What is the main theme and the most interesting topic of the book The Unredeemed Captive: A Family Story From Early America by John Demos?

John Putnam Demos is an American historian and professor emeritus at Yale University who has written several books on the topic of American history. Part of the inspiration for his work was the realization that one of his ancestors, John Putnam Senior, participated in the Salem Witch Trials. In the story of The Unredeemed Captive: A Family Story From Early America, Demos tackles important themes about the relationship of European settlers to Indigenous peoples in early American history.
Perhaps the most interesting aspect of the book is the way it challenges popular conceptions of the cultural relationship of Native Americans and European people. The stereotyped portrayal of this relationship is one of Christian, educated, "modern: European settlers confronting Native peoples portrayed either as "Noble Savages" or barbarians. What this picture misses and what Demos documents is that the Mohawks in the narrative were cosmopolitan, French-speaking Roman Catholics. Thus, a major theme is that readers need to be aware of cultural blending and interfaces rather than thinking in terms of binary oppositions.
The next important theme of the work is gender. Most popular accounts, especially in Hollywood and other popular visions, downplay female agency and set up an example of either virtuous white maidens abducted by evil Indians or Native maidens abused or rescued by white settlers. Demos portrays an interesting and complex reality of a settler's daughter who is adopted by the Mohawks, thrives in that environment, and chooses voluntarily to live a well-adjusted life as a fully integrated member of the Mohawk tribe rather than returning to her white family. Many of her descendants thrived and later interacted peacefully and productively with the settlers at the grave of Eunice's father.
http://www.newenglandhistoricalsociety.com/eunice-williams-unredeemed-captive/

Eunice Williams was one of more than 100 English settlers who were captured by combined French and Native American forces in a 1704 raid on Deerfield, Massachusetts. Her father (who was a Puritan minister), mother, and siblings marched with the other captives to Canada, which the French controlled. A series of negotiations led to her father’s release while other family members remained in captivity. The book’s main theme is the conflict between personal obligations and religious and national values.
John Williams was placed in an untenable position when he decided to accept his own freedom but leave his children behind. Upon arriving back in New England, he published a strongly anti-French, anti-Catholic narrative, calling himself the “redeemed captive,” using a synonym for “ransomed.” Although he tried for several years to obtain Eunice’s freedom, she continued to live with the Kahnawake people, who did not want to release her. Returning once more to their community, the father found that his daughter had been fully accepted into the community, and had married a Kahnawake man. Now a young adult who had lived more than half her life among them, she decided to stay.
The author raises fascinating questions about the effects of socialization on a vulnerable child. Eunice’s own beliefs about her parents’ efforts remain unclear, as most of the text is based on the Puritans’ narratives. One interesting aspect of their concern about her continuing to live in Canada is the religious aspect, as they feared for her soul because she had converted to Catholicism. Equally crucial is the ethical question of using children as pawns of war.

The book appears to address the main themes of identity and multicultural conflict. Eunice Williams's captivity is central to the story, and Demos explores these themes by highlighting her eventual choice to remain with her captors.
The main event that sets off Eunice's story is the Deerfield Raid. This is actually a historical event, and it occurred on February 29, 1704. Prior to the raid, the British and the French had been fighting for control of the American colonies. On that eventful day in February, almost 300 French soldiers and their Native American allies descended on the town of Deerfield in Massachusetts. They slaughtered more than 50 of Deerfield's citizens and took at least 100 civilians into captivity.
The captives were made to endure a months-long trek to Canada, and many died along the way. Among the captured were the Reverend John Williams and his family. Williams was a minister and a community leader in Deerfield. His daughter, Eunice, is the focal point of Demos's book. Reverend Williams was able to return to Deerfield after the Canadian French governor ransomed him, but Eunice had to remain behind with her Mohawk master. This was because Williams came up short in his initial effort to arrange a ransom for all his children.
Ironically, when Williams managed to arrange for Eunice's return, she refused to comply with her father's wishes. Note that Williams's main fear for his daughter was that she would be susceptible to the Roman Catholic religion. Williams was a devout Puritan, and he knew that the Native American allies of the French often converted to Catholicism. Many native converts also chose to intermarry with the French. Demos effectively highlights the deep multicultural and religious conflicts between the English and the French/ Native American allies in his book. He inspires us to explore the theme of identity within the context of these conflicts.
Eunice eventually married a Mohawk warrior, chose to embrace the Native American lifestyle, and converted to Catholicism. She never returned to Deerfield. In later years, she became the subject of sermons that warned about the pitfalls of falling prey to a barbaric culture and to ungodly influences. Essentially, Eunice is the "unredeemed captive" referenced in the book.
Probably the most interesting topic raised by the book is the question of identity. Is identity hereditary (static) or is it fluid? In Eunice's case, personal will was a major factor in influencing her unique decision to stay in Canada. She chose to reject her Puritan, New England roots in order to embrace a foreign identity, culture, and religion. Essentially, Eunice did not view her identity as predetermined or fixed. In an era when women had few choices and little personal agency, she chose to forge her own path in life. Interestingly, despite the fears of her Puritan community, Eunice's faith in God remained intact. You can read more about the real Eunice here.
https://www.nytimes.com/1994/04/06/books/books-of-the-times-fears-of-the-puritans-the-appeal-of-the-indians.html

Which literary devices does Plato use in Theaetetus?

First, one should note that in Platonic studies, scholars normally use Stephanus numbers to refer to the location of passages. Stephanus numbers actually refer to the pagination of the 1568 Stephanus edition of Plato (the first modern edition or "editio princeps"). Most translations used in scholarly context have Stephanus numbers printed in brackets in the text or alongside the text. These are numbers in the form of a number followed by a letter, which is occasionally followed by a line number, referring to the page, column, and line of the Stephanus edition. Thus one would refer, e.g., to Theaetetus 150c4. This way, scholars can talk about specific passages in the Greek text or in various different translations even if they are looking at different editions.
You might want to focus on finding similes and metaphors. A simile is a form of explicit comparison using words such as "like" and "as" to signal the act of comparing (e.g. "My love is like a red, red rose") while a metaphor is an implicit comparison ("Till age snow white hairs on thee"). 
One of the most important extended metaphors of the dialogue may be found at 150b-d, where Socrates compares himself to a midwife. This is one of the best known passages in the Platonic corpus describing the nature and purpose of Socratic elenchus.
An example of the use of simile is found at 180e-181a, which compares students of philosophy torn between Heraclitean and Parmenidean ontologies to boys playing a game (probably dielkustinda).
As you read through the dialogue yourself, you will note that one of Socrates' most common types of argument uses analogy, and thus the dialogue abounds in use of simile and metaphor. 
https://en.wikipedia.org/wiki/Stephanus_pagination

How does Mrs. Jones show that that she has empathy for Roger?

In Langston Hughes' short story "Thank You, Ma'am," there are several ways in which Mrs. Luella Bates Washington Jones shows empathy for Roger. 
Empathy is defined by the Merriam-Webster dictionary as the ability to understand and share the feelings of another. Although Mrs. Jones shows Roger many acts of kindness along the way, the empathy she shows is directed toward his hunger, state of neglect, and his desire to have things he cannot obtain honestly. 
In the following quote, Mrs. Jones shows empathy toward Roger by asking if he's hungry. When she finds out he is, she takes him home to get supper for him. Readers can make a reasonable inference that she empathizes with him at this point because she sees beyond his crime and into his need. 

"'You gonna take me to jail?" asked the boy, bending over the sink. "Not with that face, I would not take you nowhere," said the woman. "Here I am trying to get home to cook me a bite to eat and you snatch my pocketbook! Maybe you ain't been to your supper either, late as it be. Have you?" "There's nobody home at my house," said the boy. "Then we'll eat," said the woman. "I believe you're hungry—or been hungry—to try to snatch my pocketbook.'"

When they are at Mrs. Jones's house, she begins empathizing with the boy's desire for the blue suede shoes. 

"'I were young once and I wanted things I could not get." There was another long pause. The boy's mouth opened. Then he frowned, but not knowing he frowned. The woman said, "Urn-hum! You thought I was going to say but, didn't you? You thought I was going to say, but I didn't snatch people's pocketbooks. Well, I wasn't going to say that." Pause. Silence. "I have done things, too, which I would not tell you, son—neither tell God, if He didn't already know.'"

Her choice to refrain from lecturing Roger on his crime is also an act of empathy. She understands how it feels to be in his position, and she determines that a lecture will not help him. Instead, she shows him her own humanity by telling him that she, too, has done wrong things that she is ashamed of. 
Lastly, she shows empathy when she gives Roger the ten dollars for the blue suede shoes he wanted. She knows how it feels to want things and have no way to get them. She wants Roger to have the thing he desires and not get it by dishonest means, so she helps him by giving him the money. Considering her humble living conditions, this had to have been a financial sacrifice for her. 
https://www.merriam-webster.com/dictionary/empathy

How does Ponyboy’s relationship with Darry and Sodapop differ?

Ponyboy's relationship with his brothers differs greatly. Darry, as the oldest brother, has given up a lot of his dreams to step into the parental role in his family. As such, he feels responsible for making sure that Ponyboy, as the youngest, stays on a path that will give him the opportunities that he didn't have.
Sodapop on the other hand, has already settled into a life of being a mechanic and dropped out of school to do so. He doesn't see the same value in education that Darry does and therefore doesn't pressure Ponyboy the same way. Sodapop and Ponyboy also spend time together in the same social group and view each other as friends as well as brothers. This helps them have a relationship of trust where they can speak freely to each other. Darry has experience in this social group, but as the parental figure can't accept Ponyboy's involvement in a gang at such a young age. He feels he knows what is best for Ponyboy, but communication between the two of them is rarely honest or open so his motives aren't clear to Ponyboy, which causes extra tension when Ponyboy resists.

In The Outsiders, Ponyboy is the youngest of three brothers. Soda is his second oldest brother and the one with whom Ponyboy has a close relationship. Ponyboy feels that Soda understands his interests in movies and books. Described by Ponyboy as " happy-go-lucky," Soda is easy to talk to and easy to get along with. Ponyboy shares his feelings with Soda and loves him more than anyone.
Darry is the oldest brother. Forced into the role of father figure for his two younger brothers after the death of their parents, Darry is much more serious than Soda. Ponyboy often struggles in his relationship with Darry because he feels that Darry treats him as if he is "six instead of fourteen." Although Darry often yells at Ponyboy, Ponyboy does understand that Darry has had to give up many opportunities to take care of him and Soda.

In act 1, what are the Kellers considering doing with Helen?

In act 1 of The Miracle Worker, Aunt Ev asks Mr. and Mrs. Keller if they have seen the eye specialist in Baltimore, Massachusetts, Dr. Chisholm. She tells Helen's parents,

Yes, I heard lots of cases of blindness people thought couldn't be cured he's cured, he just does wonders. Why don't you write to him?

Unfortunately, both parents are losing hope since Helen has already seen so many doctors regarding her blindness and deafness. If she could only gain back some portion of her seeing or hearing, it would be much easier to teach Helen to communicate and to behave with socially acceptable manners. However, since she has not been able to see or hear since she was nineteen months old, Helen has little understanding of acceptable behaviors and cannot communicate with anything but informal gestures. While this conversation is happening, Helen is upset with Martha, the family's servant, and ends up chasing her with scissors. Her mother, not willing to be strict with her daughter, because of her disabilities, tries to take the scissors but ultimately lets Helen have them back to try to keep her peaceful. This shows Helen's stubbornness and the power she has over members of her household. James, Helen's half-brother, sarcastically says,

She only dug Martha's eyes out. Almost dug. It's always almost, no point worrying till it happens, is there?

This situation is what prompts Aunt Ev to mention Dr. Chisholm once more. Perhaps, she suggests, the family might be able to get some help for Helen's vision through his expert knowledge. Though Mrs. Keller says she "stopped believing in wonders," or miracles, she does say that her husband "will write to [Dr. Chisholm] soon." He is less willing and responds,

Katie. How many times can you let them break your heart?

He doesn't immediately give in to the idea of writing to the doctor. James comes up with another suggestion, putting her in an insane asylum, because she is

half-mentally defective, she can't even keep herself clean.

The family does not approve of his suggestion and questions him about how he could suggest such a horrible idea. A while later, after trying to shut the conversation down several times, Mr. Keller gives in:

I'll write the man, Katie.

Mr. Keller decides that he will move forward, in hope, once more. Perhaps another doctor might have some insight about how to help his daughter, Helen.

￶Could Shakespeare have written all of his works by himself￵￷?

This question is a question of common debate. Some people believe that Shakespeare wrote everything that his name has been attached to, while other people believe that there is no way a non-aristocrat with that simple of an education could have written the way that he did or as much as he did. It has been suggested that Queen Elizabeth, Sir Francis Bacon, and/or Edward de Vere are the real authors of Shakespearean works. However, there is no definitive proof that they did.

In the century since these claims were first advanced, no decisive evidence has been unearthed proving that the plays were produced by anyone but the man from Stratford-upon-Avon, a man equipped with a very good "grammar-school" education and the experience gained working in a professional theater company in London.

Shakespeare wrote a total of 884,647 words. Most sources state that Shakespeare first published a work in 1590. His last published work was likely finished in 1613 or 1614. That means Shakespeare was writing for 23 years. That means he would have needed to write an average of 38,463 words per year. That comes out to be about 105 words per day. Shakespeare likely did not write every single day. If you count by week, Shakespeare averaged about 740 words per week. That is the equivalent of a three-page high school paper every week. That is absolutely possible. Regarding the question, yes, Shakespeare could have physically written all of those words himself over the course of his writing career. Until definitive evidence is provided that shows he did not, I will continue to believe that Shakespeare was simply a prolific writer.
http://www.shakespeare-online.com/biography/timeline.html

"He was a gentleman on whom I built an absolute trust. O worthiest cousin!" Who said this? Where? At what time? And what is the significance of the speech?

This is how King Duncan describes the former Thane of Cawdor. The significance of it is that what has happened to Duncan once is doomed to happen again. Duncan believed his previous thane to be a loyal man, a worthy person, and somebody who would be loyal to him, but unfortunately that turned out not to be the case. In turn, then, Duncan bestows the honor of this thaneship upon Macbeth, whom he again believes to be a worthy man who has proved himself. But, unfortunately for Duncan, the same thing is about to happen to him—the person he believed to be a loyal vassal, courageous and worthy of the honors bestowed upon him, is in fact about to betray him in the worst way. It is not always possible to see on the surface how a person feels on the inside. Duncan has not been able to identify which of his servants are truly loyal, and which secretly resent him and harbor ambitions against him.

In act one, scene four, Malcolm describes to King Duncan how the former Thane of Cawdor acted before his execution, and the king responds by saying that there is no way to read a man's mind by looking at his face. King Duncan then tells his son,

"He [former Thane of Cawdor] was a gentleman on whom I built / An absolute trust" (Shakespeare, 1.4.13–14).

King Duncan's comment regarding the former Thane of Cawdor's capacity for dissembling echoes the motif "Fair is foul, and foul is fair," which is a theme that runs throughout the play and means that appearances can be deceiving. Similar to how the former Thane of Cawdor acted benevolent and loyal to Duncan while secretly colluding with the Norwegian King, Macbeth also secretly plots the king's demise while appearing to be Duncan's loyal subject. While Macbeth and his wife are planning the king's murder, Duncan is unaware of their wicked intentions, and Macbeth ends up assassinating him.

In what ways did changes in transportation and communication alter the economic landscape during the first half of the nineteenth century?

Many changes occurred in transportation and communication in the first half of the nineteenth century. Refinements to the steam engine, a device invented in the late eighteenth century, underpinned many of the changes in transportation. Rather than relying on wind and muscle power, ships could use steam engines. This increased the speed and reliability of transportation and inspired the construction of many canals in both Britain and the United States. The second major change enabled by the steam engine was the development of railroads. Both the canals and the railroads allowed for the transportation of people and goods far more quickly and reliably than previous routes. This meant that manufacturing could cluster in towns with concentrated supplies of labor and have raw materials transported to factories, which could then send out finished products quickly and cheaply. This gave rise to urbanization, the development of a new, wealthy class of manufacturers (distinct from the older landowning aristocracy), and the proliferation of consumer goods and trade therein. It also resulted in the centralization of the production of goods.
The development of cheaply manufactured acid paper led to a proliferation of newspapers and the democratization of book publishing--cheap editions were increasingly affordable. The telegraph allowed instant communication over vast distances, something that enabled companies to gain better control over far-flung foreign representatives and offices. Combined with new transportation innovations, this allowed for the development of a market economy in which goods and services were increasingly traded nationally and internationally. This created large companies that could exploit economies of scale.
https://www.bl.uk/victorian-britain/articles/travel-transport-and-communications

Innovations and changes in transportation and communication were major contributors to the development of a market capitalist economy in the United States during the first half of the nineteenth century. This process, which some historians have described as the "market revolution," was among the most significant changes in the history of the United States. Developments in transportation were both infrastructural and technological. On the one hand, state governments and private corporations (and even, in very limited ways, the federal government) subsidized the construction of canals, turnpikes, and roads that connected the various regions of the United States in unprecedented ways. This enabled farmers and manufacturers to ship their products to markets and consumers. New technologies—notably the steamboat and the steam locomotive—further facilitated this process, contributing to a more integrated national market for manufactured goods. Of course, this development accompanied the rise of industry and the factory system in northern states along with the massive expansion of the plantation system for raising cotton in the South.
Communication networks spread along with transportation. The development of the telegraph enabled Americans to communicate rapidly, a major breakthrough that enabled news to travel faster than a horse or ship for the first time in human history. The economic effects of this were profound. With information traveling much more rapidly, plantation owners in the South could follow cotton prices on distant exchanges for the first time. They could place orders for equipment—or people—from regions on the other side of the country. Northern investors could buy cotton sight unseen, and, due to the increased risk of this practice, buy insurance on their purchase (the insurance industry was basically born during this period.) On the other hand, the rapid speculation encouraged by the swift transformation of the economy, exacerbated by new technologies, created a more volatile economy subject to catastrophic financial panics. In short, changes in transportation and communication made the "market revolution" of the nineteenth century possible.

As forms of transportation and communication changed between 1800–1850, the economic landscape was altered. During this time period, there were several changes in transportation. The national road was built beginning in Cumberland, Maryland and extended to the Ohio River. The Erie Canal connected New York City with the Great Lakes. Railroads began to be built. The development of the steam engine impacted travel by water. All of these developments in transportation made it easier and quicker to move people and products. This allowed businesses to prosper and grow. As Americans began to move westward, businesses followed. More products were made, which helped our economy grow.
Improvements in communication also impacted our economy. The invention of the telegraph allowed for improved communication. Messages could be sent quicker than before. This allowed businesses to receive orders faster and to ship products sooner. The improvements in communication also helped businesses communicate with each other. This helped businesses become more efficient. These factors also helped the economy grow.
Improvements in transportation and communication impacted our economy significantly.
http://www.elon.edu/e-web/predictions/150/1830.xhtml

https://www.industrialrevolutionresearch.com/industrial_revolution_transportation.php

https://www.ushistory.org/us/25b.asp

Based on Lipner, J. (2006). The Rise of “Hinduism” ;or, How to invent a World Religion with only moderate success. Hindu Studies, 10(1), 91-104. Williams, P., & Tribe, A. (2000). Buddhist thought: A complete introduction to the Indian Tradition. London: Routledge. Read pp. 1-72. Question: Consider the basic tenets of Hinduism and Buddhism—how do they compare and contrast? 1. What impact did they have on Indian culture and society 2. Why did Buddhism eventually disappear from India?

According to Lipner, the primary difference between Hinduism and Buddhism is that Hinduism is an abstract cultural concept built around deity worship, while Buddhism represents a tighter philosophical narrative that focuses on the truth within. Another major difference is that, unlike Buddhism, Hinduism does not have an official founder and began as a rather nebulous cultural idea that was eventually codified into a religion for the sake of identifying its followers. Buddhism can be traced back to a specific founder and an ideology that began in India, while Hinduism sprang from Indian culture itself.
Williams and Tribe further illustrate the differences between Buddhism and Hinduism by explaining that the Hindu gods are more solid structures than the abstract concepts found within Buddhism. While Hinduism is characterized by a set of general principles and qualifications met by its followers, it features deities with distinct personalities that can be worshiped. Buddhism, while its principles are more clearly defined, does not require worship of any particular deity. In this sense, Buddhism and Hinduism are both compatible and distinct. A Buddhist can easily worship the Hindu deities without ideological conflict as Buddhism only requires its followers to pursue and practice Dhamma, or the continual journey towards salvation. Hinduism also emphasizes a form of salvation through religious practice, but Buddhism leaves room for followers to obtain salvation through Hinduism, Christianity or any other compatible religion.
1. What impact did they have on Indian culture and society
Hindu's greatest impact on Indian culture was to provide an umbrella under which existing Indian metaphysical and cultural practices and identities could live. The open nature of the Hindu religion both reflects and shapes the openness of Indian culture towards other cultural influences, encouraging the practice of other religions. Lipner theorizes that in the future, Hinduism may further the spread of globalization within India and lead to a polycentric approach to other world faiths.
Buddhism, as described by Williams and Tribe, has significantly influenced Indian culture and society by providing the Buddha as a spiritual teacher and an exemplar of enlightenment. With the introduction of Buddhism to India, many Indians came to consider themselves as polycentric, or open to both Buddhist and Hindu teachings. Buddhism also introduced the concept of Dharma, or ultimate truth, which made the search for truth and especially the truth within a significant cultural and religious value among Indians. In this sense, Buddhism is largely responsible for the emphasis on personal responsibility that is found throughout Indian culture and social values.
2. Although Buddhism was founded in India, Williams and Tribe explain that it had all but disappeared in India by the thirteenth century CE. Many Buddhists believe that this is part of the natural process, by which Buddhism will one day cease to exist in the world as a whole until it is ultimately rediscovered by a new Buddha. Nonetheless, while Buddhism faded in popularity in India, it remains prevalent in Japan, China, Tibet and Southeast Asia. Another reason why Buddhism largely disappeared from India was the increasing popularity of tantric Buddhism, which naturally led the faith to merge with increasingly popular religions, such as Jainism and Hinduism.
http://www.ahandfulofleaves.org/documents/Buddhist%20Thought_Williams_2000.pdf

https://www.jmu.edu/gandhicenter/wm_library/juliuslipnerlecture.pdf

What is the milieu of The Sun Also Rises? Can you provide examples?

To answer your question, let's define milieu as both a social setting and the place, or in the case of The Sun Also Rises, places where the story develops.
The main characters in the novel are expatriates from the United States and Britain who are living on Paris's Left Bank, a mecca for artists, writers, and intellectuals, in the decade after WWI. It was a time and place devoted to "cafe society" as creative, free-wheeling people from all over the world congregated to exchange ideas about art. Ernest Hemingway was a part of this scene and the novel is considered a roman a clef. Feelings of disillusionment caused by WWI plague this group, and they struggle to find purpose and meaning in their lives. Drinking plays a major role in their efforts to cope.
The Americans include Jake Barnes, the narrator, a wounded WWI veteran working as a journalist. Robert Cohn is a wealthy American Jew who has come to Paris to write. Bill Gorton, another WWI vet, comes for a visit but is not an expat.
Lady Brett Ashley, a British socialite, is at the center of many of the conflicts that play out in the novel. She is a drinker, and promiscuous, yet desirable. Jake is in love with her, but she is unwilling to commit to him because of his impotence from his war injury. She takes up with Mike Campbell, a Scot who is struggling with financial problems, alcohol, and anger. She is also briefly involved with Cohn.
Count Mippipopolous is a wealthy Greek who becomes another one of Lady Brett's lovers; unlike others involved with her, he is not jealous and doesn't try to make their relationship exclusive. He is perhaps the epitome of a Left Bank Parisian at this time; he is a pleasure-seeker who is interested in the world of ideas and rejects conventional attitudes about morality.
Pedro Romero is a handsome nineteen-year-old bullfighter that this group encounter when they travel to Pamplona for the debauchery of the fiesta and bullfights. Lady Brett briefly takes up with him and then leaves him behind.
Spain is meant to represent a country still clinging to its religion and traditions. Hemingway means for it to contrast France, which has been altered significantly by the war, and whose capital, Paris, is filled with "the lost generation."

Calculus of a Single Variable, Chapter 8, 8.3, Section 8.3, Problem 23

Indefinite integrals are written in the form of int f(x) dx = F(x) +C
where: f(x) as the integrand
F(x) as the anti-derivative function
C as the arbitrary constant known as constant of integration
To evaluate the given integral problem int tan^5(x/2) dx , we may apply u-substitution by letting: u = x/2 then du =1/2 dx or 2du= dx .
The integral becomes:
int tan^5(x/2) dx =int tan^5(u)* 2 du
Apply the basic properties of integration: int c*f(x) dx= c int f(x) dx .
int tan^5(u)* 2 du =2 int tan^5(u)du
Apply integration formula for tangent function: int tan^n(x)dx = (tan^(n-1)(x))/(n-1)- int tan^(n-2)(x)dx .
2 int tan^5(u)du= 2 *[(tan^(5-1)(u))/(5-1)- int tan^(5-2)(u)du]
= 2*[(tan^(4)(u))/(4)- int tan^(3)(u)du]
Apply another set integration formula for tangent function on int tan^(3)(u)du .
int tan^(3)(u)du = (tan^(3-1)(u))/(3-1)- int tan^(3-2)(u)du
= (tan^(2)(u))/(2)- int tan^(1)(u)du
=(tan^(2)(u))/(2)-ln (sec(u))+C
Applying int tan^(3)(u)du =(tan^(2)(u))/(2)-ln (sec(u))+C , we get:
2 int tan^5(u)du=2*[(tan^(4)(u))/(4)- int tan^(3)(u)du]
=2*[(tan^(4)(u))/(4)- [(tan^(2)(u))/(2)-ln (sec(u))]]+C
=2*[(tan^(4)(u))/(4)-(tan^(2)(u))/(2)+ln (sec(u))]+C
=(tan^(4)(u))/2-tan^(2)(u)+2ln (sec(u))+C
Plug-in u = x/2 on (tan^(4)(u))/2-tan^(2)(u)+2ln (sec(u))+C , we get the indefinite integral as:
int tan^5(x/2) dx=(tan^(4)(x/2))/2-tan^(2)(x/2)+2ln (sec(x/2))+C

In Boyne's The Boy in the Striped Pajamas, what is father's reply to Bruno's question, "Who are all those people outside?"?

In The Boy in the Striped Pajamas, Bruno's father's reply to his question shows his embrace of Nazism.
Bruno approaches his father in Chapter 5 because he is unhappy about having to live at "Out-With."  Bruno misses his home and his friends. He speaks with his father because he wants to go back to Berlin.  Predictably, Bruno's father rejects the idea of returning.  Before Bruno ends the conversation, he asks his father about the "people outside" and receives a very telling reply: "They’re not people at all...at least not as we understand the term....You have nothing whatsoever in common with them."
Bruno is "uncertain" of what his father's response means and leaves the conversation "unsatisfied."  The response reflects how much Bruno's father supports Nazism.  He sees his position at Auschwitz as a move that benefits his career. This compels him to emphasize to Bruno that the people outside are "not people at all."   Boyne uses his response to show how many Germans under Nazism responded to the Holocaust.  They did not see what they were doing as genocide and cruelty because they could not see their victims as human beings.  They were not "really people."  Bruno's father's response displays this rationalization, something that Bruno himself could not understand.

Single Variable Calculus, Chapter 4, 4.4, Section 4.4, Problem 18

Determine $\displaystyle \lim_{x \to -\infty} \frac{\sqrt{9x^6 - x}}{x^3 + 1}$


$
\begin{equation}
\begin{aligned}

\lim_{x \to - \infty} \frac{\sqrt{9x^6 - x}}{x^3 + 1} \cdot \frac{\displaystyle \frac{1}{\sqrt{x^6}}}{\displaystyle \frac{1}{x^3}} =& \lim_{x \to - \infty} \frac{\displaystyle \sqrt{\frac{9 \cancel{x^6}}{\cancel{x^6}}} - \frac{x}{x^6}}{\displaystyle \frac{\cancel{x^3}}{\cancel{x^3}} + \frac{1}{x^3}}
\\
\\
=& \lim_{x \to - \infty} \frac{\displaystyle \sqrt{9 - \frac{1}{x^5}}}{\displaystyle 1 + \frac{1}{x^3}}
\\
\\
=& \frac{\displaystyle \lim_{x \to - \infty} \sqrt{9 - \frac{1}{x^5}}}{ \lim \limits_{x \to - \infty} \left( 1 + \frac{1}{x^3} \right) }
\\
\\
=& \frac{\displaystyle \sqrt{9 - \lim_{x \to - \infty} \frac{1}{x^5}}}{\displaystyle 1 + \lim \limits_{x \to - \infty} \frac{1 }{x^3}}
\\
\\
=& \frac{\sqrt{9 - 0}}{1 + 0}
\\
\\
=& \frac{\sqrt{9}}{1}
\\
\\
=& \frac{3}{1}
\\
\\
=& 3

\end{aligned}
\end{equation}
$

Who is the speaker of the italicized portions in Gary D. Schmidt's novel Trouble?

Multiple chapters of Gary D. Schmidt's novel Trouble end with paragraphs written in italics. The speaker in those italicized portions is still the same third-person-limited narrator relaying the whole story; however, the narrator's focus switches in those sections from Henry to Chay Chouan.Like all third-person narrators, a third-person-limited narrator is not a character of the story and instead relays the story as an observer, using third-person pronouns such as he and she. However, whereas a third-person omniscient narrator will get into the heads of every single character in the story, a third-person limited narrator will only focus on getting inside the head of one character. In Schmidt's story, the narrator focuses on getting inside Henry Smith's head. We can tell because Henry is the focus of every single scene; plus, the narrator relays only the thoughts and feelings of Henry through the narration. Numerous examples can be found throughout the book, but one example of the narrator relaying Henry's thoughts and feelings in the narrative text can be found at the end of Chapter 12, after Henry has had his first meal with his brother's killer:

He looked across at Chay. Who had murdered his brother, Franklin. And he felt anger rise in him and sour the chowder in his stomach. (p. 165)

In contrast, if we learn the thoughts and feelings of other characters, it is because they speak them aloud.However, in the italicized parts, the narrator relays the thoughts and feelings of Chay, which we can also tell at the end of Chapter 12 when the speaker reflects, "But why would anyone eat a chowder?," immediately after Chay had refused to order clam chowder in the chowder house. Through these italicized parts, we learn multiple details about Chay's backstory such as what happened to his pet dog and why, that there was a girl with him in the truck when he accidentally hit Franklin, and that Chay was the one who set on fire the boarding house owned by Chay's own father.

How does Yeats's "On a Political Prisoner" relate to Irish Nationalism?

Yeats "On a Political Prisoner" was published in 1920, but written in between January 10 and January 29, 1919, a volatile period in which the Irish nationalist party won a massive electoral victory and declared Irish independence from Britain. This led to the Anglo-Irish war in which much of Ireland achieved independence from England by the end of 1921. When Yeats wrote the poem, he did not know the outcome of the unrest, but its backdrop as a turbulent period in Irish history in which the Irish capitalized on the exhaustion of the British in the aftermath of World War I informs the verses.
Although Yeats, especially in the 1890s, had been a supporter of Home Rule (Irish independence from Britain) by the time he wrote this poem he had become disillusioned with the direction of Irish nationalist politics. This is reflected in the poem.
As the title suggests, it is centrally about politics, though its themes are couched in universal terms. It questions the mindset of the central character, a woman who has been imprisoned for her politics. The person addressed by the speaker is often taken to be Maud Gonne, a woman he was long in love with although she eventually married someone else. The speaker questions her in tones critical to her politics, implying they have made her thinking rigid and hateful:

her mind
Became a bitter, an abstract thing


He contrasts this to her youthful character, which he describes as closer to nature and the beautiful countryside. In more universal terms, the poem criticizes what politics—including Irish nationalism—can do to a person.

In "On a Political Prisoner" Yeats laments how one of his closest friends, Maude Gonne, has turned from being a respectable member of the Anglo-Irish gentry to a radical Irish nationalist. Yeats is supportive of the cause to which his friend has devoted her whole adult life but still regrets how her devotion to that cause has turned her mind into a "bitter...abstract thing." In other words, Maude's mind has become steeped in a rigid, inflexible ideology which Yeats finds repellent.
Yeats gives the impression that the active political life that Maude has chosen is somehow not lady-like, especially not for someone of her impeccable social pedigree. He'd much rather see her as she used to be all those years ago, riding to the hunt under Ben Bulben amidst the extraordinary natural beauty of the Sligo countryside.
But as he ruefully acknowledges, patience has never been one of Maude's virtues. From her childhood on, she's been a fearless free spirit, itching to leave the "nest" which perched upon the "lofty rock" of her safe, secure aristocratic upbringing for the turbulent world of revolutionary politics beneath.
Still, Yeats is big enough to acknowledge that such single-minded devotion to Irish nationalism has given Maude a certain inner peace and calm, and for that at least he's grateful.
https://www.poetryfoundation.org/poems/57316/on-a-political-prisoner

“On a Political Prisoner” describes a woman who has learned patience in prison to the extent that birds will now alight and perch on her fingers, such is her stillness and calm. The contrast with her former impatience for political change reflects the long years she has spent espousing and being punished for espousing what must often have seemed the lost cause of Irish Nationalism.
Yeats’s attitude to the Irish Nationalist women he knew was always ambivalent. He admired their commitment and sympathized to some extent but often felt they were wasting lives that should have been spent reveling in youth, beauty, poetry, and aristocracy rather than wedded to radical politics.
This sense of waste and frustration is evident in the second stanza, where the mind of the subject, however calm, is “a bitter, an abstract thing.” Devotion to a popular cause has made her:

Blind and leader of the blindDrinking the foul ditch where they lie

The third stanza recalls the subject long ago, before she devoted herself to the cause—a natural beauty surrounded by the beauty of nature. The very absence of Irish Nationalism or any form of politics from this stanza gives it a sunlit atmosphere of innocence which lasts until the desperate expression of longing in the final stanza, which could be taken as a cry for both personal and political freedom.

This poem concerns a female Irish nationalist who has been thrown into prison for her part in protesting the rule of Ireland from mainland Britain. It is generally believed that the subject of the poem may be Maud Gonne, an Irish actress and female nationalist with whom Yeats was, for many years, infatuated, and whose husband was executed for his participation in the 1916 Easter Rising. Gonne was very passionate about the cause of Irish nationalism and was active in the cause for many years.
Whether or not the poem is specifically about Gonne, however, it certainly expresses a romantic sympathy for those women who, like Gonne, were passionate enough about Irish nationalism to be imprisoned for their actions in support of it. The woman's mind has become "bitter, an abstract thing" as a result of her dedication to this cause, but Yeats makes clear that she has not become hard or unwomanly—on the contrary, he shows the prisoner gently touching the "lone wing" of a grey gull who flew to her cell, as if sensing her inherent goodness. Like the bird, the poem seems to suggest, the woman longs to be free, but moreover she longs for something beyond this, as the bird "cried out for the hollows of the sea." The freedom the woman knew before her mind became taken up by the cause is insufficient; she now knows that it was not the independence to which she is now dedicated.
https://ireland-calling.com/wb-yeats-maud-gonne/

Precalculus, Chapter 1, 1.4, Section 1.4, Problem 40

Determine the standard form of the equation of a circle with endpoints of a diameter at $(4,3)$ and $(0,1)$.

Using the Distance Formula to find the diameter of the circle,


$
\begin{equation}
\begin{aligned}

D =& \sqrt{(3-1)^2 + (4-0)^2}
\\
D =& \sqrt{4 + 16}
\\
D =& \sqrt{20}

\end{aligned}
\end{equation}
$


We know that $\displaystyle r = \frac{D}{2}$, where $D$ is the diameter and $r$ is the radius. So we have


$
\begin{equation}
\begin{aligned}

r =& \frac{2 \sqrt{5}}{5}
\\
r =& \sqrt{5}

\end{aligned}
\end{equation}
$


To find the center of the circle, we use the Midpoint Formula


$
\begin{equation}
\begin{aligned}

M =& \left( \frac{x_1 + x_2}{2}, \frac{y_1 + y_2}{2} \right)
\\
\\
=& \left( \frac{4+0}{2}, \frac{3+1}{2} \right)
\\
\\
=& (2,2)

\end{aligned}
\end{equation}
$


The standard from of the equation of a circle with center $(2,2)$ and radius $\sqrt{5}$ is


$
\begin{equation}
\begin{aligned}

(x-2)^2 + (y-2)^2 =& (\sqrt{5})^2
\\
(x-2)^2 + (y-2)^2 =& 5

\end{aligned}
\end{equation}
$

Precalculus, Chapter 10, 10.1, Section 10.1, Problem 32

Given (0, 100) (50, 0)

Find the slope of the line passing through the given points using the formula
m=(y_2-y_1)/(x_2-x_1)
m=(0-100)/(50-0)=-100/50=-2

Find the inclination of the line.
theta=arctan(-2)=116.6^@=2.0344 radians.

The inclination of the line passing through the given points
is 116.6 degrees or 2.0344 radians.

What does Tuck dream? What do you think his dream suggests about his life?

In the novel Tuck Everlasting, Natalie Babbitt brings to life the tale of the Tuck family, who is immortal thanks to drinking water from the spring in Treegap. The patriarch of the family, Angus Tuck, has grown tired of living forever and every night he dreams of being dead.
Tuck dreams of seeing his whole family in heaven and finally being free of the confines of eternal life. When he's awoken from the dream one night, he complains:

"Why'd you have to wake me up?" he sighed. "I was having that dream again, the good one where we're all in heaven and never heard of Treegap."

While Tuck has recognized some of the value of living forever over the years, he is tired of the strange and stagnant life they're forced to live and wishes he could die. It's not that Tuck did not enjoy life or love his family, it's because of that love that he wishes they could all move on. Through immortality, Tuck has come to understand that life is so wonderful because it is precious and once the potential of an end to life is taken away, it loses some of its meaning.

Walt Whitman repeats the word singing in his poem. Is there a hidden meaning behind this repetition?

This is a good question. There isn't really a "hidden" meaning in the sense of something Whitman deliberately made difficult or opaque. On the other hand, "Song of Myself" was first published in 1855, and there are assumptions Whitman makes about how the term would be understood by a nineteenth-century audience which may not hold for a twenty-first century one. Thus some sense of the cultural background will be helpful.
First, education in nineteenth-century Europe, Britain, and North America was based on the Greek and Roman classics. If you attended school in this period, you would have started learning Latin in primary school and then added ancient Greek in middle or high school. You would have read little or no literature in your own modern language. Ancient epics were sung rather than read. The standard works any schoolchild knew tended to begin with a mention of singing. Virgil's Aeneid, for example, begins "I sing of the arms and the man," and Homer's Iliad starts with the lines "Sing, Goddess, of the rage of Achilles, son of Peleus." Thus when Whitman composes what he considers an American epic, he follows epic tradition in starting with a mention of song: 

I CELEBRATE myself, and sing myself ...

What is unusual is not the singing, but the fact that he is singing about himself rather than a historical hero. 
Additionally, in the minds of Whitman and his compatriots, song tended to be connected to a popular or folk tradition, as opposed to written literature, which was though to spring from a more modern and elitist tradition. Thus by presenting himself as singing, Whitman is contextualizing himself as part of a popular folk tradition allied with the common people as opposed to a more literary or academic tradition. 

How did telephone technology change lives?

Originally, the invention of the telephone improved people's lives. In 1876, when the telephone was introduced by Alexander Graham Bell, it allowed expeditious communication between people at a long distance. Prior to the invention of the telephone, people relied on mail, which took weeks, months, and sometimes years to deliver. The telephone helped businesses thrive and permitted rapid communication in emergency situations. The telephone originally benefited people's lives as we progressed to an industrial nation.
However, as telephone technology evolved, it has ushered in a host of problems in people's lives. Sadly, the age groups that are affected the most are teenagers and young adults. First of all, telephone technology has reduced the need to develop writing skills. The popularity of texting has made it less important to learn proper sentence structure, semantics, and punctuation. Rarely do you witness a teenager today who is willing to write in cursive or understands its importance. In addition, it's possible that the smartphones we use today can affect us physically, especially because we spend so much time around them.
Moreover, the advancement of telephone technology has established an obsession among people today that is extremely alarming. Rarely do you see a person without their smartphone held tightly in their hands. It is rare to have a conversation without being interrupted by people's incessant need to check their phones. People have developed a preoccupation with their smartphones that sometimes leads to automobile accidents and can deter students from their studies. It is also impacting our educational system. Today, students can take pictures of assignments and tests and send them to other students. There are privacy concerns with smartphones, too, as well as the detrimental availability of social media platforms 24 hours a day. It is the current generation that is affected the most, and it is frightening to consider how it will change people's lives a decade from now.
https://www.medicaldaily.com/5-reasons-why-cellphones-are-bad-your-health-247624

Telephone technology was very important.  First, outside of diplomatic cables and overseas communication, it made telegraph operators obsolete.  Soon, the telephone would replace even this.  The telephone allowed for instantaneous communication, and it created jobs for people who could install phones and run switchboards.  People could soon call in an order—this sped up business transactions.  Companies soon realized that they could sell to consumers directly by providing their phone number and dedicating a person at the company to taking customer orders.  This was a boon to the mail-order industry as people could see the catalog and then call in an order.  Instant communication also helped with emergency services, as people could get fire and police help faster.  Police soon realized that they could tap phones of potential suspects; this would lead to legal questions about what constituted illegal searches.  

Do you think that Guleri and Manak love each other in the story "Stench of Kerosene" by Amrita Pritam?

The answer to your question will depend upon your personal opinion and perspective.
In the story, Guleri and Manak are married; however, Guleri appears to be barren and so cannot bear any children for Manak. Meanwhile, Manak's mother finds a second wife for her son while Guleri is away visiting her family. Obedient to his mother and tradition, Manak complies with what is required of him, but he finds no joy in his new wife.
Eventually, however, Guleri hears of Manak's second marriage, and she responds by dousing herself with kerosene and setting herself on fire. Guleri dies, possibly because she cannot imagine sharing Manak with another woman. For his part, Manak becomes grief-stricken when he hears the news. He goes about his daily chores mechanically and appears to pay no attention to his new wife. When a son is born and then brought to him, Manak screams for the baby to be taken away. He exclaims that the child smells of kerosene.
A possible reason for Manak's reaction is that thoughts of how Guleri died are still fresh in his mind, and he has yet to recover from his overwhelming grief at losing her. I would argue that both Guleri and Manak's reactions constitute the evidence you need to decide whether they love each other or not. Although Guleri's commitment to her yearly excursion may suggest indifference, her decision to kill herself can hardly be termed a dispassionate one.
You may well know of the obsolete Hindu ritual of sati, where widows burned to death as a symbol of their fidelity to their deceased husbands. In this story, Guleri commits suicide by fiery death after hearing of Manak's second marriage. It can be argued that Guleri's manner of killing herself can be seen as a statement of her love for Manak.

Japan's invasion of Indochina cut off the U.S. supply of:

Japan was chronically short of raw materials, so invading Indochina was a way of remedying this deficiency. The oilfields of Indonesia were also a target for the Japanese; they would need a regular supply of oil to conduct their increasingly ambitious military plans. But the Japanese invasion of Indochina had a particularly damaging effect upon American trade. The U.S. auto industry was heavily dependent upon a regular supply of rubber from Indochina, as this was used in the manufacture of tires. In fact, at the start of World War II, Malaya—which was part of Indochina— was responsible for 40 per cent of the world's production of rubber, meaning that any disruption of supply routes would have a serious effect upon the international economy.
Japan's lightning invasion of Indochina alerted the Americans to the dangers of Japanese expansionism. It was this that led directly to the international oil embargo placed upon Japan by the United States and other countries, and which in turn was one of the factors behind Japan's fateful decision to attack Pearl Harbor.
http://factsanddetails.com/asian/ca67/sub427/item2534.html

How do Percy and Grover travel back to NYC?

Percy and Grover travel back to New York City by plane. As the deadline to return the Master Bolt to Zeus approaches, they do not have time for any other form of transportation.
Percy knows that flying is off-limits for him because Zeus, the god of Heaven, currently suspects him of being the "lightning thief"—the one who stole the bolt in the first place. Percy takes the risk, as he has no other choice, and hopes that having the bolt with him will serve as "insurance": if Zeus decides to "blast him out of the sky," he will destroy his own bolt. However, Percy is still anxious all throughout the flight, and his fears are not unfounded. When he finally returns the bolt, Zeus grumbles about Percy's audacity. Poseidon, the god of the ocean and Percy's father, intervenes and calms Zeus down, thus reassuring Percy that he has made the right choice.

Percy and Grover travel back to New York City by plane.
This may seem a bit anticlimactic, but it's actually significant. Percy is a half-blood son of one of the "big three" gods, entangling him in a deadly prophecy; he's also been set up to look like the titular "lightning thief" when Zeus's Master Bolt appears in his backpack. As such, he's been warned not to fly anywhere, since the sky is Zeus's domain and to enter it might be construed as an insult.
However, Percy is returning very late in the book, after most of the novel's conflicts have been resolved. Percy takes it on faith that Zeus will forgive the trespass given the exigent circumstances. And he is correct; the flight occurs without incident.

What is Rupi Kaur’s book milk and honey about?

Rupi Kaur's book milk and honey is a reflection on identity, immigration, womanhood, and trauma, among other themes.
Kaur popularized a straightforward style of poetry that some call "Instapoetry," characterized by its concise nature and often its display alongside a simplistic pen drawing. It milk and honey, readers will find a collection of such poems, organized into four chapters - the hurting, the loving, the breaking, and the healing.
Throughout the collection, Kaur offers concise poems that reflect upon the narrator's challenging history of abuse with her father, her relationship with her body, her sexual and romantic exploration, and her views on societal oppression and discrimination from the narrator's point of view.
Although the collection is not a novel with a traditional plot, the organization of the poems in distinct chapters offers an organization of theme. More specifically, the hurting focuses on trauma, the loving on romantic and sexual exploration, the breaking on heartbreak and relationships, and the loving on relationship with self and reflections on society.

milk and honey was written by Canadian poet Rupi Kaur with her best-selling poetry. Some of the themes throughout the collection are about love, trauma, loss, healing, and much more. Her poetry speaks to women of all ages throughout the world and speaks about femininity and going through tough trials of life that are sometimes not popular to talk about. Some of these poems are thought provoking and make you uncomfortable at certain points. As the reader, you realize you can relate to some of the topics she talks about and feelings that can go on in someones' head. On page 142 she says, "i can't tell if it's healing or destroying me". This quote reminds us all nobody is perfect at this life, and sometimes we are unsure. She has simple ink drawings on the pages with her poems, and most of the poems are fairly short and with no capitalization. It brings a level of comfort because it feels like a simple diary of a girl "just like us". This collection gives women a voice they were searching for, and a place to feel apart of since this book can relate to so many women. This progressive and forward-thinking book brings women together to empower them and remind them they are strong and never alone. 

milk and honey is Canadian poet and artist Rupi Kaur’s bestselling debut collection of poetry. The poems in milk and honey are largely about healing from abuse, trauma, and heartbreak from the point of view of a female speaker. In the book’s first section, “The Hurting,” the speaker focuses on the sexual abuse she endured as a child. Recognizing that many other women in her family have been subjected to similar experiences, she reflects on the lasting effects this abuse has had on her life and her sense of self. In the next section, “The Loving,” the speaker focuses on her adult relationships with men, which are complicated by her history of abuse. The speaker describes falling in love with one man in particular and the healing she experiences through their relationship. The third section, “The Breaking,” recounts the speaker’s breakup with the man introduced in “The Loving.” The speaker is heartbroken in this section, but she also begins to speak out against men’s sexist treatment of women. The final section of milk and honey, “The Healing,” shows Kaur’s speaker moving on to find healing, strength, and empowerment in herself and her friendships with other women.

Beginning Algebra With Applications, Chapter 5, 5.4, Section 5.4, Problem 20

Using the point slope formula, find the equation of the line that passes through the point whose coordinates are $(2,3)$ and has slope of $-1$


$
\begin{equation}
\begin{aligned}

(x_1, y_1) =& (2,3)
&& \text{Let $(x_1, y_1)$ be the given point}
\\
m =& -1
&& \text{$m$ is the given slope}
\\
y - y_1 =& m(x- x_1)
&& \text{Point slope formula}
\\
y - 3 =& -1(x-2)
&& \text{Substitute $2$ for $x$, 3 for $y$ and $-1$ for $m$}
\\
y - 3 =& -x+2
&& \text{Rewrite the equation in the form } y = mx+b
\\
y =& -x+5
&& \text{Add $3$}

\end{aligned}
\end{equation}
$

How did the Treaty of Versailles cause World War 2 and contribute to the environment that made it possible?

The Treaty of Versailles was a huge factor in instigating World War II. Germany had to take responsibility for starting World War I even though it was not one of the first two belligerents. The nation also had to pay reparations to the Allies, all while losing valuable industrial districts to France and losing valuable agricultural territory to the new nation of Poland. Germany was also prohibited to have a large army or any war machinery, such as aircraft or warships. The German signers of the treaty knew that it was a horrible deal for Germany, but they signed it anyway in order to lift a British blockade of Germany that was starving hundreds of Germans to death daily. The German people, who were told that they were winning the war all the way until the Armistice, felt betrayed. Many blamed Communists and Jews for taking the nation out of the war. They looked at how Communist agitators took Russia out of the war and suspected that the same thing had happened to Germany. The Germans also felt betrayed by Wilson—they forced the abdication of the Kaiser in order to get better peace terms, but the terms were actually quite draconian. The Treaty of Versailles also separated Germany from land in which German speakers lived, as in much of western Poland. Hitler was able to harness this anger in his rise to power. His hatred of Communists and Jews was meant to punish the people he blamed for losing the war, though this hatred stemmed from anti-Semitism that had existed in Europe for centuries. He invaded Austria and the Sudetenland as a way to unite German speakers with the mother country. These were the arguments that he sold to the German people in order to get them to go along with his plans. If the Treaty of Versailles had been more just, Germany might not have turned to Hitler as a solution to its postwar problems.

Single Variable Calculus, Chapter 8, 8.2, Section 8.2, Problem 48

Determine the integral $\displaystyle \int \frac{dx}{\cos x - 1}x$


$
\begin{equation}
\begin{aligned}
\int \frac{1}{\cos x - 1} \cdot \frac{\cos x + 1}{\cos x + 1} dx &= \int \frac{\cos x + 1}{\cos^2 x -1} dx \qquad \text{Apply Trigonometric Identity } \cos^2 x - \sin^2 x =1\\
\\
\int \frac{\cos x + 1}{\sin^2 x } dx &= \int \left( - \frac{\cos x}{\sin^2 x} - \frac{1}{\sin^2 x} \right) dx\\
\\
\int \frac{\cos x + 1}{\sin^2 x } dx &= - \int (\cot x \csc x + \csc^2 x) dx \\
\\
\int \frac{\cos x + 1}{\sin^2 x } dx &= -(-\csc x + (-\cot x) + c)\\
\\
\int \frac{\cos x + 1}{\sin^2 x } dx &= \csc x + \cot x + c
\end{aligned}
\end{equation}
$

How does "Richard Cory" by Edwin Arlington Robinson deal with the old adage "appearances are deceptive"?

Robinson's "Richard Cory" is a sad and somewhat chilling poem. It does reflect that old adage, certainly, that appearances can be deceptive.
The poem shows the people of the town admiring and envying him his life.  He was,

... a gentleman from sole to crown,
Clean favored, and imperially slim (Robinson lines 3-4).

Richard Cory was also well-spoken, handsome, wealthy, and "admirably schooled in every grace" (line 10).  The people believed that he had everything, everything that made them "wish that we were in his place" (line 12).  The people of the town led ordinary lives, lives filled with all the difficulties that life can be filled with. They worked hard, suffered from insomnia, 

And went without the meat, and cursed the bread (lines 14).

It is only in the last two lines that we learn that Richard Cory, the man who had everything, went home and killed himself.  So we can see, as the narrator sees, appearances do not tell us everything about a person, a person who seems to have it all, but succumbs to some dreadful sadness or anger in spite of this.  Those whom we envy, for whatever reason we envy them, may present themselves to us as happy and successful while they are drowning in despair inside.  We know nothing about a person by taking note of appearances only. 

Single Variable Calculus, Chapter 7, 7.8, Section 7.8, Problem 98

Find $\displaystyle \lim_{t \to 0^+} \frac{A(t)}{B(t)}$



$\displaystyle A(t) = \int^t_0 \sin (x^2) dx$ while $B(t)$, using the area of triangle, $\displaystyle B(t) = \frac{1}{2} (t) \left( \sin (t^2) \right)$
So,
$\displaystyle \lim_{t \to 0^+} \frac{A(t)}{B(t)} = \lim_{t \to 0} \frac{\int^t_0 \sin (x^2) dx}{\frac{1}{2}t \sin (t^2)} = \lim_{t \to 0} \frac{2 \int^t_0 \sin(x^2)dx}{t \sin (t^2)}$

By applying L'Hospital's Rule...

$
\begin{equation}
\begin{aligned}
\lim_{t \to 0} \frac{2 \int^t_0 \sin(x^2)dx}{t \sin (t^2)}&= \lim_{t \to 0} \frac{2 \frac{d}{dt}\left( \int^t_0 \sin (x^2) dx \right)}{\frac{d}{dt}\left( t \sin (t^2) \right)}\\
\\
&= \lim_{t \to 0} \frac{2 \sin (t^2)}{t\left( \cos (t^2) \right)(2t)+(1)\sin (t^2)}\\
\\
&= \lim_{t \to 0} \frac{2 \sin (t^2) }{ 2t^2 \cos t^2 + \sin t^2}
\end{aligned}
\end{equation}
$

If we evaluate the limit, we will still get an indeterminate form, so we must apply L'Hospital's Rule once more. Thus,

$
\begin{equation}
\begin{aligned}
\lim_{t \to 0} \frac{2 \sin (t^2) }{ 2t^2 \cos t^2 + \sin t^2} &= \lim_{t \to 0} \frac{2 \cos (t^2)(2t)}{2 \left[ t^2 (-\sin t^2) (2t) + (2t)\cos t^2 \right] + (\cos t^2)(2t)}\\
\\
&= \lim_{t \to 0} \frac{4t \cos t^2}{-4 t^3 \sin t^2 + 4t \cos t^2 + 2t \cos t^2}\\
\\
&= \lim_{t \to 0} \frac{2t\left(2\cos t^2\right)}{2t \left( -2t^2 \sin t^2 + 2 \cos t^2 + \cos t^2\right)}\\
\\
&= \lim_{t \to 0} \frac{2 \cos t^2}{3 \cos t^2 - 2 t^2 \sin t^2}\\
\\
&= \frac{2\cos (0)^2}{3 \cos (0)^2 - 2(0)^2 \sin (0)^2}\\
\\
&= \frac{2(1)}{3(1) - 0}\\
\\
&= \frac{2}{3}
\end{aligned}
\end{equation}
$

Creon say what after wife and son die because of him?

After his son Haemon stabs himself to death, Creon immediately recognizes that it is his fault this has happened. But this tragic realization is too little, too late. His overweening pride in refusing to bury Polyneices has directly led to this awful moment. He enters the palace, cradling the bloody corpse of his son in his arms:

My own blind heart has brought me From darkness to final darkness. Here you see The father murdering, the murdered son—And all my civic wisdom! Haimon my son, so young, so young to die, I was the fool, not you; and you died for me. (Trans. Fitts and Fitzgerald).

But it gets worse for Creon. Not long after his return, a messenger enters to tell him of his wife's suicide. Eurydice killed herself after hearing of the death of Haemon. Before she plunged the dagger deep into her broken heart, she used her last breath to curse Creon for the great misfortune that has descended upon their family. Creon is utterly destroyed by the news. The sin of hubris has been punished by nemesis:

It is right that it should be. I alone am guilty. I know it, and I say it. Lead me in, quickly, friends. I have neither life nor substance. Lead me in. (Trans. Fitts and Fitzgerald).

Single Variable Calculus, Chapter 5, 5.5, Section 5.5, Problem 48

Find the definite integral $\displaystyle \int^4_0 \frac{x}{\sqrt{1 + 2x}} dx$

Let $u = 1 + 2x$, then $du = -2 dx$, so $\displaystyle dx = \frac{du}{2}$. When $x = 0, u =1$ and when $x = 4, u = 9$. Thus,



$
\begin{equation}
\begin{aligned}

\int^4_0 \frac{x}{\sqrt{1 + 2x}} dx =& \int^4_0 \frac{\displaystyle \frac{u - 1}{2}}{\sqrt{u}} \frac{du}{2}
\\
\\
\int^4_0 \frac{x}{\sqrt{1 + 2x}} dx =& \int^4_0 \frac{u - 1}{2 \sqrt{u}} \cdot \frac{du}{2}
\\
\\
\int^4_0 \frac{x}{\sqrt{1 + 2x}} dx =& \frac{1}{4} \int^4_0 \frac{u - 1}{\sqrt{u}} du
\\
\\
\int^4_0 \frac{x}{\sqrt{1 + 2x}} dx =& \frac{1}{4} \int^4_0 \frac{u}{\sqrt{u}} - \frac{1}{\sqrt{u}} du
\\
\\
\int^4_0 \frac{x}{\sqrt{1 + 2x}} dx =& \frac{1}{4} \int^4_0 u^{\frac{1}{2}} - u^{\frac{-1}{2}} du
\\
\\
\int^4_0 \frac{x}{\sqrt{1 + 2x}} dx =& \frac{1}{4} \left[ \frac{u^{ \frac{1}{2}+ 1}}{\displaystyle \frac{1}{2} + 1} - \frac{u^{ \frac{-1}{2}+ 1}}{\displaystyle \frac{-1}{2} + 1} \right]^4_0
\\
\\
\int^4_0 \frac{x}{\sqrt{1 + 2x}} dx =& \frac{1}{4} \left[ \frac{u^{\frac{3}{2}}}{\displaystyle \frac{3}{2}} - \frac{u^{\frac{-1}{2}}}{\displaystyle \frac{1}{2}} \right]^4_0
\\
\\
\int^4_0 \frac{x}{\sqrt{1 + 2x}} dx =& \frac{1}{4} \left[ \frac{2(9)^{\frac{3}{2}}}{3} - 2 (9)^{\frac{1}{2}} \right] - \frac{1}{4} \left[ \frac{2(1)^{\frac{3}{2}}}{3} - 2(1)^{\frac{1}{2}} \right]
\\
\\
\int^4_0 \frac{x}{\sqrt{1 + 2x}} dx =& \frac{1}{4} (12) - \frac{1}{4} \left(- \frac{4}{3} \right)
\\
\\
\int^4_0 \frac{x}{\sqrt{1 + 2x}} dx =& 3 + \frac{4}{12}
\\
\\
\int^4_0 \frac{x}{\sqrt{1 + 2x}} dx =& 3 + \frac{1}{3}
\\
\\
\int^4_0 \frac{x}{\sqrt{1 + 2x}} dx =& \frac{9 + 1}{3}
\\
\\
\int^4_0 \frac{x}{\sqrt{1 + 2x}} dx =& \frac{10}{3}


\end{aligned}
\end{equation}
$

Describe the relationship between Deborah and her grandson Davon.

Deborah Lacks was the fourth child of Henrietta Lacks, and Davon Meade was her grandson (making him Henrietta's great-grandson). Deborah was highly emotional and anxious, sometimes described as eccentric, and had many health issues. As an elderly woman, she was on constant medication (over 10 pills a day), and Davon lived with her 24/7 to assist her. He was loving and cared for his grandmother. The decision to live with her and care for her full-time came after she started sleeping at odd times. After taking certain medications (like Ambien), she would roam the house at odd times of the night and was at risk of hurting herself. The relationship was one of support and care, especially during Rebecca Skloot's research into Henrietta's history.

write an argumentative essay on why homework is important

As you prepare your argumentative essay, it is important to bear a few things in mind. First, know the main components of an argumentative essay. (This Purdue University page is a great help). Of course, you should have the usual introduction (which introduces your thesis statement and gives the audience a basic overview of the essay itself), the body (each of your main points presented in concise paragraphs), and your conclusion (which summarizes your argument and brings your paper to a close).
Second, conduct the proper research necessary to not only argue your point well but also genuinely represent the opposing side. You will want to avoid a “strawman” fallacy, in which you establish the other side according to a false picture and then attack that false representation. It would be as if you said, “Those claiming that homework is unimportant do not have substantial evidence to back their claim.” Here, you claimed that the opposing side operated according to a certain lack of understanding, while in reality they likely have some representatives that have conducted research. Ironically, you would be committing the same fallacy that you are ascribing to the other side.
Third, pursue quality sources. Concerning the issue of homework’s importance, ask a librarian or your teachers where they might go to explore this idea. They will likely recommend certain books and articles that helped them in their own pursuit of this topic. Your local library system likely includes dozens of books on education and the effectiveness of certain classroom techniques. A quick Google or Wikipedia search is not the answer.
Concerning the topic itself, you will find (no doubt) that the vast majority of modern educational institutions among first world countries emphasize homework. This places a greater burden on you in representing the other side accurately. Those who argue for homework’s importance usually emphasize the value of repetition and uniformity in the class’s developed understanding. Those who devalue homework’s importance often point to the lack of the child’s own unique creativity and imagination being involved and further nurtured. Still, several other factors are involved, such as the child’s home situation, parental reinforcement, school system quality, and so on. It is up to you, then, to better understand how these factors relate to homework and to each other as you formulate your argument.
https://education.cu-portland.edu/blog/classroom-resources/the-homework-debate-the-case-against-homework/

https://today.duke.edu/2006/09/homework_oped.html

Beginning Algebra With Applications, Chapter 3, 3.1, Section 3.1, Problem 64

Solve the equation $\displaystyle c - \frac{3}{4} = -\frac{1}{4}$ and check
if your answer is correct.

$
\begin{equation}
\begin{aligned}
c + \frac{3}{4} - \frac{3}{4} &= -\frac{1}{4} - \frac{3}{4} && \text{Subtract $\displaystyle \frac{3}{4}$ from each side} \\
\\
c &= -\frac{4}{4}\\
\\
c &= -1
\end{aligned}
\end{equation}
$

By checking,

$
\begin{equation}
\begin{aligned}
- 1 + \frac{3}{4} &= \frac{-1}{4} && \text{Replace the variable by the given number, } -1\\
\\
\frac{-4 + 3}{4} &= \frac{-1}{4} && \text{Evaluate the numerical expressions}\\
\\
-\frac{1}{4} &= -\frac{1}{4} && \text{Compare the results}
\end{aligned}
\end{equation}
$


The results are same; Therefore, $-1$ is a solution of the equation $\displaystyle c - \frac{3}{4} = -\frac{1}{4}$

I'd like an analysis of Robert Frost's poem "Peck of Gold." What's the relation between dust and children, gold and children?

Robert Frost's poem "Peck of Gold" looks back at his childhood in San Francisco and focuses on the dust that seemingly covered everything. In the poem, he uses the dust as both a symbol of the historied gold rush and a symbol of childhood innocence. 
Frost opens his poem by explaining how much dust there was in San Francisco. He says it was "always blowing about the town," except for when the fog rolled in and cleaned the air of it. He explains that adults told him—as well as other children—that it was not just dust. It was also gold.
The Gold Rush in California began in the mid-1800s, according to the California Department of Parks and Recreation. The Gold Rush had a major effect on the population of the state. It went from 14,000 nonindigenous residents in 1848 to 250,000 in 1852. All those people settled there to find gold. This became a major part of California's history. 
By the time Robert Frost was born in 1874,  the effects of the Gold Rush were less immediate. People had begun to lead lives in California that were not entirely focused on finding gold. Its history and mythology, however, remained. This directly impacts the content of "Peck of Gold."
The dust and gold in the poem are conflated so that the children believe a negative part of living in California is actually a positive thing. He says, "Such was life in the Golden Gate/Gold dusted all we drank and ate." Even though they lived in negative circumstances, the adults encouraged them to see them as positive circumstances. That is why the adults say to Frost and the others that "we all must eat our peck of gold."
The dust can also be seen as a metaphor for childhood because it is given a magnificent value that does not maintain its power as age brings wisdom. Only a child would believe that dust covering everything is something magical and valuable like gold; once that child is older, they recognize dust for the nuisance it is. Before the loss of innocence, however, they are able to take something negative and make it a positive.
In some ways, the previous statement can also be read as a metaphor for the Gold Rush itself. For a short time, everyone in California was obsessed with gold. Like childhood, it was a short time of wonder and excitement for many. Once things changed and people realized there was not unending wealth in California's hills, they had to accept reality and move on to other ventures. In the same way, Frost and other children would eventually have to accept that the dust was not gold—and start looking for other things to improve their circumstances. 
https://www.modernamericanpoetry.org/dashboard

https://www.parks.ca.gov/?page_id=1081

int (sec^2x) / sqrt(25-tan^2x) dx Find the indefinite integral

We have to evaluate the integral : \int \frac{sec^2x}{\sqrt{25-tan^2x}}dx
Let tanx =t
So, sec^2x dx=dt
Therefore we have,
\int \frac{sec^2x}{\sqrt{25-tan^2x}}dx=\int \frac{dt}{\sqrt{25-t^2}}
 
Now let t=5sinu
So, dt= 5cosu du
Hence we have,
\int \frac{dt}{\sqrt{25-t^2}}=\int \frac{5cosu}{\sqrt{25-25sin^2u}}du
               =\int \frac{5cosu}{\sqrt{25(1-sin^2u)}}du
                =\int\frac{5cosu}{\sqrt{25cos^2u}}du
                =\int \frac{5cosu}{5cosu}du
                 =\int du
                 =u+C   (where C is s constant)
                  =\frac{1}{5}sin^{-1}(t)+C
                  =\frac{1}{5}sin^{-1}(tanx)+C
 

College Algebra, Chapter 4, Chapter Review, Section Review, Problem 60

Find all rational, irrational and complex zeros (and state their multiplicities) of the polynomial function $P(x) = x^4 + 15x^2 - 54$. Use Descartes' Rule of signs, the Upper and Lower Bounds Theorem, the Quadratic Formula or other factoring techniques.

To find the zeros, we first factor $P$ to obtain


$
\begin{equation}
\begin{aligned}

P(x) =& x^4 + 15x^2 - 54
\\
\\
=& (x^2 + 18)(x^2 + 3)

\end{aligned}
\end{equation}
$



To get the zeros, we set $x^2 + 18 = 0$ and $x^2 + 3 = 0$ so,


$
\begin{equation}
\begin{aligned}

x^2 =& -18
&&\text{and}& x^2 =& -3
\\
\\
x =& \pm \sqrt{-18}
&&& x^2 =& \pm \sqrt{-3}
\\
\\
x =& \pm 3 \sqrt{2} i
&&& x =& \pm \sqrt{3} i

\end{aligned}
\end{equation}
$



Thus, the complex zeros are $3 \sqrt{2}i, -3 \sqrt{2}i, \sqrt{3}i$ and $- \sqrt{3}i$. All the zeros have multiplicity of $1$.

What is the overall message in Steinbeck's Of Mice and Men, given that the author continuously illustrates friendship, commitment, and relationship throughout the novel?

Of Mice and Men conveys how important it is for human beings to care for one another, especially in difficult circumstances, even though we understand the limited effects of friendship and affection on society at large.
John Steinbeck shows the relative advantage and disadvantages of all the characters, even those who consider themselves superior to others. Curley is arrogant because he is the boss’s son, but he is unkind to others. Lennie’s physical strength allows him to earn a living through hard work and to dominate Curley physically, but that strength is offset by the disadvantages of his intellectual disabilities. George has learned about kindness through his relationship with Lennie, including the shame he felt when he formerly tormented him for entertainment. George’s soft heart is an impediment to his own well-being, however, as he continues to partner with Lennie rather than strike out on his own.
The harsh social realities of the Depression, when work was scarce, exacerbate the inequalities in the socio-economic system. In such challenging times, the men’s efforts to befriend each other were circumscribed by the competition over jobs and their constant fear of being dismissed. The friendships the men formed, no matter how tenuous or temporary, represent for Steinbeck a triumph of the human spirit over the dehumanizing effects of a system that had little or no safety net.

Steinbeck does illustrate the importance of friendship, commitment, and relationships throughout the novel. Although not a revolutionary and not a member of the Communist Party, Steinbeck was sympathetic to communist ideas. Therefore, community building and solidarity are, in his opinion, foundational to building a good society
Steinbeck, however, offers a grim ending to Lennie and George's dream of building a community around owning their own farm. They have the right idea, and many of the ranch hands respond positively to the dream, but Steinbeck is trying to show that two ordinary, downtrodden men cannot individually combat the crushing boot of capitalism. Because Lennie has a handicap and because the two are forced, as migrant workers, to wander from one job to another, it is difficult for them to find a place where they can fit in. The system sees George and Lennie not as fully human but as widgets in the profit-making agricultural machine. The system doesn't see any need to make accommodations to help Lennie, and this leads to disaster. Without Lennie, George is overwhelmed by feelings of hopelessness, which means he will blow all his earnings and stay in bondage to low-wage, insecure jobs.
The overall message is that the conditions of the 1930s betrays the American Dream and crushes and destroys individuals.

Friendship and commitment are at the heart of this story and are shown most clearly through the relationship between Lennie and George. Through these two characters, Steinbeck presents his central message: friendships are often strengthened by difficult conditions, like poverty and powerlessness, but they cannot always overcome such tests.
From the very beginning of the story, it is clear that their friendship is based on unequal footing. George, for example, is like a father figure to Lennie, and Lennie relies on George to take care of him. Despite this, they are united (and strengthened) by their dream to own their own ranch and live off "the fatta the lan'." This causes some suspicion and interest from other characters in the story: remember that in Chapter Two, for instance, Slim comments that not many men travel around together. But this attitude does not affect George and Lennie: they are more determined than ever to achieve their dream and make a successful life together. Even when Curley takes an instant dislike to Lennie, their friendship holds strong and their commitment to each other is unaffected.
George and Lennie's friendship (and their dream of owning a ranch) is so strong that it attracts other characters in the story. Both Crooks and Candy, for example, are drawn in by the dream of owning a ranch and plan on becoming part of George and Lennie's brotherhood.
But when Lennie kills Curley's wife, it becomes clear that no amount of friendship or commitment can save him. Even though her death was accidental, George cannot stop the men from hunting him down and shooting him. This not only brings their friendship to a tragic end but also makes it clear that these men will never overcome the poverty and powerlessness which is inherent in their lives. 

Who or what is the subject of The Fire Next Time?

Put simply, the subject of James Baldwin's The Fire Next Time is the problem of race in America. At the heart of the book lies a question: why is it that race actually is a "problem"? What is it, one hundred years after the Emancipation Proclamation, that has resulted in African Americans still being oppressed, assigned a different status than that of white people, by the Establishment?
In grappling with this question, Baldwin is analyzing his own thoughts and reactions, throughout his life, as much as he's examining the historical forces and the present-day attitudes (in 1963) which have perpetuated a dysfunctional situation. While critical of the attitudes of white people, he also states forcefully his disagreement with certain black leaders such as Elijah Mohammed who, in Baldwin's view, are putting forward unrealistic solutions and have created a racial mythology of their own as dangerous and self-defeating as that of the whites.
That the book is still relevant, fifty-five years later, is an indication that even with the very real progress that has taken place during these decades, much, much more needs to be done. Without offering any direct "solution" to a situation of enormous complexity Baldwin's implied answer is that all Americans need to accept (and to accept as a positive thing) the inevitability of a truly multicultural and multiracial society. Only then can the United States fulfill its promise to mankind made at the beginning of its history.

What does the difference between DuBois and Washington tell us about the state of African Americans during the late 19th century and early 20th century?

Booker T. Washington was a proponent of separatism—not because he accepted segregation personally, but because he believed that black people's greatest hope for progress lay in self-reliance and in building their own communities using the skills they already had as a result of slavery, such as knowledge of agriculture and certain skills in crafts, like blacksmithing.
In his Cotton States and International Exposition Speech in Atlanta in 1895, often called "The Atlanta Exposition Speech," Washington advocated the notion that black and white people could be "as separate as the fingers on a hand" but no less essential to each other.
The failure of Reconstruction, as a result of Southern resistance to black progress as well as the capitulation of Northern politicians and the Hayes administration, which had agreed to end Reconstruction with the Compromise of 1877, meant that the sustainability of black communities rested, in Washington's view, on not upsetting white people and demanding just enough to survive. He dissuaded the pursuits of political power and social change. He also did not see the purpose of liberal arts education or intellectual ambitions for black people.
W.E.B. DuBois had the opposite view. He was a strong advocate of intellectual pursuits, though he understood that not all black people would have access to higher education. While still at Harvard, he started developing the idea of a Talented Tenth—a group of relatively privileged, middle-class black people with access to education, who would guide their less advantaged peers to progress.
DuBois was also politically active and helped to start the NAACP (National Association for the Advancement of Colored People) and, with the publication of his magazine, Crisis, he promoted the discussion of issues relevant to the black community.
Washington and DuBois represent the two paths that black people could have possibly taken after emancipation and the failure of Reconstruction: separatist self-sufficiency in the form of manual labor or rigorous social, political, and intellectual engagement. Both sought equality. Washington's method was indirect, while DuBois's was direct.

Hello, so I have an ancient Egyptian project focusing on their gods and goddesses. I have to teach my class on this topic. So what do you think is the most important point I should focus on. Thank you

For the ancient Egyptians, their divinities were extremely important; they had many Gods and Goddesses (over 2000!) and a very complex religious system. Many Gods were only known locally, but some were common to the whole empire.
The Egyptians believed that natural catastrophes were in fact a form of divine punishment, so they worshipped Gods extensively in order to avoid provoking their anger.
The Gods were often represented as figures with a human body and an animal head. The chosen animal represented the God's powers.
For your project, I would focus on the main Gods and their characteristics.
Amun-Ra was the King of Gods in Egypt, the father of all Pharaohs. Originally known as Amun, he became incredibly important after his fusion with Ra, the sun God. He was the supreme God, symbolizing life and fertility.
Another extremely important God is Osiris, God of the underworld. However, Osiris was also God of resurrection and of the Nile floods, which were actually essential for Egypt's agricultural wellbeing. Osiris apparently married Isis, his sister, but was then murdered by his brother Seth. Isis then collected the pieces of his body, reassembled them, and resurrected him for long enough to conceive a child, Horus.
Horus, God of vengeance, war and hunting, went on to rule Egypt and avenged his father's death in the process. He is represented as a man with the head of a falcon.
Isis, Osiris's wife and Horus's mother, was Goddess of maternal care and also took care of the dead in the underworld.
Seth, Osiris's brother, was the God of violence, desert, storms, chaos and foreigners. During the history of Ancient Egypt, Seth was seen both positively, as protector of Ra, and negatively, as the murderer of his own brother. He "shared" the underworld with Anubis.
Anubis, famously represented as a man with a jackal's head, was the main God of the dead before Osiris took over. The myth says that Anubis voluntarily gave up his position when Osiris died, and was involved in mummification and the weighing of the heart after that.
https://www.ancient-egypt-online.com/amun.html

https://www.britannica.com/list/11-egyptian-gods-and-goddesses

In The Crucible, why does Giles Corey tell Mr. Hale that John Proctor doesn't believe in witches in Act 1?

It seems likely that Giles Corey tells Mr. Hale that John does not believe in witches because he is differentiating Proctor from others in the room—like Reverend Parris and Mr. Putnam—by implying he is not superstitious. Giles has his own questions he wants to pose to Hale, so he redirects the conversation away from John. This seemingly innocuous, innocent statement ends up getting John in trouble later.  (He makes similar comments, in a pretty casual way, about his wife and her reading habits. These statements end up being used against her later, and she is eventually convicted of witchcraft, as is John Proctor.) 
It's a pretty off-handed comment that sets Proctor apart from everyone else. Puritans believed in witches and adhered to the biblical directive, "Thou shalt not suffer a witch to live." If it is true that John does not believe in witches, then he seems to be denying the existence of something that the Bible, the Puritans' sacred text, confirms. This failure could be considered a crack in the foundation of his theology, and this information would make him look suspicious later, once the trials have progressed. This, of course, was not Giles's intention; his intention was likely to tell Mr. Hale that he needn't waste his time talking to John about witches because John doesn't think they are real.

Give three examples of Charles's bad behavior at school.

There are numerous examples of "Charles's" bad behavior at school, which worry Laurie's parents. On the first day at school, Laurie mentions to his parents that the teacher spanked Charles and sent him to the corner for being "fresh," which is another term for acting impolite or disrespectful.
On the second day of school, Laurie reports to his parents that Charles was punished for hitting the teacher. Laurie proceeds to tell his parents that Charles hit his teacher because he wanted to color with green crayons instead of the required red crayons that he was supposed to use.
On Wednesday, Laurie mentions that Charles was punished for bouncing a see-saw on to the head of a little girl, which made her bleed. As punishment, Charles was not allowed to participate in recess. On Thursday, Charles was reprimanded for pounding his feet against the floor during story time. On Friday, Charles threw a piece of chalk and was deprived of his blackboard privileges for the day.
The following week, Laurie tells his mother that Charles refused to do exercises, kicked the physical education instructor, interrupted story time, and hit a boy in the stomach. Before the second parent-teacher meeting, Charles had his mouth washed out with soap after saying a naughty word and was punished for throwing chalk again.

In this story, Charles is characterized by his countless incidents of bad behavior. On his first day, for example, he is "fresh" to the teacher and is punished as a result. 


Charles misbehaves again on his second day at school. This time, he hits the teacher because she tells him to color with red crayons, but he wants to color with green. Once again, this act results in another punishment for Charles. 


On his third day, Charles behaves badly again. He bounces a see-saw on the head of a little girl and makes her bleed, resulting in the teacher giving him detention at recess. 


For Laurie's parents, Charles's antics become a source of constant fascination. They have no idea, however, that Charles is simply a creation of Laurie's and that it is their son who is behaving so badly.

What does Tom's behavior reveal about his character?

Throughout the novel, Tom's behavior reveals him to be egotistical, brutal, and self-centered. Wherever he is, misery seems to follow. Even Gatsby's wild parties lose their luster when Tom shows up.
We have to keep in mind that we are seeing Tom through Nick Carraway's eyes, and Nick hates Tom. Nevertheless, Tom's own behavior condemns him. He shows his egotism in his endless assumption of his own superiority: he is a "Nordic," and this, in his mind, gives him the right to pass judgment on everyone else. He shows his arrogance when he rides off on horseback with his friends rather than wait for Gatsby to get his car so he can join them for dinner. Tom thinks that Gatsby should simply know he isn't wanted by Tom's "set."
Tom reveals his brutality when he both bruises Daisy's finger and breaks Myrtle's nose by hitting her in the face. He shows his self-centeredness when he insists on having affairs from early on in his marriage, despite this hurting Daisy. Wherever he is, be it hosting Jordan and Nick during dinner at his home, being part of the party at Myrtle's New York apartment (which he pays for), or spending an afternoon at the Plaza, he seems to enjoy insulting people.
Tom plays with George Wilson, pretending Gatsby's car is his own and offering to sell it to him (and, of course, having an affair with George's wife right under his nose). He shows no remorse over Gatsby's death (he says that Gatsby "had it coming") and none over George's either. He, like Daisy, is willing to run away from the problems he's created and let other people clean up the mess.

In Chapter 1, Nick Carraway arrives at Daisy and Tom Buchanan's home to visit them on their gorgeous estate in the East Egg. Nick initially describes Tom as having "arrogant eyes" and a "cruel body." Tom is depicted as a rather unintelligent, cocky man, who exudes masculinity and authority. Nick mentions that Tom speaks with a sort of "paternal contempt" and carries himself with a sense of superiority. After talking about his magnificent estate, Tom takes Nick inside to talk to Daisy and Jordan. During their conversation, Tom begins to discuss his racist ideology by bringing up a book entitled The Rise of the Colored Empires. Tom attempts to appear intelligent and educated but comes across as simple, prejudiced, and angry. Tom then gets up to answer the phone, and the ladies inform Nick that Tom is speaking to another woman. The fact that Tom does not attempt to conceal his affair is rather telling and portrays him as a callous, insensitive man. Overall, Tom's behavior reveals his selfish, immoral personality and lack of self-awareness.

What is the plot in "The Plot Against People"?

The plot consists of inanimate objects resisting humans with the ultimate goal of defeating us. Life's hard enough as it is, but as part of their dastardly plot, inanimate objects make it just that little bit harder. This is a war of attrition, and inanimate objects are in it for the long haul. So long as they're around, they'll resist us.
In his mock-serious tone, Baker sets out the numerous ways that inanimate objects go out of their way to make life harder for us. Objects have the nasty habit of breaking down just when we need them most. A car, for example, will never break down when it enters a filling station with a large staff of idle mechanics; it chooses instead to wait until it has transported its hapless human cargo to the downtown intersection, right in the middle of rush-hour traffic.
Other inanimate objects are more cunning. They've evolved a much more subtle strategy to make life harder for us: they mysteriously vanish just when we need them. For example, pliers will often manage to climb all the way up from the cellar to the attic, just so they can raise our blood-pressure and make us mad. Keys are more persistent offenders; they have been known to burrow their way beneath three feet of mattresses.

In The Zookeeper's Wife by Diane Ackerman, the zoo becomes a safe haven for many people during the Holocaust and it also houses many animals. What role does the zoo play in the story? What does it represent or symbolize?

The Zoo plays a huge role in the book. When we are first presented with it, we see it as a place of fun and joy. It is a place for families to go.
After the bombing it becomes a safe haven for Jews. It shows a fine line of being free but also still being a captive. The Jews that passed through the zoo, saw it as a chance to live again.
Without the zoo we wouldn’t see the the book in the same light.

In The Zookeeper's Wife, the zoo is both a hiding place for those escaping persecution during the Holocaust and a symbol used to communicate various ideas throughout the story. In a sense, the zoo takes on a life of its own and could be considered a character as well as a setting because it is so heavily described. Because of his role as zookeeper, Jan is able to manipulate authority figures with an interest in evolution, zoology and the rare creatures he houses. These connections allow him to develop a stronger cover for the people he helps escape Nazi persecution.
Symbolism of the Zoo
Ackerman is a naturalist writer who places much emphasis on describing the many species of animals found in the zoo. She uses the behavior of the animals and her understanding of nature as metaphors for human behavior. For example, the Nazis are compared to a pack of wolves preying upon the innocent population of Warsaw, Poland. Like wolves, they rampage and consume mercilessly. Jan also observes that people and animals both have their "strategies of deceit" that allow them to move more freely under the threat of lurking predators. For the Jewish occupants of Warsaw, this strategy of deceit comes into play in the covers they use to leave the ghettos the Nazis have confined them in. Antonia's maternal instincts are also compared to those found in nature. She not only protects her own children but all those who come to the zoo for sanctuary.
In a broader sense, Ackerman uses the zoo to symbolize the complex relationship between freedom and captivity. The animals they keep in the zoo were meant to thrive in the wild, yet most of them would not survive if they were released because they have been in captivity for too long. Ackerman draws parallels here to the human desire to thrive and be free in the face of crippling captivity and oppression. Even as the zoo represents a place of physical confinement for the animals the Żabiński family keeps, it is a sanctuary to humans. The zoo is also the only place that many of the escapees can move and act freely. In this sense, Ackerman subverts the symbolism of the zoo as a place of isolation.

Consider the following running motifs of The Hollow Men: broken objects, eyes, death's kingdoms, scarecrow imagery, and images of infertility. Identify the theme and explain how these motifs are used to develop the theme of the text?

"The Hollow Men" emerges out of much the same social context as Eliot's earlier "Waste Land." The period following the First World War was a time of increasing social alienation as Western society began to fracture and with it all its old certainties. The relative unity and stability of pre-war society has gone forever, and the ensuing chaos is all-embracing as we lack the spiritual depth and awareness to resist. We are all hollow.
Like Kurtz in Heart Of Darkness, we have travelled to hell, death's kingdom, and now that we've returned, we cannot adjust to new realities. We instinctively turn from society's gaze and from the eyes of others, even in dreams. We cannot even conceive of looking at the eyes of the dead at

"that final meeting In the twilight kingdom..."

In any case, we're practically walking corpses as it is so we already exist in a world of the dead. We are all as hollow as scarecrows, with no soul or inner life. We could not look each other in the eye even if we wanted to. Our terrifying new world is broken; the word is used only once in the poem but both the work and its social context are irredeemably shattered. Eliot doesn't explicitly need to use the word "broken" more than once because everything about the poem and its structure positively screams of fracture.
Scarecrows are just bundles of sticks and straw. As scarecrows, men of straw, we are damned to hell. And this is a blessing. For we need to be rescued from our torment on the banks of the Acheron, the river of woe in Greek mythology. We are dead but still cannot go to hell. This is like Purgatory, but so much worse:

"In this last of meeting placesWe grope togetherAnd avoid speechGathered on this beach of the tumid riverSightless, unlessThe eyes reappearAs the perpetual starMultifoliate roseOf death's twilight kingdomThe hope onlyOf empty men."

Eyes are the windows of the soul, but we have no soul so cannot see. However, if eyes should reappear in the kingdom of death, then perhaps we should find it a paradise. Maybe there is hope after all. If so, it is a hope of empty men.
As men of straw, we cannot create, but only be created. As such, we cannot ever hope to renew our world. All that is left is a childish nursery rhyme about a prickly pear, which now becomes a fertility symbol for an infertile age. And so the world slouches on to its inevitable doom, creating nothing, being nothing, before going out

"Not with a bang but a whimper."

Compare the "Axis powers" of Japan and Germany.

In many respects, Imperial Japan and Nazi Germany were natural allies. Both were far-right dictatorships with a fanatical ambition to build huge empires that would completely upend the existing international order. Under both regimes, militarism combined with a belief in racial superiority created a toxic mixture that threatened the peace and stability of large parts of the globe.
Japanese nationalists had long dreamed of establishing an East Asian empire. This was largely because Japan lacked many of the raw materials necessary to compete in the international economy. But long-standing notions of racial superiority were also a factor. Nationalists regarded the Japanese as the undisputed master-race of East Asia, entitling them to carve their very own empire out of the existing colonial territories of the French and the British. With the entire apparatus of the Japanese state now firmly under the control of the military, it was possible to turn that long-standing dream of territorial expansion into reality.
Meanwhile, under the Nazis, Germany had become a major military power once more. As with Imperial Japan, this was for the purpose of creating an empire. In the case of the Nazis, this meant a racial empire in Eastern Europe, in which German settlers would form the so-called master race, and where those native Slavs who hadn't already been murdered or deported would become little more than slaves.

While they found a common enemy in World War II, Japan and Germany were quite different as axis powers. To begin with, Japan was an empire, whose emperor could trace his lineage back hundreds of years. Even today, Japanese culture honors an Imperial House, which is the oldest continuing royalty in the world. In contrast, the National Socialists (Nazis) were a kind of far-right upstart, led by a man (Hitler) whose pedigree was less than illustrious.
Japan and Germany were similar in some respects, especially those pertaining to some of their motivations. Both countries sought to increase their territorial control in order to gain access to greater resource bases. In the case of Japan, this was a response to perceived American encroachment on their Pacific-realm. In the case of Germany, this philosophy of lebensraum was a justification for annexing Austria and Czechoslovakia and invading Poland, which then led to the outbreak of World War II.
Both Japan and Germany were, in principle, Fascist regimes which discouraged any criticism of their single-party states and instead insisted on complete obedience to their raison d'etat.