Summarise the poem "Enterprise" by Nissim Ezekiel and indicate the importance of phrases.Enterprise Stanza 1: It started as a pilgrimage,Exalting...

Ezekiel talks of a pilgrimage, which, according to title="The Poetry of Nissim Ezekiel by A. Raghu"
href="http://books.google.com/books?id=cX0no81zbMwC&pg=PA115&lpg=PA115&dq=It+started+as+a+pilgrimage,+Exalting+minds+and+making+all&source=bl&ots=4PfIPYI_ES&sig=ZVsMcTBeArCC2nltcSokTQspb2c&hl=en&ei=r3WbTNjAE8OB8gaal_WdAQ&sa=X&oi=book_result&ct=result&resnum=2&ved=0CBgQ6AEwAQ#v=onepage&q=It%20started%20as%20a%20pilgrimage%2C%20Exalting%20minds%20and%20making%20all&f=false">A.
Raghu, might be a metaphoric pilgrimage of life. The pilgrims start out. They
find the pilgrimage so "exalting" to their minds that all their "burdens"--their
physical burdens of pilgrimage and their metaphorical burdens of woe, care, worry,
illness, poverty, or whatever else life presents as a burden--grow "light." The burdens
undergo a metamorphosis: they become what they are not; they become the opposite of what
they are.

"The second stage" refers to the second stage of
the pilgrimage. The pilgrims have been journeying and thought is free to roam as bodies
become weary. The initial exaltation yields to a reasoned exploration of their beliefs
and of the "call" to pilgrimage. Again, employing the double meaning of metaphor, the
call is on one level the call to pilgrimage, while on a second level (like the second
stage) the call is to a direction of participation in life, a chosen course or path
through life.

While the pilgrims explored the call on both
levels, they did not "test," or challenge, the call. No pilgrim challenged or questioned
the purpose or value of the pilgrimage, while on the metaphorical level, no pilgrim
challenged the purpose and value of life. Perhaps in their exploration of the call,
questions were raised, but no challenges were hurled down because of the questions. In
the final line it is abruptly discovered that before the exaltation and during the
exploration of the call, there was rage, rage over the thing or things that prompted the
holy pilgrimage or quest, which are the exploration of spiritual value and meaning and
the metaphorical quest for meaning and value in life.

As to
the importance of phrases, Ezekiel does an interesting thing in this stanza. He starts
out with a joyous emotion (exaltation) then moves to its aftermath (contemplation,
exploration), and lastly reveals the preexisting underlying emotion of anger. This takes
the reader by surprise and may force some to reread the lines to see what they missed or
to see how the lines fit together as the introduction of anger seems unusual after
starting out with a celebratory tone of exaltation.

Another
instance of the importance of phrases is the idea of a "second stage" in conjunction
with exploration that is then immediately opposed by testing (or challenging), which
means to put to trial the quality of a thing (Dictionary.com) or to justify the truth or
value of a thing. The opposition of "explore" and "test," one being emotionally passive
or neutral and the other being emotionally negatively charged, foregrounds the
possibilities of either wavering conviction to ideals or barely restrained opposition to
ideals, suggesting another more active ideology.

Explain one metaphor in the poem "The Voice.""The Voice" by Thomas Hardy.

You have certainly picked a poem with a wealth of examples
of figurative language! Remember, when studying this poem it is important to note that
this is one of a sequence of elegaic poems written by Thomas Hardy mourning the death of
his wife, Emma, looking back on his life. Some critics argue that this is perhaps his
bleakest poem in this cycle. You can judge for
yourself.

The metaphor I will focus on comes in the last
stanza, where it describes the wind as "oozing thin". Of course, wind doesn't literally
ooze, what this metaphor does is compares wind to a thick substance like mud that
expresses the kind of pressure the speaker of the poem needs to "falter forward" against
the pressure of the wind. This impacts us because it helps us imagine the speaker, left
by himself, pushing himself forward against the pressure of the wind, haunted by the
"voice" of his wife.

Of course, Hardy doesn't just employ
metaphors - you will want to examine the use of alliteration and onomatopoeia as well in
this excellent poem. Enjoy and good luck!

I need a quote from when Scout is on Boo's balcony, (ch 31) explaining the events he would have observed and how they would portray protection...

I believe you are referring to the time Scout spends on
Arthur "Boo" Radley's front porch after walking him home.  This, of course, happens
after Boo saves Jem from Bob Ewell.  As Scout turns to leave, she thinks about what Boo
would have seen every day.

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...It was daytime and the neighborhood was
busy.  Miss Stephanie Crawford crossed the street to tell the latest to Miss Rachel. 
Miss Maudie bent over her azaleas.  It was summertime, and two children scampered down
the sidewalk toward a man approaching in the distance.  The man waved, and the children
raced each other to him. 

It was still summertime, and the
children came closer...

It was fall and his children fought
on the sidewalk in front of Mrs. Dubose's.  The boy helped his sister to her feet, and
they made their way home. Fall, and his children trotted to and fro around the corner,
the day's woes and triumphs on their faces.  They stopped at an oak tree, delighted,
puzzled, apprehensive.

Winter, and his children shivered at
the front gate, silhouetted against a blazing house.  Winter, and a man walked into the
street, dropped his glasses, and shot a dog.

Summer, and he
watched his children's heart break.  Autumn again, and Boo's children needed
him.

By understanding what
Boo would have seen as he watched from his window daily, Scout realizes that Boo knew
when she and Jem needed help.  He knew that she was cold when Miss Maudie's house burned
and draped a blanket around her shoulders.  He knew when she and Jem were in danger from
Bob Ewell and protected them.  Boo saw the children every day, so they became precious
to him and he protected them as his own.  Even though he didn't usually leave the house,
he was brave enough to do so when they needed him.

I am an English teacher, and I am looking for topics for definition essays.Also, do you know of any sites or books that discuss the definition...

I think you are asking for prompts for expository essays.
Purdue University's OWL (Online Writing Lab) defines this type of essay
as

a genre of
essay that requires the student to investigate an idea, evaluate evidence, expound on
the idea, and set forth an argument concerning that idea in a clear and concise manner.
This can be accomplished through comparison and contrast, definition, example, the
analysis of cause and effect,
etc.

That web site is a great
resource for writing teachers. I've provided a link in the Sources
section.

For essay prompts, if you do a Google or other
search for "expository essay prompts," you'll get more results than you'll ever need.
You need to narrow your search by grade level, which you haven't specified in your
question. Do you want topics for middle school students or for high school students?
Since you identify yourself as a teacher of 12th-grade English, I assume you want
prompts for those students. Take a look at the other web sites linked in the Sources
section.

I hope this helps you.

What are the differences between rhetorical and literary devices, and what are some examples of both of them?

Rhetorical devices are used to convey a particular meaning
with the aim of persuasion or provoking an argument about a topic. These devices are
mostly used in an argumentative or oratory environment were eloquence is necessary.
Rhetorical devices are not strongly guided by grammatical mechanics but are mainly
concerned with arrangement, style, delivery, memory and invention. These devices include
sarcasm, metaphors and irony among other constructs. For instance a statement by Abraham
Lincoln when he stated that his political rival "dived down deeper into the
sea of knowledge and come up drier than any other man he knew” is well placed
to show use of rhetorical devices. This statement uses both irony and a metaphor to
persuade the audience that the rival did not benefit from
education.

Literary devices are used to create the
compression of ideas and uniqueness of expression that envelops story in metaphor,
imagery and symbolism. Literary devices are attended to directly in the analysis,
interpretation and appreciation of literature while they indirectly guide, generate and
enhance (foreground) feelings, moods, tones, suspense and expectations for the reader of
literature, which includes theatrical drama and poetry (in poetry, literary devices are
called poetic devices).

Examples of literary devices
include the literary element of plot, which is the sequence of events that determines a
story, and the literary technique of flashback, which reveals plot in an a-chronological
pattern and generates suspense. Mood is another literary element (also called
atmosphere) that governs how a reader responds emotionally to a story and its setting
(compare the mood of Poe's works with the mood of Austen's works). Another example of a
literary device is the literary technique of oxymoron. For instance, in the phrase
“terribly beautiful” the two words are used together to add emphasis but refer to each
others' opposite meaning creating an oxymoron of contradictory
meaning.

It has been said: "Wisdom is rooted in the figurative". I need to write a short, one page essay on this. Explain what this might mean.

I'm not sure who actually said this - so we're working
without context here.  If I were explaining this quote without context - I would put it
in the context of something familiar - namely - my life.

As
a teacher, I've found that sometimes the most straight forward, step-by-step
explanations of lessons go in students right ears and directly out the left.  What often
seems easy to me makes no sense to my students.  More importantly, what I find important
is usually not so important to my students.  I have discovered that the key to effective
lessons - is making information relevant to students' lives.  And I do this through
analogies and, essentially, figurative stories.

OK - so I
understand that most students do not enjoy sitting down for 10 minutes every single day
and writing journal entries on prompts that may or may not be interesting to them.  Kids
who don't like to write especially loathe this activity.  So I have explained to them,
figuratively, that writing a 10 minute journal entry every day does to the brain what
taking a 10 minute jog every day does to the body.  Yes, when you are out of shape, it
hurts a little at first - and it isn't fun, and you might jog really slowly.  But the
more you do it, the easier it becomes, and the easier it becomes, the more enjoyable the
activity is.  And even if you aren't a runner, per se, but you are involved in other
sports, a 10 minute jog every single day is going to get your entire body in better
shape overall, thereby making you better at whatever sport you play.  It is the same way
with the 10 minute write.  Getting better at this exercise is going to increase your
overall ability to communicate - not just in writing and not just
in English class.

Kind of a long example - but what I'm
trying to say is that the above explanation WORKS.  Students get it.  And their
attitudes toward writing, slowly but surely, change.  In that, I have effectively proven
a little bit of my teaching "wisdom" through presenting a lesson in the
figurative.

Perhaps you can think of your own example - or
something that someone else has done for you.

How does the theme of Social Class identify and apply to the protaganist of Great Expectations?

With the creation of a new working class as a result of
the Industrial Revolution, there was also the creation of banking houses as new money
caused new needs. Heretofore, The Bank of England, which had been established in 1694,
exchanged money with only a few well-known gentry as well as dealing with the English
government.  But, with the rising middle class, there was much more exchange of money as
new businesses needed to borrow money and as the rapid production of goods brought
wealth to both lenders and borrowers.  Those with enough money began to build up the
towns outside London; Wemmick's house is such an
example.

Because money was more in exchange and it provided
opportunities for a better living, the rising middle class began to greatly value it as
a way to better themselves.  Thus, many perceived the very wealthy as superior to them
and, thus, as those they wished to emulate.  However, Charles Dickens's perspective of
the wealty was that they were a frivolous aristocracy often without the true values that
the poor possessed.

In order to illustrate this motif of
the frivolity of the aristocracy and the covetous middle class, Dickens created the
eccentric character of Miss Havisham and the "base swindler" Uncle Pumblechook and the
envious Mrs. Joe.  As Pip observes their awe of the eccentric Miss Havisham, he
concludes that he will be happier and a better person if he becomes a gentleman.  For,
after his visit to Satis House, Pip is ashamed of his home with the uneducated Joe, his
coarse boots, his being "common" [meaning low-class] and apparently inferior to the
beautiful
Estella.  

This influence
of the idea of the superiority of social position is what drives Pip to become less of a
person, not more.  He becomes snobbish and avoids visiting Joe, he speaks in a
condescending manner to Biddy, he servilely seeks the love of Estella, and he is
repulsed by the appearance of Provis and the knowledge that the old convict has been his
benefactor rather than the upper class Miss Havisham.  After his "baptism" by Mrs. Joe
at the pump to clean him for his first visit in Stage I, Pip is "purged" of his
selfishness and snobbery in the fire at Miss Havisham's in Stage III so that he returns
to the true values which Joe has instilled in him.  It is then that Pip learns that
social class is not the measure of a person's worthiness.

Can you interpret the poem Had I the Choice by Walt Whitman?I am taking a class where we have to analyze it and tell if it contains similes,...

The language of imagery is present in Whitman's poem.
 Driving from the subjective sense of self, Whitman is able to construct a realm where
he is able to link the personal experience with an external conception of self, aided by
figurative language as a way of re-describing the internal consciousness.  There is not
much in way of direct simile or comparative language.  Yet, Whitman is able to draw upon
the metaphor of the writer as a part of an intertextual connection to past artists.
 Whitman creates the idea that literature is a book of different artists representing
different parts of it and in employing the images of Shakespeare, Tennyson, or Homer, he
is suggesting that all literature is linked to one another.  He personifies each writer
with a description of their subject.  Homer is personified with wars and warriors,
Shakespeare is linked to personal torment, while Tennyson is embodied by "fair ladies."
 In being able to link each writer to a particular concept, Whitman is able to employ
language descriptive of that writer and reflect a part that he, himself, would wish to
have.  In the end, if the choice is between technical skill or emotional connection with
each, Whitman advocates for the latter in pure subjective
expression.

Describe the narrator and tone of Coleman's "Unfinished Masterpieces".

The speaker speaks formally, with words such as
“retrospective,” “limpid,” “disarray,” and “sobriquet,” to name just a few. The tone of
the story is neither angry nor bitter, but regretful and, at the story’s end, hopeful.
The speaker’s goal is clearly to elevate the potential of Dora Johns and William
Williams and to assert that these two characters possessed innate abilities common to
all human beings despite their race and their disadvantages or advantages. In no way
does the speaker denigrate Dora and William as examples to demonstrate the validity of
political rhetoric and political or even revolutionary proposals. Although a political
cause is implicit in the story, the story itself emphasizes the humanity and dignity of
the major characters. Therefore Coleman’s concluding emphasis is on “the widely opened
door where white and black, rich and poor, of whatever caste or creed may enter and find
comfort and ease and food and drink.”

What is the single effect in Edgar Allan Poe's "The Black Cat?"

Thes single effect is captured by the ugly
conceptualization of death. The story of "The Black Cat” dwelt on crime and violence to
reveal the principle of karma in relation to death. It revealed death as a punishment
for the morbid thoughts of man that results to wrong doings and decisions, bringing him
bad fate.

The story utilizes the “black cat” as a symbolism
of the devil—being the cause of death. In the Bible, it is him who is the reason why God
took away immortality from Adam and Eve. The devil is also the one who persuades people
to commit sin, and according to Romans, chapter six, verse twenty three: “The wages of
sin is death.” This Bible verse is carried out by the narrator in the denouement of the
story, after the police found the corpse at the cellar, he says, “Upon its
head, with red extended mouth and solitary eye of fire, sat the hideous beast whose
craft had seduced me into murder, and whose informing voice had consigned me to the
hangman.”

The symbolism of the black cat being
the devil is further reinforced by the imagery used to describe it, such as “solitary
eye” and “hideous beast”; these descriptions are usually associated to the devil; and
the phrases: “seduced me to murder” and “consigned me to the hangman” are commonly
associated to the works of the devil.

The cat is the root
cause of his madness and misfortune, and his future painful death—being a hangman as he
anticipates it to be the punishment for the crime. Again, this emphasizes that death in
itself is associated with bad act…something that in itself calls for retribution and
punishment.

The notion that the cat symbolizes the devil is
also supported by several statements about it. At the beginning of the story the
narrator relates, “…my wife…made frequent allusion to the ancient popular
notion, which regarded all black cats as witches in disguise.” it is palpable
that witches are commonly conceived to be evil and practitioners of dark magic, which
are believed to be of the devil.

The black cat also
symbolizes the negative aspect of death that causes fear and terror to man. Death in
itself is associated with bad act…something that in itself calls for retribution and
punishment is reiterated. The narrator, being guilty of committing a crime against Pluto
now fears its consequence. Upon noticing that the new cat seems to be a ghost or the
reincarnation of Pluto, the narrator expressed his
terror:

…I loathed, and dreaded, and would have rid myself
of the monster had I dared - it was now, I say, the image of a hideous - of a ghastly
thing - of the GALLOWS ! - oh, mournful and terrible engine of Horror and of Crime - of
Agony and of Death !

The cat also causes fear and anxiety
in the thoughts of the narrator, this is obvious as he relates how he was frightened by
the cat, “I started, hourly, from dreams of unutterable fear, to find the hot
breath of the thing upon my face, and its vast weight - an incarnate Night-Mare that I
had no power to shake off - incumbent
eternally.”

The narrator ends up a culprit due
to the murder of his wife, out of capricious violence and madness towards the black cat;
and the cat being blamed by the narrator for seducing him to do the crime, thus bringing
him to his fate, manifested the concept of death in the story. The whole idea of death
bounces back to argument that death in itself is associated with bad act…something that
in itself calls for retribution and punishment.

What is Travis Hirschi’s Social Control Theory?

Originally titled "Social Bond Theory", this framework of
thought was developed in 1969 by Travis Hirschi with the purpose of trying to extract
the variables that contribute in the people's decision to become law-abiding
citizens. 

The reason why it was once known as a "social
bond" is because the original theory suggested that criminal activity is the product of
a lack of meaningful connection with society. Basically, that people break the law
because they have lost respect, appreciation or their sense of belonging toward
society. 

Upon further analysis, the theory became referred
to as "social control" theory based on 

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a perspective which predicts that when social
constraints on antisocial behavior are weakened or absent, delinquent behavior
emerges.

Hence, it is not so
much the lacking "bond" that motivates breaking the law, but the lack of control that
one has over the environment, society, and our own conditions. When we feel that we
cannot control a situation, we revert to primitive practices of instant gratification
and take the risk of suffering the consequences of our
actions. 

Hirschi further offers how it is that people
become involved with society in a way that they can feel in control. He proposed that
there are four connectors:  a) attachment, b) belief, c) commitment, and d)
involvement. 

The attachment comes as the result of our
daily dynamics and interaction with the environment that surrounds us. Our attachment to
friends, family, colleagues, co-workers, and other like-minded people makes us more
connected to the world in which we live. 

Our beliefs
 consist on our system of values, religious background, or any other connection to
something that we consider worthy of deep respect; something sacred that should not be
tampered with. When we choose to act "like good Christians" or "according to the
teachings of ______" we are using our beliefs as the mitigator between good and bad
behavior. 

The commitment consists on the personal ethos by
which we individually abide. For example, following the Ten Commandments, abiding by the
military code of honor, abiding by the rules of the state, by the Constitution, or
whatever ethical principle makes us act in a rightful way shows our commitment to that
principle. 

Involvement is an interesting concept within
the theory because it basically shows that, once and individual is engaged in meaningful
activity, the chances of committing a crime greatly diminish. This is why youth sports
and after school activities are so highly-encouraged in academic and community
settings. 

Conclusively, the social control
theory entails that once we are able to interact with our environment positively, and we
feel power over what surrounds us, we automatically move away from antisocial and
criminal behaviors that hinder our personal growth. 

How did climatic conditions help Haitians defeat the French?

Facing both slave rebellion and the possibility of attack
by British troops, Napoleon Bonaparte sent an army of 40,000 European troops to Haiti in
1802. Led by Napoleon's brother-in-law, Charles Leclerc, the French regained control
of eastern Hispaniola and won several victories against the Haitian rebels led by
Toussaint Louverture. After Louverture was captured during a supposed peace negotiation,
he was deported to France, where he died in custody. Louverture's one-time allies,
Jean-Jacque Dessalines and Henri Christophe, reunited and fought back against Leclerc's
troops. Fighting was bloody, but it was actually the rainy season which eventually
defeated the French army. A yellow fever and malaria epidemic virtually wiped out the
Napoleon's troops. More than 24,000 French soldiers died, including their leader,
Leclerc, while another 8,000 were hospitalized, effectively reducing the French force by
more than 75%.

What four lessons about life is poet Roger McGough trying to teach in his poem "The Way Things Are"?

One view of "what four lessons about life" poet Roger
McGough is teaching in his amusing and ironic poem "The Way Things Are" is that he is
teaching lessons about life, time, reality, and wisdom. McGough's wonderful ironic tone
("Pebbles work best without batteries. / The deckchair will fail as a unit of
currency.") develops with a masterly hand the image of a caring and loving father
explaining to a small child the mysteries and intricacies of life and living ("Even
though your shadow is shortening / it does not mean you are growing smaller.") While
finding four lessons amidst the symbolic charming and ironic examples ("When the sky is
looking the other way, / do not enter the forest.") may be a bit of a challenge, I can
suggest the following.

McGough intends to teach about age
and the frailty of life. This is shown in his references, for example, to old people
walking slowly, to candles crying, and to the "last goodbye." In these brilliantly
contrived references, he is showing that life deteriorates along the way, that life does
have pain, and that the last goodbye may be permanent instead of an au
revoir, until we see each other again.

McGough
also intends to teach about time and history:

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For centuries the bullet remained quietly
confident
that the gun would be invented.
A drowning surrealist will
not appreciate
the concrete
lifebelt.

Along with the
above topics, he explains that old people don't, in fact, have lots of time and that
what is of value today (craft fair), with time, may be valueless tomorrow, just as
activities "pall" (loose the pleasure) over time ("The thrill of being a shower curtain
will soon pall.")

The two biggest lessons taught are that
of science and reality as well as safety and wisdom. McGough addresses science, for
example, in mentioning what is not the cause of wind, the propulsion potential of a
lighthouse, and the ephemeral nature of moonlight. He addresses reality by declaring the
opposition of a surrealist to that which is concrete, the ineffectiveness of bubblegum
on hair, and that the exercise of great responsibility leaves scars over
time.

Personal safety and wisdom actually seem to get the
greatest attention from McGough. He admonishes, for example, against becoming a jailer
unless one is very wise; that losing a glove is the same as losing a pair, which can be
read as a metaphor for other things like relationships; and that there is no "trusting
hand" to catch a "falling star." He ends by apologizing that this is the way things
are.

Is the pH of the blood different in artery and vein?having dissolved carbon-dioxide in the veins is the pH lower in the veins?

An acid can donate hydrogen ions, a base can accept
hydrogen ions into solution. The acid-base balance in the body is maintained by several
complicated mechanisms.

One way in which acid-base balance
is maintained are by the use of buffer systems. Buffers help to change the pH of the
blood. For example, the hemoglobin/oxyhemoglobin system is a very effective body buffer.
In erythrocytes, free hydrogen ions bind with hemoglobin . For every free hydrogen ion
that binds with hemoglobin, a corresponding bicarbonate ion diffuses out of the red
blood cell into the plasma. Also, chloride ions are exchanged with bicarbonate
ions.

When blood leaves the venous system, the bicarbonate
and chloride ions exchange. This results in a higher chloride concentration in the
venous blood, hence, the pH is changed. Venous blood will have a lower pH than arterial
blood. Additionally, increased levels of CO2 in the venous system also play a role in
regulating pH.

What are some differences in the female characters of both The Catcher in the Rye and Hamlet?i just need two, thanks alot!

In Hamlet, it could be argued, the
female characters are more well-developed than in Catcher in the
Rye.  Though there are only two female characters of note in
Hamlet -- Ophelia and Gertrude - we have a basic idea of what they
are both about.  We know Gertrude loves her son, but is also a bit selfish and foolish. 
We know some of her motivations and her capacity for guilt.  The same can be said for
Ophelia.  We know some of her motivations and desies, at least in relation to Young
Hamlet and Polonius, and we get to hear some of her thoughts and
feelings.

Of the female characters in The Catcher
in the Rye we know very little, except about Phoebe.  Since the narration of
the novel is entirely from Holden's perspective, we really don't know what the other
people are thinking unless they say it aloud.  We know some of Phoebe's thoughts (like
how she wants to run away with Holden when he says he's going to leave), but we know
almost nothing about the thoughts and feelings of Holden's mother, Sally Hayes, Jane
Gallagher, or Sunny the prostitute.  We only know how these female characters react to
or are spoken about by Holden.  We do not have their point of
view.

Another important difference is that the two main
female characters in Hamlet die, and both by their own hands
(although Gertrude killed herself inadvertently, with a poisoned draught made by
Claudius).  None of the female characters in Catcher in the Rye
die.   The two female characters in Hamlet seem to love the main
character, Young Hamlet, a great deal, while only Phoebe, and perhaps Holden's mother,
love him.  The rest of the female characters have varying amounts of regard or antipathy
for Holden. 

A major difference, though, between the female
characters in these works is that we get to hear the women in
Hamlet speak for themselves, while we only really get Holden's
reportage of the female characters in The Catcher in the
Rye.

What is the symbolic meaning of "The Valley of Ashes" in The Great Gatsby mean ? (as a symbol)F. Scott Fitzgerald's The Great Gatsby

As a symbol, the Valley of Ashes in The Great
Gatsby represents the corruption of the Jazz Age with its lack of morality
and hollowness that results from the relentless pursuit of money.  This valley
symbolizes the moral decay of the newly rich who indulge themselves, disregarding all
others and anything that interferes in their pleasure.

The
Valley of Ashes also represents the poor, who must "live lives of quiet desperation"
outside the pleasure and brightness of life.  George Wilson represents such a person,
faded and faint, he has lost all vitality from living in this moral wasteland. 
Fitzgerald describes him as "a spiritless man" who has "white ashen dust" that veils his
dark suit; however, his wife Myrtle is enlivened when she dons a new suit or dress
.

What are important quotes in Shoeless Joe that can be related to everyday life besides "If you build it, he will come."

I would assert a couple of ideas in answering this
question.  When we are looking at quotes from Kinsella’s work that have relevance to
daily life, I think that the one cited does not work.  I cannot find many to be able to
articulate the phrase of “If you build it, he will come” in daily life.  I think that
its concept might be present, but for the most part, I don’t know how that phrase is
going to be used in daily life except as a mantra for a construction company who is
unafraid of their foreman.  I think that you can find some situations that have
relevance to everyday life.  One reality is the foreclosure of the farm.  This is
something that many are experiencing or have experienced with the burst of the housing
bubble.  Additionally, I think that the idea of baseball being redemptive is something
that is quite powerful from the novel.  I don’t think that it’s primary focus is to
extol baseball as redemptive, yet it is there.  It has also been used to mythologize the
sport and this might be another relevance to daily life.  The notion of baseball being
“America’s sport” and part of the idea of a “field of dreams” is something that Major
League Baseball and others have seized upon as part of daily life and the world attached
to the sport.  Eddie’s love of the Chicago Cubs, the longstanding suffering that Cubs
fan endure, and the basic idea of dying before seeing their beloved team win a World
Series Championship is something that does have modern and daily relevance from the
book,  The fact that Eddie is buried in his Cubs uniform is something that has much
sentiment and applicability to modern life… especially to Cubs
fans.

Discuss the various recent debates on Environment.The detail explanation about the environment of India in regards to the decline of the Indus...

When we speak of recent debates on environment, it
generally refers to the question of the global threat of pollution and the worldwide
concern of protecting our environment. No doubt degradation in the environment was
taking place even thousands of years back when Indus valley civilization flourished.
However, the rate of increase in pollution or degradation and the cumulative impact of
these was quite low till the dawn of industrial revolution. Therefore not much attention
was drawn on these aspects during that time.

However, now
the problem ha become critical. The environment pollution and degradation that has
already has occurred has caused substantial decline in average quality of life for the
human beings, in addition, eliminating for ever from the face of the earth many
varieties of flora and fauna. Much worse, the current rate of pollution are so high that
that unless as drastic measures are take to reduce the levels of pollution, the entire
humanity across the world will face major disasters in period of less than 50
years.

Talks at international levels are going on to
control pollution to ave this kind of disasters. Also substantial progress has been made
in this direction, much remains to be done. One of the major stumbling block in the
progress of pollution control worldwide is the debate over the division of
responsibility between developed and other countries for controlling emission of gases
responsible for global warming.

The developed countries
have very high per capita emission of such gases, though the percentage of further
increase is low. On the other side undeveloped and developing countries have low per
capita pollution because of lower level of industrial base, but higher percentage
increase due to faster industrial growth. The developed countries want that all the
countries must have immediately cut down further increase in level of pollution, while
the developed countries argue that the countries with already high level of pollution
mus accept greater responsibility for reducing their pollution
levels.

Write a short note on the role of Deiphobus in Homer's Iliad.

Deiphobus is a Trojan warrior who is one of the many sons
of Priam. In Iliad 22, Homer describes him as a "tireless speaker"
(Kline translation).

Deiphobus' most significant appearance
in Homer's Iliad occurs in a passage in which he does not actually
appear at all. In Iliad 22, Achilles is chasing Hector around the
walls of Troy. Hector realizes that he is no match for Achilles by himself, but when he
sees Deiphobus, he thinks that together they can face Achilles. Unfortunately for
Hector, this Deiphobus is actually the goddess Athena, who has taken on the form of
Deiphobus in order to trick Hector into stopping. Soon after Hector stops, Deiphobus
vanishes.

Other ancient sources outside of Homer say that
Deiphobus and Paris/Alexander managed to assassinate Achilles (see Dictys of Crete
4.11).

Other sources also tell us that after Paris died,
Deiphobus married Helen, albeit temporarily since Deiphobus was killed during the fall
of Troy.

Which is the reminder of the division f/g if f=x^5+3x^3-2x^2+x+1 and g=x^3-x ?

First , we'll write the rule of division with
reminder:

f(x)=g(x)*C(x)+R(x), where the degree of the
polynomial

R(x) < the degree of the polynomial
g(x).

Because the degree of g(x) is 3, the degree of 
R(x) will
be 2.

R(x)=ax^2+bx+c

We'll
calculate the root of g(x):

x^3-x =
0

We'll factorize by
x:

x(x^2-1) = 0

x(x-1)(x+1) =
0

We'll set each factor as
0:

x1 =
0

x-1 =
0

x2 =
1

x+1 =
0

x3 =
-1

The roots of g(x) are: x1=0, x2=1,
x3=-1.

If we'll substitute x=1 in f(x), we'll
obtain:

f(1)= 1^5 + 3*1^3 - 2*1^2 + 1 +
1

f(1) = 1 + 3 - 2 + 1 +
1

f(1) = 4

But
f(x)=g(x)*C(x)+R(x),

f(1)=0*C(1) +a+b+c =
a+b+c

a+b+c=4
(1)

Now, we'll substitute x=0 in f(x)
and we'll obtain:

f(0) =
c

f(0)=1

c=1

We'll
substitute x by -1:

f(-1) =
-1-3-2-1+1

f(-1) =
-6

But

f(-1) = 0*C(-1)  +
(a-b+c)

f(-1) =
(a-b+c)

(a-b+c) = -6
(2)

We'll substitute c = 1 in (1) and
(2):

a+b+1 = 4

a+b = 3
(3)

a-b+1 = -6

a-b = -7
(4)

We'll add (3) and
(4):

a+b+a-b = 3-7

2a =
-4

We'll divide by
2:

a =
-2

We'll sbstitute a = -2 in
(3):

a+b = 3

-2 + b =
3

b =
5

Thereminder R(x)
is:

R(x) = -2x^2 + 5x +
1

How and why does Dickens change from the past tense to present tense and from third-person to first-person narration in A Tale of Two Cities?What...

Dickens'  twelfth novel "A Tale of Two Cities" appeared in
weekly installments between April 1859 and November 1859.  The novel uses the French
Revolution as a backdrop to foreground Sydney Carton's unfulfilled romantic attachment
and love to Lucie Manette. Dickens researched all the details of the French Revolution
meticulously before starting to write "A Tale of Two Cities." His main source for the
historical information was Thomas Carlyle's "History of the French
Revolution."

Being an historical novel it was inevitable
that Dickens intertwined the historical past with narrative present of the main plot of
the novel. The novel is divided into three sections - Recalled to Life, The Golden
Thread and The Track of a Storm.

Dickens begins his novel
in the first chapter with a narrator giving his readers the necessary historical
information in the past tense:

readability="20">

It
was the best of times, it
was the worst of times, it was the age
of wisdom, it was the age of
foolishness, it was the epoch of
belief, it was the epoch of
incredulity, it was the season of
Light, it was the season of Darkness,
it was the spring of hope, it
was the winter of despair,
we had everything before us, we
had nothing before
us,

The plot of the novel
begins in Ch.2  with a dramatic incident in the vivid present which serves to
immediately capture the attention of the readers - Jerry Cruncher's heroic and
successful attempt in giving the note to Mr.Jarvis Lorry at the nick of the moment. The
chapter ends with Jerry Cruncher wondering aloud what Mr.Jarvis Lorry's reply to the
note - RECALLED TO LIFE -  meant. The dramatic incident which is played out then and
there right in front of the eyes of the readers concludes
with

"he
[Jerry Cruncher] turned to walk down
the hill.]

This sentence is
in the third person past .

But the very next chapter begins
with the narrator directly addressing his readers  in the first person present as he
wonders what secrets lie hidden in the bosom of each citizen of a
metropolis:

A
solemn consideration, when I enter a
great city by night, that every one of those darkly clustered houses
encloses its own secret; that every
room in every one of them encloses its
own secret; that every beating heart in the hundreds of thousands of breasts there, is,
in some of its imaginings, a secret to the heart nearest
it!

This rapid change of
tense from past to present and objective third person narration to the first person
present foreshadows the most important
incidents of the novel - Dr. Manette's grim past and Charles Darnay of the Evremonde
family becoming coincidentally his son in law in the sequence of incidents in the plot
being enacted in present time.

Hamlet act I scene ii What are the two main dominant metaphors in these lines?I understand that Hamlet was being sarcastic towards Cladius and...

***

Hamlet act I
scene ii

What are the two dominant metaphors in these
lines?

I understand that Hamlet was being
sarcastic towards Claudius and Gertrude when he spoke these lines but I'm not sure about
the answer to the question above. Could anyone be so kind to offer me an
answer?

"Seems, madam? Nay, it is. I know not
seems.

'tis not alone my inky cloak, good
mother,

Nor customary suits of solemn
black,

Nor windy suspiration of forced breath,

No, nor the fruitful river in the eye,
Nor the dejected havoir of
the visage,
Together with all forms, modes, shapes of grief,
That
can denote me truly. These indeed seem,
For they are actions that a man might
play;
But I have that within which passeth show,
These but the
trappings and the suits of woe."

I must do a double entry journal of Lord of the Flies. I have found the quote but I am unable to describe it, please help!I NEED TO WRITE ATLEAST...

For chapter 6, you are confusing mood with tone.
Mood is
the climate of 
feeling in a literary work. The choice of setting, objects,
details, images, and words all contribute towards creating a specific mood. For example,
an author may create a mood of mystery around a character or setting but may treat that
character or setting in an ironic, serious, or humorous tone. I think your choice of
mood is also incorrect; first refer to his tone, his tone is certainly not hopeful. Try
reading it out loud, including pausing at the punctuation. The mood is dark and somber;
they have just lost the fire, which is their symbol of hope, and their only chance to be
rescued. You can elaborate on how Golding uses language to create this
mood.

For chapter 7, think about the symbolic act and the
characterization. What does it mean to go up a mountain? Who else traveled up a
mountain, think about Biblical allusions - Moses. Who discovers who the real beast is -
Simon. Make the comparison of Simon being the only brave one, who goes against all the
groups, to find the truth. (Christ figure.)

Chapter 8 you
are off on the tone, also. Tone is the author’s
attitude, stated or implied, toward a subject. Some
possible attitudes are pessimism, optimism, earnestness, seriousness, bitterness,
humorous, and joyful. An author’s tone can be revealed through choice of words and
details, and is usually described in one or two adjectives. Think about what Ralph is
saying here -- look at his two metaphors. He is comparing the fire to being saved as
that of a rope to a drowning person, or life-saving medication to an ill person. Who put
out the fire? Now connect it -- What if someone pulled that rope out of the water before
the drowning person could get to it? What if the doctor said "nevermind" and refused to
write the prescription? What tone does that create. Elaborate on the comparitive
choices.

What are The Spies?Are they just children that keep an eye out on their parents to see if they have done anything wrong?

No, the Spies are not just the kids who inform on their
parents.  All kids are supposed to do that.  Rather, the Spies are a youth organization
run by the Party.  It appears that a person becomes a Spy at a young age and then later
graduates into the Youth League.  So the Spies are supposed to be something like the
Hitler Youth -- a group that is meant mainly to indoctrinate the young in the ways of
the Party.

You can see hints about this in Chapter 2.  We
are told that the Spies have been hanging banners for Hate Week.  We also see the
Parsons' son, who is nine years old, wearing his Spies uniform.  This shows us that the
Spies are a formal group that do things other than spying on their
parents.

Here's a line from Chapter 6 that tells shows the
function of the Spies:

readability="15">

By careful early conditioning, by games and cold
water, by the rubbish that was dinned into them at school and in the Spies and the Youth
League, by lectures, parades, songs, slogans, and martial music, the natural feeling had
been driven out of them.

"Puritanism may have set certain limits on the American imagination." Please explain it."It was also one of its essential roots."

It seems to me that the subtext of the question might be
better to appear with the initial quote.  That being said, there might be two parts to
the answer.  The first deals with the limitations on imagination with regards to
Puritanism.  I think that the fear of sin and the overall fearful position in which
Puritans classified themselves in their relationship and understanding to God did limit
imagination to a great extent.  It is difficult and challenging to conceive of any
imagination or the expansion of it if one is in constant fear of how the divine will
react to it.  Puritans were gripped by this concept in their own consciousness and so
one can see how imagination would be limited.  However, in a very paradoxical way, one
could argue that this also served as a way to develop the concept of imagination.  For
example, in Salem, the fear of God and of witches caused individuals' imagination to run
amok in presuming that there are such things as witches and witchcraft present amongst
the townspeople.  Part of this happens because of the preoccupation with God and his
vengeance and the belief in original sin.  In the end, one can see the repression of
imagination due to a fear of the divine as well as an expansion of it when it comes to
different ways in which the holy powers are unhappy with
humanity.

What elements of "Hunters in the Snow" suggest that it is a serious literary work rather than merely an entertaining yarn?

Two prominent literary elements, among others, signify the
literary seriousness of "Hunters in the Snow." One is the thematic ideas that Wolff
develops and the other is the psychological treatment he gives the characters. Firstly,
Wolff explores the issue of male bonding in a uniquely American social and cultural
setting. At the start, the three friends adhere to the contemporary socio-cultural myth
that men are rugged individualists for whom any show of affection is anathema. Then
Kenny, the most physically fit man among the three, gets injured and Frank and Tubs fall
into a period of male bonding, which Wolff carries to its logically illogical extreme as
they would rather neglect Kenny's potentially fatal wound than give up their prized
moment of affectionate male bonding.

Secondly, rather than
tell the tale as an action-focused or behavior-focused story, Wolff tells it as a
psychological study in which the emotional and cognitive reasons and motivations for the
men's behaviors are reveale. For instance, Frank is suddenly more open to male bonding
with Tubs because of his insecurities and guilt resulting his marital infedelities--and
perhaps also because of a sense of psychological liberation since Kenny, the alpha male
of the group, is injured and out of the way.

Methanoic acid & ethanoic acid have melting(deg. C) & boiling(deg. C) point of 8 & 101; & 17 & 118 respectively. An unknown...substance, X,...

Assuming it has to be either methanoic or ethanoic acid,
the most likely answer is ethanoic acid. Both the melting point and boiling point
experimental data are closest to the known values for ethanoic acid. The most likely
explanation for the slight differences is misreading the thermometer, a thermometer that
was not calibrated, or heating the substance too rapidly.  If no stirring was taking
place during the melting process and/or the boiling process there could have been
temperature variations within the bulk of the material that gave the indicated
readings.

In Emerson's Self Reliance,in what way is Self Reliance an example of Romanticism? explain with guotes.

In my mind, the most pressing example of Romanticism in
Emerson's work is the call to break from the conformist chains that bind and constrict
the individual.  The Romantic tendency to distrust society and to praise the independent
nature of the individual is the underlying basis of Emerson's work.  The ability to find
one's own voice and stand for it away from what others in the social order might believe
is a Romantic tendency.  The notion of Transcendentalism's desire to integrate emotions
within the paradigm is highly Romantic, so it would make sense that everything based off
of it might be Romantic, as well.  When "trust thyself" is repeated so often, one need
only recognize its call for subjectivity over all else as part of the Romantic
movement.

I need 3 subtopics of the role of the supernatural in Hamlet and A Midsummer Night's Dream ?

Shakespeare used elements of the supernatural in many of
his plays.  In Shakespeare's day, belief in the supernatural, from witches and ghosts to
goblins and fairies was common.

Without the ghost in
Hamlet, we would not have a play.  The ghost of Hamlet's dead
father tells him that he did not die of natural causes but was murdered by Claudius, his
brother and Hamlet's uncle, now step-father.  As his son, it is his duty to avenge his
father's death.  One of Hamlet's dilemmas is whether or not to believe the ghost.  It
could be the devil come to tempt him into committing murder and thus lose his
soul.

In A Midsummer Night's Dream,
Shakespeare explores the world of Fairy Land ruled by the powerful Oberon, King of
Fairies and Titania, Queen of the Fairies who are quarrelling.  The result of their
argument affects Fairy Land and the non magical world of ordinary human beings, several
of whom find themselves in Fairy Land for a magical evening.  It is only when they
resolve their differences that balance is restored in both
worlds.

Oberon and Puck, his assistant, encounter four
young lovers.  Oberon decides to magically help Helena and sends Puck to take care of
it.  But there is a series of mistaken identify and lovers.  Ultimately, again through
magic, the proper set of lovers are paired.

Titania, under
a magic spell, "falls in love" with Bottom, one of the craftsmen who has come into the
forest to rehearse a play.  Puck, observing the rehearsal follows Bottom off stage and
transforms his head into the head of an ass.  In her own right, Titania shows her power
in seducing the clueless Bottom.

The supernatural worlds of
strange happenings and worlds of fantasy fascinate us today.  The supernatural was good
box office in Shakespeare's day, it still sell tickets today.

Outline the theme of imprisonment as it relates to the short story "Beauty: When the Other Dancer Is the Self."Thanks! :)

I think that one can draw much in way of imprisonment in
Walker's memoir.  The imprisonment that arises is one that asks why one is the way they
are.  There was little imprisonment when Walker was considered to be "the prettiest." 
The imprisonment happens when the last thing she remembers seeing is the tree and its
branches.  From this moment until when her daughter makes her aware of the "world in her
eye," Walker struggles against the rage inside her.  This comes from no longer being
"the prettiest," but it might also emerge from the fact of being considered
"different."  Prior to the accident, Walker might have very well been "the prettiest,"
but in a larger sense, she was socially accepted.  People clamored over her, father
chose her to go the the fair, and others thought her to be "the cutest."  It was only
after the accident that she became marginalized, to a great extent.  It was the physical
deformity of her eye that relegated her to being on the fringes, where she was called a
"one eyed bitch" and where she became the target of others' scorn.  It was here where
Walker was imprisoned by this social order and the collision between both realities, one
of supposed liberation with the new reality of being alienated, happens.  This makes
sense to a great extent, especially in light of what the doctor said about eyes in that
when one goes blind, the other will, as well.  This brings out the imprisonment that she
experiences.  Once the corrective surgery is done, Walker goes back to be beautiful,
"glamorous or whatever," but the imprisonment still is there in trying to reconcile the
past vision of wholeness and the disfigured alienation that happened later on in her
life.  When she dances at the end to the Stevie Wonder song, it is the moment where
imprisonment has ended, the warring factions are set to rest in their unified presence
in that both are Walker, both narratives are her, and she is both of them.  Imprisonment
has given way to unity and symmetry.

Who exactly is Lupe in Buried Onions?I know he's one of Angel, and Jesus's old friends and that he's considered a gangster.... but I can't think...

Lupe is one of the boys who grew up with Eddie in the
barrio. As Eddie says, Coach knew

readability="10">

"all of us glue sniffers - Angel, Lupe, dead
Jesus, and me - since we were on bikes with training wheels. He (knew) that some of us
would mess up, some more than
others."

Lupe is not as hard
core as Angel, but he is clearly headed nowhere, and most probably for a violent end.
Eddie describes him as someone who is always bringing trouble, or asking favors, forever
on the lookout for enemies. Lupe has been "stuck" before, and shows Eddie the scar on
his stomach. He nonchalantly says,

readability="6">

"It doesn't hurt...it's like ice...they just
stitch you and you're on your way...just like Jack in the Box...you're in and
out."

In addition to being a
violent gang member, Lupe is a drug user;

readability="7">

"the insides of his arms (are) blue with spidery
tattoos, the sign of someone who is covering up the needle
bites."

Lupe is headed for a
tragic end, but his brother Samuel is even worse. Samuel is the leader of a junior bunch
of gangsters who are already using knives on people they don't like, even Eddie. Lupe
tries to keep Samuel in line, slapping him, yanking his hair, and yelling that the boy
"should never, ever...pull a knife on a friend," but although Lupe is "scary when he
(gets) worked up," his words fall upon deaf ears. Although Lupe shows more decency than
his little brother, Eddie knows he will not last in the violent environment of the
barrio. Eddie just knows that one day

readability="5">

"some vato would hurt Lupe
bad or he would slow down from scars and broken
bones;"

the future shows no
promise for guys like Lupe.

Why does Henry enlist?

Like many other young men of the period--in both the North
and the South--Henry got caught up in the possible glory to be won on the battlefield.
It would be a great adventure and he would serve his country like the patriotic boy he
was.

Tales of
great movements shook the land. They might not be distinctly Homeric, but there seemed
to be much glory in them. He had read of marches, sieges, conflicts, and he had longed
to see it all. His busy mind had drawn for him large pictures extravagant in color,
lurid with breathless
deeds.

However, his mother
tried in vain to discourage him, but at last Henry made the decision to enlist. She
cried as he left his home for what she worried would be the last
time.

Henry's greatest worry was how he would react once he
was under fire for the first time. Men talked of heroic deeds they would perform on the
battlefield, but others wondered if they would run under the pressure of the Confederate
guns. Henry was not alone in his thoughts. The Tall Soldier expressed his own worries
telling Henry that he would probably run if everyone else ran, but that he would
certainly stand and fight if his comrades did the same.

In "Christmas Memory", the relatives send Buddy off to a military school. How does this complicate the plot?

In "The Christmas Memory," a story is told of a boy
(Buddy) and his [elderly] cousin, and a memory of Christmas celebrations, which though a
long tradition with them, will be their last Christmas
together.

Each year, Buddy and the woman eagerly look
forward to "fruitcake weather," as this announces the imminent arrival of the holidays.
 They spend a great deal of time preparing to make fruitcakes, a total of thirty-one,
which they give to people who have been kind to them over the past year, some total
strangers.

There is a wonderful yet sad and nostalgic tone
created by Capote (the author), as he relates that these two not only share in this
experience, but help each other to survive living among people who 'can make them cry.'
 They are best friends.

However, after this particular
Christmas passes, everything changes.  Buddy is sent away to military school, and summer
camps, so that he does not again get to see his elderly cousin.  This, of
course, stops their yearly Christmas tradition. They keep in touch with each
other for a while, but ultimately, Buddy's elderly cousin is unable, mentally and
physically, to keep us with the making of fruitcakes.  Eventually, knowing
before he is told, he receives a message that his cousin has
died.

These two lonely souls, Buddy and his cousin, had
found refuge and joy in each other's company, and the reader can sense his sadness and a
child's sense of loss in her passing.

What metaphors are there in Act 1 Scene 5 in Hamlet?

This scene is of course a very crucial one for the
development of the rest of the play - Hamlet meets with the Ghost, who he believes to be
his father's shade, and the Ghost tells him how Hamlet's father was killed and then
makes Hamlet swear to revenge him. It is crucial for a number of reasons, as it drives
the rest of this famous tragedy and also raises an important question of whether the
Ghost can be trusted. Note how other characters and Hamlet himself later on in the play
wonder whether the Ghost is truly his dead father or a messenger of darkness sent to
spur Hamlet on his path to self-destruction.

There are lots
of examples of metaphors used in this scene, so I will pick out just a couple. Firstly,
consider how Hamlet responds to the news that his father was killed by murder "most
foul, strange and unnatural":

readability="13">

Haste, haste me to know
it,

that I with wings as
swift

As meditation, or the thoughts of
love,

May sweep to my
revenge.

Note the implied
metaphor here - Hamlet urges the Ghost to tell him more quickly so he can gain his
revenge like an avenging angel - the words "wings as swift" and "sweep to my revenge"
show how Hamlet imagines himself like an angel avenging the death of his
father.

Another metaphor that is used just a bit further on
by the Ghost is one that describes Claudius. The ghost calls him "that adulterate
beast", which clearly expresses his abhorrence at Claudius for first killing him but
then adding insult to injury by stealing his wife as well. The metaphor here describes
Claudius to be sub-human - a kind of animal that cannot control his lust and has no
moral principles to guide him with.

Hopefully this will
help you in identifying a few more. Good luck!

How is Jonas's personality revealed in The Giver? Please provide page numbers.

Jonas is the narrator and protagonist of The Giver, and
therefore a well-developed character.  Since you asked for two quotations, let’s begin
with the beginning.  The exposition of a story is very important for introducing the
reader to the setting and characters.  Since the world of this book is so different from
ours, author Lois Lowry begins by allowing us into Jonas’s head in order to explore the
setting of the story.

I think a good quotation from the
beginning of the book that demonstrates Jonas’s personality is this one from chapter 1,
page 4:

He
had waited a long time for this special December.  Now that it was almost upon him, he
wasn’t frightened, but he was … eager, he decided.  He was eager for it to come.  And he
was excited, certainly.  All of the elevens were excited about the event that would be
coming so soon.

But there was a little shudder of
nervousness when he thought about it, about what might happen. 
Apprehensive, Jonas decided.  That’s what I
am.

This quotation
demonstrates several of Jonas's personality traits.  He is careful, but also
self-aware.  He worries about uncertainty, but he approaches it with excitement too. 
These feelings, and this quotation, foreshadow the important event that will happen at
the ceremony.  Jonas will be chosen as the new Receiver of
Memory.

Another important quotation that describes Jonas is
near the climax of the story, when Jonas has just watched his father inject and kill the
newborn twin.  The video sends him reeling, and for the first time he realizes the dark
undercurrent of his community.  On page 152, at the beginning of chapter 20, after the
voice comes over the speaker:

readability="16">

“I will take care of that, sir.  I will take
care of that, sir,” Jonas mimicked in a cruel, sarcastic voice.  “I will do whatever you
like, sir.  I will kill people, sir.  Old people?  Small newborn people?  I’d be happy
to kill them, sir.  Thank you for your instructions, sir.  How may I help y-“ He
couldn’t seem to stop.

Jonas
does not stop until The Giver shakes him.  His response is physical, visceral and raw. 
He questions everything he has ever known, and he is left feeling hopeless.  By mocking
the speaker, he is mocking the structure of the community.  The speaker is symbolic of
control and sameness.  For the first time, Jonas has a strong feeling about his own
community.

How does Chapter 21 deepen our understanding of Puritan culture in The Scarlet Letter?

To me, this chapter humanizes the Puritans at least a
little bit.

In popular culture, and even in much of this
book, the Puritans seem like a bunch of really dull and narrow minded people.  Someone
once said that Puritanism was the great fear that someone, somewhere, might be happy. 
This chapter sort of takes away from that idea.

In this
chapter, we see the Puritans being at least a little rowdy and a little tolerant.  They
enjoy watching the wrestling and the quarterstaff fights and they are sad when the sword
fight gets broken up.  They allow sailors and Indians to hang out with them and they are
even willing to talk to them some.

So this sort of
humanizes the Puritans in my eyes at least.

What are the building and the city where Napoleon is buried?

Bodily remains of Napoleon Bonaparte are buried at the
Eglise du Dome (Church of the Dome), which is part of the Hotel des Invalides (Home for
Disabled Soldiers), Located in the city of Paris.

On his
death in 1821, Napoleon was originally buried on the island of St. Helena. However, in
1841 his remains were brought to Paris in accordance with his wishes to be
buried:

... on
the banks of the Seine, among the French people I have loved so
much.

The remains were
finally brought to its present resting place in 1861, and a fine monument was created
over it.

What could the Supreme Court have done more constructively during Reconstruction after the Civil War to unite the North and the South.

I would like to take another angle on this question, as
some decisive action by the Supreme Court - or any action at all - could have made a
difference in the immediate postwar period.  The Black Codes, for example, were sets of
laws passed from county to county that put a large number of restrictions on free
blacks.  It limited their ability to travel, to own property and required they work for
a white person.  All of these were clearly unconstitutional, violations of the 13th and
14th amendments the country had just adopted.  The Court could have struck down these
provisions, and the Congress could have funded enforcement of the
rulings.

This was unlikely, given the conservative nature
of the Court during Reconstruction, and the apparent unwillingness of northern
politicians or civil rights advocates to pursue legal challenges to such laws, but it
was possible.  The death of Lincoln and the abolition of slavery itself took the steam
out of most of the civil rights efforts of the time.  Nevertheless, the Court could have
taken a more active role in protecting the nation's newest
citizens.

Now, would this have unified the country itself? 
Not necessarily, but it wouldn't have divided it further either, as their inaction most
certainly did.

What is arbitration and explain in detail?

Arbitration is a process of judging and settling of
disputes by a person not acting as a an judge appointed by law, but by a person or a
group of person jointly accepted by the parties in disputes as having the authority to
examine the dispute and give judgement. The arbitrator appointed may have a legal
background, but this is not an essential requirement for acting as an arbitrator. Such
arbitration judgement, generally called awards, are limited to decision involving
monetary matters and meeting of contractual, commercial and social obligations.
Arbitrators are not expected to give punishments such as jail
sentence.

The arbitration process can be absolutely free of
any legal formal legal binding, but there are provisions in law of many countries that
provide some legal backing to the process and judgement of
arbitration.

The process of arbitration is employed to
facilitate settlement of disputes without incurring the cost and time of formal legal
process. Arbitration is now used by individuals, groups, companies and
nations.

In a properly conducted arbitration the
arbitrators ascertain the facts, and claims of different parties to the dispute by
calling for information from them, which can be provided verbally or in writing. The
arbitrators may also obtain and study any other information considered relevant. Unlike
formal legal proceedings, the arbitrators play a major role on the kind of information
to be collected, rather on rely just on what is presented by the contending
parties.

Generally, arbitration process does not involve
representation of a case by advocates or other legal professionals. However, it may be
permitted in some cases depending upon nature of arbitration and decision of the
arbitrators.

2 metaphors in chapter 2

This is the chapter where the boys decide they need to
build a fire on the mountain so that they can capture the attention of any ships that
might be passing by them. There are several metaphors that refer to the fire, flames and
logs that they use to make the fire. For example: "smoke on the mountain" and "platform
of forest" and "the grotesque dead thing" and "breeze was a river of sparks" and "beard
of flame" and "tree of sparks" - all of these apply to the fire or the materials that
they use to create the fire. There are other non-fire related metaphors, but these stand
out. Earlier, the little boy that is afraid of the "beastie" is referred to as "a shrimp
of a boy" and later in the chapter there is "the sun in the west was a drop of buring
gold".  If you read on towards the end of this chapter, you will see additional fire
metaphors - there is a simile that compares the fire to a "squirrel" but then
afterwards, this image is intensified with additional "squirrel" metaphors that compare
the smoke from the fire to a squirrel.

In the Prologue, Ismene says, "We are only women, we cannot fight with men, Antigone." In the Prologue, Ismene says, "We are only women, we cannot...

Creon treats women as inferiors and does not like them to
oppose him. Antigone infuriates him because she stands up to him in front of others and
wins the opinion of the Choragos.

I do believe that
Antigone would have been treated differently if she had been a man. First, Creon is
furious when he discovers that not only has someone disobeyed his order about leaving
the body but that that person is a woman. Creon, as a new leader, does not want someone
questioning his authority, and it is especially damaging when a woman challenges him--it
makes him appear weak.

Similarly, if Antigone were not a
woman, Creon might have been more willing to listen to her reasoning for trying to bury
her brother's corpse.  But instead, Creon views himself as the logical one and wants no
explanation from his niece.

Antigone's being a woman also
complicates Creon's handling of her sentence.  If she were a man, Creon most likely
could have followed through with his threat to execute anyone who disobeyed his order,
but when he finds out that Antigone is the one who defied him, he is placed in a
precarious position.  She is able to garner sympathy and respect from the Chorus, the
Sentry, and from Creon's own son (Antigone's fiance).  If she were a man, Creon would
not look unusually cruel for following through with his order.

I need a detailed summary of the poem "The Frog and The Nightingale" by Vikram Seth.

readability="33">Summary

The
poet, Vikram Seth, very cleverly gives us a message of the importance of self-confidence
and moral courage in his poem - The 'Frog and the Nightingale'. Once in a bog, a frog
sat under a Sumac tree and croaked all night in a loud and unpleasant voice. The other
creatures loathed his voice but their complaints, insults and brickbats couldn't stop
him from croaking stubbornly and pompously, insensitive to the disturbance he was
causing.

Then, one night a nightingale appears at the bog. Her melodious voice
captures the admiring attention of the creatures of the Bingle Bog. Ducks and herons
swim towards the Sumac tree to hear the nightingale serenade. Some lonely creature even
weeps hearing her song. When she stops, there is thunderous applause with the creatures
demanding a repeat performance (encore). The jealous frog disturbed by the intrusion of
a challenging rival listens to the nightingale dumbstruck.

Next night,
when the modest bird prepares to sing, the plotting frog interrupts and posing as a
music critic, says that the technique was fine, of course, but it lacks a certain force.
Unassuming and not used to any kind of criticism, she defends herself by saying, "At
least its mine".

Is Jem starting to understand more about Boo Radley than Scout in To Kill a Mockingbird?

After finding the first gifts in the knothole of the
Radley oak tree, Scout doesn't seem to have a clue from where they have come. Jem
believes they may have been left by a student with the intention of picking them up on
the way back from school. But when the Indian Head pennies appear, Jem sees it as a sign
of good luck.

readability="7">

Before Jem went to his room, he looked for a long
time at the Radley Place. He seemed to be thinking
again.

Although they
continued to play the Radley Game, Jem receives another clue from where the gifts came
when Boo's brother cemented the knothole. When Atticus explained that the tree was
healthy, Jem seemed to recognize that Boo's brother's intent was to stop the gifts from
being given. Jem finally comes to the realization that Boo was trying to be their friend
on the night of Miss Maudie's house fire. A blanket had been placed on Scout's
shoulders, and Atticus hinted that it could only have come from Boo. Jem then began
"pouring out our secrets left and right in total disregard of my safety if not for his
own..." He told Atticus that Boo could have

readability="8">

"... cut my throat from ear to ear that night,
but he tried to mend my pants instead... he ain't ever hurt us,
Atticus--"

When Scout
understood that it was Boo who had placed the blanket across her
shoulders,

My
stomach turned to water and I nearly threw
up.

From that point on, the
children stopped playing the Radley Game, and

readability="5">

... tormenting Boo Radley became
passe.

I need help getting started on an essay about responsibilities making teenagers feel like they have lost youth; it's stated below.Have the...

You sound like you are looking for two things here: 1)
intro ideas, and 2) overall ideas for your paper.

1. Think
about the voice of this piece as you begin. Is it to be a personal narrative? If so,
open with a word picture of a teen's life, or even a teen's room that reflects all these
stresses. Is it to be an expository academic essay? Find some statistics that
demonstrates teens growing up so fast... teens working today compared to 20 years ago,
teens caring for adults in the home as compared to 20 years
ago.

2. Honestly, your life today in terms of responsibilty
is much easier than those of generations before you as pointed out above. So, let's look
at some of those things that have robbed you of youth. School responsibilities today
that are more demanding include your extra-curricular activities. Today, students in
sports must remain in that sport year-round to be competitive in it. Academics are
competitive in highly populated parent college educated areas, but not so much in rural
America or inner-city America. Home responsibilities today may include caring for
siblings, an ill-parent, or being the missing parent in single-parent homes. This is
different because we do not equip you to have these skills as parents or teachers. In
other generations that preceded you, parents and children worked together to learn
care-taking skills. Work rarely comes into play for teens today because of the economy,
they are fighting out-of-work adults for employment. Teens who do have jobs and who
juggle that with everything else (school, helping at home, and extra-curricular
activities) are certainly feeling the loss of youth.

Regarding Animal Farm, did anyone follow Stalin's ideas after his death, and when Napoleon dies will a new leader will be elected similar to...

I guess this depends on what you mean by "Stalin's
ideas."  In a way, people did continue on with his ideas for almost 40 years after he
died.  The Soviet Union continued to be communist and the members of the Party continued
to have all sorts of privileges that regular citizens did
not.

On the other hand, the worst of Stalin's ideas did not
survive.  The guy who ruled after him, Nikita Khrushchev, denounced Stalin's way of
ruling and did not follow it.  There were no more mass purges and mass executions after
Stalin died, for example.  So the basic idea of communism survived, but Stalin's brutal
ways did not survive as much.  (There was still a great deal of repression, but not
nearly as much as in Stalin's time.)

So if Animal
Farm follows real life, the next one to take office will surely be a pig who
believes in Napoleon's general ideas.  But this pig will presumably not do things like
killing all those animals for supposedly helping Snowball.

In My Side of the Mountain, compare and contrast Sam and his father in three sentences.

Sam loves the land, while his father loves
the sea. Sam's Dad had been a sailor once, but when Sam was born, he took
a job working on the docks in New York. Sam's Dad, though, prefers the sea, "wet and big
and endless." He says, "the land is no place for a Gribley," but Sam, as he sits on the
mountain, knows that for him, "the land (is) just the place for a Gribley" (Chapter 2 -
"I Get Started on this Venture").

Sam is
adventurous, and his Dad is too. Sam has resolved to run off and live
alone on the mountain, and, though his Dad laughs at him, he understands, because when
he had been Sam's age, he had wanted to run off looking for adventure too. Sam's Dad had
almost gotten on a boat headed for Singapore, but at the last minute, he had changed his
mind, running back down the gangplank just before the boat had set off from the shore.
Still, Sam's Dad knows what it feels like to want to run away and do things on his own.
When Sam tells his Dad about his plans, his Dad says, "Sure, go try it. Every boy should
try it" (Chapter 2 - "I Get Started on this
Venture").

Sam is more determined than his
Dad was as a boy; he knows that he will carry out his plans, but his Dad does not
believe that he will.  When Sam sets out to live alone on the mountain,
his Dad says, "If you find the place, tell someone at Delhi...I may visit you someday."
Sam knows that he is kidding though, because in truth, his Dad "thought (he'd) be home
the next day." To everyone's surprise, Sam does indeed go up the mountain, and manages
to live his dream for a time. He has accomplished what his Dad did not as a boy,
following through and making his adventure a reality (Chapter 3 - "I Find Gribley's
Farm").

The equation x^2-2kx+7k-12=0 has real and equal roots. Calculate k !

The roots of the equation  x^2-2kx+7k-12=0 are real and
equal, when the discriminant of the equation, delta, is
zero.

delta = b^2 - 4*a*c, where a,b,c are the coefficients
of the equation.

Let's identify
a,b,c:

a = 1

b =
-2k

c = 7k-12

delta = (-2k)^2
- 4*1*( 7k-12)

delta = 0  => 4k^2 - 28k + 48 =
0

We'll solve the
equation

4k^2 - 28k + 48 =
0

We'll divide by 4:

k^2 - 7k
+ 12 = 0

We'll solve the
quadratic:

k1 =
[7+sqrt(49-48)]/2

k1 =
(7+1)/2

k1 = 4

k2 =
(7-1)/2

k2 =
3

So, the equation will have 2 real equal
roots when k = {3 ; 4}.

What is the conflict in "The Girls in Their Summer Dresses" by Irwin Saw?

The central conflict in Irwin Shaw's "The Girls in Their
Summer Dresses" exists between Michael Loomis and his wife of five years,
Frances.

A conflict is "the struggle between opposing
forces." The two forces here are Michael and Frances. As the couple walks along one
November day in New York City, Frances comments on the fact that Michael is watching the
women that pass by. This is not something new. Obviously Frances has noted this habit
for a very long time, but it is now being addressed by Frances as they
walk.

The noticeable conflict is that Michael watches other
nice-looking women. This makes Frances feel extremely self-conscious and sad, even
though she is still a beautiful woman. However, Michael also is
demonstrating his lack of regard for his wife and a sense that he is entitled to do what
he chooses. In fact, he refuses to admit if he is right or wrong, and he tries to blame
his truthful declarations on Frances:

readability="10">

"I look at women," he said. "Correct. I don't
say it's wrong or right, I look at them. If I pass them on the street and I don't look
at them, I'm fooling you, I'm fooling
myself."

When Frances accuses
Michael of wanting these women he says:

readability="10">

"Right," Michael said, being cruel now and not
caring, because she had made him expose himself. "You brought this subject up for
discussion, we will discuss it
fully."

Michael cares more
about his own pleasures than the feelings of his wife. This realization (which may not
be completely unsuspected by Frances) hurts her deeply. And as the story goes on, we
understand that Frances loves Michael, though it may be in a much too grasping and
desperate way that makes her husband unhappy: in fact, he may be pulling away because
she exhibits a sense of desperation that Michal cannot live comfortably
with.

What are the main causes of low human population density in many polynesian islands? What constructions alowed for high human population in...

What Diamond is saying in this book is that civilization
is sort of an accident -- places that have good climates and good luck can have lots of
people and civilizations.  In Chapter 2, he is saying that high population densities
come about by luck in these islands too -- places where farming is possible can have
large populations, places where people have to be hunter-gatherers cannot have dense
populations.

The only real "construction" that allows for
high population densities is agriculture.  Agriculture allowed people to grow excess
amounts of food and, thereby, to feed more people.

Find the equation of the straight line which makes angle 30 with positive direction of x axis and cuts intercepts +5 on the y axis .

Because, from the enunciation, we have information about
the slope and the y intercept, we'll put the equation into the standard
form:

y = mx + n

m - slope of
the line

n - y
intercept

Because we know the inclination of the line, a =
30 degrees, we could calculate the slope:

m = tan
30

m = sqrt 3/3

From
enunciation, we know that n = 5.

We'll write the equation
of the line:

y = (sqrt 3/3)*x +
5

We'll re-write the equation in the general
form:

3y - (sqrt3)*x - 15 =
0

How is the First Purchase church used on weekdays?

The white men gamble in it. You could say it is used as a
casino. This probably begs the question, with so many of their own churches in town (the
Baptists play the Methodists in football), why don't they use their own houses of
worship? The book never tells us, but that is the beauty of Harper Lee's work. She leads
us as a reading audience to draw our own conclusions about what happens in the text. So,
if you are answering a question for class or having to analyze what goes on in the
church building during the week, draw a conclusion about what you know now. What does
that show further about the society and race issues in
Maycomb?

Hope that helps.

Describe the Prince's fortification in "The Masque of the Red Death".

In Poe's "The Masque of the Red Death," Prince Prospero
looks himself, along with a great number of people from his kingdom, in a castle-like
structure that he hopes will serve as protection from the Red
Death.

The structure, which is sealed shut so that no one
can enter or exit, is designed to be the permanent residence for its inhabitants for a
period of months.  Designed by Prospero, the castle reflects the Prince's "love of the
bizarre":

The
apartments were so irregularly disposed that that vision embraced but little more than
one at a time.  There was a sharp turn at every twenty or thirty yards, and at each turn
a novel effect.  To the right and left, in the middle of each wall, a tall and narrow
Gothic window looked out upon a closed corridor which purused the windings of the
suite.

More interestingly,
each "apartment" is themed in a different color, which some critics interpret as
representing the different stages of a person's life.  The seventh and final room is
"shrouded in black tapestries that hung all over the ceiling and down the walls" and has
windows that are blood-red in color.  Moreover, this room contains a gigantic ebony
clock whose sound makes the castle's inhabitants stop and shudder each time it
rings.