Who are the heroes of Shakespeare's historical plays and why?

The hero in Shakespeare's historical plays can be any
character that Shakespeare choses to lift up in his writing. It might be a king, or a
king's son or a citizen. (While you refer specifically to the historical plays, please
note that Shakespeare's tragedies also include "the history plays with tragic designs,
such as Richard II.")

Many of
Shakespeare's heroes were tragic heroes. These are great ("accomplished") man, who
ultimately die, and their deaths are their own fault caused by their tragic flaw. In
Hamlet, for instance, Hamlet is the son of the
murdered king. He is the tragic hero of the story, who dies (with everyone else); his
tragic flaw is indecision.

In one of Shakespeare's
historical plays, Brutus truly loves Julius Caesar, in the play by the same name.
However, he becomes our tragic hero. It is not Mark Antony who
seems to love Caesar as well, but uses Caesar's death to promote
his own future as one of the Triumvirate (leaders) of the Roman Empire. Brutus is a
Roman nobleman. Some say that his flaw is his "philosophical commitment to principle,"
while others argue that it could be "self-deception" in making himself believe that what
he is doing (his part in Caesar's assassination) is noble and
acceptable.

On the other hand, not all of Shakespeare's
heroes die. In Henry V, Henry is one of Shakespeare's heroes who
not only lives, but is triumphant at the play's end in defeating the French in a
decisive battle during The Hundred Years War. Henry is wise, and a valiant king and
warrior. He encourages his men to fight when the odds seem impossible in the favor the
the French. Henry's men respect him and respond to his battle cry; meanwhile, Henry
enters the battlefield as his men do—they fight side-by-side, while other kings would
have been waiting, somewhere safe, until the fighting was over. Henry V was a true hero,
refusing to ask of his men what he could not give himself: his life, if
necessary.

There are different kinds of heroes in the
historical plays. Sometimes they are tragic heroes who give their lives for a greater
cause, or lose their lives because of a tragic flaw, while in other of Shakespeare's
historical plays, the hero is still a great man, but he overcomes obstacles and comes
out triumphant at the play's
end.

Additional
Source:

http://extension.berkeley.edu/oxford/seminars/heroes_long.html

How does the mood of Romeo and Juliet change during act 3?

The mood of the play in Acts 1 and 2 very greatly from Act
3, at which point the plot is shocked back into the world of the feud. In Act 1, Romeo
is heartbroken at the thougt of not having his Rosaline, while Juliet tells her mother
that marriage is "an honor" she has not thought of (Act 1).  This full distance between
their lives serves to enhance the passionate exchanges they hold in the final scene of
Act I into the balcony scene in Act 2. . In Act 2, we see the two arranging their
wedding with the help of Friar Laurence and the Nurse. If nothing else, the mood can
best be described as hopeful here, as stated by Friar Laurence when he states that he
hopes the union will serve to end the feud.

Act 3 presents
the dramatic twist of events. The harsh reality of the feud is brought back to the
forefront with the deaths of Mercutio and Tybalt, and the tragedy is further enhanced by
Romeo's banishment by the Prince for his role in the deaths. The hopeful mood has been
washed away and replaced by the violent and desperate mood of Act 3's
events.

What are three falling actions in The Devil's Arithmetic?

Let us remember that the falling action comes straight
after the climax of a work of literature, or the point of greatest emotional intensity,
and leads towards the resolution. In this great holocaust novel, the climax is
definitely when Hannah and her friends go into Lilith's Cave to face their death like so
many other Jews during the Holocaust. The falling action, therefore, occurs straight
after this event in Chapter 19. Three events of note would be Hannah's return to the
present and her sense of loss at not having said goodbye to Shifre and Esther. Then,
when Hannah sits next to her Aunt Eva, she is able to decode the tatoo on her arm and
the meaning of the letters and numbers, understanding finally the identity of her aunt
and Grandpa Will. Hannah, thanks to her experiences in the past, is now able to
understand her relatives, their horrific experiences, and the importance of such
ceremonies as Passover that commemorate both the suffering of the Jewish people and
their deliverance.

What does the last quote "Nothing like that could happen again. Not in this day and age" represent?

I think that the last quote is where Boyne's voice emerges
throughout a narrative where Bruno's voice was heard.  At the end, when Bruno dies, the
eyes and perception that led us throughout the narrative is also gone.  It is up to
Boyne to be able to provide some level of both closure and testament to Bruno in the
process.  The last quote is able to do this and also strike the reader on two levels. 
The first is that there has to be some reckoning between Boyne's statement, which
presents consciousness as it should be, and our own reality, which sadly does fall short
of this standard.  The conditions in which we live are ones where there are still
examples of genocide happening.  There are situations where children are being murdered,
no different than Bruno and Shmuel, and we, as the reader, must account for it in
reflecting on the last quote.  The second level in which the quote impacts the reader is
that while it is Boyne's voice speaking, he has managed to continue the child's faith in
the world and the child's viewpoint that has constructed the novel. For Bruno, his
transcendent views of the world are able to rise above the horrible contingency of
Nazism in the closing words of the novel.  In suggesting that something like the
Holocaust or what happened to Bruno and Shmuel should never happen again, we, as the
reader, are left to see the world, our world, as Bruno would.  While we have to reckon
with the differences between Bruno's vision and how our world is, Bruno gives us a
standard to which we are compelled to aspire.

What is y if 8^x = 2 and 3^(x+y) = 81?

You need to use the property of logarithms such that:
, hence you should take logarithms to base 3 both sides
of   such that:

=gt (x+y)*log_3 3 = log_3 (3^4)

Substituting 1 for
3

4

Notice that you should find x using the exponential
= 2

2^(3x)

Hence, you need to substitute   for
in equation   such that:

 
 

Notice that bases of exponentials both sides are
alike, hence you should equate exponents such that:

=gt x = 1/3

You need to substitute   for x in
4

1/3

Bringing the terms to a common denominator
yields:

11/3

Hence, evaluating y under
given conditions yields .

What kind of lure or bait did Santiago use in The Old Man and the Sea?

When Santiago baited the collection of poles that included
the pole on which he caught the "big fish", he used a combination of baits. The main
part of the hook was covered by a tuna, which had been wrapped around the shank of the
hook and sewed in place in preparation for the fishing trip. Sardines were hooked
through the eye sockets to cover and disguise the pointed ends of the double hook. The
lure of the fresh fish enticingly coming through the water at one hundred fathoms depth
was what attracted the marlin to take the bait.

What is the differential of (tanx) . Can you prove it please?

We can solve the differential of tan x using the first
principle, but an easier way to do it is to use the quotient rule as we know that tan x
= sin x / cos x.

[tan x]' = [sin x / cos
x]'

=> [(sin x)'*cos x - (sin x)*(cos x)']/(cos
x)^2

the derivative of sin x = cos x and that of cos x is -
sin x

=> [cos x* cos x  + sin x * sin x]/(cos
x)^2

=> [(cos x)^2 + (sin x)^2]/(cos
x)^2

=> 1 / (cos
x)^2

=> (sec
x)^2

The derivative of tan x is (sec
x)^2

What strategy did the Allies use to defeat Japan in WWII?

The Allied strategy to defeat Japan in the Pacific Ocean
was a strategy called island hopping. After the attack by the Japanese on Pearl Harbor
on December 7, 1941, the American military in the Pacific was severely depleted. As a
result, the Japanese were able to capture much of the central and much of the western
Pacific Ocean area. Once we were able to rebuild our military, which was done much
faster than most people expected, we were able to counter these Japanese
attacks.

Two very critical battles in the Pacific Ocean
were the Battle of Guadalcanal and the Battle of Midway Island. At Guadalcanal, the
Japanese were hoping to position themselves so they would have a direct path to
Australia and to New Zealand, which Japan hoped to capture. At Midway Island, the
Japanese were hoping to secure that island so it could attack and capture Hawaii. In
both instances, the Japanese were defeated. Japan lost several of its aircraft carriers
at the Battle of Midway Island. As a result of the Japanese defeats at Guadalcanal and
at Midway Island, Japan would not go on the offensive again during the war. Japan would
now be in a retreating mode.

Once we won these battles, we
could then begin to implement our strategy of island hopping. We would slowly retake
islands in the Pacific that Japan had captured, often with a very high cost in terms of
loss of life and equipment, until we got close enough to Japan to consider either
continual bombing of Japan and/or an invasion of the Japanese islands. Several key
battles occurred with this island hopping strategy. Examples of some these battles
included those at Tarawa, Guam, the Philippines, Iwo Jima, and Okinawa. As a result of
this successful strategy, we were now in a position to take the final steps to defeat
Japan in World War II.

In John Dryden's "Absalom and Achitophel," how does Achitophel poison Absalom's mind?

One passage in John Dryden’s poem Absalom and
Achitophel, in which Achitophel definitely tries to poison Absalom’s mind,
consists of lines 230-302. In this speech, Achitophel begins by flattering Absalom,
calling him an “Auspicious prince” (230). He then claims that Absalom seemed destined
from his very birth to become a king. Next, he emphasizes Absalom’s present popularity,
calling him “Thy longing country’s darling and desire” (233). His praise of Absalom then
becomes almost idolatrous and blasphemous when says that Absalom is his
people’s

. .
. cloudy pillar and their guardian fire:

Their second
Moses, whose extended wand

Divides the seas and shows the
promised land;

Whose dawning day [an allusion to Christ] in
every distant age

Has exercised the sacred prophet’s rage .
. . (232-37)

The implied
allusion to Christ in the passage just quoted then gives way to explicit praise of
Absalom as a “savior” (240), and in general the language of this section of the poem can
fairly be called sacrilegious.

However, having just given
Absalom extreme praise, Achitophel now shifts to playing on the young man’s fears.  He
tells Absalom that the latter’s

readability="17">

. . . fresh glories, which now shine so
bright,

Grow stale and tarnish with our daily
sight.

Believe me, royal youth, thy fruit must
be

Or [that is, either] gathered ripe, or rot upon the
tree. (250-53)

Achitophel’s
strategy, then, is double-edged: he plays to Absalom’s pride as well as to his
insecurities. He reminds Absalom that opportunities are often fleeting, and he also
reminds Absalom that David, once popular, has now lost much of the people’s love and
respect.

Finally, having played to Absalom’s sense of
weakness, Achitophel now emphasizes David’s weakness as
well:

What
strength can he to your designs oppose,

Naked of friends,
and round beset with foes?
(279-80)

As the speech
concludes, Achitophel once more reminds Absalom that the strength the latter now
possesses is a strength he may very well lose if he fails to take advantage of his
present opportunity (297-302).

Dryden, in concocting this
speech, implies that Achitophel possesses shrewd insights into human psychology. At the
same time, Dryden shows that he himself possesses such insights as
well.

What are the main points in Fast Food Nation: The Dark Side of the All- American Meal?

It will be difficult, if not impossible, to offer a
complete summary here.  The main points that Schlosser brings out revolve around the
food preparation in "fast food" establishments, the desires to increase consumer
purchase and consumption of food, and how there is a subterranean force of malevolence
underneath the "fast food" establishment that has enshrined itself as a part of our
culture.  Schlosser discusses how the industry has colluded with other elements to
ensure that profit and the continued profit of the fast food industry is here to stay. 
This involves the shortchanging of farmers as well as consumers in the need to generate
profits on a gargantuan scale.  This drive for profits has created some undesirable side
effects in terms of health and social contexts, as evidenced in the analysis of Greeley,
Colorado, a town that helps to drive the meatpacking component of fast food industries. 
Both in food preparation, animal slaughter, and human cost, the need to deliver profit
is something that Schlosser makes life not worth living and food not worth
eating.

In The Portrait of a Lady, if Isabel was such a clever girl, why couldn't she see that Madame Merle was a phoney?

You are right in a sense. Isabel Archer is presented in
this novel as a bright, articulate and confident young lady. Yet, crucially, she is also
presented as being naive and something of an innocent in her lack of experience, ideas
and sensibilities. We need to remember that in a sense, Madame Merle represents an image
of complete womanhood to Isabel Archer, and therefore Isabel takes her as some kind of
role model. Madame Merle, when she first meets Isabel, is shown to play the piano with
"skill" and "feeling," and we are told that her French background makes her "more
interesting" to Isabel. Note the way that Isabel reacts to her aunt calling her
"secretive":

readability="18">

Isabel, as a dispassionate witness, had not been
struck with the force of Mrs Touchett's characterisation of her visitor, who had an
expressive, communicative, responseive face, by no means of the sort which, to Isabel's
mind, suggested a secretive disposition. It was a face that told of an amplitude of
nature and of quick and free motions and, though it had no regular beauty, was in the
highest degree engaging and
attaching.

For Isabel who is
trying to work out who she is and what she wants of life, we must understand how Madame
Merle presents an attractive figure and possesses many qualities that Isabel Archer
herself wants to emulate and imitate. Thus, when we focus on how Isabel is presented as
being somewhat naive and unformed through her innocence, we can understand the way that
she is taken in by Madame Merle.

Can I get an analysis of the play Away by Michael Gow?

Michael Gow's play is set in 1967. It is the end of the
year. The place is  Australia. The suburbs of Sydney and the New South Wales beaches are
the prominent locations. Throughout the play, the characters react to the personal
consequences upon their lives caused by the social changes and issues that produced the
conflicts that compel them to act as they do.

In the 1960s, Australia,
like every other Western country, was hit hard by the social and military upheavals of
the decade. Australia was overtly pro-American Vietnam involvement. Some Australians
took up the counter-culture protests against the war along with the representatives of
the antiwar movements in all other countries. The division this caused in Australia was
the same as in America and elsewhere in the West.

Australia was
involved in Vietnam for a decade ending in 1972. During this time, 500 Australian
military personnel lost their lives and 3,000 were wounded. In comparison to American
casualties, this figure is modest, but to the personnel and families directly affected
by these numbers, they were anything but modest. The effects of this social conflict is
one of the greatest themes in Away. Other themes are the sexual
revolution, brought about by the introduction of birth control pills; waning Christian
beliefs in the wake of the aftermath of two world wars; and changing values and
lifestyles resulting from newly emergent economic prosperity and consumerism coupled
with a surge of European immigrants.

Away is
written in five acts in the style of a Shakespearean play. In fact, Gow employs
significant allusion to Shakespeare's plays, namely King Lear, A Midsummer
Night's Dream, and The Tempest. According to Valerie
Sutherland (see link), Act One present the orientation; Acts Two and Three, the
conflict, with the climax coming at the end of Act Three; Act Four, with a brief portion
of Act Five, presents the resolution; and Act Five "rounds out themes and returns to the
familiar school setting of the opening scene" (pg. 17).

Other themes
include going away and (the ultimate going away) death, a theme which is pointed to by
Tom’s opening line in Act One, Scene Two: “You going away tomorrow?” At one point, Coral
asks whether or not it is “better for them to die like that? Looking like gods?" Another
is the tightly related theme of reconciliation, as families and individuals must come to
grips with the effects of social conflicts. Along with Australians' newly emerging
social values, attitudes, and beliefs, another theme is emotional baggage. This has a
powerful physical symbol in the physical baggage that the families take with them on
their holiday vacations.

In The Taming of the Shrew, why did Lucentio say the following quote in Act I, Scene 1?"Tranio, let's go. One thing more rests, that thyself...

Let us remember the context of this quote that you are
asking about. It comes towards the end of the first scene of this play, after Lucentio
and Tranio have overheard the conversation between Baptista and the suitors that want to
marry Bianca. They have devised a plan to win Bianca for Lucentio, and having planned to
swap places, now they must put their plan into action and allow the wooing to begin.
Lucentio has devised to pass himself of as a tutor, which he hopes will gain him access
to Bianca, and meanwhile, to cover for his absence, Tranio will play the role of his
master. Thus this quote neatly concludes their plan in Act I scene 1 and expresses
Lucentio's determination to make sure that he succeeds in wooing Bianca. Thus the plot
is set up and we shall see what happens during the accompanying
chaos.

Solve for z if 2z-z' = (3-5i)/(2-3i)

We'll consider the complex number put in rectangular
form:

z = x + i*y. It's conjugate is z' = x -
i*y

2z - z' = 2x + 2i*y - x +
i*y

2z - z' = x + 3i*y
(1)

We'll manage the right side and we'll multiply the
fraction by the conjugate of the denominator.

(3-5i)/(2-3i)
= (3-5i)(2+3i)/(2^2 + 3^2)

(3-5i)(2+3i)/(2^2 + 3^2) = (6 +
9i - 10i + 15)/13

(3-5i)/(2-3i) = (21-i)/13
(2)

We'll put (1)=(2):

x +
3i*y = (21-i)/13

13x + 39i*y = 21 -
i

Comparing, we'll get:

13x =
21

x = 21/13

y =
-1/39

The complex number z is: z = (21/13) -
(1/39)*i

Discuss the concept of meeting and partings in "The Postmaster" by Rabindranath Tagore.

Tagore is able to clearly distinguish that there is much
more emotional complexity and depth to the partings between people than the meeting
between them.  The Postmaster and Ratan meet in a sort of accidental way.  Both of them
are situated in the village with no family.  The Postmaster experiences his because of
his being relocated to the village, while Ratan's natural condition as an orphan is one
where she is naturally isolated.  Tagore simply introduces their meeting as one where he
cooks for himself because of his "meagre" salary and Ratan took care of the housework in
return for "a little food."  Their meeting is slightly random but also deliberate in
that they are both alone.  Their partings is much more designed, and reflective of the
inarticulate sadness that exists in human beings.  He requests to leave the village and
she wishes to go with him, something that the Postmaster denies quite flatly.  In this,
Tagore is indicating that there is a human tendency to not honor the accidental meetings
that take place in the partings of human beings.  The meetings that happen to emerge
between individuals help to benefit individuals, or pass the time in certain contexts. 
Yet, when the opportunity presents itself to continue these meetings when parting
presents itself, individuals do not honor these moments.  Rather, they simply move on to
a situation that benefits them.  Certainly, this is true with the postmaster, who gives
Ratan a slight thought after their parting, but undercuts it with an existential
rationalization that such partings are reflective of the word, as "there are many
separations."  Ratan, the ultimate in heroines, only is able to live with the
consequence of this parting, a situation where she only feels pain and "the snare of
delusion" that the postmaster will return.  It is here where Tagore is able to depict
the capcity for both cruelty and honor that exists in human
beings.

What is the significance of the mirages in Lord of the Flies?I think that the first reference is at the start of chapter 4 on page 59, and then...

The mirage is very significant as in the beginning, it
fools the boys into thinking that the island is ideal; a paradise, even. But as they
continue to live on the island, and are exposed to the practicalities of living away
from society, from what they have known all their lives, the mirage slowly starts to re
arrange itself until the boys see the island for what it is. This is of course very
literal. But I also think that it has a wealth of meaning, metaphorically speaking. For
example, the mirage hiding the island's true nature is very similar to the way the boys'
civilised exteriors, in the beginning, hide their innate
savagery.

Hope this helps :)

In Shakespeare's Hamlet, Ophelia enters insane. She sings fragments of folk songs—some bawdy. What is Claudius' reaction to this new problem?

When Claudius enters to see Ophelia—who has lost her
mind—in Act Four, scene five, of Shakespeare's Hamlet, he seems
very concerned for her.

He greets her
first:

readability="6">

KING:

How
do you, pretty lady?
(46)

Ophelia responds that
she is well and calls God's blessing down on him, but then continues speaking
nonsense.

Claudius tells Gertrude that he expects Ophelia's
actions are caused by the death of Polonius. Surprisingly, when she recites part of a
song, Claudius finishes the last two lines of the song. This might
be perceived as a softer, more sympathetic side of the King that we have not seen
before—however, in Ophelia's madness, some of the songs she sings
are bawdy, filled with inappropriate content that she would never
sing if she were in her right mind. While it might appear that he
genuinely cares for Ophelia, Claudius sings the remainder of a song that would have been
considered vulgar at that time: for a young maiden,
and for a King in the company of
women.

Ophelia's song laments that the singer's lover
promised to marry her before she slept with him. Claudius finishes by singing the
remainder of the verses, which is the lover's response to the singer: he
would have married her if she hadn't slept
with him.

By
Gis and by Saint Charity,

Alack, and fie for shame!
(65)

Young men will do't if they come
to't

By Cock, they are to
blame.

Quoth she, 'Before you tumbled
me,

You promis'd me to
wed.'

([Claudius]
answers:)

readability="9">

'So would I 'a' done, by yonder sun,
(70)

An thou hadst not come to my
bed.'

When Claudius asks how
long she has been in such a condition, we can assume that her deterioration is a
surprise to him. He then asks Horatio to follow Ophelia when she leaves and keep an eye
on her.

Claudius then speaks with Gertrude, sharing his
belief again that Ophelia suffers because of the loss of her
father.

readability="8">

KING:

O,
this is the poison of deep grief; it springs

All from her
father's death. (78-79)

This
is a particularly ironic moment in that Claudius himself is also
guilty of this particular sin, having deprived another child of a father:
Hamlet. And while Claudius shows seeming concern for Ophelia, this
is still a man who will do anything possible to keep the throne he
received when he murdered his brother.

The length of a rectangle is 5 in. more than its width. If the perimeter of the rectangle is 30 in. what are the width of the rectangle ?

We'll put the length of the rectangle to be "a" inches and
the width be "b" inches.

We know, from enunciation, that
the length is 5 inches more than twice its width and we'll write the constraint
mathematically:

a - 5 =
2b

We'll subtract 2b and add 3 both
sides:

a - 2b = 5 (1)

The
perimeter of the rectangle is 30 inches.

We'll write the
perimeter of the rectangle:

P =
2(a+b)

30 = 2(a+b)

We'll
divide by 2:

15 = a + b

We'll
use the symmetric property:

a + b = 15
(2)

We'll add (1) + 2*(2):

a -
2b + 2a + 2b = 5 + 30

We'll eliminate and combine like
terms:

3a = 35

We'll divide by
3:

a = 11.66 inches

11.66 + b
= 15

b = 15 – 11.66

b  =  3.33
inches

Therefore, the length of the rectangle
is of 11.66 inches and the width of the rectangle is of 3.33
inches.

What might Tennyson have meant by the region of shadows and the region of realities in the poem "The Lady of Shallot."

There are many possible answers you might receive to this
question and various critics have debated what the realm of shadows where the Lady of
Shallot lives, and what the realm of reality, into which she momentously enters, might
actually symbolise, with such answers as art and life. However, my own feeling, for what
it is worth, is that this poem is all about the contrast between life and the pale
reflection of life or death in life.

Note the way that the
Lady is shown to live in a world of shadows and greys, which even dominate the "four
grey walls and four grey towers" that make up her abode. She is a character who is
divorced from life, symbolised in the bright colours of the villagers that she watches
go up and down the road. However, life and its spirit is most famously and forcefully
captured in the character of Sir Lancelot, who enters with movement and colour,
described as a "bowshot." His "brazen greaves" are emphasised and adjectives such as
"dazzling" and "sparkled" are applied to him. It is this sight that gives the Lady the
courage to defy the curse and to try and start living, which of course has tragic
consequences. Participation in life is definitely attractive and tempting, but
participating in life will always have its consequences, some of which can be
fatal.

What is the meaning of sustainability when it is applied to the use of natural resources and economic activity?

When applied to natural resources and human activity,
sustainability refers to practices that will achieve a given economic or social goal
without excessively depleting the natural resources available in an
area.

For example, sustainable agriculture is agriculture
that does not deplete the soil or otherwise cause a given area to become unsuitable for
agriculture in the long run.  For example, agricultural practices that try to reduce
erosion are sustainable.  By contrast, a type of agricultural practice that allows
topsoil to be carried away by wind and/or water is not sustainable because this practice
will deplete the soil, causing the land to no longer be
fertile.

Sustainability also refers to other economic
activity.  The main idea simply is that sustainable economic activity is activity that
does not destroy the natural resources needed to carry out that
activity.

Solve for real x: lg(x −1) + lg(6x − 5) = 2

We'll impose the constraints of existence of
logarithms:

x - 1 > 0 => x >
1

6x - 5 > 0 => 6x > 5 => x
> 5/6

The common interval of admissible values that
makes the logarithms to exist is (1 ; +infinite).

Since the
bases of logarithms are matching, we'll apply the product
rule:

lg(x −1) + lg(6x − 5) = lg
(x-1)(6x-5)

We'll create matching bases both sides,
therefore we'll write 2 = lg 100

We'll re-write the
equation:

lg (x-1)(6x-5) = lg
100

Since the bases of logarithms are matching, we'll apply
one to one rule:

(x-1)(6x-5) =
100

We'll remove the
brackets:

6x^2 - 5x - 6x + 5 =
100

6x^2 - 11x + 5 - 100 =
0

6x^2 - 11x - 95 = 0

We'll
apply the quadratic formula:

x1 = [11 + sqrt(2401
)]/12

x1 = (11 +49 )/12

x1 =
5

x2 = -38/12

x2 =
-19/6

Since the 2nd value of x does not
belong to the interval (1 ; +infinite), we'll keep as solution only the positive value
of x: x = 5.

what are three general ways in which enzyme activity can be regulated?

 Enzymes, are organic catalysts that lower the activation
energy for chemical reactions to proceed.  Enzyme activity is affected by temperature,
ph and the amount of substrate available. Temperature is very important to the action of
enzymes and there is a narrow range of temperature that enzymes work optimally, usually
body temperature. If you observe a curve of temperature vs. enzyme activity, it peaks
around body temperature in humans(37 degrees Celsius) and as you go below or above that
temperature, the action of the enzyme decreases. It is a bell-shaped curve.  Enyzmes
become denatured(lose their shape) and their active site which links to the substrate
molecule, is unable to "fit" as well, therefore, enzyme action decreases. Ph works in
the same way. Enzymes work best under certain conditions of ph--either acid(as in
protease enzymes in the stomach), alkaline, or neutral. Any deviation from the optimum
ph results in the activity of enzymes decreasing. Finally, the more substrate that is
available, the more the active sites of the enzyme molecules will bind to the available
substrates. Initially, the reaction rate will increase. However, once all active sites
have bound to available substrate, there will be no further increase in the rate of
reaction. It will level off.

In Shakespeare's comedy As You Like It, why does Celia suggest that she and Rosalind should change fathers?

In Act I, Scene 3 of William Shakespeare's comedy
As You Like It, Celia, daughter of Duke Frederick, suggests that
she would be willing to exchange her father with the father of Rosalind, Celia's cousin
and daughter of the previous, rightful Duke, whom Frederick has overthrown. Frederick,
fearing that Rosalind is becoming too popular with the populace, wrongfully accuses her
of treason and orders her to leave his court and join her banished father. When Celia
protests, the following exchange
occurs:

• FREDERICK
  You are a fool. You, niece, provide yourself.
  If you outstay
  the time, upon mine honour,
  And in the greatness of my word, you die.
  

Exeunt DUKE and
LORDS

• CELIA O my
  poor Rosalind! Whither wilt thou go? 495
  Wilt thou change fathers? I will give
  thee mine.
  I charge thee be not thou more griev'd than I am.
  

Celia’s response
is significant for a number of reasons:

• It
  indicates her deep disapproval of her father’s
  behavior.


• It indicates the depth of her love for
  Rosalind.


• It indicates some sympathy on her part for
  Rosalind’s banished father.


• It helps raise the issue of
  love, a major theme of this play.


• It helps prepare us for
  her willingness to follow Rosalind into exile.


• It helps
  introduce the theme of change in a play that will be all about change, including changes
  of costume and character.


• It shows her capacity for
  sympathy.


• It helps establish her as one the virtuous
  characters in the play.


• It reinforces our already
  negative reaction to Frederick: if he has lost the sympathy of his own virtuous
  daughter, he deserves no sympathy from us.


• It implies
  that Celia, not her father, is the character who possesses a true sense of
  “honor.”


• It helps us realize that it is Frederick, not
  his daughter, who is the true “fool” in this scene.


• It
  helps prepare us for a play in which female characters will often show a good deal of
  independence, initiative, and virtue

In A Separate Peace, what did Leper's telegram say?I don't have the book with me, and i'd like to know exactly what the quote said, with a page...

Leper's telegram read:

readability="7">

I have escaped and need help. I am at Christmas
location. You understand. No need to risk address here. My safety depends on you coming
at once. Your best friend, Elwin Leper
Lepellier

In the edition of
the book I am using, this text is on page 129.

Obviously,
Leper's telegram was sent while he was in a disturbed state of mind, filled with
paranoia and anxiety regarding what he had seen and experienced since joining the
military and what would happen to him now that he had run away from that
commitment.

For the boys at Devon, the telegram was
completely out of the character for both the Leper they had known as a schoolmate, the
quiet, dreamy individual who never got excited about anything, and for the heroic
warrior Leper they had created in their fantasies since he dropped out of school to
enter the war effort. The telegram shocked them into considering the sober realities of
what becoming involved with the war effort first hand might mean and how it might affect
them.

In Act I, Scene iii of Othello, what is the warning that Brabantio gives to Othello?

In Othello, Iago's personal agenda is
to destroy Othello and anyone and anything associated with him. Iago is one of the most
enigmatic (as in incomprehensible and impenetrable), but nonetheless cunning and
calculating characters, ever created. His ability to charm and apparently almost
hypnotize everyone with whom he has any contact is what creates suspense and disbelief
as he fools one character after the next. Even when there is doubt, he mitigates the
circumstances until even a ridiculous notion becomes
believable.

Iago persuades Roderigo that he will help him
win over Desdemona despite the fact that she is married to Othello and that Brabantio,
Desdemona's father, has previously rejected Roderigo's advances on his daughter as being
without foundation, reminding Roderigo that she is "not for thee"
(I.i.99).

Brabantio learns of his daughter's apparent
betrayal from Roderigo's initial shouts, courtesy of Iago, and Iago quickly steps in to
take control and convince him that Othello, whom Brabantio has welcomed into his home on
many occasions, is nothing more than a "Barbary horse" (I.i.111). It takes quite some
persuasion to convince him that Othello did not bewitch his daughter. Accordingly, even
though Iago has been proven wrong, it is enough to create suspicion in Brabantio that he
even doubts his own daughter's allegiances. He overlooks the fact that his own wife did
a similar thing when she married him and warns Othello that "she has deceived her father
and may thee" (I.iii.293). It is significant that the very next line mentions "honest
Iago" (294).

This comment in line 294 shows that Iago is
taken into Othello's confidence very early on and truly believes in the sincerity of
"honest" Iago even telling Michael Cassio that he is "most honest" (II.iii.7). This
belief together with Iago's "ocular proof" (III.iii.364) will drive the story forward to
its tragic end. 

How to solve this word problem: When Dad was 35 I was 7. Dad is now 3 times my age. How old are we?

The problem gives that when the father was 35, the child
was 7 and now the father's age is 3 times the child's
age.

When the child was 7, the father was 35, this puts
their age difference at 35 - 7 = 28. This does not change as the child gets
older.

If the present age of the child is C and that of the
father is F.

F = 3*C

F = C +
28

3*C = C + 28

2C =
28

C = 14

The present age of
the child is 14 and the father is 42 years old.

What evidence in The Great Gatsby suggests that Gatsby is wrong when he insists you can repeat the past?

This section of the novel comes at the end of Chapter Six,
after Tom and Daisy Buchanan have been to one of Gatbsy's parties for the first time and
Gatsby is convinced that Daisy did not enjoy it. Gatbsy, "incredulously," asserts his
belief that you can repeat the past, and Nick goes on to
comment:

He
talked a lot about the past, and I gathered that he wanted to recover something, some
idea of himself perhaps, that had gone into loving Daisy. His life had been confused and
disordered since then, but if he could once return to a certain starting place and go
over it all slowly, he could find out what that thing
was...

Thus Gatsby's desire
to "repeat" the past is his attempt to return to his halcyon days with Daisy, before she
married Tom, where everything was wonderful and perfect. However, the fact of Daisy and
Tom's daughter intrudes as an unpleasant reminder that it is impossible to return to the
past. Note how Nick describes Gatsby when he sees
her:

Afterward
he kept looking at the child with surprise. I don't think he had ever really believed in
its existence before.

Their
child is a tangible reminder that Tom and Daisy did get married and that it is
impossible to return to the past now.

What are some examples of reversible errors?

A reversible error is any error that a judge makes in
applying the law to a given case.  It is not an error that the jury makes in coming to
the "wrong" decision in a case.

There are many possible
examples of reversible errors.  For example, a judge may allow a piece of evidence to be
admitted when that evidence was obtained illegally.  In such a case, an appellate court
could reverse the decision on the basis of that error.  As another example, a judge
might allow the sexual history of a rape victime to be brought up in a trial in
violation of a rape shield law.  Because this testimony should not have been allowed,
this would be a reversible error.

Essentially any error in
the application of law that could have a major impact on the jury's decision can be a
reversible error.

In the opening of Act 4 Scene 1 of Julius Caesar, what are Antony, Octavius and Lepidus doing?

At the beginning of Act IV scene 1 we see further evidence
of political intrigue and cloak-and-dagger Machiavellian approaches to power. Now that
Julius Caesar has been assassinated and Brutus and Cassius have left, the Republic is in
turmoil and Antony, Octavius and Lepidus are in power. Trying to secure their own
leadership, as the scene opens, they are drawing up a list of political enemies to be
slaughtered. By "pricking" the names of these people they mark them to die, even those
who are closest to them or relatives:

readability="9">

Upon condition Publius shall not
live,

Who is your sister's son, Mark
Antony.

We see these three
characters willing to sacrifice family members as part of a measure to secure their
power. In response to this condition from Lepidus, Antony replies that "with a spot I
damn him." In the murky world of politics and power we are presented with yet more
characters who are willing to do anything to maintain their position--even if it means
killing others.

In The Taming of the Shrew, Act II, scene i, why is it clever for Petruchio to tell Tranio and Gremio how Katharina behaves when they are alone?

In Shakespeare's The Taming of the
Shrew, in Act Two, scene one, Petruchio describes how Katharina and he get
along when they are alone: and he lies through his teeth. This is clever because it
covers up the truth of their relationship.

Petruchio says
that while Kate may curse him in public, when they are alone, Kate loves him. She hangs
about his neck, with endless kissing and oath-making. So great was her love that in a
"twink," he fell in love with her. He states that Tranio and Gremino are
novices—"rookies" in the art of wooing a woman. He insists that in private, Kate is
quite tame. He says that in private, even a coward can tame a
shrew.

Tis
bargain'd 'twixt us twain, being alone, (310)
That she shall still be curst
in company.
I tell you, 'tis incredible to believe
How much she
loves me: O, the kindest Kate!
She hung about my neck; and kiss on kiss

She vied so fast, protesting oath on oath, (315)
That in a twink
she won me to her love.
O, you are novices! 'Tis a world to see,

How tame, when men and women are alone,
A meacock wretch can make
the curstest shrew.

In To Kill a Mockingbird, how does Dill change the relationship between Scout and Jem?Dill scares Scout with talk about death. Jem eggs him on with...

Upon his arrival each summer in Maycomb, Dill Harris
becomes an immediate playmate of Jem and Scout, who seem to have no other close friends
in To Kill a Mockingbird. While Dill's appearance divides Jem and
Scout somewhat, he manages to walk freely in both of the Finch children's worlds. He
becomes a much-needed male companion for Jem, and they often exclude Scout on some of
their excursions, most memorably their skinny-dipping trip to Barker's Eddy. Dill coaxes
both Jem and Dill into forays to the Radley House in the hopes of getting a glimpse of
Boo, of which Dill has become obsessed. Dill also becomes Scout's first love interest,
and she anxiously awaits his arrival each summer. Dill writes her love letters, and he
promises to marry her one day. They share kisses (when Jem is not around) and spend an
innocent night together in Scout's bed, discussing their parents, babies, Boo Radley
and

Beautiful
things (that) floated around in his dreamy
head.

In "A Good Man is Hard to Find" by Flannery O'Connor, what would be the "grotesque" element of this story?

The Misfit himself is a grotesque character--a
bloodthirsty, murdering sociopath of the worst kind, who enjoys committing the deed. But
the most grotesque part of the story comes at the end, when The Misfit's partners take
Bailey, his wife and their children into the woods and shoots them, one by one. The
killings are unnecessary, since the family has wrecked their car on a dirt road in a
rural area. The murder of the two children--unlikable though they may be--is a terrible
crime, and allowing the grandmother to hear the shots must have been awful for the
equally unlikable old lady. The final death, that of the grandmother while on her
knees at the hands of The Misfit, comes after she has tried to befriend and forgive
him--another unforgivable act by a monstrous human with an entirely appropriate
name.

Why might Lois Lowry have chosen Jonas as the name of her main character in The Giver?The name Jonas is a variation of the Biblical name Jonah...

The answer to this question can be observed in the way
Jonas' thoughts about his community develop in the book.  Jonas was always apt to
question the order of his community, which was looked down upon because it disrupted the
natural order of his community.  Through his lessons with the Giver Jonas comes to see
his community differently, and, like Jonah in the bible, passes judgment on the way in
which his community conducts itself.  He is frequently seen questioning why things are
done the way they are throughout the book and begins to disagree with the community's
choices.  He decides that freedom is more desirable than order and as such leaves with
the infant Gabe, thus passing his judgment on the community as an unfit
society.

What is the inverse of the function as defined by f(x)=square root(x^2+4), if x>0?

Let f(x) = y

y =
sqrt(x^2+4)

We'll raise to square both sides to eliminate
the radical:

y^2 = x^2 +
4

We'll use symmetrical
property:

x^2 + 4 = y^2

We'll
keep x^2 to the left side, shifting 1 to the right
side:

x^2 = y^2 - 4

We'll take
square both sides:

x = sqrt(y^2 -
4)

Since x > 0, we'll consider only the positive
value x = sqrt(y^2 - 4).

The inverse of the given function
is f^-1(x) = sqrt(x^2 - 4).

The organizers of the March on Washington for Jobs and Freedom wereA) trying to build support for the civil rights movement // B) members of the...

The best answer of the options that you have given us is
A.  The major purpose of the March on Washington was to get more support for the Civil
Rights Movement.

The organizers of this march were not
unemployed African Americans.  Instead, the march was organized by people from many
different organizations.  The march was first proposed, for example, by a labor union
leader, not an unemployed person or advocate for the
unemployed.

The Nation of Islam did not really support the
March on Washington.  Malcolm X criticized it, for example, because of the fact that it
included white people.  This went against his black nationalist
ideals.

For these reasons, the best answer is
A.

What is the significance of Mama breaking the dishes in Farewell to Manzanar?

The significance of the scene in which Mama breaks the
dishes is that it shows that she is a proud woman who is not willing to be taken
advantage of.  She is determined to maintain her sense of dignity and to, as much as
possible, avoid being used by the people who are abusing her and her
family.

Mama breaks the dishes when the government has
given the family a mere 48 hours to move farther away from a particular naval
installation.  She cannot take the dishes with her because there is no room in the car. 
A second-hand dealer offers her only $15 for dishes that are worth $200.  Instead of
letting him cheat her like that, she destroys the
dishes.

By doing this, Mama is showing that she has her
pride and her dignity.  She would rather get no money while keeping her pride than allow
this man to take advantage of her.

In "The Fish" by Elizabeth Bishop, where does the poem turn and shift its attention to something different?

In this excellent poem, the speaker describes the
experience of catching a fish which hadn't really fought to escape. The poem describes
the fish objectively, without emotion, talking about the "tiny white sea lice" that
"infest" it. What moves the poem towards its shift is when the speaker begins to view
the fish objectively. As she stares at it, we are told that the speaker "admired his
sullen face." As she continues to contemplate the fish, she sees something else that
brings on an epiphany in her and leads to her decision to let the fish
go:

and then
I saw
that from his lower lip
--if you could call it a
lip
grim, wet, and weaponlike,
hung five old pieces of
fish-line,
or four and a wire leader
with the swivel still
attached,
with all their five big hooks
grown firmly in his
mouth.

This evidence of the
fish's earlier battles for survival and his evident success increases the speaker's
admiration and respect for the fish. As nature and the light combine to make everything
appear a "rainbow," the speaker lets the fish go as "victory filled up / The little
rented boat." The speaker comes to some unspoken understanding with the fish and
understands his battle for survival and cannot do anything else but let him go
again.

What is the effect upon Krebbs of having arrived "home" so long after the return of other WWI veterans?Ernest Hemingway's "Soldiers' Home"

In Ernest Hemingway's "Soldier's Home," when Krebbs
arrives home so much later than the others soldiers of the town, his arrival becomes
anticlimactic.  When he does feel like talking, there is no one to listen because the
people in his town "had heard too many atrocity sotries to be thrilled by actualities." 
So Krebbs finds that he must sensationalize, he must lie.  But, after he does so, he
acquires "a distate for everything that had happened to him in the war."  His having to
lie to people in town has now sullied and mitigated the memories of "cool and clear"
actions he had done in the war, actions that were the right things to do when he could
have done something else.  Now these actions are trivialized and have "lost their cool,
valuable quality." 

The fabrications of what were very
existential experiences make Krebbs nauseated.  When he does talk to a man who was a
real soldier, Krebbs falls into the mode of one soldier among others, who has
been "sickeningly frightened" all the time.  Then, because he is no longer
genuine, Krebbs loses everything, even what was real. He is left to be only a
disillusioned man who can no longer relate to his family or to others.  "It was not
worth the trouble" to even have a girl.  So he just looks at them, for "the world they
were in was not the world he was in."

How do I write a persuasive speech to be a surgical technologist?

A persuasive speech needs to have lots of selling
points--reasons why the audience should agree with your premise--and lots of support for
those selling points.

Develop your speech outline by
deciding what reasons you need to present to convince your listeners that they should
become surgical technologists. You may address considerations like job availability,
average salary, length of time involved in training, types of work skills needed, types
of activities usually involved in the job, and similar factors. List these reasons as
the main points for your outline. Add supportive details, statistics, other information
to emphasize the merit of each of those reasons.

Introduce
your speech with a definition of what a "surgical technologist" is and does in brief. If
you can use an anecdotal illustration of the value of the job, that would be a great way
to capture your audience's attention right away. At the end of your speech, summarize
the important points you have included and let your audience know how or where they can
sign up for training!

If the Circumference is 6 ft. What is the radius?

To find the radius of a circle using the given
circumference we use the formula for finding
Circumference.

C=2pi(r)

Using
3.14 for pi and 6 for the Circumference, we solve for r
(radius).

6=2(3.14)r     (multiply 2 times
pi)

6=6.28r         (divide each side
of the equal sign by 6.28)

r≈.955          
(the result is that r is approximately
.955)

Rounding to the nearest hundredths place
the radius is about .96 ft.

In The Crucible, what three factors does Arthur Miller blame for the occurence of the witch hunt?

I would think that the opening scene, and the stage
instructions that accompany it, would give much in way of detail as to why Miller
believes that Salem, itself, is to blame for its own witch hunt. The attitudes of Paris
about children are similar:

readability="10">

... [Salem and Paris] never conceived that the
children were anything but thankful for being permitted to walk straight, eyes slightly
lowered, arms at the sides, and mouths shut until bidden to
speak.

Such strong repression
of youth is a factor in the girls' action.  Miller makes the argument in the opening
section that the girls' desire to dance and be youthful would be seen as sinful by the
parents and the community members.  In avoidance of this, the girls lie and this becomes
the basis for the witchhunt.  The need for repression of youth is reflective of Paris,
himself described by Miller in this first act as possessing "a driving need to be in
control."  This helps to explain the witch hunt as an event that sought to consolidate
control of those in the position of power.  The last point that helps to explain why
Miller feels that Salem, itself, is to blame for the witch hunt would arise from the
“predilection for minding other people’s business.”  This intrusive element of Salem
society made it easy for people to become suspicious of people for the smallest of
things and also made it easier for individuals to eviscerate realms of privacy in order
to make everything public.  In this light, Salem becomes victim to its own hypocrisy and
its own poor decision making, making it ripe for something like the witch hunt to
happen.  However, Miller does not miss the opportunity to make it clear that these
realities are applicable to all social orders, and their presence has to be understood. 
While there were conditions in Salem that allowed the witch hunt to take hold quickly,
Miller forces the reader to assess the same situation in the modern setting, as
well.

How does the character background of Emily Grierson differ from that of Homer Barron in A Rose for Emily?

As we are told in Chapter 1 of William Faulkner's
A Rose for Emily, Miss Emily comes from a respected and powerful
Southern family that, through time, has lost its power and its
reputation.

According to the
townsfolk:

readability="16">

People in our town, remembering how old lady
Wyatt, her great-aunt, had gone completely crazy at last, believed that the Griersons
held themselves a little too high for what they really were. None of the young men were
quite good enough for Miss Emily and such. We had long thought of them as a tableau,
Miss Emily a slender figure in white in the background, her father a spraddled
silhouette in the foreground, his back to her and clutching a horsewhip, the two of them
framed by the back-flung front
door.

Here we see that even
the town had the understanding that the Griersons are merely part of their town's past,
and a clan that resists change. In turn, this resistance affects the town's progress.
Not to mention how it stirs the town's curiosity, especially when a "curious" smell
continues to emanate from Miss Emily's home.

Homer Barron
comes from a totally different stock. He is described in Chapter 3
as:

..a
foreman named Homer Barron, a Yankee—a big, dark, ready man, with a big voice and eyes
lighter than his face. The little boys would follow in groups to hear him cuss the
riggers, and the riggers singing in time to the rise and fall of picks. Pretty soon he
knew everybody in town. Whenever you heard a lot of laughing anywhere about the square,
Homer Barron would be in the center of the
group.

There we totally see a
contrast between Homer and Emily. The latter is a former aristocrat who is still
resentful about the changes in the new South, while Homer is a charismatic and all-too
happy go lucky fellow with a shady past. We wonder how Emily could have picked Homer, of
all people, to be her companion. Most readers agree that she does that out of rebellion
against her cousins from Alabama, who think of Homer as a no-good character. However,
considering the manner in which Emily preserves Homer's body after poisoning him, it is
safe to argue that she also needs his companionship. She is obsessed with
him.

Therefore, although Emily and Homer come from
completely different backgrounds, their common needs bring them together as different as
they are.

In the book The Host by Stephenie Meyer, when it says 'I' who is speaking?

Your question has to do with point of view. You are right
in identifying that the story is told from the first person perspective, using the word
"I" to relate the story as told from the point of view of one of the central characters.
If we read the story carefully, we see that the story is told from the point of view of
the Wanderer. What confuses the narration is the way that the Wanderer inhabits Melony's
body with Melony's emotions and feelings still being a force against which the Wanderer
struggles against. However, at no stage in the narrative is the story told from
somebody' elses perspective. It is the Wanderer that dominates the narrative, whatever
body she has chosen to sojourn inside.

What would happen to the price of marijuana in the following scenario?If marijuana is legalized in the US, what will happen to the quantity of...

Your question really has nothing to do with marijuana. 
The actual good being sold is not relevant.  All you need to do here is the supply and
demand analysis.  So, what you are really asking here is what happens to the equilibrium
price of a good if the demand for that good increases while supply
falls.

Both an increase in demand and a decrease in supply
will cause the price of the good to increase.  If there is both an increase in demand
and a decrease in supply, the price is likely to rise a great deal.  Increases in demand
cause prices to rise because more people are competing for a given amount of the good. 
If the supply of the good falls at the same time, there will be more people competing
for less of the good and the price will go up dramatically.

Find the circumference of a circle whose diameter has endpoints at (2 , 1) and (4 , 5).

Find the circumference of a circle whose diameter has
endpoints at (2 , 1) and (4 ,5).

First, remember that the
formula for circumference is: C=2*pi*r, or C=pi*d, where d=diameter of
circle.

The distance between the given points can be
determined by using the formula:

Distance=Square root of
[(difference in x values)^2 + (difference in y
values)^2]

Substituting the given values, Distance= square
root of [(4-2)^2 + (5-1)^2]

Distance = square root of [2^2
+ 4^2]

Distance = square root of (4 +
16)

Distance = square root of
20

Distance = 2*square root of
5

now substituting into the circumference
formula,

Circumference = 2*square root of
5*pi;

to expand further, you have 2*2.236*3.143=14.0555
(all approximate values)

What does Thoreau claim will happen if we go in the direction of our dreams?Walden by Henry David Thoreau

In one of his most quoted observations, Thoreau remarked,
"The mass of men lead lives of quiet desperation."  Hoping to awaken people to the
heroic enterprise of marching to "the beat of a different drummer," Henry David Thoreau
encouraged people to act as individuals so that they would feel fulfilled and not live
desperate lives.

In Walden, for instance, Thoreau writes
that he went into the woods to live deliberately, and for that same reason he left the
woods.  In his "Conclusion," Thoreau observes,

readability="7">

It is remarkable how easily and insensibly we
fall into a particular route, and make a beaten track for ourselves....and so with the
paths which the mind
travels.

To simply try to
succeed can cost people their individuality, Thoreau tells his reader.  Listen to the
"different drummer," Thoreau says, for any other reality will be "vain" and meaningless
to the individual.  It is the spirit and soul of people that must be fulfilled for
existence to have meaning.  People must make their own paths in life, choosing the
occupations that they love in both their public and private lives; else, their lives are
worthless and "desperate."

Which gives a more definitive result for panreatitis problems/damage(necrosis) a CT scan or MRI?

By far the best scan for this patient would be the MRI.
MRI scans show much more detail concerning the vasculature than CT scans do. As a matter
of fact, sometimes the vessels on CT can't be visualized at all. CT scans are more
useful with hard, boney structures. If the pancreas is thought to be necrotic (dead),
the patient is a candidate for an angiogram, ERCP, and MRI (magnetic resonance imaging).
Soft tissues, like the pancreas, and associated blood vessels are better visualized with
the MRI scan. Further, if CT scan was employed, it would have to be a scan with
contrast. If the pancreas is necrotic, the patient wouldn't be able to tolerate the
contrast media anyway.

Find the area of the rectangle if the perimeter is 38 and the length is 3 more than the width.

Let the length be L and the width be
W.

Then we know that the perimeter is
:

2L + 2W = 38

We will divide
by 2.

==> L + W =
19............(1)

Given that the length is 3 more than the
width.

==> L = w+
3.............(2)

We will substitute (2) into
(1).

==> w+ 3 + w =
19

==> 2w + 3 =
19

==> 2w =
16

==> w = 8

==>
L = 8+ 3 = 11

Now we will calculate the
area.

==> A = L*w = 8*11 =
88

Then the area of the rectangle is 88
square units.

Solve the indefinite integral of the function f(x)=1/(9x^2-6x-8)?

We notice that we can create a perfect square to the
denominator of the integrand.

9x^2 - 6x - 8 = 9x^2 - 6x + 1
- 9 = (3x - 1)^2 - 9

We'll substitute the binomial 3x - 1 =
t.

We'll differentiate both
side:

3dx = dt => dx =
dt/3

We'll re-write the integral in
t:

Int dx/[(3x - 1)^2 - 9] = Int dt/3(t^2 -
9)

Int dt/3(t^2 - 9) = (1/18)*ln|(t-3)/(t+3)| +
C

The indefinite integral of the function
f(x) is: Int f(x)dx = (1/18)*ln|(3x-4)/(3x+2)| +
C

In Night, why do you think the Germans would often choose a Jewish holy day to deliver some new horror?

One of the most powerful elements that is present in
Wiesel's work is the dramatic erosion of faith Eliezer undergoes.  To this end, it makes
sense that the Germans would choose a Jewish holy day to deliver some aspect of horror. 
This fits in perfectly with Eliezer's experience of loss of faith and the gradual
disintegration of his spiritual sense of self.  For example, consider the moment when
Eliezer experiences Rosh Hashanah and hears the invocation of God's name.  Eliezer's
reaction indicates that he is unwilling and unable to pretend as if his religious faith
has not been shaken by what he has seen at the hands of the Nazis.  There is an intense
period of questioning, of rejection and of questioning that happens.  Part of this is
reflective of the fact that Eliezer cannot reconcile a vision of a God who cares with
one who would allow the torment of the Nazis to go unnoticed or unpunished.  In this
light, Eliezer's questioning makes even more sense when he sees that the Nazis take
special and sadistic delight in ensuring that what they do is done on the high holy
days.  This cruelty on the part of the Nazis and the questioning of fath on the part of
Eliezer converges in a powerful way to render a world in which values are inverted and
truth is difficult to find.

Describe the theory of Classical Conditioning

The classical conditioning theory was proposed by Ivan
Pavlov in the early part of the 20th century.

The gist of
the theory is that behavior can be learned by instinct with the application of a
positive stimulus. This stimulus is only provided when the behavior is desired.
Therefore, the behavior will be produced each time the stimulus is
present.

However, there are some variables that must be
taken into consideration when applying a stimulus to entice behavior. First, is the
duration of the exposure to the stimulus. It has to be done at the appropriate times to
ensure that the proper combination of factors.

Once the
connection between the stimulus is made, the behavior is more likely to occur. Behavior
will likely persist if a conditioned behavior continues to be stimulated. However, if it
is not, it may become extinct. Similarly, the theory states that there are rare times
when conditioned responses that went into extinction suddenly relapse. This is known as
"spontaneous recovery".

Finally, another manifestation of
classical conditioning can be that the individual performing the behavior may connect
all things related to the stimulus. This is called "generalization": When one reacts the
same way to things connected to a specific stimulus. An example of this would be getting
either attached to, or scare of, something that reminds us of a stimulus that caused a
behavior.

The main difference between classical and operant
conditioning is that the latter involves the compensation or punishment of a behavior
for it to persist or desist. Contrastingly, classical conditioning is a connection
between stimuli and behavior that would ensure that it occurs each time the stimulus is
present.

In Death of a Salesman, what are some of the values Willy tried to teach Biff as a boy?Does it connect in any way with his going to see Bill Oliver?

Willy Loman had a very different set of values than most
of society's.  He taught Biff that it was ok to steal a football for example, by
condoning his behaviour.  By saying that his son needed to practice with a regulation
ball to get better, he taught Biff that there was nothing wrong with stealing. 
Consequently, when Biff is in Bill Oliver's office, he steal a fountain pen from his
desk for no apparent reason, then runs away.

Willy also
taught his son how to close his eyes to reality.  Willy is a self proclaimed hot shot
salesman who boasts how well liked he is.  In reality, however, Willy needs to borrow
money from his neighbour Charlie on a regular basis to survive on a weekly basis.  We
also see how no one knows who he is and this is when he also finally acknowledges the
fact that he is a nobody.  This type of behavior actually rendered Biff as a
disillusioned character as well.  He had actually convinced his father, as well as
himself, that Bill Oliver knew him - which of course is false.

What is limit [(1/sinx) - (1/x)] as x approaches 0

We have to find the value of lim x -->0 [(1/sinx) -
(1/x)]

if we substitute x = 0 we get an indeterminate form
of inf. - inf.

lim x -->0 [(1/sinx) -
(1/x)]

=> lim x -->0 [(x/x*sinx) - (sin
x/x*sin x)]

=> lim x -->0 [(x - sin
x)/x*sinx)]

substitute x = 0, we get the indeterminate form
0/0. This allows us to use l"Hopital's rule and substitute the numerator and the
denominator with their derivatives.

=> lim x
-->0 [(1 - cos x)/(x*cos x + sin x)]

substitute x =
0

=> (1- 1)/(0-0)

again
the indeterminate form 0/0, use l'Hopital's rule
again

=> lim x -->0 [(sin x)/(cos x - x*sin x
+ cos x)]

=> lim x -->0 [(sin x)/(2*cos x -
x*sin x)]

substitute x =
0

=> 0/ 2

=>
0

The value of lim x -->0 [(1/sinx) -
(1/x)] = 0

I would like some clarification and suggestions for acting the part of Lady Macbeth as she receives the letter in Act I, Scene v of Macbeth.I've...

First, I must say I really admire your scholarship and
your dedication to excellence. These are fine characteristics in a student, and I'm sure
your drama teacher will soon realize what a prize he has in you! That said, let me see
what I can contribute to your cause.

Let's look at the
particular lines you mention:

readability="13">

Thou'dst have, great
Glamis,

That which cries "Thus thou must do" if thou have
it;

And that which rather thou dost fear to
do

Than wishest should be
undone.

To interpret this
passage, consider it in the context of the scene. Lady Macbeth obviously is set on fire
with ambition when she reads the letter. Then she starts assessing her husband's
character, which she knows very well. She knows he will want the crown, but she also
knows that his nature is full of "the milk of human kindness," which will make it
difficult for him to do what must be done to become king quickly ("to catch the nearest
way.") This observation makes it clear that she is already thinking in terms of
murdering Duncan. Macbeth will want to be king, but he will not want to commit
murder.

Now to the lines in question. In them she is still
analyzing Macbeth's nature; also, she may be rationalizing what she already knows she
will do--push him into murdering Duncan. She is saying that Macbeth will not want to
kill Duncan and that he will be afraid to do so, but that once he follows through, he
will not be sorry and will not wish his actions
"undone."

As for portraying her in terms of her emotions,
as she reads the letter, she would probably feel a growing sense of excitement as she
begins to realize what it says and what possibilities it suggests. Notice her first
reaction after finishing the letter:

readability="7">

Glamis thou art, and Cawdor, and shalt
be

What thou art
promised.

Her mind is made up
instantly and there is no reservation: Macbeth will become king. The following line
begins her evaluation of his nature and makes it clear that she will not wait for his
destiny to arrive; she will see that it happens now.

In
blocking, there are three shifts that occur within the
scene:

• There is a natural break between her
  finishing the letter and responding to it.


• Then there is
  a second emotional break between stating that Macbeth "shalt be" what he is promised and
  her concerns about his personality. This one is signaled by the word
  "yet."


• The third emotional shift occurs when she says
  "Hie thee hither" and  lays out her intentions to override Macbeth's anticipated
  hesitation and disabuse him of "[a]ll that impedes thee from the golden round (the
  crown)."

From the time she reads the letter
until she concludes her soliloquy, Lady Macbeth's mind moves through several stages of
comprehension and decision making, and her emotions change with each realization. This
is a very dynamic soliloquy. I hope this helps, and good luck to
you!

How do Montag, Clarisse, and Granger rebel against the authorities in Fahrenheit 451?

They rebel by reading books and memorizing the books. 
Montag stole books from the houses he helped to burn as a fireman.  He was curious about
what would make people willingly break the law, so he stole a few books.  Clarisse asked
Montag early in the story, "Are you happy?"  When Montag realized that the answer to the
question was "no", he decided to investigate the books and he began reading.  As he
read, he realized that the problems in society weren't because the books, the
problems were due to society's lack of awareness brought on by lack of reading.  He
rebelled by killing Captain Beatty and running away to join the Book People.  Granger
rebelled by leading the Book People  - a group of rebels who memorized, then burned,
books.  Each person became a book, reciting it for anyone who wanted to "read" the
book.  By not possessing the books, the people were in less danger of being caught and
punished. 

In Act 3 of Pygmalion, Pickering and Higgins besiege Mrs. Higgins with Eliza's abilities. What does their behavior indicate about them?

Higgins and Pickering, trying to outdo one another in
praising Eliza in front of Mrs. Higgins prove their childish excitement about Eliza and
the experiment and at the same time, unknowingly reveal their insensitivity towards the
innocent, simple girl. It's as if they have forgotten that Eliza is a living being and
not a toy. They are both so excited about passing her off as a duchess that they appear
entirely unmindful of her future, not considering even for a moment as to what happens
to her after the experiment is over, not even when Mrs. Higgins reminds
them.

What does Scout learn from the jail in To Kill a Mockingbird?Quotes that support what she learned.

Scout describes the physical characteristics in detail,
and it apparently wasn't a pretty place.

readability="6">

The Maycomb jail was the most venerable and
hideous of the county's buildings... a miniature Gothic
joke.

While most of Maycomb's
buildings were "square-faced and steep-roofed," the jail had "tiny battlements and
flying buttresses"--a much smaller version of a castle. It was only one cell wide and
two cells high,

readability="5">

... on a lonely hill... wedged between Tyndal's
Hardware Store and The Maycomb
Tribune office.

It
was absolutely the most distinctive building in the
town.

When Scout appears at the jail on the night that the
lynch mob tried to take Tom, she didn't fully understand why the men were there. She had
just witnessed another "gang" of people meeting with Atticus in his front yard; he had
assured her that the group came in peace, and Scout probably figured the lynch mob came
to talk with Atticus--not to hurt him. When she ran into his arms, she saw the fear in
his face, however, and soon recognized that the men were all strangers. Scout and Dill
stood by Jem when he refused Atticus' orders to leave, and when one of the men grabbed
Jem,

I kicked
the man swiftly... I was surprised to see him fall back in real pain. I intended to kick
his shin, but aimed too
high.

Scout did not
understand the severity of the situation, but she quickly forgot about Atticus' pained
expression when she recognized Mr. Cunningham. Scout, who went to school with Mr.
Cunningham's son, began making small talk--about Walter Jr., school and entailments. Her
only anxiety came when she began to sweat.

readability="5">

I could stand anything but a bunch of people
looking at me.

Scout was
still clueless about the men's true intentions until Atticus discussed the matter with
his sister the next day.

readability="11">

"So, it took an eight-year-old child to bring
'em to their senses, didn't it?" said Atticus. "That proves something--that a gang of
wild animals can be stopped, simply because they're still human.
Hmp, maybe we need a police force of
children..."

Scout had made
Mr. Cunningham stand in Atticus' shoes, and he realized that their decision to hang Tom
was a bad one.