Calculus: Early Transcendentals, Chapter 6, 6.1, Section 6.1, Problem 11

Refer the attached image, Graph of x=1-y^2 is plotted in blue color and graph of x=y^2-1 is plotted in red color.
The curves intersects at y=+- 1
Area of the region enclosed by the given curves A=int_(-1)^1((1-y^2)-(y^2-1))dy
A=int_(-1)^1(2-2y^2)dy
A=2*2int_0^1(1-y^2)dy
A=4[y-y^3/3]_0^1
A=4(1-1^3/3)
A=4(2/3)
A=8/3

In the story "Everyday Use" by Alice Walker, how is Dee responsible for the house fire?

Dee may or may not have caused the house fire in Alice Walker's short story "Everyday Use." She does, however, watch the fire consume the house as she stands nearby under a tree. Dee has only contempt for the old house and what it represents to her. She surely must know that the loss of the house will devastate Maggie and her mother, but she does nothing to try to prevent the house from burning to the ground. Dee does not appreciate practicality or the life that Maggie and her mother live in the old house. Dee only wants to take relics of the house to put on display; she does not intend to use them or to appreciate them for their usefulness. The old house cannot be reimagined as an item to put on display or as a cultural image to be exploited, and therefore, Dee eagerly watches it burn.

The text does not actually tell us who caused the fire. We cannot conclude that Dee was the one responsible for the fire.
However, the text does tell us that Dee watched the house burn from afar. We can perhaps say that Dee was responsible in the sense that she did nothing to save the house.
The text tells us that Dee was standing under a sweet gum tree while the house was burning. Apparently, Dee watched with fervent interest until she was sure that the last board had fallen in toward the chimney.
At the time, the narrator admits that she was tempted to ask Dee why she did not do a dance of victory over the ashes of the house. The narrator knows that Dee hated the old house. From the text, we also learn that Dee appreciates "nice things" and harbors contempt for the way the narrator and Maggie choose to live.
We can only speculate about the cause of the fire because the text does not reveal who started the fire. At the same time, we can say that Dee was responsible in the sense that she did nothing to save the house. She actually rejoiced in the burning of the house.

Are there religious overtones?

Francis Bret Harte’s short story “The Outcasts of Poker Flat” follows protagonist Mr. Oakhurst in a tiny Western town that seeks to rid itself of undesirable, immoral people like him.
The religious aspect of the story is introduced in the first paragraph, when the narrator describes a “Sabbath lull in the air.” This might suggest a form of quiet stillness that often befalls a small town after the holy day’s church services have ended. The narrator also notes that this is uncharacteristic of Poker Flat, which is “unused to Sabbath influences.” This indicates that the people of Poker Flat have suddenly become righteous, when they did not care before.
This carries over into the expulsion of the undesirables—Mr. Oakhurst included. The narrator states that the town’s fervent moral movement is “quite as lawless and ungovernable as any of the acts that had provoked it.” The townspeople have hanged some people they disliked for somewhat arbitrary reasons, and banished others. This connects to punishment of religious heretics. Historically, heretics were tortured and/or killed for supposedly violating religious order. Harte is likely emphasizing the hypocrisy of religious people who punish others with a zeal that is just as immoral as whatever sins of which the punished is accused.
After being trapped in the cabin during a snowstorm, Oakhurst and the rest sing a refrain that mentions one who is “bound to die in His army.” This is a religious hymn that foreshadows what happens to the group, but it also suggests that the outcasts are not altogether bad people like the town of Poker Flat judges them to be. In fact, the often-rude madam Mother Shipton literally sacrifices herself so that Piney can survive—proving that a so-called immoral person can accomplish noble acts of selflessness. The image of the Duchess and Piney embracing in death at the end of the story communicates the religious message: the lawmen of Poker Flat cannot distinguish which of the two women was “she that had sinned.” This shows that the outcasts and the young innocents in the story—Piney and Tom—are equal in terms of morality and worth as human beings.
Therefore, Harte’s religious elements in the story underscore the themes of hypocrisy, judgment, and redemption.

College Algebra, Chapter 4, Chapter Review, Section Review, Problem 42

If $P(x) = x^4 - 5x^2 + 4$, then

a.) Find all zeros of $P$, and state their multiplicities.

b.) Sketch the graph of $P$.



a.) To find the zeros of $P$, we factor $P$ to obtain


$
\begin{equation}
\begin{aligned}

P(x) =& x^4 - 5x2 + 4
&&
\\
\\
=& (x^2 - 4)(x^2 - 1)
&& \text{Factor}
\\
\\
=& (x + 2)(x - 2)(x + 1)(x - 1)
&& \text{Difference of squares}

\end{aligned}
\end{equation}
$



It shows that the function has zeros of $-2, 2, -1$ and $1$. And all the zeros have multiplicity of $1$.

b.) To sketch the graph of $P$, we must know first the intercepts of the function. The values of the $x$ intercepts are the zeros of the function, that is $-2, 2, -1$ and $1$. To determine the $y$ intercept, we set $x = 0$ so, $P(0) = ( 0 + 2)(0 - 2)(0 + 1)(0 - 1) = (2)(-2)(1)(-1) = 4$

Since the function has an even degree and a positive leading coefficient, then its end behavior is $y \to \infty$ as $x \to \infty$ and $y \to \infty$ as $x \to - \infty$. Then, the graph is

Compare and contrast Christian faith, theology, and the Church in 250CE and 350CE.

By 250 CE the Christian Church was under severe pressure. The Roman Empire was collapsing, and many Romans believed that the embrace of Christianity by many members of their upper classes had contributed to this unwelcome development. The new Emperor Decius was one such Roman and set out to recover what he saw as Rome's "Golden Age," a glorious chapter in her history in which the pagan gods had smiled down upon the great city on the Tiber.
Not long after becoming emperor, Decius published an edict requiring everyone in the Empire except Jews to carry out sacrifices to the Roman gods. Inevitably, Christians found themselves unable to comply with the emperor's edict on pain of idolatry. At that point in time, Christianity had grown considerably, taking advantage (ironically) of the Roman Empire's extensive trade routes to spread its message. Christians were no longer part of a minor cult which could easily be marginalized or contained. They could indeed be persecuted, but it would require a much greater effort on the part of the Roman authorities to ensure full compliance with their edict than in previous years.
Inevitably, perhaps, the so-called Decian Persecution was unable to check the spread of Christianity. Though brutal in places, the edict was only arbitrarily enforced within the empire. Some Christians, mainly out of fear, applied for a certificate to prove they had carried out the appropriate sacrifices. However, most did not, and the bonds of solidarity between Christians, if anything, strengthened. In fact, by 251 CE, at the end of the Decian Persecution, the church was still in remarkably good shape overall with a large number of practicing clergy still in existence in Rome, despite the death of Pope Fabian in prison.
The Church was also thriving in North Africa, and it was here that the first great figures of Christian theology emerged. Origen, for instance, utilized Greek learning to formulate the first truly systematic Christian theology. He also adopted a highly original method of biblical exegesis, using both allegorical as well as literal methods of interpretation. Origen's novel synthesis of biblical teaching with pagan philosophy proved controversial in subsequent years, and his work was condemned at the Second Council of Constantinople in 553 CE.
In contrast, another great North African theologia, Tertullian, famously asked the rhetorical question, "What has Athens to do with Jerusalem?" meaning that Christianity could stand on its own two feet as a coherent system of teaching without the aid of pagan thought. But on the whole, Christian theology was heavily influenced by Greek philosophy in this period. Paul had many years before embarked upon a widespread program of evangelization throughout the pagan world, and it became necessary from a practical standpoint to proclaim the Christian message in a recognizable form. Henceforth, the question wasn't whether pagan thought should influence Christian theology, but to what extent.
The Church continued to grow apace under the benign reign of Emperor Gallienus. He restored Roman tolerance to the Christian faith, largely for reasons of imperial stability and social peace. As well as growing in number, Christians were able to become more fully integrated into Roman society. The character of the Christian faith continued its gradual development from an heretical Jewish cult to a separate and distinct religion. As Christianity spread, it became culturally more Hellenistic and less Hebraic. Many of its most prominent ecclesiastics had converted directly from paganism to Christianity, bringing with them their Greek culture and learning. The church had now been almost completely severed from its Jewish origins.
Yet the status of Christianity remained unsteady. So long as the church was dependent on the whim of a Roman emperor for its survival, it could never feel truly secure. And so it proved. In 303, Diocletian began a systematic persecution of Christians throughout the empire. But the campaign of persecution, though widespread, was not uniformly carried out. Diocletian was simply one of four ruling emperors, two of whom (Constantius and Maximian) were unwilling participants in the general proscription. And so the Church, though considerably weakened, lived on to fight another day.
It seemed to many Christians that the Church would only enjoy any degree of long-term stability if it had access to temporal as well as spiritual power. Thankfully, they wouldn't have too long to wait. At the Battle of Milvian Bridge in 312, Constantine, son of Constantius, claimed to have a vision promising him victory against his rival, the Emperor Maxentius, if his soldiers had the Chi-Ro symbol (☧) painted on their shields. Whatever the veracity of this story, there can be no doubt that Constantine credited Christianity with his victory on the battefield that day. And the rest, as they say, is history.
The Christian Church now had what it had needed for a long time: temporal power to buttress its spiritual authority. The rise of Christianity from an obscure offshoot of Judaism to a world religion was now complete. The Emperor Constantine set about reversing the effects of Diocletian's persecution, formally promulgating the Edict of Milan in 313 CE. Not only was Christianity now tolerated, it was actively encouraged, even favored within the empire.
In addition, Constantine took on the role of an arbiter in theological disputes. The persecutions under Diocletian had been particularly harsh in North Africa. This had led to the explosion of a number of heretical Christian sects, such as the Donatists, who held that any clergyman who had yielded to persecution under the Romans was indelibly corrupted and could no longer administer the sacraments. Christianity, they felt, should be a church of saints, not sinners.
Another live theological issue was the question of the Trinity. Controversially, the ascetic Arius held that Christ was a subordinate member of the Trinity, somehow less than God the father. Arius believed that there was a time when Jesus had not existed, that he came after the Father. Christian orthodoxy, however, insisted that he was co-equal and co-eternal with God the Father.
By 325, the debate was becoming increasingly bitter. As Christianity was now effectively the state church of the Empire, theological disputes inevitably had political repercussions. So it became necessary for Constantine to convene a Church Council to try and resolve the matter. The setting for this monumental task was Nicaea. Constantine presided over the Council's deliberations, so there was always considerable pressure on the delegates to come to an agreement as soon as possible. It soon became clear to all concerned that the acquisition of temporal power by Christianity had been bought at the cost of theological diversity. In truth, the final outcome was never in any serious doubt. Constantine wanted stability in his empire and made it clear that he desired an outcome in keeping with anti-Arian orthodoxy.
The Council banished Arius and sent a number of his followers into exile. The ensuing statement of theological intent, the Nicene Creed, re-asserted the consubstantiality of the Father and the Son. But Arianism had not been vanquished or anything like it. It still lived on with remarkable persistence in various parts of the empire, particularly North Africa. And it would be quite some time before the Arian heresy was extirpated completely.
The Christian Church had come a long way since the Decian Persecution. It was continuing to grow rapidly right throughout the empire; it had a better-educated, more professional clergy; it enjoyed a much greater sense of stability thanks to its alliance with the temporal power of the Roman imperium; and it had developed a more sophisticated theology, conceived largely as a means of reaching out to converts in the pagan world. In the centuries to come, Christianity would continue to develop further, encountering various trials and tribulations along the way. But the years from 250 to 350 CE represented a kind of baptism of fire for the Church, a period of myriad challenges and setbacks from which it emerged stronger and more resilient than ever. An important chapter in the history not just of Christianity but of the world had been turned. And there was to be no going back.
https://www.pbs.org/wgbh/pages/frontline/shows/religion/first/diversity.html

What does the line "And miles to go before I sleep" mean?

At a gathering in 1959 at the Waldorf Astoria hotel, honoring Robert Frost's eighty-fifth birthday, the eminent critic, Lionel Trilling, introduced Frost by stating,"...He is not the Frost who reassures us by his affirmation of old virtues, old simplicities and ways of feeling; he is anything but. Frost's best poems represent the terrible actualities of life, he is a terrifying poet." Frost, for all his folk wisdom and rural imagery, weaves throughout his work a tone of unease, which leaves the reader with a sense that this world is not as it would appear to be.
Throughout the poem, "Stopping by the Woods on a Snowy Evening," Frost paints a picture of what seems a calm pause in a long journey. But on closer reading, there are tense questions asked, as the rider brings his horse to a full stop in the middle of the woods. The obvious fist reading seems a simple tale of a rider stopping to take in the beauty of the quiet, snowy, dark woods. But in a deeper reading, it is the last two lines that change the tone of the poem from bucolic to unnerving. "But I have promises to keep/ and miles to go before I sleep/miles to go before I sleep." This still moment in time cannot be held onto. The rider has stopped in a dark woods, alone with only the horse that carries him, and in the repetition of the last lines, the rider has reminded himself that this dark journey is long, as life is long and that he cannot stop just here, but must continue to the very end. Eternal sleep, but miles to go.

The Robert Frost poem "Stopping by Woods on a Snowy Evening" paints a beautiful word picture of a wooded country road on a winter's evening while it is snowing. The speaker mentions in the first stanza that the owner of the woods lives in the village and would not see him stopping here, ending with the brilliantly haunting line "To watch his woods fill up with snow."
The short poem continues with thoughts that the horse pulling his sleigh or wagon (the poem does not specify which) must think it queer that they have stopped in the woods, with no farmhouse near.
The last stanza of the poem is where the "And miles to go before I sleep" line is written, and it is written twice for emphasis. The speaker has just stated that "The woods are lovely, dark and deep. / But I have promises to keep."
Ending the poem with the words "And miles to go before I sleep. / And miles to go before I sleep" emphasizes the fact that the speaker realizes he is not close to home, where he can sleep. I believe that the repetition provides the idea that the speaker is likely repeatedly thinking about how far he must go that night.

What are ideas for a short story which revolves around the symbols/ideas in To Kill a Mockingbird?

One of the key ideas in To Kill A Mockingbird is prejudice. The book explores the roots of prejudice, as well as the consequences. You could choose to write a short story about a prejudice that exists today. Unfortunately, racism still exists as a prejudice today, but there are also more modern prejudices—or at least prejudices which are now more visible. These include transphobia and Islamophobia. You might even imagine how one of the younger characters from the book might deal with transphobic or Islamophobic prejudice when they are elderly adults in the modern world. How might an elderly Dill, for example, respond to Islamophobia in his community?
Harper Lee has already written a sequel to To Kill A Mockingbird called Go Set A Watchman, but you could try to make your short story a sort of prequel. It would be interesting, for example, to think about what Atticus was like as a boy and what kind of relationship he might have had with his father. A short story about Atticus as a boy might help explain how he becomes so steadfast and so principled as an adult, when so many others became otherwise.

An idea would be to choose a minor or secondary character from the story to write about. This could be Dill, Mayella Ewell, Miss Maudie, or another character. From there, you could write a story from this character's point of view. It could take place in the same time frame but be told from a different perspective. If you prefer, it could also take place before or after the years described in To Kill a Mockingbird.
One of the most famous ideas in the novel is walking in another person's shoes. Atticus sometimes challenges his children to walk or stand in someone else's shoes to understand that person's perspective. For example, when Bob Ewell threatens Atticus and spits on him, Jem and Scout want their father to fight back. Instead, Atticus tells them to consider Bob Ewell as a person:

See if you can stand in Bob Ewell's shoes a minute. I destroyed his last shred of credibility at that trial, if he had any to begin with (Chapter 23).

By writing from the perspective of another character, you would be doing exactly what Atticus recommended. You would be "standing in their shoes" as you wrote from their point of view.
Justice is another important idea in the novel. Atticus fights hard to defend Tom Robinson. He thinks Tom is innocent, and he works hard to give him a chance at justice. You could write a courtroom scene also based on a lawyer defending an innocent man falsely accused.
The main symbol in the novel is the mockingbird. The mockingbird is a symbol of innocence. For example, Boo is compared to a mockingbird. You could also write a short story about innocence with a mockingbird to symbolize it.  
Good luck!

Why is Brian traveling in a bushplane in Gary Paulsen's Hatchet?

In the opening chapter of Gary Paulsen's Hatchet, we learn that Brian is traveling in a Cessna 406, a type of bushplane, also spelled bush plane, to Canada to visit his father for the summer.Bush planes are private planes used to transport passengers and cargo to remote, rugged areas such as to the wilderness areas of Canada, Alaska, Africa, or Australia. They are great for landing on rugged terrain because they are designed for durability, to be able to land without long runways, and to be able to land on snow or water.Brian is traveling to Canada because his parents have recently divorced, and the judge has granted Brian's father "visitation rights" during the summers, whereas Brian would be staying with his mother during the school years. Brian was specifically heading to Canada because his father worked in the oil fields of Canada, having just developed a new drill bit:

His father was a mechanical engineer who had designed or invented a new drill bit for oil drilling, a self-cleaning, self-sharpening bit. He was working in the oil fields of Canada, up on the tree line where the tundra started and the forests ended. (Ch. 1)

It is Brian's first time flying in any sort of plane, ever, and, unfortunately, his first flight does not turn out very well. The pilot has a major heart attack, drying and crashing the plane, leaving Brian stranded in the wilderness by a lake, far away from his destination. 

What kind of struggle for equal rights does Dr. Martin Luther King, Jr. visualize?

Dr. King envisioned a difficult struggle for equality because its path was through nonviolent civil disobedience.
The struggle that Dr. King envisioned for equal rights was a complex one.  He made this understanding a cornerstone of his speeches, writings, and actions.  Dr. King knew that the Civil Rights Movement would not be successful unless it was seen as more than a political exercise.  He had to broaden its appeal so that white Americans could see inequality as a moral reality that had to be stopped. Embracing nonviolent civil disobedience was the only way he could move the fight for equality from a political to a moral reality.
Events like the Montgomery Bus Boycott demonstrated how Dr. King envisioned the difficult struggle for equality. He encouraged his followers to not take buses in order to protest segregation in the Montgomery public transit system.  African-Americans who depended on buses to get to work had to make other arrangements.  Sometimes, this involved walking long distances.  However, Dr. King stressed that the boycott would emphasize how African-Americans would not passively accept the injustice of segregation.
As a result of such advocacy, Dr. King and his followers experienced much difficulty and resistance from Southern whites. This included harassment and violence.  When Dr. King's house was firebombed, the words he spoke to followers revealed the difficulty of the path towards equality:  

If you have weapons, take them home; if you do not have them, please do not seek to get them. We cannot solve this problem through retaliatory violence. We must meet violence with nonviolence. Remember the words of Jesus: 'He who lives by the sword will perish by the sword.' We must love our white brothers, no matter what they do to us. We must make them know that we love them. Jesus still cries out in words that echo across the centuries: 'Love your enemies; bless them that curse you; pray for them that despitefully use you.' This is what we must live by. We must meet hate with love. Remember, if I am stopped, this movement will not stop, because God is with the movement.

Through his appeals to nonviolent civil disobedience, Dr. King showed how the struggle for equality involved making the Civil Rights Movement an ethical issue instead of a political one. This was a very challenging pivot to make. However, people began to recognize that Dr. King was appealing to moral issues and not merely legislative ones.  The Montgomery Bus Boycott was one of the first moments where Dr. King showed his vision for racial equality.  He knew that its complex path would go through nonviolent civil disobedience, transforming what used to be seen as a political issue into a moral and spiritual call to action.

How do Greek values as shown in the Odyssey differ from those in the Iliad?

Honor and glory seem to be values much more paramount in the Iliad than they are in the Odyssey. The Iliad is about a war, how to fight it, and how to win it, but the Odyssey is a story about survival against all odds, against even a god's wishes. Therefore, in the Odyssey we see values such as hospitality and piety playing an even larger role than honor and glory. Odysseus must depend on the hospitality of strangers as he attempts to get home to his wife, Penelope, and son, Telemachus, in Ithaca. Sometimes the religious imperative to offer hospitality to strangers is ignored, and sometimes negative consequences result: when Polyphemus eats six of Odysseus's men, Odysseus blinds him. Moreover, when the suitors for Penelope's hand abuse the rules of hospitality, they are severely punished by Odysseus and Telemachus: revenge with which the gods seem to agree.
Further, Odysseus's religious piety helps him to gain favor with key gods like Athena and Zeus. Penelope's marital piety and faithfulness to her long-absent husband renders her a model wife for other characters and the audience alike, just as Telemachus's filial piety (exhibited by his dangerous mission to find his father or, at least, news of him as well as his keen desire to avenge the wrongs committed by the suitors). Piety, like hospitality, is thus admired and valued much more so than is discussed in the Iliad.

What was Squeaky's important lesson that she learns from her brother?

“Raymond’s Run” tells the story of Hazel Elizabeth Deborah Parker, a young girl growing up in Harlem who goes by the name of Squeaky. The story focuses on Squeaky’s preparation for the May Day track race and her relationship with her brother and the other girls at her school. Although Squeaky’s focus is on winning the race, she learns an important lesson from her brother about the value of forming authentic relationships with those around her. She realizes that her previous relationships—many of which are antagonistic in nature—have been negatively constructed, and it is particularly important for girls to help one another. 
When the race starts, Squeaky realizes that her brother Raymond is running parallel to her on the other side of the fence. It is the first time that she can recall seeing him run, and she is struck by the strength of his stride and his technique. Although her focus throughout the story has been on proving that she is the fastest, in this moment her thoughts shift, and she realizes that it might be more important to help him. Although it is not defined throughout the story, it seems clear that Raymond may have a developmental disorder: 

And I have a big rep as the baddest thing around. And I’ve got a roomful of ribbons and medals and awards. But what has Raymond got to call his own?

Squeaky wins the race, but her thoughts drift to those around her, moving first to how she can help her brother and then to Gretchen. Before the race begins, Squeaky’s teacher suggests to her that she might throw the race to make Gretchen, the new girl in school, feel better about herself; while this idea is initially laughable, after Raymond’s race, she is not only willing to give up her place in the spotlight, but she also sees how her emphasis on competition has caused her to fight with the other girls around her. The main external conflict in the story is not the race but a chance encounter with Gretchen and her friends. Later, Squeaky realizes that this conflict is based not on Gretchen but rather on the way that society has shaped the two girls:

We stand there with this big smile of respect between us. It’s about as real a smile as girls can do for each other, considering we don’t practice real smiling every day, you know, cause maybe we too busy being flowers or fairies or strawberries instead of something honest and worthy of respect . . . you know . . . like being people.

The fake smiles of their first encounter are replaced with smiles of mutual respect and admiration. Just as the narrator rejects being an object on a stage, she too rejects the forced antagonism that the track meet has produced.

Name at least four ways the pigs' lives are different from those of the other animals on the farm.

Firstly the writer makes it clear in chapter 2 that the pigs were considered cleverer than all the other animals. Leadership was naturally theirs and as a result, we see them ordering the other animals and running the affairs of the farm. Secondly, the pigs were able to both read and write. This skill made them superior to the other animals. Hence, they were able to bend the rules to their own advantage and nobody could argue with them.
Aside from this, the pigs got more rations of food than the animals who actually toiled for it. The pigs did not do any work but simply supervised. They even created a headquarters for themselves. The superior knowledge of the pigs made them live luxurious lives and enslave the other animals on the farm. They were able to trade with other farms, put on human clothes and make deals with humans. what gave them the advantage was the fact that they were naturally clever.

The pigs live luxurious lives compared to the other animals on the farm. The pigs are considered brainworkers and make all of the decisions while the other animals have no say in their lives. The pigs refrain from manual labor, while the other animals toil for the majority of the day, and enjoy the best foods, like apples and milk in their mash while the other animals starve. After Napoleon usurps power, the pigs begin living in the farmhouse and enjoy the comforts of Mr. Jones's home. The pigs also enjoy the privilege of being the only educated animals on the farm. Napoleon and the other pigs also begin drinking Mr. Jones's alcohol and start wearing his clothes. Overall, the pigs enjoy living privileged lives while the other animals suffer from starvation and tirelessly work all day. The pigs also create and enforce the rules, which only benefit themselves.

Ronald Reagan’s election in 1980 during a period of frightening economic crisis initiated a period of transformation in U.S. government and society many historians judge as fundamental as Franklin Roosevelt’s New Deal. Evaluate these two moments of change. Are they comparable, and why or why not? How did Reagan change the country and the world?

The FDR and the Reagan presidencies are comparable moments of fundamental change in the relationship between the federal government and the rest of society.
Before FDR's New Deal, the federal government was very small and saw its chief role as providing defense against foreign powers. It had almost no involvement in social welfare, leaving that role to state and local governments. However, the total economic collapse brought on by the stock market crash in 1929 overwhelmed the ability of local and private charity to provide relief. By the time FDR took office in early 1933, a large number of people were questioning whether capitalism would survive. FDR is often credited with saving capitalism by, for the first time, defining social welfare as the responsibility of the federal government. The New Deal brought in sweeping changes, such as Social Security, minimum wage, the forty-hour work week, the end to child labor, secure home mortgages, bank regulations, and other measures that created the world we take for granted today. Since the New Deal, the vast bulk of the US people expect a portion of their tax dollars to go to protecting the public welfare and creating a safety net under people. We no longer expect to live in a world where children develop rickets for lack of food or the elderly pick through trash cans for food.
In the 1970s, the actions of the Arab oil producing nations to control the output of oil meant the price of gas, on which the US economy depended, skyrocketed. Gas was rationed and average people were faced with unprecedented levels of inflation. To combat inflation, the Fed raised interest rates to high levels, making it very difficult for the average person to afford a home. This situation created anxiety, which Reagan was able to exploit by blaming people's economic woes on bloated government and unreasonably high taxation. He was willing to balloon federal deficits to cut taxes. He began to cut social programs and safety nets, claiming he wanted to shrink government to the point he could drown it in the bathtub.
Since Reagan, the basic tenets of the New Deal, which were considered settled practice for more than 40 years, began to be contested. We still live in a world uneasily poised between wanting and expecting the social safety net FDR implemented and not wanting to pay for it, except for very popular programs such as Social Security.
Reagan's small government mantra and belief in markets was a chief part of the neo-liberalism that has become the dominant ideology across the western world today. His sharp increase in defense spending is often credited with hastening the break up of the Soviet Union and the democratization of its satellites, discrediting communism as a viable ideology.

The Reagan presidency was as much a watershed moment in federal economic policy as FDR's New Deal was. Franklin Roosevelt (FDR) fundamentally changed the role of government by increasing the scope of the government's role in people's lives. Through policies that he implemented, the government began to create a greater safety net, providing people with relief in the form of jobs, money, and other programs such as social security.
During the 1980s, Reagan began to reduce the role of the government in providing this social safety net. He cut spending on social services (see the source below) and reduced taxes for individuals and corporations. He altered the role of the federal government from providing assistance to the most disenfranchised (though the government has retained this role to some degree) to providing funds for defense and other priorities. These policies changed the ways in which people (both in the US and abroad) viewed the role of the federal government and had a lasting legacy, as people began to question the idea that the government should provide assistance for the nation's poor. Both FDR and Reagan fundamentally changed the way in which individuals viewed the government, and they both altered the role of the government.
https://www.investopedia.com/terms/r/reaganomics.asp

College Algebra, Chapter 10, 10.4, Section 10.4, Problem 30

A machine that is used in manufacturing pricess has four separate components, each of which has a $0.01$ probability of failing on any given day. If any component fails, the entire machine breaks down. Find the probability on a given day the indicated event occurs.

a.) The machine breaks down.

b.) The machine does not break down.

c.) Only one component does not fail.

Recall that the formula for the binomial probability is given by

$C(n,r) p^r q^{n-r}$

In this case, $p =0.01, q = 1-p = 0.99$ and $n =4$.

If the machines break down, then the required probability is the probability that at least one component fails. To solve this in most efficient way, we can apply the component to the probability that none of the components fail. Thus, we have,


$
\begin{equation}
\begin{aligned}

=& 1 - \left[C(4,0)(0.01)^0 (0.99)^{4-0}\right]
\\
\\
=& 1-0.9606
\\
\\
=& 0.0394

\end{aligned}
\end{equation}
$


b.) If the machine does not breakdown, then the required probability is the probability that none of the components fail from part (a), we have

$= C(4,0)(0.01)^0 (0.99)^{4-0}$

$= 0.9606$

c.) If only one component does not fail, then exactly 3 of the components fail. Thus, we have

$= C(4,3)(0.01)^3 (0.99)^{4-3}$

$= 0.00000396$

Single Variable Calculus, Chapter 3, 3.3, Section 3.3, Problem 79

Show that there are tangent lines to the parabola $y=x^2$ that pass through the point $(0,-4)$. Find
the coordinates of the points where these tangent lines intersect the parabola. Draw the diagram.

By using the equation of the line $y = mx +b$, we know that the given point contains $y$-intercept $b$ as -4.
So the equation is...


$
\begin{equation}
\begin{aligned}
y &= mx +b\\
y &= mx - 4 && \text{Equation 1}
\end{aligned}
\end{equation}
$


Recall that the derivative of the curve is equal to the slope so...


$
\begin{equation}
\begin{aligned}
y &= x^2\\
y ' &= m = 2x
\end{aligned}
\end{equation}
$


Since the lines and the parabola intersects, we can equate its $y$-value and solve for $x$ simultaneously
and find the coordinates of the points we have from Equation 1.


$
\begin{equation}
\begin{aligned}
y & = mx - 4\\
x^2 & = 2x (x) - 4\\
x^2 &= 4\\
x &= \pm \sqrt{4}\\
x &= \pm 2
\end{aligned}
\end{equation}
$


Therefore, the coordinates are $(2,4)$ and $(-2,4)$

Hence, the equation of the tangent lines are

$
\begin{equation}
\begin{aligned}
y-y_1 &= m(x-x_1)
& \phantom{x}&&
y - y_2 &= m(x-x_2)\\
y-y_1 &= 2x_1(x-x_1)
& \phantom{x}&&
y-y_2 &= 2x_2(x-x_2)\\
y - 4 &= 2(2)(x-2)
& \text{and} &&
y-4 &= 2(-2)(x-(-2))\\
y &= 4x - 8 + 4
& \phantom{x}&&
y &= -4x - 8 +4\\
y &= 4x-4
&\phantom{x}&&
y &= -4x-4
\end{aligned}
\end{equation}
$

In Chapters 5–6 of John Steinbeck's novel Of Mice and Men, what was Lennie and George's dream? Did they achieve it? Did the dream change as a result of obstacles or disillusionment?

George and Lennie’s dream was to have land of their own, but they were not able to achieve it because of their circumstances.
George keeps Lennie and himself motivated with dreams of having a ranch of their own one day.  It is like a bedtime story for the childlike Lennie: land of their own where they can settle down, and Lennie can tend the rabbits.  For George, it means an end to the migrant lifestyle.  For Lennie, it means no more judgement, and rabbits to pet.
Although Lennie’s understanding of the world is limited, he does realize that he is judged by others.  He knows, for example, that when he kills the puppy accidentally it will upset George.  In Lennie’s mind, it will interfere with the dream of land and the rabbits that go with it.   That is a cause and effect that Lennie understands.

"Why do you got to get killed? You ain't so little as mice." He picked up the pup and hurled it from him. He turned his back on it. He sat bent over his knees and he whispered, "Now I won't get to tend the rabbits. Now he won't let me." (Ch. 5) 

When Curley’s wife enters, he tells her that he is not going to talk to her.  Again, he won’t be able to tend the rabbits if he does.  She tells him she is lonely and George won't let him talk to her because he doesn’t want Curley to be mad.  George told Lennie to avoid Curley because he was the boss’s son.  He didn’t want them to lose their jobs, and was afraid that Curley would pick a fight because he was small and small men liked to pick fights with Lennie. 
Curley’s wife visits Lennie because she is lonely.  She tells him that she could have had a different life.  She could have been in movies and had nice clothes, and instead she is reduced to visiting Lennie in the barn because he is the only one who will even talk to her.  Lennie shares his dream with Curley’s wife, just as she shares hers with him. 

"We gonna have a little place," Lennie explained patiently. "We gonna have a house an' a garden and a place for alfalfa, an' that alfalfa is for the rabbits, an' I take a sack and get it all fulla alfalfa and then I take it to the rabbits." (Ch. 5) 

She tells him he is “nuts,” but unfortunately offers to let him stroke her hair since he is so infatuated with soft things.  She is desperate for attention.  He is lonely too.  In that moment, both of their dreams are quashed.  He strokes her hair—and breaks her neck. 
Thus the real obstacle to George and Lennie’s dream was that it was an impossible dream.  It was a fantasy with no basis in reality.  As much as George tried to protect Lennie from himself, it was not possible.  Lennie’s childlike innocence was a contrast to his strength.  He never realized what he was doing, and when George was not there to stop him, he was a danger to society. 
When Candy and George find the body, George’s reaction is resignation, and not resentment or sadness. 

George said softly, "-I think I knowed from the very first. I think I know'd we'd never do her. He usta like to hear about it so much I got to thinking maybe we would."
"Then- it's all off?" Candy asked sulkily.  (Ch. 5) 

George’s acknowledgement that the dream was never possible comes from a long line of disappointments.  He has spent his life taking care of Lennie.  Lennie was his bastion against loneliness, as well as a constant frustration.  He was also his responsibility.  George realized that he had to protect Lennie in the only way had left.
Even before he shot Lennie, George called upon the vision of their dream to calm him.

George had been listening to the distant sounds. For a moment he was businesslike. "Look acrost the river, Lennie, an' I'll tell you so you can almost see it." (Ch. 6)

Of course, George knew at this point that the dream was not to be.  It was a bittersweet illusion to carry Lennie into the afterlife.  George was putting Lennie out of his misery, like Candy allowing his old dog to be shot.  He didn't want to do it, but he had to.  It was better than the alternative.
For men who have nothing, sometimes a dream is all it takes to keep going.  The American Dream is to have land of one's own.  During the Great Depression, it was even more out of reach.  George and Lennie, as migrant farm workers, drew upon that dream for motivation.  It held them together.  It bonded them with others, such as Candy and Crooks.  Ultimately, it slipped through their fingers, because it was never real at all.

What main factors played the most important parts in the evolution of the English language?

The main historical factors that influenced the development of the English language are as follows:
1) Settlers from various Germanic tribes (especially the Saxons) came to Celtic Britain a few decades after the withdrawal of Roman troops in the early fifth century CE. The new settlers spoke West Germanic dialects, which gradually displaced the Celtic languages previously spoken in the British Isles. One of these dialects, Western Saxon, proved particularly important for the emergence of Old English, which kept native Celtic words and also incorporated Latin loan words.
2) The Vikings invaded during the ninth century. The Vikings spoke Old Norse, which belonged to the Northern branch of the Germanic language family. Many common English words, such as “anger,” trace back to Old Norse.
3) After winning the Battle of Hastings in 1066, the Normans proceeded to conquer Anglo-Saxon England. The Normans spoke a version of Old French, and for a few centuries after the conquest, Old French remained the language of the court and the Norman ruling elite. Meanwhile, Old English remained the language of the common people, but it gradually incorporated about ten thousand French words. During the same period, from the mid-eleventh to the mid-thirteenth century, English grammar lost grammatical gender and many inflections and became Middle English.
4) The struggle between the king and nobles during the thirteenth century led to the adoption of the Oxford Provisions of 1258; this was the first official government written in Middle English. Subsequently, the Hundred Years War with France in the fourteenth century paved the way for the retreat of Old French, and its derivative Anglo-Norman, as the language of the court and the adoption of Middle English as the official language of the country. The 1362 Pleading in English Act demanded the use of English in the courts. Chaucer’s Canterbury Tales enhanced the cultural status of Middle English.
5) Pronunciation changed dramatically between 1350 and 1600 in the Great Vowel Shift. These changes contributed to the development of Early Modern English. The adoption of the printing press in the 1470s led to the development of a more conservative written language, which retained many of the older Middle English spellings despite the new pronunciation.
6) As English literature and theater developed and Renaissance humanist scholarship grew during the Tudor and Stuart periods, Early Modern English gradually became standardized. Many Greek and Latin words entered the language during this time. English scholars of this period produced dictionaries and grammars of Early Modern English.
7) Mass migrations of English speakers led to the emergence of American English in the seventeenth century and later (in the nineteenth century) to the development of Australian and South African English. Many native American words, such as “tomatoes” and “skunk,” became part of the English language in all its variations. Due to the conquest of the Caribbean and the development of the Transatlantic Slave Trade in the seventeenth and eighteenth centuries, a Caribbean dialect of English also emerged, and this, in turn, contributed to the development of African American English.
8) The Industrial Revolution and the scientific revolution led to the emergence of new technological and scientific vocabulary, including such words as “engine,” “electricity,” and “biology.” Many of these words derived from Greek and Latin roots.
9) British imperial conquests in Asia and Africa led to further linguistic development. By the end of the nineteenth century the British Empire ruled approximately a quarter of the world human population. British colonizers actively promoted the study of English in India, parts of Southeast Asia (i.e. Burma, Malacca, and Singapore), parts of West and East Africa, and other colonies. At the same time many Indian words, such as “candy” and “jungle,” became part of the English language.
10) Following World War II, the civil rights movement, including the fight against racial discrimination in the US, the women’s movement, and the movement for the rights of sexual minorities, introduced many changes designed to address the multiple biases associated with traditional white male domination in the spoken and written language.
11) Computerization and the coming of the Internet introduced many new terms and expressions to English and created new international communities of English speakers, many of them speaking English as a second language.
12) Globalization gradually turned English into a world language. According to some estimates, by 2050 there will be more non-native than native speakers of English (see Martin Dewey, “English as a lingua franca and globalization: an interconnected perspective,” International Journal of Applied Linguistics, vol. 17, n. 3, 2007 p. 336). The use of English as a lingua franca (ELF) involves significant changes which make linguistic choices (such as the use of articles) more dependent on situational context and meaning (ibid. p. 341).

Which country did not have a claim to land in North America?

There were many countries that did not have a claim to lands in North America. It would probably be more prudent to discuss the European countries that actually had claims.  England had claims along the eastern seaboard of present-day United States and after the French and Indian War, much of eastern Canada. The Spanish had claims in Mexico, the southwest United States and Florida.  The French were in Canada, particularly in the area around Quebec while the Netherlands at one point were around the Hudson Bay.  A country that had claims in the New World but their territories were in South America.  The Treaty of Tordesillas was an agreement between Spain and Portugal that kept the Portuguese out of North America.  
http://highered.mheducation.com/sites/dl/free/0809222299/45391/USHistory.html

In the book The Outsiders, what page does it say that Darry is super smart?

The book never says that Darry is "super smart." However, there are two places in the book when Ponyboy comments on the fact that Darry is smart.  Page numbers will be different from edition to edition, so I will give you the page numbers that I have.  I will provide the full quote too, so that should get you really close to the exact location and page number.  
The first time that Ponyboy comments on Darry's intelligence is on page 7.  

He looks older than twenty -- tough, cool, and smart. He would be real handsome if his eyes weren't so cold. He doesn't understand anything that is not plain hard fact. But he uses his head.

I do not really think that is a glowing endorsement of Darry's potential intelligence.  Ponyboy says that Darry looks smart.   That doesn't mean he is smart.  Ponyboy does clarify himself a bit and says that Darry "uses his head"  This tells me that Darry thinks things through, which I believe is a smart personality trait.  Unfortunately, Darry doesn't seem to have any creative thoughts.  He only deals in facts.  
The next smartness quote about Darry is on page 108.  

"I know" I said. I had known it for a long time. In spite of not having much money, the only reason Darry couldn't be a Soc was us. The gang. Me and Soda. Darry was too smart to be a Greaser. I don't know how I knew, I just did.

This time Ponyboy's thoughts do convey the sentiment that Darry is most definitely smart.  Ponyboy admits that he doesn't know why he knows that Darry is smart, but Ponyboy definitely knows that the Greaser gang is holding back Darry's true potential.  

Why is Peggotty angry with David's mother in David Copperfield?

David Copperfield gets the idea that Peggotty, his family’s live-in servant, is “cross” with him when he asks her about marriage (Chapter 2). The boy is trying to find out if a person can remarry after their spouse dies. When he asks her, she replies evasively and he interprets her manner as being “short” with him. He asks, “You an’t cross, I suppose, Peggotty, are you?” By way of reply she squeezes him tight. A few minutes later, his mother returns home with a gentleman David had seen at church. David does not care for his “ill-omened eyes.” After he leaves, David falls asleep in a chair and wakes up to hear his mother and Peggotty arguing. Peggotty seems to think his mother is already engaged, which she denies, accusing the older woman of being “bitter” and “unjust.” Peggotty expresses her disapproval of this man by saying that “Mr. Copperfield wouldn’t have liked” him. As things develop between them, the man—Mr. Murdstone—takes David to meet a friend of his. When David reports back to his mother the crass way the man spoke about her, she asks him not to tell Peggotty because “she might be angry.” Worried about finances and her and David’s future, Mrs. Copperfield ignores Peggotty’s advice and her own reservations and does marry Murdstone.
https://www.gutenberg.org/files/766/766-h/766-h.htm

In the story, Peggotty is angry with David's mother because she thinks that the latter is making some very poor choices.
In chapter 2, Peggotty tries to reason with Mrs. Copperfield. She tells Mrs. Copperfield that the man she is seeing will not make a fit husband for her. For her part, Mrs. Copperfield thinks that Peggotty merely wants to take control of her life.
On the contrary, Peggotty can clearly see from experience that Mr. Murdstone will be a cruel husband. Essentially, the faithful servant tries to warn her mistress, but she will have none of it.
Peggotty also begs Mrs. Copperfield to think of David and how things may change for him if she marries Mr. Murdstone. For her part, David's mother remains unconvinced that she needs to stay away from her admirer. She rationalizes her behavior and argues that Mr. Murdstone has yet to discuss marriage. However, Peggotty tries to warn Mrs. Copperfield that marriage is Mr. Murdstone's goal.
As for David, he takes an immediate dislike to Mr. Murdstone when he meets him. Later, we discover that Peggotty's instincts have been right all along. Mr. Murdstone does marry Mrs. Copperfield, and he does make the lives of his new little family miserable.

Describe the characterization of the protagonist or the main character of 1984. Explain how his or her spiritual, psychological, emotional, or physical journey contributes to your assessment and evaluation of the character.

Protagonist Winston Smith is, on the outside, an average outer Party member, thirty-nine years old, nondescript, and doing a mundane job in a bureaucracy. He rewrites the news so that it aligns with current Party policy. He is intelligent, logical, and contemplative. As the novel opens, he is dissatisfied and is embarking on a spiritual, emotional, and psychological journey that will change him.
Winston has been subversive: he has purchased an old-fashioned journal of creamy white pages that he can write in. He begins to write, an act for which he knows he will be severely punished if caught.
At first, he doesn't know what to say. Ceaselessly indoctrinated by the state, he is filled with hate. He recounts, with no sense of compassion, a violent film, with the audience laughing at people being shot and a three-year-old child being blown up. We learn too, that he wants to rape and harm Julia, a coworker, though he doesn't know her name.
However, as he embarks on his affair with Julia, he begins to love and care for her. Having someone to care about and sacrifice for makes him more compassionate and humane. He even begins to see the old, fat Prole woman who sings and hangs laundry outside Mr. Charrington's shop as human and even beautiful. Believing he is part of an underground movement also helps him, if only by giving him an additional sense of purpose and supplying him with a book explaining the logic behind the Party's actions. Loving Julia and establishing, if only now and again, an old-fashioned life with her, helps triggers childhood memories of his mother, who also loved him. As he becomes more compassionate, he becomes more likable and relatable.
In prison, his love for Julia and desire not to betray her helps sustain him. In prison he is broken, learning to accept illogic and betraying Julia. Afterwards, he is an empty man, but his last memories of a happy day with his mother and sister suggest he is not entirely robbed of his humanity by the Party.

Calculus: Early Transcendentals, Chapter 7, 7.2, Section 7.2, Problem 16

You need to use integration by parts, such that:
int u dv = uv - int vdu
u = x => du = dx
dv = sin^3 x => v = int sin^3 x dx
You need to solve the integral int sin^3 x dx such that:
int sin^3 x dx = int sin^2 x* sin xdx
Replace 1 - cos^2 x for sin^2 x , such that:
int sin^2 x* sin xdx = int (1 - cos^2 x)* sin xdx
Use substitution cos x = t => -sin x dx = dt:
int (1 - cos^2 x)* sin xdx = int (1 - t^2)* (-dt)
int (1 - t^2)* (-dt) = int (t^2 - 1) dt
int (t^2 - 1) dt = int t^2 dt - int dt
int (t^2 - 1) dt = t^3/3 - t + c
Replace back cos x for t:
int (1 - cos^2 x)* sin x dx = (cos^3 x)/3 - cos x + c
Hence, v = int sin^3 x dx = (cos^3 x)/3 - cos x
Using parts, yields:
int x sin^3 x dx = x*((cos^3 x)/3 - cos x) - int ((cos^3 x)/3 - cos x) dx
int x sin^3 x dx = x*((cos^3 x)/3 - cos x) - int (cos^3 x)/3 dx + int cos x dx
You need to solve the integral int (cos^3 x)/3dx , such that:
int (cos^3 x)/3dx = (1/3) int cos^2 x*cos x dx
Replace 1 - sin^2 x for cos^2 x:
(1/3) int (1 - sin^2 x)*cos x dx
Use substitution sin x = t => cos x dx = dt
(1/3) int (1 - sin^2 x)*cos x dx = (1/3)*int (1 - t^2) dt = (1/3) t - (1/3)(t^3)/3 + c
(1/3) int (1 - sin^2 x)*cos x dx = (1/3) sin x- (1/3)(sin^3 x)/3 + c
Hence, the result of integration is: int x sin^3 x dx = x*((cos^3 x)/3 -cos x) - ((1/3) sin x- (1/3)(sin^3 x)/3) + sin x + c

Is mass marketing dead or alive? Can you help me locate a scholarly paper about whether mass marketing is dead or alive?

There are two questions being asked here. Yes, I can help you locate a scholarly article that focuses on various types of marketing strategies. Try using Google Scholar to search for "mass marketing." A valuable piece of information found on this page is information about how many times a particular article has been cited. On the left-hand navigation, you can also specify date ranges for the article search. This will help narrow the search down to the most recent articles.
You are not likely to find an article that exactly addresses your question. You need to decide if you think mass marketing is alive and well or dying and/or dead. You will use the scholarly articles to support your argument and discredit the opposite opinion. Personally, I would tend to side with the argument that mass marketing is still doing just fine. If it wasn't, then companies wouldn't spend millions of dollars just to get their advertisement to show during a Super Bowl game.
https://www.statista.com/statistics/183932/estimated-revenue-in-advertising-and-related-services-since-2000/

Some of the sources linked below might be helpful to you! While none of them explicitly ask and answer the question "is mass marketing alive or dead," they all discuss contemporary marketing and the relationship between mass marketing and other types of marketing in the context of our society post-2010. 
Reading over these, the most common conclusion seems to be that, while mass marketing may not be dead, the internet has led to it fading in popularity as targeted and relationship-based marketing have become more prominent. With the internet, businesses can pinpoint their most likely customer bases instead of trying to sell to everyone. Additionally, social media means many businesses, even big-box chains, use platforms like Twitter and Facebook to build relationships with their customers.
There are many businesses still using mass marketing, but this is now considered "traditional" marketing. Most successful businesses, if they do use mass marketing, are combining it with these more targeted and individualized forms of marketing by cultivating their web presence. 
https://link.springer.com/chapter/10.1007/978-3-319-11848-2_2

Why is Herodotus considered a Greek historian?

There isn't a huge amount of reliable historical data concerning Herodotus's life (somewhat ironic given that Herodotus is known as "the father of history"). Nevertheless, most historians believe that he was born in Halicarnassus, an ancient Greek city which stands in modern-day Turkey. At the time of Herodotus's birth in the fifth century BC, Halicarnassus had been culturally and ethnically Greek for close to a thousand years. The city was Greek-speaking and steeped in Greek learning. Herodotus would have imbibed such learning during his formative years, especially during his education. That said, Halicarnassus was part of the gigantic Persian Empire and would remain so for another 150 years before Alexander the Great drove the Persians out.
For the most part, the Persians were quite happy to afford their subject peoples a fair degree of autonomy in running their own affairs. The queen of Halicarnassus, Artemisia I of Caria, though herself Greek, was a loyal ally of the Persian King Xerxes I and fought alongside him against the independent Greek city-states during the second Persian invasion of Greece. Indeed, much of what we know about Artemisia comes to us from Herodotus, who praised her for her great courage and leadership skills. Despite its political subordination to the Persians, Halicarnassus under Artemisia was still able to retain a distinct Greek cultural identity, and that is why Herodotus, born and raised in the city, is considered a Greek historian.

Why does Parvez hit Ali at the end of the story "My Son The Fanatic"?

Parvez hits his son Ali at the end of the short story “My Son the Fanatic”, because he is annoyed, even frustrated by his actions. Prior to this incident, Parvez and Bettina had picked up Ali from the streets in a poor part of town. Bettina is Parvez’s friend, to whom he has confided in about his son’s growing fanatical interest in Islam. When they pick up Ali, Bettina tries to talk to the boy compassionately, perhaps in an attempt to break through the shell he has built around himself. Her attempts are met by an insolent indifference. When she asks, “And how are you getting on in college? Are you working hard?” Ali’s response is, “Who are you to ask me those questions?” It is evident that Ali despises Bettina because she is a prostitute. After the difficult conversation she has with Ali, Bettina “throws herself out of the car” and runs away in spite of Parvez’s calls. Parvez is infuriated by his son’s actions and spends time “pouring one drink after another” when the two get home. When he finally gets to Ali’s room and finds him praying, he hits him repeatedly, even though he knows that he cannot reach the boy. I think that his anger is worsened by pent-up frustrations following Ali’s sudden fanatical religiosity.

Where does Sal find Gram after they are separated in the Wisconsin Dells?

"Walk Two Moons" narrates the story of Salamanca (Sal) Tree Hiddle throughout her journey from Euclid, Ohio, to Lewiston, Idaho to visit her mother's grave. She undertakes her journey with her grandparents, affectionately referred to as "Gram" and "Gramps." Along the way, they make several stops, one of which is in Wisconsin Dells.
At Wisconsin Dells, Gramps takes a nap while Salamanca and Gram look at an old fort and watch some Native American dancers and drummers. Here we learn that just like her mother, Sal sees the phrase "Indian" as being more appropriate than "Native American." During this time, Sal falls asleep, and when she wakes up, Gram has disappeared. Sal feels abandoned for a moment, but comes across two circles that the Indians had formed. Everyone was dancing around an older woman in a cotton dress who Sal recognizes as her grandmother. Sal sees her grandmother jumping and saying "Huzza, huzza" between the beats of the drums.

In Walk Two Moons, by Sharon Creech, Sal and her grandparents are traveling across the country to Idaho in order to visit her mother. They make several sightseeing stops on the way, including one in the Wisconsin Dells. Sal and her grandparents, who she calls Gram and Gramps, decide to visit the Dells in order to watch the Native American dancers. At one point, after sightseeing with her Gram, Sal falls asleep while lying in the grass. When she wakes up, she realizes her grandparents left her, and she doesn't know where they went. She anxiously walks around the Dells trying to find them, and eventually finds her Gram in the middle of a Native American dance circle, dancing and shouting "Huzza, huzza!"

What is article 9 of the constitution of Singapore?

Article 9 of the Singapore Constitution falls under section four of the Constitution, Fundamental Liberties. This particular article focuses on "liberty of the person" in that it guarantees the right to life and the right to personal liberty.
Article 9 begins with the statement, "No person shall be deprived of his life or personal liberty save in accordance with the law." The latter half of this statement is important in that it adds a caveat that personal liberties may be taken away in cases of detention or incarceration. However, the article does go on to explain that in cases of arrest, imprisonment, or incarceration, a person still has the right to be informed of the rationale for their detention. Further, Article 9 states that arrested individuals have the right to an attorney and the right to defend themselves before a judge (referred to as Magistrate).
The Article does conclude, however, with a fifth section stating that the rights to an attorney and to defend oneself in court do not apply to an "enemy alien" or any person who has been "arrested for contempt of Parliament."

Article 9 of the Singapore Constitution guarantees the right to life and liberty. Section 1 elaborates on these fundamental rights, establishing that they can only be overridden according to the law. This particular provision is important because it states a commitment to the rule of law, one enshrined in countless human rights documents such as the Magna Carta and the Due Process Clause of the Fourteenth Amendment to the United States Constitution.
However, a precise definition of these rights has seldom been forthcoming. The rights to life and liberty, though broad, clash with relevant provisions in the Singapore Penal Code, which among other things prohibits abortion beyond 24 weeks. It is also highly unlikely that assisted suicide would come under the protection of the rights of either life or liberty. Another way of saying this is that the provisions of Article 9 are procedural, rather than substantive rights. What this means is that the Article is designed to provide a broad framework in which citizens' rights are guaranteed, but not to specify exactly how they may be guaranteed. The implication here is clearly that the latter question is one that ought to be decided by the people through their elected representatives rather than by the courts.
https://www.straitstimes.com/opinion/interpreting-the-constitution

How is technical writing and general writing different?

Technical writing is usually focused on technology related topics. It is not intended for a general audience, and its purpose is practical utility rather than entertainment. No one reads the assembly instructions for furniture or coding standards for military software for fun. Instead, technical writing addresses the needs of people using or developing specific devices.
Whether one is writing documents for users, developers, contractors, or one's own project team, technical documentation must be extremely accurate and complete in its coverage. Your camera manual needs to cover every ability of your camera, not just "five fun facts" about the camera. 
Technical writing is also unusual in needing regular updates. While, for example, the original Romeo and Juliet is still worth reading, an obsolete technical manual is useless.  Because technical manuals are frequently updated, they usually have numbered sections and change logs so that they can document changes in the products and procedures they describe. 

What gender issues mark societies all over the world?

The most general gender issue, which is addressed in "A Doll's House," is that of the right of women to determine their own lives.
At the end of the play, Nora leaves Torvald. She does not leave him because he is a poor, inattentive husband or because he is unfaithful or abusive. She leaves him because she married him, less out of her own desire, and more out of a sense of obligation. She married him before becoming clear about her own needs and her own sense of identity.
Henrik Ibsen's play is feminist in that it gives Nora agency and control over her own fate. It also criticizes marriage and the limitations that the institution imposes on women.
In most Western societies, contemporary marriages are more egalitarian than they were in Ibsen's time. However, Western women continue to fight for self-determination, whether it be for reproductive rights, equal pay, paid family leave, or the insistence that husbands take equal responsibility for household maintenance and child care.
There is softer pressure in these societies for women to adhere to traditional roles. On the other hand, in developing countries, the pressure is more palpable. In those societies, women do not have bodily autonomy and are often forced to perform painful rituals (e.g., female genital mutilation). Some are forced into marriages, sometimes to much older men. Some Middle Eastern societies, even those that are more prosperous, limit the physical movement of women and force them to live under the rule of the men in their lives. Women who assert themselves publicly may risk ostracism or even death. 

What were the factors that led to Chinese political unification for much of its history, in contrast to India?

An early, powerful dynasty with an expert managerial vision set China on an early path to unification. Under Qin rule, languages, weights and measures, money, and legal systems were all standardized throughout much of China. This is an early example of the international relations theory of functionalism which roughly posits that regional integration in functional matters naturally leads to higher level political integration and connectivity.
In contrast to China, India never saw a period in which a single, all-powerful dynasty introduced the elements the Qin dynasty successfully introduced to China. Indian princes who saw military success in acquiring territory would also see these successes rolled back when their fortunes waned or reversed. Without functional connections creating permanent linkages, unification epochs in India became transient and dependent on inherently undependable factors such as military capabilities.
https://web.ics.purdue.edu/~rauhn/ancindia.htm

https://www.britannica.com/topic/Qin-dynasty

Many historians emphasize that, already in ancient times, China was very advanced in terms of the centralization of its government and the development of its bureaucracy. Often, they trace this progressive aspect of Chinese development to the climate and nature of the landmass. In order to survive in an area that had unpredictable rainfall and poor soil quality, the state had to command food as a resource and make the most of agriculture under very challenging conditions. Survival, particularly in the face of invasions from nomads from the north and civil war, necessitated large-scale irrigation projects and the ability to feed an army: tasks only a strong centralized state with the extensive bureaucracy could carry out. The Qin Dynasty's ability to achieve these goals was the secret to its rise and the creation of the first Chinese empire (221-206 B.C.). While there were numerous periods of fragmentation, effective rulers managed to bring about unification and extend the size of the empire following the basic recipe outlined above, and China continued to grow in territory into the modern period.
Interestingly, Indian fragmentation has also sometimes been attributed to its geography. India has numerous river systems and, resultingly, numerous urban centers with distinct cultures. The Indus River basin is the only path for foreign invasion. In a sense, the Indian subcontinent is a natural fortress. For this reason, the different centers could afford to remain fragmented, not having to unite in response to foreign aggression. At the same time, India has had periods of unity and centralization, with one example being the early Mughal period in the 1500s and 1600s.
http://www.chaos.umd.edu/history/imperial.html

https://worldview.stratfor.com/article/geopolitics-india-shifting-self-contained-world

In many ways this is a false contrast. Chinese civilization benefited from long periods of political stability. Some imperial dynasties were quite long-lived. The Han, Tang, and Song are good examples. And they depended on strong leadership, bureaucracy, and cultural and linguistic hegemony. But Chinese society was also marked by division and warfare. The so-called "warring states" period (475-221 BCE) is an example. This era of political chaos dominated by warlords also witnessed the development of lasting philosophical and spiritual ideas like Confucianism and Taoism.
India, in contrast, was not always divided. The Gupta Empire (ca. 300-600 CE) marked an Indian "golden age" of sorts. And there were other unified periods. The earlier Maurya Empire under Ashoka seems noteworthy. From the 13th or 14th century until independence in 1947 India was ruled, often loosely, by outsiders— first the Mughals and then the British.
India's richer cultural and linguistic diversity, and the deep contrasts in its environment, from the Himalayas in the north to the jungles of Kerala in the south, help explain why there was less political stability.
Anciently (i.e. before 2000 BCE), the Indus River Valley civilization was less unified than the early Yellow River Valley civilization, which came under imperial rule with the legendary "Yellow Emperor" Huangdi. This lack of political unity also perhaps explains the sudden disappearance of the old citadel cities of ancient India.
https://www.pewresearch.org/fact-tank/2013/07/18/the-most-and-least-culturally-diverse-countries-in-the-world/

What can be held responsible for the hysteria in Salem in The Crucible?

While there is a list of people in The Crucible responsible for the hysteria that grips Salem, a more interesting culprit might be the town's culture.
Abigail, the girls, Hathorne and Danforth, Reverend Parris, and the Putnams all help to cause the hysteria in Salem. We could even make a case that Hale played a role in encouraging the Salem hysteria.  However, Miller makes a point that Salem's culture was predisposed to the hysteria that is the basis for The Crucible.
Much of the analysis about Salem's culture comes from the Act I stage directions.  Miller's details help us gain insight into Salem.   Miller talks about the town's intense seriousness towards daily life.  They had "no novelists- and would not have permitted anyone to read a novel if one were handy."  There was no theatre or anything "resembling 'vain enjoyment."  Dancing and celebration were seen as work of "jokers" and not encouraged.  The town's extreme seriousness showed a lack of perspective. It is why panic grips the adults when they find out that the girls were in the woods.  For example, Parris is aghast when he asks Abigail if the girls were dancing.  When Rebecca Nurse dismisses what happened in the woods as childish immaturity, she is dismissed.  Her common sense approach is no match for the intense seriousness that is a part of Salem life.
People who broke the seriousness to which Salem committed itself were dealt with severely.  Miller talks about the town's "practice of appointing a two-man patrol whose duty was to 'walk forth in the time of God’s worship to take notice of such as either lye about the meeting house, without attending to the word and ordinances, or that lye at home or in the fields with-out giving good account thereof, and to take the names of such  persons, and to present them to the magistrates, whereby they may be accordingly proceeded against.”   Reporting on people's behaviors and "naming names" were embedded in Salem culture.  Miller includes this detail because he sees it as a major contributing factor to the hysteria surrounding the witch trials.  Salem people were not able to simply let people live their own lives.  Rather, there was a constant intrusiveness that defined Salem culture: "This predilection for minding other people’s business was time-honored among the people of Salem, and it undoubtedly created many of the suspicions which were to feed the coming madness."  The need to constantly report on other people who were "breaking the rules" was a cultural spark that flared into a wildfire.
Finally, Miller feels Salem people had a fear of "the other" that contributed to the hysteria.  Miller argues that Salem did not deal well with anything seen as different.  For example, they saw the forest as "the last place on earth that was not paying homage to God." Darkness and anything that was not fully understood was seen as bad. What they did not understand was demonized as the work of "the Devil."  Miller points out that their fear of "the other" was based on insecurity about their town's purity. They "found it necessary to deny any other sect its freedom; lest their New Jerusalem be deviled and corrupted by wrong ways and deceitful ideas."  The result was "an air of innate resistance" where persecution became a part of their cultural residue: "They believed, in short, that they held in their steady hands the candle that would light the world."  This candle lit the fires of hysteria.
Several characters in The Crucible play an active role in spreading hysteria. However, there is much to be said about how the culture of Salem might have had a role in encouraging its emotional contagion and madness.

What great deeds did King Arthur achieve in his life, and what was his greatest legacy?

King Arthur is a legendary ruler from Saxon England, meaning he ruled before the Norman invasion of 1066 and after the Romans withdrew from the territory. To be legendary means to be part fictionalized or mythical and part real and historical.
The stories of King Arthur are believed to be based on a real person, but they are largely fictionalized and serve the function of nation building: Arthur, in many ways, represents the highest ideals of British society.
These fall into two categories: first, Arthur as superior warrior who could protect the country from invaders of all sorts. In this sense, he functions as a Beowulf figure, protecting civilization from the forces of darkness, be they dragons or foreign armies.
Second, however, Arthur is connected with nation building and establishing justice. At least in story, he pulls together disparate groups into a unified whole willing to follow him rather than fight amongst themselves. This is symbolized by the image we most fully and immediately associate with Arthur: his Round Table, a mythic object that was being reproduced in England as early as the 1400s. It became a symbol of his greatest legacy, monarchy joined to notions of unity and equality as represented by everyone having a seat at the table designed to level hierarchy. It is hard to reconcile one man rule with everyone having a voice, but this is an ideal the British have long struggled to achieve.

Many stories have been composed about King Arthur and his knights, although these stories have limited, if any, basis in fact. Arthur has been a staple figure in popular culture since the medieval period. Although the stories are not entirely consistent, since the stories come from many different traditions (originally Celtic, English, and French), there are some standard elements to them:
Arthurian stories are set in the fifth and sixth century in the post-Roman period of Britain. 
Arthur was a Christian and fostered the spread of Christianity.
Arthur's father was Uther Pendragon.
Merlin was a magician who served as an adviser to Uther and Arthur.
Arthur had a magical sword called Excalibur.
Arthur inherited his kingship of Britain at the age of fifteen.
Arthur was a great military leader, he first defeated various small bands of invaders and subsequently defeated more impressive foes and created an empire.
Arthur brought peace and prosperity to Britain. 
Arthur was portrayed as a great warrior in the writings of Geoffrey of Monmouth but less so in later French tales.
Arthur founded the Round Table.
Arthur was betrayed by Mordred, whom he later killed. Arthur was wounded in the battle and taken to the magical isle of Avalon and was never seen again.

King Arthur is a semi-historical figure who, if he did exist, has been built up through folklore and literature into a foundational narrative of British identity. In some legends, he is a military leader, credited with defending the British Isles from Saxon invaders from Europe. In others, he is a king, his royalty bestowed upon him when he pulled a sword out of a stone. During the late fifth century, he fought in many battles and was rumored to be invincible. A number of poems describe his prowess as a warrior, though much of the Arthur mythology draws on earlier Gaelic, Anglo, and even Latin myth.
Perhaps Arthur's greatest achievement and legacy is that he was able to defend Britain from so many invading forces! Not only the Saxons, but also magical creatures from the Welsh underworld and the sea. Who knows- without Arthur, maybe today Britain would be populated by wyverns and hellhounds?
https://www.walesonline.co.uk/lifestyle/fun-stuff/welsh-myths-legends-send-shiver-7439023

What are some symbols in Twilight?

Probably my favorite symbol from the book is the apple.  I'm not sure which edition you are reading from, but the original cover had a picture of an apple.  It seemed like a weird cover considering that the word "apple" is used only 3 times in the entire text.  It's also a book about vampires, so an apple seems like an odd symbol.  I like the symbol because it symbolizes temptation.  It is symbolic of Bella's temptations regarding Edward, but an apple has also historically been used as the "forbidden fruit" that Adam and Eve ate in the Garden of Eden.  In Twilight, readers get a very good look at the symbolism involving the apple, temptation, and Edward.  Bella has recently found out that Edward is a vampire, and she isn't quite sure what to do with that knowledge.  In chapter 10, the two characters are sitting down together at lunch.  Edward grabs an apple for Bella to eat.  She picks it up and considers whether or not she will eat it. 

"Take whatever you want," he said, pushing the tray toward me. "I'm curious," I said as I picked up an apple, turning it around in my hands, "what would you do if someone dared you to eat food?"

At the same time, she is considering the possible implications of a relationship with Edward.  Should she take the forbidden fruit that is Edward or not?  Interestingly, at this point in the story, Bella puts the apple down and eats some pizza. 

I put down the apple and took a bite of the pizza, looking away, knowing he was about to start.

A second and more obvious symbol is the car that each person drives.  Each car is quite symbolic of who that character is as a person/vampire.  Edward drives a Volvo, and that manufacturer has built an empire on creating some of the safest cars around.  Edward exists to protect Bella.  It's not only Edward's car that is appropriately paired.  Emmett is a rough and rugged type of character, and he drives a rough and rugged type of vehicle.  He drives a Jeep.

In Much Ado About Nothing by Shakespeare, what advice does Antonio give to Leonato?

If you are referring to Antonio's advice to Leonato in Act 5, Scene 1, Antonio advises Leonato to be patient and to make sure that the ones who have offended him suffer too.
Act 5, Scene 1 begins with Antonio telling Leonato to calm down. Basically, Leonato is in a state of extreme grief, and he is traumatized by questions surrounding Hero's chastity. So, Leonato is in no mood to listen to Antonio's advice. He tells Antonio to "cease" his "counsel," essentially stating that the only one who can comfort him will be someone who has gone through the exact same thing he has.
Leonato challenges Antonio to find him a father who can "Measure his woe the length and breadth" of his and "let it answer every strain for strain." He says that, if Antonio can find such a man, he will indeed listen to him and be patient. Since there is no such man, Leonato tells Antonio to cease with his advice. Leonato also asserts that most people think it is their duty to "speak patience / To those that wring under the load of sorrow," but he would rather do without such advice.
Antonio tells Leonato that he's no different from a child, and Leonato begs him to leave him alone. Then, Antonio gives Leonato a piece of advice that he agrees with: He tells Leonato not to suffer alone. Instead, he must make those who have hurt him suffer as well. Upon hearing this, Leonato asserts that Antonio " speak’st reason" and that he will make sure everyone who played a part in dishonoring Hero knows how she has been falsely accused.

What is the young man’s fate?

The young man knows he is choosing between marriage to a woman the princess hates or certain death at the hands of a tiger. He also knows that the princess is aware of which door will reveal which fate. The young man asks the princess which door he should move towards, and he obeys her will, but neither he nor the audience knows what the princess would prefer for him: death or to be married off to another woman.
Stockton chooses not to reveal the answer to the question. He says that the answer "involves a study of the human heart . . . out of which it is difficult to find our way" and mentions that the princess had considered both alternatives deeply. In the end, while we know that the princess herself managed to come to a decision, the question is left up to the reader: was it the lady or the tiger which came out of the door to meet the young man?

Where did Mary give birth?

It was predicted in the Old Testament that the Messiah would be born in Bethlehem. Micah 5:2 reads "But you Bethlehem, though you are little among the thousands of Judah, yet out of you shall come forth to Me the One to be Ruler in Israel..."
Chapter 2 of the Gospel of Matthew begins with the declaration that Jesus was born in Bethlehem, also called the City of David. Verse 6 references the above Old Testament prediction.
Chapter 2 of the Gospel of Luke explains that Joseph left the city of Nazareth (in Galilee) and traveled to Bethlehem (in Judea), shown on historical maps to be to the south. Verses 6 & 7 further describe that Mary delivered her firstborn Son while there, indicating his birth in Bethlehem. Verse 7 further describes the setting as one with a feeding trough (manger), indicating a barn or area where animals are kept. Later in this gospel, it is said that shepherds traveled to Bethlehem and found Mary and Joseph there.

Following an order by Caesar Augustus for a census in the Roman world, most people who were not residents of their native towns chose to travel back to their hometowns to register for the forthcoming census. According to the Bible, Joseph, Mary’s husband, also traveled from Nazareth to Bethlehem in Judea for this purpose. He was accompanied by Mary. While they were in Bethlehem, Mary went into labor. However, all the hotels had been taken up, and they were forced to put up in a stable for animals. It was in this stable that Jesus was born. After the birth of the baby, Mary wrapped him up in clothes and laid him in a manger.
The angel of the Lord, God, appeared later on to a group of shepherds to tell them the good news of Jesus’s birth. Upon receiving directions to the location of the place of birth, these shepherds traveled to Bethlehem to see for themselves the messiah. When they arrived at the stable and saw Mary, Joseph, and the baby boy, they glorified God.

"A semicircle of little boys, their bodies streaked with colored clay, sharp sticks in their hands, were standing on the beach making no noise at all. 'Fun and games,' said the officer." Analyze this important quotation at the end of William Golding's Lord of the Flies in relation to the major themes and symbols within the book.

Toward the end of the novel, a fleet of British ships finally arrives to rescue the remaining boys from the island. The officer takes one look at the boys and says with a smile, "Fun and games." To him, they are just a bunch of little kids playing some silly game. By the looks of it, it seems that the boys have had an awfully big adventure on the island. He knows so little. He cannot possibly conceive that this group of boys on a deserted island, their faces caked with mud and holding sharpened sticks, is doing anything other than playing an innocent children's game. If someone told the officer the full lurid details of everything that has previously happened on the island, he simply would not believe his ears.
However, the boys are no longer just boys. Their brutal experiences on the island have changed them forever. They arrived on the island as upper-class English schoolboys, but they have now turned into men. Life on the island has forced them to grow up quickly. Too quickly, in fact. Those mud-smeared faces and sharpened sticks represent what they now are and what they have become. In their savage demeanor, one can see the triumph of barbarism over civilization, one of the book's most important themes.
Also important is the fact that the boys have formed themselves into a semicircle. It is almost as if they are expecting an attack. Their experiences on the island have made them so aggressive that by the time the ships arrive they are not dancing around in delight, wildly celebrating their imminent rescue; they are prepared, if necessary, to fight. It is now second nature to them.
Ralph, more than the other boys, still has a greater sense of what it means to be civilized. His soul has not been entirely corrupted by the blood, savagery, and endless conflict he has had to endure. In the presence of the officer, a representative of civilization, he loses his fear of the other boys, who remain in their barbarous state. This leads us to hope that Ralph will find it easier than the other boys to readjust to his former life.
One of the underlying themes of the book is that the gap between barbarism and civilization is much narrower than we might think. Yet, in the figure of Ralph, we see that it is still possible to hold civilized values and to aspire to an organized, cooperative, rules-based society—even in the midst of appalling savagery and bloodshed. We are led to hope that Ralph's example is one that may be followed in due course by the other boys, however long it takes.

What did the shooting star signify to the Egypt game players?

In the story, the Egypt game players see the shooting star as the secret omen they have been looking for. 
As Halloween approaches, the Egypt game players become obsessed with the idea of making a return to Egypt. Because a little girl went missing and was eventually found dead in the marshland, parents have been keeping a closer watch on their children. As a result, Melanie, Elizabeth, April, and Marshall have not been able to make trips to Egypt.
On Halloween, the children see a shooting star and interpret that as a sign that they are being called back to Egypt. Melanie and April initially hide their plans from Elizabeth, as she tends to worry about engaging in activities without parental permission. Interestingly, it is Melanie who has reservations about going back to Egypt, after she has had time to think about the plan.
On the night the neighborhood children go trick-or-treating, however, Melanie gets into the spirit of the game. All four children cannot wait to return to Egypt, and their resolve is strengthened when they see the shooting star.

How does the author use foreshadowing in the story "Thank You Ma'am"?

Langston Hughes generates foreshadowing, or hints of things to come, with the characterization of Mrs. Luella Bates Washington Jones, a large woman who is both physically and spiritually strong. She is "old school," as she might describe herself; that is, she does not tolerate dishonesty, stealth, or indolence. This characterization foreshadows Mrs. Jones's having no problem defending herself and her principles, as well as taking a dominant role.
In the opening paragraph of the exposition of "Thank You, Ma'am," Mrs. Jones is described as "a large woman" who walks alone at eleven o'clock at night. When the boy runs up to grab her purse, she "simply turned around and kicked him...." Then, she picks up this boy and shakes him until his teeth rattle.The fact that Mrs. Jones reverses roles with her would-be assailant in the exposition of the story adds humor, but it also foreshadows her dominant role in the narrative. She scolds Roger for lying and tells him that she will take him with her and wash his face in her residence. So, although she is formidable, Mrs. Luella Bates Washington Jones hints at her warm, caring nature as she invites Roger into her home, feeds him, and even gives him money with which to buy the shoes he desires so he will not feel the need to steal.
 

How effectively does the description of Nag in paragraph 23 evoke the image that he is a snake to be feared?

Nag's appearance is described for the first time when Rikki-tikki is in the garden of the bungalow speaking to Darzee, the tailorbird. While Darzee is telling Rikki-tikki about how Nag ate one of her eggs that fell out of her nest the previous day, Nag sneaks up behind Rikki-tikki and spreads his massive hood. Kipling writes,

Then inch by inch out of the grass rose up the head and spread hood of Nag, the big black cobra, and he was five feet long from tongue to tail. When he had lifted one-third of himself clear of the ground, he stayed balancing to and fro exactly as a dandelion tuft balances in the wind, and he looked at Rikki-tikki with the wicked snake's eyes that never change their expression, whatever the snake may be thinking of (2).

Nag is depicted as a massive cobra with wicked, piercing eyes. His black appearance adds to his foreboding, ominous presence, which strikes fear in the animals currently living at the estate. Nag does not change his intimidating expression, and his eyes are described as being "wicked." Overall, Nag's long black body, massive hood, and piercing eyes portray him as a dangerous, malevolent snake to be feared. Nag proceeds to speak to Rikki-tikki while his evil wife, Nagaina, attacks the mongoose from behind. Fortunately, Darzee warns Rikki-tikki, who avoids Nagaina's strike at the last second.

What were some aggressions and atrocities by totalitarian regimes that set the stage for the involvement of America in World War II?

The United States was paying attention to the aggression of Germany, Italy, and Japan before it became officially involved in World War II in 1941. Germany persecuted Jews through the Nuremberg Laws, and the Nazis rounded up and shot political dissenters. When Hitler annexed Austria and Czechoslovakia, some in the United States thought that war was likely, so they encouraged Congress to allow more funding for the military. Italy invaded Ethiopia and Libya.  While this did not cause much of an alarm in the United States since the invaded nations were not European, Mussolini was considered an aggressor on the same line as Adolf Hitler.
The nation that troubled the United States the most was Japan. Japan's attack on China was especially brutal. Newspaper correspondents and missionaries reported on the attacks on Nanking and Shanghai. There was also the worry that Japan could attack American islands in the Pacific. This led to the United States stationing the Pacific Fleet at Pearl Harbor in order to serve as a deterrent.

lim_(x->oo) e^(x/2)/x Evaluate the limit, using L’Hôpital’s Rule if necessary.

Given to solve ,
lim_(x->oo) e^(x/2)/x
As x thends to oo we get e^(x/2)/x = oo/oo
L'Hopital's Rule says if 
lim_(x->a) f(x)/g(x) = 0/0 or (+-oo)/(+-oo) then the limit is: lim_(x->a) f'(x)/g'(x)
so , now evaluating
lim_(x->oo) e^(x/2)/x
upon using the L'Hopital's Rule we get
=lim_(x->oo) ((e^(x/2))')/((x)')
=lim_(x->oo) ((e^(x/2))(1/2))/(1)
=>lim_(x->oo) (e^(x/2))/2
now on x-> oo we get e^(x/2) -> oo
so,
lim_(x->oo) (e^(x/2))/2 = oo

How is parallelism used in Jonathan Edwards' "Sinners in the Hand of an Angry God"?

Parallelism is a useful literary device in sermons and other persuasive works. Because of its rhythm and balance of grammatical structure, as well as its repetition of ideas, parallelism produces a powerful and lasting impression upon the listener. Jonathan Edwards makes use of this literary device in his emotionally stirring sermon, "Sinners in the Hands of an Angry God."
In his sermon, the Reverend Edwards employs parallelism, lending his words power as all phrases are equal in their importance and impact. Here is an example from an early part of his sermon:

The devil is waiting for them [the sinners], hell is gaping for them, the flames gather and flash about them.

This use of parallelism strongly emphasizes the idea that sinners live on the brink of hell, as well as describing some of the horrors that await them. Further in his sermon, the Reverend Edwards describes hell in more frightening terms, again using parallelism:

That world of misery, that lake of burning brimstone, is extended abroad under you....There is the dreadful pit of the glowing flames of the wrath of God; there is hell's wide gaping mouth open....there is nothing between you and hell but the air...

Although the Reverend Edwards addresses respectable, church-going people, he uses parallelism to impress upon them that they are, nevertheless, "abominable" in God's sight. In his sermon, Edwards's graphic descriptions and parallel structures that repeat and emphasize ideas help to exaggerate his views of the dangers of eternal damnation. Such rhetorical devices strengthen his efforts to sway his audience.

In order to understand how Jonathan Edwards uses parallelism, one must first understand the context of the piece.  First, this text is a sermon, an oral piece meant to be heard, not read.  So speakers use particular techniques to aid their listeners in remembering the message being presented.  Parallelism is one of those techniques (along with repetition and imagery).  
Second, Edwards uses parallelism for different purposes for his message.  For instance, Edwards proclaims to the church congregation: "The Wrath of God burns against [the unconverted], their Damnation don’t slumber, the Pit is prepared, the Fire is made ready, the Furnace is now hot, ready to receive them, the Flames do now rage and glow."  Here, Edwards is describing, metaphorically, to his audience about the imminent danger that is God's wrath and the fires of Hell.  By listing all the ways that the unconverted are nearing their doom, he is emphasizes the urgency for sinners to change their ways.
Another way that Edwards uses parallelism is through the logical appeal.  Because Edwards wants to convince his audience to convert immediately to a more Christian life, he must not just scare them into converting but also convince them through rationalization: "The bigger Part of those that heretofore have lived under the same Means of Grace, and are now dead, are undoubtedly gone to Hell: and it was not because they were not as wise as those that are now alive: it was not because they did not lay out Matters as well for themselves to secure their own escape."  In this example, Edwards gives evidence as to how those who appear on the outside to be good and holy are not necessarily saved from God's wrath.  This evidence may not be proven factually, but because the congregation is comprised of believers who invited Edwards to preach to them, then he will convince them with this logic.

College Algebra, Chapter 1, 1.4, Section 1.4, Problem 74

Suppose that $z = a + bi$ and $w = c + di$, then the symbol $\overline{z}$ represents the complex conjugate of $z$. Prove $\overline{zw} = \overline{z} \cdot \overline{w}$


$
\begin{equation}
\begin{aligned}

\overline{zw} =& \overline{(a + bi)(c + di)}
&& \text{Model}
\\
\\
=& \overline{(ac + adi + cbi + bdi^2)}
&& \text{Use FOIL method}
\\
\\
=& \overline{(ac + adi + cbi + bd(-1))}
&& \text{Recall that } i^2 = -1
\\
\\
=& \overline{(ac - bd) + (ad + cb)i}
&& \text{Apply complex conjugate}
\\
\\
=& (ac - bd) - (ad + cb)i
&&
\\
\\
\overline{z} \cdot \overline{w} =& \overline{a + bi} \cdot \overline{c + di}
&& \text{Apply complex conjugate}
\\
\\
=& (a - bi) \cdot (c - di)
&& \text{Apply FOIL method}
\\
\\
=& ac - adi - cbi + (bdi^2)
&& \text{Recall that } i^2 = -1
\\
\\
=& ac - adi - cbi + (bd(-1))
&& \text{Simplify}
\\
\\
=& (ac - bd) - (ad + cb) i
&&



\end{aligned}
\end{equation}
$

How did the election of 1860 cause the Civil War?

The election of 1860 was one of the major causes of the Civil War; however, it was not the main cause. The Democratic Party split in the 1860 election between Stephen Douglas and John Breckenridge. Douglas did not poll well, carrying Missouri. Breckenridge carried the entire Deep South. John Bell of Tennessee ran as a Constitutional Union candidate who pledged to uphold whatever the Constitution said about slavery. He carried Virginia, Kentucky, and Tennessee. Abraham Lincoln ran as the Republican candidate. The main Republican plank in 1860 was to keep slavery out of the new Western territories. Even though Lincoln stated that he would not fight slavery where it already existed, the lower southern states felt threatened and started to leave the Union upon his election, starting with South Carolina in December 1860. Lincoln was elected with a minority of the popular vote, and many Southern polls did not even show him on the ballot. Southern slave holders felt as though they were going to be oppressed; therefore, they led their states out of the Union.

I need a claim, three evidence sentences, and three reasoning sentences explaining how birds evolved from dinosaurs. Please explain and include the words "punctuated equilibrium" and/or "gradualism."

Scientists now believe that birds might have evolved from dinosaurs in a way that involved gradual changes over time rather than large, sudden genetic changes. This is the idea of gradualism, or small, slow changes/variations over time that are selected for, rather than the idea of punctuated equilibrium, which represents sudden, large changes in a species, often caused by the genetic mutations of some individuals.
For example, some changes began to occur in dinosaurs long before birds evolved. Feathers appeared on dinosaurs before birds came along, suggesting that birds adapted these features, which already existed, and used them in new ways. Birds may have also evolved from changes, such as by retaining a more babylike shape of the skull into adulthood. Birds also resemble dinosaur embryos, suggesting that small adaptations and changes may have paved the way for the evolution of birds from dinosaurs. Therefore, birds may have evolved from small changes in dinosaurs. See the link below for more information.
You should begin your paragraph with an overall claim about whether birds developed gradually or through punctuated equilibrium and then provide three supporting statements to show three specific reasons how the evolution of birds involved gradualism or punctuated equilibrium. Then provide three sentences that explain why these changes represented gradualism or punctuated equilibrium.
https://www.quantamagazine.org/how-birds-evolved-from-dinosaurs-20150602/