Friday, 30 September 2016

What seems to be the basis for their attraction to each other?

Romeo and Juliet's initial attraction seems to be founded on appearances.  Before Romeo ever speaks to Juliet, he says,


O, she doth teach the torches to burn bright!It seems she hangs upon the cheek of nightAs a rich jewel in an Ethiope's ear --Beauty too rich for use, for Earth too dear. (1.5.51-54)


He is immediately affected by Juliet's beauty.  He says that she "burn[s] bright[er]" than a torch, and he compares...

Romeo and Juliet's initial attraction seems to be founded on appearances.  Before Romeo ever speaks to Juliet, he says,



O, she doth teach the torches to burn bright!
It seems she hangs upon the cheek of night
As a rich jewel in an Ethiope's ear --
Beauty too rich for use, for Earth too dear. (1.5.51-54)



He is immediately affected by Juliet's beauty.  He says that she "burn[s] bright[er]" than a torch, and he compares her to a "rich jewel" being worn by night.  He even says that her beauty is actually too much for the Earth to deserve.  Romeo goes on and on about how beautiful Juliet is, and so it seems clear that this is what first attracts him to her.


The first time Romeo speaks to Juliet is to ask to kiss her hand.  They speak very briefly and then they actually do kiss.  Juliet's nurse pulls her away, and Juliet asks her to find out Romeo's name.  When the nurse is away, Juliet says, "If he be married, / My grave is like to be my wedding bed" (1.5.148-149).  Then, when she learns that he is a Montague, she laments, "My only love sprung from my only hate!" (1.5.152).  In other words, she now feels herself to be in love, and considering she has only had one verbal interaction and one kiss with Romeo, her love for him must be, mostly at least, based on appearances at this point.

From the articles I-XXVII of the US Constitution, what are 5 examples of violations of popular sovereignty, political equality, political liberty,...

There are only seven articles in the United States Constitution. There are twenty-seven amendments to the Constitution. There are several ways in which the United States Constitution violates popular sovereignty, political equality, political liberty, justice, and democracy.

One example of how the United States Constitution violates popular sovereignty is the process of how we elect our President. The Electoral College actually chooses our President. There have been a few instances where a candidate won the popular vote but lost the vote in the Electoral College. This happened in the presidential election of 2016.


An example of how political equality is violated can be seen with the United States Senate. Each state, regardless of its population, has two senators. As a result, senators from states with large populations represent more people than senators from states with smaller populations.


Several examples of the violation of democracy and political liberty are that there are limits on who can run for the Congress and for the presidency. A person must be at 25 years old to run for the House of Representatives. To run for the United States Senate, a person must be at least 30 years. To run for the presidency, a person must be at least 35 years old.


Our Supreme Court justices are appointed and confirmed by the Senate. This violates the idea of popular sovereignty and may violate the concept of justice. When the Senate refused to vote on the appointment of Supreme Court nominee Merrick Garland because he was appointed in the last year of President Obama’s term, many people felt this was a violation of justice.


All of these points are examples of violations of popular sovereignty, political equality, political liberty, justice, and democracy.

Wednesday, 28 September 2016

`f(x)=e^(-2x)` Prove that the Maclaurin series for the function converges to the function for all x

Maclaurin series is a special case of Taylor series that is centered at `c=0` . The expansion of the function about 0 follows the formula:

`f(x)=sum_(n=0)^oo (f^n(0))/(n!) x^n`


 or


`f(x)= f(0)+(f'(0))/(1!)x+(f^2(0))/(2!)x^2+(f^3(0))/(3!)x^3+(f^4(0))/(4!)x^4 +...`


To determine the Maclaurin polynomial of degree n=5 for the given function `f(x)=e^(-2x)` , we may apply the formula for Maclaurin series..


To list derivative functions `f^n(x)` , we may apply derivative formula for exponential function: `d/(dx) e^u = e^u * (du)/(dx)` .


`f(x)=e^(-2x)`


Let `u =-2x` then `(du)/(dx)= -2 .`


`d/(dx) e^(-2x) = e^(-2x) *(-2)`


                 `= -2e^(-2x)`


Applying `d/(dx) e^(-2x)= -2e^(-2x)`   for each derivative function, we get:


`f'(x) = d/(dx) e^(-2x)`


        `=-2e^(-2x)`


`f^2(x) = d/(dx) (- 2e^(-2x))`


            `=-2 d/(dx) (e^(-2x)) `


            `=(-2)*(-2e^(-2x))`


            `=4e^(-2x)`


`f^3(x) = d/(dx) (4e^(-2x))`


            `=4d/(dx) (e^(-2x)) `


            `=4*(-2e^(-2x))`


             `=-8e^(-2x)`


 `f^4(x) = d/(dx) (- 8e^(-2x))`


             ` =-8 d/(dx) (e^(-2x)) `


             `=(-8)*(-2e^(-2x))`


             `=16e^(-2x)`


 Plug-in `x=0` for each `f^n(x)` , we get:


 `f(0) =e^(-2*0) =1`


 `f'(0) =-2e^(-2*0)=-2`


 `f^2(0) =4e^(-2*0)=4`


 `f^3(0) =-8e^(-2*0)=-8`


 `f^4(0) =16e^(-2*0)=16`


Note: `e^(-2*0) = e^0 = 1.`


 Plug-in the values on the formula for Maclaurin series, we get:


 `sum_(n=0)^oo (f^n(0))/(n!) x^n`


 `= 1+(-2)/(1!)x+4/(2!)x^2+(-8)/(3!)x^3+16/(4!)x^4+...`


 `= 1-2/(1!)x+4/(2!)x^2-8/(3!)x^3+16/(4!)x^4+...`


 ` =sum_(n=0)^oo (-2)^n/(n!)x^n`


 `=sum_(n=0)^oo (-2x)^n/(n!)`


To determine the interval of convergence for the Maclaurin series:` sum_(n=0)^oo (-2x)^n/(n!)` , we may apply Ratio Test.  


In Ratio test, we determine the limit as: `lim_(n-gtoo)|a_(n+1)/a_n| = L.`


The series converges absolutely when it satisfies `Llt1` .


For the  Maclaurin series: `sum_(n=0)^oo (-2x)^n/(n!)` , we have:


`a_n=(-2x)^n/(n!)`


Then,


`1/a_n= (n!)/(-2x)^n`


`a_(n+1)=(-2x)^(n+1)/((n+1)!)`


            ` =((-2x)^n*(-2x)^1)/((n+1)*(n!))`


             ` =((-2x)^n(-2x))/((n+1)*(n!))`


Applying the Ratio test, we set-up the limit as:


`lim_(n-gtoo)|a_(n+1)/a_n|=lim_(n-gtoo)|a_(n+1)*1/a_n|`


                         ` =lim_(n-gtoo)|((-2x)^n(-2x))/((n+1)*(n!))*(n!)/(-2x)^n|`


Cancel out common factors: `(-2x)^n`  and `(n!)` .


`lim_(n-gtoo)|(-2x)/(n+1)|`


Evaluate the limit.


`lim_(n-gtoo)|(-2x)/(n+1)|=|-2x| lim_(n-gtoo)|1/(n+1)|`


                       ` =|2x|lim_(n-gtoo)1/(n+1)`


                       ` =|2x|* 1/oo`


                        `= |2x|*0`


                        ` =0`


The `L=0` satisfies ` Llt1` for all `x` .


Thus, the Maclaurin series: `sum_(n=0)^oo (-2x)^n/(n!)` is absolutely converges for all `x` .


Interval of convergence: `-ooltxltoo`

How does Rikki-tikki explore his new home? What events brought him here?

Rikki-tikki is brought to the people's home by a flood. He washes up on their property and discovered by Teddy. At first, Teddy thinks Rikki-tikki is dead. Teddy shouts that he would like to have a funeral for the mongoose. The mother isn't necessarily sure Rikki-tikki is alive, but she wants to dry him up examine him more closely. The family soon discovers Rikki-tikki is indeed alive and well.  


Once Rikki-tikki is awake, the...

Rikki-tikki is brought to the people's home by a flood. He washes up on their property and discovered by Teddy. At first, Teddy thinks Rikki-tikki is dead. Teddy shouts that he would like to have a funeral for the mongoose. The mother isn't necessarily sure Rikki-tikki is alive, but she wants to dry him up examine him more closely. The family soon discovers Rikki-tikki is indeed alive and well.  


Once Rikki-tikki is awake, the family gives him a little bit of room and allows him to begin exploring the house. Rikki-tikki does this with insatiable curiosity.  



It is the hardest thing in the world to frighten a mongoose, because he is eaten up from nose to tail with curiosity.



Rikki-tikki explores the house and people by quickly moving from object to object. He touches, sniffs, tastes, and listens to just about anything and everything. His exploration of the house is described as "restless."  



But he was a restless companion, because he had to get up and attend to every noise all through the night, and find out what made it.



Rikki-tikki's curiosity about the house and people leads him to decide that there is so much more to discover around the house. He then decides to stay with the people.

Tuesday, 27 September 2016

In philosophy, does the compatibilist position resolve the debate between libertarians and hard determinists?

Compatibilism attempts to resolve the problem of free will and determinism by proposing that the two positions are compatible. Specifically, it asserts that:


  1. Determinism is true, that is, all human behavior occurs due to pre-determined causes.

  2. Humans act as free, moral agents insofar as they can act according to their motivations and are not being coerced to act against their desires.

Although compatibilism inhabits a somewhat intermediary between libertarianism and determinism, compatibilism does not resolve...

Compatibilism attempts to resolve the problem of free will and determinism by proposing that the two positions are compatible. Specifically, it asserts that:


  1. Determinism is true, that is, all human behavior occurs due to pre-determined causes.

  2. Humans act as free, moral agents insofar as they can act according to their motivations and are not being coerced to act against their desires.

Although compatibilism inhabits a somewhat intermediary between libertarianism and determinism, compatibilism does not resolve the debate between the two philosophies. As philosophy professor Philip A. Pecorino asserts:



Compatibilism is NOT a position that combines the libertarian and determinist positions [and]...is NOT a compromise of the two other positions.



In his words, compatibilism is:



determinism with a slight modification for the sake of appearances and for our language use.  It is a position taken because of the perceived need to have some idea of accountability or responsibility for human behavior. 



Neither libertarians nor hard determinists would assent to this position, because they are both "incompatibilist." Libertarians presuppose free will and thus deny determinism, and hard determinists presuppose determinism and thus deny the existence of free will.

What are calories exactly and how do they effect our body?

A calorie is a unit of energy. A small calorie (symbol: cal) is defined as the amount of energy needed to raise the temperature of one gram of water by one degree Celsius at a pressure of one atmosphere. What is widely used in nutrition is the large calorie (symbol: kcal or Cal), which equals 1000 small calories.

Calories have a direct bearing on our body weight. Our body requires a certain number of calories per day to maintain its normal functions and to provide energy for our daily activities. We acquire this energy from food, which contains calories. When the calorie intake from food exceeds calorie consumption through metabolic process and physical activities, our body weight will increase; when calorie intake is less than calorie consumption, our body weight will decrease.


The number of calories each person needs every day varies, depending on that person's age, gender, weight, height, activity level, body composition, and some other factors. The number of calories in food can be calculated by adding up calories from carbohydrates, fat and protein (1g carb = 4Cal; 1g fat = 9Cal; 1g protein = 4Cal).


Although it's very important to balance calorie input and output in order to control our body weight, the source of calories is also crucial to our overall health. For example, if one gets most of his or her calories from high-fat food and eats less healthy food, even if he or she has no calorie surplus and his or her body weight remains unchanged, he or she is likely to have a high body fat percentage and lack many nutrients. To give another example, when an athlete eats a high-calorie diet rich in protein and vitamins, even though he or she may have calorie surplus and his or her body weight may increase, his or her body fat percentage remains low, because what contributed to the weight gain is muscle mass rather than fat. In addition, it should be pointed out that although calorie deficit is the only way to achieve weight loss, it must be done in a proper way; otherwise insufficient calorie intake may lead to loss of muscle mass and cause vital organs to stop functioning properly.

Monday, 26 September 2016

Please explain to me the meaning of the quote, "Freedom and slavery are mental states."

This is something Mahatma Gandhi said and its context is:


The moment the slave resolves that he will no longer be a slave, his fetters fall. He frees himself and shows the way to others. Freedom and slavery are mental states. Therefore, the first thing is to say to yourself; ‘I shall no longer accept the role of a slave. I shall not obey orders as such, but shall disobey them when they are in conflict with my conscience.’



Gandhi was the leader of the Indian movement for independence from British rule. He advocated the use of non-violent techniques and he strongly influenced Martin Luther King, Jr.'s leadership of the Civil Rights movement in the U.S.


A person's physical context may have little or nothing to do with their psychological context. Humans have the opportunity to choose responses to others, including those who would be oppressive. All the authority in the world cannot stop each individual from making this choice. People can obey oppressive authority or we can respectfully choose not to obey it. 


There are many good historical examples of individuals making this choice. For example, resistance against Hitler and the Nazis rose quickly in Europe and a significant number of people chose not to obey the Nazis. In the U.S., those who ran the "Underground Railroad" and thus freed slaves opted to break laws both in the north and the south in order to set people free.


Later, during the Civil Rights movement in the U.S., Rosa Parks continued to sit where she was on a bus despite a driver ordering her to the back. She did not act oppressed; she acted as though she had the freedom and ultimately her actions in concert with the actions of others, won that freedom. 



In China, Nien Cheng was imprisoned during the Cultural Revolution but she chose how she responded to her captors. For example, instead of reading Mao's Little Red Book, she would reconstruct in her mind poetry she had learned as a young person. Her mind was free even if her body was captive. 


The human mind is powerful and can transcend the worst of circumstances. Human beings have to keep remembering that there is a choice: we can cooperate with oppression or choose to be free. That is what Gandhi meant. 

What is a dialectical journal?

A dialectical journal is a format for logging entries and responses, either between a writer and reader or for an individual to record their own responses to events or media. Dialectical journals have become popular in public schools in the United States as a way for teachers to encourage their students to interact with and think critically about texts introduced in the classroom. For example, a class may be reading Romeo and Juliet, and the...

A dialectical journal is a format for logging entries and responses, either between a writer and reader or for an individual to record their own responses to events or media. Dialectical journals have become popular in public schools in the United States as a way for teachers to encourage their students to interact with and think critically about texts introduced in the classroom. For example, a class may be reading Romeo and Juliet, and the teacher might ask the students to "respond" to the play in their journals. This is an opportunity for students to flesh out criticism or commentary they have about the play, or ask questions on parts which confuse them. Teachers may then read the journals and in turn respond on paper or open up discussion with the entire class.


Dialectical journals may be useful for others engaged in study of media as a way of keeping track of their own thoughts in response to texts they encounter.


This method may be done with only a piece of paper and a pencil, though most teachers recommend dedicating a three-ring binder with loose leaf paper or a bound journal to this activity.

Sunday, 25 September 2016

How does gender shape our identity? What role does society play in this? Use literary theories to argue points.

In Gender Trouble,Judith Butler argues that our gender identity is entirely socially constructed. In other words, society has decided that a group of people it designates as females behave in a certain way and a group that it designates as males behave in a different way. To achieve the "proper" gender identity, parents, when they see a girl, doing something gender appropriate such as pretending to cook, praise that behavior and tell the child...

In Gender Trouble, Judith Butler argues that our gender identity is entirely socially constructed. In other words, society has decided that a group of people it designates as females behave in a certain way and a group that it designates as males behave in a different way. To achieve the "proper" gender identity, parents, when they see a girl, doing something gender appropriate such as pretending to cook, praise that behavior and tell the child she is "all girl." Likewise, when a boy plays at an aggressive game, parents will laugh and say "boys will be boys." Conversely, if a girl is caught running around in aggressive play, parents will say "sit down like a little lady!" and boys who pretend to cook will be told "real boys don't do sissy games." Over time, as most children respond to the push and pull of positive and negative reinforcement from parents, they start doing what is considered appropriate for their gender. Then—and this is key in Butler's theory—when the children do what they have been conditioned to do, society says this behavior is "natural" for their gender when, of course, it is anything but natural. 


According to Derrida's notion of deconstruction, the male/female gender identity split is a false binary established as a bricolage or kluge (patched-together construct) that society created to organize itself. The identification of woman with "nature" and male with "culture" is constructed, damaging, and easily deconstructed under scrutiny. 


According to Marxists, capitalism uses gender ideologies to brainwash women into accepting and even welcoming their own oppression and to pit women against men so that the ruling class can more easily control both. Women are taught a false ideology that they are happiest when caring for their children in a nuclear home and when their energies and talents are directed towards consumption and care of largely decorative goods. Marxist theory would erase gender differences and liberate women from the false consciousness that leads them to over-value their unpaid domestic slavery. Russian communism emphasized shared housework and cooking in group living environments that were designed not to be "pretty" but easy to clean and maintain. They encouraged women to work in factories and other male dominated domains. Women fought side-by-side with men in World War II. Today, Marxists advocate for paid housework: it is labor and should be compensated as such, they argue. 


In all these theories, gender identity has a profound effect on how females and males function in society and in all cases is far less "natural" than society would have us believe.

What happened in the 1970s and why is it important to us now?

Covering everything that happened in the entire world over a decade, including politics, economics, science, literature, art, popular culture, medicine, and technology in the space of a few paragraphs is impossible. A few important events are listed below.


In the United States, two of the most significant political events were the opening of diplomatic relations between the US and China and the Watergate scandal and subsequent impeachment of Richard Nixon. 


The Yom Kippur or 1973 Arab–Israeli...

Covering everything that happened in the entire world over a decade, including politics, economics, science, literature, art, popular culture, medicine, and technology in the space of a few paragraphs is impossible. A few important events are listed below.


In the United States, two of the most significant political events were the opening of diplomatic relations between the US and China and the Watergate scandal and subsequent impeachment of Richard Nixon. 


The Yom Kippur or 1973 Arab–Israeli War led to an uncomfortable military stalemate, eventually leading to the 1978 Camp David peace treaty between Israel and Egypt. 


A notable economic event was the oil crisis in which prices rose dramatically as supplies were curtailed by OAPEC in retaliation for the US and European support of Israel. In response, many countries became more focused on conservation and energy self-sufficiency. This also changed the automotive industry, with many people shifting to more efficient cars and, as a result, the rapid growth of the Japanese automotive industry which offered smaller, more economical models than the US "big three" carmakers. 


In technology, the computer industry developed rapidly in the 1970s, and the first personal computers were developed. The Apollo moon landing dated to 1969 but Skylab and the Space Shuttle were important continuations of the Apollo program. 

Saturday, 24 September 2016

In Hard Times by Charles Dickens, what does James Harthouse symbolize?

Every single character in Charles Dickens’ Hard Times represents a trope or facet of Victorian society. Mr. James Harthouse is no exception. He represents the archetypal “rake,” or a wealthy, handsome man who takes advantage of women. Like all of Dickens’ characters, Harthouse is a gross exaggeration of these tropes, as he is also manipulative and uncaring. Moreover, he is an embodiment of a bored, listless member of the upper class. Harthouse acknowledges his constant...

Every single character in Charles Dickens’ Hard Times represents a trope or facet of Victorian society. Mr. James Harthouse is no exception. He represents the archetypal “rake,” or a wealthy, handsome man who takes advantage of women. Like all of Dickens’ characters, Harthouse is a gross exaggeration of these tropes, as he is also manipulative and uncaring. Moreover, he is an embodiment of a bored, listless member of the upper class. Harthouse acknowledges his constant boredom:



“I have not so much as the slightest predilection left. I assure you I attach not the least importance to any opinions. The result of the varieties of boredom I have undergone, is a conviction (unless conviction is to industrious a word for the lazy sentiment I entertain on the subject), that any set of ideas will do just as much good as any other set, and just as much harm as any other set. There's an English family with a charming Italian motto. What will be, will be. It's the only truth going!” (100).



He personifies the major tenets of the rake by pursuing Louisa, at this point in the novel an unhappily married woman. He does this not because he is passionate about her, but instead because he wants something to do. He pushes this relationship to the point that he could ruin Louisa’s name forever; he, of course, will be unaffected, but if they are caught, she will shoulder the majority of the blame. Sissy essentially runs the rakish Harthouse off, and he learns nothing from his experiences:



“The moral sort of fellows might suppose that Mr. James Harthouse derived some comfortable reflections afterward, from this prompt retreat, as one of his few actions that made any amends for anything, and as a token to himself that he had escaped the climax of a very bad business. But it was not so, at all. A secret sense of having failed and been ridiculous-- a dread of what other fellows who went in for similar sorts of things, would say at his expense if they knew it-- so oppressed him, that what was about the very best passage in his life was the one of all others he would not have owned to on any account, and the only one that made him ashamed of himself” (177).



Thus, Harthouse represents the unrepentant rake. He passes through his comfortable life with a sense of ennui and makes no effort to better himself.


My textual evidence is pulled from the 3rd Edition Norton Critical Edition.

What are George's reactions and thoughts following the meeting with the violent Curley?

Following their first meeting, it is clear that George holds intense reactions and thoughts about Curley.


An element of confrontation defines how both George and Curley view one another.  When Curley starts to insist that Lennie speak, the tension is noticeable.  Steinbeck describes George as "cold" and "tense and motionless." Curley is ready for a fight, complete with "elbows bent."  Both men really dislike one another.


Some of George's reactions and thoughts speak to this....

Following their first meeting, it is clear that George holds intense reactions and thoughts about Curley.


An element of confrontation defines how both George and Curley view one another.  When Curley starts to insist that Lennie speak, the tension is noticeable.  Steinbeck describes George as "cold" and "tense and motionless." Curley is ready for a fight, complete with "elbows bent."  Both men really dislike one another.


Some of George's reactions and thoughts speak to this.  Upon Curley leaving, George wonders aloud "What the hell’s he got on his shoulder?"  This is furthered by George calling Curley a "punk" and that he is "gonna get hurt." Towards the end of Chapter 2, George is very direct in how he feels about Curley: “Ya know, Lennie, I’m scared I’m gonna tangle with that bastard myself. I hate his guts. Jesus Christ!"


To me, your question sounds like what would George feel and experience towards Curley.  I think that you probably want to focus on how George really does not like Curley.  Curley wants to showcase his strength and intimidation over George and Lennie.  George senses that Curley is entitled because he is the boss's son. There is clear antipathy between them.  As a result, George's feelings and actions would reflect confrontation.

Friday, 23 September 2016

`f(x)=1/sqrt(1-x^2)` Use the binomial series to find the Maclaurin series for the function.

Recall binomial series  that is convergent when `|x|lt1` follows: 


`(1+x)^k=sum_(n=0)^oo (k(k-1)(k-2)...(k-n+1))/(n!)x^n`


or


`(1+x)^k = 1 + kx + (k(k-1))/(2!) x^2 + (k(k-1)(k-2))/(3!)x^3 +(k(k-1)(k-2)(k-3))/(4!)x^4+...`


To evaluate the given function `f(x) = 1/sqrt(1-x^2)` , we may apply radical property: `sqrt(x) = x^(1/2)` . The function becomes:


`f(x) = 1/ (1-x^2)^(1/2)`


Apply Law of Exponents: `1/x^n = x^(-n)` to rewrite  the function as:


`f(x) = (1-x^2)^(-1/2)`


or `f(x)= (1 -x^2)^(-0.5)`


 This now resembles `(1+x)^k` form. By comparing "`(1+x)^k` "...

Recall binomial series  that is convergent when `|x|lt1` follows: 


`(1+x)^k=sum_(n=0)^oo (k(k-1)(k-2)...(k-n+1))/(n!)x^n`


or


`(1+x)^k = 1 + kx + (k(k-1))/(2!) x^2 + (k(k-1)(k-2))/(3!)x^3 +(k(k-1)(k-2)(k-3))/(4!)x^4+...`


To evaluate the given function `f(x) = 1/sqrt(1-x^2)` , we may apply radical property: `sqrt(x) = x^(1/2)` . The function becomes:


`f(x) = 1/ (1-x^2)^(1/2)`


Apply Law of Exponents: `1/x^n = x^(-n)` to rewrite  the function as:


`f(x) = (1-x^2)^(-1/2)`


or `f(x)= (1 -x^2)^(-0.5)`


 This now resembles `(1+x)^k` form. By comparing "`(1+x)^k` " with "`(1 -x^2)^(-0.5) or (1+(-x^2))^(-0.5)` ”, we have the corresponding values:


`x=-x^2` and `k = -0.5` .


Plug-in the values on the aforementioned formula for the binomial series, we get:


`(1-x^2)^(-0.5) =sum_(n=0)^oo (-0.5(-0.5-1)(-0.5-2)...(-0.5-n+1))/(n!)(-x^2)^n`


`=sum_(n=0)^oo (-0.5(-1.5)(-2.5)...(-0.5-n+1))/(n!)(-1)^nx^(2n)`


`=1 + (-0.5)(-1)^1x^(2*1) + (-0.5(-1.5))/(2!) (-1)^2x^(2*2)+ (-0.5(-1.5)(-2.5))/(3!)(-1)^3x^(2*3) +(-0.5(-1.5)(-2.5)(-3.5))/(4!)(-1)^4x^(2*4)+...`


`=1 + (-0.5)(-1)x^2 + (-0.5(-1.5))/(1*2) (1)x^4 + (-0.5(-1.5)(-2.5))/(1*2*3) (-1)x^6 +(-0.5(-1.5)(-2.5)(-3.5))/(1*2*3*4)(1)x^8+...`


`=1 +0.5x^2 + 0.75/2x^4 + 1.875/6x^6 +6.5625/24x^8+...`


`=1 + x^2/2+ (3x^4)/8 + (5x^6)/16 +(35x^8)/128+...`


Therefore, the Maclaurin series for the function `f(x) =1/sqrt(1-x^2)` can be expressed as:


`1/sqrt(1-x^2)=1 + x^2/2+ (3x^4)/8 + (5x^6)/16 +(35x^8)/128+...`

What is Progressivism? Name two ways it reshaped American life in dramatic fashion drawing from culture, society or politics. Was it an...

Progressivism in the United States was a movement based on the philosophy that progress in science, technology, economics, social organization, and politics is necessary for improving the human condition. The Progressive Era in America reached its height from the 1890s to World War 1 and continued until the onset of the Great Depression. The impulses driving the Progressive movement can be seen as emerging from the desire for a Utopian society, which resulted in various...

Progressivism in the United States was a movement based on the philosophy that progress in science, technology, economics, social organization, and politics is necessary for improving the human condition. The Progressive Era in America reached its height from the 1890s to World War 1 and continued until the onset of the Great Depression. The impulses driving the Progressive movement can be seen as emerging from the desire for a Utopian society, which resulted in various Utopian communities being established in the United States throughout the 19th century.


Progressivism reshaped American life, especially in the areas of social class and business. Michael E. McGerr in A Fierce Discontent argues that the wide range of progressive impulses all revolved around the issue of class. He sees Progressivism as the American middle class’ response to extreme income inequality and the excesses of the industrial upper class. Increased regulation of business and the presidencies of Theodore Roosevelt and Woodrow Wilson helped establish the role of the middle class within the new industrial order.


Robert H. Zieger’s America’s Great War addresses the issue of whether Progressivism was an inspirational movement or an attempt at social control, arguing that both motives influenced reforms. Zieger describes liberal Progressives who celebrated cultural experimentation and diversity while calling for order in politics and business. In contrast, control Progressives are those who hoped to bolster their own traditional white culture, military preparedness, and social discipline. The control Progressives, Zieger says, won out over their more liberal counterparts.

Thursday, 22 September 2016

Why is Marie de France's "Lanval" one of the most enjoyable Arthurian works?

Please keep in mind that your question is an opinion question for which there is no "right" answer. That being said, one can make some definite points as to why any reader might consider Marie de France's "Lanval" to be an enjoyable and interesting piece of Arthurian literature.


First, Marie de France's "Lanval" is a good example of a lay poem that has a beautiful fairy tale element. A lay (or lai) is a narrative...

Please keep in mind that your question is an opinion question for which there is no "right" answer. That being said, one can make some definite points as to why any reader might consider Marie de France's "Lanval" to be an enjoyable and interesting piece of Arthurian literature.


First, Marie de France's "Lanval" is a good example of a lay poem that has a beautiful fairy tale element. A lay (or lai) is a narrative poem with lyrical elements. It is this fairy tale element that makes "Lanval" so intriguing. The main character of this narrative poem is a knight in King Arthur's court who is considered a foreigner and is slighted. A beautiful fairy appears to comfort this knight and promises him love and treasure unless the knight reveals her existence to other people. Their love story continues until the Queen wants the knight's love as well. This forces the knight to reveal that he loves someone else: the fairy. The knight is then put on trial for slighting the Queen. Breaking her original agreement, the fairy first sends her handmaidens and then appears herself in order to aid the knight. The knight and the fairy ride off together to Avalon in order to live happily ever after.


The fairy tale element explained above is intriguing to readers because it expands the theme of courtly love to include Celtic mythology as well. The mentioning of the happiness in the "otherworld" of Avalon is a perfect example. In this "otherworld," lovers who are slighted by the masses can taste heaven on earth. In this case, it is Arthur's court that is part of the masses and considered gravely flawed. It is the foreign knight and the fairy that deserve the Celtic "otherworld."


In conclusion, one must not neglect the fact that love is vindicated in this narrative poem. The lay involves the fairy denying her original plan in order to prove her love to the knight. This type of emotional twist can be vastly satisfying for the reader, especially if he or she is interested in the romantic love elements in Arthurian literature.

Wednesday, 21 September 2016

How does Florens's character change from the beginning of A Mercy to the end?

Florens begins the novel as a slave girl who is distraught over the way that her mother has rejected and abandoned her. To clarify, Florens believes that her mother had sold her to Jacob Vaark to settle a debt, a fact which haunts Florens in both waking and sleeping life; she also believes that her mother cares more about Florens's brother than she does about Florens.


Florens, thus, starts out as a wild and emotionally...

Florens begins the novel as a slave girl who is distraught over the way that her mother has rejected and abandoned her. To clarify, Florens believes that her mother had sold her to Jacob Vaark to settle a debt, a fact which haunts Florens in both waking and sleeping life; she also believes that her mother cares more about Florens's brother than she does about Florens.


Florens, thus, starts out as a wild and emotionally unsteady girl. In the process of falling love with—and later being rejected by—the blacksmith, Florens begins to form an identity of her own. Florens eventually must journey to seek out the blacksmith once more in order to send him on a quest to treat Jacob's wife, Rebekka, who has fallen ill. When the blacksmith returns, he hits Floren; however, she hits him back with a pair of tongs and flees his house. 


By the end of the novel, Florens learns that her mother gave her up to protect her from experiencing the same abuse and rape that her mother had while living as a plantation slave in the South. This revelation helps calm the tempest within Florens and allows her to embrace herself and her identity:



From all those who believe they have claim and rule over me. I am nothing to you. You say I am wilderness. I am. Is that a tremble on your mouth, in your eye? Are you afraid? You should be.


Modernism in movies has a greater impact than modernism in novels and other literature works. Argue this statement with valid explanations.

The Kite Runneris a good example of how modernism has a greater impact in film than it does in literature.  Modernism as an artistic movement rejects the “artificialities” of society, especially traditional European society, and embraces a more creative, permissive, amoral, and nihilistic process for creating artistic works, primarily in literature and film.  The movement is not characterized so much by what it embraces as by what it rejects: tradition, morality, religion, societal norms...

The Kite Runner is a good example of how modernism has a greater impact in film than it does in literature.  Modernism as an artistic movement rejects the “artificialities” of society, especially traditional European society, and embraces a more creative, permissive, amoral, and nihilistic process for creating artistic works, primarily in literature and film.  The movement is not characterized so much by what it embraces as by what it rejects: tradition, morality, religion, societal norms and class systems, convention, conformity, and the artistic standard of “mimesis, the literal imitation or representation of the appearance of nature, people and society.” (History of Modernism)


However, a film by its very nature can explore more avenues of creativity than a novel. The Kite Runner, for example, uses a personal narrative style to carry the story. Using nothing but words, the author shows his audience a very intimate look at another culture—not only the sights and smells of the cities but also the attitudes and, at times, dirty secrets of its citizens.  The film uses all this and more, using cinematography, music, sound effects, and visual effects to bring the story of Wazir Akbar Khan to life for the audience. People who would never have picked up the book flocked to the box office, giving the film a wider audience than the original novel. For those two reasons (wider variety in artistic form and style and access to a wider audience), it can be argued that modernism does have a greater impact both on the film industry and through the film industry than the average novel will ever be able to achieve.

Tuesday, 20 September 2016

What does Travis mean with his comment, "that's stretching luck" in the short story, "A Sound of Thunder"?

As he travels in the Time Machine of Time Safari, Inc. in which he has contracted for the opportunity to kill a Tyrannosaurus Rex, Eckels asks the Safari Leader named Travis if it is possible to bring down the dinosaur "cold" with the guns that they have with them. Travis replies that it is possible


"[I]f you hit them right by shooting them in their two brains, one of which is in the head and another a good ways down the spinal column."



But, he tells Eckels that the guides try not to shoot in these places on the dinosaur because doing so is really taking a great chance:



“If you hit them right,...Some dinosaurs have two brains, one in the head, another far down the spinal column. We stay away from those. That’s stretching luck. Put your first two shots into the eyes, if you can, blind them, and go back into the brain."



With his statement that being able to shoot the giant in both the head and the base of the tail is "stretching luck," Travis implies that the distances between these two areas necessitate the hunter's being able redirect his aim and be accurate and quick, as well. In the time that it takes to fire the shots, the dinosaur might reach his attacker, and if the shots are not fatal, the Tyrannosaurus can, then, kill the hunter. But, if the hunter shoots it in the eyes, which are close to each other so very little realignment of the weapon is needed, the hunter can then blind the creature so that it does not know where the man stands. With the giant blinded, the hunter has the opportunity, therefore, to fire his gun more times and successfully kill it and not be harmed himself. 

Monday, 19 September 2016

What are the effects of Tom's decision to go after the yellow paper?

When the yellow sheet on which Tom has recorded all the information he has gathered on "four long Saturday afternoons" and countless hours during evenings at the public library and home, Tom Benecke is incredulous:


It was hard for him to understand that he actually had to abandon it—it was ridiculous—and he began to curse.



Tom finds it difficult to realize that of all his papers this yellow sheet has to be the one to have floated out his window almost as though in insult. He stands and considers the situation. It will take him two months to duplicate all the information recorded on this yellow sheet. If he does not submit his fresh ideas on ways to display groceries on Monday, they will not be in time for the spring displays, and he will lose the promise of advancement in his company. 


Because he desires professional advancement more than anything else, it is not long before Tom impulsively goes out the window to retrieve his yellow sheet. When he reaches the paper on the narrow ledge of the high apartment building, Tom bends to pick it up. As he leans carefully, Tom sees beneath him and realizes how dangerously high up he is:



And a violent instantaneous explosion of absolute terror roared through him . . . he began to tremble violently, panic flaring through his mind and muscles, and he felt the blood rush from the surface of his skin.



Considering what would happen if he falls, Tom realizes he must fight against his panic and place one foot before the other until he reaches his window:



He didn't know how many dozens of tiny sidling steps he had taken, his chest, belly, and face pressed to the wall; but he knew the slender hold he was keeping on his mind and body was going to break.



Trying desperately to reign in his terror, Tom moves slowly along the ledge as he holds the retrieved paper between his teeth. He concentrates on putting one foot before the other until his hands grope nothing but space and he slips at his window. Tom reaches desperately for something on which to hold, but his hands feel only space. As he starts to fall, Tom's wrists strike the window sill and are knocked off. When he begins to lose his balance, he does the following:



he flung his arms forward, his hands smashing against the window casing on either side; and—his body moving backward—his fingers clutched the narrow wood stripping of the upper pane.



For a brief moment, Tom hangs between life and death. But he manages to pull himself up, and he looks through the closed glass at his living room and the comfort and safety he has left behind. When he notices his reflection in the glass, Tom takes the yellow sheet out of his mouth, crumbles it, and puts it into his pocket. Then, he assesses the situation in which he finds himself. Tom knows that his wife will not return for four hours; he also knows that he cannot stay on the ledge that long. Pondering the reality that his life would be wasted if he were to die now, Tom rethinks his values.


Forming a plan, Tom summons all his strength and shoots his arm forward toward the glass, shouting his wife's name. Swinging his fist, he breaks through the glass; he then falls forward into the room. Although he feels the "triumph" of success, Tom does not lie on the floor as he has promised himself if he should make it back into the apartment. Instead, he picks up the broken glass. Distractedly, he unfolds the yellow sheet for which he has risked his life. Now it has lost its importance. Tom places it on his desk with only a pencil to hold it down. Hurriedly, Tom grabs his coat, hoping to catch his wife at the movies. When he throws open the apartment door, the draft lifts the yellow sheet, and it again blows out the broken window. This time Tom just laughs at the absurdity of his obsession with his yellow sheet when his marriage is what matters.

The word explicit means "clearly stated." In "The Cask of Amontillado," does Montresor make his plans explicit to Fortunato as they descend into...

No, Montresor does not make his plans for Fortunato totally explicit before they descend into his family's vaults.  He plans, of course, to murder Fortunato by walling him up alive near the bodies of Montresor's ancestors, and he never clearly states his intention to Fortunato.  He lies about the cask of Amontillado, the uncommon Spanish sherry wine, saying that he's anxious to get a true connoisseur's opinion on his recent purchase.  He is honest, on...

No, Montresor does not make his plans for Fortunato totally explicit before they descend into his family's vaults.  He plans, of course, to murder Fortunato by walling him up alive near the bodies of Montresor's ancestors, and he never clearly states his intention to Fortunato.  He lies about the cask of Amontillado, the uncommon Spanish sherry wine, saying that he's anxious to get a true connoisseur's opinion on his recent purchase.  He is honest, on the other hand, about the niter in the vaults, and he warns Fortunato about the effect this will have on him and his terrible cough.  He is honest, as well, about his family's motto, Latin words which translate to "You will not harm me with impunity."  Thus, Montresor does, in many ways, give Fortunato some warning that he should not accompany him into the vaults, that Montresor might have some score to settle and that it could be dangerous for Fortunato.  However, he knows that Fortunato's pride will not permit him to remain above when a chance to embarrass Montresor lies below.

Sunday, 18 September 2016

In Of Plymouth Plantation by William Bradford, what does Bradford call Squanto?

In writing the history of Plymouth Plantation, William Bradford gave God the credit for pretty much everything he and the other Separatists experienced in their journey on the Mayflower in 1620 and the first difficult winter they spent in Massachusetts.  In the spring of 1621, a Pemaquid named Samoset approached the English colony and spoke to them in broken English of a Wampanoag sachem, Massasoit.  Shortly thereafter, Massasoit came to the colony with Squanto, a...

In writing the history of Plymouth Plantation, William Bradford gave God the credit for pretty much everything he and the other Separatists experienced in their journey on the Mayflower in 1620 and the first difficult winter they spent in Massachusetts.  In the spring of 1621, a Pemaquid named Samoset approached the English colony and spoke to them in broken English of a Wampanoag sachem, Massasoit.  Shortly thereafter, Massasoit came to the colony with Squanto, a Patuxet who spoke English well.  After negotiating a six-point agreement, Massosoit left, but Squanto stayed behind with the colonists and helped them.  He was a translator and advised them on the best places to plant, hunt, fish, and trade, and how to navigate the local geography.  Bradford describes Squanto as " a special instrument sent of God for their good beyond their expectation." Bradford gives the credit to God for sending Squanto to the colony.


How does the story “A Horse and Two Goats” develop the idea of the need to interact with people who have vastly different identities from your...

"A Horse and Two Goats" is a story by Indian author R. K. Narayan. Its main focus is cultural insularity and miscommunication. Although some of the effect of this is comic, it also raises some serious points about the harm that such insularity does to both India and the colonial powers attempting to govern India and help India's development. 

Both Muni and the American do not know each others' languages and thus have difficulty understanding one another. Muni therefore thinks that the American is trying to buy his goats, while the American thinks that Muni is selling him the statue. If we look at the story more analytically, though, we find that it addresses more complex issues.


First, as Muni is a poor villager, as readers, we feel that he is justified in having little knowledge of American culture, but we also think that the American, who traveled to India, and is intent on bringing back souvenirs to show off his sophistication, should be more sensitive to Indian culture.


Also, we note very different traditions and value systems. Although Muni is a poor villager, he is very knowledgeable about the great Sanskrit epics that are at the center of Hindu religion. He is himself pious, and understands and explains the spiritual significance of the horse. The American, by contrast, appears crudely materialistic.


In the exchange, both seem unaware of each others' needs and values. Muni's misunderstanding of the American leads him to sell off, for a desultory sum, a crucial part of his cultural heritage. In terms of the American, we get the sense that the author is trying to explain that donations of aid in the form of cash will not transform the lives of poor villagers for the better, and that colonialism is actually culturally impoverishing as well as exploitative. 


This suggests that in a globalized culture and economy it benefits people in both developed and developing nations to understand each others' cultures better.

Can I have a detailed analysis of the poem "Sequence in a Hospital" by Elizabeth Jennings?

In Part I, "Pain," the speaker describes the way fear has begun to invade her body and mind, and how she feels herself yielding to it.  As she lies in her hospital bed, she feels only dread, trying to stave off something worse: "oblivion."

In Part II, "The Ward," the speaker provides details about other patients, details that they seem to use to "Keep death at bay": they talk about the past, even romanticize it, in order to quash thoughts of their present illness.  Outside, in the healthy world, it is spring or summer, and no healthy people really think about the pain inside.  The patients continue to focus on small things to get through.


In Part III, "After an Operation," the speaker talks about becoming completely subject to her fear.  Fear used to be attached to something more manageable and small, but now it is "general" and it consumes her present.  Yet she finds that she still wants to live, and she feels life stirring within her as she convalesces.  She is less afraid but forever changed.


In Part IV, "Patients in a Public Ward," she compares the patients to children, except they have flowers instead of toys.  Like children with toys, they hold their diseases close to them, possessing them, and each one really only speaks in order to please herself that she has not died.  The healthy world seems far away, and it has different concerns.  In the hospital, they have what they need, and those needs seem so small.  However, minor upsets once again raise the specter of death, making everyone fearful once again.  They realize it could be them next.


In Part V, "The Visitors," people come to see the speaker, and she tries to be sociable and hide her fear.  Their kindness makes her feel like crying, and she knows that when they leave, she will once against feel limp.  However, even in her worst moments, her mind has turned to these people, the memory of whom felt like "life" and "rain" in the "sick desert" of her illness.


In Part VI, "Hospital," things start to become a little more abstract.  The speaker addresses the long hours that all the patients lie in their beds, the way that flowers on their bedside tables wither and die.  It is mostly silent, and people do not speak of death, though it is always present.  The flowers seem to symbolize the people—petals falling near "muffled cries" behind drawn curtains. The world in the hospital is made of such small things as flowers.  People no longer talk of their philosophies or even their faith: only their own heartbeats can assure them they're still alive.  Only one man still dreams of his health and cries that it is gone; everyone else seems to have reached a certain level of acceptance.


In Part VII, "For a Woman with a Fatal Illness," the speaker tells of another patient who has been told her illness is terminal.  This patient is largely quiet, accepting the gifts brought to her by people who don't know what to say and so say nothing.  The speaker watches, feeling helpless and wishing for violence or something to happen to "break the terrible tension."  It seems cruel and unfair for death to "come so quietly."  It seems as though it should be more significant, louder, bigger.


In Part VIII, "Patients," the speaker feels that anything would be better than the feeling of helplessness: storms, lightning, violence.  She wants to shout into the silence to break it up.  People only move when they are in pain, and it feels as though they are almost no longer made of matter but depend only on the air.  The speaker seems to linger in a sort of limbo: she can still wish for signs that her health improves, but she can also imagine her illness growing worse.  


The poem sheds a great deal of light on the emotions one can experience in a hospital as a sick person or one who is convalescing.  We learn not only how fear begins to overtake many other emotions but also how the silence and pervasiveness of death can lead to terrible tensions and a sense of helplessness.  Certainly, in the end, the speaker's sense of limbo makes the entire experience feel like a kind of limbo as well: the hopsital seems like a place where people hover between life and death—not really living but not dead yet.  It is, perhaps, this bleak and matterless sort of existence that is scarier than death would be.  The lingering, symbolized in part by the various and many stages of the poem, may be the most painful part.

Saturday, 17 September 2016

Crispin believes that Bear read the writing on his cross. State the evidence which supports Crispin's belief. Explain your evidence.

In Chapter 28, Bear demands that Crispin hand over his cross. When Crispin protests, Bear assures him that he will not do the cross any harm. 


With the cross in his hand, Bear holds it up to the fire. Crispin begins to understand that Bear is trying to read the inscription on the cross. Desperate to find out if Bear can read what the inscription says, Crispin questions Bear. For his part, Bear does not...

In Chapter 28, Bear demands that Crispin hand over his cross. When Crispin protests, Bear assures him that he will not do the cross any harm. 


With the cross in his hand, Bear holds it up to the fire. Crispin begins to understand that Bear is trying to read the inscription on the cross. Desperate to find out if Bear can read what the inscription says, Crispin questions Bear. For his part, Bear does not answer; he merely hands the cross back to Crispin. Then, he tells Crispin that he needs his sleep and that the light is too weak for him to decipher what the cross says.


Bear's uncharacteristic behavior fuels Crispin's suspicion that the older man knows exactly what is written on the cross; he is just not prepared to talk about it. The next morning, Bear appears to be in a subdued mood. He steals glances at Crispin, especially when he thinks that Crispin isn't looking. Although Crispin is tempted to ask Bear for an explanation of his strange behavior, he refrains from doing so. Crispin knows that Bear will only speak when he is ready to.


So, it is Bear's uncharacteristic behavior that leads Crispin to suspect that Bear knows what is written on his cross. 


What is the exposition in The River by Gary Paulsen?

Exposition is generally found at the beginning of any story. During the exposition, the author introduces the reader to the characters, setting, and central conflict. In The River, author Gary Paulsen's exposition extends through the first three chapters.Within these first three chapters, we meet Brian Robesonand learn he survived on his own while being stranded for nearly two months in the Canadian wilderness, a story Paulsen relays in the first book...

Exposition is generally found at the beginning of any story. During the exposition, the author introduces the reader to the characters, setting, and central conflict. In The River, author Gary Paulsen's exposition extends through the first three chapters.

Within these first three chapters, we meet Brian Robeson and learn he survived on his own while being stranded for nearly two months in the Canadian wilderness, a story Paulsen relays in the first book of the series, Hatchet. In the opening chapter, three men from what they call a "government survival school" come to Brian's home with a proposition. They believe Brian has a special gift that allowed him to become in tune with nature to the extent he did in order to survive. Since the men are teaching survival skills, they want Brian to, as they say, "do it again" so that they can learn from him, watch him think through the challenges he would face in order to survive a second time (p. 3). One of the men is the second central character in the second central character in the story, government psychologist Derek Holtzer.

The central conflict is that neither Brian nor his parents really want him to go through the survival ordeal again. Yet, at the same time, Brian knows he grew so much from his experience and changed so much that he partially feels like he no longer fits in with his urban environment, especially because no one, not even his psychologist, can understand just how much he grew from the experience, how ultimately positive the experience was. Instead, everyone around him only sees his experience as traumatic. Brian feels driven to undertake the experience on more time to convince himself it truly was a beneficial experience and to teach others how to benefit from the same experience.

Friday, 16 September 2016

Give an example of one of Eurylochus’ mutinies (rejection or resistance to Odysseus). What effect does this have on Odysseus’ journey? What...

Odysseus has been warned, by both the blind prophet Tiresias and Circe, the nymph sorceress, to avoid the isle of Helios, the sun god. However, Eurylochus, a member of Odysseus's crew, begs Odysseus for permission to land. Foolishly, Odysseus relents, but on one condition: none of the men must kill any of the island's cattle. The cattle, the oxen of the sun, belong to Helios, and killing them will incur the wrath of the gods.


...

Odysseus has been warned, by both the blind prophet Tiresias and Circe, the nymph sorceress, to avoid the isle of Helios, the sun god. However, Eurylochus, a member of Odysseus's crew, begs Odysseus for permission to land. Foolishly, Odysseus relents, but on one condition: none of the men must kill any of the island's cattle. The cattle, the oxen of the sun, belong to Helios, and killing them will incur the wrath of the gods.


While Odysseus is away praying to the gods, Eurylochus ignores his orders and leads the men to hunt and kill some of Helios's cattle. When Odysseus finds out, he is furious. He knows that some kind of divine vengeance awaits. Zeus responds to an angry Helios by agreeing to send down a bolt of lightning to destroy Odysseus's ship. All hands on deck are killed, including Eurylochus, but Odysseus manages to escape. He swims ashore on the island of Ogygia, home to the sea nymph Calypso. This will also be Odysseus's home for the next seven years, and this unplanned stopover will hold up his journey and delay his eventual return to Ithaca.

Thursday, 15 September 2016

What are some significant Maya Angelou quotes?

Maya Angelou was an iconic American poet, author, and civil rights activist who penned three essay collections, seven autobiographies, and multiple books of poetry in her lifetime.


Perhaps one of her most famous works is I Know Why the Caged Bird Sings, which details her early years of struggle in attempting to overcome racism and significant trauma in order to transform herself into a woman of great confidence and dignity in the face of...

Maya Angelou was an iconic American poet, author, and civil rights activist who penned three essay collections, seven autobiographies, and multiple books of poetry in her lifetime.


Perhaps one of her most famous works is I Know Why the Caged Bird Sings, which details her early years of struggle in attempting to overcome racism and significant trauma in order to transform herself into a woman of great confidence and dignity in the face of cruel prejudice. Within this book, she addresses the experience of being abandoned by her parents and sent to live in Stamps, Arkansas; of being raped at eight years old by her mother's boyfriend; of living on the streets; and of graduating from high school despite becoming a teenage mother. 


The following are two iconic quotes from this autobiography:


  • "There is no greater agony than bearing an untold story inside you."

  • "The caged bird sings with a fearful trill, / of things unknown, but longed for still, / and his tune is hear on the distant hill, / for the caged bird sings of freedom."

Angelou also had a penchant for offering fantastic life advice:


  • "I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel."

  • "If you don't like something, change it. If you can't change it, change your attitude."

  • "History, despite its wrenching pain, cannot be unlived, but if faced with courage, need not be lived again."

What do Julia, Winston, and O'Brien discuss?

In Part 2, Chapter 8, Winston and Julia go to see O'Brien at his luxury apartment. O'Brien is a member of the Inner Party and so enjoys special privileges unavailable to those outside this charmed circle. When they finally meet Winston confesses to O'Brien that he and Julia are both enemies of the Party. Winston's trust in Julia has given him the confidence to trust O'Brien as well. All three drink wine and make a...

In Part 2, Chapter 8, Winston and Julia go to see O'Brien at his luxury apartment. O'Brien is a member of the Inner Party and so enjoys special privileges unavailable to those outside this charmed circle. When they finally meet Winston confesses to O'Brien that he and Julia are both enemies of the Party. Winston's trust in Julia has given him the confidence to trust O'Brien as well. All three drink wine and make a toast to the past, demonstrating their hatred for the Party and its rule.


O'Brien reveals the existence of a secret Brotherhood, an underground insurrectionary group dedicated to the overthrow of the Party. The Brotherhood is inspired by the ideas of Emmanuel Goldstein, a mysterious oppositional figure who represents the antithesis of Big Brother. Yet, no one knows for sure whether he actually exists. But O'Brien assures Winston that Goldstein is indeed a real person. He promises to send Winston and Julia a book written by Emmanuel Goldstein which will spell out in precise detail how the Party can be destroyed. Then, they will become members of the Brotherhood.


As Winston leaves he asks O'Brien if they will meet again "in the place where there is no darkness," a suitably ambiguous expression which foreshadows much of what is about to happen. O'Brien also knows an old nursery rhyme which indicates to Winston that he's genuinely opposed to the Party, as such historical knowledge is strictly forbidden in the totalitarian state of Oceania.

`int sec^2 (x/2)tan(x/2) dx` Find the indefinite integral

Indefinite integrals are written in the form of `int f(x) dx = F(x) +C`


 where: `f(x)` as the integrand


           `F(x)` as the anti-derivative function 


           `C `  as the arbitrary constant known as constant of integration


For the given problem `int sec^2(x/2)tan(x/2) dx ` has a integrand in the form of a trigonometric function.


To evaluate this, we may apply u-substitution by letting `u = tan(x/2)`...

Indefinite integrals are written in the form of `int f(x) dx = F(x) +C`


 where: `f(x)` as the integrand


           `F(x)` as the anti-derivative function 


           `C `  as the arbitrary constant known as constant of integration


For the given problem `int sec^2(x/2)tan(x/2) dx ` has a integrand in the form of a trigonometric function.


To evaluate this, we may apply u-substitution by letting `u = tan(x/2)` .


 Then, the derivative of `u` is:


`du = sec^2(x/2) *(1/2) dx`


 Rearrange this into `2 du= sec^2(x/2) dx` .


Plug-in the values on the `int sec^2(x/2)tan(x/2) dx `  , we get:


`int sec^2(x/2)tan(x/2) dx =int u *2 du`


 Apply the basic properties of integration: `int c*f(x) dx= c int f(x) dx` .


`int u *2 du =2int u du`  


Apply the Power Rule for integration:`int (x^n) dx = x^(n+1)/ (n+1) +C` .


`2int u du =2* u^(1+1)/(1+1) +C`


               `= 2 *u^2/2+C`


               `= u^2 +C`


Plug-in `u = tan(x/2)` on `u^2 +C` , we get the indefinite integral as:


`int sec^2(x/2)tan(x/2) dx =(tan(x/2))^2 +C`  or `tan^2(x/2) +C`

With reference to the phrase, "unlucky thing you finding it," what 'luck' did the young man have in the story "Dusk"?

The young man who has fabricated a tale in order to finagle money from someone is unable to produce a bar of soap that he supposedly has purchased so his tale holds no verisimilitude. But, after he leaves, a bar is found beneath the bench on which he has been sitting.


In Saki's satirical story, "Dusk," a young man, who has woven a tall-tell about leaving his hotel in order to purchase a bar of...

The young man who has fabricated a tale in order to finagle money from someone is unable to produce a bar of soap that he supposedly has purchased so his tale holds no verisimilitude. But, after he leaves, a bar is found beneath the bench on which he has been sitting.


In Saki's satirical story, "Dusk," a young man, who has woven a tall-tell about leaving his hotel in order to purchase a bar of soap, tells Norman Gortsby that he has forgotten his way back to the hotel where he stays, and unless someone gives him some money, he will have no place to sleep this night. However, when he cannot produce the soap as evidence of the verity of his story, Norman rejects his tale, gives him no money, and the young man hurriedly departs in anger at his oversight.


Afterwards, Norman Gortsby stands up from the park bench on which he has been, and he notices a cake of soap, wrapped in paper, under the bench on which he and the young man have sat. He hurries to catch the young man:



"The important witness to the genuineness of your story has turned up," said Gortsby, holding out the cake of soap; "it must have slid out of your overcoat pocket when you sat down on the seat."



Taking advantage of the credibility of Gortsby, who hands him a sovereign and his card along with instructions that the other can mail the money back to him, the young man says,



"Lucky thing your finding it,"...with a catch in his voice, he blurted out a word or two of thanks and fled headlong in the direction of Knightsbridge.



Norman Grotsby learns of his folly when the older man who has been on the end of the bench returns to search for his bar of soap.

Wednesday, 14 September 2016

How does Jem and Scout's relationship change as Jem grows up in To Kill a Mockingbird?

At first, Scout is the "little sister" Jem takes to school and advises. At recess on the first day of school, for instance, a disgruntled Scout complains to Jem about her teacher Miss Caroline. Jem tries to allay her fears, telling her not to worry because his teacher says that Miss Caroline is introducing a new method of instruction called "the Dewey Decimal System." (He has mistaken John Dewey's pedagogical method with the system of arranging books in a library.)

In Chapter 7 Jem reassures Scout as she begins second grade, telling her school gets better as she advances.


Jem is the voice of wisdom to Scout at times. For instance, when Scout attacks Walter Cunningham by rubbing his nose in the dirt for causing her to be punished by Miss Caroline, Jem stops her and invites Walter home to eat with them at noontime.


In another instance, Jem scolds Scout for taking gum from the Radleys' tree's knothole.


As the protective older brother, Jem allays Scout's fears at times. In one instance, he tells Scout that she does not need to be afraid of Boo Radley because nothing can "get her" with Calpurnia and him at home during the day and Atticus there at night. As a result, Scout feels Jem is a "born hero" (Chapter 4).


Scout tags along with Dill and Jem, who are the architects of various schemes regarding Boo Radley. She acts as a lookout while Jem goes onto the Radley porch, for example, in Chapter 5. 


Scout gets used as the "test pilot" for some of Jem and Dill's ideas. For instance, when the boys have a large tire, they send Scout down the hill inside the tire first.


As Jem begins to mature, he is at times moody, and Scout must leave him alone, per instructions from Atticus. Nevertheless, Jem confides in Scout in Chapter 7, when he tells her about his pants that he has torn and abandoned as they were caught on the Radleys' fence. He shows Scout that the pants were sewn for him by Boo. Further, he shares his maturing perspectives. For instance, whereas he earlier told Scout to throw away the chewing gum left for them in the knothole, in Chapter 7 when Scout hurls the soap carvings onto the ground, Jem scolds her, saying, "These are good," and he later stores them in his keepsake trunk at home.


Although Jem changes, he remains loyal to Scout. Feeling Scout is justified in her actions, Jem allows Scout to fight her own battle with Francis in Chapter 9 after Francis calls Atticus a pejorative term.


There is camaraderie between Scout and Jem, as they both receive rifles for Christmas, attend church with Calpurnia, and go places together.


Although he remains brotherly, Scout finds Jem moody as he enters puberty:



His maddening superiority was unbearable these days. He didn't want to do anything but read and go off by himself. Still, everything he read he passed along to me, but. . . now for my edification and instruction.



The relationship between Jem and Scout becomes more divided when he is a teen and she is not. He is moodier, and he speaks in a condescending manner to and about Scout. At Tom Robinson's trial, Jem tells Reverend Sykes that Scout does not understand some of the language, questions, and answers given by the witnesses.


After the trial, Jem's ideas begin to alter. For example, he scolds Scout for having crushed a roly-poly (Chapter 25), and she attributes his superior attitude to "part of a stage he was going through." Further, Scout is angered by Jem's reporting of Dill's presence in Scout's room after he runs away.


The loyalty and love between Jem and Scout remains intact, nevertheless.

Tuesday, 13 September 2016

A parent’s love can be described as a double-edged sword, having the power to both defend and destroy a child. Explain how this is true in the...

A parent’s love can both defend and destroy a child.  In “Rules of the Game,” Waverly Jong’s mother is a good example of this.  Waverly’s mother is very interested in and concerned about her daughter.  One way she shows this is in the way she teaches her to get along in America.  When Waverly receives the Christmas gift in the story, Waverly says, “My mother graciously thanked the unknown benefactor, saying, "Too good. Cost too...

A parent’s love can both defend and destroy a child.  In “Rules of the Game,” Waverly Jong’s mother is a good example of this.  Waverly’s mother is very interested in and concerned about her daughter.  One way she shows this is in the way she teaches her to get along in America.  When Waverly receives the Christmas gift in the story, Waverly says, “My mother graciously thanked the unknown benefactor, saying, "Too good. Cost too much.”  Waverly’s mother knows that she must appear gracious about the gift, despite the fact that when she returns home, she is upset and tells the children to throw the chess set away. “ ‘She not want it. We not want it.’ she said, tossing her head stiffly to the side with a tight, proud smile.”  In this instance, Waverly’s mother shows her that she must accept the gift because it is the right thing to do, but she also demonstrates that pride is destructive.


If the children had listened to their mother about the chess set, Waverly would have never learned to play chess.  She would not have become an outstanding chess player, and she would not have learned the lessons she needed to learn in life.  Waverly wants to assimilate and become a member of American society, and her mother’s love is both helpful and an obstacle to her.  While her mother is a staunch supporter and very proud of her daughter, “At the next tournament, I won again, but it was my mother who wore the triumphant grin.”  On the other hand, she constantly hovers over her daughter and refuses to allow her to be independent.  Even though she knows nothing about chess, she insists on telling her daughter what to do.  In the end, this results in a war of wills between Waverly and her mother.  Waverly’s mother wins the battle, but it affects their relationship.  “ ‘She wore a triumphant smile. ‘Strongest wind cannot be seen,’ she said.”  The destructive nature of her mother’s love means Waverly only wants to be away from her.

Why is some art very expensive and other art cheap? Is there a politic that enters the equation where the gatekeepers decide what is art and what...

When it comes to art, both beauty and value are in the eye of the beholder! 


The price of a work of art is influenced by a number of factors, but we must also remember that "value" does not always refer to money. The value of a work of art may be based on personal criteria such as emotional attachment and cultural background. One of the reasons it is tricky for artists to assign monetary values to their own works is that the artist comes from a place of bias- they have an emotional attachment to the piece of art and have invested their time and money in creating it. In today's market, in order for the artist's opinion of the piece of work (and the price they may set) to be validated, someone else has to be willing to pay at least the set price for the piece of art. Art dealers or brokers must carefully weigh the artist's labors, the current demand, special characteristics like age and preservation, and how willing customers are to pay before assigning a price to any piece of art.


Some things that can really drive up the price of a work of art are the age of the piece, the material used, the artist and whether this person is dead, and the preservation quality.


Age and preservation really go hand in hand. A painting completed by a talented artist in the 1950's but kept in poor conditions, such as a humid room with fluctuating temperatures, would probably be less valuable than a painting by an "okay" artist in the 1700's and kept in excellent conditions. In general, the older and better preserved a piece of art, the higher the price will be.


Materials used is probably the second biggest factor in establishing price of a work of art. Precious metals and gems are more valuable, monetarily, than wax pastel or ceramic. Preservation of the materials must be taken into account, too, but out of two works of art of the same age and quality of preservation, the one made of more expensive materials will still fetch a higher price. Related to materials is the investment of time involved in creating a piece of art. Someone could use a readily available, low-cost medium such as paper but spend a great deal of time crafting their piece of art. This may result in the piece of art having a higher price than others made with more expensive materials with a lower investment of time.


The artist who created the piece is another large factor in determining the value of a work of art. People really like famous artists, and with good reason! Famous artists become famous for their technique and content as well as what their "special touch" may have been. Artists who started trends or offered some kind of novelty in their medium have become big names. Art by famous creators will always fetch a higher price because of the demand in the market for works by this person. Let's say you had to choose between a scribble Van Gogh made on a scrap of paper and a beautiful oil painting done by your friend's uncle. Even if the price was higher, wouldn't you invest in the Van Gogh? Speaking of Van Gogh- he's a perfect example of one of the factors in driving up the price of art. When an artist dies, the value of their art increases dramatically. This is because the supply has been cut off! When an artist is still alive, we can assume they will continue to create art and possibly create something greater than they already have. But if they are dead, they've already created everything they will ever create, leaving a limited supply.


As you can see, a lot of the price of art has to do with supply and demand. It is very difficult for new artists (throughout history and even today) to fetch a good price for their art because the demand simply isn't there yet. Of course, the value of a work of art is ultimately subjective and has as much to do with the factors above as to how pleasing to the eye it is or how well it follows principles of art and design. Are the colors and shapes pleasant or abrasive? Is it meant to be pleasant or abrasive? And again- is there demand for art that is pleasant or abrasive? To be deemed art, most people generally agree that it must be deemed beautiful, but beauty is an entirely subjective quality. I hope that the above factors I've described help to lend a little bit of objectivity to the process!

Monday, 12 September 2016

Who are the people who get bad grades because of Nora's poor school performance in The Report Card by Andrew Clements?

In chapter 21 of Andrew Clements's The Report Card, we learn, in the words of Mrs. Hackney, the school principal, that "half of the fifth-grade class decided to treat two quizzes as if they did not matter at all" (113). As Mrs. Noyes explains in a meeting in the principal's office, on that day she handed out two quizzes on the assigned reading in their social studies textbook; she handed one to the first...

In chapter 21 of Andrew Clements's The Report Card, we learn, in the words of Mrs. Hackney, the school principal, that "half of the fifth-grade class decided to treat two quizzes as if they did not matter at all" (113). As Mrs. Noyes explains in a meeting in the principal's office, on that day she handed out two quizzes on the assigned reading in their social studies textbook; she handed one to the first half of the Blue Team during the third-period class and the other to the second half of the Blue Team during the fourth-period class. In both classes, all but two students wrote nonsense answers for the questions, which earned zeroes for all but a total of four students on half of the Blue Team; therefore, we know that half of the fifth-grade class, except for four students, intentionally earned zeroes that day.

The event occurred because Nora's initial plan was failing. Her initial plan was to earn Ds as part of a plot to show that grades are not a true reflection of intelligence and, therefore, not worth the amount of pressure placed on students. Nora's plan goes off track the moment her IQ score reveals her true genius before she's ready for anyone to know. When her friend Stephen finds out about her plan and how it messed up, he helps her think of a new plan. Instead of just Nora earning bad grades on purpose to protest against the reliance on grades, Stephen and Nora encourage all the students in their class to earn bad grades. In Nora's mind, earning zeroes on tests would show the tests' true educational value. She argues that since the tests do not help students think, just memorize, the tests are worth zeroes. Stephen sets the plan in motion by phoning all fifth graders and telling them to get zeroes and by passing out flyers encouraging them to get zeroes.

In "The Cask of Amontillado," for what reason does Montresor say he does not want to impose upon Fortunato's good nature?

Montresor is trying to trick Fortunato. He wants to lure him into the cellar, on the face of it to taste a cask of the finest amontillado. But of course his plans are more sinister; he wants to kill Fortunato for various (unspecified) wrongs. To make his ruse more effective, it is necessary for Montresor to give the impression that he likes Fortunato and wants to be friends with him. He also wants to make...

Montresor is trying to trick Fortunato. He wants to lure him into the cellar, on the face of it to taste a cask of the finest amontillado. But of course his plans are more sinister; he wants to kill Fortunato for various (unspecified) wrongs. To make his ruse more effective, it is necessary for Montresor to give the impression that he likes Fortunato and wants to be friends with him. He also wants to make it seem as if he really doesn't want Fortunato to try the wine—that he's trying to dissuade him from venturing down into the cellar:



My friend, no. It is not the engagement, but the severe cold with which I perceive you are afflicted. The vaults are insufferably damp. They are encrusted with nitre.



Montresor is being very sneaky here. He knows that Fortunato will be more curious about the wine if he senses that Montresor is trying to discourage him from visiting the cellar. He also plays on Fortunato's vanity as a wine connoisseur. Montresor strategically says he wouldn't want to put Fortunato to any trouble; plus, it will be so horribly cold and damp down there. He says maybe he should ask Luchresi for his opinion instead, to which Fortunato replies:



Let us go, nevertheless. The cold is merely nothing. Amontillado! You have been imposed upon. And as for Luchresi, he cannot distinguish Sherry from Amontillado.



The ruse works. And tragically for Fortunato, he comes to regret being tricked by Montresor.

Saturday, 10 September 2016

Would the message of the poem change if it were writen in free verse?

Phillis Wheatley's poem "On Being Brought from Africa to America" would have the same message if it were written in free verse, but the tone might change and the central idea may be more threatening without the rhyme scheme. 


The poem's rhyme scheme is aa bb cc dd, which is a very typical and basic rhyme using couplets. The rhyme scheme gives the poem a sing-song quality similar to children's nursery rhymes. The poem is...

Phillis Wheatley's poem "On Being Brought from Africa to America" would have the same message if it were written in free verse, but the tone might change and the central idea may be more threatening without the rhyme scheme. 


The poem's rhyme scheme is aa bb cc dd, which is a very typical and basic rhyme using couplets. The rhyme scheme gives the poem a sing-song quality similar to children's nursery rhymes. The poem is reproduced here:



'Twas mercy brought me from my Pagan land,


Taught my benighted soul to understand


That there's a God, that there's a Saviour too:


Once I redemption neither sought nor knew.


Some view our sable race with scornful eye,


"Their colour is a diabolic die."


Remember, ChristiansNegros, black as Cain,


May be refin'd, and join th' angelic train.



If you read the poem aloud, you can hear the lyrical but simple quality of the rhymes. This rhyme scheme works to lessen the intensity of the subject matter. 



Wheatley begins by saying that she was blessed to be brought to America from Africa, as she has become Christian and has repented her "Pagan[ism]." She implies that learning about God and Christ have had a positive impact on her and that she was, figuratively, in the dark about the error of her ways. 



In the next four lines, however, Wheately's message becomes more pointed as she tackles racism and inequality. She refers to "some" who think African Americans are inferior and who associate black people with the devil. She says that "Negros, black as Cain" can also be redeemed through Christianity. The subtle undertone of these lines is that Wheately believes African Americans are not inferior and certainly do not fit the stereotypes white Americans have placed upon them. She uses the common belief in Christianity to make her message more appealing to her white readers. However, the idea that, in this early period of American history, white citizens would accept black citizens as their equals would have been controversial. Using the aa bb cc dd rhyme scheme makes the message softer and gives it a less extreme tone. Free verse (no rhyme scheme) may have come across as more aggressive or straightforward. 

Friday, 9 September 2016

What does the coral paperweight symbolize? What does Julia mean when she says, “If you kept the small rule you could break the big ones?” How...

The coral paperweight symbolizes the world apart from the Party that Winston and Julia hope to construct for themselves in the room above Mr. Charrington's shop. In this world, they can live normal lives as a man and woman together in love. As Winston thinks while looking at the paperweight,


It was as though the surface of the glass had been the arch of the sky, enclosing a tiny world with its atmosphere complete. He had the feeling that he could get inside it, and that in fact he was inside it, along with the mahogany bed and the gateleg table, and the clock and the steel engraving and the paperweight itself. The paperweight was the room he was in, and the coral was Julia’s life and his own, fixed in a sort of eternity at the heart of the crystal.



When Julia says if you follow the small rules, you can break the big ones, she means that if you appear completely loyal to the state in small matters, nobody will question your loyalty. If nobody questions your loyalty, you can get away with bigger transgressions because nobody will even suspect you of them. Of course, Julia later finds out this theory is wrong.


Winston is old enough to remember a time before the Party took over Oceania. This makes him more questioning of the system than Julia. He is more quick to believe that the Party tells lies. For example, he remembers airplanes existing in an earlier time, yet the Party claims that it invented them:



Sometimes, indeed, you could put your finger on a definite lie. It was not true, for example, as was claimed in the Party history books, that the Party had invented aeroplanes. He remembered aeroplanes since his earliest childhood.



Julia, however, is young enough that all she has ever known is the Party. She is not interested in history or whether the Party tells the truth about it. She is practical and is focused on making a decent life for herself in the present.


When Winston says the proles are still human, he means that the proles can still live ordinary lives in which they care about other people, they remain loyal to one another, and they have not become hardened inside. As Winston realizes,



What mattered [in the past] were individual relationships, and a completely helpless gesture, an embrace, a tear, a word spoken to a dying man, could have value in itself. The proles, it suddenly occurred to him, had remained in this condition. They were not loyal to a party or a country or an idea, they were loyal to one another.



In contrast, Party members have become dehumanized; they are filled with hate and fear and are disconnected from caring about other people. Winston remembers that just a few weeks before, prior to Julia reconnecting him with his own humanity, he had "seen a severed hand lying on the pavement and had kicked it into the gutter as though it had been a cabbage-stalk."


The Brotherhood is most likely not real. The Party is omipotent and uses the idea of the Brotherhood to trap enemies of the state. Even if the Brotherhood were real, O'Brien would not be part of it. He believes completely in the aims of the state. 

Is there a tension between the values of these warrior peoples and the suggested Christianity of the poet in the poem Beowulf?

There may be a tension between New Testament Christianity as we understand it and the values of the Dark Age Danes portrayed in Beowulf.  But the brand of Christianity apparently held by the poet seems to fit very well with the demands of his warrior culture.

When thinking of Christianity, most modern readers think first of Jesus and His New Testament teaching, especially the Sermon on the Mount. (See Matthew 5:1 – 7:27.)  It is this sermon which contains the most famous sayings of Jesus, and also those which sound the most pacifistic, such as “Blessed are the meek,” “Turn the other cheek,” and “If someone wants to take your tunic, let him have your cloak as well.”  Taken in isolation, these sayings would seem to be urging the exact opposite of the lifestyle led by Beowulf and company, whose core values seem to be bravery, boastfulness, and vengeance.


But actually, this sharp contrast depends on caricatures of both the epic of Beowulf and of Jesus’ teaching.


The warriors in Beowulf are indeed tough, violent, and not friends of mercy.  However, this does not mean they have no moral code.  They value loyalty to their king or leader, loyalty to their family and clan (sometimes expressed in vengeance), generosity (the king gives gifts), and self-sacrifice (Beowulf’s exploits are done not only to prove himself but to protect the weak who are being slaughtered by Grendel and the other monsters).   Though violent, they are not just barbarians living in chaos.


Jesus’ teaching is also much more rich and complex than “let people walk all over you.”  If we look at the totality of his teaching, He preaches a way of life that calls for a great deal of loyalty, generosity, and courage to carry it out.  And though, in the Sermon on the Mount, He was warning us against being contemptuous, selfish, and greedy, He does not ever say that we may never defend ourselves or go to war.  For example, in Luke 3:10 – 14, John the Baptist, who is calling the people to “repent” and prepare for Jesus’ coming, does not tell Roman soldiers or even tax collectors to leave their jobs; He tells them to do their jobs in a fair way.  This is also the tenor of Jesus’ teaching.


As for the poet’s understanding of Christianity, he does not mention Christ's teachings.  He has clearly heard of the God of the Bible.  He is familiar with certain (not all?) Old Testament events; for example, he says that Grendel and other monsters are descended from Cain. 


The poet’s understanding of God actually elevates his warrior values to a beautiful philosophy.  In an extended discussion, the poet points out that God alone knows, and chooses, when it is a man’s time to die.  This should make a man brave in battle, and it should make him die quietly and uncomplaining, knowing that he cannot stop his death.  Though the poet does not use the word, he is articulating the theological doctrine of God’s sovereignty.  This is indeed a doctrine that can give people peace in the face of terrible events and can help to make us calm and brave, if we believe it.   For example, in Revelation 1:17 – 18, Jesus says, “Do not be afraid … I hold the keys of Death and Hades.”  


Both in Christianity and in the values of Beowulf, death is not the worst thing that can happen to a person.


This idea of God being over all also influences how kings are viewed in Beowulf.  Again, we are not dealing with barbarians where the only law is the king’s whim.  Rather, the king is also governed by certain values.  Though there are good and bad kings, and bad kings are not immediately deposed, there is a sense of a value system that is higher than any individual king, and by which kings can be judged.


All in all, the “Christianity” or theology of the Beowulf poet fits in surprisingly well with his warrior culture, and seems to strengthen all that is best in it.

Where is trust a theme in the story "The Red Convertible" by Louise Erdrich?

In the story, the trust between two brothers is an important theme. It is alluded to when Henry goes to fight in the Vietnam War and leaves his trusted red Oldsmobile in Lyman's care.


When Henry was alive, both brothers often took road trips together in the Oldsmobile. They were happy to travel, and enjoyed great adventures together. After Henry became a Marine, he stayed away for three years fighting in the war. Before he...

In the story, the trust between two brothers is an important theme. It is alluded to when Henry goes to fight in the Vietnam War and leaves his trusted red Oldsmobile in Lyman's care.


When Henry was alive, both brothers often took road trips together in the Oldsmobile. They were happy to travel, and enjoyed great adventures together. After Henry became a Marine, he stayed away for three years fighting in the war. Before he left, he gave Lyman his keys to the Oldsmobile. His actions demonstrated his great trust in his brother. He told Lyman to treat the car as his own. While he was gone, Lyman took good care of the car; he kept it in pristine condition for Henry's return.


After Henry returned from the war, however, he was a different man. He became a loner, and he was always mean and easily irritated. Lyman reports that it was difficult to get Henry to laugh, and when he did laugh, it often sounded more like a man who was choking. Although Lyman had kept his brother's trust in him (where the Oldsmobile was concerned), he soon felt that drastic measures were needed to shake Henry out of his self-destructive stupor.


Despite his reservations, Lyman took a hammer to the car. He made the car look so beat up that Henry eventually noticed. Lyman then challenged Henry to restore the car to its initial condition. This conversation was the catalyst that precipitated Henry's frenzied work on the car. After the car was restored, Henry invited Lyman to take a ride with him. At this point, Lyman began to let himself hope that his brother was back to his old self again. The story ends in tragedy, however, when Lyman is swept out to deeper waters by the river currents, in which he drowns.


The trust between the two brothers is one of the main themes in the story. That trust is alluded to when Henry hands his car keys to Lyman just before he leaves for the war. It is again highlighted when Henry quietly repairs the Oldsmobile for Lyman, even though he knows that Lyman damaged the car on purpose. Henry's continued trust in his brother is poignantly and clearly demonstrated when he insists that Lyman take the car for his own. Perhaps, knowing that his life will never approach any sort of normalcy again, Henry gifts the car to Lyman as an emblem of his trust and love.

Wednesday, 7 September 2016

What is the setting (place and time) of "Thank You, M'am"?

Although no definite time or place is stated in the story “Thank you, M’am” by Langston Hughes, there are a few context clues in the story for us to make an educated guess. First of all, Mrs. Jones lives in a boarding house or apartment building with other people. Her apartment is small and suggests that it is a one room flat because the bedroom and kitchen are in the same room. The description of...

Although no definite time or place is stated in the story “Thank you, M’am” by Langston Hughes, there are a few context clues in the story for us to make an educated guess. First of all, Mrs. Jones lives in a boarding house or apartment building with other people. Her apartment is small and suggests that it is a one room flat because the bedroom and kitchen are in the same room. The description of her apartment indicates that the story takes place in a city or urban area. In addition, we can conclude that the story takes place sometime in the 1950’s because of Roger’s desire for a pair of blue suede shoes. The song “Blue Suede Shoes," popularized by Elvis Presley, but written by Carl Perkins in 1955, shows that Roger wants to be stylish and fashionable. 


Because we know that Langston Hughes lived and wrote the majority of his works in Harlem in New York City, we can also probably make the assumption that Harlem, a predominately black community, is the physical setting of the story.

How was "Sinners in the Hands of an Angry God" effective and ineffective? How would you react?

Accounts of the reception of Edwards's sermon that day in 1741 maintain that some in the congregation cried out, some fainted, and some wept. In the short term, it is plausible to assume it shook people up and made them reexamine the ways they were living and thinking about their afterlife. In that way, it could be deemed effective.


It could be said that Edwards's sermon, perhaps a centerpiece of the Great Awakening in the...

Accounts of the reception of Edwards's sermon that day in 1741 maintain that some in the congregation cried out, some fainted, and some wept. In the short term, it is plausible to assume it shook people up and made them reexamine the ways they were living and thinking about their afterlife. In that way, it could be deemed effective.


It could be said that Edwards's sermon, perhaps a centerpiece of the Great Awakening in the 1730s and 40s, did little to staunch the flow of people abandoning the vestiges of Puritan thought present in his theology. In that way, it was ineffective. As more people came to the colonies, many for reasons unrelated to religious freedom, what came with them were other ways of worship and attitudes toward the role of religion. The Enlightenment greatly influenced the rise of rational thought, and Deism became a more comfortable way for some to think about God.


The last part of your question is more difficult to answer; it's not easy for a person of the 21st century to fully understand the outlook of a person who would have attended this sermon. Since you asked, though, I would say the sermon would be a turn off for me.

Monday, 5 September 2016

`f(x)=sinhx` Prove that the Maclaurin series for the function converges to the function for all x

Maclaurin series is a special case of Taylor series that is centered at `c=0.` The expansion of the function about `0` follows the formula:

`f(x)=sum_(n=0)^oo (f^n(0))/(n!) x^n`


 or


`f(x)= f(0)+(f'(0))/(1!)x+(f^2(0))/(2!)x^2+(f^3(0))/(3!)x^3+(f^4(0))/(4!)x^4 +...`


To determine the Maclaurin series for the given function` f(x)=sinh(x)` , we may apply the formula for Maclaurin series.


For the list of `f^n(x)` , we may apply the derivative formula for hyperbolic trigonometric functions: `d/(dx) sinh(x) = cosh(x)`  and `d/(dx) cosh(x) = sinh(x)` .


`f(x) =sinh(x)`


`f'(x) = d/(dx) sinh(x)= cosh(x)`


`f^2(x) = d/(dx) cosh(x)= sinh(x)`


`f^3(x) = d/(dx) sinh(x)=cosh(x)`


`f^4(x) = d/(dx) cosh(x)= sinh(x)`


`f^5(x) = d/(dx) sinh(x)= cosh(x)`


Plug-in `x=0` on each `f^n(x)` , we get:


`f(0) =sinh(0)=0`


`f'(0) = cosh(0)=1`


`f^2(0) = sinh(0)=0`


`f^3(0) = cosh(0)=1`


`f^4(0) = sinh(0)=0`


`f^5(0) = cosh(0)=1`


Plug-in the values on the formula for Maclaurin series, we get:


`sum_(n=0)^oo (f^n(0))/(n!) x^n`


`= 0+1/(1!)x+0/(2!)x^2+1/(3!)x^3+0/(4!)x^4+1/(5!)x^5+...`


`= 1/(1!)x+1/(3!)x^3+1/(5!)x^5+...`


`=sum_(n=0)^oo x^(2n+1)/((2n+1)!)`


The Maclaurin series is `sum_(n=0)^oo x^(2n+1)/((2n+1)!)` for the function `f(x)=sinh(x)` .


To determine the interval of convergence for the Maclaurin series: `sum_(n=0)^oo x^(2n+1)/((2n+1)!)` , we may apply Ratio Test.  


In Ratio test, we determine the limit as: `lim_(n-gtoo)|a_(n+1)/a_n| = L` .


The series converges absolutely when it satisfies `Llt1` .


In the  Maclaurin series: `sum_(n=0)^oo x^(2n+1)/((2n+1)!)` , we have:


`a_n=x^(2n+1)/((2n+1)!)`


Then,


`1/a_n=((2n+1)!)/x^(2n+1)`


`a_(n+1)=x^(2(n+1)+1)/((2(n+1)+1)!)`


            `=x^(2n+2+1)/((2n+2+1)!)`


           `=x^((2n+1)+2)/((2n+3)!)`


           `=(x^(2n+1)*x^2)/((2n+3)(2n+2)((2n+1)!))`


Applying the Ratio test, we set-up the limit as:


`lim_(n-gtoo)|a_(n+1)/a_n|=lim_(n-gtoo)|a_(n+1)*1/a_n|`


                         `=lim_(n-gtoo)|(x^(2n+1)*x^2)/((2n+3)(2n+2)((2n+1)!))*((2n+1)!)/x^(2n+1)|`


Cancel out common factors: `x^(2n+1) and ((2n+1)!)` .


`lim_(n-gtoo)|x^2/((2n+3)(2n+2))|`


Evaluate the limit.


`lim_(n-gtoo)|x^2/((2n+3)(2n+2))| = |x^2|lim_(n-gtoo)|1/((2n+3)(2n+2))|`


                                         `=|x^2|*1/oo`


                                         `= |x^2|*0`


                                         `=0`


The `L=0` satisfies` Llt1` for all `x` .


Thus, the Maclaurin series: `sum_(n=0)^oo x^(2n+1)/((2n+1)!)` is absolutely converges for all `x` .


Interval of convergence: `-ooltxltoo` .

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