Which letters represent Moses' significance in history?

The first five books of the Old Testament, the Pentateuch,
are commonly referred to as the Books of Moses. He first appears in Exodus where he was
born in Egypt and raised in the house of the ruling Pharaoh. In the same book, he leads
the Hebrews through the Plagues which afflicted the Egyptians and out of Egypt toward
Canaan. In Numbers, the people are numbered and a portion of the Mosaic Law is set
forth. That law is described in more detail in Leviticus. Finally, Deuteronomy is Moses'
farewell address to the Hebrews, as he is not allowed to cross over with them into the
promised land. He is allowed to see it from Mt. Nebo, but not to enter it. There are no
"letters" attributable to Moses; all the letters are in the New Testament and were
written by followers of Jesus.

Because of his leadership of
the Hebrews, Moses is considered the second most important Hebrew historical figure,
after Abraham.

Why is All Quiet on the Western Front by Erich Remarque considered an anti-war novel?All Quiet on the Western Front is considered to be a powerful...

The novel All Quiet on the Western Front,
by Erich Maria Remarque, is indeed an anti-war novel. Remarque, who was a
soldier during World War I, tells the story of Paul Baumer, a man who is urged to join
the war effort along with his life-long friends. Remarque focuses on every negative
effect of the war on the German soldiers, namely Paul and his acquaintances, during that
time. Remarque focuses on the social ineptness that the soldiers developed during the
conflict. He also talks about the tediousness of war when nothing happens, and yet, the
perennial fear that the men continuously suffer, always expecting a shotgun, or an
explosion to come out of nowhere.

Although the story does
focus on the cons of war, Erich Maria Remarque is clear to point out at the beginning of
the story that he does not condemn the military, nor a country's need to take action
before a conflict. In his own words,

This book is
to be neither an accusation nor a confession, and least of all an adventure, for death
is not an adventure to those who stand face to face with it. It will try simply to tell
of a generation of men who, even though they may have escaped shells, were destroyed by
the war.

Hence, you can safely argue that the
story of Paul Baumer in All Quiet on the Western Front is a
compilation of Remarque's personal experiences as a soldier, and he is clear in that he
does not condemn nor condone anything: He just needs to say how this particular group of
men were negatively impacted by it.

In Shakespeare's Macbeth, how is the conflict of man vs. man evident?

Although there are many examples of the various forms of
conflict apparent in Shakespeare's Macbeth (even man vs the
supernatural or God), there are a long list of examples of man vs man as
well.

Quite literally, there is the battle that Duncan and
his men are involved in as the play begins. When Macbeth and Lady Macbeth argue about
killing Duncan, this is man vs man. Of course, other examples would begin with Macbeth's
murder of Duncan, the murderers killing Banquo, and Macbeth's men killing Macduff's
family.

An interesting example of this conflict is also
seen when Macduff approaches Malcolm, Duncan's son (who fled to England when his father
was murdered). In this scene, Malcolm does not trust Macduff as he is a member of
Macbeth's court, and Malcolm (rightful heir to the Scottish throne) wrongly suspects
that Macduff may be in league with Macbeth, having come to England to kill him. When
word arrives regarding the slaughter of Macduff's family, Malcolm realizes Macduff has
sacrificed all to be there in an effort to save Scotland from the tyrant
Macbeth.

There is conflict toward the end of the play, of
course, when Macbeth kills young Siward in battle. Over his dead body, Macbeth boasts
(foolishly still believing the witches' misleading predictions)
that the young man died because he "was born of a woman" and Macbeth fears no
man.

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MACBETH:

Thou
wast born of woman.

But swords I smile at, weapons laugh to
scorn,

Brandish'd by man that's of a woman born.
(V.vii.15-17)

Ultimately,
Macbeth faces a vengeful Macduff, believing that Macduff cannot defeat him. Telling
Macduff he is wasting his time in trying to defeat a "charmed" Macbeth, he declares that
anyone born of a woman (every one) cannot kill Macbeth. To Macduff, the villainous
Macbeth says:

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Thou losest
labor.

As easy mayst thou the intrenchant
air

With thy keen sword impress as make me
bleed:

Let fall thy blade on vulnerable
crests;

I bear a charmed life, which must not
yield

To one of woman born.
(V.viii.12-16)

However,
Macduff attacks Macbeth advising him to tell the evil beings he serves that Macduff was
not "born" in the traditional way, but through Caesarian
section.

readability="10">

MACDUFF:

Despair
thy charm,

And let the angel whom thou still hast
served

Tell thee, Macduff was from his mother's
womb

Untimely ripp'd. (lines
17-20)

Macduff then kills
Macbeth in battle. There are other examples, but this includes the
highlights.

What were the significant events that took place as Nazism became powerful?

The first significant event in the rise of National
Socialism ("Nazi" was a pejorative term) was the failed Beer Hall Putsch in which Hitler
and other National Socialists attempted to take over the government of Munich by coup,
much as Mussolini had taken over the Italian government. Upon the failure of the Putsch,
Hitler was sent to prison where he wrote his political testament, Mein
Kampf. The National Socialists were aided by the Great Depression when German
unemployment reached 43 per cent.

Other political
ideologies at the time were the Communists and the Social Democrats.The Communists
refused to cooperate with the Social Democrats even though the two parties together
outnumbered the Nazis in the Reichstag.  German Communists were blinded by the hatred of
socialists and by the belief that Hitler’s fascist ideas represented the last throes of
capitalism and a communist revolution would soon follow. Social Democratic leaders
pleaded with the Communists for a temporary alliance to stop Hitler, at one point even
posing their pleas at the Soviet Embassy, but there was no use. This lack of cooperation
was exacerbated by a fire which destroyed the Reichstag. The fire was blamed on a young
Communist radical who was subsequently guillotined. There was substantial thinking among
historians for many years that the Nazi’s had started the fire to intensify the dispute
with the Communists; however recent historical evidence indicates that the young man was
indeed a Communist agent intent on bringing down the government by any possible means.
Ironically, his actions played into the hands of
Hitler.

Hitler was an expert in dirty backroom politics. He
gained the support of people in the army and big business, who thought they use him to
their own advantage. Conservative and nationalistic politicians also thought that they
could use him. Thus, when Hitler demanded that he be named Chancellor as a condition of
joining the government, they accepted his demand. On January 30, 1933, President
Hindenburg named Hitler as Chancellor. The Reichstag fire, after a particularly raucous
election, played easily into Hitler’s hands. He used the fire to persuade President
Hindenburg to invoke the Emergency Powers provision of the Constitution, which allowed
rule by decree. Emergency acts were passed which practically abolished freedom of speech
and assembly as well as most personal liberties. When the Nazi’s won only 44 per cent of
the Reichstag seats Hitler outlawed the communist party and had its representatives in
the Reichstag arrested. On March 23, 1933, the Reichstag passed the Enabling Act which
gave Hitler absolute dictatorial power for four years. Under the guise of legality, the
Nazi’s slowly dismantled the opposition, and Germany was soon a one party state in which
only the National Socialist Party was legal.

Were the changes in women's roles due to the war long or short term?Thank you!

In general, the changes in women's role in society that
happened during the war did not last.  After World War I, women generally went back to
playing the same role that they had previously.

During WWI,
many women took up jobs that had been left open by men going to fight.  However, once
the war ended, women did not keep those jobs.  Instead, they were generally encouraged
to go back to being wives and mothers.  For example, Congress passed the Sheppard-Towner
Maternity Act in 1921 to fund instruction for women in how to care for their infant
children.

However, there were some ways in which WWI did
change women's roles.  The most important of these was the fact that WWI was one factor
in women getting the right to vote in 1920.  Even so, there was not a major and
immediate change in women's roles that could be attributed to
WWI.

Discuss why Snowball, Napoleon, and Squealer become the leaders of the farm in Animal Farm.

These pigs are able to assert leadership because they are
"the cleverest of the animals."  It is this charisma that allows the pigs to become the
leaders of the farm.  These three end up becoming the "vanguard" of the animal
"proletariat" because they each represent some aspect of political leadership that will
form the basis of the animal form of government.  Snowball understands the theoretical
conditions of the animals leading the farm, while Squealer understands the needs to
convince the animals of the authenticity of the pigs' leadership.  Napoleon fully
understands how to ensure that the revolution is lasting and how to consolidate his own
power to make sure that the change from humans to animals is a lasting one.  Each one of
these pigs is able to grasp the immediacy of the moment and seize the moment to ensure
that their leadership is presented as the only logical alternative to that of the
humans.

The US economy grew 1.8% in the 1st quarter, less than forecast. What does the 1.8% increase indicate to policy...

There is no single answer to this question.  The meaning
of this increase means different things to different policy
makers.

For example, to the Fed, it seems to mean that
there is still a need for further stimulus.  As the article says, the Fed has decided to
continue with stimulus spending because of this relatively slow growth.  To other policy
makers, this 1.8% gain means that something has to be done about the federal deficit. 
Republicans in particular would argue that it shows that the economy is not growing as
rapidly as it should and that the cause is excessive taxation and government spending. 
Still other policy makers would argue that the slow growth is almost all because of oil
prices.  These policy makers would argue for the need to improve America's energy
independence.

As with most economic statistics, the meaning
of the 1.8% growth is subject to debate.  Different policy makers will have different
opinions as to what has caused the slow growth and what should be done to increase the
rate of growth.

A population of rabbits quadruples every 2 years. If the initial number of rabbits was 25, how long will it take for the population to reach...

The population of rabbits quadruples every 2 years. Let
the number of years taken to reach 700 be T. The initial population is 25. This gives an
equation:

700 =
25*(4)^(T/2)

=> 700/25 =
4^(T/2)

=> 28 =
4^(T/2)

take the log of both the
sides

=> log 28 = (T/2)*log
4

=> T/2 = log 28/log
4

=> T = 2*(log 28/log
4)

=> T = 4.807
years.

The population of rabbits grows to 700
from 25 in 4.807 years.

Explain how the following quote from Rosalind in Act I scene 3 of As You Like It presents Rosalind as being helpless.I could shake them off my...

Context is always so important in answering questions that
try to analyse specific quotes from a scene. Act I scene 3 is important because in it
Rosalind admits to Celia that she has fallen hopelessly in love with Orlando, and feels
quite overpowered by the emotion. Celia's role in this scene is to try and cheer up her
cousin by showing her how she can treat this "trouble" as a harmless diversion. Thus it
is that, in response to Rosalind's expression of woe that her life is "full of briers,"
or thorns, Celia responds, urging her cousin to not view her worries as "briers" but as
"burrs" that are small sticky seeds to be played with and that become stuck to our
clothing. Rosalind's response rebuffs Celia's attempts to cheer her up, saying that the
kind of burrs Celia talks about can easily be shaken off her clothing, but the burrs she
is refering to are lodged deeply in her heart, and thus are not able to be disposed of
so easily. Note how this imagery presents Rosalind as being helplessly in love. She is
not able to do anything to help herself and get rid of her emotions or shake them off.
They have well and truly stuck to her heart, the seat of her emotions, and she is left
wondering what to do with them now.

Simplify to the lowest terms (2x^2-22x)/(x^2-10x-11)

You should write the factored form of denominator, hence,
you need to find the zeroes of denominator such
that:

You
need to use quadratic formula such that:

(10+-sqrt(100 + 4*11))/2

(10+-sqrt144)/2

(10+-12)/2

-1

You may write the factored form of denominator such
that:

(x-11)(x+1)

You need to factor out   to numerator such
that:

2x(x-11)

You need to substitute   for
  and   for x^2-10x-11 such
that:

(2x(x-11))/((x-11)(x+1))

Reducing by factor  
yields:

2x/(x+1)

Hence, simplifying the fraction to
its lowest terms yields

When a metal heats up why is the color of light emitted first red/yellow and not any other colour?

The human eye can see electromagnetic radiation within a
narrow range of wavelengths. This is approximately between 400 nm and 700 nm. Light with
a wavelength of 700 nm appears red in color and that with a wavelength of 400 nm appears
violet. All the other colors have a wavelength between these. Light with a wavelength
above 700 nm is referred to as infra-red and that with a wavelength less than 400 nm is
called ultra-violet.

Any object at a temperature T above
absolute zero emits electromagnetic radiation. The wavelength at which it gives off the
maximum electromagnetic radiation is given by Wien's Displacement Law as L = b/T, where
b is a constant and T is the temperature of the body.

As
the temperature of the body and the wavelength at which it emits the maximum
electromagnetic radiation is inversely proportional, an increase in temperature leads to
a decrease in the wavelength. This makes the color of light given off first as red and
it gradually moves towards violet as the temperature is
increased.

In The Glass Castle, what effects does the unstable, negative environment Jeanette grows up in have on her?I am writing an essay on how the...

First of all, from your question, you seem to be
presenting two very different ideas.  The first idea (in the form of your question) is
"What are the effects of the unstable, negative environment on Jeanette?"  The second
idea suggests you are trying to prove that Jeanette's psychological pain was
caused by her parents.

I have a few
things you might want to consider.  First, I do not suggest setting out to prove that
her parents are the cause of her psychological pain.  Certainly, her parents and the
very un-traditional upbringing she and her siblings experienced is the heart of the
book.  Rather, what you might want to look at proving is whether she actually
experienced psychological pain at
all.

When reading your first question (above), my immediate
thought is that when you look at the overall tone of the book, the acknowledgements in
the beginning of the book, and the author's current sense of self (and success), you
might want to write an essay about the irony of the fact
that despite the "unstable, negative environment" in which she grew up, Jeanette Walls
is surprisingly well adjusted, seemingly happy, and arguably successful as an adult.  In
that sense, the "effects" of her childhood could be considered more positive than
negative.  Consider that she developed a sense of self, very early.  She is a fighter
and a survivor.  She has an appreciation for many things taken for granted in this
world.  She is resilient, and continues to employ the coping skills she learned as a
child in her life as an adult.

From the humorous,
straight-forward, and often very matter-of-fact tones of the memoir, it is clear the
author wishes to portray that her childhood should very well have been considered
"abusive," but that it wasn't.  Her tone suggests that she never considered herself a
victim of abuse, does not resent her parents today, and maintains a very strong bond
with a family that should be considered broken and unhealthy.  Her story is ironic in
many ways and if your essay fails to address the irony, I would warn you that you are
missing one of the most prominent messages.

Analyze the way in which Dr.Faustus presents a meeting point for the movements of Renaissance and Reformation

Dr. Faustus can be termed as a renaissance hero. The
foremost characterestic of the period being quest for knowledge. Faustus as a
renaissance hero devoted his entire life span for learning. He had the quest for
knowledge of god, heaven and hell which mean the entire universe. Faustus offers a deal
with Mephistophilis in order to achieve his aim. The recreations of historical figures
like Helen of Troy are also a symbol of quest of the reformation
era.

Faustus and Mephistophilis are discussing heaven,
after hearing the devil's description about it Faustus regrets his decision to sell his
soul. Faustus continues to question Mephistophilis on several topics and the discussion
eventually turns to God and heaven. However Mephistophilis refuses to say more about
them because of the pain of remembering the happiness of god and heaven are too much for
him. This doesnot please Faustus, so he presses Mephistophilis to reveal more on them.
Mephistophilis gets disgusted and leaves only to return with Lucifer and Belzebub.
Lucifer demands that questions about God and heaven are outside the contract he had made
and Faustu immediatetely agrees never to talk about the topics again. These evidences of
quest for knowledge cements that Faustus is a renaissance hero who connects the two
great movements in history.

What is the combustion of cyclohexane C6H12?

When balancing combustion reactions, do the carbon and
hydrogen first, then the oxygen last.

Step 1: 6 carbons on
the left, so you need 6 CO2 on the right.

Step 2: 12
hydrogens on the left, so you need 6 HOH on the right.

Step
3: count the number of oxygen atoms on the right = 18

step
4: divide oxygen atoms on right by 2 to get number of oxygen molecules needed on the
left.

18/2 = 9

Balanced
equation is:

C6H12 + 9 O2 --> 6 CO2 + 6
HOH

Discuss the differences between the types of national government favored by Federalists and Antifederalists.

Emerging out of the Constitutional Convention, the
emergence of two visions of national government threatened to divide the delegates.  For
their part, the Federalists favored a type of government that was able to hold national
power and enforcement strength.  The Federalists were concerned with a weakened central
government.  They saw Shays' Rebellion and the Articles of Confederation.  They
understood that the need for a national government that had enforcement power and the
ability to control the affairs of the nation was of vital interest if the new nation was
to succeed.  The Federalists were convinced that the nation can only find peace, law,
and order with a strong national government.

The vision of
national government that Antifederalists held was a minimal one.  Coming off of the
nightmare of King George that sparked the revolution in the first place, the
Antifederalists were determined to not exchange one oppressive form of government with
another one.  For their part, they wanted national government to be able to be checked
by the state government.  It was important for them to advocate a form of nationalized
government that would be limited by the states and by individuals, allowing individual
freedom to be the most important element in national government.

ln(-x)=ln(x^2-6)How to find out the value of x in the above problem..please help

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

-x = x^2 -
6

We'll use the symmetrical property and we'll
have:

x^2 - 6 = -x

We'll shift
-x to the left:

x^2 + x - 6 =
0

We'll apply quadratic
formula:

x1 =
[-1+sqrt(1+24)]/2

x1 =
(-1+5)/2

x1 = -2

x2 =
-3

Now, we'll impose the constraints of existence of
logarithms:

x < 0

x^2 -
6 > 0

The expression is positive if x belongs to the
intervals: (-infinite;-sqrt6)U(+sqrt6 ; +infinite)

The
common interval of admissible values for x is
(-infinite;-sqrt6).

Since x = -2 doesn't
belong to this interval, the only solution of the equation is x =
-3.

what does the expression cos 40°cos10°+sin40°sin10° equal?

We'll recognize the
identity:

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

Let x = 40 and y = 10

The
given sum could be written:

cos 40*cos 10 + sin 40*sin 10 =
cos (40 - 10)

cos 40*cos 10 + sin 40*sin 10 = cos
30

But cos 30 = (sqrt
3)/2

The given sum is equal to: cos 40*cos 10
+ sin 40*sin 10 = (sqrt 3)/2.

What part does religion play in the characterizations in The Crucible?

I think that religion is depicted as a force that
individuals can manipulate in order to advance their own agendas.  It is shown to be the
source of the greatest of human character and simultaneously, the source of some of the
worst elements in human character.  Reverend Parris might be one example of this.  Being
a supposedly religious figure, he is concerned only with his status and seems more
driven by what the impacts of the accusations would be in terms of his standing than
anything else.  His use of religion is only to further his own perception in the eyes of
others.  Abigail, his niece, is one who uses religion to feed her own ends.  She
understands that the severely religious fears of witchcraft can be something she can use
in order to advance her own desire of control and want.  Reverend Hale is not a terrible
individual, but he is depicted as one who stops short of doing the right thing because
of his own zeal, caused by religious fervor. These individuals are cast against the
characters of Proctor and Rebecca Nurse, who might not be members of the religious
establishment, but are ones who act with more of an embrace of spirituality and
sacrifice than those who are supposedly the "religious leaders" of
Salem.

What is the character sketch of the young man in the story "Dusk" by Saki?

The young man that replaces the old gentleman who seems so
defeated by the vicissitudes of life on the bench is described as being "fairly well
dressed" but having the same depressed and browbeaten disposition. As he sits down, he
angrily and audibly swears as if to show the way that the world is conspiring against
him. The young man clearly shows himself to be a good confidence trickster, as the story
that he tells the protagonist is plausible and told convincingly, trying to get Gortsby
to give him some money:

readability="7">

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

However, his flaw is
forgetting the soap that was so much a part of his story, and which Gortsby correctly
establishes is the Achilles heel of his attempt to fleece him. Having been challenged,
the young man walks off with his head held high and "an air of somewhat jaded
jauntiness." His defensiveness is shown yet again when Gortsby finds him after
discovering the bar of soap. He is clearly a young man who is something of a chancer,
trying to take advantage of others through the stories that he spins, and is incredibly
surprised when Gortsby reveals that he found the soap after all.

Discuss the characters' roles within the family context in The Glass Menagerie and how these roles create conflict.

In The Glass Managerie, Tom Wingfield
is the older brother and provider for his mother, Amanda, and sister, Laura. Tom and
Laura's father left the family a long time ago, and they have not seen him since. Tom,
the older brother, feels the burden of having to take care of his mother and sister. He
begins to resent the fact that he must provide financially and emotionally. It takes a
toll on him. That is why he decides to leave home.

Laura
wears a brace on one leg and is painfully shy. Her mother feels it her duty to find a
suitor for Laura. She asks Tom to help. Tom brings Jim to the house for dinner, but did
not realize Jim was engaged.

Laura, unaware that Jim is
engaged, finally opens her heart to share with Jim that she had a crush on him in high
school. The two of them share an intimate moment, only to be interrupted when Jim
remembers he is engaged.

After the fiasco of learning that
Jim is engaged, Tom's mother explodes in anger because Tom brought home an engaged man
for Laura. Of course, Tom had no idea he was engaged, and his mother's arguing just
helps him make up his mind to leave home.

In fact, instead
of paying the electric bill, Tom spent the money on the merchant marines. By the end of
the play, the lights go out. This is symbolic, meaning the end for Tom. He has made up
his mind.

Laura and Amanda will have to figure out a way to
make it without Tom. Ironically, Tom does exactly what his father did. He abandons his
family, but considering the type of argumentative mother he has, who can blame
him?

How is Nick's attitude toward Gatsby ambivalent even at the moment wen he says goodbye to him?

At this point in the novel, Nick feels very strongly that
Gatsbty is the best of the bunch he has asociated with.  But he does not realize just
how callous and self centered Tom, Daisy, Jordan, and even Meyer Wolfshiem are until
after Gatsby's death.  When the only two people who come to Gatdby's funeral are his
father and "owl eyes", Nick realizes that Gatsby's love of Daisy was real, that he was
real, even though his background wasn't. At this point his ambivalence for Gatsby is
gone, and his feelings towards everyone else he has met in the east are sealed.  This is
why he goes back to the mid-west at the end of the novel.

In Oliver Twist, where did the man from the orphanage take Oliver to start his work?

I think you will find that Chapter Four contains the
information you are looking for. Having escaped a terrible fate of working as a chimney
sweep, Oliver is then taken in by Mr. Sowerberry, who is an undertaker and whose
business is death. Therefore, after having this decision approved by the board, Oliver
is taken by Mr. Bumble the Beadle to Mr. Sowerberry's abode where Oliver is to live and
work. Note the conditions that are given by the
board:

Mr.
Sowerberry was closeted with the board for five minutes, and it was arranged that Oliver
should go to him that evening "upon liking"--a phrase which means, in the case of a
parish apprentice, that if the master find, upon a short trial, that he can get enough
work out of a boy without putting too much food into him, he shall have him for a term
of years to do what he likes with
him.

Thus the uncertain
future of Oliver is decided as he leaves the workhouse, and his position as a dependent,
friendless boy without connections and free to be abused by those who have power over
him is confirmed. This is something that becomes more evident when we see the precise
nature of his work at the Sowerberry's house and how he is mistreated by all
concerned.

What are 15 main events in the novel "Monster" by Walter Dean Myers?

1.  The novel opens showing Cell Block D of the Manhattan
Detention Center with Steve Harmon on a cot listening to the sounds of the cell block at
night.  He is obviously very scared.

2. Steve talks to his
attorney, Kathy O'Brien, about the case. He asks her if they are going to win and she
replies that it all depends on his definition of win.

3.
Petrocelli (the prosecutor), O'Brien (Steve's lawyer), and Asa Briggs (King's attorney)
all give their opening statements.

4. Petrocelli begins
with the defense of the trial- calling Jose Delgado, Salvatore Zinzi, Wendell Bolden,
Detective Karyl, Osvaldo Cruz, Dr. James Moody, Lorelle Henry, and Richard "Bobo" Evans
as witnesses for the state.

5.  All defense lawyers
cross-examine the witnesses called by the state
prosecutor.

6.  Asa Briggs begins her defense.  She calls
two witnesses: Dorothy Moore and George Nipping.

7.  Both
Petrocelli and O'Brien cross examine King's defense
witnesses.

8.  O'Brien calls Steve and his art teacher, Mr.
Sawaski. They are both cross-examined by the other
lawyers.

9. Throughout the novel, Steve questions himself
as a person and a "monster".

10.  Limited perspectives of
those around him are given showing the lack of apathy for those on
trial.

11.  Steve has flashbacks to his life before the
trial- time with friends, a conversation with King, and a moment with his brother where
they talk about superheros.

12.  The lawyers present their
closing statements trying to persuade the jury to find the men either innocent of guilty
based upon specific side.

13.  Steve admits that the night
before the verdict is given, he cannot sleep.  He thinks that if he closes his eyes he
will die.

14.  James King is found guilty and sentenced to
25 years to life.

15. Steve Harmon is found innocent, his
lawyer turns away from him when he goes to hug her, his father moves away, and Steve is
left with the search to find out who he really is.

What is Hamlet's last name in the book Hamlet written by William Shakespeare?

As you say, he's the actual son of Hamlet, but we're not
given any information in the play about what family he belonged to.  Royals usually
didn't go by their surnames in medieval and early modern Europe. It was a real and
deliberate insult to Lous XVI to call him "Citoyen Louis Capet" during his trial and
execution, and the same was true of Charles Stuart, aka Charles I of England. They
thought of themselves as belonging to royal houses more so than tight-knit nuclear
families like everyone else.

I don't think this is what
Shakespeare had in mind when he was writing Hamlet, after all, many of his characters go
by what we would usually associate with first names only: Horatio or Polonius in Hamlet,
for example. Plus, we never learn what King Lear's daughters' last names are either. It
seems to be a detail that Shakespeare wasn't all that concerned
with.

In Act 1, scene 2 of Romeo and Juliet, how does Benevolio convince Romeo to come along to the party?

Having heard the reason for Romeo's depression and general
love-sick attitude, Benvolio, desperate to try and cheer his friend up, tries to tempt
him to go to the Capulet's feast. However, the only thing that helps him to entice Romeo
along is the assurance that Romeo's lover, Rosaline, will be there, and that Benvolio
will show Romeo how there are so many more beautiful women at this feast than
Rosaline:

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At this same ancient feast of
Capulet's
Sups the fair Rosaline whom thou so
lovest,
With all the admired beauties of
Verona:
Go thither; and, with unattainted
eye,
Compare her face with some that I shall
show,
And I will make thee think thy swan a
crow.

Although
Romeo marks out Benvolio's hope as being impossible, at the same time he agrees to go to
the feast so that he can rejoice in the beauty of his lover and be near to her. It is
interesting though that, as important as Rosaline is in these first scenes, she never
appears at the banquet or indeed in the play as a whole, seeming to be included in the
play to show Romeo's swift change in his affections from Rosaline to
Juliet.

What is a good topic for an argumentative essay about In the Country of Men?

One of the easiest ways to write an argumentative essay
about a long book is to choose one theme on which to focus the essay, then develop the
essay by analyzing the techniques the author uses to develop the theme.  To start, pick
a basic theme subject presented in the book.  An obvious and well-supported example
might be the theme of betrayal.  Then, create an open-ended
question that will guide your argument.  For
example:

What is the author trying to
say about the theme of betrayal and how does he accomplish
this?

With this open-ended question, you can
brainstorm a list of ideas that are backed up by evidence from the text.  Here, you
would definitely want to include Rashid's betrayal (whose betrayal led to his arrest?)
and the fact that he does not further betray his friends, even in
the face of torture.  Suleiman is also involved in betrayal.  In one instance, he
betrays a friend and feels shame.  In another, he betrays his father, and does not
believe he did anything wrong.  Later in the novel, he feels betrayed by his
family.

Through the examples above (and others which you
will continue to list as you brainstorm), look for emerging patterns and commonalities. 
Attempt to answer the original question (from above) in a general sentence which is
supported by three sub-categories.   Your statement (or main argument) will become your
thesis.  The three categories, into which you will group your ideas, will become the
main points of your argument and therefore the outline of your
essay.

Are the actions of individuals more valuable than the actions of groups or teams?I need help writing an essay about this topic...getting started.

Keep in mind, first of all, that the arguments for this
essay will most likely be based on your own experiences, observations, and/or things
you've read.  Keeping this in mind, in order to tackle this essay, I suggest you do the
following steps in order:

1. Decide which side of
   the question you will ultimately choose.  "Sitting on the fence" (or arguing both sides)
   usually makes for a generally weak essay.


2. (If you cannot
   decide, brainstorm ideas for both sides and choose the one for which you have the most
   answers.  Don't worry about what you actually believe.  Go with what you have the most
   information for.)


3. Change the prompt question to be an
   open-ended question in favor of your side.  Example: Why are the actions of
   individuals more valuable than the actions of
   groups/teams?


4. Brainstorm as many answers to
   the above question as possible.  Be both broad and specific in your ideas.  If you put
   down a general idea, for example, try to expand that idea into some specifics by coming
   up with examples.  Definitely come up with specific
   examples to illustrate your ideas.


5. Hone
   your brainstormed list into three categories.  Your categories will either come from
   your ideas (as in, group examples under similar headings) or you can simply say,
   ...based on my experience,
   observations, and
   readings... and allow these to be your
   three categories for examples.


6. Outline your paper using
   the larger idea categories as paragraph topic sentences.  Put one or two well-detailed
   examples under each main point.

The outline
will become the body of your essay and then all you have left is to add an introduction
and conclusion.

If you are looking for
ideas for the prompt (some discussion to help you get started) I
highly encourage you to post the question in the discussion forum under the "Social
Sciences" group.

How did factory workers impact WWII?how did factory workers impact wwII

Factory workers as a group had a major impact on WWII
because WWII was a total war, a war in which all parts of a society had to be mobilized
to contribute to the war effort.

WWII was won by the side
that could produce the most war materiel.  It was won by making more tanks and more
airplanes and more bullets and more uniforms.  The Allies won largely because they had
the United States on their side.  The US had a huge industrial capacity and one that
could not be bombed by the enemy.  This was extremely important in winning the war
because, as the link below tells us,

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Victory in World War II depended, more than
anything else, on supplying armies with huge quantities of industrial
products.

So, factory workers
impacted the war by producing the materials that allowed the soldiers to fight. 
Whichever side did this better would, and did, win.  Once again to quote the
link,

The
people who built these products ... were as important to the war effort as the soldiers
in the armies.

How to prove that derivative of cosx is -sinx ?

We know that the function f(x) = cos x could be
differentiated over the real numbers set.

We'll write the
definition of the derivative at a given point x0.

f'(x0) =
lim (cos x - cos x0/(x - x0), if x approaches to x0

We'll
transform the difference of cosines into a product:

cos x -
cos x0 = 2sin[(x+x0)/2]*sin[(x0-x)/2]

We'll re-write the
limit:

f'(x0) = lim
2sin[(x+x0)/2]*sin[(x0-x)/2]/(x-x0)

f'(x0) = lim
2sin[(x+x0)/2]* lim sin[(x0-x)/2]/2*[(x-x0)/2]

f'(x0) =
-(2/2)*lim sin[(x+x0)/2]*lim sin[(x -
x0)/2]/[(x-x0)/2]

We'll recognize the remarkable limit lim
sin[(x - x0)/2]/[(x-x0)/2] = 1

f'(x0) = -lim sin[(x+x0)/2]
= -sin (x0 + x0)/2 = -sin (2*x0/2)

f'(x0) = - sin
x0

Therefore, the derivative of the cosine
function is: (cos x)' = - sin x.

What is the rising action in Hemingway's A Farewell to Arms?

The rising action structurally follows the Introduction,
which is when the central characters, Catherine and Frederic Henry, meet and unfold
their relationship to each other along with the beginnings of the story conflict. In
A Farewell to Arms, since it is, according to Hemingway, a love
story, at least part of the conflict--or one of the aspects of conflict--is the
difficulty of attaining an intimate, loving relationship during the horrors of world war
versus the idealized image of its attainment.

Since the romance, by
Hemingway's design, as stated by Edmund Wilson, is Hemingway's Romeo and
Juliet, the flirtation and building romance between
Henry and Catherine comprise the rising action that leads up to Henry's need to return
to the front. The rising action of their flirtation builds in Chapter 14, then becomes
earnest from Chapter 15 when Dr. Valentini examines him and schedules
surgery.

[Romeo and Juliet remark quoted by
Edmund Wilson in "Ernest Hemingway: Bourdon Gauge of Morale" first printed in
Atlantic Monthly 164 (July 1939).]

Why did American college enrollment rise early in the Vietnam War?

The only reason for college enrollments to rise during the
Vietnam War was the fact that men wanted to avoid the draft.  During the Vietnam War,
there was a draft through which all men had to make themselves available for military
service.  Many men did not want to get drafted and have to go fight in Vietnam.  One way
to avoid having to do this was by going to college.  There were, at that time, draft
deferments that enabled men to get out of being drafted if they went to college.  This
is why more men started going to college during this time.

What is the best way to "take notes" on The Adventures of Tom Sawyer?We will be tested at the end of summer.

First, buy a paperback copy of The Adventures of
Tom Sawyer if you have not already done so. A new one is only a few dollars,
and a used one is likely readily available for even greater
savings.

If time permits, it is preferable to read the book
in its entirety before you worry about analysis.

On your
(hopefully) second read-through, keep a highlighter and a pen with you at all times as
you read. If something strikes you as interesting or important, highlight those
sentences. Make a note in the margin about why you think the passage is interesting or
important. Do not go any farther into analysis at this
point.

When you have completed your reading, highlighting,
and marginalia, sit down with some note cards. Try to use multiple colors to help you
keep things straight. Designate a color to co-ordinate with a topic: green for
characters, yellow for plot, pink for themes, etc.

Go back
through your highlighting and marginalia. Probably not everything you at first thought
important will need to be transferred to the cards. A second reading will be most
helpful in making these distinctions, by the way.

On each
card, either record direct quotes or paraphrases. Review your note cards often, and have
a friend quiz you on the contents.

Follow these steps, and
your post-summer reading test will be a breeze.  Good luck!

In The Great Gatsby, what does Nick mean when he says "They’re a rotten crowd...You’re worth the whole damn bunch put together.” ?

In Chapter Eight of F. Scott Fitzgerald’s novel
The Great Gatsby, Gatsby reveals to Nick the full extent of
his history with respect to Daisy Buchanan, his one true love – or obsession.  She was,
he tells Nick, “the first ‘nice’ girl he had ever known.”  Gatsby’s problem, of course,
was that he came from a very modest background and could not hope to compete for Daisy’s
hand in her world of affluence and conspicuous consumption.  She was aristocracy; he was
proletariat.  As he describes the context under which he finally consummated his love
for Daisy, he reveals more about his background:

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“However glorious might be his future as Jay
Gatsby, he was at present a penniless young man without a past, and at any moment the
invisible cloak of his uniform might slip from his shoulders. So he made the most of his
time. He took what he could get, ravenously and unscrupulously—eventually he took Daisy
one still October night, took her because he had no real right to touch her
hand.”

Gatsby, unscrupulous
though he be, knew he wouldn’t measure up socially and financially to Daisy’s world. 
That, however, didn’t stop him from committing his life to the accumulation of wealth so
that he could at least position himself geographically and emotionally closer to the
object of his obsession.  He knows, however, that the gulf between them is
insurmountable.  It is Nick, however, shorn of his idealism and naivete, who assures his
neighbor and “friend” that wealth and class are two very different things.  Talking with
Gatsby late in this chapter, the two are preparing to go their separate ways, Nick
preparing to catch a train to the city.  Assuring Gatsby that he’ll “call you about
noon,” Gatsby suggests that “‘I suppose Daisy’ll call too,’ to which Nick responds, “‘I
suppose so.’” Nick then describes the scene as
follows:

“We
shook hands and I started away. Just before I reached the hedge I remembered something
and turned around. ‘They’re a rotten crowd,’ I shouted across the lawn. ‘You’re worth
the whole damn bunch put together.’

“I’ve always been glad
I said that. It was the only compliment I ever gave him, because I disapproved of him
from beginning to end.”

Nick
is pointing out what the reader has been able to see throughout The Great
Gatsby:  The wealth and status enjoyed by the Buchanans and those with
whom they associated was a thin veneer beneath which was a foundation of moral decay. 
Character is more important than money, and Gatsby, if nothing else, had
character.

Describe the Reformation and the Age of Expansion

The Reformation was a religious revolution in Western
Europe which was largely the result of efforts by Martin Luther, John Calvin, and to a
lesser extend, Hulrich Zwingli. All took exception to the established teachings of the
Catholic Church, primarily the idea that the Pope was the Vicar of Christ on earth; and
that good works were necessary for salvation. Luther's position was that faith alone was
necessary; Calvin's position was that all were condemned because of the sin of Adam and
Eve; yet God had predestined certain people to be saved. Zwingli's thinking was somewhat
similar to Calvin's; although he believed that the second coming of Christ was
imminent.

There is little relation between the Reformation
and the Age of Expansion, other than once new lands were open to settlement by
Europeans, many religious dissidents who were persecuted because of their religious
beliefs took refuge in America. The Age of Expansion was largely the result of the
Renaissance, a period of rebirth of learning in Western Europe. New techniques of
navigation learned from the Muslims made it possible for European mariners to navigate
more accurately. This, together with the capture of Constantinople by the Turks in 1453
motivated Europeans to find other routes to the Far East in search of spices, gold,
etc.  Needless to say, among those searching was Christopher Columbus, who attempted to
reach Japan and China by sailing West, but encountered the Americas
instead.

Where did the holocaust take place; in what countries?

The Holocaust originated in Nazi Germany during the
late-1930s and quickly spread throughout Central and Eastern Europe.  As the country
responsible for conceptualizing and carrying out the systematic extermination of
Europe's Jewish population, Germany was the core of that effort, and its scale expanded
in direct relation to the reach of the German Army and associated extermination units,
especially the Einsatzgruppen units and, more specifically,
the Schutzstaffel (SS) units that were formed
and tasked with the mission of locating and killing the Jewish communities countries
invaded and occupied by Germany.  Holocaust-related activities were located throughout
those occupied territories, and included regions "liberated" from Russian hegemony, like
the Baltics and Ukraine, whose indigenous populations collaborated with the Nazis in
rounding-up their Jewish populations for
extermination. 

The Holocaust was largely comprised of a
vast network of concentration camps that were built by the Germans in their own country
as well as in Poland, site of the most infamous of all Nazi death camps, Auschwitz, as
well as in Austria, and Ukraine. The Holocaust was, not, however, limited in scope to
that network of concentration camps.  The systemization and industrialization of the
plan to exterminate the continent’s Jewish populations was preceded by less efficient
actions that nevertheless succeeded in killing large numbers of Jews.  Consequently,
major Holocaust-related activities took place in areas where there were not
concentration camps established.  In such cases, most prominently, the September 1941
massacre at Babi Yar, a site near the Ukrainian capital Kiev, where an estimated 100,000
Jews were rounded up and methodically executed by gunshot, the German killing machine
preceded the establishment of the network of camps that were a product of the more
organized and industrialized plan to more efficiently rid Europe of its Jewish
population.

Discussions of where, geographically, the
Holocaust occurred are subject to debate because some countries, like France, that
suffered German occupation, were not entirely innocent in their treatment of their
Jewish communities.  In fact, the fascist political movement known as Vichy
France collaborated with the Germans in rounding up and deporting to German
tens of thousands of French Jews and Jews who had fled to France from Germany.  An
estimated 75,000 such Jews were deported to concentration camps. Other countries were
similarly complicit in collaborating with the Nazis, including Romania and Bulgaria, in
addition to the aforementioned Polish and Baltic, especially Lithuanian,
complicity.

A linkage to a map detailing the locations of
German concentration camps is linked below.

How are Elisa in "The Chrysanthemums" by John Steinbeck and the narrator of "The Yellow Wallpaper" similar?

I would want to approach this question by talking about
the way that Eliza and the narrator of "The Yellow Wallpaper" are both trapped in
various ways, and how their position of a woman contributes to this
entrapment.

Eliza in "The Chrysanthemums" is definitely a
character who feels hemmed in. Note the way that nature itself has "closed off" the
Salinas Valley from everything else through the "high grey-flannel fog of winter" that
traps Eliza from the outside world. We can perhaps understand the way that she is
trapped and inhibited: physically, emotionally and spiritually. All it takes is the
visiting tinker to show a bit of interest in her chrysanthemums and she shows that she
is desperate to reach out and experience some form of human
connection:

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Kneeling there, her hand went out toward his legs
in the greasy black trousers. Her hesistant fingers almost touched the cloth. Then her
hand dropped to the ground. She crouched low like a fawning
dog.

We see the huge
emotional isolation that encompasses her life and how, when she realises that her gift
of the chrysanthemums had been thrown to one side by this man, she is reduced to "crying
weakly--like an old woman."

In the same way, the narrator
of "The Yellow Wallpaper" is trapped inside her insanity, which is a condition that is
worsened thanks to her husband and his belief that he knows what is best for his sick
wife. She is desperate to leave the room and to write, and yet at every turn the husband
unknowingly exacerbates her condition, until she identifies so strongly with the woman
that she sees in the wallpaper that she becomes that woman: constrained, trapped and
suffocated, intellectually, emotionally and physically. Note what she says towards the
end of the story:

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I suppose I shall have to get back behind the
pattern when it comes night, and that is
hard!

She has identified so
strongly with the woman that she sees trying to escape from behind the wallpaper and the
way that she symbolises pent up female frustration that she has literally become that
woman.

Thus both characters from these excellent short
stories show themselves to be trapped and constrained in a variety of different
ways.

How does the economic stimulus relate to government deficits?

I assume that you are talking about the economic stimulus
packages passed by the US government to try to get the US out of the crisis that began
in 2008.  If so, the relationship between this stimulus and the deficit is that the
spending for economic stimulus greatly increased the federal government's
deficit.

An economic stimulus typically consists of
increased government spending.  The government gives people jobs by spending government
funds on things like road construction.  These people (it is hoped) will spend the money
they earn, thereby creating economic activity.  This will get the economy through bad
times.

The problem is that this means the government has to
spend a lot of money.  It can't raise taxes to get that money (because that would take
money away from people and make them able to buy less in the way of goods and services)
so it has to run a deficit.

As the government spent on
economic stimulus, the deficit exploded.  This is the relationship between economic
stimulus and the government's deficit.

What traits of an epic poem does "Sir Gawain" possess?I need an argument.

The following are the characteristics seen in epic poetry
(following each is the parallel to "Sir Gawain"):

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1. The hero is a figure of great national or even
cosmic importance, usually the ideal man of his culture. He often has superhuman or
divine traits.

Here, one can
state that Gawain is of national importance given he is representative of Arthur's
knights.  He must uphold the respect that Arthur and his knights are known
for.

2. The
setting is vast in
scope.

Readers see Gawain
travel from Arthur's castle to Bertilak's castle. While the distance is not specifically
stated, readers know that Gawain has traveled a great
distance.

3.
The action consists of deeds of valor or superhuman
courage.

Gawain's travels are
made because of the promise to receive a blow from the Green Knight in return for the
blow he gave to the Green Knight at Arthur's.  This shows that Gawain is a man of his
word and that he possesses superhuman courage given the fact that he knows he cannot
survive a blow as the Green Knight did.

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4. Supernatural forces interest themselves in the
action and intervene at
times.

Readers cannot deny
the showing of supernatural forces: the Green Knight, the Green Knight's ability to
survive a blow to the neck with an axe, and the magic of the
corset.

5. The
style of writing is elevated and
ceremonial.

The style of
writing in "Sir Gawain" is elevated.  There are points in the poem where the terminology
becomes very formal. The language, even in modern translations, maintains ceremonial
dictation and flow.

6. Opens
in media res.

"Sir Gawain"
opens in media res, or in the middle of things.  At the opening of the text, King Arthur
and his knights are in the middle of celebrating the Christmas
holiday.

Compare the use of determination in Lord of the Flies and Julius Caesar.

The use of determination in Lord of the
Flies is that Jack and his tribal warriors hunt and kill as if they are
animals themselves. Through the frenzy of the hunting dance, they attack Simon and kill
him as if they are savages. They kill him with their bare hands and teeth. Through sheer
determination, Jack and the other boys become mighty hunters, thus living off the
land.

In Julius Caesar, the
conspirators determine to rid Rome of the tyrant Caesar. Through savage-like instints,
the conspirators stab Caesar thirty-three times. Then they bathe their hands in his
blood and march through the crowd with bloody hands, insisting that they are more
powerful than Caesar who is now dead, lying in a bloody
heap.

In both these stories, savagery and bloody sacrifices
is the theme. The boys kill a pig and hang his head on a stick as a sacrifice. Likewise,
the conspirators bathe their hands in Caesar's blood and Caesar's bloody body becomes a
sacrifice for ridding Rome of tyranny. The characters in both stories determine to take
part in their savagery instincts which results is a boody horror of deaths by
murder.

What three things does Bob Ewell do that alarmed Aunt Alexandra in To Kill a Mockingbird?

In Harper Lee's To Kill a
Mockingbird, there are several things that concern Aunt Alexandra about Bob
Ewell's behavior.

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Angered...by his exposure on the witness stand,
Ewell makes threats to Atticus & others involved in the
trial...

The first concern
may arise when Ewell gets fired from his WPA job—employment provided to people during
the Great Depression. He starts receiving welfare checks again and according to Ruth
Jones, the welfare lady...

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Mr. Ewell openly accused Atticus of getting his
job. She was upset enough to walk down to Atticus' office and tell him about
it.

Judge Taylor's house is
broken into, while the Judge is home alone, reading.

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One Sunday night, lost in fruity metaphors and
florid diction, Judge Taylor's attention was wrenched from the page by an irritating
scratching noise.

Thinking it
was his dog, he looks up to find himself alone, and investigating, he finds his back
door open. When his wife returns, the Judge is sitting in his chair with a shot gun in
his lap, reading.

Ewell becomes visibly threatening when he
begins to follow Helen Robinson on her way to work as a cook at Link Deas' home. She has
gone out of her way each day to avoid the Ewell place because the Ewell children have
been throwing objects at her as she passes by. Deas goes by the Ewell house and hollers
in a threat to Bob to leave Helen alone, or Deas will have him arrested. The next day,
Helen walks past the Ewell place and no one throws anything at her. However Bob Ewell
follows her:

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All the way...Helen said, she heard a soft voice
behind her, crooning foul
words.

Helen calls Deas at
his store and Deas come back to speak to Ewell. Threatening him again, Deas threatens
Ewell, saying that if he bothers Helen again, Deas will "get you in on the Ladies' Law"
so he better leave Helen alone.

It is also upsetting when
Ewell spits in Atticus' face. Atticus takes it well, simply wishing that Ewell wouldn't
chew tobacco—which makes it an especially nasty
experience.

And after the children are attacked, Aunt
Alexandra feels partly responsible as she had a prophetic feeling about the children's
safety, and feels that perhaps she could have done something to prevent
it.

Which statement is the "cause" when the following sentences are combined with regard to the position of "for"?1. Superstitions about names persist...

Your choice of using "for" to combine the sentences in a
logical way is correct. The use of the word "for" is similar to using the word
"because."

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[Y]ou can use the word “for” as a conjunction to
mean “because” or
“since.”

You organization of
ideas seems to follow this first pattern: three sentences are similar in that they each
have the word "parent" in them. The only one that does not then becomes the statement
that creates a context for the rest of the "parent" sentences. The next method of
logical organization on your part is found in placing together the "parent sentences"
that are similar, and isolating the one divergent, diametrically opposed "parent"
sentence. In other words, there is a positive reason in the naming of children after two
kinds of people: leaders and entertainers. At the opposite end of the spectrum are names
that are avoided because they are the names of "heinous
criminals."

The basic premise of the thought presented is
that superstitions about names exist. You go on then to support this
general statement with specific
examples—separating them into positive aspects by which parents
choose baby names, and negative aspects that prevent parents from choosing certain
names…and you place "for" in the perfect spot.

It is very
interesting to study this kind of "word problem" in that you look for the general
statement and support it with the specifics— while the specific examples differ greatly
in nature and need to be further "categorized" in relation to each
other, but separated from the general statement they
support.

Nice job!

What is a Disaster Subculture?

A disaster subculture develops when an area has been
repeatedly hit by natural disasters and as a result, develops a "culture" of appropriate
response.  Essentially, though the area is in a state of "disaster" it applies lessons
learned from previous and similar situations to respond quickly, appropriately, and with
as much efficiency as possible.

A disaster subculture is
also apparent when in addition to efficiency of emergency response there is an overall
indication of a general community adaptation to such situations.  This adaptation could
be apparent in the general attitude of the community shown, for example, in a tendency
to always be mentally and physically prepared, as well as responding in the aftermath of
a disaster with a sense of emotional well-being.  If a disaster subculture truly exists
within a community, the present community members will pass it on to new community
members, even during disaster-free periods.

Find the solution of the equation sin^2 2x - 2sin 4x+3cos^2 2x = 0

First, we'll use the double angle identity to re-write the
middle term.

sin 4x = sin 2(2x) = 2sin 2x*cos
2x

We'll re-write the
equation:

(sin 2x)^2 - 4 sin 2x*cos 2x + 3(cos 2x)^2 =
0

We'll divide by (cos 2x)^2 the
equation:

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

We'll substitute tan 2x by
t.

We'll re-write the
equation:

t^2 - 4t + 3 =
0

We'll apply quadratic
formula:

t1 = [4+sqrt(16 -
12)]/2

t1 = (4+2)/2

t1 =
3

t2 = 1

We'll put tan 2x = t1
=> tan 2x = 1 => 2x = arctan1 + k*pi

2x =
pi/4 + k*pi

We'll divide by
2:

x = pi/8 + k*pi/2

Let tan
2x = t2 => tan 2x = 3 => 2x = arctan3 +
k*pi

x = [arctan(3)]/2 +
k*pi/2

The requested solutions of the
equation are: {pi/8 + k*pi/2 / k integer number}U{[arctan(3)]/2 + k*pi/2 / k integer
number}.

What kind of reputation does Romeo have in Romeo and Juliet?

I take it you are refering to what we are told about Romeo
before we actually meet him in Act I scene 1. After the altercation between the
Montagues and the Capulets, Montague and Lady Montague express their concern about their
son with Benvolio, and Benvolio tells them how he is obviously wanting to be by himself
at this time, and is shunning company:

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Where, underneath the grove of
sycamore

That westward rooteth from this city
side,

So early walking did I see your
son.

Towards him I made, but he was ware of
me

And stole into the covert of the
wood.

His parents share what
they know about Romeo as well, and how he is clearly depressed, as reference to his
"tears" and "deep sights" give witness. Something is clearly troubling him, and he has
gained a bit of a reputation for being a loner and for shunning
company:

And
private in his chamber pens himself,

Shuts up his windows,
locks fair daylight out,

And makes himself an artificial
night.

Romeo therefore has
gained a reputation for being dark and moody and rejecting the company of his family and
friends. Whatever is troubling him has caused a significant change in his behaviour,
which is why his family are so concerned.

Discuss the significance of the Presidential Election of 1896

The presidential election of 1896 brought about a major
change in American politics.  After this election, American presidential politics became
less class-based and the Republican Party came to dominate presidential politics until
the Great Depression.

The 1896 election was presented to
the voters as a choice between the Free Silver Democrats (trying to represent the
underprivileged farmers and workers) against the Republicans and the gold standard.  The
Democrats tried to paint the Republicans as the party of the wealthy few.  This did not
work and McKinley defeated Bryan very decisively.

After
this, politics became much less class-based and the Republicans dominated the presidency
until the Depression.

What is Shakespeare *saying* about the issue of "women" in Shakespeare's play, Hamlet?

In Shakespeare's Hamlet, Hamlet
speaks the line that summarizes his view of the women in his play. In Act One, scene
two, Hamlet is disgusted with his mother. Gertrude and Old Hamlet had seemed extremely
devoted to each other for many years. Yet after his death, she remarries quickly—and not
just with anyone, but with her dead husband's brother, who also becomes King of
Denmark.

readability="15">

Hamlet:

Heaven
and earth,

Must I remember? Why, she would hang on
him

As if increase of appetite had
grown

By what it fed on, and yet, within a
month—

Let me not think
on't—

Frailty, thy name is
woman!—

"Frailty,
thy name is woman" sums up Hamlet's attitude with the two women in this play.
It is not because he hates women that he makes this statement about women in
general.

What does the quote mean? It translates to
"Weakness, your name is woman," or that "woman" is synonymous with "weakness." Hamlet
believes that Gertrude turned to Claudius because she was weak. He is very critical of
her actions. Towards the end of the play, when Hamlet finally confronts his mother, he
is extremely harsh in sharing how he feels about her "incestuous" behavior with
Claudius. Hamlet says to Gertrude to sit still and listen as he tells her the harsh
truth about her actions—if she is still has any common sense. Hamlet
says:

Peace!
sit you down,

And let me wring your heart; for so I
shall,

If it be made of penetrable stuff;
(40)

If damned custom have not braz'd it
so

That it be proof and bulwark against
sense.

When Gertrude asks
what she has done to make him so mad, he shows her a picture of Old Hamlet—a "product of
the gods." Then he describes Claudius, saying he is like a "mildewed ear of corn."
Hamlet says:

readability="24">

Look here upon this picture, and on
this,

The counterfeit presentment of two brothers.
(60)

See what a grace was seated on this
brow…

A combination and a form
indeed

Where every god did seem to set his
seal

To give the world assurance of a
man.

This was your husband. Look you now what
follows.

Here is your husband, like a mildew'd ear
(70)

Blasting his wholesome
brother.

He asks her if she
has eyes. How could she love someone "like a mountain" but then marry a man more like a
"swamp?" Next, he informs her that Claudius killed Old Hamlet. She is devastated; Hamlet
might have said more, but Old Hamlet's ghost appears and tells him to leave her judgment
to heaven. She has seen herself in a new light, and promises to support
Hamlet.

Hamlet is also disappointed in Ophelia, who he
believes has turned her back on him to spy for Claudius and Polonius. So he tells her
that she should not marry, but go to a nunnery—that she should not have children because
people—like himself—are wicked. And when he asks where her father is, she lies—and he
knows it.

readability="18">

HAMLET:

Get
thee to a nunnery! Why wouldst thou be a (130)

breeder of
sinners? I am myself indifferent honest, but yet I could accuse me of such things that
it were better my mother had not borne me. I am very proud, revengeful, ambitious; with
more offences at my beck than I have thoughts to put them in, imagination to give them
shape, (135)

or time to act them in. What should such
fellows as I do, crawling between earth and heaven? We are arrant knaves all; believe
none of us. Go thy ways to a nunnery. Where's your
father?

Sadly, Hamlet
believes that Ophelia is also weak, which is unfair since she cannot stand up to her
King or father, but he rejects her, implying that she is weak and
dishonest.

In Chapter Thirteen of Harper Lee's To Kill a Mockingbird, why does Aunt Alexandra get angry with Atticus?

In Harper Lee's To Kill a
Mockingbird, Atticus displeases Aunt Alexandra in several
ways.

It seems obvious that Atticus' sister believes the
children are not being brought up properly. For one thing, Scout dresses and behaves
like a boy. Atticus does not seem to mind. Soon after arriving to stay for an extended
visit, Alexandra suggests that Calpurnia, as a black woman, is not the best person to
raise her niece and nephew. Atticus will hear nothing against Calpurnia, citing the fact
that she has been with them for years, is as "tough" on the kids as a parent would be,
and is one of the family. The children love her and Atticus will not change his
mind.

Related to this is Aunt Alexandra's displeasure that
the children have been allowed to attend Calpurnia's church. When Scout speaks of
visiting Calpurnia at her home one day, Alexandra outright forbids it, and Scout is very
disrespectful. Scout is scolded by her father for her improper conduct, but Atticus does
not see Calpurnia as a black woman, but as the woman who has cared for his children as
if they were her own.

Aunt Alexandra is also very unhappy
with Atticus because the children are not familiar with their "roots." She wants them to
know the important position they are heir to in that their ancestors settled Finch's
Landing, and their "elevated" social position in Maycomb County. She wants Atticus to
familiarize them with the people from which they are descended. Aunt Alexandra also does
not appreciate the children's knowledge of their crazy relative (Cousin Joshua) who
tried to shoot the president. Atticus tries to convey Alexandra's message with regard to
their social responsibilities, but it is very upsetting to Scout because Atticus does
not sound like the Atticus they know, and it must also upset Atticus, for he tells Jem
and Scout to forget he said anything at all.

How is the topic of class division dealt with in chapters 33-38 of Pride and Prejudice?

These chapters primarily deal with the enduring theme of
class division by allowing Lizzie to hear from Fitzwilliam what had happened between
Bingley and Jane, and how Darcy had achieved a "triumph," in the words of his cousin, in
dealing with the issue by persuading Bingley that Jane was not in earnest. As they
continue talking, Fitzwilliam explains why Darcy was so keen to release his friend from
this unwelcome attachment:

readability="10">

"There were some very strong objections against
the lady," were Colonel Fitzwilliam's words, and these strong objections probably were
her having one uncle who was a country attorney, and another who was in business in
London.

Clearly, however, the
letter which Darcy writes Lizzie explaining why he feels so reluctantly in love with
her, likewise addresses the station of her family. Class division is a constant theme
and is shown as something that limits you and is depicted as something that is very
difficult to transcend.

If you examine the point-of-view of Oskar's mom, what are some quotes that have to relate to "her feelings" in Extremely Loud and...

To examine Oskar's mother's point-of-view through the use
of her own dialogue and the dialogue of others, about her, is to look at two aspects of
indirect characterization. Oskar's mother is one of the most
mysterious characters in the book, as she, unlike others, is not revealed through first
person letters nor narration.  Remember also that every glimpse of her that we get is
directly through the traumatized eyes of 9 year old Oskar.  If she is a hard character
to understand anyway, than her son's perception of her should not be viewed as
completely accurate.

That said, Mrs. Schell could best be
described in the book as a woman who is sad, distant (from everyone, possibly), and
suffering from a deep sense of guilt.  It is not clear if the 9/11 tragedy and losing
her husband caused these characteristics, or merely heightened them.  I suspect the
latter.

One of the best ways to see the character of Mrs.
Schell is to watch the way she interacts with her son, whom (he believes) she can never
understand as well as his father did.  In conversation with him, she is very patient and
usually apologetic.  Oskar often engages her in petty arguments, lies to her, and even
gets away with disrespect due to her guilt.  Notice a typical conversation (from page
70):

She
said, "There's nothing wrong with someone needing a friend."  "Are you actually talking
about Ron now?"  ... "No, Oskar. I'm not.  And I don't appreciate that tone."  "I wasn't
using a tone."  "You were using your accusatory tone."  "I don't even know what
'accusatory' means, so how could that be my
tone?"

Her point-of-view is
strictly that of a mother, who must hold herself and her family together in the face of
tragedy.  She must learn to cope with her own grief and allow her son to cope with his. 
Ironically, at the end of the story, it appears Oskar's mother has known of Oskar's lies
all along, and was simply allowing him to work out his grief in whatever way he knew
how.  She admits after Oskar asks if she wonders where he's been, "I trust you," and
adds, "I assume you'd tell me if you wanted me to know."  In her final lines of the book
she tells Oskar his "dad would have been very proud of you," solidifying that though he
is unaware, she understands her son much more than she could probably ever
show.

What is a if the definite integral of y=(x^3+x) is (2a-1)/4, if the limits of integration are a and a+1?

First, we'll calculate the definite integral, using
Leibniz Newton identity:

Int f(x)dx = F(b) -
F(a)

a = lower limit of
integration

b = upper limit of
integration

Let y = f(x)

Int
(x^3 + x)dx = Int x^3dx + Int xdx

Int x^3dx + Int xdx =
x^4/4 + x^2/2

But Int (x^3 + x)dx = F(a+1) -
F(a)

F(a+1) = (a+1)^4/4 +
(a+1)^2/2

F(a) = a^4/4 +
a^2/2

F(a+1) - F(a) = (a+1)^4/4 + (a+1)^2/2 - a^4/4 -
a^2/2

[(a+1)^4 + 2(a+1)^2 - a^4 - 2a^2]/4 =
(2a-1)/4

[(a+1)^4 + 2(a+1)^2 - a^4 - 2a^2] = 2a -
1

We'll raise the binomials to
powers:

(a^2 + 2a + 1)^2 + 2a^2 + 4a + 2 - a^4 - 2a^2 =
2a-1

a^4 + 4a^2 + 1 + 4a^3 + 2a^2 + 4a + 4a + 2- a^4 =
2a-1

4a^3 + 6a^2 + 6a + 4 =
0

2a^3 + 3a^2 + 3a + 2 =
0

This is an odd reciprocal equation and one of it's roots
is a = -1.

We'll re-write
it:

2a^3 + 3a^2 + 3a + 2 = (a+1)(ca^2 + da+
e)

2a^3 + 3a^2 + 3a + 2 = ca^3 + da^2 + ea + ca^2 + da+
e

c = 2

c + d = 3 => d
= 1

d + e = 3 => e =
2

The reciprocal equation
is:

(a+1)(2a^2 + a+ 2) =
0

We'll calculate the roots of 2a^2 + a+ 2 =
0

delta = 1 - 16 = -15

Since
the discriminant delta is negative, then the equation 2a^2 + a+ 2 = 0 has no real
roots.

The only real root of the resulted
equation is a = -1.

If you violate the terms of a plea bargan, when you go before the judge are your rights that you gave up restored? in P.A

My guess is that the law is the same in all jurisdictions
as well as in Pennsylvania. If one enters a guilty plea pursuant to a bargain, the terms
of which that the defendant perform certain acts, such as cooperate with the
prosecution, testify against a co-defendant, etc., the defendant's plea is not normally
entered into Court until AFTER his cooperation has been completed. In some instances, he
will be allowed to plead guilty conditioned on future performance, but in such an
instance the president judge would withhold sentencing until after completion of the
conditions. If a defendant changes his mind, has a sudden change of heart, refuses for
whatever reason to complete his end of the bargain, then the deal is off, and he returns
to the same status as if he had never entered the plea. He loses no rights, and any
information divulged pursuant to the plea bargain may not be used against him. It is for
this reason that Judges normally inquire in detail about a defendant's guilt and require
the defendant to declare his guilt in detail in open court and do so freely,
voluntarily, and without fear or promise of reward or
punishment.

One clarification. If the sentence one receives
is probation and one violates the probation, the probation violation is a separate
offense in itself. One is afforded all his rights in defense of the probation violation
charge; but the original charge has been disposed of and the defendant may not resurrect
his rights there.

Use implicit differentiation to find the slope of the tangent line to the curve ln(x+y)=x^2-y-89 at the point (9,-8).

We'll differentiate the expression of the given curve,
with respect to x, both sides:

d/dx[ln(x+y)] = d(x^2)/dx -
dy/dx - d(89)/dx

(1/(x+y))*d(x+y)/dx = 2x - y' -
0

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

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

We'll remove the
brackets:

1 + y' = 2x^2 - x*y' + 2xy -
y*y'

We'll shift all the terms that contain y' to the left
side:

y' + x*y' + y*y' = 2x^2 + 2xy -
1

We'll factorize by y':

y'*(1
+ x + y) = 2x^2 + 2xy - 1

y' = (2x^2 + 2xy - 1)/(1 + x +
y)

We'll calculate the slope at the point
(9,-8):

y' = (162 - 144 -
1)/(1+9-8)

y' = 17/2

But y' =
m

The slope of the tangent line to the given
curve is m = 17/2.

Verify if f(m)+f(m+1)>=0, if m is a real number?f(x)=x^2+3x+2

We'll calculate f(m) +
f(m+1):

f(m) + f(m+1) = m^2 + 3m + 2 + (m+1)^2 + 3(m+1) +
2

We'll expand the square and we'll remove the
brackets:

f(m) + f(m+1) = m^2 + 3m + 2 + m^2 + 2m + 1 + 3m
+ 3 + 2

We'll combine like
terms:

f(m) + f(m+1) = 2m^2 + 8m +
8

We'll factorize by 2:

f(m) +
f(m+1) = 2(m^2 + 4m + 4)

We notice that within brackets is
a perfect square:

f(m) + f(m+1) = 2(m +
2)^2

Since the square (m + 2)^2 is always
positive, except for m = -2, when it is cancelling, the sum of functions f(m) + f(m+1)
>=0, for any real value of m.

How is tension between the collective and individual resolved in the figure of Hercules?

Hercules (or Heracles as he was known to the Greeks) was
regarded as the mightiest of the Greek heroes. He became famous for the twelve labors
that he performed for King Eurystheus. One of the stipulations placed upon Hercules
while performing his labors was that he carry them out without any
assistance.

Although Hercules was something of a "lone
ranger" during his famous labors, these labors helped provide salvation for a number of
larger groups. This is brought out especially in Euripides' Heracles,
in which the tragedian calls attention to a variety of groups for whom
Hercules can be regarded as a savior. On one level, Hercules became regarded as the
saviour of the people of Thebes by defeating Erginus and the Minyans. His capturing or
killing of various dangerous creatures led to him being considered the savior of Greece.
According to Euripides, Hercules even managed to save the gods themselves by helping
restore the honor that human beings owed them. Thus, in his play, Euripides has even the
goddess Madness show respect for Hercules:

readability="11">

This man, against whose house you are sending
me, has made himself a name alike in heaven and earth; for, after taming pathless wilds
and raging sea, he by his single might raised up again the honors of the
gods when sinking before man's impiety" (E.P. Coleridge
translation).

Thus, Heracles,
as an individual, is able to save his city, his country, and even the gods
themselves.

In the poem "Snake" by D.H Lawrence what does the snake symbolize?

In the poem, "The Snake," by D.H. Lawrence, the snake
might be seen as symbolic of evil or death—as is the snake of
Genesis in the Bible that is so appealing, and yet so "deadly;" and the trees and plants
and water of the poem may bring to mind the Garden of
Eden.

The snake is presented as something powerful and
admirable:

I
felt so honoured...

For he seemed to me again like a
king,

Like a king in exile, uncrowned in the
underworld,

Now due to be crowned
again...

And so, I missed my chance with one of the
lords

Of
life.

The snake is
beautiful:

readability="6">

Being earth-brown, earth-golden from the burning
bowels of the earth...

We get
the sense that despite the glory of the snake's color, the ease with which it moves, the
captivation that the speaker feels in sharing the same space, and time spent with such
an unusual creature, the snake is literally
deadly—

For in
Sicily the black, black snakes are innocent, the gold are
venomous.

And as captivated
as the speaker is, his "gut" is telling him that he should be
afraid, while his ego accuses him that he is
afraid.

The
voice of my education said to me

He must be
killed...

But...

readability="9">

Was it cowardice, that I dared not kill
him?…

And yet those
voices:

If you were not afraid, you would kill
him!

Whether we
think of the biblical snake in the Garden of Eden who brought death to mankind, or
simply remember the speaker's memories of Sicily that have taught him that this snake is
deadly—obviously the more beautiful, the more deadly—the snake is symbolic of evil or
death. For this reason, even as the speaker greatly admires the snake, his instinct
drives him to kill it.

The poem may speak, also, to some
innate inhumanity that man must practice against other creatures, but for me, his fear
of death outweighs his appreciation for the snake's beauty, and the speaker listens to
the warning voices from the past.

In Act 4 Scene 3 of Julius Caesar, how is the conflict resolved after Brutus and Cassius quarrel, and what becomes of their relationship?

Brutus and Cassius quarrel. Brutus accuses Cassius of
having an itching palm which means he has taken some bribe in place of homage to power.
Cassius is heartbroken to think that his dear friend Brutus is angry with
him.

During the quarrel, the truth of Brutus' bad
temperament is revealed. His precious Portia is dead. She has swallowed hot coals and
killed herself.

Brutus has lost the most precious gift in
his life. He has lost his beloved wife. He has no will to go on. He might as well be
dead along with Portia. Through his grief, Cassius' faults are magnified. After much
discourse, quarreling, Brutus admits his reason for being so
indignant.

Cassius realizes that Brutus is commenting out
of anger, hurt, and bereavement at losing his wife.

Brutus
decides to put his anger aside and offers Cassius wine. The two share wine and a
handshake. In the face of death, the two breach their
divisions.

Cassius and Brutus have argued out of fear and
grief. They reunite due to the fact that they are in this situation due to honorable
qualities. They both desire that Rome 's countrymen be free from
slavery.

Caesar had to die. Now Brutus and Cassius face
death for protecting Rome from Caesar's ambition.

Brutus
could resent Cassius for persuading him to take action against
Caesar.

Was Caesar's death in vain? Will Brutus and Cassius
lose the war? In death, Brutus and Cassius have reunited.