Intermediate Algebra, Chapter 3, Review Exercises, Section Review Exercises, Problem 30

Determine an equation for the line that goes through $(2,-5)$ and $(1,4)$

a.) Write the equation in slope intercept form.
b.) Write the equation in standard form

We are given $(x_1, y_1) = (2, -5)$ and $(x_2, y_2) = (1,4)$
a.) Then by using two point form, we have

$
\begin{equation}
\begin{aligned}
y - y_1 &= \frac{y_2 - y_1}{x_2 - x_1} (x - x_1)\\
\\
y -(-5) &= \frac{4 - (-5)}{1 - 2} (x - 2)\\
\\
y + 5 &= \frac{4 + 5 }{1 - 2} (x - 2)\\
\\
y + 5 &= \frac{9}{-1}(x -2)\\
\\
y + 5 &= -9x + 18
\end{aligned}
\end{equation}
$

So, the equation in slope intercept form is
$y = -9x + 13$

b.) Thus, the equation in general form $Ax + By = C$, we get
$9x + y = 13$

Why does Krebs want a close relationship with the girls he watches?

Krebs comes back to his hometown later than the other soldiers. He comes back after the townspeople have had enough of the war stories told by the soldiers come back home. He comes back after the furor over the homecoming of the war heroes has died down. The townspeople have heard so many stories told of the “atrocities of the war” that they are not enthralled by Krebs’s stories. He comes back to Oklahoma to find that all the young girls have grown up and are almost strangers to him as they have what the text describes as “well-defined alliances and shifting feuds” that he finds too exhausting to penetrate. However, he likes to watch them because they look really beautiful. He also loves their attires, the “round Dutch collars above their sweaters, their silk stockings and flat shoes.”
Krebs wishes that he could develop a close relationship with the girls he watches, because he finds them attractive. However, he does not want to work hard at getting girls. He is not keen on the courting process and views it as a tedious activity. It seems that Krebs has commitment issues and prefers women who are not conversationalists. The fact that he says that he does not want to shoulder the consequences that come with romantic relationships "again” and that he is uninterested in going through the complications of developing a romantic relationship in his hometown “again” hints at a past painful relationship that he might have had sometime before the war.

From chapters 22 and 23 of To Kill a Mockingbird, what literary techniques are used?

Literary techniques, sometimes called narrative techniques, encompass many different strategies that authors use to tell a story. Some examples of literary techniques include juxtaposition, the use of foils, flashbacks, plot twists, and foreshadowing. Chapters 22 and 23 detail events that take place after the Tom Robinson trial. Jem, specifically, struggles through the painful effects of a bildungsroman--otherwise known as a coming-of-age story. For example, Lee tracks Jem's steps from the courtroom to Miss Maudie's house, then to having discussions with Atticus about what occurred during the trial. Jem is baffled that Tom was not allowed to go free. He describes his disappointment with a simile as follows:

"It's like being' a caterpillar in a cocoon, that's what it is . . . Like somethin' asleep wrapped up in a warm place. I always thought Maycomb folks were the best folks in the world, least that's what they seemed like" (215).

Jem's disenchantment with the people of his town opens up the way for him to realize the realities of life in the South. What seemed like a good life in Maycomb is now destroyed by Jem's experience with the prejudices shown during the trial of Tom Robinson. Jem's naive hope that the world always seeks what's right, or that truth will always prevail, is destroyed. As a result, a boy faces the realities of the adult world and must come to terms with them. Consequently, he will never be able to return to his child-like, naive self. 
In chapter 23, discussions at the Finch house become more serious in nature. Jem's brain is filled with questions as he seeks answers while going through his rite of passage. Jem doesn't understand why Tom Robinson would get the death penalty for a conviction of rape. This leads Atticus to teach his son that the problem lies with the prejudices against African Americans, not the law. Atticus gives Jem a lesson on the following clarifying truth:

"As you grow older, you'll see white men cheat black men every day of your life, but let me tell you something and don't you forget it--whenever a white man does that to a black man, no matter who he is, how rich he is, or how fine a family he comes from, that white man is trash" (220).

Thus, Atticus teaches his son about the realities of the adult world in the South. Jem must face these facts and make a decision about what type of man he will become. Therefore, the primary technique used in chapters 22 and 23 is a bildungsroman because the focus is on explaining to Jem about what actually happened during the Tom Robinson trial. Once Jem accepts these new realities, he will enter the world of adults.  
One other technique used in chapter 23 has to do with creating foil characters with Atticus Finch and Bob Ewell. Foils are two characters who are complete opposites of each other. They are pitted against each other to show the difference between two different thoughts, philosophies, or agendas. For example, Atticus represents everything good, wholesome, proper and fair. On the other hand, Bob Ewell is disgusting, uneducated, ill-mannered, and a liar. When Bob Ewell challenges Atticus to a fight, he is disappointed that Atticus's response is that he's too old to fight. As a result, Atticus comes off looking like the better man on so many levels. Not only is Atticus kind and compassionate, but he doesn't hold a grudge towards one of the meanest men in Maycomb, either. For instance, Atticus tells Jem the following about Bob Ewell:

"Jem, see if you can stand in Bob Ewell's shoes a minute. I destroyed his last shred of credibility at that trial, if he had any to begin with. The man had to have some kind of comeback, his kind always does. So if spitting in my face and threatening me saved Mayella Ewell one extra beating, that's something I'll gladly take" (218).

Not only does Bob Ewell spit in Atticus's face, but he also calls him derogatory names in public. Atticus doesn't respond because he can't be provoked to lower himself to Ewell's level. By pitting an evil man against one of the kindest, most loving, and self-contained characters, Lee creates an excellent example of the use of foils to drive her plot forward. The discussions about Bob Ewell in the Finch home after the threatening public display center around protecting themselves from future attacks. These family discussions, and subsequent worries about Ewell by the children, foreshadow the attack on Jem and Scout later on in chapter 28. The following exchange between Atticus and Alexandra can be viewed as a foreshadowing:

"We don't have anything to fear from Bob Ewell, he got it all out of his system that morning.'"
"'I wouldn't be so sure of that, Atticus,' [Aunt Alexandra] said. 'His kind'd do anything to pay off a grudge. You know how those people are'" (218).

Aunt Alexandra's words ring true in the end; therefore, this is a foreshadowing of things to come from this point in the story.

How do I write a compound sentence?

A compound sentence is when two independent clauses are joined together and connected with a comma and a conjunction.
An independent clause is one that expresses a complete thought. It is called independent because it should be able to stand alone as a complete thought. It must have a noun and a predicate (subject). For example: Paul ran down the street.
The clauses are connected with a conjunction. A way to remember the options for conjunctions is the mnemonic device FANBOYS. Fanboys stands for: for, and, nor, but, or, yet, so. The job of the conjunction is to connect the two independent clauses. The comma comes before the conjunction
Example:
independent clauses:
Paul ran down the street.
He fell off his bike.
Compound sentence:
Paul ran down the street, and he fell off his bike.
As you can see, the two parts of the sentence are independent and can stand alone, but they are connected with a comma and a conjunction.

A simple sentence is an independent structure that has a subject and a verb , and it expresses a complete idea. When you have 2 independent clauses ,you can put them together and create a compound sentence. To do so, you will need to use linking words, also known as coordinating conjunctions. These are: for, and, nor, but, or, yet and so. (You can use the word FANBOYS as a way to remember their initials and bring them to your mind quickly)
Each of these words will indicate the relationship between the 2 ideas you are linking.
for: reason
and: addition
nor: disjunction
but: contrast
or: alternative
yet:concession
so: result
Do not forget there must be a subject and a verb in each part of the sentence ( each clause) for it to be a compound sentence! Also take into account we write a comma before the linking word.
examples: Mary did the cooking, and her husband did the washing.
The show is interesting, but the tickets are too expensive.
You can pick up the parcel at the office, or they can send it to you .

Compound sentences simply involve putting together (or "compounding") two sentences with a comma and a joining word (or "coordinating conjunction"). Coordinating conjunctions include and, but, or, for, nor, yet, and so. One of the key parts of understanding compound sentences is knowing that the pieces must be able to stand on their own as independent clauses.
Be careful: Just because you see a comma and a coordinating conjunction doesn't mean the sentence is a compound sentence. For example, "Simon is playing Pokemon, and having a lot of fun" is not a compound sentence. Why not? Because "having a lot of fun" is not an independent clause, and the comma technically shouldn't be there (though very casual writers sometimes add one). The correct version of this as a compound sentence would be:

Simon is playing Pokemon, and he is having a lot of fun. 

Let's consider some other examples of compound sentences:

Alice wants to get ice cream at Dairy Queen, but she is lactose intolerant. 
Gordon is busy with work, so I went to dinner with Victoria instead.
We will go see Batman v. Superman tonight, or we will stay at home and watch Netflix.

In Silas Marner by George Eliot, what does Silas come to love in Raveloe apart from his work?

Arguably, Silas loved many things throughout his years in Raveloe. It really depends on what he was focusing on at the moment. However, it is arguable that Eppie is the source of love in Silas's life.
At first, Silas's love was the pleasure of being alone with the loom, working very hard, trying to focus on ending the grief in his life. Then, it was the money and gold that he acquired from all this extra work. He became quite fixated with it, and even vowed his dedication to it. It was because of his unhealthy love for his gold that, when it was stolen, Silas lost his mind and ended up at the Rainbow Inn, suffering a total nervous breakdown.
This is the time when Eppie shows up in his life, and warms his heart forever. Along with it, the people from Raveloe gave Silas all the care and support that, eventually, changed him for good. Still, the love Silas developed for his adoptive daughter definitely would rival any love he ever felt before or after, as his words to Godfrey clearly state when the latter tries to claim his biological daughter back:

"Then, sir, why didn't you say so sixteen years ago, and claim her before I'd come to love her, i'stead o' coming to take her from me now, when you might as well take the heart out o' my body? God gave her to me because you turned your back upon her, and He looks upon her as mine: you've no right to her!

Therefore, Eppie is the greatest love that Silas would ever have in life.

What are some texts related to Steinbeck's Of Mice and Men?

One text related to Of Mice and Men would be Steinbeck's The Grapes of Wrath.  It expands many of the ideas in Of Mice and Men.  The Joad family is similar to George and Lennie.  In both, we see protagonists who have to struggle to realize their dreams.  Both works are very similar in their depiction of people who fight against the crushing reality of poverty.  The antagonists in both works use money and influence as a way to crowd out others.  In addition to this, "sage-like" figures in both works help to provide a moral compass in a world that lacks it.  Slim is very similar to Jim Casy. Finally, both works are similar in that they are sad, but ultimately affirm the power of restoration in a world of condemnation. While The Grapes of Wrath  is considerably longer than Of Mice and Men, it would be a good complement to it because it underscores many of the same themes.
A different, but related read is Tillie Olsen's "I Stand Here Ironing."  This story is about a mother's recollections in raising her daughter during the 1930s.  The Great Depression is a shared setting in both Olsen's work and Steinbeck's novella.  Both works have very distinct approaches to how poverty impacts emotional connection.  One could almost envision a conversation between George and the mother in Olsen's story as they both live in a world where poverty impacts emotions.  Both of them had to take care of someone who required so much more than they could give.  Olsen's and Steinbeck's works both discuss how economic poverty impacts emotional poverty. 
Finally, I'll offer a very different suggestion for the last one.  One of the major themes in Of Mice and Men is how dreams influence individual identity.  Dreams are a significant part of the story.  Everyone has them, from George's and Lennie's shared dream, to Candy joining them, to Crooks, who wishes for a moment to be a part of something.  Even Curley's wife yearns for her dreams of being in "pitchers."  It might be fascinating to contrast the dreams of these people who are poor with the vision of dreams offered in F. Scott Fitzgerald's The Great Gatsby.  While the world of Jay Gatsby is completely different than the "bindle stiff" existence, it is interesting to examine the role that dreams play in both works.  In the end, George and Lennie are unable to accomplish their dream.  Yet, so is Gatsby.  In both settings, the failure of dreams cut across socio-economic lines.  It might be powerful to see how broken dreams can be appreciated by both rich and poor.  Social class cannot prevent the hurt of our failed dreams.

What were the failures of Aristotle?

Aristotle is widely considered on of the great thinkers in the history of western civilization. He wrote about everything from ethics to biology and metaphysics to astronomy. His works have been seminal in terms of how subsequent thinkers have approached topics as diverse as classification of plants, analysis of literature, teaching public speaking, and formal logic. Although we have advanced considerably in many of these fields over the past two millennia, it isn't necessary to characterize elements of his work which have been superseded as "failures"; it might be better to think of them as pioneering efforts. Newton, whose theory of gravitation superseded Aristotle's belief in the natural motions of elements, acknowledges this when he says, "If I have seen further it is only by standing on the shoulders of giants."
In general, Aristotle's works in the sciences are among those most likely to have been proven wrong with advances in technology. His ideas concerning physics, astronomy, and biology are obsolete. In literary theory, his Poetics, although still influential, is limited by its focus on only a limited number of works of one particular culture, and especially by his ignorance of prose fiction. In ethics, his concept of "natural slavery" is one many of us would find repugnant, as we would his assumptions about gender. One could also say that his ethical and political ideas are limited by a viewpoint that accepts human inequality and the power of elites as natural phenomena. He was also, like most Greeks, rather insular, tending to despise other cultures as "barbaric" rather than exploring cultural differences objectively.

Why did John Muir believe Hetch Hetchy should not be dammed?

The simplest answer to this question is that John Muir is a preservationist. He believes that the land should be left alone in its natural beauty. He's not completely against civilization utilizing land to build cities and infrastructure, but he is against this when it destroys some of nature's most impressive and beautiful creations in the process. Hetch Hetchy is one such area. He wrote the following about Hetch Hetchy:  

Hetch Hetchy Valley, far from being a plain, common, rock-bound meadow, as many who have not seen it seem to suppose, is a grand landscape garden, one of Nature’s rarest and most precious mountain temples. 

Part of his argument against the dam is that the dam would be intruding on a federally protected National Park. That park is Yosemite National Park. John Muir is adamant that Hetch Hetchy remain untouched because it has already been declared part of something that will remain natural and free. He is afraid that if this dam is built, other parks and areas of the country will also be in jeopardy.  
John Muir also believed that the Hetch Hetchy dam plan was really nothing more than a money-grabbing opportunity by a few commercialization proponents looking to make a lot of money quickly. Muir simply doesn't believe that something as beautiful as Yosemite Park should suffer under the grip of commercialization.  

This grossly destructive commercial scheme has long been planned and urged (though water as pure and abundant can be got from sources outside of the people’s park, in a dozen different places), because of the comparative cheapness of the dam and of the territory which it is sought to divert from the great uses to which it was dedicated in the Act of 1890 establishing the Yosemite National Park. . . .
These temple destroyers, devotees of ravaging commercialism, seem to have a perfect contempt for Nature, and, instead of lifting their eyes to the God of the mountains, lift them to the Almighty Dollar.

What is Pascal's Wager?

Pascal's Wager originates with French thinker, mathematician, and scientist Blaise Pascal (1623–1662). Before detailing the argument itself, it is important to note that the Wager is actually a very small part of a much larger body of work. This fact should be recognized before proceeding any further.
What is particularly noteworthy about the Wager is where it diverges from most theistic arguments. If we were to look at the Ontological Argument or the Cosmological Argument, for example, we'd be looking at a logical proof for the existence of God—if we accept the claims and the arguments made, then we must accept God's existence as a rational conclusion. Pascal's wager, on the other hand, doesn't try to prove God's existence at all—rather, it tries to defend the belief in God, and moreover, it does so on pragmatic grounds, as a kind of optimal selection among various choices.
Ultimately, for Pascal, there are two sets of general possibilities: on the one hand, a person can either believe or disbelieve in God, and on the other, God will in the end either exist or not exist. Pascal's Wager weighs both sets of outcomes against each other: If the nonbeliever is correct, and there is no God, then they were right and the believer wrong. However, if the believer is correct, and God has existed all along, then the stakes get much much higher, for believer and nonbeliever alike. It's a kind of odds game, and for Pascal, the best choice is the one that gives the best outcome—in this case, belief in God.

Analyze the social impact of slavery in southern states.

Volumes have been written to address all of the possible answers to this question, so let’s just focus on a couple of the main points.
Slavery was legal in the southern states until 1865, when the 13th Amendment was passed at the end of the Civil War. Until then, slavery was an integral part of life in the southern states: the agricultural economy depended on slave labor. On a more subtle, psychological level, owning slaves was an indicator of social status. White southern plantation owners had a lot at stake, financially and personally, which depended on the legality of keeping other people as property.
Although many people argue that the Civil War wasn’t just about freeing the slaves, slavery is one of the main issues mentioned by all of the seceding states in the Declaration of Causes. We can’t escape the fact that opinions on slavery, the southern states’ economic situation, and socially sanctioned racism created a major social and political divide at the time.
We’re still feeling the effects of this rift in our society to this day. Freeing the slaves did not erase the social stigma that the African Americans faced. Even Abraham Lincoln, who argued for the slaves’ basic right to freedom, believed that white people were naturally superior. (See the 4th transcript from the Lincoln-Douglas Debates.) Although we’ve made a lot of progress over the past couple of centuries, African Americans (and other people of color) still face discrimination in a social structure that was fundamentally created by the needs and expectations of white cultures.

Beginning Algebra With Applications, Chapter 5, 5.3, Section 5.3, Problem 46

Graph $\displaystyle 3x-y = 1$ by using the slope and $y$-intercept.

$y$-intercept:


$
\begin{equation}
\begin{aligned}

3x-y =& 1
&& \text{Given equation}
\\
3(0) - y =& 1
&& \text{To find the $y$-intercept, let } x = 0
\\
-y =& 1
&& \text{Simplify}
\\
y =& -1
&&

\end{aligned}
\end{equation}
$


The $y$-intercept is $(0,-1)$


$
\begin{equation}
\begin{aligned}

m =& \frac{\text{change in } y}{\text{change in } x}
\\
\\
m =& \frac{3}{1}

\end{aligned}
\end{equation}
$


Beginning at the $y$-intercept, move to the right 1 unit and then up 3 units.







$(1, 2)$ are the coordinates of a second point on the graph.

Draw a line through $(0,-1)$ and $(1, 2)$

What does the garden in "Dead Man's Path" symbolize?

The garden inside the Ndume School's compound symbolizes Nancy and Michael's dream of reforming the old school by making it modern and beautiful. Achebe writes that Nancy's "dream-garden" had various plants, which immediately blossomed with the first rains of the season. One day, an older woman from the village walks directly through the marigold flowerbed and the hedges as she follows the ancestral village path to the traditional burial grounds. Walking through the garden symbolizes how the villagers do not respect or share the same dreams as Michael and Nancy. Michael Obi then blocks the walking path to prevent villagers from crossing through the school's property. After the village priest visits Michael Obi and attempts to persuade him to open the walking path, a young woman dies during childbirth. In order to appease their ancestors, the villagers tear up the hedges, destroy the garden, and pull down a school building. The torn hedges and destroyed garden symbolize the end of Michael and Nancy's dream of reforming and modernizing the school. 

What is a meme?

Merriam-Webster Dictionary provides two definitions for the term "meme":

1) an idea, behavior, style, or usage that spreads from person to person within a culture
2) an amusing or interesting item (such as a captioned picture or video) or genre of items that is spread widely online especially through social media

The term itself dates back to 1976, when the author and scientist Richard Dawkins first used it in his book The Selfish Gene.
In 2018, the word almost always refers to the second definition, an amusing item—most often a picture—that is shared mostly through social media. These memes carry ideas and behaviors that either tell us about our culture or become a part of our culture. Sometimes, the meme is a silly joke, like a pun. Other times, however, the meme makes a comment on politics or society in our time period. Memes will often use pictures of famous people or movie characters as part of the joke. The online magazine Thrillist ranked the top 50 memes of 2017 by their popularity and effectiveness.

Memes (discrete units of knowledge, gossip, jokes, and so on) are to culture what genes are to life. Just as biological evolution is driven by the survival of the fittest genes in the gene pool, cultural evolution may be driven by the most successful memes.

—Richard Dawkins
https://www.merriam-webster.com/dictionary/meme

https://www.thrillist.com/entertainment/nation/best-memes-2017

I am a 3-digit whole number. If you double me, I remain a 3-digit number. If you add 2 to me after I am doubled, I become a 4-digit number. What number am I?

Let's look at the question carefully.  If you double the 3 digit number, it stays a 3 digit number.
The possible numbers that would work include 100 - 499.
The second part of the question states, if you add 2 after I am doubled, I become a 4 digit number.  
The smallest possible 4 digit number is 1000.  2 less than 1000 is 998.  Half of 998 is 499.
Our final answer to this question is 499.
We know this is true when looking at any other possible answers.  If we try 2 less than 1001, we get to 999.  Unfortunately, if we divide 999 by 2, we do not get an integer.  Thusly, that would not work.  Also, if we try 500 and double it, we get 1000 which is a 4 digit number.  Anything less than 499, for example 498, does not work either (498 x 2 = 996 + 2 = 998)

The number doubled is a 3-digit number so 2x<1000 or x<500.
2 more than the number doubled is a 4-digit number so 2x+2>999 or x>498
The solution to 498(Alternatively 2x+2>=1000 ==> x>=499

The answer to your question is 499.
First, we are told that we are dealing with a three digit number. At this point, this can be any number from 100 to 999. We are told that, if this number is doubled, the number will remain a three digit number. From this, we can deduce that the doubled number cannot be more than 999.
We are also told that, if we add 2 to the doubled number, the number immediately becomes a four digit number. To experiment, we can add 2 to 999 (999+2= 1001).
However, we soon realize that 999 does not divide by 2 without a remainder. So, now we know that we can't use 999 as the doubled number. At this point, the best thing to do is to try 998, which divides by 2 easily, giving us 499. Also, when we add 998 with 2, we get 1000 (a four digit number). So the original three digit number is 499.

You can do this a couple of ways.  Let's try this. . .Let x = the number.  Then, we have:
x < 1000
since x is specified to be a 3 digit number.  Then, if we double it, x is still a 3 digit number.  So:2x < 1000
Then, if you add 2 to it, x is a 4 digit number.  So, we would have:
2x+2 > 1000
We have "greater than or equal to" since 1000 is a 4 digit number.Solving this for x, we get:x > 499But, then, if you consider any other numbers greater than 499 and double them, they would be 4 digit numbers.  So, the number has to be 499.
 

College Algebra, Chapter 4, 4.2, Section 4.2, Problem 26

Sketch the graph of polynomial function $\displaystyle P(x) = (x-1)^2 (x+2)^3 $ make sure the graph shows all intercepts and exhibits the proper end behaviour.

The function has an even degree of 4 and a positive leading coefficient. Thus, its end behaviour is $y \rightarrow \infty \text{ as } x \rightarrow -\infty \text{ and } y \rightarrow \infty \text{ as } x \rightarrow \infty$.
To solve for the $y$-intercept, we set $y = 0$.


$
\begin{equation}
\begin{aligned}
y &= (0-3)^2(0+1)^2\\
\\
y &= (3)^2 (1)^2\\
\\
y &= 9
\end{aligned}
\end{equation}
$


To solve for the $x$-intercept, we set $y = 0$
$0 = (x-3)^2(x+1)^2$

By zero product property, we have
$(x - 3)^2 \text{ and } (x + 1)^2 = 0$
$x = 3 \text{ and } x = -1$

Calculus of a Single Variable, Chapter 5, 5.5, Section 5.5, Problem 42

Recall that the derivative of a function f at a point x is denoted as y' = f'(x) .
There basic properties and formula we can apply to simplify a function.
For the problem y = x(6^(-2x)), we may apply the Product Rule for derivative:
Product Rule provides the formula:
y = h(x)g(x) then the derivative: y'= h'(x)*g(x) + h(x)*g'(x) .
In the problem, y = x(6^(-2x)) , we let:
h(x)=x and g(x) = 6^(-2x) .
Derivative of each function:
h'(x)= 1
For the other function g(x)=6^(-2x) , we apply derivative of exponential function that follows: d/(du)(a^u) =a^u* ln(a)*du where a!=1
Then,
g'(x)=6^(-2x)*ln(6) *(-2 ) .
We now have:
h(x) =x
h'(x) = 1
g(x)= 6^(-2x)
g'(x)=6^(-2x)*ln(6) *(-2) or(-2)(6^(-2x)) ln(6)
Then applying the Product Rule: y' =h'(x) g(x)+ h(x)* g'(x) , we get:
y'=1*6^(-2x)+(-2)(6^(-2x)) ln(6) *x
y' = 6^(-2x) -(2)(6^(-2x)) xln(6)
It can be express in another form.
We can let:
6^(-2x) = (6^2)^(-x) = 36^(-x)
6^(-2x) (2)= (3*2)^(-2x)(2)
= 3^(-2x)*2^(-2x)*2
= (3^2)^(-x) *2^(-2x+1)
= 9^(-x)*2^(-2x+1)
y' = 6^(-2x) -2(6^(-2x)) xln(6) becomes:

y' = 36^(-x) - 9^(-x)*2^(-2x+1)xln(6)

What are two differences Martin Luther and the Catholic Church had?

The differences that developed between Martin Luther and the Roman Catholic Church can be traced to several sources that were not necessarily related. On a theological level, one of the principle differences between them was Luther’s conviction that salvation for humanity could come through faith alone, and that no amount of good works could contribute to salvation. He therefore opposed the Catholic emphasis on works as an avenue to salvation, most famously the buying of indulgences as a way to atone for sins. Along with indulgences, however, Luther also condemned other similar practices (e.g. penance) as being unnecessary and theologically misleading.
Another major difference between Luther and the Catholic Church related to language. Since its establishment as the state religion of the Roman Empire, Western Christianity used Latin for both its liturgy and for the Bible, even when local populations had different languages. The Church’s insistence on the use of Latin had the effect of creating a barrier between the clergy and their parishioners (who could not usually understand Latin in its spoken or written form), as well as creating a monopoly on the interpretation of the Bible. Luther’s call for a German-language Bible was seen as a threat to the Church, since it would allow lay people access to the Bible in their own language and break the Church’s monopoly on theological interpretation. If laypersons could read and interpret the Bible on their own, Catholic leaders feared (rightfully so) that the authority of the Church would progressively weaken over time and Christian doctrine would begin to splinter.

Martin Luther is considered the father of the Protestant Reformation. Luther wrote the 95 Theses in order to protest what he regarded as flaws in Catholic doctrine. One of these perceived flaws was the papal bureaucracy acting as an intermediary between God and Man. Luther saw this as unnecessary, as the apostles did not have this when Jesus was alive. Luther also believed many of the priests and friars who served the daily needs of the people were corrupt and did not know Church doctrine.  
Another difference Luther had with the Catholic Church was the selling of indulgences. Luther saw the only way into Heaven was faith in Christ, not buying and selling indulgences. The Catholic Church of the early sixteenth century had a system of indulgences, which meant paying for sins by earthly means. Luther did not see any of this in the New Testament, so he did not want it in his sect of Christianity. He wanted the focus to return to individual prayer and faith.

How is Percy Jackson related to the hero's journey ?

The Hero's Journey is an archetypal path that describes the narrative arc of many stories. It applies equally to ancient myths such as Homer's Odyssey and to modern stories like Star Wars. It begins with the hero living in the ordinary world, and ends with the hero's triumphant return bearing an artifact of power. 
Drawing a total parallel between the events of all five Percy Jackson books and the entirety of the twelve-part Hero's Journey is beyond the scope of what I can answer in this context. However, I can get you started on a few of those points:

The ordinary world: Percy lives with his ordinary step-father and his 'ordinary' mother, attending an ordinary high school and thinking he's an ordinary kid.

The call to adventure: Mrs. Dodds reveals herself to be a monster, attacking Percy

Refusal of the call: Percy explains his history of strange occurrences and 'hallucinations,' and the stress and doubt this experience has called him.

Meeting with the mentor: Chiron discards his disguise as Mr. Brunner and introduces himself properly to Percy.
There are eight more steps in the journey after this one. Depending on your interpretation, you can argue that they all occur over the course of the Lightning Thief, or you can view them as taking place across all five books of the Olympians series. Either way, follow the citation below for a breakdown of the entire journey, and consider where the various steps occur as you keep reading. Good luck!
 
 

In the Gospels, Martha was one of two sisters. She devoted herself to housework while her sister Mary sat and listened to Jesus. What is the irony here?

There are two sharp ironies here. The first is that while the Marthas are expected to do all the cooking and housework in Gilead, in the gospel story this refers back to, Jesus chided Martha for being too busy. He told her she should relax and come sit and learn from him, just as Mary was doing. Yet, in the novel, the Marthas are never encouraged to sit back and relax from their labors.
The other irony is that the kindness, compassion, and respect with which Jesus treated women, and in this particular story, Mary and Martha, is not extended to the women of Gilead. They are treated as property owned by men and as subordinate to men, placed on the Earth to service male needs. Yet, at the same time, Gilead portrays itself as a Christian state. We can only feel that Jesus would not approve.

The irony here is that the fundamentalist patriarchs in charge of Gilead, who claim to be such devout Christians, clearly don't understand Christ's message. Jesus himself said that Martha shouldn't trouble herself over such trivial things as housework; instead, she should take a leaf out of her sister Mary's book and serve Christ by listening to his Word.
Yet the elders of Gilead have determined that women—who, as far as they're concerned, exist purely to serve the interests of men—should preoccupy themselves with just such trivialities. Society's ruling patriarchs don't want women to get any ideas about interpreting the Bible for themselves, as they would soon discover that the life of mindless drudgery they're forced to endure has no Scriptural authority.
An additional irony here is that as devout Protestants, Gilead's patriarchs ought to believe in the freedom of every Christian to read the Bible for themselves. But they cannot and will not allow this to happen, as it would undermine their power and authority over women—just as the Catholic Church had its power and authority undermined by the Protestant Reformation, with its insistence on each and every believer discovering God's Word for themselves.

In the Bible, Martha is chastised by Jesus for worrying over things that are unimportant.  When Jesus comes, Martha chooses to try to prepare for him, busying herself about the house and fretting over all of the things that need to be done.  Her sister, Mary, however, chooses to sit and listen to Jesus's preaching instead.  Martha asks Jesus if he cares that her sister shirked her part of the household responsibilities, leaving her to handle them all alone, and he says that Mary had actually chosen the better way to spend her time.  This is ironic because, in The Handmaid's Tale, many women are assigned the duties of a "Martha."  These are the women who clean and cook and keep house for the Commanders and their wives.  Jesus said that this is not a good way for a woman to spend her time, that it would be better spent listening to his teachings, and despite the fact that Gilead claims to be founded upon biblical precedent concerning handmaids, it is clear that no one cares that Jesus admonished Martha.  It's ironic that the leaders of the community would adopt one such precedent and then ignore another.

Which group would be considered "othered" throughout the novel and why? How is the treatment of the "other" group represented in the story?

Boyne's novel The Boy in the Striped Pajamas is considered historical fiction and is set in Europe during the early 1940s. During this time period, Nazi Germany controlled large sections of Europe and attempted to annihilate the Jewish population in what was called the "Final Solution." In the novel, Boyne depicts an unlikely friendship between a German boy and a Jewish prisoner who is in the Auschwitz concentration camp. The Jews would be considered the group that is "othered" throughout the novel because they are persecuted and oppressed. The Nazis were prejudiced against the Jews and wanted to annihilate the entire Jewish population. Jewish prisoners were confined inside the massive fence surrounding Auschwitz where they were forced to work inside the concentration camp. The Jews suffered from malnutrition and were also subjected to violent beatings. Jewish prisoners were also forbidden from interacting with Germans without given permission. Boyne represents this prejudice towards the European Jews by depicting the limits on their freedom and portraying the harsh treatment inflicted on them by the Nazi soldiers.

How was depression solved in The Giver?

In The Giver, people who are depressed apply for release, which means death. For example, the Receiver of Memories before Jonas, a girl named Rosemary, was given pain, loneliness, and sadness by the Giver in the process of her training. He also gave her the memory of a child who was taken from its parents. She experienced trauma, poverty, and hunger in the course of her five-week training. The Giver sensed that Rosemary was sad, and he tried to give her an experience of happiness to alleviate her pain. However, that effort came too late, and Rosemary asked the Chief Elder for release (and it was given to her). After Rosemary was released, all her painful memories flooded back into the community, overwhelming people. However, the rules Jonas are given before he begins to train make it clear that he cannot ask for release while training as a Receiver of Memories. 

What was the purpose of the hens?

The hens' purpose in life is to lay eggs. Orwell uses this to show how the ideals of Animal Farm have been corrupted and to demonstrate how principled resistance to the corruption is crushed.
When Animal Farm begins, one of the grievances the hens have is the way Farmer Jones sells their eggs, to their minds murdering their unborn babies for his own profit. They want to keep control over their own eggs. However, after Napoleon takes over the farm, he decides the eggs must be sold to humans, violating the animals' principles of not interacting with humans and not using money. Napoleon also violates the concept that the hens should have control over their eggs.
The hens protest by laying their eggs on high rafters where they fall off and smash on the ground. Napoleon responds by denying the hens any food until they lay their eggs in a different place, and he decrees death to any animal who gives them even a grain of food. After five days—and the death of nine hens—the hens capitulate and do what they are told.

What does the term “bah! humbug!” mean?

Scrooge seems to use the term to describe anything that he thinks of as nonsense.  It's his way of expressing his disdain for whatever subject is being discussed or whatever event is at hand.  When Scrooge's nephew, Fred, comes to wish him a Merry Christmas, Scrooge replies with "Bah! [...] Humbug!"  Thus, we begin to understand that he thinks celebrating Christmas is ridiculous.  
Next, Fred tells Scrooge that, by his own logic, he has no reason to be gloomy because he's "rich enough."  That elicits another "Bah! [...] Humbug."  This could indicate that, for Scrooge, it isn't possible to be rich enough or too rich.  He just wants to acquire and gain and gain acquire more and more.
Later, in his own home, Scrooge hears the bells all through the house ringing and ringing, a sound that is frightening because he believes himself to be all alone.  But when he hears the heavy clanking of dragging chains come up from the cellar toward his own door, he says, "It's humbug still! [...] I won't believe it."  He will soon tell Marley that he doesn't believe in the ghost because one's senses can cheat, making a person see something not really there.  He thinks the ghost is nonsense, at least at first, and so he says humbug.  Scrooge even tries to say it again at the end of this first stave, but he "stopped at the first syllable": no longer quite able to disbelieve what he has seen tonight, he can no longer refer to it as nonsense.

"Bah!" is an interjection expressing contempt. The word "humbug," as well as meaning a kind of boiled sweet, also refers to false, deceptive talk or behavior. That's what Scrooge thinks about people getting all excited about the Christmas season. To him, it's just a complete waste of time, time that could be much better spent in making money. Scrooge cannot understand why everyone else doesn't see through what he regards as the sheer phoniness of the Christmas holidays.
In stave 1, his nephew Fred comes round to wish him the compliments of the season and invite him over for Christmas dinner. But Scrooge, being Scrooge, isn't having any of it. That's when he lets fly with the insult that has become almost a catchphrase for anyone not entering into the Christmas spirit.

Precalculus, Chapter 8, 8.1, Section 8.1, Problem 76

Given system of equations are
5x - 5y = -5, -2x - 3y = 7
so ,we get the matrices as
A = [[5, -5], [-2, -3]]
and
B = [[-5], [7]]
the augmented matrix [AB] = [[5, -5, -5], [-2, -3, 7]]


on solving the [AB] we get the values of x,y
Step 1. Make the pivot in the 1st column by dividing the 1st row by 5
[[1, -1, -1], [-2, -3, 7]]

step 2. Multiply the 1st row by -2
[[-2, 2, 2], [-2, -3, 7]]

step 3. Subtract the 1st row from the 2nd row
[[1, -1, -1], [0, -5, 5]]

step 4. divide the second row with -5 we get
[[1, -1, -1], [0, -1, 1]]

Step 5. subtract the 2 nd row from 1st row we get
[[1, 0, -2], [0, -1, 1]]

step 6. multiply the 2 nd row with -1
[[1, 0, -2], [0, 1, -1]]


so the vlaues of x,y are x= -2 , y =-1

In A Man of the People by Chinua Achebe, is Chief Nanga a corrupt man?

Chief Nanga is definitely a corrupt politician; in his behavior with women and money, he appears morally corrupt.
A political leader, as Minister of Culture, Chief Nanga believes in bribes. Chief Nanga receives bribes and gives bribes. He spends money extravagantly, and much of his money comes from taking money away from community development and using it to benefit himself. Achebe paints a portrait of a man with a limited education who was a teacher but is drawn into the political arena looking for power, recognition, and personal gain.
As well, Chief Nanga's power appears unlimited even when it comes to women. He invites Odili (his former pupil, later to become his political rival) to stay with him at his house. Odili's girlfriend, Elsie, accompanies him. Whereupon, Chief Nanga seduces Elsie. Chief Nanga's sexual appetite appears insatiable.
Ironically, Chief Nanga is really not a man of the people.

Chief Nanga was initially a teacher before he became a politician. As a political figure, he is very corrupt and greedy. He has a wife, but he still sleeps with Odili’s girlfriend when Odili brings her over to his house. Nanga takes money meant for community development to build a commercial four-story building for his personal gain. He bribes Max in efforts to slow down the new party. However, Max directs the funds to support the party’s activities and Odili’s campaigns. Nanga retaliates by having Max killed. Chief Nanga tries to bribe Odili to stop him from contesting for the political position against him. Nanga employs unscrupulous tactics and violence to win elections. He stuffs ballot boxes during elections in order to maintain his position as a leader. Chief Nanga does everything in his power to protect his status among the people. However, his ill deeds eventually work against him.
https://wmich.edu/dialogues/texts/manofthepeople.htm

In Billy Collins' poem, "Introduction to Poetry," what does the poet means by "torturing" a poem to get its meaning?

To put this quote into context, take a look at the previous lines of the poem. In essence, the speaker argues that students of poetry do not really dig into a poem to discover its true meaning. They do not analyse the poem by looking at it critically (like holding up a “color slide”), for example, nor do they listen to the sounds of the poem, like putting one’s ear against a “hive.”
In contrast, the speaker says that students torture a poem in the hope of revealing a “confession.” This is an example of a metaphor in which the speaker compares his students to torturers who use brute force and violence to make their victim speak. In this case, the victim is the poem itself (which is also an example of personification). Specifically, the poem is a victim of the students’ oppressive tactics, forced to make its true meaning obvious to the reader without being allowed to keep any of its secrets. 
By characterizing students in this manner, the speaker portrays them as aggressive and bullying. In other words, he criticizes their lack of genuine interest in understanding the meaning of a poem and highlights their inability to be analytical. Arguably, the speaker wants his students to be the very opposite of this: he wants them to view the study of poetry as a creative challenge and to accept this challenge wholeheartedly.

In City of Bones by Cassandra Clare, what rune does Clary Fray draw, indicating that her sight is returning?

This question makes an assumption that Clary’s returning Sight is attached to a rune, when in fact her Sight (capitalized to indicate the ability to see demons and cloaked Shadowhunters) is a natural part of her. Since she'd been a child, Clary’s mother had been hiring the warlock Magnus Bane to suppress Clary’s Sight; however, the spell tended to wear off every two years and need to be renewed. Clary discovers her regained ability right in chapter one when she confronts Jace Wayland for bumping into her and ends up witnessing the destruction of her first demon.
Traditionally, the first rune a Shadowhunter receives is the “Voyance” rune, which either awakens or strengthens the Shadowhunter’s ability to See demons. But Clary Sees just fine without it.
In fact, the first rune that Clary receives is a “Hiding” rune, drawn on her wrist by Jace during a fight with Raveners in chapter four. The fact that the rune on her skin doesn’t burn her or drive her insane is proof, or at least a strong indication, that Clary has Shadowhunter blood.
Clary doesn’t actually draw her first rune until late in the book. Jace is imprisoned by the Inquisitor and, with Alec’s help, Clary launches a rescue. She uses the “Open” rune to blow the cell door off its hinges.

How is the nursery supposed to work?

The nursery in Ray Bradbury’s “The Veldt” is an automated room that catches “the telepathic emanations of the children’s minds and created life to fill their every desire.” “The Veldt” tells the story of a futuristic house in which life has been automated, and the nursery is the apex of this automation: it transforms the children’s imaginings into a lifelike experience, combining smell, sight, taste, and feel to produce the children’s fantasies.

You sent out your thoughts. Whatever you thought would appear.

Although we learn that the children used to fantasize about fairytales and other such happy things, the room “now is hot Africa, this bake oven with murder in the heat.” The room was designed to help children develop, but now it “has become a channel toward destructive thoughts, instead of a release away from them.” In the end of the story, we learn that the children have found a way to make the fantasy of the room real, and they have locked their parents in the nursery with the lions as punishment for wanting to shut down the nursery. Instead of functioning as a healing tool as it is designed to, the nursery truly does become a “bake oven with murder in the heat.”

Why does Holling's sister consider herself a flower child?

Holling's sister considers herself a flower child because she believes in peace and is against violence of any sort. For example, Heather is against the Vietnam War. In the novel, she tells her father that fifty thousand flower children protested the war at the Pentagon.
As a bit of background, the flower power movement of the late 1960s rejected traditional American values and demonstrated new attitudes towards drugs, premarital sex, alternative sexualities, and health. Many historians characterize the flower movement as a sort of hippie rebellion. The flower children reveled in a new era of free love, became enchanted with Eastern philosophy and religions, and explored new alternatives to the traditional American diet. Vegetarianism rose in popularity, as did communes, health foods, and peasant clothing. Many women wore flowers in their hair, symbolizing their support for peace, love, and unity.
In the book, Heather closely identifies with this movement. At one point, she paints a bright yellow flower on her cheek to show her support for the movement, which thoroughly horrifies her father. Mr. Hoodhood is adamant that no daughter of his will be known as a flower child. Undaunted, Heather explains,

A flower child is beautiful and doesn't do anything to harm anyone. . . We believe in peace and understanding and freedom. We believe in sharing and helping each other. We're going to change the world.

More than a little irritated, Mr. Hoodhood asserts that "a flower child. . . is a hippie who lives in Greenwich Village in dirty jeans and beads and who can't change a pair of socks." What Mr. Hoodhood doesn't realize is that Heather's support for the flower power movement is her way of rebelling against his hypocrisy and self-absorption. Heather maintains to Holling that, although her attempt at asserting herself fell flat, she is happy she made the effort to defend her individuality.
https://www.ushistory.org/us/57h.asp

What purpose does each of the five factions serve in society?

In Veronica Roth's Divergent, members of society are divided into five different "factions." Each of the factions plays a role in society. Beatrice, the protagonist of the story, begins as a member of Abnegation. Qualities of Abnegation include selflessness and modesty. They function as leaders in the government because they are "regarded as incorruptible." After the Choosing Ceremony, Beatrice becomes a member of Dauntless, a faction that values bravery. Its members often have tattoos and piercings and dress in black. Their role in society is to serve as guards and protectors. Members of the Candor faction are brutally honest. They value truth above all else and dress in black and white. Candor members are the "leaders in law" because of their search for the truth. After his Choosing Ceremony, Beatrice's brother, Caleb, becomes a member of Erudite. They have an unending need for knowledge and intelligence. Within society, they function as researchers and teachers and dress in blue. The last faction, Amity, values kindness and love. Members wear brighter colors such as red and yellow. Their qualities and preferences suit them as caretakers in society. People that do not fit into one of the factions are referred to as "factionless" and live in poverty. They perform the unpleasant jobs in society that others prefer not to do. They may serve as garbage collectors or janitors.

What is the era of dictatorship after the First World War?

The span of time between the end of World War I in 1918 and the beginning of World War II in 1939 (let us not forget that the United States did not enter the war until 1941) is sometimes called "the period between the wars." However, one could also refer to it as an era of dictatorships.
Germany and Italy fell to the fascist dictators Adolf Hitler and Benito Mussolini, respectively. Spain fell to the fascist dictator Francisco Franco after the end of the Spanish Civil War in 1939. However, Franco and his supporters are not typically called fascists but instead, Nationalists. Some historians view the sectarian war as more of a fight between leftist revolutionaries and reactionary counter-revolutionaries instead of a fight between fascists and those loyal to the Second Spanish Republic.
Franco wanted to create a totalitarian state that would have been allied with Germany and Italy. His plan to join the Axis Powers was foiled by the British Intelligence agency, MI-6, which bribed Spanish officials with about $200 million dollars to avoid supporting Franco's scheme. 
However, while Hitler's and Mussolini's reigns ended with the surrenders of their countries at the end of the Second World War, Franco remained in power until 1978. His later regime was not fascist, but very authoritarian, resulting in limits on free speech, crackdowns on political opponents, limits on political institutions, and a vaguely defined executive power.
 
https://www.theguardian.com/uk/2013/may/23/mi6-spain-200m-bribes-ww2

What is the background to The Canterbury Tales? I need information about the author, time period, language, overall structure, and situation.

Author: Geoffrey Chaucer was born in approximately 1343 and died on 25 October 1400, probably in London or nearby. He came from a family of prosperous tradespeople. He was educated at St. Paul’s Cathedral School, where he would have studied Latin, rhetoric, and classical literature among other topics. In 1366, Chaucer married Philippa Roet, the daughter of a member of the gentry. He prospered in the service of Edward III, engaging in various diplomatic missions. He was the author of many notable poetic works, also including Troilus and Criseyde, Parliament of Fouls, and a treatise on the astrolabe.
Time Period: The poem was written in the 1380s, or the late middle ages. 
Language: The Canterbury Tales was written in Middle English, which blends Old English or Anglo-Saxon with the French language superimposed by the Norman conquest. The poem is one of the earliest English poems using accentual-syllabic verse and is a milestone in the development of iambic pentameter as the most important meter of English.
Structure and Situation: The Canterbury Tales recounts a pilgrimage that takes place in April, beginning in the Tabard Inn in London. Over four days, the pilgrims travel 60 miles to the town of Canterbury. They decide that they will entertain themselves on the journey by telling stories, with each pilgrim agreeing to tell two stories on the way to Canterbury and two on the return. The structure of the book is basically that of a narrator setting the context for the stories with a series of embedded tales.

How does ''A bullet only costs about two cents, and anybody can afford that," the last line of Chapter 2 in The Absolutely True Diary of a Part-time Indian, apply to life today?

When Junior says this, he is being sarcastic and self-deprecating (making fun of himself). He spends much of this section commenting on all the ways he and his family suffer from poverty, including having no food to eat and being hungry a lot. When his dog, Oscar, gets sick, his family cannot afford to bring him to a veterinarian, so Junior's father shoots him to stop his suffering.
The ideas from this passage can be applied today in a number of ways. First, despite the horrible circumstances of Junior's life, he uses his sense of humor to get through it. This section and the novel itself is also a larger commentary on the treatment and living conditions of Native Americans. Junior's story is not rare, and the poverty, racism, and prejudice he faces are a sad reality for Native Americans across the United States.
The "joke" he makes about anyone being able to afford a bullet can be seen as a deeper comment on the poverty experienced by Native Americans on reservations nationwide today.

In Junior's sardonic yet poignant narration, the line with which he concludes chapter two—"a bullet only costs about two cents, and anybody can afford that"—has enormous implications for interpretation when studying both the remainder of the novel and truths about modern-day society. Since The Absolutely True Diary of a Part-Time Indian as a whole is a novel that focuses so much on identity, this line establishes Junior's belief in the rather pessimistic theme that people—regardless of who they are, how old they are, how rich they are, etc.—would almost always rather cause harm and pain to others than show care and protection.
The most prevalent example in the novel of this theme is through bullying. Junior experiences consistent bullying in the two cultures of which he is a part and can therefore be seen as symbolic of the bullying rampant in today's society. Within a variety of modern contexts, bullying can be easily identified because of the seeming veracity of the statement that people will shoot two-cent bullets simply because they can afford them.

The line "a bullet only costs about two cents, and anybody can afford that" is said in the context of Junior's dog Oscar, who became sick at the beginning of this great novel. While the family does not have the money to take him to the vet and get Oscar the help that he needs, his father was able to afford to take him out back and put him out of his misery by shooting him.
This is applicable to a lot of situations in life today. Taking the cheap way out is often the affordable, if heartless, way to do things. Take the refugee crisis facing many countries around the world for example. The cheapest thing to do is turn them away and refuse to offer them refuge. The far more humane (but more expensive) approach would be to offer them a new home. However, like taking Oscar to the vet, this approach would be more time-consuming and more expensive.

At the end of the second chapter of The Absolutely True Diary of a Part-time Indian, Junior says, "A bullet only costs about two cents, and anybody can afford that" to comment on the state of poverty in which his family exists. Junior's father has to shoot their dog Oscar because they cannot afford vet care for him. Junior has to carry Oscar out to the yard, and he thinks the dog knows exactly what his fate is going to be. Junior reasons that poverty doesn't make anyone stronger in terms of perseverance; he thinks being poor just teaches people how to continue being poor. Junior says poverty is an "ugly circle" in which he and others around him are caught. Junior's sentiment can be related to life today because there are many people caught in cycles of poverty. Income inequality allows some to reap extraordinary benefits and opportunities while others struggle just to make ends meet for their basic survival.

Describe the history of the American Civil Rights Movement, including the major people, places, and events surrounding the movement. Also, why was the movement formed?

Since this question is very broadly worded, I will trace the civil rights movement from the 1930s through the 1960s. Many significant and critical events happened during that time period. This movement was formed to try to eliminate the discrimination and the inequalities African-Americans faced.
In the 1930s and the 1940s, there were a few major groups that worked to deal with issues relating to civil rights. The National Association for the Advancement of Colored People (NAACP) used the courts to fight segregation. There were several court decisions that impacted civil rights. One decision was Norris v Alabama that said African-Americans couldn’t be excluded from juries. Another court decision, Boynton v Virginia, made it illegal to have segregation on interstate buses.
The Congress of Racial Equality (CORE) also worked to fight segregation. This group, founded by James Farmer, used the sit-in to protest segregation. CORE also was involved in some of the protests in the South in the 1950s and in the 1960s.
A. Philip Randolph also protested the discrimination that existed in hiring workers at federal defense plants. He threatened President Roosevelt with a march on Washington, D.C. if he didn’t take action. President Roosevelt didn’t want any form of protest because he feared it would allow the Axis Powers to believe that Americans were against the war. Thus, he issued Executive Order 8802 that banned discrimination in hiring people at federal defense plants.
In the 1950s and the 1960s, there were many events highlighting the inequalities African-Americans faced and the segregation that existed. The Brown v Board of Education case in 1954 ruled that separate but equal schools were illegal. In 1955, the Montgomery Bus Boycott began after Rosa Parks was arrested for refusing to give up her seat in the section of the bus that was reserved for black people. This boycott, which lasted 381 days, led to an end of segregation on buses. It also brought Martin Luther King, Jr. into leadership of the civil rights movement. His message of nonviolence was used in many future events.
Desegregating schools remained an issue. The Little Rock Nine needed military protection to attend high school at Central High School in Little Rock, Arkansas. James Meredith needed military protection to register at the University of Mississippi.
Many protests occurred to highlight segregation. The Freedom Riders went into the South to protest the segregation that existed there. White people who were angry that they came to the South often met them with violent actions. The Southern Christian Leadership Conference formed to protest segregation. There were many sit-ins at restaurants to show the country the inequalities that African-Americans faced in the South. The Student Nonviolent Coordinating Committee was often involved in these sit-ins. Jesse Jackson was an active participant in this organization. African-Americans protesting segregation in Birmingham, Alabama were met with fierce resistance by the police of Birmingham, led by Bull Connor. Fire hoses and dogs were used to attack the protesters. The March on Washington in 1963 was also used to highlight the inequalities facing African-Americans. This event encouraged Congress to pass a strong civil rights law. In 1964, the Civil Rights Act of 1964 banned segregation in public places. The Equal Employment Opportunity Commission was created to monitor possible cases of job discrimination.
The Selma March in 1965 was held to protest the lack of African-Americans that were registered to vote. When the marchers began to walk from Selma to Montgomery, the police attacked the marchers. This was captured on television and outraged many people. Two weeks later, the march was successfully held. This event helped lead to the passage of the Voting Rights Act in 1965. Poll taxes and literacy tests couldn’t be used to deny people the right to vote. Federal workers also registered African-Americans so they could vote.
There was a growing concern that the lack of change would lead to more aggressive and possibly violent actions in the civil rights movement. Malcolm X and the Nation of Islam focused on self-defense and separation from whites. Malcolm X later modified his views as he came to believe the races could live together. This change occurred after he took a trip to Saudi Arabia and saw different groups of Muslims living together.
Martin Luther King, Jr. was assassinated in 1968. Later in 1968, the Civil Rights Act of 1968 was passed. This law banned discrimination in the renting of apartments and the selling of homes.
Between 1930-1970, there were many events and actions in the civil rights movement. These events brought about some changes in American society. While some people felt the changes came too slowly, there were many things that changed during this time period.
https://www.history.com/topics/black-history/a-philip-randolph

https://www.history.com/topics/black-history/congress-of-racial-equality

Consumers often experience what’s called the want-got gap, which describes the discrepancy between their actual situation and their desired situation. Consumers often do not recognize this as a problem that they must attend to. Please illustrate the want-got gap by identifing products that you are hoping to buy in the next one month to two years. Identify products that vary from small to major purchases and from minor interests to real needs. For each product, specify the following: The type and brand of product you are considering. The purpose of the product. The time you are willing to invest in researching or searching for the item. Whether you consider the item a want, need, or opportunity (Figure 9.7 on page 190 of Consumer Behavior)

To illustrate the consumer want-got gap, I'll select a toaster oven (opportunity), a new set of bath towels (need), and a new sofa (want).
Type and Brand of Product:
Toaster oven: All stainless steel construction to eliminate toxic chemical exposure; Oster 6-Slice Toaster Oven, Stainless-Steel.
Set of bath towels: GOTS Certified (Global Organic Textile Standard Certified) organic cotton bath towel set; Coyuchi Mediterranean Turkish weave.
New sofa: Chemical-free hand-made sofa using Eco materials; Stem Jeeni Sofa.
Purpose of Product: Toaster oven, for small, low-energy baking and broiling needs; bath towels, for daily washing and bathing needs (and a extra set for guests); new sofa, for family living needs in a safe, non-toxic home environment free of off-gasing toxic chemicals.
Time given to research: Toaster oven, 20 minutes; bath towels, several months; new sofa, several years (the market had to catch up with the wanted product). 
Want, Need, Opportunity:
Toaster oven: This is an opportunity. My need arose because my actual and desired states changed simultaneously: My old toaster oven gave out, and I found a price-friendly all-stainless steel one at Best Buy at about the same time. Other options were unacceptable because of the toxic materials incorporated in the design, such as in plastic exteriors and non-stick interiors.
Bath towels: This is a need. My actual state changed so that my current towels are no longer adequate, and towels are necessary. The product type and brand meet my requirements for a non-toxic, chemical-free indoor environment.
New sofa: This is a want. My desired state changed because of the newly evolving chemical-free industries providing non-toxic, chemical-free, safe goods. What I have is adequate and non-toxic but not the most comfortable or attractive. Finding a company that shares my concern for a safe living environment created a want to plan for.
 

Is the quote “hear me with patience” an example of dramatic irony in Romeo and Juliet?

It is indeed. Dramatic irony can be defined as something the audience knows but that one of the characters in the play doesn't. In this particular scene, Juliet drops a bombshell: she's refusing to go ahead with her wedding to Paris, the man her parents have arranged for her to marry. Understandably, Lord and Lady Capulet are absolutely furious at what they see as their daughter's ingratitude and insubordination. Juliet desperately wants them to try and see it her way, literally begging on her knees for her father to be patient and listen to what she has to say:

Good Father, I beseech you on my knees, Hear me with patience but to speak a word (Act III, Scene v).

But we know, even if Juliet doesn't, that patience is not exactly a characteristic one normally associates with her father. Indeed, it is Capulet's total lack of patience which will lead directly to Juliet's tragic death.

Who are the “hired girls”? How are they different from other people in Black Hawk?

In Black Hawk, the "hired girls" are all daughters of immigrant farmers; they are country girls, as opposed to the town girls in Black Hawk.
These hired girls work to help their families pay off the debts accumulated from homesteading expenses. They work predominantly in the service industry. The text tells us that the Bohemian and Scandinavian girls cannot teach because of their poor skills in English. Instead, they work as housekeepers, waitresses, and store assistants.
The town girls believe that they are more "refined" simply because they do not work to earn an income. Generally, Black Hawk residents look askance at "hired girls," and these girls' moral values are often questioned. Hired girls are basically considered a "menace to the social order." They are spirited girls, and their beauty is more vivid than convention dictates. However, their industry is exemplary: these girls are directly responsible for the prosperity of their immigrant homesteading families in the story.
After their families are cleared from debt, hired girls marry farmers of like nationality. Then, they preside over prosperous farms, and their children are often better off than those of townsfolk in Black Hawk. In the story, Antonia, Lena, and Tiny are all "hired girls."

According to the narrator, what three things are missing from what would have been there between 1874–1890?

This information is strictly offered not by the narrator of the story, but by the author himself in the preface, which he addresses to the reader. In this preface, the author explains how the world of his novel has changed since the time in which it is set. He specifies three particular elements which gave the country its character in the "historic yesterday" of the titular Virginian. These are the buffalo, the wild antelope, and the horseman—or cowboy—himself.
Wister then explains further that the horseman or "cow-puncher," once a very romantic figure in the West, has died away. Once upon a time, these men, although thought old-fashioned even in their own era, enjoyed a "brief epoch" in which they were plentiful. At the time of writing, however, these horsemen belong to the past.

What is the main theme of friendship in Theodore Taylor's The Cay? How different are the friendships between Phillip and Henrik vs. Phillip and Timothy? What do these differences show about the main theme of friendship?

As the story in Theodore Taylor's The Cay develops, we see that Henrik van Boven is not a true friend of Phillip but rather a superficial friend, the sort of friendship developed that never lasts. Henrik is not a true friend because he does not protect Phillip's best interests. In contrast, Timothy turns out to be the best friend Phillip ever knew because, while alive, Timothy not only protected Phillip but helped him grow as a person.We first see that Henrik is the sort of superficial friend who doesn't protect others' interests when we see that, after the torpedo bombing, Henrik still influenced Phillip to play with him at the fort. Phillip had been ordered by his mother to stay close to home that day, but as soon as she was distracted, Phillip "stole away down to the old fort with Henrik van Boven" (p. 11). More importantly, Henrik does nothing to protect either himself or Phillip but rather encourages Phillip to play where it could be dangerous. Had Timothy been in Henrik's shoes, he would have encouraged Phillip to stay home. In addition, when Phillip learns his mother wants to leave for America, Phillip reflects that "Henrik and his mother would think us cowardly if we left just because a few German submarines were off Curacao" (p. 20). A true friend would never think another person cowardly but rather acknowledge it is okay to be afraid.In contrast to Henrik, Timothy demonstrates true friendship by helping Phillip learn to cope with his blindness by helping him learn how to move around the island and do things on his own. In contrast to Henrik, when Phillip feels brave enough to try and climb the coconut tree, Timothy stands underneath, ready to catch him if he falls and calls up to him, "'Tis no shame to ease your own self back down to d'san'," which is Timothy's way of telling Phillip that there is no shame in being afraid, especially when Phillip has put in his best effort. According to what Phillip says about Henrik, it is unlikely Henrik would have said the same wise, caring, and compassionate remark. Most importantly, Timothy sacrifices his life to protect Phillip from the severest blows of the hurricane, something Henrik never would have done.Taylor contrasts the two friendships to develop the central theme that true friendship is colorblind, nurturing, and even sacrificial.

Why admire Marie Antoinette?

There are many reasons not to admire Marie Antoinette. She was the embodiment of the French ancien regime, the monarchy whose lavish lifestyle, embodied by the palace at Versailles, stood in stark contrast to the widespread poverty of the French people in the late eighteenth-century. The attitude of many common French people toward Marie Antoinette is summed up by her (almost certainly apocryphal) response to bread riots of hungry Parisian crowds: "Let them eat cake." Her lavish lifestyle was seen as the epitome of all that was corrupt and decadent about the French Bourbon monarchy.
But there are certainly some things to admire about Marie Antoinette. First, it is important to remember that she was married into the French monarchy at a very young age—just fourteen years old. She struggled to settle into the role of queen after her husband, Louis XVI, became king, but she persisted, eventually becoming an active figure in politics, frequently advising her husband on diplomatic matters.
Perhaps the main thing to admire about Marie Antoinette is the way she responded to the chaos that descended on her life and family during the French Revolution. An almost impossibly haughty woman while queen, she faced one indignity after another beginning in 1789, when she and Louis were forced back to Paris from Versailles by an angry mob. As her situation worsened, she showed the dignity that her position demanded, even after Louis XVI was executed. She faced relentless insults and was accused at her trial (for treason) of having an incestuous affair with her own son. In the face of this treatment, she displayed pride and even humility, going to the guillotine with composure and grace. So while Marie Antoinette did not live the most laudable life, she redeemed herself during her fall from the heights of the Bourbon monarchy. Even some French revolutionaries admired her courage in the face of death.
https://www.biography.com/royalty/marie-antoinette

https://www.smithsonianmag.com/history/marie-antoinette-134629573/

What is symbolic about Jean de Satigny's perversion and why does Allende include it?

Initially, Blanca is quite happy in her marriage to Jean. But, as she discovers some rather unpleasant facts about his sexual predilections, she sees a totally different side to him. The precise nature of Jean's sexual perversions is never quite established. At the very least, though, he seems to have some kind of fetish for using indigenous men and getting them to pose for erotic photographs. On top of this, Blanca discovers Jean's drug abuse as well as his shady business practices.
The House Of The Spirits incorporates numerous examples of what is called magic realism. This is a literary style that uses elements of fairy tales, fables, and folktales to heighten the sense of realism being presented. And Allende uses this method in relation to Jean's sexual perversions. In doing this, she is engaging in social commentary on contemporary Latin America: Allende wants to highlight the serious plight of Latin America's indigenous populations. Their sexual exploitation at the hands of Jean is symbolic of their wider treatment in society.
Magic realism is an effective means of dealing with age-old themes in a way that is both imaginative and relevant to the present day. Dealing with social and political themes using traditional realism can often lead to their becoming quickly dated. However, Allende's use of magic realism allows her to tap into a deeper structure of meaning, one reflected in countless myths, fables, and stories that never truly age and whose important themes resonate through the ages.

The purpose of the second to last paragraph of chapter 5, "Hester at Her Needle," is to explain one of the fundamental lessons that wearing the scarlet letter has taught Hester. Identify this lesson and explain how Hawthorne's use of diction, syntax, figurative language, irony, and tone achieves his purpose.

As Hester Prynne walks "to and fro" in the community, she notices how certain people that she passes gaze at her scarlet A, "the ignominious brand" on her bosom. When these people look at the letter, there is often more than a quick glance. In their momentary pause, Hester notices that there is a reaction to this letter. Sometimes she believes that she observes "a momentary relief," and it is as though the other person shares her "agony." Perhaps they, too, are adulterers who are guilty of the same sin, though they wear no mark.
Also, Hester finds that her wearing of the scarlet letter somehow gives her

a sympathetic knowledge of the hidden sin in other hearts. (Ch. 5)

Since she dwells in a Puritan community where sin is strongly condemned, Hester does not want to think that in many a heart there is a secret sin. In fact, Hester now feels confused and disillusioned. In her mind she addresses the Devil:

O Fiend, whose talisman was that fatal symbol, wouldst thou leave nothing, whether in youth or age, for this poor sinner to revere? (Ch. 5)

Because her heart gives "a sympathetic throb" as she passes certain ministers or magistrates, and she feels "a mystic sisterhood" when she observes other women looking at her, Hester is especially concerned that many others may carry in their hearts a secret sin that resembles her transgression. This thought of the possibility of hidden sins in the hearts of others causes Hester to become disillusioned.

Such loss of faith is ever one of the saddest results of sin. . . . Hester Prynne yet struggled to believe that no fellow-mortal was guilty like herself. (Ch. 5)

As Hester walks, her observations are shaded by a pessimistic tone, for Hester feels discouraged that others may be no better than herself. Certainly, Hawthorne's diction, his use of such words as "loss," "saddest," "fatal," and "hidden sin," suggests a new gloom that pervades Hester's spirit. For she has lost her faith in mankind as she realizes that in many a heart there lies a secret sin. Also, there is a bitter irony to her thoughts, as she is the only one wearing the ignominious symbol that figuratively "burns into her heart" with her shame and the scorn of others, who in fact may be sinners themselves.

What is a summary for The Dreamer by Pam Muñoz Ryan?

The Dreamer is a fictional tale based on the life of Pablo Neruda (originally Neftalí Ricardo Reyes Basoalto), a revered Chilean poet.
In short, “the dreamer” is Neftali, who is lost in a maze of thoughts. Since childhood, Neftali has wanted to pursue his poetry dream, but his domineering father objects to it. Neftali is intrigued by fantasy and uses his great imagination to escape reality. He explores nature to beat loneliness and illnesses, and to eschew his father’s wrath. The father does not want to tolerate Neftali's behavior, and he occasionally uses epithets to berate Neftali for his (Neftali's) absentmindedness. Throughout the text, Neftali is bullied by his own father, his brother, and a schoolmate. As he grows up, Neftali receives much inspiration from his uncle, a progressive journalist. Despite his father’s disapproval, Neftali manages to pursue his dream and finds happiness.

The Dreamer by Pam Muñoz Ryan is a fictionalized telling of Pablo Neruda's childhood in Temuco, Chile. Born Neftali Reyes, the child grew to be called Pablo Neruda (1904–1973), a Chilean poet, diplomat, and politician. As a rebellious young boy, Neruda uses his father's disapproval of his love for reading and writing as motivation to excel as a poet. His strained relationship with his father and brother is countered by his tender and loving relationship with his stepmother and uncle. These role models teach him the importance of believing in yourself and others. They instill in him the value of questioning authority and respecting one another. Neruda finds a voice within himself that guides him on adventures. His curiosity is inspired by the natural world around him. Muñoz utilizes sound in her writing, encouraging the readers to hear the ocean and forests that inspired Neruda himself. Ultimately, The Dreamer is a coming-of-age story of a shy young boy who struggles for independence and freedom.

The Dreamer, written by Pam Muñoz Ryan, is the fictionalized biography of the Nobel Prize–winning Chilean poet Pablo Neruda. The book traces the life of a tender-hearted boy, Neftali, and the arduous path he traverses to become Pablo Neruda. Neftali is by no means a conventional boy and distinctively stands out from others. He spends most of his time alone, finding beauty and wonder in even the most seemingly insignificant things. For this, however, Neftali is not only taunted by his peers but also derided by his strict and authoritative father. Right from childhood, however, he knows he has a "calling," which is symbolized in the book as a mysterious voice. The voice takes Neftali through an experiential sensory journey, and his journey leads him to a turning point in his life. Neftali fights against his father's cruel wishes and his own perceived inadequacies to become Pablo Neruda, one of the world's most celebrated poets.

The Dreamer is a fictional biography of the author Pablo Neruda, the poet.  It is about a shy boy (originally named Neftali Reyes) who is born in Chile and who deals with his pessimistic father. Neftali is always dreaming and using his senses to experience poetry all around him; from the time he is very young, this is often through a "mysterious voice" he hears. The children living near Neftali always taunt him for being dreamy. Neftali's father ridicules him as well. Both of these things cause Neftali to doubt himself and his abilities as a poet. Luckily, Neftali's uncle and stepmother encourage him (and teach Neftali about the Mapuche tribe and the rights they deserve). "The voice" Neftali hears leads him into the rain forest, the ocean, and the Chilean rain to give him the sensory experiences he needs to become a great poet. When Neftali becomes a teenager, he finally takes on the name he is famous for: Pablo Neruda.

What are some of the events and social practices that occur in the city and in the jungle in the novel Lost City Radio? How can I analyze the metaphors and symbols, the tone and/or feeling of each scene?

One of the practices in the city portrayed in Lost City Radio is the beating of children. Alarcon writes, "The government counseled solid beatings of children, in the name of regaining the discipline that had been lost in a decade of war. The station ran public service announcements on the subject" (page 12). The government uses the beating of children to try to reinvigorate a sense of discipline after the wayward years of the war, and the city radio station supports the government's message in an attempt to regain order in the society.
The government has instituted other social practices, including the outlawing of traditional native rituals. For example, villagers use a hallucinogenic plant called "tadek" to identify criminals. After a crime has been committed, the villagers feed "tadek" to a boy who then points out the criminal. Then, the criminal's arms are summarily chopped off. Manau meets a man named Mr. Zahir who has suffered this fate. Alarcon writes of Mr. Zahir, "He motioned with a waving stump, and Manau saw the scarred flesh, dimpled and leathery, that closed around the place where his hands ended so abruptly" (page 94). Mr. Zahir's hands are a symbol of the ways of the jungle, which are both mysterious and sometimes savage. They are also a symbol of the current post-war state of the country, particularly the jungle, and convey a tone of sadness about the devastation that the civil war caused in the jungle, where countless people were murdered or disappeared. 
Another event that occurs regularly in the city is each Saturday night, Norma broadcasts her show, which helps people find others who were lost in the war. Alarcon writes, "And Norma listened, and then repeated the names in her mellifluous voice, and the board would light up with calls, lonely red lights, people longing to be found" (page 9). The red lights symbolize people hoping to find others, though some are impostors. This ritual brings hope, though some of it is illusory, to the people who live in the city and to the former inhabitants of the jungle who have fled to the city. 

Beginning Algebra With Applications, Chapter 3, 3.1, Section 3.1, Problem 68

Solve the equation $\displaystyle \frac{4}{9} + a = -\frac{2}{9}$ and check
if your answer is correct.

$
\begin{equation}
\begin{aligned}
\frac{4}{9} + a &= -\frac{2}{9} - \frac{4}{9} && \text{Subtract $\displaystyle \frac{4}{9}$ from each side} \\
\\
a &= \frac{-6}{9} && \text{Simplify}\\
\\
a &= -\frac{2}{3} && \text{Divide both sides by 3}
\end{aligned}
\end{equation}
$

By checking,

$
\begin{equation}
\begin{aligned}
\frac{4}{9} + \left( - \frac{2}{3} \right) &= - \frac{2}{9}&& \text{Replace the variable by the given number, } \frac{-2}{3}\\
\\
\frac{4-2(3)}{9} &= \frac{-2}{9} && \text{Evaluate the numerical expressions}\\
\\
\frac{-2}{9} &= -\frac{-2}{9} && \text{Compare the results}
\end{aligned}
\end{equation}
$


The results are same; Therefore, $\displaystyle -\frac{2}{3}$ is a solution of the equation $\displaystyle \frac{4}{9} + a = -\frac{2}{9}$

What are the best and the easiest ways to recycle batteries?

In states other than California, it is legal to dispose of single-use alkaline and lithium batteries in the trash, as they do not contain heavy metals. However, it is advisable from an environmental point of view to recycle them. In addition, automotive and rechargeable batteries (such as lead acid batteries, Li-Ion, Ni-MH, Ni-ZN, Ni-Cd) batteries should be recycled.
Many cities have events or locations at which they collect hazardous waste (see the link for New York City below). You can find out more about these events by visiting the website of your town, county, or city. In addition, you may be able to mail hazardous waste materials such as batteries to a collection site that will recycle them. Single-use batteries contain materials such as steel and zinc that can be recycled. When you bring in non-alkaline batteries to be recycled, place clear tape (not opaque tape) over the terminals to prevent the risk of fire. Place each battery in a bag. You do not need to bag or tape alkaline batteries. 

The way you dispose of batteries depends on the type of battery. According to Duracell, alkaline batteries can be disposed of with household waste. Due to the fact that batteries can explode if exposed to fire, throwing used batteries in a fire would not be acceptable. Although batteries contained mercury in the past, many manufacturers have eliminated it. You can check with a manufacturer online. It is important not to throw large numbers of batteries away at the same time since the batteries may not be completely used.
Other types of batteries such as rechargeable batteries, lithium, lithium ion and zinc air batteries should not be disposed of in the trash. These types should be recycled. This is due to the chemicals these types contain. A label on the battery should mark them as recyclable. They are commonly found in laptops, cell phones, power tools and cameras. There are recycle centers in most areas where you can bring the batteries for disposal. 
Large batteries, such as car batteries, contain lead. They should be brought to a local waste management or recycling center.
https://www.duracell.com/en-us/technology/battery-care-use-and-disposal/