what is sexual reproduction?

Science recognizes two main types of reproduction, sexual
and asexual.  Asexual reproduction is where a species is able to reproduce
independently, without a partner.  Sexual reproduction requires two parents, a male and
a female.  The genetic material of one must pass to the other.  Usually, we think of
sexual reproduction as the genetic material of the male being passed to the female of
the species and the female carries the child until it is ready to be born. 

Of course, there are other forms of sexual reproduction.  Plants,
fungi, and fish also reproduce sexually.  With fish and other animals that reproduce
through an egg, the female lays the egg and it is fertilized by the male.  Fish
fertilize their eggs once they are outside of the female's body; however, birds
fertilize the egg before it leaves the female's body. 

Plants often
need the help of another species, like bees, to transfer the genetic material from the
male parts of the plant to the female parts of the plant.  We call this process
polination, but it is still a type of sexual reproduction.  While there are many forms
of sexual reproduction, they all involve the genetic material of two
parents.

What is the meaning of "The Raven himself is hoarse/That croaks the fatal entrance of Duncan/Under my battlements" in Macbeth?Act I Scene V, Lady...

This is a thought-provoking question. It is obvious that
the raven referred to by Lady Macbeth symbolizes death and perhaps premeditated
murder--but the words that need explication are "hoarse" and "croaks." Ravens typically
make a piercing call that could be described as "cawing" or even "shrieking." The
explanation for Lady Macbeth's choice of "hoarse" and "croaks" must be found by
analyzing the context.

readability="21">

MESSENGER
The king comes here
tonight.

LADY MACBETH
Thou'rt mad to say
it!
Is not thy master with him? who, were't so,
Would have informed
for preparation.

MESSENGER
So please you, it is
true: our Thane is coming.
One of my fellows had the speed of
him,
Who, almost dead for breath, had scarcely more
Than would make
up his message.

LADY MACBETH
Give him
tending;
He brings great news.

Exit
Messenger.

The raven himself is
hoarse
That croaks the fatal entrance of Duncan
Under my
battlements.

Lady Macbeth is
saying that the raven sounds like the messenger who was "almost dead for breath," in
which case he would have sounded hoarse and rasping or "croaking." The raven only seems
to be hoarse and croaking to Lady Macbeth because she imagines, or wants to imagine,
that it sounds different from ordinary ravens because the bird too, like the messenger,
brings great news. In fact, she may not even think the raven sounds different from any
other raven but she is just voicing the author's poetic conceit. In the case of the
raven the great news is "the fatal entrance of Duncan." The King's entrance is fatal
because it presents the golden opportunity for her and her husband to assassinate him.
She receives the news that "the king comes here tonight" by a first messenger, who
quotes that news from another messenger whom he calls "one of my fellows." The raven
thus seems to her to be a third messenger confirming the king's imminent arrival and
thereby lending special and ominous significance to this unexpected event. In imagining
that the raven sounds hoarse and is croaking, Lady Macbeth may be suggesting that the
bird has just flown a considerable distance at full speed for the sole purpose of
warning her that the King and her husband would be there that night. She would
undoubtedly like to know who else is coming and how many others she will have to prepare
for, but the messenger who actually talks to her knows very little because he got the
news at second hand from another messenger who could barely talk. Lady Macbeth would
like to know, for instance, whether Duncan's two sons, Malcolm and Donalbain, are coming
with him. 

It is interesting--and characteristically
Shakespearean--that the first thing Lady Macbeth thinks of is that, as chatelaine, she
is going to have to make extensive preparations for accommodating and entertaining King
Duncan and all the retinue he is undoubtedly bringing with him. Shakespeare usually has
female characters doing typically feminine things. Lady Macbeth will be the one who
prepares the "possets" that drug the grooms who are guarding Duncan in his bedchamber.
Near the end of the play she will be concerned about getting a spot out of a article of
clothing. Earlier she talks about nursing a baby. She has to seem feminine for at least
two reasons. One is that the role is being played by a male, so it would seem advisable
to try to override this fact by emphasizing femininity. The other reason is more
important. She has to seem feminine in order to make her "masculine" characteristics,
such as ambition, ruthlessness and violence, seem more striking by contrast. At one
point, her husband tells her:

readability="6">

Bring forth men children only,
For thy
undaunted mettle should compose
Nothing but
males.

State two character traits of the sniper and for each select a quote to support your choice and explain why he has those character traits.4-5...

Liam O'Flaherty's sniper, from the short story "The
Sniper", is both calculating and remorseful.

In the
beginning, the sniper desires nothing more than to take out the sniper on the other
rooftop. The quote "He must kill that enemy" shows his admittance towards his desire to
do what ever needs to be done to dispose of the threat. He devises a plan to lure the
other sniper out into the open so as to be able to find a certain kill
shot.

The sniper, in the end, changes dramatically. Instead
of his desire laying in the kill, his desire suddenly changes. After he makes the kill,
the sniper is "became bitten by remorse." His whole attitude about the job, his job, at
hand (given now completed) has forced him to rethink his position. He is no longer
filled with the desire to kill. Instead, "the lust of battle died in
him."

Discuss the concept that the human brain doubles in time.

In answering your question I am assuming you are referring
to brain growth and development from birth onward, not during intrauterine fetal
life.

The growth and development of the human brain does
indeed double with time, however there are marked differences in the doubling time among
the myriad functions of the brain compared to the physical growth (enlargement) of the
brain.

The infantile brain is said to be “plastic”.  This
is positive in that the plastic brain has a greater capacity for learning and
adaptation.  On the negative side, however, the plastic brain is susceptible to
developmental defects in non-nurturing or hostile
environments.

In human brain growth and development,
genetics are important for the formation of proper brain structure and wiring. 
Environmental effects on brain development determine the brain’s ability to properly
function and adapt.

In terms of doubling times for the
brain, here are some facts:

Brain Size:  Newborn = ¼ adult
size, Age 3 = 80%, age 5 = 90%.

Number of neurons:  100
billion.  Peak occurs before
birth.

Speed of Neuroprocessing:  slow in infancy, maximum
at age 15, gradual decline thereafter.

Language:
development of language skill begins at 5 years and is essentially completed by
puberty.

Other skills:  there probably are not specific
critical developmental periods for each and every brain function.  Most brain functions
depend on correct development and function of sensory organs, such as vision for
hand-eye coordination and perception.

Important co-factors
that affect growth and development of the brain are nutrition, stimulation (sensory,
auditory and visual), nurturing and exposure to
language.

The end result of brain development is the
acquisition of normal abilities in perception, memory, thinking and feeling
(emotions).

Please see the reference for a detailed
description and explanation of the complexities of human brain growth and
development.

If a number is added to each term of a geometric sequence, does the series remain a geometric series. What about an arithmetic series.

The nth term of a geometric series has the form a*r^(n -
1) where a is the first term of the series and r is the common
ratio.

Assume a number N is added to each term of the
series. This gives the nth term as a*r^(n - 1) + N. This expression cannot be expressed
in a form a'*r'^(n - 1). Therefore, the resulting series is not a geometric
series.

The nth term of an arithmetic series is given by a
+ (n - 1)*d, where a is the first term and d is the common difference. If a number N is
added to each term of the arithmetic series we get a + (n - 1)*d +
N

We can write this as (a + N) + (n - 1)*d which is the nth
term of an arithmetic series that has the first term as a + N and the common difference
is d.

When a number is added to the terms of an arithmetic
series we get a new arithmetic series.

Adding
a number to the terms of a geometric series does not result in a geometric series but
add a number to the terms of an arithmetic series results in a new arithmetic
series.

What were the factors that played a significant role in the collapse of Russian control over Eastern Europe; was it the Pope?

The election of Pope John Paul II, who was from Poland and
the first non-Italian pope in almost 600 years was a factor; but not the efficient cause
of the collapse of communism. Communism was doomed from the beginning; as an economic
theory it simply does not work. Almost all communist regimes were marked by bureaucratic
incompetence and a cumbersome system of centralized control. This is illustrated by the
domino effect that resulted from the collapse of Communist regimes in Poland and the
rest of Western Europe, ultimately culminating with the collapse of the Soviet
Union.

The first evidence of cracks in the communist bloc
occured in Gdansk, Poland with the birth of the Solidarity movement
led by Lech Wolesa.They struck and occupied a plant there with the support of the
Catholic Church. The movement was augmented by a speech by Pope John Paul II in Poland
in which he spoke of the "unalienable rights of man." The Polish government attempted to
quell the movement by arresting its members; but it had gained so much popular support
that it was unstoppable. The Communist government called for elections, expecting to win
control of the government, but were resoundingly defeated. Solidarity took control of
the government and introduced a free market system and eliminated the secret police.
Reforms were instituted at a slow pace, however to discourage intervention by the
Soviets. In fact, Soviet intervention was unlikely as Communism there was in its death
throes.

Poland was followed by Hungary, East Germany and
Czechoslovakia, and then Romania. All of the "revolutions" were peaceful except in
Romania where the dictator, Nicolai Ceausescu, was shot.  In the Soviet Union, Mikail
Gorbachev instituted a policy of "openess" ("Glasnost") in attempt to gradually
introduce reforms; however the momentum of the movement was too great. On December 25,
1991, the once mighty Soviet Union ceased to exist.  

Analyze or describe the dream shared by George and Lennie.

In chapter 1 of John Steinbeck's Of Mice and
Men, we find George and Lennie on the way to Soledad. They are going to
become farm hands in that town. George and Lennie are two men who are bonded together by
a family-like force that has grown with them since they were children. Lennie, a
mentally disabled man, is completely dependent on George for protection and clarity.
George is the leader of the dyad, and often protects Lennie- from the dangers and
accidents that Lennie's out of the ordinary physical strength can
cause.

George is also the leader when it comes to their
plans and dreams. He has figured out a dream, which he talks about as if it were a plan.
Lennie totally agrees and wishes for the same dream.

In it,
George and Lennie reach their own American Dream: A place to call their own, where they
can enjoy the fruits of their work on their own and with each other, not for anyone
else.

"O.K.
Someday- we're gonna get the jack together and we're gonna have a little house and a
couple of acres an' a cow and some pigs and-"
"An' live off the fatta the
lan'," Lennie shouted

Further
on George seems to resent the fact that all their lives they have had to live like
slaves, always producing, always farming, always plucking and harvesting great things
that end up going somewhere else. Why can't they just keep what is
theirs?

"we'll
have a big vegetable patch and a
rabbit hutch and
chickens.

However, their
dream is much less about harvest and much more about freedom: The freedom to not HAVE to
work. The freedom to enjoy what they work for, and what they believe is their right to
keep. It is a dream for peace, comfort, and joy.

readability="8">

And when it rains in the winter, we'll just say
the hell with goin' to work, and we'll build up a fire in the stove and set around it
an' listen to the rain comin' down on the
roof.

Therefore, George and
Lennie's dream is quite simple: To live off the fat of the land. After all, the land had
chewed and spat them alive, has taken away their freedom, their capacity of sustenance,
and part of their dignity. Eventually, the land will also take away their
lives.

What is Miss Brill's mood at the beginning and at the end of the story?

Interestingly enough, there is little affect in Miss
Brill's disposition at the start of the story and at the end of it.  In the beginning of
the story, she sees herself as the center of all attention, the reason for being in the
world.  She envisions herself as what Mansfileld would describe as a "conductor" or as
some type of director who is designing and configuring a setting that she herself
controls.  For whatever reason, she feels a part of what is happening.  At the end of
the story, there is little reflection or emotional affect to the couple's comments.  She
did not get herself the small treat at the bakery she normally does.  When she goes
home, she blames the stole for what happened.  One notable change is that the fur that
she revered at the start of the story is what she ends up blaming at its end.  Yet,
there is little change in her and in how she sees herself.  The mood at the start of
unrerpressible joy and zeal is replaced by a sense of blame at the end.  Yet, Miss
Brill, herself does not seize the moment to reflect inwards. Rather, she displaces her
own need to personally reflect by blaming the fur.  In this, there is change in the mood
presented because what was once there at the start is different at the end.  Yet, she,
herself, as a character is not presented as one that has endured a great deal or seismic
sense of change in her own perceptions of the world and her place within
it.

How does Marlowe shape our reading of Kurtz in Joseph Conrad's Heart of Darkness?

In Joseph Conrad's Heart of Darkness,
Marlow is new to the world of the Company. While he has experience sailing, he has never
visited the Congo, the "heart of darkness" in Africa. Here is treasure trove in
exporting Africa's valuable resources; for Marlow, who acts as the story's narrator, it
is a place of mystery.

Through Marlow's eyes the reader
sees what Marlow believes Kurtz is, and then what has happened to him. (Ultimately,
Kurtz feels as if a great man has been lost; he becomes sympathetic enough that he
cannot tell Kurtz's fiancée the truth of who and what Kurtz had become—at the story's
end.)

When Marlow fears that Kurtz may be dead as they
travel the river, his disappointment is that he won't be able to
speak to the man. This infers that Marlow believes there would be
value in doing so.

readability="17">

The point was in his being a gifted creature,
and that of all his gifts the one that stood out preeminently, that carried with it a
sense of real presence, was his ability to talk, his words—the gift of expression, the
bewildering, the illuminating, the most exalted and the most contemptible, the pulsating
stream of light, or the deceitful flow from the heart of an impenetrable
darkness.

Before Marlow even
meets Kurtz, he has a strong desire to learn about the man—his experiences and
knowledge. Marlow's overwhelming desire to meet the man who he has heard so much about
colors our perceptions of Kurtz, presenting him at first as a sympathetic character. By
the end, we need to decide for ourselves what kind of man Kurtz really
was.

Marlow notes:

readability="11">

Your strength comes in...your power of devotion,
not to yourself, but on an obscure, back-breaking business. And that's difficult enough.
Mind, I am not trying to excuse or even explain—I am trying to account to myself
for—for—Mr. Kurtz—for the shade of Mr.
Kurtz.

Once again, Marlow is
making a case for Kurtz, almost assembling his defense before they meet. As they
approach to make a landing at the Inner Station, Marlow's binoculars find an unusual
sight waiting for them:

readability="11">

...its first result was to make me throw my head
back as if before a blow. Then I went carefully from post to post with my glass, and I
saw my mistake...food for thought and also for the vultures...They would have been even
more impressive, those heads on the stakes, if their faces had not been turned to the
house.

And...

readability="6">

...I want you to clearly understand...They only
showed that Mr. Kurtz lacked restraint...that there was something wanting in
him.

These excuses seem out
of place—especially in that Marlow insists..."Mr. Kurtz was no model of mine." Perhaps
his fascination for the Kurtz—the myth of the man—overwhelmed Marlow's good sense.
Marlow believes that the environment helped to ruin
Kurtz:

I think
[the wilderness] had whispered to him things about himself that he did not
know...

Throughout Marlow's
trip to the Inner Station, his thoughts, his imagination, the mystery and mythology that
surround Kurtz, fuel Marlow's desire to meet and understand Kurtz. It is not until they
meet that Marlow understands Kurtz's nature, and his
madness.

readability="8">

[Kurtz] is revealed upon acquaintance to be a
dying, deranged, and power-mad subjugator of the African natives. Human sacrifices have
been made to him.

We are
unprepared for who Kurtz really is by Marlow's perceptions prior to their meeting.
Marlow struggles with his perceptions and the truth of the man.

What happened to the spacecraft Apollo 13?I would like to know the full story of the apollo 13!

The mission began with a little-known smaller incident:
during the second-stage boost, the center (inboard) engine shut down two minutes early.
The four outboard engines burned longer to compensate, and the vehicle continued to a
successful orbit. The shutdown was determined to be due to dangerous pogo
oscillations that might have torn the second stage apart. The engine
experienced 68g vibrations at 16 hertz, flexing the thrust frame by
3 inches (76 mm). The engine shutdown was triggered by sensed thrust chamber pressure
fluctuations. Smaller pogo oscillations had been seen on previous Titan and Saturn
flights (notably Apollo 6), but on Apollo 13 they were amplified by an unexpected
interaction with turbopump  href="http://en.wikipedia.org/wiki/Cavitation">cavitation. Later missions
implemented anti-pogo modifications that had been under development. These included
addition of a helium gas reservoir to the center engine  href="http://en.wikipedia.org/wiki/Liquid_oxygen">liquid oxygen line to
dampen pressure oscillations, an automatic cutoff as a backup, and simplification of the
propellant valves of all five second-stage engines.

En
route to the Moon, approximately 200,000 miles (320,000 km) from Earth,  title="Lyndon B. Johnson Space Center"
href="http://en.wikipedia.org/wiki/Lyndon_B._Johnson_Space_Center">Mission
Control asked the crew to turn on the hydrogen and oxygen tank stirring fans,
which were designed to destratify the  href="http://en.wikipedia.org/wiki/Cryogenic">cryogenic contents and
increase the accuracy of their quantity readings. Approximately 93 seconds later the
astronauts heard a loud "bang", accompanied by fluctuations in electrical power and
firing of the attitude control thrusters. The crew initially thought that a  title="Meteoroid" href="http://en.wikipedia.org/wiki/Meteoroid">meteoroid
might have struck the  href="http://en.wikipedia.org/wiki/Apollo_Lunar_Module">Lunar Module
(LM).

In fact, the number 2 oxygen tank, one of two in
the  href="http://en.wikipedia.org/wiki/Apollo_service_module">Service Module
(SM), had exploded. Damaged  href="http://en.wikipedia.org/wiki/Polytetrafluoroethylene">Teflon
insulation on the wires to the stirring fan inside oxygen tank 2 allowed the wires
to  href="http://en.wikipedia.org/wiki/Short_circuit">short-circuit and ignite
this insulation. The resulting fire rapidly increased pressure beyond its 1,000 pounds
per square inch (6.9 MPa) limit and the tank dome failed, filling the fuel cell bay
(Sector 4) with rapidly expanding gaseous oxygen and combustion products. It is also
possible some combustion occurred of the  href="http://en.wikipedia.org/wiki/Mylar">Mylar/ href="http://en.wikipedia.org/wiki/Kapton">Kapton thermal insulation
material used to line the oxygen shelf compartment in this
bay.

The resulting pressure inside the compartment popped
the bolts attaching the Sector 4 outer aluminum skin panel, which as it blew off
probably caused minor damage to the nearby high-gain  href="http://en.wikipedia.org/wiki/Unified_S-Band">S-band antenna used for
translunar communications. Communications and telemetry to Earth were lost for 1.8
seconds, until the system automatically corrected by switching the antenna from
narrow-band to wide-band mode.

Mechanical shock forced the
oxygen valves closed on the number 1 and number 3 fuel cells, which left them operating
for only about three minutes on the oxygen in the feed lines. The shock also either
partially ruptured a line from the number 1 oxygen tank, or caused its check or relief
valve to leak, causing its contents to leak out into space over the next 130 minutes,
entirely depleting the SM's oxygen supply.

Because the fuel
cells combined hydrogen and oxygen to generate electricity and water, the remaining fuel
cell number 2 finally shut down and left the  href="http://en.wikipedia.org/wiki/Apollo_Command/Service_Module#Command_Module_.28CM.29">Command
Module (CM) on limited-duration battery power. The crew was forced to shut
down the CM completely and to use the LM as a "lifeboat". This had been suggested during
an earlier training simulation but had not been considered a likely scenario. Without
the LM, the accident would certainly have been fatal.

Why was Victor Klemperer (in the first volume of his diaries titled I Will Bear Witness) so determined to write his book on France?

At various points throughout the first volume of his
diaries (I Will Bear Witness), Victor Klemperer refers to his
desire to finish a book he has been writing titled Image of
France.

On page 3, for instance, he mentions
that work on the project has come “to a standstill” because of legal distractions. On
page 4 he laments his lack of time to work on the project, but he also wonders about its
value – whether it is even worth writing:

readability="5">

What difference does it make if I leave behind
one book more or less! [sic]
 Vanitas.

This
comment suggests that Klemperer saw the book on France as a way of creating some kind of
personal scholarly legacy – some permanent record of his own ideas, writing, and work. 
Ironically, of course, he left behind something much more valuable: the diary itself, in
which he so often laments being unable to finish the book on
France.

On page 6, for example, he feels compelled to
return to work on the book, which he now considers a “nightmare,” while on page 8 he
notes that he is making only very slow progress on the project. By page 9 he notes that
he now considers the project something that he works on “for myself” – apparently as a
way of achieving personal consolation and satisfaction amidst all the other
uncertainties of his life.

On page 11 he notes that he
finds himself unable to work on the book. On page 12 he reports that part of the book is
finished. On page 15 he notes that work has been slow and is now at another standstill.
Further slow progress is reported on page 17, but now Klemperer mentions the ominous
possibility that the book will not be published until after his
death.

On page 20 he notes that a work titled “The New
German Image of France” has been completed and that an afterword has been written, which
he hopes to read to friends.

On page 21, however, he
reports that he is under some friendly pressure not to publish the work, apparently for
political reasons. On pages 31-32 he reports that the book has been rejected by a
publisher because its perspective is insufficiently nationalistic.  Klemperer expresses
regret at this rejection because he had hoped to earn some income from sales of the book
– another important motive for writing it.

On page 46 he
notes that he has finished (a revised version of?) the book but that it has not been
published. One page 124 he is still hoping that the book may be published, but
apparently (as a note on page 457 reveals) the work was not actually published until
1961 and 1963.

Klemperer’s commitment to the project,
therefore, seems to have been simultaneously practical (a desire to earn some income),
scholarly (a desire to contribute a significant work to his field of study), and
personal (a desire to leave a bit of himself behind before he
died).

(Citations are from the 1999 Modern
Library edition.)

what is your location in the course of life? explain the similarities and differences.

Life course theory, more commonly termed the life course
perspective, refers to a multidisciplinary paradigm for the study of people's lives,
structural contexts, and social change. This approach encompasses ideas and observations
from an array of disciplines, notably history, sociology, demography, developmental
psychology, biology, and economics. In particular, it directs attention to the powerful
connection between individual lives and the historical and socioeconomic context in
which these lives unfold. As a concept, a life course is defined as "a sequence of
socially defined events and roles that the individual enacts over time" .These events
and roles do not necessarily proceed in a given sequence, but rather constitute the sum
total of the person's actual experience. Thus the concept of life course implies
age-differentiated social phenomena distinct from uniform life-cycle stages and the life
span. Life span refers to duration of life and characteristics that are closely related
to age but that vary little across time and place.The family is perceived as a micro
social group within a macro social context—a "collection of individuals with shared
history who interact within ever-changing social contexts across ever increasing time
and space" Aging and developmental change, therefore, are continuous processes that are
experienced throughout life. As such, the life course reflects the intersection of
social and historical factors with personal biography and development within which the
study of family life and social change can ensue
.

Several fundamental principles characterize
the life course approach. They include: (1) socio-historical and geographical location;
(2) timing of lives; (3) heterogeneity or variability; (4) "linked lives" and social
ties to others; (5) human agency and personal control; and (6) how the past shapes the
future. Each of these tenets will be described and key concepts will be highlighted. An
individual's own developmental path is embedded in and transformed by conditions and
events occurring during the historical period and geographical location in which the
person lives. For example, geopolitical events (e.g., war), economic cycles (e.g.,
recessions), and social and cultural ideologies (e.g., patriarchy) can shape people's
perceptions and choices and alter the course of human development. Thus, behavior and
decisions do not occur in a vacuum, because people and families interact within
sociohistorical time. Indeed, an understanding of the location of various cohorts in
their respective historical contexts aids scholars and policy makers to identity
circumstances that have differentially affected people's respective life
histories.

From The Bible, briefly tell me what Proverbs 22:6 please.Train up a child in the way he should go, and even when he is old he will not not depart...

It is important to remember that the Book of Proverbs is a
book that contains a number of very short, pity, earthy sayings that reflect truth and
also point towards the way that we should live our life in a number of different areas.
The proverb that you have picked out clearly relates to the topic of how to be parent
and raise your child. What the proverb recommends, is that we work hard as parents to
train a child up "in the way he should go," making sure he knows right from wrong and
the kind of values and principles that should govern his or her life. If we do a good
job as parents in this, then that child will have that solid basis of values and
principals for the rest of their life. If you like, the proverb uses a kind of metaphor
to describe this process. If we show a child a safe path to follow and teach them just
to remain on that path rather than go anywhere else, then when they are an adult they
will remain on that path too, and not seek to find another path. This proverb thus talks
about the responsibility of parents and how they should raise their children to form
godly adults.

Use a factoring of a difference of cubes: a^3-b^3=(a-b)(a^2+ab+b^2), to help you calculate the derivative of f(x)=x^1/3 directly from the...

`f(x)= x^(1/3)`

`==>
f'(x)= lim_(h->0) (f(x+h) - f(x))/ h `

`==>
f'(x)= lim_(h->0) ((x+h)^(1/3) - x^(1/3))/
h`

`==> (a^3 - b^3) =
(a-b)(a^2+ab+b^2)`

`==> (a-b) = (a^(1/3) - b^(1/3))
(a^(2/3) + (ab)^(1/3) + b^(2/3))`

`==> (a^(1/3) -
b^(1/3)) = (a-b)/ (a^(2/3) + (ab)^(1/3) +
b^(2/3))`

`==> (x+h)^(1/3) - x^(1/3) = ( x+h - x)/
((x+h)^(2/3) + ((x+h)x)^(1/3) + x^(2/3))`

`==>
lim_(h->0) f(x)= lim_(h->0) ((h/((x+h)^(2/3) + (x(x+h))^(1/3) +
x^(2/3)))/h)`

`==> lim_(h->0) f(x)=
lim_(h->0) (1/((x+h)^(2/3) + (x(x+h))^(1/3) +
x^(2/3)))`

`==> lim_(x->0) f(x) = 1/ (x^(2/3)
+ x^(2/3) + x^(2/3)) = 1/(3x^(2/3))`

`==>
lim_(h-> 0) f(x) = 1/3 x^-(2/3)`

`==> f'(x)=
1/3
x^-(2/3)`

``

``

``

``

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``

``

``

what does morris dowith the paw after telling about its background? whatdoes Mr. White do immediately?

The monkey's paw, which is a mummified hand of a monkey,
is from India, where Sergeant Major Morris has been stationed.  He tells that it had a
spell put on if by an old fakir, a very holy man, who wanted to show "that fate ruled
people's lives, and that those who interfered with it did so to their sorrow." (pg 2) 
Three separate men can have three separate wishes.  Two men have had their wishes.  The
first man wished for death as his third wish, and the Sergeant Major was the other man. 
The Sergeant Major thought he might sell it, but he feels that it has caused enough
mischief.  Since he has used his three wishes , Mr. White was extremely interested in
becoming its new owner.  The Sergeant Major took the paw and suddenly threw it into the
fire, and Mr. White immediately dived in and retrieved it.  The Sergeant Major told him
that he wouldn't give it to him.  If Mr. White kept it, the Sergeant Major could not be
blamed for what happened to him. 

How is The Awakening an internal novel ?through events such as investigations, realizations, and determinations

The Awakening, by Kate Chopin, tells
the story of Edna Pontellier: A married housewife and mother who is on vacation with her
family. When we fist meet Edna we only see her outer shell. She seems like a very
devoted wife, a doting mother, a great friend, and a woman who is just passing through
life without any concerns.

However, when Edna meets Robert
Lebrun, a younger and charming man, she seems to have experienced for the first time in
her life what it is to feel like a woman. Robert's attentions to Edna are not just
superficial: It just so happens that the two may very well be kindred spirits who
discover how much they have in common. This is altogether new to Edna, who has always
viewed marriage and motherhood as expected events in the life of a woman. Little does
Edna know how deep she has buried her true emotions under the facade of a virtuous
family woman. It is this break in her routine that brings all that Edna once viewed as
"life" down to shambles. There is where her awakening
begins.

The internal journey of Edna Pontellier intensifies
when she comes to realize that, unbelievably to her, she is in love with a man that is
not her husband. Moreover, she discovers further on how empty and squalid her current
marriage is. Her husband is not a listener, nor a romantic. He does not talk, nor take
into consideration her true needs. He feels that Edna is a wife and mother: Not a
woman.

Meanwhile, Edna's womanhood continues to grow
intensely. She takes up painting, begins to meet with bohemians, and even realizes how
much she dreads motherhood and the responsibilities of adulthood. She even moves out of
her own home while her family is away and takes residence in a small place she called
"the pigeon hole" to be able to meditate and feel life without the burdens that society
imposes upon women. Her love for Robert intensified, making her realize how little
pleasure she has experienced in her 28years. This leads Edna to lead a life of pleasure
and passion as best as she can. She eats as much as she wants, paints, takes long swims
in the ocean, has sex with yet another man (Arobin) just for the sake of it, and
continuously rebels against her embarrassed
husband.

However, in comes her tragedy: As a true Creole,
Robert refuses to consummate a romantic affair with Enda, and leaves her for good.
According to his final letter, he leaves because he loves her. This is when Edna
realizes that, no matter how hard she tries to catch up with the life she never lived,
she was awoken from her stale life way too late. When she retires to the sea, and takes
a final swim completely naked, she is basically giving herself back to nature. She
prefers to die as to return to a life that does not suit her spirit. Edna's suicide is
the final step of a complete transformation. This is how this novel presents an
introspective journey into the live, heart, and spirit of a common, but needy,
woman.

is The Merchant of Venice a satiric play? Give good reasons for your answer, citing several examples from the play to back up your argument.

The Merchant of Venice is a satiric play for several
reasons. The entire play was set in favour of an audience that hated Jews and believed
that even the most inhumane treatment was well-deserved. Labelled as "killers of Jesus
Christ", the Jews were hated by Venetians; in this case,  the merchant Antonio, for
charging usury and for being a Jew. Shylock the Jewish money-lender in the play,
received harsh treatment from Antonio for being "thrifty". He disgraced Shylock publicly
by speaking badly about him, calling him a "cut throat dog", spitting on his clothes and
in his face and by kicking him like you would a stray dog. (Act One, scene Three). After
all this, Antonio approaches Shylock about borrowing money to which Shylock replies,
“Hath a dog money? Is it possible that a dog can lend three thousand ducats?"  Without
remorse, Antonio, one of Shakespeare’s "protagonists" in the play, responds by telling
Shylock, "I am like as like to call thee so again, to spit on thee again, to spurn thee
too." 

Shylock again suffers abuse at the hands of
Christians when his only daughter Jessica elopes with Lorenzo, Antonio's friend, taking
from him; bags of ducats, jewels and precious stones, even his treasured turquoise ring,
which he received from his wife before she died. He is mocked and ridiculed when
Solanio, Antonio's friend, refers to him as "the dog Jew" and telling of how Shylock ran
through the streets of Venice crying for his ducats and his daughter,
with boys following mockingly. (Act two, Scene
Eight).

Finally, the play is satiric because, having
suffered all the things mentioned above, Shylock is taken to court and stripped of his
dignity, his possessions and most importantly, his religion, when Portia, disguised as a
lawyer, brilliantly accuses him of attempting to kill Antonio in the signing a bond that
demands a pound of his flesh, should he forfeit his loan. Shylock was left dejected and
ridiculed for his vice.     

What is the significance of the Bolenciecwez incident in "University Days" by James Thurber? I would like to understand the Bolenciecwez incident...

In the “University Days” chapter from his autobiographical
work My Life and Hard Times, James Thurber describes a fellow
student named Bolenciecwez, who would come directly from a physics class to a class in
economics in which Thurber was also enrolled. Thurber notes that
Bolenciecwez

was a tackle on the football team.
. . . At that time Ohio State University had one of the best football teams in the
country, and Bolenciecwez was one of its outstanding stars. In order to be eligible to
play it was necessary for him to keep up in his studies, a very difficult matter, for
while he was not dumber than an ox he was not any
smarter.

His
professors tried to help Bolenciecwez pass their classes, and this was especially true
of the economics professor, who asked him ridiculously easy questions. Students also
tried to give Bolenciecwez very obvious hints about correct
answers.

In relating the
Bolenciecwez episode, Thurber implies a number of points about American higher education
at the time, including the following:

• success in
  sports often becomes more important at colleges than
  education


• this obsession with success in sports often
  leads to the admission of students who are educationally
  unqualified


• this obsession with success in sports can
  become an obsession not only for coaches and athletes but for fellow students and even
  for professors


• although professors have a particular
  obligation to uphold the educational standards of colleges, often they succumb to peer
  pressure and/or to their own enthusiasm for sports and thus compromise those
  standards


• the vocabulary used by the professor described
  in the Bolenciecwez episode suggests that this man is intelligent, but he is obviously
  willing to compromise his standards when trying to assist the football
  player


• even the professor’s name – “Mr. Bassum” – seems
  part of Thurber’s mockery, since it resembles the words “pass
  him”


• Mr. Bassum is willing to go to embarrassing lengths
  to make sure that Bolenciecwez can answer a simple question, but the other students are
  similarly willing to embarrass themselves for the same
  reason


• in fact, the only one who seems embarrassed by the
  whole episode is Bolenciecwez himself. His embarrassment actually makes us think better
  of him; in some ways he is the only person who doesn’t compromise academic standards
  (because he has none to begin with)


• Bolenciecwez seems
  unable not simply to answer a factual question but even to follow a very simple train of
  logic


• When Bolenciecwez finally does succeed in answering
  Bassum’s repeated question, Bassum is pleased, suggesting how thoroughly his standards
  have been compromised

please give me the linewise explanation of thepoem the vegabond by robert louis stevension of whole poem no

A Vagabond is a wanderer.  Some people call them tramps,
but they like to travel the roads, never settling anywhere.  This is important to
understand if you want to understand this poem. I  have given the meaning of every two
lines.

 Give
me the life I love /Let the lave go by
me

Means: Give me the kind of
life I love to live and let the rest of the world pass me
by.

 Give the
jolly heaven above/And the byway nigh
me

Means:  Give me the great
outdoors where I can see the heavens, and give me the road beside me to
travel.

 Bed in the bush with stars to see/Bread to dip in
the river

Means:  Give me a bed outdoors where I can see
the stars, and bread (may be stale) that I can dip in the
river

 There’s the life for a man like me/There’s the life
forever.

Means: That is that type of life I want
forever.

 Let the blow fall soon or late,/Let what will be
o’er me

Means:  It doesn’t’ matter when I die, earlier or
later.  Whatever will be, will be.

 Give the face of earth
around/And the road before me.

Means: Give me the earth,
the great outdoors, around me everywhere, and the road before me to
travel.

 Wealth I seek not, hope nor love/Nor a friend to
know me.

Means:  I don’t need money, love, or even
friends.

 All I seek is the heavens above/And the road
below me.

Means; All I want is the great outdoors and the
road to travel.

 Or let autumn fall on me/Where afield I
linger

Means:  Let the leaves of autumn fall on me wherever
I may have stopped at that time

 Silencing the bird on
tree/Biting the blue finger

Means: As autumn changes to
winter, the birds disappear, preparing for winter

 White as
meal the frosty field/Warm the fireside haven

Meaning:  And
when the fields are covered with snow, I will have a fireside shelter
outdoors.

 Not to autumn will I yield/Not to winter
even!

Meaning:  I will not allow autumn and winter to force
me indoors.

The last stanza is the same as the
second stanza.

What are some examples of how Harriet Wheelwright, Tabitha Wheelwright, and Dan Needham impact the lives of both Johnny and Owen?

The three characters you mention in your question are the
three most influential adults in the boys' lives.  The story couldn't happen without the
brief appearance of Tabitha Wheelwright.  John's mother is the character that unites the
boys in the first place. In chapter 1 John says that the reason he has faith in God is
because of Owen and that all starts when Owen accidentally kills Tabitha by hitting a
baseball that hits her squarely in the head.  Owen feels so guilty he spends the rest of
the novel trying to be a good friend to John.  Owen helps John deal with his immediate
grief by taking the dress-makers dummy out of John's house because it might remind John
too much of his mother. Owen helps John through school. Owen devotes quite a bit of his
time through the years helping John to discover the truth of who is father is, and when
they learn the truth, he helps John deal with that. Owen ultimately takes action that
keeps John out of the Vietnam war.

Harriet Wheelwright is
John's grandmother and she is the person who first really accepts Owen for who he is.
Owen is an odd boy with a very mature mind and a very annoying voice, but Harriet
doesn't pay any mind to that -- she has a good-natured grumpiness about the boys and
their antics, but she seems to see something in Owen that is more than what appears on
the surface. She provides a motherly figure for John as he grows up without his mother,
and she provides a structure and stability to John's
childhood.

Dan Needham is John's stepfather, and he does a
wonderful job being there for John after his mother's death. He finds a wonderful
balance between being a father-figure and being a friend.  Because he and just gotten to
know John when Tabitha died he doesn't try too hard to impose himself in John's life,
but he provides for him throughout his life.  He serves as a solid role model for both
John and Owen.

What literary conventions are shown in Beowulf?

Literary conventions are the definable features which
dictate a text as being part of a particular
genre.

Therefore, the literary conventions depicted in
Beowulf are ones which support the naming of the text as a heroic
epic poem.

A heroic epic poem needs to be broken down so as
to examine each part of the descriptive title so as to fully understand why it fits into
the genre which it does.

The "heroic" aspect of
Beowulf adheres to the Anglo-Saxon characteristics which detail the
adventures of a man deemed superior in the Anglo-Saxon culture as deemed important by
the culture. Anglo-Saxons raised up men who were warriors, leaders, polished speakers,
and fought epic battles (battles fought against a foe who is equal or greater than the
protagonist).

An "epic" is a long narrative, derived from
oral traditions, which told of the legendary deeds of either heroes or legendary figures
of the culture.

Therefore, a heroic epic tells the
legendary deeds of a hero, not a legendary figure.

Outside
of this, the poetic devices used in the poem, which are characteristic of the genre are
the use of alliteration and the kenning.Alliteration is the repetition of a consonant
sound within a line of poetry. A kenning is a metaphorical phrase, or grouping of two
words (typically hyphenated), which is used to elevate the language and provide for a
more imagery ridden phrasing. An example of a kenning is battle-boast which means
promise.

What are three examples of sarcastic humour in "The Devil and Tom Walker"?

In this brilliant satire by Washington Irving there are
certainly any number of examples of humour to pick from. You might however want to
analyse the presentation of Tom and his wife, and the kind of marriage that they "enjoy"
to see a number of different incidences of irony and sarcasm and how it is employed for
comic effect. First of all, consider the way in which the greed of Tom and his wife is
described. So miserly are they said to be that they even try to cheat each
other:

readability="7">

Whatever the woman could lay her hands on, she
hid away; a hen could not cackle but she was on the alert to secure the new-laid
egg.

This picture of Tom's
wife constantly prowling around for anything she can find to stow away is one that is
grimly satirical and clearly uses exaggeration for comic effect. Not, too, the way in
which the skinny horse would "look piteously at the passerby, and seem to petittion
deliverance from this land of famine." Again, the conditions in which Tom and his wife
live are so bad that even the animals want to get out. Lastly, consider the way that the
sounds of the squabbles between Tom and his wife made any travellers passing by
profoundly greatful that they were unmarried:

readability="9">

The lonely wayfarer shrunk within himself at the
horrid clamour and clapperclawing; eyed the den of discord askance; and hurried on his
way, rejoicing, if a bachelore, in his
celibacy.

Clearly we can see
several examples of sarcastic humour therefore from the presentation of Tom and his wife
and their marriage and living arrangements, which use exaggeration for comic
effect.

How did Elizabethan theatre contribute to English society?teaching this for the first time- looking for key points to highlight

Theatre was very popular during the Elizabethan time
period.  From the moment that the flag went up on the playhouse, signifying a play was
to be performed that day, the excitement was palpable.  It's purpose was to entertain,
primarily.  The audience was comprised of all types of people, from the lowest class to
nobility.  The audience didn't necessarily mix; each group had their own section of the
theatre.  The  upper class was in the boxes; middle class in the gallery, and the lower
class was in the pit. And this audience was very much involved in the play - this was
not a time of an audience sitting in hushed silence to view a
performance!

Watch the beginning of Laurence
Olivier's Henry V to get a a good vision of Elizabethan production
values and style.  He shows the backstage (inside the tiring house) as well as the
audience, while at the same time depicting the acting style of the time on stage.  I
always show this to help my students understand the big picture; works much better than
drawings and lectures.

Compare the political views of Alexander Hamilton and John Adams for creating a national government during the Constitutional Convention.

First of all, please note that John Adams was not present
at the Constitutional Convention of 1787 as he was ambassador to Great Britain at the
time.  However, his political writings give us some ideas as to his thoughts on the
issues.

Both Hamilton and Adams believed in republican
forms of government in which the power was kept to some extent from the people.  In this
sense, they were both Federalists.  One difference between the two of them is that
Hamilton saw less of a need for separation of powers.  For example, he suggested a
system with an executive who would have been elected for life and would have had an
absolute veto over legislation.  This was in contrast to Adams's writings, which
stressed the need for checks and balances and separation of powers to prevent
tyranny.

what is the expostion inciting incident rising action climax and resolution of the short story the open window?

Exposition: This is the part
of the story that gives the time and place and introduces the characters.  This story
takes place at Sappleton House in the country.  We are introduced  to Framton Nuttel, a
man visiting the country to cure a nervous condition, and 15-year-old
Vera.

Inciting Incident: This
is the event that starts the problem.  Vera tells Framton Nuttel about the death of her
aunt's husband and brothers on a hunting expedition three years ago.  She tells him the
window is open because her aunt believes they are returning one day, and this is the
anniversary of their death.

Rising Action:
This part of the story adds to the problem and leads to the climax.  Mrs.
Sappleton enters the room and apologizes to Mr. Nuttel for the open window, explaining
that her husband and brothers will be returning from their hunt soon and enter the house
through the window.  Mr. Nuttel casts a sympathetic look in Vera's direction, but she is
gazing in horror out the
window.

Climax: This is where
the problem is resolved.  Mr. Sappleton comes through the window and greets his wife. 
Mr. Nuttel leaves quickly, almost running into a cyclist coming down the
road.

Resolution: This is
where we find out what happened.  Mr. Sappleton wonders why Mr. Nuttel left so quickly,
and Vera tells another tale about how Mr. Nuttel was afraid of dogs since he was chased
by one into a newly formed grave in India and had to spend the night there.  The author
lets us know that she had a lively imagination.

wich brand of rechargable batteries delivers charge the longest before needing to be recharged, does the answer depends on the type of...

The life of a rechargeable battery depends on several
things.  It will depend on the type of rechargeable battery, the quality of materials
used, and the device you are using the battery in.

There are two main
types of rechargeable batteries.  The first is nickel metal hydride batteries (NiMH). 
These batteries can form a memory; this means that if the battery is recharged before it
is fully dead, it can eventually be unable to hold a full charge.  However, these
batteries are less expensive than other types.  This is the common rechargeable battery
when talking about standard sizes like AA.

The other type of
rechargeable battery is a lithium-ion battery.  These batteries cannot form a memory and
hold a much more powerful charge.  This is the type of battery typically found in
cameras, cell phones, and other electronic devices that come with a rechargeable battery
installed. 

The length of the battery life is going to depend on what
you are using it in and how you are using that device.  Purchasing a charger that stops 
sending power to the battery once it's full will increase the life of rechargeable
batteries.  See the links below for more information.

Why do you think Langston Hughes entitled this poem "The Weary Blues" rather than something like "Harlem Blues" or "Piano Man Blues"?

This is an excellent question, since it suggests
(correctly) that changing even one word in a work can significantly alter the impact of
that work. Langston Hughes’ decision to give his poem the title “The Weary Blues”
(rather than something else, such as “Harlem Blues” or “Piano Blues”) was a good
decision for a number of reasons, including the
following:

• The present title appeals to a broad
  range of readers.  Everyone can relate to feeling weary. Not everyone, however, lives in
  Harlem or plays the piano. The present title, then, gives the poem a more universal
  appeal.


• If the poem had been titled “Harlem Blues,” the
  poem might seem to be addressed simply to African Americans rather than to a wider range
  of readers. Although Hughes obviously wanted to represent African-American experiences
  in poetry, it made sense for him to appeal to readers outside the African-American
  community. It made personal, financial sense for him to do so, but (more important) it
  also made sense for him to do so if he wanted to help his community to make real social
  progress. He needed to interest others in the plight of his
  community.


• If the poem had been titled “Harlem Blues,” it
  might seem to be a more political, more propagandistic poem than it presently is. With
  the title “Harlem Blues,” the poem might seem to be suggesting that the weariness of the
  piano player is due mainly to the fact that he is an African American living in a
  segregated neighborhood. With its present title, the musician seems a richer, more
  complicated character who has problems besides those caused by his racial identity.
  


• The present title is highly appropriate to particular
  lines of the work, especially lines 1, 6-7, 17, and especially lines
  33-35:

readability="9">

The singer stopped playing and went to
bed

While the Weary Blues echoed through his
head.

He slept like a rock or a man that's
dead.

• The poem, as
  presently written, makes it clear enough that the piano player is a black man (3, 15,
  18, etc.) and that he performs in Harlem (4). There was thus no need to emphasize these
  facts in the title and thereby risk narrowing the range of the poem’s
  appeal.

In Richard Wright's story "Big Black Good Man," where do some metaphors and similes appear and how do they function?

In Richard Wright’s story “Big Black Good Man,” metaphors
and similes appear in various places and function in a variety of ways. Examples include
the following:

• Early in the story, a student
  complains about the weather in Denmark by saying, “’This dampness keeps me clogged up
  like a drain pipe.’” This simile (a comparison using “like” or
  “as”) helps characterize the student as a somewhat imaginative person and
  makes the phrasing more vivid than it would have been if the final four words were
  missing.


• Shortly thereafter, Olaf Jenson, a Danish night
  porter, refers to his tenants as his “children.” This metaphor (a
  comparison not using “like” or “as” and thus implying almost an identity between the two
  things compared) helps characterize Jenson as an apparently caring man
  and reminds us that he regrets that he and his wife never had children.  The effect
  would be much weaker if he had said that his tenants were “like” his children or if he
  had said that they were “almost” his children. By calling them his children, he gives
  much more force to the comparison.


• At one point, a black
  person is described as “a huge black thing” – a metaphor that compares a human being, in
  the strongest possible terms, with something non-human, even non-living. This metaphor
  shows how language can be used to dehumanize
  others.


• Shortly thereafter, another metaphor is used to
  describe the black person as a “black giant.” The phrasing would be less powerful if
  Wright had written that the man “looked like a giant” or “was as big as a giant.”
  Instead, the phrase “black giant” again suggests that this person is non-human or is at
  least extremely unusual.


• As the narrator strains to
  describe the black man’s appearance, similes
  abound:

readability="6">

His chest bulged like a barrel; his rocklike and
humped shoulders hinted of mountain ridges; the stomach ballooned like a threatening
stone and the legs were like telephone
poles.

The similes used here
imply that plain, non-figurative language cannot do justice to the man’s build or to the
astonishment it evokes from Olaf.

• The metaphor
  “ballooned” is soon followed by another metaphor, in which the unexpected visitor is
  called a “black cloud,” which suggests his size and perhaps the possibility of a storm
  (thus echoing the earlier phrase “threatening stone”). This same sentence also contains
  another simile, comparing the visitor to a buffalo; yet another simile, comparing the
  visitor to an advancing storm; and a somewhat shocking metaphor in which the man is
  treated as a thing when the narrator refers to “its
  head.”

All in all, most of the similes and
metaphors just noted have the following
effects:

• they alter the previously calm, placid
  mood the story


• they create suspense by suggesting the
  possibility of danger


• they make us wonder how the
  narrator expects us to react to such figurative language, especially the language that
  seems dehumanizing

comment on the indecisive character of Hamlet!

There are several reasons for Hamlet's
indecisiveness.

To understand the complexity of Hamlet, it
is necessary to understand the world of the play, Hamlet's world which is Roman
Catholic.  It is also a world where he is obligated (much like Orestes) to avenge his
father's murder.

He is told about the murder by the ghost
of his father.  The question for Hamlet is, is it really his father or the devil
tempting him into committing a mortal sin, and thus condemning himself to hell?  Before
Hamlet avenges his father's death, he must be certain that what he was told is the
truth.  Until he is certain, he must wait.

When he comes
upon Claudius in prayer (or so he thinks) he cannot kill him since this would send his
soul to heaven.  Hamlet also knows that once he does kill Claudius he has sealed hs own
fate.  Hamlet must wait and find a way of doing what society demanded, avenging his
father's death and not lose his own soul in the process.  I would think that would make
anybody think twice.

In The Pigman, what is John's main problem?

I feel this question has to be answered by some reference
to John's family situation, and in particular the way that his father is constantly
pressurising him to join his profession and ignores John's own desires and ideas for
what he what might want to do. Consider how his family situation is presented in Chapter
Seven, and how his father brings up the topic of his working with him by suggesting that
John goes and works with him after school. John's response indicates the profound lack
of communication that occurs between himself and "Bore," as he touchingly refers to his
father:

I
almost choked on a mouthful of yams when he said that. I mean, I've bene over to the
Exchange and seen all the screaming andbarking Bore has to do just to earn a few bucks,
and if he thought I was going to have any part of that madhouse, he had another thought
coming.

John's problem
therefore in part stems from the pressure he is put under to follow in his father's
footsteps but also at the same time his desire to follow his own path and explore the
things that he is interested in. This leads him to be rebellious and to go against his
parents as he seeks to assert his own will and discover his own likes and
dislikes.

What superstitions do the children have in connection with the Radley House in To Kill a Mockingbird?

There were many superstitions--believed by both children
and adults in To Kill a Mockingbird--associated with Boo Radley and
the Radley House. Negroes would not walk past the house at night; instead, they would
cut across the street to the other sidewalk "and whistle as he walked." Nuts from the
Radley pecan tree that fell into the schoolyard were left untouched: "Radley pecans
would kill you." Birds would not sing while sitting in a Radley tree. Children who had
to pass the house always ran past it; others, like Cecil Jacobs, walked a mile out of
the way to school to avoid it.

And then there was Boo, the
"malevolent phantom" who lived inside. Boo was said to peep in windows at night. He
could kill azaleas by breathing on them. He mutilated neighborhood pets and other
animals, and he would "gouge your eyes out" if he caught you.

What other organelles does the Nucleolus work with? Like when it does its functions in the cell, what other organelles does it need to complete its...

The nucleolus is located approximately in the center of
the nucleus.  It is a specialized region that plays an important role in protein
synthesis.

Protein synthesis is the process of making a new
protein.  Many organelles are involved in protein synthesis.  The process begins in the
nucleolus, but also requires the ribosome, endoplasmic reticulum and golgi apparatus.
 You can also even say that the cytoplasm is required in addition to vessicles which
transport the proteins during the process.

The main
function of ribosomes is to make proteins.  Protein synthesis requires 3 types of RNA.
 It requires messenger RNA (mRNA), ribosomal RNA (rRNA) and transfer RNA (tRNA).  The
job of the nucleolus is to make rRNA which helps in the production of ribosomes (which
are needed to make proteins).

What does "wheat" symbolize in the story?

In Frank Norris' short story "A Deal in Wheat", the wheat
symbolizes natures power over man.

True to the
characteristics of the Naturalist, Norris shows the power of nature over man. The
Naturalist believes that nature will always be superior over man. No matter what man
does, he will always fail if nature is involved.

That being
said, the price of wheat is what all involved in the story depend upon. If the price
goes up, man can be successful. If the price goes down, man will fail. The power of
nature, therefore, is seen in the promising abundant crop or the failure associated with
a bad crop.

Regardless, it is up to nature whether or not
man will profit. Only nature can decide if the wheat will yield a good or bad harvest.
In the end, wheat simply symbolizes the power of nature.

In "Young Goodman Brown," what thoughts prompt the appearance of Goodman Brown's guide?

Your question refers to the thoughts of Goodman Brown as
he takes his leave from his wife and beings to enter the dark and spooky forest, which
is so crowded with trees that he reflects there could be any number of people out there
hiding behind them, even though it appears Goodman Brown is completely by himself. This
leads him to fear that others might be there with him who would do violence unto him,
and he says:

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"There may be a devilish Indian behind every
tree," said Goodman Brown to himself; and he glanced fearfully behind him as he added,
"What if the devil himself should be at my very
elbow!"

Of course, this is
very ironic, because the next moment he turns around a corner and finds a figure who we
identify to be the "devil himself" waiting for him as he journeys on his way. Entering
the spooky forest and the fear that it inspires in Goodman Brown thus triggers the
arrival of the devil as teh father of all evil.

How well did Hitler incorporate the productive resources of the conquered nations into the Third Reich's war effort?

During World War II, the Nazi regime did a great deal to
exploit the resources of the countries that they counquered.  One might argue that they
could have incorporated those countries' resources more efficiently, but it is clear
that the Germans tried hard to extract productive resources from the countries they
conquered.

The most obvious way in which the Nazis did this
was through the use of slave labor or, at least, of coerced labor.  Over the course of
the war, Germany forced millions of people from conquered countries to come to Germany
to work.  The link below shows us that, by 1944, there were 7 million people from
foreign countries working in Germany.  Essentially none of these people were free
workers.  In this way, Germany tried to take the labor force of many of the occupied
countries and use those resources for German ends.

The
Nazis also did a relatively systematic looting of the conquered areas.  Large amounts of
machinery, among many other items, were simply taken from the conquered lands and
brought back to Germany.  This represented another attempt to incorporate those
countries' resources into the German war effort.

It is
possible that the conquered nations would have been more cooperative if Germany had been
less brutal in its exploitation.  This might have made Germany better able to
incorporate their economies into its own.  Be that as it may, Germany clearly tried hard
to exploit the resources of the conquered countries.

Why did the power of the Egyptian Pharaohs decrease over time?

The power of the Pharoahs decreased as Egypt suffered
invasions from foreign powers which the Pharoahs were unable to prevent. Following the
death of Alexander the Great (who had had himself crowned Pharaoh,) the Egyptian Empire
was considerably smaller than in previous years. Alexander's general, Ptolemy, created
another dynasty which included Cleopatra; but at this point Egypt was overshadowed by
the growing power of Rome.

The Northern and Southern
Kingdoms of Egypt were originally united under the legendary Pharaoh Menes. It was Menes
who founded the first Dynasty and was considered the earthly manifestation of the god
Horus. He was also believed to be responsible for the flooding of the Nile, which was
vital to Egyptian civilization.

Over time, several parts of
Egypt broke away from central control and declared their autonomy. During the Middle
Kingdom, (2040-2640 B.C.E.) the Pharaohs were able to exert some control over these
areas, but never to the extent that had previously existed. Invasions from the Hyskos,
who used bronze weapons as opposed to the wooden weapons of the Egyptians, caused
resentment among powerful Egyptian nobles who caused a revolt. The Hyskos were
eventually expelled, but again with a loss of power to the Pharoah. Ultimately, about
700 B.C.E. Kushite and Assyrian armies invaded Egypt. The Kushites were eventually
expelled; but the Assyrians ruled Egypt for almost 100 years before their own empire
collapsed.  

What are the ironic circumstances in "The Open Boat"?

Stephen Crane is a Naturalistic writer. Naturalistic
writers texts focused upon the power of nature over mankind, characters who failed to
see that they possessed no free will, and settings which provided environments which
were, typically, placed in grottoes, mines, and lower class immigrant workers. During
the search for their dream, to succeed/ or make life better for themselves or others,
the protagonist fails to accept that they do not have the power to overcome nature. The
texts were also written from an objective perspective. What this means is that the
author simply is an observer and writes their text from a scientific
point-of-view.

This being said, Crane's short story "The
Open Boat" provides many distinctly ironic situation.

The
corespondent speaks of nature as if it is a "she." (This is typical of the Naturalistic
writer- nature is ofter personified.) While a reader comes to understand the
relationship between the corespondent and nature as a harmonious one, in the end, the
corespondent realizes that he simply does not really know nature. The "relationship"
that he imagines with nature is false. The corespondent's thoughts that he could
converse with nature offers no solution. The men are always under the threat of
nature.

Another ironic situation is the fact that the man
thought to be the strongest on the boat is the man to die. The oiler, seen by the other
men as the strongest, fails to make it to the shore with the
survivors.

One last ironic example from the story is the
men in the boat believed the people on the shore where there to save them. The people on
the shore believed the men to be fisherman, not in need of
saving.

For the reaction: CH4+2O2 --> 2H2O + CO2 + heat, where 16 g of CH4 reacts to form 36 g of H2O and 44 g of CO2, what is the mass of O2 required?

The equation of the chemical reaction given
is:

CH4 + 2O2 --> 2H2O + CO2 +
heat

The equation is balanced as the number of atoms of
each element are the same on both the sides.

It can be seen
that for each mole of CH4, two moles of O2 are
required.

The molar mass of CH4 is 16, that of O2 is 32,
H2O has a molar mas of 18 and CO2 has a molar mass of
44.

As 16 grams of CH4 are reacting, the number of moles of
CH4 is one. For this 2 moles of O2 are required. The mass of 2 moles of O2 is 64
g.

The mass of oxygen required for the given
reaction is 64 g.

specifically from a sociologist's point of view, what is the difference between economic, cultural and political globalization?

No national economy is an island now. To varying degrees,
national economies influence one another. One country which is capital-rich invests in
another country which is poor. One who has better technologies sells these to others who
lack such technologies.

The products of an advanced country
enter the markets of those countries that have demands for these products. Similarly,
the natural resources of developing countries are sold to developed countries that need
them. Thus, globalization is predominantly an economic process involving the transfer of
economic resources form one country to another.

Culture has
increasingly become a commodity. Popular books and films have international markets.
Harry Potter has readers almost all over the world. English movies are seen almost in
all countries. Western pop music has become popular in developing countries. The reverse
flow of culture is insignificant. The flow of culture is mainly from the North to the
South. In the last few years the media owners of the West have shown interest in
entering developing countries.

Since long, efforts have
been on to bring the whole world under one government. The League of Nations and the UN
have been the efforts in that direction. It is believed that the world under one
government will be safer and freer from conflicts: The UN has belied expectations, but a
number of regional organisations like European Union, ASEAN, APEC and SAARC, and
multicultural economic organisations such as WTO have come up.

What is the role of the exhibition designer? please provide a fairly detailed answer.

In the area of art, an exhibition would usually mean a
collection of works that have been arranged for public display. The exhibition
designer(s) would be responsible for the organization and construction of
displays.

Many factors need to be taken into consideration
by the designer when preparing for an exhibition. The number of items to be displayed
will determine the size of the area needed for the exhibition. Lighting and the means of
displaying the works must be considered - will walls, easels, protective cases,
climate-controlled conditions, or other considerations based on the type and/or age of
the artwork be needed?

The designer may also be responsible
for or involved in determining the placement of the objects to be displayed. The order
in which the viewers see the pieces may be arranged to present a chronological
development of an artist's style, to group objects from similar geographic locations
with each other, to display items used for the same purpose, or in other types of
organization. The exhibition designer will work closely with the staff of the presenting
museum to make many decisions regarding the presentation of the
exhibit.

How does Harper Lee contrast fragmented, dysfunctional families in chapters 1-4 of To Kill A Mockingbird?

When Scout commences her first year of school, she tries
to be the explicator of the social dynamics of Maycomb, but her teacher, Miss Caroline,
is not receptive to a child's aphorisms. 

When Miss
Caroline attempts to organize the lunch period, she asks those with lunch to put it on
top of their desks.  As she traverses the rows, inspecting the childrens' lunches, she
notices that Walter Cunningham does not have anything. Scout
narrates,

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Walter Cunningham's face told everybody in the
first grade he had hookworms.  His absence of shoes told us how he got them....If Walter
had owned any shoes he would have worn them the first day of school and then discarded
them until mid-winter. He did have on a clean shirt and neatly mended
overalls.

When asked if he
forgot his lunch, Walter sets his jaw, but finally mumbles "Yeb'm."  But, when Miss
Caroline offers him a quarter with which to buy lunch, he politely refuses it. With the
urging of a classmate, Scout attempts explanation,

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"...he's a Cunningham....The Cunninghams never
took anything that they can't pay back...they get along on what they have.  They don't
have much, but they get along on
it."

Further, Scout explains
about the Cunninghams' woes with mortgages and entailment.  They are so proud, however,
that they will accept no Public Works Program jobs offered to many who were improvised
during the Great Depression.

Polite, but proud and honest,
clean, but poor, Walter Cunningham is in stark contrast to the crude, filthy,
disrespectful, arrogant Burris Ewell, who is not just "poor," but "poor white trash." 
Fittingly, his dysfunctional family lives right by the dump whereas the Cunninghams live
in the country outside town. After lunch, Miss Caroline is appalled to find lice in the
hair of this unkempt child.  Another student assumes the role of
explicator:

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"He's one of the Ewells, ma'am,...Whole school's
full of 'em.  They come first day every year and then leave.  The truant lady gets 'em
here 'cause she threatens 'em with the sheriff, but she's give up tryin' to hold
'em....Ain't got no mother...and their paw's right
contentious."

Little Chuck
Little tries to explain, too, that Burris is very mean. When Miss Caroline threatens to
report him to the principal, Burris "slouched leisurely" to the door, cursing her until
she cries; then he leaves.  Certainly, then, the contrast between the poor, but clean
and well-mannered Walter Cunningham who has a normal, loving family and Burris Ewell,
who is but a gamin who must fend for himself with no mother and an alcoholic father who
uses the welfare checks for liquor is sharp.

Is the central theme of Flannery O'Connor's novel Wise Blood Platonic?

Is Flannery O’Connor’s novel Wise
Blood “Platonic”?  The answer to this question depends on how one defines
“Platonic.” Few commentators on O’Connor have discussed at any length any supposed
Platonism in the novel, although the matter has been discussed by Christina Bieber Lake
(see links below), who suggests that the novel questions Plato’s rigid distinction
between body and soul. Lake suggests that O’Connor, following St. Thomas Aquinas and
other Catholic philosophers, preferred an understanding of relations between body and
soul that was influenced by Aristotle.

On the other hand,
Anthony Di Rienzo, in his book on O’Connor titled American
Gargoyles, argues that O’Connor came to realize that Christian religious
faith

cannot
be portrayed as it is in Wise Blood — a grim yearning for the
unattainable, for a Platonic ideal so perfect that it is
otherworldly. And that means O’Connor must bring Christ down to earth, so to speak . . .
. (p. 29)

Two intelligent
critics, then, have seen Wise Blood as Platonic in one sense but as
non-Platonic in another. Everything depends on how one defines
“Platonic.”

In the broadest sense, O’Connor (and
Wise Blood) might be called Platonic if one associates Platonism
with a concern with ideals that transcend the merely material, the merely worldly. 
O’Connor, of course, would have been first and foremost a Christian
Platonist: Christianity was far more important to her than Plato was. To the
extent that Wise Blood implies that we should look beyond the world
and the flesh to something higher and more transcendent, the book might be called
“Platonist” in a very general sense.

Interestingly, in her
published letters (The Habit of Being), O’Connor mentions Plato
just once and in passing, whereas in other letters she explicitly identifies her
thinking as Aristotelian and defends Aristotle from criticism (p. 104). In a
particularly relevant passage, she jokingly says,

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Everybody who has read Wise
Blood thinks I’m a hillbilly nihilist, whereas I would like to create the
impression over the television [in an interview] that I’m a hillbilly Thomist, but I
will probably not be able to think of anything to say to Mr. Harvey Breit [the
interviewer] but “Huh?” and “Ah dunno.” (p.
81).

Perhaps the most
sensible thing to say, in response to this question, is that O’Connor, in Wise
Blood and elsewhere, was an extremely committed Roman Catholic
Christian.

Why does the father, Call, never tell Newt that he is his son?

McMurtry draws the characters of Gus and Woodrow as polar
opposites. Gus, is warm, charming, and adept at interpersonal relationships. Woodrow is
cold, strait-laced and emotionally distant. It's Woodrow Call's character that keeps him
from recognizing Newt as his son.

We see Call as unable to
relate to women. He avoids contact with them and they with him. Clara and Lorie show how
poorly Call interacts with women; Clara is very vocal in her dislike of Woodrow and
Lorie avoids him. This inability to interact with women explains why Call's only
relationship with a woman was with Maggie. In her professional capacity, he does not
have to emotionally engage with her. Consequently, when she has his child, he is unable
to make an emotional attachment to either of them.

Duty,
pride and honor also play a part in Call's public denial of Newt. Call has a strict set
of rules for behavior. We see this when he honors his promise to Gus to bury Gus in
Texas, no matter how difficult the trip. In Call's mind, his visits to Maggie displayed
a weakness in him and his son by a prostitute was unacceptable to his code of conduct.
He repeatedly references Maggie's profession as an excuse to deny Newt his
name.

Call does recognize Newt in other ways. We know that
Gus and Call raise Newt after Maggie dies, not a small step for two Rangers with no
experience raising small children. Woodrow also reacts violently when Newt is attacked
when the Army tries to requisition Newt's horse. Call's blind rage is much greater than
it would have been if it had been Deet's horse or Pea Eye's. The most profound
recognition, however, comes when Call gives Newt the "Hell Bitch." If ever there was a
moment to acknowledge Newt, that was it. But Woodrow fails once again and leaves without
acknowledging Newt.

What are a few good similes based on being lost?

Do you have to come up with a few similes based on being
lost? Well, a good place to start is to remember that similes compare one thing or
action with something else that we normally wouldn't associate with the first object or
action that is being described. This helps us to look at the first object or action in a
completely different way. So, you might like to think about the state of being lost. Do
you have any memories of being lost that you can draw upon? What did it feel
like?

For me, I remember being lost in a supermarket when I
was small and not able to find my mother. Because I was so young, I remember these
shelves towering above me as if they were walls, and it felt like a labyrinth or some
kind of maze. Therefore I would describe the experience of being lost like being trapped
in a maze from which there is no escape. Of course, depending on the context, you might
come up with a different simile. Hope this helps, and good luck!

What is power in Lord of the Flies, for an essay for the prompt is, "What is power in LOTF?" (not who has power)?

William Golding's Lord of the Flies
is an allegory written in response to a Victorian novel, R. M.
Ballantyne's Coral Island, in which civilized  British boys on a
island triumph over the indigenous savages.  On the contrary, in Golding's novel, the
boys stranded on the island behave "as boys would."  For, Golding's novel depicts the
overriding savagery inherent in human nature.  This savagery represented by Jack and the
hunters overtakes the conditioning and reason of society, represented by Ralph and
Piggy.

Power in Golding's narrative is represented by
fire. When Jack and the hunters steal Ralph's fire, the theft is suggestive of the
mythological story in which Prometheus steals fire from the gods and gives it to man,
thus unleashing violence and chaos among the mortals. In Jack's possession, the fire no
longer represents rescue and an act of responsibility in its maintenance; instead, it
becomes symbolic of authority just as the conch has been. In Chapter Eight, for Jack the
power of the conch no longer exists. Fire, instead, is power, and with it the boys are
able to roast the pigs that they capture and kill. In addition, Jacl uses fear of the
beast to terrorize the others and get them to submit to him. So, power is often composed
of tyrannical actions.

While Jack conquers Ralph's group,
conscripting them through the use of force issued by the sadistic Roger, Ralph does
attempt to assert himself against Jack earlier in Chapter Six as he defends the
importance of the conch and orders Jack to sit down. He claims that Jack only wants to
hunt and has forsaken the importance of getting rescued. Reemphasizing the importance of
the fire, Ralph gains support and he says,

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"Don't you all want to be rescued? ...the fire
is the main thing...

"Hasn't anyone got any sense?  We've
got to relight that fire.  You never thought of that, Jack, did you?  Or don't any of
you want to be
rescued?"

Ralph maintains his
role of responsibility for a time, but when Jack later steals the fire and,
symbolically, the conch is broken, Ralph no longer is a leader because he lacks
the power to lead.