Othello Essay William Shakespeare Essay Example For Students

Othello Essay William Shakespeare Essay For a long time individuals have seen theater as an astounding type of amusement. The public’s thankfulness for such diversion depends on various dramatic topics. Regardless of whether it is a happy parody, that is generally sure to lift anyone’s spirits, an energetic sentiment, that mixes our deepest eccentric feelings, or a critical catastrophe, that finds no justifiable purpose in our purported â€Å"fair† idea of life. These sorts of plays claim to the various parts of humankind, and that is the reason people in general has and will keep on viewing theater as quality diversion. One of the most famous writers of such dramatizations was the late William Shakespeare (1564-1616). In the book Literature An Introduction to Fiction, Poetry, and Drama Editor X. J. Kennedy alludes to Shakespeare as â€Å"the incomparable essayist of English† (1009). Shakespeare had the uncommon capacity to compose comedies, romantic tales, just as catastrophes, which are all equivalent in refinement. English writers J. I. M. Stewart expressed that, â€Å"Shakespeare’s impulses was to make of his plays the reflection of life, and comprehensively, he sets about this by the techniques for the naturalistic writer† (502). His work has withstood the trial of time and phonetic hindrances. For quite a long time crowds have made the most of his work and have had the option to get from its understandings where they can relate. His sharp capacity to contact all parts of mankind is that he has kept his works alive consistently. It is said that when Shakespeare composed Othello, around 1604, he was at the tallness of his capacity. Othello was written in the exemplary sad structure: A catastrophe, is as impersonation of an activity that is not kidding, total in itself, Furthermore, of a specific extent; in a language decorated with every sort of Artistry†¦ cast as dramatization, not story, achieving through Incidents that excite pity and dread purgation of these feelings (Aristotle cited, in Kennedy ) A synopsis of Aristotle’s see found in Perrine’s Literature proceeds with, â€Å"The plot includes an adjustment in the protagonist’s fortune, in which he normally, yet not generally, tumbles from joy to misery† (Aristotle qtd. In Arp. ). The shocking legend in this disaster is the character Othello, Othello is the honorable height; â€Å"All men humor his uprightness, his expertise in war, his capacity in overseeing men, his self-administration, his calm nature, a leader of men who rules himself† (Brooke). Othello’s honorability joined with his deadly blemish of envy is the thing that makes him a genuine Shakespearean grievous saint. An exemplary Shakespearean catastrophe contains honorable characters; the primary character is held in high regard by all others, and is frequently seen as being supernatural. The initial scenes are intended to acquaint the crowd with what has been going on in the lives of the characters. Their motivation is to give foundation data that the crowd needs so as to comprehend the occasions that follow. The plot keeps on thickening all through the play, as one occasion significantly counterbalances the following. A great catastrophe likewise contains a subplot that is typically completed by a minor character. The subplot happens at the same time inside the fundamental plot, and frequently assumes a job in the ultimate result of the principle plot. Next a catastrophe must have an energizing power, which is the premise of all the move that will make place. In numerous catastrophes a miscreant who looks for vengeance for, what he accepts to be, and unreasonable act done unto him for the most part causes the energizing power. The energizing power blends the feelings of a focal character; his contemplations have been contrarily affected by the energizing power, and he starts the capitulate to his shortcomings. The story at that point starts to tighten, the falling activity, into the goals. .u33af526bd805959da7227e6aa137ec51 , .u33af526bd805959da7227e6aa137ec51 .postImageUrl , .u33af526bd805959da7227e6aa137ec51 .focused content territory { min-tallness: 80px; position: relative; } .u33af526bd805959da7227e6aa137ec51 , .u33af526bd805959da7227e6aa137ec51:hover , .u33af526bd805959da7227e6aa137ec51:visited , .u33af526bd805959da7227e6aa137ec51:active { border:0!important; } .u33af526bd805959da7227e6aa137ec51 .clearfix:after { content: ; show: table; clear: both; } .u33af526bd805959da7227e6aa137ec51 { show: square; change: foundation shading 250ms; webkit-progress: foundation shading 250ms; width: 100%; mistiness: 1; change: haziness 250ms; webkit-progress: darkness 250ms; foundation shading: #95A5A6; } .u33af526bd805959da7227e6aa137ec51:active , .u33af526bd805959da7227e6aa137ec51:hover { murkiness: 1; progress: obscurity 250ms; webkit-change: darkness 250ms; foundation shading: #2C3E50; } .u33af526bd805959da7227e6aa137ec51 .focused content zone { width: 100%; position: relati ve; } .u33af526bd805959da7227e6aa137ec51 .ctaText { outskirt base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: striking; edge: 0; cushioning: 0; text-adornment: underline; } .u33af526bd805959da7227e6aa137ec51 .postTitle { shading: #FFFFFF; text dimension: 16px; textual style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u33af526bd805959da7227e6aa137ec51 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; fringe: none; outskirt sweep: 3px; box-shadow: none; text dimension: 14px; textual style weight: intense; line-stature: 26px; moz-fringe span: 3px; text-adjust: focus; text-enrichment: none; text-shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/straightforward arrow.png)no-rehash; position: outright; right: 0; top: 0; } .u33af526bd805959da7227e6aa137ec51:hover .ctaButton { foundation shading: #34495E!important; } .u33af526bd8059 59da7227e6aa137ec51 .focused content { show: table; stature: 80px; cushioning left: 18px; top: 0; } .u33af526bd805959da7227e6aa137ec51-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u33af526bd805959da7227e6aa137ec51:after { content: ; show: square; clear: both; } READ: Courtroom Drama EssayNear the finish of the story the crowd encounters a snapshot of definite tension, and afterward at long last a calamity. Each story has a saint or something to that affect. One may inquire as to why Othello is viewed as a deplorable legend. To answer that, one should initially have a comprehension of what qualities must be available all together for a character to be esteemed a disastrous saint.

The Lothian Run novel essay essays

The Lothian Run tale paper articles As of late, I have perused The Lothian Run by Mollie Hunter, a verifiable novel set in 1736. It has an all around paced plot and an energizing principle character. Sandy Maxwell is a legal advisor in preparing in Edinburgh, who toward the beginning of the book is needing to leave his way to being a legal counselor in return for something all the more energizing. At some point, after a battle with the legal advisor he is apprenticed to, a significant looking man strolls into the workplace. After a short time Sandy is asked by the man (Deryck Gilmour an uncommon examinations official) to attempt to discover as much as possible about George Robertson, a known dealer who has gotten away from jail. This straightforward assignment be that as it may, turns out badly and abruptly Sandy is cleared into a perilous, full scale examination of his case. One of the most energizing minutes in the book was one the main strategic Sandy attempted. He was sent just to ask for any notice of George Robertson at Prestonpans. Be that as it may, his interest shows signs of improvement of him when he meets a fair pony hoodlum who is somewhat connected with the instance of George Robertson. He goes past the prerequisites of his obligations and follows the man, named Rattray, to an abandoned valley. Be that as it may, he winds up got, and kept in imprisonment in a little cottage close to the center of the valley. It is here where he designs his break. Through peephole which he astutely makes, he discovers data on numerous things including George Robinson. Following a couple of days at the camp, a man alluded to the as The Colonel demonstrates up and arranges for Sandy to be executed. Now, Sandy understands that he should make an endeavor to escape from the camp very soon. He brilliantly figures out how to open the entryway of his cottage utilizin g an angling pole. He is then made sound exceptionally engaging as a saint to the peruser when he is depicted: Moving with lightning speed, as though some evil spirit of cool insight had assumed responsibility for him This is one of the... <!

2011 Hurricane Names

2011 Hurricane Names 2004 | 2005 | 2006 | 2007 | 2008 | 2009 | 2010 | 2011 | 2012 | 2013 | 2014 | 2015 Underneath you will discover the posting of storm names for the Atlantic Ocean for the year 2011. For consistently, there is a pre-affirmed rundown of typhoon and tropical storm names. These rundowns have been created by the National Hurricane Center since 1953. From the start, the rundowns comprised of just female names; be that as it may, since 1979, the rundowns switch back and forth among male and female. Tropical storms are named one after another in order from the rundown in sequential request. Along these lines the principal typhoon or tropical storm of the year has a name that starts with An and the second is given the name that starts with B. The rundowns contain tropical storm names that start from A to W, however avoid names that start with a Q or U. There are six records that keep on pivoting. The rundowns possibly change when there is a tropical storm that is so destroying, the name is resigned and another typhoon name replaces it. Therefore, the 2011 storm name list is equivalent to the 2005 tropical storm name list albeit four typhoon names were resigned after the overwhelming 2005 storm season so on the 2011 rundown Dennis was supplanted by Don, Katrina was supplanted by Katia, Rita was supplanted by Rina, Stan was supplanted Sean, and Wilma was supplanted by Whitney. 2011 Hurricane Names ArleneBretCindyDonEmilyFranklinGertHarveyIreneJoseKatiaLeeMariaNateOpheliaPhilippeRinaSeanTammyVinceWhitney

Preparation F General Fund And Special Fund Accounts - 1375 Words

Preparation F General Fund And Special Fund Accounts (Math Problem Sample) Content: STUDENTS NAME:COURSE NUMBER:PROFESSORS NAME:DATE OF THE PAPER:Part I * Recording the budget for the General Fund and post to the ledger. * Account tittle Debit CreditDr. Property tax receivable and other revenue $11,150,000Cr. deferred revenue and other revenue $11,150,000(To record property tax levied for the general fund in the tax year 2017)Property tax receivable and other revenues accountDescription Debit ($) Credit ($)Deferred revenue and other revenue 11,150,000Totals 11,150,000 11,150,000Deferred revenue accountDescription Debit ($) Cr edit ($)Property tax receivable and other revenue 11,150,000Totals 11,150,000 11,150,000 * Account tittle Debit CreditDr. Appropriation for expenditure account $9,350,000Cr. Expenditure account $9,350,000(To record appropriation for expenditure for the general fund in the year 2017)Appropriation for expenditure accountDescription Debit ($) Credit ($)Expenditure account 9,350,000Totals 9,350,000 9,350,000Expenditure accountDescription Debit ($) Credit ($)Appropriation for expenditure account 9,350,000Totals 9,350,000 9,350,000 * Account tittle Debit CreditDr. Inter-fund loan payable ($) 1,700,000Cr. Cash ($) 1,700,000(To record payment of principal and interest)Inter-fund loan payable accountDescription Debit ($) Credit ($)Cash 1,700,0001,700,000 1,700,000Cash accountDescription Debit ($) Credit ($)Inter-fund loan payable 1,700,0001,700,000 1,700,000b)Account tittle Debit ($) Credit ($)Estimated revenues 1,068,000Appropriated fund balances 21,000Appropriations for expenditure 1,047,000(To record the annual budget of the street and highway fund as adopted by the city council for the fiscal year 2017)Part IIGeneral fund transactions * Journal entries following transactions for the year 2017 Account Description Debit ($) Credit ($) i) Encumbrances 817,000 Reserved for encumbrances 817,000 ii) Deferred inflows-property taxes 21,000 Deferred compensation receivable 21,000 iii) General tax levy 6,800 Uncollectible tax levy 153 revenues 6,647 i v) Cash 500,000 Notes payable 500,000 v) Reserved for encumbrances 16,600 Encumbrances 16,600 vi) Accounts payable 126,000 Warrants outstanding 126,000 vii) Cash 10,811,500 Deferred taxes receivables 158,000 Deferred interest and taxes receivables 3,500 Current taxes 6,400,000 State government funding 210,000 Licenses and permits 800,000 Sales taxes 2,890,000 Miscellaneous revenue 350,000 viii) Expenditure 3,465,000 Warrants outstanding 3,465,000 ix) General fund payroll account 5,070,000 Employees income tax account 498,000 FICA and medicare tax liability 357,000 Cash 4,215,000 x) Prior years corrections or reinstatements 28,000 Due to FICA and medicare taxes 28,000 Xi) Reserved for encumbrances 3,375,000 Cash 32,000 Encumbrances 3,407,000 xii) Notes payable 18,000 Cash 18,000 xiii) Grant receivable account 332,000 Contribution revenue account 332,000 xiv) Expenditure 37,000 Water and sewer fund account 37,000 Expenditure 313,200 cash 310,000 Encumbrance 3,200 xv) Revenue-sales taxes 52,000 Due to state and federal government 52,000 xvi) Accounts payable 3,175,000 Due to federal and state government 52,000 Inter-fund loan receivable 1,662,000 cash 4,889,000 xvii) Estimated Revenues 73,000 Budgetary fund balance 73,000 Estimated appropriations 109,000 Budgetary fund balance 109,000 xviii) Uncollectible revenues-Property taxes 51,000 Estimated uncollected revenue-property taxes 51,000 Uncollectible revenues-interest and penalties 1,600 Estimated uncollectible revenues-interest and penalties 1,600 xix) Accruals- interest and penalties 17,200 Uncollectible interest and penalties 1,100 Revenue 16,100 xx) Deferred revenue-tax receivables 10,500 Taxes receivable 10,500 * General Fund Trial balanceAs at 31st December, 2017Account Tittle Debit ($) Credit ($)Encumbrances 3,409,800Reserved for encumbrances 3,374,600Deferred revenue-property taxes 21,000Deferred compensation receivable 21,000General tax levy 6,800Uncollectible tax levy 153Revenues 22,747Cash 1,911,500Accounts payables 3,301,000Warrants outstanding 3,591,000Notes payables 482,000Expenditure 3,815,200Deferred taxes receivables 158,000Deferred interest receivables 3,500Current taxes 6,400,000State government funding 210,000Licenses and permits 800,000Sales taxes 2,890,000Miscellaneous revenue 350,000General fund-payroll account 5,070,000Employees income tax ...

The Adventures of Huckleberry Finn Impact on American Literature - Free Essay Example

Sample details Pages: 3 Words: 930 Downloads: 7 Date added: 2019/05/18 Category Literature Essay Level High school Tags: Huckleberry Finn Essay Mark Twain Essay Did you like this example? We have many important works in American Literature that have long been a part of our standard materials in the school curriculum. The Adventures of Huckleberry Finn by Mark Twain is one of the most famous, well written, and controversial works in American Literature. Lionel Trifling and T.S. Don’t waste time! Our writers will create an original "The Adventures of Huckleberry Finn: Impact on American Literature" essay for you Create order Elliot were greatly influential in ensuring that Huckleberry Finn would have the academic acknowledgment and support to be admitted into the American classrooms (PBS.org). However, unlike other great works of literature, there has been a long-standing debate about the appropriateness of its contents being taught in our schools and its availability in our libraries. There were many critics who demanded that this work is removed from libraries and schools because of its use of the word nigger and its stereotypical portraits of blacks as superstitious and unintelligent (King, 2018). I am opposed to this demand because we need to have this conversation at an early age in an environment that foster active learning, discussions, and open-mindedness. In 1998, a high school district in Arizona was sued by Kathy Monteiro to ban The Adventures of Huckleberry Finn by Mark Twain, along with A Rose for Emily by William Faulkner from the students required reading materials. She claimed that it creates a hostile environment because it has a derogatory word that is repeatedly used in the novel. The judges declined the ban of the novel but gave the school districts the legal duty to take the responsibility of ensuring that this does not create a racially hostile environment (PBS.org). I agree with the judges decision after all this is not the only required reading material that has offensive words. There are many regional writings in the canon of our American literature in similar tone and themes to this novel. Where indeed do we draw the line of which ones are appropriate and acceptable and which are not? We all have different views, experiences, and degrees of acceptance and/or tolerance. The message about race and slavery in this novel is very important. It is central to the story and should be taught in school. I concur with the courts reasoning, the fact that a student is required to read a book does not mean that those students will accept the views presented in such a book. Furthermore, the Court states that it is important for the student to learn and think critically about offensive ideas to be able to develop their critical thinking skills (crin.org). As difficult as it is to read this novel for many people especially the African Americans, we need to take into consideration that Mark Twain intended for this novel to be an authentic representation of the treatment, attitude, and mentality of the Southerners and slaves during that time period. Before slavery was abolished in 1865, with the exception of Louisiana, all Southern states by law can legally own slaves. In 1841, Solomon Northup, a free black man from New York was kidnapped and sold to slavery in the South. After he regained his freedom, he wrote about his experiences and one in particular passage stood out, Freeman [the white slave broker] would make us hold up our heads, walk briskly back and forth, while customers would feel of our heads and arms and bodies, turn us about, ask us what we could do, make us open our mouths and show our teeth Sometimes a man or woman was taken back to the small house in the yard, stripped, and inspected more minutely. Scars upon a slaves back were considered evidence of a rebellious or unruly spirit and hurt his sale (crf-usa.org, 2018). This is just one account among many that slaves were treated as personal property to be bought, used, and sold like an object. For slave masters to refer to their slaves as the word nigger was common and unremarkable. It is no wonder that in the novel Hucks vocabulary was littered with the use of the aforementioned word. Hucks use of the word did not seem abusive, malicious, evil, or offensive when taken into the context of the novel. Mark Twains novel is an account of that time. It is not meant to cause psychological damage or to inflict pain. This is a regional writing that documents the regions time period including dialect and the inferior treatments of the slaves. I would argue that we need this novel to stay in our libraries and schools for the betterment of our society and culture. There are immense values to be gained by reading, learning, discussing, and understanding The Adventures of Huckleberry Finn by Mark Twain in our schools in its entirety. Yes, even the use of the word nigger and its stereotypical portraits of blacks as superstitious and unintelligent. There can be no healing without understanding. This work is a glimpsed of our history remarkably captured by Mark Twain. It is a realistic portrayal of the characters during that time. Jim was a slave deprived of human dignity and education, but it did not mean that he was not intelligent. Hucks excessive use of the word nigger was a product of his upbringing and environment. The Adventures of Huckleberry Finn should continue to be a part of the required reading materials in our school curriculum to teach students to look past the distraction of the negativity and find the deeper mea ning and message imparted by two unlikely friends on their journey to seek their freedom and exposed the hypocrisy of the society and in the process the students can gain valuable lessons in critical thinking and race relations.

The Monument Of The Statue Of Liberty - 1989 Words

Entry 1. The Statue of Liberty In 1865 when the American Civil War was close to the end, a French historian Edouard de Laboulaye suggested that France should create and give to the United States a statue that would symbolize the nation’s success in building a viable democracy. However, because of the lock of money, the work on the statue didn’t start until the end of 1875. The creator of the statue is the French sculptor Frederic-Auguste Bartholdi who created the statue out of sheets of hammered copper and Alexandre-Gustave Eiffel, the creator of Eiffel Tower created the statue’s steel frame. The female form represented by the sculpture is based on Libertas, the Roman goddess of liberty. The statue was given to the United States and was†¦show more content†¦Moreover, Thomas Edison created the first industrial research laboratory. Not only was Edison a great innovator, but he also was a successful manufacturer and businessman. Entry 3. Andrew Carnegie Born on November 25, 1835, in Dunfermline, Scotland, Andrew Carnegie was the second son of Will and Margaret Carnegie. His father was handloom weavers while his mother worked for a local shoemaker. In 1848, the Carnegie family came to America hoping for better economic opportunities and established in Pennsylvania and this is when Andrew Carnegie formal education ended because his family had no money for education. He then got his first job as a bobbin boy at a cotton factory, earning $1.20 a week. After this he had quite a few different job one of which was at the railroad where he made got money and that’s when he was able to make some investments in coal, iron and oil companies and a manufacturer of railroad sleeping cars. In 1865, Carnegie left the railroad job and he continued his ascent in the business world. But because the railroad industry experienced a rapid growth during that time in the United Stated, Carnegie made an investment in the railroad business and by the age of 30th he was the richest person. In the early 1870s, he started working in the steel business, and very soon he became one of the most important people in the field. Despite of his success in 1901, he sold his steel company to banker John Pierpont Morgan for $480 million. Carnegie then dedicatedShow MoreRelatedThe Statue Of Liberty, The Washington Monument901 Words   |  4 Pages Monuments preserve a memory that serves as a reminder of a significant event or person. The Statue of Liberty, the Washington Monument, Bunker Hill Monument— these structures honor and immortalize remarkable occurrences in history, people, or concepts; and when it is time to construct a monument, many aspects of the established memorial need to be planned. Factors a group or agency should consider when memorializing an event or person and in creating a monument is the location, which should be inRead MoreThe Statue of Liberty: Meaning of the Statue of Liberty Essay1603 Words   |  7 PagesTHE STATUE OF LIBERTY: MEANING OF THE STATUE OF LIBERTY The statue of Liberty is national monument given to the United States by France in recognition of the friendship established during the American Revolution. Being among the best-known monuments in the world, it attracts between three to four million people each year. The Statue of Liberty has been a tourist destination and played many other roles in its 124-year history. Representing a woman holding aloft a torch, it stands at the entranceRead MoreThe Statue Of Liberty936 Words   |  4 PagesThroughout centuries, architecture and monuments have given America the name it has today. Some of the oldest forms of art made on American soil hundreds of years ago are what is cherished dearly today. 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Genetics Controlled Assessment

Question: Discuss about the Genetics Controlled Assessment? Answer: Here Mendel has crossed pure breeding green unripe pods with pure breeding yellow unripe pods. In F1 generation, plants were formed with green pods. If, green unripe gamete is denoted as Y and yellow unripe gamete is denoted as y, the cross will be: YY X yy Yy . F1 Therefore, in green pod is dominant character and yellow pod is recessive character In F2, Male Female Y y Y YY (green) Yy (green) y Yy (green) yy (yellow) Table 1: (Ewens 2012) Therefore, the genotypic ratio will be 1:2:1 and phenotypic ratio will be 3:1 Therefore, within 580 F2 plants, 75%, that is 435 will be green unripe pod and 145 (25%) will be yellow unripe pod plants. 2) Here, wildtype Red Poll gamete is denoted as R and white shorthorn gamete is denoted by r. In F1 generation, a new colored calves were developed, colored roan with a genotype of Rr. a) roan X roan Male Female R r R RR (Red) Rr (Roan) r Rr (Roan) Rr (white) Table 2: (Roff 2012) Therefore, phenotype will be, Red: Roan: White = 1:2:1 b) roan X white Male Female R r r Rr (Roan) rr (White) r Rr (Roan) rr (White) Table 3: (James 2012) Therefore, the phenotypic ratio will be, Roan: White = 1:1 c) roan X red Male Female R r R RR (Red) Rr (Roan) R RR (Red) Rr (Roan) Table 4: (James 2012) Therefore, the phenotypic ration of this cross will be, Roan: Red = 1:1 3) In this cross, homozygous mauve (dark blue) can be denoted as BB and homozygous sky blue can be denoted as bb(pale blue). In F1 generation, all birds obtained were cobalt (mid blue) and in F2, all three kinds of birds were obtained. This phenomenon is known as incomplete dominance. BB X bb Bb F1 Male Female B b B BB (mauve) Bb (cobalt) b Bb (cobalt) Bb (sky blue) (Table 5: Hill, Becker and Tigerstedt 2012) The above checkerboard shows how the incomplete dominance gives rise of three different kind of birds in the following proportion Mauve: Cobalt: Sky blue = 1:2:1 4) Grey seed coat = GG (dominant), white seed coat = gg (recessive) Tall = TT (dominant) , short = tt (recessive) a) Pure breeding tall white seeded plant (TTgg) X Pure breeding short grey seeded plant (ttGG) TtGg (Tall Grey seeded plant) b) If the F1 plants (TtGg) are self fertilized the F2 generation will develop following plants: Male Female TG Tg tG tg TG TTGG TTGg TtGG TtGg Tg TTGg TTgg TtGg Ttgg tG TtGG TtGg ttGG ttGg tg TtGg Ttgg ttGg ttgg (Table 6: Wright 2012) Therefore, the F2 generation will develop the plants in following ratio- Tall grey seeded: Tall white seeded: Short grey seeded: Short white seeded = 9:3:3:1 5) Mother has A blood group, child has O blood group. Therefore, father can have A, B or O blood group. AO (Mother) X BO (Father) = OO (Children) AO (Mother) X OO (Father) = OO (Children) AO (Mother) X AO (Father) = OO (Children) 6) Hemophilia is a X linked disorder and transmitted from a carrier or hemophilic mother and a hemophilic father. If father is hemophilic and mother is unaffected; XH = hemophilic XHY x XX XY, XHX Thus, all daughters will be carrier If father is unaffected and mother is carrier: XY x XHX XY, XX, XHY, XHX Thus, 25% son will be hemophilic, but no daughter will be hemophilic, 25% will be carrier If father is hemophilic and mother is carrier: XHY x XHX XY, XHXH, XHY, XHX Thus, 25% daughter will be carrier and other 25% will be hemophilic, whereas 25% son will be hemophilic. Therefore, if the mother is carrier and father is hemophilic, 50% daughter will have the chance to carry hemophilic gene (Hayward, Bosemark and Romagosa 2012). Reference List Ewens, W.J., 2012.Mathematical Population Genetics 1: Theoretical Introduction(Vol. 27). Springer Science Business Media. Hayward, M.D., Bosemark, N.O. and Romagosa, T. eds., 2012.Plant breeding: principles and prospects. Springer Science Business Media. Hill, J., Becker, H.C. and Tigerstedt, P.M., 2012.Quantitative and ecological aspects of plant breeding. Springer Science Business Media. James Jr, N. ed., 2012.Quantitative genetic variation. Elsevier. Roff, D., 2012.Evolutionary quantitative genetics. Springer Science Business Media. Wright, J., 2012.Introduction to forest genetics. Elsevier.