I had an extreme religious experience years ago and have never been able to place it in its religious, neurological or psychological context....

...have
basically been met with silence, as if what I went through is "nothing", "doesn't
exist", is best kept to myself and ultimately
forgotten.

In my experience,
which is primarily with Christian spiritual leaders, a potential
spiritual experience of any kind is first examined with an attitude of prayer and
open-mindedness, and second, looked at in accordance with scripture.  In the case of the
Christian, this means the experience would be looked at and examined through the Bible,
and ultimately, the example of Jesus Christ.

Without
knowing any further details of your experience, my first inclination is to question the
kind of experience you had.  Though there certainly can be a wide variety in the beliefs
of "clergymen," "psychiatrists," and "contacts in new age," the fact that all three of
these entities have met your questions with an air of silence suggests that perhaps the
experience itself is not in alignment with the beliefs and faith of
any religion.  The leads me to assume the experience may have been
something violent, destructive, or unnatural.  Unfortunately, again, without more
specific details, it is difficult to provide advice for your
situation.

In light of your pursuit and rejection from
various religious teachers, my next suggestion is to delve into your own personal
research.  The "religious" arena is vast, which could make this process lengthy.  I
suggest you start at your own family roots.  Were you raised into a particular faith? 
Do you have any experience at all with individuals whose faith you respect, even if you
are unfamiliar or disagree with it?  That might be your starting point.  Almost every
religion has a holy text, or written prophetic word in its history.  Seek these
resources with an open mind and see if you can make sense of your
experience.

I think it is human nature for people to be
afraid of things they do not understand or do not believe in.  Perhaps if you
re-approached a spiritual leader with more specific questions, you could find someone
who is willing to take this journey with you and help you find the answers you
seek.

The link below breaks down several different world
religions into their basic components.  Perhaps it will be a helpful reference for you. 
Good luck.

What problems with the original document, or changes in society, led to later amendments?

I am assuming you are referring to the amendments after
the Bill of Rights. There were many problems and societal forces that required changes.
I will discuss just two.

One set of circumstances that led
to the 14th and 15th Amendments was the aftermath of the Civil War.  Bear in mind that
the Bill of Rights guarantees that the federal government must ensure the rights
contained therein.  There is nothing in the Constitution or the Bill of Rights that
promises the states will preserve any rights at all.  After the Civil War, it became
apparent that the Southern states were going to do everything possible to make life
difficult for the slaves who were now freed.  So the 14th Amendment makes clear in its
language that the states must provide all the "privileges or immunities" of citizenship,
and the 15th makes clear that race may not affect these rights. Without this language,
the states would have been free to do as they pleased.

An
interesting circumstance led to the 22nd Amendment, the administration of Franklin
Delano Roosevelt.  Roosevelt was elected to office four times!  There was a feeling that
this was too long for anyone to be president, so the 22nd imposed term limits on the
presidency.  Roosevelt had died before the ratification in 1951, so he had no
opportunity to be elected a fifth time, but the principle is a good one.  Too many years
of one person at the helm is probably not a good idea.

For
most of the amendments following the Bill of Rights, there is a story. What you might
notice as you examine them is that in many cases they were reactive, rather than
proactive, ways of making adjustments to situations the framers had not contemplated or
responding to changes in society.  Even today, most of the discussion about any new
amendments is quite reactive, for example, the discussion about an amendment to require
marriage be only between a male and female.  This is clearly a reaction to the assertion
of equal rights by gay people, creating a backlash among various groups who believe that
homosexuality is "wrong."

How were symposia conducted in ancient Greece?

The symposium, or drinking party, was an important part of
ancient culture and literature. Many surviving ancient works frame intellectual
dialogues as conversations occuring at symposia. Among the surviving examples from
classical Athens are Plato's Symposium and Xenophon's Symposium, both of which describe
symposia attended by Socrates, his followers, and other important Athenian intellectual
figures. Later examples of ancient symposiastic literature include Petronius' Satyricon,
Macrobius' Saturnalia, Plutarch's Table Talk, and Athenaeus' Deipnosophists. Symposia
were regularly scheduled events at the philosophic and sophistic schools of
antiquity.

The symposium participants were upper class men.
The normal activities at a symposium included performances both by hired entertainers
and the participants. Often a manager was hired who would supply flute girls, acrobats,
and other musicians. Particopants reclined and couches and shared food and wine while
watching the entertainers. They might also themselves recite poems accompanied by the
lyre (upper class Athenians studied music so that they could perform works by poets like
Simonides and accompany themselves on the lyre). Among the more intellectual
participants, entertainers might be dismissed to facilitate intellectual
conversation.

How are love and death presented in "Havisham" by Carol Ann Duffy?Need this for essay help. Thanks in advance!

This is an excellent example of a dramatic monologue in
which Carol Ann Duffy breathes life into one of the most fascinating and mysterious
characters in Dickensian literature: Miss Havisham from Great
Expectations by Charles Dickens. She is famous for responding to being jilted
on her wedding day by trying to freeze time, wearing her wedding dress and letting the
wedding feast rot in front of her for the rest of her
days.

In this poem, therefore, there is a curious mix of
love and hatred, signified by the opening sentence: "Beloved sweetheart bastard." This
paradox identifies her confused emotions as her hatred against her former lover is
welded to her love for him in a confusing mix of emotions. She goes on to personify
herself as "Love's / hate behind a white veil" which again picks up on this
contradictory emotion.

In a sense, we could argue that Miss
Havisham, though still alive, begins a living death from the moment she is jilted. Note
how the second stanza describes the pitiful life she
leads:

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Spinster. I stink and remember. Whole
days

in bed cawing Nooooo at the wall; the
dress

yellowing, trembling if I open the
wardrobe...

Such descriptions
focus on the insane-like state that Miss Havisham enters because of her pain at being
jilted and presents us with a woman who is tortured by what has happened to her and is
only able to find temporary relief in the dreams she has of being united (sexually?)
with the man who jilted her.

The last two lines bring the
themes of love and death together in a stunning
ending:

Give
me a male corpse for a long slow honeymoon.

Don't think
it's only the heart that
b-b-b-breaks.

On the one
hand, her love is shown by the way that the last line clearly indicates Miss Havisham is
heartbroken. On the other hand, she desires the death of her former lover for her "long
slow honeymoon," grimly subverting the normal expectations of honeymoon so that in death
she can get her revenge. The stutter on the word "b-b-b-breaks" also clearly suggests
that it is more than Miss Havisham's heart that is just broken, as she perhaps slips
into obsessional madness.

Why would e-commerce be suitable as a way to increase sales?

E-commerce would not always be suitable as a way to
increase sales for all sorts of businesses.  However, it may certainly be
suitable.

E-commerce is suitable for increasing sales as
long as a firm's product is suitable for selling to people who are too far away to
conveniently come to a physical store.  Therefore, e-commerce would not tend to be very
suitable as a way to increase grocery sales.  However, for nonperishable things,
e-commerce is very suitable.  It allows people to buy from a particular firm even if
they are too far away to want to come to the firm's actual place of
business.

Why did John Steinbeck give Lennie a soft-side and a harsh animalistic side? What is the purpose of that?

I think that part of the reason Lennie is constructed in
such a stark and dualistic manner is to reflect how human beings are complex.  In the
most unique of ways, we, as human beings, are like Lennie.  There are moments of
tenderness within our own frames of references as well as moments of intense savagery. 
This encompasses our human experience and is representative of Lennie's predicament.  He
holds intense amounts of strength, something that cannot be restrained or controlled
when the circumstances are aligned in a particular manner.  Yet, his character is one of
overall goodness.  It seems to me that Steinbeck wants to bring out human complexity in
the idea of how good people can do bad things.  By any definition, Lennie could not be
seen as a "bad" person.  Yet, he does do bad things.  In the same way, George could not
be seen as a "bad" person, but he does a "bad" thing in shooting Lennie.  In the end,
Lennie's compassion and his intense power of destruction are both a part of his
character and in displaying him in such a manner, Steinbeck seeks to make a statement on
what it means to be human.

What is the second derivative of f(x) = sec x

We have to find the second derivative of f(x) = sec
x

f'(x) = sec x* tan x

use the
product rule

f''(x) = (sec x * tan
x)'

=> (sec x)'*tan x + sec x*(tan
x)'

=> sec x * tan x*tan x + sec x * (sec
x)^2

=> sec x * (tan x)^2 + (sec
x)^3

=> sec x[(tan x)^2 + (sec
x)^2]

=> sec x[ (tan x)^2 + 1 + (tan
x)^2]

=> sec x*(1 + 2*(tan
x)^2)

The second derivative of f(x) = sec x
is sec x*(1 + 2*(tan x)^2)

How might one analyze the comic persona that Thurber creates in his piece "University Days" from his autobiography My Life and Hard Times? To what...

James Thurber creates a memorable comic persona in the
“University Days” section of his autobiographical work My Life and Hard
Times. This persona contributes to the humor and effectiveness of the book in
various ways, including the following:

• The
  section opens with the persona mocking himself (as well as his botany instructor)
  because the persona cannot see plant cells through a microscope. The persona thus
  appeals to us by showing that he has a good sense of humor about himself as well as
  about other people. His humor is not simply sarcastic or condescending: he can make
  himself the butt of humor as much as he can make other people his comic targets.
  Ironically, he may not be able to see very well through a microscope, but his perception
  of comical circumstances and situations is excellent.


• The
  persona shows himself capable of comic understatement, as when he says, referring to his
  exasperated instructor,

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his scenes with me had taken a great deal out of
him.

• The persona
  also shows his capacity for inventive language.  Thus, instead of merely saying once
  more that all he saw through the microscope was a milky blurriness, he refers to “the
  familiar lacteal opacity.” He thus implies his love of words and his talent for avoiding
  monotonous, repetitious phrasing.


• A similar love of
  clever phrasing is revealed in his description of the botanist’s “eyebrows high in
  hope,” which effectively uses the alliteration of h’s and
  the assonance of long i and long o
  sounds, implying the narrator’s comic playfulness and suggesting that
  half the fun of reading this chapter will be seeing not only
  what the narrator describes but
  how he describes things, people, and
  events.


• The persona also shows his ability to create
  amusing stories, as in the anecdote about the football player who cannot think of the
  word “train” despite numerous obvious hints. Here as before, the humor is understated
  and restrained; half the fun, in fact, lies in the fact that the narrator is not
  obviously straining to be funny.  He pretends, instead, simply to report what happens.
  Every so often, however, he will slip in a sarcastic evaluation of his own, as when he
  says of the football player,

readability="6">

While he was not dumber than an ox, he was not
any smarter.

• As in
  the example just quoted, the narrator will sometimes take a familiar phrase and have
  some fun with it.  Another example of this technique occurs when he says, concerning his
  habit of bumping into things in the
  gymnasium:

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I could take it, but I couldn’t dish it
out.

By making himself the
butt of so much of his humor, the narrator quickly wins our affection. He is not a
pretentious snob only capable of mocking others; he is perfectly at ease in mocking
himself.

In The Road how do the generic labels of "the man" and "the boy" impact the way in which the reader relates to them?

As you are reading a story, most often, characters have
names.  Because of this, the only way that a reader can relate to those characters is
through other aspects of their personality, reactions to events, or their physical
appearances.  By using such generalized terms as "the man," and "the boy," that makes it
easier for the reader to imagine themselves in that situation.  Instead of the son being
"Johnny," for example, he's just a boy; there are a lot more boys reading the book than
Johnny's.  So, it makes it easier for the reader to relate personally and imagine
themselves or someone they know in those positions.

Another
possible reason for not naming the characters is that it makes the story more universal;
McCormac is saying that ANY boy, or ANY man in this situation could have this life.  The
themes are more universally applicable.  The Road is less a
specific story of a specific event, and more of a generalized commentary on humanity.  A
message in the book is that humanity has the potential for great evil and great beauty. 
To exemplify that point, he picks a simple father and son to elaborate.  That makes the
message more universal and general--more like a fable or a proverb, and less like a
fictional entertainment story.

Lastly, terms like "the man"
and "the boy" are consistent with the rather dreamlike, distant, aloof tone of the novel
itself.  McCormac has a very unique style in this novel, and that terminology supports
and enhances that vague, distant style.

I hope that those
thoughts help to get you started; good luck!

How can we judge A Doll's House as a problem play?

A Doll's House is a quintessential
problem play.  In it, Ibsen presents the problem of women's place in society.  However,
many at the time might not have recognized this as a problem but more as just the way
things were.  Ibsen presents the difficulty that women faced because of their lack of
power and legal standing.

The character of Nora is first
presented as a flighty, superficial person,playing the little "squirrel" for her
husband, but we soon see there is more than meets the eye.  Ibsen is masterful at
revealing her story, bit by bit.  Because she lacks legal standing, she is forced into
the position of committing forgery to save her husband's life.  She then finds herself
being blackmailed and at odds with her husband.  Had women the right to borrow money on
their own, the whole situation would have been
averted.

Nora then has an epiphany of what makes a marriage
and what a true partnership might be.  This is very prescient of Ibsen, presenting the
idea of a 50/50 relationship between a man and woman.  The audience is left to wonder
what becomes of Nora and Torvald.  In this wondering, they may also consider their own
thoughts and beliefs about the place of women in society.

What exact year did "Lady Windermere's Fan" take place?

Oscar Wilde's first play, Lady Windermere's fan:
A play about a good woman was first staged in London's St. James's theatre in
the year 1892. It was published in 1893, and it would be 1 out of 4 major plays produced
during a time which is considered to be Wilde's "period of complete success", which
ended sadly with Wilde's arrest for gross indecency in
1895.

Lady Windermere's fan tells the
story about a 21 year-old young wife who receives, as a birthday gift, a fancy fan from
her husband. However, there are rumors that her husband is spending his money on a Mrs.
Erlynne who, in the end, is discovered to be a libertine woman, a stalker, a blackmailer
and also...Lady Windermere's real mother.

It is interesting
to point out the theme of the play because,compared to his other plays, this one is
Wilde's least universal. What this means is that the theme of Lady
Windermere's fan is somewhat old-fashioned when compared to the flexible
themes present in The importance of being Earnest, for example. The
enormous changes that Wilde experienced during the early and mid 1890's made him a
better writer with each play. Therefore, we can conclude that Lady
Windermere's fan was a kind of "experiment" in comedy of manners for Wilde.
Certainly one experiment that worked very well for his writing
style.

What was the importance of the class conflict in the Italian Renaissance?

In today's world, when we think of class conflict, we tend
to think of the poor in conflict with the rich.  In the Italian Renaissance, however,
the more important class conflict was between the merchant class (many of whom were
quite wealthy) and the nobility.  This conflict helped to shape the
Renaissance.

There are at least two ways in which this is
true.  During this time, the merchant class was getting richer and more important as
cities' economies came to be based on trade.  This led them to demand political power to
go with their economic power.  In cases like that of Florence, this led to the creation
of a republic and eventually the rise to power of merchant families like the
Medici.

This class conflict helped to lead to some of the
artistic achievements of the Renaissance as well.  Some members of the merchant class
patronized the arts as a way of showing their wealth and asserting their right to be
more important in society.  By doing so, they helped to promote the arts that are so
identified with the Italian Renaissance.

How does The Iliad fit the Hero Cycle?

Joseph Campbell condensed his
understanding of story into a theory he called Monomyth, also known
as The Hero's Journey or The Hero Cycle. His
simple description of the Monomyth is as follows:

readability="7">

A hero ventures forth from the world of common
day into a region of supernatural wonder: fabulous forces are there encountered and a
decisive victory is won: the hero comes back from this mysterious adventure with the
power to bestow boons on his fellow
man.

Homer's Iliad is in
itself not a Monomythic story -- it involves only a few weeks of the Trojan War and has
no explicit hero. However, it is possible to examine the story from the point of view of
a specific character and from there compare it to the
Monomyth.

Achilles is usually considered to be the
protagonist of the Iliad, as his actions spur most of the events along. His withdrawal
from battle at the beginning is the action that causes the tide of battle to turn, and
when he returns at the end, routing the Trojans in madness and rage, the story is
more-or-less finished.

In the context of the Monomyth,
therefore, Achilles has "ventured forth" from his "common-day world" -- his life based
in battle -- and into "a region of supernatural wonder," deliberate pacifism during
which he confers with the gods. This is unusual enough for Achilles to be considered
rising action; he finds it difficult day-by-day to stand back and watch the battle
without participating. As events unfold and a friend is killed in Achilles's armor, he
returns to action and takes on a "fabulous force" of Trojans, who had gained the upper
hand. His "decisive victory" is the killing of Hector, son of King Priam and the Trojan
Army's greatest warrior. At the end of the tale, Achilles presides over a day of funeral
games and literally "bestows boons on his fellow man" by awarding
prizes.

This is one simple interpretation of the Iliad as
Monomyth. Since there are so many characters and so many events, others could be drawn
as easily.

In Life of Pi, how are key scenes distorted and how does this distortion relate to the overall meaning of the work?

The major distortion, if you can call it that, in this
story, is the way that Pi's second retelling of his trials illustrates the way that the
truth of his account has been distorted. Asked for a "better story" than the one that we
have just read by the two Japanese men who have come to see him and to find out what has
happened to the steamer, Pi re-tells his story but in a way that makes the animals
humans and presents a different version of the "truth." The two Japanese men find the
parallels between the two accounts of the same story, but are unable to find a meaning
to either account. At the end, they have to admit their ignorance, and as one of the
Japanese men says, "I'm not inside this boy's head." The distortion of the truth thus
relates to a key theme of this exciting novel, which is how we make meaning out of our
lives and what happens to us by telling stories. Pi, for example, when he was stranded
at sea first, told himself again and again what was happening to him, but these stories
interestingly took many different forms. The novel points towards the presence of a
multiplicity of stories to which we can turn in order to help make sense of our lives
and our existence in the world. Any concept of one overarching "truth" is thus eschewed
as the central character, as in his attitude towards religion, takes a pick and mix
attitude towards the different stories that he tells.

What are the roles of Robert Cohn in The Sun Also Rises?

Robert Cohn is the outsider of Ernest Hemingway's
The Sun Also Rises. He is scorned by the other characters because
he is Jewish and wealthy, wealth being something that Jake and his friends frown upon.
An old friend of Jake's, Cohn is a former college boxing champion who attempts to bully
his way into Jake's inner circle, but he instead encounters anti-Semitic barbs,
jealousy, hatred and abuse. He even has a short affair with Lady Brett, but when Cohn
continues to pursue her, Brett decides that "he is not one of us." The insecure Cohn is
a romantic, another strike against him in the eyes of Jake and his "lost generation"
pals, and his idealistic American values widely separates him from the
others.

Is there a contrast in "God's Grandeur" between human activity and the grandeur of god?

Most definitely. Consider the first stanza of this
incredible poem. Consider how there is a divide between the first three lines and the
next word and the rest of the poem, which describes man as being divorced from the
beauty of nature and how it displays God's grandeur and majesty. Note the following
quote which develops the analysis of man and the contrast with nature and how it evinces
God's majesty:

readability="16">

Generations have trod, have trod, have
trod;

And all is seared with trade; bleared, smeared with
toil;

And wears man's smudge and shares man's smell: the
soil

Is bare now, nor can foot feel, being
shod.

Consider the mindless
monotony conveyed in the repetition of "have trod." The internal rhyme of "seared,"
"bleared," and "smeared" serve to reinforce the way in which man has, through his
activity, maligned and defaced nature and the way that it displays the grandeur of God.
Man has literally defaced nature and its majesty, and the way in which our feet are now
"shod" even prevents us from having the most basic and intrinsic contact with nature.
This of course is compared to the description of God's grandeur in the first few lines
and the way that the second stanza explores how, in spite of mankind's best efforts to
indelibly impose itself upon nature, "nature is never spent."

How does one summarize Shakespeare's Romeo and Juliet?

To summarize a piece of
literature, one must first zero in on the key
events found in the work. One thing that makes literature easy to
summarize is knowing that almost every work of literature follows a strict formula for
plot development. The structure for plot development
consists of six elements: exposition, rising action, climax, falling action, resolution.
The exposition is the starting point in the story; it's the
moment when the major characters, setting, and even the major conflicts are introduced.
The rising action refers to all events that lead up to the
story's climax. The climax is the most intense moment in
the conflict and story; it is especially the moment when the resolution comes into view
and becomes inevitable. Finally, falling action is any
events that also help lead to the resolution, and the
resolution is the moment when all conflicts are resolved.
The resolution is especially the moment when all loose ends are tied. Since almost all
plots contain these elements, to summarize the story line,
all you have to do is zero in on these key elements and
describe them. Since we are limited in space, below are a
couple of ideas to help get you started.

The first
act of the play serves as the exposition. It
is in this act that we meet every character; plus it is in this act that we are
introduced to all of the conflicts. The greatest conflict is introduced in the very
first scene, and the greatest conflict is the feud between
the Capulets and Montagues. It is the man vs. man conflict
of the feud that separates the two lovers and ultimately causes all of the
deaths in the play. We know that the feud is ultimately to blame for the
deaths because of Prince Escalus's insightful accusation in the final scene, "See what a
scourge is laid upon your hate, / That heaven finds means to kill your joys with love!"
(V.iii.303-04).

The play's climax happens
the moment that Tybalt challenges Romeo to a duel in Act 3,
especially the moment when Romeo decides to avenge Mercutio's death by killing Tybalt.
This climatic moment leads to all of the next consequences laid out in the plot,
including Romeo's banishment and ultimately the couple's death.

Hence,
if we were to write a few sentences summarizing the
exposition and conflict, we would write something like the
following:

• Shakespeare's Romeo and Juliet is a
  tragedy concerning two families in Verona. The two families are engaged in a feud that
  is the leading cause of all the deaths in the play, especially leading to the final
  conflict between Romeo Montague and Tybalt
  Capulet.

How does the dystopian vision in The Road by Cormac McCarthy present a warning for today's society?

What is different about this excellent novel compared to
other dystopian novels is that we are given no indication as to what has produced the
dystopian world we are presented with. Other novels such as Margaret Atwood's brilliant
Oryx and Crake and The Year of the Flood give
a specific root cause of the disintegration of society. In the case of these novels it
is a killer disease that has been unleashed and has decimated humanity. In the case of
Alas, Babylon, it is a nuclear holocaust. Yet in The
Road, no clear indication is given, which means there is no specific warning
about, for example, the dangers of nuclear weapons or the engineering of diseases.
However, what is clear is that now humanity has suffered this collapse, the novel shows
that it has returned to levels of savagery that make the remaining humans resemble
beasts more than human beings. The savage canibalism that humanity has sunk into shows
that the veneer of civlisation is at best skin deep. Consider the inital description of
what happens after the unspecified tragedy:

readability="6">

Creedless shells of men tottering down the
causeways like migrants in a feverland. The frailty of everything revealed at last. Old
and troubling issues resolved into nothingness and
night.

The real warning of
this novel then is that however civilised we feel we have become, we are animals at
heart, and, when civilisation is taken away from us, we will act like animals to defend
ourselves and ensure our survival--even if the price is our own
humanity.

What the figures of speech used in poem "the passionate shepherd to his love"É

The best way to analyze the figures of speech in Marlowe`s
`The Passionate Shepherd to His Love` is to look at treatises on figures of speech
written by Marlowe`s near contemporaries such as George Puttenham, Angel Day, Abraham
Fraunce, Richard Sherry, and George Puttenham. On the level of figures of sound, Marlowe
uses alliteration frequently, especially on stressed syllables within a clause, e.g.
``may-morning`, ``mind ... move`. Metaphor appears in the line `melodious birds sing
madrigals`(note also the alliteration), in that it is an indirect comparison of bird
song with elaborate Italianate music. Much of the poem involves hyperbole, or
exaggeration, e.g. àll the pleasures, thousand fragrant,
etc.

What is the narrators goal in "By the Waters of Babylon"?

Well, I suppose John's overt goal is to undergo his
journey that he needs to complete in order to become a priest. However, at the same
time, we are told that John's ultimate goal is to learn more to combat his ignorance on
so many subjects concerning his people and their origin. Note the following
quote:

readability="10">

Nevertheless, my knowledge and my lack of
knowledge burned in me--I wished to know more. When I was a man at last, I came to my
fahter and said, "It is time for me to go on my journey. Give me your
leave."

John thus desires to
find out more information and gain more knowledge, which he does in the end gain, but
only after suffering many hardships and enduring many dangers. The vision that he
experiences whilst in the skyscraper, where he views the end of our civilisation,
teaches him the dangers of desiring too much knowledge, and he returns to his tribe and
father a humbled and wiser individual, recognising that, "perhaps, in those days, they
ate knowledge too fast."

According to Guns, Germs, and Steel, why did the Mongols chose to herd animals rather than farm as their principal source of food?

Diamond does not specifically tell us why the Mongols
would choose to herd rather than farm as their major economic activity.  Therefore, we
must infer this from what is said about other
societies.

Diamond argues that all societies will, if they
are able to, adopt farming because it is more economically advantageous than herding. 
He asserts that if society does not farm it is because it is not able to do so.  This
can be seen, for example, in his explanation of why the Australian Aborigines did not
farm.  This must also be the case with the Mongols. 

To
Diamond, a society can farm if it has suitable native crops and good terrain and
climate.  The Mongols could have borrowed crops from other areas of Eurasia if they did
not have suitable native crops.  Therefore, we can infer that the Mongols' home
territory was not conducive to farming.  The most likely reason for this would have to
do with terrain and or climate conditions. 

Though Diamond
does not explicitly tell us why the Mongols did not farm, we can infer that it must have
been due to a lack of good land or good climate.

Was Japan ever an actual threat to Australia during World War II?There were air raids, I realize, but was it within Japanese intentions or...

As with many things in World War II, the Japanese were not
united on this issue.  There were arguments between the Navy and the Army (which had a
very hard time getting along on anything) as to whether invasion of Australia would be
possible.  I would suggest that you look at The Rising Sun by John
Toland as a source on this.

Toland tells us (pages 345-6 in
the paperback edition of the book that I have) that the Navy actually did want to invade
Australia.  This was early in the war when the US was very much on the defensive.  The
Navy thought it could take five Army divisions and use them to invade
Australia.

The Army thought the plan was ludicrous.  They
pointed out that Australia was much larger than Japanese-occupied China and would be
much harder to accomplish.  They further argued that there was not enough shipping to
make the invasion work.

Eventually, the Army won out and
the plan to invade Australia was scrapped.  That would seem to indicate that, in the
eyes of the Japanese high command, at least, it was not within Japan's capabilities to
invade and subjugate Australia.  As for intentions, there was such an intention on the
part of the Navy but not on the part of the Army.

What are some topics I can talk about in a paper on human trafficking?

The paramount discussion on human trafficking should be
the immoral implications of selling a human being for labor or worse sexual
exploitation. At what time is the selling of a person acceptatble? It would be wise to
give a background of the history of human trafficking which of course goes way back and
then give information and statistics on present day trafficking. Touching on the
geograhic locations where trafficking is prevelent is important as well as discussing
how different societies feel about this trade. Depending on the assignment, I would
structure the paper as follows:

History of Human
trafficking

Moral issues of human
tricking

Current countries that expliot human
trafficking

In what ways is memory important and how does it contribute to a theme in the novel?

The idea of memory in the story is directly related to the
themes of isolation and destruction.  As a
result of the third-person and mostly omniscient point-of-view, the reader is invited
into the much more complex inner workings and personality of Edgar than his actions and
limited communication reveal of him to others.  Memory plays a key role in this
complexity.

At the very beginning of the story, the reader
is introduced to images of Almondine in what would be Edgar's "earliest memory,"
suggesting that even as a baby, Edgar has an accute perception of his dog, one which
sticks with him for life.  As the mute only child of two arguably introverted parents,
Edgar's isolation from the world outside of the dog kennel seems to be almost created
and fostered by his circumstances.  As a result, Edgar often lives very much inside his
own head.  He is frequently reflective on his own past, and very much interested in the
past of his parents (one which they never share the complete truth of, but the stories
of which almost become as dear to him as his own memories).  He is both happy and
seemingly healthy.

When his father mysteriously dies and
Edgar is the only witness, he cannot remember the details of his father's final moments
clearly enough to recall them to Glen (the town policeman).  It is as if his mind is
blocking the memory to protect him.  Soon after, when his father's ghost visits Edgar in
the kennel, Edgar experiences a physical sensation that the ghost has touched his heart
and given him all of his father's memories.  The feeling is so powerful Edgar thinks it
might kill him.  For one instant he holds complete understanding of who his father is
and what his intentions always were, but in the next instant, the feeling, and the
memories, are gone.  He wakes the next morning wondering if it was all a dream.  He now
harbors a secret he cannot explain to anyone, because he's not even completely sure of
the reality of it himself.  His isolation increases and so begins his
destruction.

When he runs away from home, his memories
haunt him.  Because he is isolated from all other humans, all he has is time to think of
the past.  Memories of Almondine are the worst because they are the most tangible and
realistic.  If he dwells on them, dread and despair threaten to crush him.  At night, he
dreams of his father and thrashes in his sleep, but wakes up unable to remember any
details of the dream.  He is constantly thinking of memories of his mother and Claude,
and looking for clues in the memories to further understanding his father's death (and
how he can explain it).  He constantly fears forgetting more and hates himself for the
things he cannot recall.

In many ways, the author uses the
memory motif as a means of setting up characters who, though far from
ordinary, are certainly happy and healthy.  Even in his isolation,
when his father is alive, Edgar is both.  Then, the same motif is used to show how a
death in the family can immediately plague the happiness and health of the survivors. 
Edgar's isolation evolves from something that was once something he lived with, to
something he fears will kill him.

In paragraph 13 of Ralph Waldo Emerson's essay titled "Education," where do examples of allusion, analogy, rhetorical questions, imperative...

Paragraph 13 of Ralph Waldo Emerson’s essay titled
“Education” contains a number of rhetorical techniques that are effective in various
ways. Examples include the
following:

• Allusion.
  An one point, Emerson alludes to

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an eminent reformer, of whom it was said “his
patience could see in the bud of the aloe the blossom at the end of a hundred
years.”

Although the
“reformer” remains unidentified in most editions of Emerson’s essays, Emerson, by citing
this authority, gives added weight to his own argument. Emerson implies that he is well
read and that he has given serious thought to his
topic.

• Analogy. One
  effective example of a use of analogy occurs when Emerson writes that a teacher hampered
  by unruly students “knows as much vice as the judge of a police court.” The comparison
  of a school (a place for education) and a court (a place for punishment) is memorable
  and striking, implying that these two places ideally should not resemble each other at
  all.


• Imperative sentences. A
  good example of an imperative sentence occurs when Emerson writes,
  “Try your design on the best school.” This sentence is effective because
  it is brief; it is blunt; it issues a command rather than merely making a statement; and
  it directly addresses the reader, thus stimulating the reader’s
  interest.


• Rhetorical questions.
  Emerson uses a rhetorical question when, discussing the frustrations of a
  teacher pressed for time, he asks, “how can he please
  himself with genius, and foster modest
  virtue?”

By asking a question rather than
making a statement, Emerson encourages his readers to think for themselves, but he also,
of course, implies the correct answer. He implicitly gives the reader credit for
intelligence and good sense, because he implies that of course the reader will come to
the right conclusion. The rhetorical question contributes to the sheer variety of types
of sentences that Emerson uses, thus keeping his phrasing from seeming boringly
predictable. In this particular case, the rhetorical question stimulates the reader to
examine his own conscience and admit his own
imperfections.

• Sentence variety
  and pacing. Consider the opening sentences of the
  essay:

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So to regard the young child, the young man,
requires, no doubt, rare patience: a patience that nothing but faith in the remedial
forces of the soul can give [29 words]. You see his sensualism; you see his want of
those tastes and perceptions which make the power and safety of your character [22
words]. Very likely [2 words]. But he has something else [5
words].

By creating variety
in the length of his sentences, Emerson prevents them from seeming boring or monotonous.
He also gives particular weight and emphasis to the short sentences. They seem
especially forceful.

All in all, Emerson's use of various
rhetoric devices in this essay not only helps make the essays interesting to read but
also helps display, by its own example, the advantages of a good
education.

I am doing a presentation on "The Story of an Hour" with my group, and I need some help on the following below:I need to know what the resolution...

I think it is pretty clear that the resolution, or
denouement, of "The Story of an Hour" comes in the final
sentence:

When
the doctors came they said she had died of heart disease--of the joy that
kills. 

It is a surprise
ending with an ironic twist: Louise descends the stairs as a new woman, basking in the
knowledge that she will be free of her domineering husband; but when she sees that he is
not dead, but instead very much alive and standing in front of her, Louise dies from the
shock of the realization that her new dreams will not be fulfilled. No one else in the
room, however, realizes the joy that she had experienced during the past hour from the
knowledge that she would now be free to live life in the manner she wishes, without the
incumberment of a man to direct her every move. The doctors instead assume that she has
died from the happiness of seeing her husband alive--"the joy that kills"--the exact
opposite of what Louise was actually feeling. The doctors have mistaken her new heart,
one that is now filled with joy and hope for a new future, for a diseased one that was
not strong enough to take the shock of seeing her husband alive.

Compare the linguistic differences of the narrator and Simon Wheeler in "The Celebrated Jumbing Frog of Calaveras County" by Mark Twain.

There is a sense in which this story is a lot about 19th
century America and the huge culture clash between the Eastern, settled part of America
and the Western part which was still being settled and explored. The East was supposedly
civilised, advanced and more cultured, whereas the West was theoretically more simple,
less-refined, and because of this, more easily duped. In addition, because of this, the
Easterners assumed that the Westerners could be tricked rather
easily.

If we think about these two depictions, we can see
that Twain is deliberately including these two extremes. Simon Wheeler comes across as
the perfect stereotype of an American from the deep West with his use of the vernacular
and his garrulous speech and the way that he speaks in a monotone, clearly identifying
him as somewhat unsophisticated and unrefined. Consider the way that Twain presents his
use of the vernacular:

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Why, it never made no difference to him--he
would be on anything--the dangdest feller. Parson Walker's wife laid very sick once, for
a good while, and it seeemed as if they warn't going to save
her...

The use of expressions
such as "the dangdest feller" and "laid very sick" and "warn't" clearly help reinforce
the image of Simon Wheeler as an uneducated Westerner. By contrast, the narrator, who is
supposedly Twain himself, deliberately uses a much higher and more sophisticated level
of English:

I
have a lurking suspicion that Leonidas W. Smiley is a myth; that my friend never knew
such a personage; and that he only conjectured that if I asked old Wheeler about him, it
would remind him of his infamous Jim
Smiley...

Note the use of
words such as "conjectured" that help to juxtapose the speech and dialect of the two
men. However, the joke is that in spite of Twain's supposed sophistication and the
naivety and lack of education of Simon Wheeler, it is Simon Wheeler who well and truly
dupes the Easterner, and, by extension, the reader, with his tall tale. Let us not be
too swift too judge by appearances!

What is a good thesis question for Oedipus the king and a burial at Thebes...I'm writing a critical paper but don't know

There are lots of different ways you could go with this
but one thing you might try is something about fate.  Fate was very important to the
ancient Greeks.  They believed that a person's destiny was written in stone.  If a human
being tried to deny and defy his fate, as Oedipus does, a greater tragedy would ensue. 
When a mere mortal tried to write his own fate, he's elevating himself to the level of
the gods.  This is an example of hubris and won't be tolerated by the Olympians.  Maybe
your thesis question coud be: "What is the role and importance of fate in Oedipus Rex
and Burial at Thebes?"

What is the significance of the traveling repair man?"The Chrysanthemums" by John Steinbeck

In John Steinbeck's "The Chrysanthemums," the traveling
repair man ignites the repressed passion in Elisa as well as her other hidden
qualities.  When he arrives he finds Elisa unreceptive to him; then, he notices her
flowers and notices the "irritation and resistance" leave her face when he asks about
them.  Detecting her love for these flowers, the tinker feigns interest in them,
encouraging Elisa to talk about them.

Pretending that he
wants to give a woman who lives down the road some chrysanthemums, the tinker says, 
"Oh, ...I's'pose I can't take none to her, then" when Elisa tells him the flowers cannot
be raised from seed.  But, Elisa offers to put some in damp sand for him to carry with
him.  Gladly, the tinker accepts.

Excitedly, Elisa finds a
pot and fills it as she discusses her passion for the flowers and their beauty. As she
talks Elisa's voice grows husky and she gets a little carried away in her passion as she
reaches for the man's pant leg and touches it.  Then, she stands, "her face was
ashamed." Nevertheless, she feels expanded in her sexual
feelings.

After the tinker leaves, Elisa bathes, more
conscious of her womanliness than before the man has come.  Even her husband notices,
telling her how nice she looks.  Elisa is encouraged that she her and husband can spend
a loving evening together as man and woman; however along the way, she spots the
chrysanthemums and its pot cast off onto the road. Feeling that she has been used, Elisa
turns from her husband so he will not see her cry for her exploited passion. This
rejection by the tinker makes Elisa feel repressed and limited
again.

What is government?

The government is the group of people who control a
political entity (town, state, country) at a given
time.

When we speak of "the government" we are referring
both to elected officials and to the unelected bureaucrats who carry out their orders. 
So, in the United States, the government includes the President and the Congress and the
Supreme Court (not elected, but still part of government).  But it also includes all the
people who work to enforce the laws.  It includes the people who work for the IRS and
ensure that we pay taxes.  It includes the people who work for Social Security and make
sure that retired people get their checks.  It is all the people who make the rules and
those who carry them out.

how can be calculated the definite integral of ln((|x|+1)/(x^2+1)) if limits of integration are -1,1? |x| is absolute value

`f(x)= ln
(x+1)/(x^2+1)`

`==> f(x)= ln(x+1) -
ln(x^2+1)`

`==> int f(x)= int ln(x+1) - int
ln(x^2+1)`

`u= x+1 ==> du=
dx`

`int ln(x+1) dx = int ln u du = u*lnu - u + c
`

`==> int ln(x+1) dx = (x+1)*ln(x+1) - (x+1)
......(1)`

`int ln(x^2+1) dx
`

`u= ln(x^2+1) dx ==> du= 2x/(x^2+1)
dx`

`dv = dx ==> v =
x`

`int ln(x^2+1) dx = u*v- int
v*du`

`int ln(x^2+1) dx = xln(x^2+1) - int 2x^2/(x^2+1)
dx`

`int ln(x^2+1) dx = xln(x^2+1) -2int x^2/(x^2+1)
dx`

`int ln(x^2+1) dx = xln(x^2+1) - 2 (x-arctan(x)
`

`int ln(x^2+1) dx = xln(x^2+1) - 2x - 2arctan(x) +
c.............(2)`

`int ln(x+1)- int ln(x^2+1) =
(x+1)ln(x+1) - (x+1) - xln(x^2+1) + 2x + 2arctan(x) +
C`

`int ln((x+1)/(x^2+1))= (x+1)ln(x+1) -xln(x^2+1) +
2arctan(x) +x + 1 + C`

`int_-1^1f(x)dx = int_-1^1
ln((x+1)/(x^2+1)) dx = (2ln2-2ln2 +2arctan(1) + 1+1 - [ 0+ln(2) + 2arctan(-1) -1
+1}`

` = 2arctan(1) +2- ln2 +
2arctan(-1)`

`=2*pi/4 + 2 - ln2 +
2*-pi/4`

`= 2 -
ln2`

``

``

Discuss Dryden's comparison of the English and the French drama in the "ESSAY OF DRAMATIC POESIE"?PLZ ANSWER IN DETAIL

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•Lisideius argues
that French drama is superior to English drama, based on the lack of literary
productivity since Shakespeare’s time: “we have been so long together bad Englishmen,
that we had not leisure to be good poets. . .  The Muses, who ever follow peace, went to
plant in another country.”   Lisideius praises the reformation of the French theater
under Richelieu and Corneille, and extols the close adherence to the classical
separation of comedy and tragedy. For Lisideius "no theater in the world has anything so
absurd as the English tragicomedy . . . in two hours and a half, we run through all the
fits of Bedlam."  The grounding of French drama in history, its interweaving “truth with
probable fiction,” makes it a higher achievement than the
English.

Neander represents Dryden’s own views, which favor the
modern and the English, but does not disparage the ancients.  He respects Lisideius’
argument that the French “contrive their plots more regularly,” but he favors English
drama for their more organic and complex qualities.  He criticizes the French stage,
noting that "those beauties of the French poesy are such as will raise perfection higher
where it is, but are not sufficient to give it where it is not: they are indeed the
beauties of a statue, but not of a man."

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In The Merchant of Venice, do you think Portia and Bassanio will be a happy couple? Give reasons for your opinion.

I personally think that, whatever fleeting happiness the
text seems to promise Bassanio and Portia, that long term happiness will be impossible
for them to attain. Let me explain my reasoning. Firstly, let us remember that Bassanio
is a singularly unimpressive character. He openly admits the way that he is a
spendthrift and a rather prodigal character when we first see him before going on to
deliberately manipulate Antonio and his love for Bassanio so that he can gain more
money, even though this will place Antonio in a very fragile and precarious position.
When he speaks of marrying Portia, it is her wealth that he is after, and although we
could argue that he later on falls in love with her as a person, at the same time his
motives for going to Belmont are purely pecuniary.

In
comparison, let us consider Portia. Not only is she beautiful, but she is also extremely
intelligent and clever. Let us remember that while Bassanio was watching helpless as
Shylock was going to carve his pound of flesh from Antonio, it is Portia who comes up
with the strategy to save her husband's friend. It is her who shows the necessary
ingenuity to find the legal loophole that will save him and condemn Shylock and it is
her who is able to trick her husband and the other male characters. This makes me think
that the union between Bassanio and Portia is one of two unequal characters, with one
possessing all the charm, grace, wit and intelligence that the other so sorely lacks. I
don't predict a happily-ever-after ending for them, therefore.

How did Myrtle know she made a "mistake" when she married Wilson?The Great Gatsby by F. Scott Fitzgerald

Mr. and Mrs. Wilson are introduced as characters in
Chapter Two of The Great Gatsby; Nick describes George Wilson as
"bonde, spiritless...anaemic and faintly handsome," and Mrytle as a rather stout woman
in her thirties who carries "her surplus flesh sensuously as some women can.”  There is
a vitality about her in contrast to her husband who remains covered in a white ashen
dust.

When Tom Buchanan stops at the Wilson's shop, Mrytle
secretly arranges to meet him in New York City at a designated apartment where she
transforms to a socialite in pretense.  During a conversation, her husband George is
mentioned, When Nick asks if Myrtle does not like him, she overhears and answers in a
way that is "violent and obscene."  She tells Catherine, her friend, that she married
George because she thought he was a gentleman:

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"I thought he knew something about breeding but
he wasn't fit to lick my
shoe."

When Catherine
counters with "You were crazy about him for a while," Mrytle
retorts,

"The
only crazy I was was when I married him.  I knew right away I made a mistake.  He
borrowed somebody's best suit to get married in and never even told me about it, and the
man came after it one day when he was
out."

Afterwards, Myrtle
cried, indicating that she had hopes of marrying someone with social position and money,
rather than what George Wilson really is.  Clearly, Myrtle is materialistic as is her
lover, Tom Buchanan.  She would like Tom to divorce and marry her so she could then have
nice things and feel elevated in her social position, her two
values.

Poor George is aware that he is not loved, but is
exploited by others.  He act of killing Gatsby is a desperate act to avenge himself upon
the upper class, but, ironically, Gatsby is a victim himself of the Jazz
Age.

When performing the starch test with variegated leaves what section of the leaf could serve as a control in this experiment and why?

Variegated leaves have areas that are white in color
instead of being green. This is due to a lack of plastids that contain chlorophyll;
without chlorophyll photosynthesis cannot take place.

The
areas of the leaves which are green produce monosaccharides through photosynthesis and
this is stored as starch.

If a starch test is being
performed on a variegated leaf, the white areas can serve as the control areas. The
starch test would be used to determine if there is a proper production of starch in the
green areas and to test if the conditions under which the plant is kept are appropriate
for this. The white areas would give a negative result no matter under what conditions
the plant is kept. The result obtained from the green areas can be compared against
this.

Any thoughts of the adjectives below?Adjectives used to describe Elizabeth's demeanor. "if you believe it impossible to be true, " said Elizabeth,...

Consider the character of Elizabeth and her attitudes and
actions throughout the novel. Given the nature of her interaction with many of the other
people she encounters, "cool" and "disdain" are very appropriate adjectives to apply to
her conduct.

In this setting, disdain is being used to mean
distaste, scorn, contempt, possibly even outright disgust although probably not that far
in this instance. She is described as having spoken coolly because she is not being
friendly, warm, accepting, receptive to her visitor.

In
both cases, the adjectives chosen are being used to help portray Elizabeth's dominant
qualities - the pride and prejudice that gave the book its title. This is not any common
young lady we are reading about. This is Elizabeth Bennet, for better or for
worse.

if a teacher has done minor mistakes in checking exam papers,is she entitled for any disciplinary action?

As a teacher, I think it is critical for careful
correcting to be done as a matter of course.  Students want credit for every correct
answer. As a teacher,however, we all have made mistakes simply because we are human, and
these are described as minor mistakes.   I would tell students that if they found a
mistake, to please discuss it with the teacher so that the paper could be corrected. I
would apologize for the error made and then compliment them for looking at the paper so
carefully. The idea is to make them aware that they are in charge of their learning in
so many ways, and looking again at their own work is one of
them.

The other issue raised is a bit scary to me.  I have
never seen any schools (10) in which I taught see this as a disciplinary issue unless
the administration felt the teacher was truly incompetent.This question may involve
union issues as well because of the threat of disciplinary action.  Any teacher in this
position should be advised to see the union representative for
information.

show that inequality (2raised to x)+(2raised to y)>or=3 is true when x,y>0 and x^2+y^2=1?

The condition of the problem,`x^2+y^2=1` , has inspired
the next approach.

Put x = sin t and y = cos t and tan
(`t/2` ) = z.

`sin t = (2tan (t/2))/(1 + tan^2 (t/2)) lt=gt
x = 2z/(1+z^2)`

```cost`  = `(1-tan^2 (t/2))/(1 + tan^2
(t/2)) lt=gty = (1-z^2)/(1+z^2)`

Using the mean inequality,
you may write:

`2^x + 2^y = 2^x + 2^(y-1) + 2^(y-1) gt=
3*2^((x+2y-2)/3)gt=` 3 <=> x+2y-2 `gt=`
0

Substitute x and y in the inequality x+2y-2 `gt=`
0:

`(2z)/(1+z^2) + (2-2z^2)/(1+z^2) - 2 gt=` 
0

`2z + 2 - 2z^2 - 2 - 2z^2gt= `
0

Add similar members and remove opposite
terms:

`-4z^2+ 2z gt=` 
0

Multiply by -1:

`4z^2 - 2z
=lt`  0

Divide by 2 => `2z^2 - z=lt`  0 =>
z(2z-1)`=lt` 0 => z `in`  [0;1/2] (a)

Using the mean
inequality, you may write:

`2^x + 2^y = 2^(x-1) + 2^(x-1) +
2^y gt=`` 3*2^((2x-2+y)/3)gt=` 3 <=> 2x-2+y`gt=`
0

Substitute x and y in the inequality 2x-2+y`gt=`
0:

`(4z)/(1+z^2) - 2 + (1-z^2)/(1+z^2) gt=` 
0

`4z + 1 - z^2 - 2 - 2z^2`  `gt=` 
0

`- 3z^2 + 4z - 1 gt= 0`  => `3z^2- 4z+ 1 =lt 0` 
<=> z `in ` [`1/3;1` ]
(b)

ANSWER: Relations (a) and (b) prove `2^x
+ 2^y gt= 3` , if `x^2 + y^2 = 1`

"Witchcraft was hung, in History,But History and IFind all the Witchcraft that we needAround us, every Day --" i can't understand the analysis or...

Emily Dickinson's poetry often communicates layers of
meaning and subtext beneath the simple lines of verse. What she is referring to in the
first line, that witchcraft was "hung in history," is the European and North American
witch trials that occurred over the course of several hundred years. These trials and
the accompanying cultural upheaval are seen to have been caused by pervasive suspicion
and sexist attitudes towards women. Dickinson, herself a feminist, albeit a circumspect
and solitary one, is referring to "all the witchcraft she needs around her every day",
i.e. the magic or mystery in everyday life that is a direct result of her identity as a
woman. She is not literally referring to witchcraft, but to the kinds of things thought
of as witchcraft during the witchcraze days, like intuition, love of nature, belief in
coincidence and fate.

What is Mildred's main concern as she runs out of the house in Part 3 of Fahrenheit 451 by Ray Bradbury?

It would seem that in Ray Bradbury's Fahrenheit 451, by
the time Mildred runs out of the house and into the taxi she has two concerns, both
stemming from the same issue. Mildred has notified the authorities that her husband Guy
(a fireman) has been collecting books. With this done, she knows that other fireman will
be arriving to burn the house. This would be her initial reason to flee. The second
reason may well be that Mildred does not want to run into her husband in that she has
betrayed Guy. Even as Guy and his co-workers arrive, and Guy realizes she is responsible
for the call that brought them there, he calls to her several times, but she continues
to rush away. Mildred was very much brainwashed by society and turns him in rather than
supporting her husband.

A right triangle C^=A^+B^ I need to find B I know both C and A ,but not any angles Is it Sqrt (C^ - A^)

I think you are on the right track to solving the missing
side of a right triangle.  The Pythagorean Theorem states
that:

`a^2+b^2=c^2` , where a and b are the legs and c is
the hypotenuse.  The hypotenuse is the longest side opposite of the right angle. The
legs form the right angle. Solve the Pythagorean Theorem for one of the legs,
b:

`b=sqrt(c^2-a^2)` .  The + or - notation is missing
since the side of a triangle is not negative. Here is an example
problem.

Find leg b for a right triangle with a hypotenuse
length of 20 and a leg length of
12.

`b=sqrt(20^2-12^2)`

`b=sqrt(400-144)`

`b=sqrt(256)=16`

The
side length is 16.  The combination of three numbers that satisfy the Pythagorean
Theorem are called Pythagorean triples.

12, 16 and 20 are a
Pythagorean Triple.

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In The Kite Runner, which characterization is the most emotionally mature?

I think that a case can be made for Amir being the most
emotionally mature.  Amir is the character that must set out to be "good agin."  In this
very motivation of restoration lies a maturity that understands the need to make what is
into what should be.  It is this maturation that enables him to go back to Afghanistan,
seek out confirmation as to what happened to Ali, and also understand that his journey
and quest might revolve around someone or something larger than him.  This becomes
Sohrab's well being.  Amir matures the most in my mind because of this reality.  He is
one who understands that, on some level, his journey is not about him as much as it is
about Sohrab and how this opportunity is representative of how Amir should have treated
Ali.  When Sohrab attempts suicide, Amir falls to his knees and prays for the first
time, indicating a submission of self that had not been a part of his character prior. 
This shows a maturation and development of self in how he is able to put aside his own
sense of identity for embracing someone else's.  The fact that he becomes Sohrab's kite
runner, is also representative of his maturation throughout the
narrative.

If p is a prime an p is not divisible to b, prove that the arithmetic progression a, a+b, a+2b, a+3b,…… every pthe term is divisible by p....

If p is a prime an p is not divisible to b,
prove that the arithmetic progression a, a+b, a+2b, a+3b,…… every pthe term is divisible
by p.

Consider the sum(a+kb)(mod p). This is
equivalent to a(mod p) + (kb)(modp). Since p does not divide b, the sequence formed by
kb(mod p) as k goes from 1 to p forms a permutation, taking on every value from 1 to
p-1, with kb(mod p)=0 when k=p. Thus the sum (a+kb)(mod p) takes on every value from 0
to p-1 as k ranges from 1 to p. At the k where (a+kb)(mod p)=0, then p|(a+kb). Let this
be k'.

The permutation repeats, so the sum is divisible by
p every npk' where n is an integer. Thus p|(a+kb) every pth
term. 

how did mr. pignati die at the end?what happened at the end other than his death?

Mr. Pignati’s first heart attack is caused by
over-exerting himself while skating with John and Lorraine. John and Lorraine (the kids
who have entered Mr. Pignati’s home under false pretences), call for help. They lie to
the medical team and pretend to be Mr. Pignati’s children so that they can visit him in
the hospital as he recuperates from his heart attack.

Mr.
Pignati had been living a lonely existence and he is now thrilled to have John and
Lorraine in his life. Therefore, he gives them permission to “make themselves at home”
while he is in the hospital. They decide to throw a party, which quickly becomes
out-of-hand.  In fact, Norton Kelly steals from the house and, when John confronts him
about the theft, he breaks all of the pigs in Mr. Pignati’s home. These collectibles had
been significant to Mrs. Pignati prior to her death. Consequently, when Mr. Pignati
returns home from the hospital and sees the devastation that he kids have wreaked upon
his home, he has a second, fatal heart attack.

Although Hassan never mentions his mother, Sanaubar, how can the reader tell that he misses her in The Kite Runner?

There is actually little evidence in The Kite
Runner that addresses this question. Hassan never mentions his mother, and
the whole story of Sanaubar's relationship with Ali, her infidelity, and her desertion
of the family just five days after Hassan's birth is only discussed behind closed
doors.

Hassan
never talked about his mother, as if she never
existed.

Amir wonders if
Hassan dreamed about her, or

readability="6">

Did he ache for her, the way I ached for the
mother I had never met.

We do
discover that Hassan once cried for her, after a soldier told her that he had "known"
Sanaubar "from behind by that creek over there." In the movie theatre later, Amir saw
Hassan

...
croaking. Tears were sliding down his
cheeks.

Hassan did enjoy
experiencing his mother's love later in the story, when she returned to Baba's house,
now being tended to by Rahim Khan, and Hassan and his wife. Sanaubar helped to deliver
Hassan's baby, Sohrab, and the little boy became close to his grandmother in a way
Hassan never had as a child. Hassan and Sanaubar also caught up with the past, kneeling
together in the garden

readability="6">

... picking tomatoes or trimming a rosebush,
talking.

What possible significance, beyond its literal meaning, might Mrs. Hutchinson's apron have in Jackson's "The Lottery."

Mrs. Hutchinson's apron represents the normality of life -
she was doing the dishes and "clean forgot what day it was..."  The implication there is
that Jackson misleads us into thinking that the lottery is important, but that Mrs.
Hutchinson was excited to get down to the square.  However, normal life happens both
before and after the lottery.

The slips of paper are
reminicient of a death certificate, to me.  The paper represents death, as does the
black spot.  Black often represents death and the heavy, dark spot, indicates the person
to be sacrificed, which is certain death.  Black is mentioned also in regards to the
black box where the slips of paper are placed - this reminds me of a casket/coffin.  It
contains death.

Old Man Warner is the old timer - hence the
name.  He brags that he's lived through so many lotteries and that there's always been a
lottery - there's no need or reason to change it, according to him.  He's set in his
ways.

The village square is discussed as being the place
for gatherings - square dances and other things.  The village square traditionally
(pardon the word choice) is where all important business and fun is conducted.  Again,
Jackson misleads us with her description of the village square as a beautiful, happy
place - and we come to find out that it's a bloody, grotesque place wearing a
facade.

What are two elaborate and could be well-discussed discussion question from this story?thanks :)

The following two questions, based on the story, are good
discussion questions. Each requires students to consider character behavior and the
motivations for the behaviors.

1. “Why
   do you think there was an ‘air of mystery among the blacks’ and frequent visitors to
   L'Abri about 3 months after Desiree's baby was
   born?”

1. “Why was it
   assumed that Desiree was the reason her child was not
   white?”

Question #1 might prove
interesting because it concerns the reactions of others (black and white) when they
begin to notice the “coloring” of Desiree’s baby. Of course, “the blacks” are concerned
about the consequences since they realize that a bi-racial baby will bring violent and
brutal repercussions to anyone who might be accused of fathering Desiree’s child. The
“frequent visitors” are local whites who have likely heard the rumors regarding the baby
and have come to gain a first-hand view of the
child.

 Question #2 is an excellent discussion question.
Tangential discussion issues include adoption, child abandonment, race relations, and
social and economic class systems. Although Desiree’s parents loved her dearly, her
unknown ancestry leaves her heritage open to speculation. Unlike Armand, her parentage
was entirely unknown. Naturally, then, when the baby appears to be bi-racial, everyone
assumes that Desiree must have had black relations.

what were the effects of the industrial revolution on the poor in britainmain effects on the poor

The effects of the Industrial Revolution on the poor were
mixed at best. On the positive side, the working poor ate better than before, and were
better clothed. Foods such as potatoes, fruits and vegetables, and dairy products
previously unavailable to them were now within reach of the poor. At the same time,
their living conditions deteriorated considerably. Most lived in "mill villages"
furnished by the factories in which the number of rooms was determined by the number of
workers in the family. It was not unusual for one person to get up in the morning to go
to work when another returned from the night shift and slept in the bed which had just
been surrendered. In addition, their treatment on the job was harsh and brutal. Whereas
workers had previously worked at their own pace, they now were forced to keep up with
the machines which they operated. The conditions were often dangerous, the work
monotonous, and the pay poor. Work in British factories was often compared to work in
the old work houses where the poor worked for menial wages. Workers had one day off,
Sunday. Often, their time off was devoted to binge drinking, resulting in many workers
observing "Holy Monday," in which they failed to report to work on that day.  Pay was so
poor that entire members of families, including small children were required to work to
make ends meet, in fact many families insisted that their children be offered jobs as a
condition of working themselves. Overall, the conditions of the poor was a mixed bag at
best.

In the begining of chapter 3 how does Golding describe Jack ?

In chapter 3 of Lord of the Flies, Jack is going through a
great transformation which is evident by his change in dress and actions.  At the
beginning of this chapter, Jack is bent over, hunting, and acting like an animal.  "Then
dog-like, uncomfortably on all fours yet unheeding his discomfort he stole forward five
yards and stopped."  Golding is comparing Jack to a dog who is on the prowl.  "He closed
his eyes, raised his head and breath in gently with flared nostrils..."  Jack is down on
the ground and is only wearing shorts and carrying a sharpened stick - his spear.
 Golding also states that Jack acts "ape-like among the tangle of trees."  The imagery
that is used to describe Jack is not that of a young, cultured, British boy, but rather
one who is quite comfortable behaving like a savage hunting his
prey.

What is the central conflict, and is it resolved in the end in Interpreter of Maladies?

Jhumpa Lahiri's short story "Interpreter of Maladies"
involves a conflict between cultures.  A wealthy American family, whose parents are
Indian, have come to India to vacation. This family which consists of Mr. and Mrs. Das
and their two sons and daughter represent a liberal but ultimately unhappy lifetstyle.
 The children are not disciplined by their parents even when they blatantly ignore their
parents' requests.  The parents are not much better.  We learn from Mrs. Das that one of
her children is a product of an affair she had with a man other than her husband.  The
Das family is selfish, having little concern for the feelings of others in their own
family or for others.

Mr. Kapasi is their hired driver and
a part-time interpreter.  He represents the traditional Indian values of home, family,
discipline, self-control.  He is unfailingly polite and reserved in spite of his obvious
disapproval of the way the Das family acts.  Unlike the Das family who has so much money
and very little compassion, Mr. Kapasi is struggling to make ends meet because of his
son's medical bills from a disease that proved to be fatal.  And he, a well educated and
intelligent man, is frustrated that he has not been able to achieve what he had hoped in
life.

This clash in Western and Eastern culture plays out
in a curious way.  Mr. Kapasi dreams of developing a romantic relationship with the
attractive Mrs. Das, that perhaps they will engage in a lively correspondence of letters
once she returns home.  However, the more he learns about Mrs. Das, the less attractive
she appears, and his fantasy of bridging the gap beween them dissolves just as the slip
of paper containing her address drifts away.  Mr. Kapasi's crush could perhaps symbolize
the East's attraction to the West, which only at a distance seems
desirable.