How could management be considered a science?

Management can be considered a science because it is a body of knowledge developed systematically utilizing aspects of the scientific method, such as data collection, systematic observation, and experimentation. By approaching management scientifically, managers gain the ability to predict and analyze patterns within their organizations and exercise more control over outcomes.

One way management science processes information scientifically is by gathering data through observation and utilizing mathematical analyses like dynamical systems theory or probability to apply it to management techniques. An example of experimentation related to management is the use of modeling. Management scientists create models on computers based on observed or gathered data, experiment with them, and perform statistical analysis on the results. The use of models allows management scientists to project future data to analyze, and predict the outcomes of changes.

At the advanced degree level, outside of the simplistic obvious understanding another perspective, what is the significance of review/criticisms...

Let’s start with the basics. Peer review is part of many disciplines. Giving feedback to a peer within your graduate program provides practice for peer review, a major element of many academic fields. You get a chance to practice what you’ll be doing professionally.

The larger benefits come from receiving feedback from those in the field. Usually, graduate students who are working on their projects focus on those projects. They’re trying to research the topic and develop their ideas. This route can result in a kind of intellectual myopia. You’re simply too close to your topic to understand it well.

That’s a variation of the benefit of getting any review. The key benefits of getting reviews from professors more advanced in the field is that they have perspective on that field. They may be able to give you guidance on which journals might accept your article. They may be able to give you feedback on where your article fits in the field. They may be able to give you a kind of intellectual context you lack. For example, you may find they recognize a similar argument that was originally made 20 years ago that you could benefit by integrating. They may recognize gaps in your argument that you do not know because they are more familiar with the larger field. If an earlier article related to the one you are writing received quite a bit of criticism, you may be able to benefit from reviewing those comments. Without the review process, you may not have known to look for it.

Finally, one benefit is very basic: these are the people who will evaluate your work and let you know if it’s good enough for you to receive your degree. If you can get feedback from them before you submit it, this may save you a great deal of time.

How were the witches responsible for King Duncan's death in Macbeth?

The role of the three witches is open to interpretation.  Do they actually control the future, do they predict the future, or do they merely make suggestions that Macbeth uses as an excuse to do his own evil?  Shakespeare leaves each of these possibilities open. 

If a reader were to believe that the witches actually control what happens, then the witches are responsible for the death of Duncan since the 3rd witch says, "All hail, Macbeth, that shall be king hereafter!"  This witch proclaims that Macbeth will be king.  The interpretation that allows for the witches to control the future would be supported by the previous line from the play. 

If a reader were to decide that the witches are merely predictors of the future, the same quote as above applies, but predicting does not mean being responsible--unless one were to suggest that the witches have a responsibility to the country to warn people that Duncan's job would soon be open.  In this interpretation, the witches are not directly responsible, but they could be viewed as guilty of complicity.

If a reader believes that Macbeth is encouraged by the witches' statements but not controlled by them, then the witches are only responsible in the sense that they have goaded a power-hungry Macbeth into seeking the throne.  With this interpretation, there is no focus on the supernatural--and since the Elizabethans were fascinated by the supernatural, this interpretation is somewhat problematic from a historical perspective but still valid for a modern audience.

Ultimately, the words of the witches do plant an idea in Macbeth's mind that he should be king.  Whether those words have any actual supernatural power is left open to the readers' interpretation, but there is no disputing that their words open the door for the death of Duncan as well as the rest of the bloodshed in Macbeth.

How do I write a compound sentence?

Compound sentences simply involve putting together (or "compounding") two sentences with a comma and a joining word (or "coordinating conjunction"). Coordinating conjunctions include and, but, or, for, nor, yet, and so. One of the key parts of understanding compound sentences is knowing that the pieces must be able to stand on their own as independent clauses.

Be careful: Just because you see a comma and a coordinating conjunction doesn't mean the sentence is a compound sentence. For example, "Simon is playing Pokemon, and having a lot of fun" is not a compound sentence. Why not? Because "having a lot of fun" is not an independent clause, and the comma technically shouldn't be there (though very casual writers sometimes add one). The correct version of this as a compound sentence would be:

Simon is playing Pokemon, and he is having a lot of fun. 

Let's consider some other examples of compound sentences:

Alice wants to get ice cream at Dairy Queen, but she is lactose intolerant. 

Gordon is busy with work, so I went to dinner with Victoria instead.

We will go see Batman v. Superman tonight, or we will stay at home and watch Netflix.

In To Kill a Mockingbird, how does Lee show that other people expect Scout to behave in particular ways?

Throughout the novel, Harper Lee uses other characters to criticize Scout's behavior and state their expectations in regards to the way they feel Scout should behave. In Chapter 3, Walter Cunningham Jr. comes over to eat with the Finches and pours syrup all over his meal. Scout is disgusted and makes several rude comments that embarrass Walter. Calpurnia takes Scout into the kitchen and says,

"There's some folks who don't eat like us...but you ain't called on to contradict 'em at the table when they don't. That boy's yo' comp'ny and if he wants to eat up the table cloth you let him, you hear?" (Lee 17).

Calpurnia expects Scout to show her guests respect at all times and not judge them for their unconventional eating habits.

In Chapter 11, Scout and Jem walk past Mrs. Dubose's house on their way to the store. Mrs. Dubose looks at Scout and says,

"What are you doing in those overalls? You should be in a dress and camisole, young lady! You'll grow up waiting on tables if somebody doesn't change your ways---a Finch waiting on tables at the O.K. Cafe---hah!" (Lee 64).

Clearly, Mrs. Dubose does not agree with Scout's decision to wear overalls. Mrs. Dubose, like Aunt Alexandra and other women in Maycomb, believes that Scout should dress and act like a lady.

While Aunt Alexandra criticizes Scout for acting like a "tomboy," Atticus encourages Scout to change her behavior and leads her by example. He teaches Scout the importance of controlling her temper and exercising tolerance. Scout responds well to her father's encouragement and develops into a morally upright individual. 

Prove that `-2x^2+8x-9lt0` for all real `x.`

Hello!

Let's transform the original expression (make a perfect square):

`-2x^2+8x-9 = -2(x^2-4x+9/2) = -2((x-2)^2-4+9/2) =`

`= -2((x-2)^2+1/2).`

The expression `(x-2)^2` is always nonnegative as a square of any real number. Therefore `(x-2)^2+1/2` is always positive and  `-2((x-2)^2+1/2)` is always negative. So we proved the desired result.

In Shakespeare's Hamlet, did Hamlet's uncle really kill the king? How do you know? Is there evidence for this?

The short answer is yes, Hamlet's uncle really did murder Hamlet's father. The evidence for this is in Act 1, Scene 5.

In this scene, Hamlet's father appears as a ghost to his son. When he speaks to Hamlet, the king pitifully admits that he's doomed, for a time, to walk the earth at night and to suffer the fires of purgatory in the day until his "foul crimes" are "burnt and purged away." He then begs Hamlet to avenge his death and proceeds to reveal that he didn't really die from a snake bite, as claimed. In fact, he says that "the whole ear of Denmark / Is by a forgèd process of my death / Rankly abused." Basically, the whole country's been deceived into believing a lie, and the king thinks that the lie is a horrible trick to play on an unsuspecting populace. The words that proclaim the guilt of Hamlet's uncle are below:

Ghost: ...But know, thou noble youth,

The serpent that did sting thy father’s life

Now wears his crown.

Hamlet: O my prophetic soul! My uncle?

Ghost: Ay, that incestuous, that adulterate beast,

With witchcraft of his wit, with traitorous gifts—

O wicked wit and gifts, that have the power

So to seduce!—won to his shameful lust

The will of my most seeming-virtuous queen.

The king relates how he really died: his brother had poured henbane poison into his ear while he (the king) was sleeping in his orchard. The king tells Hamlet that the henbane caused his whole body to be crusted over with a "vile and loathsome" rash, and he reports that he died without receiving absolution for his sins ( "Unhouseled, disappointed, unaneled. / No reckoning made, but sent to my account / With all my imperfections on my head").

Before he leaves, the king begs Hamlet to make sure that "the royal bed of Denmark" doesn't become a "couch for luxury and damnèd incest." As for the queen, the king asks Hamlet to leave her alone; he tells Hamlet that his only aim should be to deal with his uncle. So, there's evidence (from the ghost's testimony) to substantiate the guilt of Hamlet's uncle, but there's no actual murder scene to show that Hamlet's uncle murdered the king.

Hope this helps!

After reading "On the Rule of the Road" by A.G Gardiner, what do you think would happen if all of us began to assert our liberty?

We can see what would happen in such a situation simply by looking at what Gardiner says in the first paragraph of “On the Rule of the Road.”  There, Gardiner says that

the end of such liberty would be universal chaos. ... Individual liberty would have become social anarchy.

In other words, our society would be uncontrollable if we all took advantage of our liberties.

To understand this, just think about the two examples that Gardiner gives.  What if there were no traffic rules?  This would be terrible.  People would drive their cars in whatever way they wanted.  There would be so many traffic accidents as people tried to go through intersections at the same time or as they tried to drive very fast in congested areas.  Pedestrians would never be able to cross from one side of the street to the other as drivers would never stop for them.  This would be chaos.

Imagine a similar thing in a store or at a movie theater.  Imagine that people did not get into line to pay for their items or to buy a movie ticket.  We would have chaos here, too, as everyone tried to push to the front to get the cashier’s attention.  Older people or children would never be able to manage.  Fights would surely break out.  Again, there would be no order whatsoever.

Gardiner’s second example has to do with courtesy to others.  What if people were free to make as much noise as they wanted whenever and wherever they pleased?  My neighbor could play loud music in the night while I was trying to sleep.  I could retaliate by honking my car horn incessantly outside his house as his baby was trying to nap.  Similar things could happen if people did not exercise any courtesy while walking along the sidewalk.  People would crash into one another as each tried to exercise their liberty to walk down the middle of the sidewalk.

In this essay, Gardiner is trying to show us how we can only have a decent society if we curtail our own liberties.  If we insist on doing whatever we please, we have a chaotic society where we actually lose our ability to do anything.  By giving up some of our liberty, we get a livable society in which we are able to do almost everything we wish in some way.

What does the Fahrenheit 451 identify?

Fahrenheit 451 is the temperature at which paper burns. Set in the future, Bradbury's novel flips the role of the fireman, who now burns books and the houses of those who harbor books instead of saving things that are on fire. This novel is a commentary about what could happen to society if we allow the government to take away our right to think for ourselves or not be influenced by the imaginative and creative thoughts of others. Book burning is a major symbol for censorship, especially hearkening back to the days of the Nazi regime and its insistence on quelling the voices of its citizens. In fact, this novel is still used today as a symbol to combat censorship in schools and elsewhere.

How does the poet describe nature in "The Solitary Reaper?"

In "The Solitary Reaper," Wordsworth describes nature in terms that are meant to trigger imagination and wonderment.

Wordsworth finds a vast amount of mystery in the natural world as the speaker in "The Solitary Reaper."  One example of this would be in the girl's song. Wordsworth considers her to be a part of the natural setting. The song of the "Highland Lass" has captured his imagination. Wordsworth is not clear as to what she is singing:  "Will no one tell me what she sings?"  In asking the meaning of her song and reflecting on what it might represent, Wordsworth expands his imagination to embrace what might be as opposed to what is.  In this way, the natural setting that includes the solitary reaper's song initiates wonderment.  Her song is a part of the beautiful mystery that is the natural world.

Once the speaker of the poem hears the song, his imagination begins to take over his sensibilities.  It does not matter that he lacks a clear understanding of the song's meaning.  The song inspires his mind to drift to alluring settings such as "Arabian sands," "the silence of the seas," and "the farthest Hebrides."  He does not think of the dreariness of the urban landscape or the blight of a slum.  The song moves Wordsworth's imagination to consider places in nature far removed from daily life. These natural settings initiate wide open thought.  When standing on the "Arabian sands" or in the midst of "the silence of the seas," one is able to engage in expansive thought.  This pondering might very well include the world and a person's place in it.  Wordsworth believes that broad level of thought is only possible when standing in the midst of nature.   In this way, the natural world is linked with wonderment and awe.  

Wordsworth believes that nature holds the key to unlocking our moral imagination.  Simply interacting with it in a meaningful way, as he does in "The Solitary Reaper," can unlock doors of thought and perception which embrace transformative possibilities.

How many pages are part of chapters one through nine of Outliers: The Story of Success by Malcolm Gladwell?

Here are the page numbers from the paperback copy of Outliers issued in 2011. The numbers should come close to those in an electronic version. Please note this book has a separate introduction and epilogue, in addition to nine chapters that fall under two divisions of the book, Parts One and Two. It could be confusing without a table of contents.

Introduction: The Roseto Mystery, 11 pp. (labeled pp. 3-14)

Part One: Opportunity

Chapter One: The Matthew Effect, 19 pp. (labeled pp. 15-34)

Chapter Two: The 10,000-Hour Rule, 33 pp. (labeled pp. 35-68)

Chapter Three: The Trouble with Geniuses, Part 1, 21 pp. (labeled pp. 69-90)

Chapter Four: The Trouble with Geniuses, Part 2, 23 pp. (labeled pp. 91-115)

Chapter Five: The Three Lessons of Joe Flom, 43 pp. (labeled pp. 116-160)

Part Two: Legacy

Chapter Six: Harlan, Kentucky, 15 pp. (labeled pp. 161-176)

Chapter Seven: The Ethnic Theory of Plane Crashes, 46 pp. (labeled pp. 177-223)

Chapter Eight: Rice Paddies and Math Tests, 25 pp. (labeled pp. 224-249)

Chapter Nine: Marita’s Bargain, 19 pp. (labeled pp. 250-269)

Epilogue: A Jamaican Story, 16 pp. (labeled pp. 270-286)

Two forces 12N and 16N are acting upon a body. What can be the maximum and minimum resultant force on the body?

Hello!

Let's assume that both forces are apllied to the same point. In another case they would cause rotation of a body and it would be unclear what the net force is.

Forces are vectors. Two vectors a and b with the same starting point are always lie in the same two dimensional plane. The magnitude of their sum is the square root of the dot product:

`sqrt((a + b)(a + b)) = sqrt(|a|^2 + |b|^2 + 2|a|*|b|*cos(c)),`

where c is the angle between a and b.

The maximum value of this magnitude is reached when cos(c) = 1, this means the vectors have the same direction. The value is actually |a| + |b| = 12 N + 16 N = 28 N.

The minimum is reached when cos(c) = -1, when the vectors have opposite directions. And this minimum value is ||a| - |b|| = 16 N - 12 N = 4 N.

What is the importance of data structure?

Data structure is the programmatic process through which the collection as well as organization of data is performed to ensure efficiency in use. It is normally designed to suit a specific task. This ensures it is easily accessed and operations are appropriately performed. Therefore different data structures exist for different purposes. The common types are: Arrays, Trees, Lists, Tables and Records.

IMPORTANCE:

• Data structures are utilized in software systems as well as programs. They play a key role in the process of software development, as they are essential in the obtaining of an efficient algorithm.


• Data structures not only store but are also used to easily arrange and manipulate data in a given fashion. This means that they act as the data containers, which are later processed by the algorithms.

Why doesn't Cherry want to spend the evening with Bob and his friends in The Outsiders?

Cherry and Marcia did not want to stay with Bob and his friends because the boys were drinking.

When Pony, Johnny, and Dally sneak into the movies, they are surprised to find two Soc girls sitting there alone. Their boyfriends are not with them, because they are avoiding them for the time being. The boys were drinking too much, and the girls did not want to be around them.

Cherry gets annoyed at the suggestion that the boys just got a little drunk.

Cherry looked mad. "A little? You call reeling and passing out in the streets 'a little'? Bob, I told you, I'm never going out with you while you're drinking, and I mean it. Too many things could happen while you're drunk. It's me or the booze." (Ch. 3)

This turns out to be very important. Since Bob was drinking and attacked Johnny and Pony in the park, he might have been more violent than he would have been sober. Either way, things got very out of hand. Bob tried to drown Pony, and Johnny attacked him with a knife and killed him.

Pony found out later that Bob seemed to have a drinking habit, and his parents let him run wild. Cherry stood up for Johnny and Pony with the authorities, even though Bob was her boyfriend.

They had interviewed Cherry Valance, and she said Bob had been drunk and that the boys had been looking for a fight when they took her home. Bob had told her he'd fix us for picking up his girl. His buddy Randy Adderson, who had helped lump us, also said it was their fault and that we'd only fought back in self-defense. (Ch. 7)

Cherry and Randy both imply that this never would have happened if Bob had not been such a heavy drinker.

What is a statement of theme for Twilight by Stephenie Meyer?

A statement of theme means that you are being asked to state (write) what a central theme of a piece of literature is.  Theme can be defined as a main idea or underlying meaning of a literary work.  Generally a statement of theme needs to be followed up with supporting evidence.  It's not good form to state that a theme is present without providing evidence to support that claim.    

One theme that is present in Twilight (and the rest of the series) is love and desire.  Bella and Edward are hopelessly in love with each other.  Jacob is in love with Bella.  The rest of the Cullen couples are in love with each other.  The book is full of teenage love and desire.  

I think another theme is the theme of mortality and immortality.  That theme is closely tied with the theme of choices as well.  Bella is mortal, and the Cullens are immortal.  Bella has a choice throughout the series to become like the Cullens, and a great deal of time is spent discussing the positives and negatives of such a choice.  

How can I explain that Jerry has matured throughout "Through the Tunnel" by Dorris Lessing?

At the beginning of the story, Jerry is repeatedly referred to as "the English boy" and is most concerned with fitting in with the older boys at the rocky bay.  "They were big boys -- men to Jerry" and "To be with them, of them, was a craving that filled his whole body."  Describing him as the English boy emphasizes his youth and immaturity, and his desire to fit in with the older kids also shows just how immature he is; they are children too, and yet Jerry sees them as "men" because of his even more youthful perspective. 

They eventually abandon Jerry, and he runs to his mother to ask her for goggles so that he can attempt the feat that they did, swimming through the hole in the rock.  He wants them "now, now, now!  He must have them this minute and no other time."  Jerry, like an immature child, is incredibly impatient and cannot delay gratification at all.  It doesn't take long, however, for this to change.  After several days of practicing at holding his breath and swimming, Jerry now looks back at the old beach he used to visit with his mother as "a place for small children [...].  It was not his beach."  Now, he does "not ask for permission" to go to his rocky bay; only children ask permission, and Jerry is beginning to grow up.  Further, although he thinks he could probably make it through the tunnel now, "A curious, most unchildlike persistence, a controlled impatience, made him wait."  Jerry has developed some patience, some ability to look ahead and wait for what he wants.  This is quite a departure from his desperation for goggles of a few days ago.

In the end, when his mother tells him not to swim any more today, "She was ready for a battle of wills," indicating that this is what she would typically expect from young, immature Jerry.  However, "he gave in at once" to her and didn't fight her, indicating that he's developed a little more ability to reason and lost some of his former stubbornness (both associated with growing up and becoming more mature). 

What happens during Justine's trial in Frankenstein?

During Justine's trial for William Frankenstein's murder, Victor claims to suffer a "living torture" because he blames himself for the creation of his creature, the being whom he knows to be the real murderer. At first, Justine appears calm, though the evidence against her makes her seem quite guilty: she has no alibi for the night of William's murder, when spoken to by a woman in the village that night (near the body) she appeared confused, and she had a valuable trinket that had been entrusted to William in her pocket. Though witnesses are called to attest to her character, people are afraid to speak up confidently on her behalf because of the terrible nature of the crime of which she's been accused. Finally, though innocent, she confesses to the crime, though she later tells Elizabeth and Victor that she's confessed a lie, and now that lie tortures her. She is eventually found guilty and executed. All the while, Victor wallows in guilt and yet says nothing to exonerate Justine.

How can I write an essay that analyzes the social or environmental factors at work in examples of juvenile delinquency in the newspaper?

To complete this assignment, your best strategy might be to choose a specific form of juvenile delinquency or cause of it as your focus so that you can narrow your search and write a coherent essay. In my experience of over 20 years of university teaching, the problem students are most likely to face with this sort of assignment is unfocused writing that simply summarizes seeming random results from a search engine. 

A good starting point might be looking at a recent study on juvenile offenders in Los Angeles. This study shows that over 30 percent of juvenile offenders are re-arrested within a year. It also finds that over 90 percent of juvenile offenders in the Los Angeles system have some sort of mental health issues. 

You could use this information to focus your essay on the prevalence of mental health issues among juvenile offenders in Los Angeles, using a internet search engine to do a Boolean search for three articles in the Los Angeles Times about individual cases of juvenile offenders, and for each case, show how mental health issues, substance abuse, and a chaotic home environment contributed to their criminal activities. To make the essay even more focused, you could restrict your search to one specific type of crime, such as violent crime or selling drugs.

What are some questions and answers about Abigail Williams in The Crucible by Arthur Miller?

It sounds to me like the question is asking for you to come up with questions of your own about Abigail Williams and then provide answers to those questions.  

One question that you could ask is "Who is Abigail Williams related to?"  She is the niece of Reverend Parris.  

"Which commandment could John Proctor not remember?  Why is this important to the overall plot of the play?"  John could not remember the commandment to not commit adultery.  It is important because he committed adultery with Abigail Williams.  

"What possible motive could Abigail have for accusing Elizabeth Proctor of witchcraft?"  If Elizabeth is killed for being a witch, then John Proctor is a single man again, and Abigail is still in love with him. 

"Who did Abigail Williams work for before being fired?  Hint: Mary Warren now works for this family."  Abigail Williams worked for John and Elizabeth Proctor. 

"Did Abigail Williams stay to see John hanged?"  No, she escaped Salem and stole some money from Reverend Parris.  

"What does Abigail claim that Tituba made her drink?"  Abigail claims that Tituba made her drink blood.

"Does Abigail ever confess that the girls in the forest were not participating in witchcraft?"  Yes, she confesses to John Proctor that the girls were just having some fun and dancing.  

Can you give an analysis of "Ballad of the Landlord"?

"Ballad of the Landlord" is a super fun poem to read.  It's not a happy poem, but there are humorous moments in it.  The reason that I think it is a fun poem to read is because it is written in simple language, it tells a story, rhymes, and is immediately accessible.  The rhyming story being told in short poetic stanzas is what a ballad is.  There is some variation in the format, but in general ballads contain four line stanzas that are written in ABAB rhyme scheme.  Hughes follows the four line stanza rule for most of the poem.  Stanzas 1-6 follow the rule.  The final stanzas do not.  Hughes also generally sticks to an ABCB rhyme scheme; however, stanza 3 does the same rhyme for all four lines.  That would be AAAA rhyme scheme.  

The poem is also not narrated by the same speaker throughout the entire poem, which is a change from a standard ballad.  The first five stanzas are all spoken by the tenant.  The sixth stanza is spoken by the landlord, and the final stanzas of the poem shift to a hypothetical society and newspaper headline.

Lastly, ballads tend to typically be happy poems about love and romance, but this poem focuses on a social injustice.  The first injustice is how the landlord is taking advantage of his tenant, and the second injustice is the tenant's punishment which seems to be a result of his race.  

Based on the book California: A History by Kevin Starr, how did the alliance of science, technology, and state and local governments in California...

In California: A History, historian Kevin Starr states that the technology that helped fuel the Gold Rush also helped establish the pattern of development for the state, leading to a powerful economy. He writes, "the Gold Rush established, for better of worse, the founding patterns, the DNA code, of American culture" (page 80). As the Gold Rush developed, it demanded more and more complex levels of organization. The Gold Rush started with one man with a pan and went on to witness the development of complex organizations involved in hydraulic mining. In addition, technology related to mining led to the founding of an academy of science and a state geological survey (page xiii) in the state. The state also established three cutting-edge astronomical laboratories, and these research institutions would help fuel future technology in the state. 

The technology that the mining industry developed to move water through irrigation was then co-opted by city governments to help build their infrastructure (page 171). As Starr writes, "this same technology would enlarge and stabilize the metropolitan infrastructure of San Francisco and Los Angeles" (page 171). The cities established the Board of Public Works (in San Francisco in 1898) and the Board of Water Commissioners (in Los Angeles in 1903) to bring water to people in their cities. The cities built dams and aqueducts to transport water, and this infrastructure allowed them to expand. Mining led to infrastructure that helped support a growing population and helped expand cities.

Later, California became a center of aviation. As Starr writes, the state "intended to insert aviation into the very DNA code of the state" (page 254). Shortly after the Wright Brothers' first flight, the Los Angeles Chamber of Commerce held an air show (in 1910). Southern California went on to become the nation's leader in passenger flight, in part because of capital provided by movie director Cecil B. DeMille and others, and partly because of new technology coming out of Caltech (a research university). Later, the state became a center of the computer industry. 

California also became a world center of trade, and the port of Los Angeles at Long Beach became the busiest port in the world. This was in part because California's state government promoted trade through international offices (page xiii). The state co-opted the technology that first came out of the mining industry and became a promoter of trade and technology, fueling the growth of the California economy. 

Who is the antagonist and protagonist in Asimov's story "The Machine That Won the War"?

This story doesn't have a clear protagonist or antagonist. If the question is asking for a single protagonist, I don't think one can be provided with strong supporting evidence. That is because "The Machine That Won the War" presents three protagonists to readers: Swift, Henderson, and Jablonski. Each receives relatively equal page time and speaking parts. Additionally, each man plays an equal role in showing readers exactly how Multivac did not win the war. Together, these three men are the heroic figures of the plot, but no one except them will ever know that. 

Finding an antagonist for this story is more difficult. There isn't a real, concrete "bad guy" who is fighting against Henderson, Swift, and Jablonski. I suppose a reader could argue the "Denebians" are the antagonists. We aren't sure if they are aliens or not, but the Denebian force is who is being fought against. I do not believe Multivac is a good choice for antagonist because the three men are not trying to undermine and destroy Multivac.  

I believe that the best choice for antagonist is the abstract concept of being overdependent on technology. By the end of the story, the reader realizes Multivac was nothing more than a hulk of busted computing power. All three men used their own intuition to make war decisions based on the information being given to each of them. Multivac didn't win the war. Human decisions did. The story illustrates to readers that, as good as the technology may be, it still can't compete with human reasoning.   

In But, Not Buddy by Christopher Paul Curtis, what is the difference between Deza's family and Bud's family?

This is a fairly straightforward question and answer.  The key difference between Deza Malone's family and Bud Caldwell's family is that Deza's parents are both still alive.  

In addition to Deza having living parents, she still lives with her parents, too.  They might all be in a shantytown together, but at least the family is still in tact.  Contrast that with Bud's family.  Bud has never known his father.  The main plot of the book is Bud attempting to find his father.  He never does, but he does find his grandfather.  Bud's mother is no longer alive.  She died several years before the book begins.  Bud doesn't know why she died, but he does tell readers that she was sick for about six days before dying.

I said, "I was six years old when it happened, sir. "I don't know why, she was too sick to go to work for six days in a row, then one morning I went into her room and she was dead. But she didn't suffer or nothing, it happened real quick, she didn't even have time to close her eyes, she didn't look like it hurt or nothing."

Bud has been living in orphanages and foster homes ever since his mother died.  

In "The Second Coming," how does the speaker view humanity?

The speaker in "The Second Coming" does not view humanity with positivity.

Yeats wrote "The Second Coming" in the wake of World War I. The poem reflects the war's destruction and the resulting lack of hope. The speaker communicates this negativity through the imagery in the first stanza. The poem's opening line sees humanity immersed in a "widening gyre." Its lack of order is symbolized in how "the falcon cannot hear the falconer." Human beings confront a setting where "things fall apart" because the world lacks centered sustainability. The final image of the first stanza communicates the negativity intrinsic to the human condition: "The best lack all conviction, while the worst/ are full of passionate intensity." The speaker uses imagery in the poem's first stanza to show how human beings are condemned to a bleak reality.

The second stanza enhances the speaker's lack of hope for human beings. In Christian thought, "The Second Coming" of Jesus should provide hope. This vision is inverted as the speaker believes human beings will be victimized. This predator is a creature that carries "a gaze blank" and is as "pitiless as the sun." The speaker feels humanity is helpless against this creature as "twenty centuries of stony sleep/ were vexed to nightmare by a rocking cradle." As the poem comes to a close, it lacks hope for human beings to withstand this force of malevolence. While the world created in the first stanza is bad, the one awaiting it in the second is far worse. Both stanzas prove how the poem's speaker does not positively view human beings.

How do the differences in mood in Berlin and Auschwitz affect Bruno's character in Boyne's The Boy in the Striped Pajamas?

At the time of the setting, the capital of Germany, Berlin, is an old, heavily populated, cultured metropolitan city. Auschwitz is a location in southern Poland, near Oświęcim, an industrial town. This location, which had over forty parallel railroad tracks, was annexed by Germany at the beginning of World War II.

Clearly, then, there are marked differences between these two locations. For the young Bruno, even without his knowing what his father's position is and why they now live in Auschwitz, his new home is a desolate place. Theirs is the only house around; there is no neighborhood or anything like there would be in an established city.

Beyond one of the windows, Bruno and Gretel see a garden, but after this garden there is barren land, and then tall fences and wooden telegraph poles with wire bales. Even farther away, there are small huts and small buildings with smoke stacks. The children also notice that there are hundreds of people who appear very dirty. Bruno and Gretel decide that it is an "awful landscape" despite the forestland in another direction.  

On the other hand, Berlin is a charming city that has a history where families have lived for generations; there is a culture of music, art, drama, food, and customs with holidays, etc. Beautiful homes and buildings and many shops are in Berlin. 

Bruno has his family and friends in Berlin; in Auschwitz he has no friends until he meets Schmuel. In Berlin his grandparents play an active role in his life, especially his grandmother, who was on the stage when she was young. She would dramatize sometimes for the family, and Christmastime was always enjoyable.

So, in Berlin Bruno had his friends and family and always something to do and to anticipate with eagerness. Now, in Poland, he is disheartened and unhappy in a house that is not nearly as pretty as his Berlin home.

In Chapter 3 of John Steinbeck's novel Of Mice and Men, are there any objects, locations, or events that are symbolic and represent more than just...

In Chapter Three of Steinbeck's Of Mice and Men, several things may be seen as symbolic.

At the beginning of the chapter, when George and Slim enter the darkened bunkhouse, Slim turns on a lamp that immediately illuminates the area in which they stand, but does not reach the outlying areas of the room.

The table was brilliant with light, and the cone of the shade threw its brightness straight downward, leaving the corners of the bunk house still in dusk.

This solitary light is symbolic of hope. While George and Lennie dream of owning their own place one day (a light of hope in the dark times of the Depression), there is a growing realization that the economic structures of the society in which they live—the preservation of poverty and hopelessness (symbolized by the far-reaching darkness in the corners of the room)—will never allow their dream to come to fruition.

The symbol that stands out most for me is the sense of frustration George experiences at always having to work for someone else, while under other circumstances he might have his own place and enjoy the fruits of his labors.

An' I ain't so bright neither, or I wouldn't be buckin' barley for my fifty and found. If I was bright, if I was even a little bit smart, I'd have my own little place, an' I'd be bringin' in my own crops, 'stead of doin' all the work and not getting what comes up outa the ground.

This exchange between George and Slim symbolizes the American dream of success and prosperity that is at that time available to only a very few. The common man has no real chance at upward mobility.

It can also be noted that people who are struggling are looking for someone they can admire and respect: someone who is strong and evokes a sense of well-being among the less fortunate. Because the government and society are unwilling (or unable) to take care of the common man, people search for another hero. We see this hope symbolized by the Western magazine Whit brings into the bunkhouse. 

Though the tales in the magazines are unreal, and something the ranch men publicly scoff at, they offer heroes in whom the men secretly believe.

Slim is symbolic of the hero for which the men are searching.

Respected by all, Slim is a master at his trade and has moral authority over the other men. Quiet, grave, and perceptive, he invites confidence by accepting people as they are ().

Like the darkness that the table lamp cannot reach, there is only so much Slim can do.

Additionally, Steinbeck uses Candy (the "crippled. . . stable swamper") and his old dog to symbolize (and parallel) George and Lennie. While the dog is old and smells, Candy is devoted to him—the dog is his only friend. Lennie is like the dog in that he is unable to function in a manner that is socially acceptable; like the old and ailing dog, Lennie is of little use to society because of his child-like mind. George tries to protect Lennie, and Candy tries to protect his dog. These two parallels reflect a time-honored code of caring for those who depend upon you and need a champion. Candy has had the dog since it was a pup and wants to protect him. Candy is a charity case," however, and cannot afford to offend anyone at the ranch for fear of losing his job. Carlton argues, relentlessly pushing Candy to submit:

"Got no teeth," he said. "He's all stiff with rheumatism. He ain't no good to you, Candy. An' he ain't no good to himself."

Candy is eventually coerced into giving up the dog. Carlton takes the animal outside and kills it, believing he is putting it out of its misery. George and Lennie have also been together quite a while—since Lennie's last living relative died and George became his caregiver. As the story progresses, the similarity between Candy and George in their roles as caretakers will become even more apparent.

In The Joy Luck Club by Amy Tan, how does An-mei's mother show motherly love towards An-mei?

In The Joy Luck Club, An-mei's mother's sacrifice displays maternal love.

An-mei's mother was dealt a terrible blow in being Wu-Tsing's fourth wife. When An-mei's mother comes back to her, all she has to do to show how much she loves her daughter is touch her "smooth-neck scar."  This shows An-mei that while her mother has been absent, she never stopped loving her. When she finds the wound that only a mother would know, it conveys love and devotion towards An-mei. 

An-mei's mother further displays love in the way she tries to give her daughter the strength she lacks.  An-mei's mother teaches An-mei the importance of strength and why sadness and suffering cannot be swallowed. This is another way that love is shown because she is teaching her daughter the lessons that life has so brutally taught to her.  When she has to return to Tientsin, An-mei's mother shows love towards her daughter by respecting her wishes:  "An-mei, I am not asking you.  But I am going to back to Tientsin now and you can follow me."  There is a respect for her daughter underscored with love.

An-mei does go with her mother and learns more about suffering, pain, and the way to combat them.  The classroom for such instruction is An-mei's mother's life as a fourth wife for Wu Tsing.  An-mei's mother teaches An-mei about the ways of men and marriage:  "You can see now, a fourth wife is less than a fifth wife. An-mei, you must not forget.  I was a first wife, yi yai, the wife of a scholar.  Your mother was not always Fourth Wife, Sz Tai!" When An-mei's mother breaks the necklace that Second Wife gave An-mei, it is one of the strongest examples of love that a mother can show a daughter:  "You do not believe me, so you must give me the necklace.  I will not let her buy you for such a cheap price."  An-mei realizes how much her mother truly loves her: "That necklace that had almost bought my heart and mind now had one bead of crushed glass."  An-mei's mother wants her to "recognize what is true" and avoid that which is false, a lesson forged out of love.

An-mei's mother loves her so much that she wants her to learn from her own example.  She wants her daughter to look at her own life as how not to live. When An-mei's mother dies, An-mei knows why.  While others believe she swallowed too much opium, An-mei knows the truth about her mother's death:  "She would rather kill her own weak spirit so she could give me a stronger one."  This shows the highest form of love that a parent can have for a child. It is the reason why An-mei is able to scream, raising her voice against an injustice.  An-mei is able to demand that her mother in death is respected more than she was in life.  She is able to right the wrongs done to her mother, and prove that the best love a parent can show to a child is teaching them the value of strength and honor.  An-mei's mother's sacrifices are a testament to both this lesson and the love she had for her daughter.

Based on the quote below, what change has the protagonist of "Araby" by James Joyce undergone?"Gazing up into the darkness I saw myself as a...

The quote you reference is the final sentence in James Joyce's "Araby," and it is arguably the most important sentence in the whole story, as it illustrates the protagonist's disillusionment with both his childhood crush and the idealistic world of childhood in general.

Throughout the short story, Joyce's nameless narrator obsesses over one of the girls who lives on his street, another nameless character known only as Mangan's sister. The narrator's crush quickly grows to idealistic proportions, and so, when he goes to Araby to buy the girl a present, he does so in the pompous belief that he's proving his love just like a dashing knight in shining armor. Indeed, the importance the narrator places on his "love" quickly proves itself to be blown out of proportion.

The narrator realizes this fact when he arrives at the bazaar and finds it to be far less exotic than he'd imagined. As a matter of fact, Araby proves to be a rather dreary place populated by disinterested adults. The quote you've listed here refers to the narrator's disillusionment with the bazaar and, by extension, his disillusionment with his childhood crush and fantasies. Thus, the quote shows that the narrator has changed by rejecting his childhood idealism and moving toward the more realistic (and perhaps more cynical) world of adults. 

Write a summary of Chapter 1 of the novel The Boy in the Striped Pajamas.

At the beginning of Chapter 1, Bruno, a nine-year-old boy living in Berlin, comes home to find his family's maid, Maria, packing up all of his belongings. Bruno's mother then walks into his room and explains why Maria is packing his things. He follows his mother downstairs where she tells him that they are moving because his father's job has forced them to relocate. Bruno then begins to think about what his father does for a living and realizes that he doesn't really know what he does. Bruno then thinks about his friends and how much he will miss them. Bruno is upset about the news and slides down the long banister as he reminisces about his house. He mentions that he will miss the banister as well as living close to his grandparents. Bruno then overhears his mother and father arguing in his father's office. Dejected, Bruno walks into his room to help Maria pack his things.

What are some examples of chemical properties?

There are two types of properties of matter:

Physical Properties: Physical properties are properties that can be observed or measured without changing the substance into another substance.

For example, imagine that you would like to measure the mass of an object made out of copper. After you measure the mass of the object, you can observe that it is still made out of copper. The act of measuring the physical property of mass did not result in a change in the composition of the object.

Other examples of physical properties include volume, density, and color.

Chemical Properties: Chemical properties are properties whose observation or measurement results in a change in the composition of the substance. 

For example, if you want to observe the flammability of a substance, you will need to set it on fire. Burning a substance causes it to become a different substance. Therefore, flammability is a chemical property because the act of observing a substance burning changes it into another substance.

Other examples of chemical properties include reactivity with water, reactivity with acid, and corrosiveness. 

What choices does Elizabeth make that affect the outcome of her situation in Arthur Miller's The Crucible?

Two of the most important choices Elizabeth makes that affect the outcome of her story in this play happen before the play even begins, although both are referenced several times by characters: the choice to confront her husband about his infidelity and her decision to dismiss Abigail Williams from the Proctors' service. She and John discuss both of these choices in Act Two.

In Act Three, Elizabeth makes the choice to lie to the court about her husband's infidelity. She is attempting to save John's reputation, and assumes he did not tell the court the truth about his sexual relationship with Abigail, so even though she never tells lies, she lies this one time. This ends up confirming, in the court's eyes, that Abigail is telling the truth, not John. If Elizabeth had told the truth, she would have freed both herself and her husband, and perhaps have ended the trials altogether. Elizabeth's choice to lie indirectly leads to John's arrest and eventual death, as well as her own widowhood.

How did Calpurnia learn how to read in To Kill a Mockingbird?

Calpurnia learned how to read when she was at Finch's landing. A Miss Buford taught her to read using the Bible and a primer.

One Sunday when Atticus is called to Montgomery, the children go to church with Calpurnia. While there they experience what it is like for the poor blacks of Maycomb: The church is without a ceiling and painted walls; pine benches are set out in rows instead of the pews to which the children are familiar. There are no pianos or organs, no church programs, no hymn-books. Zeebo, Calpurnia's son, leads the congregation in the hymns by first reading the line and the others follow, singing the line.

After the service, the children ask Calpurnia about this technique of "lining." Then, Jem remarks that perhaps the congregation could save the collection money for a year and purchase some hymn books. When she hears this, Calpurnia laughs: "Wouldn't do any good...They can't read." Scout and Jem are shocked, but Calpurnia says she is one of only four there who can read."Where'd you go to school, Cal?" asked Jem.

"Nowhere. Let's see now, who taught me my letters? It was Miss Maudie Atkinson's aunt, old Miss Buford--" (Ch.12)

Further, Calpurnia explains that there was no school for the children to attend, so she taught her son Zeebo herself. Scout asks if she taught him "out of a primer, like us?" Calpurnia says that she made Zeebo read a page from the Bible every day, and then read from a book from which Miss Buford taught her.  "...bet you don't know where I got it," she said. The children do not know. Calpurnia said, "Your Granddaddy Finch gave it to me." (Ch. 12)

Calpurnia explains that she grew up between the Buford Place and the Landing. She adds that she worked for both the Finches and the Bufords, and she moved to Maycomb with Atticus and their mother after they married.

This history is not unlike those of others like Calpurnia who grew up on one family's land where they were cared for in other ways than what was necessary for servants. The interest in Calpurnia's education was not uncharacteristic of these families. Later, when Atticus talks to his sister Alexandra, he alludes to the bonds of his and Calpurnia's youth when he says that Calpurnia is a part of his family.

Who has displaced more families, former president Ronald Reagan or Adolf Hitler?

For me, this is not a good comparison.  Adolf Hitler displaced far more people.  His blitzkrieg through Eastern Europe created one of the greatest humanitarian disasters in history.  Six million people died during the Holocaust, and this is not counting the atrocities committed against civilians in Poland and the Soviet Union.  Upon Hitler's orders, thousands were rendered homeless due to the bombing of major cities such as London.  Also, in response to Hitler, cultural capitals in Germany such as Berlin and Dresden were firebombed, so you can also lay the blame for those displaced families at Hitler's feet.  Aside from Stalin, Hitler was the key villain of the twentieth century.  

Reagan's welfare cuts meant less subsidized housing, and thousands of Americans lost their jobs during the 1980s due to hostile takeovers and factories moving overseas, but Reagan did not adversely affect an entire continent the same way Adolf Hitler did.  Reagan's work to end the Cold War actually brought more people together, as he was instrumental in getting the Berlin Wall taken down.  

Are there examples of allusion in Reading Lolita in Tehran by Azar Nafisi?

An allusion is a brief reference to a person, place, or thing of cultural, literary, political, and social significance.

In the novel, Azar Nafisi alludes to Virginia Woolf's seminal work A Room of One's Own by stating that the little group of female students she has managed to bring together are making "a space of our own." In her time, Virginia Woolf was famous for proposing the idea that women needed their own income and space in order to produce good fiction. In Azar's memoir, her allusion to Woolf's work is an assertion that Iranian women need their own space to flourish as vibrant citizens of their society. To the author, the idea of women's freedom has come under siege ever since the Iranian Revolution.

Another example of an allusion is when Yassi, one of Azar's students exclaim "Upsilamba!" when Azar takes a tray of tea into the dining room. The word is actually a fanciful creation by the Russian-American author of Lolita, Vladimir Nabokov. It is found in the second chapter of Nabokov's novel Invitation to a Beheading and references how the enlightened are able to perceive possibilities (in word and deed) beyond the mundane and beyond the norms accepted by the masses. We see this in Azar's memoir:

I said I associate Upsilamba with the impossible joy of a suspended leap. Yassi, who seemed excited for no particular reason, cried out that she always thought it could be a name of a dance- you know, "C'mon, baby, do the Upsilamba with me." Manna suggested that the word upsilamba evoked the image of small silver fish leaping in and out of a moonlit lake. . . For Azin it was a sound, a melody. Mahashid described an image of three girls jumping rope and shouting" Upsilamba" with each leap. For Sanaz, the word was a small African boy's secret magical name. Mitra wasn't sure why the word reminded her of the paradox of a blissful sigh. And for Nassrin it was a magic code that opened the door to a secret cave filled with treasures.

As time progresses, "upsilamba" becomes a coded word among Azar's circle of literature enthusiasts. It is a word that propels their self-determinism within the confines of an oppressive society.

Yet another example of allusion is when Azar argues for the necessity of literature in her native Iran. Her reason? "Poshlust" reminds her there is a close relation between "banality and brutality" and that each day, she increasingly comes ever more to the realization that the horrors perpetuated upon defenseless people are often combined with "the falsely important, the falsely beautiful, the falsely clever, the falsely attractive." Brutality is juxtaposed with falsity to lull the people into a state of apathetic resignation. To Nabokov, "poshlust" is "corny trash, vulgar clichés, Philistinism in all its phases, imitations of imitations, bogus profundities, crude, moronic, and dishonest pseudo-literature" (Paris Review: The Art of Fiction). In one word, "poshlust" describes the juxtaposition of the mundane and the brutal that is at once destabilizing as well as dehumanizing.

Discuss the influence of the Enlightenment on the Atlantic Revolutions.

When we discuss the Atlantic Revolutions, we are talking about the following, in chronological order: the American Revolution (1765-1783, with the Declaration of Independence occurring in 1776), the French Revolution (1789), and the Haitian Uprising and Revolution led by Toussaint L'Ouverture (1791-1804).

Each revolution was particularly influenced by John Locke's ideas about the natural rights of man. According to Locke, the law of nature obliged human beings not to harm "the life, the liberty, health, limb, or goods of another.” Though American patriots and French revolutionaries applied this principle to their own well-beings and visions for a more ideal state, they failed to apply this principle to the Native Americans whom they conquered, and the Africans whom they kidnapped and enslaved.

There are darker aspects of the Enlightenment which sought to justify the enslavement and mistreatment of non-European peoples. For example, in his Essays and Treatises on Several Subjects, David Hume -- the most notorious "enlightened" bigot wrote the following:

I am apt to suspect the negroes, and in general all the other species of men (for there are four or five different kinds) to be naturally inferior to the whites. There never was a civilized nation of any other complexion than white, nor even any individual eminent either in action or speculation. No ingenious manufactures amongst them, no arts, no sciences. On the other hand, the most rude and barbarous of the whites, such as the ancient GERMANS, the present TARTARS, have still something eminent about them, in their valour, form of government, or some other particular. Such a uniform and constant difference could not happen, in so many countries and ages, if nature had not made an original distinction betwixt these breeds of men. Not to mention our colonies, there are NEGROE [sic] slaves dispersed all over EUROPE, of which none ever discovered any symptom of ingenuity; tho’ low people, without education, will start up amongst us, and distinguish themselves in every profession. In JAMAICA, indeed, they talk of one negroe [sic] as a man of parts and learning; but ’tis likely he is admired for very slender accomplishments, like a parrot, who speaks a few words plainly.

The pseudo-science of racism, to which Hume clearly subscribed, developed during the Enlightenment, led by the faulty research of the German anthropologist and comparative anatomist Johann Friedrich Blumenbach. Blumenbach divided mankind into five families: Caucasian, Mongolian, Malayan, Ethiopian, and American. He examined the skulls of members of each group, using his studies to determine what he believed to be the innate tendencies and intellectual capacities predominant among each. His ideas would lead to phrenology, a nineteenth-century pseudo-scientific craze in which skulls were measured to determine intelligence and character, only furthering stereotypes about non-white groups.

As we now know, key figures in the American Revolution, such as Thomas Jefferson, also embraced racist theories. He expresses such notions in his famous essay "Notes on Virginia." One could argue that he was susceptible to the faulty science of his time, or that he and like-minded Americans accepted such views to legitimize slavery and Manifest Destiny. 

More positively, Montesquieu's idea for three branches of government also arose from the Enlightenment. In his work The Spirit of Laws, Montesquieu, a French lawyer and political philosopher, argued for the separation of powers -- executive, legislative, and judicial -- to be allocated to separate individuals who would act independently of the other branches.

The early success of the American colonies could be attributed to the adaptation of this system of government. Though the French and Haitian revolutionaries fought, respectively, for independence and the natural rights of man, they failed to set up a solid and stable system of government, leading to years of insurrection and violence. 

What is the role of Jaques in Shakespeare's As You Like It, and why is he important to the plot of the play?

Jaques is one of the main characters in the Shakespeare play As You Like It. He is one of Duke Senior's noblemen who lives with him in the Forest of Arden. Jaques' role in the play is centered more on observation and commentary than action; he provides witty criticism and serves as a negative foil to the happier residents of the Forest of Arden. He also delivers one of Shakespeare's most famous monologues, beginning with "All the world's a stage," which philosophizes about the inevitability of aging and death. Jaques' attitude and worldview stand in sharp contrast to the other characters in the play, who enjoy living in the Forest of Arden; he spends much of the play dwelling on the hardships of life, and frequently criticizes those around him. He is important in the story not because of his actions, because he actually does very little; he is significant to the play primarily because of his role as a pessimistic foil to the other characters.

What are four literary devices in Act III, Scene 5, of Macbeth?

Several literary devices appear in Hecate's speech in Act III, Scene 5.

In this scene, the supernatural element in Macbeth reappears when the three witches encounter Hecate. Hecate, an ancient goddess of witchcraft viewed as the ruler of the weird sisters and the "patron" goddess of witches, is angry the other witches did not consult her before speaking to Macbeth.

Four literary devices used in this scene are as follows:

1. Metaphor: "mistress of your charms" (Hecate compares herself to this "mistress" in an unstated comparison)


2. Figurative language: "the glory of our art" (Their witchcraft is described with words other than the literal.)


3. Allusion: "Acheron," the river of Hades in Greek mythology [Hell] (This is a reference to a place of cultural significance in line 15)


4. Figurative language: "corner of the moon" (The moon is described figuratively as it does not literally have corners) 

Of course, personification, which is probably already noted, is in lines 31-32 as Hecate states that Macbeth will "spurn fate, scorn death." In line 33, "security," meaning overconfidence, is personified, as it is spoken of as an "enemy."

How is friendship represented in the novel Lord of the Flies?

Throughout the novel, the friendship between the boys is portrayed as fragile and insincere on the island. Simon, the only purely innocent character in the novel, is friendly and willing to help anyone in need. Simon volunteers to help Ralph build the shelters and also walks throughout the forest at night to let Piggy know where the group of boys is located. However, Simon is viewed as an outcast and the boys continually overlook him which means that his friendships are not mutual. Ralph's friendship with Piggy is not genuine because Ralph is willing to ridicule Piggy, and Piggy only seeks Ralph's protection. At the beginning of the novel, Ralph and Jack attempt to become friends, but soon become enemies after Jack's jealousy threatens Ralph's position as leader. The majority of the boys who are friendly to Jack are insincere in their kindness because they fear him. Even Roger, Jack's most trusted "friend," oversteps his authority when he no longer fears Jack. The only two characters who share a mutual friendship are the twins, Samneric. They are the only boys on the island who are truly concerned about one another's well-being and are considered loyal friends.

How do the plays I Don't Have to Show You No Stinking Badges! and M. Butterfly compare in terms of what they say about identity?

Both plays concern how racial stereotyping shapes identities and traps people in stereotypical identities.

In Luis Valdez's play I Don't Have to Show You No Stinking Badges!, Sonny's mother and father succumb to American stereotyping of Mexican Americans by pursuing Hollywood careers playing nonspeaking stereotypical roles as a Mexican maid, Mexican gardener, a prostitute, and a robber. The money they earn from playing degrading, stereotypical, marginalized Mexican roles ironically allows them to buy into the stereotypical white suburban American dream; they own a "comfortable, middle-class suburban tract home in Southern California," which is furnished with leather furniture, bookcases, and an expensive entertainment center, and has all the amenities including a fire place, a two-car garage, a deck, and even a swimming pool. They can even afford to send their son Sonny to Harvard to pursue a law degree, a degree they want him to pursue because they want him to have the life they never had, a true American life free of Mexican American stereotyping. Yet Sonny wants neither an American identity nor a Mexican American identity. Instead, he's determined to create his own identity by creating his own movies, free of Mexican American stereotypes; therefore, he leaves Harvard to return to L.A. in order to pursue becoming the "next Woody Allen," a famous actor, writer, director, and producer (p. 184). Yet, by envisioning himself as the "next Woody Allen," he associates himself with an American ideal of stardom that shows he is actually unable to separate himself from American identity. Sonny begins trying to make his own film, thinking he could set it in the jungles of Central America to capture his roots, yet his ending involves him threatening his parents with his father's gun and being surrounded by the police, which only recaptures the Mexican American stereotype he is trying to escape. Through Sonny's inability to find his own identity, playwright Valdez shows us the damaging extent of stereotyping: (1) it prevents us from finding true identities; and (2) it prevents us from understanding true identities.

Similarly, in David Henry Hwang's play M. Butterfly, based off of Puccini's Italian opera Madame Butterfly, French diplomat Rene Gallimard holds damaging stereotypical views about Chinese women. As a diplomat in China, Gallimard became involved in an affair with someone he believes to be a beautiful Chinese woman named Song Liling. Due to his prejudices, he believes in the stereotype of Chinese women being ideal loyal, subservient women, an idea he gets from his favorite opera, Puccini's Madame Butterfly, in which the character Cio-Cio-San, called "Butterfly," played a very gentle, subservient role. Out of stereotypical beliefs, he abuses and shames Song while affectionately calling her his "Butterfly." While behaving abusively, he fulfills the stereotypical role of the dominant white male.

Yet roles become reversed when it is revealed that Song is actually a male spy. Once Song's true nature is revealed, Song becomes the dominant and abusive one, whereas Gallimard becomes the humiliated, subservient one. He is so humiliated that he commits seppuku, suicide by self-disembowelment, while Song watches.

Like in Valdez's play, the action in M. Butterfly helps serve to show the danger and destructiveness of believing in and accepting stereotypes.

In the play Death of a Salesman by Arthur Miller, Willy misses the distinction between being loved and being well-liked. What are the consequences...

Willy misses the point and confuses "being loved" with being "well-liked" as it is evidenced in the fact that he takes almost for granted the love of his wife, Linda, and seems more eager to please and satisfy someone who shows him only shallow emotions when he enters the affair with "The Woman."

Linda gives Willy every possible validation he would need. She calls him "handsome," "smart,"  and she continuously showers him with complements and kind comments that would assure any normal man that he is loved.

Still, Willy grew up without real love. His father and, later on, his brother left him at an early age having to fend for himself in all matters of support and personal worth. Willy may very well have never known what it feels to feel loved, and so he embarked in a never-ending quest to be "liked." After all, to be "liked" often carries with it a lot of instant gratification, which Willy savors.

In his affair with "The Woman," Willy constantly asks her why she picked him, why she likes him, and other things that have nothing to do with true, emotional connection. As such, he also lacked this connection with just about everyone, including his own adult children.

The consequences of this lack of distinction are crass. Because of his ridiculous need for validation, Willy nearly destroys his marriage. While the marriage was saved, his relationship with Biff became permanently damaged when the latter found out about the affair. Willy also breaks relationships with coworkers, going as far as (supposedly) slapping someone when he heard the person call him a "Walrus."

I’m fat. I’m very—foolish to look at, Linda. [...] a salesman I know, [...] I hear him say something about—walrus. And I—I cracked him right across the face. I won’t take that. I simply will not take that. But they do laugh at me. I know that.

Willy is aware, fully aware, that he is NOT well-liked. Perhaps, he has never been well-liked, judging from the poor way that the treats his friends and neighbors. Therefore, this is one of the consequences of his desire to be well-liked: he fails. He tries too hard, and he loses each and every time. If he knew and validated love, and those who love him, he would not have to be in this endless cat-and-mouse chase for validation that has led him nowhere.

What is the role of non renewable resource in nations development?

The most important thing about non renewable resources for developing countries is ease of use and cheap availability.

To use the energy in a fossil fuel, often times all that is required is fire. Coal, gas, and oil all produce high amounts of energy when burned. Developing countries often lack the infrastructure and technology to adequately use or develop advanced technologies like solar cells and hydro-power, but setting up a coal engine is relatively easy.

To access coal and oil, all you need to know is where the field is and how deep you need to go to reach it. Strip mining and oil drilling easily accessed fields is an easy way to harvest massive amounts of energy.

In addition, fossil fuels can be transported and sold much easier than nearly any other form of energy. As such, they often make up a significant portion in the developing country's GDP.

Eventually, developing countries will reach a point where technology allows them to utilize advanced energy sources in addition to non renewable energy, as happened in the US and Europe.

Suppose the individual demand equation for bananas is `Q_d= 50 - 10P_x` and the individual supply equation is expressed as `Q_s= 10P_x.` a....

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c. The simplest part is finding the equilibrium point "mathematically" (it is better to say "algebraically"). For this, we have to equate `Q_d` and `Q_s:` `50-10P_x = 10P_x.` This is a simple linear equation that becomes `50 = 20 P_x` and `P_x = 2.5` (units are probably $/kg). The supply and demand are both equal to `25` at this point. We obtain the same result looking at a graph.

b. The graphs are simple, too. They are both straight lines. Please look at this link: https://www.desmos.com/calculator/zngt7rj9fr

a. The schedule is simply a table that lists some possible price (`P_x`) values and the corresponding `Q_d` and `Q_s` values. We may choose the step between the `P_x` values. Let it be 1 $/kg:

`P_x`    `Q_d`    `Q_s`

  1       40      10

  2       30      20

  3       20      30

  4       10      40

You can extend this table with `P_x` values 0.5, 1.5 and so on.

How is the theme of the impact of social change on society explored in "A Streetcar Named Desire" by Tennessee Williams?

Tennessee Williams's play could be read in the context of Postmodernism, for it explores the ways in which certain remnants of America's history clash with what the nation became after World War II.

Stanley Kowalski is representative of a world that, in Blanche's estimation (and perhaps the playwright's), has become cruder, crueler, and more barbaric. However, it must be noted that Blanche is a quintessential "Southern belle." She represents an aspect of white femininity that depended very much on the emasculation of black men and the objectification of black women. We learn that her pretensions of gentility are just that -- they are not genuine. However, Williams does not use her experience as a prostitute to judge her, but instead to explore the way in which traditional Southern femininity has hurt Blanche, and left her ill-prepared for the world in which she must now exist. 

The loss of Belle Rêve is also significant in regard to the impact of social change. Belle Rêve was the Du Bois family plantation. The house on this plantation is imagined as a magnificent example of Classical Revival architecture. It exemplifies Southern hierarchy and the predominance of white Anglo-Saxon Protestants as its patrician class.

When Stanley reminds his wife, Stella, that he took her down off of those columns, and that she loved him for doing so, his equalizing action anticipates a postmodern world in which he, the child of Polish immigrants, has as much social agency as a daughter of the Southern planter class. The action of taking her off of the columns, where she was elevated as an exemplar of femininity, also allowed her to express her sexuality more freely. Female desire was not acknowledged in Blanche and Stella's world, but it has freer reign in the postmodern one. It is important, too, that this clash of sensibilities takes place in New Orleans, a city in which various languages are spoken and different races intermingle with greater ease.