Did Thomas Jefferson believe that this government would last forever like it is?

Jeffeson wrote extensively about this topic, at least indirectly. Certainly he hoped that a government based on self-rule and essential liberties would be able to persist. But he also believed that changes would occur, even revolutionary changes, and that this might be a good thing. In response to Shays' Rebellion in 1787, for example, he wrote James Madison that "a little revolution...was a good thing, and as necessary in the political world as storms in the physical." Later that year, with Madison immersed in the debates at the Constitutional Convention in Philadelphia, Jefferson wrote that "the earth belongs...to the living," suggesting that no generation had the authority under natural law to bind future generations to any legal, political, or fiscal obligation. The revolutionary implications of this statement are fairly obvious. Jefferson was also committed to the territorial expansion of the United States, a process he did much to advance with the Louisiana Purchase, and he was more than aware that westward expansion would alter the political landscape. Late in his life, in fact, he wrote with disillusionment about the possibility that the American government would persist as he and the rest of his generation had established it. Responding to the Missouri crisis and compromise, he claimed that limits placed on the expansion of slavery would eventually lead to the downfall of the nation. So throughout his life, Jefferson thought that change, for better or for worse, would be the lot of the American government. It is perhaps too simple to, as many politicians and pundits are wont to do, ask what Jefferson would make of one political policy or another, but certainly many of his writings demonstrate that he envisioned, and at times embraced, fundamental changes to the United States.

What is the meaning of the word ''sermon''?

The dictionary definition of a sermon is as follows:

1. a religious discourse delivered in public usually by a clergyman as a part of a worship service


2. a speech on conduct or duty

Most people are familiar with sermons in relation to religious life. When someone attends a service at their church, temple, mosque, or other house of worship, their religious leader may speak on a specific subject. Many religious services follow some amount of prescribed order which is repeated at each meeting. However, the religious leader may use their sermon to also address particular issues affecting the congregation at that time. For example, a priest may give a special sermon on grief when a member of the community passes away. They may also give special sermons with regard to holidays or events in religious life.

Sermons typically offer some amount of advice, and for this reason someone might also call a secular lecture on behavior a sermon.

How did the Union and Confederacy compare in terms of leadership?

In terms of civilian leadership, most historians rank Abraham Lincoln among the greatest Presidents who ever lived. They cite his rhetoric, his political savvy, and his flexibility in the face of enormous challenges. Jefferson Davis, on the other hand, is often described as aloof, inflexible, and sometimes indecisive. Of course, Davis as a leader was dealing with even more challenges than Lincoln was in trying to hold together a collection of states that had supposedly left the Union in defense of states' rights. But most would probably argue that Lincoln was the superior wartime President. 

As far as military leadership, the conventional wisdom is that the South had better generals, and that the North won the war essentially through weight of numbers. It is true that the South had many generals still admired by students of military tactics. Robert E. Lee and Thomas "Stonewall" Jackson in particular are still viewed as daring and innovative tacticians, who repeatedly achieved stunning victories against larger and better-equipped armies. But the North had its share of quality generals as well, and though the quality of officers was definitely an advantage for the South at the outbreak of the war, generals such as William Sherman and Ulysses S. Grant emerged as at least the equals of their Southern counterparts. These men were notable for their grasp of the nature of modern war, and are hailed as tactical and strategic visionaries by many military historians.

In "The Other Two" by Edith Wharton is Mr. Waythorn's behavior out of character or is there something that allows him to overcome his misgivings?

If I understand your question, it refers to the end of the story. Mr. Waythorn has gradually become aware through his encounters with the two ex-husbands of his wife Alice that she is not entirely the idealized angel of the home he has imagined her. He realizes that she has told him self-serving stories about her ex-husbands. For example, he sees that her first husband is a gentle, timid man, not the brutal man Alice had described. 

At the end of the story, Mr. Waythorn has little reason to overcome his misgivings about Alice. However, it seems entirely in character for this man, so wedded to his comforts, to decide that his situation is not so bad after all. As he thinks:

If he paid for each day's comfort with the small change of his illusions, he grew daily to value the comfort more and set less store upon the coin. ... He even began to reckon up the advantages which accrued from it, to ask himself if it were not better to own a third of a wife who knew how to make a man happy than a whole one who had lacked opportunity to acquire the art.

The very last line appears to reaffirm his resignation to a tarnished ideal, as, meeting with the two ex-husbands in his home, he accepts his third place status:

She [Alice] glanced about for Waythorn, and he took the third cup [of tea] with a laugh.

What were three ways in which the King and Queen of Spain thought they could benefit from Christopher Columbus's proposal?

King Ferdinand and Queen Isabella of Spain saw many benefits of investing in Christopher Columbus's voyage in 1492. Despite the voyage being now famous for Columbus's discovery of the Americas, the initial voyage was actually an attempt to find a quicker trade route between Europe and Asia. This goal was one benefit that King Ferdinand and Queen Isabella saw when they decided to invest in Columbus's journey. By finding a shorter shipping route, the Spanish empire would gain an advantage when it came to trading with Asia when compared with the rest of Europe. A second benefit of funding Columbus's journey was that they would get to keep 90% of all the wealth found during the journey. This placed any potential riches from newly discovered lands in Spanish hands. This also represented a large incentive for Columbus as well, as he would maintain 10% of the wealth, and become governor of any new lands he found. Finally, a third benefit that helped them to decided to fund the voyage was to help spread Catholicism around the world, with the idea being that a more direct route to Asia would allow them to more easily spread the Catholic faith to that part of the world.

Hope this helps!

Why did Mary kill Patrick in "Lamb to the Slaughter" with a leg of lamb?

"Lamb to the Slaughter" was published in 1953. Those were the days when Americans were buying big freezers in which they stored many different kinds of frozen meats--steaks, chops, roasts, etc. It was believed that they could save money in the long run by purchasing meat wholesale. The freezers were so big that they were usually kept in the garage or down in the basement. They have lost their popularity for several reasons. For one thing, if there was a power outage due to a storm or some malfunctioning in the generators, the meat might spoil and result in a loss rather than a saving. Also, refrigerators came on the market which had big freezer compartments, and these appliances have pretty much replaced the big coffin-like freezers in Americans' homes. Furthermore, the cost of electricity had to be subtracted from the savings on the meat, and many people felt that frozen and thawed meat did not taste as good as fresh meat.

Mary did not intentionally select the leg of lamb as a weapon. She just happened to have it in her hand.

"I'll fix some supper," she whispered. When she walked across the room, she couldn't feel her feet touching the floor. She couldn't feel anything except a slight sickness. She did everything without thinking. She went downstairs to the freezer and took hold of the first object she found. She lifted it out, and looked at it. It was wrapped in paper, so she took off the paper and looked at again --- a leg of lamb.

A frozen leg of lamb would make an excellent blunt instrument for committing a murder. It would weigh perhaps eight pounds and would have a big bone at one end which would serve as a convenient handle. Mary succumbed to a sudden impulse. If she had been holding a steak or a roast instead of that leg of lamb, it probably wouldn't have occurred to her to hit her husband over the head. But the leg of lamb was perfect for the purpose.

If Mary had somehow been accused of the crime and convicted, she would not have been charged with first-degree murder. The crime was not premeditated. It would have been impossible to prove that she even intended to kill Patrick because, in fact, she probably did not even know she was capable of killing him with that leg of lamb. She may have only intended to hit him. She would have been charged with second-degree murder or manslaughter.

Weapons often seem to have lives of their own. Murders are often committed just because the weapon is available. The frozen leg of lamb seems to have the power to produce the crime, just because it is such a convenient weapon and is so easy to dispose of. When Mary puts it in the oven, the enticing smell of a roasting leg of lamb permeates the whole household. The investigating police officers can't resist it. It is the perfect weapon for the perfect crime.

Mary had no intention of killing her husband when she took the leg of lamb out of the freezer. She didn't even know she had selected a leg of lamb until she removed the paper wrapping. What triggered her violent action was her husband's dismissal of what might have been their last meal together.

"I've already told you," he said. "Don't make supper for me. I'm going out."

He has his back turned to her. He is ignoring her. It is as if he has already dismissed her from his life. He might go out and never return. He was not only rejecting her but rejecting the baby she was carrying in her womb.

At that point, Mary Maloney simply walked up behind him and without any pause, she swung the big frozen leg of lamb high in the air and brought it down as hard as she could on the back of his head. She might as well have hit him with a steel bar.

Is it credible that such a meek and loving woman could commit such a violent murder?

"Heaven has no rage like love to hatred turned, Nor hell a fury like a woman scorned,"  
                                                      - William Congreve

Does percent and percentage different from each other? If yes, WHY? If no, WHY?

Percent and percentage are closely related. The difference is in their use:

Use percent when you know or are looking for or using a specific number. For example the solution is 15% chlorine, the bank charges 15% on signature loans, the population is increasing 2% per year.

Use percentage without a specific number. If percentage is used as a noun, there needs to be an adjective. For example, a large percentage of the population has no land line, the percentage of people who smoke is declining.

You would not ask for the percentage of land devoted to farming; you would ask for the percent. On the other hand, you might speak of a large percentage of land devoted to corn. The difference is solely in the usage.

In "The Bet," once the wager has been made , are the protagonist and antagonist in conflict?

Interesting question.  Most teachers stress the basic conflict types.  Man vs man, man vs. society, man vs. nature, and man vs. self are the most basic conflict forms.  

At the beginning of the story, I would definitely agree that the banker and the lawyer are in a man vs man conflict.  The two gentleman are having a civilized discussion about the best way to end a man's life.  I'm not sure why discussing that is civilized, but I digress.  The lawyer says that capital punishment is horrible because any life is better than no life.  The banker disagrees, and says that life in prison is way less humane.  

"The death sentence and the life sentence are equally immoral, but if I had to choose between the death penalty and imprisonment for life, I would certainly choose the second. To live anyhow is better than not at all."

The banker then suggests a friendly little bet.  

"It's not true! I'll bet you two millions you wouldn't stay in solitary confinement for five years."

The lawyer not only says yes, but ups the ante to 15 years . . . for no more money.  What? I don't get it either.

The story makes it appear that the bet began in earnest the next day at noon.  From this point forward, I can't positively say that the lawyer and banker are in conflict with each other anymore.  They don't have any contact with each other and their actions in no way affect each other.  

However, I don't mean to say that the banker and lawyer are free from conflict.  It just isn't man vs. man anymore.  Both men are in the man vs. self conflict.  The lawyer goes through tremendous mood swings throughout his time.  

. . . the prisoner suffered severely from loneliness and depression.

Depression was followed by contentment, then insatiable learning, then a sort of frantic learning, followed finally by a completely jaded attitude with humanity in general.  

"To prove to you in action how I despise all that you live by, I renounce the two millions of which I once dreamed as of paradise and which now I despise."

The lawyer decides to forfeit the bet 5 hours early and lose everything, because he just doesn't see the point anymore. 

The banker is also not free from conflict.  Early on, he doesn't have a care in the world.  He's rich.  But as time passes, his wealth dries up and he realizes that he will be broke if the lawyer wins the bet. 

"To-morrow at twelve o'clock he will regain his freedom. By our agreement I ought to pay him two millions. If I do pay him, it is all over with me: I shall be utterly ruined."

That fact introduces the man vs self struggle within the banker.  He can honor his bet and be poor.  Or he can secretly murder the lawyer and stay semi-wealthy.  The banker opts to kill the lawyer.  

So to answer your question in a short, direct manner.  Yes, once the bet begins, the two men have conflicts.  The conflict is with their inner self though and no longer with each other. 

What are some examples of imagery in The Outsiders?

Imagery is the use of visually descriptive, figurative language.  It's not always using words to get images to come to the reader's mind; it could be descriptive words that are trying to stimulate other senses as well.  

One way that Hinton uses imagery in the novel is in chapter one when she is describing the looks of the Greasers.  For examlpe, Darry's eyes are compared to "pale blue-green ice."  I don't think I have ever met anybody with eyes that color, but I can definitely picture what it would look like.  One of my favorite sections of imagery from the book is Hinton's description of Darry.  

If I had to pick the real character of the gang, it would be Dallas Winston--- Dally. I used to like to draw his picture when he was in a dangerous mood, for then I could get his personality down in a few lines. He had an elfish face, with high cheekbones and a pointed chin, small, sharp animal teeth, and ears like a lynx. His hair was almost white it was so blond, and he didn't like haircuts, or hair oil either, so it fell over his forehead in wisps and kicked out in the back in tufts and curled behind his ears and along the nape of his neck. His eyes were blue, blazing ice, cold with a hatred of the whole world.

That's just awesome.  He's related to fantasy elves and animals (lynx) all in the same sentence.  I can just picture Dally moving with catlike grace and barely contained, dangerous energy.  

How does Atticus's decision to be Tom Robinson's defense lawyer impact Scout and Jem in Harper Lee's To Kill a Mockingbird?

In Harper Lee's To Kill a Mockingbird, one way in which Scout and Jem are impacted by their father's decision to be Tom Robinson's defense lawyer is that they must suffer ridicule from Maycomb's townspeople.

Scout is the first to be ridiculed as a result of their father's decision when Cecil Jacobs, her schoolmate, declares in the schoolyard that "Scout Finch's daddy defended niggers" (Ch. 9). Scout is not really sure what Cecil means in saying so, but she knows she feels insulted and is ready to fight Cecil, breaking her promise to her father not to fight anymore.

Jem takes the hardest blow of ridicule from Mrs. Henry Lafayette Dubose, the reputed meanest old lady in the neighborhood. By Chapter 11, Jem and Scout feel old enough to force themselves to walk past Mrs. Dubose's house in order to get to town, whereas prior, they had avoided her house like the plague. Each time they walk past her house, no matter how genteel they feel they are being towards her, she hurls insults at the children. Mrs. Dubose hurls what Jem considers to be her worst insult when she verbally attacks their father after having predicted Scout would grow up to wait on tables at a dive because she does not act like a lady:

Not only a Finch waiting on tables but one in the courthouse lawing for niggers! ... Yes indeed, what has this world come to when a Finch goes against his raising? I'll tell you! ... Your father's no better than the niggers and trash he works for! (Ch. 11)

Mrs. Dubose's remarks infuriate Jem so much that he destroys her flower garden.

The townspeople's ridicule leaves Scout feeling confused because she thinks that if the whole town thinks Atticus is wrong to defend Tom Robinson, then surely Atticus must be wrong, as she expresses to her father one day:

Atticus, you must be wrong ... Well, most folks seem to think they're right and you're wrong ... (Ch. 11)

Yet, despite the ridicule, Atticus remains firm in his conviction that it is his moral imperative to defend a man when no concrete evidence exists to prove his guilt. Through it all, the children learn valuable lessons about courage and about mankind's evil, prejudiced nature.

Of the three sub-atomic particles, electrons, protrons and neutrons, which determines most of the properties of an element?

Of the three subatomic particles, electtons, protons and neutrons, the electrons are most responsible for an element's chemical and physical properties. Electrons are lost, gained or shared when an element reacts with other elements to form compounds. The reactivity of an element and the types of compounds it forms are determined by its number of valence or outer electrons. 

The Octet Rule says that atoms will gain, lose or share the number of electrons needed to achieve the same electron configuration as a noble gas. All of the noble gases except helium, the smallest, have eight outer electrons. Within each chemical family or group, which is a vertical column on the periodic table, elements have the same number of valence electrons so they behave much the same chemically. For example, the elements in Group 1 are all very reactive metals that lose one electron. The elements in Group 7A are all very reactive non-metals that gain one electron. Both of these properties occur because of the tendency for atoms to achieve a noble gas electron configuration.

The number of protons in an atom determines its identity, for example all atoms with 6 protons are carbon, but it's not very important in determining chemical properties. The number of neutrons in an atom can vary, changing the mass without affecting chemical or physical properties. Atoms of the same element with different numbers of neutrons are called isotopes. The heavier isotopes of most elements tend to undergo nuclear decay.

The job of coordinating the intelligence community belongs to the A. director of the CIA B. director of national intelligence C. director of...

Prior to the terrorist attacks of September 11, 2001, the correct answer to the question -- which among the following positions is responsible for coordinating the intelligence community -- would have been "A," the director of Central Intelligence. Following the terrorist attacks and the in-depth investigation into the reasons for the federal government's failure to detect al Qaeda's plans for the attacks and the steps taken by the terrorists to carry out those attacks by the National Commission on Terrorist Attacks Upon the United States (the "9/11 Commission"), legislation was passed to restructure the intelligence community so as to allow for, and mandate, better coordination among the intelligence agencies that collectively comprise "the community." 

Following the surprise attacks on U.S. military facilities at Pearl Harbor, Hawaii, on December 7, 1941, Congress conducted a series of hearings into the reasons for the government and the military's, mainly the Navy's, failure to detect the Japanese plans for that fateful attack. Among the reasons for that failure was the institutional reluctance among individual agencies to share secret information with other agencies. After the end of World War II, the Congress, working with the Truman Administration, formally established the Central Intelligence Agency to be the nation's principal centralized organ for the collection, analysis and dissemination of information. Thus was born the National Security Act of 1947, Section 102 of which established the position of Director of National Intelligence, the principal responsibilities of which would be the day-to-day operation of the newly-established Central Intelligence Agency and the coordination of efforts of the myriad intelligence agencies within the federal government. That section of the Act stated the following with respect to the responsibilities of the director of Central Intelligence:

"(d) For the purpose of coordinating the intelligence activities of the several Government departments and agencies in the interest of national security, it shall be the duty of the Agency, under the direction of the National Security Council—

"(1) to advise the National Security Council in matters concerning such intelligence activities of the Government departments and agencies as relate to national security;

"(2) to make recommendations to the National Security Council for the coordination of such intelligence activities of the departments and agencies of the Government as relate to the national security;..

"(e) To the extent recommended by the National Security Council and approved by the President, such intelligence of the departments and agencies of the Government, except as hereinafter provided, relating to the national security shall be open to the inspection of the Director of Central Intelligence . . ."

So, the position of director of Central Intelligence was created to both oversee the Central Intelligence Agency and to coordinate the activities of the other component agencies comprising the Intelligence Community. Unfortunately, inter-agency rivalries continued unabated, with those intelligence agencies that structurally fall under the Department of Defense, including the National Security Agency, Defense Intelligence Agency, the then-Defense Mapping Agency, and the intelligence branches of the individual military services all rejecting supervision and recommendations from the director of Central Intelligence, often appealing to sympathetic members of the House Armed Services Committee to help these Department of Defense agencies to retain their independence. [Note: this educator witnessed these efforts up-close while serving as military legislative assistant to a senior member of the House Armed Services Committee] 

An additional factor that contributed to the intelligence community's failure to detect the plotting for and execution of the 9/11 attacks was the legal restrictions imposed upon the intelligence community and the Federal Bureau of Investigation following the revelations during the 1970s of domestic abuses by these organizations in monitoring and investigating left-wing political organizations. A major legislative outcome of the investigations into those abuses was the legal prohibition on the sharing of information between foreign intelligence agencies -- in effect, those that comprise most of the intelligence community -- and the F.B.I., which exists to enforce domestic laws and which collects, as part of its responsibilities, information on suspected criminals and terrorists. That legal prohibition was blamed for some of the failure of the intelligence community to put together the pieces of the puzzle that would have led to the prevention of the 9/11 attacks.

The result of these failures, as noted above, was the passage of the Intelligence Reform and Terrorism Prevention Act of 2004, Subtitle A, Section 1011 of which established the position of the Director of National Intelligence. Section 1011 replaced the above provisions from the National Security Act with the following new provisions intended to strengthen the role of a single intelligence official to oversee and coordinate those efforts the failures of which helped lead to the devastation of September 11, 2001:

‘‘SEC. 102. (a) DIRECTOR OF NATIONAL INTELLIGENCE.—

(1) There is a Director of National Intelligence who shall be appointed by the President, by and with the advice and consent of the Senate. Any individual nominated for appointment as Director of National Intelligence shall have extensive national security expertise.

‘‘(2) The Director of National Intelligence shall not be located within the Executive Office of the President.

‘‘(b) PRINCIPAL RESPONSIBILITY.—Subject to the authority, direction, and control of the President, the Director of National Intelligence shall— ‘‘(1) serve as head of the intelligence community; ‘‘(2) act as the principal adviser to the President, to the National Security Council, and the Homeland Security Council for intelligence matters related to the national security; and ‘‘(3) consistent with section 1018 of the National Security Intelligence Reform Act of 2004, oversee and direct the implementation of the National Intelligence Program.

‘‘(c) PROHIBITION ON DUAL SERVICE.—The individual serving in the position of Director of National Intelligence shall not, while so serving, also serve as the Director of the Central Intelligence Agency or as the head of any other element of the intelligence community." [Emphasis added]

In short, the position of director of National Intelligence was established to perform the work that was supposed to be performed by the director of Central Intelligence. There was a great deal of resistance on the part of the Central Intelligence Agency and on the part of the Department of Defense to these reforms. And, there is no question that these reforms would not have been necessary if the authorities of the original National Security Act of 1947 had been respected and enforced. That was not the case, however, so a new level of bureaucracy was created by Congress to perform the mission that hadn't been adequately performed in the past. 

The answer to the question, in conclusion, then, is "B," the director of National Intelligence.

What can be learned from the story?

What we learn from "The Cop and the Anthem" is very similar to what we learn from O. Henry's story "A Retrieved Reformation." Once a person has started down the wrong road in life, it is very difficult, if not impossible, to turn around and go back. O. Henry himself had served several years in prison for embezzlement, and he never got over it. He wrote under an assumed name (his real name was William Sydney Porter), and he lived in fear that his past would become known. He had a truly terrible drinking habit, which must have been at least partly attributable to his memories and fears. He was said to be drinking two quarts of whiskey a day, and he died at the early age of forty-seven of alcohol-related diseases. Soapy in "The Cop and the Anthem" decides to reform but finds it is too late. Jimmy Valentine in "A Retrieved Reformation" actually does reform, but his past catches up with him and almost destroys his new identity and his new life completely.

Nathaniel Hawthorne starts his excellent story "Wakefield" by stating that he is seeking a moral to an actual event he read about in a newspaper.

If the reader choose, let him do his own meditation; or if he prefer to ramble with me through the twenty years of Wakefield's vagary, I bid him welcome; trusting that there will be a pervading spirit and a moral, even should we fail to find them, done up neatly, and condensed into the final sentence. Thought has always its efficacy, and every striking incident its moral.

At the end of the story Hawthorne states his moral explicitly, and that moral can easily be applied to "The Cop and the Anthem" as well as to the message of life itself.

Amid the seeming confusion of our mysterious world, individuals are so nicely adjusted to a system, and systems to one another, and to a whole, that, by stepping aside for a moment, a man exposes himself to a fearful risk of losing his place forever. Like Wakefield, he may become, as it were, the Outcast of the Universe.

Soapy heard an old familiar anthem being played on a church organ and felt inspired to become a respectable member of society once again. But he ended up serving three months on Riker's Island, which was what he had wanted in the first place. It was a lot easier to get sent to jail, even though he had had a few setbacks this time, than to turn his whole life around. Life is a lot like a road with many twists and turnings, as Robert Frost suggests in his famous poem "The Road Not Taken." Frost recalls a choice he made many years earlier and describes it as a fork where two roads led in different directions.

And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.

And Omar Khayam expresses the same sobering truth centuries earlier in the Fitzgerald translation of "The Rubaiyat."

The Moving Finger writes; and, having writ,
Moves on: nor all your Piety nor Wit
Shall lure it back to cancel half a Line,
Nor all your tears wash out a word of it.

We would be lucky indeed if we could learn the whole lesson of life from one man's short story, but unfortunately we have to learn a lot of lessons for ourselves over the years; and "The Cop and the Anthem" is just one illustration of a general truth. Once a person has started down the wrong road in life, it is very difficult, if not impossible, to turn around and go back.

What makes the story's closing sentences ironic?

The closing sentences of "The Necklace" are ironic because of the sharp contrast between Mathilde Loisel's beliefs and the reality of which she is totally ignorant until her friend enlightens her. This is situational irony. Mathilde is proud  of the fact that she and her husband were able to pay for a replacement for the lost necklace, after ten years of hard work and privation, without Madame Forestier suspecting that the original necklace had been replaced. Then Maupassant drops his surprise ending on the poor, misguided woman like a bomb. Madame Forestier speaks the final words of the story:

"Oh, my poor Mathilde! But mine was imitation. It was worth at the very most five hundred francs! . . . "

Irony is often like a cruel joke. The story would be funny if it were not so painful for the principal character. It would be a very sadistic reader who could laugh at Mathilde Loisel for having lost all her beauty and charm over a cheap imitation necklace. No doubt the revelation reflects back on her evening of social triumph as well. How many of the men she danced with at the ball were aware that she was only wearing a necklace of imitation jewels? How many of the women knew? 

the characteristic shared between monopolistic competition and oligopoly

Monopolistic competition, an imperfect form of competition in which many firms sell trivially distinguishable but unsubstitutable goods, and an oligopoly, where a small number of firms dominate a specific market, have several key similarities.

The first is that there are generally many consumers in the market. It is also possible, despite being somewhat counter-intuitive, that there may also be many producers under both systems. While an oligopoly is dominated by a small number of producers, there are normally many smaller firms in existence that simple lack a controlling market share. The second is the capacity of the firms to control pricing. The firms of an oligopoly are inherently price setters, and the dominant firms of a monopolistic market generally take their competitors prices as a given, and ignore any impact their prices might have on the prices of competitors. This non-price competition places exclusive incentive of the maximization of profits. A final potential similarity is the production of heterogeneous competing products, although it is possible for such products in a oligopoly to be largely homogeneous.

How would the lime water change when carbon dioxide produced was bubbled though lime water?

Lime water is used for detection of carbon dioxide and this liquid turns milky white when carbon dioxide is bubbled through it. Lime water is a solution of calcium hydroxide,`Ca(OH)_2` in water. When carbon dioxide is mixed with this solution, carbonate ions (`CO_3^(2-)` ) are produced, which react with the calcium ions (`Ca^(2+)` ) and calcium carbonate (`CaCO_3` ) is produced. The chemical reactions can be written as:

`CO_2 (g) + H_2O (aq) -> 2H^+ (aq) + CO_3^(2-) (aq)` 

`Ca^(2+) (aq) + CO_3^(2-) (aq) -> CaCO_3 (s)`

Calcium carbonate is a precipitate and is a white color solid. The formation of this precipitate in the lime water, turns it milky and carbon dioxide presence is detected. 

We can also try the same experiments with other gases to see if we obtain the same results. 

Hope this helps. 

What are some examples of cognitivism theories and their relation to class education?

Behaviorist theories of learning dominated the classroom through the 1950s and eventually gave way to cognitivism as the focus (among educators) shifted from observable acts (e.g. performance outcomes) to concept formation, problem-solving, and information processing. Today, cognitivism remains the dominant model of learning for classroom education, despite newly increasing (though still marginal) excitement for the relevance of constructivism. While Gestalt (holistic) psychology and the work of Jean Piaget remain seminal to the development of cognitivism -- the specificities of the various contributors -- generally coalesce around the concerns for learning as process and the strategies the mind deploys for receiving, organizing, storing, and retrieving information. Cognitivism assigns a prominent role for memory -- and therefore influences the use of matrices, analogies, hierarchies, etc as educational techniques designed to create and sustain relationships between prior knowledge and new information. Another technique used is the simplification and standardization of knowledge into more optimally digestible information (to be either assimilated or accommodated -- as the two ways Piaget argued mental schemas adapt to new data). Lastly, feedback plays a crucial role in learning models influenced by cognitivism theories.

What were the causes of the March Revolution in Russia?

The fundamental long term cause of the Russian Revolution was economic. By the early Twentieth Century, the life of the peasant in Russia could only be described as deplorable. Food shortages during bad years caused widespread famine that took the lives of hundreds of thousands of citizens. Lack of food and sanitary conditions was exacerbated by the spread of diseases like cholera and diphtheria. Farmers were also wracked by debt burdens that they could not honor. In general, there was a growing discontent with the economic conditions that existed under the monarchy.

The government's inability to rule effectively was another underlying cause of the March Revolution. While the subjects in rural areas were suffering, the Russian government was more interested in developing its industries. This cost a heavy tax burden on the peasants that made their situation worse. Industrialism had its early successes, but when there were downturns, workers went on strike. The government responded with violence to put down worker's strikes. The most egregious reaction by the government occurred on January 22, 1905, in an event known as Bloody Sunday. On this day, troops fired on unarmed demonstrators and hundreds were killed.

The folly of Czar Nicholas also contributed to the growing unrest. In addition to being out of touch with the problems of his subjects, he felt that a war with Japan in 1905 would bring his people closer together. It did not. Russia was humiliated in defeat and the poor economic conditions were made worse. Czar Nicholas did not learn his lesson from the debacle that was the Russo-Japanese War. He entered World War I on the side of the Allies and his popularity increased for a time. Russians were unified in the cause of the war. Nicholas may have let his popularity go to his head, however, as he insisted in taking an active role in the military aspect of the war. He was not trained for such endeavors and when Russia was not successful in the war, the blame was his. In addition, he left his wife in charge of government affairs. She was almost as prepared for that as Nicholas was to mobilize an army. The inability of Czar Nicholas to govern effectively, coupled with Tsarina Alexandra's inability to handle the complex domestic problems of a country at war were important causes of the March Revolution.

In To Kill A Mockingbird, Scout reflects on her earlier views of Boo Radley in Chapter 26. What lessons has she learned about Boo Radley and about...

In Chapter 26, Scout reflects on her earlier behavior towards Boo Radley. She thinks about how it was unkind of the children to try to peer through his windows and catch sight of him because he clearly just wanted to be left alone. On top of that, Scout also remembers the presents that were left in the tree and knows that there is more to Boo than meets the eye. She thinks that if she and Boo crossed paths now they would be cordial to each other, as if they always see each other out and about, but she knows that will never happen because Boo likes to be alone. In this chapter, Scout also thinks about how people hate Hitler so much because of what he is doing to the Jewish people, but she is confused about how they can also hate people in their own community despite the atrocities going on across the ocean. Scout is continuing to piece together that people are very complex and that it is challenging to understand the reasons behind actions or behaviors.

What are some advantages and disadvantages/hardships in pages 122-182 of Katherine Paterson's Lyddie?

In the second half of Lyddie, the main character experiences several hardships, although some good things happen as well. 

First, Lyddie is suddenly given the responsibility of caring for her younger sister Rachel, whom she really hasn't seen for about four years. What's more, the family farm is about to be sold by her uncle, meaning that she is too late to pay off the debts and obtain the farm for herself. On page 122, she writes her brother Charlie explaining the situation. 

Next, Lyddie becomes very ill and almost dies. She contracts a serious fever, probably from Brigid, whose mother is ill and whose germs she has been exposed to via the "kiss of death" procedure at the factory. As we learn on page 131, her illness lasts over two weeks. 

On page 139, Rachel develops a cough due to her work in the factory that worries Lyddie. She realizes this could be life-threatening, so she allows Rachel to go to live with Charlie, which causes her severe loneliness (p. 148). That loneliness is compounded when Diana leaves the factory (p. 153). 

On page 161, Rachel protects Brigid from an unwanted advance by the factory overseer, and the overseer retaliates by having her fired (p. 168). 

Despite all these hardships, Lyddie experiences some pleasant times as well. Having Rachel with her is a joy, especially since Rachel nurses her continually during her sickness. Brigid also sticks by her and nurses her back to health (p. 130). Diana brings Lyddie a gift of a book by Dickens (p. 132). Rachel gets a job as a doffer and is able to stay with Lyddie in the boarding house for a time, becoming the "pet" of the girls (p. 138). Although it is hard for Lyddie to let them go, Charlie and Rachel get adopted by the Phinneys into a fine situation (p. 142). Finally, Lyddie receives a marriage proposal from Luke Stevens, her former neighbor, who has actually purchased her old family farm, making it possible for her to return there if she wants (p. 147). Although Lyddie does not take him up on his offer, she keeps the possibility open as something she might consider after she has finished college at Oberlin (p. 181). 

(Page numbers are from the 1991 Puffin Books edition.)

What is a situation that Buck must adapt to in The Call of the Wild?

Buck comes from living in a nice home where he gets to go inside the house, has plenty to eat, and basically lives a soft life. Once he gets to Alaska, everything changes very quickly. One of the first things he has to adapt to is learning how to sleep in the cold.

He tries to go in the tent but Francois and Perrault chase him out violently. So he goes around camp trying to figure out what to do and notices that all the dogs seem to have disappeared. He actually has to fall into a hole to see that the dogs dig themselves a hole in the snow to keep warm.

Buck learns quickly. He learns how to sleep warm, how to pull a sled, how to fight, etc. 

On what page of To Kill A Mockingbird does Atticus walk out of the court room?

Atticus left the courtroom in Chapter 21 of To Kill a Mockingbird.  In my book, it is located on page 215.  After Tom Robinson's guilty verdict, Atticus stood up to leave the courtroom.  Scout observed her father from where she sat in the balcony:

Atticus took his coat off the back of his chair and pulled it over his shoulder.  Then he left the courtroom, but not by his usual exit.  He must have wanted to go home the short way, because he walked quickly down the middle aisle toward the south exit.

Scout was sad.  She was upset about the verdict, but she also felt sad for her father.  He had fought for Tom's innocence with passion and skill.  He had suffered from insults and social alienation from his friends and neighbors.  This had never deterred him from fighting for Tom in court.  Scout knew that he felt defeated, as his quick exit from the courtroom indicated.  

Though Atticus lost the case, the black citizens of Maycomb still showed their respect and admiration for him.  As Atticus passed through the courtroom on his way toward the exit, the black men and women in the balcony stood up to honor him.

Is Daisy as great as Gatsby thinks she is? What other characters in literature discover their love isn't as great as they previously thought?

Daisy is not the ideal woman as Gatsby imagines her. While he pines after her and wants to rewind time so that he can be with her before she married Tom, the reality is that Daisy is a selfish and careless person. She marries Tom after he gives her an expensive pearl necklace, and, though she admits to once having loved Gatsby, she returns to Tom in the end. While Tom is a brute and Daisy doesn't care much for their daughter (who she hopes will be a "fool"), Tom offers her the upper-crust lineage and lifestyle she wants. She doesn't even attend Gatsby's funeral in the ultimate show of emotional coldness. The reader might pity Daisy for having to make her life with Tom, but she ultimately shows that she doesn't really want any other type of existence.

Tolstoy's Anna Karenina is another tragic figure in literature who finds that her love affair is not what she had imagined. She leaves her husband for a passionate love affair with the dashing Count Vronsky, and she must abandon her young son for her life with Vronsky. In the end, Anna feels that Vronsky cannot satisfy her, and she becomes possessive and self-tormenting and ultimately throws herself under a train in one of the most tragic scenes in literature. Her descent from passion to madness is hard at times for the reader to understand, but it in part arises from her sense that Vronsky can not equal what she has sacrificed to be with him, including her position in society and her child with her husband.  

How does the Greek geography play a role in relationships with other countries?

Greece's location is the primary geographic advantage that affects its relationship with other countries.  With thousands of miles of coastline, the country offers the potential for naval bases in an important region of the world. Greece is a gateway of sorts from Europe to Asia and the Middle East.  The country has friendly relations with all of the powerful countries in the world because of its location which provides it significant leverage. The United States has an important naval base on the island of Crete which is important for its continued presence in the Middle East. This benefits Greece because the United States has pledged to protect Greece, allowing the Greeks to spend their resources outside of the military.

The importance of its location in the Mediterranean Sea has is also important to Russia, which is faced with the possibility of its base in Syria being rendered useless because of civil war. Russia has even considered pledging billions of dollars in aid in exchange for a naval base on Greek land.  

How many lone pairs of electrons are in CCl4?

There are three lone pairs of electrons around each chlorine atom that makes up CCl4. The subscript to the right of the elemental symbol for chlorine (Cl) in CCl4 indicates that there are four chlorine atoms in the compound. Therefore, there are twelve (12= 3 x 4) lone pairs of electrons in CCl4.

Lone pairs of electrons are not involved in a chemical bond. In a Lewis dot diagram, these electrons are depicted as dots. Pairs of electrons that are involved in a chemical bond are referred to as shared pairs of electrons.  In Lewis dot diagrams, shared pairs of electrons are depicted as slashes or lines.

In CCl4, a single covalent bond attaches each of the four chlorine atoms to a single central carbon atom. Covalent bonds are created between two nonmetals in order to fulfill what is called the octet rule. The octet rule states that most main-group elements want eight valence electrons in order to be stable. Valence electrons are the electrons that are found in the outermost orbital of an element. Each chlorine is a halogen and contains seven valence electrons. Thus, each chlorine atom wants one more electron in order to fulfill the octet rule. Each carbon atom has four valence electrons. So a carbon atom needs four more electrons in order to fulfill the octet rule.

Shared pairs of electrons are counted toward the number of valence electrons obtained by each atom involved in a covalent bond. Thus, each chlorine obtains an additional electron to fulfill the octet rule when it forms a covalent bond with a carbon atom. Likewise, by sharing one electron from each of the four chlorine atoms in CCl4, the central carbon is also able to fulfill the octet rule.

What was the main purpose of the Dawes Severalty Act of 1887?

The Dawes Severalty Act was intended to force Native peoples to assimilate to white society by making them into settled farmers. It was mainly intended to affect Plains Indians, whose reservation lands were split up into allotments that were given to Natives who agreed to settle as family units and farm the land. In other words, Native Americans, especially those who lived on the Plains, were given lands in return for a promise to live like white settlers. It would have relieved the responsibility of the federal government to take care of reservations, and it was intended to protect the land rights of Indian peoples whose reservations were increasingly encroached upon by whites. Overall, the Dawes Severalty Act was part of a broader assimilation effort that included sending Indian children to boarding schools, many of which were far away, to receive an education in a White American setting. In addition to the negative repercussions for Indian culture, it had many disastrous unintended consequences. The worst was that Indians who agreed to the arrangement often received very poor lands that were not capable of supporting a family. This, combined with the fact that many Native men were not interested nor experienced in agriculture meant that many Indian families lived in dreadful poverty. 

What is the meaning of the title of "The White Man's Burden" by Rudyard Kipling?

The title of Rudyard Kipling’s poem “The White Man’s Burden” refers to the idea that white people took a burden upon themselves when they took empires.  It refers to the idea that the imperial powers acted selflessly to improve the lives of ungrateful colonial subjects.

In this poem, Kipling emphasizes that imperialism is hard on the imperial powers.  He says that the imperial power has to send out its best people to “wait in heavy harness” on its subjects.  He says that these representatives of the imperial power have to work hard to try to help the people they have conquered.  They have to do their best to improve the people’s lives even though the people will hate and resent them.  This, to Kipling, is why having an empire is a burden.

The “white man’s burden,” then, is the burden that white people assume when they take an empire.  It is the burden of working hard for the benefit of other people who do not appreciate what the white people are doing for them.

What are some good things about the Articles of Confederation?

The Articles of Confederation was a product of its times, a response to conditions in the midst of the Revolution when it was created, and, ultimately, perhaps all that was possible at the time. It is usually regarded as weak and ineffective, and it was, but it was also a reflection of the fear of centralized government that understandably gripped many of the Founders. Under the Articles, the national government was empowered to conclude treaties and conduct diplomacy, print and coin national currency, and other powers. Each of these is a remarkable advance when we consider that the states that were party to the Articles had previously been colonies with no real history of cooperation. So for the time, the Articles represented a significant advance which only with time (albeit a fairly short period) proved to be inadequate. 

We can also see that the government under the Articles, while weak, had a few significant achievements. The Land Ordinance of 1785, for example, solved one of the most urgent problems confronting the new nation--setting up a process by which lands in the west could be parceled out and sold. This process had been extraordinarily complex, and open to corruption, in the colonies, and establishing a uniform method of land sale was a major accomplishment. The Northwest Ordinance, passed two years later, also facilitated national growth by creating a process by which newly settled lands might apply for territorial status and, eventually, statehood. Both of these were important steps toward true nationhood undertaken by a government that never claimed to be more than a "firm league of friendship." Moreover, many Antifederalists argued at the time that the Constitution represented a power grab by a national elite, one which stripped the states of powers that were best exercised at the local level. The Articles, they claimed, preserved the powers of the states and the people that controlled them.

Name two issues President Jackson dealt with during his terms in office.

Two issues President Jackson dealt with while President included what to do with the Native Americans and dealing with the national bank. President Jackson didn’t like the Native Americans. He felt they were holding back the progress of the American people He referred to them as “savages” and “beasts.” Thus, he supported the passage of the Indian Removal Act of 1830. The law required many Native American tribes to move to the west. Even though the Supreme Court ruled that this law didn’t apply to the Cherokee tribe, Jackson refused to follow the ruling of the Supreme Court. Eventually, the Cherokee, along with many other tribes were relocated to land west of the Mississippi River.

President Jackson also disliked the national bank. He believed it favored the wealthy and hurt the common man. He also felt it influenced the actions of Congress. Thus, he refused to extend the charter of the bank in 1832. However, the old charter gave the bank the authority to exist until 1836. President Jackson didn’t want the bank to survive for four more years so he took actions to “kill” or weaken the bank. He placed the government’s money in state banks that he handpicked. These were known as the “pet” banks. Unfortunately, these banks had different, more lenient policies than the national bank, and they began to do things that led to serious economic problems. For example, the “pet” banks made it easier to get loans. This eventually led to inflation. To slow inflation, especially in the prices of western land, President Jackson issued an order known as the Specie Circular. This would require all land sales to be made with gold or silver coins beginning after the election of 1836. This ultimately led to severe economic problems in 1837, after Jackson had left office. There were many issues President Jackson faced, and these were two of them.

Why did Mrs. Jones think the boy was hungry in "Thank You, M'am"?

In Langston Hughes’ short story “Thank You, M’am," young Roger attempts to steal the formidable Mrs. Luella Bates Washington Jones’ pocketbook as she is walking home home from her job late one evening. Roger is unsuccessful as Mrs. Jones grabs him and refuses to let him go.She specifically asks him if he is hungry, which he denies. She further questions him about his living situation to determine why such a young man would want to steal a purse. When he tells her that there is no one home at his house she is astute enough to know, from the looks of him and from his poor decision, that he has neither eaten nor washed up. She drags the sweating boy to her home.

Then we’ll eat,” said the woman, “I believe you’re hungry—or been hungry—to try to snatch my pockekbook.”

Mrs. Jones understands life on the mean streets of Harlem during that era, and she believes one of the reasons Roger tries to snatch the pocketbook is to get money for food.

I am writing a research paper about why the number of sexual assaults is so high in India. How can I write a thesis statement about this?

Before writing your thesis, try to gather as much general information as you can about India and the high level of rapes that have been occurring there. Make sure that you use multiple sources that cover a range of view points. Rape is a consistently underreported crime, so while official crime statistics are an important resource, they should not be your only resource for determining the number of incidences.

While you are doing this general reading, make a note of anything that sparks a thought about possible reasons that this is occurring or contributing factors. This could be something you read about the role of women in India, the political and economical climate, general violence in the area or a combination of factors that you think may be related. You may also want to look at cultural views of rape perpetrators and victims as this varies by country.

Once you have formed your own thoughts about why the number of rapes is so high in India, you will have your thesis. After you have formed it, research more deeply into the area you have focused on and use that information to support your thesis. If your understanding of the issue changes during the course of your more comprehensive research, it is completely fine to adjust your thesis. In fact, it is preferable to rewrite your thesis instead of omitting information you learn that is contrary to it. 

How is the main character of "Miss Brill" an outcast?

In Katherine Mansfield's short story "Miss Brill", the eponymous main character is certainly a social outcast in several ways. 

While this may sound like a harsh descriptor, in reality, Miss Brill was one who seemed to prefer to carry on with life on her own. We know very little about her past to determine what could have triggered this choice of lifestyle. What we do know, however, is that she seems to be so used to a lonely life that she has taken to give identities and create life stories for those whom she sees walking casually around the park. 

• Self-absorbed

Again, this is another seemingly harsh and critical descriptor, but it fits Miss Brill quite perfectly, according to its definition. Miss Brill does very little to change her lonely status. She does not try and find ways to meet people. Instead, she is consumed with her lifestyle and gives little space to any new events. This isolation from society, and the insistence in keeping life going her way in her own particular approaches, are the factors that make Miss Brill into a bona fide outcast.

• Out of sync

Living in isolation for such a long period of time makes it very hard for anyone to keep up with the real dynamics, issues, and changing trends that take place in society every day. The fact that these factors change dramatically from one moment to the next, makes it even more important to keep up with life as much as possible. Miss Brill has not even changed the fur that she has worn for decades, let alone her attitude toward things. She will realize exactly how out of synch she is when she hears the lovers in the park laughing about her. 

"No, not now," said the girl. "Not here, I can't." "But why? Because of that stupid old thing at the end there?" [...] "Why does she come here at all–who wants her? Why doesn't she keep her silly old mug at home?"  

"It's her fu-ur which is so funny," giggled the girl. "It's exactly like a fried whiting." "Ah, be off with you!" said the boy in an angry whisper.

While the story lacks a specific, direct characterization that critically assesses the appearance of the old teacher compared to the rest of the world, the reactions of this couple definitely tell us that Miss Brill must be definitely not just an outcast in spirit, but also in her overall appearance. 

Describe the setting of the story.

The initial description of the setting is of an idyllic, small town. The sun is shining after a heavy rain the previous night. So, the town has a washed clean, pure aspect. "Miss Strangeworth took deep breaths, and thought that there was nothing in the world like a fragrant summer day." 

Miss Strangeworth chats with different people in town. These are amiable conversations, mostly small talk, but Miss Strangeworth thinks of a small criticism for each person. But outwardly, this presents the setting as a friendly small town where most everyone knows each other. 

Miss Strangeworth's own house is on "Pleasant" Street. The house is neat and the lawn is lined with roses. Everything is pleasant and ordered. The descriptions of the neat, ordered house and the "fresh and clear" look of the town following the night's rain fit Miss Strangeworth's perception of herself. She has audaciously assumed the responsibility of keeping her town clean and clear of sin. She writes her anonymous letters in order to keep the town this way. Miss Strangeworth thinks of it as "her" town and takes the self-righteous position of being the town's conscience. 

What are some quotes from The Great Gatsby that connect to both feminism and psychoanalysis?

One topic in which feminism and psychoanalysis align well is female sexuality. An important point in feminism is the study of how men sexualize women, as well as how authentic female sexuality can be expressed. A main focus of psychoanalysis is how human sexuality shapes our mental state, and how we express sexual desires, even when repressed.

Psychoanalysis analyzes how descriptions of seemingly common, non-sexual situations are embedded with symbolic sexual subtext, which reveals repressed desires. The following quote is a great example of that, especially in regards to women:

The only completely stationary object in the room was an enormous couch on which two young women were buoyed up as though upon an anchored balloon. They were both in white, and their dresses were rippling and fluttering as if they had just been blown back in after a short flight around the house. I must have stood for a few moments listening to the whip and snap of the curtains and the groan of a picture on the wall.

This quote reveals Nick Carraway's views of female sexuality, and feminist and psychoanalytic perspectives are both necessary to fully understand it. The women's white dresses and the overall description of lightness/airiness (references to balloons, rippling, fluttering, etc.) in the first two sentences can be seen as a symbolic of purity and youth. This can be read as a desire Nick has for young women. The next sentence, however, breaks this sense of lightness with references to noises of “whip and snap” and “groan.” This is both heavier/more oppressive in nature and more overtly sexual; a “groan” is often associated with sexual noises, and “whip and snap” could even denote a desire for sexual dominance. This can be read as a desire by Nick to dominate young women, an important point in both feminism and psychoanalysis.

A scene from one of Gatsby's parties also presents a quote with many layers to which we can apply psychoanalysis and feminism:

Almost the last thing I remember was standing with Daisy and watching the moving-picture director and his Star. They were still under the white plum tree and their faces were touching except for a pale, thin ray of moonlight between. It occurred to me that he had been very slowly bending toward her all evening to attain this proximity, and even while I watched I saw him stoop one ultimate degree and kiss at her cheek.

To start, we have Daisy and Nick participating in voyeurism, however mundane it may seem. This can be seen as symbolic of female sexuality in both psychoanalysis and feminism as Daisy is participating in this activity. They watch what the language intimates is an intimate moment between a woman and man, yet there is certainly repression (a key point of psychoanalysis) here; they are touching “except for a pale, thin ray of moonlight between,” and the director has been slowly moving toward her all night. The “ultimate degree” that he reaches is kissing her on the cheek. From a psychoanalytic perspective, that such mundane, even childish, physical contact is built up to such a degree is a clear indication of sexual repression not considered healthy (aka stunted) in adults. Building on this with a feminist perspective, we could read it as a stunted man in a position of power (as the star's employer – the director) sexually harassing a female employee at a tense and excruciatingly drawn-out pace, which brings attention to the problems women suffer due to being sexualized.

While reading The Great Gatsby, look out for any quotes that allude to female sexuality or the sexualization of women; they will most likely present opportunities for both psychoanalytic and feminist analysis.

What is the president’s inner circle of foreign policy advisers called?

The correct answer is the National Security Council. The National Security Council advises the president on national security and foreign policies and assists the president in  coordinating these policies among government agencies.

The NSC was established by the National Security Act of 1947 while President Harry S. Truman was in office. It is made up of senior national security advisors and cabinet officials, including the Vice President, the Secretary of State, the Secretary of the Treasury, the Secretary of Defense, and the Assistant to the President for National Security Affairs. The position of statutory military advisor to the Council is filled by the Chairman of the Joint Chiefs of Staff, and the Director of National Intelligence serves as the intelligence advisor to the council. Others, like the Attorney General, are invited to attend meetings of the NSC if items on the agenda pertain to their responsibilities.

Evaluate Chris Watters as a potential husband for Edie in How I Met My Husband.

I would suggest that Chris Waters lacks the qualities that would make him a good husband for Edie.

The symbol of an airplane is appropriate for Chris Watters.  He's always on the move.  He does not believe in remaining in one place.  In the story, he says to Edie, "I'll tell you a secret.  I won't be around her much longer."  This encapsulates why Chris's potential as a suitor is lacking.  Later on in this exchange, he tells her that "A plane can get further than a car."  Chris is focused on leaving one place and moving onto another.  

This approach to life is in stark contrast to Edie.  Edie is young and embraces the dreams of domestic happiness.   She believes in marriage and settling down with a husband. She embraces the attachment that comes along with marriage.  Chris's desire for freedom makes him unsuitable as a husband for Edie.  When Edie waits each day for the mail between 1:30 and 2:00 in the afternoon, it is in the hopes of receiving a letter, something that Edie later learns was never going to arrive.  Chris's inability to embrace domestic responsibility and the ties that go with emotional commitment reduces his potential as a husband for Edie.  

What was Arthur Millers purpose for writing "The Crucible"?

Arthur Miller made it very clear that he wrote The Crucible as an allegory—a play which represents something much, much deeper than what is on the surface—to show the similarities between the Salem Witch Trials of 1692 and events that were occurring in the United States during the 1950s. A "witch-hunt" was happening in the United States during that time period; but instead of the accused being labeled as "witches" as they were during the Salem Witch Trials, they were labeled as followers of the Communist Party or Communist supporters. Because of all those pointing fingers, over 200 people lost their jobs (mostly actors, directors, and writers in the movie industry) and found it very difficult to find jobs again once their reputations were ruined. Miller wrote The Crucible to compare the similarities of the Salem Witch Trials to the events of the 1950s to warn readers that history is likely to repeat itself. 

What are the quantitative effects of changing the pendulum length and the mass of the bob?

Generally, we carry out experiments to study the quantitative effects of changing the length of the pendulum and mass of the bob, on the time period of an oscillating pendulum. The time period of an oscillating pendulum is given as:

`T = 2pisqrt(L/g)`

As we can see from this relationship, the time period is a function of length of the pendulum and has no relation to the mass of the bob. If we change the length of the pendulum by a factor of 4, the new time period of the pendulum will be twice (= `sqrt 4 = 2` ) the original time period. If we reduce the pendulum length by a factor of 4, that is the new length is 25% of the original length, the time period would be only half of the original value. In comparison, any changes in the mass of the bob will have no effect on the time period of an oscillating pendulum. 

Hope this helps. 

Why does Prince Prospero hide in his palace in "The Masque of Red Death? How does life contrast outside the place with life inside it?

A clue to the answer to this question can be found at the very start of this short story. The "Red Death", a hideous pestilence that causes bleeding, red stains, pain, and "dissolution" in its victims, has reached the Prince's country and is ravaging the inhabitants away. 

But the Prince Prospero was happy and dauntless and sagacious.

Here is the first important clue for your answer. Prince Prospero is someone who is aloof from reality and disengaged from his people. Therefore, he continues with life, as he knows it. In light of the devastation taking place, he decides to call up his friends from court and hide away from the disease in one of his abbeys. 

Prospero thought that the iron gates of the abbey, the provisions, and all of the precautions that he could possibly take were a way to avoid contagion. Moreover, since he was used to a plush and lofty life, he chose to make this a jolly occasion, complete with a masquerade to keep himself and the courtiers entertained. 

The prince had provided all the appliances of pleasure. There were buffoons, there were improvisatori, there were ballet-dancers, there were musicians, there was Beauty, there was wine. All these and security were within.

In high contrast as to what was going on inside of the abbey, things were getting worse in the city. The pestilence had already been around for nearly six months, and was becoming worse than ever. 

Back inside, however, Prince Prospero had lavishly decorated the seven chambers of the abbey, and his eccentric and expensive tastes were evident in all of the sumptuous details that he considered. These included the large ebony clock, the drapes, costumes, and especially, the color of each room.

The lesson learned is that fate cannot be challenged, nor changed. Money and riches cannot be used to control life or death. Prospero used his power to escape from something inescapable. He thought that, by hiding from reality within the walls of a decorated abbey, he could escape it altogether. We know that, in the end, the Red Death comes for Prospero anyways. He will be a victim no matter what he tries to do. 

Imagine a disease kills 85% of the wolf population. How would this affect the other organisms?

In a food web, all the organisms are related to each other and a change in population of one organism will affect the population of others. In a food web, wolves eat herbivorous animals, such as rabbits, deer, etc. These herbivores, in turn, eat plants and grass. Wolves may, themselves, be food for higher carnivores. Thus, if a disease kills 85% of the wolf population, their prey (rabbits, deer, etc.) will have very few predators and hence will grow in numbers. This herbivore population increase means more consumption of grass and plants. And hence, the population and concentration of grass and plants will go down. Near absence of wolves will also mean that any carnivore who was competing with wolves, will now have less competition and more food (from increased herbivore population) and will grow in numbers. Ultimately, this increase in population of competing carnivores, prey herbivores and decreased population of plants and grass, will force a new equilibrium in the food web. Extra herbivores, that cannot be supported by decreasing food levels, will die or be consumed by higher carnivores, thus bringing their population in check. This will, automatically, ensure a growth of plant and grassy material, thus bringing in a new equilibrium.

Hope this helps.

Why was the Louisiana Purchase important to the United States?

The Louisiana Purchase was very important to the United States. The United States was concerned that policies other countries developed impacted the ability of people to trade in the West. This was especially true for farmers. Our use of the Mississippi River was restricted, and we weren’t allowed to store products at New Orleans.

The United States decided to offer France $10 million for New Orleans and West Florida. Napoleon, who was planning a major war in Europe, decided to sell us all of the Louisiana Territory for $15 million. This land purchase would double the size of our country. It would also show the people who lived in the West that our government cared about them. We would be able to use the Mississippi River without restrictions, and we could use the port at New Orleans. After some hesitation due to constitutional concerns, President Jefferson agreed to make the Louisiana Purchase.

In the novel Housekeeping by Marilynne Robinson, what is the Sylvie's function? What/who does she represent? What themes does she bring forward?...

Sylvie is an incredibly important and complex character in the novel, not only because of her relationships to the girls, but also because of her eccentricities. Sylvie operates as a "transient," which connects her to the larger themes in the novel. She isn't one to settle down and live a conventional lifestyle. In this way, she can be compared to the grandfather, who dies in a train accident after he left home one day in order to "travel" and explore. This theme of transience is important not only because of the way that Sylvie lives her life, but also because of the emphasis on death and passing in the novel. The girls, Ruth and Lucille, lose every caregiver they ever had: their father, then their mother, followed by their grandmother, and then Nona and Lily. When Sylvie comes along, she is present in their lives, and yet absent at the same time. Her nature as a transient is one of impermanence and constant shifting. Though she offers the girls a connection to their past, and to their mother, she is also increasingly difficult to live with. The girls notice that Sylvie keeps her coat on indoors and she doesn't unpack her belongings for an extended period of time. These aren't her only eccentricities; she also sleeps out on the lawn and then on a park bench in public, and she doesn't turn on the lights for dinner, preferring to sit in the dark. These elements of her character add levels of conflict to her relationship with Lucille and Ruth, and with the town. Lucille, more than Ruth, does not accept Sylvie's oddities and wants her to be a better, more conventional housekeeper. When Sylvie first arrives in town, Lucille becomes angry when Sylvie leaves the house early in the morning and goes to the train station. This is a manifestation of her abandonment issues, as she worries that Sylvie will leave just like their mother did. Sylvie's status as a "transient" and a traveler only further complicates her role in the girls' lives. She is restless and seeks to go out and explore, taking Ruth with her on these adventures into the woods and on train carts. Her actions start to concern the town, and they feel the need to intervene. They don't believe that Sylvie can give Ruth a healthy upbringing, but Ruth seems to enjoy Sylvie's unconventional style. And for her part, Lucille seeks to distance herself from Sylvie's odd lifestyle, and from her sister as a result. What Sylvie brings to the town is change - she shakes up the environment and has lasting effects on all the relationships in the novel.

What do Bob Ewell and Atticus Finch have in common in the book To Kill a Mockingbird?

Bob Ewell and Atticus Finch are vastly different characters in the book To Kill a Mockingbird.  They do, however, have a few things in common.

-  They were both born and raised in Maycomb County, Alabama.  Bob Ewell's family "had been the disgrace of Maycomb for three generations" (Chapter 3).  Atticus Finch had been born and had grown up at Finch's Landing, not far from the town of Maycomb.  He had moved out of the country briefly as a young man before returning to settle in Maycomb.

-  They are both fathers.  Mr. Ewell's children are Burris, Mayella, and several others.  Atticus Finch's children are Scout and Jem.

-  They are both widowers.  Both of their wives had passed away years before.  Both men did not remarry.

-  Both men are well known around Maycomb, though for different reasons.  Bob Ewell is known for being lazy, law breaking, and a drunkard.  Atticus is known for being a respected lawyer who is a wise man and a good neighbor.

Why was the bayonet ineffective during WW1?

One reason why the bayonet was ineffective in World War I was because of the rapid growth of technology in the field of weapons.

The bayonet was a remnant of a previous time period in warfighting.  Its purpose was to get close to a soldier and stab him as he approached.  For 19th Century tactical approaches such as grid- like soldier formations, the bayonet was useful to stab and advance.  However, technological advances in weaponry emerging in World War I had outstripped the bayonet's usefulness. For example, soldiers began to use the machine gun.  This allowed soldiers to fire multiple rounds of live ammunition at oncoming soldiers.  A soldier approaching with a bayonet would be neutralized from a distance through a machine gun which could be hundreds of yards away. The use of grenades was a similar means of neutralizing the bayonet.  In both instances, the threat of a solider with a bayonet could be addressed from a distance.  The bayonet's need for close proximity had become a liability.

Another technological advance that limited the bayonet's effectiveness was the use of armored tanks.  The bayonet was not very effective against these "landships."  The use of airplanes in World War I was another advance that made the bayonet ineffective.  The soldier wielding a bayonet was no match against an aerial attack.  Finally, the bayonet proved no match to chemical warfare.  The use of chemical weapons such as mustard gas made the bayonet worthless.  By the time soldiers approached with their bayonet, the gas would have already scorched their lungs or caused blindness. Technological advances made the bayonet largely ineffective in fighting World War I.

The story "Rules of the Game" is about more than the rules of a chess game. It is about the rules of life. What rules of life does Waverly learn in...

Waverly learns that you succeed in life by being smart and you get happy by doing what matters to you.

Waverly learned “the art of invisible strength” from her mother.  As Chinese immigrants, the family never had much and America was seen as the land of opportunity.  However, her mother still had a great deal of pride in being Chinese.  She taught her daughter how to be a Chinese American.

When Waverly becomes enamored of chess, her mother lets her pursue it but uses it as a way to teach her about life.

"They not telling you why so you can use their way go forward. They say, Don't know why, you find out yourself. But they knowing all the time. Better you take it, find out why yourself." She tossed her head back with a satisfied smile.”

Waverly learns that things are not always what they seem.  Chess is something she has to figure out for herself.  She learns how to do this, and gets very good at it.  Her mother does not let her brag, but she does want to show off her daughter.

One of the most important lessons Waverly learns is that you have to do something because you enjoy it.  The fight with her mother takes all of the fun out of the game, because Waverly forgot that her mother just wanted what was best for her. 

The struggle between mothers and daughters is a key theme in the book.  Waverly does not know how to communicate with her mother.  She learned how to be a good chess player, and how to psych out her components, but her mother remains a mystery to her.  She forgot the number one rule:  No matter how much you accomplish and where you go in life, you must never forget where you have come from.

What does "away" mean to the little girl in "The Ultimate Safari"?

The little girl in The Ultimate Safari often talks about going "away." When she talks about going away, or imagining another place, the reader gets the sense that she's not so interested in where this place is as opposed to where it isn't (that is, it isn't where she currently is). 

Where they currently are is a dangerous place with no food and no mother. They couldn't be forced into a more stressful situation as little children. It isn't surprising that the little girl hopes and dreams of a place that has food, no bandits and the comfort she's missing by not having her mother. This place she simply calls "away." She isn't sure where or how it exists, but she knows it's not where they currently reside. 

"We wanted to go away from where our mother wasn’t and where we were hungry. We wanted to go where there were no bandits and there was food. We were glad to think there must be such a place; away." 

If they could go anywhere else, where they wouldn't be in danger and where they could eat something, it would be better than where they are. This anywhere else is "away" or away from here, or could even be interpreted as a feeling. "Away" could be also be a representation of the absence of hunger and a sense of security. 

From Paulo Coelho's The Alchemist, what is the law of hospitality in the oasis?

The oasis that the caravan visits in The Alchemist certainly abides by the law of hospitality--or as some call it, the guest-host relationship. Guests are expected to obey the rules and regulations of their hosts; and in return, the host will take care of the needs and comforts of the guests. More particularly, this means that the host will provide food, clothing, and shelter, along with all of the amenities they have at their disposal, without asking for money. However, the guest must do whatever is asked of them by their host.

Specific rules of this oasis are explained as follows:

"The group was to remain there at the oasis until the conflict between the tribes was over. Since they were visitors, they would have to share living space with those who lived there, and would be given the best accommodations. This was the law of hospitality. Then he asked that everyone, including his own sentinels, hand over their arms to the men appointed by the tribal chieftains"(88).

In this situation, the culture in the oasis is unique because the people are mostly women and children. The tribesmen obeyed the rules of war and left the oasis alone so women and children were kept safe and it could be left as a neutral area.

In To Kill a Mockingbird, why did Harper Lee choose to make Scout's mother die? I wonder how the novel would have been different with a mother for...

Harper Lee's decision to have Jem and Scout's mother die when they were young was important to the character development of Atticus, Jem, and Scout. Atticus is forced to take on the role of a single parent who has the unique experience of raising a little girl on his own. Scout's "tomboyish" behavior is developed due to the absence of a mother. Her esteemed view of Atticus is a result of his intimate care and attention. Scout's perspective and moral development is shaped by Atticus, including her reluctance to accept the town's notions femininity, which perhaps has its roots in being raised without a mother.

Jem is old enough to remember his mother's death and Scout is not. Later on in the novel, Jem becomes jaded with humanity as a result of the wrongful conviction of Tom Robinson. His mother's death is connected with Jem's eventual loss of innocence. Jem was deeply hurt when his mother passed and still harbors feelings associated with her death, similar to the negative feelings that linger following the trial. In contrast, Scout is aware of her mother's death, yet does not experience heartbreak like Jem does. Scout's inability to be negatively effected by the loss of her mother parallels her reaction to the conviction of Tom Robinson. Scout does not lose faith in humanity the way Jem does. Instead of harboring negative feelings towards Maycomb's community members and becoming jaded, she develops understanding.

Minor characters, like Calpurnia and Aunt Alexandra, would not play important roles throughout the novel if Jem and Scout's mother was alive. Calpurnia's important role as a mediator between the black and white community enhances Scout's perspective. Scout gains valuable experience and insight into Maycomb's African American community via her relationship with Calpurnia.

Aunt Alexandra's disposition toward child rearing portrays the few character flaws in Atticus, which makes him a more believable character to the audience. Alexandra's relationship with Scout is important to Scout's character developing into a lady. Harper Lee uses these minor characters as strong female role models to Scout. Both Calpurnia and Alexandra provide unique viewpoints and experiences that shape Scout's personality and perspective.

What are some of the greatest predictions that 8th grade students today will make about the novel To Kill A Mockingbird?

While reading the novel To Kill A Mockingbird, eighth grade students could possibly predict that a jury would never have been an all-white jury. Today's eighth grade students would probably be surprised to learn that racism was so prevalent until fairness for all people did not exist even in court. Students today will find it hard to believe that Atticus will lose the trial, even though he proves the black man, Tom Robinson, is innocent of raping a white girl.

No doubt, today's eighth grade students will probably predict that justice will prevail; however, due to the mentality of people during the 1960s, people were not treated equally. Students today will be surprised to learn that Atticus put himself and his children in danger because he chose to represent and defend a black man who was innocent. Eighth grade students would probably predict that the black man would be exonerated after Atticus cleverly presented evidence that the black man could not have raped Mayella. The rapist was a left-handed man based on the bruises on her neck. The black Tom Robinson had a crippled left arm. He could not have raped Mayella. Truly eighth grade students today will predict that the evidence will allow Tom Robinson to walk away a free man. They would never predict that Tom Robinson would be found guilty based solely on skin color. It is unfathomable to think that the justice system was so corrupt in the 20th century. Eighth grade students' parents were born in the 20th century. It will be difficult for eighth grade students to believe that the courts would have allowed such unfairness just decades ago. To Kill A Mockingbird will be an enlightening novel for eighth grade students today. They will learn about injustice through racism and classism. The novel will teach eighth grade students that times have somewhat changed for the better due to the civil rights movement.

One event that eighth grade student will truly find surprising is the fact that people filled with hatred would kill an innocent man based solely on his skin color. They will be surprised to learn that Tom Robinson was shot and killed even though he was proved innocent by Atticus Finch. Eight grade students will not predict that such an injustice could have occurred in the 20th century--a century when people were supposed to be educated due to public school systems. Most eighth grade students today would never have predicted such dangerous ignorance could have been so prevalent in the United States only decades ago.     

Who is telling "The Cask of Amontillado"? How would the story be different if someone else were telling it?

"The Cask of Amontillado" is narrated by a man whose last name is Montresor (he and Fortunato are known only by last names). We learn his name when he and Fortunato descend into the catacombs and he names his family. Further, Montresor is narrating events that took place in the past: at the end of the story, he says that it has been a "half of a century" since these events took place. Therefore, the point of view is first-person objective because the narrator is a participant in the story and because he is narrating events after they have transpired instead of while they are happening.

If the story were narrated from a different point of view, it would certainly change dramatically. If, for example, Fortunato narrated the story, it would have to be while it was taking place (since he dies at the end), and since Fortunato was extremely drunk and missed the clues that might have helped him to understand what Montresor was intending to do (i.e. Montresor hid his identity, was carrying a trowel, and said something about turning back before it was "too late), the story would lose all sense of suspense or foreshadowing. He would just bumble along, enjoying the wine, thinking very highly of himself, until he found that he was being walled in at the end.

How can you analyze the poem "Blackberry Picking" by Seamus Heaney? What are the attitude, theme, and shifts of the poem?

Like many poems by Heaney, this poem is rich with imagery, and uses that imagery to make evocative observations about the world in which people live.

As far as how we can analyze it, start by reading it a couple of times. First read it simply and literally: what does it say? Then go over it again, observing patterns and techniques.

The first extended stanza looks backward on a shared memory that sounds innocent. The verb "would ripen" indicates that this experience of picking blackberries was not something that happened once, but something that repeated. The sheer expanse of the descriptions in this stanza paint an almost Edenic (Eden-like) state of pleasant innocence.

There are hints or traces of potential darkness earlier, when the berry juice is like "summer's blood," but the mood really shifts in the final four lines of the first stanza. That's where the imagery turns darker. The berries become like eyes, and the pickers' hands are bleeding and bloody. The pierced hands echo stigmata, but the reference to Blackbeard makes them less victim than criminal.

The darkness accelerates in the final stanza, moving from images of death to images of rot. Here is where the themes really become explicit. This is not just a pleasant memory about a good time. This is a memory of a lesson the poet learned time and again. Time passes, especially good times. You can't save the sweetness of these berries, or of life, against time's power. Time always moves on. Things always rot. This is the lesson of aging, and of humans being powerless against entropy.  As the poet says, "It wasn't fair." And it never is. But it is reality.

Beautiful poem!

How does the district commissioner coax the Igbo leaders to meet with him?

The District Commissioner convinces the Igbo leaders to meet with him by sending his "sweet-tongued messenger" to ask them to come meet with him a few days after Mr. Brown's church is burned down. The commissioner helps to persuade the Igbo leaders to meet with him by waiting several days and not reacting immediately to what the Igbo leaders have done. This way, they are calmer when they meet with him, and they do not expect him to seek retribution. Also, while they show up with their machetes, he politely invites them to speak as friends. He tells them, referring to the destruction of the church, "Let us talk about it like friends and find a way of ensuring that it does not happen again." He greets them alone and then tells them that he is going to invite in his friends to listen to their grievances. It is only then, after the Igbo leaders have put down their machetes, that British men come in to arrest them. 

Describe some of the history, principles, differences and similarities between Liberalism and Neorealism

Liberalism was based on 18th-century enlightenment. The guiding principle is that education and reasoning are important in improving the state of the world. This would be achieved through international cooperation and support for mutual interests.

The driving principle of realism asserts that it is "characteristic inherent in every human to seek supremacy". This further implies that states are in a permanent state of war, offensively or defensively based on their interests.

The two schools of thought are different in that:

The neorealists assert that the global conflicts are difficult if not impossible to resolve because most nations involved in the resolutions are doing as much as is viably possible. On the other hand, liberals believe that global conflict can be reduced by building up trust and improving the access to information. The liberals believe that this would reduce the impediment on cooperation among the different countries and international institutions.

The liberals believe that the institutions working to reduce conflicts are independent entities with the capacity to make mutually acceptable decisions. On the other hand, the neorealists argue that the institutions are basically, state mechanisms, where cooperation is based on the states’ special interests.

The two are similar in that:

• The neorealists and the liberals believe that not all state interests conflict.


• Further, states accumulate power for the purpose of securing their individual interests.

How did Scrooge feel when he saw Belle with her family?

As the first "Spirit" takes Scrooge on a journey through experiences from his past life, he becomes increasingly agitated. The ghost takes him from lonely boyhood images through young adulthood experiences. When the scene of a beautiful woman sitting with her husband and daughter appears, Scrooge becomes extremely disturbed. The beautiful woman is his former fiancé, Belle. Belle’s husband tells her that he saw a friend from her past. Scrooge begs the ghost to remove him but the “Spirit” reminds him he is simply taking him back to things as they were. The husband explains to Belle her former friend was sitting alone working by candlelight even though his partner is on his deathbed. As the ghost continues to show the scene, it becomes unbearable to Scrooge. He begs to be left alone.

Remove me! Scrooge exclaimed, I cannot bear it!

Why do people use "he said" in direct speech but not in indirect speech? For example: He said, "I go to school." This one as "reported" indirect...

The use of "he said" with the exact words he speaks,  "I go to school" is to credit the actual words the speaker says so that the reader knows who said what.  In indirect speech such as he said that he was going to school, you learn the same thing, but do not hear the words the speaker actually spoke.  In effect, indirect speech is a rewording or paraphrasing of a direct quotation.  The tag of "he said" is to indicate that a direct quotation is coming which is why the very next thing is the quotation marks to show the actual words which he spoke. 

The confusion you feel is because the definition of indirect speech is that something is "reported," but in your direct speech example (He said, "I go to school."), "He" is "reporting" that he went to school. The solution lies in identifying who is "reporting." In direct speech, the quoted speaker or character may be reporting something. In indirect speech, the writer or narrator is doing the reporting.

In direct speech, a quoted speaker or character may report something, "I watched the sunset," but they may also not report something, "Did you see that sunset?!" The function of reporting is not part of the definition of direct speech: sometimes direct speech reports, sometimes it doesn't.

In indirect speech, the writer or narrator always reports something: they always report what some else said or thought or did or felt. As the writer, I might say something in indirect speech like this: I was walking and I heard that she said--now wait a minute, let me report this accurately for you--I heard that she said that it snowed heavily at Badger Pass and that it was just right for skiing. The writer or narrator always reports in indirect speech. The quoted speaker or character might report something or might not report something in direct speech.   

I realize that this is a difficult question for you, and I hope that my answer has clarified the difference for you.  Try writing one direct and one indirect quote of something you yourself say and see if that helps you understand.  For example, you might say, "I feel so frustrated with this idea!" she said as she threw her book down.  Or, she said that she was frustrated with trying to understand this idea.  Good luck!

Do you think Zaroff would have kept his word to Rainsford?

The day after meeting Zaroff, Rainsford demands to be let off the island.  Zaroff responds by making a "deal" with Rainsford.  Rainsford may leave the island on Zaroff's boat if Rainsford survives being hunted for three days.  

"I'll cheerfully acknowledge myself defeat if I do not find you by midnight of the third day," said General Zaroff. "My sloop will place you on the mainland near a town."

I do think that Zaroff would have kept his word to Rainsford.  The previous day, Zaroff took pains to show that he was a civilized gentleman.  

"I have electricity. We try to be civilized here."

In addition to the electricity, Zaroff had a wonderful meal cooked and served it with expensive wine.  To not honor his deal, would go against his desperate need to act as a civilized gentleman.  

"Oh, you can trust me," said the Cossack. "I will give you my word as a gentleman and a sportsman."

I don't even think that Zaroff would be mad at Rainsford for winning the three day battle.  Zaroff might be mad at himself, but he would further respect Rainsford's abilities, knowledge, and ingenuity.  If Rainsford would survive, Zaroff would see him as an equal.  Zaroff wouldn't see Rainsford as a weak human that deserves to be hunted and killed.  He would see Rainsford as strong; therefore, Rainsford would be someone that deserves to continue living. 

"Life is for the strong, to be lived by the strong, and, if needs be, taken by the strong."

Find the resultant of a 52 N force acting due East and a 33 N force acting due South.

The forces are vectors and have both, a direction and a magnitude. In this case, the forces are acting due East and due South and hence, are at an angle of 90 degrees to each other. We can use the vector concepts to determine the resultant and direction of resultant.

The resultant force is given as: `sqrt(52^2 + 33^2) = 61.59 N`

and the direction of the resultant is given as:

`theta = tan^(-1) (33/52) = 32.4 degrees`

Hence, the resultant force of the given force system has a magnitude of 61.59 N and is acting at an angle of 32.4 degrees with respect to the horizontal, or, in other word, 32.4 degrees south of east. 

We can use the same concepts to determine the resultant force and its direction for a given force system.

Hope this helps.