What are all of the most important character relationships in The Crucible?

Of course this is an opinionated question. Every teacher
on here may differ in reference to this text as the word important
suggests a value
judgment.

PROCTOR/ELIZABETH:
This marriage seems to hang in the balance throughout the scrutiny of the trial and the
moral conflict through which Proctor fights. As Elizabeth realizes her ineffectiveness
as a wife, Proctor dwells on his previous sin, both wanting to find a new wholeness.
This symbolizes the plight of Purtians because to find an absolution for sin was near
impossible.

ABIGAIL/PROCTOR:
Abby just couldn't keep her name white in the town. Although Proctor knew
it was wrong, this relationship is what much of the play hinges on. Had Proctor not
denied Abby, his name and his wife's might never have come up because she would have
protected him. But because she is not getting her way with him, he will
fall.

PUTNAMS VS. NURSES &
PROCTORS: This antagonistic relationship occured between groups. Whether
the root cause of the fighting was for land or the access to the minister or for both
reasons, these folks couldn't find room for agreement. I think this caused many to die
because blame had to fall somewhere. This relationship also demonstrated where power
reigned in Salem and what corrupt acts one had to commit in order to possess
it.

Sea cucumbers are capable of expelling their stomach and gonads from their body. How would this be advantageous to the sea cucumber?

Sea cucumbers are delicate animals and do not have many
ways of protecting themselves from predators. Some of them can produce sticky threads
which are discharged to ensnare their predators.

Another
way of defense, adopted by sea cucumbers is self mutilation. They can violently contract
the muscles in their bodies and expel some of their internal organs out of the body via
the anus. These are meant to distract predators and they also become the food of the
predators. The predators then do not pursue the sea cucumbers and it gives them time to
escape. The internal organs that have been discharged grow back quickly and this process
causes no permanent harm to the sea cucumbers.

What literary devices are found in Fahrenheit 451?

Well, the good news is there are plenty of examples in
this novel. I will give you a few from Part 1 of the novel to start you off and then you
can go back to the book and see if you can find some more - careful re-reading of this
novel will help you find some more. You might just want to read Part 1 again and see the
examples I have picked out in context and then carry on to find
others.

With
this brass nozzle in his fists, with this great python spitting its venomous keronsene
upon the world...

This simile
compares the hose to a great python, which is interesting as the hose is compared to a
monster which is engaged in destruction. This simile therefore emphasises the horror of
the burning that Montag is engaged in.

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He strode in a swarm of
fireflies.

This is another
simile that compares the remnants of burnt books that are flying around to a swarm of
fireflies, again linking the character of Montag with
fire.

Her
face, turned to him now, was fragile milk crystal with a soft and constant light in
it.

This metaphor used to
describe Guy's first impressions of Clarisse. What is interesting is the attractiveness
of Clarisse compared to Guy's wife and also how vulnerable it makes Clarisse
appear.

As for imagery, any scene that is trying to evoke
the 5 senses (and there are lots of them) can be used as an example. Hope this helps and
good luck in finding some more examples! This is great practice, so if you can read the
text and pick out some literary terms by yourself you are doing really
well.

Why does the poet use a French title instead of an english one in "Portrait D'une Femme"?

If you're talking about Ezra Pound's poem "Portrait d'une
femme," the answer is pretty simple, in a way, I believe: Pound was a full-blown
modernist writer, and modernists like Pound and T.S. Eliot are famous for their use of
foreign languages of all sorts.

Both writers were American
by birth but chose to live across the Atlantic, mostly in England, France, and Italy. I
don't think that they used so many foreign language terms simply to show how smart they
were; instead, they wrote like they lived, frequently crossing boundaries and showing a
general reluctance to buy into the old ideals of nation. The devastation of the First
World War is often credited with prompting these writers and other so-called
"expatriates" to explore new ways of belonging.

The link
below will take you to a series of critical statements on the poem that may further
inspire you as you write your essay. You'll see, for example, that many critics analyze
Pound's poem alongside T.S. Eliot's poem "Portrait of a lady," written or published one
year before Pound's poem. The comparison seems justified; the two writers were very
close, and the title of Pound's poem is simply the French translation of Eliot's poem's
title.

What is suggested about Simon and about the island in the end of chapter 3?ASAP

The perceptiveness of Simon’s character begins to emerge
at the end of this chapter.   While a pair of butterflies danced around each other,
Simon “holding his breath he cocked a critical ear at the sounds of the island…the sea
breaking miles away on the reef made an undertone less perceptible than the susurration
of the blood”(51).   Simon is portrayed as a naturalist who understands the nature of
the boys’ situation but also, the environment they have embarked upon.   While the
majority is focused upon leadership, food, shelter etc., Simon focuses his attention on
his surroundings.  The sea waves having less than a “susurration of the blood” (less
than a whisper) indicates how truly isolated the boys are.   Lord of the
Flies is a psychological case study of school boys and how they evolve in a
climate of pure survival.     Lastly, the island itself hints at a feeling of
mysticism.   At the end of Chapter 3, the candle-buds are described to be opening their
flowers, and “their scent spilled out into the air and took possession of the
island”(52).    The environment is all-consuming and so, it has a strong element of
influence upon any inhabitant.

What are some words with negative connotations found in Dulce Et Decorum Est?

Because this is such a negative poem, there are all sorts
of words in it that have negative connotations.  Together, the words (as well as the
overall action of the poem) make us feel very negative emotions towards the war and
towards the havoc that it wreaks on the young men who are fighting in
it.

If you look at the first stanza, there are all sorts of
negative words.   We see the words "beggars," "hags," "sludge," "haunting,"blood-shod,"
"lame," "blind."

The second stanza has fewer of these words
-- I see "drowning," "choking," and "guttering."

But then
you look at the third stanza and it is full of negative words.  For example, "obscene,"
"smothering," "writhing," "vile," and "incurable."

When you
put all of these together, you have a very horrible feeling towards this
war.

What does mccarthyism have to do with The Crucible?

During the 1940s and 1950s communism was a huge concern in
the United States. McCarthyism refers to the obsessive search for communists that took
place during this same time. Like the unfounded accusations presented during the Salem
Witch Trials depicted in The Crucible, people were accusing anyone
and everyone of being communists. Accusations were particularly common among
entertainers and writers. Arthur Miller was actually questioned by the HUAC (House
Un-American Activities Committee) and convicted of being in contempt of Congress for not
cooperating. McCarthyism provided the inspiration for Arthur Miller's The
Crucible.

What is the climax of "The Destructors" by Graham Greene?

Remember, the climax of the story is the key scene in the
tale - that tense or exciting or terrifying moment when our emotional involvement is
greatest. Now we learn what the outcome of the conflict is going to be. To my mind, the
climax of "The Destructors", therefore, is when the boys have already advanced greatly
on their mission of completely destroying "Old Misery"'s house, but the surprise return
of Old Misery threatens the entire project and also T.'s leadership of the gang. Note
how the gang is just ready to drop and leave everything and run, but T. insists that
they continue:

readability="7">

"Anybody could do this - ". "This" was the
shattered hollowed house with nothing left but the walls. Yet walls could be preserved.
Facades were valuable. They could build inside again more beautifully than before. This
could again be a home.

We see
here T.'s obsession with the absolute destruction of the house and his fear that his
project might be thwarted. Note too how T. reacts as it appears his plans will come to
naught:

T.
stood with his back to the rubble like a boxer knocked groggy against the ropes. He had
no words as his dreams shook and
slid.

Note the simile that
compares him to a boxer knocked for six and defeated in the ring. It is only the support
of Blackie that brings him round. When they lock Mr. Thomas in his outside toilet it is
clear that they have passed the crucial danger - the final destruction can proceed in
the denouement of the story.

Modified my question....What dramatic functions are served by the chorus in romeo and juliet - in scene one?I need a simple answer. Thanks much.

Just as a chorus in Greek tragedy serves several possible
functions, so does Shakespeare's to come extent.  Once function of Greek chorus was to
provide background information to establish the situation of the play.  This play play
opens with the short exposition of story to follow.  By the end of that first section of
scene 1 we learn that there are two feuding families, the the feud is destroying the
peace of the town, and that the son and daughter of the famiys will be star-crossed
lovers.  If we give that some thought, we realize from the start of the play that the
lover's are not going to have any easy time of it and we are already prepared for a
possible bad ending for them.  To be star-crossed implies that they are two stars on two
paths that will cross, but not be joined.  The audience is now ready to take in the
story, with this bit of dramatic irony influencing their understanding of what is going
to happen and affecting how they feel about the two young
lovers.

verify if cos^4a - sin^4a = cos2a

We'll write the difference of squares (cos a)^4 - (sin
a)^4 using the formula:

x^2 - y^2 =
(x-y)(x+y)

We'll put x = (cos a)^2 and y = (sin
a)^2

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

We'll write cos 2a = cos
(a+a)

cos (a+a) = cosa*cosa -
sina*sina

cos 2a = (cos a)^2 - (sin a)^2
(2)

We'll substitute (1) and (2) in the given
expression:

[(cos a)^2 - (sin a)^2][(cos a)^2 + (sin
a)^2]=(cos a)^2 - (sin a)^2

We'll divide by (cos a)^2 -
(sin a)^2:

(cos a)^2 + (sin a)^2 = 1
true!

The relation above is
the fundamental formula of trigonometry.

After Willy hears Biff's news about Bill Oliver, what flashback occurs?

After Biff tells Willy Loman about the disastrous attempt
to meet with Bill Oliver, Willy reverted back to when Biff was younger, and had flunked
Math, hence losing the few extra points he needed to enter the University of Virginia.
During this argument, he also reverts to when Linda told him that Biff went to see Willy
at his hotel, and how Biff found out about the mistress that was with his father at the
hotel. Willy also remembered in a flash how Biff cried, how he promised him that he
would go see the teacher, and how everything will be OK. Yet, out of all this, the first
memory was flunking Math because, had Biff not flunked (according to Willy), his life
would have been "set".

What is the point of view of "The Destructors"?

Your original question stated that the point of view used
in this great short story was limited third person. However, actually, the point of view
utilised is the omniscient narrator. The limited third-person narration only tells the
story from the perspective of one person who the narrator focuses on to narrate the tale
- we gain access to their thinking and motivation. However, it is clear that in "The
Destructors" Greene adopts the omniscient narrator, which means that he acts as a
God-like, all-knowing narrator, who can focus on any character and reveal what is going
on through their eyes. For example, at times Greene zooms in on "Old
Misery":

He
didn't want to soil his house, which stood jagged and dark between the bomb sites, saved
so narrowly, he believed, from
destruction.

And at others we
get access into the mind of other characters, such as
Blackie:

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...Blackie was dimly aware of the fickleness of
favour. He thought of going home, of never returning, of letting them all discover the
hollowness of T.'s
leadership...

Clearly
therefore, any narrative that is written in the third person that presents us with the
thoughts and perspective of more than one character can be described as adopting the
omniscient point of view.

What is the significance of photograph as a visual text at Elm/mid school?1.Photography appeal to everyone of every culture equally. 2.Photograph...

The answer would be 2 because, even though both answers
are possible, we cannot liberally ascertain that EVERY culture is equally touched by
photography. That would be to generalize.

The significance
of photographs as a visual text at elementary school is based on the fact that pictures
allow for additional observation, helps build schema, provides additional visualization
of the topic at hand, and, like you stated yourself, it also illustrates the text and
its surroundings.

When a topic is hard to bring from the
abstract to the concrete (such as for example, historical events), a photograph
definitely helps to add to the learning experience with a factual representation of the
event. This will help the student builds create more learning bridges to the
lesson.

What story seems to be told through and about music in "Sonny's Blues.

The story reflects the world of music and the
musician—particularly the jazz musician—and explores themes of drug addiction and
prophecy. Music, particularly the blues, links the brothers and is tied to the African
American experience and, ultimately, to a greater spirituality and a deeper
humanity. When the narrator really hears Sonny’s blues—and listens to what the music
communicates—he understands Sonny in a deeper and more meaningful way. At the same time,
he also understands himself and the links to suffering, darkness, and menace that are
felt throughout the story. Ultimately, music links the brothers (and the reader) to the
human condition and to what may be “the only light in all the darkness.” Baldwin was
giving Pentecostal sermons (his father was a clergyman) as a boy in Harlem at age 14.
The story’s ending is prophetic and sermon-like, highlighting the message the narrator
derives from the power of the music, which is really the power of his people’s history.
Isaiah holds the messianic prophecy, and there is a direct link between the message in
that prophecy and the music—as if the music is directly tied to the word of
God.

How is conformity enforced in 1984?The Thought Police?

The Thought Police is part of it, but there is so much
more.  First, all members of the Party wear a uniform (conformity at its most basic). 
They are not permitted to have personal relationships--marriages are not approved if
"love" is suspected, children are trained to report on their parents, and sex is not
encouraged--thus no close, loving, trust-based relationships exist in the Party.  The
frustration that builds in the Party is taken care of in the Two Minutes' Hate, where
everyone gets to scream and yell and throw things to release tension.  Deep and
meaningful friendships do not exist, either. No one knows where anyone else lives (they
see people at work, and they go home.  There is no socialization).  The telescreens have
a lot to do with it, as well.  Having a screen in your home which can see and hear you
at your every living moment has to be enough to drive a person crazy.  These people were
literally scared to death of even talking in their sleep and revealing their true
feelings which many of them did, and the Thought Police were on them like honey draws
flies.

For people who were born and grew up in this
society, it might not be so bad (this is all they ever knew).  However, for people like
Winston who have memories of the time before the Party, it is a difficult and nearly
impossible adjustment.  The rules were harsh to encourage assimilation and they played
on the fear of the unknown-- Room 101 and the Ministry of Love-- to make the people
conform.

Hope this helps!

At the end of Fahrenheit 451, Mildred has an epiphany before she dies. What is this epiphany and why is this so? Why is this epiphany...

In the novel, Mildred does not die as we read. She leaves
in a taxi to go somewhere, with one suitcase...Montag—in his mind's eye—imagines her in
her hotel room.

He imagines that just before the bomb drops
on her hotel, that she might in the split second before her death,
look into a mirror and see herself as she truly was rather than how the society
brainwashed her, and everyone else, to see herself and her place in society.  She would
see the reality of her non-life: breathing and acting as if a
robot.

Members of society were expected not to think, not
to question.  And books were banned because they were counter-productive to this desired
behavior: books generate ideas, and ideas generate higher-levels of thinking and a
desire to change.

How would you sum up in one to two sentences what "The Tell-Tale Heart" and film Psycho are about, including similarities and/or differences?

"The Tell-Tale Heart" is a short story by Edgar Allan Poe.
The narrator tells the story of living with a man who had never harmed him, but who had
a "cloudy blue eye" that drove the narrator insane—though he insists as he tells the
story that he is not insane.

As time
passes, the narrator decides that he must kill the old man, but only when his "evil eye"
is open. So the narrator sneaks into the old man's bedroom one night, and when the man
wakes in terror, the narrator kills him and buries his body beneath the floor boards.
The problem the narrator now has is that he can still hear the man's beating heart. It
makes him so crazed, that when the police come to investigate the old man's scream, the
narrator eventually admits to the deed because he can no longer stand to listen to the
beating of the heart...which obviously only exists in his
mind.

In the film Psycho, directed by
Alfred Hitchcock (an iconic American horror classic), the main character, Norman Bates
runs a motel with his mother. When a guest, Marion Crane—a fugitive from the law, having
stolen a lot of money—stays over one night, Norman becomes drawn to
her.

The most famous scene in the movie is the shower scene
where an unknown female assailant stabs Marion to death.  When Norman finds out what has
happened, he hides all evidence that Marion was ever
there.

An investigator for the police, Arbogast, comes to
the house to find the missing woman, and he is also stabbed by the unknown female.
However, when he does not return, Marion's sister Lila and Marion's boyfriend Sam, who
have been working with Arbogast, go to the police. They report having seen Norman's
mother in the window, but the police say this is impossible as she had, years before,
killed her lover and herself.

Meanwhile, Norman has forced
his mother into the fruit cellar so no one will find her.  Lila and Sam check into the
motel as newlyweds. When Sam confronts Norman, Lila hides in the fruit cellar, where she
discovers the mummified corpse of Norman's long-dead mother. Norman knocks Sam
unconscious and attempts to kill Lila, dressed in his mother's clothes and a wig. Sam
overpowers Norman.

It is discovered that "Norman" has
murdered two other women. It was actually Norman who killed his
mother and her lover, and in his guilt, he recreated his dead parent in his mind, having
developed a multiple-personality disorder. And whenever Norman likes a girl, the
"mother" side of his brain murders her out of jealousy.

At
the end, Norman is institutionalized, believing he is Mrs. Bates; in his cell he talks
in her voice, insisting that her son was the culprit all along, and
that she will not be blamed for what he has done.

The
similarities are that a man commits murder in both stories. Both men are
insane.

The differences are that in Poe's story, the
narrator murders one man, and it drives him to admit to what he has done; he is aware of
his deed.

In Psycho, Norman Bates
murders six people: his mother and her lover, three women, and the investigator. He is
unaware of what he has done, burying his mother's murder in his mind, and
becoming his mother mentally—sharing his body
and psyche with the psyche of his mother.

Why were women really needed in Shakespeare's plays?

If plays are a reflection of life and the people who live
life, then women are essential.  Shakespeare was a great observer of the human
condition.  Women are a part of that.

In his comedies, the
women are important because he is able to show us strong, intelligent, and independent
women.  Most of the male characters don't truly understand what love is until they meet
one of these women (often disguised as males).

Many of
Shakespeare's plays deal with love and how can you have a Romeo without a Juliet?  Where
would the great love of Antony be without Cleopatra?

Where
would the play King Lear be without his daughters.  Father and son relationships are
quite different from father daughter relationships.  Shakespeare had two
daughters.

I could go on but the answer should be obvious. 
Women make up more than half of the population.  They are lovers, wives, mothers,
daughters, sisters, etc.  Shakespeare gave us all of these.

A curve is described by the equations {x = 2 + 2 cos t and y = 1 – 3 sin^2 t} with 0 ≤ t

We have to mention that the given equations are called
parametric equations:

x = f(t) and y = g(t), where t is the
parameter.

x = 2 + 2 cos t
(1)

y = 1 – 3 sin^2 t (2)

To
determine the equation of the line, we'll have to eliminate the parameter
t.

Since the equation for y contains the term 3 sin^2 t,
we'll try to obtain the same term, but with opposite sign, in the equation for
x.

The first step will be to isolate the term in t to the
right side and to square raise, both sides, the equation
(1):

(x-2)^2 = (2 cos
t)^2

We'll expand the square from the right
side:

x^2 - 4x + 4 = 4 (cos t)^2
(3)

 We'll isolate 3(sin t)^2 to the right side, in
equation (2):

1 - y = 3(sin t)^2
(4)

We'll multiply (3) by 3 and (4) by
4:

3x^2 - 12x + 12 = 12 (cos t)^2
(5)

4 - 4y = 12(sin t)^2
(6)

We'll add (5)+(6):

3x^2 -
12x + 12+4 - 4y=12 (cos t)^2+12(sin t)^2

We'll factorize by
12 to the right side:

3x^2 - 12x + 12+4 - 4y=12[(sin t)^2 +
(cos t)^2]

From the fundamental formula of trigonometry,
we'll have:

(sin t)^2 + (cos t)^2 =
1

3x^2 - 12x + 12+4 -
4y=12

We'll subtract 12 both
sides:

3x^2 - 12x + 12 + 4 - 4y - 12 =
0

We'll combine and eliminate like
terms:

3x^2 - 12x - 4y + 4 =
0

We'll add 4y both sides and we'll use symmetric
property:

4y = 3x^2 - 12x +
4

We'll divide by 4:

y
=  3x^2/4 - 3x + 1

The equation of the line
described by the parametric equations, x = f(t) and y = g(t),
is:

y =  3x^2/4 - 3x +
1

Give an example of foreshadowing from the story "The Flying Machine" by Ray Bradbury.

In Ray Bradbury's short story, "The Flying Machine," set
in fifth century China, the Emperor is told by a servant of the miracle he has seen: a
man flying using a machine made of paper and bamboo.  The Emperor demands to see this
man.

The inventor explains to the Emperor that he made the
machine for the sake of innovation. The Emperor shows the other man
his own invention, a miniature world placed within a box. It is a wind-up machine with
trees and tiny birds. Even though it is a beautiful thing, the Emperor fears that such
things bring about change, and will, ultimately destroy the Emperor's desire for peace
in the world as he knows it.

This is an example
of foreshadowing. If the Emperor will not share his machine with the world,
he certainly will not agree that the inventor's machine can exist or even be spoken
about to the world at large.

So the Emperor orders that the
inventor must be killed, his machine destroyed, and those who have witnessed the
"miracle" be "silenced."

Find the value of Int[ (z+1)/ ( 3z^3+6z +5)^(1/3) dz]

We need to find the value of Int [(z+1) / (3z^2 + 6z +5) ^
(1/3) dz]

First we substitute 3z^2 + 6z +5 =
u

=> du/dz = 6z +6 =
6*(z+1)

=> du = 6*(z+1)
dz

Therefore we can substitute [(z+1) / (3z^2 + 6z +5) ^
(1/3) dz] with (1/6)/ u^ (1/3) du

=> Int [(z+1) /
(3z^2 + 6z +5) ^ (1/3) dz]

=> Int [(1/6) / u^ (1/3)
du]

=> (1/6) Int [u^ (-1/3)
du]

=> (1/6) [u^ (-1/3 +1) / (-1/3 +1)]
+C

=> (1/6) *u^ (2/3)/ (2/3)
+C

=> (1/6)*(3/2) u^ (2/3)
+C

=> (1/4) u^ (2/3)
+C

=> (1/4) (3z^2 + 6z +5) ^ (2/3)
+C

Therefore the required result is (1/4)
(3z^2 + 6z +5) ^ (2/3) +C

In "A Rose for Emily," how is setting used to convey the mood?

Of course, this story is set in a racist society where
racism goes unchallenged and accepted. It is highly interesting how Miss Emily, the
fading aristocrat, is treated by her townsfolk as time goes by. A key part of the
setting that is used to create the ominous mood of gloom and decay is the house of Miss
Emily. Note how it is described at the beginning of the story when the deputation of
townsfolk are admitted into the house:

readability="9">

When the Negro opened the blinds of one window
they could see that the leather was cracked; and when they sat down, a faint dust rose
sluggishly about their thighs spinning with slow motes in the single sun-ray. On a
tarnished gilt easel before the fireplace stood a crayon portrait of Miss Emily's
father.

Clearly here the
dust, darkness, stillness and neglect create a frightening and disturbing mood of
dilapidation.

Note how this mood is reinforced when the
door to the bedroom is broken down:

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The violence of breaking down the door seemed to
fill this room with pervading dust. A thin, acrid pall as of the tomb seemed to lie
everywhere upon this room decked and furnished as for a bridal: upon the valance
curtains of faded rose colour, upon the rose-shaded lights, upon the dressing table,
upon the delicate array of crystal and the man's toilet things backed with tarnished
silver, silver so tarnished that the monogram was
obscured.

The description of
this room creates an almost haunted mood with the eerie, tragic and lonely details of
the bridal paraphernalia. We are presented with the literary descendent of Miss
Havisham, for whom time has stopped and the realities of the passing years and life have
not impacted her. The mood then is supported by the setting to present us with a
character who was so desperate for love that she has locked both her dead, decomposing
lover and herself away from society so she could ignore reality.

If I have a serious complaint about a teacher, how would I go about resolving it on a local and then on a higher level if results aren't...

There might be a couple of approaches that could be
outlined in your essay.  The first step to discuss in your writing might be how it could
be the best for everyone involved if some level of communication is initiated.  This
could result in an email, a note, or even some type of verbal contact that helps to
bring to light that some type of articulation is needed.  If a student has a problem or
concern with a teacher, being able to bring it out in the open is a good first step. 
Writing about this might be a good starting point.  If this is something that cannot be
done or has not borne fruit, then perhaps moving the complaint up the chain of command
might be the next step.  If this involves a prefect or administration official, that
could be another good move.  This might also involve one's parents to help in the
cause.  I think that elaborating on these steps in your writing could help to clearly
identify the steps that one could take in order to bring about successful results to
this problem.