How was Telemachus affected by growing up without his father?

Telemachus has grown up in a very insecure home as a result of his father's being away. His mother, Penelope, has been pursued by suitors for years, and these suitors have essentially been camped out at their home in Ithaca, eating their food, sleeping with their servants, drinking their wine, and so forth. Most of the suitors are not good men, and they do not treat Telemachus with respect. In fact, once he begins to...

Telemachus has grown up in a very insecure home as a result of his father's being away. His mother, Penelope, has been pursued by suitors for years, and these suitors have essentially been camped out at their home in Ithaca, eating their food, sleeping with their servants, drinking their wine, and so forth. Most of the suitors are not good men, and they do not treat Telemachus with respect. In fact, once he begins to stand up to them and suggest that he will go in search of news about his father, they plot to kill him. Therefore, his young life has been one of relative insecurity and confusion, without a male role model present to teach him how to be a man in this era when such a thing felt so necessary. Despite this lack, however, it is clear that Telemachus has a strong moral code and that he loves his parents and understands the importance of offering hospitality and respect to guests, even when they do not seem to deserve it.

What techniques does Desai use to develop Ravi in "Games at Twilight"?

Anita Desai uses a combination of direct and indirect characterization to develop Ravi.  

There is quite a bit of direct characterization happening with Ravi in this story. Readers are told many specifics about his build and his thoughts. For example, we are told that Ravi is short when Desai talks about his short legs being the cause of his slow running ability.  

Desai uses indirect characterization early on for Ravi as well. Probably...

Anita Desai uses a combination of direct and indirect characterization to develop Ravi.  

There is quite a bit of direct characterization happening with Ravi in this story. Readers are told many specifics about his build and his thoughts. For example, we are told that Ravi is short when Desai talks about his short legs being the cause of his slow running ability.  

Desai uses indirect characterization early on for Ravi as well. Probably my favorite line about him is the following line.  

Ravi heard the whistling and picked his nose in a panic, trying to find comfort by burrowing the finger deep—deep into that soft tunnel.

Readers are specifically told that Ravi is in a panic and picking his nose to find comfort, but within that sentence is a lot of other information about Ravi. He's not a very confident kid. The kids are playing hide-and-seek, yet Ravi is terrified. He also finds comfort in picking his nose. This tells readers that Ravi is likely that "weird" kid who still picks his nose at an entirely too-old age. He's probably not well-liked, and he doesn't have a lot of friends. Those suspicions are confirmed by the end of the story when readers see that nobody is willing to admit that Ravi won the game. In fact, nobody even remembers that Ravi was playing at all.

What is a summary of The Hate U Give?

The Hate U Give opens with Starr Carter attending a party in Garden Heights, where she once lived. She's a teenage girl who attends a fancy prep school with mostly white classmates; Starr is black and her father used to be fairly high-up in a gang. She sees her friend Khalil (who she shared her first kiss with years before), and they discuss Garden Heights and their families. When the party gets violent, Starr leaves with Khalil.

As they drive away, Khalil takes out a hairbrush and then puts it down. They chat and listen to music, and then they're pulled over by the police. Starr recalls a talk her father had with her about what to do if she's ever arrested. He said to do what they say, don't make any sudden moves, and only speak when spoken to.

The police officer asks Khalil for his documents; Khalil asks why he was pulled over. Starr notices that the cop's badge says one-fifteen. When Khalil asks the cop to just give him his ticket, the cop tells him to get out of the car and put his hands where they can be seen. One-Fifteen, as Starr calls him in her head, pats down Khalil and finds nothing.

He tells Khalil and Starr not to move and starts to return to his car. Khalil moves to the door to see if Starr is okay and then One-Fifteen shoots him three times. The officer tells Starr not to move when she tries to help Khalil. Eventually, the ambulance comes but they can't save Khalil. Starr's parents arrive to take her home.

The next day, Starr visits Khalil's family and goes with Carlos, a police officer she knows, to give her statement. One-Fifteen claims he mistook the hairbrush for a gun. 

At school in Williamson, Starr pretends not to have known Khalil. She's tense with her boyfriend and aware of the microaggressions and racist comments that her classmates make. Back in Garden Heights, the neighborhood begins to stir, infuriated by what happened to Khalil. There are riots protesting his death. 

The police department decides not to charge One-Fifteen with anything based on "the evidence as well as the statement given by the witness." Starr finds out on the news. She blames herself for the local unrest, as well as the lack of charges. The news begins to gain national traction and Starr has to deal with knowing that some people—including her friend Hailey—think the shooting was justified.

People don't know she's the witness for the most part, including her boyfriend Chris. 

Starr struggles with whether to speak up but then decides that she can't be silent. Starr thinks:

This is bigger than me and Khalil though. This is about Us, with a capital U; everybody who looks like us, feels like us, and is experiencing this pain with us despite not knowing me or Khalil. My silence isn’t helping Us.

People at Williamson protest and they "act like [Starr is] the official representative of the black race," constantly justifying their participation and giving her explanations. The boy who organized the protests did it to get out of class; Starr and Chris attend their classes instead.

Chris eventually tells Starr that he knew she was the witness to Khalil's death. She admits it and tells him the truth about her family and her childhood. They confess that they love each other.

Protests in Garden Heights continue. A grand jury is convened to determine if one-Fifteen should face charges. Ultimately, it's decided that One-Fifteen, Officer Brian Cruise Jr., shouldn't. 

Seven, Chris, DeVante, and Starr make their way through the neighborhood while the riots are occurring. They explain to Chris that Starr used to live in Garden Heights and that the projects they pass are where she grew up. 

The group, Starr's attorney, and others are involved in an altercation with the police. The police throw canisters of tear gas and Starr throws one back at them. When the cops swarm the crowd, they make for a waiting bus to get away. The riots are causing looting and property destruction. Starr and the others get caught in a fire. 

King, the head of the King Lords, confronts Starr and her family; she accidentally gave the identity of a gang member away during an interview. It's revealed he set the fire. When the police and fire department arrive, everyone says they saw King and the gang members set the fire. DeVante agrees to testify against King and the gang.

Starr realizes that while she was ashamed of Garden Heights in the past, that's behind her now. The novel ends with her promising Khalil that people aren't forgetting and that she'll never forget. She'll never give up. She'll never be quiet. 

On what condition is the speaker prepared to change his dark complexion? |

The Prince of Morocco refers to his complexion when wooing Portia. He is aware of the racism against men with his skin color. Earlier, Portia expressed frustration at having to face yet another suitor: “if he have the condition of a saint and the complexion of a devil, I had rather he should shrive me than wive me.” By “complexion of a devil” she is referring to the prince and his dark skin.

The prince...

The Prince of Morocco refers to his complexion when wooing Portia. He is aware of the racism against men with his skin color. Earlier, Portia expressed frustration at having to face yet another suitor: “if he have the condition of a saint and the complexion of a devil, I had rather he should shrive me than wive me.” By “complexion of a devil” she is referring to the prince and his dark skin.

The prince immediately addresses these concerns, referring to his skin as “The shadow'd livery of the burnish'd sun.” He has no problem with his race, knowing that he is as brave and worthy as any. He even brags that beautiful women in his country have loved him for his looks, including his tawny skin. However, the only reason he would change his skin color would be to win Portia’s approval: “I would not change this hue, / Except to steal your thoughts, my gentle queen.”

Portia assures the prince that he has as good a chance as any suitor, since she is unable to select her husband herself. He fails the test that her deceased father set up and must leave in shame. Portia seems to have some respect for him, but she says, “Draw the curtains, go. / Let all of his complexion choose me so,” expressing a disdain for men who are not white.

Picture a grain of rice weighing 25 mg, 6mm long, rolling off a one meter long slope at a 45 degree angle at the height 1.5 meters above the...

Assumptions

Grain is uniform and the centre of gravity is located 3mm from the edge of grain

Centre of gravity of grain is at point A when starts moving

There is no friction in the ramp and movement starts from rest

Only gravitational forces act on grain

Acceleration in the direction of movement = gcos45

When passing a point at 150mm grain has to travel 3+150 = 153mm to completely pass the point.

...

Assumptions

Grain is uniform and the centre of gravity is located 3mm from the edge of grain

Centre of gravity of grain is at point A when starts moving

There is no friction in the ramp and movement starts from rest

Only gravitational forces act on grain

Acceleration in the direction of movement = gcos45

When passing a point at 150mm grain has to travel 3+150 = 153mm to completely pass the point.

Using equation of motion in the direction of travel;

`S = ut+1/2at^2`

`153 = 0+1/2*gcos45*t^2`

`t = 6.64s`

So the grain will take 6.64s to pass the point.

What is the theme of "Raleigh Was Right" by William Carlos Williams?

"Raleigh Was Right" was William Carlos Williams's response to a poetic duel between Christopher Marlowe and Sir Walter Raleigh that took place in the late sixteenth century. Marlowe had written "The Passionate Shepherd To His Love," a much-anthologized love poem set against the backdrop of a lush, pastoral idyll and in whose famous opening line a shepherd invites the object of his love, a nymph to

"Come live with me and be my love."

Raleigh's rejoinder was "The Nymph's Reply to the Shepherd." Here, Raleigh brings the world of nature that the shepherd inhabits crashing down to earth. The shepherd's pastoral idyll is really no such thing; like any other part of the everyday world, it is subject to the forces of nature and decay. And the shepherd is also himself a part of that world.

In time, his looks will fade. That being the case, why would the nymph want to stay with him? Of course, if he could somehow retain his youth, then she'd be more than happy to oblige. But that can never happen. The shepherd's mortal world is subject to the ravages of time, whereas the nymph's is timeless, young, forever fresh. Between the two worlds there can be no real interaction.

As the title of his poem clearly states, Williams is unequivocally on Raleigh's side in the matter. I would like to suggest that there are two themes at work here, one explicit, the other implicit. The explicit theme takes its cue from Raleigh's poem. Williams is strongly criticizing the notion that nature somehow provides a refuge from the wants and cares of the everyday world. In this, he is reacting not just against the idealized picture of bucolic life presented by Marlowe but also against the conception of nature associated with the Romantics. Romantic poets such as Wordsworth tended to look upon nature as a living force, possessed with its own unique, awesome spirit that somehow transcended the mundane world of space and time. In doing so, they reified nature; that is, they made it into a thing, something standing over, against, and apart from humanity.

But Williams is having none of this. Nature isn't separate and distinct; the country is as much a part of the world as the city. There's nothing remotely mysterious about it; the gods have long since flown, and with them the simple common folk who plowed the soil, tended the land, and planted the crops. They are dead, and so is the world they grimly inhabited. They, like the shepherd in "The Nymph's Reply," have been destroyed by the violence of time.

That leads me on to the second, more implicit theme of the poem. Williams appears to suggest that the pastoral idyll is no longer a legitimate source of poetic inspiration. Many years ago, perhaps, but not now, not in the modern world. It was all very well in days of yore when the country folk, the common clay, lived off the land. Those were simpler times, a time of "dung and death," to use Eliot's words. It was a time when men and women had a much closer, more intimate connection with the land. It was also a more superstitious time, when every grotto, every vale and tree, seemed possessed by sprites and whispering spirits. Little wonder then that poets waxed lyrical about this animistic fairy world, populating it with long-forgotten pagan deities.

Yes, nature can be beautiful. But it is also an intrinsic part of our world. As such, it can never bring us peace from that world. This applies as much to nature in the here and now as it does to the bucolic fantasies of pastoral poets of old.

Summarize the Brown v Board of Education case. Based on the case outcome, explain why the Little Rock Nine situation still happened. and what a...

Brown v. Board of Education was a landmark case in United States history as it arguably launched the civil rights movement. The Little Rock Nine were the first black students to enact this ruling of the Supreme Court.

Brown v. Board of Education was a consolidation of cases from five jurisdictions that concerned the same problem of segregated schools:

• 
  Brown v. Board of Education (Kansas)


• 
  Briggs v. Elliot (South Carolina)


• 
  Bulah v. Gebhart and Belton v. Gebhart (Delaware)


• 
  Davis v. County School Board of Prince Edward County (Virginia)


• 
  Bolling v. Sharpe (District of Columbia)

At the time of this case, most of the segregated schools were not "separate but equal." Often the buildings of the black schools were in ill repair, books were the ones used for years by the white schools and were dirty and torn, and indoor toilet facilities did not exist. Nonetheless, the purpose of the consolidation of these cases was not the physical conditions, but the fact that segregation itself was "inherently unequal and a violation of the equal protection clause of the 14th amendment of the Constitution."

The unanimous decision of the Supreme Court in Brown v. the Board of Education was that an education of quality was essential for all children. Therefore, the court ruled that the states must ensure this educational equality for everyone regardless of color or creed. Chief Justice Earl Warren wrote that all children must be provided an adequate education regardless of their color if they are to succeed in life:

Such an opportunity, where the state has undertaken to provide it, is a right that must be made available on equal terms.(1954)

The unanimous decision of the court in 1954 was, in essence, that "The doctrine of separate but equal has no place" in education.  

Thus, because the resistance to this ruling was so widespread in the South, there was a second decision made in 1955, known as Brown II. This decision ordered school districts to integrate "with all deliberate speed."
As a result of this decision and because there was pressure placed upon the school board of Little Rock, Arkansas, by the NAACP, preparations were made to enroll African-American students at the high school in order to put the new law into effect. Among those interviewed, nine students seemed stalwart enough to withstand the attacks to which they would be subjected, and they enrolled at Central High School in Little Rock, Arkansas.

Very soon thereafter, two pro-segregation groups formed to oppose the plan of the NAACP: the Capital Citizens Council and the Mother’s League of Central High School. So, the nine students were counseled on how to respond to hostile attacks. Then, on September 2, 1957, Governor Orval Faubus of Arkansas promised to call in the Arkansas National Guard to prevent the African-American students’ entry to Central High. But, Judge Davies, a federal judge, issued an order that the nine students would, in fact, enter the school. However, despite this order, the National Guard prevented the students from entering that day.

During the following weeks, Judge Davies commenced legal proceedings against Governor Faubus. President Eisenhower then tried to persuade the governor to remove the National Guard, but federal Judge Davies finally had to order the Guard removed. When this occurred, the Arkansas police had to escort the students into the school through an enraged mob. Finally, the students had to be escorted away. The following day, the students were again escorted by federal troops into the school. While they remained at Central High School throughout the year, the National Guard was present every day at this school for the rest of the year. Still, the nine students were met with hatred and acts that harmed some of them throughout the year, but they remained. They, then, were responsible for the movement, or change in social ideas, that began to take place throughout the South.

After the school year was finished, one of the nine students graduated. Then, in September of 1958, Governor Faubus closed the Little Rock high schools, making it necessary for the remaining eight students to receive their education in other schools or through correspondence courses.