Which two major characters are implied to have died at the beginning of chapter 2?

The two major characters that are implied to be facing certain death are Elie Wiesel's mother and youngest sister, Tzipora. However, this implication is present at the beginning of chapter 3.
In chapter 2, Mrs. Schachter's eerie screaming unnerves her fellow Jews. At Auschwitz, it is suggested that Mrs. Schachter be moved to a hospital car. The German officer who hears the request replied with an ominous "Patience...patience. She'll be taken there soon." It is not difficult to decipher what the officer means. Jews like Mrs. Schachter were ultimately headed to the crematoria. However, at this point, there is no suggestion or implication that Mrs. Shachter has died.
At the beginning of chapter 3, we are given this information:

Tzipora was holding Mother's hand. I saw them walking farther and farther away; Mother was stroking my sister's blond hair, as if to protect her. And I walked on with my father, with the men. I didn't know that this was the moment in time and the place where I was leaving my mother and Tzipora forever.

According to the paragraph, there is no suggestion that Elie's mother and little sister have died. However, there is the implication that both are going to their deaths. In the preface to the book, Wiesel confirms that his mother and youngest sister were sent to their deaths on the first night of their arrival at Auschwitz.

Or the discovery of a demented and glacial universe where to be inhuman was human, where disciplined, educated men in uniform came to kill, and innocent children and weary old men came to die? Or the countless separations on a single fiery night, the tearing apart of entire families, entire communities? Or, incredibly, the vanishing of a beautiful, well-behaved little Jewish girl with golden hair and a sad smile, murdered with her mother the very night of their arrival? [from the preface to Night]

The culling processes at the camps were brutal: only able-bodied men and women were allowed to survive for a time. Babies, young children (like Tzipora), and the elderly were summarily executed upon arrival at camp. So, the two major characters that are implied to be facing certain death at the beginning of chapter 3 are Elie's mother and youngest sister, Tzipora.

What does Yeats wish for his daughter?

The speaker in this poem has a number of wishes for his young daughter. He would like her to be beautiful, but not sufficiently beautiful "to make a stranger's eye distraught," nor to make the girl herself pay too much attention to her appearance. The speaker fears that those who "consider beauty a sufficient end" will become less naturally kind, which in turn may mean that they have trouble finding intimacy and making friends. He refers to Helen, an allusion to Helen of Troy, as an example of how being too beautiful can be a curse, rather than a blessing.
Because he does not want his daughter to be too beautiful, the speaker wishes instead for her to be "chiefly learned" in "courtesy," stating that the hearts of others can be won through "glad kindness." He wishes his daughter to be a "flourishing hidden tree" who might be "rooted in one dear perpetual place," someone without hatred in her mind. The speaker also opines that "an intellectual hatred is the worst," suggesting that he wishes his daughter to grow up not to be "opinionated," as this will allow her to remain innocent and sweet-natured. Those who are too opinionated, he suggests, become quickly angry with others. If his daughter grows up to be sweet-natured, she will be lucky enough, the speaker hopes, to be brought to an "accustomed, ceremonious" house by her bridegroom, free of hatred and full of innocence.

How does Dickens use A Christmas Carol to explore ideas about family?

Dickens explores family relationships in A Christmas Carol both through Scrooge's nephew's family and the Cratchit family.
In the case of Scrooge's nephew, Fred, not only has Scrooge nearly forgotten that Fred is the son of his only and beloved late sister, but he initially refuses to spend time with him.  Scrooge does not accept any invitations to dine with his nephew and his nephew's wife, including the recent invitation to celebrate Christmas. I believe Scrooge cannot accept that despite not having much money, his nephew is very happy with his life. Scrooge eventually joins the celebration after his redemptive visits from the three ghosts.
Bob Cratchit's family is an extreme example of people loving each other, working together through adversity, and being genuinely happy, even in very trying circumstances. The Cratchits have very little, but they celebrate Christmas together in a very thankful, appreciative way. The words of Tiny Tim, "God bless us, everyone," best show the family's attitude of good wishes for all.
Dickens, in his very descriptive way, contrasts the miserly and unhappy life of Ebenezer Scrooge with the lives of two families that have much less wealth but much more joy than him.

Calculus: Early Transcendentals, Chapter 7, 7.1, Section 7.1, Problem 5

You need to use the substitution -3t = u , such that:
-3t= u => -3dt = du => dt = -(du)/3
Replacing the variable, yields:
int t*e^(-3t) dt = (1/9)int u*e^u du
You need to use the integration by parts such that:
int fdg = fg - int gdf
f = u => df = du
dg = e^u=> g = e^u
(1/9)int u*e^u du = (1/9)(u*e^u - int e^u du)
(1/9)int u*e^u du = (1/9)(u*e^u - e^u) + c
Replacing back the variable, yields:
int t*e^(-3t) dt = (1/9)((-3t)*e^(-3t) - e^(-3t)) + c
Hence, evaluating the integral, using substitution, then integration by parts, yields int t*e^(-3t) dt = ((e^(-3t))/9)(-3t - 1) + c

Why are scientists so interested in dark matter?

Probably because there's more "dark" matter than there is "regular" matter! We call it "dark" because we can't see it, nor can we clearly pinpoint its location by any other means; but our best theories of cosmology and astrophysics tell us that about 80% of the matter in the universe (or 25% of the total energy in the universe) is comprised of this stuff we call "dark matter". It doesn't seem to interact with most of the forces we know; in particular it's not susceptible to electromagnetism, and we don't know if it's susceptible to the nuclear forces. But it definitely is affected by---and more importantly, affects---gravity, and that's how we know it must be there.Without dark matter, we would be unable to explain why galaxies are stable. Ordinary matter clumps too much, creating inhomogeneities in the distribution of mass that lead to tighter and tighter clumps of matter---you know many of these clumps as "stars" and "planets". But based on how fast galaxies are spinning, the orbits of those clumps of matter would become unstable, without some other source of mass to hold them in place---that other source is dark matter. Without it, we probably couldn't be here. Another reason why scientists are so interested in it is precisely because we don't know what it is. Scientists want to find out! That's where science is most exciting---the things we don't yet understand. Dark matter wasn't predicted by our theories of particle physics, yet it keeps showing up in our theory of gravity; so what is it? Where does it come from? Whoever finally figures it out is going to be a shoo-in for the Nobel Prize.
https://science.nasa.gov/astrophysics/focus-areas/what-is-dark-energy

https://www.space.com/11642-dark-matter-dark-energy-4-percent-universe-panek.html

What has George told Lennie that he always remembers, even when Lennie forgets everything else?

Lennie is forgetful throughout the novella, and George is continually reminding him of recent events. In the first chapter, Lennie demonstrates his forgetful nature by not remembering that he and George are traveling to work at a ranch in Soledad, and he also forgets the incident in Weed. At the end of the first chapter, George tells Lennie to look around at their campsite beside the river and remember its appearance. George then tells Lennie that if anything ever happens, he needs to remember to follow the river and hide in the brush at the campsite. Later on in the novella, Lennie accidentally kills Curley's wife and remembers to run back to their original campsite by the river. At the beginning of chapter 6, Lennie says, "I di'n't forget, you bet, God damn. Hide in the brush an' wait for George" (Steinbeck, 58). George then meets up with Lennie and is forced to shoot his friend in order to save him from the brutal lynch mob. 

Throughout the poem, the speaker uses fire as a motif. What does this motif most likely represent in the poem?

There are many different interpretations of what the poem means, and particularly what the fire motif represents. One possible interpretation is to look at the narrator as revisiting the scene of a childhood trauma. (Whether or not it was an actual fire.) She is all alone; there is a palpable sense of loss. Her parents are notable by their absence; yet their personal belongings—their clothes, their used dishes—still remain. These personal items add to the narrator's grief. It is difficult enough for her to return to the scene of what appears to be such a terrible tragedy; but it is even worse to be reminded of her parents. Their memory haunts the place; their ghostly presence disturbs her mind. 
But fire doesn't simply destroy. It also purifies. And having gone through the trauma that robbed her of her parents, the narrator is now finally able to construct a life of her own from the ashes of a painful past, one that delves deep into happy childhood memories from the time before her appalling loss.
https://poets.org/poem/morning-burned-house

What does he mean by poetic justice?

In "The Lady, or the Tiger?," author Frank Stockton defines poetic justice as follows:

This vast amphitheater, with its encircling galleries, its mysterious vaults, and its unseen passages, was an agent of poetic justice, in which crime was punished, or virtue rewarded, by the decrees of an impartial and incorruptible chance.

This is the classic definition of poetic justice: virtue is rewarded and crime is punished.
In the story, the amphitheater is understood as the vehicle of poetic justice. An accused criminal is put before two doors and asked to choose one. That door opens. The accused is faced with either a ravenous tiger, which eats him in front of a vast audience, or a beautiful maiden, to whom he is married with great fanfare. There is no trial, and no evidence is brought forth. In this society, every one relies on the power of poetic justice: the strong conviction that whatever is, is right. In this story, the two doors are considered a more reliable guide to justice than empirical evidence is. They are not simply considered the toss of a die but a way of ensuring that a person's guilt or innocence will expose him.

Precalculus, Chapter 7, 7.3, Section 7.3, Problem 31

EQ1: 3x-5y+5z=1
EQ2: 5x-2y+3z=0
EQ3: 7x-y+3z=0
To solve this system of equations, let's use elimination method. In elimination method, a variable or variables should be eliminated to get the value of the other variable.
Let's eliminate y by multiply EQ3 by -5. Then add it with EQ1.
EQ1: 3x-5y+5z=1
EQ3: (7x-y+3z=0)*(-5)

3x-5y+5z=1
+ -35x+5y-15z=0
----------------
-32x - 10z=1 Let this be EQ4.
Eliminate y again by multiplying EQ3 by -2. And add it with EQ2.
EQ2: 5x-2y+3z=0
EQ3: (7x-y+3z=0)*(-2)

5x - 2y+3z=0
+ -14x+2y-6z=0
----------------
-9x-3z=0
3x+z=0 Let this be EQ5.
Then, consider two new equations.
EQ4: -32x-10z=1
EQ5: 3x + z=0
Eliminate the z in these two equations by multiplying EQ5 with 10. And, add them.
-32x-10z=1
+ 30x + 10z=0
-------------
-2x=1
Then, isolate the x.
(-2x)/(-2)=1/(-2)
x=-1/2
Plug-in this value of x to either EQ4 or EQ5.
EQ5: 3x+z=0
3(-1/2)+z=0
And, solve for z.
-3/2+z=0
-3/2+3/2+z=0+3/2
z=3/2
Then, plug-in the values of x and z to either of the original equations.
EQ3: 7x-y+3z=0
7(-1/2)-y+3(3/2)=0
-7/2-y+9/2=0
1-y=0
1-1-y=0-1
-y=-1
(-y)/(-1)=(-1)/(-1)
y=1
To check, plug-in the values of x, y and z to the three original equations. If the resulting conditions are all true, then, it verifies it is the solution of the given system of equations.
EQ1: 3x-5y+5z=1
3(-1/2)-5(1)+5(3/2)=1
-3/2-5+15/2=1
-3/2-10/2+15/2=1
2/2=1
1=1 :. True

EQ2: 5x-2y+3z=0
5(-1/2)-2(1)+3(3/2)=0
-5/2-2+9/2=0
-5/2-4/2+9/2=0
0/2=0
0=0 :. True

EQ3: 7x-y+3z=0
7(-1/2)-1+3(3/2)=0
-7/2-1+9/2=0
-7/2-2/2+9/2=0
0/2=0
0=0 :. True

Therefore, the solution is (-1/2,1,3/2) .

Debate: We will not solve environmental problems by relying solely on the goodwill and voluntary initiatives of business and industry.

The sheer idea of relying solely on an environmentalist or humanitarian effort from businesses—particularly massive corporations—is irrational. Frankly, environmentally sound business practices, as rational, moral, and respectable as they are, frequently are high in cost—or, to put it in better terms, a loss of profit.
While an argument like this may seem excessively cynical, it is quite logical. Rationally speaking, all for-profit businesses exist to make a profit. Profit comes, of course, from receiving a revenue that is higher than the costs of operating such a business. Following this train of thought, if the costs of operating a business are significantly—or even insignificantly—raised, profits are reduced. Because of this, and because a ceaseless desire to increase profits is what makes so many businesses become multi-billion dollar industries, most businesses are not likely to take environmental precautions.
Take, for example, the idea of factory farms, in which most American meat comes from. Animals, particularly cattle, raised in these "farms" produce over 100 times more pollutant-waste annually than the entire human population does. This, and an innumerable number of other air, water, and pesticide/antibiotic-based problems, comes entirely from the idea of profit-based business practices trumping moral business practices. Because it's cheaper to create such a facility than it is to, say, raise animals on actual farms, businesses choose to create massive facilities, pay their workers as minimally as possible, and even hire illegal immigrants and offer quite absurd and immoral "wages". A cyclical effect is created, in which those hungry for profits cut corners in order to offer lower prices and consequently make higher profits, gain more money, and thus more influence. Even the American government supports this by purchasing meat for public school lunches from Case Farms, one of the most egregious offenders; apart from the shameful environmental impact these factories have, Case Farms has become notorious for finding legal loopholes for hiring illegal immigrants at illegal wages and exposing them to dangerous, if not deadly, working conditions.
But back to the idea of environmentalism; businesses will not likely make these decisions on their own. They will do what makes money, and at the current time, cutting corners and treating the planet like a waste bin is what keeps profits high. This can only change with the consumers, who truly hold all the power. There is an illusion of powerlessness that these mega-corporations create. Consumers, assuming their own choices to be minimal, support the irresponsible and immoral companies out of what they consider to be an only resort. Once consumers demand more from whom they support economically, however, a change is forced. If a massive body of consumers were to demand an energy company to invest in green energy, for example, the company would likely do so in order to keep making a profit. The unfortunate truth is that one single person cannot make a change like this alone; people must make corporations and businesses (who, of course, are merely run by people, just like you and I) accountable for their actions. They must be held to a higher standard or business should not be given to them. Only when the consumers take the moral stance to avoid supporting behavior that threatens the planet and all life on it will businesses actually make a change. Wheter for a selfish reason or not, a change will be made, and that's a compromise at the very least!
https://foodispower.org/pollution-water-air-chemicals/

https://www.theguardian.com/sustainable-business/2014/nov/26/capitalism-environment-green-greed-slow-life-symposium-tony-juniper

How would you describe the musical quality of "The Brook" by Alfred Lord Tennyson?

Tennyson's use of onomatopoeia throughout this poem helps to create the effect of a brook bubbling, like the titular brook, down a valley. Tennyson uses alliteration—a "sudden sally" and a "sparkle"—to create images that appeal to the sense of hearing, as well as to create a visual picture. The alliteration on "s," and particularly the word "sparkle," seems to echo the splashing sound a brook would make if it were moving quickly and lightly, indeed in a "hurry" down the valley. Other onomatopoeic words that connote the sounds of a stream include "chatter," "bubble," and "babble."
The poem's rhythm and meter help to contribute to this effect, too. The short stanzas and near-hypnotic rhythm help the poem "draw [us] along" as readers with the brook as it flows. Repetition and parallelism, too—"and here and there," "the brimming river"—replicate the sameness of an ever-moving, repetitive stream repeating the same motions over and over as it flows.
The idea of the brook as a musical accompaniment appears explicitly toward the end of the poem, as the speaker suggests that it makes "the netted sunbeam dance." Words like "slip" and "slide" also suggest dancing, a sort of rhythmic motion which would accompany the continuous sound of the brook.

Tennyson's "The Brook" has a musical quality that imitates a flowing stream. The alternating lines rhyme, creating a musical sense, and many of the words that end the lines are repeated, such as "flow" and "go." The repetition of words and rhymes creates the lyrical quality of a brook that is constantly running and that has a repetitive quality in the sound of its water moving downstream. 
In addition, the lines in the poem are very short, running to three or four syllables rather than to the ten syllables that many of the poems used at the time. This creates the kinds of quickly moving sounds that a brook might make as it tumbles downstream. In addition, many of the lines in the poem use alliteration, or the repetition of sounds at the beginning of words, such as "sudden sally" and "men may." These sounds imitate the rushing sound of water in the brook. 

While staying with her mother in St. Louis, Maya Angelou was raped by her mother's boyfriend, Mr. Freeman. In chapter 16 of I Know Why The Caged Bird Sings in paragraphs 21, 22, and 23, her thoughts focus on that incident. How does she feel about it? Why did she feel that if Mrs. Cullinan had known about it, she wouldn't have given her "the nice dresses" nor called her a "sweet little thing"?

Let's take a look at the exact passage you're talking about in Maya Angelou's I Know Why the Caged Bird Sings. To set up the scene, our protagonist, Maya, is working in the home of Mrs. Cullinan. From the kitchen, as she's going back and forth to serve Mrs. Cullinan's guests, she hears the ladies talking and laughing:

Whitefolks were so strange. Could they be talking about me? Everybody knew that they stuck together better than the Negroes did. It was possible that Mrs. Cullinan had friends in St. Louis who heard about a girl from Stamps being in court and wrote to tell her. Maybe she knew about Mr. Freeman. My lunch was in my mouth a second time and I went out- side and relieved myself on the bed of four-o’clocks. Miss Glory thought I might be coming down with something and told me to go on home, that Momma would give me some herb tea, and she’d explain to her mistress. I realized how foolish I was being before I reached the pond. Of course Mrs. Cullinan didn’t know. Otherwise she wouldn’t have given me the two nice dresses that Momma cut down, and she certainly wouldn’t have called me a “sweet little thing.” My stomach felt fine, and I didn’t mention any- thing to Momma.

In this scene, Maya is afraid that her employer, Mrs. Cullinan, knows about the fact that Maya was raped by her mother's boyfriend, a fact that Maya would rather keep private. In fact, she seems, at least on the surface, to be more worried about what these people know than she does about the actual fact of being raped. We can guess though that the trauma she has been through manifests itself physically ("my lunch was in my mouth a second time").
Maya gets sick remembering the rape and worrying about whether she'll be socially stigmatized for it. As readers, from this scene alone (earlier in the story, there is much more detail about the sexual abuse and rape that Maya suffers through) we can surmise that Maya feels shame, confusion, and social anxiety in the aftermath of trauma. In this sequence, the social aspect is as important as the private shame.
Maya realizes that her employer couldn't know about the rape, because if she had, Mrs. Cullinan wouldn't have hired Maya. Girls who get raped, in Maya's understanding, are no longer "sweet little things." And they certainly don't get nice dresses to wear. In her understanding of the time and place she lives in, there's a social price to be paid for being involved in a crime of that nature, even though we, as readers, know that she's an innocent victim.

Who opposed the new Bolshevik regime?

The new Bolshevik rulers of Russia met with fierce opposition from many sides.
Their key military opponents were former czarist officers who numbered in the tens of thousands. Some were monarchists while others supported a democratic republic, but all were united in their readiness to fight the Bolshevik dictatorship, which had forcibly dissolved the democratically elected Constitutional Assembly. Many Cossacks were also deeply conservative and supported resistance to the new Bolshevik regime, which threatened to deprive them of their local autonomy and to seize part of their land. Together, the officers, young student volunteers, and Cossacks formed the White troops led by the czarist generals Kornilov, Kolchak, Denikin, and Wrangel. The White forces received substantial material support from France and England and became the backbone of armed resistance to the Bolsheviks. White armies from the east (Siberia and the Urals), the north (Archangel), and the south (Ukraine, North Caucasus, and the Lower Volga region) attacked the Bolshevik forces, who had to defend the central regions of European Russia.
The Socialist Revolutionaries were the largest political force opposing the Bolsheviks. Theirs was the largest political party in Russia; they had received a majority of votes during the elections to the Constitutional Assembly. The Socialist Revolutionaries were split into the right majority and left minority wings; the left wing of the Socialist Revolutionaries supported the Bolsheviks temporarily and participated in the Bolshevik government. When the Bolsheviks signed the highly unequal Brest-Litovsk Peace Treaty with Germany, however, the Socialist Revolutionaries rebelled against the Bolshevik government. Their rebellion failed.
The largest social force opposing the Bolsheviks was not capitalists, aristocrats, nor the small Russian middle class, but peasants. At the time, peasants made up about 80 percent of the Russian population. Initially, the peasants supported the Bolsheviks, because the Bolsheviks turned land over from the gentry to the peasants, but soon the peasants became angry about Bolshevik anti-market policies and especially about the armed confiscation of grain by Bolshevik troops planning to use it to feed starving city dwellers. In response, many peasants formed their own armed bands organizing hundreds of uprisings in which they attacked Bolshevik forces from the rear.
Another force opposing the Bolsheviks was the highly influential Russian Orthodox Church, which objected to the atheistic policies of the Bolshevik regime that included persecution of church leaders.
Poland, which had recently won independence, also opposed the Bolsheviks and hoped to increase its territory by defeating them. The Polish Army attacked from the west via Belorussia and the western part of Ukraine. Other foreign countries, notably the US, Britain, France, and Japan, sent troops to occupy parts of Russian territory. At the same time, new Menshevik regimes in Georgia and Armenia were also hostile to Bolsheviks.
How did the Bolsheviks survive this formidable, multipronged assault and proceed to defeat and expel their opponents? They had several critical advantages, including a very talented political leadership that could completely rely on a dedicated, well-functioning party machine with hundreds of thousands of loyal members; shorter lines of internal communication; control over most of the Russian military industry; larger artillery; and enthusiastic supporters among workers, soldiers, sailors, and members of ethnic minorities attracted by the prospective of civil equality. While not all of the Bolsheviks' supporters were communists, many were, and they all shared a deep commitment to their cause and were ready to sacrifice their lives for it. In addition, the Bolsheviks managed to gain the trust and collaboration of much of the old Russian officer corps; these officers considered them the only reliable national government.
Bolshevik opponents were deeply divided and failed to offer meaningful reforms to the peasants. After deserting the Bolsheviks in the beginning of the civil war, more and more peasants changed their mind after experiencing the vengeful, rigid, and oppressive rule of the Whites. Hundreds of thousands of peasants who had previously deserted the Red Army rejoined it. By the summer of 1920, the Red Army had about five million soldiers. In other words, it became a mass army that was many times larger than its strongest opponents. In this way, Bolshevik victory became inevitable.

Why was Wonder Woman's character unique and complex? How liberating was she as a character?

Wonder Woman was unique in large part because she was a woman. When the vast majority of the superheroes in comics were male, empowering a woman with superhuman capabilities made a liberating statement about female empowerment. This statement was particularly meaningful at the time of her debut in 1941; in the midst of World War II, women were barred from combat, but characters like Rosie the Riveter showed that society was beginning to consider women to be an important part of the war effort. Having Wonder Woman able to tangle with even the toughest of men reaffirmed the strength of American women in the face of the Axis threat.
However, Wonder Woman was much more than a female clone of Superman. She came to America from Themyscira, a fictional island populated solely by immortal female Amazons. Yet her militant upbringing was tempered by her role as an ambassador to "Man's World." Later incarnations of Wonder Woman would wield sword, spear, and bow, but in her original version, her most significant belonging is her Lasso of Truth--a tool to allow the consummate warrior to resolve conflicts without resorting to war. Throughout her entire history, but particularly in her earlier appearances, this dichotomy of war and peace defines her character.

How does "The Scarlet Ibis" show that the narrator had mixed emotions about Doodle since the boy's birth?

I suggest looking at paragraphs three, four, and five for information about how Brother feels about Doodle's birth and having a brother.  
Paragraph four describes how Brother is very excited about the possibility of having a brother.  A brother would give him a buddy to play with.  Brother tells readers that he desperately wants somebody to run, jump, and climb stuff with.  That makes perfect sense.  Brother is six years old, and he's really active.  When Doodle is born, Brother can't help but be excited about finally having a playmate.  
That excitement is mixed with disappointment though.  

He was born when I was six and was, from the outset, a disappointment.

Doodle is physically disabled, and the family suspects that he is also mentally disabled.  Brother has built up in his head an ideal of what having a brother will be like, and with Doodle's limitations, Brother realizes that his hopes have been dashed.  Brother even admits that he is willing to accept Doodle's physical limitations, but he is not willing to accept the mental limitations.  

It was bad enough having an invalid brother, but having one who possibly was not all there was unbearable . . .

That's why Brother plans to kill Doodle.  That's dark; however, those feelings of doom and gloom are immediately replaced with joy and hope once Brother realizes that his parents are wrong.  Doodle is mentally just fine.  

However, one afternoon as I watched him, my head poked between the iron posts of the foot of the bed, he looked straight at me and grinned. I skipped through the rooms, down the echoing halls, shouting, "Mama, he smiled. He's all there! He's all there!" and he was.

Write a story about "Hills Like White Elephants" after the original story ended.

This is a really interesting assignment. The way you write it depends on what you think Jig, the protagonist, will do after she gets on the train for Madrid. At the end of the story, it is unclear whether she will get an abortion or not, in spite of the fact that her boyfriend seems to be urging her to do so. She has reservations about the subject, but she seems to be leaning in that direction.
When you write the story, you can write the conclusion to this question. Will Jig get an abortion or not? If she does, how will she feel about it? Will she be able to continue in a relationship with her boyfriend? If she does not get an abortion and has the baby, will her boyfriend stand by her? How will she raise the baby? You can go in a lot of interesting directions with this story.
Be sure to stay true to Jig's personality, which is conflicted and self-effacing (she tells her boyfriend that she does not care about herself). Has she grown as a character since the end of the original story? If so, explain in which ways (for example, has she become more self-assertive?).

What is the purpose of paragraph 5’s discussion of the name “Dillingham”?

Paragraph five of "The Gift of the Magi" evokes the connotation between long names and the upper echelons of society. That is, royalty, professionals, and those belonging to the "upper classes" typically identify with their full names. Especially in the case of royalty, this is to emphasize a family name that the average person associates with power and lofty social status.
At one time, Della's husband was making a comfortable $30 per week. This money granted them a certain lifestyle and social status, for which they had great pride. One manifestation of this pride is using Jim's full name: Mr. James Dillingham Young. Now that the young man makes only $20 a week, they are struggling financially and socially. The family status has declined, which is why the name on the mailbox "seemed too long and important."
However, this same paragraph also points out the fallacy in this line of thinking. The story acknowledges that society generally values money and social status over other things. Della cries because she cannot afford a proper gift. Yet the story observes: "But when Mr. James Dillingham Young entered the furnished rooms, his name became very short indeed. Mrs. James Dillingham Young put her arms warmly about him and called him 'Jim.'" This sets the stage for the moral of this story. It does not matter how much Della's husband makes, or "how long" his name is, because at the end of the day he is her "Jim." Their love for one another supersedes any other material or social consideration. This is the position of the story overall, and the fifth paragraph subtly paves the way for this revelation.

1) One of the main features of American history in the age of industrialization was the growing presence of the federal government in American society. In an essay specifically explain why the government began to aid the expansion of the market economy during the Civil War and how the Homestead and Pacific Railroad Acts passed by the federal government during this period helped lead to the defeat of the numerous Native American nations in the West. In addition, what domestic factors (events and issues within the United States) help explain why the United States government began to build a commercial overseas empire in the 1890s? Finally, how did President Teddy Roosevelt change the relationship between the government and big business during the progressive period? Be sure to cite specific events and ideas in your answer.

It looks like there are three parts to your essay question. I will provide guidance on them below. 
1) Why the government began to aid the expansion of the market economy during the Civil War.
The main reason for the federal government's actions was to strengthen the North's newly industrialized economy. During the Civil War, the Southern states depended upon the cotton industry, one wholly supported by slave labor. The South lagged far behind the North in terms of manufacturing progress.
Due to the increased mechanization in factories in the Northern United States, states north of the Mason-Dixie line produced more firearms, railroad equipment, farm machinery, and textiles than those in the South. Most importantly, the North produced more and better weapons than the South, and this factor alone provided the North with a distinct advantage in its war against the South. The North also built its railroads faster than the South. Why? The North had access to a large labor population, from people moving into cities and foreign workers immigrating to the American North.
During the Civil War, Southern politicians elected to leave Congress to join the Confederacy. This led the federal government to push for westward expansion and to pass legislation to maintain the North's economic supremacy. Essentially, the federal government supported the emergence of a market economy so that it could strengthen its position against the South during the Civil War. In the next part, I'll address the Homestead and Pacific Railroad Acts.
Sources:
Industry and Economy During the Civil War.
The Economics of the Civil War.
How the Homestead and Pacific Railroad Acts passed by the federal government during this period helped lead to the defeat of the numerous Native American nations in the West.
The federal government planned to increase the North's economic power by exporting industrialization to the west. It projected that westward expansion was best supported by legislation such as the Homestead Act, the Morrill Act, and the Pacific Railroad Acts of 1862. For more details about these laws in your essay, please read about them at the link provided.
The transcontinental railroad basically linked the eastern and western United States, strengthening the North's position in its economic war against the South. The Homestead Act was especially significant because it allowed women and African Americans to claim land. The new pieces of legislation, however, led to the defeat of Native American tribes. Many tribes were displaced when Americans moved in to claim land in the Mid-West. The transcontinental railroad brought increased economic expansion to the west, but it also proved deleterious to many Indian tribes.
When Americans discovered that leather could be manufactured out of bison hide, the slaughter of herds of bison became commonplace. Now, Native American tribes were deprived of one of their main sources of food. Additionally, Indian warriors found themselves increasingly engaged in constant battle with the United States army; they always fared badly in these skirmishes. Read more here: American Indians and the Transcontinental Railroad.
Domestic factors (events and issues within the United States) that help explain why the United States government began to build a commercial overseas empire in the 1890s.
Two major factors may help explain why the United States government began to build a commercial overseas empire during the 1890s; these are the Panic of 1893 and the concept of Manifest Destiny.
The Panic of 1893 was the direct result of American manufacturing growth. Industrialization led to great economic growth within the United States, but the market was soon saturated. The United States made too many products, more than enough for its population.
Essentially, production exceeded consumption. The United States needed new markets to sell a glut of manufactured products. Outward expansion to foreign markets was thought to be the answer to this crisis.
The Panic of 1893 was also caused by the overexpansion of the railroad industry. Loans were made to firms that wanted to build more railroads, but many of these firms overextended themselves with huge loans. These firms eventually went bankrupt and laid off workers. People rushed to withdraw money from their banks, precipitating a panic.
The federal government stepped in to reassure the public, promising them access to more jobs. In order to keep its promise, foreign economic expansion was necessary. The recession was a major reason the United States began to build a commercial overseas empire in the 1890s.
3) For the third part of your question, I suggest referring to the link I provide below. Roosevelt basically changed the relationship between government and big business during the Progressive period. He sided with the workers against Big Business. When Congress refused to act, Roosevelt signed executive orders to tamp down on monopolistic practices by companies. He fervently believed that the federal government had the right to monitor Big Business.
The Great Regulator
http://ushistoryscene.com/article/1862-homestead-act/

Interpret "When All My Five and Country Senses See" by Dylan Thomas.

Ultimately, this poem is about understanding love and becoming symbiotic with nature, as symbolized by the "country senses" which augment the five ordinary ones with which each person is imbued. Through one's "country senses," or rather, when the "country senses" become able to fully perceive, we "forget green thumbs"—that is, forget the idea of interpreting nature and the world pragmatically, as something which results from our tending and our hard work. Rather, we will begin to perceive how the "vegetable eye" of the halfmoon pares, or carves out, love "in the frost" and then sets it aside for winter, the suggestion being that even the cold parts of nature, such as the winter frost, are an articulation of love.
The "whispering ears," Thomas writes—suggesting ears of corn, as well as something that both listens and speaks—will "watch love drummed away." There is a certain synesthesia in this description: the "ears," which should be organs for listening, are portrayed as both "whispering" and "watching." Thomas repeats this concept as he speaks of how "the eyed tongue talk[s]" while his "nostrils see her breath burn like a bush." The appreciation of love is such that it seems to confuse and jumble the senses, according the "wrong" sense to each organ as the "discordant" intensity of nature becomes too much to process.
These jumbled senses are contrasted to the speaker's "one and noble heart," which, he says, "has witnesses in all love's countries, that will watch awake." Here, in the final stanza, the sense of synesthetic confusion falls away, and the words—"watch," "awake," "blind sleep," "spying"—all form part of the same semantic field of eyes, vision, and watching. The "noble heart," then, perceives without confusion, and in our sleep, when the "spying senses" are dulled, "the heart is sensual, though five eyes break." The conclusion seems to indicate that the heart alone is able to truly understand what the senses perceive, as the senses themselves are unable to accurately interpret love. Love is not something that can be broken down piecemeal into elements we can see, hear, taste, or articulate. It can be understood only by the heart, or "country sense," which does not think, but only feels and becomes a filter for what love really is.

Why do you think Jimmy sent the note to Bob in "After Twenty Years"?

Although Jimmy is a cop and Bob is a thief, when all is said and done they're still old friends. Jimmy has done his professional duty as a police officer, but he can't bring himself to confront his friend face to face. At the same time, however, he doesn't just want to take off without saying anything. So writing Bob a little note is his way of reconciling his friendship with his duty to enforce the law. He also wants Bob to know that his promise to meet outside the same place in twenty years' time was every bit as important to him as it was to his friend. By writing him a note, Jimmy lets Bob know that their friendship from way back when still means something to him, despite the rather unfortunate circumstances of their long-awaited reunion.

Jimmy sends the note to 'Silky Bob' for the same reason that he cannot bring himself to arrest Bob when he recognizes him in the doorway of what used to be 'Big Joe' Brady's restaurant--they once were very close friends.
Some things do not wear away with time, and the friendship between Jimmy and Bob yet has a place in the hearts of both Jimmy Wells and Bob. For instance, when Bob speaks of his friend Jimmy to the policeman--who, ironically is actually Jimmy--he mentions what a "good fellow" he is as well as how faithful he is,"If Jimmy is alive on earth he'll be here by that time."
"Faithful friend" that Jimmy Wells is, he, nevertheless, must put duty first. For this reason, he goes to the police station. However, he does not have the heart to so embarrass and shame his old friend by arresting himself. Therefore, he asks a plain clothes policeman to make the arrest for him. Furthermore, he wants Bob to understand that he has not forgetten his promise to meet Bob twenty years later because he was at the doorway of their favorite restaurant on time. Because of these reasons, Jimmy writes his old friend.

Why does Jem not want anything to do with Scout at school? Is his behavior typical of an older child?

As is the case for many younger siblings, Scout notices that Jem seems to be trying to distance himself from her. On the first day of school, Scout informs the reader that "Jem condescended" to take her on the first day. She's confident that "some money changed hands," in order for this to happen. Jem explains to Scout that she is not to bother him during the time they are at school. While at this point it is still acceptable to play together at home, school is to be an exception.
Jem is entering adolescence, which helps to explain why he desires more independence and space. Scout describes him as being "difficult to live with, inconsistent, moody." While it is perfectly normal for the older sibling to desire some distance from the younger sibling, Scout sometimes has difficulty coping with this change in her brother. Scout once asks Calpurnia why she calls him, "Mister Jem." Calpurnia explains to Scout that Jem is getting older and that he's "gonna want to be off to himself."

Single Variable Calculus, Chapter 3, 3.4, Section 3.4, Problem 33

Find what values of $x$ does the graph of $f(x) = x + 2 \sin x$ have a horizontal tangent.

Solving for $f'(x)$


$
\begin{equation}
\begin{aligned}

f'(x) =& \frac{d}{dx} (x) + 2 \frac{d}{dx} (\sin x)
&& \text{}
\\
\\
f'(x) =& 1 + 2 \cos x
&& \text{}
\\
\\
m_T =& 0 \qquad \text{ slope of the tangent is horizontal}
&&
\\
\\


\end{aligned}
\end{equation}
$


Let $f'(x) = m_T$ (slope of the tangent line)


$
\begin{equation}
\begin{aligned}

f'(x) = m_T =& 1 + 2 \cos x
\\
\\
0 =& 1 + 2 \cos x
\\
\\
2 \cos x =& -1
\\
\\
2 \cos x =& \frac{-1}{2}


\end{aligned}
\end{equation}
$


By using the unit circle diagram, we can determine what angle(s) has $\displaystyle \frac{-1}{2}$ on $x$-coordinate, so..


$
\begin{equation}
\begin{aligned}

x =& \cos^{-1} \left[ \frac{-1}{2} \right]
\\
\\
x =& \frac{2}{3} \pi \text{ and } x = \frac{4}{3} \pi

\end{aligned}
\end{equation}
$


Also, we know that the trigonometric functions have repeating cycles so the answer is

$\displaystyle x = \frac{4}{3} \pi + 2 \pi (n)$ and $\displaystyle x = \frac{2}{3} \pi + 2 \pi (n) $ ; where $n$ is any integer and $2 \pi$ corresponds to the repeating period.

Calculus and Its Applications, Chapter 1, 1.6, Section 1.6, Problem 76

Use a graphing calculuator to check the results of the function $\displaystyle f(t) = \frac{t}{5 + 2t} - 2t^4$ and its derivative
$\displaystyle f'(t) = \frac{5 -200t^3 - 160t^4 - 32t^5}{(5 + 2t)^2}$




Based from the graph, we can see that the function has a positive slope or positive derivative when it is increasing.
On the other hand, the function has a negative slope or negative derivative when the function is decreasing.
Also, the function has a zero slope at the maximum point of the graph.
Moreover, the function is not differentiable at $x= -2.5$ because it has a vertical tangent at that point.

Why is the theme truth important?

A common theme of dystopian fiction such as 1984 is complete and utter control of the populace; the powers that be will use everything to define the lives of their subjects, down to the language that they use (“Newspeak”) and the ideas that they are allowed to communicate. This is what makes truth such a central theme of George Orwell’s 1984; “Big Brother” is reliant upon his ability to define truth for the masses. The government states that “power is not a means; it is an end,” and regularly exerts its power over citizens in seemingly punitive ways.
We see truth as an essential theme of 1984 even to the point that there is a government agency known as the Ministry of Truth. The government defines knowledge, history, and language for their own benefit: “ ‘Who controls the past’, ran the party slogan, ‘controls the future: who controls the present controls the past.' ” The very existence of people can be decided by this Ministry of Truth: Winston is charged with creating an alternate life story for an individual that the government has deemed to be an “unperson.”
The common working man who is subjected to this control must never be allowed too much independent thought or advanced education, as Orwell notes in Chapter 1: “Left to themselves, they will continue from generation to generation and century to century, working, breeding, and dying, not only without any impulse to rebel, but without the power of grasping that the world could be other than it is.”
The extent of this mind control is evidenced in the language used within this society. The idea of “Crimestop” is meant to describe “the faculty of stopping short, as though by instinct, at the threshold of any dangerous thought.” The citizens are told what to think, what truth is and is not, and even made to accept contradictory ideas as logical (“doublethink”). In so doing, the government is able to communicate what they want to define as truth without being caught in their manipulative ways.
http://www.george-orwell.org/1984

https://www.nottingham.ac.uk/english/documents/innervate/15-16/02-olivia-rook-q33407-pp-14-28.pdf

https://www.timeshighereducation.com/news/wells-inspired-orwells-1984/159187.article

What are some negative consequences Tom, Daisy, or the guests of Gatsby's parties face as a result of their carelessness or recklessness?

In answering this question, I'd like to focus on the consequences (or lack thereof) Daisy faces as a result of her recklessness. In doing so, I'm not saying that Tom or Gatsby's guests aren't reckless or don't face consequences. Rather, I merely find Daisy's experience to be the most interesting and important to the overall plot of the book (but that opinion is affected by my own personal context, and other readers might find other details of the story to be more important). Overall, Daisy's recklessness leads to Gatsby's death, so her story is particularly remarkable. 
After a distressing confrontation with Tom (at which point Daisy is basically bullied into staying with her overbearing husband), Daisy drives home with Gatsby and, because she's driving recklessly, she hits and kills Myrtle Wilson. This action leads George Wilson, Myrtle's husband, to shoot and kill Gatsby at the end of the novel. As a result, Daisy's recklessness leads indirectly to Gatsby's death.
There are two ways to interpret the consequences for this action; on one hand, it's possible to argue Daisy faces no negative consequences. Gatsby takes responsibility for hitting Myrtle, and he is the one subsequently murdered. We can guess Daisy experiences a certain level of guilt and emotional distress on hearing of Gatsby's death, but we're never directly told exactly how guilty she feels. Instead, we witness Gatsby paying the ultimate price because he took the blame for Daisy's recklessness, which makes his death even more tragic. On the other hand, it's also possible to argue the consequence Daisy faces is that she is locked into a presumably unhappy marriage with Tom. Whether that consequence is more negative than Gatsby' death is up for debate. 
F. Scott Fitzgerald's The Great Gatsby is filled with reckless actions performed by careless people. Gatsby, Tom, Daisy, and even Nick are all reckless in some way during the course of the narrative. As such, searching the book for examples of this recklessness is of vital importance, and identifying who pays the price for this recklessness is even more important.

Why is photosynthesis divided into 2 different stages (light reactions and dark reactions)?

Photosynthesis is the process through which chlorophyll-containing plants consume carbon dioxide and produce oxygen and food (in the form of sugars). This process takes place in the presence of sunlight and can be summarized by the following chemical reaction:
6CO_2 + 6H_2O + sunlight -> C_6H_12O_6 + 6O_2
This process is made up of two different stages or phases and depends on light to carry out the associated chemical reactions. These two stages are described below: 
1) Light reactions: These reactions take place in the presence of light and result in the production of oxygen molecules, the ATP (adenosine triphosphate) molecules, and NADPH molecules. The ATP molecules are produced from the ADP (adenosine diphosphate) molecules and are the energy currency of the cell since they are used for storing and transferring energy in cells.
2) Dark reactions: These are light-independent reactions and result in the consumption of carbon dioxide molecules, the ATP molecules (generated during the light reactions), and the NADPH molecules to generate glucose molecules. The ATP molecules consumed in dark reactions are converted back to ADP molecules. Similarly, the NADPH molecules are converted back to NADP+ molecules which are then consumed in the light reactions.
Thus, the overall photosynthesis process is a sum total of the light and the dark reactions and each of these processes use the products of the other, thereby completing the photosynthesis process. Any of these stages (or phases) cannot survive for long without the other, and thus, they are interdependent. 
 
Hope this helps.

Which of the following is a nonrenewable resource (and why)? A: Natural gas B: Hydrogen fuel cell C: Wind power D: Solar energy

The answer is A: Natural Gas. To understand why, first consider the definition of a non-renewable energy source: 

A non-renewable resource (also called a finite resource) is a resource that does not renew itself at a sufficient rate for sustainable economic extraction in meaningful human time-frames. An example is carbon-based, organically-derived fuel. ("Non-renewable Resource")

In simple terms, it means a resource that, once used, will not be naturally replenished. Unlike the other choices, natural gas, once it has been extracted, is not created again (or at least, not fast enough for it to matter to us). What is natural gas? 

Natural gas is a naturally occurring hydrocarbon gas mixture consisting primarily of methane, but commonly including varying amounts of other higher alkanes, and sometimes a small percentage of carbon dioxide, nitrogen, hydrogen sulfide, or helium. It is formed when layers of decomposing plant and animal matter are exposed to intense heat and pressure under the surface of the Earth over millions of years. ("Natural Gas")

The most important part of that definition, for our purposes, is "over millions of years." This means that even if natural gas was forming, the time it takes, and the need for additional decomposing plant and animal matter, means that for all intents and purposes, what we have on the earth now represents all of the natural gas we can use. Thus, it is not renewable.
Please use the links below to learn more about natural gas and renewable energy sources.

College Algebra, Chapter 4, 4.1, Section 4.1, Problem 64

Suppose a ball is thrown across a playing field from a height of 5 ft above the ground at an angle of $45^{\circ}$ to the horizontal at a speed of 20 ft/s. It can be deduced from physical principles that the path of the ball is modeled by the function

$\displaystyle y = - \frac{32}{(20)^2} x^2 + x + 5$

where $x$ is the distance in the feet that the ball has traveled horizontally.

a.) Determine the maximum height attained by the ball.

The function is a quadratic function with $\displaystyle a = \frac{-32}{(20)^2}$ and $b = 1$. Thus, the maximum value occurs when

$\displaystyle x = - \frac{b}{2a} = - \frac{1}{\displaystyle 2 \left( \frac{-32}{20^2} \right)} = \frac{25}{4}$

Since $a < 0$, the maximum value is

$\displaystyle f\left( \frac{25}{4} \right) = - \frac{32}{(20)^2} \left( \frac{25}{4} \right)^2 + \frac{25}{4} + 5 = \frac{65}{8} $ ft or $= 8.125 $ ft

The maximum height attained by the ball is $8.125 $ ft

b.) Determine the horizontal distance the ball has traveled when it hits the ground.

To find the horizontal distance, we set $y = 0$. So


$
\begin{equation}
\begin{aligned}

0 =& - \frac{32}{(20)^2} x^2 + x + 5
&&
\\
\\
0 =& x^2 - \frac{(20)^2}{32} x - \frac{5(20)^2}{32}
&& \text{Add } \frac{5 (20)^2}{32}
\\
\\
\frac{20^4}{64^2} + \frac{5(20)^2}{32} =& x^2 - \frac{(20)^2}{32} x + \frac{20^4}{64^2}
&& \text{Complete the square: add } \left( \frac{\displaystyle - \frac{(20)^2}{32}}{2} \right)^2 = \frac{(20)^4}{(64)^2}
\\
\\
\frac{20^4 + 5 (20)^2 (128)}{64^2} =& \left( x - \frac{20^2}{64} \right)^2
&& \text{Take the square root}
\\
\\
\pm \frac{5 \sqrt{65}}{4} =& x - \frac{20^2}{64}
&& \text{Add } \frac{20^2}{64}
\\
\\
x =& \pm \frac{5 \sqrt{65}}{4} + \frac{20^2}{64}
&& \text{Simplify}
\\
\\
x =& \frac{5 \sqrt{65}}{4} + \frac{20^2}{64} \text{ and } x = \frac{-5 \sqrt{65}}{4} + \frac{20^2}{64}
&&
\\
\\
x =& 16.33 \text{ and } x = -3.83
&&

\end{aligned}
\end{equation}
$


Choose $x > 0$, so the distance the ball has traveled when it hits the ground is $16.33$ ft.

All acids contains hydrogen.What happens if we replace hydrogen with a metal?

If we replace the hydrogen with a metal, what happens is that a salt will be formed and the hydrogen will be liberated. The reaction that takes place is as follows: Acid + metal → salt + hydrogen
It should however be noted that to replace hydrogen with metal, the metal should be highly reactive. Reactive metals are those that have a greater tendency to lose electrons and form positive ions. Reactivity is a relative attribute. The more reactive elements are placed higher on the reactivity table while those that are less reactive are lower on the table.
The higher the metal is on the reactivity table the greater its ability to replace hydrogen. Examples of reactive metals that can replace hydrogen in an acid are magnesium and zinc. The reaction that takes place between magnesium and sulfuric acid is : Magnesium + sulfuric acid → magnesium sulphate + hydrogen

Describe the character of the protagonist in James Joyce's Araby. How does the protagonist feel towards Mangan's sister?

The unnamed boy is young, innocent, naive. His deeply unhappy home life causes him to fantasize about an exotic, more exciting world in which all his deepest, most heartfelt dreams come true. The bazaar is that world—or at least it appears to be.
Sadly for the boy, Araby turns out to be every bit as much of a disappointment as his ordinary everyday life, with its seemingly endless disappointments. All he wanted to do was buy Mangan's sister a gift, something special that would show how deeply he feels towards her. But he's unable to do even that.
The darkness that descends upon the bazaar represents the end of his dreams, the onset of a profound disillusionment with a harsh adult world. For the boy, this is the end of innocence. Araby, like his infatuation for Mangan's sister, was all just an illusion.

The nameless protagonist of James Joyce's "Araby" is an innocent, idealistic boy who is also something of a romantic. He's obsessed with the books in the library in his house, one of which is a historical romance. It's hardly surprising that the narrator idealizes Mangan's sister and views his crush on her as the perfect romance. Indeed, once the narrator promises to bring Mangan's sister back something from the bazaar, Araby, he becomes increasingly obsessed with the notion of winning her love and begins to neglect all other aspects of his daily routine.
Given his extreme obsession for Mangan's sister, the narrator's epiphany at the end of the story is especially crushing. Realizing that he has been controlled by idealistic, childish impulses, the narrator seems to set aside his ambitions to impress Mangan's sister and prepares instead to join the ranks of disillusioned adults. 
https://www.owleyes.org/text/araby/read/araby/root-74195-12

https://www.youtube.com/watch?v=tLbZmXucJXw#action=share In the video clips that we saw regarding 9/11 from the link on top, what were some of the problems with law enforcement? Explain your answer.

The video in question, a documentary, was produced by the National Geographic Channel and documents the events of September 11, 2001, as well as the chain of events leading up to that fateful day. The terrorist attacks on the World Trade Center and the Pentagon, and the aborted attack on a third, never definitively identified target (almost certainly the U.S. Capitol Building, but possibly also the White House) represented the most devastating attack on American soil in this country’s history—more destructive and costly in terms of human losses than the December 1941 surprise attack on Pearl Harbor. The documentary was an attempt to illuminate for the public the reasons the attack was so successful despite the vast resources annually spent purportedly to keep the country safe.
The failures among US agencies that enabled 19 young men from the Middle East (15 from Saudi Arabia) to hijack four aircraft and fly three of them into prominent buildings in New York and Virginia are discussed in detail, with emphasis on the inability and/or unwillingness on the part of the Central Intelligence Agency to provide its domestic law enforcement counterpart, the Federal Bureau of Investigation, with important information that might have prevented the attacks. That failure to communicate essential information had its roots in these agencies' abuses of their powers during the anti-Vietnam War protests of the 1960s and 1970s. Congressional investigations (the Church and Pike Committee hearings) had resulted in the establishment of rigid boundaries separating the foreign intelligence mission and activities of the CIA from the domestic law enforcement responsibilities of the FBI. Those statutory boundaries—as well as the cultural barriers between those two federal government agencies—played a major role in the failure to obstruct the terrorist attacks. Specifically, the CIA, which had tracked two of the terrorists in Yemen, Dubai and Malaysia, had not relayed its information on those individuals to the FBI following the terrorists’ entry into the United States. The CIA is prohibited by law from spying within the United States and was similarly precluded from sharing information with the FBI. Had the FBI been provided the information on the two terrorist suspects, it might have been able to arrest them or, at a minimum, impede their ability to carry out the attack.
Another failure discussed in the documentary involved the lack of foresight and innovation on the part of US counter-terrorism officials. As Special Counsel to the 9/11 Commission and retired law enforcement official John Farmer is quoted as saying, “procedures in place didn’t contemplate hijackers who would proceed to destroy the plane.” Farmer’s point was about the observation provided earlier in the video by the head of the Federal Aviation Administration—that hijackings generally ended without incident, so the scrambling of interceptor jets to shoot down the hijacked aircraft was not contemplated. In short, a myopic view of terrorism and aviation safety precluded officials from considering the possibility of suicide operations involving aircraft.
These are the main points made in the video. Farmer's statement that the laws separating the CIA from the FBI became “an excuse not to share information,” along with the inability of counter-terrorism officials to anticipate variations in patterns relating to aviation security and hijackings, represented major failings that enabled the terrorists to accomplish their objective.

Why does Blanche say, "Now it's time to bury someone I hate?" in Brighton Beach Memoirs?

Blanche says this after she has had a long fight with her sister, Kate. The fight is instigated in part because Blanche's date with Frank Murphy has been canceled, as Frank has had an accident. Kate feels that Blanche is too self-centered, and it is clear that Blanche's route out of her sister's house--marriage--seems nowhere in sight. Blanche resolves to move out of the house and find a job.
After she fights with Kate, Blanche begins to fight with Nora, her daughter. Nora tells Blanche she feels unloved, and Blanche responds that she is sorry, but "I am tired of apologizing. After a while it becomes your life's work and it doesn't bring any money into the house" (page 96). Blanche realizes that she has been a weak, apologetic person who has tried to make her way in life by depending on others. She has now resolved to be more independent and to find a job, feather than depending on her sister and her brother-in-law, Jack, who has just had a heart attack. Blanche says, "I've already buried someone I love. Now it's time to bury someone I hate" (page 96). By this, she means that she already buried her husband, and now she wants to bury her old, dependent self and be reborn (metaphorically) as a more independent and active person. 

What aspects of Shakespeare's character does Sonnet 18 reveal?

In Sonnet 18, Shakespeare states that his verse is more powerful than death. He begins by asking whether he should compare his friend to a summer's day and then decides he should not, as summer does not last forever and is not perfect. Occasionally, there are winds in summer, and sometimes the clouds obscure the sun. Unlike the summers that people experience, "thy eternal summer shall not fade," meaning that the friend's prime will never go away because Shakespeare will immortalize his friend's perfection in verse. He says that by immortalizing his friend in verse, the friend will never die. As long as people still populate the earth, "So long lives this and this gives life to thee." In other words, Shakespeare's sonnet will endure, as long as people can read it. Shakespeare believes in the power of his own words and believes the poet is more powerful than even death. His message suggests that Shakespeare was confident about his ability to produce verse that would stand the test of time. 

What are the themes in Harry Potter and the Prisoner of Azkaban?

Priorities is a main theme seen in the relationships and the plot. Each of the characters is asked to choose between very strong temptations and decide what is most important to them. The actions of Cornelius Fudge and the Ministry of Magic reveal their true priorities. The book starts with Harry giving in to the very strong temptation to retaliate when his aunt relentlessly provokes him during her visit. She says horrible things about Harry, his past, his parents, and his school. Harry is used to being treated very harshly by his family for most of his life. His aunt and uncle who took him into their family when he was a baby, have never made him feel welcome or wanted in their home. Harry has heard nothing but the most negative comments about himself, his parents, and their magical world every day he lived with the Dursleys. Now, when his uncle's sister comes to visit, her behavior pushes Harry to an extreme reaction that is common of young wizards who cannot yet fully control their abilities. However in doing so he risks everything that is important to him in order to stand up for himself.
The rest of the book continues to present each character with choices about their priorities. Ron and Hermione jeopardize their friendship in an ongoing argument over their pets. They argue and refuse to speak to each other and make life very uncomfortable for Harry. The situation that Harry learns about involving his parents, their childhood friends, and the events that led to his parent's death is centered around people having to prioritize what is most important in the face of impending death. His parents and their friends were forced to make very hard decisions about who to trust and who to help and Harry hears several versions of these events that causes him to realize some very shocking things. 
The actions of Professor Lupin, Professor Snape, and Sirius Black are all motivated by their strongest beliefs. The reason Snape helps Lupin by making him the potion he needs to survive, the reason Lupin teaches Harry to perform a very difficult spell, the reason Sirius Black hunts down a former friend, and the reason Snape comes to the Shrieking Shack. These events are all driven by feelings from events that happened between these characters many years ago. They continue to make choices about how to treat each other that clearly reveal what is truly important to each of them. 

There are many themes present within J. K. Rowling's Harry Potter and the Prisoner of Azkaban, many of which address and critique real human and social issues.
One of the most prominent themes is that of the failings of legal systems across the world to effectively and justly deal with those who have been accused of a crime. One of the tenants of the modern justice system is that an individual is innocent until proven guilty; however, within the book, we see both people and creatures suffer time and time again for crimes they did not commit. Buckbeak is sentenced to death after attacking Malfoy, despite the fact that the animal was provoked by Malfoy's malicious spirit. Sirius Black is locked away in Azkaban and tormented by Dementors, despite being innocent of the crime he has allegedly committed, mainly for the sake of the Ministry appearing tough on crime. Even Ron and Hermione's friendship suffers when Ron rashly and incorrectly accuses Hermione's cat, Crookshanks, of eating his rat, Scabbers. Meanwhile, those who actually guilty of horrible acts continue to walk free throughout the wizarding world: Peter Pettigrew, Lucius Malfoy, etc. Clearly, these are all huge miscarriages of justice.
The book also examines the duality of our world, where not everything is always as it seems (demonstrated by Hermione's use of the Time-Turner) and the role that betrayal and loyalty plays in human relationships (brought to light by the revelation that Pettigrew had betrayed Harry's parents, leading to their untimely death). 

What is the main problem in No More Dead Dogs and how was it solved?

Wallace is presented as an honest boy whose lack of diplomacy gets him into trouble. Although honesty itself is not a problem, his lack of social filters that protect him from the effects of his honesty create difficulties for him. While the author does not advocate hypocrisy, he suggests that evaluating the possible effects of one’s behavior and seeking help from others offer a more prudent course of action.
When Wallace honestly expresses his opinion of a book assigned in school, his teacher harshly punishes him. This teacher is opposed to open intellectual debate and instead is determined to impose his personal opinions on his students. Although this punitive behavior is clearly wrong, his authority put Wallace in a difficult situation. Wallace ultimately learns that direct confrontation can be futile: finding an answer requires not only individual creativity but also openness and trust in others, whose perspective can help provide an unanticipated solution—such as letting the dog (in the play) live.

No More Dead Dogs, written by Gordon Korman, is a novel for younger readers focused on a boy in middle school named Wallace Wallace (that's right, first and last name). Because his touchdown won his school football team the championship, he has recently become popular with other students.
Problems start off in the book when Wallace, who doesn't like to lie, writes a book report truthfully saying how much he hated the book Old Shep, My Pal. His teacher, Mr. Fogelman, gives him detention until he writes new report, and he requires Wallace to go to rehearsals of the drama club for detention. This keeps Wallace from going to football practice, and he eventually realizes that he'd rather be in drama club than on the football team.
While there are other things going on in the plot, I would say the main problem in No More Dead Dogs is that someone is trying to sabotage the school play, and Wallace is being blamed for it. Wallace has been making friends in rehearsals and making suggestions to change the show, but he is banished from the play when he is suspected for the vandalism. This problem is eventually solved when Rachel realizes that her brother Dylan, who was upset that Wallace left the football team, was responsible for the sabotage. Everything works out, and Rachel and Wallace decide to go on a date. 

Why does Iago continue to “follow” Othello in line 44?

Iago has already made it perfectly clear just how much he hates Othello. Yet he still follows him. The reason he gives is that it will allow him the opportunity to carry out his revenge more effectively. Iago figures that it's much better to destroy someone from the inside than from the outside, as it were. Hiding behind a mask of loyalty will lull Othello into a false sense of security, making him more vulnerable to Iago's vile machinations. Iago will play the part of loyal servant to perfection, while at the same time, destroying his master.
But, according to Iago, there are two kinds of servants. There are those who display complete loyalty to their masters for the whole of their lives, yet end up with nothing. Frankly, he thinks they are stupid and ought to be whipped. Then, there are those servants who appear to be devoted but are really acting in their own interests, out for what they can get. Iago makes it abundantly clear to Roderigo that he is just such a servant:

Others there are Who, trimmed in forms and visages of duty, Keep yet their hearts attending on themselves And, throwing but shows of service on their lords, Do well thrive by them. And when they have lined their coats, Do themselves homage. (Act I, Scene I)

Single Variable Calculus, Chapter 4, 4.5, Section 4.5, Problem 2

Use the guidelines of curve sketching to sketch the curve. $y = x^3 + 6x^2 + 9x$

The guidelines of Curve Sketching
A. Domain.
We know that $f(x)$ is a polynomial function having a domain of $(-\infty, \infty)$


B. Intercepts.
Solving for $y$-intercept, when $x=0$.
$y = 0^3 + 6(0)^2 + 9(0) = 0$
Solving for $x$-intercept, when $y = 0$.

$
\begin{equation}
\begin{aligned}
0 &= x^3 + 6x^2 + 9x\\
\\
0 &= x(x^2 + 6x + 9)\\
\\
x &= 0 \text{ and } x^2 + 6x + 9 = 0 \qquad \Longleftarrow \text{(By using Quadratic Formula)}
\end{aligned}
\end{equation}
$

The $x$-intercept are, $x = 0 $ and $x = -3$


C. Symmetry.
The function is not symmetric to both $y$-axis and origin.


D. Asymptotes.
None.


E. Intervals of Increase or Decrease.
If we take the derivative of $f(x)$, we have $ y' = 3x^2 + 12x + 9$
When $y' =0$, $\quad 0 = 3x^2 + 12x + 9$
The critical numbers are, $x = -1$ and $x = -3$
So, the intervals of increase or decrease are.

$
\begin{array}{|c|c|c|}
\hline\\
\text{Interval} & f'(x) & f\\
\hline\\
x < - 3 & + & \text{increasing on } (-\infty, -3)\\
\hline\\
-3 < x < -1 & - & \text{decreasing on } (-3,-1)\\
\hline\\
x > -1 & + & \text{increasing on } (-1, \infty)\\
\hline
\end{array}
$


F. Local Maximum and Minimum Values.
since $f'(x)$ changes from positive to negative at $x = 3$, then $f(-3) = 0$ is a local maximum. On the other hand, since $f'(x)$ changes from negative to positive of $x = -1$, then $f(-1) = -4$ is a local minimum.

G. Concavity and Points of Inflection.

$
\begin{equation}
\begin{aligned}
\text{if } f'(x) &= 3x^2 + 12x + 9, \text{ then}\\
\\
f''(x) &= 6x + 12
\end{aligned}
\end{equation}
$

when $f''(x) = 0$, the inflection points is at $x = -2$
Thus, the concavity can be determined by divding the inteval to...

$
\begin{array}{|c|c|c|}
\hline\\
\text{Interval} & f''(x) & \text{Concavity}\\
\hline\\
x < -2 & - & \text{Downward}\\
\hline\\
x > 2 & + & \text{Downard}\\
\hline
\end{array}
$


H. Sketch the Curve

How does US imperialism and Manifest Destiny impact American workplaces today?

In many ways, one can consider imperialism the forerunner of globalization. The original British settlement of North America was an example of imperialism in which Britain, an advanced industrial nation, used imperialism to obtain raw materials for manufacturing. When the United States became independent and developed its own industries and technologies, it began to exert its own imperialistic power to source raw materials and cheap labor from less developed countries.
This ability to project power and exploit cheaper labor and natural resources across the globe has led to a hollowing out of the employment sector, with low-skilled jobs being outsourced to low-wage countries and many extractive industries moving to countries with lower wages and fewer environmental regulations. This leads to an increasing economic disparity between the educated workforce needed by the skilled jobs remaining in the United States and the employment problems experienced by people without advanced education whose jobs are now outsourced to less-developed countries.
A major effect of Manifest Destiny was territorial expansion of the United States. The railroads were built and encouraged by the government in part to facilitate that expansion and created the beginnings of an extensive transportation network that has enhanced GDP. The Homestead Act of May 20, 1862, was designed to encourage westward expansion and led to much of the development of agriculture in the midwest and western United States.

To answer this question, we have to consider the way Manifest Destiny and imperialism have evolved over time. Initially, Manifest Destiny was the expansion of the United States across the North American continent. While that's shifted to an expansion of US businesses based around the world, it's also influenced the way individual US-based companies work.
On a smaller scale, Manifest Destiny has become the theoretically justified expansion of individual companies within the US. Take, for example, oil companies. They find a rich plot of land that would be good for their business and justify taking it to further their company expansion—similar to how the US originally expanded from east to west. They're constantly looking for plots of land in unclaimed areas, so to speak—somewhere they can expand their business and thrive without the interference from a competitor.
Imperialism is a bit in the same vein when we look at it as confined within the US. Company CEOs and business leaders use their power to expand their businesses to certain regions, sometimes competing with each other to get the land. We also have to look a bit at politics and how people running for office seats (ranging anywhere from town mayor to seats in Congress to the president) use their influence to garner votes and support from the people. The government offices are in and of themselves workplaces, ones where diplomatic influence holds great weight.
So, Manifest Destiny has shifted to a larger expansion of American workplaces growing across the world. But both Manifest Destiny and imperialism also affect how our government works and even how US-based businesses establish their growth within the continent.

The concept behind Manifest Destiny is still alive and well in the United States today. The United States continues to see the spread of its brand of capitalism as an extension of promoting democracy and prosperity all over the world. Many consumer goods come from overseas, as they can be produced cheaply there due to less stringent labor laws. The United States uses its industrial might to create these economic "colonies" in order to make goods cheaper for US citizens at home. While it may not be called imperialism, the United States often uses its military might to ensure that its trade networks are not disrupted. While this is not the same as owning colonies, the United States does intervene heavily in nations that have American interests, such as Iraq.
Historically, American imperialism still plays a major role in the workplace. The concept of Manifest Destiny opened up the Pacific coast to American expansion, and this has been a jumping-off point for the lucrative trade that the United States currently enjoys with Asian countries. While the United States no longer owns the Panama Canal, it benefits greatly from its use, as this has made overseas shipping faster. In the grocery industry, the United States enjoys lower-cost sugar and pineapple from Hawai'i since it does not have to pay a duty on it. This was made possible with the American annexation of the Hawai'ian Islands in 1898.

One way in which American imperialist policies and the idea of Manifest Destiny affect American workplaces today is that many of our goods and raw materials come from abroad. American consumers rely on inexpensive finished goods, such as cotton t-shirts, that are often made in sweatshops in the developing world. While the countries in which these goods are made, such as India or China, may not technically be controlled by the United States, this economic situation is a result of American imperialist policies that focused on industrial development in the US and the procurement of resources and goods at cheap rates from other countries.
As a result, the jobs that are available in the US are generally not in the production of goods. Instead, the United States has moved toward a service sector economy. Even some of our services, such as telephone customer service centers, have moved to India and other nations. As a result, while we have eliminated some lower-paying jobs, we do not have a wealth of good jobs for people without skills or without college education.

Calculus: Early Transcendentals, Chapter 5, 5.5, Section 5.5, Problem 5

You need to evaluate the indefinite integral by performing the substitution u =cos theta , such that:
u = cos theta => du = -sin theta*d theta => sin theta*d theta = -du
int cos^3 theta*sin theta*d theta = - int u^3 du
Using the formula int u^n du = (u^(n+1))/(n+1) + c yields
- int u^3 du = -(u^(3+1))/(3+1) + c
- int u^3 du = -(u^4)/4 + c
Replacing back cos theta for u yields:
int cos^3 theta*sin theta*d theta = -(cos^4 theta)/4 + c
Hence, evaluating the indefinite integral yields int cos^3 theta*sin theta*d theta = -(cos^4 theta)/4 + c.

What is a summary of the article "A Model Rule for Excluding Improperly or Unconstitutionally Obtained Evidence"?

The article is about exclusionary rules in criminal law, which are rules that dictate leaving evidence out of a trial if that evidence has been obtained in a breach of the defendant's constitutional rights. Madden, the author, states that the current exclusionary laws are too complex, and he proposes a simple and flexible principle-based rule instead. 
The author first considers the rationale for exclusionary rules, including deterrence of future police civil rights infractions; condonation (meaning that the state condones these infractions if it does not exclude evidence); compensation (meaning the victim of civil rights infractions should be compensated for the wrongs committed against him/her); and vindication (meaning that the law provides remedies if constitutional rights have been breached). However, the author feels that exclusionary rules can be explained in "abstract and philosophical terms" (page 452). The author also speaks about reasons why exclusionary rules should not be used, including the protection of public safety.
The author then proposes the following principle-based rule:




"Evidence obtained through a rights breach should be excluded whenever exclusion will advance objectives of deterrence, dissociation, vindication or compensation, and the gains that exclusion will bring in one or more of these areas are larger than any social costs of exclusion in terms of public safety, efficiency, proportionality, or epistemic sacrifices or risks" (page 488).

In other words, evidence gathered while committing a breach of someone's civil rights should be excluded if exclusion furthers the goals of deterrence, dissociation, compensation, and vindication and if these gains outweigh the negative effect that excluding evidence would have on public safety and related issues. 



 

What is the summary of Chapter 5 of The Oz Principle?

THE OZ PRINCIPLE: Getting Results Through Individual and Organizational Accountability, written by Roger Connors,Tom Smith, and Craig Hickman, uses the Wizard of Oz by L. Frank Baum as an analogy “for conveying principles of accountability” (p. ix).
Chapter 5, The Tin Woodsman: Finding the Heart to Own It, posits that those who feel victimized are not powerless to change their circumstance if they "own it." Unfortunately, in America today, many people in their personal lives and in their business/corporate lives do not have the heart to own the situation in which they find themselves. The Oz Principle lays the lack of American competitiveness at the feet of corporate boards who refuse to accept accountability for mistakes their organizations make. One example used is NASA’s 1990 launch of the Hubble telescope only to find that the telescope’s mirrors blurred the images. Nasa failed to see and own the mistake cost--not only 2.5 million dollars for the Hubble telescope, but millions more to find the culprit who caused the mistake--so they were still “looking for a scapegoat” in 1992 rather than owning the situation (p.117). Owning it would have saved time and money, allowing the Hubble to do its job far sooner than what actually happened. It was not fully operational until 10 years after its intended debut.
The theme of Chapter 5 can be summed up in this passage found on page 113: “seeing and owning the accountability side of a story does not mean suppressing or ignoring the victim facts; rather it means acknowledging and possessing the reality that you participate in and do not passively observe your circumstances.” The “own it” theme encourages “victims” to stop watching their lives go by as if they could not affect the outcome. In other words, life is not a spectator sport, like football, basketball, or any other team sport. While the history of some circumstances may be beyond a “victim’s” control, taking ownership and changing the current condition is within a person’s or organization’s control. The Bradco Company in California is given as an example of an organization that looked for and owned responsibility for cost overruns on a large building job. When that was done, adjustments were made that allowed Bradco to finish the project “on time and within budget” (p. 118).
The chapter also provides the means to evaluate a situation looking at both sides of the story with self-assessment worksheets and scoring guides. The self-assessment worksheets even allow for the startling observation that: “even those whom we would consider to be “true victims” must acknowledge that in order to have a better future for themselves, they must be accountable for where they go from here” (p. 123). Preventing victim stagnation and the universality of the principle of owning one’s circumstances are the two most important aspects of the the Oz principle exemplified by the Tin Woodsman.
The principle of ownership is not specific to any culture or company, but owning a problem or situation opens the door to change to all who strive for improvement. The trains run on time in Japan because “everyone buys into the problem and treats it as their own” (p. 125). A Florida couple exemplified “the Own It attitude” after their home was destroyed by Hurricane Andrew in 1992 and they moved to their vacation home on Kauai in the Hawaiian Islands only to have another hurricane destroy that home as well. Rather than becoming the victims of two hurricanes, this couple “acknowledged that they had built their homes in areas vulnerable to such disasters” and were able to “avoid the powerlessness that comes from being victims and … moved forward” (p. 124).
The take away in Chapter 5 is that Dorothy, in the Wizard of Oz, came to realize that the wizard couldn’t solve all her problems; results had to come from her own will and actions. Like Dorothy, American individuals and/or companies must stop looking for someone to blame and someone else to solve all their problems. According to The Oz Principle, so-called “victims” must own the circumstance and move forward to the life results they want.

Compare and contrast the industrial organization (I/O) and resource-based views (RBV) on competitive advantage. 1. How does each develop a competitive advantage? 2. What is the focus of each view? 3. What are their determinants of profitability?

The Resource-Based View (RBV) is a model that sees the performance of the firm in terms of its resources. Its proponents focus on the view that firms should look for the sources of competitive advantage within the firm rather than outside of it. The firm’s resources lead toward the achievement of greater performance. Two types of resources are defined: tangible and intangible. Tangible resources are the physical resources such as land, buildings, machinery, and other fixed assets. These resources can easily be acquired by competitors, and thus they provide a short-term competitive advantage. Intangible resources, on the other hand, cannot be physically seen and include assets such as customer loyalty, the reputation of the brand, and trademarks. They offer a longer lasting competitive advantage to the firm. The RBV model proposes that firms develop competitive advantages by making use of their heterogeneous sets of resources. For instance, two firms offering the same products to the market may compete effectively due to their differing brand reputations. Also, a firm’s resources must be VRIO (Valuable, rare, costly to imitate and noninterchangeable) so as to attain a sustained competitive advantage. As such, the determinants of a firm’s profitability are its tangible and intangible resources.
The Industrial organization (I/O) model focuses on the view that external forces are the dominant influences on a firm’s competitive advantage. It looks at the interrelationships in big industries that have few competitors and can control prices of products or research and development within the market. These markets are also characterized by entry barriers such as high costs of technology. The I/O model proposes that firms develop a competitive advantage by gauging or predicting competitors’ actions using game theory and then developing counter strategies that give them an edge. As such, the determinants of a firm’s profitability include external factors such as the number and size of firms in the market.
https://strategicmanagementinsight.com/topics/resource-based-view.html

1. How does each develop a competitive advantage?
Industrial organizational (I/O) views develop a competitive advantage through marketplace analysis and internal organizational adaptation. I/O models are continually changing their internal constructs to compete with a changing external market. Resource-based views are less changeable, as they focus on building a unique and profitable enterprise from the inside out. By comparison, I/O organizations are built from the outside in. I/O models compete by responding while RBV models compete by managing internal resources.
2. What is the focus of each view?
The I/O model focuses on environmental analysis through opportunities and threats. For example, an I/O model might assess a new strategy in terms of the opportunity for profit and the threat of loss it presents.
The RBV focuses on organizing a company according to its strengths and weaknesses. This model takes a thorough account of all resources the company currently possesses, making it highly internal in focus.
3. What are their determinants of profitability?
The I/O model provides above-average returns with a determinant of probability that focuses on the company's external environment. Internal skills are then developed to meet the demands of the external environment. Success in this last step is the primary determinant of profitability in an I/O model.
The primary determinant of profitability for a resource-based model is the number of quality resources the firm possesses. If the firm or company's strengths outweigh its weaknesses, it will be profitable. If the weaknesses outweigh or outnumber the company's strengths, the company will not be profitable. The uniqueness of the company's resources is also a strong determinant of its competitiveness in any given market.
https://www.albany.edu/faculty/es8949/bmgt481/lecture2.html

https://www.slideshare.net/sagar2808/io-resource-based-model

What are some examples of imagery and symbolism in "The Story of an Hour"?

The narrator provides a great deal of imagery when Mrs. Mallard goes to her room and sits at the open window. The narrator says,

She could see in the open square before her house the tops of trees that were all aquiver with the new spring life. The delicious breath of rain was in the air. In the street below a peddler was crying his wares. The notes of a distant song which some one was singing reached her faintly, and countless sparrows were twittering in the eaves.

Here, we have the visual image of the quivering trees full of young birds and other animals. There is also an olfactory and tactile image of the rain in the air; we can imagine both its fresh smell and its slightly damp feel on the skin. There are a few auditory images as well: the peddler yelling out to tell the town what he has for sale and all the birds chirping in the space created where the rooftop hangs over the sides of the house.
Some of these images do double duty as symbols as well. The "new spring life" seems to symbolize Mrs. Mallard's rebirth as a widow. Now that her husband is dead, she is quick to embrace her new freedom: "She said it over and over under her breath: 'free, free, free!'" The fresh air that has followed the rain seems to represent this freedom as well, especially after the figurative "rain" of her marriage. She now feels that "this possession of self-assertion [is] the strongest impulse of her being!" Married, she felt confined and restricted; she used to shudder at the thought that life might be long. But now she feels free, having weathered the storm of married life, so to speak.

Kate Chopin packs a great deal of imagery and symbolism into her short story of only about one thousand words.
Much of the imagery is tactile imagery that helps the reader feel the physical sensations Mrs. Mallard experiences. Upon first hearing the news, she weeps "with wild abandonment, in her sister's arms." In her room, she sinks into her chair, exhausted with grief. As she leans her head back against the chair, she perceives a new feeling coming upon her, and "her bosom rose and fell tumultuously." As she contemplates the idea of freedom, "her pulses beat fast, and the coursing blood warmed and relaxed every inch of her body." When she gives in to her sister's pleas and exits the room, she clasps her sister's waist as she descends the stairs. All these descriptions give the reader an excellent perception of what it feels like to be in Mrs. Mallard's body during this eventful hour.
The most obvious symbols in the story are the open window, the downstairs/upstairs dichotomy, the closed bedroom door, and "heart disease." The open window, facing west, symbolizes the future. Mrs. Mallard views a bright patch of blue sky and fluffy clouds that meet each other. These are symbolic of positive future experiences: no storm clouds lower; only an idyllic scene presents itself to her mind as she contemplates her life going forward as an independent woman.
The lower floor of Mrs. Mallard's house represents her public life. Here she first responds with socially acceptable sorrow to the news of her husband's death. Later, she confronts the husband she has been so quick to abandon emotionally, and her public responsibilities appear again, briefly, before she dies. The upstairs is where Mrs. Mallard is free to be her true self, to contemplate her individualistic desires, and to savor the "long procession of years to come that would belong to her absolutely."
The closed door represents Mrs. Mallard's inner sanctum—that world of private thoughts that she won't share with others, even someone as close to her as her sister. Josephine tries to access Louise's close-kept emotions through the keyhole of the door, showing that if anything is accessible to others, it is only a sliver of Louise's real heart.
The "heart disease" that the doctor diagnoses as the cause of death is symbolic for the emotional repression that Louise—and indeed many married women of that time period and our own—invisibly suffer from.
Chopin's little story is rich with imagery, especially tactile imagery, and symbolism.

How is Scout similar to Atticus?

Scout is similar to her father in several ways throughout the novel To Kill a Mockingbird. Both Scout and her father are unashamed, unique individuals, who have dominant character traits, which differentiate them from their neighbors. Unlike most little girls, Scout prefers to wear overalls, play outside with the boys, and has an aggressive personality. Atticus is also different from his neighbors in that he refuses to follow popular opinion and only listens to his conscience.
Scout and her father both have an affinity for literature and love to read. She spends countless nights sitting on Atticus's lap reading with him, and Atticus can always be found with a newspaper in his hand. Scout and her father are also intelligent individuals, who exercise perspective and tolerance. Scout is not only considered the smartest student in her class, but she also follows in her father's footsteps as he provides her with a valuable moral education. Their peers also respect them and hold them in high regard. Scout's classmates look towards her to defend Walter Cunningham, Jr., and Atticus is continually elected to represent Maycomb in the state legislature.
Both Scout and her father could be described by their neighbors as being stubborn. Scout has difficulty accepting criticism from anyone other than her father, and Atticus refuses to not defend Tom Robinson to the best of his ability, despite the enormous amount of public criticism. Atticus and his daughter are also courageous individuals, who stand up for what they believe. Scout defends her father on several occasions, agrees to follow Jem and Dill on their nighttime raid, runs into the middle of a lynch mob, bravely watches her father defend Tom in front of a prejudiced jury, and faces her fears as she attends Aunt Alexandra's missionary circle. Atticus also demonstrates his courage by shooting a rabid dog, standing up to the Old Sarum bunch, defending Tom Robinson, and walking away from Bob Ewell after he spits in his face. In many ways, Scout behaves like her father, which emphasizes their loving father-daughter bond.

What were some of the long-term effects of the Columbian Exchange?

The Columbian Exchange describes a period of time during the Age of Exploration (1500-1700, approximately) where the Old World and New World exchanged plants, animals, and pathogens through intentional and unintentional contacts with each other.  Vegetables such as squash and tomatoes from the New World helped to feed the Old World, thus driving up birth rates and longevity rates for Europeans.  This in turn led to more colonization as Europe became more crowded.  Diseases such as smallpox and diphtheria wiped out up to ninety percent of native Americans, thus allowing Hernan Cortez's small band of Spanish conquistadors to wipe out the Aztec Empire.  Spanish horses acquired by the Plains Indians allowed these tribes to become excellent horsemen who could follow the buffalo throughout the grazing season.  In New England, pigs and cattle escaped their fences and rooted through native crops.  While these crops were not planted in rows in the typical English fashion of the time, the settlers thought that their livestock were only eating wild plants--this caused conflict with the natives who lived in the area.  Tobacco from the Americas would become an international sensation--John Rolfe's hybrid tobacco made of native American and Caribbean strain was both flavorful and prolific, thus allowing people in the Middle East and Asia to smoke and chew the stimulant.  The tobacco trade in turn made England rich thanks to shipping laws.  The need for laborers who would not succumb to malaria led to the importation of African slaves into the New World starting in 1619.  North America, especially the northeastern areas, had a shortage of earthworms--forests were often filled with dead leaves which easily caught fire when the native Americans needed to burn new areas for their fields.  Unwittingly, English settlers brought earthworms with them when they brought over plant material.  These worms reproduced rapidly and created humus from the leaves on the forest floor.  To this day, mankind is forever changed by the Columbian Exchange. 

College Algebra, Chapter 1, 1.1, Section 1.1, Problem 28

The equation $\displaystyle 2x - \frac{x}{2} + \frac{x+1}{4} = 6x$ is either linear or equivalent to a linear equation. Solve the equation

$
\begin{equation}
\begin{aligned}
2x - \frac{x}{2} + \frac{x+1}{4} &= 6x && \text{Get the LCD of the left side}\\
\\
\frac{8x - 2x + x + 1}{4} &= 6x && \text{Simplify}\\
\\
\frac{7x+1}{4} &= 6x && \text{Group}\\
\\
\frac{7x}{4} + \frac{1}{4} &= 6x && \text{Combine like terms}\\
\\
\frac{7x}{4} - 6x &= \frac{-1}{4} && \text{Get the LCD of the left side}\\
\\
\frac{7x-24x}{4} &= \frac{-1}{4} && \text{Simplify}\\
\\
\frac{-17x}{4} &= \frac{-1}{4} && \text{Multiply both sides by -4}\\
\\
-\cancel{4}& \left[ \frac{-17x}{\cancel{4}}= \frac{-1}{4} \right] - \cancel{4} && \text{Simplify}\\
\\
17x &= 1 && \text{Divide both sides by 17}\\
\\
\frac{\cancel{17}x}{\cancel{17}} &= \frac{1}{17} && \text{Simplifty}\\
\\
x &= \frac{1}{17}
\end{aligned}
\end{equation}
$

Calculus: Early Transcendentals, Chapter 7, 7.2, Section 7.2, Problem 26

int_0^(pi/4)sec^4(theta)tan^4(theta)d theta
Let's evaluate the indefinite integral by rewriting the integrand as,
intsec^3(theta)tan^4(theta)d theta=intsec^2(theta)sec^2(theta)tan^4(theta)d theta
Now use the identity:1+tan^2(x)=sec^2(x)
=int(1+tan^2(theta))sec^2(theta)tan^4(theta)d theta
Now apply integral substitution,
Let u=tan(theta)
=>du=sec^2(theta)d theta
=int(1+u^2)u^4du
=int(u^4+u^6)du
=intu^4du+intu^6du
=u^5/5+u^7/7
Substitute back u=tan(theta)
=1/5tan^5(theta)+1/7tan^7(theta)
Add a constant to the solution,
=1/5tan^5(theta)+1/7tan^7(theta)+C
Now let's evaluate the definite integral,
int_0^(pi/4)sec^4(theta)tan^4(theta)d theta=[1/5tan^5(theta)+1/7tan^7(theta)]_0^(pi/4)
=[1/5tan^5(pi/4)+1/7tan^7(pi/4)]-[1/5tan^5(0)+1/7tan^7(0)]
=[1/5+1/7]-[0]
=[(7+5)/35]
=12/35

What were Whitman's and Dickinson's attitudes toward death?

Dickinson and Whitman saw death as a mysterious, transcendent experience. Their attitudes towards death reflect the temperament of their poetry. When I think about Whitman and death, or simply a phrase that seems definitively "Whitmanian," I think of the passage from "Song of Myself" about death:

What do you think has become of the young and old men?
And what do you think has become of the women and children?

They are alive and well somewhere,
The smallest sprout shows there is really no death,
And if ever there was it led forward life, and does not wait at the end to arrest it,
And ceas’d the moment life appear’d.

All goes onward and outward, nothing collapses,
And to die is different from what any one supposed, and luckier.


The Whitmanian elements here have to be the sense of life and death forming a kind of totality— the notion of life ever expanding, but also what he calls the "luck" of dying, the notion that death is an unexpected bonus.

Dickinson's sensibility is more internal and private than Whitman's. In her poem "I heard a Fly buzz—when I died," she seems to focus on the actual moment of death:

There interposed a Fly -

With Blue - uncertain - stumbling Buzz -
Between the light - and me -
And then the Windows failed - and then
I could not see to see -


Here, the moment of death is imagined in a kind of morbid physicality, the sound of the fly unexpectedly (unluckily?) dominating the moment when the poet "could not see to see." Dickinson's reference to the "King" earlier in the poem (the King comes to her room "at the last onset" of death) suggests a kind of oblique Christianity that is another key differentiator with Whitman.

Emily Dickinson reveals her attitude toward death in "Because I Could not Stop for Death." She treats Death like a courteous and friendly person who does her a favor by bearing her away to the afterlife. She has a hopeful attitude that views death as a passageway to immortality. In fact, immortality is another guest in the carriage into which Death invites the poem's narrator.

The carriage held but just Ourselves —And Immortality.

This is the type of hopeful attitude that Dickinson exhibits toward death in her poems.
Whitman shows greater grief when it comes to death. In "O Captain! my Captain!," the narrator bemoans the loss of the captain of a ship. The grief is heightened by the comparison of death to the victory that the rest of the crew is experiencing.

From fearful trip the victor ship comes in with object won;
Exult O shores, and ring O bells!
But I with mournful tread,
Walk the deck my Captain lies,
Fallen cold and dead.

This quote contrasts "victor" and "exult" with "mournful" and "cold and dead." Whitman expresses the great sorrow of death accompanying victory.
https://poets.org/poem/because-i-could-not-stop-death-479

https://www.poetryfoundation.org/poems/45474/o-captain-my-captain

Both Whitman and Dickinson present death not as a final ending point, but as something that can be transcended. To explore this, let us look at two oft-quoted passages from each poet.
Here is an excerpt from Dickinson:

Because I could not stop for Death—
He kindly stopped for me—
The Carriage held but just Ourselves—
And Immortality.

First, death is personified. Death is a character (as evidenced by "he") who is seemingly driving a carriage. Initially, the scary abyss that is death is made human, companionable, and subservient. Also in the carriage is a third character, Immortality. Immortality is the ability to live forever or to survive death. For Dickens, death is not a fearful entity. Death is a common occurrence, intrinsically paired with immortality. It is an idea that points to common adages today, such as "In death, there is life."
From Whitman, let us consider the epigraph to "Leaves of Grass":

Come, said my Soul,
Such verses for my Body let us write, (for we are one,)
That should I after death invisibly return, 
Or, long, long hence, in other spheres,
There to some group of mates the chants resuming,
(Tallying Earth's soil, trees, winds, tumultuous waves,)
Ever with pleas'd smile I may keep on,
Ever and ever yet the verses owning--as, first, I here and now,
Signing for Soul and Body, set to them my name. . . 

In this epigraph, Whitman directly addresses the function of his writing as it relates to his own mortality. He is writing as a way of marrying his soul to his human body in order to propagate his own life. As a result, when others, "some group of mates," goes on chanting his rhymes, he may keep on with a "pleas'd smile." In essence, when we breathe life by reading Whitman's words today, we breathe life into him.