Intermediate Algebra, Chapter 2, 2.3, Section 2.3, Problem 52

Piotr Galkowski invested some money at $4.5\%$ simple interest and $\$1,000$ less
than twice this amount at $3\%$. Her total annual income from the interest was $\$1,020$. How much was invested at each rate?

Step 1: Read the problem, we are asked to find the amount invested at each rate.
Step 2 : Assign the variable. Then organize the information in the table.
Let $x = $ amount invested in $3.5\%$ interest rate
Then, $3x + 5,000 =$ amount invested in $4\%$ interest rate

$
\begin{array}{|c|c|c|c|c|c|}
\hline
& \rm{Principal} & \cdot & \text{Interest Rate} & = & \rm{Interest} \\
\hline
3.5\% & x & \cdot & 0.035 & = & 0.035x \\
\hline
4\% & 3x + 5,000 & \cdot & 0.04 & = & 0.04(3x + 5,000) \\
\hline
\end{array}
$



The total interest earned is equal to the sum of the interests at each rate.

Step 3: Write an equation from the last column of the table
$0.035x + 0.04(3x + 5,000) = 1,440$

Step 4: Solve

$
\begin{equation}
\begin{aligned}
0.035x + 0.04(3x + 5,000) &= 1,440\\
\\
0.035x + 0.12x + 200 &= 1,440\\
\\
0.155x &= 1,440 - 200 \\
\\
0.155x &= 1,240\\
\\
x &= 8,000
\end{aligned}
\end{equation}
$


Then by substitution,
$3x + 5,000 = 3(8,000) + 5,000 = 29,000$

Step 5: State the answer
In other words, the amount invested in $3.5\%$ and $4\%$ interest rate is $\$8,000$ and $\$29,000$ respectively.

In "The Umbrella," what kind of woman is Madame Oreille?

"The Umbrella" is a short story written by Guy de Maupassant. It is set in Paris in the 1880s, and it is a subtle and observant comic tale about a woman, Mme. Oreille, and the trials and tribulations she has with an umbrella.
Mme. Oreille is married; her husband is long-suffering, for she is a miser with their finances, and though he works as an upper clerk at the War Office, they are well-off and have plenty of money, for she rarely allows Oreille to spend it. At the start of the story, Mme. Oreille is described as

a little woman of about forty, very active, rather hasty, wrinkled, very neat and tidy, and with a very short temper.

These initial character descriptions account for many of Mme. Oreille's actions and reactions during the story. However, her desire to save money is a driving force in her personality. It pains her to see any money spent—"it was like tearing at her heartstrings when she had to take any of those nice crown-pieces out of her pocket"—and she sleeps poorly when she has to spend any money at all. She is obsessed with money.
The plot turns around a new umbrella that Mme. Oreille—after many arguments and discussions—finally agrees to allow her husband to purchase to take to the office on rainy days. Almost immediately, a series of mysterious accidents befall the umbrella, and it is ruined, its fabric covered with tiny burn holes.
Mme. Oreille chokes with rage when she sees the condition of the umbrella. She shouts at her husband:

Oh! you brute! you brute! You did it on purpose, but I will pay you out for it. You shall not have another.

She is quite short-tempered, suggesting she will take revenge on her husband for ruining the umbrella and stating that a replacement for the one he has ruined is out of the question.
A friend who visits for dinner suggest that they take the umbrella to the Fire Insurance office and see if they can make a claim for the damages.
Mme. Oreille is determined to do this. Yet "she was very timid before people, and grew red at a mere nothing, and was embarrassed when she had to speak to strangers." Despite her timidity (in public, anyway), she girds herself up and heads to the Assurance Company, where she is sent to the claims department.
The claims manager, after hearing her invented tale about an accidental fire that burnt the umbrella, secretly suspects she is lying but eventually is worn down by her insistence that he help her and advises her to go have the umbrella recovered, and they will pay for the bill.
Happy, Mme. Oreille marches off to have the umbrella recovered. The final joke in the tale is that she finds a first class shop and confidently tells them:

I want this umbrella recovered in silk, good silk. Use the very best and strongest you have; I don’t mind what it costs.

So it turns out Mme. Oreille has no problem spending money that is not actually hers. She likes to get her money's worth.

Madame Oreille is a bit of an old skinflint. She will move heaven and earth to avoid paying for something, even if it's absolutely essential. And an umbrella on a rainy day would certainly fall into that category. Mean-spirited, bad-tempered, and greedy, she's the kind of person who knows the price of everything but the value of nothing.
Furthermore, Mme. Oreille is a shameless freeloader. She won't pay a penny for anything if she can avoid it, but is more than happy for someone else to pick up the tab. That's why, when she goes to the store to get the umbrella repaired, she insists that it should be covered in the finest silk; she won't have to pay for it, the insurance company will.

In the story, Madame Oreille is a miserly woman. Her chief preoccupation in life is to save money, and she is a tyrant to her husband in this regard. Monsieur Oreille is hardly allowed to have any pocket money at all, and he lives in constant fear of his wife's shrewish temper.
Although Madame Oreille and her husband have no children and can live comfortably, Madame Oreille's fear of future want prevents her from fully enjoying her present circumstances. The author describes Madame Oreille as a "little woman of about forty, very active, rather hasty, wrinkled, very neat and tidy, and with a very short temper."
Madame Oreille's short temper is frequently trained on her husband. When Monsieur Oreille protests that he is tired of using the cheap and flimsy umbrella she bought to replace his old one, Madame Oreille becomes angry. She eventually buys him a new, more expensive one, albeit accompanied by a lecture that it will not be replaced in a hurry if his new one is ruined through carelessness on his part.
As time progresses, Monsieur Oreille's umbrella is soon mysteriously found to be burned in different places. As for his part, Monsieur Oreille cannot explain how the burns occurred. Madame Oreille, furious at her husband, refuses to replace the umbrella. There is a stalemate between the two until a family friend advises Madame Oreille to seek compensation from their fire insurance company.
Madame Oreille is reluctant to do so initially, but she soon relents. In the conversation between Madame Oreille and the insurance men, Madame Oreille is seen to be a calculating opportunist, who will resort to fabrications in order to save herself the expense of replacing a ruined umbrella; she is quite happy for her husband to have a newer, sturdier umbrella if someone else will foot the costs for what she considers a frivolous expense.

How does the author explain that the tribe is very poor in "The Summer of the Beautiful White Horse"?

In describing the poverty of the narrator's tribe in "The Summer of the Beautiful White Horse," Saroyan employs stark, brutal, economic language to emphasize the depth of that poverty—it is as if he has no words to spare, much as the tribe had no money to spare. The short sentences—"We were poor. We had no money"—reinforce this sense. The statement "we were poor" is repeated twice as if for emphasis; the tribe is described as "poverty-stricken," and the narrator goes on to describe this poverty using superlatives—"the most amazing and comical poverty in the world"—which amount almost to hyperbole. The narrator is emphasizing the fact that this poverty was so great that it was almost ridiculous, being beyond the understanding even of the "old men" in the tribe, who could not understand how it was that they were still able to feed their children. The narrator also describes the tribe as extremely honest, which is born out by the forthright and open way in which their poverty is discussed—the tribe does not attempt to conceal their situation, nor do they steal or otherwise undertake devious methods to improve it.

Single Variable Calculus, Chapter 5, 5.3, Section 5.3, Problem 48

Determine the derivative of the function $\displaystyle g(x) = \int^{x^2}_{\tan x} \frac{1}{\sqrt{2 + t^4}} dt$

Apply Properties of Integral


$
\begin{equation}
\begin{aligned}

& \int^c_a f(x) dx + \int^b_c f(x) dx = \int^b_a f(x) dx, \text{ So we have}
\\
\\
& g(x) = \int^1_{\tan x} \frac{1}{\sqrt{2 + t^4}} dt + \int^{x^2}_1 \frac{1}{\sqrt{2 + t^4}} dt
\\
\\
& g(x) = - \int^{\tan x}_1 \frac{1}{\sqrt{2 + t^4}} dt + \int^{x^2}_1 \frac{1}{\sqrt{2 + t^4}} dt

\end{aligned}
\end{equation}
$


Let $\displaystyle u_1 = \tan x_1 \frac{du_1}{dx} = \sec ^2 x$ and $\displaystyle u_2 = x^2, \frac{du_2}{dx} = 2x$, then


$
\begin{equation}
\begin{aligned}

g'(x) =& - \frac{d}{dx} \left( \int^{\tan x}_1 \frac{1}{\sqrt{2 + t^4}} dt + \int^{x^2}_1 \frac{1}{\sqrt{2 + t^4}} dt \right) \frac{du}{dx}
\\
\\
g'(x) =& - \frac{1}{\sqrt{2 + u^4_1}} \cdot \frac{du_1}{dx} + \frac{1}{\sqrt{2 + u^4_2}} \cdot \frac{du_2}{dx}
\\
\\
g'(x) =& \left( \frac{-1}{\sqrt{2 + (\tan x)^4}} \cdot \sec ^2 x \right) + \left( \frac{1}{\sqrt{2 + (x^2)^4}} \cdot 2x \right)
\\
\\
g'(x) =& \frac{- \sec^2 x}{\sqrt{2 + \tan^4 x}} + \frac{2x}{\sqrt{2 + x^8}}

\end{aligned}
\end{equation}
$

What were Madison's and Jefferson’s main arguments against the Alien and Sedition Acts?

It is not surprising that both Madison and Jefferson were such staunch opponents of the Alien and Sedition Acts. In addition to both being Democratic-Republicans—and therefore naturally hostile to the Adams administration—they had been closely involved in devising the Bill of Rights. Jefferson provided the inspiration, whereas Madison was involved in the drafting.
Both men recognized that the Bill of Rights was inadequate to deal with this raft of authoritarian legislation. They could not get the Supreme Court to rule these laws as unconstitutional because the Court had not yet taken up the power of judicial review. It would not do so until the landmark case of Marbury v Madison five years later.
Thus, they hit upon the idea of the people themselves challenging unauthorized government action  through their state legislatures  The main arguments they used to support this move were a mixture of the practical and the ideal.
Practically speaking, this appeared the only way to challenge the Adams administration. With a Federalist-controlled Congress, it was impossible to repeal the hated legislation. Bringing the matter before state legislatures could allow them to get around this problem.
There was also principle involved. The Alien and Sedition Acts went against the spirit of republican liberty enshrined in the Declaration of Independence. Americans had shed blood on the battlefield fighting against a centralizing, tyrannical power. However, now it appeared that a new tyranny was rising, one built by Americans on American soil.
Jefferson and Madison's arguments were set out, respectively, in the Kentucky and Virginia Resolutions. The federal government had effectively broken its compact with the American people by violating the sacred trust placed in their hands to protect their fundamental rights and liberties. As the people had been party to the original compact which established the federal government in the first place, then it was only right and proper that they should decide when the terms of that agreement had been violated.
Jefferson's language was a good deal more strident than Madison's rhetoric. He openly declared that state legislatures had the right to declare acts of the federal government as null and void. As the Alien and Sedition Acts were unauthorized in his eyes, they effectively had no legal force.
Madison's response in the Virginia Resolution was more measured. Yes, the federal government had openly violated liberty, but Virginia would still retain its professed loyalty to the United States. Madison, in keeping with the principles he had already set out in the The Federalist, looked upon state government not as the ultimate repository of political sovereignty (as Jefferson believed), but as an important instrument for the mobilization of public opinion whenever the federal government exceeded its constitutional bounds.
Madison also spoke eloquently against restrictions placed by the Acts upon freedom of the press. For Madison, the government saw things the wrong way; it was not the government that censored the people, it was the people, exercising their right to free speech, who censored the government. Only in this way could the government ever be held responsible to the American people. This principle was a cornerstone of republican liberty. A free press was also a means by which the public opinion marshaled by the states could be given full expression, bringing the maximum amount of pressure to bear upon the federal government.
https://www.lawliberty.org/liberty-forum/sound-the-alarm-to-the-people-james-madison-thomas-jefferson-and-the-principles-of-1798/

Single Variable Calculus, Chapter 3, 3.1, Section 3.1, Problem 9

a.) Determine the slope of the tangent to the curve $y = 3 + 4x ^2 - 2x^3$ at the point where $x = a$

Using the equation

$ \displaystyle m = \lim \limits_{h \to 0} \frac{f(a + h) - f(a)}{h}$

Let $f(x) = 3 + 4x^2 - 2x^3$. So the slope of the tangent to the curve at the point where $x = a$


$
\begin{equation}
\begin{aligned}

\displaystyle m &= \lim \limits_{h \to 0} \frac{f(a + h) - f(a)}{h}\\
\\
\displaystyle m &= \lim \limits_{h \to 0} \frac{3 + 4 (a + h)^2 - 2 (a + h)^3 - (3 + 4 a^2 - 2a^3)}{h}
&& \text{ Substitute value of $a$}\\
\\
\displaystyle m &= \lim \limits_{h \to 0} \frac{3 + 4 (a^2 + 2ah + h^2) - 2 (a^3 + 3a^2 h + 3ah^2 + h^3) - 3 - 4a^2 + 2a^3}{h}
&& \text{Expand and simplify}\\
\\
\displaystyle m &= \lim \limits_{h \to 0} \frac{\cancel{3} + \cancel{4a^2} + 8ah + 4h^2 - \cancel{2a^3} - 6 a^2 h - 6ah^2 - 2h^3 - \cancel{3} - \cancel{4 a^2} + \cancel{2a^3}}{h}
&& \text{Combine like terms}\\
\\
\displaystyle m &= \lim \limits_{h \to 0} \frac{8ah + 4h^2 - 6a^2 h - 6ah^2 - 2h^3}{h}
&& \text{Factor the numerator}\\
\\
\displaystyle m &= \lim \limits_{h \to 0} \frac{\cancel{h} (8a + 4h - 6a^2 - 6ah - 2h^2)}{\cancel{h}}
&& \text{Cancel out like terms}\\
\\
\displaystyle m &= \lim \limits_{h \to 0} (8a + 4h - 6a^2 - 6ah - 2h^2) = 8a + 4(0) - 6a^2 - 6a(0) - 2(0)^2 = 8a-6a^2
&& \text{Evaluate the limit}\\
\end{aligned}
\end{equation}
$

Therefore,
The slope of the tangent line is $m = 8a - 6a^2$

b.) Determine the equations of the tangent lines at the points $(1, 5)$ and $(2, 3)$

Solving for the slope of the tangent line at $(1, 5)$

Using the equation of slope of the tangent in part (a), we have $a = 1$ So the slope is


$
\begin{equation}
\begin{aligned}

m =& 8a - 6a^2 && \\
\\
m =& 8(1) - 6(1)^2
&& \text{Substitute value of $a$ and simplify}\\
\\
m =& 2
&& \text{Slope of the tangent line at $(1, 5)$}

\end{aligned}
\end{equation}
$


Using point slope form


$
\begin{equation}
\begin{aligned}

y - y_1 =& m(x - x_1) && \\
\\
y - 5 =& 2 (x - 1)
&& \text{Substitute value of $x, y$ and $m$}\\
\\
y =& 2x - 2 + 5
&& \text{Combine like terms}\\
\\
y =& 2x + 3
\end{aligned}
\end{equation}
$

Therefore,
The equation of the tangent line at $(1,5)$ is $ y = 2x + 3$
Solving for the slope of the tangent line at $(2, 3)$

Using the equation of slope of the tangent in part (a), we have $a = 2$ so the slope is


$
\begin{equation}
\begin{aligned}

m =& 8a - 6a^2\\
&& \\
m =& 8(2) - 6(2)^2
&& \text{Substitute value of $a$ and simplify}\\
\\
m =& -8
&& \text{Slope of the tangent line at $(2, 3)$}
\end{aligned}
\end{equation}
$


Using point slope form

$
\begin{equation}
\begin{aligned}

y - y-1 =& m(x - x_1)
&& \\
\\
y - 3 =& -8 (x - 2)
&& \text{Substitute value of $x, y$ and $m$}\\
\\
y =& -8x + 16 + 3
&& \text{Combine like terms}\\
\\
y =& -8x+19


\end{aligned}
\end{equation}
$


Therefore,
The slope of the tangent line at $(2,3)$ is $y = -8x+19$
c.) Draw the graph of the curve and both tangent lines on a common screen.

How does society generally reward and punish in America? Which theory is generally followed, and how well does it work?

Systems of punishment and reward in the US have traditionally relied most heavily upon the theory of retribution, rather than the utilitarian approach which focuses more upon deterrence than upon punishing an offender because it is what he or she deserves.
Utilitarian approaches to crime and punishment seek to render back to society a greater level of good than the level of "bad" inflicted by a crime in the first instance. This usually involves attempts to both deter society as a whole from committing crimes and also to rehabilitate a specific individual so that he himself will not commit further crimes.
Where retribution is the defining element of crime and punishment, as it is in the US, an offender is punished not in order to improve society, or that individual, but because the crime must be equalized, as it were, with a just punishment. This is the "eye for an eye" approach which offers the death penalty as a punishment for murder because the two acts cancel each other out in terms of social balance, as it were. There is, of course, also an element of deterrence in retributive punishment: it does not deter the individual from committing further crimes if he is put to death, but arguably it deters others from committing murder (although really there is very little evidence of this). The US also does incorporate elements of utilitarian theory in terms of rehabilitative programs, which are run for those who are mentally ill, for example, to help them readjust to society upon leaving prison.
There are certainly social benefits to retributive punishments. Polls have shown that the public likes to see that criminals are punished: this satisfies their desire to see justice done. People very often vote for candidates for political office who promise to be "tough on crime." As such, retributive punishment does help to keep social order, particularly in the US where this is the approach to punishment which has long been preferred.
However, it is notable that the US is the only remaining Western country which uses the death penalty. The reason most countries no longer do this is because it has been repeatedly proven that it does not deter crime. In the US, it is not really being used as a deterrent—the philosophy is that the death penalty is enacted upon an individual because it is what he deserves. But crime rates are not lower in places that have the death penalty than in those which do not, because, as has been repeatedly shown, people do not consider the consequences of murder in the moment of committing it.
Another area in which the US's retribution-based punishment system falls down is on the issue of recidivism. Because the tendency of the system is to consider retribution, rather than utilitarian benefits to society, there is a lack of funding for programs which would minimize recidivism rates, particularly in the mentally ill. Increased funding and efficiency, both while in prison and upon release, to treat prisoners' mental illnesses and help them re-adjust to society would result in lower recidivism rates in the area of drug offenses and domestic violence. However, because the slant of the US justice system is toward retribution, there has been less focus upon this area.
https://law.jrank.org/pages/9576/Punishment-THEORIES-PUNISHMENT.html

What effect did the Reconquista have on Christians?

The Spanish word Reconquista means reconquest. This historical period refers to the Christianization of the Iberian Peninsula in Spain and Portugal. On 19 July 711 A.D., the Muslim Moors invaded Gibraltar, and they continued their rule until the fall of the Nasrid Caliphate of Granada on 2 January 1492. While there is a long, rich history during these centuries, the pinnacle year of the Reconquest was 1492. The following discussion will consider three very important events in 1492 that forever shaped the future of Christendom.
As mentioned before, the defeat of the Muslim Moors in Granada was an extremely important victory for Christianity. Most significantly, Queen Isabella’s 1492 Alhambra Decree (or Edicto de Granada) enforced compulsory conversion or expulsion from the Kingdom of Castile. Part of the Reconquest of the Iberian Peninsula meant removing Muslims. As one might conclude, this both added new Christians and eliminated an entire demographic of religious and political opponents.
The Moors were not the only ones affected by the Christianization of Spain. In fact, the 1492 expulsión de los judíos (Expulsion of the Jews) forced all Jews to convert to Christianity or leave the country. Again, the Monarchy’s attempt to Christianize Spain led to new converts and the expulsion of the opposition. Whether or not these new conversos were sincere converts is a point of contention. Nonetheless, the Edict of Expulsion further fortified the Church’s political and religious authority.
Lastly, one of the greatest events tied to the Reconquista is Christopher Columbus’s 1492 voyage to the New World. Undeniably, what resulted was the Christianization and colonialization of the Americas. Today, Mexico, Central, and South America abound with the presence of Spanish Catholicism. Consequently, the plundered gold from the Americas funded Christian Spain’s rapid colonization of the New World. This abundant wealth made Spain very powerful and influential.
The Reconquista directly impacted Christianity. The three events to remember are (1) the defeat and eventual expulsion of Muslim Moors in Granada/Spain, (2) the expulsion of Spain’s Jewry, and (3) Christopher Columbus’s discovery of the New World. As the Jewish proverb states, “a three-fold cord is not easily broken.” In this case, Spain’s 3–0 victory in 1492 empowered them to dominate, imperialize, and Christianize the world.

What are some examples of irony?

There are many examples of irony in the story. For example, there is dramatic irony: the reader knows that Santiago Nasar is going to die, but our protagonist seems to be ignorant of that fact. Up until the moment of his death, Santiago acts as if nothing is the matter. His nonchalant and calm manner is ironic in light of the threat against him.
In the story, Santiago talks about his future wedding.

"That's what my wedding's going to be like," he said. "Life will be too short for people to tell about it."
"I don't want any flowers at my funeral," he told me, hardly thinking that I would see to it that there weren't any the next day.

Ostensibly, Santiago looks forward to a consequential wedding. His words, however, are ironic. Although he means that there will not be enough time on earth to expound upon the grandness of his future wedding, Santiago's words turn out to be ominously prophetic. His life actually ends up being too short to even accommodate the possibility of a wedding. Santiago's quip that he does not want flowers at his funeral is also ironic: he does not realize that he will die the next day and that there will be no flowers at his funeral.
According to the story, Santiago is slashed across the stomach by one of the Vicario brothers. His intestines fall out, and the priest later discards the slashed intestines in the garbage pail. Up until his death, Santiago had believed that it was barbaric to handle the human body in such a manner. In fact, he had chided Victoria Guzman for pulling out rabbit intestines by the roots and throwing them to the dogs. It is ironic that the priest pulls out Santiago's mutilated intestines by the roots in order to prepare his body for burial.
Another irony in the story concerns Bayardo san Roman and Angela Vicario. When Bayardo discovers that Angela is not a virgin, he takes her back to her family home. Later, the couple reunite after Angela writes two thousand love letters to Bayardo. The couple's reunion has been facilitated by Angela. Here, Angela has usurped the traditional role of the woman who waits to be wooed by her male lover. The two reunite, but it is not by Bayardo's efforts, which is ironic.

Suppose you live in a community of 200 people where everyone is able and seeks to work. If 140 people are 16 years and older and 120 of them are employed, what is the unemployment rate in this community?

The unemployment rate for this community would be 14.3%.  Let us see how we arrive at this figure.
As you can see in the link below, an economy’s unemployment rate is generally defined as the percentage of people who are at or above the age of 16 and who do not have work even though they would like to have it.  People who are below the age of 16 are not counted, even if they would prefer to work rather than going to school. 
In the scenario that you have given us, only two numbers matter.  These are the number of people who are 16 or older and the number of people who have jobs.  The total population of the community does not matter here because unemployment rates only look at people who are at least 16.  In your question, you say that there are 140 people who are 16 or older in this community and 120 of them have work.  This means that 20 of them are unemployed.  We take 20 and divide it by 140 since 140 is the total number of people 16 or over who want to work.  That gives us a figure of .1428.  Expressed in terms of percentages, this is 14.3%, which means that the unemployment rate in this community is 14.3%.
http://www.amosweb.com/cgi-bin/awb_nav.pl?s=wpd&c=dsp&k=unemployment+rate

1. Suppose you live in a community of 200 people where everyone is able and seeks to work. If 140 people are 16 years and older and 120 of them are employed, what is the unemployment rate in this community?

How is the relationship between Holmes and Watson portrayed throughout the story?

The relationship between the legendary detective and his loyal assistant is largely unequal. In terms of intellect, logic, and powers of deduction, Holmes is unequivocally Watson's superior. Yet the uneven dynamic at the heart of this relationship cuts both ways. For in relation to what we might today call emotional intelligence, Watson is streets ahead of Holmes.
If Holmes provides the head of this relationship, it's Watson who supplies the heart. Watson's romantic attachment to Mary Morstan makes him a more recognizably human character than the great detective. Although Watson will never be able to match Holmes in the mystery-solving department, his basic sense of decency and humanity provides his friend with the kind of moral support that he needs. In that sense one could say that in The Sign of Four, Watson fulfills the traditional role of the wife in the Victorian household, an unfailingly loyal helpmate who provides stability, warmth, and much-needed companionship.

In this mystery, Sherlock Holmes is the cool head while John Watson is the warm heart. Watson's warm heart is expressed most strongly in his falling in love with Mary Morstan, who comes to Holmes in hopes that he can find her missing father. Another sign of the caring Watson is revealed when he confronts Holmes about his cocaine habit. Watson has watched Holmes use cocaine three times a day, and as a doctor, he is worried about the effects on his friend. Holmes, ever valuing his intellect, insists the cocaine helps him think more clearly.
While Watson is busy falling in love, worrying about Holmes, and jumping to obvious—and wrong—about the case, Sherlock Holmes is using his great intelligence to logically unravel the mystery. Holmes is always two steps ahead of the game, and with forethought, he has people in place, like his Baker Street irregulars, to help him in his quest.
As always, the openhearted Watson, who lives more moment to moment, is awed by the intelligence, foresight, and talent of his friend. Holmes, in turn, relies on Watson's caring nature.

In the first chapter, Watson confesses to the reader that he is somewhat intimidated by Sherlock Holmes's confidence and brilliance; so much so, in fact, that he is reluctant to call him out for his drug abuse. But as a doctor, he does so, and they have a frank discussion about Holmes's use of morphine and cocaine. Also in the first chapter, Holmes is frank in his criticism of Watson's writing, and Watson is annoyed by the criticism, since he was looking for Holmes's approval.
As the chapters progress, Watson's deferential attitude towards Holmes is further developed. He is eager to be of service to Holmes, and Holmes seems to enjoy their conversations. Watson also smooths out social situations for Holmes, such as when Holmes is too deep in thought to politely engage in conversation with Miss Morstan in chapter three when the trio travels together.
Watson often acts as Holmes's sounding board, such as in chapter six when Holmes floats his theory of how a man has gained access to Pondicherry Lodge. In that conversation, Watson not only asks questions but also floats theories of his own. In subsequent chapters this dynamic continues, and the two men often share laughter.
Overall, Watson is deferential and admiring of Holmes, who can be arrogant and supercilious, but there seems to be mutual respect in their relationship.

What were 10 major coming-of-age moments in The Catcher in the Rye?

Though Holden is often viewed as a pretentious and whining brat by some readers of The Catcher in the Rye, much of the novel involves his coming-of-age journey.
Holden declines to fight his nagging, didactic teacher Mr. Spencer. Knowing to pick your battles is a mature process, since Holden is less concerned with always having the last word and appearing to be right.
At the beginning of chapter three, Holden announces, "I'm the most terrific liar you ever saw in your life. It's awful." He is open about his flaw and does not sugarcoat it or make excuses as a child would.
When Holden hears about his friend Jane dating Stradlater, he is terrified that Stradlater might try to force her into sex. He is aware of how someone like Stradlater is and doesn't want Jane hurt. This is a mature response—he doesn't care about competing with Stradlater for Jane. He doesn't even care who Jane is seeing, as long as she is happy and safe.
In chapter nine, Holden thinks about sexuality. He is confused by it, since he believes sex should be an expression of love, yet he often "necks" with girls he finds annoying or "phony." Unlike the other boys at his school, however, Holden is honest about his sexual feelings and rarely brags about fake conquests. He is open about how sexual matters make him feel and this is a mature response.
In chapter twelve, Holden says, "I'm always saying 'Glad to have met you' to someone I'm not at all glad I met. If you want to stay alive, you have to say that stuff, though." He's not happy about social customs, but he knows better than to buck them on a whim. While this seems like a small thing, it is significant for a contrary individual like Holden.
When Holden talks with the prostitute Sunny, he feels sorry for her. He thinks about her concern for her new dress and it makes him feel sad. He implicitly realizes how hard her life must be, even if he cannot articulate it.
When Holden speaks with the nuns, he says he appreciates their simple lifestyle which does not revolve around money and consumerism. He also appreciates their tolerance of him and their not trying to convert him to Catholicism. These are mature appreciations of character.
When Holden runs into Sally, he sees right through her mannered behavior and emphasis on trends. Many teens care about appearances and keeping up with fashions, which Holden does not concern himself with. He is mature in that he is not concerned with what's in or with being socially pretentious, as Sally still is.
Holden does not allow Phoebe to come along with him, since he knows it isn't in her best interests. Though he is lonely, he will not drag his sister with him, and this is a wise, selfless decision.
Holden's biggest coming-of-age moment is when he watches Phoebe ride the carousel. He realizes that the pain which comes with growing up (which he equates with reaching for the golden ring and falling) is a natural process that leads to possible fulfillment in the adult world. He starts to see growing up as something less evil and corrupting.

In chapter one, when Holden decides to leave Pencey Prep, he recognizes that, despite the claims in the glossy brochures that the school uses to promote itself, it is a school no better or worse than any other when it comes to "molding boys...into men." Holden's skepticism signals independent, adult thought.
In chapter two, Holden opts not to argue with Mr. Spencer, even when his teacher becomes annoying and lectures him. Learning to pick his battles is part of Holden's maturation process.
In chapter four, Holden becomes worried about Jane's virtue when he learns that Stradlater is taking her on a date. It isn't that Holden is jealous; he is more concerned that his roommate will hurt Jane, which reflects a mature attitude.
In chapter six when Holden has his physical confrontation with Stradlater, this is a battle that Holden thinks is worth fighting. Stradlater's cavalier attitude and casual cruelty offend Holden, and he stands up to him on principle as an adult would.
In chapter seven, Holden begins to think about the kind of future he wants. He questions Ackley about the lives of monks because it seems to be a way of life that he could be drawn to as an adult.
In chapter nine, Holden confesses "I was feeling pretty horny." Recognizing one's sexuality is part of a person's coming of age.
In chapter fifteen, Holden feels admiration and compassion for people like the nuns and his old roommate who don't have lives that revolve around money and expensive possessions. Holden's parents are wealthy, and by rejecting the trappings of their life, he is beginning to think for himself.
Holden's rejection of Sally Hayes because of her superficiality signals that he is again, rejecting the values of a social class that he feels does not fit him.
When Holden will not allow Phoebe to leave with him, he is beginning to recognize the depth of his problems, and he knows it would be wrong to involve her in what he knows he must face on his own.
Holden's refusal to join Phoebe on the carousel is symbolic of his recognition that he is now an adult and that he must leave childhood behind, but enjoy the fact that it is still something that she can genuinely and innocently enjoy.

Explain the meaning of "Methinks, mistress, you should have . . . I can gleek upon occasion."

This quote comes from act 3, scene 1. In this scene, the mechanicals discuss how they will perform Pyramus and Thisbe.
When the rehearsal begins, Puck sneaks in and casts a spell on Bottom. Now, Bottom has a donkey's head on top of his shoulders (where his own head should be). Meanwhile, Quince and Snout try to tell Bottom that he has been transformed. The latter refuses to believe it and begins singing wholeheartedly.
It is Bottom's singing that wakes up the sleeping Titania. When Titania's eyes alight on Bottom, she instantly falls in love with him. She tells him that she is enamored by his singing and absolutely entranced by the beauty of his figure. It's clear that Titania is under a spell.
For his part, Bottom answers:

Methinks, mistress, you should have little reason for that. And yet, to say the truth, reason and love keep little company together nowadays. The more the pity that some honest neighbors will not make them friends. Nay, I can gleek upon occasion.

What Bottom is saying here is that he doesn't believe Titania has any reason to love him. He maintains that it's difficult to find reason accompanying love in today's age. Bottom's words are true in the sense that romantic love often defies logic: each person differs in what he/she admires in a lover. In fact, the saying "there is no accounting for taste" holds true here.
Bottom proceeds to argue that there is a need for honesty; after all, love should be inspired by reason, not mere emotion. Bottom then ends his little speech by insisting that he's just joking. The word "gleek" refers to joking or jesting. However, Bottom's words are significant because they truly describe Titania's present state of mind. Being under the influence of Oberon's spell, she can only make foolish decisions when it comes to love. Oberon had originally intended for Titania to fall in love with the first creature she saw.
Essentially, Oberon wants to embarrass Titania because she refuses to allow her beloved attendant to serve Oberon. The spell is Oberon's plan for distracting Titania while he schemes to get what he wants. So, Bottom's words may be spoken in jest, but their meaning is significant. Shakespeare often uses humor to relay important truths to his audience.

Single Variable Calculus, Chapter 4, 4.5, Section 4.5, Problem 20

Use the guidelines of curve sketching to sketch the curve. $\displaystyle y = 2\sqrt{x}-x$

The guidelines of Curve Sketching
A. Domain.
We know that $f(x)$ is a root function that is defined only for positive value of $x$. Therefore, the domain is $[0,\infty)$

B. Intercepts.
Solving for $y$-intercept, when $x = 0$
$y = 2 \sqrt{0} - 0 = 0 $
Solving for $x$-intercept, when $y = 0$

$
\begin{equation}
\begin{aligned}
0 & = 2 \sqrt{x} - x \\
\\
x &= 2x^{\frac{1}{2}} = 2^2\\
\\
x &= \sqrt{4}
\end{aligned}
\end{equation}
$


C. Symmetry.
The function is not symmetric to either $y$-axis or origin by using symmetry test.

D. Asymptotes.
The function has no asymptotes

E. Intervals of Increase or Decrease.
If we take the derivative of $f(x)$

$
\begin{equation}
\begin{aligned}
y' &= 2\left( \frac{1}{2\sqrt{x}} \right) - 1\\
\\
y' &= \frac{1}{\sqrt{x}} - 1
\end{aligned}
\end{equation}
$


when $y' = 0$,

$
\begin{equation}
\begin{aligned}
0 &= \frac{1}{\sqrt{x}} -1\\
\\
\sqrt{x} &= 1\\
\\
x &= 1^2
\end{aligned}
\end{equation}
$

The critical number is $x = 1$
Hence, the intervals of increase or decrease are.

$
\begin{array}{|c|c|c|}
\hline\\
\text{Interval} & f'(x) & f\\
\hline\\
x < 1 & + & \text{increasing on } [0, 1)\\
\hline\\
x > 1 & - & \text{decreasing on } (1, \infty)\\
\hline
\end{array}
$



F. Local Maximum and Minimum Values.
Since $f'(x)$ decreases from positive to negative at $x=1$, then $f(1) = 1$ is a local maximum.

G. Concavity and Points of Inflection.

$
\begin{equation}
\begin{aligned}
\text{if } f'(x) &= \frac{1}{\sqrt{x}} - 1 = x^{\frac{-1}{2}} - 1 , \text{ then}\\
\\
f''(x) &= \frac{-1}{2}x^{\frac{-3}{2}}\\
\\
f''(x) &= \frac{-1}{2\sqrt{x^3}} \\
\\
\\
\\
\text{when } f''(x) &= 0 \\
\\
0 &= \frac{-1}{2 \sqrt{x^3}}\\
\\
f''(x) &= 0 \qquad \text{ does not exist, therefore, we don't have inflection points.}
\end{aligned}
\end{equation}
$


Thus, the concavity in the domain of $f$ is...

$
\begin{array}{|c|c|c|}
\hline\\
\text{Interval} & f''(x) & \text{Concavity}\\
\hline\\
x \geq 0 & - & \text{Downward}\\
\hline
\end{array}
$


H. Sketch the Graph.

Discuss the treatment of aboriginal people by the Canadian justice system. What would be a good thesis statement for this topic?

A research topic on the treatment of indigenous or aboriginal peoples by the Canadian justice system requires some knowledge of Canadian history with respect to native tribes. While the treatment of aboriginal tribes by British and French settlers and governments may not have been as bleak as occurred in the United States, it was still bad, and it certainly involved the removal of indigenous peoples from their native lands and racist policies for many decades after that deliberately sought to deprive native tribes of their heritage. When considering the experiences of aboriginal peoples in Canada's justice system, it is, consequently, important to take into account the fact that native tribes were independent nations with their own beliefs, traditions, and policies for dealing with intra-tribal conflicts or disputes. A 2001 report by the Aboriginal Justice Implementation Commission titled The Justice System and Aboriginal People noted the following with respect to native tribes and their perception of Canada's justice system:

"For Aboriginal people, the essential problem is that the Canadian system of justice is an imposed and foreign system. In order for a society to accept a justice system as part of its life and its community, it must see the system and experience it as being a positive influence working for that society. Aboriginal people do not."

This statement is telling: Native tribes, as noted, are, or are supposed to be, per treaties, independent, sovereign entities. In practice, they are not--at least when assimilated into "mainstream" Canadian or American society. Histories of subordination into foreign cultures and political and justice systems have left deep emotional and cultural scars that are not healing, and this is reflected in aboriginal perceptions of the criminal and civil justice systems into which they are regularly thrust. As the table included in the Maclean's article indicates, native peoples fare far worse in the Canadian justice system than African Americans do in the U.S. justice system. The justice system, it is alleged, fails to take into account the unique mitigating circumstances that have resulted in a disproportionate percentage of the native population entering the justice system.
When considering a thesis statement for the issue of indigenous peoples and their treatment in the Canadian justice system, then, consideration must be made of the history of these peoples with respect to European colonization hundreds of years ago. That history is relevant today, as government policies practiced by Canada were highly prejudicial toward indigenous tribes, including forcibly removing native children from their homes and placing them in schools designed to eliminate any semblance of native culture and heritage. Deprived of their language and traditions and immersed in poverty, aboriginal peoples have suffered from higher rates of stress-related ailments and, as emphasized, more incidences of encounters with the criminal justice system. A thesis statement could be along the lines of "Canada's history of repression with respect to aboriginal tribes has caused disproportionate rates of crime among those tribes."
http://www.ajic.mb.ca/volumel/chapter7.html
http://www.macleans.ca/news/canada/out-of-sight-out-of-mind-2/
http://news.nationalpost.com/full-comment/conrad-black-canadas-treatment-of-aboriginals-was-shameful-but-it-was-not-genocide
https://www.care2.com/

https://www.huffingtonpost.ca/2013/10/18/genocide-first-nations-aboriginals-canada-un_n_4123112.html

In Charles Dickens's A Christmas Carol, Tiny Tim is a central character that the author uses to generate an emotional response in the reader. The possibility of his death, in particular, stirs up the reader's feelings as the novel draws to its close. Is Dickens being fair here, or is he manipulating the feelings of his readers in order to drive home his social criticism? Can Scrooge's response to the spirits of Christmas really determine if Tiny Tim lives or dies?

Dickens expertly exploits, in the nicest possible way, the figure of Tiny Tim in order to pull at his readers' heartstrings. As a great storyteller, Dickens knows that if you wish to convey a specific message, it's best to do so by way of the emotions, rather than the intellect.
Instead of hitting the reader over the head with overtly political propaganda, Dickens chooses to adopt a more subtle approach, presenting Tiny Tim as a good-hearted young waif who wants nothing more out of life than loving care, the same as any child.
Dickens would doubtless have been aware that there were many people in society at that time who shared the widespread prejudice that the poor were to blame for their own poverty. In presenting the figure of a child as a victim of poverty, he hoped to challenge this assumption, as no one could seriously argue that a child was responsible for their own economic condition. One could reasonably argue that using Tiny Tim in this way is a form of emotional blackmail, but there's no doubting its effectiveness at getting Dickens's message across.
One could say pretty much the same about the suggestion that Scrooge will somehow be responsible for Tiny Tim's death if he doesn't change his ways. Again, there's certainly an element of emotional exploitation here. But there's enough plausibility in the suggestion to make it work. After all, Tiny Tim's father is employed by Scrooge, and if the old skinflint ponied up some extra money to his chronically underpaid and overworked dogsbody Bob Cratchit, then there's every reason to think that the young lad would soon be able to get the medical treatment he so desperately needs.

There's no doubt that Charles Dickens offers social criticism and advocates for social reform in his novels and stories like A Christmas Carol. The character of Tiny Tim personifies Dickens's social criticism in a general, population-wide sense of course, but Tim also serves as a catalyst for change for a single individual, Ebenezer Scrooge, who undergoes a transformation from a miserly, socially-indifferent curmudgeon to a generous, empathetic, and socially aware "second father" to Tiny Tim.
The danger to Tiny Tim was probably worse than we can imagine from our twenty-first-century perspective, but the danger was not worse than could be imagined by those who read A Christmas Carol at the time it was written. Dickens's readers knew what kind of fate awaited Tiny Tim and his family, and the horrors of the workhouses and the poorhouses:

Many can't go there; and many would rather die.

Can we truly appreciate the implications of that sentiment in fact, not simply in the abstract?
No doubt Scrooge could affect the course of Tiny Tim's treatment, which would vastly improve the chances that Tim would live, rather than succumb to whatever unnamed ailment afflicted him. Money made all the difference as to what kind of treatment Tim could receive and whether he would live or die. Scrooge had money, and by the end of A Christmas Carol, he was prepared to spend it on Tiny Tim's treatment:

"Spirit," said Scrooge, with an interest he had never felt before, "tell me if Tiny Tim will live."

From our perspective, Scrooge's question to the Ghost of Christmas Present seems overstated, if not overly melodramatic. Aside from walking with a crutch, Tiny Tim doesn't seem to us to be on death's doorstep, as Scrooge's question seems to imply. For Scrooge, though, and for Dickens's readers, it's not at all out of the question that Tiny Tim might die.
At the time that Dickens self-published A Christmas Carol in 1843, nearly half of the deaths in London were children under the age of 10. Half of all working-class children suffered from tuberculosis, and sixty percent had rickets—diseases which Tiny Tim might have contracted due to poor nutrition, pollution, and lack of sunlight caused by smog-like conditions in London.
Dickens didn't have to exaggerate the living conditions of the poor to draw attention to the plight of Tiny Tim and his family. Dickens simply had to point out the living conditions as they existed for a majority of London's poorer residents and let those conditions speak for themselves, just like Tiny Tim did:

"A Merry Christmas to us all, my dears. God bless us!"
Which all the family re-echoed.
"God bless us every one!" said Tiny Tim, the last of all.

While the character of Tiny Tim has often been criticized as too sweet, syrupy, and sentimental, Dickens is nevertheless being fair in his use of the possibility of the small child's death to stir our feelings. There was no social welfare safety net in Britain to speak of in this era (there were poorhouses, but they were last resort places meant to be harsh so that people wouldn't use them unless truly desperate). In reality, many children like Tiny Tim did die young due to lack of medical treatment, crowded conditions, poor food, and lack of good sanitation. Pollution from burning coal was also notorious in London at this period, making the air bad. If anything, Dickens probably understates the unhealthy conditions in which Tiny Tim lived.
Dickens does use Tiny Tim's possible death to tug at Scrooge's and the reader's heartstrings. In the eighteenth and nineteenth centuries, writers openly embraced sentiment or emotional appeal as a powerful way to influence people's behavior. They were not ashamed of it.
If it had been rare for a young child to die from not being able to afford medical treatments or from living in poor conditions, we could accuse Dickens of manipulating us. However, what he describes was only too common. He is telling it like it was. This reality just happens to be heartbreaking.

College Algebra, Chapter 4, 4.4, Section 4.4, Problem 48

Determine all the real zeros of the polynomial $P(x) = x^4 + 2x^3 - 2x^2 - 3x + 2$. Use the quadratic formula if necessary.

The leading coefficient of $P$ is $1$, so all the rational zeros are integers. They are the divisors of constant term $2$. Thus, the possible candidates are

$\pm 1, \pm 2$

Using Synthetic Division,







We find that $1$ is a zero and that $P$ factors as

$\displaystyle x^4 + 2x^3 - 2x^2 - 3x + 2 = (x - 1)\left(x^3 + 3x^2 + x - 2 \right)$

We now factor the quotient $x^3 + 3x^2 + x - 2$ and its possible zeros are

$ \pm 1, \pm 2$

Using Synthetic Division,







We find that $-1, 1$ and $2$ are not zeros but that $-2$ is a zero and that $P$ factors as

$x^4 + 2x^3 - 2x^2 - 3x + 2 = (x - 1)(x + 2)(x^2 + x - 1)$

We now factor the quotient $x^2 + x - 1$ using the quadratic formula


$
\begin{equation}
\begin{aligned}

x =& \frac{-b \pm \sqrt{b^2 - 4ac}}{2a}
\\
\\
x =& \frac{-1 \pm \sqrt{(1)^2 - 4 (1)(-1)}}{2(1)}
\\
\\
x =& \frac{-1 \pm \sqrt{5}}{2}

\end{aligned}
\end{equation}
$


The zeros of $P$ are $\displaystyle 1, -2, \frac{-1 + \sqrt{5}}{2}$ and $\displaystyle \frac{-1 - \sqrt{5}}{2}$

What genre is Robinson Crusoe?

Robinson Crusoe, written by Daniel Defoe, is a novel. A novel is a genre defined as a long imaginative work of literature written in prose. In other words, it is fictional rather than based on a true story and is written in prose rather than verse.
One can also talk about "subgenre" or what type of novel it is. First, it is a type of travel fiction, set in an exotic local. Next, it is a realistic story, rather than a fantasy or romance, in that it describes relatively plausible behavior by an ordinary person rather than heroic acts of someone with supernatural powers. 
In some ways it resembles a spiritual autobiography, as it shows the development of the religious and spiritual thought of its protagonist, but it is not autobiographical per se because it is fictional and autobiography is factual. 

Robinson Crusoe, published in 1719, is an early example of the genre of novel. It was composed to mimic the first-person account of a shipwreck adventure, with the words "written by himself" on the title page, so many early readers took it to be a factual account of a shipwrecked sailor's adventures alone (and later with a native companion he called Friday) on a deserted island. 
Although based on a true story, the work was the imaginative construct of author Daniel Defoe: there was no actual Robison Crusoe and while trying to be factually realistic in its detail, the story, if inspired by other reading, largely sprang from Defoe's mind. Because of its effort at realistically showing how a person would survive on an deserted island (no magic saves Crusoe) and the depiction of a psychologically realistic protagonist, the book is considered a novel rather than a romance. 

(y-1)sinx dx - dy = 0 Solve the first-order differential equation

(y-1)sin(x)dx - dy = 0
To solve, express the equation in the form N(y)dy = M(x)dx.
So bringing same variables on one side, the equation becomes:
(y-1) sin(x) dx = dy
sin(x) dx = dy/(y - 1)
Then, take the integral of both sides.
int sin(x) dx = int dy/(y-1)
For the left side, apply the formula int sin (u) du = -cos(u) + C .
And for the right side, apply the formula int (du)/u =ln|u| + C .
-cos(x) +C_1 = ln|y-1|+C_2
From here, isolate the y.
-cos(x) + C_1 - C_2 = ln|y-1|
Since C1 and C2 represent any number, express it as a single constant C.
-cos(x) +C = ln|y-1|
Then, eliminate the logarithm in the equation.
e^(-cos(x)+C) = e^(ln|y-1|)
e^(-cos(x) + C) = |y-1|
+-e^(-cos(x) + C) = y-1
To simplify the left side, apply the exponent rule a^m*a^n=a^(m+n) .
+-e^(-cos(x))*e^C= y-1
+-e^C*e^(-cos(x))=y-1
Since +-e^C is a constant, it can be replaced with C.
Ce^(-cos(x))=y - 1
Ce^(-cos(x))+1=y
Therefore, the general solution is  y=Ce^(-cos(x))+1 .

What do Harper Lee's To Kill a Mockingbird and Poe's short story "Ligeia" have in common?

A central theme in Harper Lee's To Kill a Mockingbird concerns the killing of innocent people, both symbolically and literally, due to prejudices. While the central theme in Edgar Allan Poe's short story "Ligeia" concerns the strength of the human will, a minor theme in Poe's short story also concerns the killing of innocents.In To Kill a Mockingbird, author Lee uses the mockingbird as a symbol of innocence because the only thing mockingbirds do all day is "make music for us to enjoy" (Ch. 10). Lee uses this symbol to represent Tom Robinson, who is unjustly tried and convicted of rape due to the racial prejudices of his jury, though obviously innocent. He is then killed trying to escape prison, tired of waiting for true justice to be served and wanting to try to take matters into his own hands. In addition, Lee uses the symbol of the mockingbird to represent the innocent and benevolent Arthur (Boo) Radley, who is persecuted because people are unable to respect and understand people's differences such as his desires to remain indoors.Similarly, in Poe's short story, the innocent Lady Rowena is inadvertently murdered. The narrator of the story had first married and been deeply in love with the beautiful, dark-haired, and exotic Ligeia, who fell ill soon after their marriage. Before her death, she intimated her belief that death can be overcome through strength of will. Overcome with grief after her death and trying to ease his loneliness, he tries to replace Ligeia by marrying the fair-haired and lovely Lady Rowena. Though Rowena has her fair share of beauty, she is ordinary compared to the exotic Ligeia; therefore, she is not enough to distract the brokenhearted narrator. Soon, the narrator shuns Rowena and turns to thoughts of Ligeia, specifically to thoughts of trying to raise her from the dead. As soon as the narrator begins thinking so heavily about raising Ligeia from the dead, the innocent Rowena falls ill and, before her death, speaks nearly hysterically about her feelings of being haunted. After her death, while grieving by her side, the narrator sees her return to life and transform into the lost Ligeia. Hence, due to the strength of the narrator's and Ligeia's mutual wills, the innocent Rowena is inadvertently murdered just so that Ligeia can return to life.It can also be said that it was out of prejudice that the narrator shunned and eventually killed the innocent Rowena. Since Rowena did not look the same as Ligeia, the narrator rejected her love without truly knowing her, without having any true reason to reject or dislike her, which fits the very definition of prejudice.

How did the Industrial revolution change the work patterns and economy of the United States? Be sure to include the following in your essay: 1. Preindustrial work patterns 2. The Transportation, Market and Industrial Revolution 3. The class system.

The Industrial Revolution impacted the United States in many ways. Prior to the Industrial Revolution, most people worked either at home or in small working environments. Everybody knew each other, and generally, the work environment was very cordial. Products were often custom-made by hand, often by skilled workers.
With the arrival of the Industrial Revolution, this system changed. Machines were used to make products, which led to the development of the factory system. People were less likely to work at home, as they worked in factories with many other workers. This change to the factory system tended to put the workers at a disadvantage. The human element was lost, as the owners often had no personal connection to workers. It was more difficult for workers to impact their pay and their working conditions. More unskilled workers were hired once the factory system developed.
A class system was created by the Industrial Revolution. The wealthy or upper class tended to be those people who owned the businesses. The working class included the factory workers, who often struggled to make ends meet and who worked long hours. The middle class included the managers of the factory who had the responsiblity for the day-to-day operation of the business.
As a result of the Industrial Revolution, more products could be manufactured, and they could be made quicker. This helped the American economy to grow. It also impacted the transportation system, as new forms of transportation were needed to get these products to the marketplace. With the development of the steam engine, steamboats and trains were used to facilitate shipping. Roads and canals were also built to help improve the ability to ship products. The steam engine also allowed factory owners to locate their factories anywhere, as the factories no longer needed to be near water, which had been a source of power for the machines. With many resources and a climate not very suitable for farming, the North became more industrial, while the South, with a good climate and fertile soil, tended to remain agricultural, with few industries being found in the region. The Industrial Revolution also helped to highlight some of the differences between the North and the South.

Preindustrial work patterns in the United States involved reliance on individual artisans who made or finished goods and products on their own schedules, often in their own houses. This system, also referred to as the "putting-out system," provided workers with a great deal of freedom. Once the Industrial Revolution took hold in the nineteenth century, work patterns shifted; people largely worked outside the home in factories, offices, mines, and other places. Workers lost most of the control over when and how their work was completed, and they worked under the direction of a new managerial class. As a result of the Industrial Revolution, a large working class developed in urban areas, along with an elite class of business owners and a sizable middle class that worked as managers. You may have studied other effects of the Industrial Revolution on the American class system.
The Industrial Revolution also included a Market Revolution during which new forms of transportation, including trains, canals, and roads, facilitated the transport of goods to market. As a result of canals linking the North and the Midwest, the North industrialized and became the center of the production of finished goods, and the Midwest became a center of food production; food products were then shipped east. The South was largely unindustrialized, except in some pockets, as it lacked the means of transportation. 

In the story "A Christmas Memory" by Truman Capote, who is Buddy's best friend?

In "A Christmas Memory," seven-year-old Buddy's best friend is his "sixty-something"-year-old distant cousin, a woman Buddy describes as "still a child." The implication is that she is unable to live on her own and must be looked after by other relatives with whom they live and whom he calls "those who know best." Buddy and his cousin are closely bonded and interact with the others as little as possible. In later adaptions of this semi-autobiographical story she is called Sook, but in the original story Buddy refers to her only as "my friend." Buddy narrates the story in the present tense, but at the end he has grown and left their home for a military school and keeps in touch with his friend through letters and packages until she slips into dementia and eventually passes away.

How does Winston's character change throughout the novel?

Winston starts the novel groping to find his humanity through writing in a journal, but at this point, he is largely dehumanized. This is made most clear by his thoughts about Julia. Before he even knows her name, he sees her in her red chastity belt, notes she is both beautiful and (he thinks) unavailable, and wants to rape and harm her. This shows how the alienation, hate, and violence encouraged by the state has seeped into his soul.
However, once he gets involved in an affair with Julia and gets to know her and love her, he begins to become a real human being again. He wants to protect Julia, not harm her. She matters to him very deeply, and he experiences great caring towards her.
As Winston gains some sense of humanity, he begins to remember more about his mother, another person—probably the last other person—to show him genuine love. He also is able to turn from viewing the proles with hatred and contempt to seeing the large older woman who hangs the wash outside the window of Mr. Charrington's shop as "beautiful."
Of course, O'Brien's goal will be to try to eradicate all this newfound humanity.

What point does To Kill a Mockingbird make about parenting and education? How do Jem and Scout learn and change throughout the book?

Harper Lee illuminates the importance of receiving a moral education from good parents as opposed to learning at a rigid school system. Throughout the novel, Lee portrays school to be a boring atmosphere where hypocrisy is evident and talented children work well below their abilities. Scout absolutely hates school; rather than praise her already well-established reading and writing skills, Scout's first-grade teacher discourages her from reading and writing at home. Scout's classmates are rural children who have no interest in education and Scout tries her best to stay home. Despite Lee's negative depiction of the education system, she enthusiastically supports good parenting by including scenes where Atticus teaches his children important lessons on courage, tolerance, race, and morality. Both Scout and Jem listen to their father and watch as Atticus leads by example. Scout and Jem mature and develop new perspectives and empathy for others by listening to Atticus. Jem changes from being a naive child who fears Boo Radley and doesn't realize the predominant racism present in his community to a young man who seeks to change and better the world. Scout also changes from a naive child who solves problems with her fists to a kind, compassionate individual. Scout and Jem grow into understanding, morally upright individuals like their father and sympathize with society's outcasts. Towards the end of the novel, Jem understands the importance of protecting innocent beings and develops into a thoughtful, courageous young man. Scout also grows up and develops a sense of understanding. She shares Atticus' tolerant attitude toward others and realizes Boo is simply a kind, shy individual and not the "malevolent phantom."

What clues does the author of “An Occurrence at Owl Creek Bridge” provide to show that Peyton Farquhar’s escape is only an illusion?

Although most readers fall for Ambrose Bierce's trick and are surprised when Farquhar swings from the bridge after all, Bierce leaves plenty of clues that the escape is imaginary. For example, although senses may be heightened under stress, the exaggerated abilities Farquhar possesses strain credulity. While swimming away in the river, he can see the veins in the leaves of the trees on the shore and the insects upon them. He can see the eye of the sharpshooter looking at him through the sights of the rifle. Though frantically swimming away from the bridge, he can observe the actions of the sentinels on the bridge. A bullet fired at him lodges between his collar and neck, and he snatches it out.
His walk toward home is similarly impossible and contains other hints. He sees a "roseate light" and hears "aeolian harps," both representative of the afterlife. He hears "whispers in an unknown tongue," an allusion to the Bible passage that begins, "If I speak with the tongues of men or of angels." He falls asleep while walking and walks a considerable distance, all night long. By now, readers should be questioning how all this can happen. Unfortunately for Peyton Farquhar, it did not.

In part I of the short story, Peyton Farquhar stands on an unstable wooden board on the Owl Creek Bridge, twenty feet above the rushing water with a noose around his neck. As Peyton is awaiting his death, he attempts to think about his wife and children. However, Peyton is distracted by a loud, obnoxious sound like the "stroke of a blacksmith's hammer upon the anvil." Peyton's ears begin to hurt as a result of the loud, repetitive sound, which turns out to be the ticking of his watch. The reader immediately recognizes that Peyton's senses are heightened and his perception of reality is distorted. Through Peyton's active imagination and heightened senses, Bierce cleverly reveals that Peyton's perspective is illusory. Bierce also comments on Peyton's hopeful thoughts of escaping and returning back to his family at the end of part I.
Part 3 begins as Peyton is struggling to survive in the water and untie his hands in order to swim away. When Peyton finally frees himself, he is able to avoid an onslaught of artillery fire before swimming to shore. On the shore, Peyton describes the sand as diamonds, rubies, and emeralds. He also notices drops of dew on each leaf and notices imperceptible aspects of nature, which corresponds to the heightened senses that he initially experienced while standing on the bridge. On Peyton's journey home, he takes a strange, long, barren road and notices unfamiliar constellations in the sky before he approaches his estate to see his wife, which is the moment when the soldiers execute him. Overall, Bierce's description of Peyton's heightened senses, illusory perception, and strange journey home are clues that Peyton is imagining his escape.

"In Another Country," which sentence shows the low self-esteem of the soldiers and their belief that being a soldier has nothing to do with bravery?

It’s hard to point to a single sentence that conveys Hemingway’s attitude toward the war. In this short slice-of-life piece, there are a few details that stand out:
The doctor and his physical therapy machines, which are clearly inadequate to the task of rehabilitation. Despite the doctor’s assurances, the narrator clearly isn’t going to be playing football “like a champion” anytime soon. This skepticism is voiced by the major, who, when asked if he had confidence in the therapy, simply says “no.”
The boy who sometimes comes with the narrator to the café and who lost his nose “within an hour after he had gone into the front line for the first time.”
The people in the communist quarter that heckle the wounded officers on their way to the café.
Taken together, these details suggest a kind of weary understanding of the senseless destruction of the war, and how the “hope” held out by the hospital for a recovery is obviously false one. If there is one sentence that expresses this, it would be Hemingway’s ironic comment about the machines:

Beyond the old hospital were the new brick pavilions, and there we met every afternoon and were all very polite and interested in what was the matter, and sat in the machines that were to make so much difference.

Of course, the machines are not going to make any difference at all.

Act 2 Sc. 1, Lines 33–41 How does Mercutio’s dialogue in this scene add to your impression of his character?

Mercutio, Romeo's loyal friend, is also something of a foil to our hero. He acts as a mirror to Romeo, highlighting his myriad character traits. In this particular piece of dialogue, Mercutio's vulgar, bawdy, almost juvenile understanding of love stands in stark contrast to Romeo's hopelessly romantic outlook. When it comes to the question of love, Mercutio is both a cynic and a skeptic—very different to Romeo.
Mercutio's idea of love is not dissimilar to that of an adolescent boy. To put it bluntly, love for him is synonymous with sex. So according to Mercutio, Romeo's love is without a target as he cannot be with his beloved Juliet and therefore cannot have sex with her. If only she could be here, muses Mercutio, it would all be so very different:

If love be blind, love cannot hit the mark.
Now will he sit under a medlar tree,
And wish his mistress were that kind of fruit

         As maids call medlars, when they laugh alone. (Act II Scene I).A medlar is a fruit which appeared to the Elizabethans to have a shape resembling a very private part of a lady's anatomy. Mercutio's use of the term shows how immature he can be when it comes to matters of love.
       O, Romeo, that she were, O that she were
        An open-arse, thou a pop’rin pear!"Open-arse" shows that Mercutio's one-track mind is still very much in the gutter. And his use of a puerile pun ("pop her in") merely confirms this. Mercutio's parody of the vocative ("O, Romeo...O that she were...") expresses his fun side as well as his cynical contempt for the conventions of courtly love. The vocative is used by Romeo and Juliet as star-crossed lovers to address each other. Mercutio, however, mercilessly pokes fun at the convention, bringing it crashing down to earth to play in the gutter along with his dirty thoughts.

How did the changes brought by industrialization shape Americans’s identities, beliefs, and culture?

Industrialization and mass production in the United States made goods cheaper. Now, with interchangeable parts, one did not need to hire a worker who could assemble a whole product; rather, one could hire a worker who could snap a piece onto a product. This enabled the rise of urbanization in the United States, as people wanted to live closer to the factories. It also meant that a small number of people now controlled a great deal of the wealth due to the work of lesser-paid people who were often viewed as expendable parts of the factory machine.
Industrialization also led Americans to focus more on infrastructure. Infrastructural improvements and trade protections were the two key planks of the Whig Party before the Civil War. Manufacturers sought to make their goods available all over the country. This would lead to mail-order catalogs and shipping goods via railroads. It also led to an American consumerism culture that saw labor and the environment as an inexhaustible supply of things to exploit.
Industrialization also led to culture changes. Workers began to fear other immigrant groups, as they would dilute the labor market which, at the time, had no minimum wage. Industrialists viewed workers as just another commodity to use until they were unable to work, at which time they could be replaced. Factory owners also sought out women and children to work in factories, as they could justify paying them less because these two groups weren't meant to be the primary breadwinner for a family. Industrialization gave women the option of working outside the home, and this would eventually lead to women agitating for more rights such as suffrage.

Industrialization was a huge turning point for the US because it not only helped develop technology that improved the economy, but it also helped lead to further expansion of the West. It also led to the tensions that led up to the Civil War. Industrialization involved the development of new technology that helped improve the way work was done. For example, the cotton gin helped slaves go from being able to produce only one pound of clean cotton a day to fifty pounds of clean cotton a day, which greatly boosted the Southern economy. In the North, which didn't have as good a climate for things like cotton plantations, a manufacturing society developed. Factory systems were created where large amounts of workers would work at cotton mills, for example, to produce a large amount of material to be sold. That technology helped people to get rich by owning factories, producing large amounts of goods, and only paying their workers minimal amounts. It also helped improve expansion to the West, because it brought railroads (a much faster mode of transportation over rough terrain than the covered wagon) as well as the telegraph, which helped improve the communication system over large distances.
Mass production and westward expansion fueled Americans' belief that working hard could help them achieve their goals. New developments and innovations were extremely valued. Industrialization also contributed to the idea that to grow and conquer was the way to go, and westward expansion was part of that perceived growth process.

How does George Eliot set the novel Silas Marner in a background of Romanticism?

One element of Romanticism present throughout the novel Silas Marner concerns the idealization of children and the state of childhood in general. Romantics tended to believe that children embodied innocence and pure straightforward goodness, in contrast to Puritan beliefs around original sin and the need for children to experience thorough moral instruction. Eliot's emphasis on the positive impact of Eppie on Silas and her numerous positive qualities reflects this Romantic view of children.
Eliot's portrayal of Eppie as beautiful and lovable and just mischievous enough to be interesting is an idealized image of a child, one that does not necessarily reflect reality. As well, Eppie's charm as a baby does not appear to disappear as she grows up, and her devotion to Silas never wavers. Eppie's adoration of Silas is also idealized in a Romantic way, and though this characteristic has literary importance to the plot of the novel, it does not make Eppie a very complicated character. Within a Romantic backdrop, however, a simple rendition of a simple child who is good all the time makes perfect sense.

The influence of the great Romantic writers on George Eliot's Silas Marner is evident from the beginning, where she quotes from "Michael" by William Wordsworth, perhaps the archetypal Romanticist.
Silas Marner is concerned with a man misperceived by those around him: he is damned by one misunderstanding and redeemed only through his love for a child. This idea of the redemptive power of love, particularly in conjunction with childhood innocence, is key to the Romantic movement.
The other major element of Silas Marner that pays homage to Romanticism is its setting: pastoral, countryside settings are contrasted against darker cityscapes, with the weather and landscape playing almost their own characters within the story. Compare this to Wordsworth's preoccupation with the weather and his use of pathetic fallacy, and the influence of his writing upon Eliot can be clearly seen. These preoccupations can also be compared to the works of William Blake, particularly the focus upon religion and industrialization.
Wordsworth and the Romanticists, furthermore, had a belief in the power of ultimate truth, something that appears in Silas Marner in the form of subjectivism—an inward searching for truth and a garnering of support from that truth. Marner knows that he has been falsely accused, and he clings to this truth despite the fact that nobody else believes it.

After reading Harner and Riley’s article on “The Impact of Incarceration on Women's Mental Health: Responses From Women in a Maximum-Security Prison” from the link below and chapter 11 of the textbook on "Processing and Sentencing Female offenders," discuss the pros and cons of “gender-neutral” sentencing. Provide examples from the reading. file:///Users/justinstatic/Documents/Documents/MOLLOY-%20FALL%202017/CRJ%20530%20(Women%20and%20Criminal%20Justice)/ACFrOgB7mkZnAYyUv_6alizBO01G3F1Jd7RZIl2BwjNIdTLqc68FD_S0BtE7UIS7tg1usffegiRd0Etdl3gAFhJmOURDl_13PXhP0NKYUR0fqvFFDh0weu7UbOJwBJ0=.pdf

Gender-neutral sentencing has been a controversial practice. On one hand, there is a basic argument about fairness: the penalties for crimes should be the same no matter who commits the crime. A female mass murderer, in theory, is as great a danger to society as a male mass murderer. In fact, though, females are far less likely to commit violent crimes than men. Although we might want to argue that as we as a society move closer to the ultimately desirable goal of gender equality it is only fair that our criminal justice system be gender neutral, the actual facts are that women commit far fewer crimes than men. Those crimes tend to be minor property crimes, drug-related offenses, or prostitution. In other words, female criminals are substantially less likely than male ones to pose a serious threat to society. 
Many of the women who are incarcerated have mental health or substance abuse problems, and, as Harner and Riley point out, incarceration exacerbates these mental health problems, especially given the limited resources for mental health care in the prison system. This means that incarcerating women does not address a major cause of female crimes, it actually aggravates it.
Even more importantly, women tend to be primary caregivers for children. A felony conviction for drug possession results in a lifetime ban from access to Temporary Assistance for Needy Families. This means that imprisoning women has a disproportionately negative effect on children. It not only breaks up families, it also makes it more difficult for women to get assistance in turning their lives around and taking care of their children. This lack of access to financial support makes it more likely that they will be driven back to theft, prostitution, or dealing drugs to support themselves. Thus, gender neutral sentencing, despite appearing fair in theory, does not actually take into account the gendered patterns of criminal behavior and the unequal effects of incarceration on women and men.

What does Atticus mean when he says, "this is their home, sister. We’ve made it this way for them, they might as well learn to cope with it” (243)?

In chapter 22, Atticus and his children return home following the Tom Robinson trial and Jem is visibly upset. When Aunt Alexandra sees him, she tells Atticus that she doesn't think it was wise to allow the children to watch the trial. Atticus responds by telling Alexandra,

"This is their home, sister . . . We’ve made it this way for them, they might as well learn to cope with it." (Lee, 216)

Atticus is essentially telling his sister that sooner or later Jem and Scout were going to have to learn that they live in a racist community that discriminates and marginalizes black people. Atticus is an honest parent and does not plan on shielding his children from the harsh realities of life. He believes that it is better to expose his children to racial injustice rather than protect them from the truth about their "Christian" town. Atticus views the Tom Robinson trial and its unfortunate outcome as a learning experience for both of his children and an opportunity for them to understand the effects of racial prejudice. While Atticus knows that witnessing Tom's wrongful conviction is traumatizing for Jem, he also understands that it is necessary that his son realizes the risk he took defending Tom in front of a prejudiced community.

Atticus addresses these words to Aunt Alexandra not long after the trial of Tom Robinson. She has scolded Atticus for allowing his children to attend the trial. As far as she is concerned, Scout and Jem are still innocent in the ways of the world and so need to be protected from harsh, unpleasant truths. But Atticus is much more practical and realistic than his sister. He knows that at some point the children are going to have to have their eyes opened to what life in Maycomb is really like, with all its unfairness and cruelty. The people of Maycomb have created a world in which the terrible injustice done to Tom Robinson is the norm. The culture that gave rise to Tom's conviction cannot be changed overnight. In the meantime, the Finch children need to live in the world bequeathed to them by the adults of Maycomb. And to do this they need to know the truth instead of being kept in a state of innocence.

How did Junior's dog die?

Life on the reservation is hard. Poverty, alcoholism, and drug abuse are widespread. Life's especially hard for the children, and Junior's no exception. It's bad enough that he was born with "water on the brain" and that most kids at school think he's weird, but growing up poor makes it even worse.
One of the few bright spots in Junior's life is his little dog, Oscar. So we can imagine just how devastated he is when his father shoots his beloved pet. Oscar, like Junior, has become a victim of poverty. Junior's dad kills the dog because he can't afford to pay the vet's bills. Taking proper care of a dog costs money and the Spirits just don't have enough. Junior's so heartbroken at the death of his dearest and closest friend that he says it's worse than going hungry. That gives you some idea of just how close they were.

Calculus of a Single Variable, Chapter 7, 7.2, Section 7.2, Problem 3

Given y=sqrt(x) ,and to find the volume of the solid of rotation about x-axis,So, this can be solved using the shell method. And is as follows,y=sqrt(x) =>x=y^2 and the 0<=y<=1 these are the limits of ynow in the shell method the volume is given as ,V= 2*pi int _c ^d p(y)h(y) dy here p(y) is the average radius about x axis =yand h(y) is the function of height=y^2 and c=0 and d=1 as the range of yso, the volume is:V=2*pi int _c ^d p(y)h(y) dy =2*pi int _0 ^1 (y)(y^2) dy =2*pi int _0 ^1 (y^3) dy =2*pi [y^4/4] _0 ^1 =2*pi[[1/4]-[0]] =pi/2 is the volume

College Algebra, Chapter 3, 3.3, Section 3.3, Problem 34

Below is the graph of $f$.

"Please refer in the textbook."

(a) Determine all the maximum and minimum values of the function and the value of $x$ at which each occurs. (b) Find the intervals on which the function is increasing and on which the function is decreasing.

a.) Based from the graph, the maximum values 3 and 2 occurs when $x$ is -2 and 1 respectively. While the minimum values 0 and -1 occurs when $x$ is -1 and 2 respectively.

b.) Based from the graph, $f$ is increasing on the intervals $(- \infty, -2), (-1, 1)$ and $(2, \infty)$. On the other hand, $f$ is decreasing on the intervals $(-2, -1)$ and $(1, 2)$.

Why does Danforth rejoice when Proctor confesses, and what does this imply about the purpose of the trials and Danforth himself?

 
If Proctor confesses to witchcraft, his confession will seem to legitimize both the executions that have already taken place as well as those scheduled to take place on this day. This is why Danforth rejoices when Proctor confesses; it seems to confirm everything else the court has done, no matter how unpopular. Reverend Parris points out that those who will hang today are not like the others who have previously been hanged. He says,

Rebecca Nurse is no Bridget that lived three year with Bishop before she married him. John Proctor is not Isaac Ward that drank his family to ruin. I would to God it were not so . . . but these people have great weight yet in the town.  

The townspeople are beginning to lose faith in the court, and officials fear they may riot if the hangings occur. Parris requests a postponement of the executions, as does Hale.  However, Danforth refuses all such requests, saying,

Twelve are already executed; the names of these seven are given out, and the village expects to see them die this morning. Postponement now speaks a floundering on my part; reprieve or pardon must cast doubt upon the guilt of them that died till now. While I speak God's law, I will not crack its voice with whimpering. If retaliation is your fear, know this—I should hang ten thousand that dared to rise against the law, and an ocean of salt tears could not melt the resolution of the statutes.

In other words, according to Danforth, because twelve people have already been hanged for this crime, they must continue with the hanging of these seven. If they do not, it will look like they are suggesting that these condemned might really be innocent, which would lead to questions about the innocence of the others who have already been executed. This will make the court look not only ridiculous but also murderous. It will also completely undermine Danforth's own authority, something he is absolutely unwilling to risk. In fact, he would rather—in his own words—hang ten thousand people simply because they dared to protest the court's actions. He is resolved to hang Proctor because it is the only way to maintain his authority and power.  

How can I conduct a secondary data collection to investigate recent aging trends in the United States? What trends are currently taking place? How has the study of consumer behavior changed over the years? What could a marketing specialist do with this information?

Secondary data is data that has already been gathered by researchers and published in resources. In contrast, primary data is data we collect ourselves through our own research studies. We can find secondary data by locating censuses or technical reports published on government department and organization websites or in databases. We can also find secondary data in reference books, trade journals, literature review articles, and scholarly articles published in peer-reviewed journals; such scholarly articles report results of studies other scholars have already conducted. Beyond government and organization websites, such resources can be found in research institutions, university libraries, and university library search engines and databases ("Tips for Collecting, Reviewing, and Analyzing Secondary Data," PQDL: Program Quality Digital Library).Secondary data on elderly consumer trends is extremely useful for marketing research since the market is guided by consumer trends, and the elderly make up 11% of the total US population. In addition, "The elderly are not poor," as stated by Charles Schewe in his own research article ("Buying and Consumer Behavior of the Elderly Findings From Behavioral Research," Advances in Consumer Research). Only 6% of the elderly population can be considered poor; the majority of the elderly have incomes below 7% of the national income average. Therefore, very lucrative niches can be created based on the consumer interests of the elderly (Schewe).Some things we know about the consumer trends of the elderly are that they prefer leisurely activities; therefore, they invest a lot of their time and money in the travel and entertainment industries (Schewe). The AARP reports seeing a steady increase in elderly travelers. As the elderly population increases, so does the number of elderly travelers. By 2009, 12% of all trips taken in the US were taken by people 65 years or older, and the total number of trips taken was 45.5 billion ("How the Travel Patterns of Older Adults Are Changing," AARP Public Policy Institute). Other elderly consumer trends valuable to the research marketer concern preferences for generic brands, brand loyalty, store loyalty, and needs for specialty goods and services. A Progressive Grocer study conducted in Baltimore found that 71% of the elderly ranked "generic items as good as other brands," and 70% ranked them as being of "better value" than name brands (as cited in Schewe). More research needs to be conducted on the consumer trends of the elderly. Currently, one of the most recent studies we have on brand loyalty was conducted by Jeffrey Towle and Claude Martin in 1976, who found that only 8.4% were brand loyal, leaving tons of room open for marketers to develop new brands of interest to the elderly (as cited in Schewe). Similarly, a study conducted by Progressive Grocer in 1979 found that 80% of the elderly are store loyal, preferring to shop at "their 'regular' store" (as cited in Schewe). Betsy Gelb also reports interesting data in her 1978 study on the preference of the elderly for their own senior-citizen clothing departments and package carry-out services (as cited in Schewe).
http://www.acrwebsite.org/search/view-conference-proceedings.aspx?Id=6307

https://assets.aarp.org/rgcenter/ppi/liv-com/fs218-transportation.pdf

What did Sheriff Tate and Atticus decide to tell everyone about the attack?

In Chapter 30, Sheriff Tate and Atticus are discussing what happened during the attack. Initially, Atticus believes Jem is responsible for stabbing and killing Bob Ewell. Sheriff Tate then explains to Atticus that Boo Radley was the person who killed Bob Ewell, but says he will tell the community that Bob Ewell fell on his own knife and died. Sheriff Tate then comments that he refuses to tell the community that Boo Radley heroically saved the children by defending them against Bob Ewell because it would bring Boo unwanted attention. Sheriff Tate knows Boo Radley is extremely shy and reclusive. He considers it a sin to have various citizens bothering and thanking Boo for saving Jem and Scout. Scout understands why Sheriff Tate is protecting Boo Radley and compares Boo's situation to shooting a mockingbird.

At 3.2.378-95 [The dialogue begins with, “My fair lord, this must be done with haste”] of A Midsummer Night’s Dream, Puck and Oberon have a strange and (I think) beautiful exchange: Puck describes the moment at hand and Oberon responds with a description that obliquely extends Puck’s evocation of the morning, but also—and even more obliquely—seems to correct or adjust some implication of Puck's speech. Try to account for this unusual exchange, and use it as a springboard for a broader question: what is the place and significance of fairies in the play? What ideas, questions, or themes do these immortal creatures allow the play to explore? “Love” may be an obvious answer to this question, but don’t let your investigation stop there.

First, let's discuss the exchange between Puck and Oberon. Prior to this moment, the fairies have charmed the human characters, as well as Oberon's queen, Titania, and great chaos has resulted as people have fallen in love with people they would not normally love. As this midsummer night comes to a close, Puck and Oberon reflect on the impending morning. Oberon will reverse the charms so that when the four lovers return to Athens, all will be well and their friendships will last forever. Oberon also says that he will mend things with Titania, with whom he has had a conflict over an "Indian boy." Puck says they must do so quickly, as the sun is about to come up. He talks about the ghosts that have been on the loose and are now returning to their graves; as he discusses the "doomed spirits," the lines take on a dark and fearful tone. Oberon then corrects Puck's comments about the coming day by contrasting the fairies with these ghosts. The ghosts are threatening figures, but the fairies are playful. They "are spirits of another sort" who "have oft made sport" during the night as the sun is about to come up (388-389). The fairies are not in any way threatening but are merely motivated by mischief, rather than ill intent.
This reveals that the fairies' role in A Midsummer Night's Dream is to perhaps subvert the norms and codes of society. In Athens, in the day, the lovers and all other citizens are expected to behave in a particular way. The lovers even ran away to the forest because of the rules and expectations placed upon them by their parents. In the forest, on this midsummer's night, there is more freedom. The characters can release their stress and anxiety and embrace play. The fairies are a supernatural force that can inspire and encourage "play" as a departure from and subversion of cultural restrictions.

Single Variable Calculus, Chapter 2, 2.4, Section 2.4, Problem 32

Show that the statement $\lim \limits_{x \to 2} x^3 = 8$ is correct using the $\epsilon, \delta$ definition of limit.

From the definition of the limit
$\text{if } \quad 0 < |x - a| < \delta \quad \text{ then } \quad |f(x) - L| < \varepsilon$

if $0 < | x - 2 | < \delta$ then $|(x^3 ) -8 | < \epsilon$

To associate $|x^3 -8|$ to $|x - 2|$ we can factor and rewrite $|x^3 -8|$ to $|(x - 2 )(x^2 +2x + 4)|$ to obtain from the definition

if $0 < | x - 2| < \delta$ then $|(x - 2 )(x^2 +2x + 4)| < \epsilon$

We must find a positive constant $C$ such that $|x^2 +2x + 4 | < C$, so $|x^2 +2x + 4| |x - 2| < C | x - 2|$

From the definition, we obtain

$C | x - 2 | < \epsilon$

$|x - 2| < \frac{\epsilon}{C}$

Again from the definition, we obtain

$\displaystyle \delta = \frac{\epsilon}{C}$

Since we are interested only in values of $x$ that are close to $2$, we assume that $x$ is within a distance $1$ from $2$, that is, $|x - 2| < 1$. Then $1 < x < 3$, so $x^2 + 2x + 4 < (3)^2 + 2(3) + 4 = 19$

Thus, we have $| x^2 + 2x + 4 | < 19$ and from there we obtain the value of $C = 19$

But we have two restrictions on $|x - 2|$, namely

$\displaystyle |x - 2|< 4$ and $\displaystyle |x - 2| < \frac{\epsilon}{C} = \frac{\epsilon}{19}$

Therefore, in order for both inequalities to be satisfied, we take $\delta$ to be smaller to $1$ and $\displaystyle \frac{\epsilon}{19}$. The notation for this is $\displaystyle \delta = \text{ min } \left\{1, \frac{\epsilon}{19}\right\}$

Provide some examples of what you believe are some of the biggest challenges to being a systems analyst and explain why you feel that these examples might be a challenge.

The following are 2 of the biggest challenges of a systems analyst:
Uncooperative end users
Before coming up with an information system, the systems analyst would conduct investigations with end users to be able to meet their requirements in the new system. End users are sometimes reluctant to provide the correct information for some reasons, such as:
They do not see the importance of the systems analyst’s work.
Their positions are threatened. System enhancements can involve automation that only takes minimal number of workers, hence will deem others as no longer needed in the organization.
They are loaded with work that they are too busy to get involved.

2. Hacks
Hacks are nightmares of every business and within companies or organizations, the system analyst can be one of those people to be blamed for the security breach. He or she may be blamed for not implementing the correct security architecture into the system.

This is an interesting and unusual question! Rather than provide theoretical suggestions, I asked a systems analyst to suggest answers from her experience. She advised that:

1. Systems analysis requires excellent problem-solving skills COMBINED WITH the ability to translate between technical language and "layman's terms." As such, it can be very challenging to be able to convert the main points of your work into information that can be readily communicated to senior management and important stakeholders.

2. Systems analysis also requires broad experience with software systems, including their installation, maintenance, and end-of-life to be able to troubleshoot at all stages of the software's life cycle. As such, it can be challenging to perform systems analysis adequately on a system without long-term experience with that particular setup.

3. Systems analysis requires experience working on projects from initiation to delivery, particularly when providing guidance on technical specifications and testing at all stages of the project. As such, it can be challenging to manage your time and the project; systems analysts must be careful not to become too bogged down in tiny details and must keep an overview of the bigger picture at all times.

I need a thesis regarding organized crime and I also need a proposal, but I can't seem to even formulate a question. This is for college seminar undergraduate thesis, can you help me with this?

It would help to know what the seminar is about or what kind of topics you're covering, but here is an array of questions relating to organized crime that might get your mind going: 
1) What were the factors that led to the development of organized crime in a particular area? e.g. Sicily, Tokyo, New York, California, etc. 
2) How has organized crime altered the economy in that area? What has been the negative impact? Has there been any positive impact?
3) How do or did members of a crime organization interact with local and national politics?
4) What is the interaction of social demographic factors with organized crime like? e.g. gender, race, ethnicity, sexuality, age, religion
5) How have crime organizations used technology? For example, the crime family on The Wire used pages and pay phones to communicate, then moved to text messaging after their pagers were tapped. What are some real-world examples of this interaction?
6) Alternatively, what can you say or write about fictional crime organizations and their relationship to any of the above questions, or to real crime organizations? Has The Sopranos or The Godfather had an impact on the Mafia? etc.
7) There's a certain stereotype that crime organizations tend to operate under their own code of ethics. Are there real-world examples of this happening? Are some crime organizations more "ethical" than others? 

Where was Pip born?

The name of the town where Pip was born and spent his childhood and youth is not named, but it is modeled after Rochester, a large town in the county of Kent in southeastern England. Rochester, situated on the coast of the North Sea, was a significant place for Charles Dickens. He lived there and vacationed there often. Though it is on the coast, there are places where the town is separated from the water by marshes, such as those that play a significant role in the first chapters of Great Expectations. There was a real “Satis House” in Rochester, but there are parts of another house called Restoration House in the town that form a model for the home of Miss Havisham and Estella. It is about 30 miles from London, where Pip went to become a gentleman.
Pip’s parents had lived in this town for some time before Pip was born, as is evident from the graves of his siblings that he visited in the churchyard by the marshes. Pip’s sister, Mrs. Joe, has settled down in this town along with Joe Gargery, her husband. It is likely that she also is a native of the town.

How do dissolved minerals that form chemical rocks enter the ocean?

Rivers bring the dissolved minerals to the ocean. Over the course of their flow (over land), river water dissolves the minerals from the strata of the channel. Rivers also receive the water from a number of smaller streams, which may similarly contain the dissolved minerals and hence contribute to the mineral content of the river itself. Finally, the surface runoff (water flowing over the land surface) in the river basin also contributes water (and hence minerals) to the river.
Some of these minerals may be deposited by the river when the river's velocity decreases as it is about to enter an ocean. The remaining minerals are then added to the ocean. 
These dissolved minerals may precipitate out of the water and form chemical rocks. Thus, it is the rivers that carry the dissolved minerals all the way to the ocean.
Hope this helps.

How do I solve this simultaneous equation for x and y: ax+by=c bx+ay=c Thank you for the help!

Kindly find the attached file for the answer.
 
Regards

Hello!
The most straightforward way is to use Cramer's Rule. The main determinant of this system is D = |[a,b],[b,a]| = a^2-b^2 = (a-b)(a+b). If it is nonzero, the system has the only solution. The determinant for the variable x is D_x =|[c,b],[c,a]| = c(a-b), the determinant for the variable y is also D_y =|[a,c],[b,c]| = c(a-b).
By the rule x = D_x/D = (c(a-b)) / ((a-b)(a+b)) = c/(a+b), y = D_y/D = c/(a+b).
 
[the remaining options are probably less interesting but we have to consider them]
If the main determinant D is zero, the system has many or no solutions.
If a = b, then both equations are the same, ax+ay=c. If a is nonzero, then the general solution is x=t, y=c/a-t. If a is zero and c is nonzero, there are no solutions. If a is zero and c is zero, then any pair of numbers is a solution.
If a = -b, we get equations ax-ay=c, -ax+ay=c, or a(x-y)=c=-c. If c is nonzero, then there are no solutions. If c is zero and a is nonzero, the general solution is x=t, y=t. If c is zero and a is zero, then any pair of numbers is a solution.

In what ways does the study of literature contribute to the understanding of the human condition?

Let us assume that the "human condition" means those events and behaviors which most define a human life, and which nearly all human life shares: such as birth, death, physicality, emotionality, fear, and love. These are both ubiquitous among human life, and pivotal for individual human life. 
If one wants to understand the human condition, they not only have to understand themselves, but how other people experience life. Literature helps in both respects. Reading a book which resonates with yourself can help you articulate the parameters of your own existence; can help you understand your own experiences. Perhaps more importantly, literature can guide a person towards the goal of understanding others. This requires knowledge of lives unlike yourself, and the ability to empathize with the conditions of those lives, and the choices other people make. Books can expose you to unfamiliar ideas, objects, and places, and help you visualize how they are different from what you know through your own life experience. They can also, through character development and thoughtful description, help you empathize with other perspectives. 
Ultimately, you could say that understanding the human condition is a matter of perspective. One must be aware of the dimensions of their own perspective, and understand and empathize with other peoples' perspectives. Literature is an incredible tool for people to gain this kind of insight.