To what extent does Sohrab represent the struggles that Afghanistan has faced and still faces?

Sohrab is Hassan's son, and he grows up in a violent environment and is molested by an evil Taliban officer named Assef. From a young age, Sohrab has witnessed atrocities and endured traumatic experiences living in the Taliban-occupied city of Kabul. When Amir tells Sohrab that he is briefly going to put him in an orphanage, Sohrab tries to commit suicide. After Amir successfully adopts Sohrab and takes him to America, Sohrab barely speaks and seems detached from reality. Sohrab's mental state and distant behavior are a result of his traumatic upbringing. He has given up on life and is damaged by the excessive violence he has witnessed and endured as a child.
Sohrab's well-being and disposition can metaphorically represent the struggles Afghanistan as a country has endured and is yet to face. Similar to Sohrab, the country of Afghanistan has witnessed excessive violence due to numerous wars. This began with the Russian invasion, and the citizens of Afghanistan have witnessed civil wars and are currently still fighting against the Taliban. America has even been militarily involved in Afghanistan and contributed to the violent atmosphere. Sohrab essentially represents the newer generation of Afghans. They were raised around violence and struggle due to excessive abuse and brutality.

College Algebra, Chapter 10, 10.3, Section 10.3, Problem 18

A pair of dice is rolled, and the numbers showing are observed.

a.) List the sample space of this experiment.

Sample space of rolling two dice

$\left( \begin{array}{cccccc}
(1,1) & (1,2) & (1,3) & (1,4) & (1,5) & (1,6) \\
(2,1) & (2,2) & (2,3) & (2,4) & (2,5) & (2,6) \\
(3,1) & (3,2) & (3,3) & (3,4) & (3,5) & (3,6) \\
(4,1) & (4,2) & (4,3) & (4,4) & (4,5) & (4,6) \\
(5,1) & (5,2) & (5,3) & (5,4) & (5,5) & (5,6) \\
(6,1) & (6,2) & (6,3) & (6,4) & (6,5) & (6,6)
\end{array} \right)$

b.) Find the probability of getting a sum of 7.

There are total of 36 elements in the sample space in which the elements $(1,6), (6,1), (5,2), (2,5), (3,4)$ and $(4,3)$ has the sum of $7$. Thus, the probability of $7$ is

$\displaystyle \frac{6}{36} = \frac{1}{6}$

c.) Find the probability of getting a sum of 9.

Consequently, the elements $(3,6), (6,3), (5,4)$ and $(4,5)$ has the sum of $9$. Thus, the probability in this case is

$\displaystyle \frac{4}{36} = \frac{1}{9}$

d.) Find the probability that the two dice show doubles (the same number).

Moreover, the elements that has the same number are $(1,1), (2,2), (3,3), (4,4), (5,5)$ and $(6,6)$. Thus, we have

$\displaystyle \frac{6}{36} = \frac{1}{6}$

e.) Find the probability that the two dice show different numbers.


In this case, we can use the compliment of the probability in part (d) to get

$\displaystyle 1 - \frac{1}{6} = \frac{5}{6}$

f.) Find the probability of getting a sum of 9 or higher.

Based from the sample space, the probability of getting a sum of $9$ or higher is

$\displaystyle \frac{4}{36} + \frac{3}{36} + \frac{2}{36} + \frac{1}{36} = \frac{10}{36} = \frac{5}{18}$

Why does Cassius want Brutus to join the conspiracy?

Cassius feels that Brutus would be a useful member of the conspiracy, for more than one reason. First, he is close to Brutus, and feels he will be able to convince him of the value of the idea. He plays upon Brutus' love for Rome, and the ideals of Rome, to convince him that Caesar's behavior is wrong and must be stopped -- something he thinks Brutus already believes. Cassius reminds Brutus that Caesar is just a man, the same as they are, and they should not allow him to set himself up as a king.
Cassius's other reasons for choosing Brutus specifically revolve around Brutus's standing in Rome, with the senate, and with Caesar himself. Brutus is Caesar's "angel," beloved of him, whereas Caesar dislikes Cassius and would therefore be distrustful of any instruction Cassius might give him. Cassius needs Brutus on hand because Brutus will not only know Caesar's movements, but be able to persuade him one way or another to be at the senate on a certain day.

Cassius is portrayed as a shrewd politician who is willing to go to great lengths to enact his political agenda, and he attempts to convince Brutus to join the group of conspirators against Julius Caesar. Cassius wants Brutus to join the conspirators for several significant reasons. Cassius is aware that Brutus is an honorable man who is respected and revered by the Roman populace. Having a man of Brutus's caliber and rank on their side gives Cassius and the conspirators much-needed support from the Roman citizens. Cassius is aware that Brutus's honorable reputation will justify their actions to the Roman populace, and the citizens will be less likely to riot against the senators. Cassius also knows that Brutus is a close friend of Julius Caesar. If Brutus joins the conspirators, Cassius will now have an inside man who will be able to persuade and influence Caesar into walking into their trap. Brutus will also be able to relay valuable information to the conspirators that will assure that their assassination attempt is successful.

How does technology influence our culture?

Technology, beginning with the modern invention of the printing press (which was either first introduced by Johannes Gutenberg around 1440 or by the Korean Buddhist monks who printed the Jikji in 1377), has transformed people's lives since the Renaissance. It is possible to trace the influence of technology back further—the construction of Roman aqueducts or the great fortification wall built by the Chinese are famous examples—but they are not technologies that still impact how we live today.
Your question appears to be about contemporary technology, namely, the Internet and smart devices, such as smartphones and tablets. These technologies have impacted our culture—the world, really—in too many ways to count. What is unique is that the global impact is the same and that the impact is being felt by everyone at once, which is unusual. Even people in developing countries own smartphones that are connected to the Internet. This gives everyone an unprecedented amount of information, which is made accessible by typing on a touch pad.
We are more connected than ever before due to social media networks, which are also accessible on these handheld devices. Recent technology has brought us closer, making it possible for strangers who live in separate countries to befriend each other and share ideas. 
Internet and smartphone technology has also made it easier to do research and to access the news. However, the dissemination of information has made it difficult for some people to distinguish between legitimate and illegitimate sources. In this regard, contemporary Internet technology is similar to the printing press in that anything can be put out to the public and called valid information. People have not become more selective over time.  

How do I put copyright information into MLA format?

MLA format refers to the guidelines put out by the Modern Language Association concerning citing sources and bibliographic information in a paper. MLA is used most frequently in humanities disciplines, such as English, Philosophy, and the like. MLA format has guidelines for citations, formatting, bibliographic information, and paper layout.
 The list of all bibliographic sources used in your paper should be listed on the “Works Cited” page. It should be the last page of your paper and should be on a separate page. It should be entitled “Works Cited,” centered on the page, no quotes around it, and not written in italics.
 The way you format each bibliographic entry will depend on what kind of source it is. Articles are formatted differently than books, for instance. However, to cite a book written by one author, such as To Kill a Mockingbird, the entry would look like this:
Author’s Last Name, First Name. Title of Book. City of Publication: Publisher, Year Published. Medium of Publication (such as Print).
So, from this example, you can see that each entry will also depend upon the edition of the book you have.
My personal copy of To Kill a Mockingbird would be entered on the “Works Cited” page like this:
Lee, Harper. To Kill a Mockingbird. New York: Harper Collins, 1960. Print.

In his moving “Letter from Birmingham City Jail”, Dr. Martin Luther King Jr. wrote: “We know through painful experience that freedom is never voluntarily given by the oppressor; it must be demanded by the oppressed.” Was he right? Why/why not? Based on the what you have seen of the Civil Rights Movement, the Gay Liberation Movement, the Feminist Movement, and the anti-ERA campaign, what do you think are the three most important elements of a successful social movement, and why? How can we apply lessons from the successes and failures of these movements to contemporary problems, so that all Americans can enjoy the promise of “Life, Liberty, and the Pursuit of Happiness”?

To some degree, Martin Luther King's statement is true. The civil rights movement, women's movement, and gay rights movement show that the power structure is not changed on its own; instead, people must demand rights and use the power of protest to win rights. For example, before the civil rights movement, many parts of the US lived under the rules of segregation, and, even in areas that were not officially segregated, black people did not enjoy the same access to employment, education, housing, and other areas. It took the civil rights movement, and actions such as sit-ins, freedom rides, and bus boycotts, to force society and the government to end de facto segregation and provide blacks with equal voting and other rights. The women's and gay rights movements also had to use these strategies to force society to recognize their rights.
A successful social movement must unite people from that demographic (for example, women in the women's rights movement), but it must also win over allies in the power structure and government. To do so, a social movement must show that the society will advance by granting their wishes and rights. For example, the civil rights movement showed people that by disenfranchising blacks, the American society was failing in its mission to promote democracy. All of these movements were able to convince others that by restricting their group's rights, they were hurting the American economy and society. The movements' use of non-violence was also effective in winning over allies (as non-violent means of protest made the opposition look bad), and we can use the lessons of these movements to improve society.

What order did Rosh give his men? Why did Samson break this order?

In Chapter 14, Rosh ordered the men to keep a low profile. The shepherds had recently ambushed and attacked Rosh's men. Apparently, they hadn't been too pleased with the rebels stealing their sheep. For his part, Daniel had always assumed that the "flocks that grazed on the slopes were free for the taking."
In this chapter, Daniel had just returned to Rosh's camp for a visit. He was surprised to discover from Joktan that the men had been having trouble getting meat for their meals. Since the ambushes, Rosh had ordered his men to lay low.
There was one person, however, who ignored Rosh's orders, and that man was Samson. Shortly upon Daniel's return, Samson suddenly appeared with a substantial carcass of a sheep on his back. With a wide smile, Samson had thrown down the dead animal before the rest of the men. However, he reserved his biggest smile for Daniel. So, Samson ignored Rosh's order in order to show how pleased he was to see Daniel again.
Upon the occasion of Daniel's return, Samson caught a large sheep to celebrate the return of his friend. Later, Joktan informed Daniel that all of the men hadn't had full stomachs for a week and that they had Daniel to thank for the meal. For his part, Daniel preferred to credit Samson with the accomplishment. In answer, Joktan maintained that Samson had somehow sensed Daniel would return that day; he believed that was the reason Samson caught the sheep. So, Samson disobeyed Rosh's injunction to show his happiness regarding Daniel's return.

Single Variable Calculus, Chapter 3, 3.3, Section 3.3, Problem 41

Differentiate $\displaystyle f(x) = \frac{x }{x + \displaystyle \frac{c}{x}} $



$
\begin{equation}
\begin{aligned}

f(x) =& \frac{x }{x + \displaystyle \frac{c}{x}}
&& \text{Get the LCD on the denominator}
\\
\\
f(x) =& \frac{x}{\displaystyle \frac{x^2 + c}{x}}
&& \text{Simplify the equation}
\\
\\
f(x) =& \frac{x^2}{x^2 + c}
&& \text{}
\\
\\
f'(x) =& \frac{(x^2 + c) \displaystyle \frac{d}{dx} (x^2) - \left[ (x^2) \frac{d}{dx} (x^2 + c) \right]}{(x^2 + c)^2}
&& \text{Apply Quotient Rule}
\\
\\
f'(x) =& \frac{(x^2 + c) (2x) - [(x^2)(2x)]}{(x^2 + c)^2}
&& \text{Expand the equation}
\\
\\
f'(x) =& \frac{\cancel{2x^3} + 2cx - \cancel{2x^3}}{(x^2 + c)^2}
&& \text{Combine like terms}
\\
\\
f'(x) =& \frac{2cx}{(x^2 + c)^2}
&& \text{}

\end{aligned}
\end{equation}
$

Imagine that a commanding officer is planning to have the soldiers under his or her order read, or is planning to read to them from, All Quiet on the Western Front as part of their preparation for battle. Why would this not be a good idea? Cite specific passages from the novel to support your view.

Although All Quiet on the Western Front is set during World War I, there are many situations in the novel which could adversely affect contemporary soldiers.
Reading a narrative in which war is glorified to young men and then the horrors are clarified in detail, where men starve and are infested with lice and rats run about them, where gangrene sets into a young man's leg and it must be amputated, where men are poisoned by mustard gas and die a tortuous death, and where pieces of men are strewn about a battlefield, in which arms and heads cling to barbed wire, would certainly be counterproductive to instilling enthusiasm and encouraging patriotism in military troops.
In the first chapter of Remarque's novel, Paul Baumer and his troop, after having been engaged in battles, receive a letter from their former schoolmaster, Heir Kantorek, who urged them to enlist by telling them stories that glorified war. However, after their first battle, the young men have lost their innocence and their enthusiasm for war and are disillusioned.

There were thousands of Kantoreks, all of whom were convinced that they were acting for the best — in a way that cost them nothing.

One of the most negative effects of war is the disconnect and alienation that young soldiers often feel when they return home after war. In Chapter Six, for instance, Paul describes himself and his fellow soldiers:

We are forlorn like children, and experienced like old men, we are crude and sorrowful and superficial—I believe we are lost.

While Paul is home on leave in Chapter Seven, he senses a distance between himself and his family; he cannot seem to relate to them as before. When his mother asks him about what she has heard from another young man who has returned home and "said it was terrible out there now, with the gas and all the rest of it," Paul knows he cannot describe the real horrors where men "stood and lay about, with blue faces, dead." 
In Chapter Ten Paul finds himself in a hospital with a broken leg and a wounded arm. He is anxious because the doctor is infamous for simply amputating limbs. Paul is operated on, but he is told that the bones will not mend properly. Paul concludes that a hospital "alone shows what war is." Many men come in, then go to the operating rooms, and are not seen again. Some of the surgeons are not concerned about soldiers' limbs.
If new recruits were able to know of the war beforehand, they probably would not enlist. For, like Paul, once having had the experience of battle and the other horrors of war, they would probably realize that war is anything but romantic and glorious.

How does Buck maintain some measure of pride in Chapter 1 of The Call of the Wild?

When the unsuspecting Buck is stolen from his owner and sold to become a sled dog, he is taken by surprise; nevertheless, despite his abuse, Buck maintains a sense of pride as he struggles against his captors.
After Buck is sold, he is thrown into a baggage car of a train. Stunned, he lies for a while as he knows the sensation of riding on a locomotive. But, after he recovers some, Buck feels "the unbridled anger of a kidnapped king." When a man reaches for Buck's throat, Buck's quickness takes him by surprise as the dog's jaws close upon the man's hand. Buck does not let go until "his senses were choked out of him once more." 
After he is subdued, Buck is shoved into a crate. The next day four more "tormentors" come for Buck, and they poke sticks at him:

...[h]e promptly assailed with his teeth till he realized that that was what they wanted.

After Buck arrives at the destination, and a man takes a hatchet and damages the crate enough for Buck to reach out, 

Straight at the man he launched his one hundred and forty pounds of fury, surcharged with the pent passion of two days and nights. 

But, just as he is in mid air, Buck is hit with the handle of the ax that has split his cage. Again and again Buck lunges and attacks, but he is struck down by the handle of the ax as Buck feels the swift weight of the handle.

A dozen times he charged, and as often the club broke the charge and smashed him down.

Again and again Buck leaps at his oppressor, but is met with the stick until he finally collapses.

Was Christianity a positive factor in the lives of the slaves? What were the differences between the Christianity preached by the slave owners and the religion fashioned by the slaves themselves?

This is a complex issue; as the second part of the question suggests, the Christianity that was understood and practiced by enslaved people was different than the version prescribed for them by their masters. However, religion was a major source of agency for enslaved people. Generally, their version of Christianity emphasized liberation and freedom. It also bore the influence of African religions, with various customs being preserved in Christian contexts. Slave Christianity provided what one historian has called "psychological refuge" for its adherents, who were faced with degradation in almost other aspect of their lives. As for Christianity as practiced by whites, its effects on enslaved people were mixed. In the South, Christianity was used as a justification for slavery. In the North, on the other hand, Christianity was a major impetus for the abolition movement, which had its roots among Quakers and other groups who emphasized that slavery violated the dignity of men. Many of the evangelical denominations actually split over the issue of slavery during the antebellum period. 
http://nationalhumanitiescenter.org/tserve/nineteen/nkeyinfo/aareligion.htm

What was the subsidiary alliance system? (very short answer)

The subsidiary alliance was a system of administration that established the relationship between the native states of Southern Asia and the British East India Company. The native states were not allowed to have their own armies. Thus, to ensure their protection, the British East India Company recruited and managed armies (the Subsidiary Army) on behalf of the native states. In the arrangement, the native states were required to pay the East India Company and failure to comply led to the transfer of part of the state’s territory to the Company. The subsidiary alliance had the effect of weakening the native states when they forfeited their territories, which led to the expansion of the East India Company in the region. The native states fell into the hands of the East India Company after they were weakened.
https://www.jagranjosh.com/general-knowledge/key-points-on-subsidiary-alliance-1443008884-1

How did westward migration after the Civil War affect the United States?

Let's break this down into two significant areas because this is such a vast question. Socially and culturally, this westward migration sparked the "frontiersman" attitude and rejuvenated manifest destiny. Towns and settlements were built, and with them, new religious and cultural centers developed in the west. These new towns developed their own social and cultural characteristics as like-minded people settled together; however, the reverse is true as well. People from a variety of cultures and backgrounds traveled and struggled together on the journey to the west. A lot of these towns became cultural and social melting pots.Economically, the United States grew through rapid agricultural developments in the west. The transcontinental railroad allowed the country to tap into a vast area that was rich with resources. Precious metal mining, such as gold, boomed during this time period and provided enormous economic growth for the nation. Moreover, the Homestead Act provided an incentive for farming in the west through land acreage. Through all of this, the United States saw major economic growth, as the manufacturing centers in the Northeast were now able to connect with the developing farms and mines of the Midwest.
To add to this new connection, the country was experiencing a rush of immigration after the Civil War. These new types of people brought more cultures, labor, and innovations to the country. These technological developments of the late 1800s and early 1900s were furthered by higher education propping up in these new, thriving towns. Overall, these areas were some of the key improvements for the country during the westward migration after the Civil War.

Westward expansion affected the United States in many important ways.  Let us look at some of the most important of these effects.
Westward expansion/migration helped to industrialize the US.  A major part of this expansion was the creation of transcontinental railroads.  These railroads helped industrialize America by creating more demand for steel to make rails and rolling stock.  Expansion also helped cause industrialization by opening up new sources of raw materials that the country could use.
Westward expansion helped enrich America.  This is partly because it helped cause industrialization.  It is also because it opened up vast new areas of land that became America’s “breadbasket.” 
Westward expansion brought tremendous harm to Native Americans.  As white settlers expanded to the west, they pushed Native Americans off their lands.  The Indians were pushed onto reservations on very marginal lands.  Their way of life was completely destroyed.  By pushing them onto reservations, the US government helped bring about problems for the Native Americans that continue to be felt today.
Westward expansion helped to create America’s self-image.  Americans see their country as a country of rugged individuals who can face life without any help from the government or, usually, from anyone else.  This is at least partly because of the way we view the pioneers who came west and the cowboys who tended cattle in Texas, Oklahoma, Kansas, and other such places.  We see them as heroes of individualism and we think that they typify what our country is all about.
Westward expansion helped to bring about the populist movement towards the end of the 19th century.  Many of the people who migrated west were small farmers.  They soon came to feel that large companies, particularly banks and railroads, were taking away their ability to make a living.  This led to the creation of the populist movement among farmers in the South and the West.
In all of these ways and more, westward migration influenced the United States.
https://www.history.com/topics/westward-expansion

How does Milton portray Pandemonium dramatically in Paradise Lost?

The answer linked below does a good job describing the physical qualities of Pandemonium and the allusions its architecture makes. However, to speak of its representation "dramatically," we can look also to what actions take place within this structure.
Milton coins this word for the poem, and we see in this place of all demons a world of duplicity and self-interest. The structure is created so that the demons can hold what is clearly a parody of parliamentary debate. Each of the devils speaks from his narrow self-interest. Moloch wants open war rather than a status as a loser; Belial fears damage to his gracefulness and prefers to remain in sophist debate; Mammon wants to remain in Hell in order to mine for riches.
On what seems to be Satan's prompting, Beelzebub advocates for duplicity and disruption in Eden. One senses, though, that chaos and confusion are most likely the natural state of Milton's Hell, compared to rational debate without self-interest motivating debate.

Milton sets the scene for the building of Pandemonium in hell, where God has cast Satan and his followers in a sea of fire. Satan dramatically commands and inspires his demons, having decided that, if he cannot defeat God, he will undermine him in every possible way.
His followers hurry off to build Pandemonium, a vast temple dedicated to the worship of all the demon gods. (Pandemonium means "all demons.") This temple is probably based on descriptions Milton read of both Ancient Rome (the seat of pagan worship) and St. Peter's, the center of Roman Catholicism in Rome. As a Puritan, Milton saw the Catholic Church as the anti-Christ. As a Puritan, he also perceived God as being reflected in simplicity and honest plainness, not in a grand architecture of excess.
We learn that Pandemonium is built on a hill "where grisly top / belched fire and rolling smoke"; this would indicate it is near a volcano and, of course, in the midst of hell's fires. Milton shows the vast structure being erected in an hour and describes it in rich detail: the roof made of gold, the huge brass doors opening to a vast space, and the many pillars, embellishments, and decorations recalling the excesses of Baroque architecture. Pandemonium has dramatic power in both the wretched excess of its demonic design and in its status as the false and yet grandiose seat of power from which Satan and his legions will attack God himself.

Milton uses his Biblical knowledge and elements of epic poetry to invoke a sense of grandeur when describing Pandemonium, the capitol of Hell in “Paradise Lost.” After being banished from Heaven, Satan and the other fallen angels find a temple that becomes a meeting place where they discuss their intent of waging war against God and Man. From the opening of Book 1, it’s clear that there is a conflict between Satan and God that spans the whole universe. Before Man is even in the picture, Milton portrays the underlying conflict which Man will eventually become a part of. Regardless, God the Father has seen all this coming and will use the Messiah to restore all of creation.
Since “Paradise Lost” is an epic poem, Milton relies on certain conventions to elevate his writing. The poem starts in “media res” after the failed rebellion in Heaven. Like the ancient Greek poets, Milton calls on the Muse to inspire the story. He also makes use of lofty language, long speeches, and expanded similes.

Calculus and Its Applications, Chapter 1, 1.7, Section 1.7, Problem 54

Determine $\displaystyle \frac{dy}{dx}$ for $y =\sqrt{7 - 3u}$ and $u = x^2 - 9$.

We have $\displaystyle \frac{dy}{dx} = \frac{dy}{du} \cdot \frac{du}{dx}$ with


$
\begin{equation}
\begin{aligned}

\frac{dy}{du} =& \frac{1}{2} (7-3u)^{\frac{-1}{2}} \cdot \frac{d}{du} (7-3u)
\qquad \text{ and } &&& \frac{du}{dx} =& \frac{d}{dx} (x^2) - \frac{d}{dx} (9)
\\
\\
=& \frac{1}{2} (7 - 3u)^{\frac{-1}{2}} (-3) &&& =& 2x
\\
\\
=& \frac{-3}{2(7-3u)^{\frac{1}{2}}}

\end{aligned}
\end{equation}
$



Thus,


$
\begin{equation}
\begin{aligned}

\frac{dy}{dx} = \frac{-3}{2(7 - 3u)^{\frac{1}{2}}} \cdot 2x
\\
=& \frac{-3x}{(7 - 3u)^{\frac{1}{2}}}
\\
=& \frac{-3x}{[7-3(x^2 - 9)]^{\frac{1}{2}}}
\qquad \text{Substitute $x^2 - 9$ for $u$}
\\
=& \frac{-3x}{(7 - 3x^2 + 27)^{\frac{1}{2}}}
\\
=& \frac{-3x}{(34 - 3x^2)^{\frac{1}{2}}}


\end{aligned}
\end{equation}
$

Single Variable Calculus, Chapter 4, 4.7, Section 4.7, Problem 10

Suppose that a box with an open top is to be constructed from a square piece of cardboard, 3 $ft$ wide, by cutting out a square from each of the four corners. Find the largest volume that such a box can have.



The volume = $x (3-2x)(3-2x) = x(3-2x)^2$
If we take the derivative of the volume by using Product and Chain Rule,

$
\begin{equation}
\begin{aligned}
v' &= x\left( 2(3-2x)(-2) \right) + (3-2x)^2 (1)\\
\\
v' &= (3-2x) [-4x + (3-2x)]\\
\\
v' &= (3-2x) [3-6x]\\
\\
v' &= 9 - 18x - 6x + 12x^2\\
\\
v' &= 12x^2 - 24x + 9
\end{aligned}
\end{equation}
$

when $v' = 0$,
$0 = 12x^2 - 24x + 9$
Using Quadratic Formula, we have
$\displaystyle x = \frac{3}{2}ft \text{ and } x = \frac{1}{2} ft$

Let us determine on which dimension will the volume be larger.

$
\begin{equation}
\begin{aligned}
\text{so when } x &= \frac{3}{2} ft, &&& \text{when } x &= \frac{1}{2} ft,\\
\\
v \left( \frac{3}{2} \right) &= \frac{3}{2} \left(3-2 \left(\frac{3}{2}\right) \right)^2 &&& v \left( \frac{1}{2} \right) &= \frac{1}{2} \left(3-2 \left(\frac{1}{2}\right) \right)^2\\
\\
v \left( \frac{3}{2} \right) &= 0 ft^3 &&& v \left( \frac{1}{2} \right) &= 2ft^3
\end{aligned}
\end{equation}
$

Therefore, the olume will be largest at $\displaystyle x = \frac{1}{2}ft$

How can I compare and contrast "The Road Not Taken" by Robert Frost and "Fifteen" by William Stafford?

In both "The Road Not Taken" and "Fifteen," the speakers are on the edge of an adventurous journey in a natural and secluded area--the woods and the "back of the woods" south of a bridge at the edge of town, respectively. Both speakers become cautious and do not to venture forth into areas that may prove risky. In contrast, though, at the end of their narratives, the speaker of Frost's poem expresses a certain self-doubt and incompleteness while the speaker of Stafford's poem feels self-restoration.
As he takes a walk, Frost's speaker discovers two enticing lanes in the woods that are "untrodden,"

                                   ...long I stood
And looked down one as far as I could

Stafford's speaker, on the other hand, discovers a running motorcycle that attracts him with the prospect of a new, exciting adventure. The object at which he looks assumes a femininity that is seductive:

I admired all that pulsing gleam, the shiny flanks, the demure headlightsfringed where it lay

Further, the speaker of "Fifteen" indulges delightedly in his imagination of the adventure that he can have with this machine, and he even takes it to the road. But as he has "a forward feeling" and there is a tremble, he changes his mind and returns with the motorcycle to the place he has found it. "Thinking," he finds the owner, whose hand is bleeding. He helps the owner to his motorcycle and the other calls him a "good man" and rides off.
 
Both the bridge where the fifteen-year-old feels the "forward feeling" but resists it and the point where the two roads "diverged" and the speaker chooses the one more traveled are junctures in the lives of the speakers of the two poems. These choices that the speakers have made are for what is real over that which is imagined. For both speakers there is a sense of loss and a change in themselves; in contrast, however, Stafford's speaker has grown from his experience, while Frost's speaker merely reflects that his choice "has made all the difference" to him.

Calculus of a Single Variable, Chapter 9, 9.3, Section 9.3, Problem 72

To evaluate the given series sum_(n=2)^oo 1/(nsqrt(n^2-1)) , we may apply Integral test to determine the convergence or divergence of the series.
Recall Integral test is applicable if f is a positive and decreasing function on interval [k,oo) where kgt=1 and a_n=f(x) .
If int_k^oo f(x) dx is convergent then the series sum_(n=k)^oo a_n is also convergent.
If int_k^oo f(x) dx is divergent then the series sum_(n=k)^oo a_n is also divergent.
For the series sum_(n=2)^oo 1/(nsqrt(n^2-1)) , we have a_n=1/(nsqrt(n^2-1)) then we may let the function:
f(x) =1/(xsqrt(x^2-1))
The graph of the function is:
As shown on the graph, f(x) is positive and decreasing on the interval [2,oo) . This confirms we may apply the Integral test to determine the converge or divergence of a series as:
int_2^oo1/(xsqrt(x^2-1)) dx= lim_(t-gtoo)int_2^t1/(xsqrt(x^2-1))dx
To determine the indefinite integral of int_2^t1/(xsqrt(x^2-1))dx , we may apply the integral formula for rational function with root as:
int 1/(usqrt(u^2-a^2))du= 1/a *arcsec(u/a)+C .
By comparing " 1/(xsqrt(x^2-1)) " with "1/(usqrt(u^2-a^2)) ", we determine the corresponding values as: u=x and a=1.Applying the integral formula, we get:
int_2^t1/(xsqrt(x^2-1))dx =1/1 *arcsec(x/1)|_2^t
=arcsec(x)|_2^t
Applying definite integral formula: F(x)|_a^b = F(b)-F(a)
arcsec(x)|_2^t =arcsec(t) -arcsec(2)
Applying int_2^t1/(xsqrt(x^2-1))dx = arcsec(t) -arcsec(2) , we get:
lim_(t-gtoo)int_2^t1/(xsqrt(x^2-1))dx =lim_(t-gtoo)[arcsec(t) -arcsec(2)]
=lim_(t-gtoo)arcsec(t) -lim_(t-gtoo)arcsec(2)
= pi/2 -arcsec(2)
=pi/6
The lim_(t->oo)int_2^t 1/(xsqrt(x^2-1))dx =pi/6 implies that the integral converges.
Conclusion: The integral int_2^oo1/(xsqrt(x^2-1)) dx is convergent therefore the series sum_(n=2)^oo 1/(nsqrt(n^2-1)) must also be convergent.

Was the American revolution conservative?

The American Revolution was not a conservative event. Any time a group of people decides to overthrow their rulers, it is an extreme or radical event. There was much at stake in the American Revolution for the colonists. If the colonists failed, some of the leaders would have been tried for treason and likely would have been executed. The British would have likely tried to establish much tighter control over the colonies if the American Revolution failed. In the event the American Revolution succeeded, the colonists would have to form a new government and begin to govern themselves. This was a huge step, as the colonists needed a plan of government. The new government turned out to be much more democratic than the one that was replaced. They also needed to develop a financial system and create a military. The new American government would need to establish relations with other countries. Declaring independence from Great Britain was a very radical event.
http://explorepahistory.com/story.php?storyId=1-9-11

In what year was "Empress of India" added to Queen Victoria's titles?

Queen Victoria took on the additional title of "Empress of India" on May 1, 1876. The following year, the title was proclaimed at the first Delhi Durbar, an Indian mass assembly held primarily to announce the Queen's new title of empress.
Queen Victoria had been eager to take on this new title ever since India came under direct British control in 1858. When the British East India Company was dissolved in 1874, Queen Victoria began urging Prime Minister Benjamin Disraeli to have the title granted to her.
It was hoped that Great Britain and Queen Victoria could use the new title of empress to cement the nation's image as a global power and strengthen, if only symbolically, its connections to India.
The title "Emperor of India" was used by Victoria's successors until just after Indian independence. It was downgraded to "King of India" by King George VI in June of 1948. It was abandoned altogether in 1950 when India's new constitution declared the country to be a sovereign nation and independent republic.
http://indohistory.com/queen_victoria_proclaimed_empress.html

https://sourcebooks.fordham.edu/india/1877empressvictoria.asp

Single Variable Calculus, Chapter 8, 8.1, Section 8.1, Problem 56

Find the area bounded by the curves $y = \arctan 3x$ and $\displaystyle y = \frac{1}{2} x$ by approximating the $x$-coordiantes of the points of intersections.



Based from the graph, we can estimate the $x$-coordinates of the points of intersections as $ x \approx - 2.90$ and $x \approx 2.90$. Since both graphs are symmetric to the origin, we can simply evaluate the half region and multiply it by two toget the area of the entire region. So,


$
\begin{equation}
\begin{aligned}
A &= 2 \int^{2.90}_0 \left(y_{\text{upper}} - y_{\text{lower}} \right) dx\\
\\
A &= 2 \int^{2.90}_0 \left(\arctan (3x) - \frac{x}{2}\right) dx\\
\\
A &= 2 \left[ \int^{2.90}_0 \arctan (3x) dx - \int^{2.90}_0 \frac{x}{2} dx \right]\\
\\
A &= 2.7953 \text{ square units}
\end{aligned}
\end{equation}
$

In Ode 1 of Sophocles' Antigone, what portrait or concept of man is developed, and how?

Sophocles took a rather nuanced view of humanity, and Antigone epitomizes that perfectly, mostly in the speeches or comments of the character Creon, who assumes the throne upon the deaths of Eteocles and Polyneices. It is through the voices of Creon and the Chorus that Sophocles best expresses his views on the nature of man: nature is restrained through the establishment of a system of laws governing an otherwise anarchic society. Note, for instance, Creon's observation in one of his exchanges with Coryphaeus:

"Now, there is no way to learn thoroughly the essence of the whole man as well as his thought and judgment until he has been engaged in ruling and making laws. For, in my opinion, whoever, in guiding a whole city, does not adhere to the best counsels, but from fear of something keeps his tongue locked, that man seems to me now and before this to be most evil."

Law, to Creon, is everything. This is a king who understands that his own legitimacy is based upon a common acceptance of basic rules guiding conduct, with the king as the chief executive. Creon's concepts of civilization and justice have a firm foundation in the rule of law, and he is the law in his kingdom. Upon decreeing that the corpse of Polyneices shall be left to rot and be devoured by scavengers, he declares, "Never by me, at any rate, will evil men have precedence of honor over just men." Evil men, to the king, are those who do not submit to the rule of law.
The theme of the duality of man extends to the proclamations of the Chorus of Theban Elders, which observes that, "[m]any things cause terror and wonder, yet nothing is more terrifying and wonderful than man." The terror and wonder of man is, again, grounded in the acceptance or rejection of the rules that govern a civilized society. This leads to the final passages of Ode 1, when the chorus again ruminates on the nature of man and the role of law:

"O clear intelligence, force beyond all measure!
O fate of man, working both good and evil!
When the laws are kept, how proudly his city stands!
When the laws are broken, what of his city then?
Never may the anarchic man find rest at my hearth,
Never be it said that my thoughts are his thoughts."

This, then, is how Sophocles develops a concept of man. What separates man from animals, he argues, is the knowledge of a distinction between good and evil, and the imperative of a system of laws that restrain the worst impulses of man while elevating him to play by the rules.

 
At the end of Scene 1, the Chorus sings an ode about the nature of mankind. They describe how the world contains amazing wonders, but “none more wonderful than man.” Mankind has conquered the ocean with ships, plowed the fields with horses, and tamed wild animals for work and food.
Humans also have amazing powers of thought and speech. Man can express himself well and “statecraft is his.” In fact, the Chorus goes so far as to say man can deal with everything that comes his way…except death. That is the one thing over which he has no control.
The ode ends with a caution, however. It praises mankind’s intelligence but warns that man is capable of both good and evil. When laws are followed, mankind progresses and builds wonderful civilizations. When laws are broken, anarchy reigns and destruction follows. The Chorus warns never to let an anarchist find welcome or rest.

Contrast the role of the lady in Lay of the Were-Wolf with a female character in Beowulf.

In Lay of the Were-Wolf, the lady plays two roles: that of supportive wife and villainess. In Beowulf, Grendel's mother also plays two roles. Besides being the chief villainess, she is also a grieving mother, a maternal figure who seeks revenge for her son's death.
The chief contrast between the two female characters lies in the difference between their individual villainess roles. Even though the lady in Lay of the Were-Wolf is the chief female villain in the story, she is never characterized as a monstrous anomaly. Grendel's mother, however, is characterized as a cursed descendant of Cain. She must live on the fringes of civilization, away from refined society. Additionally, she is portrayed as a hideous, masculine creature who delights in bloody rampages against noble knights.
Grendel's mother is so spectacularly degenerate and malevolent that Beowulf cannot destroy her with his sword, Hrunting. Instead, he must use a magical sword to kill her. 
In contrast, the lady in Lay of the Were-Wolf (although also a villainess) enjoys a high status due to her connection with the baron and then the knight. She doesn't betray Bisclavaret out of revenge but out of fear for her own safety. In contrast, Grendel's mother attacks King Hrothgar's knights to avenge the death of her son.
While Grendel's mother outwardly challenges the bravest knights in battle, the lady in Lay of the Were-Wolf is not confrontational at all. She may be a villain, but her villainy is practiced through equivocation and subtle acts of treachery. She doesn't reveal the extent of her betrayal until she is subjected to torture on the king's orders.
So, the contrast between the role of Grendel's mother and the lady in Lay of the Were-Wolf is evident: both are the chief antagonists of their respective stories, but both are portrayed differently in that role. While the lady of Lay of the Were-Wolf retains her privileged position in society, Grendel's mother is portrayed as a marginalized monster with unorthodox attributes.

What is the universal theme in the story "The Gift of the Magi" by O. Henry?

One of the universal themes in the story is the supremacy of love over money. The two characters, Jim and Della, sell their most valuable possessions—Della's hair and Jim's gold watch—to buy the other a Christmas present. Della regards her long hair as her most beautiful asset, and covets a pair of hair combs she cannot afford. Jim regards his gold watch, inherited from his father, as his most prized possession. He is proud of the watch because he lives an otherwise shabby life without an adequate coat or gloves. In the end, their gifts are useless, as Jim buys Della the hair combs she wants, while Della buys Jim a watch chain. Although they cannot use the presents they receive, their willingness to sacrifice what is most dear and precious to them symbolizes their love for each other. When they sacrifice what they love most, they are not angry or upset; instead, they reaffirm their love for each other and the power of their love over the importance of physical possessions.

How would I find the author's purpose and prove it using text evidence with a simile? In addition, how would I connect this to the theme of the book?

Huckleberry Finn is a satire from the very first word. The book opens with a "Notice" in which the reader is warned that "persons attempting to find a motive in this narrative will be prosecuted; persons attempting to find a moral in it will be banished; persons attempting to find a plot in it will be shot." This notice is issued "BY ORDER OF THE AUTHOR." Like the story that follows, however, this opening is not to be read literally. The "warning" satirizes similar strongly-worded public orders such as those pinned by farmers to their gates and is signed by GG, the "Chief of Ordnance." The tone is thus set for the novel to come, simultaneously authoritative and slightly ridiculous. But Twain is not finished: after the "Notice" comes a further "Explanation," which introduces a major theme of the story: that of divisions within society, caused by race or class differences and represented by Twain in the novel by varying orthography when writing dialogue. These differences in orthography, the "Explanation" says, are not "haphazard . . . or by guesswork" but have been done "painstakingly." Twain jokes that he gives this explanation in case readers might otherwise think "that these characters were trying to speak alike but not succeeding"; the truth, however, is hidden in the preceding statement that he is representing these dialects "from personal familiarity"—that is, he is personally familiar with the existence of people across different levels of society, like the people in the book, and although he warns readers not to seek a "moral" in the story, at the same time he indicates that it is a representation of how things really are, albeit overblown and satirical.
In terms of identifying a simile to connect the author's purpose to the theme of the book, there are several examples in Huck's dialogue—why not use the simile "sweat like an Injun," as Huck does? The fact that he would compare himself to someone from a culture he is unfamiliar with, and yet feels he has knowledge of, is telling. It is a frequent pattern in Huck's speech, however, to describe one living thing as being like another: people are variously described as being "like a duck" or "like a frog." Huck recognizes things based upon his own understanding of the world, and it is notable that Jim is never described as being "like" anything other than himself: to Huck, he is simply a man, although the patterns of his speech make clear that to the rest of the world, he is perceived very differently because of his race.

Analyze how "Song of Myself" is the most representative American poem. What makes it democratic?

"Song of Myself" is democratic in its embrace of all people. Whitman's "I" is a representative "I" that stands for everyone. It is inclusive, as democracy is inclusive. As the speaker says:


For every atom belonging to me as good belongs to you.

While Whitman's "I" is universal, it is also particularly American. Whitman locates himself in the United States and references this country as what made him what he is:


Born here of parents born here from parents the same, and their parents the same


and



My tongue, every atom of my blood, form’d from this soil, this air ...



He shows the spirit of democracy in the idea he repeats over and over that one should be thinking for oneself and making one's own decisions rather than being guided by an upper class of people who are presumed to know better:


You shall listen to all sides and filter them from your self.


In part 15, he offers a long description and embrace of all of America, of all people in the country, whatever their situation. A snippet is below:



The quadroon girl is sold at the auction-stand, the drunkard nods by the bar-room stove,
The machinist rolls up his sleeves, the policeman travels his beat, the gate-keeper marks who pass ...


He ends the list by saying:


And such as it is to be of these more or less I am,
And of these one and all I weave the song of myself.


It is particularly American and democratic to see oneself as one with and a part of all people in the society, not as divided into rigid social classes that separate people into groups.

This is a bit of an opinion question, but I will give you some ideas to run with. The entire point of Walt Whitman's "Song of Myself" is to celebrate one's self, and one's individuality. At the beginning of the poem, instead of calling upon a muse to help him write like other writers of his time, he calls upon himself. He only relies on himself, and everything in the poem comes from how he himself sees and interacts with the world around him.
This is the ultimate expression of freedom, and that is arguably the number one thing that America was founded upon: freedom (more pointedly the freedom of wealthy Christian white men). He isn't just speaking of his own freedom, though.

He sets out to expand the boundaries of the self to include, first, all fellow Americans, then the entire world, and ultimately the cosmos.

The poem itself shows evidence that Whitman embraced people of all races, genders, sexual preferences, and creeds, which, again, is the basis of democracy.

I am the poet of the Body and I am poet of the soulI am the poet of the woman the same as the manIn the faces of men and women I see God, and in my own face in the glass.

In Whitman's view, everyone is equal, and they should all have an equal say in their future. This democratic worldview is what America was built on.
However, it is important to note that this American ideal has traditionally only applied to non-marginalized communities, specifically Christian land-owning white men. There has historically been a gap between America's democratic principles of freedom and equality and its problematic history, namely with slavery, racism, and sexism.
http://www.literary-articles.com/2013/11/whitmans-cocept-of-democracy.html

https://iwp.uiowa.edu/whitmanweb/en/writings/song-of-myself/section-1

http://scholarlycommons.law.northwestern.edu/cgi/viewcontent.cgi?article=7369&context=jclc Please write a summary of the article "Offending Women": A DOUBLE ENTENDRE. The Journal of Criminal Law and Criminology" from the link on top

In this article, the author, Belknap, examines 19 articles published about women offenders in the first hundred years of the Journal of Criminal Law and Criminology. These articles, published from 1913 to 1971, varied in their subject matters and included topics such as female reformatories, the offenses women committed, and descriptions of female prisoners. Twelve of these articles were published before 1930, and sixteen of the 19 articles were written by women, most of whom the author describes as "proto-feminists."
The author found that the female incarceration rate at the beginning of the twentieth century was higher than today's rate, perhaps because women could be sentenced to reformatories and workhouses as well as jails. However, the author also states that the "war on morality" at this time was also a "war on women" (page 1069), meaning that many women were sentenced to jail for crimes that involved consensual sex, such as as adultery or lewdness. However, men were not punished for crimes such as hiring prostitutes. 
Helen Worthington Rogers, a member of the Committee on Delinquent Women of the Connecticut Prison Association, wrote 4 of the 19 articles, mainly about women's reformatories. These institutions, which were often homier than traditional prisoners, were aimed at controlling women's sexuality and making them into good wives and mothers. Women were expected to carry out very arduous tasks in reformatories.

Most of the women in these studies were young and relatively uneducated, with many not even progressing beyond fourth grade (page 1077). Most of the articles did not mention race and did not consider the childhoods of the offenders, though, for women, a history of childhood abuse has been associated with an increased risk of becoming an offender. Some of the studies, however, described offenders' histories in ways that showed that the women had been abused. Many of them came from poor health situations, including venereal disease.
Overall, the author finds two trends. First, the earlier authors often offered biological or genetic explanations for the women's offenses (rather than, for example, understanding how abuse affected the women). Second, the response to the women's situations was sexist in nature, which the author notes is still true today. The prison system did not help women or focus on their medical problems, though this is the help that they needed and continue to need today.

Precalculus, Chapter 1, 1.2, Section 1.2, Problem 22

Determine the intercepts and graph equation $y = x^2 - 9$ by plotting points. Be sure to label the intercepts.

$x$-intercept:


$
\begin{equation}
\begin{aligned}

y =& x^2 - 9
&& \text{Given equation}
\\
0 =& x^2 - 9
&& \text{To find the $x$-intercept, we let } y = 0
\\
x^2 =& 9
&&
\\
x =& \pm 3
&&

\end{aligned}
\end{equation}
$


The $x$-intercept is $(3,0)$ and $(-3,0)$

$y$-intercept:


$
\begin{equation}
\begin{aligned}

y =& x^2 - 9
&& \text{Given equation}
\\
y =& 0^2 - 9
&& \text{To find the $y$-intercept, we let } x = 0
\\
y =& -9
&&

\end{aligned}
\end{equation}
$


The $y$-intercept is $(0,-9)$

Describe the uses of radioactive sources within medicine.

Although our knowledge of radiation is fairly recent (since the 1890s), human beings have developed a large number of uses of radiation sources in medicines. The most common applications are in imaging and treatment. In fact, it has been estimated that 7 out of 10 Americans have had x-rays or radiation therapy.
X-rays: Most of us are familiar with x-rays which are very commonly used for detecting any bone fracture or damage. X-rays can pass through our skin, however, bones being denser than the skin, cast shadows. This allows the medical practitioners to image our bones and teeth, and check for any anomalies. X-ray machines can also be connected to computers to obtain colored images. Such advanced equipment allows the doctors to detect the location and size of tumors and other anomalies in our bodies.
Radiation therapy: The most common application of radiation therapy is in the treatment of cancer. The radiations are capable of weakening and/or destroying the specifically targeted cells. This allows the doctors to treat the patients suffering from the various forms of cancer. An example is the use of Iodine-131 (a radioactive isotope of element iodine) in the treatment of thyroid cancer.
Equipment sterilization: Gamma rays can be used to sterilize medicinal equipment since these rays are capable of destroying and/or inactivating microbes. Typically, the surgical equipment can be sealed in a pouch and the same can be treated by using a radiation source capable of generating the gamma rays. As long as the pouch stays sealed, the equipment remains sterile and hence can be used at a later time by the medical practitioner.
In Medical research: Radiation sources are also used in medicinal research. An example is the testing of pharmaceutical drugs for their effectiveness and safety. Radiation sources are commonly used to determine if the drug will accumulate in non-targeted parts of the body and what effects it will have. Radiation sources are also commonly used in metabolic studies and genetic engineering.

How does plot or arrangement of events control our reading?

In Saki's "The Open Window," elements of suspense around the plot compel the reader to move forward. We are introduced to the protagonist, Frampton Nuttel. Frampton is in search of a place to calm his nerves and has stopped by Mrs. Sappleton's home at his sister's request. The reader becomes aware that Frampton may be somewhat fragile. Feeling empathy for the protagonist is an element of suspense that encourages the reader to keep going. Upon arriving at the house, Frampton meets Vera, the niece of Mrs. Sappleton. Vera is described as a "very self-possessed young lady of fifteen." This description adds some credibility to the story that Vera is about to tell, and so begins the story within a story.
When Vera learns that Frampton does not know her aunt, her ploy begins and the story is set in motion. Vera shares news that her aunt has suffered a tragedy and begins her story with "Out through that window, three years ago to a day, her husband and her two young brothers went off for their day's shooting." This is the second time Vera mentions the large open window, providing some clue to the reader that the window is of some importance. When Vera shares that her aunt's family never returned, but her aunt keeps the window open in case they do, the reader begins to feel some concern for the fragile protagonist. He is at the house on the exact date that three years ago was the day Mrs. Sappleton's husband and brothers disappeared. The suspense, again, pushes the reader forward.
Vera completes her story with excellent timing as her aunt enters the room. As if on cue, Mrs. Sappleton mentions the window, and again, the reader's attention is drawn to the window. Frampton notices that Mrs. Sappleton's eyes keep looking at the window as she speaks with him. Here, the element of impending danger compels the reader forward and the tension grows as we wonder what will happen with the window.
Finally, Mrs. Sappleton cries, "Here they are at last!" Frampton, to his horror, sees what he believes are ghosts approaching the window. He flees from the home, and the reader is left to wonder about his state of well-being.

why is the lady of shalott called a "fairy"?

Tennyson's "The Lady of Shalott" is set in a dream world influenced by Arthurian romance, rather than in the Victorian England in which Tennyson lived. The stream beneath the tower flows to Camelot, and Sir Lancelot appears riding by. Of all the magical elements of the poem, the Lady herself—who has no name, lives in a tower, and is cursed never to look out—is among the most unrealistic. She is a supernatural or symbolic being, who apparently never eats, sleeps, bathes, or does any other normal activity, but instead sits weaving night and day.
The poet describes her as singing "like an angel" before having the reaper identify her as a "fairy." The term "fairy" emphasizes her being a creature of romantic imagination rather than an ordinary woman. The term is chosen to evoke in the reader a sense of the otherworldly, magical, and mysterious. Moreover, it emphasizes how the story of the poem resembles the stories of fairy tales, which have many of the same dreamlike and mysterious elements.

The weary reaper, in the moonlight, listening to the Lady of Shalott sing, likens her to a fairy. As the poem states:


Beneath the moon, the reaper weary
Listening whispers, ' 'Tis the fairy,
Lady of Shalott.'


The poem implies that the reaper thinks of her as a fairy because he likes the enchanting sounds of her clear and cheerful voice drifting through the night. The word fairy, however, also points to the fact that the Lady of Shalott lives under an enchantment. She is not merely an ordinary mortal, but a woman who is imprisoned in a tower. She is not allowed to turn her head and look at the city of Camelot, or she will die. Instead, she has to observe any events going on through a mirror. She is not allowed to interact with other people.

Although she is, in fact, a human being, the reaper's words show that she exists in a separate, unseen world, like a fairy from another realm.

What does each man reveal about his wartime activities?

Each man in the story reveals that he either didn't trust the information going into Multivac or the information coming from Multivac; therefore, each man uses his own intuition and critical thinking skills in order to interpret the war data.
Henderson is the first man to admit that he arbitrarily chose what information went into Multivac. He does this because he realizes that the information coming in from the field was tainted by men using the reports as a way to earn promotions for themselves. Henderson is then asked how he decided what info to input at all, and he says "intuition."

"Since the war is won, I'd tell you what I did. I corrected the data."
"How?" asked Swift.
"Intuition, I presume. I juggled them till they looked right."

Jablonski responds by saying that Henderson's inputs never mattered anyway. This is because Multivac was so crippled by defective parts that the output data wasn't trustworthy data either. He ended up using his own intuition as well to determine what information needed to be passed on to men like Swift.
Swift then admits that he had the same kind of relationship with Multivac. He didn't trust the strategies that were being given by the machine, so he did what he felt was best. Additionally, if he couldn't make a decision between two tough choices, Swift used a different "computer." He flipped a coin.

What is a summary of The Winter's Tale?

The Winter’s Tale begins in Sicily, where King Polixenes of Bohemia visits his childhood friend King Leontes and his wife Queen Hermione. They reminisce and joke until Leontes is overcome with jealousy: “Too hot, too hot!” he says to himself when watching his wife and friend together. He even wonders if his son Mamillius is really his. A convinced Leontes plots to kill Polixenes and arrest Hermione, who is pregnant.
Though Polixenes escapes with Camillo, a Sicilian nobleman, Hermione is arrested. Leontes insists on throwing a pregnant woman in prison and forcing her to stand trial after giving birth to her baby, which he refuses to believe is his. He orders to “take it [the baby] hence / And see it instantly consumed with fire.” No one believes that Hermione is unfaithful, so Leontes is persuaded to let it be abandoned in “some remote and desert place.”
Mamillius, separated from his mother, grows sick and dies. Hermione collapses, and she is also reported dead. Realizing his mistake, Leontes repents his madness—for sixteen years. Time divides the play and transitions the audience into the next section, which takes place sixteen years later. Leontes still grieves, but Perdita, the abandoned baby, has been discovered and raised by shepherds in Bohemia.
The second half of the play is comedic, featuring singing, joking, dancing, and romance. Perdita and Polixenes’s son Florizel are in love, much to the king’s chagrin. We also meet the charlatan Autolycus, who steals and sings songs. Camillo, who has been with Polixenes since their escape, convinces Florizel and Perdita to run away to Sicily, where Polixenes is forced to follow. There, Leontes reunites with his friend and eventually discovers that Perdita is his long-lost daughter.
The noblewoman Paulina, who has staunchly defended Hermione and condemned Leontes for sixteen years, decides that it is time to unveil a lifelike sculpture of Hermione. The remarkable statue appears to come to life. In fact, it is Hermione herself, who has apparently been alive but in hiding. This reconciliation unites the play’s tragic first half and comedic second half in a bittersweet conclusion.
http://shakespeare.mit.edu/winters_tale/full.html

In Chinua Achebe's "Dead Men's Path," why is Michael Obi given the position of school headmaster?

Michael Obi is a progressive, enthusiastic young man with aspirations of one day becoming appointed headmaster of a school. At the beginning of the story, Michael Obi's dream is fulfilled when the Mission authorities send him to run the Ndume Central School in January 1949. The Mission authorities wanted an energetic young man with progressive, contemporary principles to run the school and hopefully influence the traditional community to accept modern culture. Michael Obi is a zealous supporter of modernity and earned the designation of being named a "pivotal teacher." In addition to having better records than other potential headmaster candidates, Michael Obi is also outspoken against the villagers' traditional ways of life, which is a character trait that the Mission authorities value. Overall, the Mission authorities give Michael Obi the position of headmaster of the Ndume Central School because he is a qualified candidate with a passion to transform the traditional village into a modern, forward-thinking community.

Michael Obi is given the position of school headmaster because the Mission authorities believe that he can revolutionize the school. Because of Michael's training and his enthusiasm for progressive education, the authorities feel that Michael will be able to modernize the education program at the school.
Michael is also outspoken in his condemnation of what he considers the backward and superstitious culture at the school. He believes that he will be able to institute meaningful changes when he is headmaster.
So, when he gets to the school, Michael decides to raise the education standards and to call for a complete renovation of the school grounds. He commissions bright, beautiful flower gardens to be grown in the school compound. By doing this, he hopes to highlight the new changes taking place at the school. In his zeal, Michael neglects to take the sensibilities of the villagers into consideration, and the final results of his experimentation are extremely disappointing to him.

Is the goal of education to "put sight into blind eyes", according to Plato?

In Plato's Allegory of the Cave, he argues against the belief that education is like "putting sight into blind eyes." In the text, the character of Socrates argues that the ability to learn is an inherent human trait; in other words, teachers do not provide students with the skills to seek knowledge because all people are born with that ability. A better metaphor for this interpretation of education is that the role of education is to point students towards the truth and improve the focus of their sight. The role of the teacher is to teach the student how to discover truth, so that learning skills are made relevant. This is an important argument within the text, because it shows Socrates' belief that anyone can become a philosopher; if learning and truth-seeking are inherent human traits, and the role of the teacher is only to focus these traits, that means that anyone is capable of benefiting equally from education.

Who was Robert Frost?

The poet Robert Frost was born in 1874 in San Francisco, where his parents had moved from Pennsylvania soon after their marriage. After Frost's father died from tuberculosis, Frost moved to Lawrence, Massachusetts with his mother and his younger sister, Jeanie. He attended college in the East, and following his marriage, he and his wife made a failed attempt at farming in New Hampshire. They then moved to England, where Frost met the British poets Edward Thomas, Rupert Brooke, and Robert Graves. Frost established a close friendship with Thomas, who wrote perceptive reviews of Frost's works and with whom he went on long walks. Thomas recognized the originality and the success of Frost's experiments with vernacular speech and its cadences—what Frost called "the sound of sense."
Frost is a poet whose work appeals to serious students of poetry as well as to a wider audience because his poems seem both homespun, with their ordinary diction, yet sophisticated in their poetic techniques. The poet Daniel Hoffman describes Frost's early poetry as "the Puritan ethic turned astonishingly lyrical and enabled to say out loud the sources of its own delight in the world." 
On poetry, Frost made this comment: “The ear does it. The ear is the only true writer and the only true reader.”
https://poets.org/poet/robert-frost

https://sites.google.com/a/ncsu.edu/morillo/

https://www.biography.com/writer/robert-frost

Robert Frost was a poet who is associated with the landscape and vernacular of New England. Born in San Francisco in 1874, he moved to Lawrence, Massachusetts, when he was 11, following the death of his father from tuberculosis. After attending, but not graduating from, Dartmouth and Harvard, he worked as a cobbler and editor before turning his hand to poetry. By the 1920s, he had become a celebrated poet, having published several collections and having won four Pulitzer Prizes. From 1958 to 1959, he was the Poet Laureate of the United States. While his poems, such as "The Road Not Taken," are associated with the landscape of New England, they deal with larger ideas, such as how one decides on a path and recalls the past. Frost read a poem at John F. Kennedy's inauguration in 1961, and he died in Boston in 1963.

What was one thing in the envelope Ron sent Harry on his birthday?

It's the early hours of the morning, and Harry Potter's been thirteen years old for all of one hour. Harry isn't really expecting much from his birthday; he certainly doesn't expect any presents. So imagine his delight when he looks out the window and sees three owls flying toward him, one of which has a parcel attached to its leg. Inside the parcel is a letter from Ron Weasley, complete with a newspaper clipping concerning his father's winning of the Ministry of Magic's Daily Prophet Grand Prize Galleon Draw. For their prize, the Weasley family will spend a whole month in Egypt, from which Ron sends Harry his parcel.
As well as the letter and a birthday card, there's also a little gift inside Ron's parcel—a Pocket Sneakoscope. This strange little gadget looks rather like a miniature glass spinning-top. According to Ron, it's for detecting people who aren't trustworthy. When that happens, the little glass object lights up and spins. Bill thinks it's just fake magic, says Ron in his letter, a piece of junk sold to tourists. He doesn't think it's reliable, as it kept on lighting up and spinning at dinner. But unbeknownst to him, there was a good reason for that—Fred and George had put beetles in his soup.

What is the most significant theme of the book Seven Myths of the Spanish Conquest by Matthew Restall.

The significant theme in the book Seven Myths of the Spanish Conquest by Restall is that the conquest is rooted in myth--not in the sense of the supernatural but in the sense that ideas and concepts related to the Spanish conquest were seeped in the culture and political agenda of the time. For example, in the first chapter, the author discusses the myth that the Spanish conquest was possible only through the actions of a few "great men." Instead, the author writes that the conquest was made possible through the actions of many Spaniards who were schooled in the ways of Spanish settlement and conquest. By contrasting myths of conquest with evidence from more modern sources, the author is not suggesting that history written a long time ago is myth while today's history is "true." Instead, the author writes that "a supposed reality built by researching archival sources can also generate its own myths" (page xvi). Therefore, even a modern search for sources and evidence can result in myths that arise from cultural conceptions rather than resulting in pure objectivity. 

How does Scout diffuse the tension between Atticus and the Old Sarum bunch in front of the Maycomb jailhouse?

In Chapter 15, Jem and the children decide to look for Atticus and end up spotting him sitting outside of the Maycomb jailhouse reading the newspaper. As Jem, Scout, and Dill watch from across the street, the Old Sarum bunch arrives and surrounds Atticus. The children then move closer and hide near Tyndal's Hardware store. Scout listens as Atticus tells Walter to leave and Walter responds by saying that they called Sherriff Tate off on a snipe hunt. After Walter says, "that changes things, doesn't it?," Atticus responds by saying, "Do you really think so?" (Lee 93). Scout cannot contain her curiosity and runs out into the middle of the group of men. Everyone is shocked at Scout's arrival, and Jem slowly follows her out. Scout is unaware of the dangerous situation she has just entered and watches as Atticus tries to get Jem to leave. Scout then looks around at the circle of men and notices Walter Cunningham. Scout attempts to get his attention by talking about his son, Walter Jr., who happens to be in her class. Mr. Cunningham finally acknowledges Scout's presence and says, "I'll tell him you said hey, little lady" (Lee 95). He then turns around and tells the mob to leave. In the next chapter, Atticus explains to the children that Scout made Walter see the error in his judgment. Walter was able to put himself in Atticus' shoes and felt sympathy for the situation he was in.

How did the Seven Years War lead to the tensions that would eventually cause the British colonies in America to declare for independence? Be sure to explain the grievances of both the British government and the colonists.

The part of the Seven Years War that occurred in North America is typically called the French and Indian War.  The French and Indian War helped cause the British colonies to declare independence mainly because it drove a wedge between them and the government in London.
After the French and Indian War ended, the British government was not in good shape financially.  The war had been very expensive.  The British government felt that the American colonies needed to help pay for the costs of the war.  The government felt that the war had helped the colonies a great deal and that the colonies had not borne their fair share of the costs.  Therefore, the government started to impose taxes on the colonies and also tried to enforce existing laws about trade more effectively so that the government could make more money off colonial trade.  The British did this because they felt that it was only fair for the colonists to help pay for the war.
The colonists, however, did not believe they should be taxed or that the existing laws should be enforced.  They had become used to “salutary neglect” on the part of the British government.  They were accustomed to being left alone and to not being taxed very much.  When the British government imposed taxes and tried to enforce laws more stringently, the colonists felt that their rights were being trampled.
When the British government tried to exert more control, the colonists became angry. When the colonists pushed back, the government became angry because it believed the colonists were unjustly resisting governmental control.  This eventually led the colonies to declare independence.
http://www.let.rug.nl/usa/essays/before-1800/french-and-indian-wars/effects-of-the-war.php

How can a three-dimensional model of a house be useful to the people constructing the house?

The biggest thing is seeing the depth/spacing of the entire house.I use to be an engineer in the corporate world.  So, we had all kinds of 2-D drawings of all the parts and assemblies we had. However, it really wasn't the 3-D drawings and constructions where we could get a real "feel" of how everything was coming together, going together, etc.  For instance, something could be wrong with the drawings.  Try to build the model; that flaw would be seen and, thus, be able to be taken care of before the actual thing was built.For instance, a drawing might show a door to be 4 feet wide.  However, once built, it may be shown that the door can't be 4 feet wide, given other conditions like some piping or wiring.  If you are building the actual house, you are looking at some drastic and costly modifications.  However, if the 3-D model is constructed, then a flaw can be found a lot earlier and, thus, save a lot of money.It could also give the construction people where they would need to space any outlets, lights, etc., how to space them out in all directions, rather than only approximating on a 2-D drawing.

Compare and contrast the characters of Coriolanus and Aufidius as well as their relationship with each other.

Coriolanus and Aufidius begin the play as military leaders from opposing sides. While Coriolanus is a Roman general, Aufidius leads the Volscians. Coriolanus is unyielding, brutal, and relentless in battle; similarly, the same can be said for Aufidius. If there's anything the two have in common at the beginning of the play, it's their prevailing and consuming hatred for each other. Each man's chief goal is to annihilate the other in hand-to-hand combat.
Despite their mutual hatred, however, the two men clearly admire each other. This can be seen in their meeting in Act 4 Scene 5, when Aufidius generously calls his arch enemy "noble Marcius," "worthy Martius," and "Mars" (the god of war). In fact, Aufidius really lays on the compliments, at one point using a sexual analogy and obvious sexual innuendoes to characterize his image of Coriolanus. Indeed, some of Aufidius' words may have made the typical English theatergoer blush:

Let me twine Mine arms about that body...Know thou first, I loved the maid I married; never man Sigh'd truer breath; but that I see thee here, Thou noble thing! more dances my rapt heart Than when I first my wedded mistress saw Bestride my threshold.
...thou hast beat me out Twelve several times, and I have nightly since Dreamt of encounters 'twixt thyself and me; We have been down together in my sleep, Unbuckling helms, fisting each other's throat, And waked half dead with nothing (from Act 4 Scene 5).

Aufidius maintains that Coriolanus looks better standing before him in his unkempt, savage state than his wife did on the day he (Aufidius) married her. Not only that, Aufidius confesses that he dreams of tackling Coriolanus in combat, where they undress each other in the heat of battle—dreams from which Aufidius wakes up "half dead with nothing."
Earlier in the play, Coriolanus admits that he thinks of Aufidius as a "lion" that he's "proud to hunt." Both warriors openly express their admiration for each other in their meeting. Coriolanus maintains that, had he been a man to fear death, he would have "of all the men i' the world" avoided Aufidius. However, he only comes to Aufidius "in mere spite, To be full quit of those... banishers" who have sentenced him to exile from his Roman homeland. He tells Aufidius that he means to join with him and to fight against his "canker'd country with the spleen of all the under fiends." For his part, Aufidius welcomes his adversary warmly. He intends to use Coriolanus' skills and knowledge (of Rome's strengths and weaknesses) to his advantage.
Here, we can see that Aufidius is more of a tactician than Coriolanus. He knows that Coriolanus has put himself in his grasp, but he doesn't take advantage of his enemy immediately. Instead, Aufidius concentrates on his goal to defeat and subjugate Rome; so, he sees beyond the moment and chooses not to focus on vengeance. On the other hand, Coriolanus is intent only on avenging the loss of his station and power. He fails to see that his alliance with Aufidius may prove to be a double-edged sword. Coriolanus is too focused on the surface, immediate possibilities of the partnership; in the heat of his emotional angst, he has failed to grasp the logistics of such an alliance. This is a major difference between both men.
In the end, at the behest of Volumnia and Virgilia (his mother and wife respectively), Coriolanus withdraws from battle with Rome. Aufidius is none too pleased with his ally's decision and characterizes his lack of fortitude as an act of cowardice. He brands him a "traitor," someone who breaks "his oath and resolution like a twist of rotten silk." Meanwhile, Coriolanus accuses Aufidius of being a liar. The argument between both soldiers end in Coriolanus' death at the hands of Aufidius' men.
Aufidius is ever the master tactician; he uses situations to his advantage. Even after he is betrayed by Coriolanus, he resorts to pointing out Coriolanus' sins before the people (how Coriolanus has "widow'd and unchilded many a one" in Rome) to argue his case. Aufidius cleverly lays the foundation for his final action: the act of presiding over Coriolanus' death. By hook or by crook, Aufidius aims to prevail, and he does. For his part, Coriolanus has definitely underestimated his arch enemy!

Regarding Chapter 4, "Intimate and Family Murder" in the textbook The Will to Kill: Making Sense of Senseless Murder, how can I write a journal paragraph about the chapter? What does it tell us about family homicide or family annihilation?

Journal assignments usually comprise an introductory paragraph (which summarizes the text in question) followed by subsequent paragraphs that discuss your evaluation of the author's themes and conclusions.
In your question, you asked for help in writing a journal paragraph about Chapter 4. First, briefly summarize the essence of the chapter, using one or two sentences. Essentially, Chapter 4 encompasses the various motives and factors that contribute to murders in a domestic setting. List the types of murders discussed, such as patricide, matricide, infanticide, filicide, etc. How about crimes of passion perpetrated by mothers on those outside the immediate family circle (fetal abduction or kidnapping by Cesarean)? Later in the chapter, the authors discuss the emotional factors that lead to murder-suicides or other crimes of passion; they also discuss some preventive measures. 
After summarizing the chapter, use the rest of the paragraph to briefly discuss the author's conclusions. Do you agree with his interpretation of why mothers, fathers, husbands, wives, and children kill? Do you think the preventive measures are adequate? Should the perpetrators of the homicides be excused by the overwhelming emotional factors that compelled them to action? As for family homicide or annihilation, it seems that emotional factors play a large part in these acts. For example, jealousy is a prime motive, often exacerbated by economic factors such as unemployment or poverty. 
So, to write a journal paragraph of Chapter 4, your best bet would be to summarize the chapter in one or two sentences. Then, discuss the causative factors that lead to certain domestic homicides and whether you agree with the author's viewpoint about this. Next, include a few sentences (depending on how long you want the paragraph to be) about preventive measures and whether you think they will be effective.
 
http://www.sascv.org/ijcjs/pdfs/Webbbookreviewijcjs2012iindissue.pdf

What were two of the main characteristics of Native Americans’ lives prior to the arrival of European settlers?

It is difficult to offer two main characteristics of Native Americans' lives prior to the arrival of European settlers, because there was a multiplicity of civilizations, with and without agriculture, and varying social hierarchies. But within the "difficulty" may lie the answer: there was a multiplicity of civilizations and widely varying social hierarchies. The level of sophistication among some civilizations is astounding and should never be underestimated. Centers of religion, science, trade and urban development in North, Central and South America reached pinnacles that rivaled those of the Old World. In the North, the Mississippian civilization, culminating in the great city of Cahokia, flourished; Central America was home to the Olmec, Maya, and Aztec civilizations; in South America were the great Incas and mysterious civilizations that long predated the Incas.
https://www.britannica.com/topic/pre-Columbian-civilizations

Describe the following key areas of diversity and their characteristics: culture, race, and ethnicity; disability; religious and spiritual beliefs; transgender and intersex; and generational.

Diversity and these aspects are sociological by nature. The study of society and the demographic, social, cultural, and generational differences fits right into the field of sociology. Therefore, when thinking about diversity and the different aspects that affect the nature of a group, society, or business, it is vital to understand these terms in the sociological paradigm.
Culture
Culture is the specific aspects of a group of people. Culture can be seen as monolithic, like the culture of an entire country, or compartmentalized, like the culture of a family or neighborhood. Generally, culture is made up of different parts and aspects, like arts, foods, beliefs, education, politics, and so on. Culture is one of the most over-arching of the terms you identified.
Race
Race is a complex concept. It can refer to the physiological characteristics that derive from the genetic similarity of a specific group of people. For example, skin color is a physiological characteristic that could be determined as “race.” However, other factors contribute or can contribute, like the place of origin, language spoken, and cultural background that can contribute to how one race is distinct from another. Nearly every determination of race is arbitrary, being determined by social factors rather than some objective measure.
Ethnicity
Ethnicity is similar to race, but it carries with it a cultural/social component. For example, an ethnic group might be of similar or diverse genetic makeup, but they probably share other factors like language, religion, geographic origin, or national affiliation. Ethnicity relies far more on sociological factors than on physiological traits.
Disability: A physical, mental, or emotional issue that prevents a person from operating in a typical fashion. The term disability implies that the issue holds someone back from success—but that definition is contentious. Often, disabilities create subcultures within the larger ableist culture they exist within—like deaf culture or the creation of the special olympics.
Religious
This means a person, group of people, or organization that participates in some spiritual belief. The level of spiritual participation will vary, but that generally doesn’t discount a person from identifying as part of a specific religious group. Religions have a significant impact on culture in their holidays, moral and legal systems, forms of government, and socially acceptable behavior. Some people identify as being areligious, meaning they do not ascribe to any religion and are likely atheists or agnostic.
Spiritual Beliefs
The belief that a person holds to be true is a spiritual belief. Generally, spiritual beliefs are seen as transcendent, something that goes beyond the physical world and exists with the truth. Individuals hold spiritual beliefs, and those beliefs are important to protect in a diverse society or workplace.
Transgender
This is an individual who is or has transitioned to a different gender than they were assigned at birth. Transgender people often face oppression and hate from different groups based on moral codes, religious beliefs, or other prejudices that exist. A transgender individual represents a part of the diverse sexual/gender orientation spectrum that exists in many societies, countries, and organizations.
Inter-sex
These are people who are born with sexual characteristics from both the xx and xy chromosome sets. Rather than being physiologically male or female, they may have sexual organs that are typical of both. In the past, and among certain cultural groups, there is surgery done when a baby is born to alter their sexual organs to fit either male or female. This practice has a wide range of consequences that have since helped inform the issue of reassignment at birth.
Generational
This is the change of an idea or practice from one generation to another in a culture. Generations are typically described as 20 years, and something is seen as generational when it is particular to the culture of a single generation. For example, Millenials are seen as people born between 1980 and 1996, and they share some generational traits with others born in the generation, like growing up in the 2008 financial crisis, taking on large amounts of student loan debt, increasing atheism, and decreased fertility rates.

Cultural diversity refers to people who have the same color skin, but come from different cultural backgrounds. A great example can be taken from South Africa, where English and Afrikaans people are indistinguishable based on physical appearance, but come from vastly different cultural backgrounds.
Racial diversity refers to people from different racial groups, which can generally be identified by skin color.
Diversity in terms of disability means being inclusive of people who have physical challenges such as blindness, deafness and being confined to a wheelchair. The term can also refer to mental or psychological challenges in various contexts.
Diversity in terms of religion and spiritual beliefs go hand in hand, and refer to the fact that people have different beliefs in deities—such as Jews, Christians and Muslims.
Transgender refers to somebody whose birth sex does not match the gender with which they associate.
Intersex refers to a person who is born with a body that does not fit with the typical definitions of either male or female.
Last on your list is generational diversity, which refers to people of different ages—from children to the elderly.
https://isna.org/faq/what_is_intersex

Many institutions, including universities, government branches, and businesses, now believe that they can benefit from incorporating various forms of diversity. In all these institutions, that may mean both diversity among staff and addressing diverse clients or stakeholders. Most institutional leaders understand that a diverse staff may be more effective at serving a diverse client body as well as bringing to the institution fresh ideas and perspectives. There are several types of diversity that institutions aim for:
Ethnicity: The ethnic makeup of institutions should be similar to that of the people they serve at all levels. This means, for example, that a retailer that sells to people of all ethnicities needs to have Hispanic, African American, Asian American, Native American, and other ethnic groups represented at all corporate levels, including the C-suite (the top executives).
Gender: Gender diversity or inclusivity means not just balancing men and women but also inclusion of LGBTQ, transgender, intersex, and non-binary people at all levels.
Religion: In the United States, freedom of religion also means acceptance of religious diversity. That means that institutions need to understand and have employees representing members of diverse traditions, including Islam, Judaism, atheism, Christianity, Buddhism, and Hinduism. Often, such religious traditions can affect everything from scheduling (for example, not having important events on Jewish holy days) to catering (offering halal, kosher, and vegan options).
Disability: Since the passage of the ADA, making accommodations for various forms of disability has been required by law. More recently, activists have been interested in the issue of "neurodiversity," arguing that people with different ways of perceiving the world (those on the autism spectrum, for example) may bring uniquely valuable perspectives or ways of approaching problems.
Culture: The category of culture, which may include class as well as national origin, is also an area in which institutions in a global economy need to have diversity and expertise. For example, a company sourcing components from China needs staff who understand Chinese culture. A retailer selling across the US needs to know the differences in culture and buying habits between New York City and rural Kansas.

College Algebra, Chapter 4, 4.2, Section 4.2, Problem 34

Factor the polynomial $P(x) = x^3 + 3x^2 - 4x - 12$ and use the factored form to find the zeros. Then sketch the graph.
Since the function has an odd degree of 3 and a positive leading coefficient, its end behaviour is $y \rightarrow -\infty \text{ as } x \rightarrow -\infty \text{ and } y \rightarrow \infty \text{ as } x \rightarrow \infty$. To find the $x$ intercepts (or zeros), we set $y = 0$.
$0 = x^3 + 3x^2 - 4x - 12$


$
\begin{equation}
\begin{aligned}
0 &= \left( x^3 + 3x^2 \right) - (4x + 12) && \text{Group terms}\\
\\
0 &= x^2(x+3) - 4(x+3) && \text{Factor out $x^2$ and 4}\\
\\
0 &= (x^2-4)(x+3) && \text{Factor out } x +3
\end{aligned}
\end{equation}
$



By zero product property, we have
$x^2 - 4 = 0$ and $x + 3 = 0$

Thus, the $x$-intercept are $x = -2, 2$ and $-3$

what does jonas want the giver to be

After the Giver shows Jonas a video of his father releasing a newborn infant, Jonas becomes extremely disturbed and refuses to go home to spend time with his family. The Giver takes some time to settle Jonas and explains to him that the citizens do not truly understand what they are doing. Their lack of feelings and emotions, and their limited perspective, prevent them from comprehending the fact that they are murdering innocent people. The Giver then tells Jonas that he has been thinking of a way to change the community for the better and finally has a plan. Jonas initially says that he will agree to follow the Giver's plan but wants the Giver to travel with him to Elsewhere. Jonas essentially wants the Giver to be his guardian/companion and leave the community behind for the citizens to fend for themselves. Jonas admires and respects the Giver, and has developed a close friendship with him over the course of their sessions. He does not want the Giver to stay behind and wishes that he would travel with him to Elsewhere and remain his companion and guardian.

What character traits does Beatty bring out in Montag? How does Beatty make Montag feel in comparison?

After Montag witnesses a woman commit suicide with her books during a routine fire call and discovers that Clarisse is dead, he decides to not go into work and Captain Beatty ends up visiting his home. During Captain Beatty's visit, he gives Montag a brief lesson on the history of the fireman institution and attempts to convince him that censoring literature is necessary for society to function efficiently. During this speech, Captain Beatty brings out Montag's rebellious, determined nature. Captain Beatty's speech confirms that Montag must search for answers in illegal novels in order to change the trajectory of his meaningless life. While Captain Beatty feels confident in his position of authority, Montag feels desperate but determined to make a change.
After visiting Professor Faber and having an enlightening conversation, Montag once again has a discussion with Captain Beatty face-to-face. Beatty attempts to belittle Montag and confuse him regarding the purpose of literature, which only brings out Montag's anger and defiant personality. Montag ends up shooting Beatty using a flamethrower and narrowly escapes the city before the authorities can arrest him.

Why were the French and British troops relieved when the Americans arrived in the western front?

The question “Why were the French and British troops relieved when the Americans arrived on the Western front?” is assumed to relate to the First World War.
 
The generic and obvious answer is that one would expect any fighting force to feel at least a sense of hope and enthusiasm at the arrival of substantial help. Relief, on the other hand, presumes that the French and British were anticipating a negative outcome which the arrival of the Americans was likely to change. In broad terms, the arrival of American troops in the Western Front during World War I signaled a material change in the balance of forces allied against the German led Central Powers, ultimately ensuring that they would be defeated.
 
More specifically, the arrival of American troops on French soil in 1917 promised that desperately needed manpower would soon be on the way to replace the horrible casualties suffered by the French and British during the two primary battles of 1916, namely the Somme and Verdun. Additionally, in 1917 Russia plunged into civil war as a result of the Communist revolution there, an event which ultimately led to the withdrawal of Russia from combat with the Germans. This meant that Germany could redeploy substantial numbers of seasoned troops to the Western Front for a final push to defeat France and Britain there. Campaigning in 1917 was inconclusive, and by the early 1918 only 85,000 US troops had arrived, but the resources of the US were massive and needed only time to be brought to bear. By the time of the final battles and the end of the war in November, 1918, over 1.2 million US troops had arrived to participate.

How did IT die?

A Wrinkle in Time is the first in a series of five books by Madeleine L'Engle, referred to as the "Time Quintet."
In the book, Meg Murry, her younger brother Charles Wallace, and her classmate Calvin go on a journey to save Mr. Murry, a brilliant scientist and father of the Murry children. He is on another planet called Camazotz, where a large, evil, disembodied brain referred to as IT is holding him captive and controlling the minds of everyone on the planet. Charles Wallace at first tries to defeat IT with his extraordinary intelligence, but IT takes him instead, controlling his body and mind. Meg eventually realizes that hatred and anger make IT stronger and that only love will help her save her brother. She uses her love for Charles Wallace to set him free from IT's control. I do not believe IT actually dies in the book. 

Precalculus, Chapter 5, 5.4, Section 5.4, Problem 48

Given sin(u)=-7/25 , cos(v)=-4/5
using pythagorean identity,
sin^2(u)+cos^2(u)=1
plug in the value of sin(u),
(-7/25)^2+cos^2(u)=1
49/625+cos^2(u)=1
cos^2(u)=1-49/625
cos^2(u)=(625-49)/625
cos^2(u)=576/625
cos(u)=sqrt(576/625)
cos(u)=+-24/25
Since u is in Quadrant III ,
:.cos(u)=-24/25
Now sin^2(v)+cos^2(v)=1
plug in the value of cos(v)=-4/5,
sin^2(v)+(-4/5)^2=1
sin^2(v)+16/25=1
sin^2(v)=1-16/25=9/25
sin(v)=sqrt(9/25)
sin(v)=+-3/5
since v is in Quadrant III ,
:.sin(v)=-3/5
sin(u+v)=sin(u)cos(v)+cos(u)sin(v)
plug in the values ,
sin(u+v)=(-7/25)(-4/5)+(-24/25)(-3/5)
sin(u+v)=28/125+72/125=100/125
sin(u+v)=4/5

Beginning Algebra With Applications, Chapter 5, 5.2, Section 5.2, Problem 102

Graph $2x-3y = -6$ by using $x$- and $y$-intercepts

$x$-intercept:


$
\begin{equation}
\begin{aligned}

2x-3y =& -6
&& \text{Given equation}
\\
2x-3(0) =& -6
&& \text{To find the $x$-intercept, let } y = 0
\\
2x =& -6
&& \text{Divide by } 2
\\
x =& -3
&&

\end{aligned}
\end{equation}
$


The $x$-intercept is $(-3,0)$

$y$-intercept:


$
\begin{equation}
\begin{aligned}

2x-3y =& -6
&& \text{Given equation}
\\
2(0) -3y =& -6
&& \text{To find the $y$-intercept, let } x=0
\\
-3y =& -6
&& \text{Divide by } -3
\\
y =& 2
&&

\end{aligned}
\end{equation}
$



The $y$-intercept is $(0,2)$

Graph the ordered pairs $(-3,0)$ and $(0,2)$. Draw a straight line through the points.

In the story of "The Best Girlfriend You Never Had," analyze Lucy's relationship with men she dates and her parents in detail to give some advice about her relationships.

In the story, we learn that Lucy has had three boyfriends. They are Gordon, Jeffrey, and Josh. In addition to having had difficult relationships with men, Lucy also finds it difficult to relate to her emotionally distant father.
Let's start with one of Lucy's boyfriends: Jeffrey. Lucy dated Jeffrey because she believed that it would please her father. After all, Jeffrey had an MBA from Harvard, was socially conservative, and shared similar tastes in food with her parents. However, Lucy's efforts to please her father fell flat. When Lucy asked her father what he thought about Jeffrey, he replied insensitively that he had never liked any of her boyfriends and that he didn't imagine he ever would. Lucy also remembers with dismay that her father had cruelly asked her to refrain from asking his opinion about future boyfriends. Her father's rejection has fueled much of Lucy's insecurities about men. Because of her father, Lucy fears that she will never completely earn the respect and adoration of a man.
Another boyfriend, Josh, is mentioned briefly in the story. He is the boyfriend who "didn't want nearly enough" from Lucy. This may suggest that Lucy's relationship with Josh mirrored her relationship with her father. Essentially, Lucy seeks out men who are as emotionally unavailable as her father. Because of her low self-esteem, Lucy finds it difficult to develop healthier relationships with men. 
Her lack of self-confidence eventually turns off every man she dates. Another of Lucy's boyfriends is Gordon. Lucy tells us that Gordon earned his PhD before he turned twenty and that he managed to snag a tenure-track teaching position at Berkeley by the time he turned twenty-one. It is obvious that Gordon and Jeffrey share similar academic achievements. The text tells us that Gordon has a dysfunctional relationship with his mother in much the same way Lucy has trouble relating to her father. Both Lucy's father and Gordon's mother lack emotional intelligence; as a consequence, they relate poorly to their opposite gender children.
As the story progresses, we learn that Gordon harbors a "jealous streak as vicious as a heat-seeking missile." Like his mother, Gordon switches between moods effortlessly. On more than one occasion, Lucy relates how Gordon's jealousy often fueled irrational bouts of anger. During his outbursts, Lucy often found herself begging him not to drive away. As we read, we discover that Gordon's toxic relationship with his mother continues to fuel his insecurity. He admits that he fears being thought of as "weak and worthless." To silence his self-doubts, Gordon becomes as emotionally abusive to others as his mother is towards him: "I take the people close to me and try to break them, so they become as weak and worthless as me."
Later, we learn that Gordon slits the tires on Lucy's car, pours Karo syrup into her gas tank, rips one of her paychecks into a hundred tiny pieces, and destroys her box of Dylan's Biographs. Gordon's actions not only show a high level of self-absorption, they also demonstrate his acute inability to overcome his feelings of inadequacy. So, in order to live a happier life, Lucy must accept that she will never receive emotional validation from her father and that she must not seek acceptance from men who demonstrate the same inability to love. One can argue that Lucy would be better served to visit her father as little as possible or not at all until she can develop better mental habits. 
In time, as Lucy learns to accept her strengths and weaknesses, she will become healthier in her outlook and more scrupulous in her choice of boyfriends.  

Single Variable Calculus, Chapter 8, 8.1, Section 8.1, Problem 30

Evaluate $\displaystyle \int^1_0 \frac{r^3}{\sqrt{4 + r^2}} dr$ by using Integration by parts.
If we let $u = r^2$ and $\displaystyle dv = \frac{r dr}{\sqrt{4+r^2}}$, then
$du - 2r d$ and $\displaystyle v = \int \frac{rdr}{\sqrt{4+r^2}}$

To evaluate $\displaystyle \int \frac{rdr}{\sqrt{4+r^2}}$, we let $u_1 = 4 + r^2$, then $du_1 = 2rdr$

So,

$
\begin{equation}
\begin{aligned}
\int \frac{rdr}{\sqrt{4+r^2}} = \int \frac{du_1}{2} \left( \frac{1}{\sqrt{u_1}} \right) &= \frac{1}{2} \int \left( u_1^{-\frac{1}{2}} \right) du_1\\
\\
&= \frac{1}{2} \frac{u^{\frac{1}{2}}}{\frac{1}{2}}\\
\\
&= \sqrt{4+r^2}
\end{aligned}
\end{equation}
$


Hence, from integration by parts

$
\begin{equation}
\begin{aligned}
\int^1_0 \frac{r^3}{\sqrt{4+r^2}} dr = uv - \int v du &= r^2 \sqrt{4+r^2} - \int \left( \sqrt{4+r^2}\right)(2r dr)\\
\\
&= r^2 \sqrt{4+r^2} -2 \int r \sqrt{4+r^2} dr
\end{aligned}
\end{equation}
$



$
\begin{equation}
\begin{aligned}
\text{if we let } u_2 &= 4 + r^2 \text{ , then}\\
\\
du_2 &= 2r dr
\end{aligned}
\end{equation}
$


So,

$
\begin{equation}
\begin{aligned}
\int r \sqrt{4 + r^2} dr = \int \sqrt{u_2} \left( \frac{du_2}{2} \right) &= \frac{1}{2} \int (u_2)^{\frac{1}{2}} du_2\\
\\
&= \frac{1}{2} \frac{(u)^{\frac{3}{2}}}{\frac{3}{2}}\\
\\
&= \frac{(4+r^2)^{\frac{3}{2}}}{3}
\end{aligned}
\end{equation}
$


Therefore,
$\displaystyle \int^1_0 \frac{r^3}{\sqrt{4+r^2}} dr = r^2 \sqrt{4 + r^2} - 2 \left[ \frac{(4+r^2)^{\frac{3}{2}}}{3} \right]$
Evaluating from $x = 0$ to $x = 1$,
$\displaystyle \int^1_0 \frac{r^3}{\sqrt{4 + r^2}} = \frac{16-7\sqrt{5}}{3}$