In the novel Animal Farm, why does Napoleon order the animals to plow the grazing fields?

The answer to this question can be found in Chapter Eight of Animal Farm. With the Battle of the Windmill over, and the attack by Frederick driven off at great cost, the pigs celebrate by getting into a case of whiskey they find in Jones' cellar. They get very drunk, with Napoleon careening around the yard wearing Jones' old hat, and they even sing "Beasts of England," which the other animals had been forbidden from singing. Afterwards, Napoleon has such a hangover that the pigs fear he is dying. But when he recovers, he begins to take an interest in whiskey-making, sending Whymper to buy books on the subject. This is why the grazing ground was plowed up. Napoleon plans to plant barley there for making whiskey. This series of events also leads to another alteration in the Seven Commandments, which once ordered that no animal should drink alcohol. The Fifth Commandment now read "No animal shall drink alcohol to excess" (109). 

Why are papayas yellow?

Papaya fruits are yellow because of the conversion of the carotenoid lycopene to other carotenoids, beta-carotene and beta-cryptoxanthin, by enzymes such as lycopene beta-cyclase. These carotenoids are pigments that are responsible for producing the yellow and reddish colors seen in plants. Both beta-carotene and beta-cryptoxanthin, as well as the other carotenoids such as lycopene, can function as antioxidants, helping the body to remove free radicals.

Specifically, beta-carotene and beta-cryptoxanthin can be converted to vitamin A once in the body. Studies on the consumption of carotenoids reducing the risk of disease and cancer in humans have shown mixed results. Some studies suggest that a diet high in carotenoids can lower the risk of cardiovascular problems and the risk of developing some types of cancer. However, direct supplementation of beta-carotene in smokers does not seem to support this claim and is shown to increase the risk of developing lung cancer. Interestingly, consumption of too much beta-carotene can lead to what is known as carotenodermia which causes no overall health problems, but does turn the skin a yellowish color.

Hope this helps!  

`||bbv|| = 3/4, theta = 150^@` Find the component form of `bbv` given its magnitude and the angle it makes with the positive x-axis.

You need to find the component form of the vector v = <a,b>, hence, you need to use the information provided.

You need to evaluate the magnitude |v|, such that:

`|v| = sqrt(a^2+b^2)`

`3/4 = sqrt(a^2+b^2)`

The direction angle of the vector is `theta = 150^o` , hence, you may use the following formula:

`tan theta = b/a => tan 150^o = b/a`

`tan 150^o = tan(180^o - 30^o) = -tan 30^o = -sqrt3/3`

`-sqrt3/3 = b/a => b = -a*sqrt3/3`

Replacing `-a*sqrt3/3 ` for b yields:

`3/4 = sqrt(a^2+a^2/3)=> 3/4= +-2a/(sqrt3)=> a = +-(3sqrt3)/8 => b = +-3/8`

Hence, evaluating the components of the vector v, yields `<(3sqrt3)/8 ,-3/8>` or `<-(3sqrt3)/8 ,3/8>.`

What is the formula for calculating the tangential speed?

I will assume you're talking about the tangential speed of a particle following a circular trajectory. But you can also give sense to the tangential speed of arbitrary trajectories by the use of derivatives and tangent vectors.

A formula for the tangential speed, for a circular motion, can be constructed based on the data available to you. For instance, if it the centripetal force `F_{cp} ` acting on the particle is given to you, then you can find the tangential speed of the trajectory as a function of the radius of the trajectory and the mass of the particle.

`v = sqrt({F_{cp}R}/{m})`

In this answer, I will assume the values of the radius of the trajectory and the angular speed (that is, the number of revolutions per unit time made by the particle) are given to you. So, for a circular motion of constant angular speed `w` and constant radius `R` , the tangential speed is given by the following formula:

`v=wR`

But remember, this is only one of the many ways of obtaining the tangential speed of a circular trajectory. It all depends on the context and values given to you. As an example, there are problems in which the angular speed is not constant with time, and this changes the formula.

If the angular speed is not constant, and the angular acceleration `alpha` and the radius `R` are constant with time, then the tangential speed will be given by the following formula:

`v(t)=(w_0 + alpha t)R` ` `

Notice that the tangent speed is now a function of time.

In general, you should analyze your problem and construct a formula for calculating the tangential speed, or any other variable. Try to avoid these specific formulas for specific cases and focus on the construction of them.

What role does disillusionment play in the story "The Necklace" by Guy de Maupassant?

Disappointment in her social position is experienced by Madame Mathilde Loisel as she longs for a life of finesse, luxurious possessions, and adulation. But, after attending an evening reception at the Ministerial Mansion, where she has had a deliciously enjoyable evening, Madame Loisel imagines herself as a lady to be admired. However, she soon experiences great disillusionment in what she has thought was a triumphal evening.

At the ball, Madame Loisel thinks of nothing but her admiring audience as she finds herself "the prettiest one there, fashionable, gracious, smiling, and wild with joy." The men all turn to admire her, and desire to be introduced to her. Even the Cabinet officials wish to waltz with her. Moreover, the minister takes notice of her. So, Mme. Loisel spends a triumphal evening, ignoring her husband, and giving no serious thought to anything in the "triumph of her beauty." She delights in her feelings of success and sense of victory over the other women at this ball.

However, once she discovers that she has lost the necklace borrowed from her old school friend, disillusionment sets in. For, Madame Loisel realizes that this single loss has plummeted her into a life of deprivation. For, she and her husband must henceforth work constantly to pay for the diamond necklace that they have purchased as a replacement so that her friend would not learn of her carelessness.

Madame Loisel experienced the horrible life the needy live....
She learned to do the heavy housework, to perform the hateful duties of cooking. She washed dishes, wearing down her shell-pink nails scouring the grease from pots and pans...she took the garbage down to the street....And clad like a peasant woman,...she bargained with the fruit dealers, the grocer, the butcher, and was insulted by them.

The necklace itself is symbolic of Madame Loisel's disillusionment. For, it is the object of her suffering, as it wreaks retribution upon Mathilde for her vanity as well as the pettiness and hypocrisy of the bourgeoisie that Maupassant often attacked in his stories.

Are there any connections between Joseph Conrad's life and his book Heart of Darkness?

Though his novella Heart of Darkness is obviously fiction, Joseph Conrad drew heavily from his own personal experiences to write the book. For instance, Conrad traveled widely as a young man while working as a sailor. He originally began his seafaring life as a member of the French merchant marines, but by the time he was 21, Conrad had joined the British merchant marines (it was this job that enabled him to become a British citizen, as he was born Polish). During his travels, Conrad visited Asia, Australia, India, and Africa, including the Belgian Congo.

We can see many parallels between Conrad's life and Heart of Darkness. Marlow, for instance, is also a sailor who has traveled to distant continents. Additionally, both Conrad and Marlow visited the Belgian Congo, and so we can assume that Marlow's description of the place relies heavily upon Conrad's own experience. However, in comparing the novella to real life, it's important to remember that Marlow is not meant to be a stand-in for Conrad; Marlow is a fictional character. As such, while Conrad certainly drew from his own adventures to create Heart of Darkness, it's important to remember that the book is still a work of fiction, and cannot be taken to be entirely autobiographical.

How does Bud change in Chapter 4?

In chapter 4, Bud has been victimized by the Amos family with cruel treatment for some time. As an orphan, he has been taught to be grateful and passive at this new home so that the family will keep him. Up until chapter 4, Bud follows these guidelines and tells adults, even those cruel to him, what they want to hear.

In this short chapter, however, the reader is introduced to a new Bud who will stand up for himself. Bud changes from a victim to a perpetrator of revenge and justice. He breaks out of the imprisoned situation in which the family had him. He decides to flee and never return to the orphanage. Lastly, he makes one gesture that is both revenge and a measure of protection. He creates a situation, acting in a way he has not before, where he can be sure to cause upset in the Amos family. He causes the Amos' son to wet the bed so that Mrs. Amos will see that her son is not perfect. He hopes that perhaps future foster children will not be as abused as he was by the Amos family because they now will see that their son and not the foster child is the cause of the household turmoil.

What are some quotes from The Giver that represent loyalty?

All citizens in the community are loyal to their community to the point of not questioning anything.

No one in the community questions the community. In fact, Jonas often comments about how certain behaviors are considered letting the community down. The community is everything. For example, when Jonas tells about the release of the pilot, he describes it as a failure for the community.

For a contributing citizen to be released from the community was a final decision, a terrible punishment, an overwhelming statement of failure. (Ch. 1)

The concept of togetherness known as Sameness is not questioned by anyone in the community. It means that everyone unquestionably follows the rules. There are many rules, governing everything from how to dress and speak to the telling of feelings and dreams. Everything is designed to keep everyone reliant on the community and loyal to the community.

The ceremonies are a perfect example of community loyalty and togetherness.

The entire community attended the Ceremony each year. For the parents, it meant two days holiday from work; they sat together in the huge hall. Children sat with their groups until they went, one by one, to the stage. (Ch. 6)

There is a ceremony for every age group up to twelve. The fact that all children born in a year “age” together is symbolic. It is designed to build loyalty to the other citizens and to the community. The elders are the ones who assign a person’s job at the Ceremony of Twelve. This is another example of loyalty, because everyone in the community accepts their job without question and the jobs are designed to benefit the community, not the individual.

When Jonas is chosen to be the Receiver of Memory, he learns that unquestioning loyalty to the community is not necessarily a good thing. The first thing he notices is that The Giver has books, unlike the others in the community, and has the ability to turn the Speaker off. 

From the time Jonas begins his training, his loyalty begins to shift. He becomes loyal to the Giver more and more, and to his community less and less. Jonas begins to want more. He develops the ability to see colors, and he learns above love.  Jonas wants there to be love in his community too.

"Things could change, Gabe," Jonas went on. "Things could be different. I don't know how, but there must be some way for things to be different. There could be colors. ... There could be love ..." (Ch. 16)

Jonas demonstrates his shifting loyalty by not taking the Stirrings pills. All other citizens take the pills as soon as they begin puberty. It forestalls hormones and keeps a person in a pre-adolescent state. Jonas stops taking the pills because he wants to feel again. He is no longer willing to blindly follow the community's rules. He is realizing that there are more negative aspects to the community than he ever realized.

In the poem Dulce et Decorum Est by Wilfred Owen, please explain the lines of the last stanza where the gassed soldier suffers after he is put in a...

Wilfred Owen, in depicting the atrocities of war, creates very graphic and distressing visual images in his World War I poem, Dulce et Decorum Est. He makes no apologies in his attempts to remove the romantic notion of war as if, like the title suggests, it is noble and glorious. Owen takes this title, and the last words of the poem, from Horace's Odes and exposes "the Old Lie" by personalizing the poem and reliving one soldier's own trauma as he witnesses a fellow soldier, helpless and dying before him.

The young man whose misfortune it is to be unprepared for the gas attack, "plunges at me, guttering, choking, drowning." The man is obviously choking on his own blood and the narrator wants the reader to imagine a terrible ("smothering") dream where the reader is also walking with the men. The dying man has been thrown ("flung") into a wagon while the survivors "pace behind." To the young survivor's horror, he is aware of the dying man's pain and fear; which he can see in "the white eyes writhing in his face." This means that the dying man may not be able to move his body to reveal his pain but his eyes are "writhing" meaning that they are moving rapidly and uncharacteristically in all directions, and together with his "hanging face," reflect the horror of the moment. 

Owen uses a simile to describe how the dying soldier's face is "like a devil's sick of sin." The situation must be dire for the devil to be tired of sin because the devil's very existence relies on sin and so the reader can understand that the dying soldier no longer sees the glory in war just as if the devil no longer sees the so-called glory (for him anyway) in sin. Only the pain and suffering is left behind.  

Every time the wagon goes over a bump ("jolt"), the dying soldier coughs and the blood which has by now filled his lungs, is "gargling." Owen uses the word "gargling" because it sounds inoffensive until you consider it in context with cancer. The dying soldier's mouth is filled with his blood and the sounds and visuals are "obscene as cancer," suggesting that you can't really see the damage (just like cancer) but it is apparent. "Cud" is partly digested food which returns stomach acid to the mouth when it is regurgitated and, in this case, the dying soldier may as well have sores on his tongue. The young soldier is "innocent" and his only part in this war is to fight for his country, to do his duty. It is time to reveal that war is violent and unforgiving and Owen contends that it is not noble at all. Where is the nobility in such suffering?

In "Mending Wall," what does Robert Frost portray the hunters as?

In Frost's poem "Mending Wall," the speaker says that nature does not love a stone wall and will gradually tear it down. Ice creates gaps in the stones and the unfreezing topples them from the wall. 

The speaker then mentions that there are also man-made reasons a wall falls apart. He has had to replace stones in his wall that have been torn apart by hunters in their desperate attempts to catch their prey. The speaker says that "they [the hunters] would have the rabbit out of hiding,/To please the yelping dogs." This line suggests that the hunters are cruel because they only want to kill the rabbit so their hunting dogs are happy and that they are casually indifferent to the hard work of keeping the wall maintained. The hunters do not think about their destruction of the wall; they simply focus on their immediate pleasure. Frost's characterization of these hunters suggests that they are representative of all mankind. Just as nature works to destroy the wall, men destroy the wall - for the speaker, a necessary thing - through ignorance and cruelty. 

How do I write a monologue for the "gentlewoman/lady in waiting" character in Shakespeare's Macbeth?

In order to construct a monologue for the Gentlewoman, Lady Macbeth's lady-in-waiting, you would need to pick out her most important contributions to the scene and then have her give voice to the fears or concerns that motivate them.

First, she is clearly disturbed by Lady Macbeth's sleepwalking, so much so that she has called the doctor to come and wait up with her so that he, too, can see the queen's strange behavior.  When he asks her what she has heard Lady Macbeth say, she replies, "That, sir, which I will not report after / her" because there is "no / witness to confirm my speech" (5.1.15-16, 5.1.19-20).  She seems to fear having her used words against her, perhaps because life in the Macbeth household at this point is so full of paranoia and suspicion.  

Next, the gentlewoman tells the doctor, "It is an accustomed action with her to / seem thus washing her hands.  I have known her / continue in this a quarter of an hour" (5.1.30-32).  She knows that this action is linked to some terrible guilt resting heavily on her mistress's conscience because she says, "I would not have such a heart in my / bosom for the dignity of the whole body" (5.1.57-58).  In other words, she recognizes that Lady Macbeth's malady is emotional, even perhaps spiritual, in nature.  This would likewise make her fear to expose her mistress to the ridicule or judgment of others.

The gentlewoman truly seems to wish that all will be well, and when the doctor says so, she responds, "Pray God it be, sir" (5.1.61).  She appears to pity her mistress.  Even though the queen clearly has some terrible deeds on her conscience (so many that she imagines that she cannot clean the blood from her hands), the gentlewoman seems to have no wish to betray her confidence.  That, or she is so scared to betray her mistress that she can only call a physician (that way, she can say that she was only concerned about Lady Macbeth's health).  In constructing a monologue for this character, it might be important to emphasize either her pity or her fear as the motivation for calling the doctor, or to explain how both factor, if you believe they do.

What types of persuasive techniques are in chapter 7 of Animal Farm?

In chapter seven, Napoleon asserts his power more cleverly and brutally than ever before. In an effort to gain more power and control over his comrades, he seeks to change what they remember as their own history while also using fear, manipulation, and death to persuade everyone to accept his rule over them. It starts when Napoleon has clearly failed as a leader to provide for his comrades. During the winter, everyone is starving due to Napoleon's selfishness, and lack of planning and preparation. Rather than take responsibility for driving Animal Farm into the ground, Napoleon sends out Squealer to blame Snowball for sabotaging everything. By distracting the animals with gossip, rumors from the humans, and distorted facts, they become confused as to who is truly responsible for their plight. As a result of Squealer's speeches blaming Snowball for everything that goes wrong, the animals follow the unsubstantiated claims and spread more rumors.

"If a window was broken or a drain was blocked up, someone was certain to say that Snowball had come in the night and done it, and when the key of the storeshed was lost, the whole farm was convinced that Snowball had thrown it down the well" (70).

The animals are so easily persuaded to believe whatever Squealer tells them that they eventually help perpetuate the problem of spreading lies! It's always easier to blame someone else than take responsibility for one's own negligence; so this is one of the most persuasive techniques used by Squealer to get the animals on his and Napoleon's side.

Next, Napoleon uses fear and intimidation tactics to persuade his comrades to obey him. The dogs that he raised from when they were puppies are now his bodyguards and henchmen. One day Napoleon calls a farm meeting where the dogs force four pigs to confess that they had been in league with Snowball from the beginning and aided him with his treachery with Mr. Jones. The dogs slaughter them in front of everyone. Three hens, three sheep, and a goose are all slaughtered next for miscellaneous crimes in front of the whole farm. The demonstration by Napoleon shows those who remain living what will happen to them if they are not persuaded to obey him.

As a result of these tactics, no one dares say or do anything against Napoleon. Clover expresses her feelings about such persuasion as follows:

"If she could have spoken her thoughts, it would have been to say that this was not what they had aimed at when they had set themselves years ago to work for the overthrow of the human race. These scenes of terror and slaughter were not what they had looked forward to on that night when old Major first stirred them to rebellion. . . Instead. . . they had come to a time when no one dared speak his mind, when fierce, growling dogs roamed everywhere, and when you had to watch your comrades torn to pieces after confessing to shocking crimes" (77-78).

Clearly times had changed over the years because now the animals lived under a ruler who lies and threatens them with their lives if they disobey or question anything he says or does.

Why is it important to Amir to tell Soraya's parents who Sohrab is?

Afghan culture, like many cultures, has value systems based on a person's ethnic background. Sohrab's ethnicity is from one of the lowest-caste groups in Afghanistan, which is known as Hazara. Many prejudices exist against the Hazara, which in turn contribute to their horrific mistreatment at the hands of the Taliban. 

When Amir brings Sohrab back to the United States, Soraya's parents continue to partake in their cultural biases, holding prejudices about Sohrab and even going so far as to refuse to call him by name, referring to him only as "that Hazara boy."

Amir, after a certain amount of time, loses patience, and reveals Sohrab's identity as his nephew, if illegitimate. It is personally important to Amir to recognize Sohrab's identity because he is unable to do so with Sohrab's father, whose death has prevented Amir from fully and directly atoning for his childhood sins.

Discuss the Children’s Internet Protection Act and its evolution.

The Children’s Internet Protection Act, CIPA, as a safeguard for minors using technology and the Internet in institutions receiving e-rate funds. If a school or library is using funds from the federally funded e-rate program, they must certify that they are enforcing the Children’s Internet Protection Act. Filters that protect minors from inappropriate information on the Internet have to be in place before e-rate funds are released.The act was first established and implemented in 2001 and updated in 2011.

When applying for e-rate discounts the institutions certify that they are able to filter images that are “a) obscene; (b) child pornography; or (c) harmful to minors (for computers that are accessed by minors).” E-rate discounts are not available to schools, libraries, or other qualified institutions until the safety measures are in place on any computers that are accessible by minors.

Schools have even more stringent stipulations to meet certification regulations. E-rate funded schools must demonstrate that they have an Internet safety curriculum in place. The curriculum educates students about safe online interactions, and how to behave responsibly on social media and in chat rooms. In addition, the implications of cyberbullying have to be addressed in the lessons. The ability to monitor, but not track, online activities of minors is another issue that schools have to address and implement to receive e-rate money.

How can I write a word-level analysis of this soliloquy from Othello? "When devils will the blackest sins put on They do suggest at first with...

First some context: The entire monologue, beginning with “And what's he then that says I play the villain?” and concluding with “… That shall enmesh them all,” is said by Iago, Othello’s villain. He is describing how he will destroy Othello by using Othello’s wife Desdemona against him. The first part of the speech argues that he is helping the disgraced Cassio by advising him to ask for Desdemona’s help. The second part reveals that this is part of a plot to make Othello jealous of Cassio.

Iago says, “When devils will the blackest sins put on, / They do suggest at first with heavenly shows.” Here Iago is comparing his actions, which are seemingly benevolent, with the wicked suggestions of devils, who are clearly evil. These offenses are not merely bad or sinful; they are “the blackest sins,” the very worst crimes. Iago contrasts this with the “heavenly shows” these devils put on when they suggest evil to unwitting victims. Both Iago and these devils mask their evil intentions with an appearance of goodness.

Later on, Iago says he will turn Desdemona’s “virtue into pitch,” once again contrasting something good (virtue) with something bad (pitch, a dark and sticky substance). These contrasts between good and evil, light and dark, and heavenly and demonic are key to understanding the soliloquy.

What are some effects of intimate relationships on well-being?

According to the University of Minnesota Health Center, the effects of relationships on well-being vary depending on the quality of the relationship. Being in a positive, happy, supportive relationship improves your well-being, while being in an unhappy or abusive relationship can be very stressful. Relationship conflicts can interfere with physical and mental health.

The actual statistics correlating marriage and life expectancy are complicated. Married men who stay married their entire lives appear to live longer than single men. On the other hand, there is a problem with establishing causation, as likelihood of marriage, and especially of stable marriage, strongly correlates with income, and higher incomes are also associated with longer life expectancy. Also, given the percentages of marriages that end in divorce, getting married is no guarantee of staying married.

The most common correlations are that happy intimate relationships may be associated with positive outcomes, but these effects may be temporary and vary with the quality of the relationship. 

Perhaps all we can really conclude firmly is that abusive relationships are harmful to well-being, and that otherwise, whether relationships make a positive or negative contribution to your life depends on the quality of the relationship. People who are married, single, and in other forms of relationships can all be either happy or unhappy.

From details in the story, what can we infer about Buddy's friend?

In Truman Capote’s short story “A Christmas Memory” one can infer that Buddy’s cousin is childlike despite being a woman in her sixties. Capote writes of a lengthy childhood illness but does not specify the nature of that illness. The cousin is intuitive in that she feels seasonal changes such as when the frost is on the windows she knows that it is “fruitcake weather.” The cousin sees the world with childlike wonder whether they are flying kites or choosing the perfect Christmas tree. She is set in her ways and not very adventurous. After the two are caught drinking the dregs of the whiskey, the reader finds the cousin sobbing and she says it is because she is “old and funny.” She realizes that she does not have the reasoning skills that a sixty year old woman should have. From that one can infer that she knows that there is something not right with her but she is not in control of it. Buddy is able to make her laugh in much the same way that an adult would comfort a suffering child.

What conflict or problem do the people face as the play Oedipus Rex opens?

At the beginning of Oedipus Rex, the people have been hit with a plague that affects their plants (fruit blossoms), their livestock (grazing cattle), and their families ("women in labour lose their children"). In the ancient world, this is a significant problem. Before the Agricultural Revolution, many cultures were one crop cycle away from starvation. Because of this, reproduction (crops, livestock, and children) was foremost on one's mind in the ancient world.

In addition, many ancient civilizations believed that drought or famine was proof that the gods were angry with them, and therefore it was up to the priests to appease the gods so the land, livestock, and people would once again be fertile.

So far, sacrificing to the gods has not worked. The people come to Oedipus as their king, not because they believe he can take away the curse, but as an intermediary, a "first of men."

Bringing the problem to Oedipus sets up the fatal flaw (hamartia). Oedipus will pursue the truth to find out the cause of the plague, little knowing that he is the root cause (he has killed his father the king, and married his mother).

In Zindel's The Pigman, why does Lorraine say, ''Maybe there are some lies you should never admit to"? Do you agree or disagree with her? Why?

Lorraine and John first meet Mr. Pignati while prank calling him. They lie and say they are collecting money for charity when he offers to give them $10.00. Then they actually follow through with the con even against Lorraine's protests. After they get to know him and what a wonderful man he is, Lorraine wants to confess. John tells her just to let it go, but she feels that she must clear her conscience. After she does fess up, Mr. Pignati is sad, but also feels the need to confess that his wife is really dead and not in California on vacation. Lorraine's full quote is as follows:

"Maybe there are some lies you should never admit to. I had told him we had to be truthful, and now I was sorry because I think I knew before the Pigman opened his mouth what he would have to tell us in return" (112).

So there are two consequences one must consider in order to complete this assignment. First, confessing her own lie only encouraged Mr. Pignati to confess his. If she didn't want to hear about his lie, she should have kept hers to herself. The second consequence is the pain that both lies cause the poor man. The moral question about confessing lies is whether or not it is better for the liar to clear his conscience even if it means someone will be hurt in the process. Should a liar simply promise himself never to lie again in order to save the other person's heart from aching? Some might argue that if the lie isn't hurting anyone, and it can be forgotten, then save the other person from the heartache. Others may say that a friendship can not thrive with any deception in it. The choice is ultimately up to those involved. In this case, Lorraine thinks it best to clear her conscience and doesn't think of the consequences. Luckily, it was all fine because Mr. Pignati forgives the kids.

Errol uses 1/3 can of wet dog food for his dog, muddy, each day. how many servings will he get from 5 cans of dog food?

This section of mathematics is called operations with fractions using division. This means we are taking something and breaking it into pieces. 

Let's read the problem again and unpack what it actually means mathematically. 

What does the following mean mathematically: 

Each day Errol feeds his dog `1/3`  can everyday, therefore it takes him 3 days to finish one can. If it takes him 3 days to finish a can, it also means that one can has 3 servings. Lets express this mathematically:

`1/3 + 1/3 + 1/3 = 1 `

How can we determine the servings in one can? We simple divide the one can by the amount we use each day from the can: 

Number of servings = (number of cans)/(fraction of can used per day)

We know that each day 1/3 of a can is used and it provides 3 servings, lets prove this using the formula above:

 Number of servings =   ` 1/ (1/3)`

Number of servings = `1 * (3/1)`   (reciprocal division law)

Number of servings = 3

Now let's using the formula to answer our question: 

Number of servings = `5 / (1/3)`

Number of servings = `5* (3/1)`  

Number of servings = `15`

Therefore the number of servings is 15

What are some energy resources and is each renewable or non-renewable? I'm supposed to answer all the questions available in the link but feel a...

Instead of directly answering the many questions available on the link, I will provide you with information that will help you solve them.

There are a number of energy sources available to mankind. Some of them are renewable, others non-renewable. Renewable options, such as hydroelectricity, solar energy, wind energy, geothermal energy, wave energy, etc. are regenerated and thus are inexhaustible. Non-renewable options, such as coal, wood, natural gas, etc. cannot be regenerated and once used up will be exhausted. Coal and natural gas are also known as fossil fuels because they are fossils of decay products of life forms (plants, animals, etc.). 

For the production of electricity, we generally depend on the combustion of fossil fuels to generate power at very high voltages. These high voltages are brought down to a few kVs (kilovolts) in substations and finally transferred to our homes at 220 or 230 volts (or the prevalent voltage, say 110 V in US). The transmission takes place through transmission lines.

Hope this helps. 

What power do the three witches in Macbeth seem to possess? What do they prophesy will happen to Macbeth and Banquo?

In Macbeth, the witches have the power to present events that are fated to occur. When Macbeth and Banquo first meet the witches when they are returning from the battlefield, the witches tell Macbeth that he is the Thane of Glamis, will soon be the Thane of Cawdor, and will be King hereafter. They tell Banquo that he is lesser than Macbeth yet greater because although he will not be King, he will be the father to a line of kings. Later in the play, Macbeth purposely seeks the witches for a second prophecy, and they tell him to beware Macduff, to not fear of any who is born of woman, and to not fret until Birnam Wood comes to Dunsinane. Macbeth misinterprets most of the second prophecy, feeling that he is invincible, but because the witches are only harbingers of fate and destiny, the prophecies all eventually come true, and Macbeth meets his downfall.

What are the duties of the Canterville Ghost?

The Canterville Ghost has a very rigid set of duties in the story. While we do not know the origin of these duties, they consist of a number of activities.

First of all, the ghost is obliged to appear in various parts of Canterville Chase at particular days and times. This is clarified in Chapter Four:

It was his solemn duty to appear in the corridor once a week, and to gibber from the large oriel window on the first and third Wednesdays in every month.

Secondly, it is the ghost's duty to maintain the bloodstain in the library. This is a visual reminder of the murder he committed there in 1575 (of his wife, Lady Eleanore). When Washington Otis cleans the stain with Pinkerton's Detergent, the ghost resorts to stealing, as we learn during his conversation with Virginia in Chapter Five:

It is a very difficult thing to get real blood nowadays, and, as your brother began it all with his Paragon Detergent, I certainly saw no reason why I should not have your paints. 

Finally, it is the ghost's duty to scare people. The ghost has terrified residents of Canterville Chase for the last 300 years and he looks back on his supernatural career with great pride. When the Otises fail to feel terror, the ghost becomes depressed and forlorn because his purpose for existing is suddenly brought into question. It is this failure which brings the story to its climax as the ghost leaves Canterville Chase and goes to the Garden of Death where he can rest for eternity.

In logic, how to prove whether this statement is valid or invalid? All students are excited, but no one who is excited is bored. So, some...

It appears that the statement you included in your question is valid, because of the particular combination of limiting and non-limiting language that is used in the phrasing. It might be helpful to draw a picture to help yourself visualize the groups that are being described. We can also use words to form the groups that the problem describes, as follows:

GROUP 1: STUDENTS = People who are all excited and thus not bored.

GROUP 2: UNMOTIVATED PEOPLE = People who bored.

GROUP 3: ECCENTRIC PEOPLE = Includes some people who are unmotivated and therefore bored.

If SOME of the eccentric people are unmotivated, then they are also therefore bored. That group of bored, unmotivated people cannot be students, because were were told that "all students" belong to a group of people who cannot be bored, so they therefore cannot be part of Group 2. If you are trying to prove that "some eccentric people must not be students", it is correct. The unmotivated portion of the eccentrics in Group 3 indeed CANNOT be students (Group 1) if being bored is a requirement of being unmotivated. Being bored excludes them from being in Group 1.

What would the results be if a slight tear appeared in a cell membrane?

Tearing of a cell membrane is inevitable in the imperfect biological environments in which a cell lives. “Resealing” is the scientific term that is used for the process that a cell undergoes in order to repair a disrupted section of its cell membrane. This process is required to prevent the loss of intracellular fluids, nutrients, and other contents.

The resealing process of a cell’s membrane is triggered when calcium ions (Ca2+) enter the cell at the point of disruption. The entrance of the calcium ions initiates vesicles within the cell’s cytoplasm near the tear to quickly fuse to one another and the site of the tear. This is called homotypic fusion. This fusion of vesicles serves as a patch that restores the disrupted cell membrane.

In Edgar A. Poe's story "The Tell Tale Heart," what is the pattern in Poe's use of auditory imagery (can you categorize these sounds?) How does...

One way to think about Poe’s use of sound in “The Tell-Tale Heart” is to think instead of the importance of silence. Silence is an expression of power for the narrator–by being silent, or be silencing noises (the old man’s heartbeat) he asserts control over his surroundings. Noises, on the other hand, represent the intrusion of disorder, a kind of aural mess that has to be “cleaned up.” The aural pattern in the story is one of silence and sound.

This pattern is evident in the old man’s murder. The narrator has silently put his head into the room – he inadvertently touches the lantern and makes a noise, alerting the old man. The narrator then remains absolutely still (“for a whole hour I did not move a muscle”). Finally, the old man groans (“the low stifled sound that arises from the bottom of the soul when overcharged with awe”). The sound of the old man’s heart beat becomes louder and louder: finally, afraid that “the sound would be heard by a neighbor,” the narrator springs on the old man and kills him, restoring silence again.

How did Orwell's experiences possibly lead him to believe in socialism?

George Orwell experienced life in a confusing part of history.  He was born in the 1903 and passed away in 1950. Because of the timing of his life and his eventual rejection of his fortunate upbringing, he witnessed much pain and felt great empathy toward the working class.

First, Orwell grew up in a privileged manner. After graduating and working in this way, he began to resent his privileged status and the British Empire that encouraged this way of life. As a result, he started being sympathetic to the lower (or working) class. Consequently, he believed that Socialism (a political system granting equal options to everyone regardless of class) would offer a more fair solution to benefit all individuals in a country, not just the privileged or upper class.

Subsequently, it is also worth noting that Orwell lived and fought during the Spanish Civil War. As a result of this, he was able to witness the horror of war and experience for himself the “classless” band of brothers who fought together, regardless of social status.

Through these and other experiences, Orwell was encouraged to accept Socialism. As Orwell states: 

Political language - and with variations this is true of all political parties, from Conservatives to Anarchists - is designed to make lies sound truthful and murder respectable, and to give an appearance of solidity to pure wind.

As a result, he eventually wrote his famous book, Animal Farm, and continued in his Socialist beliefs. 

Why does Mr. Oakhurst think that making camp on the way to Sandy Bar is a bad idea in "The Outcasts of Poker Flat"?

Mr. Oakhurst thinks that making camp on the way to Sandy Bar is a bad idea because their exodus from Poker Flat is made at an inopportune time, in the stare of winter. For, the journey to Sandy Bar is long, it is late in the season, and they must cross a steep mountain range, the Sierra Nevadas, a crossing that is, at best, "a day's severe travel." Naturally, as a gambler, he would calculate the odds of any decision.

Mr. Oakhurst, whose name suggests strength, is "philosophic" and he firmly believes in fate. In addition, he possesses what the others lack: a "calm equanimity." After the others, who lack his wisdom and have been drinking, insist upon stopping, Oakhurst looks up at 

...the gloomy walls that rose a thousand feet sheer above the circling pines around him; at the sky, ominously clouded; at the valley below, already deepening into shadow.

His profession makes Oakhurst cautious and always alert to changes around him since danger can easily make its stealthy way to him. He know that stopping is a mistake.
Certainly, he has acquired a wisdom that the others such as the complaining and selfish Duchess and the reprobate Uncle Billy clearly do not possess. Instead, this opportunistic scoundrel makes off with all the provisions in the night. It is then as they are stranded in the snow without animals or food that the gambler Oakhurst realizes all the odds are against them, just as he feared earlier.

`u = 5i + 5j, v = -6i + 6j` Find the angle theta between the vectors.

We want to get the angle, `\theta` between vectors u = 5i + 5j and v = -6i + 6j. By definition, the angle  between two vectors is defined as follows (u and v are two vectors):

`cos (\theta) = ( v \cdot u)/(||v|| ||u||)` .Hence, `\theta = cos^(-1)(v \cdot u)/(||v|| ||u||)` .

`||v|| = \sqrt(5^2 + 5^2) = \sqrt(50) = 5\sqrt(2)` .

`||u|| = \sqrt((-6)^2 + 6^2) = \sqrt(72) = 6\sqrt(2)` .

`v \cdot u = (5*-6) + (5*6) = 0` .

Hence, `\theta = cos^(-1)(0) = \pi/2` .

According to O'Brien, who actually wrote The Theory and Practice of Oligarchical Collectivism?

In Part Two, Chapter Eight, of 1984, Winston and Julia go to O'Brien's apartment and discuss the underground resistance movement. It is in this scene that O'Brien tells Winston indirectly that Emmanuel Goldstein wrote the book, The Theory and Practice of Oligarchical Collectivism, known simply as "the book:"

"I shall send you a copy of THE BOOK..Goldstein's book, you understand, as soon as possible."

In Chapter Ten, however, O'Brien's true identity as a member of the Thought Police is revealed to Winston and Julia. O'Brien has them arrested and imprisoned in the Ministry of Love. It is here, in Part Three, Chapter Three, that O'Brien comes clean to Winston and confesses writing the book himself:

"I wrote it. That is to say, I collaborated in writing it."

This is an important development in 1984 for two reasons. Firstly, it proves that all previous conversations with O'Brien were just a ruse to lure Winston into openly committing thoughtcrime. Secondly, it demonstrates one of the many ways in which the party is able to control its citizens. As O'Brien says, the party has created Goldstein and his book so that it can maintain absolute power over Oceania:

"The heretic, the enemy of society will always be there, so that he can be defeated and humiliated all over again."

In sum, then, O'Brien is the true author of Goldstein's book and it was written to enable the party to sniff out rebellion amongst its members and to punish it severely. 

How did the relationship between Mrs. Slade and Mrs. Ansley change by the end of "Roman Fever"? And how did the last six Paragraphs of the story...

The relationship of the two women in Edith Wharton's "Roman Fever" changes drastically by the end of the story. While Mrs. Ansley and Mrs. Slade are distant and polite at the start, they both seem to be hiding something. As the story progresses, Mrs. Slade goes on the attack because she can't stand it any longer and must tell Mrs. Ansley that she knows what happened many years ago. Mrs. Slade feels she has the upper hand because she wrote the letter that was supposedly from her then fiancé all the while Mrs. Ansley thought it was from him and treasured that memory.

The last six paragraphs of the story, however, change the power dynamic when Mrs. Ansley reveals that she did in fact meet Mr. Slade in secret at the Colosseum in Rome. More than that, though, she had his daughter. The conversation, which has been like a game of chess, comes to a close with Mrs. Ansley the clear winner because her secrets far exceed the superior Mrs. Slade's.

What are the differences between parliamentary and presidential forms of government?

Parliamentary government and presidential government are similar in many ways. They are representative governments (republics) where usually all or part of the legislature is chosen democratically. They also both include an executive function. However, it is with the structure and power of the executive that they differ most.

In a parliamentary government, the executive, known as the prime minister (PM), is chosen by the houses of parliament from the members of the parliament. The PM is usually a member of the majority party in the parliament, which means that rarely is the executive of a different party than the majority of the parliament.

A PM remains as the executive until elections bring about a different majority in the parliament, unless he or she steps down or a no confidence vote is held. A successful no confidence vote in the parliament will dissolve the current executive government (PM and the cabinet) and require a new PM be elected form the parliament.

Finally the PM is not the head of state. The PM serves many of the executive functions a head of state would serve, but the PM is merely a member of the parliament chosen to perform the executive functions. Constitutional monarchies are usually parliamentary governments, where the monarch is the titular head of state while the PM performs the actual executive functions of the government.

In a presidential government, the executive and the legislature are different branches of the government. The president, who is the head of state as well as the chief executive, is elected separately from the election of the members of the legislature. Thus, in a presidential system, the executive can be from a different party from the majority party in the legislature.

Presidents are usually elected for a specific term and are unaffected by changes of the majority party in the legislature while the president is in office. Further, since presidents serve in a separate branch of government and hold a specific term of office, the legislature cannot remove a president via a no confidence vote.

These two systems could be diagramed effectively in a variety of ways. One would be comparative organizational charts. The parliamentary system would be a single tree with the PM as a component of the parliament. The presidential system would constitute separate trees for the separate branches.

In "Charles," how does Laurie respond when his dad asks, "What are they going to do about Charles, do you suppose?"

Laurie says that he thinks Charles will be thrown out of school.

Charles is not real. He is an invention of Laurie’s imagination. Laurie had a difficult time adjusting to kindergarten. His parents had a new baby at home, and not much time for him. The combination of circumstances led Laurie to act out at school and at home.

Laurie comes home every day with wild stories about what Charles did and how the teacher reacted. His parents are entertained but not overly concerned by these stories. They never guess that Laurie is describing his own actions.

The next day Laurie remarked at lunch, as soon as he sat down, “Well, Charles was bad again today.” He grinned enormously and said, “Today Charles hit the teacher.”

“Good heavens,” I said, mindful of the Lord’s name, “I suppose he got spanked again?"

When Laurie comes home and tells his father that Charles kicked the teacher’s friend, Laurie’s dad takes a half-hearted interest in the situation.

“What are they going to do about Charles, do you suppose?” Laurie’s father asked him.

Laurie shrugged elaborately. “Throw him out of school, I guess,” he said.

Laurie’s answer to this question is a window into his young mind. Laurie doesn’t like school. This is the first time he has gone to school, and he finds conforming to the rigid expectations difficult. He seems to be hoping that if he is bad enough, he will just be kicked out of school.

It doesn’t work, and eventually the teacher is able to get through to Laurie. He starts to behave himself and have fewer and fewer incidents. His parents still have no idea that Laurie is Charles until Laurie’s mother sees the teacher at a parent-teacher conference. There, the teacher tells her that there is no Charles, and she realizes that it has been her son the whole time.

Describe the working conditions and roles of immigrants, women, and children in the New Age of American Industry.

First, the rapid industrialization that characterized the economy in the late nineteenth century was fueled by, among other things, immigrant labor. Millions of immigrants, many from Eastern and Southern Europe, toiled in American factories, sweatshops, and mills in Northern cities and in mines in the West. 

Immigrant labor was not widespread in the South, where textile mills came to dominate small-town life. But the labor of white women and children was. (Most mills refused to employ African-American men and women). Women in particular made up a large segment of the textile labor force, just as they had in the Northeast before the Civil War. Many left the mills upon marriage, but many did not. Women were similarly employed in many industries throughout the nation, most prominently the garment industry. 

The almost total absence of regulation meant that children were employed alongside adults in almost every major industry in the United States. This was especially true in mining and textiles, where the small size of children was an advantage. Before child care was a valid option for most families, there was little choice but for children to work, often alongside their parents.

Whatever the industry, workers faced difficult working conditions. This was largely a result of the lack of legislation mandating work hours, workplace safety, and, for that matter, minimum wage. Thus the rapid industrialization of the United States was built on a large working class that toiled under very difficult circumstances for next to subsistence wages. 

What from the prologue to Theodore Rex should I focus on to teach it to a class?

The prologue to Theodore Rex by Edmund Morris focuses on a re-telling of the assassination of President McKinley in 1901 and the ascendancy of Teddy Roosevelt (TR) to the Presidency. While the prologue is told in a narrative format, it also emphasizes several themes of TR's life and his future presidency that you could focus on while teaching. 

When President McKinley was shot, TR was in the Adirondacks, and Morris uses this passage to emphasize how TR developed his physical courage. He writes, "Although his physical courage was now legendary, it was not a natural endowment" (page 6). This passage allows readers to focus on TR's upbringing and his concerted effort to advance himself, first by lifting weights when he was a child and then by moving up the ladder of political life. This passage is an insight into TR's past, including his stint as "Rough Rider" in the Spanish-American War.

As TR boards the train to Buffalo, where McKinley was shot, Morris concentrates on several of the problems TR will face. His train is like his own presidency, which is now under steam. He first thinks about how to handle anarchism and the problems posed by people like Czolgosz, the anarchist who shot McKinley. He then thinks about America's destiny in the new century. 

After taking the oath of office and reassuring McKinley's cabinet that they will retain their positions for now, TR takes a train to Washington. The point of this part of the narrative is in part the energy of the U.S. at the turn of the century, and this is what you might focus on in this part. As the train gathers speed, Morris writes about the productivity of the nation and the global reach of its manufactured goods.

The other themes that Morris touches on in this part of the narrative are the foreign policy situation TR will face (including his partnership with Edward VII in Great Britain against the German Kaiser and the Russian Tsar and TR's desire to build a canal in Panama). As TR's train heads to Washington, TR also thinks about combating the powers of the great monopolies in American business and, as he passes through Pennsylvania, TR thinks about how to help miners and American labor. Finally, he focuses on how to help reform the situation of America's working class to bring about reform. His thoughts as he travels to Washington cover several themes of TR's presidency, including foreign policy, the Industrial Revolution, his eventual trust-busting activities, and his reforms to help labor and the poor. These are points you could focus on while teaching.

In Poe's "The Black Cat," what did he tell the police? What was heard from behind the wall? What did they find behind the wall?

In The Black Cat, the narrator helped the police search his house for any proof he had murdered his wife. They obviously had reason to believe there was at least a possibility, and so they looked everywhere at "...every nook and cranny..." (Poe). He became so proud that they couldn't find the body (which he walled up in the basement) that he became cocky and started telling them what a well-built house he had. They try to leave, and as they do he knocks on the walls to once again show how great the house is, and when he does, they hear the noise.

In all the drama of hiding the body of his wife, when he walled up the body the cat somehow ended up in the wall with her. When he put up the wall, he trapped the cat there, and when he banged on the wall, the cat heard it and started making noise. This obviously alerted the officers to something being wrong, they broke down the wall and found not only the cat; but the body of the narrator's wife.

Hope that answers it for you! Check out the link for more information.

What objects symbolize Scout Finch in Harper Lee's To Kill a Mockingbird?

In To Kill a Mockingbird, one object author Harper Lee uses to symbolize Scout Finch is her overalls.

By Chapter 9, we learn that Scout's Aunt Alexandra is very disturbed by the fact that Scout is a tomboy, and Scout's tomboyish behavior is represented in the overalls she always wears. As Aunt Alexandra sees it, Scout should be a lady, and Scout "could not possibly hope to be a lady if [she] wore breeches" (Ch. 9). But Scout's overalls do more than symbolize her tomboyish behavior; they symbolize her rebelliousness, especially her rebellion against society.

Scout's rebelliousness, as symbolized by her overalls, isn't merely rebellion against society's norm requiring her to act like a lady. As we progress through the novel, Scout begins to rebel against the way the majority of society around her thinks by rejecting prejudices, such as prejudices against Tom Robinson and eventually prejudices against Arthur (Boo) Radley. Since a girl wearing overalls contradicts society's norms, we can easily see how wearing overalls symbolizes Scout's rebellion against social norms, even against prejudices.

How has Jem grown from his time with Mrs. Dubose? What lesson was Atticus trying to teach him? What is “real courage?

In Chapter 11, Jem loses his temper when his racist neighbor, Mrs. Dubose, insults his father by saying, "Your father's no better than the niggers and trash he works for!" (Lee 135). Jem cannot hold his anger inside and destroys her camellia bush on his walk home from the store. Atticus makes Jem read to Mrs. Dubose for two hours after school each day, including Saturdays, for a month. While Jem reads to Mrs. Dubose, he learns to maintain control over his emotions and endure her insults without reacting. Jem also learns how to be tolerant of others during the time he spent reading to Mrs. Dubose. At the end of the chapter, Mrs. Dubose passes away, and Atticus explains that she suffered from a chronic illness and was addicted to morphine. Atticus tells the children that her last wish was to "leave this world beholden to nothing and nobody" (Lee 148). Mrs. Dubose knew she was going to die, but wanted to die free of her addiction. Mrs. Dubose had conquered her morphine addiction before she passed, and Atticus says she was the bravest person he's ever met.

Atticus was trying to teach his children a lesson in courage. According to Atticus, real courage is "when you know you're licked before you begin but you begin anyway and you see it through no matter what" (Lee 149). Later on in the novel, Atticus displays "real courage" by defending Tom Robinson against a prejudiced town and jury. Jem grew as an individual in many ways from his time spent with Mrs. Dubose. He grew into a tolerant, understanding, emotionally composed individual. Jem also learned a valuable lesson in courage and in the duality of human nature. Jem's perspective has increased since reading to Mrs. Dubose, and he witnessed for the first time that humans have both positive and negative qualities. Although Mrs. Dubose was an unapologetic racist, she was also a brave individual with integrity and will power.

Explore and discuss how Capote presents imprisonment in the novel In Cold Blood.

Capote spends a great deal of time discussing the way in which Dick Hickock and Perry Smith live when imprisoned. They had been paroled from prison when they committed the Clutter murders, so imprisonment has failed to reform them. 

In "The Corner," Capote describes in intimate detail the way in which Dick and Perry live while on death row in Kansas State Penitentiary (they would spend five years there before being executed in 1965). While on death row, as Dick says, there is "no rest for the wicked" (page 321). The convicts are subject to extremes of hot and cold: "winter cold saturated the stone-and-iron fixtures, and, in summer, when temperatures often hurtled over the hundred mark, the cells were often malodorous cauldrons" (page 321). The cells are identical and are furnished with a cot, basin, toilet, and overhead light that is never turned off, even at night. The cell windows have bars and are covered with a mesh "black as a widow's veil" (page 310). The prisoners are not forced to work but can spend their days sleeping and reading. 

Capote also describes some of the other inmates on death row with Perry and Dick, such as Lowell Lee Andrews, who shot his family and shows no remorse about his actions. In the end, Dick and Perry are hanged. On page 340, Alvin Dewey watches Smith's execution (though he closes his eyes for part of it). Capote writes that Dewey believes that capital punishment is a deterrent to crime. Perry and Dick's nonchalant attitude before they are hanged (Perry winks at Dewey on his way to being hanged) contradicts this idea, as they don't seem to care much about dying and prison hasn't reformed them in the slightest. Capote presents the futility of imprisonment, as it does not function as a deterrent and does not reform prisoners. 

Describe Waverly's neighborhood in "Rules of the Game".

Aside from the venues for the chess tournaments, and aside from the private apartment where the Jongs live, their neighborhood is the central setting for this story and its welcoming, vibrant sense of cultural belonging is crucial for Waverly, her brothers, and her mother.

This neighborhood is full of apartments and stores, some indoors and some in an outdoor marketplace, in San Francisco's China Town, where familiar Chinese foods are readily available for Waverly's family, both for purchase and in restaurants. Curio shops and medicinal herb shops are safe places for Waverly to wander. A Chinese bakery sits just below Waverly's apartment and it fills her living space with delicious and familiar smells. Swings, slides, and even back alleys constitute a playground for Waverly and the other neighborhood Chinese children. Old Chinese women feed pigeons; in fact, social life that takes place out of doors is one constant in this neighborhood. Chinese men play chess in the park and welcome Waverly to their games; Lau Po, a player there, calls her "Little Sister" before getting to know her. This kind of welcoming friendliness of a cultural community envelops Waverly and her mother. Mrs. Jong (Waverly's mom) is so comfortable in this environment that she speaks to anyone who even looks at her, introducing her daughter to them proudly.

More details about the sights, sounds, and smells of Waverly's neighborhood can be found near the beginning of the story, from about the fourth through the seventh paragraphs.

What happened to the plates titled Arctic Tern and Large-Billed Puffins in chapters 3 and 4 of Gary Schmidt's Okay for Now?

It's in chapter 3 of Gary Schmidt's Okay for Now that the plate titled Arctic Tern from the Audubon book in the public library goes missing, and the drawing has been replaced with a plate titled Large-Billed Puffins. By chapter 4, even the drawing of the puffins has gone missing and has been replaced by another drawing.

In chapter 3, Doug returns to the library to show Mr. Powell what progress he has made on drawing the feathers of the Arctic tern. As he hands the drawing to Mr. Powell, Doug says he could tell "something was wrong" because Mr. Powell did not lay the drawing across the top of the glass case so he could compare Doug's work with Audubon's work. Instead, Mr. Powell just takes Doug's drawing in hand and studies it. When Doug makes his way to the case, he sees the Arctic tern plate is gone and has been replaced. Doug is extremely upset by the plate of the large-billed puffins because he thinks they look like very stupid birds:

Whatever they were, these birds were chumps. Fat-bodied and thick-legged and looking about as dumb as any birds could possibly be and still remember to breathe. One looked like it had just fallen into the water and was doing everything he could to keep his face from getting wet. The one on land stood there watching like a jerk. (Ch. 3)

Regardless of what Doug sees as being the stupidity of the birds, by chapter 4, he begins learning to draw them with Mr. Powell as an exercise in learning to create depth. After working very hard to get the foot of one of the puffins to look like it is in the water, not "in front of the water," Doug returns to the library with his drawing only to discover that the large-billed puffins plate is now also gone, just like the Arctic tern. The drawing of puffins has been replaced with a picture of a dying bird Doug thinks is the most horrific picture he has ever seen.

At this point in the story, Mr. Powell confesses that the plates are being sold by the Town Council of Marysville because the town needs money to pay off its debts.

Compare and contrast the three climate zones: tropical, temperate, and polar?

Our Earth is divided into three zones according to the temperature and precipitation conditions: tropical, polar and temperate. Tropical climatic zone lies (generally) between 30 degree North and 30 degree South latitudes. This zone is characterized by higher average temperatures (more than 18 degrees Celsius) and precipitation (70-100 inches per year), as compared to other climatic zones. Temperature variations are very moderate in this zone. Temperate climatic zone lies between the latitudes of 30 degree N and 60 degree N, and 30 degree S and 60 degree S. This region is characterized by moderate temperature and rainfall. There are regions with tropical climate that have large temperature variations between summer and winter and these variations could be as high as 25-30 degree Celsius. Polar climate zone is characterized by extremely low temperatures throughout the year. Most of the regions that experience polar climate are typically froze throughout the year and may have brief summer season.

Hope this helps.  

What are some reasons to support the Monroe Doctrine?

The Monroe Doctrine was a major foreign policy statement by the United States. It stated that there would be no new colonies established in the Americas. Many of the Latin American countries fought for and received their independence in the early 1800s. Some of the European countries were thinking of trying to return to Latin America to regain their colonies. We told them this wouldn’t be allowed. Fortunately, we had the backing of the British, whose navy would be very helpful in enforcing this policy if any European power tried to return.

There were many reasons why we needed to issue this statement and support it. One reason why support was needed is that it began to establish the United States as the dominant power in the Americas. We needed to let the European powers know that the Americas were off limits to them if we wanted to be viewed as the main power in North and South America. Another reason why the Monroe Doctrine needed to be supported is that it showed a growing confidence in our country. We weren’t afraid to make a statement that showed a willingness of the United States to stand up to the Europeans who, in the past, had tried to intimidate us.

Another reason why the Monroe Doctrine needed to be supported was that it reinforced the ideals of the American Revolution. The Latin American countries fought for their freedom for reasons that were similar to why we fought for our freedom from Great Britain. If we allowed some of the European countries to return to re-establish their colonies in Latin America, we wouldn’t be supporting countries that used our revolution as a model for their revolution.

There were many reasons why we needed to support the Monroe Doctrine.

What was the main difference between the Hoover and Roosevelt administrations?

The main difference (and it was a big one) between the Hoover and Roosevelt administrations was that Roosevelt advocated and took direct action to combat the effects of the Great Depression. His "New Deal" created dozens of government programs aimed at providing relief, promoting recovery, and establishing reforms that would guard against future economic disasters. The important thing is that he had faith in the use of the federal government, even if that meant using coercive measures. Through such programs as the Agricultural Adjustment Act and the National Recovery Administration, Roosevelt expanded the role of the federal government in the economy and in the lives of ordinary Americans. This was a significant departure from Herbert Hoover, who found this type of coercive government intervention to be philosophically repugnant. Hoover did advocate significant government activity in the form of public works, government loans to businesses and banks, and voluntary cooperation between businesses to raise wages and lower prices, but in general he did not envision the same kind of massive expansion of the role of government in business that his successor did. 

How does James Gatz's mask of Jay Gatsby backfire?

Gatz's mask of Gatsby backfires because he can never quite pull it off. In other words, the mask keeps slipping. Nick sees through him, Owl Eyes sees through him and so does Tom Buchanan. Nick falls under Gatsby's sway in spite of himself, feeling his charm and the compelling pull of his dream while recognizing that he's a fraud. He laughs at Gatsby for saying he went big game hunting in Europe, imagining him chasing a tiger through Paris, and knows in his heart of hearts that Gatsby never attended Oxford. Owl Eyes notes the books in Gatsby's library, marvelling that they are real, but mentioning that the pages are uncut. Finally, Tom, the ultimate elitist, sees straight through Gatsby as a nobody from nowhere, not worth the time of day, calling him the guy who should be making deliveries at the back door. He gets annoyed at Gatsby's tendency to say "old sport" and, in his racist way, likens Gatsby's affair with Daisy to interracial marriage, saying that a person like Gatsby sleeping with his wife is a step down that slippery slope to racial mixing. Gatz, arguably, aims too high in going after Daisy Buchanan, and the result is his death. 

Who invented the first supercomputer (not the first "transistorized supercomputer") for the Control Data Corporation?

The term "supercomputer" was first applied to the CDC 6600. The term generally referred to the speed at which a computer could perform floating point operations. The normal measure of computing speeds was floating point operations per second, or FLOPS. The reason for this is that supercomputers were normally designed to work in scientific and engineering applications which solved problems requiring large amounts of floating point arithmetic.

Although CDC was formed in 1957 and received its first order for a computer in 1958, its earlier models, such as the 1604, 160, and 3600 were not considered supercomputers. 

Seymour Cray was the person who designed the CDC 6600, which was nearly 10 times faster than its competitors. Its advantages came from the hardware innovation of silicon transistors and also from a system design which offloaded many input/output functions to peripheral processors. It also had a very efficient architecture with multiple registers and an instruction stack, allowing programmers to write highly optimized code.

In 1972, Cray left CDC to form Cray Research, which produced the Cray-1 supercomputer in 1976. 

How did the revolution in Russia affect Americans?

The Russian Revolution didn't have a direct effect on most Americans, but it did, especially after it progressed into the Bolshevik Revolution, contribute to a climate of fear after World War I. The twenty years or so before the war had witnessed a massive influx of "new" immigrants from Eastern Europe (including Russia) and many Americans associated these people with political radicalism and labor strife. The rise of the Bolsheviks in Russia provoked fears that something similar might happen in the United States. The result was what has become known as the "Red Scare," a period of anti-radical hysteria. After a series of strikes in 1919 that many people attributed to "foreign" radicalism, Attorney General A. Mitchell Palmer ordered a series of raids on suspected radicals who he alleged were conspiring against the federal government. These raids were followed by federal immigration laws (the Emergency Quota Act and later the National Origins Act) that explicitly discriminated against people from Eastern Europe and other suspected sources of political radicals. So the Russian Revolution was instrumental in stoking anti-immigrant and anti-radical sentiment in the United States. 

`a_1 = 4, r = -1/sqrt(2)` Write the first five terms of the geometric sequence.

The first five terms of geometric sequence can be computed with formula, such that:

`a_n = a_(n-1)*q`

`a_2 = a_1*q => a_2 =4*(-1/sqrt2) => a_2 = -2sqrt2 `

`a_3 = a_2*q => a_3 =(-2sqrt2)*(-1/sqrt2) = 2` 

`a_4 = a_3*q => a_4 =2*(-1/sqrt2) = -sqrt2`

`a_5 = a_4*q => a_5 =(-sqrt2)*(-1/sqrt2)= 1`

Hence, evaluating the five terms of geometric sequence yields `a_1 = 4, a_2 = -2sqrt2, a_3 = 2, a_4 =  -sqrt2,  a_5 =  1.`

Explain the difference between cell mediated and humoral immunity

Immune system is divided into two classes: cell-mediated immunity and humoral (or antibody-mediatd) immunity.
 
Humoral immunity is so named because it is associated with macromolecules that are dissolved in bodily fluids (also known as humor). Humoral immunity involves B-cells (or B lymphocytes) produced in our bone marrow. In the case of humoral immunity, the antigen (present in our body) is bound to B-lymphocytes (with the help of B cell receptors). In humoral immunity, antibodies (specific to the antigen) are produced by the plasma cells. The B-cells used in humoral immunity produce memory cells, that enable future immunity against the same antigen.

Cell-mediated immunity involves T-cells, which are a type of lymphocytes (type of white blood cells found in our blood). In the case of cell-mediated immunity, the cells containing antigen are identified and attached to T-lymphocytes (with the help of T-cell receptors). In cell-mediated immunity, cells containing the antigens are destroyed by cytotoxic T-cells.

How many of the colors in the prince's castle in Edgar Allan Poe's The Masque of the Red Death were bright and cheery?

At the risk of complicating the assignment -- which colors in Prospero's suite of rooms are "cheery" -- there is less consensus regarding the effects of individual colors on mood than might be assumed. While certain colors, such as red and pink, are generally associated with joy or happiness, others, such as purple and yellow, are often associated with both positive and negative feelings [See on this point: Color Psychology: The Emotional Effects of Colors]. This particular source, for example, lists as moods associated with yellow happiness, cheery, anger, frustration, and hunger, among others. With this in mind, an examination of the colors in the short story in question can be as follows:

The seven rooms, "an imperial suite," that formed the focal point of Prince Prospero's castle abbey in Edgar Allan Poe's The Masque of the Red Death are each decorated in a different color. Those colors are blue, purple, green, orange, white, violet, and black. Of these, orange is the color most often associated with "cheer." Most of the others, blue, purple, green, violet, and white, are not associated with "cheer," but are often related to calmness, tranquility, and other adjectives suggesting a relatively even and restful demeanor. These colors, then, are not necessarily associated with "cheer," which suggests a more intense feeling of happiness. Obviously, the seventh room, which is black, and which has window  panes that, alone among the seven rooms, diverge from the color of the draperies that dominate the decor, is intended to evoke more negative feelings, including those of the presence of death. Poe's narrator describes these window panes and the uniqueness relative to the other rooms, as follows:

" . . .as in this chamber only, the color of the windows failed to correspond with the decorations. The panes here were scarlet—a deep blood color."

Depending upon the intellect of the individual teacher or professor, then, the only room with a "cheery" color could be the one painted in orange, or the teacher/professor in question could consider blue, green and purple (with violet obviously being very close to this latter color) as also being "cheery." Blue, green, purple, and violet, however, are, as noted, associated less with happiness per se and more with calmness, and that is an important distinction.

"One can be late in joining civil service but not public service." Discuss the meaning of this statement.

One can be late joining civil service refers to one can be late seeking office or a governmental position.  These things take time to achieve, and one needs the backing of one's peers in order to be elected.  One can toil for years and not have one's work valued enough for a governmental position.  Many prominent politicians arrived late to government work, among the most prominent was Ronald Reagan.  

Public service is quite different, as by definition it means serving the public.  One does not have to be elected to do it; rather, anyone can do it.  Voting is one way to serve the public, as it makes you an active member of the body politic.  Serving on juries is another example, as it is your duty as a citizen to do so if you are able.  Paying taxes is another way to serve the public, as well as volunteering in one's community.  

How does John Steinbeck develop his theme(s) on the nature of power?

In Of Mice and Men, Steinbeck shows us two forms of power, principally through two characters: Curley and Slim. 

Curley's power comes from his wealth and status: he's the owner's son, and for that reason, the farmhands must do as he says. However, the farmhands resent Curley, and find him belligerent and combative (Candy says that Curley's "pretty handy", meaning he likes to start fights). Curley seems well aware of this, and so he makes a point to enforce his authority whenever possible ("Well, nex' time you answer when your spoken to"). In this way, Steinbeck seems to make the point that Curley's power isn't genuine. The men do listen to Curley, as they are essentially forced to, but they have no real respect for him. 

Slim, on the other hand, gets his power from his great skill as a jerkline skinner (mule-team driver). He is a wise man who's well-respected by everyone on the farm, including Curley.

Curley said, "Well, I didn't mean nothing, Slim. I just ast you."

Slim said, "Well, you been askin' me too often. I'm gettin' God damn sick of it. If you can't look after your own God damn wife, what you expect me to do about it? You lay offa me."

"I'm jus' tryin to tell you I didn't mean nothing," said Curley. "I jus' thought you might of saw her."

In these lines, Slim rebukes Curley. We can gather from the context that Curley has (yet again) accused Slim of flirting with his wife, and this time Slim will not tolerate the accusation. Although Curley is the boss's son, the fact that Curley responds so deferentially to Slim suggests that Slim has the power here. Indeed, in this scene Slim's rebuke puts some fire in the other farmhands, who ordinarily wouldn't dare talk back to Curley:

“Why’n’t you tell her to stay the hell home where she belongs?” said Carlson. “You let her hang around bunk houses and pretty soon you’re gonna have som’pin on your hands and you won’t be able to do nothing about it.”

Curley whirled on Carlson. “You keep outa this les’ you wanta step outside.”

Carlson laughed. “You God damn punk,” he said. “You tried to throw a scare into Slim, an’ you couldn’t make it stick. Slim throwed a scare into you. You’re yella as a frog belly. I don’t care if you’re the best welter in the country. You come for me, an’ I’ll kick your God damn head off.”

Candy joined the attack with joy. “Glove fulla vaseline,” he said disgustedly.

Slim's power is also shown in another scene, where Carlson is offering to shoot Candy's dog. The old dog is in a very bad way: he's blind, missing teeth and cannot chew his own food, but Candy doesn't want to kill the dog as he's had him so long. 

“Carl’s right, Candy. That dog ain’t no good to himself. I wisht somebody’d shoot me if I get old an’ a cripple.” Candy looked helplessly at him, for Slim’s opinions were law.

In the end, it is Slim's words that convince Candy to allow Carlson to shoot the old dog. 

Slim's power has been made known to us from the beginning, when he is first introduced to us: "His authority was so great that his word was taken on any subject, be it politics or love."

Steinbeck's message, then, is that true power and true authority must be earned. Slim's power is genuine because he has earned it through his wisdom and skill. Curley does have his own form of power, but it's false and illusory, and is easily shattered when confronted by true power and authority. 

Now that Shylock is a Christian can he claim Antonio's flesh?

By the time it is pronounced that Shylock must convert to Christianity, Antonio has already been saved from having to give up a pound of flesh. It is Antonio, in fact, who creates the condition that Shylock become a Christian. Though some people may see this caveat as cruel, in Shakespeare's time it would have been viewed as an act of grace, since by forcing Shylock to become a Christian his soul would be saved and he would be allowed to enter heaven.

Shylock's religion, in fact, had nothing to do with the pound of flesh he tried to claim of Antonio. It was the exact wording of the bond that saved Antonio. Portia, disguised as a doctor from Rome, reads over the bond while Shylock prepares to cut the flesh from Antonio's body. At the last second she stops him, pointing out that although the bond gives him claim to a pound of flesh, it does not mention blood. This condition essentially prevents Shylock from taking Antonio's flesh, since he obviously cannot cut into a man's body without drawing blood. Essentially, it is the vague wording of the bond that saves Antonio's life. If the bond had included Shylock's claim to Antonio's flesh and his blood, Antonio might have died in the courtroom and Portia would not have been able to stop it. For this reason, Shylock's religion had no bearing on whether or not he could take Antonio's flesh. Even as a Christian he would not have been able to do so. The only factor his religion played in the courtroom scene was that it labeled him as an "alien," and by Venetian law, if an alien threatened the life of a citizen, that alien's goods were confiscated and his life put at the mercy of the court. The Duke pardons Shylock's life on the spot, but Antonio shows further mercy by forgoing Shylock's goods and bestowing them instead to Shylock's daughter, Jessica, and Jessica's husband Lorenzo.

What comment is Fitzgerald making about The American Dream in the 1920's through The Great Gatsby?

The original American Dream was the idea that one could work hard, stay focused and determined, and ultimately one could achieve the goal sought. Throughout The Great Gatsby, Fitzgerald shows how the original American Dream has died, replaced by a desire for massive wealth for wealth’s sake, and to use it for personal pleasure, ultimately leading to destruction. Money murders the American Dream by replacing long lasting hope with materialism and greed.

Gatsby himself stands as the prime example of this. In some ways, he personified the hero of the old American Dream. He worked hard toward a deep-seated goal: winning Daisy. He persevered and never lost hope, even when Daisy deserted him. He believed that if he could acquire wealth--by any means, legal or not--he would be able to have Daisy. To this end he worked with Meyer Wolfsheim, bought the gaudy mansion, threw lavish, opulent parties filled with people only looking for an immediate good time, and obsessed over Daisy, staring at the green light at the end of her dock. In the end, he is alone and pays the ultimate sacrifice for his version of the American Dream.

Fitzgerald portrays the new, warped American Dream in many other ways as well. The West Eggers are the recently wealthy, thought to be tacky, less fashionable, and not of as high a social class as the East Eggers. The West Eggers had recently achieved their money; the East Eggers were born into wealth.

Nevertheless, even those of the old-money upper class are not happy. Tom has affairs; he looks down on others because of their skin color or income; he has no real job or purpose. Daisy lives only for the moment, unable to see beyond her immediate need for gratification or to plan for any future. The upper class is shown to be selfish and merciless. Nick aptly sums Tom and Daisy up this way:

"They were careless people, Tom and Daisy - they smashed up things and creatures and then retreated back into their money or their vast carelessness, or whatever it was that kept them together and let other people clean up the mess they had made..."

At one point Gatsby himself sums up the charm in Daisy’s voice with this phrase, “Her voice is full of money.” Daisy does not have a genuine charm or attraction; she has the allure of vast wealth.

Even minor characters show the death of the original dream. George Wilson was a common person just trying to get ahead to move somewhere better than the Valley of Ashes. Myrtle aspired to be upper class. Both relied on Tom to help them: George by selling him a car, and Myrtle by being his mistress and, she hoped, his eventual wife. Both believed his lies and both died because of their dreams. The ability to get ahead by working hard died with George; the pursuit of wealth for happiness did not work for any characters: Gatsby, Myrtle, or even the myriad of guests at Gatsby’s parties.