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. 

How can I connect Hamlet's madness to that of a modern-day character like Randle McMurphy in "One Flew Over the Cuckoo's Nest"? This is for an IB...

The IB IOP is usually 10-15 minutes in length. From what I can see, it looks like you're interested in an oral expose or structured presentation. Granted that you're not given much time, here is what I recommend:

1) Start with a 3 minute introduction. State your thesis. Let's say that you're comparing Randle McMurphy to Hamlet, and you want to explore how both characters disguise their true mental status in order to achieve certain goals. In Shakespeare's play, Hamlet actually feigns insanity on a number of occasions for his own purposes. In One Flew Over the Cuckoo's Nest, Randle McMurphy also feigns insanity to escape prison farm work. A possible thesis statement would be how dramatic irony drives the plot in both works. 

As we read, we come to realize that both men utilize language, behavior, and diction to give the impression that they are mentally compromised individuals. Sadly, their acts of subterfuge ultimately lead to their destruction. In McMurphy's case, his feigned insanity lands him in a mental hospital (he's initially happy about this). However, he soon finds his freedom circumscribed by Nurse Ratched and the hospital staff. He is eventually lobotomized, but Chief Bromden intervenes to save him from a life of degradation (he smothers McMurphy to death). As for Hamlet, the young prince achieves a Pyrrhic vengeance that results in his own death. 

2) 3-4 minutes for Randle McMurphy: McMurphy uses subterfuge to land himself in a mental asylum. Once there, he finds himself under Nurse Ratched's jurisdiction. Far from being free, McMurphy discovers that he's just as captive in the hospital as he would be in a prison environment. While we know that he's far from mad, Nurse Ratched believes that McMurphy exhibits the psychopathic behaviors of a mentally deranged patient. So, she acts according to her beliefs. Much of the plot derives its tension from the conflicts between Nurse Ratched and McMurphy. McMurphy tries to outwit Nurse Ratched, while the latter doubles down on punitive measures and intimidating tactics. Here, try to provide some examples from the novel to demonstrate McMurphy's desperate struggle against Nurse Ratched.

3) 3-4 minutes for Hamlet: Use a quote to support your stance that Hamlet is not clinically insane, for example: "I essentially am not in madness,/ But mad in craft." (Act 3, Scene 4). In this play, Hamlet feigns insanity in order to hide his true goals from King Claudius, Polonius, and the king's circle of friends. You can list some examples of Hamlet doing this. For example, you could make the case that Hamlet is pretending that his overpowering love for Ophelia has driven him to madness. When Ophelia meets with him, Hamlet goes on a bitter tirade against the gentler sex. His cruel words cause Ophelia deep emotional anguish, but Hamlet must persevere in his adopted guise in order to deceive Polonius (and by extension, the king). Hamlet aims to take Claudius down, but he must hide his true intentions until he can make his hopes of vengeance a reality.

4) 3-4 minutes to state your conclusions about Hamlet and Randle McMurphy. In your opinion, do you think that both characters' actions are justified? Do Shakespeare and Ken Kesey adequately use dramatic irony to not just drive the action in both stories but also make the argument that human beings will go to great lengths to protect their right to personal agency? It's a question worth asking.

The above constitutes one way you can order your presentation. You may decide to change certain factors to fit your specifications and your teacher's requirements.

What impact did the Indian slave trade have on North America?

The Indian slave trade, often ignored in high school and even college textbooks, was an important factor in the development of the southern colonies in particular. From the late seventeenth century to the second decade of the eighteenth, when the Tuscarora and Yamassee Wars brought the trade to an end, the Indian slave trade was a major source of labor and capital for the Carolinas and Virginia. The trade was supplied by Indian peoples, including...

The Indian slave trade, often ignored in high school and even college textbooks, was an important factor in the development of the southern colonies in particular. From the late seventeenth century to the second decade of the eighteenth, when the Tuscarora and Yamassee Wars brought the trade to an end, the Indian slave trade was a major source of labor and capital for the Carolinas and Virginia. The trade was supplied by Indian peoples, including the Yamassee and Westos, who gained slaves through raids on surrounding peoples. The result for Indian peoples throughout the Southeast was endemic warfare, infighting within tribes, and population depletion. Many smaller groups sought refuge with larger groups like the Creeks and Catawbas. For the unfortunate people sold into slavery, most were bound for the Caribbean, and the money made from the trade was used as capital to purchase African slaves, among other things. The trade also existed in the North, where many Indian war captives, most notably the Pequot, were sold into slavery. Indian slavery was another form of unfree labor, which was perhaps the defining feature of life in many of the American colonies.

What is unique about the party in Chapter V of The Great Gatsby?

This social gathering isn't so much a party as it is a reunion between Gatsby and Daisy, disguised as an invitation from Nick, her cousin, to tea. Gatsby has asked Jordan to ask Nick to invite Daisy over for tea, and so he has. Daisy is supposed to arrive, alone, at four o'clock, and—at two minutes to four—Gatsby panics that she's not coming. When she does, and Nick lets her in, they return to his...

This social gathering isn't so much a party as it is a reunion between Gatsby and Daisy, disguised as an invitation from Nick, her cousin, to tea. Gatsby has asked Jordan to ask Nick to invite Daisy over for tea, and so he has. Daisy is supposed to arrive, alone, at four o'clock, and—at two minutes to four—Gatsby panics that she's not coming. When she does, and Nick lets her in, they return to his living room, where he finds that Gatsby has vanished. Gatsby then knocks, and "glar[es] tragically into [his] eyes" from the front door. He attempts to appear nonchalant, an attempt which fails miserably and nearly results in the breaking of Nick's clock.

It is odd that, even though Gatsby wanted this meeting with Daisy, he begins to feel that it is a "'terrible mistake'" because it is awkward. Nick forces Gatsby to return to the room while he waits outside in the rain, and when Nick comes back in, Daisy's face is stained with tears and Gatsby "literally glowed," just like the sun that has managed to come out despite the awful rain earlier. They seem to have established that they each still love the other. The three of them then, awkwardly, go to Gatsby's house because he wants to show it off to Daisy but seems not to want to be alone with her yet.

When Kim Jong Il died, many people in the world were confused by what happened to be a genuine outpouring of grief among North Korean citizens....

Johnson's The Orphan Master's Sonhelps the reader understand that while the former leader of North Korea, Kim Jong Il, was a dictator, his people were conditioned to believe he was a benevolent leader. Johnson shows that the media in North Korea only portrayed the better side of their leader. For example, in the introduction to the book, "Our Dear Leader Kim Jong Il was seen offering on-the-spot guidance to the engineers deepening the Taedong...

Johnson's The Orphan Master's Son helps the reader understand that while the former leader of North Korea, Kim Jong Il, was a dictator, his people were conditioned to believe he was a benevolent leader. Johnson shows that the media in North Korea only portrayed the better side of their leader. For example, in the introduction to the book, "Our Dear Leader Kim Jong Il was seen offering on-the-spot guidance to the engineers deepening the Taedong River Channel" (page 3). The media only portrays the leader as omniscient and benevolent, and the culture of the country reinforces people's reverence for their leader. For example, when Commander Ga (really Pak Jun Do) is in prison, he only gets off one day a year--Feburary 16, which is Kim Jong Il's birthday (page 191). The culture reinforces the idea that the leader is a kind of deity, and the culture worships him instead of worshipping religious figures.

Johnson's book also portrays the fear that compels North Koreans to obey their leader. For example, when the new Commander Ga and Sun Moon hear Kim Jong Il say that Pak Jun Do is the real Commander Ga, Pak Jun Do and Sun Moon are aware that the real Commander Ga is lost forever. Sun Moon thinks, "he had been replaced and she would never see him again" (page 258). Though she is crushed, she does not say anything, as everyone fears the leader and his power. This power helps us understand why people obey the North Korean leader, and some perhaps felt compelled to show grief over his death out of fear.

Why and for whom did Charles Dickens write A Christmas Carol?

A Christmas Carol was published on December 19 1843, just months after the release of an important government report into child labour. This report was compiled by Dr Samuel Scriven, at the request of the Home Office, and detailed the lives of children who worked in the pottery industry in Staffordshire. 

As well as being a novelist, Dickens was an active social reformer who read this report with a combination of interest and disgust. Through...

A Christmas Carol was published on December 19 1843, just months after the release of an important government report into child labour. This report was compiled by Dr Samuel Scriven, at the request of the Home Office, and detailed the lives of children who worked in the pottery industry in Staffordshire. 

As well as being a novelist, Dickens was an active social reformer who read this report with a combination of interest and disgust. Through his observation of 173 potteries, Scriven found hundreds of children working upwards of 12 hours per day, in dangerous conditions and for very low wages. The vast majority of these children were barely able to read or write and suffered a number of health and development problems because of their work. According to the report:

"In numberless instances they, are required to labour on to eight, nine, or ten, and this in an atmosphere varying from 100 to 120 degrees; all these extra hours being occasioned, nine times out of ten, by the selfishness or irregularities of their unworthy taskmasters."

Dickens was thus inspired to bring the plight to these children to the public's attention and decided that the best way to do it was through the medium of story-telling. As for the recipients of the story, it seems likely that he wrote A Christmas Carol for those people who were ignorant to life for poorer people in society or, perhaps, for those children in the potteries, to give them a reason to be happy at Christmas. 

What things do Leo and Stargirl have in common?

One trait that Leo and Stargirl both share is their confidence in their unique individuality. Granted, Stargirl is way more comfortable and confident in being her own person than Leo is. He is still much more affected by peer pressure, but readers do get to see how Leo has confidence in himself liking things that are considered weird or not trendy. For example, he likes porcupine ties:

When I was little, my uncle Pete had...

One trait that Leo and Stargirl both share is their confidence in their unique individuality. Granted, Stargirl is way more comfortable and confident in being her own person than Leo is. He is still much more affected by peer pressure, but readers do get to see how Leo has confidence in himself liking things that are considered weird or not trendy. For example, he likes porcupine ties:

When I was little, my uncle Pete had a necktie with a porcupine painted on it. I thought that necktie was just about the neatest thing in the world. . . . I loved that porcupine tie so much that I decided to start a collection.

Both Leo and Stargirl are capable of loving people by accepting the other person's actions or personality. Again, Stargirl is better at this than Leo. It's why she is able to kiss Hillari after being slapped. Leo shows his ability to love people regardless of their quirkiness by being friends with Stargirl and Archie. Archie is basically the neighborhood goof, but that doesn't stop Leo from talking to him and seeking his advice. The love of people and goodness that Leo and Stargirl share is also demonstrated in their missions of random acts of kindness.

Write a short essay on Abraham Lincoln 's contested reputation.

Lincoln's reputation, it should be said, is pretty solid, both among academic historians and the popular imagination. That said, we can look at a few aspects of Lincoln's career that might be deemed controversial:

• Lincoln held views on race that were fairly conventional for his day. To insulate himself against charges of radicalism in the 1858 Senate race against Stephen Douglas, he promised that he was not, and never had been, for the "social and...

Lincoln's reputation, it should be said, is pretty solid, both among academic historians and the popular imagination. That said, we can look at a few aspects of Lincoln's career that might be deemed controversial:

• Lincoln held views on race that were fairly conventional for his day. To insulate himself against charges of radicalism in the 1858 Senate race against Stephen Douglas, he promised that he was not, and never had been, for the "social and political equality of the white and black races." 


• Moreover, Lincoln did not advocate abolition before the war. This would have been politically disastrous for him. He instead argued that slavery should not be allowed to expand into the western territories. The Emancipation Proclamation itself was undertaken as a political and military necessity, though Lincoln had come by that point to believe that slavery had to be destroyed. 


• During the war, Lincoln suspended the writ of habeas corpus, imprisoning many who were deemed Confederate sympathizers, especially in the border state of Maryland. He even briefly contemplated imprisoning the Chief Justice of the Supreme Court, Roger Taney, and ignored a ruling that Taney handed down on the matter.

It should be noted that each of these points is essentially criticizing Lincoln for being a product of his very difficult times, and for making decisions that he knew at the time to be controversial. So a good essay that engaged with Lincoln's legacy would not shy away from pointing out controversial aspects of his life while not asking too much of the man. 

What is ATP and how does it function? What would happen if we did not have ATP?

ATP is short for adenosine triphosphate. It is the universal unit of energy used by biological cells, and it is produced in the mitochondria.  When a cell needs energy, it gets it from ATP.  The name itself tells a great deal about the structure of ATP.  A single ATP is composed of three parts.  The first part is a base.  In this case, the base is adenine.  The second part of the molecule is a...

ATP is short for adenosine triphosphate. It is the universal unit of energy used by biological cells, and it is produced in the mitochondria.  When a cell needs energy, it gets it from ATP.  The name itself tells a great deal about the structure of ATP.  A single ATP is composed of three parts.  The first part is a base.  In this case, the base is adenine.  The second part of the molecule is a sugar.  The sugar is a ribose.  The third part of the ATP molecule is a phosphate chain.  As the name implies, ATP contains three phosphates.  

The phosphate bonds are important because it is the phosphate bonds that carry a lot of potential energy.  When a cell needs energy, a phosphate is removed from the chain. When the bond breaks, the potential energy is released.  Some of my students have a hard time understanding how something "breaking" can release energy.  I illustrate it by stretching a rubber band until it breaks.  The potential energy of the stretched rubber band releases a lot of kinetic and sound energy when the rubber band snaps.  It's a decent analogy for how breaking the ATP molecule into an ADP molecule releases energy. 

I'm not sure which direction to go with the second part of the question.  "What would happen if we did not have ATP."  The short, simple answer is we would die.  Without ATP, cells wouldn't have their "energy currency" and would die.  All living things are made of cells, and as their cells die, the organism dies.  

On the flip side, if ATP never did exist, but life did manage to begin and exist anyway, I would have to say that life must be using some other form of molecular energy.  Then we would be studying that amazing molecule instead of ATP.  

Where was Shakespeare born and raised?

William Shakespeare was born and raised in Stratford-upon-Avon. Interestingly, we do not know Shakespeare's exact birth date, but it is commonly observed as April 23, 1564. There are church records showing that he was baptized on April 26, 1564. His parents were John Shakespeare, a glove-maker who would later be elected mayor of Stratford, and Mary Shakespeare, born Mary Arden. He was the third of eight children in his family, though he was the oldest...

William Shakespeare was born and raised in Stratford-upon-Avon. Interestingly, we do not know Shakespeare's exact birth date, but it is commonly observed as April 23, 1564. There are church records showing that he was baptized on April 26, 1564. His parents were John Shakespeare, a glove-maker who would later be elected mayor of Stratford, and Mary Shakespeare, born Mary Arden. He was the third of eight children in his family, though he was the oldest to survive; his two older siblings died in infancy.

In his childhood, Shakespeare most likely attended a local grammar school, likely the King's New School in Stratford. At this school, Shakespeare would have learned from a standard curriculum, with instruction in Latin grammar and the works of classical Latin authors.

He remained in Stratford-upon-Avon until at least his eighteenth year, when he married his wife, Anne Hathaway. At some point after that he moved to London, but the historical record does not make clear when that happened.

`sum_(n=1)^oo (3/p)^n` Find the positive values of p for which the series converges.

This series is the sum of an infinite geometrical progression with the common ratio of  `3/p.` It is well known that such a series converges if and only if its common ratio is less than `1` by the absolute value.

In this problem we have the condition  `|3/p| lt 1,` or  `|p| gt 3.` Because we are asked about positive p's, we have  `p gt 3.`

The answer: for positive `p` this series converges if...

This series is the sum of an infinite geometrical progression with the common ratio of  `3/p.` It is well known that such a series converges if and only if its common ratio is less than `1` by the absolute value.

In this problem we have the condition  `|3/p| lt 1,` or  `|p| gt 3.` Because we are asked about positive p's, we have  `p gt 3.`

The answer: for positive `p` this series converges if and only if  `p gt 3.` 

What is the magnetic force per unit length between two parallel wires, separated by a distance `d` , each carrying a current `I ` in the same...

The magnetic field produced by a current carrying wire is:

`B=(mu_0 I)/(2pi r)=(mu_0 I)/(2pi d)`

Then use the lorentz force law per unit length is

`F/L=q/L(v xx B)=lambda (v xx B)=(lambda*v xx B)=I xx B=I*(mu_0 I)/(2pi d) `

`F/L=(mu_0 I^2)/(2pi d)`

Now lets find the direction of the force. I will use cylindrical coordinates `(r,phi,z)` . Let the current go in the `z `direction. Then the magnetic field will wrap around the wire in...

The magnetic field produced by a current carrying wire is:

`B=(mu_0 I)/(2pi r)=(mu_0 I)/(2pi d)`

Then use the lorentz force law per unit length is

`F/L=q/L(v xx B)=lambda (v xx B)=(lambda*v xx B)=I xx B=I*(mu_0 I)/(2pi d) `

`F/L=(mu_0 I^2)/(2pi d)`

Now lets find the direction of the force. I will use cylindrical coordinates `(r,phi,z)` . Let the current go in the `z ` direction. Then the magnetic field will wrap around the wire in the `phi` direction by the right hand rule. Now lets look at the cross product.

`F=I xx B=z xx phi=-r`

Therefore, the magnetic force on the other wire is directed radially inward or toward the wire. You would find the same answer for the other wire. Hence the magnetic force is attractive for wires with currents in the same direction.

How is difference discussed in Sister Outsider?

Audre Lorde views difference as a positive force for social change in Sister Outsider. 

Lorde discusses difference most strikingly in "Age, Race, Class, and Sex: Women Redefining Difference." She says that difference has often been seen as a source of domination and then claims that that view is wrong. To Lorde, differences are a positive thing and should be acknowledged. She believes that accepting difference can bring about positive social change.

Lorde begins by explaining that

Much of western European history conditions us to see human differences in simplistic opposition to each other: dominant/subordinate, good/bad, up/down, superior/inferior.

She goes on to explain that those differences are charged. They're traditionally used to dehumanize and oppress people. Lorde speaks from her perspective as a lesbian, black woman, feminist, and socialist—characteristics that she says usually mark her as other, deviant, or wrong. Those groups, she asserts, are often required to be the ones willing to bridge the gap and help the oppressors understand them better. She says:

In other words, it is the responsibility of the oppressed to teach the oppressors their mistakes. I am responsible for educating teachers who dismiss my children's culture in school. Black and Third World people are expected to educate white people as to our humanity. Women are expected to educate men. Lesbians and gay men are expected to educate the heterosexual world.

Lorde explains that this creation of subordinate groups of people is the result of the institutionalized rejection of difference—which is necessary for the profit economy that needs surplus groups of people. She says it has programmed people to respond to difference with fear and loathing. People react to this by ignoring it, destroying it, or imitating it if we think the difference is dominant.

She says the refusal to recognize differences is what separates people. Lorde explains that this refusal stops us from looking at the differences, how they distort our perception, and how they affect our behavior. She says, for example, that "unacknowledged class differences rob women of each other's energy and creative insight." When a women's magazine decided to publish only prose and reject poetry, Lorde says it showed their lack of understanding. It takes more time to write prose. Poetry, she explains, takes less paper, time, and materials. It's the voice of the poor working class.

Ultimately, Lorde believes that if people acknowledged and celebrated difference, it would be a step toward mobilizing resources and harnessing the energy that real change takes. She says, "Change means growth, and growth can be painful." But it's worth the work it takes. Accepting difference would allow people to better see the problems that face all groups. When difference is acknowledged, understood, and accepted, it benefits all members of society and helps create social change.

Why is it important for the youth to participate in the lottery?

Via Merriam-Webster:

Indoctrinate: to teach (someone) to fully accept the ideas, opinions, and beliefs of a particular group and to not consider other ideas, opinions, and beliefs

The easiest way to indoctrinate someone is to start with a fresh slate. For humanity, there is no fresher slate than a child who, naturally, has very few preconceived notions of right or wrong, moral or immoral. The village in the story uses this to their advantage,...

Via Merriam-Webster:

Indoctrinate: to teach (someone) to fully accept the ideas, opinions, and beliefs of a particular group and to not consider other ideas, opinions, and beliefs

The easiest way to indoctrinate someone is to start with a fresh slate. For humanity, there is no fresher slate than a child who, naturally, has very few preconceived notions of right or wrong, moral or immoral. The village in the story uses this to their advantage, even going so far as to state that "The children assembled first, of course." At the end of the story after Tessie Hutchinson is selected by the lottery, the narrator again points out the participation of the children by saying, "The children had stones already. And someone gave little Davy Hutchinson a few pebbles." The village has so successfully explained away the lottery that even the winner's (or perhaps the loser's from an outside view) children participate without protest.

What sort of man was Robert Neville's father in I Am Legend?

In the book, Robert Neville's father was named Fritz. When Fritz was alive, he insisted that his logical temperament would never permit him to accept the existence of vampires. A fan of the scientific method, Fritz needed substantive proof before he could ever admit the possibility of such an incredible hypothesis. Robert states that his father died "denying the vampire violently to the last." Fritz's unyielding position reinforces Robert's claim that "THE STRENGTH OF THE vampire is that no one will believe in him."

Much of what we know about Fritz is told through Robert's perspective. For his part, Robert actually resents the fact that he takes after his father. He feels that, like his father, he is sometimes too obsessed with orderliness and too preoccupied with facts and logical arguments. He later comes to appreciate the trait of orderliness that he has inherited from his father, though.

Grudgingly, almost amused, he soon had a place for everything. Glass slips, cover glasses, pipettes, cells, forceps, Petri dishes, needles, chemicals—all were placed in systematic locations. He found, to his surprise, that he actually gleaned pleasure from practicing orderliness. I guess I got old Fritz’s blood in me, after all, he thought once in amusement.

As mentioned, Fritz believed in the logical approach. Later, Robert complains that he has this same trait himself. He suspects that Ruth is infected with the vampire bacillus, although she denies it. Robert needs to make sure (for the sake of his own sanity). He knows that he won't rest until he tests her blood:

She was going to let him check her blood. What else could she do? It’s me, he thought. I’ve been by myself too long. I won’t believe anything unless I see it in a microscope. Heredity triumphs again. I’m my father’s son, damn his moldering bones.

Robert's suspicions are borne out of the similar nature he shares with his father: the need to be absolutely sure before faith is granted. Through Robert, we come to see that Fritz was a methodical, efficient, and logical man.

What is the final result of the weathering process?

To some extent, the immediate and simple end of the weathering process is the production of sediment.  By definition, weathering is the breaking down or dissolving of rocks and minerals on Earths surface.  It can be done mechanically or chemically by agents such as water, ice, acids, salt, plants, animals, and/or changes in temperature. 

However, weathering is a part of the entire rock cycle.  Being a cycle means that there is not really a true end or beginning.  Weathering is simply...

To some extent, the immediate and simple end of the weathering process is the production of sediment.  By definition, weathering is the breaking down or dissolving of rocks and minerals on Earths surface.  It can be done mechanically or chemically by agents such as water, ice, acids, salt, plants, animals, and/or changes in temperature. 

However, weathering is a part of the entire rock cycle.  Being a cycle means that there is not really a true end or beginning.  Weathering is simply a stage in the overall process that leads to something else.  Rock is weathered into sediments which are then carried somewhere else because of erosion.  These eroded sediments are then deposited somewhere.  Weathering, erosion, and deposition will continue year after year, and the deposited sediments will eventually be compacted and cemented together to form a sedimentary rock.  That rock can be turned into a metamorphic rock or igneous rock through other processes, or it could be subjected to weathering all over again and turned back into sediments. 

As described by Comic Book Nation, how did Wolverine reflect the cultural and political sensibilities of the 1980s?

Wolverine was a popular 1980s antihero, as he reflected the anti-government sentiment of the era.

According to Wright, 1980s anti-government sentiment resulted from the Watergate scandal and the Vietnam War in the 1960s. In that same decade, the Civil Rights movement became connected to the anti-war movement. Both African Americans and anti-war activists disapproved of Lyndon B. Johnson's handling of the Vietnam War. African American activists particularly disliked what they considered a racially biased draft...

Wolverine was a popular 1980s antihero, as he reflected the anti-government sentiment of the era.

According to Wright, 1980s anti-government sentiment resulted from the Watergate scandal and the Vietnam War in the 1960s. In that same decade, the Civil Rights movement became connected to the anti-war movement. Both African Americans and anti-war activists disapproved of Lyndon B. Johnson's handling of the Vietnam War. African American activists particularly disliked what they considered a racially biased draft system. They also worried that the costs of the mounting war would affect spending levels on President Johnson's Great Society programs.

The anti-government sentiment which began in the 1960s spilled over into the 1980s. People were wary about domestic and foreign federal policies that they felt did not represent their interests.

According to Wright, Wolverine was an invincible anti-hero, the kind who was unencumbered by "bureaucratic technicalities" and sentimental inclinations. Like the Punisher, Wolverine represented vigilante justice. His adamantium skeleton, mutant healing powers, and retractable claws made him indestructible. In short, Wolverine represented an omnipotent 1980s Dirty Harry, the kind that helped the oppressed when the government was the enemy.

In A Christmas Carol, how does Dickens use the Ghost of Christmas Past to make an effective story?

First, Dickens makes the Ghost of Christmas Past part of an effective story by making him a vivid character. For one thing, the Ghost's appearance is quite distinctive and memorable. He wears a white tunic decorated with flowers, holds a sprig of holly, and a jet of light emanates from his head. Further, while he is the size of a child and unwrinkled, he has long white hair. Most curious of all, he fluctuates: sometimes...

First, Dickens makes the Ghost of Christmas Past part of an effective story by making him a vivid character. For one thing, the Ghost's appearance is quite distinctive and memorable. He wears a white tunic decorated with flowers, holds a sprig of holly, and a jet of light emanates from his head. Further, while he is the size of a child and unwrinkled, he has long white hair. Most curious of all, he fluctuates: sometimes he is whole and sometimes all Scrooge can see is an arm or a leg.

The Ghost also has a distinctive personality. He is authoritative and won't let Scrooge, who is unwilling to travel with him, off the hook. Second, he interacts with Scrooge in ways that encourage Scrooge to question his own assumptions. For example, when the Ghost sees how much Scrooge longs for Christmases past, he mocks him using Scrooge' own speech patterns:

A small matter,” said the Ghost, “to make these silly folks so full of gratitude.

Although that's exactly what Scrooge might have said a few hours before, now he realizes it is not such a small matter to be kind and generous to people. 

The Ghost's interaction with Scrooge helps him to change into a better person, contributing to an effective story. Just like Scrooge, we are not likely to quickly forget this ghost. 

In The Great Gatsby, was Gatsby's wealth enough to win Daisy's love ? Please provide quotes to support your stance.

The short answer to your question is no, Gatsby's wealth simply wasn't enough on its own to win Daisy's love--at least not the way Gatsby wanted.  And here is where the complication occurs.  Gatsby has shaped his entire life around winning the love of Daisy Buchanan.  He developed an entire new persona, morphing from the less-than-average James Gatz who has no social status to the mega-nouveau riche Jay Gatsby who is the mysterious toast of...

The short answer to your question is no, Gatsby's wealth simply wasn't enough on its own to win Daisy's love--at least not the way Gatsby wanted.  And here is where the complication occurs.  Gatsby has shaped his entire life around winning the love of Daisy Buchanan.  He developed an entire new persona, morphing from the less-than-average James Gatz who has no social status to the mega-nouveau riche Jay Gatsby who is the mysterious toast of New York.  He spent much of his life tracking Daisy's, collecting every scrap of information he could about her.  When she and Tom settle in East Egg, Gatsby swoops up the property across the bay to be near her.  He stages elaborate parties for one reason only--in the fantastical hope that Daisy and Tom might wander through his gardens on some fated night.  When this fails to happen, Gatsby takes quick advantage of a "friend-of-a-friend" connection in order to re-connect with his lost love.  And it works.  Daisy and Gatsby re-kindle their romance, but she never loses sight of Tom.  In a fit of exasperation, she exclaims,

"Oh, you want too much!" she cried to Gatsby. "I love you now – isn't that enough? I can't help what's past." She began to sob helplessly. "I did love him once – but I loved you too."

This is not enough for Gatsby.  He didn't want to be an additional love in Daisy's life.  He wanted to turn back time, to go to a place where Daisy never loved Tom at all, where he is the only man she has ever wanted.  And not all the money in the world could do that for Daisy.