How does Douglass portray the Fourth of July?

In his speech, "What to the Slave is the Fourth of July," Frederick Douglass portrays the day as unique in that it means different things to separate segments of American society. Depending on whether one is a free American or a slave, the Fourth of July can mean either pride in a national accomplishment (American independence from the English) or sorrow in a national travesty (the practice of slavery within American borders).

Douglass says that, for white Americans, the day is one of "joyous enthusiasm," a day made possible only because men "preferred revolution to peaceful submission to bondage." For black Americans who are slaves, however, the Fourth of July is a day of "mere bombast, fraud, deception, impiety, and hypocrisy." Douglass argues that slaves cannot fully enter into the joy of the day because they haven't yet been released from the shackles that oppress them. He cites the example of the slave trade in the Southern states.

There, whole families are still sold like cattle; Douglass bids his listeners to picture what happens all too often at slave auctions in America:

I will show you a man-drover. They inhabit all our Southern States. They perambulate the country, and crowd the highways of the nation, with droves of human stock. You will see one of these human flesh-jobbers, armed with pistol, whip and bowie-knife, driving a company of a hundred men, women, and children, from the Potomac to the slave market at New Orleans. These wretched people are to be sold singly, or in lots, to suit purchasers. They are food for the cotton-field, and the deadly sugar-mill.

Attend the auction; see men examined like horses; see the forms of women rudely and brutally exposed to the shocking gaze of American slave-buyers.

So, Douglass maintains that the Fourth of July is a day that reveals to the slave, "more than all other days of the year, the gross injustice and cruelty to which he is a constant victim." From the viewpoint of the slave, the day is a "sham" and the "boasted liberty" of free Americans, an "unholy license" to continue the slave trade. He also argues that the supposed "national greatness" is nothing but a "swelling vanity" and the "shouts of liberty and equality," a "hollow mockery" to those who are still enslaved. He encourages his listeners to consider the fact that the Declaration of Independence should apply to all Americans, both black and white, and that the "Constitution is a GLORIOUS LIBERTY DOCUMENT" which will never support the practice of slavery.

What is a summary of The Winter's Tale?

The Winter’s Tale begins in Sicily, where King Polixenes of Bohemia visits his childhood friend King Leontes and his wife Queen Hermione. They reminisce and joke until Leontes is overcome with jealousy: “Too hot, too hot!” he says to himself when watching his wife and friend together. He even wonders if his son Mamillius is really his. A convinced Leontes plots to kill Polixenes and arrest Hermione, who is pregnant.

Though Polixenes escapes with Camillo, a Sicilian nobleman, Hermione is arrested. Leontes insists on throwing a pregnant woman in prison and forcing her to stand trial after giving birth to her baby, which he refuses to believe is his. He orders to “take it [the baby] hence / And see it instantly consumed with fire.” No one believes that Hermione is unfaithful, so Leontes is persuaded to let it be abandoned in “some remote and desert place.”

Mamillius, separated from his mother, grows sick and dies. Hermione collapses, and she is also reported dead. Realizing his mistake, Leontes repents his madness—for sixteen years. Time divides the play and transitions the audience into the next section, which takes place sixteen years later. Leontes still grieves, but Perdita, the abandoned baby, has been discovered and raised by shepherds in Bohemia.

The second half of the play is comedic, featuring singing, joking, dancing, and romance. Perdita and Polixenes’s son Florizel are in love, much to the king’s chagrin. We also meet the charlatan Autolycus, who steals and sings songs. Camillo, who has been with Polixenes since their escape, convinces Florizel and Perdita to run away to Sicily, where Polixenes is forced to follow. There, Leontes reunites with his friend and eventually discovers that Perdita is his long-lost daughter.

The noblewoman Paulina, who has staunchly defended Hermione and condemned Leontes for sixteen years, decides that it is time to unveil a lifelike sculpture of Hermione. The remarkable statue appears to come to life. In fact, it is Hermione herself, who has apparently been alive but in hiding. This reconciliation unites the play’s tragic first half and comedic second half in a bittersweet conclusion.

How can macroeconomic policy makers use their policy instruments to combat the problems of recession, overheating, and stagflation?

The main tools of macroeconomic policy are taxes, government spending, and monetary policy.  These can all be used to combat recessions and overheating and, to some degree, stagflation.

Recessions, which are characterized by high unemployment, and overheating, which is characterized by high inflation, are opposites of one another.  Therefore, policymakers have to do opposite things to combat them.  When an economy is in a recession and unemployment is high, policymakers have to try to stimulate the economy.  They should do this by putting more money in the hands of the people.  This can be done in a number of ways.  It can be done by cutting taxes so less money goes to the government and more stays with the people.  It can be done by increasing government spending so that the government pays more money to people who provide goods and services.  Finally, it can be done by pursuing an expansionary monetary policy (lowering interest rates or buying government securities), which puts more money into the economy.  All of these policies should help to stimulate the economy and reduce unemployment.

With overheating, the problem is switched around.  Now, there is too much money out in the economy and it is driving prices up.  Therefore, the government needs to reduce the amount of money available.  To do this, the government is supposed to raise taxes, cut spending, and pursue a contractionary monetary policy (raise interest rates and buy government securities).  This should reduce aggregate demand and thereby reduce inflation.

With stagflation, policymakers are at a loss.  As you can see in the link below, policymakers really do not know what to do to end this problem.  Any policy that a government takes to reduce inflation will increase unemployment while any policy taken to reduce unemployment will increase inflation.  Therefore, there is little agreement on how to end stagflation.

How do we know that the Earth is divided into plates if we can not see them? What evidence is there?

There are several clues we used to deduce the plates. Among them are fossil evidence, the shapes of continents, ridges, and paleomagnitism. 

Fossil records on various continents would often show the same species of dinosaur. For example, Lystrosaurs were found on Antartica, Eurasia, India, and South Africa. These continents are now thousands of miles away from each other. Glossopteris fossils can be found on every continent, showing that at one time, they were all joined in Pangaea. 

If one were to take all of the continents and cut them out of a sheet of paper, one would find that they all fit closely into a single block. This supercontinent is called Pangaea. 

The mountain ridges on Earth are a puzzle when you try to explain their formation without tectonics. When the spreading of the sea floor was discovered, it showed that the plates needed a place to go. Subduction zones and ridges were the answer.

Paleomagnetism is the study of magnetic field orientation in cooled lavas. On the ocean floor, there are bands where the cooled lava shows earth's magnetic field pointing different directions. This is evidence of large scale change over time.

What influence does the novel Praisesong for the Widow have over present-day black culture in the USA?

Paule Marshall's novel, published in 1983 but set in the mid-1970s, remains relevant particularly due to its engagement with the black diaspora -- that is, the population of people of West African descent throughout the West and, especially, in the Americas. It is significant that the novel takes place in the seventies, as, for black people, this was a consciousness-raising era. There was a pressing urge to connect blacks to their roots, and the field of Black Studies entered academia.

Avey Johnson is a widow in her mid-60s. Her husband, Jerome, died about four years before the novel is set. She lives in White Plains, New York and was raised in Harlem, but traces her origins to South Carolina.

Her great-aunt Cuney visits her in a dream, asking her to follow her down a road in Tatem, South Carolina, the town that Avey's family comes from. Avey resists. Aunt Cuney's urging is a metaphor for an ancestral journey that Avey, in the moment, is unprepared to take. However, on a cruise, she finds herself in Carriacou, an island in Grenada, where a festival is taking place.

The journey to Carriacou allows Avey to come to terms with the death of her husband. On the island, she is confronted by her sense of isolation. Oddly, the people of Carriacou only speak a local patois. Their esoteric use of language mirrors their rootedness. Avey, on the other hand, does not understand their language and feels disconnected from the island's traditions, despite the fact that she has a shared history with the people of Carriacou. On the boat from Grenada to Carriacou, she has a dream in which she imagines a slave ancestor on the Middle Passage. Avey's affinity with the island through her slave ancestors contends with her assimilation into American culture, which often refutes or attempts to forget its slave-owning past. 

Thus, Marshall's novel remains important due to its themes of diaspora and cultural disconnectedness.

What is the valency of sodium, magnesium, aluminium, chlorine, oxygen, and nitrogen?

In an atom, the electrons found in the outermost energy level are called valence electrons and these participate in chemical reactions between atoms. The atomic number of an atom indicates the number of protons it has in the nucleus. In a neutral atom, there will be an equivalent number of electrons orbiting around the nucleus. 

Sodium has an atomic number of 11. This means means there are 11 protons in the nucleus and 11 electrons in orbitals around the nucleus. The first energy level can hold 2 electrons, the next can hold 8. Therefore, the third energy level has 1 electron which is the valence electron.

Magnesium has an atomic number of 12. Following the logic used in the previous example, there would be 2 valence electrons in the third energy level.

Aluminum has an atomic number of 13 and would have 3 valence electrons.

Chlorine has an atomic number of 17. It has 7 valence electrons.

Oxygen has an atomic number of 8. It has 6 valence electrons. 

Nitrogen has an atomic number of 7. It has 5 valence electrons.

An easier way to find valence electrons is by looking at the main group numbers in the periodic table. For example, oxygen is in group 6  and it has 6 valence electrons. The second link shows the main groups of atoms and their valence electrons.

What is the relationship between God and man in "The Pulley" by George Herbert?

“The Pulley” is a creation poem written by George Hebert. In this poem, God is benevolent to man by bestowing the contents of his “glass of blessings” upon humankind. God made man strong, beautiful, filled with “wisdom” and “honor.” He also allowed man to experience “pleasure.”

So strength first made a way;

Then beauty flowed, then wisdom, honour, pleasure.

When almost all was out, God made a stay

Yet, as God took stock of his creation, he held back one attribute so man would be tied to him eternally. God withheld “rest” so man would have to turn to him to find peace. The poet expresses God’s fear man would find solace in nature instead of seeking him.

Therefore, God was generous to man, but he ensured man would seek him out for eternal rest. He accounted for the push and pull life causes in mankind’s belief in God.

How is Luigi Pirandello judging patriotism in "War"?

In "War," Pirandello suggests that patriotism cannot justify the pain that is a part of war.

The fat man who injects his opinion into the train passengers' discussion uses patriotism to justify his son's sacrifice.  The fat man tells the other passengers that it is natural that young men like his son "consider the love for their Country even greater" than parental love.  He argues that patriotic duty is what motivates young men to make the ultimate sacrifice because they die "inflamed and happy."  The man silences everyone when says that in his son's final message, the boy was "dying satisfied at having ended his life in the best way he could have wished."  With this, the other passengers believe that patriotism is its own good, and justifies war's sacrifices.

However, Pirandello views this justification as limited. When the man must reckon with how his son "is really dead," patriotism does not help ease his pain.  The man realizes "at last that his son was really dead- gone for ever- for ever."  As the previously proud man broke "into harrowing, heart-breaking, uncontrollable sobs," Pirandello concludes that patriotism does not shield us from war's hurt.  Pirandello judges patriotism as something people use to justify war.  However, as seen through the fat man, it is unable to alleviate the pain that war causes.

In "The Ones Who Walk Away From Omelas" by Ursula Le Guin, what dilemma do the citizens of Omelas face?

In Le Guin's "The Ones Who Walk Away from Omelas," the society presented is a Utopia built upon the back of one miserable, abused, neglected, and caged child.  So the choice is to maintain the Utopia or give it up to rescue its sacrificial victim, this child. 

Most of the people of Omelas are shown this victim when they are between the ages of eight and twelve, and it is explained to them what purpose this poor, wretched being serves, the happiness and prosperity of all.  The child must remain neglected and caged, and "there may not be even a kind word spoken to the child" (Le Guin 4).  People are trouble by this, but they rationalize.  The damage is already done, and it would thus be pointless to rescue this child.  It's too late to save him or her, so they enjoy the perfect weather, the dances, the parades, and all the pleasures life in Omelas brings. 

A very few find this unbearable and they are the ones whom the title refers to. They walk away.  They never return.  But they "seem to know where they are going" (4).  They are more ethical, certainly, than those who remain, declining to enjoy happiness at the cost of even one child in misery. 

There is a theory of ethics called utilitarianism, which posits that given a choice between competing harms, one should choose to save the person or people who will do the most good for the most people.  This story takes utilitarianism to a whole new level, one never contemplated, I would guess, by John Stuart Mill. 

This story always makes for an interesting thought experiment.  You might want to ask yourself what you would do in these circumstances.  You might remain. Or you might be one of the ones who walks away.

Why were the Greeks able to defeat the Persians?

The Persian Wars took place between Greece and Persia in the 5th century BCE. Persia invaded Greece in 490, leading to the Persians' defeat at Marathon, and in 480 BCE. One reason that the Greeks defeated the Persians when the Persians invaded in 480 is that the Persian army under Xerxes took so long to transport their armies to Greece that the Greeks had ample time to prepare a defense. In addition, Greece had the advantage because it was defending its own territory, and it was difficult for the Persians to transport all their troops and ships to Greece. The Greek army included hoplites, who were citizen-soldiers armed with spears and shields. In battle, they formed phalanxes. The hoplites had spears and armor that were superior to those used by the Persians, which gave them an advantage in hand-to-hand combat. 

During the Persian invasion of 480, the Greek city-states coordinated their defense, with Sparta controlling the army and Athens controlling the navy. As Xerxes's forces approached Greece, the weather inflicted damage on them. When the Persians engaged with the Greeks in August of 480, a storm destroyed the Persian fleet while the Greek fleet, safe in the harbor, remained intact. The Persians defeated the Greeks at Thermopylae in central Greece, but they suffered heavy losses. The Greeks also used surprise maneuvers to defeat the Persians. They pretended to retreat but lured the Persian ships into the straits of Salamis, where they the Persians were defeated. Eventually, after the battles of Plataea and Mycale, the Persians went home. The wars between the Greeks and Persians continued for 30 more years, until the Peace of Callias in 449 BCE. 

Why did Zero steal the pair of shoes?

Hector Zeroni, also called "Zero," is one of the boys who lives and works at a camp for troubled youth. All of the young people at this camp were sent their for having been convicted of a crime or causing some disturbance in their home life. Before coming to Camp Green Lake, Zero was homeless and did not have the money or opportunity to meet his own basic needs. Without the money to buy a new pair of shoes, Zero resorted to stealing what he thought was a very old, but usable, pair of sneakers. Because Zero could not read, he did not understand the sign which explained that the shoes once belonged to a famous basketball player and were now intended to be auctioned off to benefit the homeless shelter. 

When Zero realized that the shoes he had stolen were so important to the shelter, he took them off and left them outside on top of a car. The next day, he was arrested for stealing a different pair of shoes, and he was sent to Camp Green Lake.

What are the major themes and conflicts in The Metamorphosis by Kafka?

The Metamorphosis by Kafka is the story of a man who wakes up one morning having been transformed into a giant insect. The story works primarily on a metaphorical level. It is not intended as a quasi-realistic science fiction story about an imaginary world in which people turn into insects, but rather a story that uses an imaginary physical transformation to explore the theme of people's inner natures.

There are several conflicts in the story. The first is that of the struggle of the Samsa family against poverty. They are striving to maintain their places in a social hierarchy as members of the middle class despite struggling financially. Gregor especially feels himself trapped in a job he hates. His outward transformation parallels the way he feels his job has deprived him of his freedom and humanity. 

This theme of outward versus inward humanity is seen in the conflicts that erupt between Gregor and his family after his transformation. Gregor wishes to hold on to his humanity, particularly in clinging to art and music, but his family are only concerned with outward appearances rather than inward nature and are repelled by his outward form. Eventually, Gregor's self-sacrifice shows himself to be more fully human, despite his bug form, than his family. 

What are "lie detector" questions that could be posed to different characters in The Crucible by Arthur Miller?

"Lie detector" questions should be directly designed to evoke a physical reaction that could be seen in the results.  

The answers to questions put forth in a polygraph test (the technical term for a 'lie detector') should be binary. Little in way of explanation should be present. We are looking to see what the machine can find in the reactions of the subject. For example, Abigail should be enlisted in taking a polygraph test. The questions asked of her would delve into her actions. For example, "Did you have sexual relations with John Proctor?" or "Did you lust after John Proctor?" would be the type of questions that could force Abigail to acknowledge her feelings about John. Throughout the play, Abigail's emotional state regarding Proctor is never vetted. If some level of delving had occurred, Abigail's credibility might be questioned. Another question that might generate interesting polygraph results would be to ask Abigail if she went into the woods to conjure a spell against Goody Proctor. Parris begins the process of asking Abigail about that night in the woods, but she does a great job of inverting the dialogue and creating misdirections so Parris relents in his questioning. In a lie detector test, Abigail could not successfully utilize her evasive tactics.

Near the end of Act I, the girls follow Abigail's example and identify "witches" in Salem. The girls are taken at their word. No one questions their claims. As a result, putting them under a polygraph test is entirely appropriate. I would ask Betty when she saw Goody Bibber with the Devil, and I would ask Abigail when she saw Goody Hawkins and Goody Booth with the devil. I would further ask Abigail where she was when she saw Goody Sibber with the devil. I would try to ask direct questions that would force the girls to give specific details that do not exist. I think subjecting the girls to direct and focused questions that would force them into lies would be when the lie detector could be most effective.

Is mass marketing dead or alive? Can you help me locate a scholarly paper about whether mass marketing is dead or alive?

Some of the sources linked below might be helpful to you! While none of them explicitly ask and answer the question "is mass marketing alive or dead," they all discuss contemporary marketing and the relationship between mass marketing and other types of marketing in the context of our society post-2010. 

Reading over these, the most common conclusion seems to be that, while mass marketing may not be dead, the internet has led to it fading in popularity as targeted and relationship-based marketing have become more prominent. With the internet, businesses can pinpoint their most likely customer bases instead of trying to sell to everyone. Additionally, social media means many businesses, even big-box chains, use platforms like Twitter and Facebook to build relationships with their customers.

There are many businesses still using mass marketing, but this is now considered "traditional" marketing. Most successful businesses, if they do use mass marketing, are combining it with these more targeted and individualized forms of marketing by cultivating their web presence. 

What would be a good outline of The Glass Menagerie by Tennessee Williams that focuses on the psychology of Laura?

Laura suffers from what we would today call social anxiety, but in Tennessee Williams' time might be referred to as being "painfully shy." Her ability to function in the everyday world of work and social interaction is severely limited by this psychological issue. We can certainly take a guess at what may have made this condition develop in Laura. Her self-consciousness over her disability has contributed to it; the leg brace she is forced to wear is very noticeable.

Laura's mother is also partly responsible. Amanda is very outgoing, aggressive and flirtatious, and it is very difficult for Laura to assume any form of social dominance because she is not capable of matching her mother's extroverted qualities. Amanda tried to get Laura to fit in by sending her to business school, but Laura's shyness and awkwardness prevented her from being able to participate.

It also seems that Amanda's own somewhat delusional personality (she has a tendency to live in the past) interferes with Laura's ability to become more socially outgoing. Amanda insists Laura remain "fresh and pretty" for any young men who might come to visit. But in the scene where Tom brings a friend home for dinner (the "Gentleman Caller," who is also a former schoolmate of Laura), Amanda dresses in an inappropriate youthful outfit and flirts with the young man herself. This causes Laura some embarrassment, party because she is incapable of behaving in this way. Laura is so sheltered by her home life and what she finds "normal" that she misconstrues the Gentleman Caller's intentions when he tries to break her out of her shell by dancing with her and kissing her. 

At the beginning of this scene, the description of Laura's appearance compares her to the glass animals in her collection, a hint that she is destined to be looked at and admired, but unsuitable for physical intimacy: 

The arrangement of Laura’s hair is changed; it is softer and more becoming. A fragile unearthly prettiness has come out in Laura: she is like a piece of translucent glass touched by light, given a momentary radiance, not actual, not lasting. 

Provide some quotes from "The Canterville Ghost" which demonstrate satire in the American ways of living.

At several points in "The Canterville Ghost," Wilde satirises American behaviour and the American way of life. In the opening lines of the story, for instance, the narrator refers to the Otis's purchase of Canterville Chase as a "foolish thing." This is because the American family have not heeded the warnings that the house is haunted and, in pointing this out, Wilde pokes fun at their supernatural scepticism.

Later, in Chapter Two, Wilde satirises the family's conversation. He refers to the family as "cultured Americans" and then follows this with an overview of the topics they discuss:

The subjects discussed...such as the immense superiority of Miss Fanny Devonport over Sarah Bernhardt as an actress; the difficulty of obtaining green corn, buckwheat cakes, and hominy, even in the best English houses.

This is satirical because these topics are, in fact, quite frivolous and, in mentioning them, Wilde suggests that the family aren't really very cultured at all.

Finally, Wilde also satirises the way in which the family copes with the blood-stain in the library. After its re-appearance, for instance, Mrs Otis composes a letter to the "Psychical Society" which has a comforting effect on the family:

That night all doubts about the objective existence of phantasmata were removed for ever.

In this example, Wilde mocks the family through their appeal to a pseudo-scientific society which, again, pokes fun at their belief systems and their construction of knowledge. 

What are the environmental exposures observed in this excerpt from Maquilapolis (City of Factories)?1st Transcript: First Woman: I’ve always...

Environmental exposure might mean one of two things: (1) to what is the environment itself exposed; (2) to what environmental contaminants are people exposed? These are related to each other, and either understanding is relevant to the story of Maquilapolis, (City of Factories).

Globalization brought industrialization to Chilpancingo, in northern Mexico, starting in the 1980s (canewsreel.org). The factories—under treaty with Mexico that allows for the duty-free import of component parts and duty-free export of finished products—are called maquiladoras (singular, maquilador); the workers and the system of duty-free foreign factories are also called maquiladoras (singular, maquiladora). The products made at maquiladoras included televisions, pantyhose, intravenous bags, batteries, cell phones, and electronic components (PBS, canewsreel.org). Environmental contamination was introduced to the area with the intrusion of the unregulated maquiladoras (factories)—established with the "government’s apparent collusion with the polluters" (canewsreel.org)—and was compounded when the factories exited (policyinnovations.org, Carnegie Council), leaving behind production related toxic waste (PBS).

In the transcript sections provided, 1st Transcript and 2nd Transcript, several indicators of environmental exposures can be observed from the speakers' accounts of their personal, daily experiences. The first woman brings up the subject of the water, and her comments are corroborated by the second woman. The water is said to be foamy and of several unnatural colors.

The observation of foam and unnatural coloration in the water indicates contaminants from leaked sewage and industrial waste, such as industrial detergents. Although not mentioned in the transcripts, PBS reports leaked sewage and a "toxic stew of chemicals and manufacturing agents" (PBS) running down from the industrial mesa, which, as the second woman says, is upriver from their neighborhood of Chilpancingo: "The 'Industrial City' is on the Mesa, and we’re down below. All their chemicals end up in our neighborhood." Changes in water color are related to many factors, including leaked sewage (which may increase red algae) and dumped industrial toxins as in "slag heaps of toxic material" (PBS).

The first woman also mentions respiratory problems and an inability to breathe. While these symptoms are linked to many environmental contaminants, they are indicative of lead contamination, which is absorbed through inhalation (irritating nasal passages and lungs) and ingestion, usually "accidental ingestion (eating, drinking, and smoking) via contaminated hands, clothing, and surfaces" (OSHA). This links directly to the speaker's remarks in the 2nd Transcript: "you can’t wash your clothes with your children’s, or get close to your kids after you leave work." Children acquire symptoms from contact with working parents because lead contamination is transferred through hands, clothing, and surfaces (as are dioxins, phthalates, and other VOCs, also a problem in the United States).

Liver damage and cancers, such as leukemia, are also directly related to lead contamination. Lead, such as in the lead-based paste mentioned in the 2nd Transcript, is used in the production of batteries, plastics (as in intravenous (IV) tubes), and electronics. Lead is also present in leaked sewage. Skin ailments are linked to industrial toxins, such as "chloronaphthalenes and polychlorinated biphenyls (PCBs)" (Oxford Journal), detergents, metals, and resins (Institute of Occupational Safety, UK).

From The House on Mango Street, please provide three examples of imagery with page numbers.

Imagery has to do with phrases, references, or figurative language that uses one or more of the fives senses. The creation of imagery happens when an author uses the senses of sight, smell, taste, touch, or sound to describe something. The following example from the first vignette mentions at least two of these senses:

"It's small and red with tight steps in front and windows so small you'd think they were holding their breath. Bricks are crumbling in places, and the front door is so swollen you have to push hard to get in" (4).

Notice that this passage has visual images: small, red, tight steps, bricks crumbling, and a swollen door. Next, it shows the sense of touch with words such as "push hard," and "holding their breath." One might identify with how it feels to push hard to open an old door, or to hold one's breath, for example. 

Another example of the use of imagery can bee seen in the following passage:

". . . and nobody looked up not once the day Angel Vargas learned to fly and dropped from the sky like a sugar donut, just like a falling star, and exploded down to earth without even an 'Oh'" (30).

The senses of sight, sound, and taste can be found in this quote. Words such as "sugar donut" and "falling star" can both be visualized. The sugar donut can be tasted; however, since a donut is also easily broken, the image shows that it is fragile to the touch. Then because the falling star "exploded," the sense of hearing can be employed. 

One final example of a passage that uses imagery is one that focuses on Esperanza's blind aunt.

"My aunt was blind by then. She never saw the dirty dishes in the sink. She couldn't see the ceilings dusty with flies, the ugly maroon walls, the bottles and sticky spoons. I can't forget the smell. Like sticky capsules filled with jelly. My aunt, a little oyster, a little piece of meat on an open shell for us to look at" (60).

Many people can identify with having dirty dishes in a sink. Readers can also visualize what flies on ceilings might look like, so visual images are strong in this passage. It might also be easy to imagine what maroon walls, bottles, and sticky spoons lying around the house look and smell like. Esperanza describes the smell of the apartment like "capsules filled with jelly," which smell may or may not be easy to imagine based on one's personal experience. However, the rest of the description of her aunt describes her as little as an oyster, and maybe only as significant as a tiny "piece of meat." Readers can visualize what an oyster in its shell looks like and apply it to how Esperanza's aunt appears to be and act like. Anyone who has eaten oysters might also apply the sense of taste when reading this description, too. Therefore, there are many visual images to ponder in this passage. The senses of smell and taste coincide with the descriptions of the objects in the apartment as well.

Why doesn't Jimmy reveal himself to Bob in "After Twenty Years" by O. Henry?

The narrator's description of the as-yet-unidentified cop makes him look like a man who has been on the police force for many years—perhaps as long as twenty years. Bob's description of Jimmy to the cop (who he doesn't recognize as his old friend) makes Jimmy appear to be the kind of "staunch" man who would be devoted to his duty. Once Jimmy recognizes Bob as the man who is wanted by the Chicago police, he knows it is his duty to have Bob arrested. If Jimmy had been a different kind of man, he might have introduced himself to Bob and then told him to get lost. Jimmy couldn't do that. If he introduced himself, Jimmy would have had to make the arrest himself, and, as he says in his note,

Somehow I couldn't do it myself, so I went around and got a plainclothesman to do the job.

Jimmy could only see two choices: arrest Bob himself or have another cop arrest him. There were no other options for a man with Jimmy's character. If Jimmy identified himself and made the arrest, there would have been an emotional scene, with Bob pleading for mercy on the basis of their old friendship. O. Henry didn't want to write that kind of scene.

It is interesting that Dashiell Hammett writes such a scene in the final chapter of The Maltese Falcon. Brigid O'Shaughnessy begs and pleads and uses all her sex appeal to persuade Sam Spade not to turn her over to the police for murdering his partner Miles Archer. Spade is adamant, though. He tells her in beautiful American vernacular:

I don't care who loves who I'm not going to play the sap for you. I won't walk in Thursby's and Christ knows who else's footsteps. You killed Miles and you're going over for it.

Why is Portia melancholy in The Merchant of Venice?

When we first meet Portia in Shakespeare's The Merchant of Venice, she proves to be a very melancholy individual, despite her vast riches and elite status as an heiress of Belmont. As we get to know Portia better, however, we begin to understand the source of Portia's sadness. Portia is primarily melancholy because she doesn't have any control over her own romantic affairs, as her father decreed any man who wishes to marry her must solve an elaborate riddle. The riddle involves three caskets: one is silver, one is gold, and one is lead. Any man who wishes to marry Portia must pick the correct casket out of the three, a task that proves maddeningly difficult. To make matters worse, it's apparent Portia does not really like most of the men vying for her hand in marriage. Indeed, her descriptions of her primary suitors illustrate her contempt for many of them. As such, it's hardly a surprise that Portia struggles with melancholy when we first meet her, as the obstacles she faces would be enough to frustrate any person. 

What three specific ideas does Du Bois present in The Souls of Black Folk?

The three most unique and perpetually relevant concepts to come out of W.E.B. Du Bois's The Souls of Black Folk are the following: double-consciousness, the veil, and the color line.

The concept of "double-consciousness" is described in the first chapter, "Of Our Spiritual Strivings":

After the Egyptian and Indian, the Greek and Roman, the Teuton and Mongolian, the Negro is a sort of seventh son, born with a veil, and gifted with second-sight in this American world,--a world which yields him no true self-consciousness... It is a peculiar sensation, this double-consciousness, this sense of always looking at one's self through the eyes of others, of measuring one's soul by the tape of a world that looks on in amused contempt and pity (Du Bois 5).

Notice how he mentions all of the "races" and cultures known to have produced great civilizations. The Negro "is a sort of seventh son," a forgotten child whose own accomplishments go ignored. He uses, too, the modern term "Negro," when "colored" was the de facto designation for black people during the time in which he writes this. He introduces the concept of the veil here as well, which I will later explain.

"Double-consciousness" is uniquely both a "second-sight," but also a state of mind which provides "no true self-consciousness." This is to say that black people have difficulty forming a self-image without being beholden by the white gaze. Black people are hyper-conscious of what white people think, worried that the bad behavior of a single individual will spoil the perception of the entire race due to the white supremacist's tendency to view all blacks with "amused contempt and pity."

Thus, one is conscious of oneself as others (i.e., whites) see him or her and, unfortunately, "measures" oneself by that conception. This consciousness places black people outside of the American mainstream, though the black American is thoroughly a product of America. The goal is to "merge" these identities, never to abandon one for the other:

He would not Africanize America, for America has too much to teach the world and Africa. He would not bleach his Negro soul in a flood of white Americanism, for he knows hat Negro blood has a message for the world. He simply wishes to be both a Negro and an American... (Du Bois 5).

The "veil," in a metaphorical sense, is a manifestation of how black people learn to see themselves as both black and American. The veil signals separation. According to Du Bois, "the veil" is what makes one "different from the others...shut out from their world..." (Du Bois 4). He had no "desire to tear down that veil," but "to creep through" (4). This means that he does not want to dismantle what makes him different -- he embraces that. However, he does not want his difference to preclude him from inclusion into all of the rights and opportunities afforded by those who are not viewed as "different."

The veil also signals that one is somehow obscured, or not clearly seen by others. This inability to be seen by others, as fully human and individual, is what results in the color line. The color line is the social result of whites viewing black people as thoroughly different -- with goals and values that are somehow separate from their own -- and as less worthy of equal recognition.

Source: Du Bois, W.E.B. The Souls of Black Folk. New York: Penguin Books,   1996. Print.

What tool would you use to observe cell division?

There are a few different methods one might use to observe cell division, but these all incorporate the use of a microscope of some kind. A microscope is an optical device which uses lenses and light to allow an individual to observe samples of material in a highly magnified form. Magnification may be hundreds or thousands of times stronger and more focused than unaided human vision, making this a great tool to observe cellular activity. Sometimes, a standard microscope doesn't give the precise results a scientist or student hoped it would. In such cases, fluorescent microscopes or contrast microscopes may be used. Fluorescent microscopy uses a much more powerful light source than a standard microscope and can accentuate 3-D features of samples that might otherwise look flat. Contrast microscopy (also called phase-contrast microscopy) changes the way light is refracted on observed samples and allows for more precise observation of cellular changes. 

What country will have the greatest population by 2020?

By 2020, both China and India will be the two most populous countries in the world.  China will have the largest population at just over 1.4 billion people.  India will have just under 1.4 billion people by 2020.  The population of the entire world by 2020 is projected to be 7.7 billion people.  Together, India and China will be home to almost three billion people.  This means that almost half of the population of the entire world will be contained within the two Asian countries.  

Much of the data for 2020 is similar to the population numbers of today.  In 2016, China's population is just under 1.4 billion people.  India's population today is just over 1.3 billion people.  Projections for the next twenty years show that the populations of these two countries will continue to grow.

What are benefits and drawbacks of traveling in your own country as opposed to traveling abroad?

There is a wise saying that “People do the same thing for different reasons.” This truism is helpful in determining the benefits and drawbacks of any kind of travel. What are your reasons for traveling? If comfort and immediate gratification are high on your list, domestic travel avoids or mitigates the foreign travel inconveniences of long flights, potential language barriers, unfamiliar social customs, and financial burdens. You can enjoy the mobility and convenience of a personal car, for example, and your schedule can be flexible and altered on a whim. Foreign travel usually requires a lot of planning, preparation, and scheduling – visas may be needed in addition to passports and currency often has to be exchanged. On the other hand, foreign travel gives one a more universal view of what the world is like, broadens one’s understanding of human nature, and prepares one for a global worldview and economy. If one of your strongest motivations is to get to know your own environment, you may want to travel in your own country to visit relatives or see national sites such as parks and museums.

Explain the symbolic characteristics of Ralph and Jack in The Lord of the Flies by William Golding.

Jack is described as "tall, thin, and bony; and his hair was red beneath the black cap" (page 20). Red hair is a symbol of his later quest for blood. He is also described as having blue eyes that are "ready to turn to anger" (page 20). He is angry and violent, and later, he constantly totes about a spear, which symbolizes his connection to a primitive form of violence. Jack also carries around a bloodied knife, and he smears the blood from his knife over his forehead, again symbolizing his connection to bloodthirstiness (page 71). He has forgotten about being rescued and has descended to using violence. For example, he snatches off Piggy's glasses (page 71). Jack is lawless and uses force to lead.

Ralph, on the other hand, is described as "fair," (page 8), or blond, symbolizing that he is a fair-minded and sweet golden boy. He is also described as having a "golden body" (page 11). He is associated with the conch, a shell he uses to call others to a meeting, symbolizing order and law. His values are in opposition to the chaotic lawlessness and bloodthirstiness that Jack symbolizes. 

`int (x^3 - 8x)/x^2 dx` Find the indefinite integral.

`int (x^3-8x)/x^2dx`

To solve, express the integrand as two fractions with same denominators.

`=int (x^3/x^2-(8x)/x^2)dx`

Simplify each fraction.

`=int (x - 8/x)dx`

Express it as difference of two integrals.

`=int xdx - int8/xdx`

For the first integral, apply the formula `intx^ndx= x^(n+1)/(n+1)+C` .

And for the second integral, apply the formula `int 1/xdx=ln|x|+C` .

`= int xdx - 8int1/xdx`

`=x^2/2-8ln|x|+C`

Therefore, `int (x^3-8x)/x^2dx = x^2/2-8ln|x|+C` .

What change should be expected in the velocity of a body to maintain the same kinetic energy, if its mass is increased sixteen times? How?

Hello!

Kinetic energy is that part of full energy which a body has due to its motion. The formula for kinetic energy is `E_k = (m V^2)/2,` where `m` is the mass and `V` is the speed (regardless of direction).

Usually a body remains the same during its motion, and the mass of the body also remains the same. In our problem, the mass of the body is supposed to increase `16` times, roughly speaking some other bodies will join our initial body.

In such a case, its kinetic energy becomes `E'_k = ((16 m) V^2)/2 = 16 E_k.` To compensate this change by a speed change, we have to reduce `V^2`  `16` times, which means to reduce `V`  `sqrt(16)=4` times.

This is the answer: body's speed must be reduced 4 times to maintain the same kinetic energy.

Give evidence of the disadvantages and advantages of Hong Kong using a market economic system.

The advantages and disadvantages of free markets are much the same for Hong Kong as they are for anywhere else. In my opinion and that of the vast majority of economists, the advantages outweigh the disadvantages; but we should be honest about the fact that there are real disadvantages for many people.

The chief advantage of free market globalization is increased economic efficiency. This benefit must not go unappreciated; it sounds like we're just saying some numbers go up on a graph. But improved economic efficiency means better lives for millions of people. It means more goods for less work, more wealth and less poverty. The expansion of free markets around the globe is the chief reason why global extreme poverty is now at the lowest level it has ever been.

The chief disadvantage of free market globalization is increased economic inequality. When we open ourselves to free markets, we make both winners and losers, and as a result some people become much wealthier while others remain the same or may even become poorer.

Another disadvantage, particularly applicable to Hong Kong, is volatility. Markets can shift suddenly and randomly, and particularly when a small country is linked by trade to larger countries, GDP can rise and fall dramatically as the tides of global finance change. Hong Kong only has a population of about 7 million, compared to its chief trading partners China and the US with 1.368 billion and 321 million respectively. An economic shock that may feel minor to China or the US could nonetheless have huge effects for Hong Kong.

These are indeed the results we've observed. Since they have liberalized their markets (to, by some measures, the freest markets in the world), Hong Kong has seen high economic growth, but also much higher inequality and volatility. Overall Hong Kong is better off, but some people have benefited much more than others, and many people may actually be worse off.

What examples are there of Marxism in society today?

Very few societies today are thoroughly Marxist, but many, if not all, have employed Marxist theory to some extent in progressing and making societal change. Some nations, like China, officially describe themselves as communist or one-party socialist states. China is a highly regulated society, though some of their social and economic practices are not strictly Marxist communist. Other nations, like North Korea, have grown out of Marxist-Leninist ideology. Today, North Korea practices Juche (or "self-reliance") as a rejection of the traditional Marxist-Leninist form of Communism. Other nations may consider themselves to be socialist or practice socialism in the form of universal access to healthcare, education, and a minimum wage as a means of providing for the people and the state.

Outside of economics, Marxism has become a favored theoretical framework in the social sciences. The study of present-day class inequality as well as the studies of race, ethnicity, gender, and disability have all experienced major shifts with the introduction of Marxist theory. Marxism no longer solely applies to economic class struggle, but that experienced when any segment of society is systemically oppressed. For this reason, Marxism has become a significant force in academia today.

Many of the tangible examples of socialism (and Marxism) that one might experience today pass by in such a way that we do not readily identify them as being socialist. If your country has any of the following, you've experienced socialism to some degree:

• Government-provided support for the young, elderly, and disabled, such as Social Security in the United States


• Universal healthcare


• Free education


• Subsidies on housing or utilities


• Public libraries


• Public roads and highways


• Emergency services like police and the fire department


• Government-provided support for the impoverished, like the food stamps program in the United States

Even though not all of these things are explicitly outlined in Marx's writings, they have been developed as a way of providing support to the people in the interest of equality.

Describe the vertebrate vertebral column and list its functions.

The vertebral column, also called the spinal column, in vertebrates is composed of the bones, called the vertebrae, that go from the neck to the tail. The vertebrae are further differentiated into the caudal vertebrae (the bones in the tail), the sacral vertebra (often joined together to make the sacrum, which connects with the pelvic girdle), the lumbar vertebrae (in the lower back); the thoracic vertebrae (in the chest), and the cervical vertebrae (in the neck). In higher vertebrates, each vertebra has a centrum that is topped by a Y-shaped arch. The centrum and arch go around an opening, and the spinal cord goes through this opening. Each centrum is separated by the surrounding centrums by cartilage known as intervertebral disks. Vertebrae in the lower vertebrates are different and often have more complexity. The number of curves in the column varies by animal. Quadrupeds have one curve, though in humans there is also the sacral curve (which helps the sacra support the abdomen), the anterior cervical curve (to help raise the head), and the anterior lumbar curve (which forms as children walk and sit). 

The function of the vertebral column is to protect the spinal cord. In addition, many muscles and other parts of the skeleton, such as the pectoral and pelvic girdles, are attached to the column. It also allows animals such as humans to transmit their weight while walking or standing. 

What were the major causes of war between the Powhatans and the English settlers?

Aside from the cultural differences that contributed to friction between Native peoples and Europeans throughout the Americas, the main cause of the Anglo-Powhatan wars in the years following Jamestown's founding was the desire of English settlers for land. When the Jamestown colonists arrived in Virginia, they entered the empire of the Powhatan people, whose chieftain had spent the previous two decades expanding his influence over the region. At first, he probably saw the English as subject peoples and perhaps valuable allies, but after surviving a series of horrific famines, and nearly failing as a business venture, they began to plant a variety of tobacco that could be easily marketed in Europe. Virginia quickly became a cash crop colony, and the colonists' demands for land increased dramatically. As more and more colonists arrived, they became more of a threat to the Powhatan, and this process led to conflict. The earliest war had actually begun when the Powhatan attempted to starve out the colonists by denying them corn, a response to early English expansion (before tobacco became a factor.) But the introduction of tobacco into the colony sped up expansion and intensified conflict with area natives. This process ended in disaster for the Powhatan. 

How did the Virginia Company reshape the colony's development?

Colonization of the New World in the late 16th and early 17th centuries was a risky venture.  Two groups of settlers were lost in North Carolina with no clues as to their fates. England was not yet a rich, world power. So, to finance a colony in Virginia, a joint-stock company composed of private investors financed the establishment of a colony at Jamestown.

The goal of the colony was not primarily the expansion of English power—it was a business enterprise, so its goal was to make a profit. But this did not happen. Survival in the first few years of what would eventually become the United States of America was anything but certain. The colonists were decimated by disease, starvation, and warfare with local Native Americans.

The Virginia Company did not want to lose its investment, so it tried to institute some reforms to motivate the settlers, entice new settlers, and attract new investors. It allowed the colony a greater degree of self-rule. It increased the colony's territorial waters. Back in England, it tried to increase investment by appealing to citizens' patriotic desire to improve England's international power, and it tried to stoke evangelicals by pointing out the need to Christianize the Native Americans (which they referred to as “savages”). Investors were promised land if they paid for the passage of settlers who then worked that land as a type of indentured servant for a period of time.

Eventually, investors tired of the colony's failure to turn a profit. King James made Jamestown a royal colony in 1624, shifting control from the investors to the government. With tobacco, the New World finally had a profitable commodity, and the rest is history.

What are the differences and similarities between Stanley and Zero in Louis Sachar's Holes?

Most of the similarities between Zero and Stanley are based on their personalities. For example, both are adventurous. Zero and Stanley both run away from the camp into the desert, with no water or food. They both also have a sense of justice. They run away to escape the camp's unfair conditions. Their pasts also intersect. Zero is the descendant of Madame Zeroni, while Stanley is the descendant of a man who was supposed to carry Madame Zeroni up a mountain to ensure his future success.

The differences between Zero and Stanley stem mostly from their upbringings. Stanley grew up with two parents and a grandparent, and they all live together. Stanley knows how to read. Zero, on the other hand, does not know where his parents are, and never learned to read.

In the story "A Rose For Emily" by William Faulkner, how can it be shown with three supporting points that Emily's attempt at controlling time is...

If it is your intention to show that Miss Emily, in "A Rose for Emily" (Faulkner), has been futile in her attempts to hold back time, that is, in fact, your thesis.  A thesis is simply the main idea you wish to prove.  A thesis statement, on the other hand, is a statement that states your main idea and your supporting points.  So it is the three points we need to work on here, and really, there are so many points, it is almost difficult to choose. Let's go over four that come to my mind immediately.

First, Miss Emily remains in her crumbling mansion, a household she clearly cannot afford to keep up, even not paying taxes, and it crumbles about her, the only house left in the "good" neighborhood when she dies, in "coquettish decay" (Faulkner 1), much like Miss Emily. She cannot stop the clock on this decay.

Second, Miss Emily, while she may perceive herself to be a winsome Southern belle, is seen by the townspeople as a "fallen monument" (1), obese, unattractive, with a mixture of black and grey hair. She has not held time still as she grows older, nor has she even aged gracefully or with dignity.

Third, I would not call her murder of Homer Barron a great success in holding off time.  One's imagination can only enhance a crumbling corpse for so long and then I'm sure a serious "ick" factor must come into play. 

Finally, Miss Emily herself dies, as no one can hold off time enough to avoid death.  In spite of her early pampered life and how she sheltered herself after her father died, every crumbling monument must finally crumble away.

To write a thesis statement, you need to select the points you wish to develop and support and then add them to the thesis itself. For example, if I were writing a literary analysis about this story, I could have a thesis statement like this:

Miss Emily's father ruined her for real life, by forbidding her any suitors, by not providing her with an education, and by not teaching her how to do anything that could have gained her employment. 

That is a different thesis, of course, but notice that I state it and then just add my three supporting points.  You have a good thesis to write about, and all you have to do is add the points you want to make to the thesis. Place the thesis statement at the end of your introduction, where the reader can now use it like a table of contents for the rest of the essay. Good luck!

Does a bee have a penis?

Male bees do have a penis. When a male bee or drone mates with the female queen bee, its penis which is located internally is everted which means is turned inside-out during the process of mating and the sperm is deposited inside the female's vagina. Bees mate during flight. The sperm is ejected forcefully into the queen's genital tract. Queens can store sperm for a long period of time until their eggs are fertilized. 

When mating has concluded, the partners separate however, the bulb of the penis remains inside the queen's genital tract. This causes the male to die off soon after mating. It also insures a great deal of semen remains inside the queen's genital tract. Queens can mate with several different partners. 

I have included a link which has diagrams of the reproductive tracts of immature and mature drones and another describing honey bee mating.

How do animals and plants live in fast-flowing water?

Animals, such as fish, amphibians, mammals, and insects have a variety of adaptations that let them exist in swift moving water. 

Fast moving water tends to be colder than slow water; some of it originates as snow melt on the sides of mountains, for example. For this, animals in fast water tend to be more cold resistant. This is why you do not see fish like freshwater trout in equatorial regions. These animals struggle and die in slow, warm water.

Fast moving water means that if the animal or plant wants to stay put, it must resist the flow. Fish tend to be far more muscular and lean in these places, while insects like stoneflies, mayflies, and other larvae have ways to secure themselves to rocks and plants while growing. Plants develop strong root systems, and algae hold fast in rocky crevices in the river.

Some animals have to adapt their reproductive systems as well. Because finding a mate is difficult in the sweeping waters, breeding tends to happen all at one time. As an example, salmon have runs, where thousands of fish all swim upriver at once to breed, can dramatically alter the surrounding ecology of the river. Insects like mayflies have hatches, where hundreds of thousands of flies swarm into the air at once to breed and lay eggs.

Other adaptations include slow metabolisms, smaller overall sizes, and fast movement speed.

In the oceans, animals depend on currents in the water to live. Animals like jellyfish and plankton use currents to move around from one place to another, while others rely on currents to bring them nutrients they need to live. These currents also prevent the ocean from stagnating, and stir nutrients and gasses around to the same effect as stirring a compost heap.

Other animals, such as squid, whales, and even salmon, rely upon ocean currents to complete migration events for seasonal breeding, feeding, and other activities.

How did Don John spoil the wedding in Much Ado About Nothing and why?

Don John spoiled the wedding because he was bitter and wanted to make his brother look bad.  He was the illegitimate brother, you see. Don Pedro was the legitimate brother.  Don John wanted to make trouble for his guests.  He had nothing against Claudio and Hero personally.  Hero's father Leonato was the governor, so ruining the wedding made Don Pedro look very, very bad.

Don John is a bitter and angry person.  He embraces this, and decides to take revenge on his brother and be the bad guy.  He seems to revel in it.

DON JOHN

...

I cannot hide
what I am: I must be sad when I have cause and smile
at no man's jests, eat when I have stomach and wait
for no man's leisure, sleep when I am drowsy and
tend on no man's business, laugh when I am merry and
claw no man in his humour. (Act 1, Scene 3)

Don John, as the illegitimate son, is not happy.  He seeks ways to make other people unhappy.  If he can make his brother unhappy, he will be happier.

Don John's plan was cold and calculating.  He arranged for Claudio to see Margaret having sexual relations with Borachio and told him it was Hero and another man.  Claudio flipped. He believed everything and renounced Hero on their wedding day.

The saddest thing about this is that as bad as Don John's actions are, Claudio's are also horrid.  Claudio waits until the wedding, then refuses to marry Hero.  Leonato demands proof that his daughter was unfaithful.

LEONATO

What do you mean, my lord?

CLAUDIO

Not to be married,
Not to knit my soul to an approved wanton.

LEONATO

Dear my lord, if you, in your own proof,
Have vanquish'd the resistance of her youth,
And made defeat of her virginity,-- (Act 4, Scene 1)

The truth is, Claudio has no real proof, because there is none.  He did not see what he thought he saw.  His word is enough though, to ruin Hero's reputation.  Hero faints and they tell everyone she is dead.  Don John has ruined the wedding, and he and Don John have destroyed Hero's good name.

A boy drops a ball from the roof of a house which takes 3 sec to hit the ground. Calculate the velocity before the ball reaches the ground and the...

Because the ball is dropped, we know that it starts at a velocity of zero meters per second (fully stopped). 

Gravity is a force of acceleration. As given in the question, we will assume the acceleration force of gravity to be `(10 m)/(sec^2)` . We can think of this as a constant force of acceleration. Therefore, after one second, the ball is falling at 10 meters per second; at two seconds, it is falling at 20 meters per second; and, at three seconds, it is falling at 30 meters per second. 

The ball is an object in free-fall. It is falling at a constant acceleration, although its velocity and distance are changing. Thus, the instantaneous velocity is simply given by `v = g*t`

Since the acceleration is uniform, the velocity at the midpoint time t (1.5 seconds) will give us the average velocity. Plugging in 1.5 for the above, we get: 

`(10 m)/(sec^2) * 1.5 sec = (15 m)/(sec)`

Using this average velocity, we can multiply this with the total time (3 seconds) to obtain 45 meters, the final answer. Thus, the ball was dropped from a height of 45 meters and reached a velocity of 30 meters per second before hitting the ground.

` `

` `

In "The Red-Headed League" by Arthur Conan Doyle, why was the league suddenly ended?

The league ended when the criminal, John Clay, no longer needed Mr. Wilson away from his shop during the day. 

The Red-Headed League was highly unlikely.  It was brought to Mr. Wilson’s attention by his assistant, who showed him a newspaper advertisement.  The league was supposedly designed to promote red-headed men because an American millionaire named Ezekiah Hopkins had red hair and left the instructions and funding in his will.  

In reality, Mr. Wilson had red hair.  His shop was near the bank.  It was a way to get him out of the shop.  When Mr. Wilson hired Sherlock Holmes to find out why the Red-Headed League was disbanded, he figured this out upon visiting the shop.  Watson and Holmes discussed this. 

Evidently," said I, "Mr. Wilson's assistant counts for a good deal in this mystery of the Red-headed League. I am sure that you inquired your way merely in order that you might see him."

 "Not him."

 "What then?"

 "The knees of his trousers."

Holmes noticed that the man must have been kneeling.  He also realized that the man was no assistant, but actually the notorious criminal John Clay.  He was using Mr. Wilson’s shop to break into the bank next door by way of making a tunnel.  Holmes figured that out and decided that the disbanding of the league meant the robbery was imminent, and therefore he got the bank director to watch with him to prevent it.

"It's no use, John Clay," said Holmes blandly, "you have no chance at all."

"So I see," the other answered, with the utmost coolness. "I fancy that my pal is all right, though I see you have got his coat-tails."

"There are three men waiting for him at the door," said Holmes.

Thus, Holmes took a case that seemed completely silly and solved a bank robbery.  Holmes knew that the case was important because the Red-Headed League was so odd.  He knew that there had to be something else behind it.

How does Helen Keller show a spirit of resistance?

Helen Keller showed a spirit of resistance many times in her life.  She faced life with determination.  At first, her resistance had a negative impact on her life.  Before Miss Sullivan came, Helen felt trapped in her dark and soundless world.  She wanted to communicate like everyone else, but she could not.  Helen described this time in her life:  "The spirit of resistance was strong within me" (The Story of My Life, Chapter III). When she was frustrated, she felt trapped and sometimes threw fits.  When Miss Sullivan arrived to be her teacher, Helen was resistant.  She tried to get rid of Miss Sullivan by locking the woman in her room and hiding the key.

When Helen finally learned to communicate, she continued to resist boundaries placed upon her by others.  For example, when Helen was at the Cambridge School, Mr. Gilman wanted her to take her time before entering college.  Helen wanted to graduate with her class.  When her mother withdrew her, Helen worked with determination with tutors to complete her studies on time.

What is the meaning of the phrase "with all our spry young fellows painting the Old World red, and carrying off your best actors and prima-donnas"?...

This phrase is spoken by Mr Otis in Chapter One of "The Canterville Ghost." Here is its literal meaning: with all of our lively young men going out and having a great time, and bringing back some of your best actors and singers. To put this into context, Mr Otis is suggesting that the supernatural does not exist because if it did, young Americans would bring the ghosts home, just as they have brought back English singers and actors.

On a deeper level, this phrase provides evidence of the culture clash which exists between Lord Canterville and Mr Otis. Mr Otis, for example, represents the American New World, a hip and modern society, which contrasts starkly with the Old World of Lord Canterville, home to the aging English aristocracy.

For more information on this culture clash, please see the reference link provided.

Using the dimensions of listening effectiveness (empathic-objective, nonjudgmental-critical, surface-depth, polite-impolite, or active-inactive)....

There are four dimensions of effective listening. The first is empathic-objective. Empathic listening involves trying to understand the other person's feelings and experiences, while objective listening involves comparing what they are saying to an objective standard. The dimension of surface-depth is about whether the listener is only paying attention to the words in a superficial way or is paying attention to the deeper meanings behind them. The non-judgmental versus critical dimension relates to whether you are listening with a totally uncritical mind or whether you are listening to make a value judgment. Politeness versus impoliteness is about how you respond to the speaker--with politeness or not. Finally, active versus inactive is about whether you respond to the speaker by channeling back his or her thoughts and feelings (as you do in active listening).

When you are listening in class, you are likely trying to be more objective and thinking about the teacher's and other students' words in depth. It's also appropriate to think critically about what you're hearing in class to evaluate different points of view. You are likely listening politely and inactively (it is not necessary to channel feelings back to the speaker), though there are times, such as group work in class, when active listening is necessary. For example, if you are listening to a lecture in science class, you do not need active listening, but you might need critical listening when evaluating the answers your classmates give in class. 

When speaking to a supervisor, you are likely using objective listening, and it likely more on the surface (though it could be in depth). You are likely using polite listening and an inactive form of listening. For example, if your supervisor is giving you instructions, the conversation could involve polite listening that is objective and on the surface.

When speaking with a friend about a problem, you likely use empathic listening to understand that person's problems, and you also likely use nonjudgmental listening. You might also use depth listening to really think about what is going on for your friend, and you will likely be less polite with a friend than with a supervisor. If your friend is telling you about problems with her parents, you will also likely use active listening. For example, you can tell your friend, "I understand what you are feeling. You are feeling frustrated because your parents aren't listening to you."

With a parent, when, for example, speaking about their frustration over your grades, you might try to be empathic (understanding their point of view), though you may also evaluate what they say in a critical way. If they tell you that you can definitely get better grades, you might disagree with them. You could at times be polite or impolite, and if you practice active listening, it might help you in the conversation (saying things like, "I understand your frustration, as you think I could do better.").

Finally, with a romantic partner, who is speaking about his or her wish to see you more, you would likely try to be empathic, nonjudgmental, polite, and active, as a listener. You might also try to listen in depth to hear what is behind the person's words. For example, is that person just trying to convey how much she or he is committed to the relationship? 

Why do we feel sleepy after having lunch?

When food is ingested, it is masticated in the mouth and transferred to the stomach where further digestion of the food takes place. Once the food settles in the stomach, it triggers a neural response which informs the parasympathetic nervous system to initiate the various processes involved in digestion.

The splanchnic vessels supplying blood to the gastrointestinal tract then open up to allow for an increase in blood flow to the intestines in preparation for the increased level of activity which occurs during the process of digestion. The parasympathetic nervous system also increases the motility of the gastrointestinal tract and stimulates production of digestive secretions from the pancreas and the liver into the tract.

This re-routing of blood supply into the splanchnic circulation during digestion leads to a reduction in the amount of blood available to the brain. This causes a relative cerebral ischemia, giving rise to drowsiness, especially following a heavy meal. This phenomenon is physiological and perfectly normal. The usual pattern of blood distribution returns once the process of digestion is substantially completed.

What would be some points from Elie Wiesel's Night to prove the lesson that silence can be dangerous?

The concept of silence is a very important one in Night. Wiesel uses his narrative to display the dangers of silence.

Wiesel sees silence as dangerous because it allows abuse to happen. In Night, when people are silent, abuse is perpetrated.  There is a danger in being silent when we know injustice is taking place.

One instance where the dangers of silence can be seen is with Moshe the Beadle.  The Nazis deport Moshe, and he bears witness to their extraordinary cruelty.  However, he ends up surviving the ordeal.  Convinced that God spared his life so that he could tell the other people in Sighet about what he experiences, Moshe returns and tells the town what the Nazis are going to do to them if they remain in Sighet. However, Moshe is met with scorn, ridicule, and silence. People do not pay attention to him. They silence his narrative through rejection and apathy. The sad truth is that Moshe was right and people did not listen to him.  Wiesel uses the story of Moshe the Beadle to demonstrate the dangers of silencing voices.

Another instance where silence is shown to be dangerous is with Madame Schächter.  In the train to Auschwitz, Madame Schächter begins to scream out that she sees "fire."  She is met with silence.  When she begins to shout again, people on the train beat her up in order to get her to be quiet. Madame Schächter's voice is silenced, and even her son simply watches as the others beat up his mother.  Madame Schächter demonstrates the dangers of silence. When people are not heard or are silenced from telling their stories, Wiesel believes that bad things usually follow.  This becomes poignantly true when Eliezer's father reminds his son that what Madame Schächter said was actually true.  The fires of crematorium greeted all who entered Auschwitz-Birkenau.

The Nazis show the dangers of silencing voices.  They silenced millions of people's voices during the Holocaust. In this instance, look no further than Eliezer, who saw his family separated in the lines at Auschwitz-Birkenau. When the Nazi official says, "Men to the left!  Women to the right," it silences the voices of Eliezer's mother and sister. He never got the chance to say farewell, and could only watch as a part of his life was annihilated. 

I think that there is one more sad lesson about the dangers of silence in Night.  It takes place at the narrative's end.  Eliezer must watch his father die a slow and agonizing death. The doctors refuse to help and Eliezer is condemned to watch his father die.  In his last night, Eliezer's father is writhing and moaning in pain.  He is beaten by a Nazi officer, and Eliezer is scared that such a fate would be in store for him, as well.  After the beating, Eliezer's father continues to call out his son's name.  Eliezer hears the cries and he does not respond.  

The next morning, Eliezer wakes up to find his father gone.  Another prisoner has replaced him.  Eliezer reasons that "they must have taken him away at daybreak."  It is at this point that Eliezer's words about his father's death reflect one final lesson about the dangers of silence:  "No prayers were said over his tomb. No candle lit in his memory. His last word had been my name. He had called out to me and I had not answered."  No one could possibly blame Eliezer for being silent.  However, that does not remove the guilt he feels for being silent when his father called out to him.  Eliezer lives with the reality that he remained silent when someone yearned for him.  This demonstrates the ultimate danger of silence.  Silence is a form of negating the bonds that exist between human beings.  Whether it is seen in the Holocaust on a large scale or in the sad interactions between a dying father and his son, the lesson is clear that when we are silent, we fail to acknowledge the connections between human beings. Even as Eliezer is liberated from the camps, he carries this lesson with him for the rest of his days.

Who is the main character in Jim O'Connor's What Was the Battle of Gettysburg?

It is not really fair to request a "main character" in regards to this book because it is a non-fiction book about a particular event.  However, there are quite a few real people mentioned in the book that could be considered "characters":  Mathew Brady (a famous civil war photographer), Jeb Stuart (a lesser-known general for the Confederacy), George Meade (the general leading the Confederacy during this particular battle), Abraham Lincoln (the President of the United States at the time), and Robert E. Lee (the legendary general of the Confederacy).  Of these four characters, only Abraham Lincoln and Robert E. Lee could be considered main characters.  Lincoln, of course, is famous for his "Gettysburg Address" and his role in leading the Union during the entire Civil war.  Robert E. Lee led the soldiers from the South into the bloody battle that gives the book its title.  The battle is often deemed the "turning point" of the Civil War.

Who are the credible characters in Arthur Conan Doyle's Hound of the Baskervilles?

As with most crime fiction, most of the characters withhold information or lie about it. What creates and resolves suspense in this sort of story is precisely the way readers are only gradually given the information needed to fully understand the events we witness. For characters:

Narrator: The third person narrator is reliable but is mainly restricted to the viewpoint of Watson and only knows or reveals information to us gradually.

Watson: He has an open and honest character and tells the truth, but is not as intellectually acute as Holmes, and does not always understand what lies behind the events he observes and records.

Holmes: The consulting detective is brilliant and seeks and discovers the truth in all of the works featuring him. At times, he will lie or engage in other forms of deception to achieve his ultimate ends, but in the end he will reveal the truth.

Sir Henry Baskerville and Dr. Mortimer: Both honest but puzzled by events.

Barrymore and Mrs. Barrymore: Lie initially to help Selden but otherwise truthful. 

Mr. Stapleton: Not credible.

What are some questions that I could ask in an interview with someone [not white], regarding the Separate Amenities Act during apartheid?

Here are some questions that you could ask in such an interview.  Of course, the specific questions that you ask might vary depending on the person you are interviewing and, perhaps, your own particular interests.

• What were things like before this law was passed?  Were things really any different?  (Since this law was passed in 1953, you may have a hard time finding people who remember the time before it, but this is a question that would be interesting if you could interview an older person.)


• What kinds of public amenities do you remember that were separate for the different races?


• Did they have separate facilities for blacks, coloreds, and Asians, or was it just white and non-white?


• Do you remember if there were amenities that were white only, with no segregated facilities for other races?  (In other words, were there things like beaches where there was a white only beach but no beaches where non-whites could go?)


• Were there any places where whites and non-whites mixed?


• Did you ever get to go inside a white-only area or facility (perhaps as someone who was caring for a white child)?


• If so, what were they like compared to the facilities for your race?


• How did this law make you feel?  How did it feel to be kept separate from the white people?


• What things in your life changed after this law was repealed and what things did not? 


• Do you think that there was anything positive about the Separate Amenities Act?

Hopefully this gives you some ideas of what questions you could ask.  Perhaps these examples will help you to think of additional questions that are of interest to you.

In Shakespeare's Macbeth, what is "nose-painting"?

In Act 2, Scene 3 of Macbeth, on the second page, the Porter says that drinking provokes "nose-painting, sleep and urine." While we know what the last two things are, it is a little more unclear what the term "nose-painting" refers to. While many people assume that it means the turning red of your nose when you drink, other sources point to the real meaning being a little more bawdy than that.

Shakespeare uses many euphemisms to refer to sexual acts, and this might be no exception. If we look at the context surrounding the quote, we get a clue as to what it might signify: "Lechery, sir, it provokes and unprovokes; it provokes the desire, but it takes away the performance... makes him stand to and not stand to." If we take this to mean that he is using these phrases as a metaphor for sexual behavior, such as the desire to perform and not to perform and the ability to "stand to" (achieve an erection), then we might assume that painting one's nose could refer to some sort of sexual act. 

Furthermore, the term "lechery" is used, and this is a strong indicator of a sexual reference. Lechery is defined as excessive sexual desire, or lustfulness. This seems to suggest that although the drunk person in question has the desire to engage in sexual activity, he will be unable to "get it up," so to speak, and will thus be unable to perform sexually. 

Why do you think it's important to learn about the physical features of other countries?

Within the context of the social sciences, the physical features of a country matter a great deal more than most people realize.  Physical features are a country's geography and climate, and these have a bearing on the history, culture, and collective behavior of a people. Even the mythology of a people is influenced by its geography, as, for example, the ocean features prominently in Japanese myths. How people get their food, how and what they build, how they worship, and how they raise their children are inevitably influenced by the terrain and the weather.  Malcolm Gladwell offers an excellent example of this in The Outliers, in which he discusses how growing rice in China has produced generations of hard-working, problem-solving, math-savvy students.  This culture is to some degree a consequence of the physical terrain in many parts of China.  Sociologists take note of how different cultures are in warmer climates as opposed to colder climates and how people who live at the shore are different in many ways from those who live inland. In my own city, which comprises mostly hills and valleys, neighborhoods preserve their separate identities and cultures more than in other cities because of the physical features.  Geography and climate are powerful influences on people, and the social sciences need to take this into account.

`F(x) = int_pi^ln(x) cos e^t dt` Find the derivative.

`F(x)=int_pi^(lnx) cos(e^t)dt`

`F'(x)=?`

Take note that if the function has a form

`F(x)=int_a^(u(x)) f(t)dt`

its derivative is

`F'(x)=f(u(x))*u'(x)`

Applying this formula, the derivative of the function

`F(x)=int_pi^(ln(x)) cos(e^t)dt`

will be:

`F'(x) = cos(e^(ln(x))) *(ln(x))'`

`F'(x) = cos(e^(ln(x)))*1/x`

`F'(x)= cos(x)*1/x`

`F'(x)= cos(x)/x`

Therefore, the derivative of the given function is `F'(x)=cos(x)/x` .

Find the area of the parallelogram whose vertices are at `A(0,8),` `B(-2,6),` `C(-4,-6)` and `D(-2,-4).`

Hello!

This figure is really a parallelogram, for example because the opposite sides
have the same length: `|AB| = |CD| = 2sqrt(2)` and `|BC| = |AD| = 2sqrt(37).` Or we can check that the opposite sides have the same slope.

The area of a parallelogram `ABCD` is twice the area of the triangle `ABC` (or `BCD,`  or `CDA,` or `DAB` ). Therefore it is `|AB|*|BC|*|sin(B)|.`

The simplest way to compute this for the points with known coordinates is to note that this expression is the absolute value of the cross product:

`A = |vec(BA) xx vec(BC)| = |lt2,2gt xx lt-2,-12gt| = `

`= |2*(-12)-2*(-2)| = |-24 + 4| = |-20| = 20.`

This is the answer. If you don't know the cross product, you can use Heron's formula for any mentioned triangle (and multiply by 2).