`y = xe^(-x), y = 0, x = 2` (a) Set up an integral for the volume of the solid obtained by rotating the region bounded by the given curve...

The shell has the radius x, the cricumference is `2pi*x` and the height is `x*e^(-x)` , hence, the volume can be evaluated, using the method of cylindrical shells, such that:

`V = 2pi*int_(x_1)^(x_2) x*x*e^(-x) dx`

You need to find the next endpoint, using the equation `x*e^(-x) = 0 => x = 0`

`V = 2pi*int_0^2 x^2*e^(-x) dx`

You need to use integration by parts to evaluate the volume, such that:

`int udv = uv -...

The shell has the radius x, the cricumference is `2pi*x` and the height is `x*e^(-x)` , hence, the volume can be evaluated, using the method of cylindrical shells, such that:

`V = 2pi*int_(x_1)^(x_2) x*x*e^(-x) dx`

You need to find the next endpoint, using the equation `x*e^(-x) = 0 => x = 0`

`V = 2pi*int_0^2 x^2*e^(-x) dx`

You need to use integration by parts to evaluate the volume, such that:

`int udv = uv - int vdu`

`u = x^2 => du = 2xdx`

`dv = e^(-x) => v = -e^(-x)`

`int_0^2 x^2*e^(-x) dx = -x^2*e^(-x)|_0^2 + 2int_0^2 x*e^(-x)dx`

You need to use integration by parts to evaluate the integral `int_0^2 x*e^(-x)dx.`

`u = x => du = dx`

`dv = e^(-x) => v = -e^(-x)`

`int_0^2 x*e^(-x)dx = -x*e^(-x)|_0^2 + int_0^2 e^(-x) dx`

`int_0^2 x*e^(-x)dx = -x*e^(-x)|_0^2 - e^(-x)|_0^2`

`int_0^2 x*e^(-x)dx = -2*e^(-2) - e^(-2) +0*e^(0)+ e^(0)`

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

`int_0^2 x*e^(-x)dx = -3/(e^2)+ 1`

`int_0^2 x^2*e^(-x) dx = -x^2*e^(-x)|_0^2 + 2(-3/(e^2)+ 1)`

`int_0^2 x^2*e^(-x) dx = -2^2*e^(-2) - 6/(e^2) + 2`

`int_0^2 x^2*e^(-x) dx = -4/(e^2) -6/(e^2) + 2`

`int_0^2 x^2*e^(-x) dx = -10/(e^2) + 2`

`V = 2pi*(-10/(e^2) + 2)`

Hence, evaluating the volume, using the method of cylindrical shells, yields `V = 2pi*(-10/(e^2) + 2).`

Discuss the quality of innocence in the narrator of Bapsi Sidhwa's Cracking India.

Lenny's innocence is significant because it represents the key aspect of her characterization as well as symbolically representing how Partition destroyed the innocence in the nation of India.

Lenny is unaware of the implications of Partition.  Lenny's world is innocent and consists of she, her Ayah, and the immediate world around them.  In this way, in having an innocent and small personal world, she is like the millions of Indians who lived in one country...

Lenny's innocence is significant because it represents the key aspect of her characterization as well as symbolically representing how Partition destroyed the innocence in the nation of India.

Lenny is unaware of the implications of Partition.  Lenny's world is innocent and consists of she, her Ayah, and the immediate world around them.  In this way, in having an innocent and small personal world, she is like the millions of Indians who lived in one country until geographic lines were drawn to divide--to partition--it and them.  She is akin to the Pre-Partition Indians who were concerned with their own innocent interests. 

When Partition hits India, Lenny is forced to pay attention to the violence that consumes her world.  Lenny becomes aware of the cruelty and savagery that is newly a part of the world around her.  Her innocence is replaced with horrifying awareness about what human beings can do to one another.  She is similar to the Indians who are divided into groups of "Hindus" and "Muslims" and who commit atrocities on both sides.  The innocence that once made these people see themselves as "Indians" is supplanted by a sectarian and divisive condition in which many sought to eliminate a group of people.

Seeing that Lenny's narration takes place when she is an adult, she is able to fully process her own involvement in this sad chapter of history.  She is able to understand that she was the victim of manipulation.  Her innocence prevented her from seeing that people like the Ice-Candy Man were skillfully manipulating others for their own benefit.  Ice-Candy Man is able to masterfully develop from one who has no power to one who is a leader who extracts information for his own benefit.  Lenny's awakening realization is similar to that of the Hindus and Muslims who are able to look back on Partition and see how their leaders were skilled at exacerbating tensions in order to reinforce their own political position.  This shows a further comparison between Lenny's innocence and the original innocence of Indians before Partition.

How can the temperatures of sand and water affect climate?

Climate is defined as the weather conditions within a given area over a period of time. The climates of coastal regions that are near water are moderate compared to the climates of inland areas that are surrounded by sand. Thus, the presence of sand and water do have an effect on an area’s climate.

The differing heat capacities of sand and water can be used to explain their effects on an area’s climate. Heat capacity...

Climate is defined as the weather conditions within a given area over a period of time. The climates of coastal regions that are near water are moderate compared to the climates of inland areas that are surrounded by sand. Thus, the presence of sand and water do have an effect on an area’s climate.

The differing heat capacities of sand and water can be used to explain their effects on an area’s climate. Heat capacity is defined as the amount of energy required to increase the temperature of a substance by one degree Celsius without changing the phase of the substance. Water has a much greater heat capacity than sand. Thus, it takes a lot more energy for water’s temperature to either increase or decrease than it does for sand’s temperature to change. Therefore, water heats up and cools down much more slowly than sand’s temperature. Hence, coastal regions that are near the water experience less drastic temperature ranges in their climates than do inland areas that contain larger amounts of sand.

`bbu = , bbv = ` Find (a) `bbu + bbv`, (b) `bbu - bbv`, and (c) `2bbu - 3bbv`.

You need to evaluate the sum of two vectors,`u+v` , hence you need to perform the addition of the same versors, such that:

`u = <0,0> => u = 0i + 0j`

`v = <2,1> => v = 2i + j`

`u + v = <0,0> + <2,1> `

`u + v = <0+2,0+1> => u + v = <2,1>`

Hence, evaluating the sum `u + v` yields `u + v = <2,1> `

You...

You need to evaluate the sum of two vectors,`u+v` , hence you need to perform the addition of the same versors, such that:

`u = <0,0> => u = 0i + 0j`

`v = <2,1> => v = 2i + j`

`u + v = <0,0> + <2,1> `

`u + v = <0+2,0+1> => u + v = <2,1>`

Hence, evaluating the sum `u + v` yields `u + v = <2,1> `

You need to evaluate the difference of two vectors,u-v, hence you need to perform the subtraction of the same versors, such that:

`u - v = <0,0> - <2,1>`

`u - v = <0-2,0-1> => u - v = <-2,-1> `

Hence, evaluating the difference `u - v` yields `u - v = <-2,-1> .`

You need to evaluate the difference of the vectors,`2u-3v` , hence you need to perform first the multiplication of each vector with the indicated scalar and then you need to perform the subtraction of the same versors, such that:

`2u - 3v = 2<0,0> - 3<2,1>`

`2u - 3v = <2*0,2*0> - <3*2,3*1>`

`2u - 3v = <2*0 - 3*2,2*0 - 3*1> => 2u - 3v = <-6,-3>`

Hence, evaluating the difference `2u - 3v` yields `2u - 3v = <-6,-3>.`

Why did Aunt Alexandra want to let Calpurnia go?

Aunt Alexandra thought that Calpurnia was having a somewhat negative influence on Scout.  Calpurnia was the primary female figure in Scout's life until Aunt Alexandra came to stay.  In general, Aunt Alexandra did not approve of Scout.  She did not like Scout's boyish clothes and lack of femininity.  Aunt Alexandra thought that Calpurnia's feminine influence on Scout was not enough.  She was concerned about Scout growing up to be a proper young lady someday.

In...

Aunt Alexandra thought that Calpurnia was having a somewhat negative influence on Scout.  Calpurnia was the primary female figure in Scout's life until Aunt Alexandra came to stay.  In general, Aunt Alexandra did not approve of Scout.  She did not like Scout's boyish clothes and lack of femininity.  Aunt Alexandra thought that Calpurnia's feminine influence on Scout was not enough.  She was concerned about Scout growing up to be a proper young lady someday.

In addition to this, Aunt Alexandra was upset that Scout and Jem had gone to church with Calpurnia.  She also did not like that Scout wanted to visit Calpurnia at her house.  Aunt Alexandra claimed that with her living at the Finch house, Calpurnia was no longer needed.  She suggested letting her go.  Atticus was adamant and he refused to let Calpurnia go:

"Alexandra, Calpurnia's not leaving this house until she wants to.  You may think otherwise, but I couldn’t have got along without her all these years.  She's a faithful member of this family and you'll simply have to accept things the way they are.  Besides, sister, I don’t want you working your head off for us—you've no reason to do that.  We still need Cal as much as we ever did" (To Kill a Mockingbird, Chapter 14).

If Watson's portrait of Holmes is accurate, what is Holmes planning to do as the story ends?

At the end of "The Red-Headed League," Sherlock Holmes responds to Dr. Watson's enthusiastic praise and congratulations with these words:

“It saved me from ennui,” he answered, yawning. “Alas! I already feel it closing in upon me. My life is spent in one long effort to escape from the commonplaces of existence. These little problems help me to do so.”

Watson senses that his friend is going to indulge in his destructive habit of using cocaine...

At the end of "The Red-Headed League," Sherlock Holmes responds to Dr. Watson's enthusiastic praise and congratulations with these words:

“It saved me from ennui,” he answered, yawning. “Alas! I already feel it closing in upon me. My life is spent in one long effort to escape from the commonplaces of existence. These little problems help me to do so.”

Watson senses that his friend is going to indulge in his destructive habit of using cocaine or morphine to ease his ennui. These drugs were not illegal in Victorian times and little was known about their dangers. Two great names in British literature are associated with drugs which have since been outlawed. These writers were William Taylor Coleridge and Thomas De Quincey. Coleridge, the great poet, essayist, and philosopher, became addicted to opium, as did the essayist and critic De Quincey, who wrote a book about his experiences with the powerful drug titled Confessions of an English Opium Eater. Coleridge's best-known work is "The Rime of the Ancient Mariner." Holmes' passionate interest in violin concerts is probably another way in which the detective finds escape from the non-stop activity of his powerful mind.

Watson's quotation of Holmes shows how easily the great detective can become bored. In just one day Sherlock Holmes has captured one of England's most wanted criminals and saved an important bank 30,000 pounds worth of French gold. But once he has achieved this stunning victory, he quickly loses interest in it. He does not care about fame anymore. No doubt he will let the Scotland Yard man Peter Jones take credit for arresting John Clay and saving the £30,000 in gold.

When Holmes tells Watson that "these little problems" help him to escape from ennui, this is partially to explain why he took on such an apparently trivial case and why he takes on other such cases out of pure ennui. This desire of Holmes' to keep his mind occupied enabled his creator, Doyle, to invent many unusual plots and to have Holmes work for many people who might otherwise not have been able to pay him his usual high fees. Helen Stoner in "The Adventure of the Speckled Band" is just one example of a client who needs help but cannot afford to pay him.

What are some examples of imagery in The Catcher in the Rye?

Imagery is descriptive language to produce mental images. Using imagery is one of the best tools an author can use to engage readers in stories. One way to identify imagery is to look for when an author uses one or more of the five senses to create those mental pictures. Taste, touch, smell, sight, and the sense of hearing are tools most everyone can use to relate to a situation or a character. If a...

Imagery is descriptive language to produce mental images. Using imagery is one of the best tools an author can use to engage readers in stories. One way to identify imagery is to look for when an author uses one or more of the five senses to create those mental pictures. Taste, touch, smell, sight, and the sense of hearing are tools most everyone can use to relate to a situation or a character. If a reader understands how it feels to walk through a snowstorm, for example, then when a character does the same thing, that reader can pull from his/her own experiences and become more engrossed in the story. Since The Catcher in the Rye is written from a 16 year-old's perspective, many of the imagery is laced with profanity; but, that also gives the story more authenticity. The following are a few lines that use the sense of sight and similes to help describe snow falling:

"There were about three inches of snow on the ground, and it was still coming down like a madman. It looked pretty as hell, and we started throwing snowballs and horsing around all over the place" (35).

One might have to stop and think for a minute to realize what Holden means by comparing a madman to the snow falling because they are two very dissimilar things, but it works. He also uses contradictions suchs as "pretty as hell" which make the reader stop and notice the image. The next quote uses sound in an fun, adolescent way:

"I mean I can't remember exactly what I was doing when I heard his goddam stupid footsteps coming down the corridor" (40).

How footsteps can be "stupid" might be unrealistic, but the wording is hilarious! Another good image is one that uses sight as he describes how the prostitute enters the hotel room:

"She came in and took her coat off right away and sort of chucked it on the bed. She had on a green dress underneath. Then she sort of sat down sideways on the chair that went with the desk in the room and started jiggling her foot up and down. She crossed her legs and started jiggling this one foot up and down. She was very nervous, for a prostitute" (94).

The quote above chronicles the girl's movements, the color of her dress, the coat and the bed, the chair and the desk, as well as how nervous she was. The reader can picture perfectly how the scene moves from one point to the next because the descriptions are precise for the sense of sight.

What is the setting of The Giver, in a paragraph form?

Setting in any story is its time and place. There are few clues to the time in which The Giver takes place, and not really all that many details that allow us to visualize a setting. Somehow, though, this does not seem to detract at all from the story, since our own imaginations can fill in what is not described. 

I would guess that this story takes place in a contemporary time or the future. ...

Setting in any story is its time and place. There are few clues to the time in which The Giver takes place, and not really all that many details that allow us to visualize a setting. Somehow, though, this does not seem to detract at all from the story, since our own imaginations can fill in what is not described. 

I would guess that this story takes place in a contemporary time or the future.  There are elements that suggest that it is a relatively modern time, for example, the sophistication of the drugs, the fact that there is physical rehabilitation for those who have been injured, a fairly modern concept, what appears to be artificial insemination of some sort, and the fact that at least one person was selected to be an engineer.  What suggests it might be the future is how the Elders rule the society, as though in reaction to some cataclysmic event, for example, a plague or a war, some event that sent them running to set up rules to protect themselves from something dreadful out there in Elsewhere, almost a post-Apocalyptic kind of situation. Most dystopian novels are set in the future, and this is unquestionably a dystopian novel.

We know that this place is bounded on at least one side by a river, since it is across the river from the community that pilots land their planes with whatever supplies are needed.  We also know that the terrain is flat because Jonas has no experience of a hill until he receives a dream about sledding from the Giver.  There is some sort of climate control.  Jonas' experiences of sun, wind, and snow are experiences he has not had except for through the memories of The Giver. There are no animals, either, as we learn when Jonas explains to Lily that her comfort object, an elephant, used to actually exist, which he learned only from the Giver's memories.  So, this is a flat, featureless, sterile place, with no animals and whatever might be considered perfect weather all the time. The setting itself seems to reflect the Sameness of the people. 

`tan(2x) - 2cos(x) = 0` Find the exact solutions of the equation in the interval [0, 2pi).

`tan(2x)-2cos(x)=0, 0<=x<=2pi`

`tan(2x)-2cos(x)=0`

`sin(2x)/cos(2x)-2cos(x)=0`

`sin(2x)-2cos(2x)cos(x)=0`

`2sin(x)cos(x)-2cos(2x)cos(x)=0`

`2cos(x)(sin(x)-cos(2x))=0`

using the identity`cos(2x)=1-2sin^2(x),`

`2cos(x)(sin(x)-(1-2sin^2(x)))=0`

`2cos(x)(sin(x)-1+2sin^2(x))=0`

solving each part separately,

`cos(x)=0`

General solutions are,

`x=pi/2+2pin , x=(3pi)/2+2pin`

Solutions for the range `0<=x<=2pi`  are,

`x=pi/2 , x=(3pi)/2`

`2sin^2(x)+sin(x)-1=0`

Let sin(x)=y

`2y^2+y-1=0`

solve using the quadratic formula,

`y=(-1+-sqrt(1^2-4*2*(-1)))/(2*2)`

`y=-1,1/2`

substitute back y=sin(x)

`sin(x)=-1 , sin(x)=1/2`

For sin(x)=-1

General solutions are,

`x=(3pi)/2+2pin`

Solutions for the range `0<=x<=2pi`  are,

`x=(3pi)/2`

For sin(x)=1/2

General solutions are,

`x=pi/6+2pin , x=(5pi)/6+2pin`

solutions for the range `0<=x<=2pi`...

`tan(2x)-2cos(x)=0, 0<=x<=2pi`

`tan(2x)-2cos(x)=0`

`sin(2x)/cos(2x)-2cos(x)=0`

`sin(2x)-2cos(2x)cos(x)=0`

`2sin(x)cos(x)-2cos(2x)cos(x)=0`

`2cos(x)(sin(x)-cos(2x))=0`

using the identity`cos(2x)=1-2sin^2(x),`

`2cos(x)(sin(x)-(1-2sin^2(x)))=0`

`2cos(x)(sin(x)-1+2sin^2(x))=0`

solving each part separately,

`cos(x)=0`

General solutions are,

`x=pi/2+2pin , x=(3pi)/2+2pin`

Solutions for the range `0<=x<=2pi`  are,

`x=pi/2 , x=(3pi)/2`

`2sin^2(x)+sin(x)-1=0`

Let sin(x)=y

`2y^2+y-1=0`

solve using the quadratic formula,

`y=(-1+-sqrt(1^2-4*2*(-1)))/(2*2)`

`y=-1,1/2`

substitute back y=sin(x)

`sin(x)=-1 , sin(x)=1/2`

For sin(x)=-1

General solutions are,

`x=(3pi)/2+2pin`

Solutions for the range `0<=x<=2pi`  are,

`x=(3pi)/2`

For sin(x)=1/2

General solutions are,

`x=pi/6+2pin , x=(5pi)/6+2pin`

solutions for the range `0<=x<=2pi`  are,

`x=pi/6 , (5pi)/6`

Combine all the solutions,

`x=pi/2 , (3pi)/2 , pi/6 , (5pi)/6`

Why might the path of longer wavelength light (red) be mostly unaffected by the earth's atmosphere?

Light travels in waves as it goes through the air. These waves have their own wavelength, which determine the frequency and hence the color of the wave. When light, in the form of waves, travels through air, it interacts with the gas particles in the air.

Light of short wavelength has a high frequency due to the inversely proportional relationship between frequency and wavelength. High frequency light is high energy light due to the proportional...

Light travels in waves as it goes through the air. These waves have their own wavelength, which determine the frequency and hence the color of the wave. When light, in the form of waves, travels through air, it interacts with the gas particles in the air.

Light of short wavelength has a high frequency due to the inversely proportional relationship between frequency and wavelength. High frequency light is high energy light due to the proportional relationship between energy and frequency (E=hf where E is energy, f is frequency, and h is Planck's constant).

Meanwhile, gas particles in the air have electrons in many orbitals around their nucleus. These electrons will "jump" to higher orbitals when light of high enough energy is absorbed by the electrons, exciting the electron and causing it to jump into a "higher" orbital. These electrons then lose their excitement and jump back to a lower orbital, releasing energy in the form of light, effectively redirecting the light it originally absorbed in a different direction.

When short wavelength light (i.e. high energy light) passes through the gas in the atmosphere, it has enough energy to excite an electron and be absorbed, and then re-emitted in a different direction. However, when light has a longer wavelength (i.e. red light with low energy), it does not have enough energy to excite an electron and make it jump into a higher orbital. Hence, this long wavelength red light is not absorbed and passes through the gas unaffected.

What are some important quotes from chapters 13-16 in To Kill a Mockingbird?

Aunt Alexandra shows up to live with her brother and his children in chapter 13. One of her biggest agendas is to teach Jem and Scout about their family history and how important the Finch name is to Maycomb County. In addition to this knowledge, she wants them to also learn to behave like a gentleman and a lady. She sends Atticus in to talk to the kids when her efforts don't seem to be helping them as she would like. Atticus says the following:

"Gentle breeding. . . She asked me to tell you you must try to behave like the little lady and gentleman that you are. She wants to talk to you about the family and what it's meant to Maycomb County through the years, so you'll have some idea of who you are, so you might be moved to behave accordingly" (133).

This passage is important because it is a big part of the children's life once Aunt Alexandra enters their life. There are many other discussions about "gentle breeding" and everything that goes with it throughout the book.

In chapter 14, there is a big shift in Jem and Scout's relationship. After a fight with Jem, Scout discovers that Dill has run away from his home in Meridian and is hiding under her bed. Scout sneaks into the kitchen to get him some food, but Jem tells Dill that he has to tell Atticus. Scout's description of what happened next is priceless:

"Dill's eyes flickered at Jem, and Jem looked at the floor. Then he rose and broke the remaining code of our childhood. He went out of the room and down the hall. 'Atticus,' his voice was distant, 'can you come here a minute, sir?'" (141).

Jem's growing up and acting like an adult. He tells Dill that he shouldn't worry his mother by running away. This is shocking for Scout and Dill to hear from a child because only adults talk that way. Jem is clearly changing, and as Scout so aptly puts it, "he broke" the childhood code of never snitching, which proves he will never be the same.

Next, in chapter 15, a lynch mob shows up to the jail for Tom Robinson on the night before his trial. The children show up to check on Atticus and Scout decides to talk to Mr. Cunningham about his son that she knows and his legal problems. Scout does not know what she's saying or doing, but she rambles on long enough to get Mr. Cunningham to change the mob's mind.

"Atticus said nothing. I looked around and up at Mr. Cunningham, whose face was equally impassive. Then he did a peculiar thing. He squatted down and took me by both shoulders. 'I'll tell him you said hey, little lady,' he said. Then he straightened up and waved a big paw. 'Let's clear out,' he called. 'Let's get going, boys'" (154).

This is a great moment because a child tames an angry mob of men. Scout not only tames the men, but they stand down and leave so that Tom lives and is able to show up for his trial the next day. The reactions on everyone's faces shows just how ironic the situation is--so much so, that there's nothing else to do but go home.

Finally, in chapter 16, Jem expresses his concern for Atticus and that Mr. Cunningham would have hurt him that night by the jail. Jem is also surprised that Atticus would call Mr. Cunningham a friend after that. Atticus responds as follows:

"Mr. Cunningham's basically a good man. . . he just has his blind spots along with the rest of us. . . but son, you'll understand folks a little better when you're older. A mob's always made up of people, no matter what. Mr. Cunningham was part of a mob last night, but he was still a man. Every mob in every little Southern town is always made up of people you know--doesn't say much for them, does it?" (157).

This passage has to do with Atticus's credo. He tries to see things from other people's perspectives before judging them. He usually doesn't criticize them even then. There are so many learning and growing experiences in these passages that anyone can apply each on to his or her life and recognize its true impact in life and the world around us.

Why is pathetic fallacy used in Lord of the Flies by William Golding?

The word "pathetic," in modern and common usage, is typically defined in terms of being sad, weak or contemptible. However, the word is actually rooted in the Greek word "pathos," which means something closer to "feeling" or "emotion." Thus, a pathetic fallacy is an error in feeling, or, more accurately, the misattribution of feeling to a thing that does not feel, such as saying the sun is cruel.

Ascribing human feelings to non-human things is...

The word "pathetic," in modern and common usage, is typically defined in terms of being sad, weak or contemptible. However, the word is actually rooted in the Greek word "pathos," which means something closer to "feeling" or "emotion." Thus, a pathetic fallacy is an error in feeling, or, more accurately, the misattribution of feeling to a thing that does not feel, such as saying the sun is cruel.

Ascribing human feelings to non-human things is probably a deeply-rooted, ancient practice that may have been employed in an attempt to understand the many mysterious aspects of the natural world, as well as giving rise to numerous myths and religious beliefs. Characterizing objects according to perceived qualities and attitudes may help in shaping human behaviors towards them; for example, qualifying wet rocks as "treacherous" clearly communicates that they are untrustworthy and one must exercise caution or avoid them in order to stay safe. 

Because the boys lack protective adults or tools, we may think of them as resorting to a more primal nature, and accompanying this is a greater degree of pathetic fallacy, in order to understand their place in the world and their relationship to the various inanimate forces around them. 

From a literary perspective, pathetic fallacy is a tool that helps to create other literary elements, such as mood and characterization. We not only learn about Golding's characters by the fact, and the type, of pathetic fallacy they perform, but also how they feel and how Golding wishes to depict their reality.

What does Junior see the word 'faggot' as?

In 2014, this young adult novel topped the list for the most banned and challenged books in the United States. Despite the book's reputation for offensive language, frank discussions of sexuality, and depictions of bullying, Alexie's use of language is practical rather than ornamental.

You asked about Junior's view of the word 'faggot.' This word comes up in the chapter detailing Junior's victorious play in the basketball game between the Wellpinit Redskins and the Reardan Indians. During this game, Junior is tasked with shadowing Rowdy, his basketball arch-enemy. When our young protagonist manages to side-step Rowdy's usual play every inch of the way, the gym breaks out into pandemonium.

Junior's initial three point score so intimidates and demoralizes the other team that the Reardan Indians are able to score a devastating victory. The Wellpinit Redskins fail to make the playoffs for the season, while the Reardan Indians qualify for the playoffs as state-reigning champions.

Junior apologizes for Reardan's victory in an email to Rowdy, but Rowdy laughs it off with some bravado. He tells Junior that his team will beat Junior's team next year, and when that happens, Junior will cry inconsolably. Although both Rowdy and Junior appear to trade 'homophobic insults,' Junior isn't too broken up about this state of affairs. Ironically, the friendly, verbal fire restores Junior's spirits: this exchange marks the first occasion Rowdy has actually communicated with Junior since he(Junior) left the reservation. If you recall, Junior's mother warned him that many Indians would not understand his decision to attend a school outside the reservation.

When Junior admitted his desire to transfer, Rowdy had become very angry. Reardan, after all, was the ultimate high school enemy. They won every baseball and basketball game they played against Wellpinit Junior High. If you recall, Rowdy uses the same homophobic insult to express his pain regarding his best friend's decision to leave. Even worse, he beats Junior up before they part ways.

So, what is different about this email exchange, where the same insults are being used? In this exchange, Rowdy is no longer angry. He doesn't resort to physical violence, and he doesn't condemn Junior for having been on the winning side of the basketball season.

The traded insults between Junior and Reardan represent a typically masculine exchange prevalent among high school boys. In their reluctance to appear effeminate, such an exchange may represent one of the only ways these young men can communicate forgiveness, affection, and trust. In times of great stress, the insults also express repressed pain and grief (as when Junior first informs Rowdy about his transfer to Reardan). It is this raw and unvarnished picture of adolescent camaraderie which makes a reading of Alexie's novel an emotional experience.

Imagine you are Dame Van Winkle and write a short introduction. (30-60 seconds)

In an introduction of Dame Van Winkle, emphasis can be placed on how she tried to make her husband work and be productive when he was not.

If Dame Van Winkle would introduce herself to a larger audience, she would focus on her role in the relationship with her husband.  She would talk about how she had to be who she was because Rip was the way he was.  Dame Van Winkle would talk about...

In an introduction of Dame Van Winkle, emphasis can be placed on how she tried to make her husband work and be productive when he was not.

If Dame Van Winkle would introduce herself to a larger audience, she would focus on her role in the relationship with her husband.  She would talk about how she had to be who she was because Rip was the way he was.  Dame Van Winkle would talk about how her husband was lazy and not productive.  She might even invoke specific examples of "his idleness and his carelessness."

Dame Van Winkle would focus on how she had to counteract her husband's demeanor.  In her introduction, she could focus on how other people might have seen her as nagging.  However, this was only because her husband "had but one way of replying to all lectures," which was to do nothing when he "shrugged his shoulders, shook his head," and "cast up his eyes."  

Dame Van Winkle can talk about how "her tongue" and words had to flow "incessantly" otherwise nothing in the home would get done.  Essentially, Dame Van Winkle would justify herself.   She would explain that her insistence in making sure things get done in the right way extended to her death.  She was angry at a New England Peddler, and in this "fit of passion," she broke a blood vessel.  

Introducing Dame Van Winkle in this way makes her more sympathetic.  She would describe herself in affirming terms.  Rather, she would pitch herself in 30 to 60 seconds as someone who wanted to see things get done, and as someone who sought to overcome the resistance of others. 

How does Clarisse's death help Montag strive to understand the banning of books?

When Montag meets Clarisse, something in him is awakened; then, when he learns that she is gone, possibly run down by a speeding automobile, he becomes distraught. He feels a loss that he tries to heal by examining books in the hope that they might provide some succor and answers to her questions which have ignited an intellectual hunger in him. 

During his encounter with Clarisse, Montag's experience of seeing himself in her eyes makes...

When Montag meets Clarisse, something in him is awakened; then, when he learns that she is gone, possibly run down by a speeding automobile, he becomes distraught. He feels a loss that he tries to heal by examining books in the hope that they might provide some succor and answers to her questions which have ignited an intellectual hunger in him. 

During his encounter with Clarisse, Montag's experience of seeing himself in her eyes makes him feel comfortable and unique. Her cheerful teasing of his failure to have intellectual curiosity has stirred something in Montag. In addition, her ebullient and stimulating personality causes Montag to wonder what has wrought such a difference in her as compared to his dull and distant wife Mildred. It is this marked difference in Clarisse who has pointedly asked him, "Do you ever read any of the books you burn?" that ignites Montag's curiosity about books. Because of this curiosity, Montag steals some of the books from a fire and brings them home to examine them with Mildred in the hope that they will stimulate feelings long dead in his wife. 

What is Atticus trying to teach Scout when he tells her to step in another person's shoes?

Scout had a terrible first day of school.  Due to a misunderstanding, her teacher had punished her.  Scout had been shocked when "Miss Caroline picked up her ruler, gave [her] half a dozen quick little pats, then told [her] to stand in the corner" (To Kill a Mockingbird, Chapter 2).  Scout was upset and embarrassed after this experience.  

Later, Scout told her father about the incident.  She begged her father to keep...

Scout had a terrible first day of school.  Due to a misunderstanding, her teacher had punished her.  Scout had been shocked when "Miss Caroline picked up her ruler, gave [her] half a dozen quick little pats, then told [her] to stand in the corner" (To Kill a Mockingbird, Chapter 2).  Scout was upset and embarrassed after this experience.  

Later, Scout told her father about the incident.  She begged her father to keep her home instead of sending her back to school.  Instead of keeping her home, Atticus spoke words of wisdom to his daughter:

"You never really understand a person until you consider things from his point of view" (Chapter 3).

Atticus was trying to teach his daughter empathy, but Scout did not understand exactly what her father meant by his advice.  He explained that Miss Caroline was new to Maycomb.  She was not accustomed to their ways.  It would take her time to learn, and until then he suggested that Scout be understanding.  Atticus told his daughter that if she put herself in Miss Caroline's shoes, she would see that the teacher had punished Scout due to a mistake.

How are visual arts used in the world around us and how are they a part of our everyday life?

The first response to this intriguing question is the visual art of advertising – how we are “sold” a product based on the television advertisements, billboards, magazine ads, internet pop-ups, etc. But often the word “art” implies “fine art,” that is, works of visual creation displayed in galleries, etc. So there at least two ways “art” influences our everyday life.

First, the profession of advertising takes advantage of what is called “visual rhetoric,” the “language”...

The first response to this intriguing question is the visual art of advertising – how we are “sold” a product based on the television advertisements, billboards, magazine ads, internet pop-ups, etc. But often the word “art” implies “fine art,” that is, works of visual creation displayed in galleries, etc. So there at least two ways “art” influences our everyday life.

First, the profession of advertising takes advantage of what is called “visual rhetoric,” the “language” of shape and color (even such subtle features as typefaces). This “language” assumes a universal (or at least a culturally uniform) code between sender and receiver, often subliminal—for example, the color green brings out a response of nature, growth, cleanliness, and thus advertisements and packaging of products of this nature use green wrappers, etc. to elicit a subliminal response of “fresh, natural, clean.” In this way, we are daily affected by visual art.

Another way we are affected (especially by fine art) is as a repository of our cultural history, our “stages of development” as a culture. When we go to a large art museum (the Louvre, the Hermitage Museum, etc.) we are given a visual tour of our progress from classicism to realism, to modern to post-modern, represented by the visual arts but standing for the progress in human thinking, point-of-view, etc. In this way (usually seen in books on art history) we are in touch daily with our place in history.

After reading "On Being Brought from Africa to America" as an example of dual cultural identity, do you agree with Naomi Long Madgett that images...

Though your response to this question is completely subjective, I would agree with Madgett's statement. I, too, in my initial readings of the poem, did not recognize its potential irony. Perhaps you did not either.

Notice the words that Wheatley emphasizes, presented in italicized form in contemporary printings of the poem:

'Twas mercy brought me from my Pagan land,

Taught my benighted soul to understand

That there's a God, that there's a Saviour too:

Once I redemption neither sought nor knew.

Some view our sable race with scornful eye,

"Their colour is a diabolic die."

Remember, Christians, Negroes, black as Cain,

May be refin'd, and join th' angelic train.

The concept of Wheatley's West African homeland as "pagan" is a Western conceptualization of any non-Christian, polytheistic society. The belief among many Europeans of Wheatley's time was that, by enslaving Africans, Europeans and Americans of European descent could "civilize" them. In fact, the justifications for slavery and conquest were that Africans and Native Americans were "heathen" peoples who were not worthy of respect due to their ignorance of Christ. Wheatley seems to address this belief when she writes of how her "benighted soul" was taught "to understand / That there's a God, [and] a Saviour, too..."

The next lines address the Biblical scorn with which black people were regarded, as though they were in possession of the mark of Cain. The last two lines read as an aphorism, or a lesson. She addresses "Christians," but the italicization can read as either a plea for understanding or an expression of frustration -- or both.

"Christians" and "Negroes" are separated only by commas. In one's reading of the poem, depending on the pace and rhythm, one might be inclined to join the clause "Remember, Christians, Negroes, black as Cain," instead of reading them as separate clauses, as in the following: "Remember, Christians: Negroes, black as Cain...". The inadvertent conjoining of "Christians" and "Negroes" allows for the possibility of their being one and the same.

Joining "th' angelic train" reads, on the surface, as the conversion of Africans to Christian faith. More deeply, it suggests the possibility ("may [my emphasis] be refin'd, and join...") of Africans assimilating into Western culture. Arguably, one's blackness does not preclude one's ability to be just as "refin'd" as any white person.

A more militant reading could perceive Wheatley as saying that Africans, if given the chance, could become like white people, in every aspect but skin color. However, this assumes that the poet is expressing her own ideas about the African experience in America, whereas she could be expressing, with great irony, the view of many white Christians who wished to convert slaves.

What are some quotes in "The Necklace" by Guy De Mussapant that show Mme. Loisel's greediness lead her to her emotional downfall.

Madame Loisel's greediness leads to her downfall because she allows it to permeate every aspect of her life. She does this, primarily, due to feelings of entitlement, where she feels that she deserves everything.

Second, her greediness does not let her see what she does have, and makes her ungrateful and thankless about everything that surrounds her. Another aspect of her greediness is that it also translates into a negative sense of pride; one that makes her haughty, and always wanting to be better than everybody. Finally, her eternally-fantastic thinking blinds her to reality and leads her to aspire to things that are neither realistic nor possible for her. 

Entitlement

Maupassant describes Mathilde as someone who, even though is pretty, happens to be born "as if by a slip of fate" to a family of clerks. This means that Loisel, despite her physical attributes, cannot marry "well". She cannot produce a dowry to secure herself a rich husband. She cannot aspire to rise above the social ranks, either. 

Yet, Maupassant is clearly voicing Mathilde's own view of herself when he describes how "she let herself be married to a lowly clerk". Moreover, the entitlement that Mathilde feels is both unwarranted and nonsensical. How could someone who has never had anything miss riches so much? 

Mathilde suffered ceaselessly, feeling herself born to enjoy all delicacies and all luxuries. She was distressed at the poverty of her dwelling, at the bareness of the walls, at the shabby chairs, the ugliness of the curtains. All those things[...] tortured her and made her angry.

This contributes to her downfall because Mathilde's reason to borrow the fancy-looking necklace is to fill the void she had built for herself by feeling entitled to all that she does not have. 

Ungratefulness

Mathilde does not even feel happy when she does have a chance to at least come close to those things that she dreams about. When her husband secures her an invitation to a ball by the Minsitry of Public Instruction, Mathilde does not even take a second look at it. 

Instead of being delighted, as her husband had hoped, she threw the invitation on the table crossly, muttering:

"What do you wish me to do with that?"

Not only is she ungrateful to her husband, but she also transfers her frustrations onto the young Breton girl who serves in her home as a maid. Could it be that Mathilde sees an aspect of her poor persona in the poor aspect of the young woman?

This contributes to her downfall because she fails to see the good in everything, even in those who help her. Eventually, Mathilde will lose everything, even the Breton girl, and will end up scrubbing floors all on her own. 

The sight of the little Breton peasant who did her humble housework aroused in her despairing regrets and bewildering dreams. 

Negative pride

While pride, under check, is a good feeling to have regarding ourselves, Mathilde's pride stems from the jealousy she feels of others who may be doing better than herself. We know that she has a "friend" from the convent who is rich, and she feels distress when she goes to visit her. We assume that this friend is Madame Forestier. 

She had a friend, a former schoolmate at the convent, who was rich, and whom she did not like to go to see any more because she felt so sad when she came home

Also, Mathilde hides the fact that she lost the necklace from  Madame Forestier. If she had owned up to this fact, she would have found out from her rich friend that, this particular necklace Mathilde chose to borrow, was a fake. This contributed to her downfall because her life changes precisely because of her believe that she had lost an expensive necklace borrowed from Forestier for the ball. Had she just been honest, she could have saved herself. 

Fantasy-thinking

The last denominator that leads Mathilde to her downfall is her nonstop fantastic thinking. It is not just wishful thinking. Mathilde's goes all the way to the most delicate details. 

...she thought of dainty dinners, of shining silverware, of tapestry that peopled the walls with ancient personages and with strange birds flying in the midst of a fairy forest; and s[...]delicious dishes served on marvelous plates and of the whispered gallantries to which you listen with a sphinx-like smile

It makes the reader wonder whether Mathilde's thinking occupies so much of her day that she no longer rationalizes things. Moreover, is Mathilde able to realize that her thoughts are merely fantasies, and not "life goals"?

This greatly contributes to her downfall because she acts upon her fantasies. They are the motivators that lead her to do the things that she does and think the way that she thinks. Unfortunately for her, they will ultimately bring her whole world down. 

How do Victor and the monster have different yet similar uses of language in Frankenstein?

In the book, Frankenstein, Victor and the creature (or arguably "the monster") share many commonalities and differences in language that encourages the readers to reflect on who the monster truly is in the story. Although the creature and Victor initially appear blatantly different, Mary Shelley utilizes their language to show they have more in common than appears initially, especially in relation to their use of language to gain power.

Foremost, Victor often uses...

In the book, Frankenstein, Victor and the creature (or arguably "the monster") share many commonalities and differences in language that encourages the readers to reflect on who the monster truly is in the story. Although the creature and Victor initially appear blatantly different, Mary Shelley utilizes their language to show they have more in common than appears initially, especially in relation to their use of language to gain power.

Foremost, Victor often uses language to empower himself more through education. As seen in the story, Victor uses language (verbal and written) to learn more about science, especially with "forbidden" sciences. With this, Victor eventually becomes a social hermit who spends much time alone, studying books for the power in language and as a result, he creates the creature. 

On the other hand, the creature also uses the power of language, but his original purpose is for a different intention. When the creature finally finds a small French family that he wants to connect with and relate to. He learns language to empower himself to fulfill this goal. However, his plans of utilizing language's power are not successful (although he does acquire the language). 

As a result, both the creature and Victor utilize language for power. For Victor, he desires language's power to become more knowledgeable and even to create life. On the other hand, the creature desires to use language's power to connect with others. Unfortunately, although both were successful in utilizing language, language became a double-edged sword that facilitated much damage and left both characters with regret. 

What are some problems the colonial empire caused Britain?

When Great Britain established its empire, it received many benefits from the empire. These benefits included economic, political, and social ones. However, there were times when having a colonial empire caused problems for Great Britain. I will focus my answer on the problems with the American colonies although many of these issues could apply to their colonies elsewhere.

After controlling the colonies for a period of time, the colonists became upset with some of the...

When Great Britain established its empire, it received many benefits from the empire. These benefits included economic, political, and social ones. However, there were times when having a colonial empire caused problems for Great Britain. I will focus my answer on the problems with the American colonies although many of these issues could apply to their colonies elsewhere.

After controlling the colonies for a period of time, the colonists became upset with some of the policies and laws that were passed. The colonists felt the tax laws were unfair and illegal because the colonists didn’t have representatives in Parliament who could vote for or vote against the tax laws. The colonists also felt the British were restricting their freedom by passing the Proclamation of 1763 and allowing searches of the colonists to deter smuggling. When the colonists refused to obey some of these laws, this caused problems for the Great Britain.

Eventually, events became more violent. The British needed more soldiers in the colonies to enforce the policies that were passed and, at times, to keep order. The presence of these troops and the colonists’ refusal to follow laws led to conflict. Fighting broke out, drawing Great Britain into costly conflicts.

While there were benefits of having colonies, there were also drawbacks at times.

How can I analyze a passage from Hamlet, exploring Shakespeare's use of language and dramatic effects?

I can give you a couple of focal points to consider about Shakespearean language and the tragedy Hamlet overall to use on the passage assigned by your teacher. 

MeterShakespeare is particularly well-known for his use of Iambic Pentameter in his plays. This meter has several uses when it comes to analyzing his work. Noble characters tend to speak in iambic pentameter, whereas common or comic characters speak without form, which contributes to characterization. Syntax...

I can give you a couple of focal points to consider about Shakespearean language and the tragedy Hamlet overall to use on the passage assigned by your teacher. 

Meter
Shakespeare is particularly well-known for his use of Iambic Pentameter in his plays. This meter has several uses when it comes to analyzing his work. Noble characters tend to speak in iambic pentameter, whereas common or comic characters speak without form, which contributes to characterization. Syntax has to be reorganized to accommodate the meter, and Shakespeare tends to use this to advantage in order to emphasize certain elements of a statement, such as a theme or conflict. 

Figurative Language
Shakespeare enjoys integrating analogy, symbolism, allusion, and imagery into his writing. Some or all of these might be present in your passage. Each of these has its own literal meaning but then a subtler, inferred meaning that the audience can discover, which adds to the development of the plot, characters, conflicts, and themes. 

In “A Rose for Emily,” why was it difficult for Miss Emily to meet suitable men in her youth?

Although the narrator of Faulkner’s story does not reveal much information about Miss Emily as a young girl, there are several hints that indicate that finding the right beau would have been a challenge. First and foremost is the looming presence of the overbearing father who raised her alone. Although she had some relatives in Alabama, her father had feuded with them and communication had been cut off, leaving him to be young Emily’s sole...

Although the narrator of Faulkner’s story does not reveal much information about Miss Emily as a young girl, there are several hints that indicate that finding the right beau would have been a challenge. First and foremost is the looming presence of the overbearing father who raised her alone. Although she had some relatives in Alabama, her father had feuded with them and communication had been cut off, leaving him to be young Emily’s sole parental figure. There is also her social status to consider: the Griersons were one of the best families in her generation, and it was often thought that no boy would be quite good enough to be her suitor.

In addition, reports of a great-aunt’s insanity had filtered into town. Amidst these rumors that insanity ran in the family, it is possible that any potential suitor who deemed himself worthy of Miss Emily's hand might shy away from becoming involved with a family considered “tainted.” A final consideration would be her finances: at the time of her father’s death, it became known that she was a pauper. It is likely that their financial situation had been dwindling for some time, a factor that would certainly affect the younger Emily’s prospects for a good marriage.

In Pride and Prejudice by Jane Austen, who says the following sentences and to whom?'I hope we can still be friends now we are brother and...

This kind of question asks you to consider what you know about the characters. Even though there are a lot of characters in Pride and Prejudice, by looking at any snippet of dialogue, you can often tell who said it and to whom the sentence was spoken just by thinking about what the dialogue means and its tone. In other words, this is an exercise in thinking about characterization. 

But if you can't figure out who said these quotes, you can always just search your electronic copy of the novel to find them quickly. Unfortunately, this strategy only works if the reported bits of dialogue are accurate. This particular list seems to consist of bits of dialogue that have been paraphrased, or misreported, or perhaps taken from one of the movie adaptations of the novel. They don't appear in the novel itself.

Let's consider each one:

1. "I hope we can still be friends now we are brother and sister?"

No one says this in the novel, but Elizabeth says something similar to Mr. Wickham near the end of Chapter 52:

"Come, Mr. Wickham, we are brother and sister, you know. Do not let us quarrel about the past. In future, I hope we shall be always of one mind."

What she means is, "Now that you're my brother-in-law, let's not argue. Let's be friends."

2. "Please come to dinner on Tuesday, and you can bring your friend."

This sentence does not appear in the novel, nor does anything similar to it. However, in Chapter 3, the Bennet family is intent on inviting Mr. Bingley to dinner, and they also meet his friend, Mr. Darcy. Mrs. Bennet is eager to marry off two of her daughters to these handsome, rich men, so she wants to establish a social relationship with them. A dinner invitation is never expressed to them in this way, however.

3. "You will not believe how rude that girl was! I am so glad you are not thinking of marrying her!"

These sentences also don't appear in the novel. In fact, the only time people talk about rudeness directly is when they say some particular social misstep is "abominably rude."

However, this sounds like something that Mr. Bingley's sisters would say to Mr. Darcy about Elizabeth. They are snobby and disapprove of Elizabeth's outspokenness.

4. "I always liked him! Even when other people said he was proud."

These sentences also don't appear in the novel, but here's something similar that Elizabeth's aunt says about Mr. Darcy to Elizabeth in Chapter 43:

"There is something a little stately in him, to be sure," replied her aunt, "but it is confined to his air, and is not unbecoming. I can now say with the housekeeper, that though some people may call him proud, I have seen nothing of it."

Of course, you can always argue that Elizabeth would say something like this herself, in reference to Mr. Darcy, perhaps to her parents or to her sisters. She had a hard time convincing her family that she not only likes Mr. Darcy, but loves him. This is because earlier in the novel Elizabeth, like everyone else, thought Mr. Darcy was haughty.

Who enforced English laws in the colonies?

For most of colonial history, English laws in the colonies were enforced by a number of officials. At the highest level was the Board of Trade, based in London. The Board was part of the Privy Council, the closest advisers to the king, and it had the power to review and to give assent to any laws passed by colonial legislatures. The colonies themselves were governed by royal governors, who with only a few exceptions...

For most of colonial history, English laws in the colonies were enforced by a number of officials. At the highest level was the Board of Trade, based in London. The Board was part of the Privy Council, the closest advisers to the king, and it had the power to review and to give assent to any laws passed by colonial legislatures. The colonies themselves were governed by royal governors, who with only a few exceptions were appointed by the King with the advice of the Board of Trade. Governors were guided by instructions given by the Board, which usually consisted of their expectations for how to enforce British policy. Governors worked with colonial legislatures, who passed laws that were supposed to (but often didn't) conform to British law. At the local level, laws were enforced by justices of the peace, sheriffs, and constables. Though technically they were enforcing colonial laws, they were positions that were deliberately created to emulate similar posts in Great Britain itself, and they were understood as part of the hierarchical structure that governed British society. 

What are similarities between flora and fauna for kids?

Flora means plants and fauna means animals. These terms usually refer to a location, such as the flora and fauna of a national forest. The total of all organisms, including bacteria and fungi, is referred to as biota.

All living things have these characteristics in common:

• They are made of cells


• The use acquire and use energy


• They grow and develop


• They reproduce


• They respond to their environment


• They have the ability to evolve (adapt...

Flora means plants and fauna means animals. These terms usually refer to a location, such as the flora and fauna of a national forest. The total of all organisms, including bacteria and fungi, is referred to as biota.

All living things have these characteristics in common:

• They are made of cells


• The use acquire and use energy


• They grow and develop


• They reproduce


• They respond to their environment


• They have the ability to evolve (adapt to their environment)

Some of these chararateristics have different mechanisms in plants than in animals. For example, while both obtain food, plants make their own food using the energy from sunlight and animals eat plants and other animals. Animals are male and female and reproduce sexually. Plants also have male and female parts and reproduce sexually. Some plants also reproduce vegetatively, for example by sending out shoots or runners that become new plants. Spider plants and strawberry plants do this.

Animals have a nervous system through which they respond to their environment. Even animals without an actual brain have nerves of some type. Plants don't have a nervous system, but they can still detect and respond to environmental conditions such as sunlight and gravity. They turn toward the sun. Some plant track the sun throughout the say. Others, such as sunflowers, always face a particular direction. Plants grow upward, away from the force of the earth's gravity, and their roots grow downward toward gravity.

In the book,"By The Waters Of Babylon," is John's settlement a civilization? If so, how?

The following is from National Geographic.

All civilizations have certain characteristics. These include: (1) large population centers; (2) monumental architecture and unique art styles; (3) written language; (4) systems for administering territories; (5) a complex division of labor; and (6) the division of people into social classes.

Using those characteristics, I'm going to have to say that John's settlement is not a civilization.  His settlement certainly has some of those characteristics, but not all of them.  This is one of those lists in which all items must apply in order for it to be true.  

"Large population centers" is a bit relative.  But even if you were to use a number as small as 15,000 people, Benet's story does not indicate that John's tribal settlement is anywhere near that number.  

John's settlement doesn't have any monumental architecture.  No pyramids, no towers, etc.  At least none that are indicated.  I would tend to agree too, because John is shocked at seeing the City of the Gods.  He doesn't understand how anything that big could have been created.  

John does receive training for how to read, but he is in the minority.  He is taught to read, because he is a priest in training.  

I was taught how to read in the old books and how to make the old writings—that was hard and took a long time.

That tells me that the rest of the people do not know how to read; therefore, no written language for the general population.  

"Systems for administering territories" sounds like rudimentary government.  It's more than that though.  You can divide places into territories, but if you don't have the infrastructure to support those territories, they fall apart and act independently.   John's tribe exists as a tribe.  Other tribes are completely separate and even avoided.  There is no rule over territories other than the immediate surrounding area.  

I do think John's settlement shows signs of the last two items.  There is a small division of labor.  John is training to be a priest.  That is a certain societal role that he will fill.  That means other people have other labor roles.

—our women spin wool on the wheel, our priests wear a white robe.

 Lastly, because John is a priest in training, he gets special privileges.  That's definitely a social class division.  

So he knew that I was truly his son and would be a priest in my time. That was when I was very young— nevertheless, my brothers would not have done it, though they are good hunters. After that, they gave me the good piece of meat and the warm corner of the fire.

From what point of view is the story told?

Cinder, by Marissa Meyer, is written from the third person perspective.  The opening paragraphs give a lot of opportunity to figure out the narrative perspective.  The following line is a good example.  

She slumped back with a relieved groan.  

"She" is a third person pronoun.  If the story was written in first person, the sentence would have read "I slumped back with a relieved groan."  If the story were written in second person, the...

Cinder, by Marissa Meyer, is written from the third person perspective.  The opening paragraphs give a lot of opportunity to figure out the narrative perspective.  The following line is a good example.  

She slumped back with a relieved groan.  

"She" is a third person pronoun.  If the story was written in first person, the sentence would have read "I slumped back with a relieved groan."  If the story were written in second person, the sentence would have read "You slumped back with a relieved groan."  

A more specific explanation of the narrative perspective is that the story is written in the third person omniscient point of view.  That means the narrator knows everything.  He knows the thoughts and opinions of the main character as well as the thoughts and opinions of minor characters and bad guys.  

What is a similar theme between Anne of Green Gables by L.M. Montgomery and The Secret Garden by F.H. Burnett?

There are several similar themes that Anne of Green Gables and The Secret Garden share.  They both explore the themes of family in similar ways.  Both Anne from Anne of Green Gables and Mary of The Secret Gardenare orphans who move to a new home.  Anne is adopted by siblings Matthew and Marilla Cuthbert, while Mary ("a disagreeable little girl... [who is] lonely") moves to England to live with an uncle who she has...

There are several similar themes that Anne of Green Gables and The Secret Garden share.  They both explore the themes of family in similar ways.  Both Anne from Anne of Green Gables and Mary of The Secret Garden are orphans who move to a new home.  Anne is adopted by siblings Matthew and Marilla Cuthbert, while Mary ("a disagreeable little girl... [who is] lonely") moves to England to live with an uncle who she has never met.  Both girls struggle to feel at home with their new families.  Their adjustments do not come easy.  Marilla is slow to accept Anne and Mary is apprehensive about her absent uncle and contrary cousin.  Both girls come to love their new homes and families and find happiness.

Friendship is also explored.  Anne and Mary are both friendless when they arrive at their new homes.  Anne meets Diana, who becomes her "bosom friend--an intimate friend... a really kindred spirit to whom [she] can confide [her] inmost soul."  Mary becomes close friends with Dickon, and also with her cousin.  

Nature is also a theme throughout both novels.  The Secret Garden centers around the walled garden that the children discover.  Anne of Green Gables is filled with Anne's observations and appreciation of nature throughout all the seasons.

Tybalt Character Traits

When we first meet Tybalt at the Capulet's ball, he comes across as quite aggressive and vengeful. When he notices Romeo, who had gate-crashed the ball and is a sworn enemy of the Capulet's, being a Montague, he remarks:

This, by his voice, should be a Montague.
Fetch me my rapier, boy. What dares the slave
Come hither, cover'd with an antic face,
To fleer and scorn at our solemnity?
Now, by the stock and honour of my kin,
To strike him dead, I hold it not a sin.

It is clear from the extract that he has recognised Romeo from the manner in which he speaks. This shows that Tybalt also has a keen ear and is constantly aware of what goes on around him. It is as if he is paranoid about protecting the house of Capulet and in his overzealous loyalty would kill anyone from the opposition, in this instance, a Montague. He immediately calls for his sword, since he sees it as an insult that an enemy should have invaded and mocked the graciousness of their celebration. He vows to kill the insurgent as a matter of honor and duty to his family. He does not perceive such an act as evil.

In spite of the fact that his uncle, Lord Capulet, instructs him not to cause a scene and thus disrupt the party, Tybalt is stubbornly insistent, allowing his affirmed loyalty and emotion to be dismissive of his uncle's entreaty. He responds:

It fits, when such a villain is a guest:
I'll not endure him.

This indicates that Tybalt is stubborn and insistent, saying that Romeo's presence would have been excusable if he had been invited, but he was there without invitation and had to be dealt with.

It is only when his uncle imposes a threat and tells him to calm down, that Tybalt grudgingly accedes. He does however, grumble that it is a shame and that Romeo's intrusion will increase his resentment. Lord Capulet clearly knows that Tybalt is of a choleric disposition, meaning that he has a quick temper.

We also learn from Mercutio in his discussion with Benvolio, that he deems Tybalt to be quite a prima-donna, a playboy, fashionable, one who is keen on putting on airs. Mercutio seems to admire him, for he says that Tybalt is also tall and is a skilled swordsman. He resents the fact, however, that Tybalt and his like never seem to be satisfied and constantly change their style and manner. He resents the fact that he has to be regularly confronted by them, and sees them as pesky flies.

Later in the play we witness further evidence of Tybalt's hate, short temper and aggression. He actually sends Romeo a written challenge to a duel for having insulted the house of Capulet by surreptitiously attending a function to which he was not invited. When he confronts Romeo, we also learn that he is forthright and fearless, for he immediately challenges Romeo who rejects his challenge. This infuriates Mercutio who then takes up Tybalt's challenge. Mercutio is tragically killed because of Romeo's intervention which gives Tybalt a slight advantage which he then uses to fatally wound Mercutio.

Romeo later avenges Mercutio's death by killing Tybalt, an event that eventually leads to the tragic denouement of this dramatic tale.

`x = sqrt(sin(y)), 0 |

Let's use the method of cylindrical shells.

The parameter for a cylinder will be `y` from `y=0` to `y=pi.`

The radius of a cylinder (the distance to the axis of rotation) is `4-y,`

the height of a cylinder is `sqrt(sin(y)).`

The volume is `2pi int_0^pi (4-y)sqrt(sin(y)) dy.`

I believe "calculator" means "computer algebra system" here. WolframAlpha says the answer is 36.57476.

Let's use the method of cylindrical shells.

The parameter for a cylinder will be `y` from `y=0` to `y=pi.`

The radius of a cylinder (the distance to the axis of rotation) is `4-y,`

the height of a cylinder is `sqrt(sin(y)).`

The volume is `2pi int_0^pi (4-y)sqrt(sin(y)) dy.`

I believe "calculator" means "computer algebra system" here. WolframAlpha says the answer is 36.57476.

How is it that Johnny died as a hero and Dally died as a hoodlum?

Even though Johnny had actually killed someone, it was widely known that it had been in self-defense. So public opinion against him was perhaps not as firmly set as it was against Dally. Dally had a long prison record and was known by the cops as a guy that would often be involved when trouble popped up. This was Johnny's first real run-in with the law.

Then Johnny went and saved the kids in the...

Even though Johnny had actually killed someone, it was widely known that it had been in self-defense. So public opinion against him was perhaps not as firmly set as it was against Dally. Dally had a long prison record and was known by the cops as a guy that would often be involved when trouble popped up. This was Johnny's first real run-in with the law.

Then Johnny went and saved the kids in the church and was mortally hurt in the process. This quickly turned him into a hero in the eyes of the press and in the eyes of the public. The fact that he was unable to survive the wounds he received while saving all those kids made it even more likely that he would be thought of as a hero.

Dally, on the other hand, never got much credit for the role he played in helping to rescue the kids. Then, after Johnny died, he really wasn't interested in living as it broke his heart. So he held up a store and then fled from the police. Knowing what would happen, he then pulled his usually un-loaded gun and was killed by the police. Because of the way he died, he would be known as one more hoodlum who deserved what he had coming to him.

Towards the end of the operation Nick's father puts something into the basin. What do you think it could have been?

The thing that Nick's father puts in the basin is the placenta. The placenta is an organ that feeds the baby in the womb, and is usually delivered after the baby is born. The fact that Hemingway doesn't say what it is that goes in the basin says a lot about he storytelling style. Although told from a third person point of view, much of what happens in the story is seen through Nick's eyes....

The thing that Nick's father puts in the basin is the placenta. The placenta is an organ that feeds the baby in the womb, and is usually delivered after the baby is born. The fact that Hemingway doesn't say what it is that goes in the basin says a lot about he storytelling style. Although told from a third person point of view, much of what happens in the story is seen through Nick's eyes. Nick, of course, does not understand everything that is going on; he wants to help his father, and be brave, but really he is not fully prepared for the scene he witnesses at the Indian camp. Because the reader understands things the way Nick does, much of the significance of what happens is left unsaid, and our job as readers is to figure it out. The "something" Nick's father puts into the basin is only one of many mysteries Nick and the reader can try to solve.

What is a good symbol to represent The Giver (the full book) as a whole?

There are probably many symbols that could be used to answer this question, but if I had to choose one it would be the bookshelves full of books in the Giver's room.

The books in his room represent the world's knowledge, but because they are locked up in his room and he is the only one who has access to them, they are practically worthless and at the same time they are invaluable. They represent...

There are probably many symbols that could be used to answer this question, but if I had to choose one it would be the bookshelves full of books in the Giver's room.

The books in his room represent the world's knowledge, but because they are locked up in his room and he is the only one who has access to them, they are practically worthless and at the same time they are invaluable. They represent ALL of the knowledge that the community does not have. They represent all of the knowledge that only the Giver has access to. They represent forbidden knowledge, and in Jonas's society, anything that the Elders did not give to the citizens IS forbidden knowledge.

"Jonas stared at them. He couldn't imagine what the thousands of pages contained. Could there be rules beyond the rules that governed the community?" (Ch. 10).

Jonas was literally completely dumbfounded that these existed, let alone that there could be knowledge out there that he did not have access to. I think the books represent everything the community is missing—access to knowledge.

In Puck's final speech in Shakespeare's A Midsummer Night's Dream, he turns and talks to the audience. What is it called when the actors interact...

There are two answers to this question. One has to do with how a play is written and the other with how a play is performed.

Puck’s final speech is an epilogue. In classical theatre epilogues are speeches that wrap up the action and are often addressed to the audience. So if you are looking at how the play is written, Puck’s speech would be an epilogue addressed to the audience.

The performance technique that you...

There are two answers to this question. One has to do with how a play is written and the other with how a play is performed.

Puck’s final speech is an epilogue. In classical theatre epilogues are speeches that wrap up the action and are often addressed to the audience. So if you are looking at how the play is written, Puck’s speech would be an epilogue addressed to the audience.

The performance technique that you are referring to is called “breaking the fourth wall.” In most theatre the actors act as though the audience isn’t there, as though there is a wall between them and the audience. They don’t make eye contact with or speak to the audience. But sometimes, often when an actor is alone on stage, they break the fourth wall and talk directly to the audience. That is how Puck’s epilogue is performed: spoken directly to the audience.

In Edgar Allan Poe's "The Masque of the Red Death," who is the masked figure who shows up at Prince Prospero's ball (the intruder)?

It is safe to suggest that the masked figure who menacingly appears in the midst of Prince Prospero's ball in Edgar Allan Poe's short story The Masque of the Red Death is an intruder. If he were a figure in a H.H. Munro (Saki) story, he might be labeled an "interloper." 

In Poe's story, the "Red Death" is a reference to the plagues that devastated European populations during the medieval period. While the Black Death,...

It is safe to suggest that the masked figure who menacingly appears in the midst of Prince Prospero's ball in Edgar Allan Poe's short story The Masque of the Red Death is an intruder. If he were a figure in a H.H. Munro (Saki) story, he might be labeled an "interloper." 

In Poe's story, the "Red Death" is a reference to the plagues that devastated European populations during the medieval period. While the Black Death, bubonic plague, is better known, Poe's use of "Red Death" was more likely a reference to the Small Pox epidemic that struck New England during the early 17th century or to the epidemic that hit Europe in the 18th century. In any event, "Red Death" is a reference to Small Pox, and it is from that horrendous disease that Prince Prospero and his invited guests are hiding within the confines of his castle. Poe meticulously describes the details of the suite of apartments inside Prospero's abbey and it is into these carefully if disturbingly-decorated rooms that the story's climactic scenes occur. First, however, Poe's unseen narrator describes the revelry that ensues within the castle walls while the less-fortunate die horrible deaths outside his castle gates. The prince has deluded himself that he is safe from the plague ravaging the countryside, but it is the following passage from The Masque of the Red Death that shatters Prospero's tranquility:

" . . .before the last echoes of the last chime had utterly sunk into silence, there were many individuals in the crowd who had found leisure to become aware of the presence of a masked figure which had arrested the attention of no single individual before."

This "masked figure," of course, is Death, come for the avaricious monarch, a not so subtle reminder that brick and mortar could not shield the prince from the plague decimating is subjects beyond the castle walls. This, then, is the nature of the "intruder."

What are five reasons America colonists separated from Britain?

There are several reasons why the colonists separated from Great Britain. One reason was the passage of the Proclamation of 1763 and the Quartering Act. After the French and Indian War, the British were afraid the Native Americas would attack any settler who moved west of the Appalachian Mountains. For this reason, the Proclamation of 1763 banned the colonists from moving to the new lands gained from France. The colonists were not happy about this, and some colonists disobeyed this law. They also didn’t like that they had to provide housing for the soldiers to enforce this law as a result of the Quartering Act.

Another reason for declaring independence is the colonists believed the new tax laws were unfair. Both the Stamp Act and the Townshend Acts required the colonists to pay taxes on various items. The colonists felt these taxes were unfair because they had no representatives in Parliament that could speak about or vote on these tax laws. They said every British citizen has the right to be represented in Parliament and have their representative vote on tax laws. Since the colonists were British citizens, they felt their rights were being violated because they had no representatives in Parliament.

The Boston Massacre was another event leading to independence. When the British shot and killed five colonists in Boston, some people believed this was the beginning of more events that would alienate the colonists. Since the British had now killed colonists, some people called for independence.

The Intolerable Acts pushed the colonists closer to independence. These laws punished the colonists, especially the colonists in Massachusetts, for the Boston Tea Party. These were very harsh laws, and the colonists said they wouldn’t obey them. This raised tensions between the British and the colonists even more. Additionally, the colonists began to form their own militias. This was a sign the colonists expected fighting to occur.

Finally, after the battles of Lexington and Concord, the colonists believed that a war was inevitable. There were many casualties on both sides, and actual battles had been fought even though independence hadn’t been declared. For many colonists, it was only a matter of time before independence would be declared and fighting would begin.

In the play Trifles, where are Mrs Hale and Mrs Peters while Mr Hale explains to the county attorney how the murder was discovered? How does their...

The play Trifles starts out in the kitchen of the Wright residence, where the entire party has gathered to try to make sense of what has just taken place. The man of the house, a farmer named John Wright, had just been killed in his sleep, presumably, by his wife, Minnie. Minnie is being held in custody. Meanwhile, witness John Hale, his wife, Sheriff Peters and his wife, and the county attorney, are there looking for clues to the case. 

The setting where the case is looked over is described in a very telling manner:

The kitchen in the now abandoned farmhouse of John Wright, a gloomy kitchen, and left without having been put in order--unwashed pans under the sink, a loaf of bread outside the bread-box, a dish-towel on the table--other signs of incompleted work.

From what we can gather, there is a lot of activity that takes place in the kitchen. It has pots and pans everywhere. People eat there every day. The dishes are also done there. This place seems to be the hover point of the household. Yet, in the case of the Wrights, this very high-traffic area is abandoned and left in chaos. The description is indicative of a similarly chaotic everyday dynamic taking place in there. 

After introducing us to the kitchen area, in comes the Sheriff, Hale, and the country attorney entering from the rear. They all go straight to the stove, for it is cold outside. The wives follow. While the men stick together, and warm up to one another even before going to the stove, the women remain behind, near the door. 

This is telling of the huge division between the two parties.

According to Beverly Smith in her article "Women's Work--Trifles? The Skill and Insights of Playwright Susan Glaspell" published in the International Journal of Women's Studies (March 1982, p. 172-184) this particular part of the scene is very telling

While the men always seem to work in packs, deal with each other in familiar terms, and protect one another, the women stay behind, merely observing. In fact, the women do not acknowledge one another, at first. They just stand silently in the back.

Then, as the men start making sarcastic comments about Minnie Wright's disordered kitchen, and her potential lack of housekeeping skills, the women surprisingly stand next to one another, still silent, and still not quite communicating...yet.

Granted, it will be seen that the women will have the same ability to protect one another and watch each other's backs, however, they do not do it as visibly as males do. It is a question of social behavior, more so than psychology alone. 

Once the two women get to speak, they continue to address one another by their formal, married titles "Mrs. Hale" and "Mrs. Peters". As such, they do not only deductively conclude what actually took place in the house, but they are now doing their best to ensure that the details of the crime--the cues that are all over the house and the men aren't able to discern--never reach the men.  

Still, it is very telling that, within the parameters of formality and social distance, the women are capable of sharing much more insight, and more honest and truthful information, than the men will ever be capable of sharing. 

I need help filling out a t-chart for my English chart. On one side it has the good decisions that Odysseus made on his journey and the other side...

Odysseus makes both good and bad decisions along his journey from Troy to his native island of Ithaca. Book 9 of Homer's Odyssey provides examples of both Odysseus' good and bad decisions.

One of his good decisions was to bring along some wine when he visited the land of the Cyclopes. He used this wine to get the Cyclops Polyphemus drunk and then escape from the Cyclops' cave. Of course, Odysseus never would have been...

Odysseus makes both good and bad decisions along his journey from Troy to his native island of Ithaca. Book 9 of Homer's Odyssey provides examples of both Odysseus' good and bad decisions.

One of his good decisions was to bring along some wine when he visited the land of the Cyclopes. He used this wine to get the Cyclops Polyphemus drunk and then escape from the Cyclops' cave. Of course, Odysseus never would have been trapped in the Cyclops cave if his curiosity about the Cyclopes had not gotten the better of him.

Another of his bad decisions in the episode with the Cyclops was to reveal his name to the Cyclops. Initially, Odysseus had told Polyphemus that his name was "Nobody", which was a good decision.

"My name is Nobody. Nobody, my father, mother, and friends call me.” (Kline translation)

So, after Odysseus blinded the Cyclops, the Cyclops called for help from his neighbors, who did not help him because he said that "Nobody" was injuring him. On the other hand, when Odysseus finally escapes from Polyphemus' cave, he reveals his true name. This allows Polyphemus to pray to his divine father Poseidon and specify the name of the person who injured him. After this time, Poseidon persecuted Odysseus.

"Yet all the gods pitied him, except Poseidon, who continued his relentless anger against godlike Odysseus until he reached his own land at last." (Kline translation)

Why is the narrator sometimes angry and disappointed in Doodle in "The Scarlet Ibis"?

Doodle was born when the narrator, Brother, was six years old.  When Doodle came into the world, he was physically disabled, and the family was concerned if he was mentally disabled as well.  Brother describes him as “all head, with a tiny body that was red and shriveled like an old man’s.”  Brother even calls him a “disappointment.”  Once the family realizes that Doodle is not mentally disabled, Brother finds new interest in Doodle and...

Doodle was born when the narrator, Brother, was six years old.  When Doodle came into the world, he was physically disabled, and the family was concerned if he was mentally disabled as well.  Brother describes him as “all head, with a tiny body that was red and shriveled like an old man’s.”  Brother even calls him a “disappointment.”  Once the family realizes that Doodle is not mentally disabled, Brother finds new interest in Doodle and plans to teach him to run, jump, climb a rope, and swim in Old Woman Swamp.  Brother is embarrassed by Doodle’s physical disabilities and wants to make him as normal as possible.  To please Brother, Doodle pushes beyond his physical capabilities and does learn to walk.  At the end of the story, Doodle dies, exhausted by his efforts to run and catch up with Brother in a storm. 

Brother’s pride caused Doodle’s death; he was dissatisfied and embarrassed by Doodle’s physical flaws, and left him behind.  

In the poem, "The Glove and the Lions" by Leigh Hunt, what is a figure of speech?

The poem, “The Glove and the Lions”, by Leigh Hunt is a somewhat comical poem about a fair, young maiden requesting her suitor to prove his love by jumping into a pit of fighting lions to retrieve the glove she drops.  Her coy plan backfires, however, when her lover gets the glove and throws it back in her face because she put him in such danger.

    There are several figures of speech in the...

The poem, “The Glove and the Lions”, by Leigh Hunt is a somewhat comical poem about a fair, young maiden requesting her suitor to prove his love by jumping into a pit of fighting lions to retrieve the glove she drops.  Her coy plan backfires, however, when her lover gets the glove and throws it back in her face because she put him in such danger.

    There are several figures of speech in the poem.  The first one is found in the line, “The nobles filled the benches, and the ladies in their pride.”  Here Hunt is using a “play on words” comparing the ladies watching the fight to a pride of lions.  Hunt is suggesting that the pride of ladies may be as vicious as the pride of lions fighting below them.  The young maiden shows this savagery when she drops her glove in the pit.

    In addition, Hunt uses a simile when she says, “They bit, they glared, gave blows like beams, a wind went with their paws.”  Here Hunt is comparing the powerful blows of the lions as if one is hit by a beam or large piece of lumber.

Why was whaling good? |

It depends on your meaning of "good"?  Whaling was great for the American Northeast because whale oil was quite valuable as a lubricant and a light source.  It gave young men a way to make money during the times they were not needed to work on the farm, as whaling season was often in the fall and winter when humpback and right whales migrated up the Eastern seaboard.  At its height in the early to...

It depends on your meaning of "good"?  Whaling was great for the American Northeast because whale oil was quite valuable as a lubricant and a light source.  It gave young men a way to make money during the times they were not needed to work on the farm, as whaling season was often in the fall and winter when humpback and right whales migrated up the Eastern seaboard.  At its height in the early to mid-1800s, Nantucket and Bedford were two of the largest whaling cities in America and the town fathers indeed taxed this income, bringing other industries to town.  Whaling ships could also be commandeered in times of war--several Union vessels during the Civil War started their lives as whaling ships.  Whalers also charted new waters in the Pacific, as it was common practice to hunt all the whales in a particular area and then move on to better waters.  This is the reason I questioned how "good" whaling was, as it led to the near-extinction of the right and humpback whale.  

Using a dictionary, look up the word “apocalypse.” How does this term and all its various meanings and related notions apply to pages 205-273...

Ordinarily, asking about apocalyptic conditions in Zeitoun would relate to the destruction of the city of New Orleans, but asking about this in regards to the portion of the book in which Abdulrahman is imprisoned brings up a different set of issues. The word "apocalypse," which in Merriam-Webster's dictionary is defined as "a sudden and very bad event that causes much fear, loss, or destruction," can best be related to this portion of the book...

Ordinarily, asking about apocalyptic conditions in Zeitoun would relate to the destruction of the city of New Orleans, but asking about this in regards to the portion of the book in which Abdulrahman is imprisoned brings up a different set of issues. The word "apocalypse," which in Merriam-Webster's dictionary is defined as "a sudden and very bad event that causes much fear, loss, or destruction," can best be related to this portion of the book by discussing the ideas of how, after a disaster like Katrina, the ruling powers will often resort to Draconian measures to restore the social order, which is dominated by fear.

In order to placate the fears of the ruling powers after Hurricane Katrina, perfectly legitimate members of society, like Abdulrahman Zeitoun were placed in prisons described like this:

"Chain-link fences, topped by razor wire, had been erected into a long, sixteen-foot-high cage extending about a hundred yards into the lot. Above the cage was a roof, a freestanding shelter like those at gas stations. The barbed wire extended to meet it."

These quickly constructed cages seem to be necessities in post-apocalyptic worlds to suppress any violence or anything that might interfere in the ruling powers' attempt to regain control.

In this real-life case, Abdulrahman, Nassar, and Todd did not evacuate the city when ordered to. These men became non-people. They lost all rights and all ability to communicate with the outside world. American laws, like the right to trial, were abandoned in favor of indefinite internment.  

In conclusion, the best way to apply the word "apocalypse" in this book is to discuss the authoritarian treatment of the people remaining in New Orleans as "post-apocalyptic."

How does the narrator apparently feel about his main character in "The Necklace"?

In the exposition of "The Necklace," the narrator uses direct and indirect characterization which depicts Madame Loisel as a selfish, materialistic person. Her actions later in the narrative indicate her personality as inevitably this type of character.

Madame Loisel is initially described by the narrator as "a pretty and charming girl," yet in subsequent paragraphs her pettiness seems to lend irony to the narrator's use of the word charming. For, Mme. Loisel "grieved incessantly" that she does not have the things she deserves,

She grieved over the shabbiness of her apartment, the dinginess of the walls, the worn-out appearance of the chairs and the ugliness of the draperies.All these things, which another woman of her class would not even have noticed, gnawed at her and made her furious.

Always Mme. Loisel desires more than she has, the narrator indicates; for instance, she is described as dreaming of great reception halls and "scented sitting rooms" where she could gossip with intimate friends and have the attention of "sought-after men."

Further in the narrative, it becomes glaringly apparent that Mme. Loisel is very selfish as well as petty. For example, when her husband excitedly brings home an invitation to a ball at the Ministerial Mansion, Mme. Loisel tosses it onto the table murmuring, "What good is that to me?" complaining that she has no evening dress to wear to such an affair. Then, as her husband inquires as to how much money she needs for such a dress, she asks for all that he has saved for a rifle. But, he unselfishly gives it to her to make her happy. 

Then, as the date of the affair draws nearer, Mme. Loisel bemoans the fact that she has no jewelry to wear with her new dress. So, Monsieur Loisel suggests that she borrow from her friend Mme. Forestier; this Mathilde Loisel does, and she looks lovely when she attends the Ministerial Reception where she dances and

...giv[es] no though to anything in the triumph of her beauty, the pride of her success,...of all the admiring glances, of all the awakened longing, of a sense of complete victory that is so sweet to a woman's heart.

For much of the ball, she has ignored her husband, who dozes in an empty sitting room after midnight. When they arrive home, Mme. Loisel selfishly feels "it was all over," but M. Loisel merely thinks about having to be at the Ministry at ten o'clock the next day.

After they discover that the supposed diamond necklace borrowed from Mme. Forestier is missing, the Loisels' lives change. Because of her false pride, Mme. Loisel does not inform her old school friend of the loss, and instead, they go into debt to replace it. When, after years of hardship, Mathilde Loisel sees Mme. Forestier on the Boulevard des Champs Elysees, a large avenue surrounded by lovely trees, the narrator delivers a surprise ending that reveals the price of Mme. Loisel's false pride and false values: The replacement diamond necklace has cost the Loisels ten years of needless hardship because the borrowed one, Mme. Forestier informs her old friend, was only an imitation.

It seems apparent that the narrator has disapproving, negative, even judgmental feelings about the main character.