What were the steps Madame and Monsieur Loisel took to return the necklace to Madame Forestier?

When Madame Loisel and Monsieur Loisel discover that the necklace is missing from her neck they begin to panic. Mr. Loisel went back to every place they had been to see if he could find it.  "He went to the police station,to the newspapers to post a reward, to the cab companies, and anywhere else he might find hope in finding the necklace."  To no avail, the couple could not find the necxklace and knew they had to replace it.  They wrote a letter to Madame Forestier asking for a week because the clasp had broken and they wanted to get it fixed.  They visited a jeweler with the case the necklace had come in.  He said he did not sell the necklace just the case. They continued to go from jeweler to jeweler until they found a necklace that looked exactly like the one they lost.  It was store in an area of Paris called, "Palais Royal."  The jeweler would sell it to them for thirty-six francs.  Mr. Loisel had eighteen thousand francs he inherited from his father and he "signed notes, made ruinous deals, and visited loan sharks."  They were then able to buy the necklace and give it to Madame Forestier.  She took the necklace and never opened the case.

From that point on Madame Loisel and Monsieur Loisel lived horrid lives for the next ten years trying to pay back all the debts only to find out that the truth is always the better route.

Reference:  The Literature and Language Book by McDouga Littell

Is the title of "Twelfth Night" related to the theme of the play?

This question has actually been in answered in a full length book by Dr. Leslie Hotson, 'The First Night of Twelfth Night' (1954). Dr. Hotson argues that Twelfth Night is the 'working title' of the play, as the play was written to be performed on Twelfth Night (that is Epiphany - the twelfth day of Christmas - and a day of huge festivity in Elizabethan times) at the court of Queen Elizabeth.

It is difficult to find any evidence within the body of the play itself that explains or even hints at the reason for calling it 'Twelfth Night' otherwise. Scholars, prompted by Dr. Hotson, largely agree now that its subtitle, 'What You Will' (meaning 'Whatever you like', or 'What you wish for') was probably the title it was known by in Shakespeare's day.

'What you will' fits far better with the theme within the play of wishing for something to happen (Viola wishes for Sebastian to be alive, Malvolio for Olivia's love, Orsino for Olivia's love, Maria for Toby's love... and so on) - it also makes far more sense within the pattern of some of Shakespeare's other comedy titles: 'As You Like It', 'Much Ado About Nothing', and 'All's Well That Ends Well'.

Who started the civil rights movement?

Absolutely true, and you could also give some credit to President Truman, arguably the first President to do something definitive about civil rights when he integrated the military by executive order in 1948.

Or you could give a shout out to A. Philip Randolph, who pressed for, and received, equal pay for blacks who were working in defense industries in World War II, again by executive order of the President at the time, Franklin Delano Roosevelt.

Or even the artists of the Harlem Renaissance in the 1920's, including Langston Hughes, who helped to define African-American culture outside the constraints of slavery or segregation for really the first time, and gave blacks a sense of identity and self worth.

Lots of fine candidates for you to choose from, and I don't think you can go wrong with any of them, actually.

George find it easy to confide in Slim. How are Slim's eyes described?no

Slim is introduced to the reader as having a "gravity in his manner and a quiet so profound that all talk stopped when he spoke. His authority was so great that his word was taken on any subject, be it politics or love." Slim is both liked and respected by everyone on the ranch. As George confides in Slim about what happened in Weed, it says that Slim's eyes were "level and unwinking." He is concentrating on George's tale and his eyes proves that he is trustworthy.

Explain two of your favourite points from "If" and say how the message applies to you.

The poem "If,"by Rudyard Kipling, is about acting in a mature way, not with pettiness and vindictiveness. So, you just have to choose which lines apply to you, and write why that is. Since you are a young person, perhaps you might choose:

If you can keep your head when all about you
Are losing theirs and blaming it on you;

Have you ever been among friends who might be pressuring you to do something you know is wrong, and yet you resist? Do they criticize you for being lame or a wimp? If so, then these first two lines apply to you

Perhaps these lines apply to you:

Or, being lied about, don't deal in lies,
Or, being hated, don't give way to hating,

Has anyone ever said something untrue or mean about you, and yet you refuse to stoop to their level by saying something mean back or telling a lie about them? If so, then these lines might apply to you.

Perhaps you like these lines:

If you can dream - and not make dreams your master;
If you can think - and not make thoughts your aim;

If you have dreams but can turn your dreams into plans that you achieve instead of leaving them as dreams only, if you have good thoughts and act upon those thoughts - put those thoughts to work to help others and not just let them stagnate as mere thoughts, then these lines might apply to you.

Or:

If you can meet with triumph and disaster
And treat those two imposters just the same;

If you can accept success as well as disaster and not let either of these two things defeat you, perhaps these lines apply to you. Note that the author calls them "imposters" - sometimes disaster works out for the good, and sometimes what seems like triumph is truly a disaster - but can you survive them both?

Hopefully these ideas will get you started. The premise of the poem is that a “true man” acts in this way – with dignity.

Yours is the Earth and everything that's in it,
And - which is more - you'll be a Man my son!

Good luck!

In The Giver, what is Jonas refering to when he says he may have the ''capacity to see beyond''?

Answer: As Jonas goes further with his training, he recieves memories. These memories include color, pain, sorrow, etc. The more and more memories Jonas recieves, the more he starts understanding that he can see beyond with these memories. These memories that The Giver gives are really important and Jonas soon finds that out later in the book.

If you still do not get this answer that i gave you, then you can go to www.google.com and type in The Giver or The Giver Notes. There they will tell you about every chapter in the book and may answer your question.

In Act 3, why does Macbeth invoke the night?

I'm gathering you're talking about Act 3 Scene 2:

Come, seeling night,
Scarf up the tender eye of pitiful day;
And with thy bloody and invisible hand
Cancel and tear to pieces that great bond
Which keeps me pale!--Light thickens; and the crow
Makes wing to the rooky wood:
Good things of day begin to droop and drowse;
Whiles night's black agents to their preys do rouse.--
Thou marvell'st at my words: but hold thee still;
Things bad begun make strong themselves by ill:

 Night represents moral darkness, the spirits of darkness, and concealment. Macbeth is preparing to have Banquo murdered, and, just as Lady Macbeth earlier wished for the spirits to "unsex" her, Macbeth wishes for night to cover any possibility of pity (scarf up the tender night of pitiful day) and to give him the concealment necessary to do his deed without being caught. There's power in the darkness, both literally, and, for Macbeth, figuratively. By now he has completely crossed the line and he no longer wants to be in the sun.

Why does Napoleon order the animals to stop singing "Beasts of England" in Animal Farm?

Napoleon says that “Beasts of England” was a song of the revolution and was no longer needed.  The real reason he bans it is because he does not want another revolution.

Old Major, the revered old boar, has a vision for England which the animals transform into Animalism under the banner of the patriotic tune, “Beasts of England.”  It’s their rallying anthem throughout the revolution, and they enjoy it afterward.  It includes such stanzas as this.

Riches more than mind can picture,

Wheat and barley, oats and hay,

Clover, beans, and mangel-wurzels

Shall be ours upon that day. (Ch. 1)

The animals are inspired by this tune to work harder, kick out the man, and run their own farm.  Under this new farm, they will have all the food they want, the song reminds them. They have been oppressed, but they will soon live a life of luxury. 

Napoleon and the other pigs allow the song to continue for a little while after the revolution, in order to keep the animals motivated.  It is sung at meetings, and soon the tune is known throughout the land.  However, soon they tell the animals to stop.  They give a good, sound, logical reason (the pigs are good at those).  The real reason, though, is that “Beasts of England” begins to be rebebllious again, and the animals are rebelling against the pigs.  When no one dares to speak his mind, Clover sings “Beast of England.”

The other animals sitting round her took it up, and they sang it three times over—very  tunefully, but slowly and mournfully, in a way they had never sung it before. (Ch. 7)

Napoleon tells the animals that “Beasts of England” is banned because it “expressed our longing for a better society in days to come” (Ch. 7).  Since now they have the perfect society they longed for, it is no longer needed.  Of course, this is quite the opposite of the truth.  The song has been revoked because the animals are well aware that they were sold a bill of goods, and their society is far from perfect.  They traded one corrupt master for another.  The new boss is just as bad, if not worse, than the old boss.  The pigs realize this, and that is why they forbid the song.

What are the complication and the resolution in Romeo and Juliet?

Romeo and Juliet is chockfull of complications, the most central one being the relationship between Romeo Montaque and Juliet Capulet.  The Montaques and the Capulets have been "at war" for years, yet it didn't stop Romeo and Juliet from falling in love.  Because of the situation between the families, Romeo and Juliet's relationship has very little chance of being accepted by the families, so they decide to sneak off and elope. Unfortunately, their plan backfires because of miscommunication, resulting in a double suicide. The one positive resolution stemming from this tragedy is the end of the long-standing war between the Montaques and the Capulets.  This "cease fire" paves the way for a future of peace between two families, a peace that most likely would never have happened without having the "wakeup call" resulting from this tragic event.  

What is suggested by the speaker’s statement that he is “overtired” of the great harvest he once wanted?

What this passage suggests is that the speaker has decided to rethink what it is he values.  He is no longer sure that the things he has valued and has pursued are really worth the effort he has put into chasing them.

This makes sense if you read the poem as a metaphor for the pursuit of worldly glory or wealth or success.  The speaker is saying that he has been working hard, chasing these things.  But at this point in his life (maybe nearing its end) he is no longer sure that this is what is important.  Maybe he will want to turn to more spiritual pursuits now...

Use examples from Paradise Lost to provide support for the claim that Satan is a round character.

The story starts off with Satan in hell after just being defeated by god in his last battle. While debating if they should go back to war or not in his palace, called Pandemonium, he decides he wants to seek revenge instead. After tricking an angle he gets into the Garden of Eden where he takes the form of a snake. He convinces eve to betrayal towards god, which opens the door way for sin and death to enter earth. Adam and eve are then aware of their nudity and god sees that the world will suffer and be corrupt because of it. So he sends Jesus and so on and so forth. The main point is that Satan overcomes his defeat against god by seeking revenge, and succeeding. We learn about Satan not only through his words, but through his actions and interactions with others.  The narrator of the poem is also omniscient and can get into the mind of the characters, so at several points, the narrator describes the thoughts of Satan. Satan is a well developed character that pops off the page he is a very emotional creature that does things we wouldn’t expect, just by pure emotion.

What is the point of view in The Old Man and the Sea?

The narrator is a story teller.In novel everything is in the hand of the story teller and characters seem to be slave where as in drama the characters are let discuss freely and they are responsible of their actions.Drama is performd on the stage where as the novel is not.First of it ,it is dramatized and then is performed.So the narrator is always present there and tells the story.He is known the third person.So everything is to his approach.

This literary genre is very fruitful while travelling because one

gets a lot entertainment and instruction besides makes his 

travelling easier.So he narrates all characters with great spirit and technique.The reader understands every thing easily,that`s why this form has got a lot popularity and fame.

Was Macbeth a good man turned evil or was he evil all along?

This is the ultimate Catch-22 question.  Every one of us has the potential to do good or evil deeds.  It is up to us to use our free will to make proper judgments as we see fit for each experience we encounter.

Having said that, Macbeth knows the witches' prophecies will come true. Two of the three are true when he decides to be persuaded by his wife to kill Duncan.  Part of his argument against killing Duncan is that he can wait for Fate to bring him the crown, yet he doesn't do that.  He hears that Duncan has bestowed this honor on Malcolm, and he loses his mind.  The witches plant a seed...the same seed...in both Macbeth and Banquo's mind.  Only Macbeth acts evilly on the information.

The potential for evil was there already.  It depended on Macbeth's choices--he chose to be swayed by the easy road to success than to wait for the right and honorable way to attain the third and final title in the prophecy: KING.

How old is Jem Finch at the beginning of the story To Kill A Mockingbird?I would like the age besides the fact that he is four years older than his...

In part one of To Kill a Mockingbird, Scout tells us that she was six and Jem was nearly ten. So at the beginning of the story, Jem is nine. The story is told to us by Scout, and goes to great lengths to describe the relationship between her and Jem. Although they are close in age, the two couldn't be more different. Jem is a serious boy, while Scout is not afraid to say whatever is on her mind. The story spans over a three year period in the lives of Jem and Scout. 

We learn early on all about the Ewells of Maycomb county. We also learn of Boo Radley and Dill. Scout details all of the people who are or will become important in her life. Over the course of the novel, we see the bother and sister bond between the two of them. They fight terribly, but what brother and sister don't fight? Although they fight and Scout can get on Jem's nerves, the two of them are extremely close and will always be there for each other. We see this bond by the end, when Jem and Scout are put to the ultimate test.

In Lord of the Flies, why does Jack refuse to give Piggy meat? And how is this tactic beneficial to Jack's campaign for leadership?

From the beginning of the story, we see the power struggle between Ralph and Jack. Jack wants to be seen as the one who is the leader. By Jack asserting his power over Piggy, he is showing the rest of the group that he is in control and that he has all the power. When Jack feels like his authority is being questioned, he reacts by hitting Piggy. He knows he can pick on someone weaker than he is, and no one will question it. Jack knows that deep down, Ralph is the true leader, but Jack has to prove to the others that it is him, not Ralph, that can take care of them.

When Jack allows Piggy to have some of the meat, he is showing that he has the say of who eats and who doesn't. He is once again asserting his authority over the group. The boys are terrified of being stranded on the island, and Jack steps up and uses that to his advantage. He makes it look like he is their salvation. Jack realizes that Piggy and Ralph are smarter and thinking clearly about their situation, so Jack uses his ability to give food or to take away food to keep the group dependent on him.

Describe some linguistic difference beteen spoken and written English varieties.

Briefly, the most significant differences between the spoken and written varieties of any language including English is formality versus spontaneity, prescriptive correctness versus descriptive changes, and history of each. Starting with the last first, in the history of humankind and in the life history of each individual, spoken language comes first and does not require being institutionally taught.

Humankind started speaking at some as yet imperfectly marked date. Humankind began writing much later than that in Sumeria around ~3,500 B.C. Babies almost universally begin speaking before they are two years old. They begin writing some years later under the influence of some sort of dedicated education (Does Big Bird count as dedicated education?). Further, speech records history as a series of memorized oral traditions, stories, legends, and myths that carry an inherent possibility for variation, whereas written language more accurately records stories, myths, legends, traditions, and higher order conceptual writings like maths and philosophy with a presumed lessened inherent possibility for variation of texts over time.

To return to the first, formality versus spontaneity, written language, even before standardized, has always required an fundamentally unvarying form that could be comprehended with ease and reliability by other readers of that language. This form in texts is constructed in writing in an isolated environment and may have corrected errors or may take revisions to communicate effectively. Spoken language must communicate essentially effectively at the moment it is utter and for that reason has tags and fillers that may buy time while thoughts are mentally prepared for the presentation of an organized message.

Related to this is the difference between prescriptive correctness and descriptive changeability. In writing, especially in higher orders of formal writing, but nonetheless to some degree in all writing, prescribed rules of correctness must be followed for the importance of coherently communicating a specialized message that must stand on its own without aid of situational cues, facial expression cues, or tonal expression cues for its meaning. In spoken language, speakers can--and indeed do--make changes to their speech, or a community of speakers may make group changes to their speech, that are not prescriptive (aside from social prestige or negative prestige pressures) in any way but may be measured descriptively to record--and describe--changes.

What are all the conflicts briefly in "Freak The Mighty"?

The first conflict is that Max has been left motherless because his father killed his mother.

Max has trouble relating to people and has a lot of inner anger.

Max has learning disabilities and feels stupid.

Freak has a physical disability that limits his movement and height.

Max has grandparents who fear that he may turn out like his father.

Max's father is getting out of jail and wants to see him.

Freak has an allergic reaction to chopy suey at school and has to go to the hospital.

Max's father kidnaps him.

Freak confronts Max's father.

Loretta fights Max's father.

Freak dies.

Max has to learn to cope without his friend.

What is the meaning of "Tyranny and anarchy are never far asunder" and how does it relate to this play?the quote is by Jeremy Bentham a philosopher

Interesting quote.  The quote means that tyranny and anarchy are always related.  This applies to the play in a few different ways.  First, it could easily apply to Brutus.  Remember, he only decides to help kill Caesar because he thinks Caesar is starting to become a tyrant.  He believes he is saving Rome from anarchy because he believes when the conspirators seize control they will rule honestly and fairly, thereby, saving Rome from the tyranny of a corrupt Caesar and from the anarchy that would inevitably arise to topple him.  Second, it applies to the fact that Caesar is killed because the conspirators think he might become a tyrant.  Out of their decision to kill him arises anarchy as the conspirators decide who should seize control with Cassuis wanting one thing and Brutus wanting another.  Third, it applies to Cassuis, who longs after the power that Caesar had and who would himself become a tyrant, is instrumental in tricking Brutus to join the plot kill Caesar and throwing Rome into anarchy.  You could also analyze Antony's funeral speech and how he makes the conspirators seem like tyrants to the citizens of Rome and works them up so that they bring anarchy down upon Rome.

What is a possible interpretation of Shakespeare's sonnet 31?

Brendawn's line by line analysis is excellent. I'd add a slightly different interpretation.

I find more hope and renewal than disappointment and bitterness here. My reading hinges on several points. First, he says he has found all Love, everything he thought was lost or dead to him, in the bosom of the person he writes this poem to. He has found a lover with a capital "L", and his connection with the person has allowed him to reconnect with all of the love he has felt in the past. He says he finds (in her) that which he "[lacked] and have supposed dead"; because he lacked those feelings, he thought they were dead to him or gone forever, but that does not mean that they are gone now. He finds that although he cried as if he had lost all love, it now appears that it was not gone, but that it was merely removed and hidden within her(4-8). The next part is the section that makes many read this poem as bitter--his metaphor is that she is a grave, a keeper of dead love, all of his dead loves. Here's where my reading diverges:

He does not say that she kills love or destroys it, but that it lives within her. Consequently, though he uses a metaphor of death, death functions to remind us of life. He thought he could never love again; he thought all love he felt in the past was dead and buried. However, if they were buried, they were buried within her. Now whatever love he would have given to others he can only give to her, and he gives her his all.

How does the character of Gabriel in "The Dead" change throughout the course of the story; that is, how does his role change?

Before the narrator provides the beautiful image of the falling snow, he tells us that Gabriel’s “own identity was fading.” One reason his identity “fades” is that he understands his wife a good deal more after she tells him her story about the man who had “died for her sake.”  His compassion enables him to merge with her rather than understand her only in relation to himself.  In other words, he learns empathy.  In this context, his “role” in their marriage changes (we surmise0 so that in the future he will be more humble and understanding.  In the context of the short story, he experiences an epiphany, enabling him to “see” more than he did before—this, too, suggests a change in role, from that of one who does not understand (which the reader perceives through dramatic irony) to one who does

What is the importance of the title The Winters Tales by William Shakespeare?

The significance of the title of the play 'The Winter's Tale' by William Shakespeare is referred to in the text in several ways. Firstly, homes in those days were barely heated, especially those of the poor. People who could afford it had a fire, but usually no more than one - so to keep warm everyone would haver to sit together around it. The longest, coldest nights were in the winter and there was no television and little entertainment other than storytelling - so winter stories had to be good - and either long or numerous to fill the lengthy evenings. It is said in 'A Winter's Tale' that 'a sad tale's best for winter' so Shakespeare offers one that is based on the Classics with myths, legends and mysterious creatures.

I'm not sure if Hamlet's handful of lines after the Ghost leaves at the end of Act I, scene 5, actually are his second soliloquy.

Remember that a soliloquy is a speech given by one character to himself.  In contrast, monologue is a speech given by one character to other characters.  Therefore, in Act I, scene v, Hamlet's lines are absolutely a soliloquy as there is no one with him after the Ghost exits. Hamlet delivers his soliloquy, "what else? / And shall I couple hell?" after the Ghost leaves, "Adieu, adieu! Hamlet, remember me. (Exit)," and before Horatio and Marcellus enter. Consequently, Hamlet is alone during this speech, there are no other characters present; therefore it is a soliloquy and his second one.

Here are the other major soliloquy's of the character Hamlet:

O, that this too too solid flesh would melt (1.2.131-61).           -- Hamlet expresses his grief over the events.

O, what a rogue and peasant slave am I! (2.2.555-612)            -- Hamlet criticizes himself for lack of action

To be, or not to be: that is the question (3.1.64-8).                 -- Hamlet ponders suicide

Tis now the very witching time of night (3.2.380-391)               -- Hamlet encourages himself to confront his mother

Now might I do it pat, now he is praying (3.3.77-100)                -- Hamlet watches the praying Claudius and considers action

How all occasions do inform against me (4.4.35-69)                   -- Hamlet complains that fate seems against his plan for revenge

What's the climax of "The Veldt"?

"The Veldt" is a parental horror story that ends, ironically, in horror dealt to the parents (ironically, because they are horrified by what they witness in the nursery not knowing that the nursery will give them their own horrifying end). The climax of this horror story wrapped in convenience and luxury is when the fates of the family members are irreversibly sealed behind the slammed door of the nursery: the children go their way to tea parties among lions and the parents go their way to the feast of lions.

As the emotional impact of the story mounts with every warning word George utters, the children become more and more assertive and more and more quietly aggressive. Their aggression builds as a quiet thunder because they know they have the ingenuity and power on their side: ingenuity, because they can manipulate the parents to their own will through wiles based on their parents' love and protectiveness; power, because they possess the mental keys to access the nursery's demonstrated ability to change reality; the nursery's power has been demonstrated in George's blood stained wallet and in Lydia's "bloody scarf":

"Hello." [McClean] bent and picked up a bloody scarf. "This yours?"
   "No." George Hadley's face was rigid. "It belongs to Lydia."

The climax to this mounting emotional tension and conflict comes when the door slams behind George and Lydia who are then trapped in the nursery behind a locked door and surrounded by lions: "The lions on three sides of them, in the yellow veldt grass, ... roaring in their throats." Leading up to this moment, Wendy and Peter have devised a plan. They call out to their mother and father as though in danger, "'Daddy,  Mommy, come quick - quick!'" With the children "nowhere in sight," George and Lydia naturally rush to the nursery, throwing open the door and dashing inside. Africa is in place. The lions are there, "waiting." The door slams behind them. The climax is ushered in to the screams of both as George yells "Open the door!" Peter tries one cold, chilling time to negotiate a victory for themselves and the nursery: "Don't let them switch off the nursery ...." George replies, "Now, don't be ridiculous...." And then, as the climax, the parents heard the waiting lions:

   And then they heard the sounds.
   The lions on three sides of them, in  the yellow veldt grass, ...rumbling and roaring....

The climactic fates of George and Lydia are sealed. The story resolves despite them. They have no more decisions to make. After this climax comes the falling action and the resolution wherein Wendy offers tea to McClean in the silence replacing her parents screams, and the lions feed quietly under "shady trees" in the background.

At a distance Mr. McClean saw the lions ... quieting down to feed in silence under the shady trees.
     [McClean] squinted at the lions with his hand tip to his eyes.
     Now the lions were done feeding. They moved to the water hole to drink.
     A shadow flickered over Mr. McClean's hot face. Many shadows flickered. The vultures were dropping down the blazing sky.
     "A cup of tea?" asked Wendy in the silence.

What evidence is there that a chemical reaction occurred on the surface of the Statue of Liberty?Please help me it my homework assignment and am...

Change in colour of the Statue of Liberty is an evidence of chemical reactions occurring on its surface.

Statue of liberty is fully covered with plates of copper. Because of this, originally it was of copper colour. However over a period, because of action of moisture and oxygen in the atmosphere the copper on the surface of copper plates covering the statue, chemically combined with oxygen and got converted into copper oxide. As copper oxide is green coloured, the surface of statue, covered with it because of the chemical reaction of the copper, acquired greenish hue over a period.

How are the characteristics of Julius Caesar relative today?Is there something in Caesar that we all have?

If you are looking just at the character of Caesar, I think his ambition is something that relates to today and to all people in general.  Brutus fears that Caesar's ambition will lead him to become corrupt and, eventually, a dictator of Rome.  I think people today can relate to being ambitious.  Who among us wouldn't like to make the most out of our station in life?  Is Caesar so different?  He is murdered because he might become corrupted by his power.  I think if you look around at politicians, leaders, and even celebrities, you can easily see corruption at work and how it can ruin a person.

Another interesting aspect of the play that really is applicable to our society today is the fickleness of the crowds.  One minute they are all for Brutus and the conspirators' decision to murder Caesar.  Then Anthony speaks to them after Brutus, and he quickly turns them against the conspirators and the crowd runs off in a mob.  Look at how quickly people are persuaded today via the media.  Before the war in Iraq, look at how many people thought there were really weapons of mass destruction there.  But the masses were deceived.  You could argue that the people today are even more fickle than the Romans in Shakespeare's play.

What news does Lady Capulet give to Juliet?

You will be more certain of getting the right answer if you give us more information -- such as what part of the play the question is about.

I am assuming that your question refers to what happens in Act I, Scene 3.  In that scene, Lady Capulet, who is Juliet's mother, comes to give her some news.  After some comical back and forth between Lady Capulet and Juliet's nurse, Lady Capulet is able to tell Juliet what she has come for.

The news she brings is about marriage.  She has come to tell Juliet that Paris wants to marry her.

She tells Juliet that Paris will be at the feast that night and Juliet can check him out.  Little does she know that Juliet will fall in love with someone else at the feast...

What are the exposition, rising action, climax, fallling action, personal conflict and resolution in "The Lottery"?

Exposition: It is a warm June day in a wholesome good natured town where the people are kind, polite, and happy.

Rising Action: Most the tombstones in the cemetery have the same date of death June 6 and the town is getting ready for its annual lottery that takes place on June 6th. The lottery begins to take place. The town gathers and the names are drawn as people take a piece of paper and wait to see who the "winner" is.

Climax: The drawing of the slips of paper is finished and the townspeople begin to unfold their papers with sighs of relief. the "winner" is declared as the Hutchinson family and ultimately after the second drawing Tessie is declared the "winner".

Falling Action: The townspeople gather around her and stone her to death, thus completing their tradition.

Resolution: Life resumes as normal, until the following year.

Personal conflict: Tessie has no problem with the town's tradition until it is her family who is faced to make the sacrifice, then she declares it unfair. Other townspeople might also struggle inwardly at their actions and whether or not it could be considered murder or custom.

Describe the 'Employment Act 1963, 88, 89' and give a simple example of what a student working with IT in a school/college should look out for?

The Employment Act of 1989 in the UK was an amendment made to the Sexual Discrimination Act of 1975, and it is described as follows:

An Act to amend the Sex Discrimination Act 1975 in pursuance of the Directive of the Council of the European Communities, dated 9th February 1976, on the implementation of the principle of equal treatment for men and women as regards access to employment, vocational training and promotion, and working conditions; to repeal or amend prohibitions or requirements relating to the employment of young persons and other categories of employees; to make other amendments of the law relating to employment and training; to repeal section 1(1)(a) of the Celluloid and Cinematograph Film Act 1922; to dissolve the Training Commission; to make further provision with respect to industrial training boards; to make provision with respect to the transfer of staff employed in the Skills Training Agency; and for connected purposes.

Basically what the Act is protecting is the correct age at which youths should be employed, and the conditions under which training for youths and adults should be provided.

In the case of the discrimination against employment and training, one interesting removal from the original Act is that people employed by learning institutions do not anymore have to belong to a specific religious institution, and basically separates church and state, which is a similar situation as in the United States government school system.

The Employment Act of 1989 echoed the Children and Young Persons Act of 1963 in that it specifies the working conditions of young persons, and prevents modern day "slavery" and overworking of children.

A student working in IT has to be very careful with this because at many occasions children are asked to participate as testers or performers in computer programs geared for academics, and education.

Special consideration has to be given to the age and contract of the child, as well as with working conditions and the consent that is required from the parents in all aspects. IT students also need to address the needs and special considerations for training purposes that may arise as a result of the company's new programs, and the same training opportunities should be provided for everyone alike.

Basically, the Act is a way to specify rights, ages, conditions, and to ensure equal opportunity and avoid any form of abuse in the work fields.

In Lord of the Flies, there seems to be a motif of nightmares/dreams. What is the significance of dreams in the novel? For example, how does the...

Good question. Yes, dreams are a motif in the novel. The dream as an ideal is there from the beginning; this island is like a new Eden. After that, then, dreams are how and where the boys see and articulate the things they can't face in waking, which means mainly their fears. Dreams are also prophetic. They indicate when further violence, and, especially, further violent tragedy and decay of civilization will be coming. By the end of the book, it is as if the entire waking world has dissolved and the kids are living a dream (a nightmare), one that the adults must wake them from.

How is Charlotte Bronte's life reflected through Jane Eyre? How are they similar and how are they different?

There are actually quite a few similarities.  Jane was an orphan, and like her, Charlotte grew up without a mother (she died when Charlotte was five).  Both Jane and Charlotte were sent away to boarding schools where the conditions and staff were not always pleasant.  In both lives, an epidemic of typhus broke out.  In Charlotte's case, the epidemic claimed the lives of two of her sisters.  She was brought home immediately after.

Jane marries Mr. Rochester after his first and very crazy wife has set fire to the house and left him blinded and crippled.  She ends up caring for him as an invalid rather than as a wife.

Charlotte loses all her sisters to illnesses, is left to care for her father until his death, and then accepts a proposal from one of her father's friends who served as the headmaster at the school where she attended.  She contracts a fever and dies at the age of thirty-nine, pregnant with her first child.

Quite lives are full of bittersweet events and tragic stories.

How would you describe the overtall tone of Langston Hughes and Richard Wright? Is one more successful than the other?Which form of literature do...

I know my job here is to answer questions, but are we so sure that Wright and Hughes are really that different? There are obviously points of contrast, but this opposition seems the result of decades of critical work that has constantly downplayed the importance of folk culture in Wright's oeuvre. Since the end of the 1980s, Wright, once at the center of African American literary canon, has been constantly shifted to its margins to privilege writers such as Hughes and Zora Neale Hurston. These authors are felt to be more positive than Wright about their own cultural heritage. In addition, because of Wright's strong links to Communism, critics construct the writer according to the Cold War rhetoric that sees black writers manipulated by Communism through its fake message of liberation.

Yet, while Wright talks about the "essential bleakness of black life in America" in his autobiographical Black Boy, he is also the author of the essay "Blueprint for Negro Writing" (1937). In the essay, Wright suggests that the "Negro Church" and "the folklore of the Negro people" are the source of African American culture. One would be tempted to say that because Black Boy is a later work than "Blueprint", Wright has clearly developed a more pessimistic attitude towards black folk culture. Just as it works in one sense, however, chronology can point us to a different direction. In his study between African Americans and Communism, New Negro, Old Left (1999), William Maxwell reminds us that we should hear "the voice of the cultivated 1940s Wright in the adolescent autobiographical subject" (pages 176-177). According to Maxwell, when we read the whole passage in the first autobiographical volume in contrast to a later passage in the second autobiographical volume, American Hunger, it is clear that Wright considers his youthful judgment as immature. In this second passage Wright claims that understanding "the peasant mentality" of a black farmer had made him aware of how cut off he had been from his own people. Wright persona moves from anxiety to relative confidence in African American folk culture whose revolutionary potential Wright unveils through Communism.

In our constant need to set up oppositions, we often forget that Hughes too was involved with Communism. Although Hughes was forced to deny his party membership before McCarthy's hearings on UnAmerican activities, it is proved that he had constant links to the party in the first half of the 20th century and was the President of the Communist League of Struggle for Negro Rights. He had also travelled to the USSR. Hughes's A New Song (1938), a book of poems, was dedicated to the International Workers Order and was prefaced by American Communist cultural commissar Mike Gold.

Explain Alice Walker's personality and experiences with the characters, setting, and theme in her short story "Everyday Use".Is there any family...

As far as I know, there is nothing in Alice Walker's "Everyday Use" that is specifically autobiographical.  At the same time, the situation itself is realistic and reveals issues current at the time of its writing. 

Walker comments in the story on the issue between urban, well-educated, transformed blacks and rural, traditional blacks.  At the time she wrote the story, people outside of the rural communities of blacks were urging change in the traditional black communities.  People in this movement believed blacks should become urbanized and educated. 

Ironically, Walker probably has more in common with Dee than she does with Maggie and the narrator, but the story seems to come down on the side of tradition, and suggests traditional families have dignity of their own. 

What similarities in leadership qualities do you see between any of the characters in Act 1 of Julius Caesar?

I do not think any of the characters in Act 1 show similar styles of leadership for one thrust of this introduction to the main characters is to provide an array of styles of leadership as well as men. Cassius is shrewd and has the power to convince others. He immediately distinguishes himself from Brutus, right in their first conversation, when he shows concern about how “troubled” Brutus looks of late and offers to interpret his problems (1.2.43-52). Brutus says he is introspective and quiet (43-45), adding immediately “I love the name of honor more than I fear death” (95-96). Cassius would never say this, and neither would Casca, who does what Cassius tells him to do. Cassius talks about doing what is best for Rome, but his manipulation of Brutus indicates he is a more savvy politician than any other character on the stage. As for Caesar, we see him give orders, express valid worries about Cassius, talk to a soothsayer.  Antony so far appears to be a good friend and confidant of Caesar, showing, in this Act, no traits of leadership. Perhaps Cassius and Caesar resemble each other more than any two, for just as Caesar fears that “Cassius has a lean and hungry look” (204), so Cassius thinks Caesar is weak because of his disease (1.2.120-135) and ambitious (143-145). This distrust drives the plot forward, although Caesar ultimately does nothing to act on his intuition concerning Cassius for Antony, wrongly, says Cassius is harmless (1.2. 206-07)

Why was the Treaty of Versailles significant to WWI?

The Treaty of Versailles was a peace treaty that did end World War I. It was signed June 28, 1919 and was a treaty that was meant specifically for Germany but not the other countries on Germany's side. They had separate treaties. It was signed at the Versailles Palace which is near Paris and this is where it get its name. Some believe that this treaty may have led to the rise of Nazi's, leading to World War II.

In addition to losing a great deal of land and money, Germany had to limit its army to 100,000 men and they lost all of their overseas possessions.

What is the allegory and irony of the story "A Very Old Man With Enormous Wings"?

I think one of the joys of this short story is that it defies interpretation. You need to note how the villagers are often exposed as foolish and gullible in their beliefs, and also how they try to make sense of the world. They stick fast to "facts" even though they are clearly ridiculous, such as the fact that angels eat mothballs, and they jump to impossible conclusions, for example when some argue that the old man should be proclaimed "mayor of the world." It is almost as if once they have conceived of an idea they make reality "fit" to support that idea despite any protestations to the contrary - or until a "better" version of the "truth" comes along and then the process beings again. Of course, the villagers, although they can be said to be figures of fun in this sense, contain many characteristics which we can identify whatever our time or culture - for example the unquestioning belief in their own wisdom and their stubborn clinging to their own ideas are aspects which we can all identify.

It is clear though that while there are a few hints into this story as to the "meaning" or "allegory" there are no conclusive pointers that give one definitive explanation. We are left, much like the villagers therefore, to try and make some sort of meaning from these strange and bizarre events. The last laugh seems to be with Marquez, however, as we prove ourselves to be like the villagers trying to make sense of this story and coming up with very different and ridiculous answers. Therefore, if there is a "meaning", it is that there is no "meaning" - it is more about the process by which we make "meaning" and how we support our conclusions.

What special skills of Ikemefuna make him popular with Nwoye in Things Fall Apart?

Ikemefuna knows "an endless stock of folk tales," and is able to tell them "with a new freshness and the local flavor of a different clan." Nwoye, who loves to listen to stories, is particularly impressed with this skill of Ikemefuna, and remembers the time spent listening to his adopted brother for the rest of his life.

Ikemefuna is two years older than Nwoye, and has a lively and intelligent persona. Ikemefuna fills a void in the younger boy's life, mesmerizing him with his knowledge of the world and his ability to identify wildlife and other elements of the world around them. Ikemefuna knows how to make a flute, and can find the trees that will make the best bows. Best of all, he is an animated storyteller, and he accepts Nwoye unconditionally. Because of Ikemefuna's influence, Nwoye blossoms in a way he never does under the judgemental eye of his father. The younger boy develops the confidence to participate more frequently in the gatherings of the men of the tribe. This has the effect of alleviating the rift that exists between Nwoye and his father, at least for a time. 

What is Hemingways definition of revision?

He said, "The beauty of writing... and life... is working with what you have, through revision and practice, polishing as you go."

AND (my favorite):

“All first drafts are shit.”

An example of his process is the work done on The Sun Also Rises, as discussed here in Carmen Corral's The "Textual History" of the novel:

• During revision of the first draft Hemingway made several significant changes to the novel. First of all, he changed the structure from in media res to a chronological narrative. The change functioned in two ways. It made readers "have to sense the importance of lines that have lost their context" and it "creates a compelling sense of inevitability about events in the novel" (Balassi 48). Hemingway's decision to change the structure was due to failed attempts to begin the novel in revision. He tried once to use a first person point of view, and twice third person. He quit each attempt after only a few pages. Hemingway decided on the opening "This is a novel about a lady" (Reynolds 124). This beginning too was deleted in the published version, along with the first 1 ½ chapters at Fitzgerald's suggestion.


• In the typescript second draft there were four scenes that Hemingway extensively revised. The first was the early love scene between Jake and Brett in Paris. The second is the conversation between Jake and the waiter in Pamplona about the death of Vicente Girones, a peasant gored while running in front of the bulls. The third is the "corrida" scene, the day after Romero is beat up by Cohn. The fourth is the final chapter of the book.


• One last major revision was made to the novel before publication. After it was set in galley proofs at Scribner's, Fitzgerald read a carbon copy and suggested that the first two chapters be omitted, and the novel begin with the opening of chapter three, when Jake meets the prostitute Georgette (Svoboda 98). Hemingway took Fitzgerald's advice partially and deleted most of the first two chapters, about 3500 words, beginning with the introduction of Robert Cohn. After the deletion, Hemingway was not happy about the missing material and tried several times to insert a beginning that explained its disappearance. This attempt was finally given up because "by referring to the cut chapters it merely capsulizes the faults of those chapters" (Svoboda 105). After the very late revision suggested by Fitzgerald the novel was published in October 1926 as it stands today.

How does Bilbo plan to free the dwarves from the elves, do Lake-men like elves, and why do dwarves cause such a stir in Lake-town?

Bilbo's plan is to use the ring to remain invisible, get the guards drunk, steal the keys, and smuggle the dwarves out in the barrels that are sent down the river.  

The Lake men and the Wood Elves have a business relationship, but they do not like each other or trust each other.  They just have an exchange of goods.

The dwarves' arrival is so exciting because the Lake men remember when the dwarves lived and worked near them.  The men believe that the dwarves will help them gain control again, and get rid of the dragon.

What are the strategies used by the poet in the poem "London"?

I wander thro' each charter'd street,

Near where the charter'd Thames does flow. 

And mark in every face I meet

Marks of weakness, marks of woe.

In every cry of every Man,

In every Infants cry of fear,

In every voice: in every ban,

The mind-forg'd manacles I hear 

How the Chimney-sweepers cry

Every blackning Church appalls, 

And the hapless Soldiers sigh

Runs in blood down Palace walls 

But most thro' midnight streets I hear

How the youthful Harlots curse

Blasts the new-born Infants tear 

And blights with plagues the Marriage hearse 

The poem is written in such a way that the emphasis on certain words or syllables in each line seems to represent a man walking--that is, the speaker himself. There are four stressed word or syllables in each line. For example: 

HOW the CHIMney-SWEEPers CRY
EVery BLACKning CHURCH apPALLS,

AND the HAPless SOLDiers SIGH
RUNS in BLOOD down PALace WALLS

This walking effect can be seen in every line. The walk is leading up to the most terrible image of all, which Blake introduces by saying, "But most..."

But MOST through MIDnight STREETS i HEAR
HOW the YOUTHful HARlots CURSE

There is a heavy emphasis in each of the three words, "youthful harlots curse," because Blake thinks this is the worst spectacle to be seen and heard in London. The harlots could be very youthful indeed. Many might still be children. It is because so many of them are so young that the image is so terrible. The entire poem seems to be marching towards that image in the last stanza. The youthful harlots are destined to get syphilis and other sexually transmitted diseases, and these can be passed on to many men, who can pass them on to their innocent wives when they get married, and the women's newborn infants can be born with a disease that will grow with them as they mature, since those diseases were incurable. That is why he says that the youthful harlots curse

Blasts the new-born Infants tear
And blights with plagues the Marriage hearse

There are disease germs even in the tears shed by the infant the moment it is born. The word "hearse" does not mean a vehicle for transporting corpses but a carriage taking the bride and groom away from the church and off on their honeymoon. The groom can be infected with syphilis from consorting with the youthful prostitutes, and he will soon be passing it on to his bride, who will then be likely to give birth to an infected baby.

Note that the same walking effect, with four words or syllables emphasized in each line, is continued to the very end:

BLASTS the NEW-born INfants TEAR
And BLIGHTS with PLAGUES the MARRiage HEARSE

It is of incidental interest that Blake's poem "London" resembles the opening lines of T. S. Eliot's "The Love Song of J. Alfred Prufrock" in mood if not in meter.

Let us go then, you and I,
When the evening is spread out against the sky
Like a patient etherized upon a table;
Let us go through certain half-deserted streets,
The muttering retreats
Of restless nights in one-night cheap hotels
And sawdust restaurants with oyster shells:
Streets that follow like a tedious argument
Of insidious intent

When Sammy comments in "A & P" about how "hard the world was going to be me hereafter," what do you understand?

I would also add that the magnitude of his decision finally hits Sammy when he realizes that the girls are already gone.  In that final moment he realizes what he just threw away.  It is not like he has any job opportunities knocking down his door.  Remember, Lengel gave Sammy that job as a favor to his family.  And since part of what Updike is trying to show us is the disparity between the social classes with Queenie and her friends and the store workers, part of Sammy's final realization is that he learned a hard lesson for the working class.  Also note that while Sammy is quick to criticize everyone from his co-worker, Stokesie, to the female customers, at least they all have roles and are serving purposes.  Sammy, though, is really serving no purpose other than criticizing others and being unhappy with his station in life.  Does he look back differently at his job, Stokesie, Lengel, and those customers when he is now out of work and realizes "how hard the world was going to be for me hereafter"?

What are the elements of the point of view expressed in "A Rose for Emily"?

The effectiveness of this point of view can be valued by imagining what the story would be if some of it, at least, were told from Emily's point of view, or maybe from that of Homer, Toby, or one of the town elders.  While the point of view is collective, it is the narrator who makes it so by the insistence on "we," making me wonder at times just how many people in that town would buy into the generous view that "we" offers.  I doubt if some of the ladies of the town would speak so sympathetically of Emily, for given the gender roles even in the traditions of the post-civil war south contemporary to the narrative voice, if a Jefferson lady saw that body in Emily's bed, the sight would forever color her attitude toward the rather uppity Miss Emily. 

Lang planning can be understood in terms of the foll ques: who plans what, for whom and how? discuss with ref to lang planning in the Indian context.

Language planning refers to planning and other actions taken by governments and other higher level organization in designed to influence the languages used in society. It includes various actions such as promoting or discouraging use of specific languages including revival of old languages no longer in use, improving the quality of language in terms of its vocabulary, improving and maintaining linguistic purity, uniformity of spelling and grammar,  standardization of language with several dialects,  improving the availability to different types of literature or knowledge base available in specific languages, and inter lingual communication.

While every country is conceded with many of these aspect of language planning,  this language planning function becomes very important for the countries in which different people use different languages. Because of this the language planning is very important for a country like India.

The issue of language planning in India has become very complex because of two kinds of problems. First the tussle between Hindi and English, and the second is tussle between having a common language for the whole country versus different region or states promoting their own regional  languages of the country. Also here is a demand by some people to revive the use of Sanskrit Which has traditionally been the language of scholars and is also the language of the ancient text that enjoy the status of religious books among Hindus.

Till independence from the British colonial rule in 1947, the official language used in India by government, business, and higher education was English. However after independence, Hindi, the language spoken and understood by maximum number of people in India was adopted as the national language, with a provision of gradually changing over from use of English to Use of Hindi. However with passage of time the whole country was broadly divided in two groups one supporting continuation of English, while the other demanding earliest introduction of replacement of English by Hindi.

Also with passage of time the different region speaking scored of different regional languages started demanding that their regional language should have precedence over either English or Hindi for government, business and education within their regions.

However it is too simplistic to assume that the language planning problems in India or for that mater in any country an understood just in terms of  "who plans what, for whom and how".

For some detailed information of language planning problems and issues in India please see the websites referred below.The second of the sight referred below gives a more detailed coverage of language planning process. In addition it also language planning issues in several countries including India.

What is one way that the Judicial Branch can overrule the Executive Branch?

By Constitutional standards, the Executive Office was never intended to have a legion of alphabet soup agencies under it as it now has.  The creation of law was to be the domain of Congress, or the Legislative Branch, rather than governance by "executive orders," which cannot be repealed, and about which the Constitution says nothing. These have the force of law, but are not laws, merely "policies." Currently the Judiciary acts (or used to act) as a check on such executive orders and could nullify them. It appears that the original check of the Executive by the Judiciary was, as has been previously stated, that the Rule of Law was supreme, and no one, not even the President, was above it and could not escape consequences to actions; rather, the president was subject to the same laws as any citizen, and moreover, could be impeached and removed from office for "high crimes and misdemeanors."  Presumably, the Judiciary would uphold a conviction of such a crime if the President were proven guilty.

Obituaries for Simon and Piggy includes date died, how they died, biography-where they lived,born,notable awards, hobbies, school and families.From...

If I were writing an obituary each for Simon and Piggy, the characters in the novel Lord of the Flies by William Golding, I would aim for a date around the time of the Hiroshima bomb which was dropped on Japan by the Americans near the end of the Second World War. This event is alluded to early on in the novel "they're all dead." That would give a rough date for the date of death - they probably couldn't be specific anyway as the marooned boys probably lost track of time and forgot to keep a calendar. I might choose something poetic for Simon's passing, such as 'sadly taken from us...' as this would reflect his innocent and spiritual nature. For Piggy I might gloss over the violent manner of death as it was simply too horrific to write on a tombstone. His hobbies seemed to involve a lot of reading as always had plenty of useful facts and ideas on hand.

Who is your role models Gary Paulsen?when you were little. who was your role model or a person u will look up to.

Naturally, Paulsen would be the best source for this.  Paulsen's "role models" seem to be more of his background and experience that allowed him to enter the world of literature and writing as a way to escape the dreariness of his own condition and life.  His parents were not highly visible in his early years and his adolescence saw them engage in bitter confrontations and fights.  The presence of nature in Paulsen's work comes from his own experience of going outside and taking sanctuary in the outdoors to escape the fights at home.  In terms of a role model, I am not sure that Paulsen exactly identifies one.  He is influenced by the movement in American Literature which link nature and interaction with it to the individual experience, as well as his aunts who were his self described "safety net."  The librarian who also guided him into the world of literature might be seen as a role model, one who "gave me a five gallon bucket of water when I was dying of thirst" as he puts it.

What conflict does the conversation between Pheoby's husband and Lige Moss center around? How is it significant to the developing theme of the...

The conflict centers on the varying opinions of what--if anything--should be done about Matt Bonner's mule. The mule is the subject that allows the town to do a great deal of teasing of Matt Bonner and most of that teasing seems to occur on the front porch of Joe's store. Eventually, the teasing becomes too much for Janie and she mutters to herself how wrong it is to treat the mule in this manner. Unknown to Janie, Joe hears her quiet comments and springs into action. To put an end to the teasing, Joe buys the mule from Matt Bonner and announces to everyone that he did so to let the mule rest. It is Janie who steps onto the porch and speaks--something she was not allowed to do--about how grand and noble of a gesture this is and then compares Joe's freeing of the mule to Abraham Lincoln's freeing of the slaves.

In this scene, we see Janie "finding her voice" and speaking up and talking on the porch of the store, just like the men. This catches most of the town off-guard and one townsperson even says:

"Yo' wife is uh born orator, Starks. Us never knowed dat befo'. She put jus' de right words tuh our thoughts."

The theme of finding one's voices is synonymous here with finding one's identity. This scene in Chapter 6 sets up the contrasting scene in Chapter 7, the next time she "speaks" on the porch. Here, Janie glorifies Joe as a "big man;" in Chapter 7 she completely emasculates him.

What images of coldness can you find in "The Cold Equations"?

Cold Imagery

1.  The EDS (emergency dispatch ship) has a sterile environment.  The closet door that Marilyn is hiding behind at the story's beginning is white, and Godwin includes makes mention of that lack of color several more times in the story. At the story's end, Marilyn is sent into a black, empty space before being released into "cold" space.

2.  After Marilyn discovers her fate, she becomes physically cold.  She asks Barton if he is cold, and he tells her that he is but then notes to himself that the EDS is still at room temperature.  Marilyn's physical coldness is the result of the cold reality of the consequence of her decision to stowaway.

3. hen Barton the pilot notifies command that he has a stowaway on board, the response from the dispatch center is emotionless.  The faceless dispatcher says,

"You discovered him in time, so there should be no appreciable danger, and I presume you’ve informed Ship’s Records so his nearest relatives can be notified.” 

This cold response treats Marilyn as a simply problem that can easily be "removed" and sheds light on the story's title--there is no room for warmth or compassion in the futuristic space world.

Find the inverse of f(x) = x^2-4x+3. Is the inverse a function?

lol heres the REAL anwser.

y=x^2-4x+3 ( you have to complete the square here)

y=(x^2-4x+(2)^2-(2)^2)+3
y=(x^2-4x+4-4)+3 Rearrange the brackets to take -4 out

y=(x^2-4x+4)-4+3
y=(x^2-4x+4)-1 Simplify the things in the bracket
y=(x-2)^2-1

Now switch places with x and y

x=(y-2)^2-1 solve for y

x+1=(y-2)^2  square root both sides (square root=Sqrt)

plus/minus Sqrt(x+1)=y-2
y=2 plus/minus Sqrt(x+1) and nope it's not a function

In Pride and Prejudice, what does Elizabeth learn about Mr. Darcy as a result of her visiting Pemberley?

Symbolically the chapter shows 'natural beauty'; not grandoise or OTT (compare this to Rosings, for example). The physical, subtle and understated nature of the grounds shows Darcy's ''inherent'' natural beauty. When she sees his statue this is a revelation of his ''true'' self encapsulated.

There was a sub-genre in the Regency period called 'Great Country House Literature' (Johnson, one of Austen's biggest influences, is included in this genre). It is based on the fact that a house is a 'microorganism' of the person who stays there. So despite his wealth and supposed snobbery he does relish natural, Enlightened beauty.

Also some critics say that when Lizzy crosses the 'simple' bridge this can be interepreted as her 'crossing' over and defeating class boundaries towards him, eventually bringing them both together.

Are Macbeth and Lady Macbeth equally tragic or is one more tragic the the other?

If we understand the tragic hero in the traditional Aristotelian sense, I would argue that Lady Macbeth is a good deal less tragic than her husband. We do not see her as a complicated individual who is good, better than most, great in fact, but with a flaw that results from her greatness. We see her as flawed and evil from the first moment we meet her. Macbeth, however, is great: he is a courageous warrior, and those virtues which make him that are what bring him down: his violence in particular. That, and his ambition (which also makes him a great warrior), and other things--such as the temptation of the witches and being seduced by his wife. From the first moment we meet Lady Macbeth she seems evil--we have no exposition that she might have been a good person before the events of the play. We can not measure her "fall" as tragic unless she begins at a "height," and I do not think she does.

In Act 4 Scene 5 of Romeo and Juliet:Do Lord and Lady Capulet really love Juliet? How do you know this?

Yes. First of all, there is a reason, other than a selfish one, that Lord Capulet has acted in haste to have Juliet married; Paris informs Friar Laurence in Act IV,

Immoderately she weeps for Tybalt's death,

And therefore have I little talked of love,...

her father counts it dangerous

That she doth give her sorrow so much sway,

And in his wisdom hastes our marriage,

To stop in inundation of her tears,

Which, too much minded by herself alone,

May be put from her by society.

Now do you kow the reason of this haste. (IV,i,6-15)

So, Lord Capulet has Juliet's interests in mind when he insists upon the wedding with Paris.  However, when Juliet protests the marriage, arguing that she is too young and she cannot love, he becomes incensed that she should defy his will.  Yet, given the fact that he is a aristocratic patriarch of the fourteenth century, his anger at being defied is not unusual:  Capulet simply cannot understand Juliet's disobedience.  Later, after Juliet meets with Friar Laurence, who devises a plan for her, she returns to her father and tells him that she will wed.  With this news, Capulet is delighted, exclaiming,

....My heart is wondrous light

Since this same wayward girl is so reclaimed. (IV,iii,44-45) 

These words of Lord Capulet indicate that he is happy because Juliet has obeyed him, and also because she has returned to him as his sweet daughter.  There are indications here that Lord Capulet loves Juliet.

Then, after Juliet appears to be dead, Capulet is very distraught:

Death is my son-in-law.  Death is my heir,

My daughter he hath wedded.  I will die.

And leave him all--life, living, all is Death's.

After Paris arrives, Lord Capulet says,

O child!  O child! My soul, and not my child!

Dead thou art!  Alack, my child is dead,

And with my child my joys are buried! (IV,v,52-55)

That Lord Capulet has placed his happiness and his soul in the life of his child gives a strong indication that he does, indeed, love Juliet.

Likewise, as Lady Capulet learns of her daughter's death, she exclaims, "Oh, woeful time!" and calls lovingly to Juliet, "My child, my only life" (IV,v,13), and tells her daughter to "revive" or "I will die with thee" (IV,v,14).  As Friar Laurence and Lord Capulet speak, Lady Capulet laments,

Accurst, unhappy, wretched, hateful day!                        

Most miserable hour that e'er time saw (IV,v,33-34)

Lady Capulet, like her husband, is clearly distraught at the death of her only child, exclaiming that she, too, will die as Lord Capulet has also said. Both parents feel that life is not worth living without their child.

A hydrate of Na2CO3 contains 276.0g. It was heated strongly to drive off the water. The mass of the anhydrous Na2CO3 was found to be 102.0g.Find...

First determine the number of moles of Na2CO3 after heating:

Formula weight of Na2CO3=

2 Na - 2x22.99

1 C  - 12.01

3O  - 3x15.99

Na2CO3=105.96

Moles Na2CO3 = mass after heating / formula weight

= 102.0g/105.96 = 0.96 moles Na2CO3

The weight change from heating is a result of water loss, so the weight of water in the hydrate was initial weight minus final weight:

276.0g - 102.0g = 174.0g

The molecular weight of water is 18.01g/mole, so the number of moles of water is weight in hydrate from water divided by its molecular weight:

174.0g/18.01g = 9.67 moles water

Divide this by the number of moles of Na2CO3 to find the number of moles of water per mole of Na2CO3.

9.67/9.6 = 10

So the empirical formula is Na2CO3 x 10H2O

What are two literary devices in Little Women? Are there any?

Literary devices serve as means to state words in a colorful or expressive order.  The book Little Women makes use of literary devices throughout the book.

For example, personification is used in this passage found in chapter 2 of the novel.

"and the winter sunshine crept in to touch the bright heads and serious faces with a Christmas greeting."

The words give intent to demonstrate that the winter sunshine is able to move by creeping and can have a voice with which to extend a greeting; human characteristics.

In the book Jo uses a type of hair iron on Meg's hair and burns it badly.  The author relates Meg's hair burned hair to black pancakes.  This is an example of a metaphor where one thing is being compared to something that it is not really like.

"I'm so sorry, but the tongs were too hot, and so
I've made a mess," groaned poor Jo, regarding the little black pancakes with tears of regret".

Look around in your workplace,be it hospital,government,or any other large business,are there many minority workers ileadership postion. why, why not.

In my situation, I teach at a public high school in central Washington State.  It has approximately 900 students, of which 43% are Latino.  99% of our students are either Latino or Caucasian or a mix of the two, so we are pretty much bi-cultural.

After some quick research, I found that of the Administration, 0% is Latino, 100% Caucasian.  Of the teaching staff 5% is Latino, 95% Caucasian.  Of the support staff, custodians, receptionists, security and teachers' aides, 60% are Latino.  In terms of upper level management of my government institution, we're not very representative of the population we serve.