How did European countries justify their imperialism?

Many Europeans who supported imperialism argued that new
colonies, and the new markets they brought, were necessary to avoid over-production,
which would lead to economic depression. (Opponents of imperialism, such as John Hobson,
said that was nonsense, but it was the reason that Lenin described imperialism as the
"final stage of capitalism.) Also, it's important to note that many examples of
imperialism, especially British imperialism, began with investment in foreign countries.
When political events in those countries jeopardized the capital invested in them,
business leaders prevailed on governments to intervene militarily, which sometimes lead
to almost direct rule. This happened most obviously in
Egypt.

The issue of raw materials, as well as the "White
Man's Burden," both referenced above, were very important, as was social Darwinism,
which justified imperialism as part of a natural stuggle between
races.

One of the more intriguing arguments imperialism is
that the acquisition of colonies in Africa and elsewhere tended to distract from the
class struggles prevalent in the industrialized European societies. Leaders appealed to
patriotism and to the jobs that imperialism supposedly created to get popular support
for acquiring territories overseas.

Describe Hemingway’s handling of the dialogue.Ernest Hemingway's "Hills Like White Elephants"

Interestingly, much like Hemingway's story "A Clean,
Well-Lighted Place," his story "Hills Like White Elephants" is predominantly composed of
dialogue.  This dialogue between the American, referred to by Hemingway simply as "the
man," and Jig, his girlfriend exemplifies what has been called "the Iceberg Effect" of
Hemingway's writing.  That is, there are deeper meanings encrypted in the words of the
speakers. 

One way that Hemingway gives the dialogue
between the American and Jig more meaning is through the use of symbols in the brief
narrative.  For instance, Jig looks at the sterile land on one side of the railway and
comments that the hills look like white elephants, a symbol of something unwanted that a
person is burdened with.  The white, rounded shape of the hills also can suggest the
rounded abdomen of a pregnant woman while the infertile land presages what Jig may
become.  On the other side of the tracks, the ground is fertile; there is grass and the
land is productive. All these symbols, then, in conjunction with the somewhat ambiguous
dialogue serve to clarify meanings for the reader. For example, Hemingway
writes,

The
girl stood up and walked to the end of the station. Across, on the other side, were
fields of grain and trees along the banks of the Ebro. Far away, beyond the river, were
mountains. The shadow of a cloud moved across the field of grain and she saw the river
through the trees.

‘And we could have all this,’ she said.
‘And we could have everything and every day we make it more
impossible.’

Thus, the reader
comes to understand that Jig tells her American boyfriend that they can be happy with a
baby if they love each other, for the baby will add life to their
relationship. 

With such abbreviated paragraphs and so much
dialogue, the reader is obliged to carefully analyze the dialogue in conjunction with
the symbols that lend meaning to the conversations between Jig and the
American. 

Summarise the plot of Othello in bulllet points (write about 10-20 bullet points.)Thank you !

The play begins on a street in Venice. There is an
argument between Iago and Roderigo...

• Roderigo
  is in love with Desdemona....


• He has been paying Iago to
  help him win Desdemona...


• Roderigo learns that Desdemona
  has just married Othello...


• Iago and Roderigo go tell
  Brabanzio, Desdemona's father about the
  marriage...


• Brabanio takes a group of men to confront
  Othello, believing Othello has used witchcraft to woo his
  daughter...


• Othello has just been summoned by the
  Duke...


• Othello and Desdemona confirm their marriage to
  her father...


• They leave for Cyprus to handle a Turkish
  invasion...


• Cassio fights in Cyprus and stabs the
  governor...thus losing his position as lieutenant...


• Iago
  is jealous of Cassio, Othello's lieutenant because he believes that Cassio was assigned
  the job he should have had...


• Iago plants seeds of
  distrust and suspicion in reference to Desdemona and
  Cassio...


• Desdemona tries to save Cassio at Cassio's
  bidding...Cassio has been setup to do so at Iago's
  suggestion...


• Seeing the two of them talking, Othello's
  suspicion grows...


• Desdemona pleads for Cassio's
  reinstatement and Othello's suspicion is even more
  confirmed...


• Iago plants Desdemona's handkerchief on
  Cassio...he tells Othello that Cassio was seen wiping his beard with this handkerchief
  that was Othello's gift to Desdemona...


• Emilia found the
  handkerchief and gave it to Iago...Emilia is Iago's wife and Desdemona's servant
  girl...


• Othello believes the worst and smothers
  Desdemona...


• Emilia confesses that the handkerchief
  ordeal was a set-up by Iago...


• Othello is regretful when
  he hears this...Then as he learns that he has been replaced by Cassio, Othello stabs
  himself...


• Iago is
  arrested...

What are the elements of horror, mystery and the supernatural in "The Monkey's Paw"?

There are many different aspects of this excellent short
story that you could focus on to bring out the mystery, horror and the elements of the
supernatural. Key to focus on is the way that W. W. Jacobs, in this story, gives us a
horrific retelling of the traditional "three wishes" tale that can be found all over the
world. The difference between this tale and its many variations is the way that it
incorporates terror and suspense in its narration. One key element that makes this story
terrifying is the description of the monkey's paw and the way that it is given a life of
its own. Note what happens directly after Mr. White makes his wish for
money:

A fine
crash from the piano greeted the words, interrupted by a shuddering cry from the old
man. His wife and son ran toward him.

"It moved," he cried,
with a glance of disgust at the object as it lay on the floor. "As I wished it twisted
in my hand like a
snake."

Note the way in which
the sound of the piano is used to foreshadow the disaster that is going to befall the
White family. The crash is emotionally jarring, suggesting that something bad will
happen. The crash is also surprising, indicating that the money will be provided but in
a way that nobody can foresee. Note too the way that the monkey's paw twisted "like a
snake." Snakes are creatures that we associate with evil, and so horror is injected
through this comparison.

Through this example and many
others, mystery, the supernatural and horror are introduced into this excellent
tale.

Equilibrium expression for formation of nitrosyl bromide 2NO + Br2 2NOBr

The equilibrium expression for any chemical reaction can
be determined if the phase of each substance that constitutes the chemical equation is
known and the equation is balanced with the same number of atoms of each element on both
the sides.

The equilibrium expression can be in terms of
the concentration of each substance that makes up the equation or if there are gases
involved it can be terms of the partial pressure.

For the
equation given: 2NO + Br2 <------> 2NOBr, it can be seen that the equation
is balanced. As NO, Br2 and NOBr are gases; the equilibrium expression is in terms of
their partial pressures.

Kp =
P(NOBr)^2/P(NO)^2 * P(Br2), where P(X) is the partial pressure of X and
it is raised to the power equal to the number of molecules in the balanced chemical
equation.

What's the difference between prose and poetry?

Prose is any kind of text that is written with standard
grammatical structure and generally flows naturally, as regular speech. It is meant to
be straightforward and clear, and is typically used in publications such as newspapers,
magazines, essays or journals, and even some literature. Prose is written to inform,
entertain, or persuade. In terms of form, it is basically anything that is composed of
sentences.

Poetry, however, is composed by the line. This
written form has many variations, but is often made apparent by a particular structure
in grammar, language, rhythm and meter, or literary element. Poetry possesses a deeper
meaning and often requires analysis to understand. Poems are used in plays or dramas
(such as those by Shakespeare), some literature, and songs or lyrics, and are often
published in anthologies or literary magazines dedicated to the art form. Poetry is
intended to evoke an emotional response from the
reader.

Poetry and prose are considered the two only forms
of writing. In other words, anything that is not poetry is
prose.

What is an analysis of the setting in A Midsummer Night's Dream?The woods, Athens and Quince's place.

Woods represent irrational behaviour, dreams, magic,
confusion and immature love. This is the "fairy
world"

Athens represents rationality, mature
love (theseus and hypolyta), obstacle for lovers, the realistic world (no magical,
real!).

This is the world of the "Young
lovers"

The mechanicals' world might represent
simplicity and true happiness, because if you think about it, the person who is/ will be
truly happy in the end is noone, but Bottom. He gets Titania's true love, and doesn't
even care about losing it because he thinks of it as a
dream.

Hermia's love towards Lysander was based on looks
and perhaps, drama. Now that the drama is over, the love may not
last.

In Helena's case, what if the love potion wears
off??!!

where does universe end?

It doesn't.  Scientifically speaking,there is prove that
shows that the Universe expands continuously, and it is doing so as we speak. What could
bring an end to the Universe, as we know it, is that the opposite occurs: That we enter
a state of entropy in which we stop expanding, and come inwards, basically crushing
ourselves in. For entropy to occur, there must be a massive disruption in the
thermodynamic balance of energy, preventing any physical reaction to take place.
However, the more one reads about it, the more distant it seems that this would ever
take place.

Yet, to be concise with your answer, the only
way something as vast, unknown, and MAJOR as the Universe would ever end is by doing the
opposite of what it normally does to maintain its balance. If the universe continuously
expands, then the opposite of it would be what brings an end to it: To
shrink.

What happens to a ray of light when it goes from air to water at an angle.

When a ray of light enters water from air it is noticed
that the ray does not continue in a straight line. Instead it gets bent with the
relation between the angle of incidence of the beam and the angle of refraction of the
beam being the same. The relation of the two angles in terms of the refractive indexes
of the mediums is given by the Snell's Law as:

sin Ai / sin
Ar = Nw / Na, where Ai is the angle of incidence, Ar is the angle of refraction, Nw is
the refractive index of water and Na is the refractive index of
air.

The refractive index of water is approximately 1.333
and that of air is approximately 1. Using the formula given the angle of incidence is
more than the angle of refraction.

For what purpose does Milton use the element of allusion in "When I consider how my light is spent"

Milton, like many other poets of his era, often alludes
either implicitly or explicitly (as in this poem) to the Bible.  The Bible was the
best-known text of this period. Some people (such as Milton himself) studied it deeply
for most of their lives, and even relatively uneducated people would have known the
Bible by hearing about it in sermons and even in everyday
conversation.

Therefore, by alluding to the Bible, Milton
achieves several important results:

1. He employs a
   source of authority that practically everyone in his culture would have accepted as the
   most important authority. He thus gives added authority to his
   poem.


2. He shows his desire, as a Christian but especially
   as a Protestant, to ground his writings in the scriptural word of
   God.


3. He shows the continuing relevance of God’s words to
   the particular lives of particular persons.


4. He adds to
   the complexity of his poem by creating a kind of dialogue within the work between his
   poem and the master-text of his culture.

When and how did Pony's parents die in The Outsiders?

This question is never fully addressed in S. E. Hinton's
novel, The Outsiders. Pony reveals that his parents were killed in
a car wreck, but there are no other specific details. We know that Pony's father
(apparently Darrel Curtis Sr., since Darry is his namesake) was 40 years old when he
died and Darry bears a striking resemblance to his dad who, according to Pony, looked
only 25. In the Francis Ford Coppola film, the director shows Pony reliving his parents'
death in a dream sequence showing them struck by a train while in their car. However,
the train is not mentioned as a cause of death in the novel. 

Do you think Jane Austen privileges education, over nature as formative of a person's character in Pride and Prejudice?explain with reason.

Although education is not directly mentioned as far of
academics goes in the story Pride and Prejudice, we do see it
implied in the characters of Mary, and even Lady Catherine, mostly as positive traits
that, unfortunately, fell in the "wrong sources".

The
rationale behind this argument is that Mary was often quoted as "plain", and "looking
for attention". She was clearly the smartest of all the Bennet sisters, but it is this
precise cleverness what made her a target for satire since she did not know how to use
her knowledge in a way that would make her more likable. Instead, she used her smart
nature to try and outsmart her sisters, without much luck. After all, she is still "the
plainest looking one".

Similarly, Lady Catherine deBourgh
is also described as a woman who is versed and well-educated in certain fields. However
she is also a victim of her character by not being able to put her intelligence to good
use. Instead, she patronizes people and uses what she has learned from life as a way to
make others feel inferior.

Therefore, although my argument
can be challenged, the fact is that the two women whose wits were more observable were
also two of the most annoying women in the story, altogether.

WHY does Angellica fall in love with Willmore? Doesn't she know better in The Rover?

If you ever understand the science of love and falling in
love, you will make millions!  No one can make themselves fall in love with someone
he/she doesn't; by the same token, you can't make yourself not love someone you do.  If
we could turn it on and off like that, the wonder of love would be lost.  There would be
no challenge or conquest at all to the "battlefield" of love (Pat Benetar referred to it
in her famous song).

Angellica is a courtesan who makes her
living and satisfies her desire for a lifestyle of wealth and comfort by marketing her
body to rich men.  This lifestyle is a matter of survival for her, so to fall in love
with anyone would be the end of her life as she knows it.  She not only enjoys the
wealth of her lifestyle, but also the control she has over these men.  If she fell in
love, the shoe would be on the other foot...she would no longer be in control.  However,
as I mentioned above, we do not get to choose with whom we fall in love or when it will
happen.  Quite possibly, she had no choice in the matter when she falls for the
Captain.  Fortunately for her, Don Antonio takes her in so that will no longer have to
advertise her wares to make a living.

Any idea why and for what grade it is appropriate to teach Messenger written by Lois Lowry?

The Messenger has a Lexile score of
720, making it appropriate for approximately fourth-grade level readers in terms of
difficulty.

Commonsensemedia.org suggests the book for age
ranges 9 and up, citing a lack of innocence in characters, questionable morality, and
violent plants (trees in the Forest attack the characters; one dies). Parents and
educators on the same website suggested the title for ages 12 and
up.

This book does not provide any sort of resolution to
The Giver, and one major issue that readers will face is the death
of a major character. It also poses the issue of humanity destroying the world, which is
one that might be difficult for students to relate to unless they are a little older.
Approaching these topics effectively in class might make it easier to present the text
to a slightly younger group.

In the area of Indiana where I
teach, most schools use this series from 4th-6th grade.

f(x)= x4 + x3 – 13x2 – 1x + 12 f(x)=x^4 + x^3 - 13x^2 - 1x+12 graph the following polynomial graphs on graph paper. You will...

We'll determine x and y
intercepts.

The graph is intercepting x axis for y =
0.

Since y = f(x) => x^4 + x^3 - 13x^2 - x + 12 =
0

Since all the coefficients of the given function are
integer numbers, the roots of the function can be found among the divisors of the free
coefficient, 12.

We'll check if x = -4 is one of the
roots.

f(-4) = 256 - 64 - 208 + 4 +
12

f(-4) = 0 => x = -4 is one of the roots of the
function.

Applying long division, we'll get the quotient q
= x^3 - 3x^2 - x + 3.

We'll apply the reminder
theorem:

(x + 4)(x^3 - 3x^2 - x + 3) =
f(x)

If f(x) = 0 => (x + 4)(x^3 - 3x^2 - x +
3)

(x + 4)[x^2*(x - 3) - (x - 3)] =
0

(x + 4)(x - 3)(x^2 - 1) =
0

The difference of squares returns the
product:

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

(x + 4)(x - 3)(x - 1)(x + 1) =
0

We'll cancel each factor:

x
+ 4 = 0 => x = -4

x - 3 = 0 => x =
3

x - 1 = 0 => x = 1

x
+ 1 = 0 => x = -1

The graph is intercepting x axis
in the points: (4, 0), (3, 0), (-1, 0), (1, 0).

The graph 
is intercepting y axis if x = 0.

f(0) = 0^4 + 0^3 – 13*0^2
– 0 + 12

f(0) = 12

The graph 
is intercepting y axis in the point (0, 12).

The end
behavior of the function is found when is evaluated the limit of the function if x is
approaching to +/-infinite:

x approaches to +
infinite:

lim x^4 + x^3 - 13x^2 - x+12 = (+infinite)^4 =
+infinite

x approaches to -
infinite:

lim x^4 + x^3 - 13x^2 - x+12 = (-infinite)^4 =
+infinite

Who are the protagonist and antagonist?

Conflict is generally thought to be at the heart of
engaging literature and drama. For conflict, you need a clash. Thus, the protagonist
goes head to head against the antagonist. This importance of conflict in tragic
literature was first recorded by Ancient Greek scholar,
Aristotle.

This clash need not necessarily be between two
people. There can be a number of antagonists who the protaganist must deal with. Society
can be an antagonist. Even, the protagonist's own weaknesses or doubts can be a form of
antagonist. Where there is conflict in literature and drama, there is a protagonist and
antagonism. Sometimes, people, society and the self can all be antagonisms, such as in
The Catcher in the Rye, by JD Salinger.

Thus, it can be
said that the protagonist is the main character of the book, and the antagonists are all
the impediments who s/he faces. Most works tend to have one main antagonist or "nemesis"
which gives the narrative a sense of personal contest. In The Catcher in the Rye,
however, although Holden conflicts against a number of people, it is ultimately society
as a whole, as seen through the prism of his own mental problems, that are his
antagonist.

Please can you give some quotes from Othello, displaying the love that Othello has for his wife?

You might want to start by looking in Act II scene 1, when
Othello comes back after fighting the Turks and successfully defeating them. As he
returns, he is overjoyed to be greeted by Desdemona. Note the words that he uses when he
sees her:

If
it were not to die

'Twere now to be most happy, for I
fear

My soul hath her content so
absolute

That not another comfort like to
this

Succeeds in unknown
fate.

Note the expressions of
love in his words. The sight of Desdemona after battle makes his soul so contented that
nothing else could increase that sense of contentment. Even if he were to die, he could
die in a state of perfect happiness because of his love for Desdemona and the joy that
seeing her brings to him. It is clear that these words from Othello describe a man
completely in love with his wife, and entirely devoted to her. It is worth tracing the
way that his affections change as Iago works his terrible work.

Based on “The Legend of Sleepy Hollow,” describe the character of Ichabod Crane.Based on “The Legend of Sleepy Hollow,” describe the...

One of the famous characters of American folklore, Ichabod
Crane is best remembered for his lanky appearance and his gullibility and fear as he
believes he is chased by the headless horseman.  In Washington Irving's charming,
humorous, and slightly terrifying tale, "The Legend of Sleepy Hollow," Ichabod Crane
arrives from Conneticut in Sleepy Hollow, the enchanted land and "place of nature." His
featues befit his surname Crane:  He has a long neck and legs; his
head is small and flat at the top; he has large ears, large glassy eyes, and a long
nose.  His likeness to a scarecrow, too, is remarkable. Irving describes
him,

To see
him striding along the profile of a hill on a windy day, with his clothes bagging and
flutering about him, one might have mistaken him for the genius of famine descending
upon the earth, or some scarecrow eloped from a
cornfield.

Crane is the
schoolmaster, and a harsh one at that.  But, he

readability="7">

administered justice with discrimination rather
than severity; taking the burthen off the backs of the weak, and laying it on those of
the strong.

He always tells
the boys that he whips that they will long remember it and thank him for the whipping
later on. Yet, when school was finished, Ichabod Crane was the playmate of the larger
boys.  But, he was known for accompanying the smaller boys home if they had pretty
sisters or a mother who could cook.  To assist his salary, he would help the farmers to
make hay, and he was not against letting the children play with him or hold a little one
on his knee.

As the schoolmaster and singing instructor,
Crane holds a respectable position in the community.  The ladies consider him erudite
and he is certainly knowedgeable in the history of New England Witchcraft.  He loves to
feed his imagination with his book on witchcraft and with the wives' tales.  But, after
he exchanges tales, Crane is fearful as he walks home until he encounters Katrina Van
Tassel.  So, desirous of marrying her, Ichabod visits her home where there is always
"wonderful food" on the table.

However, when Crane decides
to court Katrina, Brom Van Brunt, "the hero of the county round," becomes his foe.  So,
Ichabod pretends that he is giving Katrina singing lessons and visits the farm
frequently.  But, the redoutable Brom Bones, as he was called, becomes Ichabod's rival;
for a while, Brom plays practical jokes on Ichabod in order for him to turn into a
figure of ridicule.

 Ichabod vows to ask Katrina to marry
him; he borrows a ghastly looking horse named Gunpowder, who, though old and broken
down, has a "lurking devil in him." Toward evening he sees that Brom Bones has ridden
his own horse named Daredevil.  After the meal, people gather and tell stories of the
headless horseman of Sleepy Hollow.  All the tales affect Ichabod, who tries to talk
with Katrina before leaving.  But, mysteriously, Ichabod leaves looking desolate and
dejected at "the very witching hour."  With no signs of life, Ichabod fearfully recalls
all the ghost stories he has heard as he approaches a gnarled tree that is connected to
a tragic story of a Major Andre who was taken prisoner nearby. Then, when his horse will
not run over the bridge, Ichabod sees something "misshapen, black, and towering."  The
headless horseman rides alongside Gunpowder. Ichabod holds on and outruns the horseman,
who hurls his head at ichabod.

For days, people search for
Ichabod.  But, no trace of him can be found.  The old wives say Ichabod was "spirited
away."

I need a detailed introduction of the book THE ADVENTURES OF TOM SAWYER by MARK TWAINYou can include details like the names of the main characters,...

The Adventures of Tom Sawyer is about
a young boy who cares more about adventures than school.  It was published by Samuel
Clements under the name of Mark Twain in 1876. 

The main
character, Tom, is a playful child who does not like to sit still but is intelligent and
enjoys adventures.  He is constantly scheming to avoid work, and hangs out with the
local juvenile pariah, Huck Finn.  He lives with his Aunt Polly and his brother
Sid.

The book is jolly good fun, and mostly a series of
adventures and misadventures for young Tom.  Then things get a little serious when the
villain Injun Joe targets Tom after he witnesses a murder, and he gets lost in a cave
looking for treasure.

What are feminism and gender studies?

Feminism is a movement which insists women should have
rights equal to men--social, economic, and political rights are all included. Several
feminist female writers--Margaret Atwood, Virginia Woolf, George Eliot (Mary Anne Evans)
and others--experienced great success with literature focused on this
movement.

Gender studies is broader and analyzes both the
feminine and masculine, sexuality, and factors which affect these (geographical
location, race, culture, etc.). Gender studies explores the distinction between
socially-acceptable roles for men and women, but also includes a psychological aspect of
analysis in determining the nature of these roles. Most conversations in gender studies
revolve around the aspect of power within gender, as well as within the traditional and
nontraditional roles which define human beings. However, some critics feel that gender
studies is directed more toward an examination of women, rather than
men.

How does Schindler change throughout the movie Schindler's List?

Oskar Schindler (1908-1974)
was a native of Moravia (now part of the Czech Republic) and the primary focus of the
Stephen Spielberg film Schindler's List. During the Nazi Holocaust
during World War II, Schindler employed several thousand Jewish forced laborers in his
factories, saving the lives of at least 1200 who would have otherwise been subject to
extermination by German authorities.

Schindler's life
changed dramatically during the war years. Beginning as a member of German intelligence,
he was jailed by the Czechs in 1938. After his release, he joined the Nazi Party and
profiteered greatly from the German invasion of Poland in 1939. He enjoyed a glamorous
lifestyle, hobknobbing with German SS officials at upper echelon military parties. He
became very wealthy by utilizing Jewish labor in his factories rather than paying normal
wages to civilian workers. His astounding change began in 1943 when he witnessed the
brutal murders of Jews during the roundup in the Krakow ghetto. He also saw many of his
workers killed during their stay at the Polish concentration camp at Plaszow. He soon
became attached to many of his Schindlerjuden ("Schindler's Jews")
and found ways to protect as many of them as possible, usually by acquiring them special
status "for business essential to the war effort." He soon resorted to gaining special
exemptions and falsifying documents in an effort to protect his workers. He was arrested
at least three times (once for kissing a Jewish girl), and he risked further punishment
by selling Jewish property (marked for the Third Reich) on the black market to aid his
workers. In one factory, he refused to allow his workers to make any functional
munitions, falsifying records in order to cover his chicanery. He eventually spent his
entire fortune bribing officials and purchasing black market items to aid his
Schindlerjuden.

It was an amazing
turnabout for the once money-hungry Schindler, whose post-war financial operations
nearly all resulted in bankruptcy. According to his wish, he was buried in a Catholic
cemetery on Mount Zion in Jerusalem--the only Nazi Party member so honored. Schindler
rarely ever commented on his motives, but he was once quoted as saying,
 

"I knew the
people who worked for me... When you know people, you have to behave towards them like
human beings."

how are Tom and Daisy part of the established upper class

Throughout Fitzgerald's The Great
Gatsby, we see numerous examples of the tension between people from different
social classes--more specifically the rich (or "old money") vs. the poor (or "new
money").

But, one difference between these classes is that
the rich possess a  resilence despite any circumstance. The rich in Fitzgerald's world
(Tom and Daisy) can afford to be silly, reckless, and in this story, even murderous and
get away with it. However, when anyone from a lower class participates in these
shenanigans, they pay for it with their reputation, money (or in Gatsby's case, his
life). The rich in this story walk around with a safety net, and they are exempt in many
ways, from consequences.

After Gatsby's death, Nick runs
into Tom on the street where they have a short argument about what happened. When Nick
realizes it's useless, he says to himself

readability="10">

They were careless people, Tom and Daisy — they
smashed up things and creatures and then retreated back into their money or their vast
carelessness, or whatever it was that kept them together, and let other people clean up
the mess they had made. . . . (chapter
9)

Nick understands that
people like Daisy and Tom don't care, because nothing can touch them. Nick also realizes
that Gatsby, and others like him, will always be vulnerable because of their place on
the socio-economic ladder.

Why there is no neutron in a Hydrogen atom?

Hydrogen exists as three different isotopes. H-1, H-2, and
H-3.  H-1 is hydrogen with a proton in the nucleus and exists in nature as H2. This is
the most common form of hydrogen.

H-2, also known as
deuterium, has one proton and one neutron in its
nucleus.

H-3, also known as tritium, has one proton and two
neutrons in its neucleus. Tritium is a radioactive
isotope.

So while the most common form of hydrogen has no
neutrons in its neucleus, other isotopes do.

What is "Spiritualism?"

I think that the concept of "spiritualism" has become
assigned to the worship of a transcendental being or process that lies outside the
domain of established and "traditional" religion.  One finds that people can possess
"spirituality" without belonging to a formal denomination or congregation of
individuals.  The emphasis is on "spiritual" here.  The individual who aspires to a
"spiritual" path is one who seeks to enhance their own understanding of themselves in
the world and a connection with something transcendent, but selects to do so in a manner
that is away from something organized in terms of a collective entity.  People can still
be spiritual even if they align themselves with this established and formal entity. 
Yet, the idea of "spiritualism" as it is seen today is one whereby individuals seek to
find their own path to connection with something more than them in a domain that is not
so embedded in formality and organized structure.  The pursuit of an "immaterial"
reality becomes an individualized quest, as opposed to one driven by collectivity and
traditionalist approaches.

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Spiritualism is a religion that is not based on a
relationship with a particular savior. It recognizes all prophets that have come to
humankind throughout the ages, not setting one above the
other.

Please answer as soon as possible :) Here is my question.Suppose, you are the owner of ‘Pure Foods Ltd’, a new company planning to produce...

A) Our mission is provide quality dairy product to our
customers at a competitive price, assuring high standard of hygiene with help of latest
technology and making the work a stimulating experience for employees, with due concern
for health and happiness of  public at large and creating for value for all stake
holders.

B) The mission statement fully support the
customer orientation. The reasons are -

* The customer
orientation is proved from the fact that company   wish to sell quality product at
competitive prices.

* Secondly the customer orientation is
again reflected when statement emphasize on hygiene
issue.

* Thirdly the customer orientation comes again into
picture when health and happiness is talked about in the mission
statement.

To conclude we can say that there is no
watertight compartment between different interest groups or stake holders of an
organization, one who is talked about as common man can be a customer, or employee or a
partner to the business or so.

What is the difference between a concentration camp and an extermination camp as utilized by the NAZI's in WWII?

There is often very little difference between the two, and
frequently concentration camps over time turn into extermination camps.  Semantically
speaking, a concentration camp is a compound set up by a government in which person's
who meet a set of criteria are sent to.  They got their name because they are a
concentration of people who share something in common.  They are typically based on race
or political affiliation and they are started when that race or political affiliation
feels like a threat to a large portion of a population.  Concentration camps are meant
to separate these people from society in general.  Living conditions are usually
extremely sub-par, and residents are not in-frequently abused within their walls. 
Herein lies the main difference between a concentration camp and an extermination camp. 
Semantically speaking, no-one is to be killed at a concentration camp, they are just to
be kept separate.  At an extermination cam however, the purpose is to commit the mass
murder of a population of people that society feels threatened by.  Extermination camp
is a colloquial term that refers to the "concentration camps" for Jews in Nazi Germany
where people literally went to die.

Using specific examples from Kozol's essay, how is independence and choice related to literacy?

Kozol makes the argument that individuals have choices
when they are able to read.  For example, consider the Campbell's soup can labels to
which  Kozol alludes.  He argues that because they all look fundamentally alike, it is
near impossible for someone who is illiterate to really understand what they are eating
or what they choose to purchase.  Accordingly, those who are illiterate are depending on
the pictures on boxes or labels to help guide them, indicating a lack of choice because
of illiteracy.  This spills over into the realm of children.  Someone who is illiterate
cannot understand the letters that come home from schools and teachers.  The illiterate
parent cannot understand "the SAT Prep classes" that are being offered, courses that
open doors to children for college and higher education.  This is another example of how
Kozol argues that illiteracy removes the issue of independence and choice.  Finally, the
issue of driving and navigating street signs and instructions are related to the issue
of independence and choice.  The 48 year old man to conclude the article whose car broke
down, but could not tell the police officer where he was because he could not read a
street sign reflects how independence is minimized because of his illiteracy. All he
could say was that he was "on a one way street."  There is no better image to reflect
the dependence and lack of choice in the existence of someone who is illiterate than
this one.

How does a captive/captor relationship become a guest/host relationship in the Guest?

I love this story. Writing about it is really a pleasure.
This story is filled with irony and paradox. From a French point of view, Daru must take
an Arab prisoner to French prison. From an Algerian point of view, Daru is an outsider
taking a countryman to an outsider's jail. Poor Daru is caught between this. Although
Daru loathes the violence that this Arab has purportedly inflicted, he loathes (perhaps
more) the thought of himself as an extension of imperial France. Daru decides to treat
the Arab as a guest. In a very simple and touching scene, Daru shares a modest dinner
with the Arab. Very little is said but they eat together; it is a communion between host
and guest in a land that is disputed by their respective countries. Thus the obvious
question becomes, who is the host and who is the guest? Daru feels exiled everywhere
else but Algeria but at least Daru has a name. The Arab in this story remains a nameless
prisoner under an occupier’s law. We can debate who might be the host and who might be
the guest but Camus makes it clear that these are simply two men caught in a world that
refuses to let them be brothers.

Please give a character sketch of Noah Claypole in Oliver Twist.

Your original question was edited as you asked more than
one question. Please do not ask multiple questions in
future.

Noah Claypole is a boy who is first introduced to
us in Chapter Five, when Oliver begins his employment with Mr. Sowerberry. Noah works
with Mr. Sowerberry as well, but clearly feels that he is superior to Oliver as he is
not a "work'us brat," as Noah refers to Oliver. Note how Noah introduces himself to
Oliver in this chapter:

"I'm Mister Noah Claypole," said
the chairty boy, "and you're under me. Take down the shutters, yer idle young ruffian!"
With this, Mr. Claypole administered a kick to Oliver and entered the shop with a
dignified air, which did him great credit. It is difficult for a large-headed small-eyed
youth of lumbering make and heavy countenance to look dignified under any circumstances,
but it is more especially so when superadded to these personal attractions ar a red nose
and yellow smalls.

Thus, Noah is a character who, like many
others, shows immense cruelty to Oliver in spite of his own humorous appearance.
However, as Chapter Six shows, Noah shows himself to be a bully, who, when challenged,
reveals his true nature. After taunting Oliver about his mother, Oliver is goaded into
thumping Noah, and his response is to show his
weakness:

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"He'll murder me!" blubbered Noah. "Charlotte!
Missis! Here's the new boy a-murdering of me! Help! Help! Oliver's gone mad!
Charlotte!"

It is perhaps
particularly galling that Noah, who has stressed his superiority over Oliver in every
way, is forced to turn to women to help save him.

Which do you think is the more informative and why?Linear relationships between two quantities can be described by an equation or a graph.

When linear relations are described as a graph the
intercepts of the graph can be easily identified. It is also easy to determine the
general slope of the graph, i.e. whether it is positive or negative. Though to determine
the exact slope of the graph, most often the equation is easier to work
with.

It is also easier to work with an equation as all the
information that a graph can provide is accessible without having to actually plot the
graph. That does take a little more time and effort.

The
choice between using the equation or the graph is more to do with what information needs
to be collected. It would difficult to say that one of them is better than the
other.

I want to know about the language used in the story "Dusk.""Dusk" by Saki

In his story "Dusk," author Saki employs light/dark
imagery to create a certain mystery in his narrative; in addition, his skillful
utilization of irony and satire enhances the startling effect of his story's
ending.

For instance, the mysterious tone is established
with the light/dark imagery in the exposition of the narrative as Saki writes of the
"faint moonlight," "shadowed gloom," and the "gloaming hour" which disguises the
"unconsidered figures" who move with "bowed shoulders."  In this atmosphere of abject
figures in the twilight, Saki's character of Norman Grotsby, who takes cynical pleasure
in watching the others, seems somewhat superior since he has only failed in what Saki
terms a more "subtle ambition."  With this subtle word choice which suggests Grotsby's
superiority, and his demonstration of mental acumen as he detects the flaw in the young
man's tale of being lost after stepping out of his hotel for soap, the satiric irony of
Gortsby's error in thinking that the soap discovered under the bench after the young
man departs belongs to him is startling.

In order to
further enhance the irony and satire, Saki's diction creates credibility on the part of
the young man.  For example, Saki writes that the young man possesses a "look of
disarming frankness," and he makes "an eloquent pause."  When Gortsby does not seem to
believe him, the youth displays "a suggestion of resentment in his voice."  Further,
this diction disarms the unsuspecting reader as the
youth 

threw a
good deal of warmth into the last remark, as though perhaps to indicate the hope that
Gortsby did not fall short of the requisite
decency.

Thus, the diction of
the narrative about the young man who talks in the shadows of twight to the cynical
Gortsby, who seems the superior man of the dialogue, enhances the satire of human nature
as well as the startling irony of the last line of the story.

How was water used as an image in Act 3, scene 2 in Shakespeare's Macbeth?

Shakespeare uses imagery in his plays to add a deeper
meaning in his text.  The image of water for example (although it is not found in Act 3,
scene 2), represents innocence and the washing of guilt.  Traditionally, water is used
to wash oneself.  In baptism, the water is used to wash away original sin. 
Consequently, these images bring deeper meaning to the play.  After the murder to
Duncan, Macbeth is grief stricken and cannot believe what he has done.  In fact, Lady
Macbeth is forced to finish the job for him by smearing the bloody daggers on the
sleeping guards and framing them for the murder.  When she returns to her husband she
tells him, "A little water clears us from this deed."  By washing the blood off of their
hands (literally), Lady Macbeth is insinuating that they are also washing away the
guilt.  Unfortunately for her, at the end of the play, she realizes that washing with
water is not so powerful.  Her mind is so troubled at the end of the play that it
manifests itself through bouts of sleepwalking.  During these nightly episodes, she
re-enacts the murder of Duncan where she cannot remove the blood from her hands.  When
she repeats the words, “Out, damn'd spot!" she is realizing that her guilt cannot simply
be washed away.

Explain in detail the difference between Schizophrenia, Bipolar Disorder and Dissociative Identity Disorder.

These three types of mental illness are different in both
symptoms and known causes.  Schizophrenia has genetic precursors, and is neither trauma
or chemically induced.  The schizophrenic has difficulty perceiving the difference
between reality and illusion.  The other two disorders do not involve hallucinations,
although reality may be distorted in those conditions as
well.

Bipolar disorder (often called Manic Depression) is
chemical in nature, in that a person develops a chemical imbalance in the body and brain
that leaves the person prone to emotional and physical "highs" or "manic" phases where
they feel invincible, euphoric and overly energetic, followed, at various intervals, by
severe depression marked often by sleeping 20 hours  per day, suicidal ideation and
difficulty functioning in professional or personal relationships.  It is treatable with
medication as is Schizophrenia, but there is no known
cure.

Dissociative Identity Disorder, formerly known as
Multiple Personality Disorder, is neither chemically nor genetically acquired.  It is
commonly believed that it results from extreme and sustained traumatic events,
especially in early childhood, where the person's mind creates distinct identities,
exclusive from one another, that interact with the environment completely differently. 
It is also coupled with amnesia about what happened during a dominant phase of one of
the other personalities.  This disorder is treatable with therapy, and at generally high
success rates.

What skills are needed when carrying out an interview?

Since you say "carrying out an interview," I assume you
are asking about the skills that are needed to be an effective interviewer in a business
context.

If so, the greatest skill that is needed in
interviewing is the ability to listen effectively.  An interviewer must listen closely
to the answers given by the interview subject.  Interviewers must be able to find areas
that need to be followed up.  They must be able to have a sense of the body language of
the person being interviewed.  An interviewer who is able to listen effectively in these
ways will be able to conduct more productive interviews that are more likely to truly
determine how good a given candidate would be for the position in
question.

Who survived the Great Depression and how did they do so?

If you are asking about human beings surviving the
Depression, the majority of people did literally survive.  That is, there were not very
many people who actually died because of the Great Depression.  In general, people
survived by "tightening their belts" and making do with less than they had before. 
There are many examples of people planting gardens to get more food or substituting
cheaper ingredients into foods to save money.  Women moved more towards making things
for their families instead of buying them.  These sorts of austerity measures helped
families survive.

Of course, the government programs of the
New Deal helped as well.  These programs provided work for many, many people.  By doing
so, these programs gave them money and a sense of hope and helped them to survive the
Depression.

How do you find the extreme points of the function f(x) = 0.25x4 + 3x3 – 18x2 + 10 and classify them?

To determine the extreme points of the function, we need
to determine the critical values first. The critical values are the roots of the 1st
derivative of the function.

For this reason, we'll
calculate the first derivative of the function:

f'(x) =
4*(1/4)*x^3 + 9x^2 - 36x

We'll cancel
f'(x):

f'(x) = 0

x^3 + 9x^2 -
36x = 0

We'll factorize by
x:

x*(x^2 + 9x - 36) = 0

We'll
cancel each factor:

x = 0

x^2
+ 9x - 36 = 0

We'll apply quadratic
formula:

x1 = [-9+sqrt(81 +
144)]/2

x1 = (-9+15)/2

x1 =
3

x2 = -12

The critical points
of the function are: x = 0 , x = 3 and x = -12.

To find
extreme points, we'll have to determine the y coordinates for the critical
values:

f(0) = 10

f(3) = 81/4
+ 81 - 162 + 10

f(3) = -71 +
81/4

f(3) = -203/4

f(-12) =
5184 + 5184 - 2592 + 10

f(-12) =
7786

The extreme values are: (0 , 10) ; (3 ,
-203/4) ; (-12 , 7786).

What does the abrupt ending of the Aeneid suggest ?

The conclusion of the Virgil's Aeneid
is one of the most controversial passages in Western Literature. Some
scholars would argue that Virgil was not finished with the epic and that he would have
found a less abrupt way to conclude the epic. Numerous other scholars have argued about
whether Aeneas should have killed Turnus or should have spared his
life.

As soon
as his eyes took in the trophy, a memory of cruel
grief,

Aeneas, blazing with fury, and terrible in his
anger, cried:

‘Shall you be snatched from my grasp, wearing
the spoils

of one who was my own? Pallas it is, Pallas, who
sacrifices you

with this stroke, and exacts retribution
from your guilty blood.’

So saying, burning with rage, he
buried his sword deep

in Turnus’s breast: and then Turnus’s
limbs grew slack

with death, and his life fled, with a
moan, angrily, to the Shades. (A.S. Kline
translation)

If we could
accept that Virgil intended to conclude the Aeneid in the way that
it does end, with the death of Turnus, then we might think that Virgil intended to leave
his audience to answer for themselves the question of whether Aeneas was justified in
killing Turnus.

A similar sort of question would have to be
asked by many in Virgil's Roman audience. When Virgil composed the Aeneid in the 20s
BCE, his fellow Romans had just emerged from twenty years of civil war. They had fought
against their fellow countrymen. In many cases, they had to decide whether to kill or to
spare their fellow countrymen.

I suspect that Virgil
intended to end the Aeneid with the death of Turnus, but I like to
imagine that it was part of Virgil's brilliance not to answer the question of
justification for his audience. This is a question that his abrupt ending suggests they
must answer for themselves.

Compare the numbers 3tan 2 and 2tan 3

We'll choose a function whose domain of definition is (0 ;
3pi/180).

The function is f(x) = (tan
x)/x

We'll do the first derivative test to verify the if
the function is monotonic. We'll apply the quotient
rule:

f'(x) = [(tan x)'*x - (tan
x)*(x)']/x^2

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

f'(x) = (x - sin x*cos x)/x^2*(cos
x)^2

We notice that the numerator is positive for any value
from the domain of definition and the denominator is always
positive.

Then f'(x)>0 => the function is
monotonically increasing.

If so, for  x=2pi/180 <
x=3pi/180 => f(2pi/180) < f(3pi/180)

But
f(2pi/180) = tan (2pi/180)/(2pi/180)

f(3pi/180) = tan
(3pi/180)/(3pi/180)

tan (2pi/180)/(2pi/180) < tan
(3pi/180)/(3pi/180)

We'll simplify by
pi/180:

(tan 2)/2 < (tan
3)/3

We'll cross multiply and we'll
get:

3*tan 2 < 2*tan
3

Comparing the given values, we have found
the inequality: 3*tan 2 < 2*tan 3.

“You are standing on the shore of Lake Manchar. You spot a tasty fish swimming some distance below the lake surface.(a) If you want to spear...

Refraction in this case is referring to the fact that when
a beam of light goes from a substance of one density to a substance of another density
the speed of light changes and a beam of light will bend.  To determine which way the
light ray will bend, draw a normal line to the interface of the two different
substances.  In other words, a line perpendicular to the
surface.

If the beam of light - your laser or light
reflected fish's body - is going from air to water, the density of the water is greater
than that of air and the ray will bend toward the normal line.  That means it will bend
down toward the bottom of the water.

Because of this
bending the fish will appear closer to you than it actually is so you need to aim
farther out than where the fish appears to be.  How much farther out depends on the
angle at which you are looking at the fish. If you are looking straight down there is no
bending, but as the angle of your eye away from the normal increases the more you will
have to adjust your aim.

Note:  it does not matter if you
are throwing a spear or using a laser. In both cases, the light is bent (refracted)
going from one medium to another.  You probably will not be able to cook your fish
underwater with your laser. With the high heat capacity of the water, it would be
difficult, if not impossible, to actually cook the fish.

From The House on Mango Street, discuss the level of conflicts in Esperanza.

There are elements of both types of conflict in Cisneros'
work.  Esperanza struggles externally with the conflict that is posed between she as a
young woman and her community, which has a fixed and narrow view of what options are
there for women.  Esperanza struggles with this external condition because it proves to
be a barrier between her state of being and her wishes.  It is here where this external
conflict becomes internal.  Esperanza finds herself struggling with her own sense of
identity because of this difference between what exists in her social order and what
lies inside her own maturation.  The narrative operates in both of these spheres,
internal and external.  Both conflicts feed off of one another in order to give a level
of depth to Esperanza and what she experiences in her world.  It also allows her a
platform for her to be able to articulate what she wishes her world to be because her
experiences with conflict are both internal and external.

How to evaluate the definite integral of 1/(1+square root x), for limis of integration 0 and 4?

First, we'll determine the indefinite integral of the
function y. For this reason, we'll replace the variable x by
t^2.

x = t^2

We'll
differentiate both sides:

dx =
2tdt

Int  dx/(sqrt x + 1) = Int [1/(t +1)]*(2t
dt)

Int [1/(t +1)]*(2t dt) = 2Int (t+1)dt/(t +1) - 2Int
dt/(t+1)

Int [1/(t +1)]*(2t dt) = 2Int dt - 2Int
dt/(t+1)

We'll calculate the 1st
term:

2Int dt = 2t + C

We'll
calculate the 2nd term:

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

Int  dx/(sqrt x + 1) = 2sqrt x - 2 ln |sqrt x + 1| +
C

We'll apply Leibniz Newton to determine the definite
integral:

Int  dx/(sqrt x + 1) = F(4) -
F(0)

F(4) = 2sqrt 4 - 2 ln |sqrt 4 +
1|

F(4) = 4 - 2 ln 3

F(4) = 4
- ln 9

F(0) = 2sqrt 0 - 2 ln |sqrt 0+
1|

F(0) = 0 - ln 1

F(0) =
0

The definite integral of the given
function, if the limits of integration are x = 0 to x = 4,
is: Int dx/(sqrt x + 1) = 4 - ln
9

Summarize the poem "Loveliest of Trees" by A. E. Housman.

A, E. Housman writes about making the most of the moment
in his poem “The Loveliest of Trees.” No one will live forever, so squeeze every
possible minute of the enjoyment of nature.

The setting of
the poem is Easter, and spring has brought the lovely cherry trees to bloom.  The poet
is riding in a carriage or on horseback  in a rural area. The narration is first person
with the poet as the
speaker.

Summary

The
first stanza describes a beautiful scene.  The cherry trees are so covered with blossoms
that the branches hang down from their bounty. 

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Loveliest of trees, the cherry
now

Is hung with bloom along the
bough,

And stands about the woodland
ride

Wearing white for
Eastertide.

The trees stand
along the way as the speaker goes for a ride.  It is the perfect setting for the Easter
time with the trees wearing their white.  The speaker implies a connection to the
religious time and the white of the trees symbolizing the purity and innocence of
Christ.

In the second stanza, we learn that the speaker is
a little more than twenty years old. Of his "threescore years and ten" (seventy
years--the life expectancy of man laid out in Psalms 90 of the Bible), he will only have
fifty more years to enjoy the beauty of the earth.

The
third stanza explains that fifty years is really not enough time to relish the beauty of
the earth, the spring, and the lovely cherry trees.  Using a clever idea, he will be
able to observe the cherry trees in winter as well as spring. In winter, the trees will
be covered in white, but this will be snow; in spring, they are covered with the
luscious white blooms. He will travel again in the woodland area to take in the beauty
of the cherry trees.

The poet conveys the idea that spring
does not have the monopoly on beauty for the seasons.  Each season has its own kind of
glory. The fall has the leaves; the winter its snow; the summer its flowers; and the
spring its green---all are a part of the landscape which in itself is a work of
art.

Life is short, and travels rapidly by. The only thing
a person can do is relish each moment that he has.  Be excited about life and its
beauty.  Nature will go on whether one enjoys it or not.  Nature is indifferent to man
and does not wait on man to enjoy its loveliness.  The speaker will appreciate the
spring and the exquisite trees as long as he walks the earth. 

Compare and contrast Keats' "La Belle Dame sans Merci" with Tennyson's "The Lady of Shalott"?

These two poems Keats' "La Belle Dame sans Merci" and
Tennyson's "The Lady of Shalott" are expressions of unrequited love, the contrasts
between the world of reality and the world of imagination, and the difficulty of the two
worlds coexisting.

Both poems are about unrequited love.
Keats' poem concerns a pale knight who after experiencing a tryst with a beautiful
"fairy's child" feels abandoned and dejected on a "cold hillside."  In Tennyson's poem,
the lady leaves her secluded shadowy world to find enter the real world that Lancelot
inhabits.  She dies before she reaches Camelot and meets
Lancelot.

Both involve the contrasting worlds of
imagination and reality.  Keats' knight after experiencing the extraordinary world of
the imagination cannot bear the dullness of the real world; Tennyson's lady, after only
knowing the shadowy secluded world of fantasies, cannot survive in the bright world of
reality.

How does Shakespeare use language to create sympathy for Othello?I'm looking for quotes mainly, that i can analyse

The agony that Othello endures when he feels that he has
lost Desdemona is expressed so eloquently and so passionately that it is difficult not
to feel sympathy for Othello even when the reader knows that he is wrong.  Two speeches
are particularly poignant.  The first occurs in Act 3 after Iago's words have begun to
create suspicion and jealousy:

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I had been happy if the general
camp,

Pioners and all, had tasted her sweet
body,

So I had nothing know.  Oh, now
forever

Farewell the tranquil mind!  Farewell
content!

Farewell the plumed troop and the big
wars

That make ambition virtue!  Oh farewell . .
.

In this speech Othello's
war and soldier references equate Desdemona's love to all that he feels is important in
this world, to all that has defined him as a man. Everything that has made life seem
worthwhile is lost to him now that he doubts Desdemona's love for
him.

Later, Othello's anguish over the ocular proof Iago
has provided of Desdemona's infidelity also reveal his deep emotions.  He wavers between
his anger toward Desdemona and his admiration for her in such lines
as

Hang her! I
do but say what she is, so delicate with her needle, an admirable musician--oh, she will
sing the savageness out of a bear--of so high and plenteous wit and
invention--

Here, we see
Othello expressing within the same sentences his struggle between his love for Desdemona
and his belief that she should be punished for her
indiscretions.

And of course, Othello's unmitigated remorse
for killing Desdemona and his refusal to rationalize his actions also create sympathy
for this noble general:

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Cold, cold, my
girl!

Even like thy chastity. Oh, cursed
slave!

Whip me, ye
devils,

From the possession of this heavenly
sight!

Blow me about in winds! Roast me in
sulphur!

Wash me in steep-down gulfs of liquid
fire!

O Desdemona! Dessdemona!
Dead!

Oh! Oh!
Oh!

The heaven and hell
imagery here shows Othello's belief that his actions have damned him and that
Desdemona's innocence will secure her a place in heaven. The short exclamatory lines
indicate his extreme emotion, and the hyperboles show that he  fully understands  that
he will suffer not only in this life but in the
afterlife.

And finally, Othello's last speech, which places
the blame only on himself for throwing "the dearest pearl away" is the last time that
treasure imagery is used to describe Desdemona, and shows once more Othello's integrity
for admitting his wrongdoing and his willingness to suffer the consequences for his
actions.

In this way, pathos for Othello is
established.

In the anonymous Old English poem Beowulf, how does Beowulf feel his life was saved? (See lines 1651-1887 of the Seamus Heaney translation)

In lines 1651-1887 of the Seamus Heaney translation of the
Old English epic poem Beowulf, Beowulf offers several reasons why
his life was saved in his battle with Grendel’s mother.  His description of his fight
with her includes the following elements:

• He
  acknowledges that the battle was

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. . . hard-fought, a desperate
affair

that could have gone badly; if God had not helped
me,

the outcome would have been quick and fatal.
(1656-58)

He thus
acknowledges his utter dependence on God and gives God the glory for the
victory.

• He acknowledges the insufficiency of
  his own strength and weaponry and thus credits God with his victory
  (1659-1661).


• He gives God credit for allowing him to spot
  a useful weapon (1661-64).


• He indicates that, having
  received help from God, he then conducted himself wisely and bravely, although he
  doesn’t boast (1665-66). He thus shows that God helps those who try to help themselves,
  especially if their causes is virtuous and just.


• He
  offers his victory as a gift to Hrothgar and the Danes
  (1671-76).


• He shows respect to Hrothgar by giving
  Hrothgar what is left of the weapon used to slay Grendel’s mother (1677-79).
  

In short, Beowulf speaks precisely as an ideal
early Christian warrior should speak: he glorifies God; he shows respect to those above
him on the “great chain of being”; he is modest; he is brave, he is eloquent; he is
wise; he acknowledges the power of earthly evil while also paying tribute to the greater
power of God; he sees himself as an instrument of God’s providence; and he conducts
himself with dignity, humility, sincerity, and prudence.

How do I insert a blue line to the left of the quoted text just like your editors do it. It is beautiful and professional looking.

What you are referring to is a block quote. It is often
used to show that the text which has been marked is not a creation of the editor but has
been taken from a source and used verbatim. These are of great help to explain things in
a better way when a question is being answered.

When a
question is being asked, there is no necessity for this to be done and therefore no
option has been provided for text to be marked as you have described. If you would like
to mark anything as a direct quote, you could just enclose it within double quotes and
place it as a separate paragraph.

Even if you are not an
editor you can provide helpful answers to others on this site. When answering a
question, you can mark a direct quote by highlighting it and using the double quote
symbol below the text box.

Find the x-intercept and y-intercept for f(x) f(x)=x^2-3x+1

To determine x intercept, we'll put y = f(x) =
0.

But f(x) = x^2-3x+1 => x^2-3x+1 =
0

We'll apply quadratic
formula:

x1 = [3+sqrt(9 -
4)]/2

x1 = (3+sqrt5)/2

x2 =
(3-sqrt5)/2

The x intercepts are: ((3+sqrt5)/2 , 0) and
((3-sqrt5)/2) , 0).

To determine y intercepts, we'll cancel
the x coordinate.

f(0) = 0^2 - 3*0 +
1

f(0) = 1

The y intercept is
(0 , 1).

The x intercepts are ((3+sqrt5)/2 ,
0) and ((3-sqrt5)/2) , 0) and the y intercept is (0 ,
1).