What is the dominant emotional mood in the poem "To a Waterfowl"?

“To a Waterfowl” is a spiritual poem by William Cullen Bryant, first published in 1818.  In the poem Bryant, on a solitary walk himself, espies a flying waterfowl overhead and draws a parallel between its journey, guided by a “Power whose care/ Teaches thy way along that pathless coast – / The desert and illimitable air –/ Lone wandering, but not lost,” and his own.  This same power, Bryant avows in the final line of ...

“To a Waterfowl” is a spiritual poem by William Cullen Bryant, first published in 1818.  In the poem Bryant, on a solitary walk himself, espies a flying waterfowl overhead and draws a parallel between its journey, guided by a “Power whose care/ Teaches thy way along that pathless coast – / The desert and illimitable air –/ Lone wandering, but not lost,” and his own.  This same power, Bryant avows in the final line of  the poem, “will lead my steps aright.”  Faith is therefore a central theme of this piece – faith in a higher power who will guide the poet in his own journey just as he is guiding the waterfowl, keeping it safe from hunters’ eyes through the seasons and through its changing environment.  In faith, as well, there is hope and serenity, comfort in the safety granted by God.  He makes mention of the fowl’s “sheltered nest” among his brethren.

This poem is an early example of the Romantic movement in American poetry, making extensive use of natural imagery and man’s communion with God and the spiritual realm. 

In "Harrison Bergeron," what are the difficulties that Hazel and George experience in simply trying to have a conversation?

The premise of "Harrison Bergeron" is that everyone has been made equal. This is done by agents of the Handicapper General, who ensure that people wear artificial handicaps. These handicaps include mental handicaps for the smart, weights for the strong, and masks for the beautiful.

Early in the story, Hazel is described as having "a perfectly average intelligence." This means that she is, by our standards, extraordinarily dumb. Without a mental handicap, she still cannot...

The premise of "Harrison Bergeron" is that everyone has been made equal. This is done by agents of the Handicapper General, who ensure that people wear artificial handicaps. These handicaps include mental handicaps for the smart, weights for the strong, and masks for the beautiful.

Early in the story, Hazel is described as having "a perfectly average intelligence." This means that she is, by our standards, extraordinarily dumb. Without a mental handicap, she still cannot remember why she is crying, even while the tears are still wet on her face. This lack of intelligence makes it hard to hold a conversation.

George, without his mental handicap radio, would be more intelligent. The device he is required to wear makes a dreadful noise (examples include a buzzer, breaking glass, and a car crash). This disrupts his thoughts on a regular basis, every twenty seconds or so, making it impossible for him to form a coherent train of thought.

Separately, both George and Hazel would have trouble carrying on a conversation. Together, they have no chance of more than a very basic conversation.

What do we learn about the differences between the north and the south side of Maycomb in Harper Lee's To Kill a Mockingbird? How do we know this?

Based on Harper Lee's To Kill a Mockingbird, one might conclude that those who live in the north of Maycomb, as well as in the north of the county in general, are typically rowdier, more uncivilized, and more racist. In contrast, those who live in the south, while typically social rejects, have more sensible and accepting dispositions. The above conclusions can be based on character descriptions and which direction the characters...

Based on Harper Lee's To Kill a Mockingbird, one might conclude that those who live in the north of Maycomb, as well as in the north of the county in general, are typically rowdier, more uncivilized, and more racist. In contrast, those who live in the south, while typically social rejects, have more sensible and accepting dispositions. The above conclusions can be based on character descriptions and which direction the characters live in.

Early in the book, we learn that Mrs. Henry Lafeyette Dubose lives two houses north of the Finches (Ch. 1). Mrs. Dubose is described as the meanest old woman in the neighborhood, and we can tell she is racist based on the insults she hurls at the children about their father each time they walk past her house: "Your father's no better than the niggers and trash he works for!" (Ch. 11).

We further learn that the Cunninghams live in Old Sarum, a town in the "northern part of the county" (Ch. 1). Though the Cunninghams are generally honest, good people, they are also farmers with little education. Walter Cunningham Sr. leads a mob of Cunninghams to the county jail with the purpose of lynching Tom Robinson before he can stand trial, which is a very clear indicator that the Cunninghams have racist beliefs.

To the south of the Finches live the Radleys. Though the Radleys are eccentric due to their religious beliefs as foot-washing Baptists, Arthur (Boo) Radley proves to be one of the most caring characters in the story, as evidenced by the fact that he reaches out to the children in his own quiet, reclusive way and saves their lives by the end of the story.

In addition, we know that Dolphus Raymond lives in the south end of the county based on the narrator Scout's descriptions of the passersby on the day of Tom Robinson's trial. On the day of the trial, she, Jem, and Dill stand on the Finches' front lawn and watch the "people from the south end of the county" pass the Finch house on their way to the courthouse (Ch. 16). Dolphus Raymond is one of those who passes by, "lurch[ing] by on his thoroughbred" (Ch. 16). Dolphus Raymond, though a wealthy landowner, is rumored to be the town drunk. He is also disapproved of by the rest of Maycomb society for living with and having children with an African-American woman. We later learn that he only pretends to be drunk to give Maycomb citizens an excuse to believe for his socially unusual behavior. As he explains to Scout and Jem, he would rather give Maycomb citizens an excuse for his behavior than ostracize himself from them entirely, which demonstrates his compassion for others and sense of personal humility. Therefore, not only is Dolphus Raymond not a racist person, but he is also a very kind and compassionate person; plus, he lives in the southern side of the county, far away from the more racist citizens on the northern side.

What does living on the streets teach you according to Ponyboy?

In Chapter 8, Ponyboy and Two-Bit go to the hospital to visit Johnny and Dally. In a very emotional scene, Johnny tells Ponyboy that he busted his back and is afraid to die. Johnny says that their trip to Windrixville was the only time he's left the city and wishes to see the world. Ponyboy tries his best to control his emotions and analyzes Johnny's short life. Ponyboy mentions that in sixteen years you can...

In Chapter 8, Ponyboy and Two-Bit go to the hospital to visit Johnny and Dally. In a very emotional scene, Johnny tells Ponyboy that he busted his back and is afraid to die. Johnny says that their trip to Windrixville was the only time he's left the city and wishes to see the world. Ponyboy tries his best to control his emotions and analyzes Johnny's short life. Ponyboy mentions that in sixteen years you can learn a lot on the streets, but they will teach you all of the wrong things. Although Ponyboy doesn't elaborate on this statement, he means that being in the streets will teach a person how to fight, steal, and become a callous individual. Ponyboy then mentions that after years of living on the East Side, you learn to shut off your emotions and repress your negative feelings.

How do the nucleus and ribosome work together in the process of protein synthesis?

The nucleus and ribosomes both involve messenger RNA (mRNA) during protein synthesis. The mRNA is made during transcription within the nucleus. The mRNA then travels out to the cytoplasm via a nuclear pore of the nucleus. Here, the mRNA works with ribosomes, tRNA, and rRNA to make proteins in the process known as translation.

As mentioned above, transcription and translation are the two phases of protein synthesis. Each process is described in more detail below.

During...

The nucleus and ribosomes both involve messenger RNA (mRNA) during protein synthesis. The mRNA is made during transcription within the nucleus. The mRNA then travels out to the cytoplasm via a nuclear pore of the nucleus. Here, the mRNA works with ribosomes, tRNA, and rRNA to make proteins in the process known as translation.

As mentioned above, transcription and translation are the two phases of protein synthesis. Each process is described in more detail below.

During transcription, the two strands of DNA unwind. One of the strands serves as a template from which an mRNA strand is made. Each set of three nucleotides on an mRNA is called a codon. These codons will be important in the second phase of protein synthesis called translation.

After the mRNA is created during transcription, it migrates to the cytoplasm via a nuclear pore. 

During translation, mRNA, ribosomes, rRNA, tRNA, and amino acids work together to make the protein strand.

Once in the cytoplasm, the mRNA and ribosomes attach. The ribosomes serve as scaffolds that match the mRNAs codons to the anticodons on the tRNAs. Anticodons are sets of three nucleotides on the base of a tRNA that are complementary to mRNA codons. Amino acids are attached to the tops of eacg tRNA. Thus, the pairing of complementary codons and anticodons ensures that the amino acids of proteins are placed in the correct sequence.  

As a ribosome moves down a mRNA during translation, additional tRNA anticodons are matched with their complementary mRNA codons. In this way, a protein strand grows in length.  When two amino acids are adjacent to one another, a peptide bond forms. The polypeptide chain continues to grow until a stop codon is reached on the mRNA. At this point, the polypeptide chain is complete.

In the poem, "Paul Revere's Ride", which details would probably not be found in a textbook?

The poem “Paul Revere’s Ride” by Henry Wadsworth Longfellow was not completely historically correct.  It gives the impression that Paul Revere made a solitary ride to warn the people that the British were about to attack.  The true fact is that he rode with two other people on that ride.  One was William Dawes, and the other was Dr. Samuel Prescott.  There is another poem written about William Dawes by Helen Moore titled, “The Midnight...

The poem “Paul Revere’s Ride” by Henry Wadsworth Longfellow was not completely historically correct.  It gives the impression that Paul Revere made a solitary ride to warn the people that the British were about to attack.  The true fact is that he rode with two other people on that ride.  One was William Dawes, and the other was Dr. Samuel Prescott.  There is another poem written about William Dawes by Helen Moore titled, “The Midnight Ride of William Dawes.”

The event also happened on more than one night.  Revere met with Colonel Conent two days before the ride to arrange for the lanterns in the Old North Church.  The signals were not to go to Revere specifically, but to the Patriots in general. 

Finally, Paul Revere never made it to Concord.  In the poem it says,

“It was two by the village clock/When he came to the bridge in Concord town” (Stanza 10, lines 1-2)

He and William Dawes were captured and interrogated by the British.  The only person who made it to Concord was Dr. Samuel Prescott.  Revere and Dawes were later released, but they returned to Boston.  Check the site below for other myths of the poem, but these are your strongest points.

In The Watsons Go to Birmingham—1963, what kind of dog is Toddy?

In The Watsons Go to Birmingham—1963, Mr. Robert calls his dog, Toddy, a “coon dog.” Toddy is a type of dog called a coonhound. Coonhounds were specifically bred in America to be hunting dogs. Although Mr. Robert claims that Toddy was once the best raccoon (coon) hunter around, Toddy does not hunt anymore. He has gotten too old and does not have the heart for hunting anymore. Mr. Robert illustrates Toddy’s prowess as a...

In The Watsons Go to Birmingham—1963, Mr. Robert calls his dog, Toddy, a “coon dog.” Toddy is a type of dog called a coonhound. Coonhounds were specifically bred in America to be hunting dogs. Although Mr. Robert claims that Toddy was once the best raccoon (coon) hunter around, Toddy does not hunt anymore. He has gotten too old and does not have the heart for hunting anymore. Mr. Robert illustrates Toddy’s prowess as a hunter as he tells Dad, Kenny, and Byron a story about the time Toddy was almost drowned by a raccoon in the river. Toddy would have died, but Mr. Robert jumped into the water, dragged Toddy out, and gave him mouth-to-mouth resuscitation, which saved his life.

Please provide 3 quotes showing how Atticus is setting a good example for his kids by taking the Tom Robinson case in Harper Lee's To Kill a...

Scout gets into a argument at school with Cecil Jacobs who tells her that her father defends "n*****s." She doesn't even understand what he's talking about, but it sounds bad enough to deny it. Afterwards, in an effort to explain to her why he is taking the Robinson case, Atticus says the following:

"The main one is, if I didn't I couldn't hold up my head in town, I couldn't represent this county in the legislature, I couldn't even tell you or Jem not to do something again" (75).

During Christmas time, Scout gets to go to Finches Landing to see Uncle Jack and other family. She gets into a fight with her second cousin Francis who calls her father a similarly bad name. Atticus later talks with Uncle Jack about Scout, and rearing children, and the discussion drifts to the Tom Robinson case as follows:

"But do you think I could face my children otherwise? You know what's going to happen as well as I do, Jack, and I hope and pray I can get Jem and Scout through it without bitterness, and most of all, without catching Maycomb's usual disease. Why reasonable people go stark raving mad when anything involving a Negro comes up, is something I don't pretend to understand" (88).

Atticus knows that Scout is listening to him as he says everything and more in the above passage. He allows her to hear so she consciously thinks about what he is saying--all of which is very good for her to hear as they prepare for the upcoming case.

Finally, Atticus proves he is doing the right thing by taking the Tom Robinson case when he goes to the jail at night to protect anyone from harming his client. Atticus takes a light, a chair, and a book to read out in front of the courthouse. He shows his kids that he's willing to put himself in danger in order to stand up for justice. After the incident with the Cunningham lynch mob, Atticus shows forgiveness by saying the following:

"Mr. Cunningham's basically a good man. . . he just has his blind spots along with the rest of us" (157).

Atticus responds to every situation with patience and wisdom. He never lets anyone or anything shakes his morally strong foundation. As he passes through the trial of Tom Robinson, he also uses logic, education, and the power of knowledge to show how the bigotry and prejudice of the Ewells, and the town, are founded on ignorance and racism, rather than truth and equality. And when he loses the case, he is deeply sad for Tom when many people would simply move on with life. He teaches his children by example that justice means to defend each and every person no matter what.

What are some qualities of imagination and vision?

Hello! I am not able to write 1500 words, but I would definitely like to help you with starting to think about the profound concepts of imagination and vision.

In order for any innovator (or arguably any individual) to be truly successful, they require both imagination and vision. Although the two concepts are interrelated, several distinctions exist between these two intense terms.

When a person first thinks of imagination, they might consider a small child...

Hello! I am not able to write 1500 words, but I would definitely like to help you with starting to think about the profound concepts of imagination and vision.

In order for any innovator (or arguably any individual) to be truly successful, they require both imagination and vision. Although the two concepts are interrelated, several distinctions exist between these two intense terms.

When a person first thinks of imagination, they might consider a small child who is able to design a life filled with magical creatures or a whole different world. Imagination endows individuals with the ability to create. It is part of how artists create masterpieces and how authors string words together into poems that take our breath away.

Vision works alongside imagination to take these creative thoughts and make them into a reality. Without vision, a person may only use imagination for creating personal magical worlds. However, with vision, a person can make this wonderful private world into a reality or at least share their perspective with others. For example, Martin Luther King had the imagination to take a biased and racist society and imagine one where there was equality and acceptance for everyone. He took this creativity and paired it with his vision to do public marches, sit-ins, and even give his “I Have a Dream” speech at Washington.

By combining imagination and vision, dreams can become a reality and the world becomes a better place.

What action does Henry want his audience to take in Speech to the Virginia Convention?

In his speech to the Virginia House of Burgesses, Patrick Henry advocates revolt against Great Britain.

Henry's argument to separate from Britain is not what many of the colonists desire, but increasing oppression in the form of taxes and British military presence points to the increasing British aggression. And, it is a reaction against this aggression that Henry desires.

• He wants the colonies to form a militia. Henry argues that the British is using force...

In his speech to the Virginia House of Burgesses, Patrick Henry advocates revolt against Great Britain.

Henry's argument to separate from Britain is not what many of the colonists desire, but increasing oppression in the form of taxes and British military presence points to the increasing British aggression. And, it is a reaction against this aggression that Henry desires.

• He wants the colonies to form a militia. Henry argues that the British is using force against them without any rational reason to do so. Because Britain has fleets and armies present in the colonies, he asks the rhetorical question, "Are fleets and armies necessary to a work of love and reconciliation?....Has Great Britain any enemy, in this quarter of the world....? 


• When the colonists have petitioned against this oppression, their petitions have been "slighted" and more violence and insult has come upon them.


• All that is left to the colonists after their petitions have been met with only violence is nothing but to fight. "An appeal to arms and to the God of Hosts is all that is left us!"


• The colonists will be no stronger than they are now. For, they have "the holy cause of liberty" and they will be "invincible by any force that the enemy can send...." Thus, it is, indeed, the time to act.


• Many people cry "Peace, peace!" but there is really no peace because the "war is actually begun!" Here Henry implies that they are already oppressed at British guards stand in the doorways of shops and homes. Henry compares the threatening actions of Britain to an approaching storm and the colonists to the ancient Israelites  who were heedless about the repercussions of their idolatry. (Ezekiel told the Israelites that "the sword should be upon them, and the high places built upon them should be destroyed" because of their sinfulness, but they ignored him.)


• Henry asks his audience if they wish to purchase their so-called peace at the price of "chains and slavery."  Instead, he argues with his famous line, "...as for me, give me liberty, or give me death!"

what is the evaluation of the house on mango street?

In The House on Mango Street, Sandra Cisnerosdepicts the female bildungsroman genre differently than her predecessors such as Bronte, Browning, and Franklin. Published far more recently than the previous authors, Sandra Cisneros is more able to openly discuss other pertinent feminine themes such as domestic abuse, suicide, prostitution, and rape; additionally, Cisneros provides a text that directly addresses the female coming-of-age story from not only a female, but an ethnic perspective.

Even without historical context,...

In The House on Mango Street, Sandra Cisnerosdepicts the female bildungsroman genre differently than her predecessors such as Bronte, Browning, and Franklin. Published far more recently than the previous authors, Sandra Cisneros is more able to openly discuss other pertinent feminine themes such as domestic abuse, suicide, prostitution, and rape; additionally, Cisneros provides a text that directly addresses the female coming-of-age story from not only a female, but an ethnic perspective.

Even without historical context, it has been throughout history that ethnic minorities have suffered at the hands of racism and stereotypical responses. For Esperanza, her unwillingness to accept the house on Mango street stems from the shame she feels for her impoverished lifestyle influenced by socioeconomic factors that have existed as long as humanity. To emphasize cultural differences, the narrator writes, “At school they say my name funny as if the syllables were made out of tin and hurts the roof of your mouth. But in Spanish my name is made out of a softer something, like silver…” (10). Esperanza expresses the desire to change her name finding fault in her heritage through others’ mispronunciation. She further stresses this difference by describing Meme’s sheepdog as having “two names, one in English, one in Spanish” (21).

In a chapter that most directly addresses racial tension “Those Who Don’t”, Esperanza writes, “Those who don’t know any better come into our neighborhood scared. They think we’re dangerous. They think we will attack them with shiny knives. They are stupid people who are lost and got here by mistake” (28). Esperanza explains that her mother thinks she could have been someone, but that she lived in this city her whole life (90). Women throughout the novel are depicted as victims of circumstances, and otherwise incapable of transcending their current station in life—examples include Esperanza’s mother, Rafaela, Sally, and Ruthie. These women are also portrayed not only as victims, but prisoners of fate, one which Esperanza seeks to escape. Esperanza’s last words allude to her desire to not only leave Mango street, but to use any future successful accomplishments to come back for the ones she left behind, “for the ones who cannot out” (110).

Please provide a good hook for an essay about how Atticus from To Kill a Mockingbird is a good father.

Good hooks can start with an interesting quote, a short anecdote, a thoughtful rhetorical question, or a statement that rings a profound truth about the subject to be discussed in the essay. Sometimes writing out the essay first can help a writer to discover that truth. Then go back and write the hook after the essay is written. In this case, the truth to be discovered is Atticus from Lee's To Kill a Mockingbird. Atticus is a father, brother, widower, lawyer, state legislator, and a pillar of his community. (That list of facts could be tweaked into a good opening statement, in fact.) Consider how Atticus speaks and acts to discover the quality of his character and then a profound statement can be created.

Essential passages that highlight the truth found in Atticus Finch can help. Take for example when Miss Maudie and Scout are discussing people in the community who hide secrets behind closed doors. Scout defends her father and Miss Maudie agrees as follows:

"'Atticus don't ever do anything to Jem and me in the house that he don't do in the yard,' I said, feeling it my duty to defend my parent.

'Gracious child. . . I'll say this: Atticus Finch is the same in his house as he is on the public streets'" (46).

The above passage shows that people know that Atticus doesn't have anything shameful to hide from the community and is an upstanding man. This would be good to used if the essay is about his good character.

Next, from Jem's perspective, he sees Atticus as a mystery; but every time he learns something new about his father, he adds to his list of talents for his father. Jem is amazed to learn that his father is a dead shot when he kills a mad dog, but he proudly tells Scout that "Atticus is a gentleman, just like me!" (99). This could be a good quote to use about his character or as and example of a good male role model for Jem.

Finally, the community respects Atticus for the honorable man he is whether they spit in his face or honor him. The best way Tom Robinson's community showed their respect and appreciation for Atticus defending Tom was to give him loads of food the next morning after the trial. Atticus was humbled to the point that he couldn't touch the food they brought him. Also, they showed their respect by standing and waiting for Atticus to exit the courtroom before they left after Tom's trial. Reverend Sykes taught Scout to honor her father in the following passage:

"I looked around. They were standing. All around us and in the balcony on the opposite wall, the Negroes were getting to their feet. Reverend Sykes's voice was a distant as Judge Taylor's: 'Miss Jean Louise, stand up. Your father's passin'" (211).

For a good hook about Atticus, determine the focus--whether it is about being a father, a leader in the community, or a humble man--and then use any one of the references above to help out.

What is The Help by Kathryn Stockett about?

The Helpis a work of historical fiction set in Jackson, Mississippi, during the years 1962-1964. The time and place are marked by the strong racial divide between white and black people. The Jim Crow laws are still in effect. The American civil rights movement is just beginning. A key juxtaposition lies in the fact that most white households here employ black maids. At its core, this book offers insights in how women from the...

The Help is a work of historical fiction set in Jackson, Mississippi, during the years 1962-1964. The time and place are marked by the strong racial divide between white and black people. The Jim Crow laws are still in effect. The American civil rights movement is just beginning. A key juxtaposition lies in the fact that most white households here employ black maids. At its core, this book offers insights in how women from the two races live and work under such circumstances: together yet separately, and certainly not equally.

The storyline unfolds in chapters told by three characters: Aibileen Clark, Minny Jackson, and Eugenia “Skeeter” Phelan. Aibileen and Minny are maids. Skeeter is a young white woman who just graduated from Ole Miss. She grew up in Jackson, but after college sees her hometown with fresh eyes. She’s disturbed by the way her friends treat “the help.” Eventually, she interviews a number of the maids, including Aibileen and Minny, in order to publish a book about the relationships between maids and their employers in an unnamed city in the Deep South. The time is right for people to start talking about such things. By the end of the story, all three main characters have undergone changes in their lives. Aibileen—whose chapters both begin and end this book—may be considered the touchstone character and the one who is the most changed, both emotionally and intellectually. She has a wide-open future ahead of her.

You can also catch glimpses of the women’s rights movement here. Skeeter longs to land a job as a journalist, while all the other women in the Jackson Junior League focus on landing husbands, having children, and managing their households, including the staff. By the end of the 1960s, the ratio of working to stay-at-home women will have begun to change.

How did the earth come to be?

While some of the details about how the earth came to be remain a mystery, scientists have learned much from studying old rock materials and observing natural phenomena in space. The earth was formed about 4.6 billion years ago when bits of rocks and dust floating in space began to clump together due to their gravitational pull. At this time, many of the other planets in our solar system were beginning to form from the...

While some of the details about how the earth came to be remain a mystery, scientists have learned much from studying old rock materials and observing natural phenomena in space. The earth was formed about 4.6 billion years ago when bits of rocks and dust floating in space began to clump together due to their gravitational pull. At this time, many of the other planets in our solar system were beginning to form from the same cloud of gas and particulates. In fact, the sun was formed from the gases in this cloud. 

As the bits of rock and dust began to clump together, they amassed into bigger forms like asteroids, repeatedly slammed into each other by gravity. These large rock masses drew even more particulate in-- think of how meteorites are drawn in by our planet's gravitational pull. The collisions caused extreme volcanism, so the surface of our planet was molten rock for a long time. Eventually, the planet began to cool and the crust was formed. With a cooled crust, hydrogen and oxygen in the atmosphere were able to form into liquid water, creating the oceans on our planet's surface.

The same geological and cosmological processes which formed our planet are still at work today, as meteorites continue to fall to the earth and volcanoes are constantly spilling out fresh lava. You could say our planet is still being made!

What did Della sell to get the $20.00 she needed to buy her husband's present?

Della had beautiful brown hair. Most women in her day let their hair grow very long and had to pin it up in a sort of bouffant style. Della was proud not only of the rich quality of her hair but of its length. O. Henry describes the length as follows:

So now Della's beautiful hair fell about her, rippling and shining like a cascade of brown waters. It reached below her knee and made itself almost a garment for her. 

She must have spent many hours caring for her hair. Washing it would be a big project, and then letting it dry would take a long time because there were no hair dryers in those days. But most women spent their time at home except when they went shopping. There was a common saying that "A woman's place is in the home." Women also wore dresses that covered them from their necks down to their ankles and had sleeves that covered their arms down to their wrists. The hair and the clothing restricted their movements and seemed to symbolize their domestic confinement and servitude.

Della makes a great sacrifice when she sells her hair. O. Henry describes the transaction in a way intended to show how she must have been feeling. The woman who buys her hair is inconsiderate and rude. Madame Sofronie can turn on her fake Old World charm with people who buy her wigs and toupees, but she makes up for it when she is dealing with hair sellers rather than hair buyers. 

O. Henry spends many words describing Della's beautiful long hair in order to emphasize the stark contrast after she has been scalped. She has traded one problem for another. She wanted to buy Jim a present, but now she is afraid she will lose his love when he sees her.

Within forty minutes her head was covered with tiny, close-lying curls that made her look wonderfully like a truant schoolboy. She looked at her reflection in the mirror long, carefully, and critically. 

It turns out that Jim has also made a sacrifice. He has sold his treasured gold watch. But this is Della's story. Jim is only a minor character who comes in at the end. People will always remember "The Gift of the Magi" as a story about a young woman who sold her hair to buy her husband a present for Christmas.

What are the similarities between the Puritans and the Quakers?

The Puritans and Quakers were similar in that both religious groups faced persecution in England and sought religious freedom in the American colonies; however, the religions differ widely in their beliefs. Quakerism, officially known as the Religious Society of Friends or simply Friends, arose in England as dissenters from the Church of England. Believers in the ability of people to follow what they called their "inner light" to reach a direct relationship with God without...

The Puritans and Quakers were similar in that both religious groups faced persecution in England and sought religious freedom in the American colonies; however, the religions differ widely in their beliefs. Quakerism, officially known as the Religious Society of Friends or simply Friends, arose in England as dissenters from the Church of England. Believers in the ability of people to follow what they called their "inner light" to reach a direct relationship with God without help from clergy, they were heavily persecuted in England until the late 1700s. As a result, many Quakers came to the New World, where they lived in the Massachusetts Bay Colony until many were banished. They also lived in other colonies, including Rhode Island and New Amsterdam (they also faced persecution in New Amsterdam). The Quaker leader William Penn founded the Pennsylvania colony in 1681 as a place where all religions, including Quakers, could practice freely. Quakers were opposed to slavery and pushed for its abolition. They also favored women's rights, pacifism, fair treatment for the mentally ill, and fair treatment of Native Americans.

The Puritans were similar to the Quakers in that they also faced persecution in England and went to the New World to find a place where they could practice their religion freely--first in the Massachusetts Bay Colony. They were followers of John Calvin, the Protestant leader who wanted to cleanse the Church of England of Roman Catholic rituals. While they, like the Quakers, were unhappy with the Church of England, they sought to reform it from within, and they remained part of that church. Unlike the Quakers, their government involved persecuting others and was not open to other religions. They also did not believe in the "inner light," or one's personal connection with God without intervention from clergy, and they did not believe in pacifism or the rights of Native Americans. Over time, many descendants of the original Puritans came to advocate abolitionism (the end of slavery), however. Puritans and Quakers were also similar in that they were known for their industriousness and hard work. 

Why did the civil rights movement happen? I am so confused because some people say different things. Can you tell me the real reason?

The Civil Rights Movement gained attention in the 1950s and the 1960s. African-American were tired of being treated differently than whites. Since the end of the Civil War, they had endured discrimination, harassment, and lynching. Opportunities presented themselves in the 1950s to bring about changes.

When the Supreme Court ruled in Brown v Board of Educationthat separate but equal schools were illegal, the National Association for the Advancement of Colored People began to file...

The Civil Rights Movement gained attention in the 1950s and the 1960s. African-American were tired of being treated differently than whites. Since the end of the Civil War, they had endured discrimination, harassment, and lynching. Opportunities presented themselves in the 1950s to bring about changes.

When the Supreme Court ruled in Brown v Board of Education that separate but equal schools were illegal, the National Association for the Advancement of Colored People began to file lawsuits to desegregate schools. When Rosa Parks was arrested for not giving up her seat on the bus in Montgomery, the Montgomery Bus Boycott was established. The black people of Montgomery refused to ride the buses for 381 days until segregation on buses was ruled to be illegal. The success of these actions led to more actions of nonviolent protests. When white people responded with violent actions toward the nonviolent protesters, as with attempts to protest restaurant segregation and to protest the lack of voting rights, the whole country was able to see what African-Americans were facing. This led to calls for action at the federal level to end segregation and to end the restricting of voting rights. The Civil Rights Act of 1964 and the Voting Rights Act of 1965 accomplished these goals.

Thus, African-Americans being willing to protest and the violent response by some whites were some factors that led to actions that brought about significant changes in the area of Civil Rights in the 1950s and the 1960s.

Who was Herbert Hoover?

Herbert Hoover was President of the United States from 1929-1933. He won the election of 1928 by defeating Al Smith. Prior to becoming President, he was the Secretary of Commerce for the Republican presidencies of Harding and Coolidge.

Herbert Hoover believed in a laissez-faire economic philosophy. He believed the federal government should stay out of economic affairs and let events run their course. He believed businesses would do the right things to get the economy...

Herbert Hoover was President of the United States from 1929-1933. He won the election of 1928 by defeating Al Smith. Prior to becoming President, he was the Secretary of Commerce for the Republican presidencies of Harding and Coolidge.

Herbert Hoover believed in a laissez-faire economic philosophy. He believed the federal government should stay out of economic affairs and let events run their course. He believed businesses would do the right things to get the economy going again if the economy slowed down. President Hoover believed the economy goes through good cycles and bad cycles. Thus, when the Great Depression started, President Hoover believed things would work themselves out without government interference.

Unfortunately, this policy didn’t work as the depression worsened under President Hoover’s leadership. President Hoover reluctantly agreed to get the government more actively involved in ending the Great Depression. The National Credit Corporation formed to help troubled banks loan money. The Reconstruction Finance Corporation and the Emergency Relief and Construction Act tried to provide aid to businesses to create jobs. These actions weren’t enough to reverse the downward spiral, and President Hoover lost his reelection bid in 1932 to Franklin D. Roosevelt.

Who is the magician in Reading Lolita in Tehran?

Reading Lolita in Tehranby literature professor Azar Nafisi is the real-life account of the book club Nafisi led for seven bright women in the privacy of her house in the 1990s, during a time of political and religious repression in Iran. In the book, the women are only able to express their true thoughts and read Western and Persian literature in the intimate meetings of these book clubs, in which they often speak about...

Reading Lolita in Tehran by literature professor Azar Nafisi is the real-life account of the book club Nafisi led for seven bright women in the privacy of her house in the 1990s, during a time of political and religious repression in Iran. In the book, the women are only able to express their true thoughts and read Western and Persian literature in the intimate meetings of these book clubs, in which they often speak about the connection of literature to their lives. The women experience oppression related to their role in Iranian society, and reading works by Austen, Nabokov, and other writers helps them understand and work through their situation. 

In the text, Nafisi often refers to a "magician," who is her friend in whom she often confides. The magician is a former professor who is also opposed to the lack of freedom in Iran. The professor "has withdrawn not just from the Islamic Republic but from life as such." As he can no longer teach the books he loves, he resigns from the university and lives an entirely private life to preserve his academic integrity. When meeting and speaking with the magician, Nafisi becomes more of a student than a teacher, and he motivates her to grow bolder. He also encourages her to inspire her students to find an inner life that is not only defined by the regime's oppressive attitude toward women. He tells Nafisi not to blame all her problems and those of the women in her book club on the regime but instead to find their own internal sources of inspiration and happiness.

Nafisi's relationship with the magician nearly causes her trouble when a vice squad raids the cafe where she is meeting with her friend, as the regime deems it illegal for women and men who are not related or married to meet. She steadfastly refuses to part with her friend, as she is doing nothing wrong in meeting with him. In the end, the magician realizes that Nafisi must leave Iran and go to the West to pursue her academic work and live a freer life. 

In the novel, The Call of the Wild, what is Judge Miller's relationship with Buck?

Judge Miller was Buck’s first owner.  He lived in a big house in Santa Clara Valley, California.  Buck,

“….ruled the estate. Here he was born, and here he had lived the four years of his life" (London 6).

The judge had house dogs and kennel dogs, but Buck ran the whole place. 

“...[Buck] was king, -- king over all creeping, crawling, flying things of Judge Miller's place, humans included" (London 6).

Buck was very close...

Judge Miller was Buck’s first owner.  He lived in a big house in Santa Clara Valley, California.  Buck,

“….ruled the estate. Here he was born, and here he had lived the four years of his life" (London 6).

The judge had house dogs and kennel dogs, but Buck ran the whole place. 

“...[Buck] was king, -- king over all creeping, crawling, flying things of Judge Miller's place, humans included" (London 6).

Buck was very close to the family.  He would swim and hunt with the boys, take long walks with the girls, and keep the Judge company by the library fire.

The gold rush in Alaska had increased the demand for large dogs capable of pulling dog sleds. Buck was a large dog, one hundred and forty pounds, and he would make an excellent sled dog.  The Judge’s greedy gardener, Manuel,  recognized that fact and decided to kidnap the dog and sell him.

The day Buck disappeared, the Judge was at a meeting, and the boys were at a club. Manuel took Buck out for an evening walk. He took Buck to a train station where he met a man who paid him $100 for the dog. After a train ride, Buck was taken to a small saloon. His brass collar was cut off. Without that collar, no one would know that he belonged to the Judge. That night, when the shed door rattled, Buck would expect to see the faces of either the Judge or the boys, but no one came to his rescue.  He would never see the Judge again.

What reaction did Swift want from "A Modest Proposal?"

Swift, a clergyman who was appointed the dean of St. Patrick's Church in Dublin, had written several pamphlets suggesting solutions to the horrific problem of poverty in Ireland. Out of deep frustration, after his ideas were ignored, he wrote "A Modest Proposal," a satire suggesting that if the English planned to "devour" the Irish poor anyway through high taxation, unfair pricing and terrible wages, they might as well allow the poor to make some money...

Swift, a clergyman who was appointed the dean of St. Patrick's Church in Dublin, had written several pamphlets suggesting solutions to the horrific problem of poverty in Ireland. Out of deep frustration, after his ideas were ignored, he wrote "A Modest Proposal," a satire suggesting that if the English planned to "devour" the Irish poor anyway through high taxation, unfair pricing and terrible wages, they might as well allow the poor to make some money by selling their babies as delicacies to be eaten by the rich. He didn't seriously mean for anyone to adopt this proposal. His goal was to shock and shame people who thought of the poor only in economic terms into seeing them as real, suffering humans. He hoped horror at his narrator's idea would finally motivate the people with power to come up with a reasonable alternative to letting so many people suffer and starve. 

How do plant cell undergo mitosis in the absence of centrioles ?

Mitotic cell division is for the purpose of producing more of the same cells for growth and for repair or to replace old worn out cells. A parent cell's genetic material must first be replicated before it can be distributed to two daughter cells at the conclusion of mitosis.

Before mitotic division occurs, during interphase --specifically the S phase of interphase, the DNA of the organism is replicated. Now, chromosomes are in pairs called sister...

Mitotic cell division is for the purpose of producing more of the same cells for growth and for repair or to replace old worn out cells. A parent cell's genetic material must first be replicated before it can be distributed to two daughter cells at the conclusion of mitosis.

Before mitotic division occurs, during interphase --specifically the S phase of interphase, the DNA of the organism is replicated. Now, chromosomes are in pairs called sister chromatids.

Centrioles are tiny organelles with the purpose in animal cells to separate and take up a position on opposite sides of the cell. These centrioles are found in the centrosome, an area of the cell where the spindle is organized. The spindle contains fibers that the replicated chromosomes attach to at their centromeres. The spindle fibers help to later pull apart sister chromatids to opposite poles so that later, two new daughter cells will each have a set of chromosomes. 

Plant cells lack centrioles, however, they are still able to form a mitotic spindle from the centrosome region of the cell just outside of the nuclear envelope. They go through the stages of mitotic division as do animal cells-prophase, metaphase, anaphase and telophase, followed by cytokinesis.

The end of mitosis is when cytokinesis occurs-- the division of the cytoplasm, which is accomplished in plants by the production of a cell plate, made from vesicles inside the cell. This step occurs during telophase and the materials inside vesicles collect together to form the growing cell plate, which eventually fuses with the cell membrane. Ultimately, it divides the cytoplasm into two daughter cells and later becomes part of the cell wall.

Animals form a cleavage furrow and eventually pinch apart to form two daughter cells. 

I hope this clarifies mitosis in plant vs. animal cells! I have attached a diagram of mitosis in plant cells.

From Richard Elliott Friedman's book Who Wrote the Bible, accurately explain the Documentary Source Explanation/Theory for how the Pentateuch was...

Trying to determine the authorship of sacred texts is a fraught activity, as it impinges not just upon scholarly consensus but upon deeply held religious beliefs.

The first five books of the Bible, or the "Pentateuch," were traditionally attributed to Moses, but close reading shows several elements (such as the death of Moses) that could not possibly have been written by Moses himself.

There are several other indicators that these books actually consisted of several...

Trying to determine the authorship of sacred texts is a fraught activity, as it impinges not just upon scholarly consensus but upon deeply held religious beliefs.

The first five books of the Bible, or the "Pentateuch," were traditionally attributed to Moses, but close reading shows several elements (such as the death of Moses) that could not possibly have been written by Moses himself.

There are several other indicators that these books actually consisted of several early documents shaped by later redactors. There are inconsistencies in chronology and narratives suggesting imperfect redaction of independent documents. Both the vocabulary and the theological viewpoints of different sections of the Pentateuch show inconsistencies.  

The first scholar to argue for the documentary source theory was Julius Wellhausen, who was an exemplar of the German movement known as Higher Criticism, a movement that applied scientific philology to Biblical texts. 

He distinguished four major sources for the Pentateuch from evidence of linguistic and theological congruities:

• J or the Yahwist source: c. 950 BCE, written in the southern Kingdom of Judah.


• E or the Elohist source: c. 850 BCE, composed in the northern Kingdom of Israel


• D or the Deuteronomist: c. 600 BCE, composed in Jerusalem


• P or the Priestly source: c. 500 BCE written by priests during the Babylonian exile

In the introduction to Gertrude Stein's The Making of Americans, what does the following quote mean: "I am writing for myself and strangers."

Stein can be an exceptionally difficult writer to understand as she was trying to break writing conventions and force people to concentrate on her words. She relies heavily on repetition and sometimes on punning to make her points.

If we put this quote into a fuller context, we can start to understand it:

I am writing for myself and strangers. This is the only way that I can do it. Everybody is a real one to me, everybody is like some one else too to me. No one of them that I know can want to know it and so I write for myself and strangers.

As a little bit of background, Stein tends to write about Americans as strange or foreign. For instance, the title of her book Four in America, that covers such iconic American figures as the Wright brothers, is a pun on "Foreign America." So for this ex-patriot lesbian, typical American life and values are strange or alien. Her is a different, more elite viewpoint.

Thus, when she says she is writing to strangers, that first includes most of her audience. But more specifically, the people she is writing about are also strangers because they won't recognize themselves in the book. "Everyone is a real one to me," she says, meaning she is writing about real people. "But everyone is like someone else too to me," she says, saying that each of these real individuals is a type too. All of this will be "strange" to the people she is writing about because "no one of them ... can want to know it." People, she says, don't like to accept that they are types as much as individuals.

In the end, she says, people won't understand what she means, so they will remain strangers and not intimates. She repeats this over and over. She says she wants readers, so she has to accept strangers. But since she will understand what she means, she writes to two audiences: herself--who understands--and strangers--most of the rest of the world, which refuses or is unable to see what she sees. 

Stepping into Stein's writing is stepping into a truly other world, one that reflects ways of thinking we have to some extent abandoned. One of these is her notion that the artist understands and sees things that the rest of the mere mortals of the world don't. 

What advances were made by these ancient cultures-the Yanshoa, the Longshan, the Xia,the Shang, and the Zhou?

Since this question asks to discuss over 5,000 years of Chinese history, it is going to be difficult to discuss any one of the periods at great length. The Yan Shao civilization was during the neolithic period and the people practiced advanced farming methods during this time, relying mostly on millet. There is evidence of the beginnings of rice farming during the period. The Yan Shao improved farming technologies including the use of the grinding...

Since this question asks to discuss over 5,000 years of Chinese history, it is going to be difficult to discuss any one of the periods at great length. The Yan Shao civilization was during the neolithic period and the people practiced advanced farming methods during this time, relying mostly on millet. There is evidence of the beginnings of rice farming during the period. The Yan Shao improved farming technologies including the use of the grinding stone for the production of flour. The Yan Shao also developed early pottery and there is evidence of silk and hemp production as well.

The Longshan culture saw the introduction of copper and increased domestication of animals. New tools were fashioned including a type of drill and more advanced shovels. Pottery production became more efficient. There is early evidence of oracle bones that would become prominent during the Shang period. The Longshan period saw the establishment of early social structures in China.

The first Chinese dynasty was the Xia Dynasty. They were the first to use irrigation for farming. The Xia also introduced the use of bronze to China, which helped it to create a very strong army. The Shang Dynasty continued the mastery of bronze to create more sophisticated implements. The Shang is credited with the development of writing in China and were the first record keepers. In addition to the horse-drawn chariot, the Shang also developed a decimal system and 12-month calendar.

The Zhou dynasty introduced the utilization of iron in China. This had a profound effect on warfare and agriculture. They improved government by utilizing Confucian ideals and the social system was changed to enhance the position of scholars. The Zhou were known to produce glass and to create objects that included gold and silver. The Zhou are also credited with creating the first geographical maps and for discovering magnetism.

How does Scout perceive Boo in to Kill a Mockingbird? Include specific evidence found in the text to back up your statements.

At the beginning of the novel, Scout percieves Boo as the frightening neighbor who terrorizes animals and commits small crimes throughout the community during the night. In Chapter 1, Scout refers to Boo Radley as the "malevolent phantom." (Lee 10) In Chapter 5, Scout is sitting with Miss Maudie on her front porch and asks her if Boo Radley is still alive. Miss Maudie tells Scout that Boo is still alive because she...

At the beginning of the novel, Scout percieves Boo as the frightening neighbor who terrorizes animals and commits small crimes throughout the community during the night. In Chapter 1, Scout refers to Boo Radley as the "malevolent phantom." (Lee 10) In Chapter 5, Scout is sitting with Miss Maudie on her front porch and asks her if Boo Radley is still alive. Miss Maudie tells Scout that Boo is still alive because she had not seen him carried out yet. Scout says, "Maybe he died and they stuffed him up the chimney." (Lee 57) When Maudie asks Scout where she would even get that idea from, Scout tells her that's what Jem thought. Scout believes her older and Jem's imaginative descriptions of Boo Radley has affected the way Scout perceives Boo. Scout fears Boo Radley and in Chapter 6 she is hesitant to follow her brother and Dill on their "raid." Based off of the rumors, Scout believes that Boo is a violent individual capable of heinous acts. In Chapter 8, Mrs. Radley dies. Scout and Jem believe that Boo had finally killed his mother, but are disappointed when Atticus tells them she died of natural causes. Later on in the chapter, Boo quietly covers Scout with a blanket without her knowing while she is standing outside watching Maudie's house burn. The next morning, Atticus tells Scout that Boo Radley was the one who gave her the blanket. When Scout hears this, she almost throws up. At this point in the novel, Scout still perceives Boo as a threat but is beginning to question his intentions. As the novel progresses, Scout begins to view Boo Radley with sympathy and doesn't think they should "bother" him anymore. At the end of the book, Scout finally perceives Boo for who he really is...their kind, caring, shy neighbor.

In "Hills Like White Elephants," why do you think Hemingway chose to tell this story as a dialogue between two opposing characters?

Earnest Hemingway was well known for his “iceberg” writing style, where most of the meaning is “below the surface.” A modernist writer, Hemingway wanted to depict things as they really were without providing much interpretation for the reader; instead, the reader is to make meaning for himself. For this reason, “Hills Like White Elephants” is told from a narrator who seems to simply be observing a conversation between two people. Their conversation is much like...

Earnest Hemingway was well known for his “iceberg” writing style, where most of the meaning is “below the surface.” A modernist writer, Hemingway wanted to depict things as they really were without providing much interpretation for the reader; instead, the reader is to make meaning for himself. For this reason, “Hills Like White Elephants” is told from a narrator who seems to simply be observing a conversation between two people. Their conversation is much like a real conversation between two people who are struggling to communicate and understand each other. Much of what the characters really mean and feel is unspoken. Their conversation seems simple and mundane at the surface, but in reality they are discussing something that could potentially change their lives. The woman, Jig, and her boyfriend are discussing whether to have an abortion. When Jig says, “that’s all we do, isn’t it-- look at things and try new drinks?” she seems to be implying that she wants something more out of life, that their current way of living has become dull and meaningless to her. Throughout the conversation, it seems that she does not want to go through with the abortion,  but she never comes right out and says it. On the other hand, the unnamed man seems to want her to go through with the operation, but he never comes right out and says this, either. The narrator observes this conversation and this difficulty in communication without commenting on it, allowing the reader to take meaning for himself.

How are doting parents addressed by the author?

Although it may sound like the author is speaking to us directly as Chapter 1 begins, we don't want to assume that the author and the narrator are the same person. So, let's consider instead how the narrator of Matilda addresses parents who dote on their children, and then you can take a pretty good guess as to whether those views are also held by the author.

The narrator spends the first six paragraphs of Chapter 1 talking about how terrible it is when parents dote on (spoil) their kids. This discussion is very funny, and enjoyable yet shocking for kids and parents to read. Let's take a close look:

"Even when [doting parents'] own child is the most disgusting little blister you could ever imagine, they still think that he or she is wonderful."

This means that some parents have a kid who is a total monster, with awful behavior, and yet the parents still believe that the kid is "wonderful."

The narrator goes on to say that parents can be "blinded" by their love for their kids, and then these parents successfully lie to themselves about how smart their kids are. Having to hear these proud parents talk about their so-called brilliant kids makes the narrator want to throw up:

"'Bring us a basin! We're going to be sick!'"

This is funny, of course, but the narrator doesn't stop there. He describes how he'd like to deliver a reality check to parents like this by writing horribly insulting (yet true) things about their kids on their report cards. Here's an example of an insult he'd love to write about a stupid child whose parents believe she is smart:

"'Fiona has the same glacial beauty as an iceberg, but unlike the iceberg she has absolutely nothing below the surface.'"

In sum, the narrator addresses the subject of doting parents by exploring how annoying it is when they over-value their children and overestimate their children's intelligence, using humor and exaggeration.

But ultimately, all this discussion is just a way for the narrator to explain how terrible it is when parents don't care about their kids at all. All this humor, then, has been a lead-up to the assertion that "far worse than the doting ones" are the parents who aren't even interested in their kids.

That's when we meet Matilda, and that's when we understand the unfairness and tragedy of her parents' lack of interest in her.

What is meant by the line, "And the continuance of their parents' rage"?

The prologue of Romeo and Juliet not only sets the scene for what the audience is about to see, but also predicts the doomed ending of both Romeo and Juliet.  Thus, from the outset, we know that Romeo and Juliet will die at the end.

The line you referred to is part of a larger set of lines:

The fearful passage of their death-marked love

And the continuance of their parents' rage,

Which, but their...

The prologue of Romeo and Juliet not only sets the scene for what the audience is about to see, but also predicts the doomed ending of both Romeo and Juliet.  Thus, from the outset, we know that Romeo and Juliet will die at the end.

The line you referred to is part of a larger set of lines:

The fearful passage of their death-marked love

And the continuance of their parents' rage,

Which, but their children’s end, naught could remove,

Is now the two hours' traffic of our stage (Prologue, lines 9-12)

Essentially, the lines say that for the next two hours (the approximate length of the play) we will learn about the story of Romeo and Juliet's love and of their parents' anger.  The 'continuance of their parents' rage' refers to that anger, an anger that has continued through a long-standing feud.  The next line tells us that "naught could remove" the anger except "their children's end."  In other words, only something as horrific as their children's deaths could stop the anger and and the feuding.

In the play "Copenhagen", how is conformity rewarded?

In “Copenhagen”, Werner Heisenberg is confronted with a terrifying dilemma: develop a nuclear weapon for Nazi Germany, or risk annihilation if the Allies develop one first. Heisenberg desperately wants to protect Germany and the people he loves, but is not sympathetic to the Nazi cause nor is he a member of the party. In order to carry on the research in Germany and still control the flow of information on the nuclear project, he at...

In “Copenhagen”, Werner Heisenberg is confronted with a terrifying dilemma: develop a nuclear weapon for Nazi Germany, or risk annihilation if the Allies develop one first. Heisenberg desperately wants to protect Germany and the people he loves, but is not sympathetic to the Nazi cause nor is he a member of the party. In order to carry on the research in Germany and still control the flow of information on the nuclear project, he at least has to pay lip service to his Nazi supervisors. He believes that by conforming to the Nazi party line, at least outwardly, he can perhaps have it both ways: develop the weapon but still keep the Nazis from learning precisely how it works. His strategy is deeply nerve-wracking but successful: although his colleague Bohr is horrified by what he sees as Heisenberg’s complicity with an evil regime, and although the Nazis still view Heisenberg with slight suspicion at his refusal to join the party, he manages to be allowed to carry on his research. His conformity makes him able to work both for and against the Nazis, while keeping his true priorities…uncertain.

In "There Will Come Soft Rains," at what point does the house go from being an automated thing into something more human like? Who/what can...

In “There Will Come Soft Rains” there are no human characters.  The closest the author comes to a human character is an automated computer. Humans have been eliminated and all that is left are their automated creations.  The computer operates as if the family is still there.  The computer takes on human characteristics when it chooses the poem for Mrs. McClellan, the lady of the house.  It chooses the poem “There Will Come Soft Rains” by Sara Teasdale.  The poem describes how nature will be unaffected by human extinction. 

“And Spring herself, when she woke at dawn Would scarcely know that we were gone.” (pg 2)

After that the house is explained in human terms. 

“At ten o’clock the house began to die.”  (pg. 2)

“The house shuddered, oak bone on bone, its bared skeleton cringing from the heat, its wire, its nerves revealed as if a surgeon had torn the skin off to let the red veins and capillaries quiver in the scalded air.” (pg 2)

When a tree bough breaks, crashes into the house and starts a fire, the house begins to scream and wail. The house fights back valiantly with

“…..blind robots …..gushing green chemicals” 

But the house is no match for the fire.  Its reserves of water have been depleted because the humans have not replenished them.  It has nothing to fight with, so it loses the battle. 

A protagonist is described by Merriam Webster as “ an important person who is involved in a competition, conflict, or cause”. (See below for documentation).  Since there are no humans in this story, and the house has taken on human characteristics, the protagonist is the house. The reader wants the house to survive. 

An antagonist, according to Merriam Webster is “a person who opposes another person” (see below for documentation).  Although there are no people in this story, the fire also has human characteristics. 

“Now the fire lay in beds, stood in windows, changed the colors of drapes.” (pg 2)

The fire is even given the ability to think.

“But the fire was clever.  It had sent flames outside the house, up through the attic to the pumps there……” (page 2)

So the protagonist is the house, and the antagonist is the fire.

My copy of the story is from the internet, so the pages may not coincide with your copy, but they should be close.

What is the meaning of Dee changing her name to Wangero in ''Everyday Use''?

By changing her name, Dee hopes to establish a new identity.

Dee assumes the African name of Wangero and now wears clothing that reflects African rather than American culture because she has embraced Cultural Nationalism. As part of this new culture, Dee rejects all that represents what she feels is an oppressed past. Part of this past is her name, which is traceable to an aunt named Dicie, who was called "Big Dee." She was...

By changing her name, Dee hopes to establish a new identity.

Dee assumes the African name of Wangero and now wears clothing that reflects African rather than American culture because she has embraced Cultural Nationalism. As part of this new culture, Dee rejects all that represents what she feels is an oppressed past. Part of this past is her name, which is traceable to an aunt named Dicie, who was called "Big Dee." She was named after other ancestors who would probably go back as far as the Civil War, the mother/narrator states. And, when the mother explains that the name Dee has long been in the family, Asalamalakim, Wangero's boyfriend, observes, "Well...there you are," implying that the name belongs to the former oppressors and should be rejected.

Dee's rejection of her own name is significant. By changing her name, she rejects not only her people's past history of enslavement and poverty, but she also repudiates her own family heritage. Although uneducated, the mother does not miss the significance of Wangero's repudiation. So, when her daughter asks for family heirlooms such as the butter churn and the quilts, the mother recognizes that Dee will not use them properly but only wants them for display. For this reason the mother gives the quilts to Dee's sister, Maggie. After all, it is Maggie who knows the history of the handmade quilts. Therefore, she will give these quilts fond "everyday use" and not just hang them somewhere.

What is Paul's behavior? Why is he acting this way?

Paul acts the way he does because he has a sense that he was meant for better things than the meager life available to him on Cordelia Street. The story begins with him facing a disciplinary panel at his school; he is in trouble for being disrespectful, but his drawing master has a different insight -- "I don't really believe that smile of his comes altogether from insolence; there's something sort of haunted about it.......

Paul acts the way he does because he has a sense that he was meant for better things than the meager life available to him on Cordelia Street. The story begins with him facing a disciplinary panel at his school; he is in trouble for being disrespectful, but his drawing master has a different insight -- "I don't really believe that smile of his comes altogether from insolence; there's something sort of haunted about it.... There is something wrong about the fellow." Part of what is "wrong" is that Paul has an imagination that can't easily be controlled, and he longs for the fine life he sees second hand as an usher at Carnegie Hall. He will lie or do anything that will offer him a glimpse of that glamorous life. After one concert, he follows a famous opera singer to her hotel, gazing after her: when the singer entered the hotel "it seemed to Paul that he, too, entered. He seemed to feel himself go after her up the steps, into the warm, lighted building, into an exotic, tropical world of shiny, glistening surfaces and basking ease." This in stark contrast to his own home, and his domineering father, who terrifies him. Paul is suffocated by the middle class life he leads, and becomes desperate to get out, and find for himself the life he believes he is entitled to. That is why he steals the money and runs away -- he decides it is better to live a few days the way he thinks he was meant to, than spend a whole lifetime in fear and misery and self-loathing.

What did Nick think of Gatsby's party?

Nick had watched the festivities at Gatsby's house from afar, so he nervously anticipated attending after he received a personalized invitation.  He is surprised to find that his host is somewhat of a myth and that none of the guests actually seem to know what he looks like.  Rumors circulate as often as the trays of liquor among the guests about Gatsby's background.  Nick sees these gossipmongers as superficial and shallow, a reflection of the...

Nick had watched the festivities at Gatsby's house from afar, so he nervously anticipated attending after he received a personalized invitation.  He is surprised to find that his host is somewhat of a myth and that none of the guests actually seem to know what he looks like.  Rumors circulate as often as the trays of liquor among the guests about Gatsby's background.  Nick sees these gossipmongers as superficial and shallow, a reflection of the party itself.  One guest sums up the attitude of the majority:

"I like to come," Lucille said. "I never care what I do, so I always have a good time."

These guests, though, are set up as a contrast to Gatsby's himself, who does not drink or participate in the frivolity of his own party.  He is a mostly silent observer, and Nick is fascinated by him.  Despite the carnival atmosphere of the party Gatsby hosts, Nick sees him as above the fray, as an admirable man very different from the guests he entertains.  Nick views the party as a conglomeration of attention-seeking free-loaders who can see no further than tonight's good time.

What career/subjects should a gifted English, art, and history student pursue? I excel at reading, writing, drawing and painting as well as...

This is a great question and powerful subject for students of all interests to ponder. I'd like to answer it in two ways. First off, you admit to being lazy and having some issues with feeling trapped, not enjoying your relationships, having anxiety and depression, etc. Have you tried to address these issues and see if your scholastic work might improve as a result? What about focusing on activities and people that actually make you...

This is a great question and powerful subject for students of all interests to ponder. I'd like to answer it in two ways. First off, you admit to being lazy and having some issues with feeling trapped, not enjoying your relationships, having anxiety and depression, etc. Have you tried to address these issues and see if your scholastic work might improve as a result? What about focusing on activities and people that actually make you feel good? There is an old saying: bloom where you're planted. Maybe there are things about your town that are not familiar to you that might interest you; have you checked out any local museums, libraries, or historical sites? Everywhere in America has a history; and you say you are interested in history. So start with where you live!

Also: I edited your question and noticed you did not capitalize the beginnings of some sentences, and there were some misspellings. Maybe putting the extra effort into making sure everything is proofread and perfect before posting would help you feel a greater sense of accomplishment? Of course everyone makes a typo now and then! But working to make your own writing stand out in this way can help eliminate the sense that you're not working as hard as you should.

As for career possibilities: speaking as someone with an English degree, I can say it does often appear to look a bit dire out there for the humanities field for career options. But the reason to study language, arts and history should not be for its money-making potential. It should be because it stimulates you and makes you a more well-rounded person. That is why they're referred to as "the humanities" after all! Having solid skills in writing and being literate and informed about a variety of subjects makes you a good job candidate for almost any field, as well as a more interesting and capable person.

Creativity is useful in many fields, from academia to advertising, or in the worlds of technology and business. You could look into historic preservation, or working for a non-profit organization. Publishing is still a growing industry in many ways, as is journalism; but technology has changed these occupations in recent years. Once you determine what your strongest skills are (and this may not become apparent until you enter the job market and spend a bit of time there), you will be better able to choose the job that is best for you. The search for work should consider not just what skills are needed, but what working conditions best suit your personality. For example, some people enjoy interaction with many people; others enjoy working alone. Some enjoy a fast-paced environment, while some like a more quiet place to work. You will find that there are many different kinds of work situations out there and hopefully you will find the one that is best for you. Good luck!

What does opening the door for Elijah symbolize?

In my family, and many others, I am sure, welcoming Elijah into the house on Passover also means offering him a glass of wine, which we always referred to as "Elijah's Cup."  We fought over the honor of opening the door for him. Elijah's cup is always a fancy goblet, set in the middle of the table, filled to the brim with wine for him.  Historically, there have been rabbinical disagreements over whether Jewish people...

In my family, and many others, I am sure, welcoming Elijah into the house on Passover also means offering him a glass of wine, which we always referred to as "Elijah's Cup."  We fought over the honor of opening the door for him. Elijah's cup is always a fancy goblet, set in the middle of the table, filled to the brim with wine for him.  Historically, there have been rabbinical disagreements over whether Jewish people are supposed to drink four or five glasses of wine during the Passover meal, the Seder, and this fifth glass has turned into Elijah's cup, a fifth cup, a way of hedging on what the requirement really is supposed to be.  When I was a very young child, maybe four or five, on one Passover at an aunt and uncle's house, I swear I saw the level of wine go down in Elijah's cup after the door was opened. My family has always been quite skeptical about this. Of course, imagine the effect of even a few sips of wine on a small child!

What is a general summary of each section of Food Politics by Marion Nestle?

Nestle's text can be broken down into three main sections, all of which support her main argument: that the food industry insidiously affects consumers' health and well-being by regulating and influencing the food supply. 

Part One provides an overview of food advice in the United States with respect to how lobbyists and the USDA have encouraged Americans to eat more in order to prevent disease, then in an effort to fight obesity, the government has...

Nestle's text can be broken down into three main sections, all of which support her main argument: that the food industry insidiously affects consumers' health and well-being by regulating and influencing the food supply. 

Part One provides an overview of food advice in the United States with respect to how lobbyists and the USDA have encouraged Americans to eat more in order to prevent disease, then in an effort to fight obesity, the government has advised consumers to eat less. Nestle then focuses on how lobbyists created the food pyramid to suit the needs of manufacturers (namely dairy and meat producers). By the same token, the USDA is called into question, as their role in developing and legitimizing the Food Pyramid further points to the idea that the food industry concerns itself more with profit over health.

In Part Two, Nestle explores how various companies in the food industry influence government policy on food. To illustrate this, Nestle discusses the Banana Wars (between Chiquita and the EU), as well as sugarcane production in the South. In both of these scenarios, lobbying and campaigning contributions figured prominently into the equation. Nestle sums up these findings by exploring how these practices actually influence what the public eats. 

The third section of the text analyzes the ways in which advertising campaigns have negatively influenced the eating practices of children, namely the availability of sugary, carbohydrate laden foods at schools. 

The final section of the text offers several case studies which illustrate how the deregulation of dietary supplements has influenced American health habits. Continuing in the same vein, Nestle devotes three chapters to designer foods and their subsequent impact on American health. Overall, this discussion provides a valuable reiteration of Nestle's main argument.

`f(x) = (2x)/(1 + x^2)^2, [0, 2]` Find the average value of the function on the given interval.

Given `f(x)=(2x)/(1+x^2)^2, [0, 2]`

Average Value Formula=`1/(b-a)int_a^bf(x)dx`

`f_(ave)=1/(2-0)int_0^2(2x)/(1+x^2)^2dx`

`=(1/2)*2int_0^2x/(1+x^2)^2dx`

`=int_0^2x/(1+x^2)^2dx`

Integrate using the u-subsitution method.

Let `u=1+x^2`

`(du)/dx=2x`

`dx=(du)/(2x)`

`=int_0^2x/u^2*(du)/(2x)`

`=(1/2)int_0^2(1/u^2)du`

`=(1/2)int_0^2(u^-2)du`

`=(1/2)(u^-1)/(-1)|_0^2`

`=(-1/2)[1/u]_0^2`

`=(-1/2)[1/(1+x^2)]_0^2`

`=(-1/2)[1/(1+(2)^2)-1/(1-0^2)]`

`=(-1/2)[1/5-1]`

`=(-1/2)(-4/5)`

`=2/5`

The average value is 2/5.

Given `f(x)=(2x)/(1+x^2)^2, [0, 2]`

Average Value Formula=`1/(b-a)int_a^bf(x)dx`

`f_(ave)=1/(2-0)int_0^2(2x)/(1+x^2)^2dx`

`=(1/2)*2int_0^2x/(1+x^2)^2dx`

`=int_0^2x/(1+x^2)^2dx`

Integrate using the u-subsitution method.

Let `u=1+x^2`

`(du)/dx=2x`

`dx=(du)/(2x)`

`=int_0^2x/u^2*(du)/(2x)`

`=(1/2)int_0^2(1/u^2)du`

`=(1/2)int_0^2(u^-2)du`

`=(1/2)(u^-1)/(-1)|_0^2`

`=(-1/2)[1/u]_0^2`

`=(-1/2)[1/(1+x^2)]_0^2`

`=(-1/2)[1/(1+(2)^2)-1/(1-0^2)]`

`=(-1/2)[1/5-1]`

`=(-1/2)(-4/5)`

`=2/5`

The average value is 2/5.

Why did God cast Satan out of heaven?

God cast Satan out of heaven because Satan, through pride, lust, and greed, wanted to usurp God’s heavenly throne. Satan wanted to be as God at the very least, and also above God. He was full of pride because of his beauty. First we’ll consider the biblical references to Satan’s expulsion then some discourse in Paradise Lost (by John Milton) concerning this expulsion.

God created Satan as a beautiful and talented angelic being – a covering cherub, as the Holy Bible states. However, the Bible states:

 “Your heart became proud on account of your beauty, and you corrupted your wisdom because of your splendor. So I threw you to the earth; I made a spectacle of you before kings.”

            [Ezekiel 28:17 – New International Version (NIV)]

Satan was cast to the earth, as well as those angels (now demons) who chose to follow his corrupt ways. A third of the angels listened to Satan’s devious plans and followed Satan, hoping to seize God’s throne and rule the universe with Satan. The demons (formerly angels) fell to the earth with Satan – essentially evicted from heaven.

In Isaiah 14:13, it states that Satan desired to be the leader in heaven above all the angels.

“You said in your heart, "I will ascend to the heavens; I will raise my throne above the stars of God; I will sit enthroned on the mount of assembly, on the utmost heights of Mount Zaphon.”

[Isaiah 14:13 - New International Version (NIV)]

In Paradise Lost, on page 114 of my hard copy version (The Works of John Milton – The Wordsworth Poetry Library) it states that the “infernal Serpent”, Lucifer who became Satan:

what time his pride

Had cast him out from Heaven, with all his host

Of rebel Angels, …

Therefore, we see here that Paradise Lost’s rendition of this event synchronizes with the biblical account. Furthermore, the account continues on this page 114 that Satan did indeed conspire to “set himself in glory above his peers.” Pride was certainly the downfall of the Devil and this is corroborated in the biblical account and in the epic poem Paradise Lost. On the next page in the Wordsworth edition of Paradise Lost, its states that God (the Almighty Power) cast Satan downward to earth so no profane and immoral being would inhabit the holy expanse of Heaven. It states that God expelled Satan and he was hurled:

… headlong flaming from the ethereal sky,

With hideous ruin and combustion, down

To bottomless perdition, there to dwell

In adamantine chains and penal fire,

Consequently, it is now obvious to the reader of the biblical account and the Paradise Lost account that God would not give space to rebellion in his Holy Heaven. Lucifer and his demons had freedom of choice, just as human beings do. He is suffering the consequences of the choice he made – his demons are as well. In Paradise Lost, Satan subsequently conspires to deceive Man and he also desires to regain his former exalted position in Heaven.

Satan wanted to be God. He thought that he was so excellent and wonderful that he should sit on the throne of Heaven. However, a created being is not, and cannot be, above the One who created him. Satan was cast out of Heaven because of his rebellion against God and God’s Government and Laws.

How is Measure for Measure a problem play?

Measure for Measurehas been called a problem play because, while it is a comedy (meaning it has a happy ending), it is so bleak in its outlook on human nature that it veers toward tragedy. In the play, the Duke of Vienna becomes aware that people no longer fear his authority, so he takes a trip and puts his advisor Angelo in charge, asking him to restore law and order. Angelo proves to be...

Measure for Measure has been called a problem play because, while it is a comedy (meaning it has a happy ending), it is so bleak in its outlook on human nature that it veers toward tragedy. In the play, the Duke of Vienna becomes aware that people no longer fear his authority, so he takes a trip and puts his advisor Angelo in charge, asking him to restore law and order. Angelo proves to be a cruel hypocrite, who is willing to execute a man named Claudio. Claudio technically broke the law against extramarital affairs by getting his fiance pregnant, but this was not to take advantage of the woman: Claudio and the fiance are deeply in love and planning to marry. Angelo reveals his hypocrisy when he offers to trade Claudio's life for sex with Claudio's sister Isabella. How can Angelo execute one man for premarital sex and then propose to secretly engage in it himself? We also discover that Angelo jilted his fiancee Mariana when he realized that her money was gone. 

Characters in the play display hypocrisy, cruelty, abuse of power, and cowardice. As in Hamlet, Shakespeare examines a world of corruption, where appearances can't be trusted, seemingly good people are evil, people use other people ruthlessly to advance their own goals, and a legal system can be run inhumanely. These are grim themes for a comic play. 

`x - 2y + 5z = 2, 4x - z = 0` Solve the system of linear equations and check any solutions algebraically.

Since the number of equations is smaller than the numbers of variables, the system is indeterminate.

You may write the first equation, such that:

`x + 5z = 2 + 2y`

You need to use a greek letter for y, such that:

`y = alpha`

`x + 5z = 2 + 2alpha => x = 2 + 2alpha - 5z`

You may replace `2 + 2alpha - 5z` in the equation x = z,...

Since the number of equations is smaller than the numbers of variables, the system is indeterminate.

You may write the first equation, such that:

`x + 5z = 2 + 2y`

You need to use a greek letter for y, such that:

`y = alpha`

`x + 5z = 2 + 2alpha => x = 2 + 2alpha - 5z`

You may replace `2 + 2alpha - 5z` in the equation x = z, such that:

`z = 2 + 2alpha - 5z => 6z = 2 + 2alpha`

`z = 1/3 + (alpha)/3`

Hence, evaluating the solutions to the system, yields `x =  1/3 + (alpha)/3, y = alpha, z =  1/3 + (alpha)/3.`

How did the laws of the United States affect the immigrants' lives?

The laws of the United States affected the lives of the immigrants in several ways. Some laws were passed that restricted immigration to the United States. The Emergency Quota Act and the National Origins Act of the 1920s restricted immigration to the United States. As a result, immigrants in this country had to delay bringing other family members who wanted to come to the United States. The Chinese Exclusion Act banned Chinese immigration to the...

The laws of the United States affected the lives of the immigrants in several ways. Some laws were passed that restricted immigration to the United States. The Emergency Quota Act and the National Origins Act of the 1920s restricted immigration to the United States. As a result, immigrants in this country had to delay bringing other family members who wanted to come to the United States. The Chinese Exclusion Act banned Chinese immigration to the United States for ten years. Those Chinese people who were already in the United States couldn’t become citizens for ten years. These immigration laws had a negative impact on some of the immigrants and their families.

Of course, immigrants were expected to follow the laws of the United States. When the immigrants came here, they were processed at Ellis Island if they came from Europe and were processed at Angel Island if they came from Asia. Whatever laws were passed in the cities in which they lived applied to the immigrants. Many immigrants took jobs in factories. The immigrants were expected to follow all of the laws related to working as well as the rules and regulations of the factories. Unfortunately, there weren’t many laws that protected immigrants from abuses that existed in the workplace or in the cities in which they lived. The expectation was that immigrants would follow all local, state, and federal laws.

What was the Great Burning in "By the Waters of Babylon?"

At the beginning of “By the Waters of Babylon,” we do not really know what the Great Burning was in any precise way. However, near the end of the story, we find out that the Great Burning was some kind of war involving extremely destructive, high-tech weapons.

At the start of the story, we are told that there was something called the Great Burning.  But at that point, all we know is that it destroyed...

At the beginning of “By the Waters of Babylon,” we do not really know what the Great Burning was in any precise way. However, near the end of the story, we find out that the Great Burning was some kind of war involving extremely destructive, high-tech weapons.

At the start of the story, we are told that there was something called the Great Burning.  But at that point, all we know is that it destroyed the Place of the Gods.  It is clear that the Great Burning was something terrible, but we do not know what it was.

Later in the story, John gets to the Place of the Gods and we find out a little more.  He says that he looked and saw things like buildings and roads that were “broken in the time of the Great Burning when the fire fell out of the sky.”  So now we know that fire came from the sky, but we do not know if it was an asteroid impact or some other sort of disaster.

Finally, towards the end of the story, we find out the true nature of the Great Burning.  We find out that it was not a natural disaster but a war between the beings that John thinks (at that point) were gods.  John says:

When gods war with gods, they use weapons we do not know. It was fire falling out of the sky and a mist that poisoned. It was the time of the Great Burning and the Destruction.

This shows us quite clearly that the Great Burning was a war fought with advanced, destructive weapons that John cannot comprehend. This story was written before the discovery of nuclear weapons, but Benet clearly anticipates the creation of some sort of superweapons that could destroy whole cities and kill large populations. The Great Burning was a war fought between modern people using such weapons.

Who are examples of flat characters and round characters in "Lamb to the Slaughter"?

There are only two important characters in "Lamb to the Slaughter." They are Mary and her husband Patrick. Mary Maloney is a good example of a round character because she changes quite impressively during the story. She is introduced as a very passive, dependent, devoted housewife who lives for her husband. She fawns on him when he is at home and thinks about him when he is away at work. However, when he tells her,...

There are only two important characters in "Lamb to the Slaughter." They are Mary and her husband Patrick. Mary Maloney is a good example of a round character because she changes quite impressively during the story. She is introduced as a very passive, dependent, devoted housewife who lives for her husband. She fawns on him when he is at home and thinks about him when he is away at work. However, when he tells her, as he obviously does, that he no longer loves her, is bored with their life together, and wants a divorce, she kills him in a sudden fit of blind rage. This change is startling to the reader, who doesn't think she was capable of such direct, independent, decisive action. Then she displays her nerve and cunning when she establishes an alibi and gets the investigating police officers to eat the leg of lamb, the very murder weapon they have been looking for. In the end Mary seems to be enjoying her triumph and her new freedom.

And in the other room, Mary Maloney began to giggle. 

Patrick Maloney, on the other hand, is a flat character, pretty much a stereotypical cop. He is the strong, silent type. He is devoted to his job. He doesn't appear to have much of a life outside of being a policeman, plodding the same beat day after day. The fact that he wants to get out of his marriage to Mary does not prove that he is capable of changing. He handles the breakup with Mary in the same fashion in which he might deal with a woman suspected of shoplifting. He may have feelings, but he is not in touch with them. He has to get drunk in order to say what he has to say to his wife. He does not show her any pity or sympathy at all. He is brutal. But maybe his job has made him that way. If he were leaving Mary because he was having an affair with another woman, that would suggest some change in Patrick's character. But evidently he is not emotionally involved with anyone else, as indicated by his keeping regular hours at home and by his concern about avoiding any hint of misbehavior reaching fellow officers and superiors. He ends his long speech to Mary with these words:

"Of course I'll give you money and see you're looked after. But there needn't really be any fuss. I hope not anyway. It wouldn't be very good for my job."

The compound magnesium phosphate has the chemical formula Mg3(PO4)2. In this compound, phosphorus and oxygen act together as one charged particle,...

D is correct, there are two phosphate ions in a molecule of magnesium phosphate,

`Mg_3(PO_4)_2`

This is an example of a polyatomic ionic compound. Your description of phosphorous and oxygen behaving as one charged particle is the definition of a polyatomic ion, in this case the phosphate ion.

The subscript 4 on PO4 indicates that four oxygen atoms are bonded to each phosphorous atom in the polyatomic ion. The subscript 2 outside the parentheses indicates...

D is correct, there are two phosphate ions in a molecule of magnesium phosphate,

`Mg_3(PO_4)_2`

This is an example of a polyatomic ionic compound. Your description of phosphorous and oxygen behaving as one charged particle is the definition of a polyatomic ion, in this case the phosphate ion.

The subscript 4 on PO4 indicates that four oxygen atoms are bonded to each phosphorous atom in the polyatomic ion. The subscript 2 outside the parentheses indicates two phosphate ions. Parentheses are used to show that the subscript applies to the entire charged particle.

The reason there are two phosphate ions is that the phosphate ion has a charge of -3 and the magnesium ion has a charge of +2. The formula results in a neutral compound with six positive charges cancelling out six negative charges:

(3)(+2) = (2)(-3)

It's more correct to say that there are two phosphate ions in a formula unit of magnesium phosphate because ionic compounds don't exist as individual molecules.

What is the Bayeux Tapestry?

The Bayeux Tapestry is a very large piece of embroidered cloth.  The embroidery on the cloth depicts the events that led up to the Norman Conquest of England and part of the conquest itself.  The tapestry ends with its depiction of the Battle of Hastings, which was the major battle of the Norman Conquest.

In 1066, Normans led by a man now known as William the Conqueror, who was the Duke of Normandy at the...

The Bayeux Tapestry is a very large piece of embroidered cloth.  The embroidery on the cloth depicts the events that led up to the Norman Conquest of England and part of the conquest itself.  The tapestry ends with its depiction of the Battle of Hastings, which was the major battle of the Norman Conquest.

In 1066, Normans led by a man now known as William the Conqueror, who was the Duke of Normandy at the time, invaded England.  They met King Harold of England’s forces in battle at Hastings in October of that year and defeated Harold very decisively. From that time, William was effectively the ruler of England.

The Bayeux Tapestry is a tapestry with embroidered pictures that depict these events.  It was created in England, most likely in the 1070s, and the artwork is done in English/Anglo-Saxon style. The tapestry is extremely large. It is not very tall, being only about 20 inches high, but it is around 230 feet long.  The tapestry is one of the greatest examples of Anglo-Saxon art as well as a contemporary depiction of the events of the Norman Conquest.