In Ray Bradbury's "All Summer In A Day," how is the sun described?

In Ray Bradbury's "All Summer in a Day," the people who live on Venus only see the sun for an hour once every seven years. The story revolves around a class of nine-year-olds who were born on Venus and cannot remember what the sun looks or feels like. Margot, however, who was born on Earth, remembers the sun vividly. Margot's perspective provides many figures of speech and descriptions about the sun. For example, Margot recalls the following about the sun:

"About how like a lemon it was, and how hot. . . 'I think the sun is a flower. . . It’s like a penny,' she said once, eyes closed. . . 'It’s like a fire,' she said, 'in the stove.'”

In the above passage, there are three similes and one metaphor that Bradbury uses to describe the sun through Margot's eyes. First, the similes compare the sun to a lemon, a penny and a fire in a stove. Then, a metaphor compares the sun to a flower. These comparisons are based on Margot's perspective and on things that she would know about or relate to in her child-like mind. Lemons, pennies, flowers, and fires are all possibly connected to her life's experiences; therefore, it is from these experiences that she is likely to retrieve information to describe the sun. None of the other classmates understand her, though, because they do not share similar experiences with the sun. She could only think to herself the following:

"She knew they thought they remembered a warmness, like a blushing in the face, in the body, in the arms and legs and trembling hands."

When the sun does finally come out, and the children are released to go outside to experience it, the sun is described using personification as follows:

". . . when the sun came out for an hour and showed its face to the stunned world. . . It was the color of flaming bronze and it was very large. And the sky around it was a blazing blue tile color."

It is interesting that other visual images through colors are observed when the sun comes out: "flaming bronze" and "blazing blue." The children's reactions also bring out colorful descriptions of the sky as follows:

 ". . . they put their hands up to that yellowness and that amazing blueness and they breathed of the fresh, fresh air. . ."

Therefore, Bradbury uses similes, metaphors, personification, and visual images of color to describe the sun and its effects on characters in the story.

How does POV affect Animal Farm's plot?

The story is told by an anonymous, omniscient third-person narrator who does not have any bias or opinions throughout the novella. The story is also told from the point of view of the animals living on Animal Farm and their inner thoughts are shared with the reader. Napoleon is the only character whose inner thoughts are not directly stated which gives his character a secretive, selfish appearance. The point of view allows the audience to experience and judge various character's feelings and motivations throughout the story. The audience is aware of Napoleon and the other pigs' motivation to oppress the lower class animals, while most of the animals are too ignorant or scared to oppose Napoleon's leadership. Orwell's decision to tell the story using a third-person narrator creates an objective view of the events happening on the farm from various perspectives. The reader can predict Napoleon's totalitarian rise to power while the animals continue to obey his increasingly unequal government policies.

`sinh(2x) = 2sinhxcoshx` Verify the identity.

`sinh(2x)=2sinh(x)cosh(x)`

Take note that hyperbolic sine and hyperbolic cosine are defined as

• 
  `sinh(u)=(e^u - e^(-u))/2`

• 
  `cosh(u)=(e^u+e^(-u))/2`

So when the left side is expressed in exponential form, it becomes

`(e^(2x)-e^(-2x))/2=2sinh(x)cosh(x)`

Factoring the numerator, it turns into

`((e^x - e^(-x))(e^x + e^(-x)))/2=2sinh(x)cosh(x)`

To return it to hyperbolic function, multiply the left side by 2/2.

`((e^x - e^(-x))(e^x + e^(-x)))/2*2/2=2sinh(x)cosh(x)`

Then, rearrange the factors in such a way that it can be expressed in terms of sinh and cosh.

`2*(e^x - e^(-x))/2 * (e^x + e^(-x))/2=2sinh(x)cosh(x)`

`2*sinh(x)*cosh(x)=2sinh(x)cosh(x)`

`2sinh(x)cosh(x)=2sinh(x)cosh(x)`

This proves that the given equation is an identity.

Therefore,  `sinh(2x)=2sinh(x)cosh(x)` is an identity.

What were Mary Wollstonecraft's views on education?

Early in her adulthood, Mary Wollstonecraft established a short-lived school for girls, however, it was her passionate beliefs about the rights and equality of women that formed her ideas on education. After her school failed, she wrote “Thoughts on the Education of Daughters” in order to establish herself as a writer. Later, in 1792, she wrote A Vindication of the Rights of Woman, which expressed her views on educated woman in society.

As her life progressed, she became more vocal with her feminist belief that girls should be educated so they would value themselves thus they would become better wives and mothers. She felt that children reared by educated, interested parents would mature into more productive, respectful individuals. This was opposite of the beliefs of her contemporaries who believed that women should be dull, submissive, irrational creatures without the full benefit of formal education. Mary Wollstonecraft believed in the rationality of women, and that education was key for them to understand their worth in life.

Mary believed in co-education that included physical activity. Lessons should be presented using discourse instead of lecture and rote memorization. She felt that girls educated with peers of both genders would be better thinkers and conversationalists. They would have self-respect and make better partners to their husbands, which would improve the condition of the family, and of society as a whole.

In The Outsiders by S. E. Hinton, who do the two boys go to for help? Why is it significant that they go to this person and not Darry? ...

Johnny and Pony went to Dally for help because Pony was fighting with Darry and because Dally had more experience being on the wrong side of the law.

Johnny and Ponyboy find themselves needing help because of a combination of unfortunate events.  They meet some nice girls at the movies that just happen to be Socs.  The Socs’ boyfriends do not appreciate their girls hanging out with greasers.  The two gangs are constantly at odds.  The girls leave with their boyfriends, but when they find Johnny and Pony in the park later, there is trouble.

Johnny and Pony were in the park because Pony came home late and got in a fight with his older brother Darry.  Darry hit him, and Pony ran.  He felt that Darry was too hard on him and did not really care about him.  Johnny was from an abusive home and basically didn’t mind staying away.

In the park, the Socs jump Pony and Johnny.  They are Bob and Randy, Cherry and Marcia’s boyfriends.  Bob nearly drowns Pony, and Johnny intervenes.  He kills Bob, and the boys run.  They feel that Dally is the best person to turn to, because Dally has been in trouble with the law enough to know what to do.

"We'll need money. And maybe a gun. And a plan."

Money. Maybe a gun? A plan. Where in the world would we get these things?

"Dally," Johnny said with finality. "Dally'll get us outs here."

I heaved a sigh. Why hadn't I thought of that? But I never thought of anything.

Dallas Winston could do anything. (Ch. 4)

Dally does help the boys.  He has them hide out in an abandoned church and later comes for them.  This is how all three of them end up getting injured in the church fire, when they try to save a group of kids on a trip.  Johnny is injured enough that he will eventually die, so the boys do not really need to worry about being on the run anymore.

This experience shows Pony that Darry really does care about him.  It is difficult for Darry, because he is the older brother and has to be the father figure.  Pony's trouble really worries him, and of course he is horrified that his little brother is injured, and that he played a part in it by driving him off.  Their relationship is stronger from this point on.

Critically discuss the relevance of philosophy and the philosophy of education in a teacher education programme.

There are as many different approaches to teaching students as there are students themselves. As a result, it is important that someone learning to be a teacher also learns about the different philosophies and comes to identify their own. Of course, a teacher's philosophy will (and should) change throughout their career as they come to learn new information and have new experiences, but they should leave their program with an understanding of 1) what they want to do as a teacher, and 2) how they want to do it.

Developing a teaching philosophy also helps to identify priorities. No teacher can focus on all aspects of development or even all aspects of a particular subject at once. If you're teaching young children, do you want to work more on social-emotional development or pre-reading skills? If you're teaching middle-school math, do you want to focus on whatever will be most real-world relevant or do you want to focus on more abstract concepts? If you're teaching high school students, do you find it more important that they learn facts or that they ask questions?

A good teacher education program won't tell you the answers to these questions. A good teacher program will ask them of you, and leave it to you to develop your own ideas that you can then take with you when you prepare your own classroom.

What does "glittered when he walks" suggest in Edwin Arlington Robinson's poem "Richard Cory"?

The line "...he glittered when he walked" suggests the perspective that the common people think of Richard Cory as an almost celestial being—certainly, one much above them in social position.

Just as people nowadays speak of great athletes, famous actors and actresses, and others who are above the norm as "stars," the people who suffer during the Panic of 1893, a serious economic depression, perceive Richard Cory as a being who is untouched by the vicissitudes of their lives.

Of course, the irony in this poem is that although Richard Cory is wealthy and does not have to go "without the meat," the "people on the pavement" (the ordinary people) feel intimidated by his high station and, therefore no one engages with him or even considers why he comes to town and speaks to people. In reality, Richard Cory, "who is always human when he talked," would probably like to have some interaction with people. So, in his terrible loneliness, Richard Cory despairs and puts a bullet into his head.