In "By the Waters of Babylon," under the leadership of John, what do you think the Hill People will do with their society?

The best place to look for evidence in regards to what John's plans are for his people is the final paragraphs of the story. John has returned from New York City, and he has returned with knowledge of what the former gods really are. John discovered that the Place of the Gods was actually inhabited by normal men and women. Those men and women wound up destroying themselves in some kind of nuclear event. John...

The best place to look for evidence in regards to what John's plans are for his people is the final paragraphs of the story. John has returned from New York City, and he has returned with knowledge of what the former gods really are. John discovered that the Place of the Gods was actually inhabited by normal men and women. Those men and women wound up destroying themselves in some kind of nuclear event. John is amazed by everything he sees, and he realizes the people had amazing knowledge and technology. Unfortunately, they were unable to control it all, and ended up destroying themselves.  

At the end of the story, John vows to begin reintroducing that lost knowledge to his own people. He has to wait until he is the head priest, but his plan is to help bring in a rebirth of learning. It's very Renaissance in concept. 

Nevertheless, we make a beginning. It is not for the metal alone we go to the Dead Places now — there are the books and the writings. They are hard to learn. And the magic tools are broken—but we can look at them and wonder. At least, we make a beginning. And, when I am chief priest we shall go beyond the great river. We shall go to the Place of the Gods — the place newyork — not one man but a company. . . They were men who were here before us. We must build again.

How are the themes of warfare, search for identity, and jealousy used in A Separate Peace by John Knowles?

When the action of the book starts, Gene is a high school student faced with an identity crisis, and he is filled with fear. He writes of that time, "We were in shaky transit that summer from the groveling status of Lower Middlers to the near-respectability of Upper Middlers." Even Gene's status in the school, caught between the youngest kids and the oldest, is unclear. Gene, an intellectual, is unsure of his identity, and he...

When the action of the book starts, Gene is a high school student faced with an identity crisis, and he is filled with fear. He writes of that time, "We were in shaky transit that summer from the groveling status of Lower Middlers to the near-respectability of Upper Middlers." Even Gene's status in the school, caught between the youngest kids and the oldest, is unclear. Gene, an intellectual, is unsure of his identity, and he befriends Finny, a popular boy, in part to cover up for his own insecurities and to feel less afraid. 

Part of Gene's fear has to do with the war, as the book's action starts in 1942, during World War II. He says:

"The class above, seniors, draft-bait, practically soldiers, rushed ahead of us toward the war. They were caught up in accelerated courses and first-aid programs and a physical hardening regimen."

While Gene and his classmates are still "numbly reading Virgil," students just a bit older than them are preparing to enter the war and to leap into the unknown, worsening Gene's fears. 

While Gene admires Finny, he is also jealous of his friend's ability to get away with behavior none of the other boys would dare exhibit. For example, when Finny wears a bright pink shirt, the teachers only find it funny, not punishable. Gene thinks:

"I was beginning to see that Phineas could get away with anything. I couldn’t help envying him that a little, which was perfectly normal. There was no harm in envying even your best friend a little."

Gene's insecurity and confused identity, worsened by the coming war, makes him more and more jealous of Finny until he decides to deliberately shake the branch of the tree on which Finny is climbing. 

How does blood travel through the body?

Blood flows in our bodies through an intricate system of blood vessels known as the circulatory system. The movement is facilitated by the pumping of the heart and with every heart beat blood is pushed through the different blood vessels that go through every part of the body. There are three distinct types of blood vessels that perform different roles:

Arteries- These are blood vessels that carry blood rich in oxygen away from the heart....

Blood flows in our bodies through an intricate system of blood vessels known as the circulatory system. The movement is facilitated by the pumping of the heart and with every heart beat blood is pushed through the different blood vessels that go through every part of the body. There are three distinct types of blood vessels that perform different roles:

Arteries- These are blood vessels that carry blood rich in oxygen away from the heart. They comprise of arteries such as the pulmonary artery and the aorta. They also play a role in maintaining the consistency of the blood pressure. The arteries branch into smaller arterioles as they move further away from the heart.

Veins- These are blood vessels that carry blood poor in oxygen back to the heart. They have narrower walls compared to the arteries. They are flexible and expand to accommodate the different amounts of blood that go through them.

Capillaries- These are blood vessels that connect the arteries and the veins. They feature very thin walls to allow for oxygen and nutrients to pass through and reach the body tissues. They are also responsible for the movement of wastes from the tissues back to the blood and released through organs such as the lungs.

Blood deficient in oxygen arriving from the veins is pumped from the heart to the lungs while, blood rich in oxygen moves from the lungs to the heart through the pulmonary veins and then to the rest of the body.

During the course of the play Macbeth, the roles of Macbeth and Lady Macbeth are reversed. Do you agree?

This question references one of the most powerful aspects of the story arc of Macbeth. In the first act, Lady Macbeth is ruthless, strong, and cunning. Indeed, she resolves to "unsex" herself in order to push her husband, who is "too full of the milk of human kindness" to murder Duncan. Macbeth, on the other hand, is ambitious, to be sure, but has serious reservations about killing the King. He has resolved not to...

This question references one of the most powerful aspects of the story arc of Macbeth. In the first act, Lady Macbeth is ruthless, strong, and cunning. Indeed, she resolves to "unsex" herself in order to push her husband, who is "too full of the milk of human kindness" to murder Duncan. Macbeth, on the other hand, is ambitious, to be sure, but has serious reservations about killing the King. He has resolved not to do it, in fact, when Lady Macbeth goads him into the murder by questioning his honor and his masculinity.

After the murder of Duncan, Lady Macbeth is still a strong and ruthless character, but it turns out that her husband no longer needs her influence to persuade him to carry out murders. He has Banquo, his close friend, killed: the last act for which he shows any guilt at all. After this point, Lady Macbeth fades from the play until we encounter her again in the first scene in act 5. She is sleepwalking, frantically trying to scrub imaginary blood from her hands. It is clear that she is emotionally shattered from the guilt of the murders. Macbeth, on the other hand, has become a cruel tyrant. By the time Lady Macbeth kills herself in act 5, scene 5, the tragic transformation is complete. They have, in many ways, swapped roles, a process that eventually consumes them both.

What did Mrs. Granger send Nick when he was in college?

When Nick is a student in college, he finds a package on the doorstep of his apartment.  He opens it and discovers that it is from his former fifth grade teacher, Mrs. Granger.  Nick finds three things inside the package.  There is a dictionary, a handwritten note, and an envelope.  He first reads the note, which directs him to turn to a certain page in the dictionary, which is a new edition.  He finds a...

When Nick is a student in college, he finds a package on the doorstep of his apartment.  He opens it and discovers that it is from his former fifth grade teacher, Mrs. Granger.  Nick finds three things inside the package.  There is a dictionary, a handwritten note, and an envelope.  He first reads the note, which directs him to turn to a certain page in the dictionary, which is a new edition.  He finds a definition for the word he created, frindle, on the page.  Mrs. Granger explains that she will tell her future students about his word.  She also tells him that their battle is over so he can open the envelope.  Inside is a letter Mrs. Granger wrote to him ten years before.  Inside this letter, Mrs. Granger writes that much has changed since she started teaching.  She writes that words are important.  Predicting the future, she also writes that Nick's word is in the dictionary and expresses her feelings about the frindle battle.  This letter shows Nick that Mrs. Granger was not against him, as he had thought.

What kind of protagonist is Emily?

William Faulkner’s short story “A Rose for Emily” falls very much into the genre of macabre literature. The tale of a woman from a once-prosperous family who was isolated from society by an overprotective father and who essentially kidnaps the one man to whom she gives herself, keeping his dead body in her bed for eternity, involves a category of protagonist that departs from the conventional wisdom regarding character classification. “Protagonist,” as opposed to “antagonist,”...

William Faulkner’s short story “A Rose for Emily” falls very much into the genre of macabre literature. The tale of a woman from a once-prosperous family who was isolated from society by an overprotective father and who essentially kidnaps the one man to whom she gives herself, keeping his dead body in her bed for eternity, involves a category of protagonist that departs from the conventional wisdom regarding character classification. “Protagonist,” as opposed to “antagonist,” suggests positive features in a character, while “antagonist” would seem to imply a villainous character. At minimum, an antagonist is a character determined to prevent the protagonist from succeeding at a presumably positive endeavor. Emily, however, is not a positive character; on the contrary, she is far from admirable in any way, existing as a reclusive figure who, in Faulkner’s day, would have been referred to as a spinster known as much for her failure to pay her taxes as for her “failure” to wed.

Miss Emily Grierson is the protagonist of Faulkner’s story. She is the kind of protagonist, though, who embodies no particular traits for which to commend her. She is the protagonist simply because she is the central character in Faulkner’s story, and the figure whose actions propel the narrative. Emily is the kind of protagonist who is featured in stories about sociopaths and psychopaths—hardly the definition of protagonist that one would ordinarily expect.

What are some level 2 questions for "The Earth Men" in The Martian Chronicles by Ray Bradbury ?

I assume that you are talking about Arthur Costa's levels of questioning, as discussed in works like Developing Minds: A Resource Book for Teaching Thinking (see third link below).

According to Costa's ideas, a level one question asks students to retrieve facts or details from a text. The student doesn't have to interpret anything. The student is merely asked to find the desired information. Here are examples of a level one question:

• "What does Mrs....

I assume that you are talking about Arthur Costa's levels of questioning, as discussed in works like Developing Minds: A Resource Book for Teaching Thinking (see third link below).

According to Costa's ideas, a level one question asks students to retrieve facts or details from a text. The student doesn't have to interpret anything. The student is merely asked to find the desired information. Here are examples of a level one question:

• "What does Mrs. Ttt say the name of her planet is?"


• "Who kills the captain?"

Level two questions ask students to make sense of the information that they gather from the text. These questions often include words like why or how. They might ask the reader to analyze, compare, contrast, infer, or explain. 

They differ from level three questions in that they don't ask students to make generalizations, judgments, or evaluations that force them to go beyond the text. They don't ask the reader to speculate, hypothesize, or predict (as would a level three question like: "How might the story have ended if Mr. Xxx had been accompanied by another Martian? Would it still have ended in murder and suicide? Explain your reasoning...").

So you're looking for questions that ask students to make inferences about what's said or depicted, but stop short of requiring them to apply the information to new or hypothetical situations.

Here are some examples of such level two questions:

• "How does Mrs. Ttt's reaction to the astronauts differ from what the captain believes is appropriate?"


• "The captain infers that he and his men are in an insane asylum. What lines of evidence lead him to conclude this?"


• "Why isn't Mr. Xxx's visit to the ship enough to convince him that it is real?"

Provide a summary to help explain the concepts in "Regarding the Problem of Newborn Piglets in Winter" by Chen Rong.

"Regarding the Problem of Newborn Piglets in Winter" is a short story by author Chen Rong that examines the impact of the Chinese Cultural Revolution. The story takes place at the peak of Mao's power and focuses on the various ways in which the post-revolutionary population of China both resisted and assimilated to the ideology of Mao's regime. The author explores how many people during this time fought quietly against Maoist ideals and offers an often scathing critique of communism and its impractical applications.

In this story, the long-solved problem of keeping piglets from freezing during the winter is turned into a metaphor for the unnecessary interventions of communism. While the elderly pig farmer Mammy Guo has always known exactly what steps to take in order to keep her newborn piglets warm and healthy throughout the winter, Secretary Zhang Dingfan takes it upon himself to issue a national edict on the matter. In this sense, the manufactured problem of freezing piglets is used as an example of what the author views as the inefficiency of the communist system of government. In an attempt to maintain a sense of importance at each level of government, officials place unnecessary restrictions on citizens who are already managing their affairs well on their own. Meanwhile, problems that could be effectively mediated by the government are overlooked or ignored entirely.

As the story progresses, Dingfan's mandate to protect newborn piglets trickles down to all levels of the communist government. The author explores the dysfunction of this system at each level, from Dingfan himself to Xu Quan and his other local-level subordinates. The story also delves into Dingfan's personal life and his distant relationship with his own granddaughter, Babe. While Dingfan insists on intervening in the affairs of private citizens, he is hypocritically disconnected from the concerns of his own family. However, he is shown at one point trying to shelter Babe from Maoist propaganda on television. The story comes to a somewhat melancholic end when Dingfan remarks, "When the time comes, I’ll make up words to suit whatever tune the authority picks." This comment shows that Dingfan has abandoned his passive resistance to communist ideals and will likely continue to perpetuate them.

U.S. History How did the United States emerge as a world power in the early 1900's?

There were a number of factors that contributed to the United States emerging as a world power in the early 1900's.  Industrialism and manufacturing are very important to American international prestige and power. The United States had a vast variety and quantity of natural resources that allowed successful industry to take root in the Northeast.  Due to a relaxed immigration policy, the fulfilling the labor needs of a growing industrial and urban economy was not...

There were a number of factors that contributed to the United States emerging as a world power in the early 1900's.  Industrialism and manufacturing are very important to American international prestige and power. The United States had a vast variety and quantity of natural resources that allowed successful industry to take root in the Northeast.  Due to a relaxed immigration policy, the fulfilling the labor needs of a growing industrial and urban economy was not an issue.  Industrialism created wealth and allowed for the establishment of a technologically sound military instrument. 

The United States was also establishing itself as a world power because of its expansion.  Having reached the West coast through expansion, America looked outside of the continental United States to exert its power and utilize resources of foreign peoples.  The victory in the Spanish-American War, and later in the Philippine-American War allowed the United States to expand into the Pacific and the Caribbean.  This was achieved through a powerful military and a strong desire to use that powerful military.  

In "Sinners in the Hands of an Angry God," what is the writer's main purpose?

Jonathan Edwards’s main goal in writing and delivering his sermon “Sinners in the Hands of an Angry God” was to persuade people to love God and give their hearts to him.  If they do this, Edwards believes they can be saved.

Before the Great Awakening (of which Edwards was a part), many religious Americans believed in predestination. They believed God had already decided whether they were going to Heaven or Hell and that there was...

Jonathan Edwards’s main goal in writing and delivering his sermon “Sinners in the Hands of an Angry God” was to persuade people to love God and give their hearts to him.  If they do this, Edwards believes they can be saved.

Before the Great Awakening (of which Edwards was a part), many religious Americans believed in predestination. They believed God had already decided whether they were going to Heaven or Hell and that there was nothing they could do to change their fate. Preachers of the Great Awakening disagreed. They believed people deserved to be damned but could save themselves by accepting God’s love and loving God in return. 

The main purpose of Edwards’s sermon is to convince the people who are listening that this is true. He warns them about how they are in danger of going to Hell, and claims they would completely deserve that fate. He says, there is an opportunity for them, though; they can accept God and improve their chances for salvation. Edwards tells his listeners that God has given them

an extraordinary opportunity, a day wherein Christ has flung the door of mercy wide open, and stands in the door calling and crying with a loud voice to poor sinners.

He tells them that many other people have already accepted God’s love and that their

hearts [are] filled with love to him that has loved them and washed them from their sins in his own blood, and rejoicing in hope of the glory of God.

He urges them to do the same so they might be saved as well and be able to live with God in Heaven. His main goal in this sermon is to get people to accept God’s love and to love him back so they can be saved from damnation.

Why does Gordimer mention that her house is located above a mine?

In "Once Upon A Time," Gordimer notes that her house is built on "undermined ground." Underneath the foundations, she explains, are the remnants of a gold mine which causes the structure of her house to shift slightly.

The reason that Gordimer mentions this fact is because she wants to make clear that her house is creaking not because of an intruder but because of the hollow ground beneath it.

Note in the paragraph above, for...

In "Once Upon A Time," Gordimer notes that her house is built on "undermined ground." Underneath the foundations, she explains, are the remnants of a gold mine which causes the structure of her house to shift slightly.

The reason that Gordimer mentions this fact is because she wants to make clear that her house is creaking not because of an intruder but because of the hollow ground beneath it.

Note in the paragraph above, for example, how Gordimer notes that two people have been murdered in her neighborhood in the past year. When she wakes up suddenly in the middle of the night, her mind immediately recalls these incidents and she becomes afraid. But she quickly realizes that she is not about to become another victim: the noises she can hear are nothing more than the natural movements of her house.

By mentioning this, Gordimer encourages the reader to stop and think before jumping to conclusions. This is significant given the story that she is about to tell, a story in which a family becomes so obsessed with personal security that their son is ripped apart by the barbed wire that they have recently installed.

In what way does the storm inspire Huck? Why is he not afraid of the storm?

In asking this question, I'll assume you're referring to the storm that occurs in Chapter 9 ("The House of Death Floats By"). When the storm begins in this chapter, Huck and Jim are sitting in the shelter of a cave, watching the tumultuous spectacle. However, as intense as the storm is, Huck seems to be primarily inspired by the raw, wild beauty of the weather and nature. Take, for instance, the following passage:

It was...

In asking this question, I'll assume you're referring to the storm that occurs in Chapter 9 ("The House of Death Floats By"). When the storm begins in this chapter, Huck and Jim are sitting in the shelter of a cave, watching the tumultuous spectacle. However, as intense as the storm is, Huck seems to be primarily inspired by the raw, wild beauty of the weather and nature. Take, for instance, the following passage:

It was one of these regular summer storms. It would get so dark that it looked all blue-black outside, and lovely;... and next, when it was just about the bluest and blackest---fst! it was bright as glory, and you'd have a little glimpse of tree-tops a-plunging about away off yonder in the storm, hundreds of yards further than you could see before... (55)

From this passage, we can see that Huck is inspired by the wild beauty of the storm that he's witnessing. There's a kind of freedom out there in the natural world, it would seem, that is exemplified by the chaotic power of the storm. Moreover, it seems that Huck is not afraid of said storm because he recognizes the free nature of its beauty. By including this section, Mark Twain introduces us to an important theme in the novel: the freedom of the natural world. Though it is at times dangerous and unpredictable, the natural world becomes a haven for both Huck and Jim, offering them a break from the petty disputes and corrupt ways of civilization. 

What are some elements of a dystopian society present in "The Pedestrian"?

The Merriam-Webster dictionary gives the following definition for "dystopia."  

An imaginary place where people lead dehumanized and often fearful lives.

That definition is fairly narrow in my opinion and does not nearly encompass many of the dystopian novels that exist today.  Take The Giver as an example.  Most literary scholars would certainly classify that society as dystopian; however, the characters in the novel do not lead fearful lives.  They cannot.  That emotion has been eliminated....

The Merriam-Webster dictionary gives the following definition for "dystopia."  

An imaginary place where people lead dehumanized and often fearful lives.

That definition is fairly narrow in my opinion and does not nearly encompass many of the dystopian novels that exist today.  Take The Giver as an example.  Most literary scholars would certainly classify that society as dystopian; however, the characters in the novel do not lead fearful lives.  They cannot.  That emotion has been eliminated.  

"The Pedestrian" is similar.  The people that are in their homes watching TV are not being forced their by government, nor are they acting out of fear for their lives, and I do not think the story strongly supports the idea of a dehumanized population; therefore, I think we should expand our working definition of "dystopia" to include a few more characteristics.  Let us use the following characteristics of a dystopian society in order to analyze "The Pedestrian."

1. Propaganda is used to control the citizens of society.


2. Information, independent thought, and freedom are restricted.


3. A figurehead or concept is worshiped by the citizens of the society.


4. Citizens are perceived to be under constant surveillance.


5. Citizens have a fear of the outside world.


6. Citizens live in a dehumanized state.


7. The natural world is banished and distrusted.


8. Citizens conform to uniform expectations. Individuality and dissent are bad.


9. The society is an illusion of a perfect Utopian world.

From that list of characteristics, readers can see that "The Pedestrian" fits several quite well.  I definitely see elements of the third criterion in the story.  While there is not a particular person that is being worshiped, it is clear that the general population worships and reveres their "viewing screens."  Nobody comes outside anymore.  Socialization in person just does not happen.  I believe that Leonard's society worships entertainment and that worship functions as a form of control. 

"What is it now?" he asked the houses, noticing his wrist watch. "Eight-thirty P.M.? Time for a dozen assorted murders? A quiz? A revue? A comedian falling off the stage?"

Elements of the fifth criterion are also seen in the story.  Leonard seems to be the only person that goes outside anymore. We are told that he is practically alone in the world.  It appears that people never leave their homes. 

He was alone in this world of A.D. 2053, or as good as alone.

Perhaps the people are simply that addicted to entertainment, or they are fearful of leaving their homes.  We are not told this explicitly, but to the people of 2053, the outside world does not offer anything good. The seventh characteristic  would apply here as well.  Leonard is the only person left that seems to consider time outside beneficial. He is such an anomaly in this regard that he is picked up by a police car and taken to a mental hospital. This is also characteristic eight.  Leonard is punished for being an individual.  He is not breaking any law; however, he is acting so far outside of the norm that he is not allowed to continue walking around his neighborhood.  He is taken to a psychiatric center presumably to be studied and fixed.

How is the theme of suicide explored in Macbeth?

I'm not sure there's really enough discussion of suicide in the play to convey a theme in regards to it. However, Malcolm, the late King Duncan's heir, announces at the very end of the play that they believe Lady Macbeth to have, "by self and violent hands, / Took off her life" (5.8.83-84). In other words, they think that she killed herself.

We need not look too hard for answers why: at the beginning of...

I'm not sure there's really enough discussion of suicide in the play to convey a theme in regards to it. However, Malcolm, the late King Duncan's heir, announces at the very end of the play that they believe Lady Macbeth to have, "by self and violent hands, / Took off her life" (5.8.83-84). In other words, they think that she killed herself.

We need not look too hard for answers why: at the beginning of act 5, Lady Macbeth exhibits some major guilt for the wrongs she and her husband have committed. For example, she says, "Here's the smell of the blood still. All the perfumes of Arabia will not sweeten this little hand" (5.1.53-54). She imagines that she can still see and smell Duncan's blood on her hands, and this seems to signify the terrible guilt that she lives with as a result of her part in his murder. Lady Macbeth also mentions Macduff's wife, lamenting, "The Thane of Fife had a wife. Where is she now? What, will these hands ne'er be clean?" (5.1.44-45)

She seems to know, then, that Macbeth ordered the murders of this innocent woman and her children, and she feels guilty about those deaths too. It is likely that the combination of her guilty conscience, inability to sleep, and emotional distance from everyone in her life including Macbeth, led to her suicide.

How is Crooks's statement about "wanting rights" ironic in Of Mice and Men?

An example of Crooks, the African-American stable buck, earnestly defending his rights is found in Chapter 4 of the novel Of Mice and Men. 

There is a lot of irony about Crooks "wanting rights" in this chapter. 

The location of Crooks bunk is quite telling of his status when it comes to rights. The man is sent to live out in the stables next to the horses and other animals. The telling aspect of this is that, not only is Crooks considered a lesser human by being shut away from the barracks, he is likened to an animal since this is why he is sent to live. This is the first of many ironies surrounding his "wanting rights": his most basic human needs (sleep, shelter, companionship) are being violated even while he demands rights.

Crooks keeps medicine in a wooden apple box. These medicines are for both the horses and himself. Again, this symbolically likens Crooks to an animal as it seems that he takes care of himself with what he has for the horses. Ironically, it was a horse that kicked Crooks so fiercely that he was left crooked.

Crooks keeps to himself in hopes that people will reciprocate by leaving him alone. Being black and disabled, he has received a rare chance by being allowed to keep a job and home at the farm. However, that does not set him free from the prejudices and violation of his rights others. By keeping to himself, he expects that his right to be left alone will be respected. 

When Lennie busts in Crooks's room, a few statements make it quite obvious that Crooks is demanding "rights." Crooks says: 

"You got no right to come in my room. This here's my room. Nobody got any right in here but me."

Given the location of his stable room and the time and place of the setting (when his rights have been won but not yet lawfully supported), this demand for his rights is ironic--and quite saddening to the modern reader--because, while demanding and "wanting rights," he has no rights.

When Lennie says he was just following the light in Crooks's room, the latter says: 

"Well, I got a right to have a light. You go on get outa my room. I ain't wanted in the bunkhouse, and you ain't wanted in my room."

This is all ironic. Not only is this an assertion of his own rights, but he also takes the initiative to say which rights the others do not get to have when it comes to him. In order for him to be respected, Crooks has to defend himself because no system and no cultural norm has yet acknowledged his full humanity (this is true even though Abraham Lincoln and the Union Army dedicated the victory of the Civil War to the freedom, liberty and equality of men like Crooks). 

How does Jack Ryan grow up?

I think it is possible that this question is meant to ask how Jack Ryan changes over the course of the novel.  A character that displays change is called a dynamic character.  Despite the fact that Jack Ryan is featured in many books, Clancy is still able to make Ryan a dynamic character in The Hunt for Red October.When readers first meet Ryan, he is a quiet and intelligent analyst.  He isn't portrayed as...

I think it is possible that this question is meant to ask how Jack Ryan changes over the course of the novel.  A character that displays change is called a dynamic character.  Despite the fact that Jack Ryan is featured in many books, Clancy is still able to make Ryan a dynamic character in The Hunt for Red October. When readers first meet Ryan, he is a quiet and intelligent analyst.  He isn't portrayed as hero material.  He's afraid of flying and quite content to sit behind a desk and analyze intelligence reports.  However, as the novel progresses, readers see Ryan become cooler under pressure.  He is willing to take risks that often put his own life on the line.  In other words, Ryan displays courage and bravery worthy of heroes.  The final line of the novel nicely shows readers that Ryan has at least in some way changed because of the events of the novel.  

Ryan missed the dawn. He boarded a TWA 747 that left Dulles on time, at 7:05 A.M. The sky was overcast, and when the aircraft burst through the cloud layer into sunlight, Ryan did something he had never done before. For the first time in his life, Jack Ryan fell asleep on an airplane.

Meaning of "We passed a barrier of dark trees, and then the facade of Fifty-ninth Street, a block of delicate pale light, beamed down into the...

This quote is spoken by Nick Carraway, and he seems to be contrasting his own relationship with Jordan to Tom's and Gatsby's relationships with and romantic notions of Daisy Buchanan.

The main idea seems to be that Nick does not harbor any romantic illusions about Jordan. She is different from Daisy in this scene because she is physical and present. She is real and she is with him; therefore, Nick decides to take advantage of...

This quote is spoken by Nick Carraway, and he seems to be contrasting his own relationship with Jordan to Tom's and Gatsby's relationships with and romantic notions of Daisy Buchanan.

The main idea seems to be that Nick does not harbor any romantic illusions about Jordan. She is different from Daisy in this scene because she is physical and present. She is real and she is with him; therefore, Nick decides to take advantage of these facts and kiss Jordan.

The implication, though, is that what Nick has with Jordan is lesser in some way than what Tom and Gatsby have with Daisy. This is because Nick's action follows his comment that, unlike the other men, he "had no girl whose disembodied face floated along the dark cornices and blinding signs." Daisy is almost more of an idea than a person to both Tom and Gatsby. She stands as a symbol; she is disembodied because she is more like an abstract concept to them than a flesh and blood human being.

To Tom, Daisy is sort of a trophy wife. He can be the powerful man whose masculinity and power are confirmed by Daisy's inferior status. She is also beautiful, which reflects well on himself. For Gatsby, of course, Daisy is the symbol of upward mobility, of achieving what one desires and works for. Gatsby could not be with Daisy when he wasn't a wealthy man, so he spends his adult life trying to become suitable for her. They have no interaction during that time, and he is out of touch with who she is as a person, so she becomes more of a symbol or an idea.

In some ways, it seems like Nick wishes he has what Tom and Gatsby have, but since he doesn't, he must settle for what he does have: Jordan, who is next to him in the scene.

What can we tell from quotes or text of "The Most Dangerous Game" about where Rainsford lives?

There are a number of times when it is clear that Rainsford survives and the last few lines of the story suggest that, in the end, he lives and Zaroff dies.

First, Rainsford clearly survives after falling off the yacht. He swims toward the gun shots, correctly thinking they are coming from land.

With his remaining strength he dragged himself from the swirling waters.

During the first night he is being hunted, Rainsford manages to...

There are a number of times when it is clear that Rainsford survives and the last few lines of the story suggest that, in the end, he lives and Zaroff dies.

First, Rainsford clearly survives after falling off the yacht. He swims toward the gun shots, correctly thinking they are coming from land.

With his remaining strength he dragged himself from the swirling waters.

During the first night he is being hunted, Rainsford manages to evade Zaroff enough that Zaroff decides to go home for the night. Although Zaroff could probably continue hunting, he is enjoying how cunning Rainsford is and wants to extend this hunting exhibition. Zaroff adds,

Your Burmese tiger pit has claimed one of my best dogs. Again you score. I think, Mr. Rainsford, I'll see what you can do against my whole pack. I'm going home for a rest now. Thank you for a most amusing evening.

Pursued again, Rainsford is forced to leap into the sea. He survives this as well. This is evident when Zaroff finds him waiting in his bedroom. The "game" is about to be completed. One man will kill the other. Zaroff says one will be food for the dogs and the other will sleep in the bed. The last line indicates that Rainsford kills Zaroff because it is he (Rainsford) who sleeps in the bed:

He never slept in a better bed, Rainsford decided.

What do Dally and Two Bit want to learn in The Outsiders according to this quote on page 122: "Sixteen years on the street and you can learn a lot....

Dally and Two Bit have grown up on the streets. They have learned how to fight, use switchblades, watch for Socs, hide their emotions (especially fear), and trust no one but Greasers.

Dally and Two Bit haven't, however, learned how to live in a non-violent world. They want to learn how to live without fear in a neighborhood without gangs, relate to people, trust, and even love. They want to learn how to hold a...

Dally and Two Bit have grown up on the streets. They have learned how to fight, use switchblades, watch for Socs, hide their emotions (especially fear), and trust no one but Greasers.

Dally and Two Bit haven't, however, learned how to live in a non-violent world. They want to learn how to live without fear in a neighborhood without gangs, relate to people, trust, and even love. They want to learn how to hold a respectable job and make a full life for themselves instead of just trying to survive.

As long as they are trapped in the world of gangs and violence, Dally and Two Bit's energy has to be given to surviving, sharpening their skills so they don't get hurt and so they can protect each other. Trust, stability, and a bright future are almost out of reach.

`int xsin^2x dx` Find the indefinite integral

To solve the indefinite integral, we follow `int f(x) dx = F(x) +C`

where:

`f(x)` as the integrand function

`F(x)` as the antiderivative of f(x)

`C` as the constant of integration.

For the given integral problem: int x sin^2(x) dx, we may apply integration by parts: `int u *dv = uv - int v *du` .

We may let:

`u = x`  then `du =1 dx` or `dx`

`dv= sin^2(x) dx` then `v = x/2...

To solve the indefinite integral, we follow `int f(x) dx = F(x) +C`

where:

`f(x)` as the integrand function

`F(x)` as the antiderivative of f(x)

`C` as the constant of integration.

For the given integral problem: int x sin^2(x) dx, we may apply integration by parts: `int u *dv = uv - int v *du` .

We may let:

`u = x`  then `du =1 dx` or `dx`

`dv= sin^2(x) dx` then `v = x/2 - sin(2x)/4`

Note: From the table of integrals, we have `int sin^2(ax) dx = x/2 - sin(2ax)/(4a)` . We apply this on `v =int dv =intsin^2(x) dx `  where `a =1` .

Applying the formula for integration by parts, we have:

`int x sin^2(x) dx= x*(x/2 - sin(2x)/4 ) - int (x/2 - sin(2x)/4 ) dx`

                              `=x^2/2 - (xsin(2x))/4 - int (x/2 - sin(2x)/4 ) dx`

For the integral:  `int (x/2 - sin(2x)/4 ) dx` , we may apply the basic integration property: : `int (u-v) dx = int (u) dx - int (v) dx` .

`int (x/2 - sin(2x)/4 ) dx =int (x/2) dx -int sin(2x)/4 ) dx`

                                    ` = 1/2 int x dx - 1/4 int sin(2x) dx` .

Apply the Power rule for integration:

`int x^n dx = x^(n+1)/(n+1) +c` 

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

                  `= 1/2* x^2/2`

                  `= x^2/4`

Apply the basic integration formula for sine function: `int sin(u) du = -cos(u) +C` .

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

`1/4 int sin(2x) dx = 1/4 int sin(u) * (du)/2`

                              `= 1/4 *1/2 int sin(u) du`

                              `= 1/8 (-cos(u))`

                               `= -cos(u)/8`

Plug-in `u = 2x` on `-cos(u)/8` , we get: `1/4 int sin(2x) dx =-cos(2x)/8` .

Combining the results, we get:

`int (x/2 - sin(2x)/4 ) dx =x^2/4 - (-cos(2x)/8) +C`

                                     ` =x^2/4+ cos(2x)/8 +C`

Then, the complete indefinite integral will be:

`int x sin^2(x) dx=x^2/2 - (xsin(2x))/4 - int (x/2 - sin(2x)/4 ) dx`

                               `=x^2/2 - (xsin(2x))/4 -(x^2/4+ cos(2x)/8) +C`

                               `=x^2/2 - (xsin(2x))/4 - x^2/4 - cos(2x)/8 +C`

                               `= (x^2)/4- (xsin(2x))/4- cos(2x)/8 +C` 

How do human beings respond to being in a concentration camp?

Human beings responded to being in a concentration camp in different ways. Some people responded by being passively resistant. They would appear to be cooperating with the camp officials, but were secretly disobeying the camp guards. They would smuggle items to other people and secretly perform forbidden religious rituals like reading from the Torah and observing holidays. They would do the jobs they were asked to do, but would try to find ways to do...

Human beings responded to being in a concentration camp in different ways. Some people responded by being passively resistant. They would appear to be cooperating with the camp officials, but were secretly disobeying the camp guards. They would smuggle items to other people and secretly perform forbidden religious rituals like reading from the Torah and observing holidays. They would do the jobs they were asked to do, but would try to find ways to do those jobs less effectively. These people knew if they were caught, they would likely die. They didn’t want to give up and not try to fight to save themselves. There were risks that they were willing to take to increase their chances of surviving.

There were some stories of people who tried to escape concentration camps. While some were successful in doing this, most did not succeed.

Some people weren’t able to survive the rigors they faced. They were dehumanized so much and their bodies could no longer tolerate the harsh conditions. Many people became sick and were killed. Some people just happened to be in the wrong place at the wrong time. Unfortunately, they were assigned to a group that was going to be gassed to death. These people never had a chance of surviving.

According to Aunt Alexandra, Atticus will bring what to the Finch family by defending Tom Robinson?

Aunt Alexandra is the matriarch of the Finch family. As such, she sees herself as the guardian of the family's good name. Alexandra is obsessed with social standing, which is one reason why she is so critical of how Atticus raises his children. The Finches have a reputation to protect and allowing Scout and Jem to run wild doesn't exactly enhance their status in town. Scout really needs to start acting like a lady, thinks...

Aunt Alexandra is the matriarch of the Finch family. As such, she sees herself as the guardian of the family's good name. Alexandra is obsessed with social standing, which is one reason why she is so critical of how Atticus raises his children. The Finches have a reputation to protect and allowing Scout and Jem to run wild doesn't exactly enhance their status in town. Scout really needs to start acting like a lady, thinks Alexandra, instead of being such a tomboy and slumming around in overalls all the time.

Alexandra, then, has a very rigid understanding of social hierarchy and where her family fits into it. It's against this background that we can make sense of her antipathy to Atticus's defense of Tom Robinson. Alexandra, like almost every white adult in Maycomb, shares the prejudices of her time concerning race. Yet social prejudice is much more important to her. She looks upon her brother's acting as Tom's attorney as a threat to the Finch family name and the family's place in the wider society. But family loyalty is also very important to her, so much so that she'll stoutly defend Atticus outside of the family:

I can’t say I approve of everything he does, Maudie, but he’s my brother, and I just want to know when this will ever end.

What are some strengths and weaknesses of Jared Diamond's arguments?

Guns, Germs, and Steelis a work of synthesis. Diamond tries to bring together the work of scholars in such disciplines as anthropology, evolutionary biology (his own field), and history in order to craft an argument. He is trying to explain why societies developed at different rates and the consequences of this fact. It is the breadth of the book, along with the staggering amount of research it entails, that is its greatest strength, but...

Guns, Germs, and Steel is a work of synthesis. Diamond tries to bring together the work of scholars in such disciplines as anthropology, evolutionary biology (his own field), and history in order to craft an argument. He is trying to explain why societies developed at different rates and the consequences of this fact. It is the breadth of the book, along with the staggering amount of research it entails, that is its greatest strength, but it also opens Diamond to criticism from specialists. Many readers will struggle with his characterization of, for example, historical theories of social development. He does not engage, for example, with the historical theory of the "Great Divergence" developed by historian Kenneth Pomerzntz, which puts the Industrial Revolution at the forefront as opposed to the much earlier development of agriculture. This is related to another often-cited criticism of Guns, Germs, and Steel. Many critics found the book overly deterministic in its claims that biological and ecological factors essentially mapped out the future of societal and technological development. They think he understates the role of human action (called "agency" by scholars) in the development of societies. This is an especially pertinent critique because it seems to ignore the fact that imperialism, colonialism, and exploitation would then in some ways be natural and unavoidable consequences of the biologically determined process of human development. Diamond actually addresses this second critique directly in the next popular book he published, titled Collapse. Other critics argue that by focusing on the inequality between human societies, Diamond ignores the importance of the inequalities within them. They claim that he ignores the diversity of peoples that he categorizes into races. Still, Guns, Germs, and Steel is a rare example of a work of popular scholarship that prompted serious and important debate within the scholarly community, and even its critics have credited Diamond's ability to present complex scholarly debate in an accessible way. While very broad and sweeping, Guns, Germs and Steel is remarkably focused and "readable." Its rejection of the concept that one culture or society is inherently superior to others is one that all scholars, and hopefully a wider readership, can accept.

Reread the end of the story "The Conjurer Made Off with the Dish" (the last page and a half). Why do you think the author ends the story this way?

In “The Conjurer Made Off with the Dish,” a young boy is sent by his mother to buy some beans. However, he is unable to complete the task because he gets distracted by outside forces, forgets his task, or loses the money he needs to buy the beans. At the end of the story, the boy witnesses a woman being violently hurt and runs off in terror. He ends up in an unfamiliar place, unsure of how to get back home and certain that “countless difficulties lay in wait for [him] before [he finds his] way home”.

There are many possible reasons the author, Naguib Mahfouz, decided to conclude the story this way.

One, the author may have wanted to emphasize the boy’s character development. Throughout the entire story, he is forgetful and easily influenced by outside forces (he becomes violent and throws the dish at the bean seller after seeing the play about a knight who defeats a ghoul). He goes from one place to the next without much thinking or foreseeing problems. This naive way of operating, in the real world, often ends badly, like in the case of this boy.

Secondly, the theme of violence and escaping is portrayed in ironic ways throughout the story. First, his mother threatens to harm him if he does not get the beans as she asked; then, he sees the violent play, the bean seller pushes him, and, lastly, he sees an actual woman being hurt. He’s also seen escaping his home before his mother can find out he didn’t get the beans, escaping the bean seller’s threats, and finally escaping the scene of a crime. The irony is that he would not have had to be part of any of this violence had he just fetched the beans correctly, which should have been an easy task. The last time he left his home, he could have chosen to stay there rather than get caught up in trouble. So, by ending the story in the middle of the boy’s journey, before he gets home, the author illustrates the unimportance of whatever should happen next. Because after all, none of these problems should have taken place in the first place.

Thirdly, Mahfouz may have decided to end the story this way in order to encourage the reader to imagine the continuation of the story. The violence and absurdity of the situation escalates throughout the narrative, which leaves the reader with many ways to imagine the final outcome of this boy's simple task of buying beans for his mother.

What are the themes of The Hate U Give?

Themes in The Hate U Give by Angie Thomas include racism, bravery, and coming to terms with the past.

The first major theme is racism. Starr attends a school with mostly white, upper-class students and then goes home to Garden Heights, where people are more likely to be black and have less money. Garden Heights is plagued by drugs and gang activity -- but it's also a place where people raise families and live their lives. The disconnect between Starr's life at school and her life at home is drawn on racial lines and is evident in the way she's unwilling to share the truth of her home life with her boyfriend and friends at school. She also won't bring people from her two worlds together.

When Starr and her friend Khalil are pulled over, Khalil is shot and killed. He was unarmed, but the police officer claims to have mistaken a hairbrush for a weapon. The controversy surrounding his death makes the subtle racism of the people in her life more overt. Some people think he deserved it because he sold drugs, for example.

There are riots in Garden Heights. The police department decides not to press charges. The case becomes national news and Starr eventually decides she has to speak out. As Thomas says in an interview with NPR, "With Starr, she does find her voice through a certain form of activism, but that's because of the situation she was in." Starr has to learn to speak her truth through a difficult, racially charged situation that she didn't choose to be in.

Racism rears its head throughout the novel for Starr. She's seen as the cool girl at school automatically because of her skin color. White students plan a protest just to get out of class; Chris and Starr don't attend. All day, students come to Starr to justify their participation or lack thereof -- because to them, she represents all black people. One of her friends, Hailey, unfollows her on social media because Starr shares posts related to black issues in America. Starr has to code-switch between Garden Heights Starr and Williamson Starr to fit in.

Racism is also evident in the way the communities in the novel function. For example, the police and fire department don't show up to the burning building at the end until the people trapped inside are safe. They're in a stand-off with the head of the local gang. Starr thinks, "Of course, that’s when the cops and the fire truck decide to show up. Of course. Because that’s how it works in Garden Heights." The community is mistreated by officials like police officers because of their skin color. People are aware that the narrative would play much differently if Khalil had been white.

Another theme is bravery. Both Starr and DeVante have to overcome fear to do what they feel is right. For Starr, it's about being unwilling to be a silent witness. She knows that she will be subject to national attention and criticism if she comes forward as the person who saw Khalil die. Still, she ultimately decides that it needs to be done. She steps up, gives an interview to tell her side of the story, and attends protests against the police. Even though the officer who shot Khalil isn't even brought to trial, she still overcomes her fear of speaking up and resolves to continue doing so.

DeVante is a member of the King Lords at the beginning of the novel. His brother was killed by a rival gang and King, his gang leader, expects him to take care of the situation. He doesn't want to. Though he struggles to turn away from the gang, DeVante ultimately decides that he has to. When King and his followers are arrested for arson, DeVante speaks to the police and offers information to keep them in prison for a long time. He's able to overcome his fear of King and possible retaliation to step back from the gang and help his neighborhood be rid of the King Lords.

Coming to terms with the past is another theme of the novel. Starr isn't comfortable introducing Kenya to her school friends or telling her boyfriend about where she grew up in the projects. By the end of the book, she's accepted her life in Garden Heights and her family. She introduces Chris to her brother, her parents, and DeVante, letting him become a part of her real life. Through many trials, Starr is able to accept her past and work toward becoming a person who is complete. 

How does Saki use satire in "The Open Window"?

In "The Open Window," as with many of his short stories, Saki effectively satirizes the manners and habits of the upper classes in Edwardian England. Behind the thin veneer of formal politeness, there always seems to be something vaguely sinister going on beneath. In other words, all seems respectable and civilized, but in reality there's something rather forbidding and intimidating about the way such people treat outsiders.

And so it is with "The Open Window."...

In "The Open Window," as with many of his short stories, Saki effectively satirizes the manners and habits of the upper classes in Edwardian England. Behind the thin veneer of formal politeness, there always seems to be something vaguely sinister going on beneath. In other words, all seems respectable and civilized, but in reality there's something rather forbidding and intimidating about the way such people treat outsiders.

And so it is with "The Open Window." Framton is made to feel rather uncomfortable by Vera before he's even had time to sit down during his visit to the Sappleton residence. Things don't get much better as Vera proceeds to scare the living daylights out of him with her horror story.

When Mr. Sappleton arrives she engages in brief conversation with Framton. Though formally polite, she still has a sense of hauteur about her, barely stifling a yawn as Framton regales her about his nervous condition. She's treating Framton with a similar degree of cool politeness as Vera, but one which scarcely conceals a contempt for the outsider, the city-dweller who doesn't understand the old ways of the countryside, particularly the long-standing tradition of superstitious folk tales.

Where do diamonds come from?

Contrary to popular belief, diamonds do not actually from coal, at least not usually. Coal is a relatively recent phenomenon in geological terms, as it required land plants to live, die, and then be compressed over millions of years. Diamonds are much, much older.The most common way for diamonds to form is in the Earth's mantle, in particular regions with just the right level of temperature and pressure and sufficient carbon in the surrounding...

Contrary to popular belief, diamonds do not actually from coal, at least not usually. Coal is a relatively recent phenomenon in geological terms, as it required land plants to live, die, and then be compressed over millions of years. Diamonds are much, much older.

The most common way for diamonds to form is in the Earth's mantle, in particular regions with just the right level of temperature and pressure and sufficient carbon in the surrounding rocks. These regions are most commonly found under the middles of continental plates. We of course could never dig that far down into the mantle; fortunately, volcanic eruptions occasionally bring up parts of the mantle containing these diamonds close to the surface, where we can extract them.

Diamonds can also be formed by the collision of tectonic plates, particularly in subduction zones where an oceanic plate is pushed under a continental plate.

Diamonds can come from meteorites, in one of two ways: Either they can be formed in space by collisions between asteroids, or they can be formed at the moment the meteorite hits the ground and releases all its kinetic energy.

Finally, we can now synthesize diamonds by subjecting graphite or coal to extremely high temperature and pressure. These diamonds are usually small and not very pretty---but they are just as hard as any other diamond. (Large, attractive synthetic gemstones can be produced, they just aren't nearly as common.) In fact, most of the world's diamond consumption is in the form of synthetic diamonds, though not as gemstones but for industrial equipment.

Were Romeo and Juliet infatuated? If they were, what proves this?

Some would argue that, yes, Romeo and Juliet were simply infatuated with one another and not that they were truly in love.  There are a few reasons for this.  First, the fact that Juliet, especially, is so young (she is not yet fourteen years old) leads some readers to believe that she cannot possible be really in love with Romeo because she doesn't have the emotional maturity for it. 

Second, Romeo is nursing the wounds...

Some would argue that, yes, Romeo and Juliet were simply infatuated with one another and not that they were truly in love.  There are a few reasons for this.  First, the fact that Juliet, especially, is so young (she is not yet fourteen years old) leads some readers to believe that she cannot possible be really in love with Romeo because she doesn't have the emotional maturity for it. 

Second, Romeo is nursing the wounds inflicted by Rosalind and the apparently unrequited love he feels for her.  The fact that he literally seems to fall for Juliet on the same night that he is pining for Rosalind makes it seem like his feelings for either girl cannot possibly be love.  Further, perhaps Romeo only grows attached to Juliet so quickly because she returns his interest, unlike Rosalind.  He says something similar to Friar Lawrence, that his new love is better than his old because she feels likewise.

Third, the fact that the relationship between Romeo and Juliet progresses so quickly makes it seem too much like infatuation to some readers.  They meet one night, get married the next morning, sleep together that night, and take their own lives so as not to have to live without the other a day or two later.  It all goes so fast that it doesn't sound like love, which is thought to tend to build and develop somewhat more slowly.

The characters in "Araby" represent the “hollow people” of a failed life. What word games and descriptions substantiate Joyce’s point?

It's true that James Joyce's "Araby" explores the lives of people who could be considered "hollow." One of the descriptions that most exemplifies this idea comes later on in the story, when the nameless narrator meets his uncle as he comes home (the following quote is taken from excellent online version of the text):

My uncle said he was very sorry he had forgotten. He said he believed in the old saying: "All work...

It's true that James Joyce's "Araby" explores the lives of people who could be considered "hollow." One of the descriptions that most exemplifies this idea comes later on in the story, when the nameless narrator meets his uncle as he comes home (the following quote is taken from excellent online version of the text):

My uncle said he was very sorry he had forgotten. He said he believed in the old saying: "All work and no play makes Jack a dull boy." He asked me where I was going and, when I had told him a second time he asked me did I know The Arab's Farewell to his Steed. When I left the kitchen he was about to recite the opening lines of the piece to my aunt.

This description implies that the uncle, who has returned home late, has been at the pub and is slightly drunk, as his actions suggest a certain unsteadiness and fuzziness. Additionally, the phrase "All work and no play makes Jack a dull boy" can be seen as something of a word game, as it is essentially a cliche that playfully disguises the irresponsibility of the uncle's behavior. All in all, the description above suggests that the uncle cares more for drinking at the pub than he does for honoring his commitment to return home and give his nephew money for the bazaar. By extension, the description suggests that the uncle cares more for drinking than the human relationships in his life. As such, we can see the quote above as a prime example of how Joyce describes the lives of "hollow" people.

what chapter does George ask Lennie if he remembers the hiding spot if anything bad happened at the new job?

To answer this question, take a look at chapter 2. In this chapter, George and Lennie meet Curley for the first time. Curley takes an instant dislike to Lennie, acting very aggressively and hostile towards him. Although Lennie is large and strong, he has no desire to make an enemy of Curley and certainly does not want to fight him.

In response, George gets very worried and asks Lennie about the hiding place that he...

To answer this question, take a look at chapter 2. In this chapter, George and Lennie meet Curley for the first time. Curley takes an instant dislike to Lennie, acting very aggressively and hostile towards him. Although Lennie is large and strong, he has no desire to make an enemy of Curley and certainly does not want to fight him.

In response, George gets very worried and asks Lennie about the hiding place that he highlighted to him in chapter 1. Specifically, he asks Lennie if he can remember the place:

You remember where we slep' last night? Down by the river?

George then tells Lennie that if anything bad happens, he must go there and wait.

This is significant because it demonstrates George's sense of care and compassion towards Lennie while also foreshadowing the accidental death of Curley's wife later in the novel.

How did France and Spain help America in the American Revolution?

The best benefit that the patriots received from Spain and France during the Revolutionary War was the fact that the Americans were not having to fight alone.  With Spain and France having the ability to threaten British colonies and maybe even Britain itself, the British Empire could not commit its full strength against the colonists.  Spain and France supplied financial help during the war and provided a morale boost to the Americans who thought that...

The best benefit that the patriots received from Spain and France during the Revolutionary War was the fact that the Americans were not having to fight alone.  With Spain and France having the ability to threaten British colonies and maybe even Britain itself, the British Empire could not commit its full strength against the colonists.  Spain and France supplied financial help during the war and provided a morale boost to the Americans who thought that the prospects for independence were dim.  One of America's best generals, Marquis de Lafayette, was a French citizen.  The French navy also proved invaluable, especially in the siege of Yorktown when the French navy and Washington's army kept the British army from escaping.  While at that time both Spain and France did not have any close ties to American republican thought, both nations were interested in seeing the British Empire suffer.  

Discuss the cultural function, effects, or implication of the story of Rip's meeting with the ghostly Hudson and his crew and effects of the fact...

"Rip Van Winkle" was written at a time when Americans were trying to establish their own distinct culture and literature. Irving's story helped to establish the tradition of a distinct American literature that fit within the genre of Romanticism but that had uniquely American elements.

One of these unique American elements is the inclusion of American folklore. The tradition of folklore was an important part of European Romanticism, but Irving sought in this story to...

"Rip Van Winkle" was written at a time when Americans were trying to establish their own distinct culture and literature. Irving's story helped to establish the tradition of a distinct American literature that fit within the genre of Romanticism but that had uniquely American elements.

One of these unique American elements is the inclusion of American folklore. The tradition of folklore was an important part of European Romanticism, but Irving sought in this story to establish a uniquely American folklore. For example, in describing Rip Van Winkle's family, he writes, "he was a descendant of the Van Winkles who figured so gallantly in the chivalrous days of Peter Stuyvesant, and accompanied him to the siege of Fort Christina." Irving connects Rip Van Winkle to Dutch American history, which, while not ancient by European standards, pre-dated the arrival of the British. Fort Christina had been established by the Swedes and was captured by the Dutch in the 1650s, giving the story a connection to the pre-English history of the American colonies.

Later, Rip Van Winkle meets in the Romantic mist of the Catskill Mountains with Hudson and his crew. The man he first meets is dressed in "the antique Dutch fashion." He sees a crowd of old-fashioned figures playing nine-pins in an amphitheater, and they make him think of "the figures in an old Flemish painting." After returning to his village after the passage of many years, Rip Van Winkle tells his tale to whoever will listen, and only those with Dutch heritage tend to believe him. By becoming the town historian, he is establishing the importance of a distinctly American history and a defining a sense of regional identity that comes from Henry Hudson and the Dutch heritage of the area. Rip's meeting with Hudson and his crew establishes the idea of an American identity and folklore that provide a unique style and voice in American literature.

In An Inspector Calls, what quotes relate to Eric being guilty for pushing Eva to suicide?

In the Inspector's final speech, he states, "We are responsible for each other." Every person has a duty to behave morally and carefully. In their carelessness, each of the Birlings has had a part to play in Eva's death, not least Eric.

Eric is first described to us as being in his early twenties, "half shy, half assertive." Gerald states that he has gathered that "he does drink pretty hard." These two quotations give valuable insight into Eric's character as an irresponsible, heavy-drinking young man and critical background into his treatment of Eva, whom it is revealed that he got pregnant. 

At the beginning of the Inspector's inquiry, Eric announces that he has a headache and that he had better go to bed. The Inspector stops him and says, "If you turn in, you might have to turn out again soon." From this we can gather that the Inspector has something to say to Eric and that his part in the death of Eva will be revealed.

Inadvertently, it is Mrs. Birling who condemns Eric for his part in Eva's death. She had refused Eva help as she was pregnant and unmarried and, rather than accepting her responsibility for this, she says, "Go and look for the father of the child. It's his responsibility." She carries on in this vein, declaring that the father ought to be "dealt with very severely" until Sheila realizes and tells her to stop.

"Look, Inspector, you're not trying to tell us that—that my boy—is mixed up in this—?"

Despite the fact that Eric certainly was the father of Eva's child, Mrs. Birling refuses to believe it. Eric enters, looking "pale and distressed," as the curtain falls on Act II.

It is worth noting that Eric's interview is the shortest in the play. Eric does not deny anything the Inspector says. He admits that he was "in that state when one easily turns nasty" and threatened to make a row until Eva let him in to her room. He admitted to returning to see her again and, when she told him she was pregnant, he says, "I was in a hell of a state about it."

In this instance, Eric is not completely careless. He cares for Eva, although he does not love her, and he takes fifty pounds from his father's office to try and help her. After fully realizing the horror of her death, he says, "I'm not likely to forget."

The Inspector responds:

"Just used her for the end of a stupid, drunken evening, as if she was an animal, a thing, not a person. No, you won't forget."

This quote from the Inspector sums up Eric's culpability. Even though he had some awareness of the consequences of his actions and later offered to help her, Eva meant nothing to him. He forced his way into her room and used her for his own selfish pleasure just because he could. Eric does learn from this, and he ultimately accepts his responsibility, but that acceptance does not erase the fact that he overlooked another person's humanity for his own pleasure.

What were the effects of the trans-Atlantic slave trade on West African societies?

The effects of the Atlantic slave trade on West African societies were complex and characterized by change over time. At first, the slave trade was actually controlled by West African kings, who offered enslaved people instead of the gold that many early European voyagers sought to trade for. Over time, as the kingdoms of Europe established colonies overseas, the increased demand for labor that accompanied this transformation altered the trade. The slave trade enriched the...

The effects of the Atlantic slave trade on West African societies were complex and characterized by change over time. At first, the slave trade was actually controlled by West African kings, who offered enslaved people instead of the gold that many early European voyagers sought to trade for. Over time, as the kingdoms of Europe established colonies overseas, the increased demand for labor that accompanied this transformation altered the trade. The slave trade enriched the kings of such empires as the Kongo, but it did so at a massive cost. It led to endemic warfare in the region, as Europeans sought captives to enslave. It later led to major social stresses, as village life was often disrupted by slave gangs who kidnapped young people for sale. Over time, European powers sought to conduct the trade on their terms, building large fortresses that served as the centers of slave trade and the ports of departure for millions of unfortunate people. One very significant way that the trade affected Africans was by causing a major gender imbalance in African towns and villages. Since slavers favored male captives, fewer were left behind. This led to polygamous marriage practices, one significant way in which traditional African lifeways were disrupted. The slave trade also deprived West African kingdoms of healthy young laborers, which not only ripped families and villages apart, but also inhibited the development of the region's economy. 

Compare and Contrast Macbeth and Banquo in Act One, Scene Three. (Include context.)

Both Macbeth and Banquo are bewildered by the weird sisters. The witches proclaim that Macbeth is Thane of Glamis and Cawdor, and will eventually be king. Banquo asks Macbeth why this news startles him. Banquo asks the witches to tell his future. They say that he will not be king, but his sons will. Given Macbeth's first reaction, it seems that Banquo is initially more comfortable with the prophecies than Macbeth is.

Seeing proof of what the...

Both Macbeth and Banquo are bewildered by the weird sisters. The witches proclaim that Macbeth is Thane of Glamis and Cawdor, and will eventually be king. Banquo asks Macbeth why this news startles him. Banquo asks the witches to tell his future. They say that he will not be king, but his sons will. Given Macbeth's first reaction, it seems that Banquo is initially more comfortable with the prophecies than Macbeth is.

Seeing proof of what the witches had said, Macbeth becomes ambitious. Banquo, on the other hand, collects his thoughts and becomes skeptical. Here, we clearly see how Macbeth gives in to his ambition while Banquo takes a step back and employs a healthy (intelligent) skepticism:

And oftentimes, to win us our harm,

The instruments of darkness tell us truths,

Win us with honest trifles, to betray's

In deepest consequence. (I.iii.133-46)

After hearing Banquo's warning, and considering how "foul and fair" the day has been, Macbeth is skeptical as well. So, both men share a healthy skepticism. But Banquo inevitably accepts the notion that if the future matches the witches' prophecies, so be it. Macbeth becomes more obsessed with the prophecies and his future. Macbeth's ambition and his wife's influence will feed this obsession.

In this particular scene, Macbeth is skeptical but intrigued to the point of being obsessed. Banquo is skeptical and careful in thinking about the encounter.

Give two lies squealer uses to prove that snowball was a traitor from the very beginning

After Snowball is driven from the farm he is used as a scapegoat for every conceivable ill. Napoleon's dictatorship becomes ever more repressive and there are growing food shortages thanks to his greed and incompetence. Rumors swirl around the farm that Snowball keeps creeping back at night and causing trouble. After all, if Napoleon is the wise, benevolent leader he claims to be, then Snowball's sabotage is the only rational explanation for the farm's mounting...

After Snowball is driven from the farm he is used as a scapegoat for every conceivable ill. Napoleon's dictatorship becomes ever more repressive and there are growing food shortages thanks to his greed and incompetence. Rumors swirl around the farm that Snowball keeps creeping back at night and causing trouble. After all, if Napoleon is the wise, benevolent leader he claims to be, then Snowball's sabotage is the only rational explanation for the farm's mounting problems.

But not everyone is convinced. So up pops Squealer, Napoleon's chief propagandist, to give everyone the party line. He claims Snowball was a traitor. Squealer says Snowball has been taken by Mr. Frederick and is now actively plotting with him to overthrow the farm's Animalist regime. And not only that, he was also in cahoots with Jones right from the very start, trying to undermine Animalism from within. At the Battle of the Cowshed it was Snowball whose treachery almost led to a catastrophic defeat.

And at that crucial battle for the future of the Animalist revolution, Squealer says it was the heroic Napoleon who cried "Death to humanity!" as he bit Mr. Jones in the leg. Like every other word that comes out of Squealer's porky mouth, this is a total lie. But Boxer, for one, appears convinced because

If Comrade Napoleon says it, it must be right.

As subsequent events show, Boxer comes to pay dearly for his gullibility and fanatical belief in the ideology of Animalism.

What is the adaptation of arachnids?

The class Arachnida includes eight-legged organisms like spiders and scorpions. They have adapted to live on land by developing a covering which serves as a flexible exoskeleton. This exoskeleton conserves water and is effective in providing protection from the arachnids environment. They have an internal method of sexual reproduction, with spiders having internal chambers for their young spiders. Most arachnids digest their food by pouring digestive juices over it, then ingesting the liquefied remains back...

The class Arachnida includes eight-legged organisms like spiders and scorpions. They have adapted to live on land by developing a covering which serves as a flexible exoskeleton. This exoskeleton conserves water and is effective in providing protection from the arachnids environment. They have an internal method of sexual reproduction, with spiders having internal chambers for their young spiders. Most arachnids digest their food by pouring digestive juices over it, then ingesting the liquefied remains back into their system. Most arachnids live in humid, moist areas, and are nocturnal, which means they are sensitive to light, so they are most active at night when the sun goes down. Some arachnids immobilize their food by poisonous bite, such as the Black Widow spider or the scorpion.

How does Marat/Sade contrast and complement the theories of theatre from Aristotle, Artaud, and Brecht?

Marat/Sade is a play about putting on plays in an insane asylum. While there is some history behind this premise, Peter Weiss’s play is more about the theatre itself and the power of theatre to transform audiences. Brecht and Artaud were two important  influences in Peter Brook’s famous staging of the play with the Royal Shakespeare Company in 1964.

Antonin Artaud was a surrealist who developed an approach to theatre called “The Theatre of Cruelty.”...

Marat/Sade is a play about putting on plays in an insane asylum. While there is some history behind this premise, Peter Weiss’s play is more about the theatre itself and the power of theatre to transform audiences. Brecht and Artaud were two important  influences in Peter Brook’s famous staging of the play with the Royal Shakespeare Company in 1964.

Antonin Artaud was a surrealist who developed an approach to theatre called “The Theatre of Cruelty.” His premise was to subvert the conventions of theatre by encouraging a kind of “sensory overload” in the audience through the use of flashing lights, discordant sounds, inaudible or nonsensical dialog and so forth. This is meant to allow the audience to feel the unexpressed emotions of the subconscious.

Bertolt Brecht approached theatre as a way to indoctrinate or educate audiences about Marxist theories of labor and class struggle. Like Artaud, Brecht saw conventional theatre as suspect; however, while Artaud sought to give voice to the subconscious, Brecht subverted theatrical conventions in order to foreground their bourgeois nature and make a space for Marxist discourse. Brecht coined the term “Verfremdungseffekt” (alienation effect) for a series of strategies a playwright could use to subvert the audience’s desire to “believe” the story of the play. Music, for example, is not used to advance or enhance the story of the play but rather to break up the narrative flow and comment on the story.

Brook’s staging of Marat/Sade made use of both techniques. The play-within-a-play structure serves to reinforce the artificiality of the theatrical experience, while the frequent musical numbers serve to interrupt the action of the play. The character of Sade in particular enacts a kind of doubleness; he plays himself in the play-within-a-play, and his debates with Marat can be understood as a commentary on the history of Marat’s assassination as well as a commentary on staging plays in an insane asylum (or by the Royal Shakespeare Company, in the case of Brook). While much of the play is about the nature of “revolution,” the ending, in which the patients/actors are beaten into submission, calls into question whether such change is possible.

Review the paper “The Purpose of Government” by Anon A. Muss again. Identify 5 instances in which the author could have used a different word...

There are a few instances where wording could be more concise or accurate.

1) Let's start with the very first sentence of this paper. 

"A lot of people wonder what is the purpose of government, why is it there anyway?"

This is a run-on sentence that suddenly turns into a question. Correct use of punctuation always helps a reader understand what a writer wants to say. If you take what is written already and say it out loud, you could surmise that the writer was trying to write this: 

A lot of people wonder, "What is the purpose of government? Why is it there, anyway?"

I know that this technically isn't changing any of the words, but this punctuation breaks up the sentence into distinct clauses. While it may not feel organic to the person writing, it will definitely feel more organic for the reader in terms of processing meaning. 

2) The second sentence of the paper does a bit of rambling. 

"This is a good question because even though many people think they know what the purpose of government is, other people disagree and this sometimes can cause government to not be affective."

You can cut out some excess words and get this: 

"This is a good question because many people disagree on what the purpose of government is. This can sometimes cause the government to not be as effective as it could be."

This is overall more succinct. You can remove the thought about people knowing the purpose of government, because it's implied when you go on to say that people can disagree on what the purpose is. You can then take the two remaining ideas of the sentence—people disagreeing on the purpose, and the government not being as effective because of this—and make those into two shorter, more easily understandable statements. 

Additionally, affective was used when effective should have been used. Let's make that our next point 

3) Always know when to use affect(ive) or effect(ive). Using the wrong one will definitely bother certain readers. In this paper, affective was used incorrectly in this sentence: 

"...and this sometimes can cause government to not be affective."

In this case, the writer should have used effective. Effective means that something produces the result you want (which in this context, is definitely how you would want a government to be). When something is affective, it expresses or is influenced by emotions (this could also describe a government, but not in the context the writer is using). 

4) "The constitution also makes the courts have the power to decide when things are done like the constitution wants and when they are not constitutional."

This sentence is very repetitive and needs a second read-through to be understood. An improved sentence could be: 

"In addition, the constitution gives the courts power to decide what is constitutional and what is unconstitutional." 

This is more straightforward, and takes definitional phrases like, "when things are done like the constitution wants" and converts them into the word they're defining: "constitutional." 

5) People all are wanting to be equal and this menes that government must do what the people tell them to do. Why else do people vote them in office? What good would it be if it did not do what the people want for it to do?

These few sentences are a bit of a mess. Redundant/unnecessary words are all over the place, "means" is spelled as "menes," the word "government" is used when the writer means to say members of the government, and "it" is used to refer to multiple subjects. A more concise version could be: 

"Everyone wants to be equal, and this means that government officials must do what the people want. Why else would they be voted into office? What good would it be if government officials did not listen to what the people want?" 

The impact of rhetoric often depends on whether or not a paper like this is composed correctly.

There are also a number of instances where wording and compositional factors could be changed to sound more competent or professional.

1) An all-around rule for sounding professional in writing is to avoid the phrase "I think," especially at the beginning of sentences. This can undermine the writer's command of their words, because to the reader, "thinking" something is less assured than "knowing" something. There are a few "I think"s in this paper, but this section has one directly following the other: 

"I think the purpose of government is to do what the people tell them to do, that is why they elected them. I think government is the worker that works for the people who tell them what they want them to do by the way they vote at the election poll."

Good substitutes for "I think" could be "One could say that...", "In my opinion...", or "It is my belief that...". 

There are more issues within that quoted section, but let's move on to another point. 

2) Another phrase to avoid is "I don't like." It sounds a bit immature, like a child saying "I don't like that!" It is used in the paper here: 

"I don’t like it when people in the congress don’t do what the constitution said."

A better way to phrase this idea could be: 

"Many people would be upset by congress members going against what the constitution says." 

3) Using transitional phrases and having some variation in sentence beginnings would give the paper a better overall flow. In #2 from the examples of how to be more concise/ accurate, we ended up with the following: 

"This is a good question because many people disagree on what the purpose of government is. This can sometimes cause government to not be as effective as it could be."

This section can be even further improved by variation of sentence beginning! Both sentences begin with "This," and neither uses a transitional phrase. An improvement would be:

"This is a good question because many people disagree on what the purpose of government is. Consequently, the government may sometimes not be as effective as it could be."

By changing up the second sentence with a transitional phrase, you've not only brought in some variety, but connected the ideas of the two sentences even more! Transitional phrases, when used correctly, will always help a writer sound like they have greater control over their words.

4) "This is because people in Washington are always fighting over things that don’t matter very much but don’t pay enough attention to solving problems."

This is an opinion statement, and it needs to be written as an opinion. For example: 

"In my opinion, this is due to people in Washington fighting over unimportant issues, instead of focusing on solving problems." 

This gets rid of unnecessary words, and makes it clear that the statement is the writer's firm opinion. 

5) "I think if government was doing everything it was supposed to be doing, more people would be equal in their jobs they have, more people would be equal in the how much money they make, more people would be equal in the house they live in, and more people would be treated equal in their lives."

An improved version of this very long sentence could be: 

"If the government was doing everything it was supposed to be doing, more people would be equal in their employment, in how much money they earn, in their housing situations, and in their lives." 

The "I think" was unnecessary because it undermines the confidence of the statement and the repetition of "more people would be" was unnecessary because it only needs to be written once at the beginning of the list to apply to each item on the list. "Employment" is also a more competent and concise term for "jobs they have," as well as "housing situation" for "the house they live in." 

Or, to be more concise myself, this statement needed to be more concise. That way, it will have more impact. 

Describe the conflict of the main characters in the story "Thank You Ma'am"

While the main conflict in the story is man v. man, I think a solid argument could be made that there are several examples of man v. self conflicts.

The main source of conflict in the story is man v. man - in other words, this is when two characters (the protagonist and the antagonist) are against each other. In this case, Mrs. Bates and Roger are against each other since Roger attempted to steal...

While the main conflict in the story is man v. man, I think a solid argument could be made that there are several examples of man v. self conflicts.

The main source of conflict in the story is man v. man - in other words, this is when two characters (the protagonist and the antagonist) are against each other. In this case, Mrs. Bates and Roger are against each other since Roger attempted to steal Mrs. Bates' purse. The story says, "It was about eleven o’clock at night, and she was walking alone, when a boy ran up behind her and tried to snatch her purse." 

Furthermore, Mrs. Bates is not letting Roger get away with attempting to steal her purse. Instead, she is trying to teach him a moral lesson. This is where I think an argument can be made that there are some examples of man v. self conflicts. When there is a man v. self conflict, a character is struggling morally and may or may not succeed in overcoming that obstacle. 

After Mrs. Bates and Roger make it to her house, Roger struggles with deciding whether he should stay or make a run for it. The text says, "Roger looked at the door—looked at the woman—looked at the door—and went to the sink." This shows a man v. self conflict because since the moment Roger attempted to steal Mrs. Bates purse, he was trying to run away. However, this pivotal moment shows that he is deciding to stay with her instead of running. This demonstrates a change in Roger and his behavior. 

Another subtle example of a man v. self conflict is apparent in the way that Mrs. Bates reveals her intentions to Roger. She says, "I have done things, too, which I would not tell you, son—neither tell God, if he didn’t already know..." This shows that Mrs. Bates might see a bit of herself in Roger, and therefore sees a greater need in helping him get back on the right track. 

What is an oxymoron in The Hound of the Baskervilles?

An oxymoron is a literary device in which two opposing concepts or words are juxtaposed against each other. 

We can find a great example of an oxymoron in chapter eight of The Hound of the Baskervilles, "First Report of Doctor Watson."

On October 13th, Watson writes to Holmes from Baskerville Hall to describe how being there is like leaving behind all traces of contemporary England. He describes the graves that are scattered throughout the...

An oxymoron is a literary device in which two opposing concepts or words are juxtaposed against each other. 

We can find a great example of an oxymoron in chapter eight of The Hound of the Baskervilles, "First Report of Doctor Watson."

On October 13th, Watson writes to Holmes from Baskerville Hall to describe how being there is like leaving behind all traces of contemporary England. He describes the graves that are scattered throughout the hillsides and the gray stone huts that are there too. He goes on to report the facts concerning Sir Henry Baskerville and to mention the escaped convict who is prowling the moor.

In the opening passage of his letter, we can find the oxymoron. Watson states that the longer he stays there, the more the spirit of the moor sinks into his soul—both its vastness and its "grim charm."

"Grim charm" is an oxymoron which juxtaposes a positive quality (charm) against a negative descriptor (grim). Watson is suggesting that while the moor is initially frightening, one can become accustomed to it. 

Can you summarize Niall Ferguson's views in Chapter 14 of The Pity of War?

At the beginning of this chapter, which is the concluding chapter in this book, is a shocking fact about the war's consequences that has since been backed up by historians (and is not usually taught in schools).  The shocking fact is that Britain (and not Germany) was thrown into economic disarray by the end of World War I.  "The paradox was--and still is--that Germany, the loser, was worse off."  Ferguson backs up this paradox with...

At the beginning of this chapter, which is the concluding chapter in this book, is a shocking fact about the war's consequences that has since been backed up by historians (and is not usually taught in schools).  The shocking fact is that Britain (and not Germany) was thrown into economic disarray by the end of World War I.  "The paradox was--and still is--that Germany, the loser, was worse off."  Ferguson backs up this paradox with many facts supporting his idea before leading into the thought that, without this irony, Germany may not have been able to gain the momentum for World War II.  

Germany lost more due to a "blow to their prestige" (such as in the loss of their colonies) than due to actual "economic worth."  The reparations Germany was asked to pay, says Ferguson, was unreasonable; therefore, loans were in order.  This put Germany in a better position than the reader might expect.  In fact, "tax reform was deliberately botched out of the desire to avoid reparations."  As a result, reparations were truly avoided by Germany.

Ferguson eventually suggests that the burden of debt was actually more for the British than it was for the Germans.  Ferguson provides a very damning graph on page 416 of the reparations Germany was expected to pay vs. the reparations it eventually paid.  The results are striking.  It becomes obvious to the reader that Germany would recover.  Eventually, inflation in Germany actually "stimulated investment" and allowed postwar Germany to stabilize if not to prosper.  Eventually, Germany simply found themselves ready to "start working out how to pay for the next war."  

Ferguson's views in this chapter, of course, contrast with the usual idea that Germany was completely devastated (both economically, politically, and socially) after World War I.  

`y=3/x-2` Graph the function. State the domain and range.

The given function `y = 3/x-2` is the same as:

`y = 3/x-(2x)/x`

`y = (3-2x)/x or y =(-2x+3)/x.`

To be able to graph the rational function `y =(-2x+3)/x` , we solve for possible asymptotes.

Vertical asymptote exists at `x=a` that will satisfy `D(x)=0 ` on a rational function `f(x)=N(x)/D(x)` . To solve for the vertical asymptote, we equate the expression at denominator side to `0 ` and solve for `x` .

In `y =(-2x+3)/x,` the `D(x) =x.`

Then, `D(x) =0 `  will be `x=0` .

The vertical asymptote exists at `x=0` .

To determine the horizontal asymptote for a given function: `f(x) = (ax^n+...)/(bx^m+...)` , we follow the conditions:

when `n lt m`     horizontal asymptote: `y=0`

       ` n=m `      horizontal asymptote:  ` y =a/b `

        `ngtm `     horizontal asymptote: NONE

In `y =(-2x+3)/x` the leading terms are `ax^n=-2x or -2x^1` and `bx^m=x or x^1` . The values `n =1` and `m=1` satisfy the condition:` n=m` . Then, horizontal asymptote exists at `y=(-2)/1 or y =-2` .

To solve for possible y-intercept, we plug-in `x=0` and solve for` y` .

`y =(-2*0+3)/0`

`y = 3/0 `

y = undefined

Thus, there is no y-intercept.

To solve for possible x-intercept, we plug-in `y=0` and solve for `x` .

`0 =(-2x+3)/x`

`0*x = (-2x+3)/x*x`

`0 =-2x+3`

`0-3=-2x+3-3`

`-3=-2x`

`(-3)/(-2)=(-2x)/(-2)`

`x= 3/2 or 1.5`

Then, x-intercept is located at a point `(1.5,0).`

Solve for additional points as needed to sketch the graph.

When `x=1` , then `y =(-2*1+3)/1 =1/1=1` . point: `(1,1)`

When `x=3` , then `y =(-2*3+3)/3 =-3/3=-1` . point: `(3,-1)`

When `x=-1` , then `y =(-2*(-1)+3)/(-1) =(5)/(-1)=-5` . point: `(-1,-5)`

When `x=-3` , then `y =(-2*(-3)+3)/(-3) =9/(-3)=2` point: `(-3,-3)`

Applying the listed properties of the function, we plot the graph as:

You may check the attached file to verify the plot of asymptotes and points.

As shown on the graph, the domain: `(-oo, 0)uu(0,oo) ` and range:` (-oo,-2)uu(-2,oo).`

The domain of the function is based on the possible values of `x` . The `x=0` excluded due to the vertical asymptote.

The range of the function is based on the possible values of `y` . The `y=-2` is excluded due to the horizontal asymptote.