How does Shakespeare present manipulation through Iago in Othello?

Iago manipulates other characters throughout the play to the point where by the end he has destroyed their lives using only words. Iago represents temptation and an appeal to the darker side of human nature. He doesn't commit the deeds himself but merely plants the notion in the minds of others. The very word "Iago" actually means "the planter."

He notices Cassio's weakness for alcohol and plays on this. Like true temptation, he does not create this weakness or force anyone to act on it. He merely finds the weakness and presses on it. This is the way that manipulation works, the way the devil might work. He tips emotions in this particular direction.

He later plays on Othello's jealousy and rage by hinting that Desdemona might be unfaithful. Yes, he creates scant signs of evidence, but truly all he is doing is awakening Othello's existing weaknesses. A calmer and less jealous man would calmly confront his wife and then believe her when it became clear there was very little evidence. The genius of Iago's manipulation is his ability to identify existing weaknesses in others and then press on them to achieve a tragic outcome.

These tragic manipulations are an exploration of human coercion, but are also a much deeper look at human fragility in the face of our darker nature.

In the book Night by Elie Wiesel, why did Zalman pull down his pants before he fell to the ground in Chapter 6?

In Night by Elie Wiesel, Zalman is suddenly seized with stomach cramps. The prisoners had been evacuated because the Allied Army was closing in on Buna. They started out marching in the freezing weather, but soon the Nazis were making them run. If someone could not keep up the pace, the Nazi guards shot him on the spot. Zalman had worked with Elie at the electrical warehouse when they were still in Buna. As they were running, Zalman's stomach began to hurt badly, and he had to go to the bathroom, but of course there was nowhere to go. Elie tried to convince him to keep going--that they would be stopping soon if Zalman could just hold on a little longer. Zalman could not, so he lowered his pants to relieve himself, and that was the last Elie ever saw of him.

"That is the last picture I have of him. I do not think it can have been the SS who finished him, because no one had noticed. He must have been trampled to death beneath the feet of the thousands of men who followed us" (Wiesel 82).

In Spoon River Anthology, what are some literary devices in "Jefferson Howard," and what is the poem's meaning?

“Jefferson Howard” tells of the life of its eponym, spoken by him from his grave in Spoon River.  Howard laments dying alone, after supporting a family, a burden that was “heavy to carry --/Yet fruits of my very zest of life.”  As he draws his last breath his children have “wound their lives in stranger gardens,” and he fears that his life, and all his labors, will be forgotten.  For he has labored, as a man must, and Howard bore the added onus of holding unconventional beliefs.  He is hated by “Republicans, Calvinists, merchants, bankers,” all of whom make up the dominant groups in the town.  Howard is not a church-going man, and instead prefers the community in the village tavern.  He has lived his life against the grain, and dies in fear “that no one would know of the fight I made.”

There is a plethora of literary devices evident in the poem, and I will only mention a few here.  Perhaps the most striking device here is parallelism.  The poem opens with the words “My valiant fight!”  and in line 21, we have the exclamation, “My valiant life!”   The speaker is thus underscoring the idea that his entire life was a struggle, and a noble one at that.  In lines 13 and 14, there is another parallelism –more specifically an antithesis, presenting two opposing ideas:  “Foe of the church…/Friend of the human touch.”  This emphasizes Howard’s dislike for the conventions of the town and his affinity for more secular habits, using parallel structure and the commonly opposed “friend” and “foe.”  And in line 22, Jefferson Howard is “facing the silence – facing the prospect” of being forgotten in death; this parallelism equates the prospect with the silence by simply renaming one as the other, that is, replacing the one with the other in a similar phrase.  In addition, in line 20 Howard states, “I stood alone, as I started alone!”  This parallel structure emphasizes the equality of the two phases of his life.

There is also in the first several lines a good example of consonance, with the frequent repetition of labiodental fricatives – the /f/ and /v/ sounds:

My valiant fight!  For I call it valiant,
With my father’s beliefs from Old Virginia:
Hating slavery, but no less war.

In addition to this, there is an example of alliteration in lines 14-15:  the /t/ sound, in “human touch of the tavern/Tangled with fates….”

In this poem there is a motif of nonconformity, and of life as a constant struggle through daily inconveniences – the difficulties in raising a family and holding tight to ones convictions – here, pro-abolition, anti-religion – when those convictions are often frowned upon.  Howard comments on these injustices, noting that during his life he was always “Stealing odd pleasures that cost me prestige/And reaping evils I had not sown.” 

In Night by Elie Wiesel, describe the ghetto evacuation and journey to Auschwitz.

In Night by Elie Wiesel, when the Jews were expelled from Sighet, they were first marched to the main synagogue. This happened on a Saturday, the Jewish Sabbath. At the synagogue, they found the bimah (altar) broken and the building vandalized. The Jewish people spent twenty-four hours there, so crowded together, breathing was difficult for them. The men and women were separated, and there were no bathrooms for them to use, so they were forced to use the corners of the room to relieve themselves.  

The following day, the Jewish people were marched to the train station and forced to load into cattle cars. Eighty people were pushed into each car and given a little bread and some buckets of water. The Hungarian police orchestrated all of this, and one person in each car was put in charge and told, "...if anyone escaped, he would be shot" (Wiesel 20). 

The train cars were crowded, so the people took turns sitting down. They never ate enough to feel satisfied because they didn't know how long the journey would take and feared running out of food. One woman in the same car as Elie Wiesel began to cry out about seeing a fire, and as she became more and more hysterical, the others yelled at her and hit her. Once they reached Auschwitz though, they saw the fires, too. There, the Jews were greeted by truncheons and torches.

"In front of us flames. In the air that smell of burning flesh. It must have been about midnight. We had arrived--at Birkenau, reception center for Auschwitz" (Wiesel 26).

What may be the determinants of human resource planning?

Some of the factors that influence human resource planning include;

Labor market
The labor market is basically the supply and demand of available workers in line with work that is available. The organization may require skilled workers, however, the local labor market may experience a deficit of such workers. Thus, for purposes of human resource planning, the organization will be forced to source the skilled labor externally.

Labor policies
Human resource planning is affected by existing laws both internationally and locally in areas where organizations operate. In this regard, the human resource planning process and expected goals should adhere to set policies regarding interactions with the labor market. Such policies may be in the form of; international labor laws, national labor laws and union policies depending on the industry or line of work.

Technological advancement
Technical changes are expected to impact the human resource planning process. This is because technological advancement creates a need for retraining of the available workers or the employment of new workers capable of handling the developments.

Organizational changes
Organizational changes are also expected to impact human resource planning. Organizations go through different situations, which necessitate changes in their need for human resources. Expansion of the organization, for instance, may require an increase in the available human resources to sustain normal/optimum operations.

What is the definition of domain?

Word domain can have several meanings in mathematics. Probably the most often used meaning is the one referring to domain of function (or map in general). In that sense domain of function `f:X to Y` is set `X` of all values for which function `f` is defined.

Another important term regarding domain of a function is natural domain. Natural domain is maximal set of values for which the function can be defined under real numbers. E.g. for function `f(x)=x^2` natural domain is set of all real numbers `RR` (because we can square every real number and we will get a real number), while for function `g(x)=\sqrt(x)` natural domain is set of all non-negative real numbers (if we take square root of a negative number, we get an imaginary number).

Word domain is also used in topology to denote a connected open set.

In number theory integral domain is ring that is commutative under multiplication, has multiplicative identity and no divisors of zero. Example of integral domain are integers.

In control theory and statistics frequency domain refers to function analysis with respect to frequency. E.g. each sound signal can be broken down to several different simple signals of different frequencies. Frequency domain is set of those simple signals.

There are still other usages of the word domain in mathematics: fundamental domain in group theory, domain of discourse in logic... There even a whole branch of mathematics called domain theory that studies partially ordered sets which are sometimes called domains.

How does the presence or absence of oxygen affect ATP production?

ATP stands for adenosine triphosphate and is the energy source used by cells.  The production of ATP is much greater in the presence of oxygen. In the presence of oxygen, 34-38 ATP are produced per glucose molecule. In the absence of oxygen, the net yield of ATP produced is 2 per glucose molecule.

ATP is formed in the presence of oxygen in the process known as aerobic cellular respiration. This process occurs within mitochondria of eukaryotic cells. There are three main parts of aerobic cellular respiration- glycolysis, Krebs Cycle, and the electron transport chain. Here, the processes that occur during each phase of aerobic cellular respiration. Overall, aerobic cellular respiration converts the sugar called glucose and oxygen gas into carbon dioxide gas, water, and 34-36 ATP.

Anaerobic respiration is sometimes referred to as fermentation. Fermentation is a metabolic process in which organisms convert carbohydrates, such as starch or sugar, into lactic acid or alcohol. Another name for fermentation is anaerobic respiration because the process is done in the absence of oxygen (“an” = not, “aero” = air or atmosphere). Compared to aerobic respiration, anaerobic respiration produces much less ATP.

Ethanol fermentation is the type of fermentation that produces alcohol. It is done by yeast and some strains of bacteria. During ethanol fermentation, pyruvate from glucose metabolism is broken into ethanol and carbon dioxide.  Because ethanol fermentation produces alcohol, it is used to produce beer and wine. The carbon dioxide produced by ethanol fermentation is advantageous in the making of breads.

During lactic acid fermentation, glucose is converted into cellular energy (ATP) and lactic acid. Lactic acid buildup occurs within muscle cells during intense intervals of activity when energy is needed at a faster rate than oxygen can be supplied. The lactic acid produced is the “burn” that athletes feel after an intense workout.

What were some bad things about colonial Virginia's government?

From its inception in 1607, supreme authority over the Virginia Colony rested with the King of England. In practice, however, the colony's distance from Britain, its motherland, made it impossible for a monarch to have a constant eye on its affairs - not an ideal situation. As such, the Virginia Colony practiced a limited form of self-government but with some disadvantages. 

First of all, there were so many governing bodies in Virginia that it created a sense of competition and rivalry. There was the colonial governor, for example, appointed by the king, who theoretically held supreme authority in Virginia. But, from 1619, there was also the House of Burgesses, a group modelled on the British House of Commons. 15 of its 22 members were elected officials but only white males who owned a certain amount of property could run for office. This body only met once a year, to make laws for the colony, but its laws could be vetoed by the governor or by any of the five members of his council. 

The only control that the House of Burgesses had over the governor was the power to determine his wages. This was a strong incentive for the governor to respect the wishes of the Burgesses but, in practice, created a potential for corruption. 

Comment on the loneliness and isolation of the migrant workers as major elements of Of Mice and Men.

The loneliness and isolation experienced by the migrant workers depicted in the text are certainly central to the themes of Steinbeck's Of Mice and Men.

Isolation based on gender, race and class can be described as being a salient element of the microcosm of American society presented in Of Mice and Men, and loneliness is the inevitable result. 

For examples of isolation, we can look at Crooks and Curley's wife in particular as figures isolated by categorical, demographic characteristics. Crooks is black and so is set apart, literally, from the rest of the people on the ranch. Curley's wife is denied the opportunity to develop any friendships due to her gender (and certain practical fears derived from her sexuality and attitude).

Class is another significant divisive force in the text as the ranch hands like George and Lennie are not only separated from the ownership of the ranch in a bunk house but are also separated from the other ranch hands by an ethos of mutual suspicion and self-interest. The men struggle to save any money from their wages and live in constant competition with one another. Their state of relative poverty ensures that they will remain in this state of competition, working against one another to get jobs instead of working together to build a different way of life.

That different way of life is articulated in the novel in the shared dream of land ownership discussed by Lennie and George (and then Candy and Crooks too). The men have a vision of working together in a system of partnership and cooperation. In this vision they will also retain the value of their labor, building capital for themselves—or at least being in control of their own schedules.

Thus the shared dream of land ownership highlights the current state of isolation that the men endure.

The friendship between George and Lennie functions similarly in the text, drawing a contrast between this special circumstance and the more normal situation experienced by men of their station.

George went on. “With us it ain’t like that. We got a future. We got somebody to talk to that gives a damn about us. We don’t have to sit in no bar room blown’ in our jack jus’ because we got no place else to go. If them other guys gets in jail they can rot for all anybody give a damn. But not us.”

The emphasis here is on how friendship is outside of the norm. The bond shared by George and Lennie is far from standard and instead serves to illuminate the isolation that is so common among migrant workers in this era of American life.

I have decided to write concerning the lost comunication between the past and present social normalities that forshadow and cause the Destructions...

A challenging and interesting topic! I will endeavor to provide some suggestions for each of your body paragraphs below:

First Body Paragraph:

You state that this paragraph concerns the disconnection between fathers and sons. Great choice! It looks like you have already chosen specific quotes you will use for this paragraph. May I suggest (if you haven't already done so) laying a solid groundwork for your topic by initially focusing on how and why the relationship between Timothy and his father becomes dysfunctional? For example, you may discuss the fact that Timothy was three and a half years old when his father, Colonel Greg Wellfleet, left to fight in the war. The colonel returned when Timothy was eight. That's a long period of absence.

The author describes that this father-absence coupled with the colonel's intimidating military demeanor further alienated Timothy from his father.

What his father really wanted, he thought, was to own him...and when they undressed in the bath-house his father's tool (Timothy's word) was so massive it reminded him of an animal's and scared him so badly, he could hardly sleep that night.

Colonel Wellfleet's physically powerful body and military carriage presents such a barrier because, as Timothy himself later explains on page 41, Colonel Wellfleet represents everything Timothy is not. Timothy calls his father a 'mesomorph' type. This is the body type most desirable for any man. A man with such a body type is lean, puts on muscle easily (with exercise), and also burns fat easily, especially in the youthful stages of life.

So, the disconnect between Timothy and his father is both physical and spiritual. Timothy conflates his father's fully conditioned body and intimidating manhood with an insatiable sexual appetite. Also, the inimitable Scrivener's tale about fathers with insatiable sexual urges doesn't help matters (page 39). Timothy initially blames his father for his parents' divorce, thinking that his father must have been unfaithful to his mother during the war years. Also, he experiences further disconnection from his father because of his mother's attitude towards her husband.

The boy was aghast, for he was thinking of that huge animal thing of his father's and how awful it must have been for his mother...he sensed fear in her.

So, you can present the disconnect between a father and son as something that can be engendered and compounded by immaturity (in terms of life experience), absence of the father figure during important formative years, and a mystifying, masculine ethos confusing to a juvenile mind. Page 43 describes every teenager's cry, who crave guidance and leadership from their fathers.

Why could he never understand that the last thing I needed from him was any kind of indulgence and the one thing I inwardly craved was the kind of leadership he had given his men at Walcheren?

So, why does this disconnect grow as time continues? Colonel Wellfleet's feels that his own personal shortcomings and failures lend him no moral authority to command and guide his own son into manhood.

On to paragraphs 2 and 3.

What was the Agricultural Revolution and how did it contribute to the distribution to goods?

The Agricultural Revolution occurred after the conclusion of the last ice age, roughly 10,000 years ago. It was marked by the planting of seeds for later harvest and the taming of animals for human utilization. The earliest Neolithic villages were established around rivers throughout the world, including the Tigris, Euphrates, Indus, and Huang He Rivers. The introduction of farming had dramatic effects and was one of the most important developments in the history of mankind. Farming allowed populations to grow and cities to develop. It led to social classes and powerful kings. Without the Agricultural Revolution, it is unlikely that civilization would be possible.

The Neolithic Revolution also changed how goods were distributed. Before farming, humans were required to hunt their food or gather seeds, nuts, fruits, or vegetables that were in nature. This was very difficult work that required a large percentage of the population to be successful. For this reason, humans traveled in small groups or tribes from place to place as food supplies dwindled. Whatever was gathered was shared with the tribe. With farming, more food is produced than what is needed. This extra food called a surplus. Over time, powerful people controlled the surplus created by farmers. They could use this surplus to trade with other villages, kingdoms, or empires. Farming allowed for people to develop other crafts and goods outside of food production as well. These goods could be traded with surpluses of food. A social structure developed that would determine what types of goods each group would be responsible for producing.

Why did the animals destroy the bits and whips in Animal Farm?

The animals overthrow Mr. Jones after Old Major has inspired them to take action and secure their own freedom. The humans exploit them by forcing them to endure hard labor for no reward. The bits and whips represent oppression to the animals, since these are the tools the humans use to control them. When animals are out of line it is the whips the humans use to punish them; when animals are forced to work, it is the bits that the humans use to direct them. It makes sense that the animals feel a sense of resentment towards these tools. Destroying these symbols of oppression represents a new chapter in their lives. The song "Beasts of England," which becomes an anthem for the animals' small revolution, specifically mentions the whips and bits of human injustice. This shows how symbolically important this moment is to the movement. 

In chapter 3 of The Bronze Bow, who tries to follow Daniel as he leaves the camp to return to the village?

Simon the Zealot makes his way up the mountain in chapter 3 of The Bronze Bow. He lets Daniel know that Amalek, the blacksmith to whom Daniel was indentured and from whom he ran away, is dead, making it safe for Daniel to return to the village to visit his grandmother and sister. Daniel resents the visit at first, but he allows himself to be persuaded. An unexpected problem arises when Samson, the large deaf-mute slave who Daniel has taken charge of, attempts to follow Daniel down the mountain. Because Daniel is the only one who took a personal interest in the slave after he was captured, Samson is devoted to Daniel, always keeping him in sight. Daniel tells Samson to go back to the camp, and he assigns Joktan the task of making sure Samson gets fed. Because the slave appears to be deaf, or perhaps does not speak their language, he continues trying to follow Daniel even after Daniel tells him not to. Daniel has to get angry, wave his arms, and stomp away to communicate to Samson that he may not follow him.

What is the significance of the Fibonacci number?

A Fibonacci number is a number from the Fibonacci sequence; this sequence is generated by starting with a(0)=1, a(1)=1 and then each nth term (n>1) is found by adding the proceeding two numbers. a(2)=a(0)+a(1)=1+1=2; a(3)=1+2=3 yielding the sequence 1,1,2,3,5,8,13,21,...

(1) In mathematics, the Fibonacci sequence is a special case of the Lucas numbers.

The ratio of adjacent Fibonacci numbers approaches the golden mean phi as the number of terms grows without bound.

(2) Historically the Fibonacci numbers were introduced in Europe in a book extolling the virtues of Hindu-Arabic numbers and arithmetic.

(3) Fibonacci numbers are said to appear in botany: in the ratio of angles of branches in certain plants (phyllotaxis) and in the number and arrangement in seeds in plants such as pine cones, sunflowers, and pineapples.

(4) The Fibonacci numbers are associated with spirals: in nature we see them in Nautilus shells and spiral galaxies.

(5) If we look at the ancestry of male honeybees we find the Fibonacci numbers --  a male has 1 parent, 2 grandparents, 3 great-grandparents, 5 great-great-grandparents, etc...

I hope this gives you some ideas to look into -- this sequence appears in zoology, botany, art, and in many areas of mathematics.

`bbu = -2bbi + bbj, bbv = 3bbj` Find (a) `bbu + bbv`, (b) `bbu - bbv`, and (c) `2bbu - 3bbv`.

You need to evaluate the sum of two vectors,`u+v` , hence you need to perform the addition of the same versors, such that:

`u = -2i + j`

`v = 0i + 3j`

`u + v = (-2+0)i + (1+3)j`

`u + v = -2i+4j`

Hence, evaluating the sum `u + v` yields `u + v = -2i+4j.`

You need to evaluate the difference of two vectors,`u-v` , hence you need to perform the subtraction of the same versors, such that:

`u = -2i + j`

`v = 0i + 3j`

`u - v = (-2-0)i + (1-3)j`

`u - v = -2i-2j`

Hence, evaluating the difference `u - v` yields `u - v = -2i-2j.`

You need to evaluate the difference of the vectors,`2u-3v` , hence you need to perform first the multiplication of each vector with the indicated scalar and then you need to perform the subtraction of the same versors, such that:

`u = -2i + j=> 2u = -4i + 2j`

`v = 0i + 3j => 3v = 0i + 9j`

`2u - 3v = -4i + 2j - 0i - 9j => 2u - 3v = -4i - 7j`

Hence, evaluating the difference `2u - 3v ` yields `2u - 3v = -4i - 7j.`

How are the Ghost of Christmas Past and Present described in A Christmas Carol?

The Ghost of Christmas Past is bright and indistinct, and the Ghost of Christmas Present is jovial and colorful.

Scrooge is a grumpy old miser when his friend Jacob Marley decides to give him a chance to look at his life and make some changes.  Jacob is dead, so his intervention consists of having Scrooge visited by three other ghosts.  Scrooge is skeptical at first, but as he goes along from ghost to ghost he becomes a new man.

The first ghost is very unusual looking.  It seems to shine like a candle, and Scrooge can’t tell whether it is young or old, or male or female.

It was a strange figure—like a child: yet not so like a child as like an old man, viewed through some supernatural medium, which gave him the appearance of having receded from the view, and being diminished to a child's proportions. (Stave 2)

The ghost is old and young at the same time and male and female at the same time because it represents the vague nature of the past.  Sometimes we do not remember things exactly as they happened, so the ghost flickers in and out of focus.  Also, there are many influences on us in our pasts, so that ghost is everyone at one.  The candle-like nature of the ghost represents the glow the past has for us.  Even Scrooge gets teary-eyed at some events from his past.

The Ghost of Christmas Present is very different.  While the first ghost was somewhat reserved and stern, this ghost is friendly and loud.  Even his clothing seems festive.

It was clothed in one simple deep green robe, or mantle, bordered with white fur. This garment hung so loosely on the figure, that its capacious breast was bare … Its feet, observable beneath the ample folds of the garment, were also bare; and on its head it wore no other covering than a holly wreath set here and there with shining icicles. (Stave 3)

One interesting part of this ghost’s appearance is that he wears a scabbard with no sword.  That and his open chest represents his good-nature.  He prefers peace to war.  He is all about celebrating life.  The ghost carries a special torch that he uses to bless those he passes with Christmas spirit.

The second ghost is more friendly than the first, but he does scold Scrooge for not caring about the poor.  He shows Scrooge two children, Ignorance and Want, and tells Scrooge that he should show more compassion.  By the time Scrooge is done with him, he is a changed man.

Only about 5% of all African slaves ended up in Britain's North American colonies. True or false

This is true.

Only about 450,000 African slaves ended up in the United States until the U.S. Congress abolished the African slave trade in 1807. About 500,000 altogether ended up in various parts of North America, outside of the Caribbean islands.

The West Indies and Brazil imported the largest percentages of slaves. Brazil received 4.86 million Africans. This is why, today, Brazil has the largest population of people of African descent outside of Nigeria.

The Caribbean was the second main consumer of slaves. They imported approximately 4.5. million. On the Caribbean islands, particularly the Barbados and Cuba, the sugar trade was very important. Slaves were needed to cut sugar cane. However, conditions on these islands, due to the heat and the prevalence of disease, caused many slaves to die. When this occurred, more slaves had to be brought in to replenish those who had died. 

In the American Colonies, most slaves were taken to two states: Virginia and South Carolina. Virginia had a successful tobacco trade. Slaves were needed to cultivate and pick the tobacco plants. In South Carolina, the cultivation of rice became lucrative. In 1803, after the Louisiana Purchase, the United States became more interested in the cultivation of cotton. Textile mills in New England, particularly, and Great Britain depended on Southern cotton. Alabama, Mississippi, and eastern Texas were pre-eminent in the cultivation and sale of cotton. The speed of cotton cultivation improved with the invention of Eli Whitney's cotton gin in 1794. 

Because of the cultivation of cotton, and the remaining importance of the other crops, slaves were still highly desirable property -- up until the outbreak of the Civil War in 1861. To acquire the slaves that were necessary, it was not unusual for free Northern blacks to be kidnapped and brought South. 

What are some dramatic ironies in Romeo and Juliet?

When Romeo and Juliet first take notice of one another and begin to speak in Act 1, Scene 5, the audience already knows that each of them is the child of their father's enemy.  Though they do not know each other's names yet, they fall in love at first sight.  However, the audience knows -- before they do -- that their love is going to be terribly problematic even before they know themselves.  

In another example, we know that Romeo has been exiled from Verona for the murder of Tybalt, Juliet's cousin, before either Romeo or Juliet finds out.  This builds tension while we wait for them to learn that there are now even more insurmountable stumbling blocks placed in their path: the increased and renewed animosity between the families as well as Romeo's removal from the city.

However, the most prodigious example of dramatic irony in the play is when Romeo does not get the letter that explains the plan for Juliet to drink the potion that will make her appear as one dead.  Instead, he hears that she is actually dead (which is the story given out to everyone but Romeo via this mislaid letter), and so goes to buy a terrible poison that will "dispatch" him, too.  We know that Juliet is not dead, but Romeo does not.  He goes to her tomb, slays Paris, drinks his poison, and dies.  Meanwhile Friar Lawrence arrives, saying, "Fear comes upon me. / O, much I fear some ill unthrifty thing" (5.3.139-140).  We ought to feel the same, knowing that Juliet is about to awaken and find Romeo dead by her side.  This is, by far, the most upsetting example of dramatic irony in the play.  There have been other delays and misunderstandings, etc., but there is no coming back from this one.  Romeo's ignorance of Juliet's plan leads him down a path that ends in the ultimate tragedy.  Finding Romeo dead, Juliet kills herself, and thus the play ends.  

Why is it hard for the animals to use tools?

The animals found it difficult to use some tools, because they were animals.  Even though the book is a fable of sorts, there are some realistic elements thrown in.  One of them is the detail that the animals found it difficult to use tool that required them to stand on their hind legs.  That said, Orwell also makes it a point to say that the pigs found a way around this, as they were extremely clever. Here are Orwell's words:

Sometimes the work was hard; the implements had been designed for human beings and not for animals, and it was a great drawback that no animal was able to use any tool that involved standing on his hind legs. But the pigs were so clever that they could think of a way round every difficulty.

Orwell also points out that the animals did have some some advantages, such as knowledge of the farm. For example, the horses knew the land of the farm better than Jones and his men.  They also knew more about mowing and raking than Jones's men. So, even though the animals had some disadvantages, they managed. 

On what pages of Harper Lee's To Kill a Mockingbird can good passages be found about education, individuality, child abuse, and stereotypes?

Throughout Harper Lee's To Kill a Mockingbird, Scout the narrator frequently comments on the inadequacies of Maycomb County's public education system.

The first time Scout realizes the inadequacies of public education is on her very first day of school when her first-grade teacher, Miss Caroline, chastises her for already knowing how to read. Scout floors Miss Caroline by already knowing how to read the alphabet, "most of My First Reader and the stock-market quotations from The Mobile Register" (Ch. 2). However, instead of praising Scout for her precociousness and suggesting Scout should be promoted to a higher grade level, Miss Caroline orders Scout to tell her father to stop teaching her how to read, saying "he does not know how to teach," regardless of the fact that Scout insists no one actually taught her; it just came naturally to her. Scout is even later chastised for writing in cursive because, according to Miss Caroline, writing in cursive is not something that is taught in the first grade; only printing is taught.

Scout develops further distaste for public education when Jem explains to her that Miss Caroline is using a new method of teaching she learned in college that will soon be used in all the grades; he calls it the "Dewy Decimal System" (Ch. 2). The Dewey Decimal System is a means of classifying and organizing books according to subject. Therefore, in calling the new teaching method the "Dewey Decimal System," Jem implies that the new teaching method is a means of classifying and organizing information. Since Miss Caroline has classified and organized information, she feels that, as a first grader, Scout shouldn't know certain things, like how to read and write. But, since Scout already does know how to read and write, Miss Caroline's teaching method is very counterproductive, making Scout feel robbed of a real education.  

By the end of her first day of school, as well as at the end of her first year of school, Scout feels that she would be better off being educated at home, just like her father and uncle were educated at home by her grandfather and, in Scout's view, "knew everything--at least, what one didn't know the other did" (Ch. 4).

As page numbers will vary per version of the book, only approximations of locations for passages can be given. The above passages can be found towards the beginning and middle of Chapter 2 and the very first page of Chapter 4.

What foreshadowing is in Friar Laurence's speech about herbs and flowers? Please explain with textual evidence.

Friar Lawrence's speech, considered a soliloquy because he is speaking at length while alone on stage, at the beginning of Act II, Scene 3, serves three purposes.

First, in Shakespearean theaters no lighting or props were used so the language had to set the scene. In the opening lines the Friar uses both personification and a simile to inform the audience it is morning:

The gray-eyed morn smiles on the frowning night,
Check’ring the eastern clouds with streaks of light,
And fleckled darkness like a drunkard reels
From forth day’s path and Titan’s fiery wheels.

In fact, it is the morning after Romeo and Juliet first meet and when Romeo shows up we know he has been up all night.

Second, and to directly answer your question, the Friar is telling us that he is something of a chemist who can concoct both medicine and poisons. While he is gathering flowers and weeds he comments:

Within the infant rind of this small flower

Poison hath residence and medicine power.

For this, being smelt, with that part cheers each part;

Being tasted, stays all senses with the heart.

The fact that he knows about medicines and poisons foreshadows his plot later in the play for Juliet to drink a sleeping potion and fake her death so that she will not have to marry Count Paris and will eventually be reunited with Romeo. From this speech we know he is capable of mixing such a brew.  Unfortunately, ...well, you know the rest of the story.

Third, Shakespeare is commenting on the nature of human beings. In this play, people who are essentially good (there is not a truly evil character in the play--at least not as evil as some of Shakespeare's true villains like Iago or Richard III) are led to tragedy. Shakespeare says that, like the weeds and flowers, every human being may display elements of both good and evil. The Friar says,

Two such opposèd kings encamp them still
In man as well as herbs—grace and rude will;
And where the worser is predominant,
Full soon the canker death eats up that plant.

How does the title "Silent Dancing" relate to the text?

The full title of Silent Dancing by Judith Ortiz Cofer is Silent Dancing: A Partial Remembrance of a Puerto Rican Childhood. The particular phrase "Silent Dancing" refers to a specific memory of Ortiz Cofer's childhood.  She recalls a home video that she watched numerous times with her mother of people dancing at a party. There is no sound in the video, and the video quality is poor, but the image of the people dancing silently is one of the links to her childhood memories. The link to this particular home movie is so strong that she calls it "the only complete scene in color [she] can recall from those years."

Silent Dancing contains memories and reflections within those memories about Ortiz Cofer's experience growing up as a Puerto Rican child in New Jersey and spending months at a time in Puerto Rico. It also mentions her father's desire for complete assimilation as well as the desire of her mother and her mother's family to impart aspects of the Puerto Rican culture into Ortiz Cofer.

The title, Silent Dancing: A Partial Remembrance of a Puerto Rican Childhood, not only tells you the general idea of the book, but also hints directly at one of the partial remembrances found in the book.

What was William Blake's purpose for writing the poem "The Tyger?"

William Blake wrote two corresponding sets of verses called "Songs of Innocence" and "Songs of Experience." In "Songs of Innocence," Blake looked on life as if through the eyes of a child; he presented an innocent, trusting, and optimistic viewpoint on his subjects. In "Songs of Experience," on the other hand, he presented the same or similar topics from a mature, pessimistic, and even dark perspective. In this way, by showing two contrasting sides to a topic, he believed the real truth could be better perceived. 

"The Tyger" is a Song of Experience; its corresponding poem is "The Lamb." "The Lamb" presents God as the Lamb of God, an image that is sweet and comforting; the poem is written as if a little child were addressing a lamb. "The Tyger" is best understood in comparison with "The Lamb." In "The Tyger," God is presented as something like a powerful mad scientist, forging in his heavenly "furnace" a beast ruthless and deadly. The Tyger is a symbol of violence, oppression, and fear. The multiple questions to the Tyger about who made it leave the impression that the speaker is blaming God for the evil and pain that exists in the world and questioning the motives of such a Creator. 

It would be a mistake to say that Blake's purpose in writing "The Tyger" was to show that God is the source of pain and violence in the world, just as it would be a mistake to assume that Blake's purpose in writing "The Lamb" was to convert people to a belief in Jesus Christ. Blake's purpose in writing the TWO poems was to show the contrasting sides of God in hopes of developing a fuller understanding of who God really is.

What are the differences and similarities between elements, compounds and mixtures?

There are very few similarities between elements, compounds and mixtures. At the most basic level, all the three are composed of atoms. Elements and compounds are purely homogeneous substances and they have a constant composition throughout. Elements and compounds cannot be separated into their respective constituents by physical means. Compounds and mixtures are made up of different elements or different atoms.

There are a number of differences between the three types of substances. 

Elements are composed of only 1 type of atoms and any subdivision can only result in same element. All the atoms of an element have the same properties (assuming they are the same isotope). Some examples are iron, magnesium, gold, etc.

Compounds are composed of two or more elements in a fixed ratio. The properties of a compound are different from that of its individual constituents. A compound can be broken down into its constituents. Some examples of compounds are sodium chloride (common salt), water, etc.

A mixture is composed of two or more elements or compounds in a non-fixed ratio. All the constituents of a mixture retain their properties. A mixture can be divided into constituents by physical means. An example of a mixture is trail mix.

Hope this helps. 

Calculate the area of these following shapes

We are asked to find the area of a T-shaped region. We assume that all of the sides are perpendicular:

There are multiple approaches. One way is to cut the figure into two rectangles; the rectangle formed at the top of the "T" and the rectangle that forms the stem.

For the top rectangle the area is 8x20=160 square cm.

For the "stem", the length is 25cm. The width is 8cm. (We subtract the two 6cm lengths from the 20cm length to get 8cm.) So the area is 8x25=200 square cm.

The total area is 160 sq cm + 200 sq cm = 360 sq cm.

Who were Progressive reformers?

In a historical sense, Progressive reformers were people who attempted, through a variety of means, to correct many of the social ills that accompanied industrial development and economic expansion around the beginning of the twentieth century. Progressives were a very diverse lot. They included national politicians such as Presidents Theodore Roosevelt and Woodrow Wilson, state governors like John Peter Altgeld of Illinois and C.B. Aycock of North Carolina, educated social workers like Jane Addams, journalists like Ida Tarbell and Ida B. Wells-Barnett, and intellectuals like W.E.B. DuBois and John Dewey. These people embraced a number of causes, from the settlement house movement to labeling on food and drugs to the establishment of public education. Workplace safety measures were of particular interest to many progressives. Other progressives pushed for an end to corruption in local government and increased democracy in the form of voting rights for women and direct election of senators. On the other hand, some progressives, like Aycock and other southern politicians, also vigorously supported segregation laws, which they viewed as progressive reforms. Some others advocated for literacy tests as a means of disfranchising immigrants. So progressives believed in a wide variety of reform measures.

How would I write a logbook for Coleridge's poem "The Rime of the Ancient Mariner"?

"The Rime of the Ancient Mariner" is Samuel Taylor Coleridge's most famous work. It is one of the early works of the Romantic era, published as part of Coleridge's collaboration with William Wordsworth in the collection Lyrical Ballads in 1798.

Most, but not all, of the poem takes place aboard a ship that is forced southward by a storm, almost to the South Pole. It takes quite a while for the ship to make its way back to England, and on the way there and back the crew, and then the lone-surviving speaker, see and experience many strange things.

A ship's logbook is meant to keep a daily record of distance travelled, navigational information, and incidents of note that occur on the voyage.

In Part I of the story, you might note in the logbook that a storm blew the ship far off course until they were caught up in snow and mist and then trapped in ice.

In Part II you would probably record the fact that after the crew headed back north for awhile, the wind died. As the boat and crew sat in the still water, slimy creatures appeared upon the sea.

Parts III through IV also offer plenty of subject matter for the log. Section VII is more concerned with the ship's arrival in England.

Who is Caliban? How does Ariel torment him?

According to Caliban himself in Act I, Scene 2, he is the only inhabitant of the island that Prospero and Miranda land on:

This island's mine, by Sycorax my mother, 
Which thou takest from me. When thou camest first, 
Thou strokedst me and madest much of me, wouldst give me 
Water with berries in't, and teach me how
To name the bigger light, and how the less, 
That burn by day and night: and then I loved thee 
And show'd thee all the qualities o' the isle, 
The fresh springs, brine-pits, barren place and fertile: 
Cursed be I that did so! All the charms
Of Sycorax, toads, beetles, bats, light on you! 
For I am all the subjects that you have, 
Which first was mine own king: and here you sty me 
In this hard rock, whiles you do keep from me 
The rest o' the island.

In this speech, Caliban indicates both that the island is his because it was his mother's and he is its sole inhabitant, "For I am all the subjects that you have."

In Act 3, Scene 2, Ariel the fairy torments Caliban by pretending to be Trinculo, a jester on the shipwrecked vessel whose crew lands on the island.  For example, Caliban tells Stephano and Trinculo:

I am subject to a tyrant,/A sorcerer, that by his cunning hath/Cheated me of the island

When Ariel enters invisibly to mimic Trinculo and proclaim "Thou liest," Caliban's response indicates his tormented and enraged state:

Thou liest, thou/jesting monkey, thou!/I would my valient master would destroy thee./I do not lie.

Ariel continues to repeat the accusation and further plots against Caliban by telling Prospero of Caliban's attempt on his life: "This will I tell my master."

In the book You Got Nothing Coming, Notes from a Prison Fish, how did the main character get to be where he is? What did he learn, and how can he...

You Got Nothing Coming, Notes From a Prison Fish is the memoir of an ordinary man who got sucked into prison life after committing voluntary manslaughter. According to author Jimmy Lerner's versions of events, he and Mark Slavin were visting Reno, Nevada when Slavin assaulted Lerner in their hotel room, threatened his daughters and attempted to kill him. Lerner then killed Slavin with a belt and plastic bag, implying that he acted out of self defense. 

During his time in prison, Lerner learned how to adapt to prison life. This included slang, social dynamics and how he ended up identifying with the most hardened criminals within the system. Lerner is now on parole and free to pursue a life outside of a jail cell. He can now go on a journey of self improvement and move away from the rampant consumerism and empty corporatism that caused his life to spiral out of control in the first place. 

In what ways did the U.S. government restrict civil liberties during and immediately after World War I?

During and after World War I, the government restricted the civil liberties of the American people. During the war, two laws were passed that restricted civil liberties. The Sedition Act was passed. This law made it illegal to publicly criticize the President or the war activities. The Espionage Act was also passed. This law punished anti-war activities. During times of war, it is not uncommon for the government to restrict the freedoms of the people. The government doesn’t want our enemies to think the American people don’t support the war effort.

After World War I, civil liberties were also suppressed. There was a big fear of a communist takeover after World War I ended. The goal of the communists was to spread their system worldwide. People were convinced the communists were coming here because there were a lot of strikes after World War I. Many people viewed some of the striking workers as anarchists and as radicals tied to the communist ideology. During this time period, known as the Red Scare, the FBI began to investigate radical groups. A. Mitchell Palmer authorized raids of individuals and groups that were suspected of having connections to radicals. These Palmer raids, as they were called, often were done without a search warrant. In some cases, immigrants and foreigners were exiled from the country even though the raids were done without proper search warrants being issued.

During and after World War I, people’s rights were violated, and their civil liberties were curtailed.

What are some examples of allusion, imagery, mood, tone, similes, metaphors, personification, irony, satire, symbolism, and foreshadowing?

The literary devices you listed can be deployed in written literature, but also in the arts more generally (e.g. film, TV, opera). Examples of each could be drawn from the arts more broadly understood.

An example of an allusion would be when, for example, the commercial for a Motorola zoom tablet indirectly referenced the famous Apple ad that aired in 1984 and borrowed themes from George Orwell's novel, "1984". The Motorola ad used similar images and showed two young people rejecting mindless conformism, not unlike Apple heralded its product as a rejection of Orwellian conformity back in 1984.

Imagery in literature can be witnessed when an author uses detailed description (often eliciting or appealing to the five senses) to enable the reader to more easily imagine the story world. You might think of some of the rich descriptions of Hogwarts in a J.K. Rowling novel as an example of imagery. 

Mood has to do with the emotional disposition an author takes to a story, which can give the story a kind of atmosphere of feeling. The mood in many Edgar Allan Poe novels and short stories, for example, is dark and macabre.

Tone refers to the attitude an author -- or, again, a director, filmmaker, etc. -- adopts toward themes, characters or life in a particular narrative. The tone of John Steinbeck's novel "The Grapes of Wrath" is very critical, revealing the human suffering and inequalities during the Great Depression in the US, although there is also a slight sense of hope through resistance and perseverance conveyed throughout the novel, especially toward the end.

A simile is when an author refers to something as being like something else (when an author likens something to something different). A romantic poem might include lines like "Your eyes are like the ocean, and I can get lost in them." (The first part of that line is a simile, the second comes close to metaphor.)

A metaphor involves ascribing meaning of one subject to another. For example, when someone writes (or says) "He was a beast on the court," referring to how well someone played a game of basketball, the writer (or speaker) is using a metaphor ("a beast") to convey how well the person played the game.

Personification entails ascribing human traits or characteristics to non-human entities. If I write that "the wind treated me with cold indifference," I'm using personification because the word choice is something you would expect to be used in reference to how a person can treat another person.

Irony involves incorporating into a story, narrative or other piece of work something that one would not expect. In literature, it is usually seen when the literal meaning of a word or words stands in stark contrast to what is actually meant. One can see this in everyday culture; an example would be someone wearing a t-shirt showing a TV show or band, but it would be a TV show or a band that they don't actually like.

Satire encompasses a variety of comedic devices and rhetorical devices for social commentary. The most famous example of a satirical novel is Jonathan Swift's "A Modest Proposal," an essay in which the author facetiously suggested the parents of impoverished children might sell their kids as food. The device served to highlight the social problem of poverty while criticizing actual proposals that were almost just as bad. More recently, you could say that TV shows that aired on Comedy Central, The Daily Show and The Colbert Report, used satire to poke fun at the major media and politics.

Symbolism is in one a writer uses a symbol (something that can stand for and/or invoke the idea or meaning of something else) to signify something. An obvious example is the symbol of the heart used to signify love.

Foreshadowing occurs in a literary work (or in another work of art that can unfold over time) when hints are dropped as to what is going to happen later in the story. Edgar Allan Poe uses foreshadowing throughout his short story "The Cask of Amontillado," intimating through the dialogue between the two characters that one (Fortunato) would soon meet his death and be entombed by the other (Montresor) who takes revenge by sealing his former friend in the catacombs.

How does the ear function to maintain equilibrium?

The ear maintains equilibrium by detecting the position and the motion of the body.  

The sacculus and utriculus are found just above the cochlea. They are interconnecting chambers that are each filled with fluid. There are hair cells inside each chamber. Attached to the hair cells are tiny spheres of calcium carbonate called ear stones. As the head moves, the ear stones move. The movement of the ear stones initiate an action potential that is sent to the brain. In this way, we are able to detect the orientation of our bodies.

Motion is detected by the semicircular canals of the ear. These canals are found on the top of the inner ear. There are hair cells at each end of the canals. The movement of the fluid in the canals lags compared to the movement of our bodies. This results in a relative motion between the walls of the canals and the fluid (endolymph). Thus, the hair cells move and send messages to the brain. The brain is then able to detect movement.  

Is the Earth Flat?

No, the Earth is not flat. In fact, it has a round shape. That is, our Earth is a sphere (approximately). This has also been seen and confirmed from the space; Earth appears like a blue marble. 

To be accurate, Earth is an oblate spheroid, that it is not a perfect sphere and has a bulge around the Equator. This means that Earth has a higher diameter (about 11 miles) near equator than at poles. This is due to the fact that Earth spins on its own axis. Since the difference is very small, we can consider Earth to be round.

If the Earth was not round and was actually flat, we would have seen or heard ships falling off the edge of planet or airplanes going off the flat planet. Since that does not happen and we can actually travel around the world in a plane (in a circle), Earth must be round.

Hope this helps.  

Eliezer seems to feel he did not respond as a son should to his dying father and that he did not respond appropriately after his father's death....

After Eliezer and his father have spent the entirety of their concentration camp time together, Elie's dad's death is rather unemotional.  There is little in the way of a teary goodbye, although Elie's dad's last word is his son's name.

Elie awakens the next morning to see his father's bed inhabited by a new invalid.  He thinks upon the fact that his dad may have been taken to the crematory while still breathing, and he reflects on the fact that his father will have no services to mark his death.

Elie does not weep, and expresses regret that he did not respond to his dad's call.  Yet, as Elie says, he had no more tears.  And, as he admits, he is happy to be free of the burden of caring for his father.  Both actions may seem harsh, but they are also understandable given the context.  Elie does not weep because he has become desensitized to death -- something he has seen as a daily event.  As for feeling free, this is also understandable.  While his father has seen him through difficult events, of late, he had been more of a burden to look after.  When Elie leaves the concentration camp, he later grieves his father in ways that are more "human" and appropriate.  I believe he acts as honorably as possible in an inhumane environment.

What do we learn about the character of Eliza in Act 1 of Pygmalion?

Eliza Doolittle, the Galatea to Higgins' Pygmalion, is first encountered selling flowers outdoors. Shaw gives an elaborate description of her in his stage directions, describing her as dirty, shabby, and having bad teeth:

She is not at all an attractive person. She is perhaps eighteen... [her] hat... has long been exposed to the dust and soot of London and has seldom if ever been brushed. Her hair needs washing rather badly ... she is very dirty.

Shaw adds, though, that her features are actually no less regular than those of the ladies but the main difference in their appearance really has to do with class. Eliza's poverty does not allow her to engage in the sort of personal hygiene habits common among the upper classes and her clothing suffers from her earning her living selling flowers on the street. Shaw also attempts to reproduce her dialect phonetically, emphasizing the great distance between her cockney accent and standard pronunciation.

While the mother and daughter regard her as a nuisance to be paid off, Higgins is simply interested in her speech patterns and sees her as more of an object of scientific curiosity than as a human being. The bystanders tend to be sympathetic to her plight as they can see that she is struggling to support herself by selling flowers. 

In “Still I Rise,” Maya Angelou uses 'you' repeatedly. Who is meant by 'you?' Substantiate your answer.

Maya Angelou uses the words ‘you’ and ‘your’ fifteen times in her poem “Still I Rise.” “You” certainly stands for the white oppressors of the black people. The fact that Angelou was a black woman and her identifying herself as “a black ocean” and “the dream and the hope of the slave” leave no doubt that the ‘you’ in the poem is nobody else but the whites who subjugated and tyrannized blacks.

Angelou was a prominent African-American writer whose poems and autobiographical works could well be read as her defense of black culture. Among black literary figures and social activists, she had been one of the most vocal proponents of black rights.

“Still I Rise” can be read as both a personal and a political poem. It had first appeared in the collection published as And Still I Rise in 1978.

It must be remembered that African-American Civil Rights Movement had led to passing of the Civil Rights Act of 1964. This legislation outlawed discrimination based on color, religion or sex. This was a great victory for the African-Americans.

This poem records the triumphant mood of the blacks. The speaker sounds extremely buoyant, high-spirited, confident, fearless and determined.

Thus, when Angelou says ‘you’ in the following lines, she directly refers to the whites who are not really happy and comfortable seeing the blacks 'rise:'

Did you want to see me broken?

Bowed head and lowered eyes?

Does my sassiness upset you?

Why are you beset with gloom?

Does my haughtiness offend you?

Does my sexiness upset you?

What does this quote by W.E.B DuBois mean: "It was negro loyalty and the negro vote alone that restored the south to the union; established the new...

In 1929, the editors of the Encyclopedia Britannica asked W.E.B. DuBois, an African-American historian, to write an article on Reconstruction. In response, he wrote, "“it was Negro loyalty and the Negro vote alone that restored the South to the Union; established the new democracy, both for white and black, and instituted the public schools.”

DuBois intended his statement to be a correction to the standard idea among whites that African-American people had destroyed the process of Reconstruction and that they were to blame for its failures. Their failures were blamed on the corrupt alliance between southern African-American people and "carpetbaggers," or people from the north looking to profit from Reconstruction in the south. Many people regarded African-Americans as not up to the task of governing themselves after the Civil War.

DuBois, on the other hand, believed that African-Americans were critical in not only winning the Civil War but also in forming integrated state governments after the war that passed legislation that allowed the southern states to rejoin the union, expand voting rights, and set up public schools. His statement was intended to assert the idea that African-Americans were fully capable of governing themselves, despite what historians at the time (such as William Dunning) claimed about the inability of former slaves to carry out a successful agenda during Reconstruction. The editors of the encyclopedia asked DuBois to strike this passage from his article, but he instead withdrew the article and later wrote a history of Black Reconstruction.

What are the boys in the square doing in the story "The Lottery"?

It is the morning of the lottery.  This event happened every year in every town on June 27th unless it was a huge town, and they needed two days for the event.  School was just recently out for the summer, and the young boys were the first to enter the square. The boys of the town gathered quietly at first and then,

“…..broke into boisterous play.”  (pg 1)

Bobby Martin was the first boy to fill his pockets with stones, and the other boys then followed his lead. They chose,

“…..the smoothest and roundest stones.” (pg 1)

It is obvious that they are choosing these stones for a specific purpose.  Bobby, Harry Jones, and Dickie Delacrois made a huge pile a stones in one corner of the square.  They guarded that pile because other boys would try to take them.

This foreshadows what is to come later.  The reader knows that the boys must be preparing for something that will happen later in the book, otherwise, why bother collecting and piling the stones.

What was Madison’s argument for the right of government to tax people?

In 1788, James Madison authored the Federalist Paper 45, one of 85 essays designed to urge the people of New York to ratify the United States Constitution. 

In this essay, Madison (writing under the pseudonym, Publius) argues that the federal government has the power of taxation:

"The change relating to taxation may be regarded as the most important; and yet the present Congress has the complete authority to REQUIRE of the States indefinite supplies of money for the common defense and general welfare, as the future Congress will have to require them of individual citizens." (see reference link).

In other words, Madison argued that the government could tax citizens as much money as it liked because this paid the costs which were necessary to defend the country, to protect people's rights and to provide them with any other important services. Without these taxes, the government would simply be unable to fulfill its public duty. 

Why is it ironic that the Hadleys live in a development called Happylife homes?

It is ironic that the Hadleys live in something called a "Happy" life home because the home has made them miserable. Their house might be more accurately named Miserylife. The Hadleys believed that the expensive, state-of-the-art dwelling with every convenience would bring them happiness, as advertised, but instead, it has torn their family apart. The two children, Wendy and Peter, have become spoiled and alienated, preferring to spend their time in front of giant viewscreens watching violent scenes of an African veldt rather than with their parents. Mrs.Hadley feels useless because the house does everything for her. Both parents want their children back. But by the time the parents realize they need to permanently shut off the viewscreens and rebuild their family life on a more solid foundation, it is too late: the children turn on the parents and lock them in the nursery to be devoured by lions. It doesn't get much more unhappy--or less alive--than that.  

How does George Bernard Shaw bring forth his socialist ideas through the character of Mr. Alfred Doolittle in his play Pygmalion?

Shaw was a Fabian, part of a group that believed socialism could be achieved peacefully, without a revolution, putting him at odds with the Marxists. But both groups shared the belief that economics, not inborn "character" or "nationality," determines social behavior. Shaw shows this through Alfred. 

For example, while Higgins attributes Alfred's dishonesty to being "Welsh," and asks if he has any (middle class) moral values, Alfred explains why he doesn't: "Can't afford them, Governor. Neither could you if you was as poor as me. Not that I mean any harm, you know."

Alfred, when pressed on his morality in wanting to sell Eliza for gain, goes on to say:

I'm one of the undeserving poor: that's what I am. Think of what that means to a man. It means that he's up agen middle class morality all the time. If there's anything going, and I put in for a bit of it, it's always the same story: "You're undeserving; so you can't have it." But my needs is as great as the most deserving widow's that ever got money out of six different charities in one week ... What is middle class morality? Just an excuse for never giving me anything. 

In this statement, Alfred exposes the hypocrisy of middle-class "morality": it is simply the way those with more money hold down those with less, an ideology or false consciousness that says the middle class "deserve" their wealth. This morality is self-serving to the core, a way to uphold a class structure the socialists wish to abolish.

Later, when Alfred is left 3,000 pounds a year from the Predigested Cheese Trust, he exposes how the money changes the way people treat him: he hasn't changed a bit, but now is kept longer at the hospital if he's ill because he has money to pay, has to have servants to keep his house clean, and has 50 relatives where he once had none. He hasn't changed, but money changes how he is perceived. In Alfred, as in Eliza, Shaw punctures the myth that middle-class people are somehow different from and more deserving than the poor. Alfred thus stands as an argument for the more equitable distribution of wealth desired by the socialists.

In "The Devil and Tom Walker", how does Tom know the man he meets in the forest is the Devil?

Tom never really says how he knows that "Old Scratch" is the Devil; in fact, he never even explicitly states that the two are one and the same. However, in the language of the time period, "Scratch" is synonymous with the Devil, and the connotation probably would have been far more obvious to a contemporary reader than to a modern one, since the phrase has not entered common usage.

Tom really only knows that the man in the forest is the Devil because he deduces it from the clues and titles that are provided to him. Among the hints he provides are the fact that he is black, but not African, nor is he "red" or "white" - meaning that he identifies as none of the human races present in Massachusetts. He names himself as the one to whom the Native Americans dedicated places and rituals, which means he probably predates the colonization of the area by Europeans.

Perhaps most significantly, he calls himself the "grand master of the Salem witches" - referring to an infamous series of trials and executions that marked colonial Massachusetts as a place fraught with religious superstition and paranoia, which even in their time were regarded with some scorn and derision for their injustice. This might be a simple and straightforward way of saying that the accused women really were witches, and the Devil was their leader, or it might be a more subtle way of saying that though the women were innocent, the Devil was nevertheless their "master" in that he ensured their deaths, perhaps as another avenue of amusement for himself. Regardless, this is enough information for Tom to deduce that the man is the Devil.

What is the setting as Of Mice and Men begins? What do you picture as the story opens? What does your imagination add to the sights, sounds,...

The opening chapter of novella gives a picturesque description of the landscape. The Salinas River runs peacefully, rabbits come out to take in the beauty of the place, and there is worn path, where boys have used to play in the water.  There are also mountains in the background.  This landscape points to a place of paradise.

In light of this, the reader thinks of an idyllic setting. The reader’s mind might even drift to the Garden of Eden as a comparison.  The reader might fill in setting with the warmth of the sun, as well as the smells of nature.  The reader might even add in the sounds of nature-animals, the rustling of leaves, and the sounds of children enjoying the place.

Steinbeck sets the reader to expect a peaceful story. That said, it is also possible that the reader might think the place is too peaceful. Something too peaceful or too perfect might cast an ominous tone. If something is too good to be true, it usually is.

Does the book ever mention how many times Atticus had appealed the case of Tom Robinson?

Atticus was never able to file an appeal because that can only happen after a trial when one party is not satisfied with the ruling. Just days after the Tom Robinson trial ends, Tom dies before Atticus can file the appeal. In addition, Atticus told Tom that they would probably lose at first, but he had high hopes saving Tom in the appeals process. Atticus mentions his plans to his brother Jack in the following passage:

"Before I'm through, I intend to jar the jury a bit--I think we'll have a reasonable chance on appeal, though. I really can't tell at this stage, Jack. . . You know what's going to happen as well as I do, Jack. . . Why reasonable people go stark raving mad when anything involving a Negro comes up, is something I don't pretend to understand" (88).

Atticus says this to his brother at Christmas time, about six or more months before the trial. First he states that he hopes to have a reasonable chance at an appeal and that he and Jack both know "what's going to happen." That means they know that no white jury in the South will ever side with a black man in a case against a white. After Tom dies, Atticus says the following:

"We had such a good chance. . . I told him what I thought, but I couldn't in truth say that we had more than a good chance. I guess Tom was tired of white men's chances and preferred to take his own" (235-236).

In summary, there was no appeal ever filed because the trial had to happen first. The evidence provided above backs that up as well as revealing the racist nature of the Southern justice system during the 1930s. Atticus felt better about the appeal after the trial, too, because the jury stayed out longer than he had expected, which meant that the all-white jury actually debated the issue rather than simply convicting Tom in 5 minutes. Unfortunately, Tom didn't see it that way.

What is judicial review?

Based on the context of separation of powers, the arms of government should be allowed to operate autonomously. However, this autonomy should be regulated through an established framework, where each arm has the capacity to regulate the other arms of government.

In many countries, judicial review is the framework employed by the judiciary to regulate the executive and legislative arms of government. The judiciary, in this case, has the authority to expunge laws that contradict or are incompatible with the supreme law of the land, such as the constitution. Thus, the judicial review provides an opportunity for the judiciary to ensure the other arms of government do not go beyond their authority. Judicial review remedies the problems caused by legislative supremacy, where the majority in the house may tend to dictate the laws of the land without due regard to what is applicable.

In The Crucible, Elizabeth explains to Proctor that if people confess to witchcraft they will..?

Elizabeth tells Proctor that if people confess to witchcraft they will not hang.

Salem is going crazy!  What began with a bunch of girls dancing in the woods has turned into advanced sensationalism.  The witch trials have people convinced that the Devil is amongst them.

Proctor considers the whole thing ridiculous, until his family gets caught up in the mania when Abigail accuses Elizabeth.  She escapes the noose because she tells them he is pregnant.

Proctor does not believe that the court will actually hang anyone.  Elizabeth tells him that people who confess are not hanged, but if they do not confess they will hang.  

The Deputy Governor promise hangin‘ if they‘ll not confess, John. The town‘s gone wild, I think—Mary Warren speak of Abigail as though she were a saint, to hear her. She brings the other girls into the court, and where she walks the crowd will part like the sea for Israel. (Act 2)

She assures him that it is not just a threat.  They are being killed.

This creates a conundrum.  A person can live by confessing, but an innocent person will not want to confess.  Some people refuse to confess because they are accused but they know they are not guilty.  Danforth is committed to the witch trials.  He really believes in them.

Proctor is one of the ones who refuses to confess.  He explains to Elizabeth that he cannot put his name to a document that he does not believe in.

DANFORTH: Do you sport with me? You will sign your name or it is no confession, Mister! (Proctor signs) Your second name, man (Proctor signs his last name.)

PARRIS: Praise be to the Lord!

DANFORTH: (Perplexed, but politely extending his hand.) If you please, sir.

PROCTOR: (Dumbly, looking at paper.) No. (Act 4)

Even though Proctor signs his name at first, the gravity of what he is doing hits him.  All he has is his name, and he will not sully it.  Even if it means certain death, he refuses to take part in the nonsense.

The witch trials were a terrible time in Salem's history.  They are an example of how people can get carried away by an idea.  Sensationalism was not limited to Salem in the seventeenth century.  It captured America again with the McCarthy hearings, which were Miller's influence for this play.

To what does the Giver compare the feeling of holding the memories of the world, and why?

When the Giver and Jonas first meet, the Giver tells him that he bears the memories of the whole world within himself and he must transfer them all to Jonas eventually. The Giver has a difficult time trying to explain the memories to Jonas at first, so he tries to describe it to him with an analogy in the following way:

"I am so weighted with them. . . It's as if. . . It's like going downhill through deep snow on a sled. . . At first it's exhilarating: the speed; the sharp, clear air; but then the snow accumulates, builds up on the runners, and you slow, you have to push hard to keep going, and--" (78).

Therefore, the Giver compares the feelings of receiving the memories of the world to sliding down a snowy hill on a sled. It's fun and refreshing at first, but as more memories are added to the Receiver, it gets more difficult to bear the burden of them all and "keep going." Later on, Jonas discovers just how difficult bearing the weight of the world on his shoulders really means as he experiences sunburns, broken legs, hunger, and even war.

Name and describe a few specific examples of exotic deep ocean life forms.

Exotic would be an adequate description for it.  These "other world" creatures must be able to deal with the extreme conditions that exist at the bottom of the ocean.  Lets start with the Atlantic Hagfish, which is sometimes called the "slime eel" because it secretes a sticky slimy coating.  The slime serves several purposes, helping the fish to elude natural predators from consuming them.  The slime eel has no bony skeleton, only cartilage, and can tie itself in a knot if need be.  Then, there's the Deep Sea Dragonfish, most aptly named because it has oversized teeth for its body.  This ferocious predator lures its prey by the use of bioluminescence, which is creating its own light.  Finally, the Giant Squid is one of the larger citizens of the deep, up to 60 feet long, and the subject of several "sea monster" stories.  Very little is known about the mysterious squid, save the few that have washed up on various shorelines. 

What is a character sketch of Jerome in the novel Three Men in a Boat?

First of all, the narrator is referred to as “J.” This is a work of fiction. And even though Mr. Jerome and two of his friends did indeed make trips along the River Thames in real life, this particular one is an amalgam and an invention. So the author and the narrator are not one and the same person, although they may share some similarities.

J.’s character can be summed up by surely the most famous line in this book, which comes in Chapter XV: “I like work: it fascinates me. I can sit and look at it for hours.” Yes, J. is the man who says this. We don’t hear that he has a “real job,” but he does prove to be an excellent storyteller and creative writer, so we can perhaps assume that he supports himself by some kind of writing. He would also rather supervise activity than participate in it. In Chapter IV, he tells George and Harris that he knows a lot about packing and that “they had better leave the whole matter entirely to me.” They agree, which isn’t quite what J. had in mind.

This was hardly what I intended. What I had meant, of course, was, that I should boss the job, and that Harris and George should potter about under my directions. … There is nothing does irritate me more than seeing other people sitting about doing nothing when I’m working.

We get the idea that J. is a hypochondriac, based on his museum tale from Chapter I. He has a good sense of humor and seems to find the funny story – or at least, a story – in just about anything that comes his way. He’s smart, especially about historical details. He can be easily swayed by compelling evidence. He can become emotional, as when he cries at George’s banjo song in the final chapter. He’s a likable enough guy, but is indeed chatty.

How does Anne Frank show the mood of anxiety through the dialog between Mr. and Mrs. Van Daan in The Diary of Anne Frank?

Since Anne gives us an account of the daily interaction of the men and women of the annex, there is no verbatim re-telling of any dialogue, per se. What we do get, however, is a summary of how the interaction goes, the effects of what the discussion brings with it, and how it will affect the rest of the people who are also in hiding and living through it all. 

In the case of the Van Daans, we know a few things from the direct and indirect characterization that Anne gives the husband and wife dyad. Of Mrs. Van Daan, Anne has absolutely nothing positive to say. In fact, Anne is so done with her that she even describes the woman the following way:

...she is very moody and has been removing more and more of her belongings and locking them up. It’s too bad Mother doesn’t repay every van Daan "disappearing act" with a Frank "disappearing act."

During one particular fight between the Van Daans, who develop slowly into very greedy individuals, we learn that they are broke and that this is a huge deal for Ms. Van Daan, especially, who has always wanted to live keeping up appearances. For this particular reason, Mr. Van Daan wanted to sell Mrs. Van D's rabbit fur coat. After finding a furrier, Mr. Van Daan received 325 guilders for it, which was a lot of money.

Mrs. Van D, who was still clueless about her reality, expected to save that money to buy a new wardrobe after the war was over. When Mr. Van Daan tried to make her see how much they needed the money for other things, the situation in the house becomes unbearable.

We know that Mrs. Van D is impertinent, stubborn, and does not shine at all in adversity. Conversely, Mr. Van Daan is a put-upon, feeble, and easy to manipulate man. Both personalities together are a recipe for disaster. In times of turmoil, their interaction becomes even more strained and more stressed. When this turmoil entails the loss of their lives and everyday freedoms, the situation worsens even more, still. Just think about losing the very things that make the fabric of what you are made of. It is the stuff that makes nightmares come true.

This is why, in more than enough occasions, the Van Daans get in fights and discussions that bring down everyone.

It took some doing before Mr. Van D. Could make her understand that it was desperately needed to cover household expenses. You can't imagine the screaming, shouting, stamping of feet and swearing that went on.

It is clear that their emotional instability is a reflection of the instability of everyone's psyche at that point. Living crammed up in an annex, with people not of your choosing, and questioning everything that you know, cannot be something that entices mental health.

Therefore, Anne shows their interaction, the reactions that they cause, and the influence of their negativity as the focal point to describe exactly how their relationship operates.

Where did Julie spend her childhood in Julie of the Wolves?

This is not really a fair question because Julie is still technically a child throughout the entire book.  In fact, Julie is forced into an arranged marriage once she turns thirteen and experiences all of her adventures with the wolves during this same year.  However, because of the way your question is worded, I assume you mean Julie's very early childhood.  Therefore, Julie spends most of her childhood in or near the Alaskan village of Mekoryuk.

Before Julie is four years old, she has both of her parents to care for her.  Her father has a "regular" job in Mekoryuk village, and the family is fairly happy.  After Julie turns four, her mother dies.  This changes everything.  In his grief, Julie's father, Kapugen, abandons all of their material goods and moves them to a "seal camp" near Mekoryuk in a "little house of driftwood, not far from the beach."  It is here, near Mekoryuk at the seal camp that Julie's life is "infinitely good" because she is learning the "old ways" of the Eskimos in harmony with nature.  

Julie's idyllic life with her father is cut short when Aunt Martha appears.  Martha complains that Julie should be in school.  Therefore, Julie is taken back into the village of Mekoryuk to live with her aunt.  Although Julie enjoys school, she is unhappy with the care of her stern Aunt Martha.  Therefore, when the opportunity arises to escape that situation through an arranged marriage (when Julie turns thirteen), Julie feels compelled to choose that route.