade their eyes to make sure they were seeing right -- because the kid wasn't running the cinders alongside the tracks, or the wooden ties. No, he was running - running -- where the Pickwells themselves, where every other kid, had only ever walked --on the steel rail itself! (Ch. 6) 

Maniac also stared down Mars Bar, raced him backward, and tried to unite the East and West Sides.  These two sides were divided by race.  Maniac is attacked by the Cobras, a race-oriented gang who track him down.  They are shocked to see a boy with a book running on the rail.  Eventually, Maniac even befriends them.  There seems to be no one who doesn’t like him.

How did the Cold War affect the world today?

The Cold War affected the world in a variety of ways, and the West in particular. The United States and Russia were forever changed as a result of tensions between the West and the Soviet Union. Although modern-day Russia and the United States now have peaceful relations, fear of nuclear war led to long-lasting tensions between governments and nations.

One of the most significant ways in which the Cold War affected the United States was the paranoia generated by fear that Russia would use a nuclear weapon. This fear led to the loss of numerous lives and a resurgence in international espionage. The United States also saw a resurgence in the incidence of "communist witch hunts" during the period of the Cold War, which led to undue suspicion and general mistreatment of anyone who was deemed to have ties, however tenuous, with the Soviet Union. The doctrine of containment forever changed United States foreign policy, fostering a sense of nationalism unlike any the country had ever seen before.

On the other hand, without the Cold War, it would have been impossible for the space program to develop as rapidly as it did. In fact, the "space race" led to a scientific renaissance in Russia and the United States, inspiring the formation of NASA. On a governmental level, both NATO and the Warsaw Pact were formed as a direct reaction to the events of the Cold War. The Cold War also led to the dissolution of the Soviet Union, leaving the United States as the only remaining world superpower.

The Cold War was a trying period for the West and it permanently altered United States foreign policy. Perhaps the most notable aspect of the Cold War is that it changed the way in which nations compete, shifting the focus from military competition to scientific advancements with military applications.

Why does Claudius turn to Rosencrantz and Guildenstern to learn what is wrong with Hamlet?

Claudius turns to Hamlet's friends from college, Rosencrantz and Guildenstern, to try to learn what is wrong with Hamlet because he will not reveal the cause of his distress himself. He chooses them because he believes that Hamlet will trust them, and also because he can manipulate them (unlike the wiser Horatio). Claudius tells them that he wants them to attempt to get Hamlet to confide in them and then report back to him so that he can try to help Hamlet and fix whatever is wrong. Claudius, of course, doesn't want to help Hamlet at all, but he does really want to know what's wrong with him. The Queen, Hamlet's mother, promises that Rosencrantz and Guildenstern will be greatly rewarded for their assistance. She calls Hamlet her "too much changed son" and seems genuinely worried about his well-being. Rosencrantz and Guildenstern agree to help the king and queen figure out what is bothering Hamlet so much, but Hamlet quickly grows wise to the fact that they are working for his stepfather.

What is the overall purpose of Silent Spring, and which literary devices does the author use to accomplish this?

Rachel Carson's purpose in writing Silent Spring was to show the harmful effects of using pesticides on the natural world and on human health. She also wanted to expose the false claims of the chemical industry that their pesticides were not harmful. The literary device she uses in the first chapter is to present a fable about an ideal and beautiful town in America that is destroyed by a blight. This town is fictitious, but Carson's presentation of a fable helps the reader understand the metaphor of a blight--which is in reality the use of pesticides--affecting the country and its wildlife. Then, before presenting information about the harmful effects of pesticides, she presents an overview of the interconnectedness of the ecosystem and the story of its evolution in layperson's terms. She presents scientific information in a narrative format and only includes scientific citations at the end of the book in an appendix. The literary device of using a narrative helps her convey scientific information to non-scientists.

What was Myrtle's "tragic achievement" in The Great Gatsby?

In Chapter VIII, Nick sees Gatsby alive for the last time, but he has to go to the city and leave Gatsby on his own.  He describes taking the train and crossing to the other side of the car when the train goes through the valley of ashes and passes the spot where Myrtle had been killed by Gatsby's car.  He describes the way he imagines young children still "[search] for dark spots in the dust, and some garrulous man [tells] over and over what had happened [...]."  For now, everyone is still terribly and morbidly interested in Myrtle's death, but, eventually, the children will stop looking for blood in the dirt and the man will tell the story of her death so many times that he will grow tired of the telling, and it will stop seeming like a real event.  Thus, when Nick says that Myrtle's "tragic achievement" will be forgotten, he is referring to her death.  It is the major event of her life -- the violence and drama of her death -- and it is really the only story about her that will be told again and again because she accomplished nothing else of general interest. 

Does Lily change throughout The Giver?

In The Giver, Lily experiences little development as a character. Throughout the text she is straightfoward, talkative, and innocent. Because she is so direct, her dialogue is often expository to the setting of the novel; for example, she provides the reader with insight into what childhood and education are like in this society when she describes her feelings about visiting another childcare center and meeting a boy who visits hers. Additionally, her parents' angry reaction to her interest in being a Birthmother and encouragement for her to be a Nurturer instead provide insight into the relative social position of different jobs. However, Lily herself is not insightful and only provides direct and literal descriptions of her experiences. Lily is uninterested when Jonas talks to her about the Giver and tries to give her a memory, and she fails to receive the memory he tries to give to her. Lily, unlike her other brother, is not a dynamic character and does not undergo any changes in the story.

What is the area of a quadrilateral with sides 5, 6, 4 and 9.

Hello!

A quadrilateral, to the contrast with a triangle, usually cannot be uniquely determined by the lengths of its sides. And its area may be different, too.

I suppose the sides are go in the given order. Consider an angle `alpha` between sides 5 and 6. Then the corresponding diagonal c may be found by the Cosine law:

`c^2 = 5^2+6^2-2*5*6*cos(alpha)=61-60*cos(alpha).`

This diagonal also forms a triangle with the sides 4 and 9, so it cannot be greater than 4+9=13 and cannot be less than 9-4=5.

The area of a quadrilateral is the sum of the areas of these two triangles. It is

`1/2*5*6*sin(alpha) + 1/4* sqrt((169-c^2)(c^2-25))`

(Heron's formula is used for the second case). It is

`15sin(alpha) + 1/4* sqrt((108+60cos(alpha))(36-60cos(alpha))).`

This function is not a constant, please look at its graph by the link attached. There one can see limits for `alpha` and for the area.

What are 5 applications of math used in the movie Apollo 13?

Five applications of math used in the movie Apollo 13 are:

1. Space flight - math is used to calculate the course of vessels through space.

2. Communications - the Apollo 13 spacecraft communicated with Houston by radio. The equipment they used to do so could not have been constructed without mathematical calculations.

3. Keeping the crew alive - the ground crew used calculations of the amount of oxygen available, the respiration rate of the crew members, and the CO2 removing ability of the filter to keep the crew alive. 

4. Solving the entry problem - a calculation of the remaining energy was required to determine the re-entry procedure. 

5. Recovery - after splashdown, the module was recovered by a US Navy vessel. Math is used to plot the course of ships.

In "My Financial Career" by Stephen Leacock, what is the transaction made by the narrator in the bank like?

Stephen Leacock intended to make a very simple transaction at the bank, but he had never had any previous experience with banking and made a hash of it. He asked for a private interview with the manager of a large, imposing bank and then revealed that he only wanted to open a very small account. The manager, of course, assumed that Leacock was there on an important mission.

"You are one of Pinkerton's men, I presume," he said.

He had gathered from my mysterious manner that I was a detective. I knew what he was thinking and it made me worse.

Leacock explained his intended transaction in one simple line of dialogue.

“I propose to deposit fifty-six dollars now, and fifty dollars a month regularly.”

Leacock for many years was the most popular English-speaking writer in the world. One of the reasons for his popularity was his simplicity. It can be noted that "My Financial Career" is full of very short paragraphs and that the language is all conversational English. Another famous humorist, Robert Benchley, was so inspired by Leacock's writing that he once said he had written everything Leacock had ever written--not "read" but "written." In other words he had written on every topic covered by Leacock. Both men were obviously inspired by the great Mark Twain, an earlier author who wrote many humorous stories and essays characterized by wild exaggeration.

"My Financial Career" was published in 1914. Even in those days, fifty dollars was not a large sum of money--although it seemed large to Leacock. The manager turns him over to a clerk, who shows him how to open an account and how to write a check. In those days there was no distinction between savings accounts and checking accounts. A check could be written on any personal account. 

Leacock is so flustered by this point that he mistakenly writes a check for fifty-six dollars, although he had only intended to withdraw six dollars for present personal expenses. For some reason it didn't occur to him that he could simply keep six dollars of his cash and deposit fifty. The clerk is astonished.

“What! Are you drawing it all out again?”

An idiot hope struck me that they might think something had insulted me while I was writing the check and that I had changed my mind. I made a wretched attempt to look like a man with a fearfully quick temper.

This, Leacock claims, was his last experience with banking. As the title of the story suggests, it was the whole extent of his "financial career." Leacock, characteristically, is exaggerating wildly. He was a professor of Political Economy and chairman of the Department of Economics and Political Science at McGill University in Montreal, Quebec. However, he concludes his story as follows:

As the big doors swung behind me I caught the echo of a roar of laughter that went up to the ceiling of the bank. Since then I bank no more. I keep my money in cash in my trousers pocket, and my savings in silver dollars in a sock.

How would you summarize "El Cuadro Mejor Vendido" by Gerardo Murillo?

This short story by Gerardo Murillo, whose artistic name is signed as "Dr. Atl," is about a talented artist who paints a vivid picture of the little town of Anáhuac. One of the inhabitants, a poor old lady who lived in a shack that the artist also captured, came over to ask whether she could look at the picture. 

She comments that the picture is more beautiful than the real passage. The artist offers to sell the painting to the lady. She is poor, so she cannot purchase it. He then offers to sell it to her for a mere 5 Mexican pesos.

The lady is shocked that the artist would be willing to sell it for so little, as the paint alone would have cost much more than that. The lady offers to keep the painting for a few days to just look at it, but the artist insists on selling it cheap. 

The lady takes the artist to her house, takes the five pesos in different coins out of a pot, and pays the artist. 

The artist feels very happy because the painting will be honored, and cherished more in the house of the old woman than in the most expensive gallery in the world. 

Another way to summarize the story, without the extra details, would be as follows:

An artist paints a vivid picture of a small town. An inhabitant admires the  picture, and the artist offers to sell the painting for five pesos. Even though it is a small amount of money, the artist prefers to sell it cheap to a true admirer of his art than to a gallery. 

"El Cuadro Mejor Vendido" translates into "The Best Selling Painting"; the title is ironic because the painting was sold for very cheap and to just one person. However, it would be the best sale the artist ever made, because he gave the painting to someone whose heart was as much in the painting as the artist's own heart was.

What happens to the theoretical probability and the experimental probability as the sample space increases?

The theoretical probability remains unchanged as the size of the sample space changes in any direction. For example, if you flip a fair coin the probability of getting heads is one half for every flip. Thus we expect one half of all flips to land on heads whether there is 1 flip, or there are hundreds of flips.

By the law of large numbers, we expect the experimental probability to approach the theoretical probability as the sample space gets larger. For example, if you flip a coin 10 times and get 6 heads, then the experimental probability of getting heads is 0.6. As the number of trials increases, thus increasing the sample space, the number of heads should approach the theoretical probability of 0.5. This assumes that we are correctly flipping a fair coin. Note that if the experimental probability does not get close to the theoretical probability, this might indicate an unfair coin or improper technique.

How was the traditional lifestyle of the Native Americans affected when the Europeans colonized?

The answer to this really depends upon the time frame that you are talking about.  The impact of European colonization was much different in the short run than it was in the long run.  In the short run, European colonization changed Native American traditional lifestyles in relatively small ways.  In the long run, European colonization destroyed those traditional lifestyles almost completely.

In the short run, European colonization did not do that much to most Native American tribes’ lifestyles.  When the Europeans came, those tribes gained some new technologies.  They got metal and firearms and woven cloth.  They incorporated these things into their lifestyles but continued to live more or less as they had before.  A few tribes were displaced by the early colonists, but there were not many colonists so the tribes did not have to move very far.  The coming of these first colonists would have changed the Indians’ way of life a little, but it did not bring about radical changes to their lifestyles.

As more colonists came, they impacted the Native Americans’ lifestyles more dramatically. They pushed more tribes off their lands, bringing tribes into conflict with one another as displaced tribes were pushed onto the territories of other tribes.  Native Americans became involved in wars between the French and the British.  However, even at this point, colonization did not prevent the Native Americans from living their traditional lifestyles for the most part.  It did force many of them to leave their lands, which is a very important and very damaging thing, but it did not force them to completely abandon their traditional ways.  Instead, the “only” had to live in traditional ways in lands that were not their ancestral territories.

In the long run, however, the impact of the colonists was huge.  The colonists came to fill the land, pushing Indians into smaller and smaller enclaves of Indian land.  Many tribes were decimated by war and disease.  They were eventually herded onto reservations where nomadic tribes could no longer follow traditional ways.  On the Plains, the buffalo that the Native Americans had lived on were destroyed, taking away the chance of living with their traditional economy.  Eventually, the government even tried to directly destroy the Native Americans’ traditional lifestyles by banning their religions and trying to prevent them from speaking their languages.

When the Europeans first came to what is now the United States, their impact on Native Americans was limited.  As more and more Europeans came, however, the impact grew until eventually the Native Americans could no longer live their traditional lifestyles.

What is the rhyme and meter of "Miniver Cheevy" by Edwin Arlington Robinson? What effect does this structure give to the impact of the poem?

The rhyme scheme of the poem is abab in each stanza. This is a typical rhyming pattern for ballads; however, many of the end rhymes are feminine rhymes, which is not necessarily typical of ballads. The rhythm is mainly iambic, with an unstressed syllable followed by a stressed syllable, which is a typical ballad rhythm. However, this rhythm is broken up by the name "Miniver," which has a dactylic rhythm (one stressed syllable followed by two unstressed syllables). Besides that variation, the use of feminine rhymes at the end the second and fourth lines of each stanza causes the rhythm to break from strict iambic as well. Feminine rhymes are rhymes that take two or more syllables, such as "prancing" and "dancing." Since these rhymes end on an unaccented syllable, the lines containing these rhymes have an extra syllable in them, throwing off the iambic rhythm. Having an extra syllable that is not part of a rhythmic foot is called hypercatalexis. The line length, or meter, in "Miniver Cheevy" varies from the typical ballad meter. Typically ballads have four-line stanzas that have four feet in each line (eight syllables), or each stanza's lines alternate between having eight syllables and six syllables. In this poem, the first three lines are modified four-foot lines, but the final line of each stanza is a two-foot line with hypercatalexis. 

The variations of rhythm, meter, and rhyme from the standard ballad format make this poem feel off-kilter. A steady iambic rhythm gives a poem a smooth, lilting feel. However, in this poem, each stanza starts with a "Miniver," a dactylic foot that sets the stanza off on the wrong foot, so to speak. The extra syllable thrown in at the end of the second line is another surprise as the foot stops in mid-air. Finally, the last line of each stanza, cut short and containing an extra syllable, makes each stanza feel like it is full of fits and starts. All these variations work together to give the poem a staggering feel, much like a drunken man--in fact, much like Miniver Cheevy.

What is a good way to describe social media?

Social media refers to a type of website that allows users to create their own web pages or profiles, publish their own content, and network or communicate with others. These websites can be defined as second-generation or bottom-up websites, both of which mean that the majority of content is generated by users who can interact with one another, and not created by an outside authority. In contrast, first-generation or top-down websites publish information for users to consume without participating in the creation of this content. Popular examples of social media include Facebook, WordPress, Youtube, and Yahoo!. Any website in which the user is an active participant, whether that entails making blog posts, commenting on others' content, or integrating content from different social media profiles or websites can be defined as a social media website.

What groups of people were persecuted during the Holocaust?

When we talk about the Holocaust, we are generally talking about the time when the Nazis killed millions of Jews.  However, Jews were not the only group that the Nazis killed.  Instead, they targeted other groups that they thought were inferior and/or harmful.

The Nazis believed that they, the Aryan people, were superior to all others.  The Jews were one of the groups that they felt were inferior.  However, they also believed that other groups were below them.  They felt that Slavs were inferior and were, by their proximity, a major danger.  Therefore, they killed many Poles, Ukrainians, and Russians even outside of those who were killed in battle.  The other ethnic group that the Nazis targeted was Gypsies.  The Nazis killed as many as 500,000 Gypsies.

Outside of “inferior” ethnic groups, the Nazis also targeted people based on their religious or political beliefs.  They killed Jehovah’s Witnesses.  They killed communists, socialists, Social Democrats, and Freemasons.  They killed people from these groups because they disagreed with their politics or because they disliked the fact that they were loyal to authorities other than the Nazis.

Finally, the Nazis killed other people that they thought were harmful to their society.  They killed homosexuals.  They also killed mentally disabled people.  These people, they believed, would weaken their society either through harming its moral fiber or by reducing the quality of its gene pool.

While the Holocaust was mainly about the Nazis killing Jews, there were also other groups that the Nazis targeted for extermination.

How can I analyze Father Arnold's dream in Sherman Alexie's Reservation Blues and explain the dream's significance?

In Sherman Alexie's "Reservation Blues," Father Arnold dreams about missionaries approaching him and promising him a method for holding his congregation's attention. In the dream, the missionaries watch Father Arnold preach to an uncaring audience for hours before walking in with black boxes full of smallpox and threatening to open them on inattentive people. Father Arnold protests, but the missionaries assure him that religion should be about fear, because "fear is just another word for God."

Father Arnold's dream serves as a critique of religious abuse from authorities, and a major aspect of the book's theme of religion, along with the tension between secular blues and religious gospel music. The dream shows Father Arnold's determination to be compassionate and kind to his congregation, rather than authoritative. Father Arnold protests the use of fear in religion and the use of religion as fear, and feels tension between his kinder approach and the ability to abuse his position as a religious authority to command the attention of his congregation. Ultimately, Father Arnold is representative of a compassionate and caring approach to preaching, while his dream represents and critiques the use of fear and intimidation.

`yy' = -8cospix` Find the general solution of the differential equation

The general solution of a differential equation in a form of` f(y) y'=f(x)` can

 be evaluated using direct integration.

We can denote `y'` as `(dy)/(dx) ` then, 

`f(y) y'=f(x)`

`f(y) (dy)/(dx)=f(x)`

Rearrange into : `f(y) (dy)=f(x) dx`

To be able to apply direct integration : `intf(y) (dy)=int f(x) dx.`

 Applying this to the given problem: `yy'=-8cos(pix)` ,  we get:

`y(dy)/(dx)=-8cos(pix)`

`y(dy)=-8cos(pix)dx`

`int y(dy)=int-8cos(pix)dx`

For the integration on the left side, we apply Power Rule integration: int u^n `du= u^(n+1)/(n+1)` on int `y dy` .

`int y dy = y^(1+1)/(1+1)`

            `= y^2/2`

For the integration on the right side, we apply the basic integration property: `int c*f(x)dx= c int f(x) dx` and basic integration formula for cosine function: `int cos(u) du = sin(u) +C`

`int -8 cos(pix) dx= -8 int cos(pix) dx`

Let `u = pix` then `du = pi dx` or` (du)/pi=dx.`

Then the integral becomes:

`-8 int cos(pix) dx=-8 int cos(u) *(du)/pi`

                              `=-8/pi int cos(u) du`

                             `=-8/pi*sin(u) +C`

Plug-in `u=pix` in `-8/pi*sin(u) +C` , we get:

`-8 int cos(pix) dx=-8/pi*sin(pix) +C`

Combing the results, we get the general solution for differential equation `(yy'=-8cos(pix))` as:

`y^2/2=-8/pi*sin(pix) +C`

`2* [y^2/2] = 2*[-8/pi*sin(pix)]+C`

`y^2 =-16/pi*sin(pix)+C`

The general solution:` y ^2=-16/pisin(pix)+C` can be expressed as:

`y = +-sqrt(-16/pisin(pix)+C)` .

Why was the population young and growing in the early 1800s?

There were several reasons why our population was young and growing in the early 1800s. One reason was that immigration to our country increased, especially from North and West Europe, in the early 1800s. Coming to the United States was a difficult task. It was more likely that younger people would come to the United States. Once they got settled they would get married and raise families. In some cases, young families came with young children. They might have more children after they got settled. As their kids got older, they got married and raised families.

Another factor was that many Americans were farmers. The farmers often had large families because they needed a lot of work to be done on the farm. The children could help with the various jobs that needed to be done. Their kids often got married at a young age and began to have families themselves.

There were some other factors involved. The birth rate exceeded the death rate, leading to an increase in our population. As technology and innovation developed, it also became easier to deal with diseases, lack of food, and other issues that could cause people to die at a young age. For example, new machines made it easier to grow and harvest more crops. This helped to provide more food for the American people.

In old Major's speech in Animal Farm, what is one example of repetition that is used?

At the beginning of Animal Farm, old Major gives an impassioned speech in which he urges the animals to rebel against Mr. Jones in order to live better lives. Throughout his speech, old Major uses the rhetorical device of repetition to emphasize significant themes and ideas. Old Major continually refers to the animals as "comrades" throughout the speech to emphasize that each animal is in the same situation. Repetition of the word "comrades" also focuses on the camaraderie of the group, and encourages the animals to identify with one another. Another example of repetition in old Major's speech is the continued use of associating "man" with anything negative. Old Major repeats how man is selfish, useless, and oppressive throughout his entire speech. He continually mentions how man is responsible for the dire conditions on the farm and urges the animals to rebel against Mr. Jones.

`y = 25arcsin(x/5) -xsqrt(25-x^2)` Find the derivative of the function

`y=25arcsin(x/5) - xsqrt(25-x^2)`

Before taking the derivative, express the radical in exponent form.

`y=25arcsin(x/5) - x(25-x^2)^(1/2)`

To get y', take the derivative of each term.

`y' = d/dx[25arcsin(x/5)] - d/dx[x(25-x^2)^(1/2)]`

`y' = 25d/dx[arcsin(x/5)] - d/dx[x(25-x^2)^(1/2)]`

Take note that the derivative formula of arcsine is `d/dx[arcsin(u)] = 1/sqrt(1-u^2)*(du)/dx` .

Applying that formula, y' will become:

`y'=25* 1/sqrt(1-(x/5)^2) *d/dx(x/5) - d/dx[x(25-x^2)^(1/2)]`

`y'=25* 1/sqrt(1-(x/5)^2) *1/5 - d/dx[x(25-x^2)^(1/2)]`

`y'=25* 1/sqrt(1- x^2/25)*1/5 - d/dx[x(25-x^2)^(1/2)]`

`y'=25* 1/((1/5)sqrt(25- x^2))*1/5 - d/dx[x(25-x^2)^(1/2)]`

`y'=25/sqrt(25-x^2) -d/dx[x(25-x^2)^(1/2)]`

To take the derivative of the second term, apply the product rule `d/dx(u*v) = u*(dv)/dx + v*(du)/dx` .

Applying this, the y' will be:

`y'=25/sqrt(25-x^2) - [x*d/dx((25-x^2)^(1/2)) + (25-x^2)^(1/2)*d/dx(x)]`

Also, use the derivative formula `d/dx(u^n) = n*u^(n-1)*(du)/dx` .

`y'=25/sqrt(25-x^2) - [x*1/2*(25-x^2)^(-1/2)*d/dx(25-x^2) + (25-x^2)^(1/2)*1]`

`y'=25/sqrt(25-x^2) - [x*1/2*(25-x^2)^(-1/2)*(-2x) + (25-x^2)^(1/2)*1]`

`y'=25/sqrt(25-x^2) - [-x^2(25-x^2)^(-1/2) + (25-x^2)^(1/2)]`

Then, express this with positive exponent only.

`y'=25/sqrt(25-x^2) - [-x^2/(25-x^2)^(1/2) + (25-x^2)^(1/2)]`

Also, convert the fractional exponent to radical form.

`y'=25/sqrt(25-x^2) - [-x^2/sqrt(25-x^2) + sqrt(25-x^2)]`

So the derivative of the function simplifies to:

`y'=25/sqrt(25-x^2) +x^2/sqrt(25-x^2) - sqrt(25-x^2)`

`y'= (x^2+25)/sqrt(25 - x^2) - sqrt(25-x^2)`

`y'= (x^2+25)/sqrt(25 - x^2) - sqrt(25-x^2)/1* sqrt(25-x^2)/sqrt(25-x^2)`

`y'= (x^2+25)/sqrt(25 - x^2)-(25-x^2)/sqrt(25-x^2)`

`y'= (x^2+25 - (25-x^2))/sqrt(25-x^2)`

`y'=(2x^2)/sqrt(25-x^2)`

Therefore, the derivative of the function is  `y'=(2x^2)/sqrt(25-x^2)` .

Insecurity is the price of globalization. Is it worth paying?

There is no way to answer this question in an objective way.  It is probably possible to objectively state the costs and benefits of globalization (though not everyone will agree on what those are).  However, it is not possible to objectively decide whether the benefits are greater than the costs.

The benefits of globalization are generally spread around and hard to see.  Globalization helps us because it allows us to have high-quality goods for the lowest possible price.  If we did not have globalization, we would be paying higher prices for almost everything we own.  As we can see in the articles in the links below, some experts believe that an iPhone produced in the United States would cost at least twice as much as an iPhone made by foreign workers who work for lower wages.  Because so many things are produced outside the US (because of globalization) we are able to have a high standard of living with many material possessions.  We would not be able to have such a high standard of living without globalization.  However, it is hard to know how much worse-off we would be.

The costs of globalization are easily visible.  When a company moves its factories to China, it is easy to see the people who have lost their jobs.  It is easy to understand how much they have been harmed by globalization.  In our globalized world, more and more of us face insecurity because we know our jobs could potentially be sent to another country.  We can easily imagine how hard life would be for us if we lost our jobs.  This cost is very easy to understand.

So which of these effects is more important?  Globalization has given us a higher standard of living.  On the other hand, it has made us have to fear that we will lose our jobs to foreign workers.  Is the higher standard of living worth the fear of losing our jobs?  What is your opinion on this issue?

How does Richard Connell use characterization to develop the theme in his short story "The Most Dangerous Game"?

In "The Most Dangerous Game," characterization, or the way characters are portrayed through descriptions, thoughts, and actions, helps to build the theme of the story because the protagonist is dynamic. A dynamic character changes from the beginning of the story to the end; therefore, as Rainsford's character changes, a theme is revealed. For example, at the start of the story, Rainsford and Whitney talk philosophically about hunting. Whitney considers the fact that a jaguar has feelings of fear and pain during a hunt. Rainsford, on the other hand, tells Whitney, "Who cares how a jaguar feels?" This discussion about hunting builds a foundation for a theme about whether it is ethical to kill animals since they have feelings and suffer from pain.

Over the course of the story, both the protagonist and the theme develop as Rainsford discovers exactly what it feels like to be "a beast at bay." The theme evolves from the morality behind hunting animals to whether one is ever justified in killing another person. For instance, in the beginning, the question that points to the theme is whether people are ethically justified to hunt animals. Well, how would a person feel if he or she is hunted? If a human is hunted like an animal, would that affect his or her philosophy about hunting and killing? To answer these questions, look at the climax and resolution of the story.

How do ideas in Macbeth surrounding superstition, ambition and the difference between appearance and reality reveal human nature?

Macbeth's superstitious belief in the fate which the Weird Sisters have predicted for him, his incredible and violent ambition, and his failure to discern the difference between appearances and reality show just how easily human nature can be corrupted, especially when these factors combine.  If Macbeth had chalked the Weird Sisters' words up to the fantastic ramblings of a bunch of odd old women and never ambitiously dreamed of the life of which they spoke to him, he would probably be at home in Glamis, happy with his loving wife.  However, Macbeth allowed his ambition to run away with him, and it kept him from being able to see that things are not always as they seem, or put another way, that appearances can be deceiving.  It doesn't take much to turn a good man into a bad one, and this shows how easily corruptible human nature can be.

Is there any mention of Calpurnia eating with the Finches in Harper Lee's To Kill a Mockingbird?

Calpurnia was the Finch family's cook.  She prepared the food for the family and she served it to them.  There was never any mention of Calpurnia dining with the Finch family.

Several times throughout the book, Calpurnia was shown serving food to the family.  When Jem invited Walter Cunningham, Jr. over for dinner, Calpurnia set out an extra plate for him.  Later, Aunt Alexandra was staying with the family and Calpurnia poured the coffee at breakfast time.  During the week of the trial, "Calpurnia served Jem, Dill and [Scout] with a vengeance."  When Aunt Alexandra held a ladies social at the Finch house, Calpurnia served food and drinks on a tray.

At one point, Aunt Alexandra suggested to Atticus that Calpurnia stop working for the family.  Atticus was adamant that Calpurnia should stay.  He described Calpurnia as being "a faithful member of [their] family."  Even though Atticus considered Calpurnia to be like part of the family, she still was their hired cook.  She did not sit at the table and eat with them.  Also, Calpurnia was black and the Finch family lived in the South.  It was not considered proper by many people at that time for blacks and whites to share meals together at the same table.

What efforts did Helen make to speak before her meeting with Miss Sarah Fuller?

Helen had long had a desire to speak. She communicated by fingerspelling, but longed to use her voice as others did. She knew other people communicated by speaking.  

As a young girl, Helen "used to make noises, keeping one hand on [her] throat while the other hand felt the movements of [her] lips" (Chapter XIII). Though Helen could not hear, she knew others spoke with their mouths by using her sense of touch. She pressed her fingers against the mouths of family members and close friends to feel their lips moving in speech. She also enjoyed the feeling of a cat purring or a dog barking. After Helen lost her hearing and eyesight, she remembered her word for water. She repeated the word "wa-wa" even though she could not hear.

Helen learned about a deaf and blind girl from Norway who learned to speak. This inspired Helen, and she sought assistance from Miss Sarah Fuller in learning how to speak herself.

In "The Lottery," how does the drawing, determining who gets stoned, work?

There are actually two drawings in the lottery. The first drawing is only for heads of households. The black box contains only as many slips as there are households in the little community. All of the slips except one are blank. One slip is marked with a big black dot. On the day of the lottery described in the story, the black spot is drawn by Bill Hutchinson. That means that someone from his family of five will be selected to be stoned.

Mr. Graves had selected the five slips and put them in the box. and he dropped all the papers but those onto the ground. where the breeze caught them and lifted them off.

Mr. Graves, who assists Mr. Summers, collects all the slips of paper used in the first drawing for heads of households. There are five people in the Hutchinson household: Bill, Tessie, and their three children, Bill Jr., Nancy, and little Davy. So Mr. Graves keeps four blank slips and the slip with the black spot drawn by Bill Hutchinson and puts these five in the box. All the other blank slips are allowed to be blown away by the breeze. This will prevent any member of the Hutchinson family from picking up a discarded blank slip and keeping it to pretend he or she had drawn it if that person happens to draw the slip with the fatal black spot. Tessie Hutchinson might be capable of doing something like that.

The household has been determined by the first drawing. Now the five members of the Hutchinson family are the only ones to participate in the second drawing. One by one they draw their slips--but they do not open them until the whole family has drawn. Then Mr. Graves opens little Davy's slip for him. The crowd utters a sign of relief because they would prefer not to stone a two-year-old child to death.

Nancy and Bill. Jr. opened theirs at the same time. and both beamed and laughed. turning around to the crowd and holding their slips of paper above their heads.  

The other two Hutchinson children are delighted to be spared this year, even though it means that either their mother or their father will be sacrificed and they will have to participate in the stoning.

"Tessie," Mr. Summers said. There was a pause, and then Mr. Summers looked at Bill Hutchinson, and Bill unfolded his paper and showed it. It was blank.

Tessie has thus far declined to open her slip. She seems to have had a premonition that she is fated to be the "winner" of this year's lottery. When her husband opens his slip and shows it is blank, that makes it obvious that Tessie has the black spot. But she still clutches it tightly in her hand unopened. 

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

The horror of being stoned to death by three hundred friends and neighbors has even turned the Hutchinsons against each other. Tessie is all alone in the world. She continues protesting, "It isn't fair, it isn't right!" as the others close in for the kill.

In Shakespeare's Romeo and Juliet, when does Juliet use irony?

Juliet uses verbal irony in Act III, Scene 5. In verbal irony, a speaker says one thing but really means something completely different. In Juliet's discussion with Lady Capulet about the death of Tybalt, she is vague and uses irony in her references to Romeo. At one point, she says she won't be satisfied until she sees Romeo dead:

Indeed, I never shall be satisfied
With Romeo till I behold him—dead—

Notice, however, that Shakespeare places a long dash after her pronouncement and the word dead. Obviously the dash is meant as a pause and an interruption. Juliet does not really wish to see Romeo dead but she does wish to "behold" him. She is simply adding the word to please her mother who is bent on revenge against Romeo.

Later in the scene, when Juliet is informed by Lady Capulet that her father has arranged for her to marry Count Paris, Juliet is immediately shocked, but is unable to confess to her mother that she has already married Romeo, so her words are again ironic:

I will not marry yet, and when I do I swear
It shall be Romeo, whom you know I hate,
Rather than Paris.

Again, she mixes truth with lies as she proclaims she cannot marry but if she did, it would be Romeo. Of course, she has already married Romeo and certainly does not hate him. Her words seem to walk a fine line between her real feelings and what she wants her mother to believe. 

What future technology does Bradbury include in "A Sound of Thunder"?

I would say that the most important future technology that Ray Bradbury includes in the short story "A Sound of Thunder" is the time machine.  As the name implies, it is a piece of technology that allows its riders to travel forward and backward through time.  

The second piece of advanced, future technology in the story is the floating walkway that does not touch anything.  Travis tells Eckels that the path is made of special anti-gravity metal.  The floating path is there to ensure that nobody on the safari touches so much as a single blade of grass.  The Time Safari employees need to make absolutely sure that nobody interferes with the events and objects in the past.  The walkway ensures that the men don't touch anything.  

It floats six inches above the earth. Doesn't touch so much as one grass blade, flower, or tree. It's  an anti-­gravity metal. Its purpose is to keep you from touching this world of the past in any way. Stay on the Path. Don't go off it. I repeat. Don't go off. For any reason!

What is a key word from The Giver starting with the letter "u"?

A key word that starts with the letter “u” is “usages.”

Usage, or word use, is very important to Jonas’s community. Part of Sameness is ensuring people use proper language to describe things. Precise language is considered one of the most important aspects of daily life.

Lily explains she felt uncomfortable when she met a group from another community who knew different usages than her group:

Lily frowned. "I felt strange. Because their methods were different. They were learning usages that my group hadn't learned yet, so we felt stupid" (Chapter 1). 

The importance of proper word use is reinforced by the story told about Asher at the Ceremony of Twelve. He used the wrong word as a toddler and he was beaten until he used the right one. 

The other Threes, including Jonas, had laughed nervously. "Snack!" they corrected. "You meant snack, Asher!" But the mistake had been made. And precision of language was one of the most important tasks of small children. Asher had asked for a smack (Chapter 7).

Asher stopped talking for a time after that, but eventually did learn to use the right word. Consequences in the community are harsh, because conformity is the goal. 

Precision of language is considered important to avoiding lying, or making anyone uncomfortable. For example, Jonas was once scolded for saying he was starving. They explained to him that he was just hungry, and he would never be starving. No one in the community will ever be starving.

The community still remembers words that no longer have meaning to them. For example, Jonas asks his parents if they love him after experiencing love in a memory. His parents tell him he has used a worthless and imprecise word that has no meaning.

In "The Story of an Hour," what is ironic about the sounds Mrs. Mallard hears after she has been told of her husband's death?

A reader would likely assume that a woman having just heard about her husband's sudden and dramatic death would be overcome with painful emotion, capable of seeing and hearing only things that are dark and sad.  However, Mrs. Mallard, quite unexpectedly, sees and hears signs of life and promise and hope.  Sitting, alone in her room after hearing this presumably sad news, Mrs. Mallard looks out the window, and "She could see in the open square [...] the tops of trees that were all aquiver with the new spring life [....].  The notes of a distant song which some one was singing reached her faintly, and countless sparrows were twittering in the eaves."  It is ironic that, after just learning of her husband's death, Mrs. Mallard hears the sounds associated with new life: birds and people singing joyfully.  Spring is the season most associated with life, and her ability to discern only the lively sounds associated with this season is ironic given the morbid news of Mr. Mallard.

How old was Fleance when Banquo was killed in Shakespeare's Macbeth?

Fleance was young enough to be called “boy” when Banquo was killed.

Although Fleance’s exact age is not mentioned, Banquo does call him boy.  Macbeth has no qualms about killing him, but that doesn’t mean anything.  He kills Macduff’s wife, son and entire family.  Fleance is a danger to Macbeth because the witches’ prophecies mention Banquo’s sons.

Macbeth seems to be particularly interested in the prophecy about Banquo’s sons, even before he kills Duncan.

MACBETH

Your children shall be kings.

BANQUO

You shall be king. (Act 1, Scene 3)

After killing the king, Macbeth decides that Banquo and Fleance are too dangerous to be left alive.  Banquo is a double threat because he knows about the prophecies and might suspect that Macbeth killed Duncan, and because his sons are supposed to be king.  Fleance, already Banquo’s son, is a threat too because he might someday become the king.  If Macbeth kills them both he eliminates both threats.

The first time Fleance is introduced, Banquo calls him “boy.”

BANQUO

How goes the night, boy?

FLEANCE

The moon is down; I have not heard the clock.

BANQUO

And she goes down at twelve. (Act 2, Scene 1) 

When Macbeth is giving instructions to the murderers, he says that it is important that both Banquo and Fleance be killed.  He does not say how old Fleance is, but he says that his absence “is no less material” that his father’s, so it is possible that he actually is rather young, so that to most people he seems insignificant.  To Macbeth he is important because he might one day be king, so he has to die.

What did Julie smell and hear?

I hope that I give you the correct answer that you are looking for.  Julie (Miyax) smells and hears a lot of different things throughout the entire book.  I do not have much context to go on.  There is a single paragraph early in the book that mentions both of those senses within the same paragraph.  I am going to assume that is what you are looking for.  

At this point in the story Julie has been spending quite a bit of time trying to learn who each wolf is.  Julie is also trying to learn the wolf language, because she needs to ask them for help.  She is hungry and in desperate need of food, because she is lost on the North Slope of Alaska.  Julie has early success with the wolf pups, and she is elated that she is communicating with the wolves.  Her reverie is interrupted by the return of Amaroq and his hunters, but she doesn't only see them approach.  Her nose and ears also alert her to the new presence.  Julie first hears the swish of grass, and then she smells the wolves' fur.  

Sliding back to her camp, she heard the grass swish and looked up to see Amaroq and his hunters sweep around her frost heave and stop about five feet away. She could smell the sweet scent of their fur.

Find the quadratic function whose graph passes through the given points. (-1,4), (0,3), (1,4).

Let us say the quadratic function is;

`y = ax^2+bx+c` where a,b and c are constants and `a!=0` .

It is given that  graph passes through (-1,4).

`4 = a(-1)^2+b(-1)+c`

`4 = a-b+c-------(1)`

Similarly by applying passing points (0,3) and (1,4) we can obtain the following equations.

`3 = a(0)^2+b(0)+c`

`3 = c------(2)`

`4 = a(1)^2+b(1)+c`

`4 = a+b+c----(3)`

`(1)+(3)`

`8 = 2a+2c`

From (2) `c = 3`

`8 = 2a+2xx3`

`a = 1`

From (3);

`4 = a+b+c`

`4 = 1+b+3`

`b = 0`

So the quadratic function is `y = x^2+3`

What did Bryon and Mark learn from each other in That Was Then, This Is Now?

At the beginning of the novel, both Mark and Bryon are carefree teenagers who have fun at the expense of others. Although Bryon chooses to participate in illegal activities like drinking, gambling, and fighting, he understands there is a difference between right and wrong. In contrast, Mark has no regard for authority and is not sympathetic towards others. As the novel progresses, Bryon falls in love with Cathy and begins to spend less time with Mark. Bryon continues to mature and develop into a moral individual, while Mark remains ignorant and callous. At the end of the novel, Bryon calls the police on Mark after he discovers Mark has been selling drugs. When Bryon goes to visit Mark at the detention center, Mark tells Bryon that he hates him.

Mark learns from Bryon that his negative behavior has consequences. Bryon learns from Mark that certain individuals harbor negative feelings towards one another which makes forgiveness impossible. Bryon also learns doing the right thing is not always popular or recognized.

What are the similarities between the Creature and Captain Walton?

The creature and Captain Walton are both characters who tend to feel things very deeply, and they have both been significantly affected by the life and history of Victor Frankenstein.  The creature began his life, he says, as a benevolent and kind being who took great pleasure in nature and humanity.  Captain Walton likewise began as a highly sensitive and emotional being -- he'd wanted to be a poet, though he had no training or education -- and he is very much alive to the beauties of nature, especially as he travels north and is greatly affected by the polar scenes around him. 

In addition, both the creature and Captain Walton are highly persistent individuals who will go to the furthest lengths to achieve their goals.  For the creature, that meant acquiring a mate, and, when that pursuit proved impossible, he turned Frankenstein himself into a companion of sorts by rendering his maker utterly alone and desirous of revenge.  For Captain Walton, he braves death in order to seek the pole and discover the secret of the compass and so forth.  Both are dedicated to their pursuits, whatever those may be.

`y = 4arccos(x-1) , (1, 2pi)` Find an equation of the tangent line to the graph of the function at the given point

The equation of the tangent line has the form

`(y-y_0) = (x-x_0)*y'(x_0).`

Here `x_0 = 1` and `y_0 = 2 pi.`  This point is really on the graph, because `y_0 = 2pi` is really equal to  `4arccos(x_0 - 1) = 4arccos(0) = 4*pi/2 = 2pi.`

The derivative is  `y'(x) = -4/sqrt(1 - (x - 1)^2).` At `x = 1` it is equal to `-4,` and the equation of the tangent line is

`y - 2pi = (x - 1)*(-4), or y = -4x + 4 + 2pi.`

How do I write the introduction for my speech for 5th Grade Gradation?

A good speech will start with a meaningful and catchy introduction. Many people like to begin graduation speeches with meaningful quotations.  You can choose an inspirational quote that you think will inspire your classmates.  There are many of these on the internet.  I have included a link.  Choose something that relates to your class, and that your classmates will appreciate.  Then, explain how it is relevant in your speech.  

It is also a good idea to introduce yourself, in case some of the audience members do not know you.  If you are giving the speech because you are the class president or something like that, you should also state your role.  A graduation speech should be humorous but direct.  You might want to tell a tasteful (appropriate) joke that will mean something to your audience.  Starting off strong with a hook (catchy beginning) will make people more interested in listening to you.

Your introduction should be related to the rest of your speech.  People will be very emotional and you do not want to talk too long, but your audience will like it if you are funny and interesting.  You will want to talk about the past and the future.  Share some important milestones that your class has accomplished and what they meant to you.  You might want to consider field trips and projects.  You can also talk about what is ahead, and where your classmates are going.

In The Westing Game, how does Angela feel after she returns to the game from the hospital and no one has asked her a question? Why did she feel...

No one asks Angela how she got home or how she is when she returns from the hospital, but she is relieved that the focus is no longer on her. 

Turtle knows that Angela is the bomber.  When Angela is injured and ends up in the hospital, she immediately begins protecting her sister. 

“Just thanks. The fireworks would have gone off in my face if you hadn’t pulled the box toward you. Here, I brought your tapestry bag; I didn’t look at your notes or clues, honest.”

But she had removed the incriminating evidence. (Ch. 16)

Turtle tells Angela, “Don’t say anything to anybody about anything, Angela, no matter what happens.” Turtle thinks that Angela set off the fireworks wanting to get caught.  She fears it will be easy to force a confession out of her because her injuries have slowed her down, and she is scared.  

Turtle sets off fireworks in the elevator, but gets easily caught.  The police just send her to Judge Ford to deal with, and Judge Ford asks Turtle if she is protecting Angela.  When she asked her, she did not expect so strong a response.  Judge Ford is surprised, because everyone always underestimates Angela. 

Judge Ford realizes that no one has ever asked Angela what she wants.  Her mother and everyone else always told her what to do.  She was expected to marry a doctor and her whole life would be settled.  This was what Grace Wexler wanted, not Angela. 

When Angela comes home with Sydelle, she feels ignored. 

Angela looked back at the embracing couple; her father’s face was buried in her weeping mother’s tousled hair. They had not asked how she got home from the hospital (by taxi), they had not asked if she was still in pain (not much), they had not even peeked under the bandage to see if a scar was forming on her cheek (there was). (Ch. 22) 

Her parents are upset about Turtle’s juvenile delinquency, especially Grace.  They have no idea that Angela is actually more of a trouble maker.  Angela is relieved that she is not the center of attention.

Describe the electrical charges of the particles in atoms.

Atoms contain sub-atomic particles that have different charges. The atomic number of an atom is the number of protons within the nucleus of an atom. Protons have a positive charge. Once we know the number of protons in an atom,  the number of electrons is also known. That is because an atom is electrically neutral and the protons and electrons balance each other out. Electrons are negatively charged particles that are located outside the nucleus in orbit around the nucleus.

The nucleus of an atom contains not only protons but neutrons. Neutrons are electrically neutral. The sum of the protons and neutrons within an atom is known as the atomic mass. Because the mass of electrons is extremely tiny, it is not calculated in this value.

In the link I have provided to the periodic table of elements, we can look up the element oxygen as an example and figure out its sub-atomic particles.  It has an atomic number of 8 and an atomic mass of approximately 16. Therefore, the number of protons is 8 and the number of electrons is also 8 ( we know this from the atomic number). To find the number of neutrons, we subtract the atomic mass of 16 (number of protons plus neutrons) minus the atomic number of 8 (number of protons) to get the value of 8 neutrons.

I have included a second link to help visualize an oxygen atom to show where its sub-atomic particles are located.

Examine the boy’s “interior monologues,” the italicized parts of the story in "Barn Burning." What do these parts tell us about the boy,...

With the italicized sections of "Barn Burning," Faulkner is using a Modernist style of narration called perspectivism. In this style, the narrator is omniscient only in regard to one character, at least for a given part of the story where the technique is used. Thus the action of "Barn Burning" is experienced through the boy Sarty's perspective, and events are interpreted through the way he perceives them. The italicized portions of the story take us deep into Sarty's psyche and usually give words to either the conflicts he is experiencing or the hopes he has for resolving those conflicts.

As the story opens and Abner Snopes appears before a Justice for burning a barn, Sarty's thoughts voice his loyalty to his father, but the intensity of their expression indicate that the loyalty requires effort on Sarty's part. As they ride away in their wagon, Sarty begins to hope: "Maybe he's done satisfied now, now that he has..." As yet he cannot admit what his father did, but he hopes his father will change.

The next section of italicized thoughts occurs when Sarty sees the de Spain mansion. Interestingly, although Faulkner begins the section in Sarty's dialect with "hit's big as a courthouse," he goes on to convey Sarty's thoughts in expressions that "he could not have thought into words." This has the effect of giving Sarty a depth of understanding that his rustic speech would not have been able to portray while causing readers to feel the respect and empathy for Sarty that they would have for a more eloquent speaker: "the spell of this peace and dignity rendering even the barns and stable and cribs which belong to it impervious to the puny flames he might contrive." Although one could say Faulkner "cheats" here by giving Sarty an unrealistic inner monologue, it serves to separate him from the crassness of Abner and breaks the bond of loyalty that Sarty had previously fought to retain.

The next passages again reflect Sarty's hopes that Abner will change, but readers now understand his hopes are vain. Finally, Sarty thinks, as he runs to get the oil for his father to burn the de Spain barn, that he could run, but he concludes, "Only I can't. I can't." Just as Sarty's protestations of loyalty turned to disloyalty and his hopes for his father's reformation have turned to despair, so this claim that he can't run away foreshadows the very act he says he can't do.

Sarty's internal monologues allow readers to enter into the conflict of the story and to experience the growth of Sarty from unwilling loyalty to hope to rejection of his father's despicable behavior.