Give some examples of solute and solvent.

Solute and
solvent are the two components of a
solution.

A solvent is a substance that
dissolves the
solute. And the solute is the substance being dissolved.

To
identify them, take note that if the subtance present in a
solution undergoes change of state,
it is the solute. However, if neither of
them change state, the reagent in smaller amount is the
solute.

Below are some examples of solutions. The solute and solvent are

identified.

Example 1: Mix salt and water to form a
solution.

When salt is dissolved in water, it changes from
solid to liquid. While the water
remains as liquid.

Hence,
in this solution, the salt is the solute and water
is the solvent.

Example 2: Vinegar

To make a vinegar,
acetic acid
and water are mixed together. These two substances are both liquid. And when
mixed
together, both of them remains in liquid form. There is no change of
state. However, the amount
of acetic acid is smaller compared to that of
water.

Thus, the acetic acid is
the solute and the water
is the solvent.

What is the profession of Professor Lidenbrock?

Professor
Otto Lidenbrock is a geology professor from Hamburg, Germany who is also is the curator of a
mineralogy museum. It is his purchase of an Icelandic saga that inspires the journey to the
center of the earth. The journey comes about because within the manuscript the professor finds a
note written in code by a sixteenth-century alchemist.

Lidenbrock is a
somewhat mador at least obsessiveprofessor and insists that all else must stop until the message
is deciphered. Finally, his nephew Axel cracks the code to discover that the message says that
by descending through a certain crater in Iceland, one can get to the center of the earth. This
excites Lidenbrock, who immediately organizes a trip to Iceland and, from there, deep into the
bowels of the earth. His expertise in geology and mineralogy will prove helpful on the
journey.

Which different parts of the United States does King mention in his speech?

King
mentions many parts of the United States in his "I Have a Dream" speech. This is meant
to be sure that his audience realizes that the entire country has made equality a dream deferred
for African-Americans. 

The first specific mentions begin on the third page
of the speech, when he refers to "the Negro in Mississippi...and the Negro in New
York" (3), the Mississippi Negro not being permitted to vote and the New York Negro feeling
he has no one he can vote for. He then exhorts his audience to go back and change the situation,
specifically mentioning Mississippi, Alabama, South Carolina, Georgia, Louisiana, and "the
slums and ghettos of our Northern cities" (4).  He wants to make clear that injustice is
not simply a Southern problem, but a Northern one, too.  He references Georgia and Mississippi
again, saying he dreams that slave owners and the descendants of slaves in Georgia will be able
to "sit down together at the table of brotherhood' (4), and that even Mississippi can be
changed, into "oasis of freedom and justice' (5). He then mentions Alabama, a state with
"vicious racists" (6), as being capable of being transformed into a place where black
and white children can "join hands" (6).

As King wraps up his
speech, with hisof highs and lows, he talks about "the prodigious hilltops of New
Hampshire" (6), the "mighty mountains of New York" (6-7), "the heightening
Alleghenies of Pennsylvania" (7), "the snowcapped Rockies of Colorado" (7),
"the curvaceous slopes of California" (7), "Stone Mountain of Georgia" (7),
"Lookout Mountain of Tennessee" (7), and finally, "every hill and molehill of
Mississippi" (7). 

King has managed, with his references to North and
South and a list that sweeps coast to coast, to make sure that his audience understands that the
bell of freedom needs to ring in every part of the land and that the playing field of his
metaphor is smooth, with no greater burdens for some than for others. This is a wonderfully
crafted speech, and it still has great power to move today. 

 

How can the value of cos 15 be found without the use of a calculator. Which formula has to be used?

The value of
cos 30 is usually known to all students.

cos 30 = (sqrt 3)/2.

Now we use the formula for cos 2x, which is:

cos 2x = (cos x)^2 -
(sin x)^2

=> cos 2x =  2 (cos x)^2 - 1

Now substitute
15 for x here.

We have cos (30) = 2 (cos 15)^2 - 1

=> 
(sqrt 3)/2 = 2 (cos 15)^2 - 1

=> 1 + (sqrt 3)/2 = 2 (cos 15)^2

=> (1 + (sqrt 3)/2)/2 = (cos 15)^2

=> cos 15 = sqrt [ (1 +
(sqrt 3)/2)/2]

=> cos 15 = sqrt [ 1/2 + (sqrt 3)/4]

You
will most probably need a calculator to find the value of the square root here, but you won't
need one which has values of cosine stored in it.

Therefore cos 15 can be
calculated without a calculator as sqrt [ 1/2 + (sqrt
3)/4]

What is Jared Diamond's thesis in Guns, Germs, and Steel? Specifically how does Dr. Diamond explain the development of European economic, military,...

Diamond
explicitly states that his book was written to answer a question asked to
him by his friend Yali concerning why the Europeans had so much more "cargo" (material
goods and technology) than the natives of Papua New Guinea. The central claim of the book is
that the reason for this is mainly an accident of geography rather than inherent differences in
the character of their cultures.

Diamond begins by pointing out that his
personal experience is that people all over the world are equally likely to be hardworking and
intelligent. He is opposed to the sort of racist views that tend to explain differences in
wealth and technology by arguing for innate differences in intellect among people of varied
ethnicities. Given that stance, he says we must search for another root cause of the differences
in the speed at which economies and technology evolved.

He finds the
explanation in geography. He argues that the key factor in differential development of wealth
and technology has to do with natural resources such as plants and animals that can be easily
domesticated. Also important is the existence of accessible east-west travel routes that allow
the spread of crops and domestic animals. In these matters, areas such as Egypt, Mesopotamia,
and other parts of Eurasia had major natural advantages over many other
regions.

Why did the old waiter want a "clean, well-lighted" place?

A clean,
well-lighted place holds at bay the "nada" that he perceives in life: "What did
he fear? It was not fear or dread.  It was a noting that he knew too well.  It was all a nothing
and a man was nothing too." "Nothingness" or "nada," which he repeats
over ten times, goes beyond loneliness, consisting of a sense of meaningless in the universe
akin to existential angst--a sense that there is no reason for anything,that there is no purpose
or meaning to life. Loneliness is the immediate cause of this, perhaps, and certainly living in
the "light" would mitigate the discomfort of being in the "dark," where one
in fact can see nothing.

In "The Open Window," what are some questions Vera asks Framton about the peole and her aunt?

As the story opens,
and we are given some crucial background information regarding Mr. Framton Nuttel and his reason
for sojourning in the countryside amongst strangers, Vera very astutely asks two questions that
quickly establish how much he does and doesn't know about where he is. If we look at the story,
whilst her aunt is getting ready to descent,...