The text is:\nBut it was so beautiful after coming back from Japan and having this world come to life, because we saw little pockets of it, and then to see the whole town take shape as it would have looked.\n\n"we"=filmmakers.  They had been to Japan for the research and they buit the set after coming from Kyoto. \nIs "pockets" mean towns/districts?\n\nPlease help me with understandig this...\n\nAnd I have another question:\n"having this world come to life", did they built set after they research in Japan OR they had built the set before, then redress the set?
205918
It means that when they were in Japan, they saw small portions [little pockets] of this world that they speak of.\n\nQuestion #2: they mean that when they were in Japan they only saw a small portion of the world they speak of and when they saw what had been constructed, it matched what they had seen so well that "this world came to life."
411517
I'm sorry that you're having so much trouble. I'm having trouble helping you interpret the question being that I haven't read that particular novel. I wish you the best of luck, but I can tell you that several people in your class are probably having the same trouble. So, any interpretation of the question that you would have would certainly be better than nothing!! ;)
553365
i'm not that familiar with the story, except that it is about witch hunting in a town. this quote, whoever says it, is someone begging Thomas not to get involved in witch craft. is it his wife? that would make sense, that she's begging her husband not to get in it because the town (who was full of people paranoid about witch craft) would charge them with the crime.
366656
[For whatever it's worth, I’ve tried recasting it, trying my best not to change the way you wanted to say what you wanted to say, relocating some of your ideas for a more unified presentation, better impact, all the while remaining consistent with your preference for the present tense. The paragraph breakdowns are more for consistency, flow and visual impact. Please verify your quotes; make sure they're verbatim and punctuated as they are in the book. Here goes:]\n\nFear is one of the most powerful emotions that control the way a human being acts in certain circumstances. It contributes to one’s instability and, ultimately, to irrationality.\n\nWilliam Golding’s “Lord of the Flies” is all about fear and its irrational consequences. It sheds light on that kind of fear that may not be of something physical at all. It is the irrational fear of fear itself, the big horrid “Beast of Fear” with claws, eyes, and teeth lurking inside us. It is the fear we prefer to ignore. In “Lord of the Flies,” it is the fear which leads to irrational acts.\n\nIn “Lord of the Flies,” the boys fear almost everything they see and hear on the island, assuming them to be beasts. As the novel progresses, their fear of the unknown beast becomes exceedingly powerful their attitudes towards it become increasingly irrational. Terror paralyzes their minds, leaving them too weak to face the truth about their fears. \n\nThe beast in the novel symbolizes fear flying around on the island. Fear is evident in all the boys, from the nightmares to the belief in the existence of a beast. From the moment the first littlun claims to have seen snake-monster in Chapter 2, even the hunters begin having nightmares of their own. In Chapter 5, Jack, addressing Ralph, says, “You said they dream and cry out. Now they talk not only the littluns, but also my hunters sometimes talk of a thing, a dark thing, a beast, some sort of animal.” (p. 83). Indeed, the boys’ fear of the beast becomes an increasingly important aspect of their lives. The fact that all the boys on the island are younger than thirteen greatly affects the amount of fear that control them. Their cries can only reverberate within the walls of their own nightmares.\n\nFurther, a little boy named Phil dreams of weird animals, saying, “And I was frightened…and then I saw something moving among the trees, something big and horrid.” (p. 85) His mind is so obsessed with “beasties” it simply refuses to accept the reality that it is Simon he see in the dark. As a matter of fact, imagination and fear shape their illusory description of the beast which the twins, Samneric, describe, “There were eyes, teeth, claws. The beast followed us, nearly touched me.” (p. 100) [Question: Is this the way you intended to write this part? Your original posting made them appear like sub-topics.] But beast, it was not; it was a dead parachutist.\n\nFear of the beast totally conquers their minds, making their brains too crippled to think straight. Their imaginations are so powerful, so overpowering and wild that they fail to see the fear for what it is: the beast that impels them to crime.\n\nFear so control them to the point of believing and doing anything, even trying to regain peace and freedom from fear itself by killing the beast. Thus, when Simon comes stumbling out of the dark forest while the boys are doing a victory dance, everyone surrounds him, chanting, "Kill the beast! Cut his throat! Spill his blood!" (p. 152) Believing him to be the beast, they poke savagely at him with their spears until the “Beast” is dead. The beast is dead, indeed, and fear has just taken an innocent life.\n\nHowever, not all the boys are too affected by fear. Ralph and Piggy struggle to be logical. \n\nWhen the topic of fear is brought up during one of their assemblies, Ralph declares boldly, “The thing is Fear can't hurt you any more than a dream. There aren't any beasts to be afrai
28638
Nice GMAT question...\n\nMy version would be as follows:\n"The music comes from nowhere and everywhere at the same time..."\n\nYour 1st sentence used "in particular", which has nothing to balance out in the second half of the phrase...\n\nThe other three sentences are downscaling things, where sound is everywhere, then its nowhere...its coming from everywhere, but I can't hear it...\n\nWhat I did is simply flipped it the other way round...\nSound comes from nowhere, but I can hear it coming from everywhere...
194657
Let me fix the grammar. I have no idea if the information is right or not or if you have to add more since I do not know the assignment:\n\nIf Mao was still alive today to see China, he would definately have some mixed feelings. Some of astonishment and happiness of its success, but others of much displeasure.\n\nWhile Mao was alive, his desire had always been to modernize China. Since China has actively modernized during the last year, Mao would be pleased to witness this achievement. Even more so, Mao would be thrilled to see that China's previous GPD of 3 percent a year grew approximately to 10 making China a very important player in the world economy.\n\nAlthough this sounds good, Mao may be displeased to see China's dramatic change to capitilism since he died. Although the government remains communist, they (PUT WHO THEY IS) do not control the country like they had in Mao's years. \n\nTherefore, Mao would be equally as pleased and displeased in China's dramatic changes. Although they had modernized to become an up and coming player in the world's economy, they have also turned to Mao's worst nightmare: capitalism.
408846
First, in order to understand this issue, you have to consider it context.  This can be a very long explanation, but I'll try to keep it short and sweet.  Basically, this is referring to the second coming of Christ.  This concerns His judgment at that second coming.
123857
"Good morning (or Hi), I found out that you wanted to learn French, but I have one question for you. In the movie "Chicago" there is a song called "Cell Block Tango" and the innocent GIRL / WOMAN (1) speaks Hungarian. I would appreciate it if you could translate it for me because I am doing a show based on it.(2) Thank you. Incidentally, this is my mother's account. If you still wish to  write to me, please do. Thank you."
189174
Do you prefer it grammatically correct to the last detail??? I can't edit it right now. My head's really aching but here's some criticism:\n\n1) lots of fragments... like \n\n\n"And in this way you create an environment that everybody can't easily spoil with their Farsi witticism."\n\n"Second, bring up various and brand new subjects."\n\n""While I was already a member."\n\n2) She (is she a girl or a boy?)used transistional devices such as FIRST, SECOND, but no FINALLY or LASTLY\n\n3) "By the way, I tried writing something in the club and it just wouldn't permit it."\n\nIN REFERRING TO THE CLUB AS AN ACTION DOER, SHE SHOULD HAVE USED "THEY"\n\n"By the way, I tried writing something in the club and they just wouldn't permit it."\n\n4) wrong use of clauses\n\n\ncan't think anymore.my head's killing me...need to take some pills..\n\n\n\ngenerally, I think when she was writing this letter, it took her a very long time before actually finishing it...hmmmm.....
635483
This is the first time I've ever heard this version of the joke. I don't know what this is right here, but it makes absolutely no sense. \n\nThere were three guys walking down the street and ran acroos this farm house. The lady said they could stay in the house and have breakfast in the morning but if not they had to stay in the barn. \n\nWHY would they have to stay in the barn?? What were the guys suppose to do in order to stay in the house???\n\nI cannot express this enough; when posting a joke, write it correctly.
590768
I am not sure what exactly you need to know, but it seems like thoughts from the writers mind that has to do with his personal life, he writes it in an interesting and a bit humorous way. The last piece was written on June 25th relating about a day he went out with his daughter who has grown up to be almost as tall as he was and he was so proud of her, they had lunch together and then went for a walk downtown and he humorously mentions that he could walk down the street holding hands with a pretty girl cause it has been a while since he's done so. They then went to the library (obviously belongs to someone he knows) and the guy sold her books for 50LE, they both enjoyed it and he was proud to introduce her to everybody as his daughter so they won't get any faulty ideas. On their way they also met a film director and finally he took her home to her mom by a taxi cause he had no car (could not afford it) and went back home (that's a general idea of his last piece, not a  literal translation)
349836
i think - what ?%?^@^@$%R does that mean... wouldve searched for it online but hey, got plenty more questions to answer before the net gets jammed and slows down and all..\n\ncheers..
623667
It's been a long time since i read this but i'll try to help.  1. It means she lay down beside him after he was already dead and she was old.  So She perhaps killed him to keep him with her forever 2. I don't remember, sorry 3.  I don't know for sure but i think that would give way too much away. We are left to guess at what is going on 4. When Emily bought the rat poison and when the house smelled so bad they had to put lye around it 5. your on your own here 6. He was poor and happy and she was rich and very sheltered and unhappy and wierd.  It's basically saying money isn't all it's made out to be. In this town they seem to understand that titles aren't everything 7. She's sad and deluded but she is doing what she thinks is right.  \nI haven't read this in so long that my answers are probably quite wrong, check them with someone else first if you decide to use the ones I could remember.   This is a pretty disgusting story.  I don't really know why teachers asign it.  Good luck!
309467
great oldie\n\nIt is a great day to be alive!!\n\nGood Luck and God Bless!!
79833
It's a great statement and clearly shows what you're going to prove/show, but it doesn't provide a map. \n\nLook at the following link's example - I've copied the text (off that page) that closely resembles where your statement is *right now.*\n\n>>Use specific language.\nYou decide to explain what you mean about “the environment,” so you write:\n\nExperts estimate that half of crack babies will grow up in home environments lacking rich cognitive and emotional stimulation.\n\nThis statement is specific, but it isn’t a thesis. It merely reports a statistic instead of making an assertion.<<\n\nTry to provide another phrase that tells *how* perseverance will provide the foundation. "Perseverance" really *is* "self-determination," in a sense. Otherwise, it sounds like a terrific topic, and I'm guessing your paper is going to be strong.\n\nTry something like this:\n\n"Through perseverance (or self-determination), one will provide himself/herself the foundation to accomplish his/her dreams." You'll need to decide what to do with the gender pronouns, and you may want to flesh it out a bit more, but you see how I provided the map ("Through perseverance,"). Also, it's more active than passive.\n\nGood luck!
9994
After everyone has received their job assignment, the Chief Elder apologizes to Jonas for causing him discomfort by skipping over him. Then he says that Jonas has been SELECTED to be the next RECEIVER OF MEMORIES. It is an honor to be selected and it is a hard decision to make, but the Committee of Elders believed that Jonas had all the ATTRIBUTES to be successful. The Elders said they had been very careful when selecting Jonas because they had FAILED IN THE SELECTION years ago. Jonas is reluctant and fearful because he really doesn’t understand his role as Receiver of Memories. As he looks out in the audience he sees COLOR for the second time, but he doesn’t understand about color yet. \n\nJonas’ Attributes: intelligence, integrity, courage, wisdom, and the capacity to see beyond. He also will have to endure pain and be alone, apart from the others in the community.
417870
I'm sure SoulLily means well, but the rest is NOT good.\n\nHere is how your lesson plan should read:\n\nAdapter le jeu de Monopoly en français.\n• Inviter les élèves à remplacer les services publics par des monuments français.\n• Inviter les élèves à remplacer les chemins de fer par des gares françaises.\n• Remplacer les noms de rue par des rues de Paris ou par des auteurs, acteurs, compositeurs et couturiers français.\n• Remplacer les cartes de Chance et de Caisse de communauté par des cartes en français.\n• Les élèves jouent en français, en utilisant les expressions du jeu de Monopoly.\n\n• Ca coûte combien/Combien ça coûte? \n• Combien je te dois ? \n• C'est à qui?\n• C'est à toi. \n• C'est à moi. \n• Combien de coups de dés avant de quitter la prison? [Yes, la prison, NOT le.]\n• Le loyer coûte combien/Combien coûte le loyer?\n• Je voudrais acheter... [No accent in the infinitive]\n• Je voudrais échanger... contre... \n• À qui appartient-il?/À qui appartient-elle?\n• À qui appartient...?\n• Ce... appartient-il/Cette... appartient-elle à quelqu’un?\n\nThe last three questions point to a concept that is often difficult for English speakers to grasp. The French verb "appartenir" refers back to the object that is owned, not to the owner of the object (I own that house = Cette maison m'appartient). So in this game, if the question were, "Does someone own this lot?", the French translation would be, "Est-ce que ce terrain appartient à quelqu'un"? or "Ce terrain appartient-il à quelqu'un?" (In other words, does it belong to someone?)