What is the setting of Oedipus Rex?

The setting of Oedipus Rex is the steps in front of the royal palace at Thebes.  This play adheres to Aristotle's unity of place, meaning that all the action takes place in just one setting; his unity of subject, meaning that there is just one main story and not little stories of lesser importance in addition to the main one; and his unity of time, meaning that all the action takes place...

The setting of Oedipus Rex is the steps in front of the royal palace at Thebes.  This play adheres to Aristotle's unity of place, meaning that all the action takes place in just one setting; his unity of subject, meaning that there is just one main story and not little stories of lesser importance in addition to the main one; and his unity of time, meaning that all the action takes place within a 24-hour frame.  Oedipus first meets the Chorus out on the steps, and they are bemoaning the terrible state of things in Thebes when the play begins.  Oedipus has already sent Creon, his brother-in-law, to the oracle at Delphi, and Creon returns (during the play) in order to report what the oracle has said.  Anything that does not occur on the steps, such as Jocasta's eventual suicide, which takes place indoors, must be reported by a messenger, and anyone who is needed to corroborate a story or provide details must be brought to the palace steps to speak.

What literary devices are used in chapter 42?

In chapter 42 Dickens employs devices such as similes, imagery, alliteration, consonance, and repetition. Many of his main points are explained through dialogue between Magwitch, Pip, and Herbert, as Magwitch explains his life story to young Pip.

Similes: comparisons using like or as

• “I’ve been locked up as much as a silver tea-kittle”


• “I got acquainted wi’ a man whose skull I’d crack wi’ this poker, like the claw of a lobster”

Imagery: descriptive language...

In chapter 42 Dickens employs devices such as similes, imagery, alliteration, consonance, and repetition. Many of his main points are explained through dialogue between Magwitch, Pip, and Herbert, as Magwitch explains his life story to young Pip.

Similes: comparisons using like or as

• “I’ve been locked up as much as a silver tea-kittle”


• “I got acquainted wi’ a man whose skull I’d crack wi’ this poker, like the claw of a lobster”

Imagery: descriptive language dealing with the five senses (often used as visual imagery)

• “When we was put in the dock, I noticed first of all what a gentleman Compeyson looked, wi’ his curly hair and his black clothes and his white pocket handkercher”

Alliteration: the repetition of initial consonant sounds

• “Plan Plainer” (of “p”)


• “the counselor for Compeyson” (of “c”)


• “spoke to as such” (of “s”)


• “wiolent passion, likely to come to worse?” (of “w”)

Consonance: the repetition of consonant sounds within sentences

• “Him and me was soon busy, and first he swore me (being ever artful) on my own book, --this here little black book, dear boy.” (repetition of “s”)

Repetition: the repeated use of words or phrases

• Magwitch repeatedly calling Pip “dear boy”


• “but wot caught fright at him, and either drove him off, or took him up. Took up, took up, took up”


• “Then they looked at me, and I looked at them, and they measured my head . . . they had better a measured my stomach”


• “a bit of a poacher, a bit of a laborer, a bit of a wagoner, a bit of a haymaker, a bit of a hawker, a bit of most things that don’t pay and lead to trouble”


• “looks at me very noticing, and I look at him”


• “Same place. I went to Compeyson next night, same place . . . Compeyson’s business in which we was to go pardners? Compeyson’s business was the swindling . . . All sorts of traps was Compeyson’s business”


• “So Arthur was a dying, and a dying poor”


• "Warn’t it him as had been know’d by witnesses . . . And warn’t it me as had been tried before[?] . . . warn’t it Compeyson as could speak to ‘em . . .  and warn't it me as could only say”


• “She’s got the shroud again. She’s unfolding it. She’s coming out of the corner. She’s coming to the bed”

The large amount of repetition allows Dickens to emphasize the importance of certain ideas. Many of the uses of repetition come from Magwitch in this chapter, as he emphasizes the many tragedies and injustices that he has faced throughout his life. This allows him to encourage sympathy, not only from Pip, but also from the reader. Additionally, the repetition seemingly speeds up the reading, adding rhythm to the story and giving it an almost song-like quality.

What was the effect of President George Washington's actions as President?

George Washington served as President of the United States at a very important time in our history. As a new country with a new plan of government, we needed to have a good leader. George Washington was a good leader for our country.

One issue President Washington faced was dealing with our debt. With the help of his Secretary of Treasury, Alexander Hamilton, a debt plan was developed that would allow the country to begin...

George Washington served as President of the United States at a very important time in our history. As a new country with a new plan of government, we needed to have a good leader. George Washington was a good leader for our country.

One issue President Washington faced was dealing with our debt. With the help of his Secretary of Treasury, Alexander Hamilton, a debt plan was developed that would allow the country to begin paying its debts. Alexander Hamilton also created a plan to have a national banking system.

Another issue we faced was dealing with unfriendly Native American tribes. There were attacks by some of the Native Americans against us. Our military attacked some of these tribes to make our country safer. Anthony Wayne won a battle at Fallen Timbers. This battle showed that our government, led by President Washington, was willing to deal with these attacks.

President Washington also stood up to other countries. When Spain and Great Britain tried to push us around, President Washington worked to sign agreements with these countries to deal with the issues we were facing. President Washington knew we weren't prepared to go to war. Pinckney’s Treaty with Spain and Jay’s Treaty with Great Britain resolved some of the issues we had with these countries without going to war. One of these issues dealt with trade.

President Washington also worked to keep order at home. When the Whiskey Rebellion occurred, President Washington had the military move in to restore order. This showed our people that the government wouldn’t tolerate uprisings in our country. Our government would act when these issues arose.

President Washington did many things to help our country move forward.

What complaint does the father have about the place where the house is located?

In the beginning of the story, the father, Mr. White, complains the house is located on property that is too remote or far away from other habitations.

According to Mr. White, the place where the house is located is one of the worst of all the "beastly, slushy, out-of-the-world places to live in." In other words, Mr. White doesn't like living in such a remote area. He contends that, because they live so far out...

In the beginning of the story, the father, Mr. White, complains the house is located on property that is too remote or far away from other habitations.

According to Mr. White, the place where the house is located is one of the worst of all the "beastly, slushy, out-of-the-world places to live in." In other words, Mr. White doesn't like living in such a remote area. He contends that, because they live so far out in the country, the landlord or city government (it isn't clear who Mr. White is referring to) doesn't care to keep the roads clear, especially during inclement weather.

As a point of contention, Mr. White complains that the "pathway's a bog, and the road's a torrent." Here, he means the paths have been inundated with rainwater. Muddy or bog-like ground is notoriously difficult to walk on or wade through. Also, it appears that, due to the storm, the roads are flooded or buried under flowing streams of water. This state of affairs partly explain why Mr. White doesn't think Sergeant-Major Morris will show up.

`f(x)=ln(x^2+1), c=0` Use the definition of Taylor series to find the Taylor series, centered at c for the function.

Taylor series is an example of infinite series derived from the expansion of `f(x) ` about a single point. It is represented by infinite sum of `f^n(x)`  centered at `x=c` . The general formula for Taylor series is:

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

or

`f(x) = f(c) + f'(c) (x-c)+ (f'(c))/(2!) (x-c)^2+ (f'(c))/(3!) (x-c)^3+ (f'(c))/(4!) (x-c)^4+...`

To determine the Taylor series for the function `f(x)=ln(x^2+1) ` centered at `c=0` , we may list the `f^n(x)` as:

`f(x)=ln(x^2+1)`

Applying derivative formula for logarithmic function: d`/(dx) ln(u) = 1/u *(du)/(dx)` .

Let `u = x^2+1` then `(du)/(dx)=2x`

`f'(x) = d/(dx)ln(x^2+1)`

       `= 1/(x^2+1) *2x`

       `=(2x)/(x^2+1)`

Applying Quotient rule for differentiation: `d/(dx) (u/v) = (u' *v - u*v')/v^2` .

Let `u = 2x` then `u'= 2`

      `v = x^2+1` then `v'=2x`  and` v^2 = (x^2+1)^2`

`f^2(x) = d/(dx)((2x)/(x^2+1))`

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

       `=( 2x^2+2-4x^2)/(x^2+1)^2 `

      `= (2-2x^2)/(x^2+1)^2 `

Let `u =2-2x^2` then `u'= -4x`

     ` v = (x^2+1)^2`

then ` v^2 = ((x^2+1)^2)^2=(x^2+1)^4`

and `v'=2*(x^2+1)^(2-1)*2x=4x(x^2+1)`

`f^3(x) = ((-4x)(x^2+1)^2 -(2-2x^2)*4x(x^2+1))/(x^2+1)^4`

        `=(x^2+1)^2((-4x)(x^2+1) -(2-2x^2)*4x)/(x^2+1)^4`

        `=((-4x)(x^2+1) -(2-2x^2)*4x)/(x^2+1)^3`

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

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

        ` =(4x^3-12x)/(x^2+1)^3`

Let `u =(4x^3-12x)`  then `u'= 12x^2-12`

      `v =(x^2+1)^3`

then `v^2 = ((x^2+1)^3)^2`

              `=(x^2+1)^(3*2)`

              `=(x^2+1)^6`

      then `v'=3*(x^2+1)^(3-1)*2x`

               `=6x(x^2+1)^2`

`f^4(x) = ((12x^2-12)*(x^2+1)^3 - (4x^3-12x)*6x(x^2+1)^2)/(x^2+1)^6`

        `=(x^2+1)^2((12x^2-12)*(x^2+1) -(4x^3-12x)*6x)/(x^2+1)^6`

       `=((12x^4-12)-(24x^4-72x^2))/(x^2+1)^4`

       `=(12x^4-12-24x^4+72x^2)/(x^2+1)^4`

       `=(-12x^4+72x^2-12)/(x^2+1)^4`

`f^5(x)=(-480x^3+28x^5+240x)/(x+1)^5`

`f^6(x)=(-240x^6+3600x^4-3600x^2+240)/(x+1)^6`

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

`f(0)=ln(0^2+1)`

        `= ln(1)`

        `=0`

`f'(0)=(2*0)/(0^2+1)`

         `=0/1`

         `=0`

`f^2(0)= (2-2*0^2)/(0^2+1)^2 `

         `= 2/1`

         `= 2`

`f^3(0) =(4*0^3-12*0)/(0^2+1)^3`

          `=0/1`

          `=0`

`f^4(0)=(-12*0^4+72*0^2-12)/(0^2+1)^4`

          `= -12/1`

          `= -12`

`f^5(0)=(-480*0^3+28*0^5+240*0)/(0+1)^5`

          `=0/1`

          `=0`

`f^6(0)=(-240*0^6+3600*0^4-3600*0^2+240)/(0+1)^6`

          `=240/1`

          `=240`

Applying the formula for Taylor series, we get:

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

 ` =sum_(n=0)^oo (f^n(0))/(n!) x^n`

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

` =0+ 0*x+2/(2!) x^2+ 0/(3!) x^3+ (-12)/(4!) x^4+ 0/(5!) x^5+ (240)/(6!) x^6+...`

` =0+ 0*x+2/2x^2+ 0/6 x^3-12/24 x^4+ 0/120 x^5+ 240/720x^6+...`

` =0+0+ x^2+0-1/2x^4+0+1/3x^6`

`= x^2-1/2x^4+1/3x^6+... `

The Taylor series of the function` f(x)=ln(x^2+1)` centered at `c=0` is:

`ln(x^2+1) =x^2-1/2x^4+1/3x^6+...`

or

`ln(x^2+1)= sum_(n=1)^oo (-1)^(n+1) x^(2n)/n`

How did Ford represent modernization and westernization?

In 1913, Henry Ford installed the first moving assembly line to build cars. It reduced the time it took to build a car by 10 hours. In 1914, he added a mechanized belt that further sped up the process.

Westernization is a process where societies adopt Western culture in areas such as industry. Modernization is the process of social change when less developed societies gain features common to more developed societies.

Countries throughout the world...

In 1913, Henry Ford installed the first moving assembly line to build cars. It reduced the time it took to build a car by 10 hours. In 1914, he added a mechanized belt that further sped up the process.

Westernization is a process where societies adopt Western culture in areas such as industry. Modernization is the process of social change when less developed societies gain features common to more developed societies.

Countries throughout the world adopted the idea of mass vehicle production with the use of the assembly line. Ultimately, the assembly line was used in a wide variety of corporations, from making toys to packaging cereal. The move from the US to Asian countries demonstrates both westernization and modernization. Not long after Ford perfected his vehicle assembly line, Asian countries also began to use them. This demonstrates westernization because an idea that was developed in the US (a Western country) began to be used in Asian countries, thus adopting Western industry. Similarly, the shift from being solely in the US to being in Asia also shows modernization. Asian countries were considered to be less developed societies than the US, and by adopting features of the US, they were becoming more modern.

I need to create an outline for a compare and contrast essay between Faulkner's short story "A Rose for Emily" and a film adaptation of the story....

Compare and contrast papers focus on similarities and differences between two things (in this case, Faulker's text, and the 1983 film with Angelica Huston).  Your thesis should make a point about how these different mediums affect your understanding of the story. To me, the big difference between the two is the treatment of time—the story is not told chronologically, while the film takes a more straightforward approach. This difference is crucial; it changes what the audience knows and when, which in turn affects how we think about the characters, the overall tone of the story, and, perhaps most importantly, how we think about the narrator of the story. Faulkner encourages his audience to think about why the story is presented in this chopped up way, while, in the film, the "narrator" (understood as the director, or, perhaps, simply the camera) is pretty transparent. 

To flesh out your outline, begin with an introduction that describes your reaction to the two pieces and ends with your thesis. Your thesis should do two things—describe the most important ways the two are different and explain why that difference is important. Body paragraphs should each consider a separate "difference," as explained in your thesis. This is the place where you specifically show what the difference is (using quotes from the story, quoting dialogue, or describing scenes from the film), and explain how the difference changes your experience of the story. Your conclusion should make a final point about the difference between the two—you could, for example, argue in your conclusion that based on your analysis you think the film misses some vital element of Faulkner's original. Conversely, you could argue that the film's more straightforward narrative style make's Faulkner's story more accessible.

Finding sources is more than simply looking things up online. One thing to remember is that your argument in the paper should be different from what other people have said—it is your argument, after all, not theirs. However, the reason sourcing your paper is vital is because reading what others have said will strengthen your argument, help you consider things you might have missed, and give you a sense for the scholarly "conversation" of which your paper is, by necessity, a part. The MLA bibliography in your library is a good place to start, or, if you have access, JSTOR, an online index of scholarly journals in the humanities. Google Scholar and Google Books can also be good places to find sources. Your library will also have something called a "citation index," which shows you which articles have been cited by other articles. It is a handy way of figuring out which articles have been most influential.