What is the stress pattern of Macbeth's soliloquy in Act II, scene i?

There are a few lines that are not regular, strictly speaking, but the soliloquy itself is, for the most part, comprised of speech in blank verse: unrhymed iambic pentameter.  This means that each line has five feet, each foot consisting of two syllables: one unstressed (or unaccented) syllable followed by one stressed (or accented) syllable.  I will try to show the stresses by capitalizing stressed syllables in the words of the quotation below.  The end...

There are a few lines that are not regular, strictly speaking, but the soliloquy itself is, for the most part, comprised of speech in blank verse: unrhymed iambic pentameter.  This means that each line has five feet, each foot consisting of two syllables: one unstressed (or unaccented) syllable followed by one stressed (or accented) syllable.  I will try to show the stresses by capitalizing stressed syllables in the words of the quotation below.  The end of each foot is marked off by a slash.

I HAVE / thee NOT / and YET / I SEE / thee STILL. /
Art THOU / not, FAtal / VIsion / SENsi / ble (EM syllable)
To FEE / ling AS / to SIGHT? / Or ART / thou BUT /
A DAG / ger OF / the MIND, / a FALSE / CreA / tion (EM syllable)
ProCEE / ding FROM / the HEAT / OpPRESS / ed BRAIN? /

I've used the phrase "EM syllable" to indicate that two lines end with an extrametrical syllable: an additional unstressed (or unaccented) syllable at the very end of the line.  It does seem to make sense, however, that this soliloquy would have so many lines that are irregular (like the lines with the extrametrical syllables) because Macbeth's state of mind is disturbed.  He is actually hallucinating the murder weapon here, and so his speech seems to be a bit confused, just as his thoughts are.

Why does the monster argue that Frankenstein has shirked his responsibility as father/creator and that he should pay for this rejection in Mary...

A dominant theme in Mary Shelley's Frankenstein is responsibility for one's actions, especially responsibility for what one creates. The creature sees that Frankenstein has behaved recklessly by bringing him to life and carelessly by rejecting and abandoning him, actions that have caused him to suffer immensely. Because of his suffering, the creature feels Frankenstein has a moral obligation to take responsibility for the creature's suffering and to ease his suffering, just a little, by creating him a mate.

In chapter 11, the creature begins relaying to Frankenstein his story of suffering. He starts by explaining he had developed his own education by observing the De Laceys in their cottage. While living in the De Laceys' shed, he discovered a leather trunk full of clothes and books, and he began reading the books. One of the books he read was Milton's Paradise Lost. From the book, the creature learned about how God created Adam to be a "perfect creature, happy and prosperous" (Ch. 15). The creature further learned that God protected Adam and educated him through conversation. The creature sees that Frankenstein has behaved in the exact opposite way as God. Instead of creating something that is beautiful and in Frankenstein's own image, just as Frankenstein and all mankind are in God's image, Frankenstein has instead created something so hideous all of mankind is revolted by the creature, terrified of the creature, and desiring to kill the creature. Also contrary to God, Frankenstein himself was so revolted by his own creation that Frankenstein ran from his creation then forgot all about him, leaving him to suffer and fend for himself all on his own. The creature explains that because he was abandoned, misjudged, and hurt so frequently, he was filled with rage and a desire for revenge, a desire that led him to murder Frankenstein's young brother William and frame Justine for the murder. Though the creature has committed murder, he sees himself as ultimately innocent because he sees Frankenstein as being to blame for the rage in his heart, rage that has stemmed from immense suffering. We see the creature's view of his own innocence when, while imploring Frankenstein to have compassion for him and hear his story, the creature says of himself, "Frankenstein, I was benevolent; my soul glowed with love and humanity; but am I not alone, miserably alone?" (Ch. 10). We further see Frankenstein's view of his own innocence when he compares himself to Satan, the fallen angel from Paradise Lost, when he should have been like Adam to Frankenstein:

I ought to be thy Adam, but I am rather the fallen angel, whom thou drivest from joy for no misdeed. (Ch. 10)

When the creature speaks the phrase "no misdeed," we see that he is declaring his innocence. Since the creature sees Frankenstein as to blame for the creature's loss of benevolence towards mankind, the creature feels it is only right that Frankenstein make him a companion so that he might, for once, "feel gratitude toward [Frankenstein] for one benefit!" (Ch. 17).

Frankenstein is at first repulsed by the idea of a second creature, yet he feels compassion for his creature and agrees that, as the creator, it is his responsibility to provide for the creature as much as possible, just as God provided for Adam in Paradise Lost.

What business transaction is going on between Tom and Mr. Wilson?

Mr. Wilson owns a garage in the valley of ashes. He sells gas and repairs cars, but he also buys and sells cars, as we learn early on in the novel. Tom's business with him throughout the novel is vague. Wilson wants to buy a car from Tom. Tom, presumably, can make a little extra money on the sale. The deal is more important to Wilson, who thinks he can make a decent amount of...

Mr. Wilson owns a garage in the valley of ashes. He sells gas and repairs cars, but he also buys and sells cars, as we learn early on in the novel. Tom's business with him throughout the novel is vague. Wilson wants to buy a car from Tom. Tom, presumably, can make a little extra money on the sale. The deal is more important to Wilson, who thinks he can make a decent amount of money reselling the vehicle.

Tom has contempt for Wilson as a low-class person who is easily deceived, and he seems to simply be stringing Wilson along with the car sales talk. We know he lies to Mr. Wilson: for example, he tells Wilson near the end of the story that the car he is driving, which is Gatsby's, is his own. He even asks Wilson if he wants to buy it. It seems clear that dangling a supposed car deal in front of Wilson is an excuse to call and come around to the garage so that he, Tom, can be in contact with Myrtle. As usual, Tom shows himself to be nasty, arrogant, and callous, with no concern for the feelings of the little people of the world.

What was the effect of World War II on African Americans?

According to historians John Hope Franklin and Alfred A. Moss, Jr., more than three million black men registered for the Selective Service. However, they were refused at a rate of 18.2 percent, compared to just 8.5 percent for whites. 

Discrimination was rampant in the armed forces, though black soldiers had more opportunities than in the First World War. They were included in the infantry, the coast and field artillery, the engineer corps, the medical corps,...

According to historians John Hope Franklin and Alfred A. Moss, Jr., more than three million black men registered for the Selective Service. However, they were refused at a rate of 18.2 percent, compared to just 8.5 percent for whites. 

Discrimination was rampant in the armed forces, though black soldiers had more opportunities than in the First World War. They were included in the infantry, the coast and field artillery, the engineer corps, the medical corps, and many other branches. When the Women's Army Corps was organized (WAC), black women were included. By the end of the war, more than 4,000 women had enlisted in the organization. The next step was to get black soldiers recommended for advanced training at officer training schools. Blacks were not admitted to officer training schools in high numbers until the Secretary of War issued an order stating that blacks were to be admitted.

The integration of the military began in 1945, first on the war front in Germany. In 1948, several years after the end of the war, President Truman signed an executive order establishing the President's Committee on Equality of Treatment and Opportunity in the Armed Services, which committed the government to integrating the armed forces.

Black people were equally generous and committed to the war effort on the home front. They purchased bonds and held rallies in churches, community centers, and schools to sell war bonds.

Due to persistent discrimination and prior disadvantages, black people did not benefit as much as whites from the G.I. Bill. Not as many blacks attended universities in Europe, and, due to rampant discrimination in the housing market, black people did not benefit equally from the government's granting of housing loans. However, the war gave black people yet another opportunity to demonstrate that they were, in many ways, incredibly committed to their country's well-being at home and abroad. The nation, unfortunately, did not share in this commitment to its black populace.

What happens to the land of Egypt after April is attacked?

After April is attacked, the land of Egypt is boarded up. The loose board is replaced and nailed into place with long nails. Meanwhile, strands of barbed wire are strung around the top of the board and fence, probably to keep the board from being dislodged easily. These new developments mean that access to Egypt is closed to the Egypt game members.

After recovering from her injuries, April visits the Professor to thank him for...

After April is attacked, the land of Egypt is boarded up. The loose board is replaced and nailed into place with long nails. Meanwhile, strands of barbed wire are strung around the top of the board and fence, probably to keep the board from being dislodged easily. These new developments mean that access to Egypt is closed to the Egypt game members.

After recovering from her injuries, April visits the Professor to thank him for saving her life. She is happy to see Mrs. Chung working for the Professor in his store. The visit goes well, but April can't help regretting that the Egyptian "artifacts" that belong to the group are still in the Professor's yard. Yet, April does not ask the Professor for the items; she feels that it would be rude to ask anything more of the person who had saved her life.

The group is disappointed but do not blame April and Marshall for their loss of Egypt. Their momentary sadness, however, is changed to joy when the Professor gives the children keys to Egypt one evening. He tells them that Egypt has a new entrance now and that he has installed a new padlock on the door. The children are thrilled with the Professor's Christmas gift, and the evening ends on a happy note.

With reference to Romeo and Juliet, why is the study of Shakespeare as relevant for today's society as it has ever been before?

William Shakespeare is widely regarded to be one of the best authors of English literature in history. His works have been translated into numerous languages and his plays are still being performed on stages today. The study of Shakespeare's work is relevant in today's society not only for its influence on modern language, theatre, and literature, but also because his plays contained themes which still ring true today.

Shakespeare is credited with introducing more than...

William Shakespeare is widely regarded to be one of the best authors of English literature in history. His works have been translated into numerous languages and his plays are still being performed on stages today. The study of Shakespeare's work is relevant in today's society not only for its influence on modern language, theatre, and literature, but also because his plays contained themes which still ring true today.

Shakespeare is credited with introducing more than 1,700 words to the English language, many of which are creative uses of previously established verbs or nouns. In doing so, he is perhaps the most influential single individual when it comes to English vocabulary. In addition, the body of work he created has influenced countless later plays, films, and novels. Famous musicals like West Side Story and films like The Lion King are adaptations of Shakespeare's plays. To study Shakespeare is to study the direction and development of the English language from the 16th century onward, and one can hardly study Modern English Literature without implicitly learning Shakespeare's influence. 

With particular reference to Romeo and Juliet, most people in the English-speaking world are required to read this play during their schooling or will encounter a theatre production of it within their lifetime. References to Romeo and Juliet are so prolific in English-speaking culture that one can grasp a thorough understanding of the themes and plot without ever actually reading or watching the play.

The second feature of Shakespeare's work which I feel makes him just as relevant today as he has ever been is that his plays directly address the human condition. His plays feature people in situations we can still relate to, even five centuries removed from their writing. Romeo and Juliet is a great example of this timeless truth because it deals with themes of family honor, parent-child conflict, and young love. Even though we may not personally be from a noble Italian family and see our cousins stabbed by rivals, we can relate to the emotions of tension which run throughout the play. I think this play is especially powerful for young people who are experiencing romantic love for the first time because it does feel incredibly overwhelming and can drive people to drastic measures. 

What is the external conflict in Animal Farm?

In Animal Farm, there is an external conflict between animals and humans. Orwell introduces this conflict early in the story: in Chapter One, for example, Old Major expresses this conflict when he assembles the animals in the barn to warn them about the "tyranny of human beings." He also teaches them a song from his childhood called Beasts of Englandwhich inspires them to unite against the humans. This conflict is resolved in Chapter...

In Animal Farm, there is an external conflict between animals and humans. Orwell introduces this conflict early in the story: in Chapter One, for example, Old Major expresses this conflict when he assembles the animals in the barn to warn them about the "tyranny of human beings." He also teaches them a song from his childhood called Beasts of England which inspires them to unite against the humans. This conflict is resolved in Chapter Two when the animals successfully overthrow Mr Jones and take control of the farm for themselves.

Later in the story, this external conflict is again expressed through the animals' relationships with their human neighbours, Frederick and Pilkington. This is best shown when both men bid for a pile of seasoned timber which Napoleon wants to sell. In the end, Napoleon sells the timber to Frederick but is double-crossed when he realises that the bank notes are nothing more than forgeries (in Chapter Eight). This conflict is resolved through battle and the animals are, once again, victorious.