Solve for t if 3*l3t - 5l + 12 =

Given the inequality:

3*l 3t
-5 l + 12=< 27

First we will need to isolate the
absolute value on one sides.

We will subtract 12 from both
sides.

==> 3*l 3t -5 l =<
15

Now we will divide by
3.

==> l 3t -5 l =<
5

Now we will rewrite:

 -5
=< 3t -5 =< 5

Now we will add 5 to all
sides.

==> 0 =< 3t =<
10

Now we will divide by
3.

==> 0 =< t =<
10/3

Then the values of t belong to the
interval [ 0, 10/3 ]

While everyone else perishes, what is it about Ishmael that deems him worthy of survival (Other than his being a narrator)?Moby Dick by Herman...

As the narrator of Moby Dick, Ishmael
is the voice of his author Herman Melville who contemplates the inscrutableness of the
universe. Melville, who once said that the sea was his teacher, employs the sea as
teacher of Ishamel.

1.  Ishamel represents
man's isolation.

Ishmael, like his Biblical
name is a rootless individual, and as a loner, he can be more objective than other men. 
Even though he feels that Queequeq is his "own inseparable twin brother" as he holds the
monkey-rope in Chapter 49, he realizes that he only has "the management of one end of
it."  When his friend Queequeq decides to have his coffin made and to die, Ishmael
understands nothing of the pagan's soul or heart.  Even though he squeezes the sperm
from the whales with the others and shake hands warmly with them, Ishmael does not know
the inner workings of their hearts, either. Thus, Ishmael represents the aloneness of
man and is picked up by the Rachel

readability="6">

that in her retracing search after her missing
children, only found another orphan.
(Epilogue)

2. 
Ishmael expresses Herman Melville's perception of the inexplicability of
the universe

Try as hard as he can to
analyze and explicate the workings and properties of the whale, Ishmael does not
understand the creature who wears "a pasteboard mask" as Ahab describes this
inscrutability of nature.  On many occasions, Ishmael expresses a feeling about the
Fates as he senses the unsympathetic and irresistible force of Nature. Therefore, his
character represents the inexplicability of the universe as he senses the interplay of
fate and chance. In Chapter96, for instance, Ishmael
narrates,

So
seemed it to me, as I stood at her helm, and for long hours silently guided the way of
the fireship on the sea.  wrapped, for that interval, in darkness myself, I but the
better saw the redness, the madness, the ghastliness of others.  the continual sight of
the fiend shapes before me, capering half in smoke and half in fire, these at last begat
that unaccountable drowsiness which ever would come over me at the midnight
helm.

Besides being the
narator who is the most objective of characters and who has an eagerness to learn,
Ishmael best represents the isolation of man.  In addition, in his sometimes ineffective
attempts to explain what happens throughout the novel, Ishmael conveys to the reader the
interplay of fate and chance.

In the book Guns, Germs, and Steel, what are commmonly used answers to "Yali's question?"

In his Prologue, Jared Diamond gives a number of common
answers to Yali's question.  Among them
are:

• Biological explanations.  These
  explanations are essentially racist.  They say that Europeans are simply genetically
  superior to people like Yali.  Typically, they argue that European superiority shows up
  in the "fact" that Europeans have higher levels of
  intelligence.


• Climate-based explanations.  These argue
  that Europeans became superior because they lived in a harsher environment.  Tropical
  people didn't have to work hard for their livings and so did not need technology and
  such.  Because Europeans lived in tough, cold climates, they had to be more ingenious in
  order to survive.  This made them more inventive and led to
  technology.


• River-based explanations.  These argue that
  civilizations arose in lowland river valleys in dry climates.  Civilization arose there
  because it was necessary in order to organize society to create irrigation
  works.

These are the three major explanations
that Diamond mentions in the beginning of this book.

Given the function y=(2x-3)/(x-1)*(x-2). What is the antiderivative of the function [y-1/(x-2)]^2010?

First, we'll try to decompose the function y into partial
fractions.

(2x-3)/(x-1)*(x-2) = A/(x-1) +
B/(x-2)

2x - 3 = x(A+B) - 2A -
B

Comparing both sides, we'll
get:

A+B = 2 => A = 2 - B
(1)

-2A-B = -3 => -2(2 - B) - B =
-3

We'll remove the
brackets:

-4 + 2B - B = -3

B =
4 - 3 => B = 1 => A = 2-1 = 1

y =
(2x-3)/(x-1)*(x-2) = 1/(x-1) + 1/(x-2)

Now, we'll calculate
the difference:

y - 1/(x-2) = 1/(x-1) + 1/(x-2) -
1/(x-2)

We'll eliminate like
terms:

y - 1/(x-2) =
1/(x-1)

We'll raise both sides to 2010
power;

[y - 1/(x-2)]^2010 =
1/(x-1)^2010

We'll calculate the antiderivative of the
function [y - 1/(x-2)]^2010, integrating both sides:

Int [y
- 1/(x-2)]^2010 dx = Int dx/(x-1)^2010

We'll replace x - 1
by t:

x-1 = t

We'll
differentiate both sides:

dx =
dt

Int dx/(x-1)^2010 = Int
dt/t^2010

We'll apply negative power
rule:

Int dt/t^2010  =Int
t^(-2010)dt

Int t^(-2010)dt =
t^(-2010+1)/(-2010+1)

Int t^(-2010)dt = -1/2009*t^2009 +
C

The requested antiderivative of the
function [y - 1/(x-2)]^2010 is F(x) = -1/2009*(x-1)^2009 +
C.

What quote form the story describes evil existing inside Goody Cloyse? "Young Goodman Brown" by Nathaniel Hawthorne

 A real person who was involved in the Salem Witch Trials
of 1692, Goody Cloyse is recognized by Goodman Brown as he walks with the old man with
the snakelike staff.  Ironically, when Goodman espies her, he tells his
companion,

readability="10">

"But with your leave, friend, I shall take a cut
through the woods until we have left this Christian woman behind.  Being a stranger to
you, she might ask whom I was consorting with and whither I was
going."

And, his fellow
traveller agrees, "Betake you to the woods, and let me keep the path."  Then, Goodman
goes, but he watches the old man who comes close to Goody and touches her neck with
"what seemed the serpent's tail."

readability="42">

"The devil!" screamed the pious old
lady.

"Then Goody Cloyse knows her old friend?"  observed
the traveller, confronting her and leaning on his writhing
stick.

"Ah, forsooth, and is it your worship, indeed?"
cried the good dame.  "Yes, truly, is it, and in the very image of my old gossip,
Goodman Brown.  The grandfather of the silly fellow that now is.  But,--would your
worship believe it?--my broomstick hath strangely disappeared, stolen, as I suspect,
that that unhanged witch, Goody Cory, and that, too, when I was all anointed with the
juice of smallage, and cinquefoil, and worlf's
bane"---

"Mingled with fine wheat and the fat of a new-born
babe," said the shape of old Goodman Brown.

"Oh, your
worship knows the recipe," cried the old lady, cackling aloud...."There is a nice young
man to be taken into communion tonight.  But now your good worship will lend me your
arm, and we shall be there in a
twinkling."

But, the "good
worship" only gives her his staff that he throws down; it forms the shape to which "its
owner had formerly lent to the Egyptian magi.  Goody disappears and Goodman reappears to
say with dramatic irony, "That old woman taught me my catechism."  Hawthorne then writes
ironically as narrator, "and there was a world of meaning in this simple
comment."

With her immediate recognition of the old
traveller, the devil, Goody Cloyse establishes herself as evil.  Then, when she speaks
of her broom and the old man offers her his staff which transforms, indications are
clear that Goody Cloyse is evil herself.

In Act 4 of Hamlet, what are the causes of Ophelia's breakdown, and how does that relate to why the Queen refuses to see her at first?

With a quick recap of the play it is pretty easy to
catalogue the trials that Ophelia has been through in the past couple of days.  First
her father suggested that Hamlet's feelings for Ophelia aren't true and that he may only
be using her.  Her father tells her to break off all contact with Hamlet, which she
does, but she is broken hearted over it because she truly loves Hamlet.  Then when she
gets a chance to talk to Hamlet, he tells her to get herself to nunnery, that he never
loved her, and that she is like all women who flirt and put on their act for men.  The
conversation is even worse if you consider that a nunnery could be a house for nuns (a
convent) or slang for a house of prostitution.  She is shocked and hurt by his behavior
and  convinced that he has lost his mind.  She directly states, "O, what a noble mind is
hers o'erthrown!" 

Later, Hamlet speaks in a very bawdy
and suggestive way to her during the play within a play.  She probably doesn't know what
to make of that -- is she offended?  is this more of the old, teasing
Hamlet? 

Shortly after this it is discovered that Hamlet,
the man she loves, has killed her father.  He doesn't seem all that remorseful for act
either.  He has hidden the body and used it as a joking taunt to
Claudius. 

Ophelia has clearly been through
enough emotional turmoil to cause a complete breakdown.  The queen probably doesn't want
to see her because she knows that Hamlet's actions are the cause of Ophelia's
breakdown.  She likes Ophelia and seeing this true madness will be heartbreaking and may
cause more uncomfortable inward self-reflection for the queen.  The queen has already
been given a full guilt-trip with Hamlet, and seeing this change in Ophelia will  be yet
another display of how others act in the face of a huge loss, as opposed to the queen
who quickly moved on to a new husband and an almost seamless continuation of her life as
she knew it.

How is the holy grail used as an ironic device in The Great Gatsby?

In Chapter Eight of The Great Gatsby
by F. Scott Fitzgerald, Gatsby himself declares that he seeks Daisy as the
knight in shining armor romantically seeks the holy grail when he relates the story of
his youth to Nick Carraway.  For, Jay Gatsby clutches to some vague hope that Daisy will
turn to him after he spends the night standing in the moonlight "watching over nothing"
as Daisy and her husband talk at the kitchen table following the tragic murder of Myrtle
Wilson. 

"High in the white palace the king's daughter, the
golden girl," Nick remarks in Chapter Four, and this phrase is recalled ironically in
Gatsby's delusional image of Daisy, the white flower whose center is gold--"her voice is
full of money."  She is anything but pure and worthy like the grail; hence, the irony. 
And, this unattainable, this holy grail, finds its worth for Jay Gatsby in Daisy's
wealth and name, two false values.  That he pursues her as an unattainable makes her
more worthy to Gatsby; he denies that she has ever loved Tom Buchanan, and he becomes
engrossed in his pursuit of Daisy, much like the knights who lost sight of what was real
in their idealized pursuit of the grail--also
ironically.

In another ironic aspect of Gatsby's having
envisioned Daisy as the holy grail, Nick further narrates in Chapter Eight
that

Gatsby
was overwhelmingly aware of the youth and mystery that wealth imprisons and preserves,
of the freshness of many clothes, and of Daisy, gleaming like silver, safe and proud
above the hot struggles of the
poor.

Now, however, Daisy
ironically is gravely involved in the "hot struggles of the poor" as she has killed
Myrtle.

How can you differentiate a sentence from a fragment?

There are several ways to differentiate a sentence from a
fragment. 

First of all, a sentence must have a subject, a
noun or a pronoun.  You can determine the subject by asking yourself, "Who or what is
this sentence about?"

For example:  Our country's birthday
is celebrated each July 4th.  Who or what is this sentence
about?  Our country's birthday.  If we narrowed this down to the simple
subject, you would ask yourself which word the sentence is mainly about, which is
"birthday".

Second, you must locate the predicate.  You can
determine the predicate by asking yourself "What is the subject doing?" or "What about
the subject?"

For example:  Our country's birthday is
celebrated each July 4th.  What is the birthday doing or what about the
birthday? The birthday "is celebrated each July 4th."  The verb or main
linking or action word in this predicate is "is".

One
problem my students frequently have is this final step.  You must then ask yourself, "If
someone came up to me and said these words, would the thought feel finished?"  A
sentence must express a complete thought. 

Look at the
following examples.  Do they express complete thoughts if someone came up to you and
said them?

1.  Our country's
birthday  (No - What about it? I would be waiting for you to finish that
thought, so this is a fragment.)

2.  Is
celebrated each July 4th (No - What is celebrated each July 4th?  I would
be waiting for you finish that thought, so this is a
fragment.)

3.  Because our country's birthday
is celebrated each July 4th   (No - I would be waiting for you to finish
your thought.  This indicates another thought is coming.  Maybe, Because
our country's birthday is celebrated each July 4th, families watch fireworks
together.  Now, this thought feels finished and makes
sense. 

Number three is an example of a complex sentence
because the first part is a dependent clause (or fragment) that cannot stand along and
the second part of the sentence is and independent clause or complete sentence that can
stand alone.  

Explain French Structuarlism's contribution to literay theory.

French structuralism no longer enjoys the widespread
popularity (among critics, intellectuals, etc.) that it enjoyed in the 1960s, but it has
made important contributions to literary
theory.

Structuralism drew attention both to patterns
within texts and to similarities between texts, so one contribution would probably be a
closer attention to narrative structures and genres of literary works. New Criticism,
which ruled almost uncontested into the 1950s as the primary form of literary criticism,
has probably always been better suited to poetry than to prose and viewed texts in
isolation. Structuralism works very well with prose, by contrast, and viewed texts in
relation to other texts.

Aside from serving as a counter to
New Criticism, one of the main contributions that I would identify is the understanding
that a structure or pattern (one based on the structure of language) can be uncovered in
any sort of system, not just literary texts. The structuralists opened the door wide on
what can be interpreted: advertisements, architecture, fairy tales, practices of food
preparation, etc. Anything and everything is now a “text” that needs to be read and
critiqued.

Structuralism also, obviously, made
post-structuralism and deconstruction possible. As early as the later 1960s, many of
those same critics and intellectuals who had previously embraced the structuralist
belief that a final “truth” could be uncovered through extended analysis of a system
(Roland Barthes is a great example!) converted to a poststructuralist views of “truth”
as provisional or illusory.

The Wikipedia article (see the
link below) gives a good overview. Wikipedia is an interesting and uneven source, so use
it (and all sources, I suppose!) with some caution, but the entry on structuralism
looks accurate to me.

What is the real solution of the system x^2+y^2=16, xy=3 ?

We have the system of equations x^2 + y^2 = 16 and xy = 13
to solve for x.

xy = 3 => x =
3/y...(1)

Substitute this in x^2 + y^2 =
16

=> (3/y)^2 + y^2 =
16

=> 9 + y^4 =
16y^2

=> y^4 - 16y^2 + 9 =
0

y^2 = 16/2 + [16^2 -
36]/2

=> 8 + (sqrt
220)/2

=> 8 + sqrt
55

and y^2 = 8 - sqrt 55

y =
sqrt (8 + sqrt 55) and y = sqrt(8 - sqrt 55)

x = 3/(sqrt (8
+ sqrt 55)) and x = 3/(sqrt(8 - sqrt 55))

Also in (1) we
could have substituted x for y. This gives us four solutions for x and
y:

(sqrt (8 + sqrt 55), 3/(sqrt (8 + sqrt 55))), (sqrt (8 -
sqrt 55), 3/(sqrt (8 - sqrt 55))), (3/(sqrt (8 + sqrt 55)), sqrt (8 + sqrt 55)) and
(3/(sqrt (8 - sqrt 55)), sqrt (8 - sqrt
55))

The solutions of the equations are (sqrt
(8 + sqrt 55), 3/(sqrt (8 + sqrt 55))), (sqrt (8 - sqrt 55), 3/(sqrt (8 - sqrt 55))),
(3/(sqrt (8 + sqrt 55)), sqrt (8 + sqrt 55)) and (3/(sqrt (8 - sqrt 55)), sqrt (8 - sqrt
55))

how 2sinthetacostheta=sin2thetaexplain the above question

You may solve the problem either transforming the
product  into a sum of two like trigonometric function or writing
the double of the angle   as the sum
.

I'll focus on the first solving strategy such
that:

(theta + theta)]

(2theta)]

Since sin 0 = 0 =>
= sin (2theta)

This last line proves the
given identity.

According to Durkheim, how is order maintained in the transition from a traditional to a modern society.

In his works, Durkheim theorized the importance of
re-establishing social cohesion in a modern industrial society. In his doctoral thesis
The Division of Labor (1893), he argued that primitive societies
are marked by mechanical solidarity, while more complex, industrial societies require an
organic solidarity. Primitive societies could be divided into self-sufficient segments,
while in modern societies all their segments must develop a sense of "mutual dependence"
so that the conflicts between their different demands can be addressed and solved. Thus,
contrary to many of his contemporaries, Durkheim did not idealize primitive communities
finding their forms of solidarity induced and forced. To achieve this sense of organic
solidarity, a new civic morality and and a new consensus must be constructed. The
educational system is vital to this construction. Another important factor in
maintaining order is the regulation of the economic markets and of the relationships
between worker and employer. This external regulation of working conditions and the
abolition of the forced division of labor should aim to give everyone equal
opportunities for his/her talents.

Collective and individual conflict in the poem, "The Yachts"? The Yachtscontend in a sea which te land partly enclosesshielding them from the...

In William Carlos William's poem, "The Yachts," there is
conflict seen between man and nature as ships battle the powerful
ocean.

...an
ungoverned ocean which when it chooses...

tortures the
biggest hulls, the best man knows

to pit against its
beatings, and sinks them
pitilessly.

There is also the
conflict between men as the yachts race each other, trying to
win...

The
yachts...

move, jockeying for a start, the signal is set
and they

are
off.

However, soon the mood
of the poem shifts dramatically. There are images of bodies in the water—in agony. This
representation by Williams may be symbolic, showing a collective
conflict.

The
race is finally shown to be a symbol of human struggle, in which the masses are cut down
and destroyed.

There are not
really bodies in the water, but the yachts symbolize the wealthy, suggesting "a
privileged life"—those who own yachts—running over the lower classes, "an exploited
class" that works so hard, making the wealth of the "privileged"
possible.

However, Elisabeth Schneider finds even deeper
meaning in William's poem, drawing attention to J. M. W. Turner's
painting called "The Slave Ship." She believes that Williams admired Turner's work, and
because his own mother was an art student in Paris at one time, she thinks it is logical
to assume that Williams was familiar with the painting. However, in this case, the
"yacht" symbolizes the affluent slave traders, amassing their fortunes from the
trafficking in human bondage, another much older, collective
conflict.

The shift toward the end of the poem points
decidedly to human suffering. "The Slave Ship" shows the ocean littered with the bodies
of slaves after a storm. Schneider writes, "It seems probable that this association does
in fact underlie the poem…"

John Ruskin was a "leading
English art critic" who gained a great deal of notice with an essay he wrote
in Modern Painters (1843), which defended Turner's work, arguing
that "...the principal role of the artist is 'truth to
nature'."

Ruskin commented that the painting
represented...

readability="7">

...a sunset on the Atlantic, after prolonged
storm…[The ship] is a slaver throwing her slaves overboard. The near sea is encumbered
with corpses.

Schneider notes
that she has not found any printed references by Williams regarding Modern
Painters, but that she has found passages in his published letters that
"describe sky and sea in strongly Ruskinese
terms."

Elisabeth Schneider's association between Turner's
painting "The Slave Ships" and William Carlos William's "The Yachts" provides another
possible insight into the conflict presented in the
poem.

Additional
Source:

http://en.wikipedia.org/wiki/John_Ruskin

What is sinx if x is in the interval (0,90) an cot x = 1/3?

We'll recall the definition of the cotangent
function:

cot x = cos x/sin
x

We know, from enunciation, that cot x =
1/3

We'll apply the Pythagorean
identity:

(cot x)^2 + 1 = 1/(sin
x)^2

(sin x)^2*[(cot x)^2 + 1] =
1

(sin x)^2 = 1/[(cot x)^2 +
1]

sin x = +1/sqrt[(cot x)^2 + 1] or sin x = -1/sqrt[(cot
x)^2 + 1]

sin x = 1/sqrt[(1/3)^2 +
1]

sin x = 1/sqrt [(1+9)/9] => sin x = 1/sqrt (10/9)
=> sin x = 3/sqrt 10 or sin x = -3/sqrt
10

We notice that x belongs to the 1st
quadrant, therefore, the value of the sine function is positive:sin x = 3*sqrt
10/10.

Describe the function of catharsis in King Lear

The term catharsis comes from Greek tragedy.  Since these
plays deal with a king or prince or someone from a high position who through hubris
(usually) falls from that high position.  The fear comes from the idea that if a person
from such a lofty position can fall what about the common man?  The pity comes from the
idea that we feel pity for these tragic heroes who aren't bad people but ones who
through their own humanness suffer and in some cases
die.

In the case of King Lear, his vanity keeps him from
hearing the truth.  When he asks his daughters how much they love him, he provers that
he does not understand love itself.  His two eldest daughters play daddy's game and give
him the answer he wants.  Cordelia, however, tells him the
truth.

Lear's mistake is to think that we have so much love
and must divide it among those we love.  He fails to recognize that love is expansive,
not reductive.

In his fit of temper and hurt pride, he not
only banishes his favorite daughter but also Kent who also dares to tell him the truth.
 Of course, the Fool tells him the truth also but he is a fool, so Lear doesn't really
listen to him.  The result of this pride leads Lear to
madness.

It is frightening and sad to see this king decline
and descend into madness.   It is even harder to watch as he realizes too late what love
is.

Which of the following is a way to determine the size of the class interval:a. s = r/(1+3.3 log n) b. s = r+1/(3.3 log n)...

In business studies, analysis of data is something that is
essential to identify trends and determine what would be the right decisions to take.
The goal is always increase the ratio of returns versus the
risk.

Analysis of data starts with collection of data. The
data is then classified to make it easier to study it. Later mathematical techniques
like regression, correlation, etc., can be used to find trends. And the data can also be
presented in a meaningful manner using graphs and
charts.

When data is divided into classes, the number of
classes should be at least 5 and should not exceed 20. Each class should be unique so
that a data point lies in only one them.

If the highest
value in the data points is H and the lowest is L, R= H - L. The number of classes is
given by the formula K = 1 + 3.3 log n where n is the total number of data
points.

The size of the class interval is R /
(1 + 3.3 log n).

Give a summary of the poem "Ballad of Birmingham."

Randall's poem "Ballad of Birmingham" is about the 1963
bombing of the Seventeenth Street Baptist Church in Birmingham, Alabama.  In the first
stanza of the poem, a young girl asks her mother if she can go into town to participate
in the Freedom March instead of going outside to play.  Her mother tells her that the
demonstration is not safe for a child because there are police wielding guns, dogs, and
firehoses.  But the girl says that she will not be alone and that others will be there
trying to get freedom and justice.  The mother still does not want the child to go, so
she tells her that she may instead go to the church to pray in support of the march. 
She helps her daughter get dressed, and the girl goes to the church where her mother
assumes that she will be safe.  But the church is bombed, and when the mother goes to
look for her child, all she can find is her shoe.

In "The Adventures of the Speckled Band," what are the three odd things that Sherlock Holmes noticed in Julia's room?

The first odd items in what was Julia's room are the bell
pull which has no apparent connection and the ventilator which, instead of being
connected to the outside, is placed on the wall of the adjoining
bedroom-

“They
seem to have been of a most interesting character—dummy bell-ropes, and ventilators
which do not
ventilate."

Holmes has
anticipated these two elements, and the third clue helps him reach his conclusion to the
mystery. It is the positioning of the bed in the chamber which is the final
clue-

“It was
clamped to the floor. Did you ever see a bed fastened like that
before?”

What are the solutions of the equation logx (2)+log2x (2)=log4x (2)?

We'll recall the identity: log a (b) = 1/log b
(a)

Therefore, using this property, we'll create matching
bases in the given equation:

1/ log 2 (x) + 1/log 2 (2x) =
1/log 2 (4x)

We'll recall the product property of the
logarithms, such as:

log 2 (2x) = log 2 (2) + log 2
(x)

log 2 (2x) = 1 + log 2
(x)

log 2 (4x) = log 2 (4) + log 2
(x)

log 2 (4x) = 2 + log 2
(x)

We'll substitute log 2 (x) by
t:

1/t + 1/(1 + t) =
1/(2+t)

The equation will
become:

(1+t)(2+t) + t(2+t) - t(1+t) =
0

We'll remove the brackets:

2
+ 3t + t^2 + 2t + t^2 -t - t^2 = 0

We'll eliminate like
terms:

t^2 + 3t + 2 + 2t - t =
0

We'll combine like
terms:

t^2 + 4t + 2  = 0

We'll
apply quadratic formula:

t1 = [-4 + sqrt(16 -
8)]/2

t1 = (-4 + 2sqrt2)/2

t1
= sqrt2 - 2

t2 = -sqrt2 -
2

log 2 (x) = sqrt2 - 2 => x = 2^(sqrt2 -
2)

log 2 (x) = -(sqrt2 + 2) => x = 1/2^(sqrt2 +
2)

Since the x values are positive and they
are different from 1, we'll accept them as solutions of the given equation: {2^(sqrt2 -
2) ; 1/2^(sqrt2 + 2)}.

STRUCTURE OF WASTE LAND

Eliot writes his poem through a series of vignettes, which
depict the social and personal decay and despair of post-World War I Western
culture. 

Eliot is considered one of the most daring innovators of
twentieth-century poetry and as such, he refuses to compromise w/public values or
language (includes structure).  The focus of "The Wasteland" aims at a representation on
the complexities of modern civilization, which leads to difficult
poetry.

Because Eliot believed several things about current
installments of English poetry he worked to overcome what he saw as structural barriers:
 

• He saw English
  poetry as exhausted, no verbal excitement, or original
  craftsmanship


• He wanted to make poetry subtle, suggestive
  and precise


• The medium is the message (you won't find
  Eliot in "The Wasteland" there's no personality)


• He
  sought wit, allusiveness and irony and incorporated global poets to accomplish
  this


• Ample use of
  metaphor


• Explored the middle ground of human
  experience


• Symbolism influenced imagery; image was
  important because of its precision and endless suggestion in its relationship to other
  images


• Very interested in myths and rituals of
  Christianity--especially the legend of the Holy
  Grail


• Reaction against nature and realism, allow
  fluidity


• After a long run sans footnotes, Eliot begins to
  include footnotes, which should show the poem has some sort of
  meaning


• Eliot elimination all connective and transitional
  passages; he built meaning via the immediate juxtaposition of images w/o explaining what
  they were doing there


• He parceled together history,
  philosphy, Hindu, Buddhism, vaudeville, modern/ancient voices, high and low art,
  West/non-west languages; everything clashes
  together

 Ultimately,
he's questioning and seeking a sort of spiritual peace and illustrating in his structure
that we live in a world of moral decay, that the homogoneous world doesn't
exist.

Probably way more than what you needed, but this is
what Eliot considered when designing "The Wasteland"--all of the above components
contributed to the poem's structure.

Explain why the men and women are kept separate—physically, intellectually and emotionally—in Susan Glaspell's play, Trifles.

Trifles, by Susan Glaspell, is a
marvelous, short play which was written early in the 20th Century when women were not
often considered partners in a marriage, but a possession of the husband. Glaspell wrote
this play after covering an actual court case for a newspaper where a woman was on trial
for murdering her husband.

The division between the men and
the women in the play—physically, mentally and emotionally—symbolizes in a dramatic
fashion the separation between the sexes at this time. The two characters around which
the play revolves, but who are never seen in the play, are John Wright (the deceased)
and Mrs. Minnie Wright, the "widow," who is in jail. Mrs. Hale and Mrs. Peters arrive to
the Wright's cold and gloomy home to collect some clothes and personal items for Mrs.
Wright.

However, while the group is there, the intent of
the men and women is very different, demonstrating the first "division" of the
"visitors." The men are looking for evidence with which to convict Mrs. Wright, who said
she was asleep when her husband died. The women, as they sort through Mrs. Wright's
things, find evidence that Mr. Wright abused his wife, certainly mentally and
emotionally, if not physically. The women discover that John Wright did murder his
wife's canary (broke its neck)—her only company in the dark and childless home…home to a
woman the female visitors remember as once being attractive and vivacious. The
realization that Minnie had motive concerns the women. What should they
do?

The second division between the sexes becomes apparent.
As the men root through the house looking for evidence, they begin to make fun of the
"hard" work women do and things that concern them, such as putting up preserves—which
takes time and effort— dismissing the things a woman brings into the home as
"trifles."

readability="13">

SHERIFF. Well, can you beat the woman! Held for
murder and worryin' about her preserves.

COUNTY ATTORNEY. I
guess before we're through she may have something more serious than preserves to worry
about.

HALE. Well, women are used to worrying over trifles.

(The two women move a little closer
together.)

The men
go on to comment on what they see as poor housekeeping and a home that lacked a woman's
touch. Mrs. Peters and Mrs. Hale know what truly hard work is involved in keeping a
house, as well as the heartache a woman often must face (e.g., being childless or losing
a child), and they are especially put off by the comments of the men. Is it any wonder
that when they are asked to keep an eye out for something that might help the men
convict Mrs. Wright that Mrs. Hale and Mrs. Peters don't
comply?

This demonstrates the perceptions of the men over
the "trifling" tasks that fill a woman's day, while the women see clearly that the men
have no comprehension or appreciation as to how hard women work for their husbands, or
the great emotional hardships they may face.

Calculate the area of triangle ABC with the following vertices A(1, 3, 0) B (0, 2, 5) and C (-1, 0, 2) In radical form.

The formula that contains radical and it gives the area of
a triangle is called Heron's formula.

S =
sqrt[p(p-a)(p-b)(p-c)]

p = half perimeter of
triangle

p = (a+b+c)/2

a,b,c
are the lengths of the sides of triangle

a = sqrt[(xC -
xB)^2 + (yC - yB)^2]

a = sqrt(1 +
4)

a = sqrt5

b = sqrt[(xC -
xA)^2 + (yC - yA)^2]

b = sqrt(4 +
9)

b = sqrt13

c = sqrt[(xA -
xB)^2 + (yA - yB)^2]

c = sqrt(1 +
1)

c = sqrt2

S =
sqrt{[(sqrt2+sqrt5+sqrt13)/2]*((sqrt2+sqrt5+sqrt13)/2-sqrt5)*((sqrt2+sqrt5+sqrt13)/2-sqrt13)*((sqrt2+sqrt5+sqrt13)/2-sqrt2)]}

S
=
sqrt{[(sqrt2+sqrt5+sqrt13)/2]*[(sqrt2-sqrt5+sqrt13)/2]*[(sqrt2+sqrt5-sqrt13)/2]*[(-sqrt2+sqrt5+sqrt13)/2]

S
=
{sqrt[(sqrt2+sqrt5+sqrt13)*(sqrt2-sqrt5+sqrt13)*(sqrt2+sqrt5-sqrt13)*(-sqrt2+sqrt5+sqrt13)]}/4

In "Dusk," by referring to the incidents in the story, state how dusk is said to be "the hour of defeated."

The first part of this answer lies in the way that Gortsby
imagines the people who come out at the hour of dusk, which, in his mind, is a time for
those who have failed in life to emerge. Note how he describes such
failures:

Men
and women, who had fought and lost, who hid their fallen fortunes and dead hopes as far
as possible from the scrutiny of the curious, came forth in this hour of gloaming, when
their shabby clothes and bowed shoulders and unhappy eyes might pass unnoticed, or, at
any rate, unrecognised.

Dusk
then fits Gortsby's mood as he contemplates the way that others have failed in life and
then moves on to reflect on his own failure in his "subtle ambition." Of course, there
is an irony in this, as during the course of the story, Gortsby himself is shown to fail
in beign taken in by the young man and his story, and giving him some money, when at the
end the young man turns out to be a confidence trickster after all. It is therefore
appropriate that Gortsby should feel such an affinity with dusk. He has failed before,
and during the course of the story, he fails again.

How to solve the indefinite integral of the function y=/x*square root[(ln x)^2-1]?

To solve the indefinite integral, we'll replace ln x by
t:

ln x = t

We'll
differentiate both sides:

dx/x =
dt

We'll re-write the integral in the new variable
t:

Int dx/x*sqrt[(lnx)^2 - 1] = Int
dt/sqrt(t^2-1)

Int dt/sqrt(t^2-1) = ln|t + sqrt(t^2-1)| +
C

The indefinite integral is: Int
dx/x*sqrt[(lnx)^2 - 1] = ln|ln x + sqrt[(lnx)^2 - 1]| +
C

What possible message can I take away from reading "The Scarlet Ibis"?

There are of course many different messages or potential
themes that you could take away from reading this excellent story. One of the key themes
of the text is the conflict that is presented between love and pride. Chiefly of course
this is explored through the relationship of the narrator and his brother, Doodle.
Although Brother clearly loves his disabled younger sibling, at the same time his
relationship with Doodle is impacted by pride and the way that this can lead to cruelty.
The narrator clearly feels a sense of embarrassment at Doodle's various limitations, and
does everything he can to train Doodle so that he won't be different from everybody
else. We see this clearly after the demonstration that Doodle gives his parents when he
shows them he has learnt how to walk. When he sees this, the narrator begins to cry.
Note what the text tells us at this stage:

readability="10">

"What are you crying for?" asked Daddy, but I
couldn't answer. They did not know that I did it for myself' that pride, whose slave I
was, spoke to me louder than all their voices; and that Doodle walked only because I was
ashamed of having a crippled
brother.

The narrator's
relationship with Doodle is clearly driven by pride as well as love, which forces him to
push Doodle to ever greater feats of physical achievement. It is this sense of pride of
course that leads to Doodle's death, as the brother, in spite of Doodle's obvious sense
of exhaustion, continues to train his brother until Doodle actually dies from the
physical strain. Thus the message of this story concerns the way that often in our
closest relationships other, more negative emotions can be incredibly important. We need
to be aware of these emotions and feelings in order to ensure that they do not destroy
both ourselves and the relationship.

The idea that there should be a high-degree mobility from one class to another would be acceptable to A. Socialists and Capitalists B....

This is really going to depend on how your particular text
or teacher defines all of these ideologies.  However, I would argue that the best answer
to this is B.

Liberalism is clearly the ideology that is
most positive about the idea of people moving from class to class.  Liberals believe
that people should be able to do and be whatever their abilities allow.  Conservatives,
on the other hand, are harder to pin down on this issue.  An American conservative would
certainly agree that people should be able to move from class to class as their
abilities and efforts warrant.  However, conservatism is also a "status quo" ideology
and some people might argue that conservatives would want the class hierarchy to remain
the same.

However, I would argue that B is the best of the
choices given.

What are some implications of the symbolism used in X. J. Kennedy's poem "Old Men Pitching Horseshoes"?

X. J. Kennedy's poem "Old Men Pitching Horseshoes" seems
less a poem concerned with using symbolism than a poem concerned with capturing vividly
a particular activity, particular characters, and a particular moment in time. The poem
briefly describes a competition between a number of old men as they play horseshoes in a
back yard. The fact that the men are old men may imply that the
poem deals symbolically with the theme of aging. Perhaps the poem suggests that the old
men have lost some of their links or connections to youth in the same ways that the
horseshoes have lost their attachments to vigorous, dynamic, energetic animals. This
possibility is suggested by the final lines of the poem, where the speaker describes how
the flung horseshoes

readability="7">

. . . kick dust with all the
force

Of shoes still hammered to a living
horse.

Since poets often
emphasize themes and symbolism in the final lines of their work, these lines might be
read symbolically. The lines may suggest that just as the horseshoes can still raise
dust, so the old men can still be vigorous and strong despite their advanced
age.

Mainly, though, the poem seems effective as an
especially memorable "slice of life" -- a vivid rendering of a familiar activity,
familiar characters, and a striking (pun intended) moment in
time.

Verify if the lines have common points 2x - 5y +2 = 0 and y = -3x + 6 ?

The lines given are 2x - 5y +2 = 0  and y = -3x +
6

At the point of intersection of two lines, the
x-coordinate as well as the y-coordinate is the same.

2x -
5y +2 = 0

=> x = (-2 +
5y)/2

substitute in y = -3x +
6

=> y = -3*(-2 + 5y)/2 +
6

=> y = 6/2 - 15y/2 +
6

=> y = 9 -
15y/2

=> y + 15y/2 =
9

=> 17y/2 =
9

=> y = 18/17

x = (-2
+ 5y)/2 = (-2 + 5*(18/17))/2 = (-34 + 90)/34

=> x =
56/34 = 28/17

This gives the common point of
the lines as (28/17, 18/17)

In chapter 6 of Animal Farm, what is Squealer's role for Napoleon?

Throughout the novel, Squealer's primary purpose is to
make sure that the animals fully support Napoleon's policies and the reign of the pigs. 
As life for the animals becomes more difficult and challenging, Squealer's role and need
increase because there is a greater need to "spin" what is happening on the farm.  For
example, Squealer explains the difficulties of increased labor on the farm and greater
difficulty as a result of Snowball's treachery and his disloyalty.  In this, one sees
Squealer's great ability to both increase the legitimacy of the pigs' rule and alienate
their enemies, at the same time.  Squealer's purpose is being able to ensure that public
loyalty is present with the pigs' administration on the farm.  His ability to craft what
is happening and "spin it" to the animals is what allows the pigs to continue their
rule, uninterrupted, despite the challenges that the animals endure.  Napoleon finds
Squealer invaluable and more needed as difficulties on the farm mount.  He understands
clearly that one of the reasons why the initial revolution was successful was because
Mr. Jones never really communicated with the animals.  Napoleon wishes to avert this
fate, and in this, Squealer proves to be essential for Napoleon and the pigs to remain
in power.

I need the "layered meaning" of Henry Wadsworth Longfellow's poem, "The Slave's Dream."

In Henry Wadsworth Longfellow's poem, "The Slave's Dream,"
the layered meaning of the poem can be found in the literal interpretation that we are
reading of the dream of a slave who was once a king in his homeland,
or it can be seen as the capture of any man (against his will) in
his native Africa.

The poem begins by describing a slave,
lying in the field where he has been gathering rice. This is not the first time the man
has had this dream of home, as we note the use of the word
"again."

readability="6">

Again, in the mist and shadow of
sleep

He saw his Native
Land.

As the landscape is
described, what comes quickly into focus is the man's wife and family. One might assume
that this slave is a king (as the speaker notes) in Africa,
or that any man
with wife, children, home, and freedom, is a king.

readability="13">

He saw once more his dark-eyed
queen

Among her children
stand;

They clasped his neck, they kissed his
cheeks,

They held him by the
hand!

As the man rides along
the banks of the Niger River, the image of "chains" with "a martial clank" may be
literally as they are described, or they might refer to his captivity by slavers on the
beach. Then before the "king," there is "a blood-red flag" of flying flamingoes, but
perhaps there literally is blood as other would-be captives are
whipped or killed in the attempted abduction. As the "ocean rose to view," perhaps the
man has his first glimpse of a slave ship on the
water.

As a
captive...

At night he heard the lion
roar,

And the hyena
scream…

These animals may
represent nature's horror to see something so unnatural taking place...as it might
seeing any creature—meant to be free—taken into captivity. The
"glorious roll of drums" could be sounds from the jungle, but may also refer to drums
that might have been used to "coax" the captives to march in-time toward the ship that
would carry them to death or to lifelong servitude. Perhaps the forests seem to be
speaking; on the other hand, maybe the sounds represent the variety of languages of the
captives, the different dialects, as these people beg for
freedom:

The
forests, with their myriad tongues,

Shouted of
liberty...

The speaker notes
that this man, once a king of his world in some manner, has been carried in death to a
"Land of Sleep." He does not feel the slaver's whip; he does not notice the burning sun
overhead. His body is nothing more than "A worn-out href="http://dictionary.reference.com/browse/fetter">fetter, that the soul
/ Had broken and thrown away," for the slave no longer has need of it and has ultimately
triumphed over his enslavement.

What geographical features are important for the growth of a civilisation?I know it needs to be near a water source and have fertile land, but I...

I would first add to or clarify the idea that
civilizations need a water supply.  Civilizations do need water, but that can come
either from rivers that can be used for irrigation or from relatively predictable
rains.  Water is also important because it enables trade.  In ancient times, it was very
hard to move anything of any great size over land.  Therefore, if you wanted to trade,
you needed to next to the ocean and/or to a relatively large river.  This means that
there are a couple of different aspects to the idea that you need to be near
water.

A second thing, according to Jared Diamond's book
Guns, Germs, and Steel is that a civilization needs to be in a
place where there are plants and animals that can be domesticated.  There are plenty of
places in the world with fertile land and water sources but few plants or animals that
can be domesticated.  The Mississippi River comes to mind as one such example.  Diamond
argues that civilizations sprang up in places where there were naturally-occurring
plants and animals that could be domesticated and used to create agriculture.  This
agriculture led to civilization.  This is a major reason why, to Diamond, civilization
arose in places like the Fertile Crescent rather than in the Americas or
Africa.

So, I would add that civilizations need the raw
materials (plants and animals) that allow agriculture to arise.

What becomes of the mechanical hound in Part 3 Fahrenheit 451?

There are two different mechanical hounds seen in this
part of the book.  We know that one of them is destroyed by fire, and we assume that the
other one is as well, but we don't know for sure.

The first
hound is the one from Montag's fire station.  After Montag kills Captain Beatty with his
flamethrower outside Montag's house, the hound attacks him.  The hound does not fully
inject its poison into Montag so Montag is able to destroy it.  He incinerates it with
his flamethrower.

Later, another hound is brought to hunt
Montag.  He escapes it by jumping in the river and then later by drinking the liquid
that Granger gives him to disguise his scent.  The hound goes back to the city and kills
someone else so that the government can say that they caught Montag.  That hound
presumably gets destroyed when the city is bombed.

So, both
hounds presumably burn.  Montag gets the first one and the other one is destroyed by the
bombing.

it is impossible for me to find derivative of the function f(x)=x^(2*square root x)

To find derivative of the function, first we'll take
natural logarithms both sides:

ln f(x) = ln x^(2*sqrt
x)

We'll use the property of
logarithms:

ln f(x) = (2*sqrt x)*ln
x

Now, we'll differentiate both sides, with respect to
x:

[ln f(x)]' = [(2*sqrt x)*ln
x]'

We'll apply the product rule to the right
side:

f'(x)/f(x) = 2*ln x/2sqrtx + 2*sqrt
x/x

f'(x)/f(x) = ln x/sqrtx + 2*sqrt
x/x

f'(x)/f(x) = (sqrt x*ln x + 2sqrt
x)/x

f'(x) = f(x)*(sqrt x*ln x + 2sqrt
x)/x

f'(x) = [x^(2sqrt x)]*(sqrt x)*(ln x +
2)/x

The first derivative of the given
function is: f'(x) = [x^(2sqrt x)]*(sqrt x)*(ln x +
2)/x

I actually understood more or less what Scout was talking about in To Kill a Mockingbird, but I wanted to be sure about the meaning of the...

I believe the idiom of "worrying another bone" is related
to the idiom of having "a bone to pick." Some people use the idiom of having a bone to
pick to mean that I have something to discuss with you. This discussion can be quite
serious and unpleasant. In much the same way, Scout is saying that she has something
else to say to Atticus. She has a question to ask and it is serious and unpleasant. It
is something that will worry him. She has talked with Atticus on many occasions. On this
occasion, she has "a bone to pick." In other words, she is "worrying another bone" which
means she has another worrisome or disturbing question to ask
Atticus.

In a study of these questions, the question and
answer is below and can be found under To Kill A Mockingbird
Quizzes at :

readability="7">

2. What does Scout mean when she says “I was  
 worrying another bone”?

2. Scout is concerned with
something else.

What is the indefinite integral of {[square root(x+1)] +1}^(-1)?

Let f(x) =
1/[1+sqrt(x+1)]

Int f(x) dx =Int
dx/[1+sqrt(x+1)]

We'll replace sqrt(x + 1) by
t.

We'll raise to square both
sides:

x + 1 = t^2

x = t^2 -
1

We'll differentiate both
sides:

dx = 2tdt

We'll
re-write the integral in t:

Int 2tdt/(1+t) = 2Int
tdt/(1+t)

We'll add and subtract 1 to numerator of the
ratio and we'll split the fraction in 2 fractions, using the property of integral to be
additive:

2Int (t + 1 - 1)dt/(1+t) = 2Int (t+1)dt/(1+t) -
2Int dt/(t+1)

We'll simplify and we'll
get:

Int f(x) dx = 2Int dt - 2ln |t +
1|

We'll change the variable
t:

Int f(x) dx = 2*sqrt(x + 1) - 2ln [sqrt(x + 1) + 1] +
C

Int f(x) dx = 2*{sqrt(x + 1) - ln [sqrt(x +
1) + 1]}+ C

Determine the second derivative of y=arctanx, if x is in the positive real set.

For the beginning, we'll calculate the first derivative of
f(x):

f'(x)=1/(1+x^2)

Now,
we'll calculate f"(x) of the expression arctan x, or we'll calculate the first
derivative of f'(x).

f"(x) =
[f'(x)]'

Since f'(x) is a ratio, we'll apply the quotient
rule:

f"(x) =
[1'*(1+x^2)-1*(1+x^2)']/(1+x^2)^2

We'll put 1' = 0 and
we'll remove the brackets:

f"(x)=
-2x/(1+x^2)^2

Because of the fact that denominator is
always positive, then the numerator will influence the
ratio.

We notice that because of the fact that numerator is
negative over the interval [0,infinite) =>
f"(x)<0.

Therefore, the 2nd derivative
of the function y=arctan x is y"= -2x/(1+x^2)^2 and the graph of the function is concave
over the positive real set of numbers.

What is learned about the narrator in the story "The Red Convertible" by Louise Erdrich?

Louise Erdich’s story, “The Red Convertible” comes from
her experiences growing up near a Chippewa reservation.  The time is 1974 following the
Viet Nam War.  The narration of the story is provided by a first person narrator, Lyman
Lamartine, a Chippewa Indian.   

The story is told by Lyman
through flashbacks about his brother Henry.  He and Henry purchased a red Oldsmobile
convertible.  Together the brother’s share one exciting experience during the summer
with the car. They pick up a girl who was hitchhiking and take her home to Alaska. When
they return to the North Dakota reservation, it is time for Henry to go into the
Marines.

While Henry is gone to the war, Lyman places the
convertible up on blocks to save it.  He works on it and fixes so that it was perfect. 
The narrator hopes someday that Henry will give him the car
outright.

Henry is taken prison by the Vietnamese and held
for three years.  When Henry returns, he is not the same person.  His spirit has been
broken.  It is obvious that underneath his unusual moods, there lay some horror that
needed to come out.  After a family discussion, it was decided that there was really no
help available for Henry, who has become jumpy and
mean.

Lyman, the narrator, is a good brother.  He loves and
cares for Henry. Lyman, worried about his brother’s outcome, decides to tear up the car,
and ask his brother to fix it.  Henry begins to work on the car night and
day.

When Henry finishes working on the car, he suggests
that they take it out for a spin. As they are leaving, their sister wants to take a
picture of them. Henry puts his arm around Lyman and the picture is taken.  Lyman tells
the reader that he can no longer look at the picture.  He wraps it up and puts it the
closet. 

Unfortunately, Henry is aware of the incurable
tragedy that is taking place within him.  Henry says that he wants to go to the Red
River because he wants to see the high water. They head off with a cooler of beer toward
the river.  The river was high, and there was still snow on the ground.  They make a
fire.  Lyman jumps on Henry and tells him over and over to “Wake
up.”

Henry‘s face was white.  He broke and
said:

'I know
it. I can’t help it. It’s no
use.'

Henry tells Lyman that
he wants him to have the car because he has no use for it.  Lyman refuses, and they have
a fist fight.  Henry begins to laugh and throws off his jacket, swinging his legs out
from the knees like a fancy dancer. 

“Got to cool me off!”
then he runs to the river and jumps in. It is night time, and Lyman sees his brother
only once again.  Then, he is swept away by the current.  Lyman jumps in to try to get
him back to shore.  He never finds him. Lyman drives the car off into the river and
watches as it sinks. 

Lyman, as the narrator, suffers as he
tells the story of his brother who was lost both physically and emotionally in the Viet
Nam War.  Something happened to him during his imprisonment that he was never able to
share.  Some guilt is felt by Lyman for not trying to get his brother help despite the
family’s decision not to try. That last picture haunts
Lyman:

‘There
are shadows curved like little hooks around the ends of his smile, as if to frame it and
try to keep it there—that one, first smile that looked like it might have hurt his
face.’

That is the picture
that is hidden in the closet that Lyman never wants to see
again. 

what do a chloride ion and an argon atom have in common? Why is a chlorine ion not called an argon atom?

The chloride ion and the argon atom have the same
electronic structure. The reason why the chloride ion cannot be called argon atom is
that the structure of their nuclei is different.

When the
chlorine atom gains an electron, becoming the chloride ion, the structure of its nucleus
does not undergo any changes. Yes, it is true that the electronic structure of the
chloride ion can be recognized to the atom of the noble gas, argon, but the structure of
nucleus of chloride ion consists of 17 protons and 18 neutrons, while the structure of
nucleus of the atom of argon consists of 18 protons and 22
neutrons.

Discuss the ways in which Santiago demonstrates his love for Manolin in The Old Man and the Sea.

Every encounter between Santiago and Manolin reflects the
affection they hold for each other. Santiago affirms the authority of Manolin's father
in forbidding Manolin to go fishing with the old man after his luck is gone, even as he
continues their friendship. When Manolin sits with Santiago to watch the activities of
the harbor, their conversation is of good fishing in their shared past and of baseball
as equals, not condescending as could happen when a much older adult is talking with a
child. When Manolin plans to go fishing with Santiago after he recovers from the
hardship of his great catch, Santiago is appreciative of the company and of his
loyalty.

Explain how to evaluate cospi/12.

We know that cos (pi/6) = (sqrt
3)/2

cos (pi/6) = cos 2*(pi/12) = 2*[cos (pi/12)]^2 -
1

=> (sqrt 3)/2 = 2*[cos (pi/12)]^2 -
1

=> 2*[cos (pi/12)]^2 = 1 + (sqrt
3)/2

=> [cos (pi/12)]^2 = 1/2 + (sqrt
3)/4

=> cos (pi/12) = sqrt [ 1/2 + (sqrt
3)/4]

The value of cos (pi/12) = sqrt [ 1/2 +
(sqrt 3)/4]

find the equation of the line perpendicular to the curve y= (tanx)/(1+tanx) at x= pi/4 ( we can write in terms of pi )

Given that y= tanx/ (1+
tanx)

We need to find the line perpendicular to the tangent
line of y at x= pi/4

Then we will find the tangent
point.

==> x= pi/4 ==> y= tanpi/4 / (1+
tanpi/4) =  1/ (1+1) = 1/2

Then the tangent point is (
pi/4, 1/2)

Now we need to find the
slope.

We will find the slope of the tangent line
first.

Let us differentiate
y.

==> y' = ( tanx)'(tanx+1) - (tanx+1)'*tanx /
(tanx+1)^2

==> y' = ( sec^2 x (tanx+1) - sec^2
x*tanx / (tanx+1)^2

Now we will subsitute with x= pi/4 to
find the slope.

==> y'(pi/4) = [2 (1+1) - 2*1]/
(1+1)^2

==> y' (pi/4) = ( 4 -2)/4 = 2/4 =
1/2

Then the slope of the tangent line if
1/2

Then the slope of the perpendicular line is
-2.

Now we will find the
equation.

==> y-y1 =
m(x-x1)

==> y- 1/2 = -2 (
x-pi/4)

==> y= -2x + pi/2 +
1/2

==> y= -2x +
(pi+1)/2

Solve the following: ((x-9)^.5 ) + 1 = x^.5I''m using the ^ to indicate take the item before to the power after the ^. This means to take...

Consider srqrt(x) as the square root of
x.

We
have:

sqrt(x-9) + 1 = sqrt(x) :: taking both side to the
power of 2

[sqrt(x-9) + 1]^2 =
[sqrt(x)]^2

(x-9) + 2*[sqrt(x-9)*1] + 1 = x :: subtracting
x on both sides

2*[sqrt(x-9)] - 8 = 0 :: adding 8 to both
sides and dividing by 2

sqrt(x-9) = 4 :: taking both sides
to the power of 2

x-9 = 16 :: adding 9 to both
sides

x = 25

hope
that helps =)

What elements and qualities make drama unique as a literary form, using Riders to the Sea as an example?Support your claims with examples from the...

I suppose one way of beginning to answer this question is
to focus on the emotion that there is in drama as opposed to other forms of literature.
There is something about seeing characters in front of you and how they respond to
tragedies that allows us to connect with drama in a way that we are not necessarily able
to do with prose or poetry. Aristotle refered to this as "catharsis," which he said was
a purifying of the emotions through watching drama (in his case
tragedy.)

With reference to this excellent play, there is
something about watching the heartbroken Maurya acknowledge the death of all of her sons
thanks to the sea at the end that resonates with our sensibilities. We see her left
alone, insecure and solitary, broken by grief, and yet also we see that in a sense now
she is freed from the sea's dominion over her life. Note what she
says:

They're
all gone now, and there isn't anything more the sea can do to me... I'll have no call
now to be up crying and praying when the wind breaks from the south, and you can hear
the surf is in the east, and the surf is in the west, making a great stir with the two
noises, and they hitting one on the
other.

Paradoxically, Maurya,
in her grief at the death of her final son and her discovery about the death of her
other son at sea, is liberated. Her words thus speak of an immense, age-old sadness of a
woman who has lost her child, but at the same time of the way in which the terror that
the sea had over her is now no longer binding. The emotional intensity of such lines is
what makes drama unique and distinct as we see enacted before us the experience of
bereavement.

"Shoot all the bluejays you want, if you can hit 'em, but remember it's a sin to kill a mockingbird." Why?in To Kill a Mockingbird

This quotation that serves as the basis for the title of
 the novel first appears in Chapter 10 of To Kill a Mockingbird.
Scout questions Miss Maudie about it, remembering that Atticus had once told Jem (after
receiving air rifles as Christmas presents) that

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"I'd rather you shot at tin cans in the back
yard, but I know you'll go after
birds."

Scout tells Maudie
that it was "the only time I ever heard Atticus say it was a sin to do something..."
Maudie explains that Atticus is right. Mockingbirds are harmless, innocent creatures
that have no negative characteristics. Unlike blue jays and other birds, mockingbirds
only make music for people to enjoy.

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"They don't eat up people's gardens, don't nest
in corncribs, they don't do one thing but sing their hearts out for
us."

According to Atticus and
Maudie, mockingbirds are one of God's fragile creatures that bring only happiness to
humans and should be protected, rather than persecuted. This symbolism eventually
transcends into the human mockingbirds of the story, such as Tom and
Boo.

Given x+y=pi, evaluate the ratio (cosx+i*sinx)/(cosy-i*siny)?

We have to find the value of (cos x + i*sin x)/(cos y -
i*sin y) given that x + y = pi

(cos x + i*sin x)/(cos y -
i*sin y)

=> (cos x + i*sin x)(cos y + i*sin y)/(cos
y - i*sin y)(cos y + i*sin y)

=> (cos x + i*sin
x)(cos y + i*sin y)/((cos y)^2 + (sin y)^2)

=> cos
x*cos y + i*sin x*cos y + i*cos x*sin y +i^2*sin x*sin
y

=> cos x*cos y - sin x*sin y + i*(sin x*cos y +
cos x*sin y)

=> cos (x + y) + i*(sin x +
y)

=> cos pi + i*sin
pi

=> -1 +
i*0

=>
-1

The ratio is equal to
-1.

In Nectar in a Sieve, how did the tannery factory change the face of Rukhami's small village?

The answer to your question can be found in Chapter Four
of this moving novel. Now that the tannery factory has been completed, this tiny and
isolated village experiences a massive change that it has hitherto not known. As always,
the changes are both positive and negative. The villagers, for example, are able to sell
their produce at a higher price to the workers, but prices have been driven up for them
as well, so they are unable to afford the products that they were accustomed to buying.
In addition, the tiny village that has served as our narrator's home is turning into a
town, with all the noise, commotion and bad smells associated with this new state of
affairs. Whilst Kunthi likes this, our narrator bemoans the
changes:

readability="9">

Already our children hold their noses when they
go by, and all is shouting and disturbance and crowds, wherever you go. Even the birds
have forgotten to sin, or else their calls are lost to
us.

This novel therefore
presents us with the many faces of "development" and how change in this example has both
positive and negative consequences for this tiny isolated Indian
village.

Write a note on Wickham as a villain with reference to his manipulation of the social system in Pride and Prejudice.

This is an interesting take on the character of Wickham in
Pride and Prejudice.   Wickham is seen as a villain for several
different reasons in the novel, and they all relate back to the social system of England
at that time.  Wickham is first seen to be villain when we realize that he has told a
very big lie about his past with Darcy.  His version of the story is that Darcy is a
liar who cheated him out of his inheritance from Darcy's father.  He is telling this
story to Elizabeth who already has a negative impression of Darcy as arrogant and
elitist.  This lie bolsters Elizabeth dislike of Darcy and holds her back from trying to
understand him better. Wickham makes Elizabeth think poorly of the upper
classes.

Another situation in which Wickham appears to be a
villain is when he casts aside his interest in Elizabeth in favor of the more
financially attractive Miss King who has recently come into a very nice inheritance. 
Wickham is a man without money who must marry for some.  Elizabeth actually defends
Wickham's actions to her aunt, but the whole situation leaves the reader with a less
than happy opinion of the man.

When the romance with Miss
King goes nowhere, then Wickham is just an attractive man on the loose whom Lydia thinks
she is in love with.  When he proposes the elopement, Lydia foolishly runs away with
him.  Elopements in Austen's time were not for marriage, but for sexual relationships
without the benefit of marriage.  This decision brings a huge potential scandal to the
entire Bennet family.  All of the sisters would suffer under the shadow of Lydia's
immoral decision.  This is why Darcy steps in to end the scandal.  Darcy essentially
bribes Wickham into making an honest woman of Lydia before the elopement becomes common
knowledge.  Wickham would have been no more interested in actually marrying Lydia than
he was of marrying Elizabeth.  Lydia has no money.  But Darcy bribes him with the steady
income of a promotion in the military and a VERY large sum of cash.  The twenty thousand
pounds he pays him would be equivalent to hundreds of thousands of dollars in modern
money.  Austen's audience would understand what an enormous sum of money Wickham
received.  Wickham manipulates Darcy into making this situation right.  He plays off the
social situation and expectations of society so that Darcy will step up and save the
Bennet family reputation.  He gets exactly what he wants in the
end.

What are the norms of a probation officer?

Probation officers are involved with two types of
offenders, those who have been tried in court and given a probationary period as their
sentence, and those who have been released from prison and are on probation for a
certain period before going completely free.  The officers have a case load for each
offender.

Offenders given probation by the
court

The job of the probation officer is to
make certain that the offender complies with the terms set by the court. The offenders
understand that if they break the conditions set by the court, they will go immediately
to jail. These conditions usually include such things
as

1. undergoing substance abuse
   treatment


2. seeking
   employment


3. performing community
   service


4. staying out of trouble with the
   law


5. remaining in the locale set by court. (e.g. not
   leaving the house, not leaving town, county or
   state)


6. being involved in rehabilitation
   counseling


7. seeking
   housing

Offenders released from
prison and given a probationary period 

The
probation officer must make sure that each person in his caseload follows certain
conditions. The former prison inmate who is now on probation
must

1. seek gainful employment
   regularly


2. report for periodic substance abuse
   checks


3. remain in a half-way house for a time; he/she must
   also must not leave the area, be it the city, county, or
   state


4. follow a standard pattern of behavior
   


5. notify the probation officer if there is any
   irregularity from the norms set. (e.g. the probationary inmate may wish to visit an
   ailing mother or father or attend the funeral of a
   relative.)


6. work with a counselor appointed by the
   officer

Failure to comply with these
stipulations may cause the person on probation to return to
prison.

The probation officer must keep accurate records
and report to the court from time to time about the caseload.  He or she usually is
required to have a bachelor's degree in criminal justice; sometimes a master's degree
and experience is required.  Most prospective employees are between the average age of
21-37.

What is the main message in Sociology for the South by George Fitzhugh?What is the main message in the sociology in the south

The main message of this book was that slavery was a
system that was good not just for whites, but for blacks
also.

Fitzhugh argued that slavery was the most just
economic system possible.  He argued that a "free" society was one that was inherently
unfair to the bulk of people.  He argued that such a society made the rich extremely
rich, but allowed them to simply ignore the plight of everyone else.  This was a very
impersonal society in which no one cared about the poor and the
weak.

By contrast, a slave society was very caring.  Yes,
some people did become very wealthy.  However, unlike in a free society, these people
took responsibility for the weak (the slaves).  They cared for those people and made
sure that they had a decent standard of living.  Because of this, the slave system was
much more humane than any system of free labor.

This
defense of slavery was the main message of this book.

Calculate i^21 + i^22 + i^23 + i^24?

Based on the fact that i^2 = -1 and i^4 = 1, we'll
get:

i^21 = i^(20+1) = i^20*i = [(i^4)^5]*i = 1*i =
i

i^22 = i^(20+2) = i^20*i^2 = [(i^4)^5]*i^2 = 1*(-1)
=-1

i^23 = i^(20+3) = i^20*i^3 = [(i^4)^5]*i^3 = 1*(-i) =
-i

i^24 = i^(20+1) = i^20*i^4 = [(i^4)^5]*i^4 = 1*1
=1

i^21 + i^22 + i^23 + i^24 = i - 1 - i +
1=0

Therefore, the result of addition of
powers of i is i^21 + i^22 + i^23 + i^24 = 0.

Describe the chracter of Satan in Book 1 of Paradise Lost.

It is clear that Satan is presented as a charismatic
leader who is able to rule his minions and convincingly persuade them through his speech
of their chances of gaining victory through alternative means. At the beginning of this
epic, it is clear that Satan and his troops are somewhat bemused and shocked by the
transformation that has occurred. They have gone from being "Clothes with transcendent
brightness" to languishing in hell. However, in spite of the sudden shift of
circumstances, he believes he has not lost
everything:

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What though the field be
lost?

All is not lost; the unconquerable
will,

And study of revenge, immortal
hate,

And courage never to submit or
yield...

Satan is thus
presented as being implacably opposed to God in his determination never to yield or
submit to God and to maintain his hatred. He is able to encourage Beelzebub and to turn
what is a terrible situation into a kind of victory. Note how he famously addresses his
legions in hell, encouraging them to see the positives in their new
situation:

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Here we may reign secure, and in my
choice

To reign is worth ambition though in
Hell:

Better to reign in Hell, than serve in
Heav'n.

Thus it is that Satan
is presented as a cunning leader who is able to inspire confidence in his troops in the
most desperate of situations, even after suffering a grim defeat. He shows that he is
confident and charismatic in how his speech inspires his legions with new hope. The
twisted logic that he applies to his situation is admirable, as is the way that he shows
that in defeat his spirit is still not broken.

Explain how the author's lack of detailed description adds to the believability (and inhumanity) of the events in "The Lottery."

I actually feel that there is a lot of detailed
description in this story, but I suppose your question is refering to the way in which
the fate of Tessie and the nature of the lottery is not described in detail and just
happens, which of course heightens the element of shock in the
story.

Jackson's style is one of evasion and surprise, as
she almost ambushes us with the last few paragraphs that make clear the inhumanity of
these group of villagers. I normally read out this story to my Senior students each
year, and it is fascinating to watch their responses as they gradually get bored about
this story they think is about some kind of village celebration, and then get shocked
and ask me to repeat bits when I get to the end because they can't believe it ended so
suddenly and so horrifically.

And yet, Jackson deliberately
uses this strategy to emphasise the way in which such communal violence and strict
adherence to traditions, even when it goes against our own values and judgement, is a
feature of all of our lives, no matter where and when we live. Violence and murder are
presented as simmering only a short way beneath the polite and civilised exterior that
make up humanity, and the way in which this village meeting turns from one thing into
something completely different so rapidly only highlights this fact, as we are left with
the image of Tessie Hutchinson screaming "It isn't far, it isn't right" as her friends
and family descend upon her.

Discuss fate and free will in regards to Curley's wife's loneliness and isolation.John Steinbeck's Of Mice and Men

In her loneliness, Curley's wife is lured to the idea of
marrying Curley and leaving her life in Salinas, but in reality she does little other
than perpetuate the same kind of fate to which she was headed in her hometown. For
instance, when she was fifteen, she met an actor who came with a show through Salinas
and offered to let her travel with him, apparently so she could be an actress; however,
his intentions were probably to exploit her.  Then, she met another man who took her to
the Riverside Dance Place, saying he would put her in the movies.  Although he promised
to send her a letter, Curley's wife did not receive it; however, she believes that her
mother took the letter when it arrived in the mail. She tells
Lennie,

Well,
I wasn't gonna stay no place where I couldn't get nowhere or make something of myself,
an' where they stole your letters.  So I married Curley.  Met him out to the Riverside
Dance Palace that same
night.

Now, Curley's wife is
perhaps even more isolated that she was in Salinas, for there are no other women with
whom she can be friends, nor are there any men looking for her as a single woman at the
dance hall, and there is little for her to do on the ranch.  Trapped, she comes around
the bunkhouse in the hopes of finding some companionship, but since there are only the
men who work for her husband's father, she is met with aggression by her tempting
appearance and actions, and distrust as the wife of the boss's son.  Sadly, the
ranch becomes a veritable dead-end for her, and Curley's wife is fated to be isolated
and lonely, and worse-dead.

"Bi-culturalism pervades Toru Dutt's 'Our Casuarina Tree'." Discuss.

In the most basic of understandings, I think that the
statement is true.  Dutt is writing from being the benefactor of Western education and
being able to apply this to a Bengali context.  In this, it is evident that a sense of
both Western lyricism as well as indigenous reality ("creeper" is an Indian construct)
contribute and pervade the poem.  Yet, I think that there is some danger in seeing
binary oppositions govern everything, and the loss of complexity and intricacy might be
part of the problem with this.  Dutt's work is multicultural on several grounds.  The
first is that she does have an experience with Western culture through her own
background, but this involves an embrace of the British and French literary traditions,
distinct elements that filter in her life and her work.  Both elements might be seen in
the poem, as there is a tragic sensibility that is uniquely French and stoic lyricism in
the description of the tree that might be part of the English tradition.  In terms of
her own Indian disposition, she is writing in Bengali, and this, itself, is a different
culture than the rest of India.  The Bengali writers see and perceive reality
differently than other parts of India, and this comes out in her work, one that seeks to
merge together different experiences of past and present in the form of something new,
an unsolvable longing for that which has past in the face of that which is.  In being
Bengali and absorbing this mode of recognition, I think that another culture is revealed
in the poem.  There is definitely the presence of multiple cultures converging in the
poem, and I would tend to think that is more than two, making it more than "bi-
cultural."

Q) Why are viruses difficult to resist as compared to bacteria? Q) How are viruses able to fool our immune system?Please explain the first...

Both viruses and bacteria can be equally difficult for our
bodies to fight off.  They are completely different organisms that invade in completely
different ways.  A bacterial infection is a growth of harmful bacteria in the body.  You
may have heard of E. Coli or Streptococcus bacteria.  We have developed antibiotics to
help us fight these bacterial growths.  Penicillin (from fruit mold) was the first
antibiotic developed and scientists are constantly creating new antibiotics to keep up
with resistant strains of bacteria.  Resistant strains have evolved to survive our
antibiotics and require new, typically more powerful antibiotics to
kill.

Our immune system is the main line of defense against
viruses.  Antibiotics only work for bacterial infections and have no impact on viral
infection.  Scientists have created a new class of drug called antiviral drugs.  These
drugs help suppress viral development.  You probably have heard antivirals are used to
treat HIV.  Common viral colds and infections have no drug treatment, though, and you
will need to wait for your body to fight the
infection.  

When your body fights an infection, it builds
up immunity against that specific strain for future attacks.  (Unfortunately, the body
cannot build up immunity against bacterial infections.)  Building up immunity means that
your body will remember a specific virus and kill it before it does harm.  When we get a
vaccination, we take a weakened or ‘dead’ form of the virus into our body.  By doing
this, we trick our body into thinking that it already fought this type of virus and we
are able to build immunity BEFORE actually catching whatever strain of the virus we are
vaccinated against.

Hope this
helps!

Does Hamlet meet tragedy in Shakespeare's play, Hamlet?

In Shakespeare's play, Hamlet, Hamlet
certainly does meet tragedy. It begins before he even returns home for his father's
funeral, when the tragic events of the story are set in motion by Hamlet's uncle,
Claudius, who kills Old Hamlet and marries his widow.

From
the instant Old Hamlet is murdered, Hamlet has no way to save himself. It could be
argued by those who believe in fate (as Shakespeare seems to) that Hamlet's destiny was
sealed at that moment. I believe that Hamlet really had little chance of taking on his
uncle and surviving. Claudius is obviously a man with more worldly and political
experience than Hamlet who has been off at school. Because Hamlet is surrounded by
people who are loyal to the new King, Hamlet is isolated with his knowledge of his
father's murder.

Hamlet cannot talk to his mother,
Gertrude, who is married to Claudius: can she be trusted? Was she complicit in the
murder? Polonius is a foolish old man who would do anything to ingratiate himself with
Claudius. Rosencrantz and Guildenstern, Hamlet's "friends" from school, would sell their
souls to earn the gratitude of the King. Laertes is away, and when he returns, the loss
of his family members makes it impossible for Hamlet to trust him. Lastly, he wants to
trust Ophelia, it would seem, but does not give her credit for being strong enough to
remain faithful to him rather than father and King. She is ordered by her father
and the King to report to them everything that Hamlet says, but had
Hamlet explained that he felt endangered, with no mention of Old Hamlet's cause of
death, Ophelia might have risen to the occasion to support him in his time of
need.

With only Horatio at his side, Hamlet has little
chance of being successful in bringing his uncle to justice without losing his life. By
the end of the play, things are much worse: everyone but Horatio
dies. Hamlet does, indeed, meet tragedy, killed by his uncle's treachery as Hamlet tries
to avenge his father's murder at the hands of Claudius.

Why it is the common believe that Hispanics place less interest on academics than other ethnic group?

So are you asking why people believe this or why Hispanics
actually seem to place less emphasis on education?

I would
say that people believe Hispanics place less emphasis on education because they end up
being less educated than other ethnic groups.  For example, the link below says
that:

readability="8">

Hispanics have a much higher high school drop-out
rate than do blacks or whites. Some 41% of Hispanic adults age 20 and older in the
United States do not have a regular high school diploma, compared with 23% of black
adults and 14% of white
adults.

This sort of
statistic might tend to make people think that Hispanics place less value on
education.

If you are asking why Hispanics have such bad
numbers in this area, there are a variety of possible factors.  One would be the
language barrier.  Blacks and whites, even if poor, do not typically speak a language
other than English at home.  This makes education easier for them.  It may also be that
many Hispanics end up having to drop out to work.  There are other possible factors, but
these are two of the more likely causes of low Hispanic educational
achievement.

What is the most suitable question for an assignment regard to scientific revolution for baroque period?my lecturer ask us to think of a question...

You might consider writing about how the Scientific
Revolution challenged traditional thought about science. Previously, all learning,
including that of science was based on authority. Experimentation was considered
dangerous, as it might lead one into error, error led to sin, and sin led to damnation.
The only two authorities who were acceptable were the Bible and Aristotle. When
Aristotle, supported by Claudius Ptolemy, said that the entire universe was geocentric,
that was accepted as authority, and the church intervened if anyone questioned it.
Copernicus only published his On the Revolutions of the Heavenly
Bodies from his deathbed. In his dedication to Pope Paul III, he commented
that he anticipated detractors:

readability="13">

Perhaps there will be babblers who claim to be
judges of astronomy although completely ignorant of the subject and, badly distorting
some passages of Scripture to their purpose, will dare to find fault with my undertaking
and censure it. I disregard them even to the extent of despising their criticism as
unfounded. For it is not unknown that Lactantius, otherwise an illustrious writer but
hardly an astronomer, speaks quite childishly about the earth's shape, when he mocks
those who declared that the earth has the form of a globe. Hence scholars need not be
surprised if any such person will likewise ridicule
me.

Galileo discussed his
finding sin The Starry
Messenger:

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Great indeed are the things which in this brief
treatise I propose for observation and consideration by all students of nature. I say
great, because of the excellence of the subject itself, the entirely unexpected and
novel character of these things, and finally because of the instrument by means of which
they have been revealed to our
senses.

Yet because his ideas
conflicted with the authority of the day--namely the church--he was forced to recant and
remained under house arrest the remainder of his life.

So,
you might consider the effect of the Scientific Revolution in challenging previously
accepted authority. There should be ample material there for you to write
about.