What is the difference between hormone therapy and hormone replacement therapy?I am writing a paper and I need help..sounds the same to me...

It is completely different from hormone replacement therapy as it works against hormone-receptor-positive breast cancer. HRT is a medication prescribed to battle symptoms of menopause. It is not a breast cancer treatment and it is considered relatively unsafe, particularly for women already diagnosed with breast cancer.

Hormone therapy medicines are used to treat hormone-receptor-positive breast cancers. This type of medication works in two ways: it lowers the amount of the hormone estrogen in your body and it blocks the action of estrogen on breast cancer cells.

The larger quantity of estrogen in your body is produced in your ovaries. Your estrogen hormones naturally react to hormone-receptor-positive breast cancers by making them grow. Theoretically, by reducing the amount of estrogen or blocking its action through hormone replacement can reduce the risk of early-stages of hormone-receptor-positive breast cancers. If you are a patient who has had a history of breast cancer and has already undergone surgery, hormone therapy reduces your risk of the cancer from recurring. Hormone therapy medicines are also be used to shrink or slow the growth of “advanced-stage” or metastatic hormone-receptor-positive breast cancers. They are not, however, effective in busting hormone-receptor-negative breast cancers.

Hormone replacement therapy, on the other hand, is a prescription medication that is used to increase your estrogen levels. It was originally designed for women who were believed to be estrogen deficient due to menopause.

Explain how author uses regionalism in "The Ransom of Red Chief?"

Regionalism in literature is work that focuses on the distinct characteristics of a particular geographic area. It is also called local color. In "The Ransom of Red Chief," the author uses the attributes of the sleepy little town of Summit, Alabama, to advance the course of the narrative.

Sam and Bill, two small-time outlaws, choose Summit as the site of their kidnapping scheme because it contains "inhabitants of as undeleterious and self-satisfied a class of peasantry as ever clustered around a Maypole." They estimate that "philoprogenitiveness," or attachment to one's children, should be especially strong in a semi-rural community such as Summit, and also figure that their plot would do better in a town which would not be able to fight back with much more than "constables and maybe some lackadaisical bloodhounds and a diatribe or two in the Weekly Farmers' Budget."

Sadly for Sam and Bill, Summit is more laid-back than even they can imagine. When Sam climbs a nearby mountain to judge the reaction to their dastardly deed, he is surprised to see nothing more than "a sylvan attitude of somnolent sleepiness pervading that section of the external outward surface of Alabama that lay exposed to (his) view." The men's underestimation of the area's characteristics is further emphasized when the response to their ransom demand comes, not as a result of the comparatively sophisticated "counterplots" that they expect, but at the hands of "a half-grown boy (who) rides up the road on a bicycle," leaves behind a single sheet of paper, and pedals away.

The final insult resulting as a consequence of the two would-be criminals' misjudgement of the character of the area occurs when the father of the boy they kidnapped nonchalantly suggests that instead of him paying the money demanded, they should pay him, the father, to take the boy off their hands. Rather than being frantic for the safety of his child, he is calculatingly practical in his response, unsentimentally understanding the nature of his son. After all that has transpired, Sam and Bill are only too happy to fork over two-hundred and fifty dollars so that the father will take back the horrid little rascal!

Where and how can you see the effects of the Great Depression in the play/book To Kill a Mockingbird?

Absolutlely, the Cunninghams and Ewells represent families
living poorly. The difference of course is that the Cunninghams maintain dignity and
respect despite their poor living conditions. The Ewells do not. Bob Ewell is happy
receiving government checks and then spending it all on alcohol. The community allows
the Ewells to hunt out of season just so the children living in the house can eat.

The Cunninghams, in an attempt to maintain
dignity, repay Atticus for legal services by giving the Finches stovewood and produce
from the Cunningham farm.

One of my favorite
moments is early in the novel when Scout asks Atticus if their family, referring to the
Finches, is poor and Atticus, to paraphrase, replies that indeed, they are; however, the
crash hurt the farmers the most.

"Things without all remedy should be without regard: what's done is done." How do Macbeth and Macduff apply this to 3 distinct aspects of their...

Lady Macbeth says "Things without all remedy should be without regard:  what's done is done" to Macbeth at the beginning of Act 3 Scene 2 when they are talking about the continual plague of thought and fear that killing King Duncan has brought to them.  Lady Macbeth suggests that the actions of the past cannot be changed, so they should move on from them.  And although Macbeth continues to think about King Duncan's death, he does resolve himself to move on from the past as the play continues.  For example, in Act 5 Macbeth realizes that many of his men have deserted him to fight against him with the English army.  Macbeth does not state any regrets over his past actions and resolves to fight without his men.  He states that he "will try the last" and that he will not yield to Malcolm and Macduff.

Macduff also applies Lady Macbeth's philosophy to his situation when he learns from Rosse that his entire family and court have been murdered.  His grief is brief, yet he does not stop to dwell upon the past.  Knowing that he cannot raise his family from the dead, Macduff resolves to stop the tyranny of Macbeth and Malcolm agrees to help.

Can preface to lyrical ballads be considered as a manifesto of romantic criticism?

I think in your question, there is a problem with the expression 'romantic criticism'. There is a difference between the Romantic poetics and the Romantic criticism. The former is a theorization of the literary movement or school from within i. e. by its practioners. That is the idea of a manifesto. The 'criticism' may refer to seconday texts of critical reception of that school over a period of many years. The Preface to Lyrical Ballads was written by William Wordsworth himself and it is a movemental manifesto of Romantic thought, if I may put it like that. If it is so, these are some of the basic directions in it---

1. Poetry as a spontaneous expression.

2. Poetry as a major treatment of powerful feelings and thus a revival human emotions in it.

3. The language of poetry as a common day to day language, an effort to democratize poetry.

4. The workings of imagination in poetry.

5. The role of nature and God in harmony along with humankind---the subject of poetry.

Why were the men surprised that Ahab wanted them to hunt a right whale in Moby Dick?Please help me with this question...it's from the book Moby...

Right whales are not ordinarily hunted by respectable whalers. They are thought to be "inferior creatures," and most whalers "disdain" putting forth effort to capture them. The Pequod specifially has not been commissioned to cruise for right whales, and though a number of them have been passed to this point of the journey, the captain has not shown any interest in them. Now that the crew has captured a sperm whale, however, and lashed its head to the side of the sailing vessel, the captain makes the decision that "a Right Whale should be captured that day, if opportunity offer(s)."

The men, following orders, surprisingly run into a pair of right whales rather quickly, which is odd because they are not generally found in the area in which the ship is sailing. The crew capture and kill one of the huge Leviathans, but after the deed is done, Stubb wonders "what the old man wants with this lump of foul lard...not without some disgust at the thought of having to do with so ignible a leviathan." Flask has a conjecture about the captain's motives, pointing out that the Fedallah, who "seems to know all about ships' charms," has said that a ship which can boast of having hoisted "a Sperm Whale's head on her starboard side, and at the same time a Right Whale's head on the larboard...can never afterwards capsize." Apparently, the captain's unusual decision to catch a right whale is motivated by superstition, and the desire to assure his ship's safe passage (Chapter 73).

What is parent and child conflict in "Daughter of Invention" by Julia Alvarez?

In “Daughter of Invention” by Julia Alvarez there are several instances of conflict between parent and child. Laura Garcia, the wife of Carlos and mother to Carla, Sandra, Yolanda and Sofia, encounters conflict with her daughters because she is comfortable in their new home, and her comfort is contrary to what the daughters are experiencing. She pursues different courses in an attempt to establish a career in the United States and because of this, the time she spends with her daughters is quite limited. Another source of conflict between her and the girls is her parenting process: she wants the children to stay rooted in their Hispanic culture but also wants them to conform to the American lifestyle.

There is also the conflict between Carlos and his daughters, especially Sofia who is rebellious and wild. She is sent back to the Dominican Island as punishment and is only forgiven by her father after she bears him a grandson and heir apparent to the Garcia family.

How does poverty in poor nations compare to poverty in the United States?What affects do you think that this has on most Americans world view?

Phenomenal question. Truly, this is an insightful question. I think that poverty in America is different from the rest of the world. Part of this might be in the fact that much of America sees itself as “middle class.” Most of us realize that we are not Bill Gates or Carly Fiorino or Warren Buffet in terms of wealth. Yet, in its assertions of egalitarianism and theoretical equality of opportunity, we are not, as a predisposed, to utilizing the term of “poverty.” Perhaps, lower middle class or “going through hard times,” but “poverty” seems to bring about a whole other realm. This vision is one of rural and completely isolated America or the depths of our urban centers, both domains having been the result of the experiment of systematic neglect for a prolonged period of time. Poverty in other nations, in particular poorer ones, completely inverts this. The term “middle class” is actually a class of people and individuals don’t use that term as lightly. The poverty experienced in other nations might actually come close to the way the term was meant to be envisioned. In traveling around the world and speaking with others, I am fairly convinced that poverty in other nations reconceptualizes the term because the poverty these individuals experience is one where there is not only financial depletion evident, but also a withering of the human soul. These individuals who fit the term “poverty” are ones that experience the result of institutional inequality and a lack of fundamental opportunity. This is not something that is so openly apparent in America. For example, the child born in the poorest of conditions in America can still afford to go to some type of public school. With a great deal of hardship, no school door is brazenly closed in their face because of their impoverished condition, helping to facilitate the vision that education can be a way to alleviate their own state of being in the world. I don’t see this as much with children who are impoverished in other cultures or nations, where education is more of a privilege instead of a right. The concept of public education as it is in the States is not something shared worldwide, where a child who is impoverished does not have the vision or illusion to believe in the promises and possibilities of education for this door, sadly enough, has also been closed. I think that this creates a disquieting effect in Americans. It creates a very challenging view of the world, whereby one has theoretical promises open to them. The reality of these being fulfilled might vary, but the theory is present. When seeing in other nations this theory being shut down to others, there is a question that emerges: At what point does faith in theory become something akin to “fool’s gold” or something where complete immersion is needed? The impoverished in other nations do not have this vision, making the American who is impoverished filled with a new set of anxiety.

What is an alternative ending for the movie, Casablanca?We watched a movie as a class, Casablanca. Our assignment is to write an alterantive ending...

I think that the ending is perfect, as is.  To construct any other might be "Heresy, my friend."  The most obvious alteration to the ending in my mind would be for Ilsa to go with Rick.  Why not have her go with him?  If Victor Laszlo is truly committed to his fight against the Nazis, he will do it without Ilsa.  The fact that he escaped from the concentration camp has proven to be so spiritually arousing to so many that their support could galvanize him into action even if Ilsa leaves.  At the same time, it would underscore Rick's isolationism if he "Took the girl and left."   Another alternate ending would be if Louis actually arrested Rick.  That would be different. What if Lazlo had been executed when Rick's was raided?  It seemed fairly infeasible that the Nazis, the prototype for the "evil bad guy" would be such a nebbish in the film.  Just have them kill Laszlo.  For that matter, apprehending Rick might not have been a bad idea early on.  The beauty of the film is that it shows the Nazis to be squeamish and worried about public perception, something that really did not quite define the Nazis.  Yet, we buy it because, like so much in the film, it's what we want to buy.  I guess that you could concoct a series of alternate takes to make different ends to the film.  Yet, all of them would be secondary, distant, in comparison to the cinematic perfection that is put on the screen.

In chapter 17 of The Scarlet Letter, what does Rev. Dimmesdale tell Hester about their sin and Chillingworths' sin?

"I do forgive you, Hester," replied the minister at length, with a deep utterance, out of an abyss of sadness, but no anger.  "I freely forgive you now.  May God forgive us both.  We are not, Hester, the worst sinners in the world.  There is one worse than even the polluted priest!  That old man's revenge has been blacker than my sin.  He has violated, in cold blood, the sanctity of a human heart.  Thou and I, Hester, never did so!"

"Never, never!" whispered she.  "What we did had a consecration of its own.  We felt it so!  We said so to each other.  Hast thou forgotten it?"

"Hush, Hester!" said Arthur Dimmesdale, rising from the ground. "No; I have not forgotten!"

 Dimmesdale clearly points to what was called a sin of "passion" and compares it to a sin of "will."   A sin of the will has always been viewed as worse.  However Hester goes further saying that what they did had a "consecration."  This is a very special word to Catholics; it is the moment in the Mass where bread and win become the body and blood of Christ.  But in their case, it resulted from a feeling ("we felt it so").  And there lies the problem:  can we create the "right" because we "say" it is so?  Can we make actions "moral" because we say we feel they are?

 It obviously didn't work all that well for Dimmesdale....

Please comment on the following statement: Script and audience interact in drama in the same way that text and readers interact.

There are a few things to consider. In drama, the script reveals the story, but the script consists of dialogue, stage directions, etc. Also, the dialogue must be memorized and delivered by the actors. So there are levels in drama that do not exist in reading literature because of the actors' performance, which is how the audience will respond to the work. The audience interacts with the script, then, in a way that is interpreted by the director and the actors. Plus, the audience most likely does not have any knowledge of the story or what is going to happen, because usually the audience has not read the play before the performance. This is not always so, however.

The reader responds to the text solely on his own. There is no actor, no director, no stage directions. The text is the "script" but the reader is the only interpreter. The reader is left to imagine what the characters are like on his own, whereas in drama, the characters are revealed through the actors' acting and the director's directing.

In the case where a person has read the play and then sees a performance, the two are combined, such as with Shakespeare's plays. Or, sometimes one will view a play or a movie after having read the work. This can be disappointing because things that are written down do not translate to being performed, so playwrights, screenwriters, directors, etc. do not use all of words when translating the work to the screen or to the stage. Also, essential elements of plot can be changed. That is why one is often disappointed by a screen or stage adaptation of a novel, for example.

You have to take these considerations and put them into an essay. Make sure to use examples to specific works, if this is a requirement for the assignment. If you are looking for a fairly modern example, may I recommend Dogeaters by Jessica Hagedorn. There is the novel, which was written first, but the author is also an actress and a playwright, so several years after writing the novel, she turned it into a play. The play is quite different from the novel, the characters are not all the same, and it was quite a challenge for her to translate her fiction into performance. You can do some research on this. Since you are in graduate school, I am guessing that you will have to use some concrete examples.

What is the relationship between language and social context?

There are many different approaches to this question, but one of the most obvious ways into thinking about the issues inherent here is to think about society and culture and how language relates to society and culture. You need to remember that really the language we speak determines so much of our world view or the way we look at and perceive the world. Consider for example that some desert tribes in the Sahara only have two words in their language for "flower". This is an indication of the way they look at the world as expressed through their language. On the other side, consider why Intuit tribes have a vast number of words for snow and its different states - far more than we do in the West. This again recognises the centrality of snow for them in their society. Therefore language has a very close and intimate relationship with society and expresses so much of our culture and the distinctive fashion we have of living.

To extend this discussion further to consider more precise social contexts, you might want to think about how language is expressed in various sub-cultures such as minority groups, youth culture (such as hip-hop) and groups of immigrants living in a different country. The same is true of these groups as they use language to fashion and identify themselves against other major groups.

What is the narrator's motivation for murder in "The Tell-Tale Heart"? Is it valid? Why or why not? write your ideas and share them with others.

There is very little evidence that the narrator has just cause for murder.  The narrator, without  evidence, believes that the old man with whom he lives wishes him harm.  His sole "evidence" is the  man's cloudy eye, which he thinks indicates his willingness to harm him, even though all exterior does not support such a claim in any way. 

Some evidence for this argument can be supported by the lines which read:

" It is impossible to say how first the idea entered my brain, but, once conceived, it haunted me day and night. Object there was none. Passion there was none. I loved the old man. He had never wronged me. He had never given me insult. For his gold I had no desire. I think it was his eye! Yes, it was this! One of his eyes resembled that of a vulture—a pale blue eye with a film over it. Whenever it fell upon me my blood ran cold, and so by degrees, very gradually, I made up my mind to take the life of the old man, and thus rid myself of the eye for ever."

What does the fortune-teller say that Jane must do to achieve happiness?

The fortune-teller says, "Chance has meted you a measure of happiness...it depends on yourself to stretch out your hand, and take it up, but whether you will do so is the problem I study" (Chapter 19); in other words, happiness is there waiting for Jane, but she has she has to reach out and take it, and whether she will or not remains to be seen.  Mr. Rochester, in the guise of the fortune teller, is telling Jane that he loves her and can make her happy, but she must accept him in order to achieve that happiness.

What are five significant quotes dealing with the weather in F. Scott Fitzgerald's The Great Gatsby?

One quote that would be worth
using:

And so
with the sunshine and the great bursts of leaves growing on the trees, just as things
grow in fast movies, I had that familiar conviction that life was beginning over again
with the summer. (Chapter I, pg.
4)

Another quote that is
worth considering is when Nick goes to the Buchanans' house for the first time and a
breeze is blowing through the room until Tom shuts the
windows:

A
breeze blew throught he room, blew curtains in at one end and out the other like pale
flags, twisting them up toward the frosted wedding-cake of the ceiling, and then rippled
over the wine-colored rug, making a shadow on it as wind does on the sea. (Chapter I,
pg. 8)

And then on the hot
day when the group goes to the hotel to escape the heat, the description of the heat
segues the discussion from the weather to marriage:

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As Tom took up the receiver the compressed heat
exploded into sound and we were listening to the portentous chords of Mendelssohn's
Wedding March from the ballroom below.

"Imagine marrying
anybody in this heat!" cried Jordan dismally. (Chapter VII, pg.
127)

And one description of
the weather references the day Gatsby last spent with Daisy before he left for
war:

On the
last afternoon before he went abroad, he sat with Daisy in his arms for a long, silent
time. It was a cold fall day, with fire in the room and her cheeks flushed. (Chapter
VIII, pg. 150)

And for a
final quote, a description of the day on which Gatsby tells Nick that he think Daisy
never loved Tom, despite what she said just the day
before:

It
was dawn now on Long Island and we went about opening the rest of the windows
downstairs, filling the house with gray-turning, gold-turning light. The shadow of a
tree fell abruptly across the dew and ghostly birds began to sing among the blue leaves.
There was a slow, pleasant movement int he air, scarcely a wind, promising a cool,
lovely day. (Chapter VIII, pg.
152)

Hope these help you key
into a few places where Fitzgerald uses the weather to indicate the mood of the
characters or events, or perhaps the tone of the day for the characters and their lives.
Great question!

How does Hamlet insult the King in act 4 scene 3 (about lines 26-31)? "Nothing but to show you how a king may go a progress through the guts of a...

Hamlet insults the king in this scene when Claudius is inquiring about where Hamlet is keeping Polonius' body. When Hamlet is first asked about where Polonius is Hamlet answers, "At supper." Claudius already knows about the death so he isn't finding Hamlet's joke very funny. When Claudius asks where he is at supper, Hamlet tells him, "Not where he eats, but where he is eaten." Hamlet is alluding to the fact that he has buried the body and it is now a feast for the worms, but he is also underhandedly telling Claudius that he knows about his own father's murder. Hamlet says how interesting it is that a worm can feast on the body of a king, a man may fish with that worm and then eat the fish that was fed with the worm that feasted on a king, essentially eating a king. Claudius is confused and asks Hamlet's point and he tells him that his point was simply to show how a beggar can make a feast out of a king. While Claudius has been insulted and he kind of knows he has been, he isn't quite sure how because he doesn't understand what Hamlet is saying.

What was pre-WWII Japan Like?

In terms of politics and the political system, pre-WWII Japan was officially a democracy.  It had an emperor but he did not really have that much power.  However, because of flaws in the way that their system was set up, their military was pretty much able to control their government.  This happened in part because the people accepted the idea of militarism -- the idea that the military was morally superior to the civilian government.  The fact that the military could control the government really helped lead to WWII.

The Japanese economy was dominated by the huge (mostly family-owned) conglomerate businesses.  These were called zaibatsu and were generally supportive of the military as well.

Culturally, Japan had been getting to be more and more like the West.  However, it was still very traditional compared to the way it is now.

Pride and Prejudice depicts Jane Austen's keen interest in human relationships. How does she give a realistic touch to it?

Even though many people feel that Jane Austen is a fluffy writer that doesn't really deal in real problems that humans face, she actually creates quite a bit of real depth in her interactions between people.  She makes the relationships seem very real and relatable in two ways.  First of all, the characters that she creates are very real, meaning, they have flaws and weaknesses just like everyone else does.  Even her protagonists always have weaknesses that they struggle with throughout the course of the book:  Elizabeth was prejudiced, Fanny was overly shy and insecure, and Anne is too submissive and demure.  By giving her characters flaws, that makes them more real.  We like them better as a result, and it also creates more real situations.  Elizabeth's prejudices get in the way of her happiness for a very long time.  So, all of the interactions in the book, between people, are tinged with the characters' flaws, and that makes the dynamics very real.

The second way that the human interactions in the book have realistic tinges is that she portrays both good and bad situations.  Not everyone is married happily ever after.  Not all of the family members love each other without ever fighting or getting annoyed with one another.  Men betray women, and women settle for less than they want.  Every single human interaction, until the inevitable end that has a wonderful wedding and happy-forever feel to it, is filled the flaws that human beings possess.  Austen didn't shy away from relating some of the more negative human situations; people eloped and committed affairs, friends fought bitter battles, families broke and feuded, and scandals were at every corner.  That is like real life.  Real life isn't some happy fantasy land filled with lollipops and rainbows.  Bad things happen.  People get angry with one another.  And Austen did a good job of realistically portraying all of those situations.

I hope that those thoughts help to get you started; good luck!

How can I solve this math equation? Rearrange the equation into slope y-intercept form, and then identify each slope and y-intercept 2x + 3y - 9 = 0

An equation of a line in the form y = mx + c is said to be
in the slope y-intercept form. In a equation like this, 'm' represents the slope of the
line, and c represent y-intercept of line, which is same as the y coordinate of the line
where it  intercepts the x-axis.

The given equation
is:

2x + 3y - 9 = 0

It can be
converted into the intercept form in the following
steps:

3y = - 2x + 9

y =
(-2/3)x + 9/3

y = (-2/3)x +
3

The above is the equation of line is in slope y-intercept
form. In this equation value of m = -2/3, and value of c =
3.

Therefore:

Slope of the
line = m = -2/3

y-intercept of the line = c =
3

What law passed to keep the United States from being drawn into war?

There have been various laws passed that have been meant
to keep the US from being drawn into war, but I think what you are most likely to be
talking about is the Neutrality Acts of the 1930s.

In World
War I, the Germans blockaded England using submarines.  US ships were put in danger of
being sunk as they tried to bring goods to England (just regular trade, not even
weapons).  The US Congress decided that one thing that got us into WWI was trading with
a country that was at war.  So the Neutrality Acts prohibited lots of kinds of trade
with countries that were at war.

If this is not the right
time period, let me know via message...

Discuss the role that social responsibility plays in today's organizations.

Organizations today have much greater impact on well being and happiness of the societies that they serve and  within which they operate, than was the case in the past. These organization provide goods and services to the people. At the same time, they also use up resources available to the society. This includes direct resources as well as indirect impact on resources such as environment.

The impact of organization on society has increased because of increasing size of organizations as well as the increasing proportion of all human activities performed through organized efforts. Power of organizations as compared to those of individuals has also increased because of increasing complexities of technology and specialization. Because of this individuals are not able to understand, as well as organizations do, the effect of products they use and the processes adopted by organizations in manufacturing and marketing these products.

Along with increased power and impact on society, organizations must also accept greater responsibility for the impact of their activities and products on society. Organizations face two kinds of pressure for assuming greater social responsibility. One is the the ethical and moral considerations of doing what is right and in overall interest of the entire society, rather than pursuing narrow and selfish goals. The second pressure is created by organizational self interest. In long term, an organization cannot continue to make good profit and grow by hurting the best interest of the society. Organization that follow the narrow approach of focusing only on their selfish interest of profit, are likely to be forced out of business, in the long run, by natural forces of market as well as by legal restrictions, when their negative impact on society and their callous approach towards society comes to light.

In Romeo & Juliet, why do you think Mercutio continues saying, “A plague on both your houses!”? What does it mean, and why does he say it?

This happens to be one of the most significant quotes throughout the whole play!! I LOVE it!! Okay, so basically, when Mercutio says this, he's cursing the Capulet family AND the Montague family. He said this right after he was stabbed by Tybalt; Mercutio knew that he was going to die, and he was VERY angry. The main thing from this quote involves fate (believe it or not). If Romeo would have never went to the Capulet party, he would've never met Juliet, and the two of them would've never fallen in love. If this wouldn't have happened, then the fight between Mercutio and Tybalt could have been prevented. If this were the case, then Mercutio would have never been killed. All in all, Mercutio is saying that both sides are at fault. He's not blaming it just on Tybalt or the Capulet family, but instead blaming it on Romeo, Juliet, the feud between the families, etc.

What are the functions of aldosterone and atrial natriuretic?

Aldosterone is a hormone made by the outer portion of the adrenal gland.  It is one of the most important hormones that regulates the body's electrolyte balance.  It's purpose is to regulate the balance of salt and water within the body. When salt levels become low within the body, aldosterone is produced. Aldosterone then activates the mineralocorticoid receptor gene.  Once this is activated it tells the kidneys to reabsorb salt, thereby retaining water.

Atrial natriuretic is a vasodialator and hormone secreted by the heart. It is involved in the balance of water, sodium, potassium, and fat.  When blood pressure becomes to high atrial natriuretic is released from the upper chambers of the heart.  Once released it assists with the reduction of water, sodium and fat loads on the circulatory system.  In doing this, it lowers blood pressure.

How does the setting complement the novel in The Sun Also Rises?

The setting of this novel moves around from Paris and then
to Spain and then back to Paris. This is particularly significant because the characters
are all Americans who have moved to Europe to escape life in the United States. This
move emphasizes the theme of disenfranchisement that is seen throughout the whole
novel.

After WWI, many people were confused about the world
in general. Never before in modern times had the world seen so much death and
destruction, and people did not know not to react after such widespread changes. People
turned away from the conscientious rationing and patriotic attitudes that the war had
created and latched on to material pleasures. People with these ideas were called the
Lost Generation.

Jake, Robert Cohen, Brett Ashley and the
other characters are members of this Lost Generation. We can see these disillusioned and
materialistic attitudes in their flamboyant parties and melodramatic reactions to the
social world around them.

The time period of the setting
leads us to the connection of our characters to this Lost Generation. Then, their
abandonment of America shows us even further their distaste for all they have known and
their desire to separate themselves from the life they have experienced so
far.

“The location of plant can be affected by political consideration also”. Explain the factors in the light of this statement.

I think that the implication of the statement is that political interests and business ones can work in collusion with one another.  It is no accident that commerce and politics have a very strong connection.  As seen best with the Industrialization period after the Civil War in American History, business leaders have always had some type of hand in political affairs.  The late Howard Zinn's essay, "Robber Barons and Rebels," in his "A People's History of the United States," shows this in a lucid and quite maginificent way.  The political affairs of the state are either influenced by or reflective of an active business culture of the state.  With this in mind, the location of a plant can be a political process, as much as a business one.  Leaders of the latter will go to great lengths in lobbying leaders of the former to share their vision.  With this in mind, the decision to locate a plant's factory could be made on a basis of commerce, but also might reflect political interests working in tandem with business ones.  Additionally, the specific decision to locate the plant in a rural or urban area, as well as other distinctions, could reflect political reality and influence.  For example, a case making much news is the 1984 Union Carbide gas leak in Bhopal, India.  Over time, Indian historians and thinkers have questioned why a plant producing such toxic gas and noxious fumes/ chemicals would have been allowed to be located in such a dense urban area that was so highly populated.  In this case, one has to presume that the location of the plan was affected by political considerations as well as economic ones, as it has been concluded that the lack of a governmental voice in this issue was a reflection of political miscommunication or governmental collusion with business interests.

What are the contextual conditions which produced the Postmodern aesthetic in British literature and gave its writers their distinctive view of the...

There will be many potential answers to this question.  In typical postmodern fashion, I am not entirely certain that one can identify a specific contextual condition.  Infact, being able to clearly define where certain conditions start and end is difficult in analyzing how postmodern thought impacts British expressions of the period.  I think that the overall condition that all of these writers attempt to articulate is how individuals can make sense of the disharmony and the fragmentation of the modern setting.  This striving for making sense of a world devoid of it is something that can be seen in these writers.  For example, Pinter's dramas depict characters who start off with a sense of the banal around them and end up questioning their place in their own universe and whether or not a structure is present. Similar conditions can be found in Lessing's work where a variety of expressions of political and social good help to identify how individual can bring a sense of collective good to a setting where individualism has run amok.  In the work of Naipaul, the theme of self exile and individuals attempting to find a shelter from a rootless existence is one of the conditions that helps to bring about the different valence of voice.  In these thinkers the primary contextual condition that drives each might be the sensibility that there is an absence of structure in the world.  In its place, these thinkers inject different narrative voices, means of expression, and transformation of standard expression to create a realm of what can be as opposed to what is.

What is main difference between spoken English and its written variety

I think there are several differences between written and spoken English.  To categorize it, I suppose it could be said that written English is more formal (usually) and spoken English allows for accent and dialect differences.

Here is an example of an acceptable spoken sentence:

The musician didn't want their song to be released until the end of June in order to boost sales just before the big tour.

However - in writing this would be wrong.  The correct way to write it is: The musician didn't want his (or her) song released until...

Note: One singular musician cannot be represented by the plural possessive pronoun "their" - but MLA has said this is acceptable when speaking.  We do it all the time because using "his or her" verbally is muddy - also when speaking we often want to keep a person's identity hidden so we use "their" instead of revealing whether we're talking about a male or female.

Other accent/dialect examples:

Y'all in the south = you guys in the north.  Waiters and waitresses swear though, that referring to a table of both men and women as "you guys" often results in a lower tip.  On the other hand, not many people say, you all.  Again - slow, awkward, muddy.  And certainly it isn't proper English to write y'all.  In fact, my southern friends do it on Facebook all the time and spell it wrong: ya'll - making it worse: "ya all."  Aweful.

What is the main theme of The Cay?

The theme is best represented by Phillip's blindness. Phillip is a young boy who has been conditioned to believe that colored people are somehow beneath them because of their color and in his defense, much of the world, at the time, believed this as well, including Timothy. Timothy demonstrates "knowing his place" by always calling Phillip "young bahss" or "young boss".

Soon after the shipwreck and Phillip's head injury he becomes totally blind. After several months on the Cay Timothy teaches Phillip how to survive and be independent because he knows that his own death is near. Little by little Phillip begins to see Timothy as a friend and a mentor rather than a slave or a lesser being.

Phillip actually does not even see Timothy as "colored" any longer. He loses his feelings of prejudice and superiority as a result of being lost on this island.

Some other themes might be self reliance, friendship overcoming adversity, and grieving losses.

What are some quotes of dramatic significance from Macbeth? Example:“This castle hath a pleasant seat; the air/ Nimbly and sweetly recommends...

A similar quote by Duncan is as follows:

"There's no art to find the mind's construction in the face."  He is speaking of the traitorous Thane of Cawdor, but he doesn't realize how true his statement is and how much it will come to haunt him.  He won't see Macbeth's traitorous plans in his face either.

Duncan also says of the original Thane of Cawdor:  "He's a man on whom I built an absolute trust."  This lets the audience know that Duncan trusts too readily or too completely.  As he will do with Macbeth.

A quote from Macbeth is as follows:  "Stars, hide your fires/let not light see my black and deep desires."  This quote lets the audience know, for the first time, that the witches' prophesy has affected Macbeth so much that is contemplating a "black desire".  A small hint to the murder plot that will soon  unfold.

Calculate the real number x>=4, when 2, x-4, x are the consecutive terms of a geometric progression.

If 2, x-4, x are consecutive terms of the geometric progression, that means that:

x-4 = 2q, where q is the ratio

We'll divide by 2 and we'll get:

q = (x-4)/2 (1)

x = q*(x-4)

We'll divide by (x-4)

q = x/(x-4) (2)

From (1) and (2) it results:

(x-4)/2 = x/(x-4)

We'll cross multiplying:

(x-4)^2 = 2x

We'll expand the square:

x^2 - 8x + 16 = 2x

We'll move all terms to one side:

x^2 - 8x + 16 - 2x = 0

x^2 - 10x + 16 = 0

We'll apply the quadratic formula:

x1 = [10+sqrt(100-64)]/2

x1 = (10+6)/2

x1 = 16/2

x1 = 8

x2 = (10-6)/2

x2 = 2

Because, from the enunciation, x has to be more than 4, or at least 4, the second solution is not convenient. So, the only solution of the equation is x = 8.

In A Midsummer Night's Dream, is Helena's speech in which she says "Love looks not with the eyes but with the mind" in blank verse?This is for an...

Although this a beautiful soliloquy from William
Shakespeare's A Midsummer Night's Dream, I'm afraid you'd better
search for another piece for your audition. The lovesick Helena's speech concerning the
power of love is not in blank verse, but in rhyming verse. The definition of blank verse
is a type of non-rhyming verse with a definite meter, usually in iambic pentameter.
Helena's soliloquy rhymes throughout, as does most of the longer speeches in A
Midsummer Night's Dream. You might consider Titania's speech in Act II, Scene
1 when she converses with Oberon. It is in blank verse. Good luck with your
audition.

How is Daisy a victimizer throughout the novel and whom does she victimize?

Daisy is ready to use and abuse everyone that meets her
and anyone that she can.  In some ways she is even a victim of her own disconnection
from reality.  Likely one of the first people she victimizes, in a way, is her husband
Tom, but that is a two way street since he is cheating on her at every opportunity. 
Since their relationship is a bust, she just uses him for the position and power his
money provides, as well as the general illusion she has about money making everything
ok.

The greatest victim (though also a victim of his own
illusion) she preys on is Gatsby himself whom she leads on only to destroy him when she
realizes that he could be the vehicle for saving her from her murder (or manslaughter). 
He is destroyed and despite that fact continues to long for her.

What do you find in common between Great Expectations and A Christmas Carol?

Very good question which allows you to think through and compare the themes in these two Dickensian works. I am going to give you one response that will hopefully allow you to think through and come up with other comparisions you can use to answer this question.

For me, a key similarity is the theme of redemption and how both novels show that no matter how bad we are and no matter how long we have done bad things, we have the possibility to redeem ourselves and make amends (to some extent). Consider how both the main characters, Scrooge and Pip, show their capacity for making bad choices and how they hurt others. Pip, although he starts as an apparent innocent, quickly shows that his "Great Expectations" have corrupted him - the way he treats Jo and Bessie for example is shameful in the extreme. Scrooge, a more simple, "flatter" character is bad from the start. However, during the course of the stories, both characters realise that they have done wrong and make some moves to ammend their wrongs. Consider how Pip ends the tale a much wiser and reflective individual who is able to be honest about his faults and his mistakes. Scrooge likewise changes his character.

You might also want to think of how redemption is only achieved through some kind of suffering, how poverty is reflected in the novels and how wealth is viewed. Good luck!

How would I know if I am pregnant?

It is not advised that you take a home pregnancy test until after you know you've missed your period.  Although the hormones are present, the tests are not really guaranteed so early as 2 or 3 days after becoming pregnant.  On the other hand, if you've missed a period and you are in fact pregnant, the home tests are 99.9% right.  Normally, a pregnancy test gives a false negative - but rarely false positives.

If you've ever been on birth control and had any side effects from it, pregnancy often mirrors those side effects.  For example: many women who suffered from migraines while on the pill begin getting migraines again when they become pregnant.  If you are going to experience morning sickness it usually starts right away.  Even without the nausea - pregnancy brings an almost immediate heightened sense of smell and aversion to many smells that never bothered you.  Another early sign of pregnancy is frequency of desire to empty your bladder - even though it is not full.

Again, all of these things typically do not show up until after you've missed your period.  If you are late in starting, take a test.  If it is negative - you might want to re-test or see a doctor for a second opinion, but if it is positive you are probably pregnant.

On what page in the book Into the Wild can this quote be found Thanks! :)

In the 1997 Random House edition of Into the Wild, the quotation you mention is on page 191.  Of course, as you can see here, by reading both of these responses, the different editions contain different page numbers. 

Further, if you have an online edition or one for the kindle (for example) or other eReader, there may not be a page number at all!  (That is because with an eReader you are able to search for certain words throughout the entire book.)

I thought it might help you even more to put the tiny quotation into the greater context and include an explanation:

“And so it turned out that only a life similar to the life of those around us, merging with it without a ripple, is genuine life, and that an unshared happiness is not happiness.... And this was most vexing of all," he noted, "HAPPINESS ONLY REAL WHEN SHARED.”

Happiness, then, can only be achieved when merging experiences of life with the experiences of others and having "a life similar" to others.  In essence, this is a part of the text about sharing that happiness and is one of the most important quotes from the book.

Why did Uncle Jack spank Scout? What was Atticus' reaction?

Uncle Jack spanked Scout after she had "split my knuckle
to the bone on his (cousin Francis') front teeth." Scout never got along with her cousin
Francis, and when he called Atticus a "nigger-lover," and then repeated the remark to
her, Scout decided to take action. She waited for Franciks to separate himself from Aunt
Alexandra, and then she let him have it. Jack pulled her off him, but when she tried to
run, her uncle spanked her, leaving "seven or eight red
marks."

Atticus wasn't too upset. He chuckled. "She earned
it, so don't feel too remorseful," he told his brother.

The number two is used ten times in the story. What is the significance of this repetition? Does it suggest anything about the characters' lives?

The story revolves around the conflict between a man and a woman, who are faced with the decision of what to do about a pregnancy.  They view the situation differently, and they communicate differently.  Hemingway is demonstrating the "two" sides to every situation through the two individuals.  He is also demonstrating the difficulties in a romantic relationship, which is made up of two people.

What the two characters say to each other is also double-sided.  They are both trying to express themselves, but also to please the other person.  The woman says she'll do what the man wants, but she says it with a lack of confidence.  She obviously wants him to defer again to her.  He replies that he will not try to influence her, but he continues to do so.  Everything said has a double meaning.

Finally, the characterss lives can now go down two possible paths.  They can choose to keep the baby, or abort the baby.  Hemingway illustrates the dual nature of any decision, showing how every choice opens up new choices.  Nothing in singular.

What is the main goal of teaching fluency to students beyond 6th grade?Should you teach fluency in isolation to students above 4th grade and beyond...

There are two possible ways to view this question, so it depends how you mean.  I would assume since you mention isolation that you are referring to teaching English as a Second Language, so let me address that possibility first. This is a matter of opinion, but I believe teaching in tandem with comprehension is a better method, as I think we tend to overemphasize pure fluency, and in the years that takes, we sacrifice a lot of learned basic skills, especially for those in younger grades.  For example, I would think learning basic math would be more important to a 4th grader than fluent sentence structure.  Math is universal in language.

If you are referring to teaching foreign languages to English speakers, then  I believe the Rosetta Stone isolation method is the most effective for achieving rapid fluency and language mastery at any age, but very much so with young learners that acquire language more easily than adults.

Black Americans were desegregated in America. First based on race and then on color. What is the difference between race and color in this context?

When one looks at the history of African Americans in
America one has to look at the way in which they were brought into America.  The
original fathers and mothers that came to America were brought here for the purpose of
slavery.  One of the benefits that the masters took upon themselves to exercise was to
have sexual relations with the female slaves.

The offspring
of the original females that mated were lighter than the previous group.  Most Masters
would then place the lighter slaves in the homes as servants.  However, they also mated
with the lighter slaves resulting in even lighter skinned children.  The children of the
masters often had a very difficult life as they were not at all appreciated by the
Master’s Wives and children.

Among other black people they
were considered to be uppity or what came to be called "high yellow," and other names. 
The problems persisted when the people in this group were more accepted by white
communities later on.  Black children had not been able to feel good about them because
of the way they were perceived by whites. They established a sense of identity as white
being the good thing.  This meant a child closer to white seemed to be better.  Studies
performed in the 1960's demonstrated this when a group of black children were given a
chance to chose a doll and they chose the white doll remaking this is the good
one.

Times have changed a lot since those days and I am
very pleased that the young black men and women that I teach have a sense of pride in
themselves.  It has been a long time coming for a people who were not allowed to
assimilate into America but rather had to carve their own place in the country after
years of slavery and prejudice.

What happens on Sundays?

Immediately after the revolt, the Sundays are indeed a day of rest as well as a day of propaganda, in that they sing “Beasts of England,” and some learn to read, and so-called committees pretend to convene.  Soon, however, this goal of the revolution collapses in the pigs’ effort to reach production goals.  Animals begin working on Sunday by Chapter 6 to meet a 60 hour work week.  Soon after that, the new baby pigs get to “dress up” on Sundays by wearing ribbons on their tails, signifying the growing transformation of the pigs into to humans.  And so life becomes more and more as life was during the days of Manor Farm:  the animals work, and the pigs, now becoming human, dress up and relax. The change of activities on Sundays is significant to the meaning of the novel.

When did the American Colonial Period begin?history for the rev. war

Some would also say 1585, the first attempt made by the
English to settle in North America at Roanoke Island off the coast of present day North
Carolina.  Another attempt was made in 1587 and both of these failed miserably, so as
pohnpei states above, 1607 is the most commonly accepted date, as Jamestown was the
first permanent settlement.

The colonial period then lasted
up until the Lexington and Concord in 1775, and the Declaration of Independence being
issued the following year.

What were the effects of Norman Conquest on the development of the English language?

You;ve gotten several excellent answers here so far, and I have very little to add that might be helpful.  There are plenty of more sophisticated way to talk about this historical event and its ramifications.  My students have always found this interesting, though, so I share it with you, as well.

The French-speaking Normans, after the conquest, became the overlords of the Old English-speaking Anglo-Saxons. Language became one indicator of class and social status; speaking French was a signal to others that one had a certain social standing (which is why Geoffrey Chaucer, who wrote The Canterbury Tales in English in order to be accessible to the common man, was villified by his wealthier and higher-class peers.) 

One interesting carryover still in our language is the words for animals and meat.  The Anglo-Saxon serfs were the tenders of animals meant for the tables of their rich overlords; they rarely saw any of the meat from those animals.  The French who lived in the manors rarely saw the live animals but certainly ate the meat they provided.  That's why we call the animal "swine" (Old English) but the meat from a pig is called "pork" (French).  The same is true for cow and beef, sheep and mutton, hen and poultry...and the list goes on. This principle is undoubtedly true for other areas of our language, but this is the one with which I'm most familiar.

Eventually, the Plague was the great equalizer of both class and language in Britain.  When the French landholders were forced by necessity to grant land to the English, the distinct divisions in language became rather a co-mingling--the foundation for the Germanic languages we have today.

Hope you find that helpful--or at least interesting!

What has been the impact of America on the 20th century world? What are the new challenges to be faced to in 21st century America? Historians...

To me, historians call it the American Century because the
United States was central to everything that happened in the century after WWI (and the
US even had a large part in that).

It was US might that was
key to deciding World War II.  The competition between the US and the USSR dominated the
world from the end of WWII up to around 1990.  After that, the US was the only
superpower for the rest of the century.

In addition, the US
was the economic powerhouse of the world after WWII.  The US economy boomed, and that
pulled economies like that of Japan and, later, South Korea, with
it.

So the US dominated the 20th century in terms of
military and economic power.

In The Hobbit, what is a "dragon-spell" and how does Bilbo get Smaug to reveal a weak spot?

The "dragon-spell" refers to the power Smaug has to hypnotize his enemies.  Smaug's eyes have powerful hypnotic qualities, and be looking directly at someone, he can convince them to do or say anything he wants.  Smaug, as a dragon, is in the same reptilian family as snakes.  Snakes have also long been described as having hypnotizing ability.

Bilbo cleverly tricks Smaug into announcing his weak spot by challenging Smaug's abilities.  He knows that the dragon is arrogant enough to want to prove how powerful he is; and also arrogant enough to assume that no one would be able to get at the weak spot.

Can a person with o+ and o_ have a a_child?can two people with o _ and o+ make a_

The short answer is ,
no. 

 Human blood types are referred to as being "ABO" -
based upon their containing the "A'" protein (or "antigen"), the "B" protein, both
proteins ("AB") or neither A or B proteins (called"O" ) and the additional "+" or "-"
are describing a second factor called the "Rh" factor. The + means that the Rh factor is
present, while the - means it is absent.

Blood type is
determined by the presence of two alleles, one donated from each parent, which together
form the blood type of the offspring.

Type "AB" blood would
have alleles of one "A" and one "B"

Type "A" blood could be
one "A" allele and another "A" allele or it could be one "A" allele and one "O" (since
"O" is recessive, the "A" would be expressed)

Type "B"
blood, similarly, could be "BB" or could be "BO"

Type "O"
blood could ONLY be two "O" alleles.

Therefore type "O"
parents (both "OO", could only make an "OO" child)

The Rh
factor could occur as in your question, since the negative factor is recessive and a
heterozygous positive (one "+" along with one "-" ) and a recessive (two "-" alleles)
could have a combination in which a "-" from each parent unites to form the ofspring's
Rh factor.

Back to your question. Parents with AO and
OO..........AA and OO...........AO and AO...........AA and AO..........AA and
AA.........AA and AB...........AO and AB.........and ..........AB and AB..........can
ALL have a type "A" offspring...........but no two parents of type "O" can have an "A"
offspring. 

What is Harper Lee trying to get across with the mockingbird symbols and motif and the importance of the name Finch?Harper Lee's To Kill a...

The bird symbolism is significant in Harper Lee's To Kill a Mockingbird.  Atticus Finch, who is the moral voice of the novel, is like his nomenclature, the finch, that is a quiet bird which does not like stress. It is not a noisy bird either, much like the modest and reticent Atticus.

Indigenous to Alabama, Arkansas, and Mississippi, mockingbirds do not have a song of their own, but imitate other birds'.  As Atticus tells the children, they are not mean like the Jaybird who eats the eggs of other birds.  But, as Miss Maudie tells the children, "mockingbirds don't do one thing but make music for us to enjoy."  Thus, these birds are a symbol of innocence.  As such, they represent Tom Robinson, who is kind and merely victimized by society (the bluejays).  Likewise, Boo Radley is harmless and also victimized by the cruelty of the children and the "neighborhood scold," Miss Stephanie Crawford.

The mockingbird symbol and motif is also the device by which Lee unifies the two plot elements of her novel as the first part is concerned with the first mockingbird, Boo Radley, while the second part is concerned with the second mockingbird, Tom Robinson. Both harmless, they are persecuted by society.

How may I ask a Level Three question for Catch-22 in order to include the individual vs. society as my theme?

This is a very good question.  By level three, I'm assuming you're talking about higher order thinking skills.  It's been awhile since I taught this book, but one of the main premises of it is that the men can't win--which is the opinion of many people about war...it's a lose-lose all around.  For instance, when the pilots ask the doc how they can keep from flying to stay alive, he responds, "All they have to do is ask."  However, the Catch-22 for this example is that if you're sane enough to ask, you're sane enough to fly...only the ones who want to fly are not sane enough to fly and would be given a reprieve from flying IF they ask, but they don't ask because they're insane.  It all goes around in circles. 

So, to employ this as a universal theme, you might ask your fellow classmates to explain the theme of Catch-22 using both examples from the text (like the one above) and also by applying it to a modern day example.

Good Luck!

In the book Across Five Aprils, what news did Jethro receive from Bill when he went to Walnut Hill?

When Jethro meets Bill on Walnut Hill, Bill tells him that
he is leaving to fight for the Confederacy.

Bill has just
had a terrible fight with John, the brother with whom he has always been the closest.
"Hard feelings" had been building up between them for weeks, feelings that have to do
with the conflict between the North and the South. John is firmly in support of the
Union position, while Bill believes that the North stands for "arrogance and big money
aginst the southern farmer." In good conscience, Bill cannot support the Union cause,
and even though he is in the minority in his family and community, he has made the hard
decision to fight on the side of the Confederacy.

On Walnut
Hill, Bill tells Jethro that he is leaving immediately. He says that he is taking the
brown mare, which is rightfully his, but is leaving money he has saved up so that their
father will be able to buy another horse to use on the farm. Bill asks Jethro to tell
their father that the money is "inside the cover of his Bible," and cautions the boy,
who is crying, that there will be hard things during the coming years that he will have
to endure, and that "cryin' (won't) make 'em right."

Bill
tells Jethro that his heart "ain't in this war," and that his decision has caused him a
great deal of pain. Bill understands that neither side is completely in the right, but
that if he has to fight he "reckon(s) it will be fer the South." Bill's parting words to
his brother are words of encouragement. He says,

readability="6">

"Git all the larnin' you kin - and take keer of
yoreself, Jeth" (Chapter 3).

Need help with thesis statement.I had to choose a book from a AP English 12 list and write a 5-paragraph essay on it. I had to come up with an...

I like the first thesis better, as well. it is much stronger, and not as hard to prove as you might think. Go back to your text; it's your primary source. Look at the places where you first saw the evidence that supports your claim. Make an outline to get your specific points in order. Your thesis for a short essay is not going to be able to include all the characters in the book, so don't worry about that. Stay focused on what you are attempting to show your reader about the text.

You can use kinship as your theme; somber, yet informal as the tone; and as far as style... well, what do  YOU think? 

It is true, your second thesis is easier to prove, but if you cannot fit it into the required paradigm, you'd better not go there, unless you can talk to your teacher and see if she will let you proceed. Often, if you have a good idea, your teacher will be supportive.

Then again, if you have all summer, why not give both of your ideas a go?  See which one you like best. Kite Runner is a wonderful book; there are many possibilities for a great paper. Best of luck.

Summarize Ben Jonson's poem "Song to Celia."Song to Celia Drink to me only with thine eyes, And I will pledge with mine; Or leave a kiss but in...

This song, so famous in English, is a classic and fascinating expression of love.  Jonson's ideas are so sincere and unusual that they are memorable as well as beautiful.

"Drink to me only with thine eyes" means Ben is asking his beloved to look at him with love.  He doesn't want her to proclaim her love to him with a toast ("drinking to him"), but with a glance.  He is asking for an expression of love in unconventional ways--- a look, or a "kiss within the cup" (and how, exactly, can a kiss be left anywere?).  He will "not ask for wine" if she does this, meaning that a look, or even a promised kiss from her, is far greater than any sweetness he could get from drinking wine.

Building on the wine metaphor, Jonson now compares love to a "thirst that from the soul doth rise" -- a hunger of the soul for love, rather than a bodily longing for something to drink.  This is a neat comparison, and elevates the expression of his love from something merely physical to something that comes from the "soul".  This thirst needs a "divine" drink -- implying that love from his lady is such a great thing that it is better than "Jove's nectar" (the Olympian gods of Greece, of whom Jove (Jupiter, or Zeus) was the head, did not eat and drink normal food, but rather had divine food and drink called ambrosia and nectar -- supposedly the most wonderful food imaginable, which gave eternal life!)

Jonson continues the divine, or supernatural, metaphor by saying that he has sent her  wreath of roses, not just to honor her beauty, but to preserve it forever.  This could be, he claims, attained by her breathing on the flowers.  Her divine breath, perhaps again like the breath of the Olympian gods, would render the roses immortal.  The last lines claim that this would also mean that the roses would no longer smell their own sweet smell, but something infinitely sweeter: her. 

Within this last metaphor of divinity and immortality are contained some of the ideals of Renaissance love.  Love was supposed to be likened, in many ways, to divine love, and the closer it approached it the greater the love was.  Also, the hope of the endurance of love, such as the imperishable roses, would be part of a love poem such as this.  Jonson takes seemingly simple ideas -- eyes, wine, a kiss, a cup, and roses -- and makes them into a sophisticated and moving tribute of love desired, and, perhaps, attained.

Discuss the blend of realistic and fantastic details. Does this blend make the story more or less effective?Does it require a different type of...

"A Very Old Man with Enormous Wings" is an intriguing blend  of the ordinary and the supernatural, of reality and the fantastic.  Consider the following:

• A girl disobeys her parents (real) and is turned into a giant spider (fantastical).


• A very sick little boy was healed (real) and, among others, a blind man did not have his sight restored but did grow three new teeth (supernatural).


• A very old man (real) has enormous, and very natural-looking, wings (unreal).


• Angels (or should I say, winged creatures who are apparently responsible for at least one actual miracle) are true and respected religious symbols (real) but this particular one is kept in a chicken coop (absurd). 


• It is presented as a simple story, subtitled "A Tale for Children" (real); but it cleary has many elements children would neither appreciate nor understand(unreal). 

And the list goes on...and on.  The piece is absolutely packed with such contrasting elements.

This type of writing, known as "magical realism," is not particularly common; when it is used, the author is clearly trying to make a statement.  It's obviously more difficult to read, as it requires the reader to suspend his disbelief.  (Who really thinks an old man with wings would virtually land on one's doorstep?) 

As to effectiveness, this is a supposed tale for children which is found in most literature anthologies.  The issues reflect human nature: how we treat others; how we put our faith into practice; how we handle greed and selfishness and disobedience and...well, you get the idea. It prompts discussion about all manner of human commonalities.

Readers have to work a little harder in a story like this, as the lines between what is real and what is supernatural are blurred.  The primary struggle for the reading audience is to make sense of this world--deciding what matters and what doesn't, what is true and what is false.  It does, in fact, require a different kind of reading, the kind which asks hard questions and doesn't offer easy answers.

DOES INFLATION,WHICH IS AN INCREASE IN THE PRICE LEVEL, AFFECT THE THREE FUNCTIONS OF MONEY? IF SO,HOW.

The three functions of money in books that I have used in
my classes are

• Medium of
  exchange


• Store of
  value


• Unit of
  account

Of these, the only one that is likely
to be seriously affected is the second one -- money as a store of
value.

If you have saved money, you hope it will be worth
at least as much in the future as it is now.  However, if there is inflation, your money
loses its value.  If you saved $100 in 1970, the year I was born (and you just kept it
under your mattress gathering no interest), it would only be worth $17.21 in today's
money, according to my favorite online inflation
calculator.

So where there is inflation, your money does
not hold its value.

In the novel fahrenheit 451. how have narrative techniques been used to reveal memorable ideasplease add textual refrences

In Fahrenheit 451, Ray Bradbury uses 3rd person omniscient point-of-view and a dystopian science-fiction style to develop his themes regarding censorship, nuclear holocaust, and state terrorism.  He uses a literal plot-line and imagery to stand for his abstract look at the future of free speech.

Bradbury reveals his futuristic setting using heavy imagery, focusing on light/fire and darkness:

The sun burned every day. It burned Time. The world rushed in a circle and turned on its axis and time was busy burning the years and the people anyway, without any help from him. So if he burnt things with the firemen, and the sun burnt Time, that meant that everything burned!

This worst-case scenario of the future is, of course, unrealistic, but its exaggeration helps drive home Bradbury's message that books must be protected at all costs.

His fear of nuclear holocaust is also evident--as the book was written a few years after the U.S. entered the nuclear Age and engaged in the Cold War standoff with the U.S.S.R.  Bradbury examines the politics of the police state and fear of state-run terrorism.  Notice his description of the firemen and the "suicide terrorist":

They crashed the front door and grabbed at a woman, though she was not running, she was not trying to escape. She was only standing, weaving from side to side, her eyes fixed upon a nothingness in the wall as if they had struck her a terrible blow upon the head. Her tongue was moving in her mouth, and her eyes seemed to be trying to remember something, and then they remembered and her tongue moved again:

Overall, Bradbury's style uses Juvenalian satire to attack the government and minority groups who wish to destroy books and limit the public's use of free speech and press.

Why does God send Death to Everyman?

God is unhappy with the way Everyman is living his life.  Money is one factor, but there are many others.  Remember that Everyman is one of the first morality plays, and it would be performed in church to teach the every day folks who didn't read and write how they were supposed to live.  Plays of this type were a common and successful way of teaching the illiterate masses the words and ways of the Bible. 

After Death is sent to deliver the message to Everyman, he goes through the typical reactions--denial, refusal, acceptance, and then he seeks company to travel with him.  Of course, once everyone else finds out where he is going, they all find something else to do.  Only Knowledge and Good Deeds go with Everyman to judgement day and the grave.

What are some instances of dramatic irony, allusion, paradox and ambiguity in "The Things They Carried"?

Examples of these techniques are ubiquitous in The Things They Carried. What might help would be to narrow down to a particular story.

For example, "On the Rainy River" is a particularly strong source for such examples. In fact, the entire story is dramatic irony. As readers, we already know the main characters goes off to war in Vietnam, but through this story we get to experience the turmoil and heartache that went into his decision, all emphasized by the irony and paradox expressed in the story's last line: "I was coward, I went to war."

Likewise, the story is ripe with allusion and ambiguity as well. For allusion, you might look near the end of the story when the narrator imagines the throngs of people standing on each bank of the river. Many allusions to such patriotic figures as Abraham Lincoln, George Washington, etc are there.

Perhaps the most ambiguous element of the story is the behavior of Elroy. Does he fully understand the narrator's purpose in being there? Does he purposefully take him to within feet of Canadian soil and force him to make a decision? We--like the narrator--cannot be sure.

What types of conflict are used in this piece? In what instances is conflict used?

Conflicts in the story are both internal and external. Once conflict concerns Laura and her family ("man against man").  She wants to learn life from their point of view; she wants to be like them. She admires her mother and her brother enormously, but learning to be like them is not easy for her and she often stumbles, as she does when speaking to the workmen.  This event pertains the larger class conflict (man vs. man) that provides the background to the story, the conflict between the life of comfort of the family and life of hardship of the people in the village; it is that difference in class, and the inability of one class to understand the other, that Mansfield wants to expose. This leads to the internal conflict for the protagonist, for during this party she learns about life and death (man vs. nature), and the weight of that knowledge is staggering.  Her entire background conflicts with the poverty and experience of death that she encounters when she visits the family in the village, and when the story ends, she is not able to resolve it. She comes close to understanding the meaning of death, but it finally eludes her when her brother can only say "Isn't it darling" as she cries to express her feelings.

In "Eveline," what are the reasons for Eveline's wish to leave her hometown and go with Frank?

In Joyce's short story, "Eveline," Eveline is trapped and figuratively paralyzed in a bad home life.  She is the responsible person in her home and takes care of her little brother and her abusive father. 

Her going to Buenes Aires is an opportunity to escape.  Like other characters in Joyce's short story collection, Dubliners, from which this story comes, she is a Dubliner trapped in Ireland and unable to escape.  Moving away to South America would present her with what would most likely be a better life. 

But this escape comes at too high a price, apparently.  Dubliners features characters that don't get out of Ireland, even when they have a chance.  In Eveline's case, she is in a no win situation.  To leave would probably present her with a better existence, but would leave her family uncared for.  She freezes when it is time to go--she is literally, and figuratively, frozen.  She has no good choice.  She desperately wants to escape, but cannot bring herself to do so. 

It is important to note that this is sophisticated fiction.  Eveline does not cheerily stay and idealistically look forward to being the rock of her family or whatever.  This story presents no moral lesson.  The fiction realistically depicts a woman trapped in a modern situation with no way out.  It is dark and honest. 

What are the audience's expectations of act 1 scene 5?Juliet judge Paris; Romeo will cheer up and try to find Rosaline.

The audience is probably feeling many emotions and the expectations could take many avenues at this point.  The audience is hopeful at the end of Act I Scene 5 that Romeo and Juliet will defy fate and end up as a happy couple.  Even though they know of each other's families at the end of Scene 5, they are willing to defy anyone or anything to be together. This makes the audience feel that despite the foreshadowing in the Prologue using the words: "misadventured" and "death-marked," to name a few, they will still beat the odds. 

Romeo's speech at the end of Scene 4, as he approaches the Capulet's feast, indicates that he sees things going terribly wrong and that this will lead to his eventual demise.

Tybalt vows to kill Romeo and get his revenge because he is a Montague and he dared to enter the Capulet's feast.  The audience will see Tybalt as a serious threat to the couple's happiness.  He says, "I will withdraw, but this intrusion shall, Now seeming sweet, convert to bitter gall."

I think that even though we know Romeo and Juliet is a tragedy, we are also hopeful, as an audience, that love will prevail and will overcome the obstacles.  I also think the audience feels that they are on the edge, fearing the worst, but hoping for the best.

Reference:  The Language and Literature Book by McDougal Littell           

How does the symbol of class and society compare to the overall meaning as expresses in other works of literature and or in contemporary society?

I would say that the question might need to experience some refinement.  Are we examining the literary theme of class and social orders at a specific point in time?  Is it located in a specific national canon of literature?  Questions such as these excluded, I wold say that Fitzgerald's symbol of class and society have a great deal of relevance to contemporary society.  The notion of a distinct "upper" class and "lower" class, of different "Eggs" and eyes that watch over both, are highly present in the modern setting.  In the last thirty years, we have seen periods similar to Fitzgerald's Jazz Age.  The 1980s was a decade focused on self interest and self absorption, where "Lifestyles of the Rich and Famous," was not only a television show, but rather a way of life.  Opulence and splendor ruled the decade, similar to the parties that Gatsby throws, the cattiness of Jordan, and the complete disregard to others because of wealth that Tom features. People like Ivan Boesky, Donald Trump, and Michael Milliken were revered because of their ability to make and spend money.  We saw a similar emergence in the "dot com" period of the late 1990s, where the desire to keep and make wealth resulted in "the smartest guys in the room" with Enron and Bernard Ebbers speaking to Congress as to why MCI Worldcom made billions and the shareholders failed to see a dime. Even in the most modern of settings, we can see this.  When the CEO of BP "wants his life back" and sails at a yacht race while his company spews thousands of barrels of crude oil in the Gulf of Mexico, or while executives receive billions in bonus money with unemployment reaching double digits, one sees the Fitzgerald depiction of rich and poor as true.   His demonstration of wealth as a world with splendor and jaw dropping astonishment, yet built on a firmament of sand with a tide waiting to crush all of its erected monuments is one that we have seen play out time and time again.

What is the significance of the dead body in the frame house and Mary/Sarah Williams?

By covering the dead man's face and refusing to let him look at him, Jim shows tenderness and concern for Huck, even though Huck hasn't shown the same kindness to him.  Also, Jim knows what Huck does not - that the dead body is that of Huck's father.

Huck goes to shore disguised as a girl, and identifies himself as Sarah Williams to Mrs. Lathrop, whose house he visits.  Later, in conversation, he says his name is Mary Williams, a slip which Mrs. Lathrop catches immediately. 

How do the sound effects in William Blake's poem "The Tyger" help to contribute to the theme of the poem?

William Blake wrote “The Tyger” 1794 and published it in a book of poetry Songs of Experience. The language of the poem makes the it easy to read; however, the poem is steeped in rhetorical questions that are asked but not answered.

The poem has both a literal and figurative interpretation. Summary The poem consists of six quatrains. The poet began and ended his poem with the same stanza except for changing one word—could to dare.

There is really no story to the poem. There are thirteen questions that are asked within the poem which speak to the tiger. Each stanza focuses on a different aspect of the question presented in the first stanza. With the use of apostrophes, the poem directly addresses an unseen force [God] that shaped the world.

The tiger seems to be symbolic of evil to the poet.

Tyger, Tyger, burning bright

In the forests of the night,

What immortal hand or eye

Could frame thy fearful symmetry?

What are the questions ask in each stanza?

1st stanza

What magnificent hand made you, Tiger?

2nd stanza

Where were you made?

3rd stanza

How were you made?

4th stanza

What devices were used to create you?

5th stanza

What was the reaction of the deity that made you? Is the God who made the tiger the same one that made the lamb?

6th stanza [a repetition of the first question with a stronger inference]

Why would this deity risk making something like you, Tiger?

Blake questions the God who would create a world that has both evil and good [lamb]. He further wonders why would he do this, and what is the purpose of the evil in the world. Is God happy that he created such a fiery, terrifying creature?

 Poetic devices

Through the use of poetic devices, Blake adds to the meaning of his poem. The sound effects of the poem add to the its rhythm and emphasize the question of good versus evil as the theme of the poem.

In the stanzas, the poem uses two couplets per verse. The rhyme scheme in each of the verses is AABB. This embellishes the idea that there are two opposing ideas in the poem: evil and good.

When read aloud, the poem sounds like a chant. The alliteration adds to this rhythmic beat. The auditory aspect of the poem is enhanced by the repetition of the consonant sounds:

Burning bright; frame thy fearful; distant deeps; began to beat; what dread grasp/Dare its deadly; and stars, spears

He further uses the effect of repetition to add to the chant-like quality of the poem.

Tiger, tiger; what the hand; what immortal hand; what dread hand; The poem’s visual images create pictures in the mind: The tiger burning brightly.

• During the creation, the hand of God looked down and formed this beautiful but fearful creature.


• The creator gained the eyes for the tiger from the sky or possibly the stars.


• What kind of creator would form the tiger’s muscles, paws, and feet and for what purpose?


• Blake makes the reader compare the gentle lamb to the fearsome tiger with its beauty but ferocious spirit.

The poet is in awe of the symmetrical, dangerous creature. In his awe of the creator, Blake wonders why he would create both good and evil in the world. The poem has no answers to the questions that he asks, just the implication of wonder at the choices that the deity made.

Implicit thesis help? A personal narrative essay in which I must show an argument/moral where inaction is the best way to deal with a...

It is difficult to distinguish between personal narrative
and narrative essay except that when tagging "essay" on the back it implies that the
piece has direction from beginning to end.  I've done a lot of personal writing.  My
best advice is to come up with a time in your life when you had a problem, you did
nothing (or very little) and the problem either resolved itself, or the answer became
clear because you waited.  I don't know if your recent experience is the one you want to
use.  You have not seen the results of the entire thing
yet.

As far as writing the piece goes, I'll tell you what I
tend to do.  I like to write my first draft of such essays in the form of a letter
(sometimes I actually open up my email and really write something to someone).  This
helps me find my voice.  I know it is me when I'm just writing a
casual letter to a friend.  I used the word "draft" but what this step really is, is
brainstorming.  I work best when all of my ideas are out and on paper.  Do this first,
then walk away from it for at least a day.

Re-read your
first attempt.  First of all, is there a clear movement in the piece?  (This is key.) 
Does it have a decided beginning, middle and end?  At the end, do you feel a sense of
resolution?  If there is no resolution to the problem, is there at least a resolute
lesson that was learned?  The resolution, in this case, is going to end up becoming your
implicit thesis.  You are not going to state from the outset what you hope to accomplish
by the end, but something will be accomplished through the simple
act of telling a story.  Does that make sense?

This is a
difficult thing to do (and by no means do I claim to be an expert), and I hope you can
find your personal writing groove to accomplish the task, whatever that may be.  Perhaps
instead of an initial letter, you write a journal entry.  I tend to do better focusing
on events and details (the entertaining "meat" of the story) in letters/emails and am
more emotion oriented in journals.  I don't think you want to go the emotional route
here.  Focus on the details of events and wrap it up with a
point.

what is Bob Ewell's response to the verdict as described in Chapter 22? Is it when he spat in Atticus's face and threatened him? If not, what is...

In the closing lines of Chapter 22, Miss Stephanie describes Bob Ewell's response to the verdict by saying, "this morning Bob Ewell stopped Atticus on the post office corner, spat in his face, and told him he'd get him if it took the rest of his life".

Why do we have more negative feedback than positive feedback?

Because you tagged this question with "body", I think you are going for something different than what the previous answerers gave you.

Negative and positive feedback loops, when referring to hormones in the body, refer to decreased or increased production of something, usually a hormone, in response to some stimulus from inside or outside the body. There are more negative ones than positive, because usually the stimulus makes us perform an action that decreases the response to the stimulus. The overall goal is to maintain homeostasis--a constant internal environment. For example, an increase in blood pressure is sensed by sensors in the blood vessel walls. This is relayed to the brain, which sends appropriate messages to decrease heart rate.

What is the treatment for stomach ulcers?

Gastric and duodenal ulcer continues to be a major medical problem. Both cause pain and digestive disorders in 10% of people, in certain periods of their lives, and after some severe complications, such as bleeding, may be the cause of premature death.

If until 1976 the only radical treatment of ulcers, designed to control gastric acid secretion, was the surgery, today there is a specific medication, effective to treat ulcers, without the need for surgery.

The treatment is of long duration and is mandatory accompanied by a strict diet. If an untreated ulcer slowly erodes the wall of a blood vessel lining, the result is internal bleeding. Vessel is bleeding inside the stomach, and the first sign is rapid fatigue and dizziness, fainting, the feeling of abdominal fullness, followed by haematemesis (vomiting blood) or melena (blood elimination with faeces). Perforation is less common than bleeding complication, its severity is at least equal if not greater, than the bleeding. A perforated ulcer  requires close care, otherwise death can occur within 48 hours.

Natural treatment:

* 5 days cure with non acidic fruit juices, milk, vegetables (cabbage, potato, carrot, red beet, cucumber, spinach), every day eat 4-5 raw egg whites, made foam (without sugar), broken into 3-4 meals.

* The cure of juices and raw vegetables is held 1-2 months without eating onion, garlic, peppers (acute phase).

* 3 x 1 tablespoon lime coal per day.

* Cure of aloe preparation.

* Green barley juice, 3 x 50 ml. per day.

* Pollen, 2 x 2 tbsp, before meals (morning, noon).

* Internal cure with clay.

* A bath of sunlight per day.

* In case of haematemesis (vomiting blood) will practice bed rest, ice on the abdomen, remove the solid food, drink cold liquids with small sip rare (water with ice cubes, tea hemostatic).

* Gradually, after stopping bleeding, drink milk, eat fresh cheese, yogurt, raw egg white foam, mashed cereal.

* Practice exercise, first slowly, with easy movements, simple exercises, stair climbing, walking, dancing, yoga breathing techniques.

* Acupuncture, aromatherapy, herbal medicine, homeopathy, hypnotherapy, meditation, reflexology, shiatsu.

* Medical supervision.

In the Time of the Butterflies, how does Maria Teresa's diary help her throughout life and how does her diary save her in prison?

As a young girl of 10, Maria Theresa keeps a diary as a way to record her personal secrets, as many young girls do.  In another diary she records her college years, and in a third her six months in prison. The early diary records events such as her First Holy Communion, and also indicates her love of "El Jeffe." Later she reflects in her diary that she no longer thinks of him "like God" as she once did.  In this way, her diary enables her to sort out the truth in life, to develop her understanding of the world.  In prison, we see her diary as her way of maintaing courage by recording thoughts of her family and anecdotes concerning her fellow prisoners.  It also secretly expresses her despair, anger, and terror.  Her prison diary also reveals thet her essential belief in the goodness of other is not destroyed despite her horrific treatment in jail. She uses her diary to help sort through the difficult decision as to whether to pass on to the inspectors the information she was tortured. In the end, she decides not to so so because she does not want the guard who was kind to her to get into trouble.  In many ways, Mate's prison diary functions the same as that of Anne Frank, the young Jewish girl hiding from the Nazis during WWII.  Both use their diaries as ways to maintain their faith in human goodness, to record their love of family and life, and maintain a sense of humor in spite of their suffering.

What do we mean by social helpers?Also give some examples.

Like the previous responder said, you may want to clarify a bit more in order to get a more accurate answer to your question.

A social helper would be general term used to describe an individual person or group of people who are committed to helping or assisting others in need. I would also assume that this term could apply to anyone who has the intention of helping society as a whole.

I think an example of a social helper may be a teacher. Teachers assist students everyday, in many different respects. Not only is it a teachers job to teach content of a specific course, but it their responsibility to help in the formation of productive members of society. While teachers get paid to perform a specific job, many go above and beyond what they are supposed to.

Other examples of social helpers may be volunteers in numerous settings and social workers.

Can you give me a quote showing that Scout is maturing in To Kill a Mockingbird?

In chapter 30, after Scout has recounted the events under the tree (the fight with Mr. Ewell which ended in his death) Mr. Tate finalizes the events with:

"Bob Ewell fell on his knife.  He killed himself."

Atticus will not take this answer though, because he (at first) thinks it is Jem who killed Mr. Ewell.  After much argument, Mr. Tate indirectly infers that it was actually Boo who stabbed Mr. Ewell, therefore he will maintain that it was an accidental suicide.  When Atticus asks Scout if she can "possibly understand," she responds with:

"Yes sir I understand... Mr. Tate was right... it'd be sort of like shootin' a mockingbird, wouldn't it?"

This pattern of events and final quote of Scout's shows she finally has an understanding of who Boo is, and how the small town of Maycomb works.

What are some incidents or foreshadow the coming danger to the sighet jews? Why doesn't the community belive in this danger?this quiestion is from...

Aside from Moshe the Beadle's stories (which is the
biggest example and goes mostly ignored by everyone), there are a few other things that
happened before the town was shipped off to concentration camps.  It is important to
note that all the while, by following directions and listening to orders they BELIEVED
they would be ok.

First, people were moved out of their
houses and relocated block by block to other houses.  This new organization of people
was of course known as the "ghettos."   The synagogue was closed down and they were
forced to worship privately or in their homes.  They had to hand over their valuables
(and many burried personal items).

Ironically, through all
of these signs, Wiesel is pretty clear that the enormity of the situation didn't hit
most of them until they were packed into cattle cars and shipped off by the
100s.

How are apoptosis and necrosis simular and different?

Apoptosis is programmed cell death undertaken by the body as part of a normal biological process in multicellular organisms. This is accomplished through biochemical reactions. This is an internal process.

Whereas apoptosis is a normal process, necrosis is an abnormal process. Necrosis means death of cells and or tissues or organs. Remember, cells make up tissues which make up organs. If something is necrotic, it is dead. Necrosis occurs in living tissues either from disease or trauma. Necrosis has an external etiology. A good example of necrosis is when a diabetic injures a toe, the toe becomes infected, the toe starts to die (become necrotic) because the diabetic tissue can't heal normally.

What is the point of view of this book? Could this book be anti-war or could it be a book that glorifies war or maybe neither?Heay guys PLEASE help...

The point of view is third person limited, so we know only what Henry Fleming, the main character, is thinking. We don't know what the other characters are thinking and feeling.

This book is mainly a coming-of-age story for Henry Fleming. He leaves his mother as an innocent boy eager to fight, glorifying and romanticizing war. Once he's wounded, he becomes so afraid that he leaves the battlefield. He does return to his unit, but he must lie to them because he's ashamed of deserting. By the end, Henry is much like a veteran soldier who understands what war is really like.

In no way does Crane glorify war in his book. Through Henry, we see the horrors of war. When he wanders into the forest, he sees death and the agony of war. Men have lost limbs and are so stunned by what has happened to them that they no longer seem able to function. This shocks Henry and confuses him, making him feel even more alone. Crane uses Henry to show his readers what war does to men and to show how senseless and cruel war is.

Atticus says" Don't fool yourselves- it's all adding up,and one of these days we're going to pay the bill for it. what does he mean?

This can be found in Chapter 23.  Atticus speaks these
words after the Tom Robinson trial has ended and Tom has been
convicted.

What Atticus says is that black people have been
abused (like Tom Robinson has been) for too long.  He says that the frustrations of the
blacks are adding up and that there will be a rebellion some day.  That is what he means
by saying that one day they will have to pay the bill.

He
hopes that the bill will not need to be paid in his kids' lifetime, but he says that
eventually it will have to be paid.

What are the evidences that the society is fixated on materialism and doesn't understand itself in Fahrenheit 451?

The people in the dystopia of Fahrenheit 451 are consumers of materialism: they burn books, overdose on drugs, watch TV non-stop, and use helicopters and mechanical hounds to spy on and kill people.

In Part II "The Sieve and the Sand" Captain Beatty says:

The books are to remind us what asses and fools we are. They're Caesar's praetorian guard, whispering as the parade roars down the avenue, 'Remember, Caesar, thou art mortal.'  Most of us can't rush around, talk to everyone, know all the cities of the world, we haven't time, money or that many friends.  The things you're looking for, Montag, are in the world, but the only way the average chap will ever see ninety-nine per cent of them is in a book.  Don't ask for guarantees.  And don't look to be saved in any one thing, person, machine, or library.  Do your own bit of saving, and if you drown, at least die knowing you were headed for shore. (86)

Books stand in sharp contrast to materialism.  First, they are comprised of ideas, and they lead to asceticism (the holy life).  The Book People are like the prophets and disciples in the scriptures: they are common men who live outside society by humble means for a higher cause.  Other martyrs, like Clarisse and the woman who burned herself, refuse to base their lives on material items; instead, they live by the light of knowledge taken from books.  Gradually, Montag learns from their examples.

Beatty says that the "The things you're looking for, Montag, are in the world."  The dystopia of F451 is based on worldly items: houses, wall screens, drugs, sex, and money.  Beatty tempts Montag here the way Satan tempted Christ: with bread (hunger for wants, desires, things).

What is the meaning of the last two lines of Auden's "The Unknown Citizen?"

The politicians of every nation express their respect and
honor perfunctorily to the memories of the martyrs who had laid down their lives in
safeguarding the country by building an impressive monument dedicated to the 'Unknown
Soldier,' and visiting this monument occasionally to place a wreath on it. This is a
charade which became popular especially after World War
I.

Auden's ironic poem "The Unknown Citizen" sarcastically
suggests that the anonymous ordinary citizen also deserves a similar monument for
conforming exactly to the rules and regulations of a mediocre modern civilization. Just
like how the monument of the 'unknown soldier' will never reveal the true feelings of
the martyrs who sacrificed their lives in serving their country, the modern state will
never know, leave alone care whether the 'unknown citizen' was free and
happy:

Was he free? Was he
happy? The question is absurd: Had anything been wrong, we should certainly have
heard.

The poem is a
bitter satire against  modern forms of government whose only aim is that all its
citizens conform to its sterile norms. The  'unknown' citizen who is only given a number
- JS/07 M 378 - sacrifices his unique personality  by abiding by the norms of the state
to 'serve the Greater Community.'  By doing so he is canonized by the state which honors
him with a marble monument!