How would you describe Judith's character?

Let us start with some surface level characterization.  When Kit meets Judith for the first time, readers are definitely given the impression that young Judith is an exceptionally good-looking girl.  We are told in chapter 3 that Kit "gasped with pleasure" at the sight of her.  The word "perfect" is even used to describe her chin.  

Behind him a girl sprang up from the table and came forward. "This is your cousin Judith," her aunt said, and Kit gasped with pleasure. Judith's face fulfilled in every exquisite detail the picture she had treasured of her imagined aunt. The clear white skin, the blue eyes under a dark fringe of lashes, the black hair that curled against her shoulders, and the haughty lift of her perfect small chin—this girl could have been the toast of a regiment!

Judith is a beautiful lady, and she likes beautiful things.  She may be a Puritan, but that does not stop her from liking and desiring things of luxury.  

"What beautiful embroidery," she said admiringly.

The idea of having a big, new house to fill with fancy things is her dream. It is one of the reasons she has her sights set on William Ashby.  He can give her the dreamy life she is working so hard to secure, and we see her happiness at the end of the story. 

William's house on Broad Street was nearly finished. Piece by piece he was assembling the costly treasures for its furnishing-hue hand-turned bedsteads and chests and chairs from the skilled Wethersfield joiner, Peter Blinn, glossy pewter plates and a set of silver spoons from Boston, real china bowls of blue and white Delft from Holland. Judith knew where every piece would go in the new house, and how to care for each lovely thing to keep it shining. She and William spent their evenings in happy planning, and their contentment was good to see.

In many ways, Judith and Kit are very similar.  They are both quite headstrong and intelligent ladies. However, Judith has been raised in Puritan society.  She is much better at operating within society's limits as a result of her upbringing.  She is also a diligent and hardworking girl.  She might like and want things of luxury for herself, but she is much more practical and frugal than Kit.  Judith understands that in order to get something, she has to work for it.  She even has this attitude with men.  When the story begins, Judith is quite interested in William Ashby, but when he shows interest in Kit, she begins actively pursuing another man in order to secure a future.  She is not going to spend much time wallowing around feeling sorry for herself.  She is going to make something happen.  

How does Mecca symbolize freedom for Helen?

After Helen's husband dies unexpectedly, her church community seems to expect her to play the role of the pious little widow who goes to church, mourns her husband, and does not do much else. However, Helen, realizing that she did not love her husband nor find spiritual fulfillment in the church, completely ignores social expectation and convention: she stops going to church. When the inspiration to sculpt comes to her, she follows it, shaping her sculptures, her garden, and her home in the way that feels most satisfying and fulfilling for her. The choices that contribute to Helen making her Mecca, such as choosing not to attend church, alienate her from her community and free her from it at the same time. In choosing to do what inspires her, Helen abandons the community, a community that compelled her to marry when she did not love and expected her conform religiously when the services did not inspire her. Mecca, her sculpture garden, comes to represent her freedom because it is the physical manifestation of her separation from this restrictive community and its expectations.

I want to clarify that Helen's Mecca is not the Islamic holy city located in Saudi Arabia. Helen's elaborate sculpture garden is her Mecca. The sculptures in the garden are her own creation and that is one way she finds freedom in and from her Mecca. She sculpts what she wants to sculpt or feels like sculpting. She has complete artistic freedom to create the figures and the space itself in the way that she wants to create. What's interesting is how Helen's Mecca is also symbolic of her religious freedom. She has each piece in the garden facing east—toward the real Mecca. She's not Islamic, but she is symbolically showing a break from the Christian church in her community. Helen no longer finds spiritual fulfillment from the church. Instead, she finds spiritual and emotional wholeness through her artistic freedom. Her creations are her acts of worship. The sculpture garden is showing religious freedom, as well as artistic freedom, and Elsa does a nice job explaining it to Marius.




Those statues out there are monsters. And they are that for the simple reason that they express Helen's freedom. Yes, I never thought it was a word you would like. I'm sure it ranks as a cardinal sin in these parts. A free woman! God forgive us!

Analyze the role of women in the following works: "Oroonoko," "Candide," and "Goblin Market."

In all three works, women play a multitude of interchangeable roles. They are simultaneously lovers and confidants as well as fellow sufferers on the journey of life.
In all three stories, women suffer both physical and emotional trauma. In Goblin Market, Laura and Lizzie (two sisters) contend with diabolical goblin merchants. The poem's main message is that the female sisterhood is an intrinsic and necessary part of stable society. In Candide, Cunegonde is the hero's acclaimed lover and, initially, the archetype of the perfect woman. As the story progresses, Cunegonde's exposed vulnerabilities and spiritual flaws highlight her latent humanity. In Oroonoko, Imoinda is both the long-suffering and loyal wife. She retains her devotion to Oroonoko to the bitter end.
In all three works, women are fierce rebels as well as dedicated companions. In Goblin Market, Lizzie engages in a violent tussle with the goblin merchants who try to waylay her. She is described as a lone figure who stands firm in the midst of the assault, like "a beacon left alone/ In a hoary roaring sea...." Even though the goblin merchants "Bullied and besought her,/ Scratch'd her, pinch'd her black as ink,/ Kick'd and knock'd her,/ Maul'd and mock'd her," Lizzie remains resolute. She refuses to open her mouth to ingest the forbidden goblin fruit. In her steadfast act of rebellion, Lizzie becomes Laura's savior: where Laura was unable to resist before, Lizzie now resists in her stead. Lizzie's stance is sacrificial in nature, and her actions embody the selflessness of the female nature.
In Candide, Cunegonde endures rape, sexual slavery, and personal deprivation. Her physical suffering eventually destroys her outward beauty; by the time Candide finds her at the home of the Transylvanian prince, Cunegonde is a shell of her former self:

The tender, loving Candide, seeing his beautiful Cunegonde embrowned, with blood-shot eyes, withered neck, wrinkled cheeks, and rough, red arms, recoiled three paces, seized with horror, and then advanced out of good manners.

Candide marries her but derives little sexual joy from his marriage. Cunegonde has become both ugly in form and disposition. Yet, despite her changed outward demeanor, Cunegonde remains faithful to Candide and eventually develops excellent culinary skills. As a woman who has endured much, Cunegonde continues to provide value in Candide's life.
In Oroonoko, Imoinda remains loyal to her beloved even after she becomes betrothed to the king. Later, she quietly submits to death at Oroonoko's hands, resolute until her last breath. Imoinda is the epitome of grace, courage, and loyalty. She remains faithful even when she is afraid of what the future holds. As with her counterparts in Goblin Market and Candide, Imoinda is the exemplification of female nobility and courage.

a_n=sinn/n Determine the convergence or divergence of the sequence with the given n'th term. If the sequence converges, find its limit.

Theorem 1
Let a in RR then lim_(n to infty)a/n=0.          
We will also use the fact that the codomain of sine function is [-1,1].  
lim_(n to infty)a_n=lim_(n to infty)sin n/n=
We cannot calculate sin infty, but we know that its value must be between -1 and 1. Therefore, using theorem 1 we get
lim_(n to infty)sin n/n=0
As we can see the sequence is convergent and its limit is equal to 0.
The image below shows first 100 terms of the sequence. We can see that the sequence is alternating, but the terms are slowly approaching x-axis i.e. the sequence converges to zero.                                                                    
https://en.wikipedia.org/wiki/Sine

What are the reasons Martin Luther left the Catholic Church?

Martin Luther (November 10th, 1483, to February 18th, 1546) was a Roman Catholic priest and member of a monastic order who became a founder of the Protestant Reformation.
Luther's original aim was not to leave the Roman Catholic Church but to reform it from within. There were a few initial areas he considered urgently in need of reform. His first quarrel with the Church was over the sale of indulgences. Indulgences were based on the notion that saints had stored up an excess of merit beyond what was needed for their own salvation in a sort of metaphysical treasury of merits and that the Church could dispense these excess merits as "indulgences" to shorten other people's time in Purgatory. So, for example, an adulterer might be able to buy a new roof for the parish church, and in return (in theory) a bishop could ensure that he would not spend time in Purgatory for his sin. Luther believed that this system did not work and was immoral.
After a long dispute with the papacy, Luther was excommunicated and began to build his own theology involving salvation by faith and a more scriptural approach to religion.

It is important to remember that Martin Luther did not originally want to leave the Catholic Church, he wanted to reform it. As a result, he was forced out of the Church. Luther, a monk and former law student, was appalled at the corruption he saw in the Church. He saw Church leaders living immoral lives and using the religion to increase their wealth. What particularly pushed Luther to speak out was the selling of indulgences. These were payments that Catholics could make to the Church to absolve sin and limit the time they or someone else spent in purgatory. Luther saw this as a blasphemous moneymaking scheme that took advantage of faithful but naive Catholics.
In 1517, Luther publicly stated his complaints against the Church when he posted his "Ninety-Five Theses." In this, he denounced the sale of indulgences and explained the biblical source of salvation. He publicly urged Church leaders to abandon their corrupt practices. This was a dangerous move on Luther's part. Previous reformers had been declared heretics and executed.
The Church ordered Luther to recant, but he refused. At the Diet of Worms in 1521, Luther was excommunicated from the Catholic Church and declared a heretic. Forced out of the Catholic Church, Luther went on to start his own separate denomination known as the Lutheran Church. This new denomination sought to abandon the worldly trappings and the non-biblical tenets of the Catholic Church.

Martin Luther became dissatisfied with aspects of the Catholic Church after becoming a monk.  He saw corruption and immoral lifestyle choices among leaders in the Catholic Church.  He disapproved of this.  Martin Luther began studying the Bible more closely.  Through his studies, his beliefs experienced a shift.  Martin Luther came to believe that salvation came through faith alone, rather than by following the teachings of the Catholic Church.
In 1517, Martin Luther wrote his 95 Theses in protest of the Pope's approval of the sale of indulgences.  His 95 Theses mainly centered on indulgences.  The Pope needed to raise money, so indulgences were exchanged for alms.  Indulgences were purchased for forgiveness of sins.  It was unusual at this time for people to protest the Catholic Church, which was strong and dominant.  It was especially unusual for someone who had been a monk to protest.  Martin Luther's actions led to the beginning of the Protestant Reformation.

Calculus of a Single Variable, Chapter 7, 7.3, Section 7.3, Problem 12

To be able to use the shell method, a a rectangular strip from the bounded plane region should be parallel to the axis of revolution.
By revolving multiple rectangular strip, it forms infinite numbers of hollow pipes or representative cylinders.

In this method, we follow the formula: V = int_a^b (length * height * thickness)
or V = int_a^b 2pi * radius*height*thickness
where:
radius (r) = distance of the rectangular strip to the axis of revolution
height (h) = length of the rectangular strip
thickness = width of the rectangular strip as dx or dy .
For the bounded region, as shown on the attached image, the rectangular strip is parallel to y-axis (axis of rotation). We can a let:
r=x
h=f(x) or h=y_(above)-y_(below)
h = -x^2+1 -0
h = -x^2+1
thickness = dx with boundary values from a=0 to b=1 .
Plug-in the values on V = int_a^b 2pi * radius*height*thickness , we get:
V = int_0^1 2pi*x*(-x^2+1)*dx
V =int_0^1 2pi(-x^3+x)dx
Apply basic integration property: intc*f(x) dx = c int f(x) dx and
int (u+v) dx=int (u) dx+ int (v) dx .
V = 2pi int_0^1 (-x^3+x)dx
V = 2pi[ int_0^1 (-x^3)dx +int_0^1 (x)dx]
Apply power rule for integration: int x^n dy= x^(n+1)/(n+1)
V = 2pi[ -x^(3+1)/(3+1) + x^(1+1)/(1+1)]|_0^1
V = 2pi[ -x^4/4 + x^2/2]|_0^1
Apply definite integration formula: int_a^b f(y) dy= F(b)-F(a) .
V = 2pi[ -(1)^4/4 + (1)^2/2] -2pi[ -(0)^4/4 + (0)^2/2]
V =2pi[-1/4+1/2]-2pi[0+0]
V =2pi[1/4]-2pi[0]
V =pi/2-0
V =pi/2 or 1.57 (approximated value)

Why do the girls want a TV?

Delphine, Vonetta, and Fern want a television set because they are quite bored with their California vacation, which has not been as entertaining as expected. A television set would help them liven the house up; for instance, they would be able to watch “cartoons on Saturday, funny shows after dinner, the evening news and true crime shows.” Since their mother, Cecile, demands a quiet environment where she can work, Delphine, the oldest of the three girls, thinks that a television set is a great idea as the children rarely fought or made noise while watching the TV. She thinks that a portable TV kept in their bedroom would least distract their mother while also keeping them busy and out of her way. They also tell Cecile that they would like to watch the “Mike Douglas show” and “Motown groups, James Brown and Aretha Franklin.” They even have their own games where they count the number of colored people or the number of words said by colored people on TV.
So far, the children have spent most of their free time at the center, where they take breakfast, then attend a class taught by Sister Mukumbu. Afterwards, they play at the park until their mother is willing to allow them into the house. Naturally, they want to have some fun during their vacation, hence their request to be allowed a TV.

Calculus and Its Applications, Chapter 1, Review Exercises, Section Review Exercises, Problem 34

Below is the graph of the function $y = g(x)$. Determine the points on the graph of $y = -x^2 + 8x -11$
at which the tangent line is horizontal.



Recall that the first derivative is equal to the slope of the tangent line at a certain point. So,
If the tangent line is horizontal, then the slope is equal to 0.

We are required to solve for the points where $y' = 0$. So,

$
\begin{equation}
\begin{aligned}
y' = \frac{d}{dx} \left[ -x^2 + 8x - 11 \right] &= 0 \\
\\
-2x + 8 &= 0 \\
\\
2x &= 8 \\
\\
x &= 4
\end{aligned}
\end{equation}
$


Then by substitution,

$
\begin{equation}
\begin{aligned}
y &= -x^2 + 8x - 11\\
\\
&= -(4)^2 + 8(4) - 11\\
\\
&= 5
\end{aligned}
\end{equation}
$


Therefore, the point is $(4,5)$

The Declaration of Independence was used to call the public to join the effort of separating from Great Britain. It did so by advocating what values?

The human values articulated in the Declaration of Independence increased its appeal to the public.
One of the most striking features of the Declaration of Independence was how it took a political issue and elevated it to a level that any person could appreciate. The document's opening line of "When in the course of human events" suggests that there are times when every person must make a conscious choice to be free or enslaved.   This appeal is further enhanced with language and values such as "all men are created equal" and that individuals are are able to enjoy "certain unalienable rights; that among these are life, liberty, and the pursuit of happiness."  In this inclusive language, the document appeals to the "everyman" colonist in Colonial America.
The values in the Declaration of Independence speak to a human condition where people are forced to evaluate the conditions in their own lives.  While the context of the Colonial America cannot be overlooked, the document's appeal transcends this political condition.  In suggesting that there are certain rights "endowed by the creator," the Declaration of Independence enabled people to think about values that should guide their own lives.  It forced them to realize that what was happening between them and Great Britain is not a way for human beings to live. This made the document appealing on a personalized and relatable level. The document was able to connect to the most common person in Colonial America because they acknowledged and embraced its values of freedom and choice.  For this reason, the document was extremely important in moving people to action.

"Sense perception" may be defined in the following way: "any of the faculties of sight, smell, hearing, taste, and touch, by which the body perceives an external stimulus." You may use any of the other definition of "sense perception" on the internet, indeed; but all of them (in some sense) entail the one above. Derek Walcot in Omeros (in this excerpt: https://www.poetryfoundation.org/poems/48317/omeros) offers "sense perception" as theme for poetry, as a subject for art: this is to say that he "represents" sense perception at work. Scan the poem for at least one or more moments in which Walcot gives us "sense perception at work," and write two pages on what these moments (or one of these moments) means to you.

The picture Walcot paints of the landscape and situation he is describing in this poem is very much dependent upon sense perception: Walcot engages the reader by describing how the external stimuli of the world around his speaker are perceived by his senses, in a way which evokes the memory of similar sense perception in the reader. For example:

The first breeze
rattled the spears and their noise was like distant rain
marching down from the hills, like a shell at your ears.

In particular, the use of the simile "like a shell at your ears" as part of this sonar description helps the reader, through the use of this analogy, to understand the precise sound the poet is describing; the noise is "like distant rain," a sound with which we are all familiar.
Not only does Walcot establish an understanding between himself on the reader based on the fact that we all share similar moments of sense perception, he also uses allusion to suggest that this type of sensory perception unites all humans through time:

I heard the roar
of wind shaking the windows, and I remembered


Achilles on his own mattress and desperate Hector
trying to save his canoe

For the speaker, the "roar of wind" rattling the windows of a room during a storm evokes a memory of Achilles, a mythical hero who has been remembered for thousands of years. This causes us to consider not only what the familiar sound of such a roar of wind would evoke in us as a memory, but also to picture Achilles himself in such a storm, all of us hearing it in the same way, our sense perception acting as a unifying factor.
While the other senses do come into play in this poem—Walcot describes the way "the brown patches the horses had grazed / shone wet as their hides" and how "the drizzling light blew across the savannah," among many other instances—it is his use of evocative sound imagery which is particularly notable. We expect poets to describe, in vivid detail, the ways in which the sights of nature stimulate our emotions, but the sounds of Walcot's world are relentless in helping us to imagine it in every dimension. A horse is "marble-eyed at the thunder," a twofold image which offers us both the picture of the horse's wide eyes, and a sense of the accompanying sound "muffling the hills." The black rain "was pouring tin nails on the roof," and later the poet "heard the sluicing of water down the guttering."
In this poem, mere visual stimuli is insufficient for the poet to convey all that he wants to show about the world he is depicting. It is a world remembered, for him, in terms of all his senses, as is shown very clearly through this passage:

I smelt the drizzle
on the asphalt leaving the Morne, it was the smell
of an iron on damp cloth; I heard the sizzle
of fried jackfish in oil with their coppery skin;
I smelt ham studded with cloves, the crusted accra

Why, Walcot seems to question, should we rely only upon visual descriptions when a more vivid picture can be created by describing the tiny details of sound and smell with which the reader can fill in the background of the place described? The similes and images Walcot uses are usually universal: he uses an analogy in order that the reader will be able to relate to it, and thus imagine more clearly what is being described. In Walcot's work, it is every sense, but particularly those of sound and smell, which evoke in us the memories of rain and cooking, of particular evenings and the way we felt then. This poem is an excellent example of how vividness can be created when the full range of senses is appealed to in the reader.

What are some things you did not realize regarding theatre etiquette? Why has there been an increasing number of issues regarding theatre audience members and their etiquette over the years? This is strictly your opinion. If you had to choose between lights, costumes, makeup, and sound and set design for the most important technical element which would you choose and why? What is the difference between “good” and “bad” acting? Is there a film/television actor or actress you think would be “bad” on stage? Explain.

Because the first question is strictly opinion, I would encourage you to think about your experiences in going to the theater. What requests are made during the announcements before a show? Usually, they ask people to turn off their electronic devices. Smartphones have been a source of annoyance in both traditional theaters and in movie theaters due to the glare of the light and the very annoying disruption of ringing phones. You may recall an instance during a play starring the famed actor Daniel Craig (he most recently played James Bond). Visibly annoyed in the midst of his dialogue, he broke character to ask an audience member to tend to his or her ringing cell phone. Clearly, this is extremely rude, given the level of disruption this causes for everyone in the theater.
In regard to the second question, all technical elements are important, but some are more important, given the subject matter of the play. If, for example, we are staging Richard III in a traditional manner, costumes become very important to the integrity of the play. In Noh theater or commedia dell'arte, makeup would be more integral to our understanding of what is going on. Sound is important in plays in which we need to signal a lot of action occurring off-stage.
Personally, I would say that set design is vitally important, regardless of whether we are putting on a Shakespearean drama or an absurdist play by Edward Albee. The set design, if it is well-designed, gives the audience more information about the characters' lives and their world.
"Good" and "bad" acting, words which you rightfully put in quotes, is subjective. There is a difference between acting onstage and in front of a camera. Film and television actors engage in a more natural performance—that is, their voices are softer and their gestures are smaller, mimicking what people do in everyday life. Onstage, it is just the opposite: bigger bodily gestures and bigger voices. These conventions exist for the benefit of the setting. Without them, not everyone in the theater would be able to see the action onstage. 
"Good" acting, whether onstage or onscreen, is acting that engages you in the story and the characters' lives and makes you believe in everything that is happening on the stage. The moment in which the stage explodes into life is the moment in which you know you are seeing a good performance. 
It is difficult to think of an actor who would be "bad" onstage. The most likely candidates for bad stage performances might be those who have never performed onstage or those who entered acting through less conventional means, such as reality television. 

How do you define the humanism in Voltaire's Candide?

Humanism puts humans and their individual worth and dignity at the center of life, often rejecting religion or subordinating it in favor of reason. Humanism encourages people to cultivate their gifts and realize their potential.
At the end of Candide, Voltaire both depicts and defines his notion of humanism. Candide, Martin, and Pangloss experience it in the example of the old Turkish man. They, along with others, have been riveted over the strangulation of three important men in Constantinople and the impaling of some of the men's friends. But when, back in the countryside, they ask the "handsome" old man about it as he is taking the air in his doorway under an orange bough, he says he pays no attention to public affairs. Instead, he states:

I am contented with sending thither the produce of my garden, which I cultivate with my own hands.

He invites the men in. They are given homemade sherbet flavored with lemon, pineapple, orange, and pistachio nut, as well as good coffee. The man's two daughters perfume the visitors' beards.
Candide is so impressed by this generous bounty that he speculates that the man must have a "vast" estate. The man replies that he has, in fact, only twenty acres, which he and his daughters cultivate. The man notes:

our labor keeps off from us three great evils— idleness, vice, and want.

Candide is so impressed that he decides the man has chosen a better life than the six kings with whom he recently dined. Pangloss agrees, referring to the garden of Eden as a model.
Following the Turkish man's example, Candide, Pangloss, and their household settle on a similar small plot of ground, where they each keep busy and cultivate their gifts:

Cunegund ... became an excellent hand at pastrywork: Pacquette embroidered; the old woman had the care of the linen. There was none, down to Brother Giroflee, but did some service; he was a very good carpenter, and became an honest man.

This vision of everyone living a quiet but productive life illustrates Voltaire's humanist ideal. Voltaire defines humanism as cultivating one's garden, by which he means not necessarily a literal garden, but whatever your individual talent might be. Even though Pangloss continues to adhere to his optimistic philosophy, stating that they wouldn't have come to this peaceful place if they had not experienced all their sufferings, Candide gets the final, humanistic, word:

"Excellently observed," answered Candide; "but let us cultivate our garden."

What were the failures of Louis XIV?

It would be best to categorize this question under "choices" in place of "failures" of Louis XIV. Louis did not trust the nobility in France due to the Fronde (1648–1653), which was a revolt of the nobles during the king’s minority (meaning he was not old enough to rule at this point). Once Louis XIV came of age and ruled in his own right, he set about rebuilding a small hunting chateau, which would later become known as the Palace of Versailles. This palace is one of the most luxuriant homes ever constructed. Louis XIV next moved his court from Paris to Versailles, roughly twelve miles away, and completely distracted his nobles by making them partake in his daily routine. From the second the king awoke each morning until he went to slept each night, his nobles had to be in attendance or they would lose the king’s favor and their place at court. At the same time, Louis XIV was draining the treasury of France by continually constructing Versailles into a palatial city dedicated to the sun god Apollo. The construction of Versailles was so expensive that it would be one of the main reasons that Louis XVI would be beheaded during the French Revolution. Versailles represented the opulence and overspending of the royal family during the eighteenth century. Today, Versailles is one of the major tourist attractions in France, so Louis XIV actually succeeded in creating a lasting legacy by constructing the palace, though the negative ramifications are much more profound.
http://en.chateauversailles.fr/discover/history/great-characters/louis-xiv

http://www.louis-xiv.de/index.php?id=77

https://www.biography.com/video/louis-xiv-full-episode-2073406805

What argument can be made for how these primary sources are connected? Please do not summarize each source. Explain in detail how they are related to the broader picture (i.e., anti-imperialism, the US involvement directly or indirectly, and so on). Provide quotes to support your answer. Vietnamese Declaration of Independence https://www.marxists.org/reference/archive/ho-chi-minh/works/1945/declaration-independence.htm The Imperialist Aggressors Can Never Enslave The Heroic Vietnamese People https://www.marxists.org/reference/archive/ho-chi-minh/works/1952/01/x01.htm Cuba: Historical Exception or Vanguard in the Anticolonial Struggle https://www.marxists.org/archive/guevara/1961/04/09.htm Establishing Revolutionary Vigilance in Cuba https://www.marxists.org/history/cuba/archive/castro/1960/09/29.htm

The end of the Second World War, as with the end of the First World War, resulted in a system of international relations vastly different than that which preceded it. The end of World War I marked the end of major empires (Austro-Hungarian, Ottoman) and the beginning of the end for others (Great Britain, France). It also witnessed the formation of a new empire, the Union of Soviet Socialist Republics, which would largely mirror, in many respects, the czarist empires it replaced but which would be characterized by an overtly anti-imperialist ideological doctrine. This doctrine had its origins in the theories of utopian and socialist writers and derived its greatest inspiration from the writings of Karl Marx and Friedrich Engels.
With the defeat of Nazi Germany and Imperial Japan, the international structure was transformed into a bipolar system characterized by the rise of two new major powers, the United States and the Soviet Union. The Bolshevik Revolution in Russia had represented a landmark event in global affairs, as there now existed a large, if economically destitute, European power dedicated to undermining the imperial ambitions of the major powers like Great Britain and France. The end of World War II and the rise of the Soviet Union as a major power, then, provided anti-colonial parties and militants with an important ally, a development that the victory of the Chinese Communist Party in that country’s civil war in 1949 served to buttress. The fact that the Soviet Union in particular emerged as a major power provided anti-colonial forces across what was called “the Third World” the political, military, and economic support they needed to wage their protracted struggles for liberation from colonialism.
This brings us to the four documents provided in the student’s question, two by Vietnamese nationalist and Marxist-Leninist leader Ho Chi Minh, an essay by Argentine revolutionary Che Guevara, who fought alongside Cuban militants led by Fidel and Raul Castro, and a speech by Cuban Marxist revolutionary Fidel Castro. What these four documents have in common is their appeal to the nationalist aspirations of the Vietnamese and Cuban people. Before their respective revolutions, Vietnam was a southeast Asian nation occupied by France with US support, and Cuba was a Caribbean island-nation ruled by a dictator friendly to the United States and leading figures in American organized crime. The documents are linked by their anti-colonial and anti-imperialist language and by their post-World War II manifestations of anti-imperialism of a sort that owed a great deal to the political support of one of the world’s two new superpowers. The three figures all emphasize the economic nature of Great Power imperialism. While Ho, in his Declaration of Independence, emphasized the influences of American revolutionaries against the British and the principles of independence and liberty expressed in the American Declaration of Independence, he also, in his later essay following his acknowledgement that the United States would not be an ally in Vietnam’s quest for independence, turned his attention to the economic incentives driving American and French policies:

In the enemy held areas, French capitalism is swept aside by American capitalism. American concerns like the Petroleum Oil Corporation, the Caltex Oil Corporation, the Bethlehem Steel Corporation, the Florid Phosphate Corporation and others, monopolies, rubber, ores, and other natural resources of our country. U.S. goods swamp the market. The French reactionary press, especially Le Monde is compelled to acknowledge sadly that French capitalism is now giving way to U.S. capitalism.

Compare this with Che’s attacks on US economic interests in “the Third World”:

The "wars" between Costa Rica and Nicaragua, the separation of Panama from Colombia, the infamy committed against Ecuador in its dispute with Peru, the fight between Paraguay and Bolivia, are nothing but expressions of this gigantic battle between the world's great monopolistic powers, a battle decided almost completely in favor of the U.S. monopolies following World War II. From that point on the empire dedicated itself to strengthening its grip on its colonial possessions and perfecting the whole structure to prevent the intrusion of old or new competitors from other imperialist countries.

The four documents are linked, as noted, by a fierce determination to wage what would almost certainly be a protracted struggle against a major imperial power, namely, the United States, while acknowledging as well that the United States was a newcomer to the game and somewhat lacking in experience. Note in the following passage from Castro’s speech to the Cuban people his description of the newest imperial power:

Of all the colonialist and imperialists countries, Yankee imperialism is the most powerful in diplomatic influence and military resources. It is also an imperialism that is not like the English, which is more mature, more experienced, it is proud imperialism, barbarous, and many of its leaders are barbarous men who have nothing to envy of the first cavemen. Many of their leaders are men with fangs. It is the most aggressive, most warlike, and most stupid imperialism.

Che, in his essay, wrote, "the condition we would describe as exceptional was the fact that U.S. imperialism was disoriented and was never able to accurately assess the true scope of the Cuban Revolution.”
Similarly, Ho, in his disenchantment with the United States following the latter’s decision to support French efforts at recolonizing what was called “French Indochina” (French colonization having been temporarily replaced by Japanese colonialism), stated that “U.S. interventionists have nurtured the French aggressors and the Vietnamese puppets, but the Vietnamese people do not let anybody delude and enslave them.” Castro, throughout his speech, exhorted his followers to continue the revolutionary struggle against imperialism: “The imperialists and their lackeys will not be able to make a move. They are dealing with the people, and they do not know yet the tremendous revolutionary power of the people.”
The four primary source documents cited in the student’s question are connected by the Marxist-Leninist orientation of the authors/speakers and by the authors'/speakers’ determination to oppose imperialism and build their respective countries according to Marxist doctrine. They are all connected in their temporal timeframe, reflecting the post-World War II drive to establish an international system vastly different than that which the war destroyed, and they are all connected in their emphases on priorities, in effect, their determination to build equitable political and economic systems to replace what they viewed as the exploitative nature of Western imperial systems.

What are chapter abstracts of Chapters 1-5 of The Story of My Life by Helen Keller?

Chapter 1:  Helen introduces her parents and writes of the early years of her life.  She explains the circumstances of the illness that left her deaf and blind.  A few months before her second birthday, Helen had become seriously ill.  Though she recovered in some ways, she never gained back her hearing or sight.
Chapter 2:  Helen writes of the years following her illness.  She explains how she adjusted to life.  She introduces Martha Washington, her close friend.  She also writes more about her parents.
Chapter 3:  Helen tells of how she desired to communicate more effectively as she grew older.  Her parents seek help, and take her to a doctor in Baltimore.  He recommends that they see Dr. Alexander Graham Bell.  Helen grows to love Dr. Bell when they meet.  He advises Helen's parents to contact Mr. Anagnos at the Perkins Institution.
Chapter 4:  Mr. Anagnos had recommended Miss Annie Sullivan to be Helen's teacher.  Miss Sullivan arrives, and Helen's life changes.  The teacher makes many attempts to teach Helen by spelling words into her hands.  One day, Helen finally makes the connection between words and objects.  Her life is transformed.  The first word Helen recognizes is "water."  She explains what learning this word did in her life:

That living word awakened my soul, gave it light, hope, joy, set it free!  There were barriers still, it is true, but barriers that could in time be swept away. 

Chapter 5:  Helen eagerly learns whenever she can.  Miss Sullivan takes her out in nature.  She teaches her young pupil about the wonders of nature.  Helen gets stuck alone in a thunderstorm, and she is afraid.  She clings to a tree branch until Miss Sullivan comes.

Where has Alyce shown personal growth in the book The Midwife's Apprentice?

Alyce shows personal growth throughout the entire book.  For me though, there is one specific location where I see significant growth for Alyce.    
The time is when Alyce actually takes on the name Alyce.  Jane has been injured, and she is not capable of going to the Saint Swithin's Day Fair to buy supplies.  Alyce goes instead, but at this point in the story, her name is Beetle.  Jane originally found Alyce sleeping on a pile of dung and decided to call the girl Beetle.  While at the fair, somebody mistakes Beetle for somebody else.  He calls her Alyce, and Beetle decides to take the name as her own because she likes it.  The change in name is symbolic of Alyce's growing confidence.  She no longer feels like the girl found on a pile of poop.  She is gaining confidence in herself, her education, and her skill set, and Alyce feels that "Beetle" doesn't fit with who she is becoming.  

What a day! She had been winked at, complimented, given a gift, and now mistaken for the mysterious Alyce who could read. Did she then look like someone who could read? She leaned over and watched her face in the water again. "This face," she said, "could belong to someone who can read. And has curls. And could have a lover before nightfall."

From this point in the story, Alyce begins showing a great deal of confidence in herself.  Sure, she still makes mistakes, but this new confidence is what allows her to continue working hard for personal improvement.  Beetle would not have returned to Jane at the end of the story to get her job back.  Alyce would though, and she did.  
 

What is the irony in the story, including the names of the characters and the actions in "Good Country People"?

The irony in this story is mostly situational. This means that certain expectations are created, but the actions of the characters or the circumstances in which they find themselves are the opposite of these expectations.
The title and the story itself depict a stereotypical view of so-called good country people. The reference is to people who live in rural areas and lead simple, conservative lives. They are generally not well educated and have deep moral and religious values. They are hardworking and know their place. Their goodness derives from the fact that they are respectful of others and would, generally, not deliberately mean anyone any harm. They are guided by deeply entrenched codes of conduct mostly based on a religious ethic.
The story revolves around the relationships and interactions between Mrs. Hopewell, a divorcee, her thirty-two-year-old daughter, Joy, and their employees and tenants, Mrs. Freeman, her two daughters (the eighteen-year-old Glynese and the fifteen-year-old married and pregnant Carramae), as well as Mr. Freeman.
Most of the action revolves around Mrs. Hopewell, Joy and Mrs. Freeman. Mrs. Hopewell sees the Freemans as "good country people." She seems to have a cordial relationship with them and is quite close to Mrs. Freeman. It is clear that it is the Freemans' good nature that compels Mrs. Hopewell to hire them and provide them tenancy on her farm. They have been living there for four years.
Joy suffered a terrible injury when she was twelve and lost half her leg. She has a stump and is well educated, having obtained a PhD in Philosophy. She is an atheist and comes across as quite cranky and sometimes expresses frustration at her situation. She has never shown an interest in the opposite sex--a factor which doesn't seem to bother her mother too much.
Most of the action in the second part of the story revolves around the interaction between Mrs. Freeman, Joy, and a young Bible salesman who calls himself Manly Pointer. Mrs. Freeman is quite impressed with the young man's honesty and invites him to stay for dinner, although she refuses to buy one of his bibles. 
The end of the story exposes situational irony on different levels: Firstly, Joy behaves completely out of character and, to her mother's surprise, seems to enjoy the young man's company when she accompanies him to the gate.

Then to her amazement, Mrs. Hopewell saw the two of them walk off together, toward the gate.

Secondly, Joy plans to seduce the young man and later thinks that her seduction has been easy, but it later seems as if he has actually seduced her and only allowed her to believe otherwise.
In the third place, it is ironic that Joy decides to be honest and confess her age whilst Manly has been deliberately misleading all along. He later tells her that he's not religious at all:

"I hope you don't think," he said in a lofty indignant tone, "that I believe in that crap! I may sell Bibles but I know which end is up and I wasn't born yesterday and I know where I'm going!"

He also informs her that he had lied about his name. It is clear that he had planned everything carefully since he seems to have a sick obsession with collecting objects related to disability, such as her wooden stump. His idea, from the outset, seems to have been to draw her into a lewd sexual encounter and then take her stump. He declares:

"I've gotten a lot of interesting things," he said. "One time I got a woman's glass eye this way. And you needn't to think you'll catch me because Pointer ain't really my name. I use a different name at every house I call at and don't stay nowhere long..."

Irony is also found in the fact that in spite of her PhD, Joy has easily been fooled by someone much less educated than her. Manly tells her, "you ain't so smart." Furthermore, it is also ironic that she has been misled by her belief that he is "good country people" when he, in the most disgusting sense, obviously is not. Joy expresses her shock at this realization when she asks:

"Aren't you," she murmured, "aren't you just good country people?"

To which he replied:

"Yeah," he said, curling his lip slightly, "but it ain't held me back none. I'm as good as you any day in the week."

(1,2) , (3,50) Write an exponential function y=ab^x whose graph passes through the given points.

The given two points of the exponential function are (1,2) and (3,50).
To determine the exponential function
y=ab^x
plug-in the given x and y values.
For the first point (1,2), plug-in x=1 and y=2.
2=ab^1
2=ab          (Let this be EQ1.)
For the second point (3,50), plug-in x=3 and y=50.
50=ab^3       (Let this be EQ2.)
To solve for the values of a and b, apply substitution method of system of equations. To do so, isolate the a in EQ1.
2=ab
2/b=a
Plug-in this to EQ2.
50=ab^3
50=(2/b)b^3
And solve for b.
50=2b^2
50/2=b^2
25=b^2
+-sqrt25=b
+-5=b
Take note that in the exponential function y=ab^x , the b should be greater than zero (bgt0) . When blt=0 , it is no longer an exponential function.
So consider only the positive value of b which is 5.
Then, plug-in b=5 to EQ1.
2=ab
2=a(5)
Isolate the a.
2/5=a
Then, plug-in a=2/5 and b=5 to
y=ab^x
So this becomes:
y=2/5*5^x
Therefore, the exponential function that passes the given two points is y=2/5*5^x .

Summarize the Emmett Till case. How do you think this case affected the developing Civil Rights Movement? What is a movement? https://www.youtube.com/watch?v=v8QXNyCvDP4 https://vimeo.com/1187071

Emmett Louis Till was a 14-year-old African-American teenager from Chicago who was brutally murdered in Money, Mississippi, in August of 1955 when visiting relatives in the segregated south. Till allegedly flirted with a white woman in a store and was later murdered by the woman's husband and his brother, who beat and shot Till and deposited his body in a local river, where it was found three days later.
Till's mother, Mamie Till Bradley, chose to display her mutilated son's body in an open casket in an emotional funeral service in Chicago that was attended by thousands of people. Mamie Till Bradley bravely made this decision to show the world how people had murdered her young son, who was also allegedly a bit developmentally disabled and who certainly did not understand race relations in the racially segregated town of Money, Mississippi (as Emmett Till had grown up in Chicago). Pictures of Till's mutilated body were shown in African-American publications such as Jet, and they raised sympathy among whites and African-Americans and raised awareness of racism and lynchings in the south.
The case is regarded as a milestone in the development Civil Rights Movement, as whites and African-Americans across the nation were motivated to take action against the brutality of the segregated system in the south. Many people were incensed by the acquittal of the two white men, who later admitted to killing Till. In December of that same year, 1955, the Montgomery Bus Boycott began under Martin Luther King to protest segregation on that city's buses, marking the first major victory of the Civil Rights Movement of the 1950s and 1960s. The movement was a loosely organized network of different kinds of activists who used protests, sit-ins, voter registration drivers, and the courts to break down the system of segregation and the infringement of African-American rights in the United States. 

Calculus of a Single Variable, Chapter 8, 8.7, Section 8.7, Problem 29

Given to solve
lim_(x->oo) (x/(sqrt(x+1)))
as x-> oo we get (x/(sqrt(x+1))) = oo/oo form
so upon applying the L 'Hopital rule we get the solution as follows,
as for the general equation it is as follows
lim_(x->a) f(x)/g(x)= 0/0 or (+-oo)/(+-oo) then by using the L'Hopital Rule we get the solution with the below form.
lim_(x->a) (f'(x))/(g'(x))

so , now evaluating
lim_(x->oo) (x/(sqrt(x+1)))
= lim_(x->oo) ((x)')/((sqrt(x+1))')
but ,
(sqrt(x+1))' = (1/sqrt(x+1))(1/2) =(1/(2sqrt(x+1)))
so,
lim_(x->oo) ((x)')/((sqrt(x+1))')
=lim_(x->oo) (1)/((1/(2sqrt(x+1))))
=lim_(x->oo) (2sqrt(x+1))
by plugging the value of x= oo we get
= (2sqrt(oo+1))
= 2sqrt(oo)
=oo

What fee does Sherlock Holmes ask for from the King of Bohemia? Why do you think he asks for that?

At the end of "A Scandal in Bohemia," the king offers Sherlock Holmes an "emerald snake ring" as payment for his services. Sherlock rejects this generous offer, however, and asks instead for the photograph of Irene Adler, something which he finds far more valuable.
In the final paragraph of the story, Watson gives us a clue as to why Sherlock chose the photograph over the ring:

"And when he speaks of Irene Adler, or when he refers to her photograph, it is always under the honorable title of the woman."

For Sherlock, then, Irene Adler is a woman who surpasses all other women. She is the only person who has (thus far) outwitted Sherlock, a feat she achieved using the medium of disguise, one of Sherlock's most famous methods. Before meeting Irene, Sherlock used to joke about women's lack of ability ("make merry over the cleverness of women") but Irene has forced him to dramatically re-evaluate his opinion. It is for this reason that he values her above any other, as Watson foreshadowed in the opening lines of the story:

"In his eyes she eclipses and predominates the whole of her sex."

Calculus of a Single Variable, Chapter 3, 3.1, Section 3.1, Problem 35

Given: y=3cos(x),[0,2pi]
First find the critical x values of the function. To find the critical values, set the derivative equal to zero and solve for the x value(s).
f'(x)=-3sin(x)=0
-3sin(x)=0
sin(x)=0
x=0,pi,2pi
Plug in the critical values and the endpoints of the closed interval in to the original function.
f(x)=3cos(x)
f(0)=3cos(0)=3(1)=3
f(pi)=3cos(pi)=3(-1)=-3
f(2pi)=3cos(2pi)=3(1)=3
Examine the f(x) values.
The absolute maximum is at the points (0,3) (2pi,3)
The absolute minimum is at the point (pi,-3)

Calculus: Early Transcendentals, Chapter 5, 5.2, Section 5.2, Problem 36

int_0^9 (1/3x-2)dx
To interpret this integral in terms of area, graph the integrand. The integrand is the function f(x)=1/3x-2 .

Then, shade the region bounded by f(x)=1/3x-2 and the x-axis in the interval [0,9]. (Please refer to the attached figure.)
Notice that the bounded region forms two right triangles. The first triangle is located below the x-axis and the second triangle is located above the x-axis.
To evaluate the integral, determine the area of each triangle. Then, subtract the area of the triangle located below the x-axis from the area of the triangle located above the x-axis.
int_0^9 (1/3x-2)dx
= A_(Delta_2)-A_(Delta_1)
=1/2b_2h_2 - 1/2b_1h_1
=1/2*3*1 - 1/2*6*2
=3/2-6
=3/2-12/2
=-9/2
Therefore, int_0^9 (1/3x-2)dx=-9/2 .

Calculus of a Single Variable, Chapter 6, 6.1, Section 6.1, Problem 25

First, determine the derivative of the given function: y'(x) = cos(x). Then substitute y and y' into the given equation:
x cos(x) - 2sin(x) = x^3 e^x.
Is this a true equality for all x? No. To prove this, divide by x:
cos(x) - 2sin(x)/x = x^2 e^x.
We know that sin(x)/x is a bounded function (it is obviously lt=1 by the absolute value if |x|gt=1 ), and cos(x) is also bounded, but x^2 e^x tends to infinity when x->+oo. Therefore this equality is false for all x's large enough.

How does Gretel's loss of innocence help her survive?

In the story, Gretel is actually as naive as Bruno is in regards to Out-With and the circumstances surrounding Jewish incarceration. However, because of her tendency to exude what she considers an air of nonchalant sophistication, Gretel's innocence is not as apparent. Gretel hides her naivety behind a facade of sarcasm, irritation, and denial.
By Chapter 16, it is obvious that Gretel has lost her innocence. She no longer plays with her dolls. In their place are maps of Europe. Gretel now spends so much time poring over them that Bruno fears for her sanity. The text tells us that "every day she put little pins into them and moved the pins around constantly after consulting the daily newspaper." It appears from Gretel's actions that she is tracking the course of the war on the maps.
Gretel's loss of innocence helps her survive but in a negative way. She survives by adopting and cherishing the same bigoted views that have resulted in the mass slaughter of innocents. Because of her youth, Gretel is unable to process her loss of innocence in a constructive way. So, she resorts to the same illogical prejudice that is championed by German leaders. When questioned by Bruno, Gretel cannot explain why Germans must hate Jews. 
In fact, she cannot even explain what being a German means. All Gretel knows is that Germans are the "opposite" of Jews. She understands that Germans are to hate Jews but not the reasons for doing so. So, Gretel's loss of innocence helps her survive by reinforcing what she has been programmed to believe.
 

What does Jack learn through his friendship and betrayal of Auggie?

Through his friendship with Auggie, Jack learns to resist peer pressure and think for himself. Initially, Jack goes along with the others in laughing at Auggie for his disability. Unlike Julian, however, he only does this to be "one of the boys," not because he's fundamentally bad.
Jack finds himself caught on the horns of a dilemma. On the one hand, he wants to do the right thing. He realizes that Auggie's a smart kid, a nice guy who'd make an excellent friend. But on the other hand, he also knows that the more he hangs out with Auggie, the less popular he's going to be with the other kids at school, who insist on treating Auggie like a freak.
However, Auggie's friendship teaches Jack to be himself and to make his own decisions as to whom he'll spend his time with. Thanks to Auggie, Jack understands the importance of choosing your friends wisely, not simply attaching yourself to a group in order to look cool.

Through Jack’s friendship and betrayal with Auggie he learns many lessons. First and foremost Jack learns the importance of having a true friend. In the story Wonder, Jack initially is friendly with Auggie because he was asked to show him around the school. Throughout the story Jack realizes how much he really enjoys being around Auggie. He begins to even hang out with Auggie at his house and he finds out how funny, smart, and imaginative Auggie really is. Unfortunately Jack falls for peer pressure and Auggie overhears him saying hurtful and rude comments during Halloween to Julian’s crew of friends. When Auggie stops talking with Jack, Jack realizes how much more important being friends with someone who truly cares and is a good friend really is. Along with the importance of true friendship Jack learned lessons in loyalty. During Halloween he was very unloyal to Auggie, but later he made up for it by defending Auggie against Julian’s cruel behaviors.

Jack learns the importance of true friendship through his relationship with Auggie. We learn that he agreed to help Auggie transition to Beecher Prep only after his mom persuaded him that it was the right thing to do. However, Jack soon realizes that he has a lot in common with Auggie and chooses to play with him after school and work with him on science labs. Of course, Jack still struggles with fitting in and is easily peer-pressured by Julian. On Halloween, Jack is caught laughing at Auggie with Julian and saying, "if I looked like him, seriously, I think that I'd kill myself" (Palacio). We later learn that Jack does not know why he says this, but it appears that he is caught up in trying to fit in with the popular group and wants to impress Julian. Of course, Auggie overhears this conversation and does not speak to Jack for months following the incident. During this time, Jack hangs out with Julian and his group at school but Jack does not seem truly happy even though he is in the popular group.
Finally, Jack realizes what he has done, thanks to Summer giving him the clue "Bleeding Scream." Jack is overwhelmed with remorse and attempts to win Auggie's friendship back. He does this by agreeing to partner with Auggie on a science project, by punching Julian in Auggie's defense, and by apologizing to Auggie via text message. Auggie is quick to forgive Jack, and Jack realizes that Auggie is a true friend. Julian is a bully and will turn on anyone who does not agree with him, but Auggie will stand by his friends even if they make a mistake. Auggie is a friend for life.

Why does Antigone feel it is her duty to bury Polynices?

In order to understand Antigone’s motivation for giving her brother a proper burial, one has to understand what has happened before the events of this play. Sophocles wrote about Oedipus, Antigone’s father, in two previous plays—both of which feature Antigone in small roles. Oedipus, of course, is a cursed individual, and that curse is passed on to his progeny. Antigone already knows this from the beginning of the play, but she resolves to do the right thing anyway.
According to Ancient Greek customs, denying someone a proper burial would offend the gods and prevent one’s soul from achieving peace in the afterlife. Antigone, knowing she is cursed anyway and feeling a little guilty about not making it to Thebes in time to intervene before both of her brothers are killed, feels responsible for Polyneices’s post-mortem fate.
She also doesn’t care much for Creon and his self-righteous attitude, and I think a part of her just wants to show him that she can do what she wants. Antigone is loyal to her family and the gods above all, which is why she is determined to give Polyneices a proper burial. Antigone knows that if she doesn’t step up to do it, no one will.

What is the underlying message of "A Good Man is Hard to Find"?

The underlying message of this story can be summed up in the Misfit's final comment about the grandmother—"She would of been a good woman...if it had been somebody there to shoot her every minute of her life." All in all, the tone of the story is pessimistic in its outlook on human nature. The grandmother is a selfish woman who, throughout the story, seems to care little for anything other than her own desires. Only when she is begging for her life, and the Misfit is speaking to her of Jesus, is she overcome with compassion for him, appealing to her as if he were "one of my own children."
There are two ways to interpret the grandmother's behavior here, but neither reflects particularly well upon her character. In one interpretation, the fear of her impending death and the discussion of Jesus fills her with genuine awareness of God and forces her to appeal to the Misfit based upon this sudden rush of compassion. In this interpretation, her human feeling is genuine, but it has taken her being in extremis to actually connect with it. The other, more pessimistic interpretation would be that, in keeping with the grandmother's behavior to this point, her appeal to the Misfit is actually a calculated attempt to curry favor and sympathy with him—so she is using his reverie on the works of Jesus to save her own life. In this interpretation, she is performatively, but not genuinely, a good woman when held at gunpoint.
Effectively, then, the moral of this story seems to be that only when we are in fear for our lives do we genuinely confront our own humanity. The grandmother could have been a good woman, the Misfit says, if she had been continually held, throughout her life, in the state of self-awareness and fear for her own life that she was in at the moment before her death. Without the tension of a moment like this, her primary concern is simply with herself and her own desires.

http://chicagounbound.uchicago.edu/cgi/viewcontent.cgi?article=1222&context=law_and_economics Please write a summary of summary of the article at the link on top.

This article is about the judicial consequences of the Supreme Court case District of Columbia v. Heller (2008), in which the court held that the Second Amendment protects an individual's right to own a firearm and to use it for self-defense in the home. This article takes a social welfare perspective to consider the impact of this case on future court rulings on taxes and safety programs related to firearms.
The first part of the article discusses the prevalence of gun ownership. The authors estimate that there are 200-250 million firearms in the U.S. (page 5). The authors also discuss the demographics of gun ownership and regulations related to gun ownership. Their review of regulation reveals that there is a layer of federal regulation and that state regulations vary across the country (page 15).
The authors then review the Heller decision, which was the first successful challenge of the Second Amendment in the history of the court (page 17). In this case, the court allowed gun ownership for people who are not in the military. Therefore, parties in future Second Amendment cases are not required to show that they are related to a militia or the military to argue that they should be allowed to possess guns. The authors state that the court's decision shows that "the Court is not locked into strong and rule-oriented originalism" (page 24), meaning that they are not strictly following the original intent of the Second Amendment.
The authors then consider the future of Second Amendment cases. The question is whether the Supreme Court will regulate handgun bans and regulation by states and municipalities. The authors look at the potential public health effects of increased gun ownership, including increased gun violence and suicide, and they look at whether the Supreme Court will deem any kind of gun regulation or taxation unconstitutional in the future.

Single Variable Calculus, Chapter 2, 2.3, Section 2.3, Problem 61

Determine a number such that $\displaystyle \lim \limits_{x \to -2} \frac{3x^2 + ax + a + 3}{x^2 + x - 2}$ exists. If so, find the value of $a$ and the value of the limit.

The value of the denominator as $x$ approaches -2 will be equal to 0. In order for the limit to exist, we equate the numerator to 0.

$
\begin{equation}
\begin{aligned}
\lim\limits_{x \to -2 } (3x^2 + ax + a + 3) & = 0\\
3 \lim\limits_{x \to -2 } x^2 + a \lim\limits_{x \to -2 } x + \lim\limits_{x \to -2 } a + \lim\limits_{x \to -2 } 3 & = 0\\
3(-2)^2 + a(-2) + a + 3 & = 0\\
12 - 2a + a + 3 & = 0\\
15 - a & = 0\\
a & = 15
\end{aligned}
\end{equation}
$


By substituting the value of $a$, we can now determine the limit..



$
\begin{equation}
\begin{aligned}
\lim \limits_{x \to -2} \frac{3x^2 + ax + a + 3}{x^2 + x - 2} & = \lim \limits_{x \to -2} \frac{3x^2 + 15 x + 15 + 3}{x^2 + x -2}\\
& = \lim \limits_{x \to -2} \frac{(3x + 9)\cancel{(x + 2)}}{\cancel{(x + 2)}(x - 1)}\\
& = \lim \limits_{x \to -2} \frac{3x + 9}{x - 1} \\
& = \frac{3(-2)+9}{-2-1}\\
& = \frac{3}{-3}\\
& = -1

\end{aligned}
\end{equation}
$

How is the immigrant narrative, American dream, and other American qualities previewed or apparent in Letters from an American Farmer by Crèvecoeur

"Letters from an American Farmer" was written by the Franco-American author J. Hector St. John de Crèvecoeur, a transplant from Normandy. It is an epistolary work of fiction written as a correspondence from an American farmer traveling in the American colonies to an Englishman.
The American travels throughout the colonies from Nantucket, Massachusetts Colony to Charles Town (Charleston), South Carolina, observing people, their customs, comforts, manners, and work habits.
In "Letter III - What is An American," he characterizes the American as a motley "mixture of English, Scotch, Irish, French, Dutch, Germans, and Swedes." It is from "this promiscuous breed" that the American race has developed. The "eastern provinces" are an "exception," for they have been settled by "the unmixed descendants of Englishmen." With his descriptions of Americans as "unmixed" or derived from a "promiscuous breed," he establishes an understanding that race and ethnicity are key to the formation of American identity. Furthermore, those who are deemed "American" are solely descended from Western European countries.
In the previous letter, "Letter II - On the Situation, Feelings, and Pleasures of an American Farmer," the American speaks of his gratitude for being an American landowner and not "a Russian boor, or an Hungarian peasant" whose fates he perceives to be "a slavery worse than that of our negroes." The speaker sympathizes with the fates of the European peasant and serf in a way that he does not with slaves kidnapped from West Africa. Worse, he does not give the latter group the distinction that he offers to the others, referring to them as "our negroes," asserting an ownership or a paternalist stance. What saddens the speaker is that some white men will never know his good fortune—a farm of his own left to him by his father, and no debt—but no similar empathy is felt for blacks who will remain in lifelong bondage.
In fact, the farmer is grateful for the ownership of his own "tolerably faithful and healthy negroes" who tend to his 371 acres. He also possesses "an excellent orchard, a good house, and a substantial barn." He is also grateful for "possessing freedom of action, freedom of thought...and a mode of government" that does not require much from its citizenry.
However, according to historian Alan Taylor, Crèvecoeur does not convey the sense that "abundance" instills an appreciation for freedom or a desire to protect it. While the author praised the "shared prosperity" and "cooperative wealth" of the residents of Nantucket, he cringes at the "inequality" and "greed" that define cultural life in Charles Town. More horrifically, while walking through a forest to a plantation, the narrator finds "a black man blinded, whipped to a bloody pulp, and suspended from a tree in a cage to die slowly from starvation, dehydration, and sunstroke—while vultures gathered to eat his corpse." This was his punishment for killing an overseer.
Crèvecoeur describes America's immigrant culture and how it defined the early nation, as well as the distinct work ethics of New Englanders and Southerners, including the latter's cruel dependence on slave labor.
https://avalon.law.yale.edu/subject_menus/letters.asp

https://newrepublic.com/article/113571/crevecoeurs-letters-american-farmer-dark-side

A company manufactures headphones for $35. They want to make a 24% profit. How much do they need to charge to make their desired profits?

A company manufactures headphones for $35. They want to make a profit of 24%, so they want to know how much they should charge for the headphones.
 
One way to approach this problem is to reason that if 24% of the price is profit, then 76% of the price covers the cost. Then if r is the retail price we have 76% of r is $35.
.76r=35 ==> r=$46.05
 
Another approach is to use the equation cost = retail times the cost complement where cost is the cost to manufacture, retail is the selling price and the cost complement is the percentage of the selling price devoted to covering the cost. The cost complement is 1-(profit percent).
So here we would have 35=r*.76 so r is 46.05 again.
***********************************************************
In order to have a 24% profit, the company should sell the headphones for $46.05
***********************************************************

College Algebra, Chapter 5, 5.2, Section 5.2, Problem 86

If the rate at which a battery charges is slower the closer the battery is to its maximum charge $C_0$, then the time (in hours) required to charge a fully discharged battery to a charge $C$ is given by

$\displaystyle t = - k \ln \left( 1 - \frac{C}{C_0} \right)$

where $k$ is a positive constant that depends on the battery. For a certain battery, $k = 0.25$. Suppose this battery is fully discharged, how long will it take to charge to $90 \%$ of its maximum charge $C_0$?

If charge $C$ is $90 \%$ of charge $C_0$, then

$C = 0.9 C_0$

So,


$
\begin{equation}
\begin{aligned}

t =& - k \ln \left( 1 - \frac{0.9 \cancel{C_0}}{\cancel{C_0}} \right)
&& \text{Substitute } C = 0.9 C_0
\\
\\
t =& -0.25 \ln (1 - 0.9)
&& \text{Simplify}
\\
\\
t =& 0.58 \text{ hours}

\end{aligned}
\end{equation}
$


This means that it will take $0.58$ hours to charge to $90 \%$ of its maximum charge $C_0$.

What is found in Mr.____’s trunk? What is symbolized by the trunk and the objects found inside?

For most of The Color Purple, the narrator, Celie, lives under the thumb of her abusive husband, Mr.——. She and her younger sister, Nettie, the person she cares about most in the world, are also separated for many years.
Celie is afraid that Nettie is dead, because she is sure that if Nettie were alive she would try to reach out to Celie. With the help of Shug Avery, Celie discovers that Mr.—— has been hiding letters from Nettie to Celie in his trunk. Reading the letters, Celie finds out that this is because, years ago, Mr.—— tried to rape Nettie. Because Nettie fought him off, he told her that she would never see Celie again.
There are probably multiple reasonable interpretations as to what the trunk and the hidden letters symbolize. I see it as being symbolic of women being silenced by men, which happens quite a lot in this book. After she is able to open up to Shug about her life, Celie starts to communicate more and becomes a stronger person. But before that, Celie is a very quiet person, abused and silenced by her stepfather and then Mr.——. By hiding the letters, Mr.—— not only keeps Nettie's voice silent, but also worsens his silencing of Celie, because she had believed she had no one in life who cared for her. The opening of the trunk and discovery of the letters push Celie to end her silence.
 

How does George Eliot make Silas Marner an interesting novel?

George Eliot, the nom de plume of Mary Ann Evans, has, indeed, created an interesting novel in Silas Marner: The Weaver of Raveloe. For it touches the hearts of her readers and piques their interest with elements of betrayal, mystery, villainy, solitude and eccentricity, dark secrets, love triangles, drug addiction and destitution, innocence, and redemption. It is also notable for its social realism in its treatment of religion, human relations, and industrialization.
In the beginning of the novel, the main character named Silas Marner has friends and a woman he loves. However, he becomes a victim of a mysterious plot in which he is accused of stealing the church funds while watching over a very ill deacon. Silas is devastated by his misfortune because there is strong evidence that his friend, William Dane, has implicated him by denying that he borrowed Silas's pocket knife, which was found in the drawer where the money bag was and the empty bag is found in Marner's home. To add to his miseries, the woman to whom Silas is engaged breaks with him and later marries Dane. 
Devastated by the betrayals, Silas leaves Lantern Yard and the city. He moves to the Midlands and settles in Raveloe where he becomes a reclusive weaver. Rarely does he associate with any one except to deliver his linen. He becomes obsessed with saving gold, and he keeps it buried in his cottage. Superstitious beliefs abound about Marner because he once treated an ailing woman who came to him but refused others, so the townspeople believe he consorts with the devil. After this superstition develops about Marner, he is completely alienated.
As a subplot, Eliot develops a narrative about the Cass family. The Squire is the most important and wealthiest man in the area. But, his wife has died and his two sons are irresponsible and reckless. Godfrey, the older brother, has hastily and secretly married a girl from a lower class who has become an opium addict; she also has given birth to a girl. Aware of this secret marriage, Godfrey's shiftless brother Dunstan continually blackmails Godfrey. Having already given Dunstan rent money he has collected for his father's property, Godfrey must sell his horse to cover his debt and repay his father. However, the irresponsible Dunstan rides this horse in a chase and fatally injures it. As he walks home, Dunstan considers asking Silas Marner if he can borrow some money, but when he finds the cottage unlocked and empty, he searches the cottage and discovers Silas's gold, which he then steals. After the poor-sighted Silas later discovers his gold is gone, he rushes to town in the hope that the thief can be caught.
Seeing the devastated Silas and hearing his pitiful account, the villagers at the inn become sympathetic to Silas and discard their belief that he consorts with the devil. Silas's misery has made him human and a neighbor; so, Dolly Winthrop and others try to help him. But, Silas sinks into a black gloom. On New Year's Eve, however, Godfrey's hidden wife named Molly tries to reach the squire's house with her two-year-old girl to seek revenge against Godfrey. However, she passes out from having taken opium and dies in the snow. Her baby wanders into the cottage of Silas Marner. 
This golden-haired angel of a child changes Silas Marner's life from one of loneliness to one of love. Silas and the little girl, whom he names Eppie (Hepzibah) develop a deep, loving relationship. Years later, Godfrey wants to reclaim his daughter, but Eppie refuses to leave Silas. 
After Dunstan's body and Silas's gold are found at the bottom of a dried well, Silas and Eppie travel to Lantern Yard where Silas hopes to be vindicated of the theft of which he was accused so long ago. But the village is not as it was; the chapel has been replaced by a factory. Disappointed, Silas and Eppie return home. Nevertheless, Silas agrees with Dolly Winthrop that there is still reason to have faith. 
In the end there is a touching resolution to the novel: Eppie marries Dolly's son Aaron, and her hair looked like "a dash of gold on a lily." The cottage has been expanded and there is a lovely garden. Eppie tells her father, "...what a pretty home ours is! I think nobody could be happier than we are."
This encouraging ending in a pastoral setting points to the grimness of Lantern Yard, where now a factory and all its smoke and lifelessness stand in stark contrast to Raveloe with its fresh air and friendly inhabitants. This scene underscores the deprivation and unwholesomeness of industrialization, one of Eliot's motifs.

Glencoe Algebra 2, Chapter 2, 2.3, Section 2.3, Problem 49

Given a line 3x - 2y = 24
we need to find a line which is perpendicular to the line 3x - 2y = 24 and passes through the x- intercept of the line 3x - 2y = 24
let us first find the slope of the line 3x - 2y = 24
so, getting the line in the standard form as follows
3x - 2y = 24
=> -2y = 24 -3x
=> 2y = 3x -24
=> y = (3/2)x - 24/2
=> y=(3/2)x - 12
so the slope of the line 3x - 2y = 24 is m_1 = 3/2
let the slope of the line which we need to find be m_2
as the product of the slopes of perpendicular lines is -1
so the equation is given as
(m_1)(m_2) = -1
=> (3/2)(m_2) = -1
=> m_2 = -2/3
now let us find the x- intercept of the line3x - 2y = 24
x- intercept(y=0)
3x- 2(0) = 24
=> 3x = 24
=> x = 8
so the desired line which we wanted passes through the point (8,0) and the slope of the line is -2/3
so the equation of the line is
y = (-2/3)x +c
=> as it passes through (8,0) so,
0 =(-2/3)(8) +c
=> c= 16/3
so the equation of the line is y = (-2/3)x + 16/3
the graph is plotted as below

y = tanh^-1(sqrt(x)) Find the derivative of the function

Derivative of a function f with respect to x is denoted as f'(x) or  y' .
To solve for derivative of y or (y') for the given problem: y = tanh^(-1)(sqrt(x)) , we follow the basic derivative formula for inverse hyperbolic function:
d/(dx)(tanh^(-1)(u))= ((du)/(dx))/(1-u^2) where |u|lt1 .
Let: u =sqrt(x)
Apply the Law of Exponent: sqrt(x) = x^(1/2)
Solve for the derivative of u using the Power Rule for derivative: d/(dx)x^n=n*x^(n+1) * d(x)
Then,
du=1/2x^(1/2-1)*1dx
du=1/2x^(-1/2) dx
Apply the Law of Exponent:
x^(-n)= 1/x^n.
du=1/(2x^(1/2)) dx 
Rearrange into:
(du)/(dx)=1/(2x^(1/2))
(du)/(dx)=1/(2sqrt(x))      
Apply the derivative formula, we get:
d/(dx)(tanh^(-1)(sqrt(x)))= ((1/(2sqrt(x))))/((1-(sqrt(x))^2))
                               =((1/(2sqrt(x))))/((1-x))
                               =(1/(2sqrt(x)))*1/((1-x))
                               =1/(2sqrt(x)(1-x))
Final answer:
d/(dx)(tanh^(-1)(sqrt(x)))=1/(2sqrt(x)(1-x))

Mr. Smith has six children in his family. The list below tells you about the ages of his children. a. No child is more than 10 years old and none of the children are the same age. b. Alejandra is older than 8 years old, but less than 10. c. Debra is the oldest. d. David is 4 years younger than Debra. e. Dexter is 3 years younger than David. f. If Cristina was 5 years older, she would be as old as Debra. g. Joey is older than Dexter but younger than David. Make a chart showing each child and the child’s age. Explain how you got your answers.

Hello!
I suppose that the age of each child is a natural (whole) number.
Then from (b) we get that Alejandra's age is a natural number greater than 8 but less than 10. There is the only such number, it is 9.
Next, from (c) we know that Debra is older than Alejandra and from (a) that her age is no more than 10. So the only possible option is 10.
Now use (d), David is 4 years younger than Debra. So his age is 10 - 4 = 6.
After this, (e) "Dexter is 3 years younger than David" also helps us: his age is 6 - 3 = 3.
What can we do with (f)? Denote the real Cristina's age as x, then 5 years older she would have the age x+5, and it would be equal to Debra's age 10. So x+5=10, subtract 5 from both sides and obtain x = 10-5 = 5.
And finally, from (g) the age of Joey is greater than 3 but less than 6. The possible values are 4 and 5, but 5 is already "used" by Cristina, so the answer is 4.
The resulting chart is:
Name        AgeAlejandra  9Debra       10David        6Dexter      3Cristina     5Joey          4
 

How did the second wish come true in the monkey paw??

Mr. White's first wish using the cursed monkey's paw is for two hundred pounds. Unfortunately, the White family is horrified to learn that their son, Herbert, has died in a machine accident at work and the company has given the family two hundred pounds to pay for their son's services. In part 3, Mrs. White remembers that her husband wished for two hundred pounds using the monkey's paw and decides to ask for a second wish. Despite the fact that her son has been dead for ten days and is buried, she takes the monkey's paw and wishes for her son to be alive again. After the talisman initially falls to the floor, the home becomes completely silent, and the couple heads back to bed. While the couple is lying in bed, Mr. White suddenly hears something knocking at his door. His wife realizes that her second wish has come true and that Herbert is the person knocking on their door. Fortunately, Mr. White manages to make a third wish before his wife opens the door to see her decaying zombie son.

After Herbert's death in a grisly work related accident, Mr. and Mrs. White slip into depression. Herbert's death seems to prove the powers of the monkey's paw because the Whites receive, from Herbert's employer, precisely the same amount of money which Mr. White had wished for.
Finally, a week after they buried Herbert, Mrs. White can take the melancholy no longer and she seeks out the paw after realizing there are still wishes to be made. She tells Mr. White, "We've only had one...we'll have one more. Go down and get it quickly, and wish our boy alive again." Despite his fears and best judgement, Mr. White, at the behest of his now fanatical wife, wishes for his son to be "alive again."
As with the first wish which cost Herbert his life, the second wish has even more ghastly consequences as Herbert's mutilated corpse lurches back to Laburnum Villa from the cemetery two miles away. What Mr. White had feared comes true as Herbert's corpse pounds on the door to be let in. Only the last wish spares the Whites from seeing the hideous creature that was once their son.

From part 5 of The Book Thief, what are two examples of figurative speech? Why did the author choose to use figurative speech here?

In part 5, "The Whistler," Marcus Zusak continues to have Death, the narrator, use a distinctive, literary style with numerous figures of speech. The idea that Death is eloquent and creative is an element of his personification, endowing an abstract concept of inanimate things with human characteristics. This makes Death seems like an individual rather than an abstraction. Death uses vivid imagery, similes, and metaphors.
Death frequently comments on the colors of the sky. Each color not only marks the weather and informs the reader about current events but gives an indication of Death's view of a character's mood. For example, one day when Liesl emerges into the street, the town of Molching is "covered in a yellow mist." The narrator uses two similes, comparisons using "like" or "as," to emphasize the mist's warmth, evoking a caress and a wetness—comparing it to a bath. The mist "stroked the rooftops as if they were pets and filled up the streets like a bath."
Death continues describing Liesl's actions as she walks down the street. The use of color continues as he mentions the "coppery clouds." The rain's effects are used to personify the words on the newspapers she finds and evoke an atmosphere of sadness. The narrator uses a metaphor, direct comparison of unlike things, to enhance that personification, saying the outside of the paper is "streaked with black tears of print."

In this section, Liesel returns to the basement to convey the details of her soccer game to Max. After a pause, he asks her to tell him what kind of weather the day holds. Liesel goes back outside and returns with this report:

The sky is blue today, Max, and there is a big long cloud, and it's stretched out, like a rope. At the end of it, the sun is like a yellow hole.

These two similes provide the imagery Max needs to paint the scene, and he realizes that "only a child could have given him a weather report like that." Liesel perfectly captures the beauty of a stunning sky in the details that Max needs to visualize it for himself.
Later as Liesel and Rudy head out to steal some produce, the scene is described this way:

The branches were gray and when they looked up at them, there was nothing but ragged limbs and empty sky.

This imagery shows the bleak world all around and furthers the tone of hopelessness and despair. Liesel and Rudy are desperate for a glimmer of an improvement in their dark world, but it seems that the world is merely "ragged" and "empty" everywhere they look.

At the beginning of "The Gamblers" in Part Five, Death uses an idiom to express what it is like for the Hubermanns to hide a Jew in their basement:

"Roll a die by hiding a Jew and this is how you live. This is how it looks" (143).

"Roll a die" is a direct reference to gambling, but it also means that a person is taking a dangerous risk in life. Zusak does this as a beginning explanation, or prologue, about how life feels for the Hubermanns while Max resides with them. It also ties into the metaphorical meaning of the title of the chapter. The gamble to have Max in the basement is, of course, risky because they live in Nazi Germany; if they are caught with a Jew in their house, they could all be killed for harboring him. Thus, their decision to hide Max is like gambling or rolling dice.
Next, this secret gnaws at Liesel as she sits on the floor reading books in the mayor's house. To show how nervous Liesel is about this secret, Zusak uses personification as follows:

"As the book quivered in her lap, the secret sat in her mouth. It made itself comfortable. It crossed its legs." (146)

First, Zusak shows the book quivering, which is personification because books don't quiver; people do. In fact, Liesel must have been quivering with nerves. Then, life is given to the secret that sits in Liesel's mouth and crosses its legs. Because the book and the secret are given life in this passage, readers can understand what Liesel must have been feeling and imagining as she fights the urge to tell the mayor's wife that her family is hiding a Jew in their basement. Again, the book quivering represents Liesel's nerves and the urge to let out her secret, and the secret crossing its legs represents Liesel's overcoming the urge to reveal it while settling down to read the book.

In what sense do Bruno and Shmuel disagree about the soldiers?

In chapter 13, Bruno and Shmuel have a rare disagreement. The subject of soldiers is a sensitive one, and neither boy can find common ground with the other. In other words, Bruno and Shmuel disagree without reservation on the subject of soldiers. 
While Bruno believes that there are some good soldiers, Shmuel believes otherwise. Because of his experiences, Shmuel is wary of soldiers. Unlike Bruno, he has never met a soldier who treated him kindly or with any consideration for his humanity.
On the other hand, Bruno has never experienced explicitly cruel treatment from a soldier. His only conception of a good soldier is his father. Although Bruno's father remains a detached figure in his life, he does share a bond with Bruno.  As a consequence, Bruno thinks that his father is a shining example of a "good" soldier. Additionally, Bruno's father also dresses impressively, has the respect of his fellow soldiers, and the regard of "The Fury." Because of these factors, Bruno concludes that his father is a good soldier.
Of course, this is a very biased assumption on Bruno's part. However, Shmuel's assumptions are also biased: since he has only experienced cruelty from soldiers, he cannot conceive of there ever being such a thing as a "good" soldier.

Who is Tom Sawyer?

Tom Sawyer is the protagonist of Mark Twain's The Adventures of Tom Sawyer. On the surface, Tom Sawyer is a mischievous and naughty child. He is always jumping fences or figuring out ways to get out of work (like painting fences). He also doesn't have any problems with going through with a plan that convinces his entire family and town that he is dead. Tom is also quite capable of turning on the charm to get out of big trouble as well. There are instances when readers are tempted to think and believe that Tom just might display acts of altruistic heroism; however, Tom always has a way of making the reader question that opinion. For example, Tom willingly takes the blame and the punishment for the rip that Becky put in the teacher's textbook; however, we can't help but shake the feeling that Tom did it for the attention and self-glory. He is doing it to "get the girl."

Tom stood a moment, to gather his dismembered faculties; and when he stepped forward to go to his punishment the surprise, the gratitude, the adoration that shone upon him out of poor Becky’s eyes seemed pay enough for a hundred floggings. Inspired by the splendor of his own act, he took without an outcry the most merciless flaying that even Mr. Dobbins had ever administered; and also received with indifference the added cruelty of a command to remain two hours after school should be dismissed — for he knew who would wait for him outside till his captivity was done, and not count the tedious time as loss, either.

What role did nationalism play in the politics of India and the Middle East before and after independence? What was the nature of the relationship between nationalism and Islam in both regions?

Nationalism fueled the Indian independence movement, led by Gandhi and the Indian National Congress. Nationalist leaders had to first create the concept of a unified India, as many people saw themselves as only connected with their own region and religion. Many Muslims in India believed that they constituted a distinct people (qaum). The idea was that the Muslims in India were a minority and needed autonomy and protection. Therefore, in India, there were two layers of nationalism before independence--a breed of nationalism that supported independence from Great Britain and that was supported by most Hindus and some Muslims--and another breed of nationalism that supported Muslim autonomy (which at first was not calling for a separate country). In 1947, when the British finally quit India, two countries were founded--Pakistan, led by the Muslim League leader Jinnah--and India, led by the Indian National Congress. Many Muslims went to Pakistan, while others stayed in India and have continued to be a part of India.
In the Middle East, before and after independence, Islam and nationalism went together. Before World War I, the Middle East was mainly under the political domination of the Ottoman Empire, which was Muslim and led by the sultan, who was considered to be the caliph of Islam. However, the Arabs and other non-Turks, such as Armenians, throughout the empire were already demanding more autonomy from the Turks. Nationalism was not primarily religious at this point. After World War I and the defeat of the Ottoman Empire, Arab lands fell under the rule of France and England. As the rulers were not Muslim, nationalism became strongly associated with Islam. After independence (which came after World War II), Islam played a very strong role in defining national identity in some countries. Other countries were more defined by socialism. 

Single Variable Calculus, Chapter 2, 2.2, Section 2.2, Problem 10

The given graph shows the amount $f(t)$ of the drug in the blood stream of a patient
after $t$ hours. Suppose a patient receives a $150 \, mg$ injection of a drug every 4 hours. Find $\lim\limits_{x \rightarrow 12^-} f(x)$ and $\lim\limits_{x \rightarrow 12^+} f(t)$ and explain the significance of these one-sided limits.







Referring to the graph given the values of $\lim \limits_{t \to 12^-} f(t) = 150$ and $\lim \limits_{t \to 12^+} f(t) = 300$


The significance of these limits pertains to the change in the amount of drugs before and after the fourth injection. The amount of drugs right before the injection is represented by the left hand limit while the other is represented by the right hand limit.

How is Gertrude in Hamlet similar to Queen Elizabeth I?

Gertrude and Elizabeth both were queens, and both had, as all people in power do, to navigate the corruption that always forms around power. They had to deal with the flattering courtiers that surround a court, hoping to get ahead by pleasing those in power.
Both women also had to deal with patriarchy, or a society run by men. It is here that their differences come to the fore. Gertrude immediately remarried, supporting the dominant ideology that a man should be in charge. She, unfortunately, chose an evil spouse, one who had, in fact, murdered her first husband. However, she might have decided she would have more power as a wife than as a mother to a king; one imagines that her son Hamlet would have taken over had she not remarried.
Elizabeth, on the other hand, skillfully maneuvered around the issue of marriage, using herself as bait and pretending she was interested in marrying this or that European royal. This kept her enemies in check while, at the same time, she avoided marriage and the loss of power that would have caused her.

Can you analyze Holden's use of the word phony please?

Holden refers to the majority of men and women he interacts with throughout the novel as "phonies." Holden is a jaded adolescent, who struggles to adjust transitioning into the world of adults. Despite the fact that Holden is a hypocrite, he values genuine, innocent, trustworthy individuals, who are sympathetic and selfless. In Holden's opinion, the majority of people in the world are superficial and act amiably with others in order to advance their social status. Holden notices how individuals can be disingenuous in certain scenarios and situations. Holden even finds flaws in honest, selfless people like Mr. Spencer by mentioning how his teacher acts when the headmaster is observing the class. Holden views his classmates as phony, along with the women he meets at the Lavender Room and other adults he observes throughout the novel. Essentially, any person who is not perfectly genuine and authentic at all times is considered by Holden to be a phony. It is ironic that despite Holden's negative perception of phonies and his constant labeling, Holden is a phony himself. He is portrayed as a hypocrite, who continually exaggerates, constantly lies to other characters, and deceives numerous people throughout the novel. Overall, Holden fears entering the competitive world of adults, where people act differently in certain situations to advance their own agendas. While the majority of people simply consider this socially appropriate, Holden views it as being phony.

How does Jem mature throughout To Kill A Mockingbird?

Early in the story, we find Jem to be a typical child of Maycomb. He is impetuous and given to mischief, and believes all the rumors and superstition that surround the enigmatic figure of Boo Radley.
One of the early events that forces Jem to mature is his interaction with Mrs. Dubose. He thinks that he is being punished just because he destroyed a flower bush. However, after Mrs. Dubose's death, he learns that he had been helping her with her crippling morphine addiction. Events like these mature Jem and make him realize that things are not always as they appear. By the time of the Robinson trial, Jem has matured greatly, though he retains some childish idealism. When the evidence is stacked in Tom's favor, he seems very excited and certain of his father's victory. This is a turbulent time to see the justice system fail, but regardless, Jem keeps his father's sense of justice close to his heart.

Jem Finch is Scout’s older brother who has a better understanding of the prejudice that exists in Maycomb than Scout. Nevertheless, Jem is only nine years old when the novel begins and so is still able to fill the role of Scout’s playmate. As the novel progresses, however, Jem begins to retreat from the childish games that he used to enjoy with Scout. His character becomes moodier and more withdrawn as his awareness and experiences of the world deepen. Jem has a strong admiration for justice and in turn, finds himself in utter disappointment over the outcome of Tom Robinson’s trial. At the end of the novel, however, Atticus tells us of his certainty that Jem will eventually be able to move on from his devastation over the trial.

In part 1 of the novel, Jem is portrayed as a relatively immature, naive child who fears Boo Radley, believes the rumors surrounding his enigmatic neighbor, continually argues with Scout, and expresses his childlike innocence regarding serious matters like the community's overt prejudice. As the novel progresses, Jem begins to mature and follows in his father's footsteps.
In part 2 of the novel, Jem demonstrates his maturity by no longer fearing Boo Radley, informing Atticus that Dill ran away from home, defending his father in front of the Maycomb jailhouse, and attempting to comfort Scout following her arguments with Aunt Alexandra. Jem ends up losing his childhood innocence after he witnesses racial injustice firsthand during the Tom Robinson trial, and he becomes jaded with his prejudiced community members.
Following Tom's wrongful conviction, Jem begins to sympathize with defenseless individuals and truly understands the importance of protecting innocent beings. Jem becomes more patient and understanding of Scout and demonstrates his maturity by walking her to the Maycomb Halloween festival and attempting to lift her spirits after her unfortunate performance during the pageant. By the end of the novel, Jem has matured into a morally upright, protective older brother who has a genuine understanding of the nature and makeup of his community.

What is Hamlet's hamartia?

I concur with the other educators’ responses that Hamlet’s hamartia is most likely his inability to act. He spends far too long pondering whether he should kill his uncle, using various methods including pretending to be mad—although it is debatable whether Hamlet is really pretending—and a play just to catch Claudius and confirm what Hamlet’s father’s ghost revealed.
There is another possibility for Hamlet’s hamartia, though. One could argue that Hamlet’s narcissism is his true downfall. He is most concerned with how his actions will affect chiefly himself. He uses people like Ophelia as pawns in his revenge plot without regard for their feelings. In each of his soliloquies, Hamlet is focused on himself.
So, while I agree that his hamartia is his indecisiveness, it is also his self-centeredness.

Hamlet's hamartia or flaw is most often understood as his indecisiveness or inability to get himself to act to avenge his father's death. This could also be framed as overthinking a problem or avoidance of responsibility.
To some extent, Hamlet is acting reasonably in not rushing off to kill his uncle on the word of a ghost. He is prudent to verify his information, especially as a person's life is at stake. However, once he does verify that Claudius is the murderer, he still hesitates to act, and when he does act, he acts rashly and kills the wrong person.
Even Hamlet chides himself as the play goes on for his paralysis by saying that the pale cast of thought destroys his resolve to do what he needs to do. He simply does not want to murder, and he is filled with anger, which he turns inward to depression and suicidal ideation. We can understand not wanting a responsibility thrust upon us, but Hamlet's hesitation leads to more deaths, including his own.

Hamartia, also referred to as a tragic flaw, is a personal error in a protagonist's personality which results in their unfortunate downfall. One could consider Hamlet's indecisiveness and inability to act upon his instincts to be his hamartia. Following Hamlet's interaction with his father's ghost, he begins to contemplate his revenge. However, Hamlet is a sensitive, insightful, perceptive individual, who struggles to act violently. Despite the fact that Hamlet utterly detests Claudius—and his mother's decision to marry his father's killer—he cannot bring himself to murder Claudius. Unlike his foil Fortinbras, Hamlet delays taking action until he can prove that Claudius murdered his father. Even after witnessing Claudius' reaction to the play, Hamlet does not murder him while he is praying. Hamlet talks himself out of killing Claudius by saying,

"Now he is a-praying. And now I’ll do ’t. And so he goes to heaven. And so am I revenged.—That would be scanned. A villain kills my father, and, for that, I, his sole son, do this same villain send To heaven" (Shakespeare, 3.3.69-80).

Hamlet also contemplates committing suicide several times but decides against it out of fear that his soul would be doomed. Hamlet's indecisiveness—directly and indirectly—leads to the deaths of Ophelia, Laertes, Gertrude, and Claudius. In the end, Hamlet's revenge does not go as planned, and nearly all the important characters in the play tragically die. The audience can sympathize with Hamlet's hamartia, which makes him one of the most well-rounded, enigmatic, and complex characters in all of literature.
https://literarydevices.net/hamartia/

In "The Split Cherry Tree" by Jesse Stuart, is Pa a good father or a bad father? How?

Pa is a very good father. However, that is not clear at first, so let's trace out how we learn of Pa's goodness. 
The story opens with Dave and some other teenage boys, on a high school field trip, having broken a cherry tree. Dave is very fearful of his father being angry and whipping him for having to stay after school. Dave hurries home. His father is angry and goes to school with him the next day, carrying a gun. Dave is afraid his father will shoot the teacher for keeping him after school to work off his share of the cost of the cherry tree. Dave's father goes on and on about taking Dave out of the school.
At this point, the reader thinks Dave's father is an abusive, coarse, violent man. The father is angry that Dave is being treated differently at the school because he is poor.
However, our idea of Dave's father gradually changes when he gets to the school. He doesn't shoot the professor, and he is open to learning, even spending a day at the school to try to understand it better. By the end of the day, we learn that though poor, older (he is 65) and not well educated, Dave's father is a fine, upstanding man and a good father, a person of compassion and generosity.
We learn three things about Dave's father that show he is a good father. First, he is compassionate toward animals. He says to the professor, who plans to dissect a snake:

I jist don't want to see you kill the black snake. I never kill one. They are good mousers and a lot o' help to us on the farm. I like black snakes. I jist hate to see people kill 'em. I don't allow 'em killed on my place.

Then Dave remembers: 

Pa won't whip a mule at home. He won't whip his cattle.
"Man can defend hisself," says Pa, "but cattle and mules can't. We have the drop on 'em. Ain't nothin' to a man that'll beat a good pullin' mule. He ain't got th' right kind o' a heart!" 

We know that if Dave's father won't be cruel to a snake or farm animal, he's not likely to be cruel to his own child.
 
Dave's father then models generosity and an ability to learn and change. He was angry at Dave's professor and at the high school for taking the students out of the classroom on a field trip, but he takes the time to get to know the professor and the school and decides:

He's a good man. School has changed from my day and time. I'm a dead leaf, Dave. I'm behind.

Dave's father shows compassion and helpfulness toward his son:

If he'll let me I'll get a broom and we'll both sweep one hour. That pays your debt. I'll hep you pay it.

Finally, Dave's father shows what a good father he is by supporting his son and giving him good advice about being an honest and kind person. He wants his son to do better than he has. He doesn't resent his son surpassing him. In every way, he puts his son's needs ahead of his own, which is perhaps the definition of being a good parent:

You must go on to school. I am as strong a man as ever come out'n th' hills fer my years and th' hard work I've done. But I'm behind, Dave. I'm a little man. Your hands will be softer than mine. Your clothes will be better. You'll allus look cleaner than your old Pap. Jist remember, Dave, to pay your debts and be honest. Jist be kind to animals and don't bother th' snakes.