What did the Louisiana Purchase do?

The Louisiana Purchase is know for being one of the greatest land sale bargains in United States history.
In 1803, the United States purchased 828,000 square miles from France. The United States paid France fifty million francs ($11,250,000 USD) and a cancellation of debts worth eighteen million francs ($3,750,000 USD). This totaled sixty-eight million francs, or about $15,000,000 USD—equaling a purchase of less than three cents per acre.
This purchase nearly doubled the size of the United States, adding land of fifteen present U.S states as well as land to two present Canadian provinces. While then President Thomas Jefferson of the United States originally sought to only purchase the city of New Orleans and some adjacent coastal lands of Louisiana at the time, he later accepted the bargain of purchasing more land so that the United States could expand into a larger nation.
Prior to the Louisiana Purchase, it was unclear as to whether the United States Constitution authorized the purchase of land from other countries. Based on Jefferson’s decision, it is implied that the federal government holds the power to purchase territory through the negotiation of United States treaties. Before the Louisiana Purchase, federalists argued that purchasing land from other nations was unconstitutional because the constitution does not specifically authorize the federal government to make land purchases from other nations.

The Louisiana Purchase of 1803 involved the US government buying almost 820,000 square miles of land from France, doubling the size of the country. The purchase greatly expanded the territorial boundaries of the United States, stretching from the Mississippi River in the east to the Rocky Mountains in the west, and from the Gulf of Mexico in the south to the United States's northern border with Canada. Eventually, some fifteen states were created out of the new territory, representing arguably the greatest single achievement of Thomas Jefferson's presidency. At $15 million—or less than three cents an acre—the Louisiana Purchase represented quite a bargain for the United States. Napoleon was keen to sell the land as he was getting tied down in various foreign engagements, and French landholdings in North America were proving to be an expensive burden that merely added to the country's economic woes.
https://www.monticello.org/thomas-jefferson/louisiana-lewis-clark/the-louisiana-purchase/

y = x^2e^x Determine whether this function is a solution of the differential equation xy' - 2y = x^3e^x.

To determine whether the given function is a solution of the given differential equation, we can find the derivative of the function and check if it satisfies the equation.
To find the derivative of y = x^2e^x , use the product rule:
(fg)' = f'g + fg'
Here, f = x^2 and f' = 2x , and g = e^x and g' = e^x .
So y' = 2xe^x + x^2e^x = x(2 + x)e^x .
The left-hand side of the given equation will then be
xy' - 2y =2x^2e^x + x^3e^x- 2x^2e^x = x^3e^x . This is exactly the same as the right-hand side of the given equation, which means y(x) = x^2e^x is a solution.
The function y(x) = x^2e^x is a solution of the given differential equation.

What are the instances of black comedy in the story "Lamb to the Slaughter" by Roald Dahl?

The Cambridge Dictionary defines black comedy as a film/play/etc. that "looks at the funny side of things that we usually consider to be very serious, like death and illness." Dahl's story "Lamb to the Slaughter" works quite well as this kind of comedy, and I'm reminded of that every time I use it in class because students always find the story funny; however, they realize that what they are laughing at shouldn't be funny. Probably the best, specific example of this story incorporating black comedy is the story's ending. Mary laughs to herself after the one officer comments that the murder weapon must be right under their noses. Mary is laughing because she realizes exactly how literal the statement can be taken. Audiences realize this too and chuckle at the naive police officers, but we also hesitate from laughing farther because we realize it is slightly gross to be eating the murder weapon, and we realize that Mary is going to get away with murder/manslaughter.
The story's title is also darkly funny because a lamb is meek and mild. It is usually the animal being slaughtered, but it does the slaughtering in this case. That's symbolic of Mary who first appears to be much more lamb than lion, yet she very effectively becomes the person doing the slaughtering with a slaughtered animal.
What I've always found great about this story is the history behind it. Dahl and Ian Fleming were good friends with each other, and the two men were eating dinner together. The topic of the newly invented freezer came up and Dahl supposedly asked Fleming what frozen freezer item might make a good weapon. Fleming's response was to challenge Dahl to write a story that saw the protagonist commit murder with a mutton leg. The fact that Fleming could suggest such a thing is dark in and of itself, but Dahl's execution of the story makes readers chuckle at the situation because we ultimately hope that Mary gets away with it, and we love her creative disposal of the evidence.

The main example of black comedy in the story happens when Mrs. Maloney offers the detectives, who are at her house looking for the weapon used to murder Mr. Maloney, the cooked leg of lamb for supper. The detectives eat up the murder weapon without knowing it. It is funny that they talk about the weapon while eating it up. One of the detectives even says that the weapon is “probably right under their noses,” to the amusement of Mrs. Maloney.
Another example of black comedy happens at the beginning of the story. It is funny that Mrs. Maloney, who comes across as a gentle loving wife, should strike her husband dead using the single leg of lamb which is intended for supper. Afterwards, Mrs. Maloney plans her alibi so well that all the detectives are quite fooled.
Also, it is darkly funny how Mrs. Maloney answers the grocer’s question on whether she would like to buy some meat. She says that she has meat, and adds that she has a “nice leg of lamb from the freezer,” knowing very well that she had just, a few moments before, used the same “leg of lamb” to murder her husband. Also, by saying that she “has meat,” she could mean that she has lots of meat, including her dead husband’s body.

There are several instances of black comedy in Roald Dahl's "Lamb to the Slaughter." When Mary commits the murder of her husband, for example, her reaction makes light of the violence which has just occurred:

All right, she told herself. So I've killed him.

Next, after committing the murder, Mary tries to make herself appear as normal as possible. She washes her hands, for example, fixes her make-up and practices her smile in the mirror. This scene is humorous because Mary does all of these things while there is a dead body lying next to her.
Finally, Dahl uses black comedy to add humour to the final scene in the story in which the police detectives are discussing the murder weapon. They have no idea that they are, in fact, eating the weapon which killed their colleague, Patrick Maloney. The sense of comedy is further reinforced by the image of Mary laughing in the other room. 

Differentiate between smooth endoplasmic reticulum and rough endoplasmic reticulum.

Plant cells, animal cells, and other cells with a defined nucleus contain an organelle known as the endoplasmic reticulum. There are two different kinds of endoplasmic reticulum:
Rough endoplasmic reticulum (rough ER)
Smooth endoplasmic reticulum (smooth ER)
Both types of endoplasmic reticulum play an integral role in the cell, but they differ in structure and function.
As the name suggests, the rough endoplasmic reticulum is rough in appearance. This is due to the fact that its outer surface is covered in millions of tiny cytoplasmic granules known as ribosomes. Ribosomes are responsible for the assembly of proteins, a process that is also known as protein synthesis or translation. If there is a problem with protein synthesis or protein folding, the rough endoplasmic reticulum can send a signal to the nucleus and impact the rate of translation.
The smooth endoplasmic reticulum is not studded with ribosomes, so its outer layer is smooth. It is also more tubular in shape than the rough endoplasmic reticulum. The primary function of the smooth endoplasmic reticulum is to manufacture lipids. Depending on the location in the body, smooth endoplasmic reticulums may also synthesize steroid hormones, detoxify chemicals and drugs, or regulate calcium ion concentration.
https://bscb.org/learning-resources/softcell-e-learning/endoplasmic-reticulum-rough-and-smooth/

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4700099/

Based on the Preface, Introduction and chapters 1-4 of Ian Haney López's Dog Whistle Politics: How Coded Racial Appeals Have Reinvented Racism and Wrecked the Middle Class What type of Republican was Goldwater? How did he view race? Why did he lose the 1964 presidential election?

The answer to this question can be found in Dog Whistle Politics' first chapter, "The GOP's Rise as 'the White Man's Party.'" Barry Goldwater was a Republican who, like George Wallace, saw the opportunity to harness the racist hostilities of the South to power his political ambitions. His political maneuvering as an Arizona senator helped drive the Republican Party to the far right, contributing to its transformation into the aforementioned "White Man's Party." 
As López asserts in this chapter, Goldwater was "a walking embodiment of the Marlboro Man's disdain for the nanny state," while at the same time voting in favor of federal civil rights legislation in 1957 and 1960. His attitudes toward race quickly turned in 1961, when he realized that it was more beneficial to his career to "go hunting where the ducks are"; he began to leverage the division in racial politics of the parties, voting against the 1964 Civil Rights Act (which was otherwise supported by 90% of non-Southern senators) and claiming that he did so to protect "states' rights" and "freedom of association." 
Gaining steam, Goldwater decided to run for president in 1964 and used Wallace's "soft porn racism" techniques to further his campaign. Goldwater led a particularly theatrical campaign in the South, pandering to their racist sensibilities with a tableau of "seven hundred Alabama girls in long white gowns" and "a great field of white lilies" flanking the floor of the football stadium in Montgomery where he was to give a speech. Goldwater's mistake, however, was in railing against the New Deal, which had proved to be very popular in the South after the Great Depression had economically drained the region. This, combined with the fact that Goldwater was a Republican--a party which the South associated with Lincoln, the Confederate's loss in the Civil War, and the fight against segregation in schools--lost him some Southern votes.
Still, Goldwater did manage to pull through in the South. It was ultimately Goldwater's anti-welfare obsession that cost him the presidency, with voters outside of the South (in every state except Arizona) voting against him. Goldwater's foreign policy and militarism certainly didn't make him a more attractive candidate either. Thus, ended the "big-money/small-government conservatism" of the era with progressive governance rising to power. 

Why was Swift criticized for the ideas satirized in Gulliver's Travels?

Swift was criticized for his satire because the novel itself is highly critical of the English government and English customs, the country's religious struggles, the monarchy's handling of those struggles, and so forth.  For example, the Tories and Whigs, the two main political parties in England during Swift's life, are satirized by the Tramecksans and Slamecksans, respectively, of Lilliput.  The Tramecksans wear high heels on their shoes, and the Slamecksans wear low heels.  This makes them seem quite ridiculous, and Swift goes on to not-so-subtly criticize King George II for his sympathies for one side and style of shoe.
In addition, the debate between the Big Endians, those who believe one should crack their eggs on the wider end, and the Little Endians, those who believe one should crack their eggs on the smaller end, satirizes the divide between Catholics and Protestants, respectively.  Gulliver says, at one point, "that eleven Thousand Persons have, at several Times, suffered Death, rather than submit to break their Eggs at the smaller End."  In characterizing the differences between Catholics and Protestants in this way, Swift makes the wars fought over religious disagreement seem ridiculous.  Why should one be willing to die for something as minor as which end to crack one's egg?  Swift's answer seems to be that one should not.  Either way, you end up with a cracked egg; likewise, whether you are Catholic or Protestant, you still believe in the same God—does it really matter whether the communion bread is symbolic or actually miraculous?  Again, Swift seems to suggest not.  This kind of satire would certainly draw criticism from those who saw the differences as crucial.

Beginning Algebra With Applications, Chapter 2, Review Exercises, Section Review Exercises, Problem 34

Simplify $2x + 3[ x - 2(4-2x)]$

$
\begin{equation}
\begin{aligned}
&= 2x +3 [x - 2(4) - (-2)(2x)] && \text{Use the Distributive Property}\\
\\
&= 2x + 3[x - 2(4) + (2 \cdot 2) x] && \text{Use the Associative Property of Multiplication to group factors}\\
\\
&= 2x + 3[x - 8 + 4x] && \text{Simplify}\\
\\
&= 2x + 3[5x - 8] && \text{Combine like terms}\\
\\
&= 2x +3(5x) - 3(8) && \text{Again, by using the Distributive Property}\\
\\
&=2x + (3 \cdot 5)x - 3(8) && \text{Use again the Associative Property of Multiplication to group factors}\\
\\
&= 2x + 15x - 24 && \text{Simplify}\\
\\
&= 17x - 24 && \text{Combine like terms}
\end{aligned}
\end{equation}
$

Why does Hamlet delay?

Hamlet is famous for being indecisive about killing Claudius to avenge his father's murder. As the play shows, he has sound reasons for not rushing into the castle and stabbing Claudius the moment his conversation with the ghost is over.
First, Hamlet has no way of knowing whether the ghost really is his father or if it is an evil spirit sent to lead him astray. He is wise to try to figure this out before he strikes. If the ghost really is an evil spirit, Hamlet will have murdered an innocent man. Not only would he have robbed a good person of his life, but he will have put his own soul in danger of judgment and hellfire after he dies. Therefore, Hamlet does the logical thing. He stages a play that reenacts the crime as the ghost described it. He watches for Claudius's reaction. When Claudius shows guilt, Hamlet has confirmation that the ghost told the truth.
Hamlet still delays. This time he does so because he sees Claudius alone at his prayers. He doesn't think it will be true vengeance if the praying Claudius dies in a state of grace and goes straight to heaven. Unfortunately, Hamlet fails to realize that Claudius is not in state of grace but actually thinking at that moment about how he doesn't repent for his murder.

Single Variable Calculus, Chapter 8, 8.2, Section 8.2, Problem 44

Determine the integral $\displaystyle \int \cos (\pi x) \cos (4 \pi x) dx$

Let $u = \pi x$, then $du = \pi dx$, so $\displaystyle dx = \frac{du}{\pi}$. Thus


$
\begin{equation}
\begin{aligned}

\int \cos (\pi x) \cos (4 \pi x) dx =& \int \cos u \cos 4 u \cdot \frac{du}{\pi}
&& \text{Apply Trigonometric Identity } \cos A \cos B = \frac{1}{2} [\cos (A - B) + \cos(A + B)]
\\
\\
\int \cos (\pi x) \cos (4 \pi x) dx =& \frac{1}{\pi} \int \frac{1}{2} [\cos (u - 4u) + \cos (u + 4u)] du
&&
\\
\\
\int \cos (\pi x) \cos (4 \pi x) dx =& \frac{1}{2 \pi} \int [\cos (-3u) + \cos (5u)] du
&& \text{Apply Even-Odd Identity } \cos (-u) = \cos (u)
\\
\\
\int \cos (\pi x) \cos (4 \pi x) dx =& \frac{1}{2 \pi} \int [\cos (3u) + \cos (5u)] du
\\
\\
\int \cos (\pi x) \cos (4 \pi x) dx =& \frac{1}{2 \pi} \int [\cos (3u) du + \frac{1}{2 \pi} \int \cos (5u) du

\end{aligned}
\end{equation}
$


For $\cos (3u)$, let $v = 3u$, then $dv = 3du$, so $\displaystyle du = \frac{dv}{3}$ and for $\cos (5u)$, let $w = 5u$, then $dw = 5du$, so $\displaystyle du = \frac{dw}{5}$. Therefore,


$
\begin{equation}
\begin{aligned}

\frac{1}{2 \pi} \int [\cos (3u) du + \frac{1}{2 \pi} \int \cos (5u) du =& \frac{1}{2 \pi} \int \cos v \cdot \frac{dv}{3} + \frac{1}{2 \pi} \int \cos w \cdot \frac{dw}{5}
\\
\\
\frac{1}{2 \pi} \int [\cos (3u) du + \frac{1}{2 \pi} \int \cos (5u) du =& \frac{1}{6 \pi} \int \cos v dv + \frac{1}{10 \pi} \int \cos w dw
\\
\\
\frac{1}{2 \pi} \int [\cos (3u) du + \frac{1}{2 \pi} \int \cos (5u) du =& \frac{1}{6 \pi} \sin v + \frac{1}{10 \pi} \sin w + c
\\
\\
\frac{1}{2 \pi} \int [\cos (3u) du + \frac{1}{2 \pi} \int \cos (5u) du =& \frac{\sin 3 u}{6 \pi} + \frac{\sin 5 u}{10 \pi} + c
\\
\\
\frac{1}{2 \pi} \int [\cos (3u) du + \frac{1}{2 \pi} \int \cos (5u) du =& \frac{\sin (3 \pi x)}{6 \pi} + \frac{\sin (5 \pi x)}{10 \pi} + c

\end{aligned}
\end{equation}
$

Single Variable Calculus, Chapter 3, 3.3, Section 3.3, Problem 50

Find the equation of the tangent line of the curve $\displaystyle y = x^4 + 2x^2 - x$ at Point $(1,2)$

Required:

Equation of the tangent line to the curve at $P(1,2)$

Solution:

Let $y' = m$ (slope)


$
\begin{equation}
\begin{aligned}

\qquad y' = m =& \frac{d}{dx} (x^4) + \frac{d}{dx} (2x^2) - \frac{d}{dx} (x)
&& \text{}
\\
\\
\qquad y' = m =& 4x^3 + 4x - 1
&& \text{}
\\
\\
\qquad m =& 4x^3 + 4x - 1
&& \text{Substitute value of $x$ which is 1}
\\
\\
\qquad m =& 4(1)^3 + 4 (1) - 1
&& \text{}
\\
\\
m =& 7
&&

\end{aligned}
\end{equation}
$


Solving for the equation of the tangent line:


$
\begin{equation}
\begin{aligned}

\qquad y - y_1 =& m(x - x_1)
&& \text{Substitute the value of the slope $(m)$ and the given point}
\\
\\
\qquad y - 2 =& 7 (x -1)
&& \text{Distribute 7 to the equation}
\\
\\
\qquad y - 2 =& 7x - 7
&& \text{Add 2 to each side}
\\
\\
\qquad y =& 7x - 7 + 2
&& \text{Combine like terms}
\\
\\
\qquad y =& 7x - 5
&& \text{Equation of the tangent line to the curve at $P(1, 2)$}

\end{aligned}
\end{equation}
$

Where does the theme of love and loyalty appear in Julius Caesar?

The theme of love and loyalty is important when Brutus and then Antony enter the pulpit, in act 3, scene 2, to speak to the citizens about the assassination of Caesar. Brutus speaks first and protests his love for Caesar, and for Rome:

. . . any dear friend ofCaesar's, to him I say, that Brutus' love to Caesarwas no less than his. If then that friend demandwhy Brutus rose against Caesar, this is my answer:- Not that I loved Caesar less, but that I lovedRome more . . . As Caesar loved me, I weep for him;as he was fortunate, I rejoice at it; as he wasvaliant, I honour him: but, as he was ambitious, Islew him. There is tears for his love

In this section of his speech, Brutus insists that he loved Caesar as well as any other man, and he even points to his tears ("I weep for him") as evidence of that love. Brutus then points out that he killed Caesar not because he didn't love him, but because he "loved Rome more." By establishing that he loved Caesar, Brutus is able to present himself as something of a martyr. He gave up his love for Caesar for the greater love he has for Rome. The crowd seem to react sympathetically to this line of argument. Indeed, after his speech they all chant, "Live, Brutus! live, live!" The citizens, like Brutus, love and are loyal to Rome before and more than anything or anyone else. Brutus appeals to this greater love by convincing the citizens that Caesar was a threat to Rome.
After Brutus has spoken, Antony enters the pulpit and he too uses the idea of love and loyalty, but this time to convince the crowd that the assassination was an act not of love but of envy and ambition. Antony convinces the crowd that the assassination was an abomination precisely because it killed a man who loved his people dearly and who the people dearly loved in return. Antony reminds the crowd that, "You all did love him once, not without cause," and so encourages the crowd to reflect on the causes they had to love him. Antony subsequently proves Caesar's love for his people beyond doubt when he presents to them Caesar's will, which indicates that Caesar left much of his wealth to his people.
These two speeches encapsulate one of the key debates about love in the play, namely whether one should be loyal to and love one's country before, or more than one loves or is loyal to an individual. Brutus argues that one should be loyal to the former, whereas Antony convinces the crowd that one should be loyal to the latter. This is also a conflict which plays itself out in the mind of Brutus. Brutus sincerely loves Caesar and Rome and is pushed by Cassius to decide which one he loves or is loyal to the most. He chooses Rome, but does so because he is wrongly convinced that Caesar is bad for Rome. Ironically, he could have loved both, and if he had, both Caesar and Rome would have benefited.

In act 1, scene 2, the themes of love and loyalty both appear as Cassius initially inquires about Brutus's feelings toward Julius Caesar. Cassius begins to persuade Brutus to convey his true feelings about Caesar by mentioning that he is a loving friend. Cassius tells Brutus,

I have not from your eyes that gentleness And show of love as I was wont to have. You bear too stubborn and too strange a hand Over your friend that loves you (Shakespeare, 1.2.35-38).

Cassius mentions that he loves Brutus in order to earn his trust and to discover Brutus's true feelings concerning Caesar. Cassius also hopes to win Brutus's loyalty by demonstrating his love toward him. Cassius is aware that the Roman citizens support Brutus and respect him as a politician, which is essential for the group of senators to have in order to carry out the assassination.
Cassius then asks Brutus if he would be in favor of Caesar being crowned king. Brutus's response also reflects the themes of love and loyalty. Brutus tells Cassius,

I would not, Cassius. Yet I love him [Caesar] well. But wherefore do you hold me here so long? What is it that you would impart to me? If it be aught toward the general good, Set honor in one eye and death i' th' other, And I will look on both indifferently, For let the gods so speed me as I love The name of honor more than I fear death (Shakespeare, 1.2.84-91).

Brutus's reply illustrates his love for Caesar and his loyalty to the Roman citizens. In the beginning of the play, Brutus struggles with his decision to conspire against Julius Caesar, who is his close friend. Despite Brutus's love for Caesar, he is loyal to the Roman citizens and the idea of preserving the Roman Republic.

How is Jane Eyre presented as a strong female character throughout the novel?

Jane Eyre is a coming-of-age story that follows young Jane, an orphan living with her aunt as she adjusts to life in a dismal boarding school and accepts her first position as a governess in a nearby family estate. After finding comfort in her position and after falling in love with the owner of the estate, shocking revelations cause her to flee the home and seek a new life. Ultimately, she is reunited with her love, Edward Rochester, but not before she proves her own independence and discovers the value of her own perspective.
Jane exhibits her strength in several points throughout her journey. As a child, she stands up for herself when her cousins abuse her and lie about her to their mother. This insistence upon the truth ironically earns her the reputation of being a liar, and her aunt, as well as her teacher at Lowood, condemns her for not being more submissive. While at Lowood, Jane meets Helen, a sickly classmate who teaches her the value of forgiveness and humility in the face of injustice, taking Jesus as an example of the power of love over vengeance. After Helen's death, Jane dedicates herself to imitating Helen's disposition, and in the remainder of the novel, she is noticeably more reserved in her passions, although she is no less resolute.
After Jane leaves Lowood and becomes a governess at Thornfield Hall, she falls in love with Edward Rochester, an older wealthy man who has had experiences with many different kinds of women. Once their relationship begins, Jane proves herself to be more than a trophy to Rochester, rejecting his lavish gifts and ridiculous pet names and insisting on his respect and consideration. Her resolution is strongly tested when she learns that Rochester has not only been previously married, his wife is still living in a secret room in the very house where she has been working. Rochester offers her every temptation to reject tradition, reject religion, reject convention, and reject the opinions of her friends at Thornfield. He begs for her to live with him and to be his partner in all things even though they cannot be legally married. Jane chooses instead to leave Thornfield out of respect for herself, and she runs away, slipping out of the window at night in pursuit of a new life. With no prospects of work or shelter, she ventures out, trusting God to guide her.
In her new situation, Jane is taken in by some kindly strangers, who she later discovers are her lost relatives. One of the strangers, St. John Rivers, offers to marry her. But this would be a marriage of convenience, a way for them to travel together doing missionary work with no involvement of emotional attachment unless the Lord inspired some love between them. This disgusts Jane. She is still very passionate, even if Rivers has not noticed yet, and the idea of a loveless marriage goes against everything she hopes for herself. She rejects Rivers's offer, again insisting on her perspective rather than submitting to a man who wishes to change her. This decision prompts her to return to Thornfield and to Rochester, whose wife has since died. They are able to marry, and her commitment to her ideals is rewarded with a loving, happy marriage.

Why do you think Orwell devotes so much time to the elephant's misery in paragraphs 11 and 12 of "Shooting an Elephant"?

When discussing "Shooting an Elephant," it is worth noting that this essay was drawn from Orwell's actual living experience. Thus, there exists the very real possibility that this event involving the elephant actually happened to Orwell. Regardless, this essay is steeped with autobiographical components, and draws from a deeply personal perspective.
Orwell envisions colonialism as fundamentally traumatic for all parties, and his essay has a deeply visceral quality throughout. But if we work from the understanding that this incident with the elephant might have actually happened to Orwell, then all those details might well have served to convey the reality of events as Orwell recalls them. Even if we assume otherwise, it remains a fact of the historical record that Orwell was a colonial police officer in Southeast Asia. With that in mind, all this graphic and excruciating detail serves as a way by which Orwell can convey the pure misery of life as a colonial officer to readers who might not have directly experienced that life themselves.

Orwell dwells on the elephant's misery because the creature's suffering is symbolic of the painful and slow decline of the British Empire. While Orwell, who is part of the Imperial Police, must try to control the local people in Burma (and is, in this capacity, asked to kill the elephant), his essay also makes the point that his actions are self-injurious. The ridiculousness of his situation, in which he feels compelled to kill the elephant against his better judgement and inclination, shows that the British Empire has put itself in a ridiculous situation in Burma and elsewhere. The elephant, which symbolizes the unwieldy British empire, dies a slow and painful death, showing that the British Empire is in the process of a drawn-out demise. While the British refuse to leave Burma, it is clear that they are not wanted there and do not belong there. 

Towards the end of the short story, Orwell describes the moment that the British officer shoots the elephant in fascinating detail with extraordinary pathos. Orwell captures the brutal agony that the elephant suffers after being shot multiple times by the officer to represent the plight of the subjugated Burmese people. The elephant can symbolize the oppressed Burmese population, which is attempting to gain liberty from its British rulers. The three shots symbolically represent the three Anglo-Burmese Wars. The first war began in 1824, the second in 1852, and the third war, which resulted in the complete subjugation of the Burmese, took place in 1885. With each shot, the elephant gradually weakens but does not die. The shots, which represent the British invading forces, dramatically incapacitate the elephant but do not kill the beast. Similarly, the wars do not utterly destroy the Burmese population but significantly harm them as they suffer under their oppressive colonizers. The agony expressed during the elephant's death also illustrates the brutal, destructive nature of imperial conquest. Orwell shared the officer's negative feelings towards imperialism and the ugly, agonizing death of the majestic creature symbolizes the effects of exploiting weaker countries.

In "Shooting an Elephant," Orwell devotes lots of time to describing the elephant's misery for two reasons. Firstly, because he wants the reader to experience this event from his perspective. He does this by depicting the elephant as an elderly and vulnerable creature:

"An enormous senility seemed to have settled upon him. One could have imagined him thousands of years old."

By doing this, Orwell suggests that the elephant is a misunderstood creature which poses no real security threat. Shooting the elephant is, therefore, a political act which he was loathe to carry out.
Secondly, Orwell uses heavy description as a means of reinforcing his point that imperialism is evil and exploitative. He suggests, therefore, that imperialism targets the weak (an ageing elephant) and makes other people behave in a manner which goes against their nature. In this case, Orwell is forced to shoot the elephant to maintain his authority among the native population, even though he has no real desire to do so.  

Glencoe Algebra 2, Chapter 2, 2.4, Section 2.4, Problem 32

Given the points are
(x_1,y_1) =(-2,-3)
and
(x_2,y_2) =(0,0)
the slope of the line passing through the points is given as
m = (y_2 - y_1)/(x_2 - x_1)
= (0 - (-3))/(0-(-2))
= 3/2
so the slope is 3/2
as the
slope m= 3/2
and the line passes through the point (x,y)= (0, 0)
the slope-intercept form of a line is
y= mx+b
from the above we know m = 3/2 , so the line equation is
y= (3/2)x+b --------------(1)
we need to find the value of b , as the line passes through the point
(x,y)= (0, 0 ) , then on substituting we get
0 =(3/2)*(0)+b
=> b = 0
so the equation of the line is
y = (3/2)x

What are the purpose and thesis of Thoreau's essay "Walking"?

Henry David Thoreau was an advocate of all things nature, and this essay of his is no exception. Here, he champions a simple act that seems to have become a lost art in modern society:

"I have met with but one or two persons in the course of my life who understood the art of Walking, that is, of taking walks—who had a genius, so to speak, for sauntering" (Thoreau).

His point is that walking—not out of necessity, but true, obligation-free walking out in nature—is an essential part of humanity that has been lost. The constant rush and pressures of society inhibit this part of us, according to Thoreau:

"When sometimes I am reminded that the mechanics and shopkeepers stay in their shops not only all the forenoon, but all the afternoon too . . . as if the legs were made to sit upon, and not to stand or walk upon—I think that they deserve some credit for not having all committed suicide long ago" (Thoreau).

He also makes a point about mindfulness, namely that to truly enjoy walks out in the woods one must "shake off the village." His thesis can most suitably be summed up in this sentence:

"If you are ready to leave father and mother, and brother and sister, and wife and child and friends, and never see them again—if you have paid your debts, and made your will, and settled all your affairs, and are a free man; then you are ready for a walk" (Thoreau).

What happens to a river when sediment is deposited along its banks?

Erosion and deposition are two continuous processes during the river flow. Typically, when a river comes across a "bend," the erosion takes place on the outer side of the bend, and the deposition takes place along the inner side of the bend. This happens because the water flows at a faster speed on the outer side of the bend as compared to the inner side. This continuous erosion and deposition causes the bend to "move" and the river to meander. Over a large period of time, this may cause the river's course to change. In some cases, the bend may become very large and may be cutoff from the river itself. In the short run, the river channel may become narrower due to deposition along banks.
Such erosion and deposition are typically observed during the middle course of the river. During the lower course, the river deposits most of the sediments that it carries, and a delta may be formed.
Hope this helps.

In "Singh Song" how does the speaker feel about his wife? Compare this with "Sonnet 29 - I think of thee!"

Both poems delight in the physical closeness of the beloved. Both poems embrace the joys of sexual love without embarrassment or apology for time taken from other tasks.
Barrett Browning is more reserved, idealized, and romantic in her detailing of the passion she feels for the beloved and the longing she has for physical contact. The poem concludes with the claim that when the beloved is near, all thought ends as the lovers embrace:

Because, in this deep joy to see and hear theeAnd breathe within thy shadow a new air,I do not think of thee—I am too near thee.

Nagra offers a more modern and more whimsical portrait of romantic love as he details moments of passion stolen from an immigrant's grocery shop. In this poem, the contrast between the erotic encounters upstairs and the withering produce downstairs creates a gently comic and indulgent affirmation of the young speaker's love. The dialect creates a youthful and energetic sense of desire:

but ven nobody in, I do di lock—
cos up di stairs is my newly bride vee share in chapatti vee share in di chutney after vee hav made luv like vee rowing through Putney . . . .

The speaker exudes an engaging charm and openness as he describes his thoughts of his bride, in all her appeal as well as her very human traits:

my bride she hav a red crew cut and she wear a Tartan sari a donkey jacket and some pumps on di squeak ov di girls dat are pinching my sweeties . . . .

This bride, he concludes, is "priceless." This ineffable love in all its commonness feels palpable due to the unadorned voice used in this poem.

"Singh Song!" is a deeply honest and confessional poem. The speaker is talking about his wife as honestly and openly as he can. He does not directly call her beautiful, and he describes her looks without sparing any details, even saying her stomach is like that of a teddy bear.
However, you can tell that he is in love with her and constantly distracted by the thought of her, just as Elizabeth Barrett Browning is with the subject in "Sonnet 29." In Nagra's poem, the speaker's store is a mess because of the distraction of his love, with old milk, empty shelves, and moldy bread.
However, he can't bring himself to stay in the store from 9 a.m. to 9 p.m. like he is supposed to, and every time there is a chance, he rushes upstairs to be with his wife.
Though Browning gives us far less detail in her poem, she also describes that longing to be with someone special and the shifting of priorities as one person becomes more important than daily chores.

In "Singh Song," a poem by Daljit Nagra, the speaker uses dialect to describe his relationship with his wife and how it relates to his job in a store that he owns and manages. He describes going upstairs to spend time with his wife, which seems pleasant, and then going back down to the store to hear customers complaining about the prices or the cleanliness of the store. It seems that he'd rather be thinking of his wife or spending time with her than tending to the store. At the end of the poem, he tells his wife that the moon only costs half as much as she does, answering her question and using the analogy of the store and its pricing system to describe their love. When she asks how much that costs, he says "Is priceless baby." This closing line tells us how much the speaker values his wife.
In Elizabeth Barrett Browning's "Sonnet 29," she uses lots of figurative language to describe her thoughts of her beloved. Browning says that her "thoughts do twine and bud / About [him], as wild vines about a tree" (lines 1–2). The remainder of the sonnet develops the idea that the speaker's thoughts are totally consumed by the beloved.
In terms of the style, Nagra's poem is much less formal and traditional than Browning's. Nagra's language is like that of the everyday Punjabi man and tries to capture his accent. He describes an everyday experience with his wife and at his job. Browning, on the other hand, uses a very traditional poem structure in the sonnet. This poem must follow strict rules for meter and rhyme. The poem is much shorter and more contained than Nagra's. Ultimately, though, both speakers describe their feelings toward and constant thinking about their beloveds.

How does Romeo react to the news that he has been banished?

In act 3, scene 3 of Shakespeare's The Tragedy of Romeo and Juliet, the friar tells Romeo of his punishment for killing Tybalt while avenging the death of Romeo's friend Mercutio. When the friar tells Romeo he is banished from Verona, which is a merciful choice by the Prince, who could have sentenced Romeo to death for murder, Romeo responds:

Ha, banishment! Be merciful, say “death,”
For exile hath more terror in his look,
Much more than death. Do not say “banishment.”


Though the friar points out to Romeo that banishment is less severe than the "doomsday" Romeo predicts, Romeo does not see mercy in the Prince's decision. Banishment means a life outside the walls of Verona and permanent separation from Juliet, which Romeo views as a punishment worse than death. Romeo ignores the friar's attempt to comfort him with the reminder that the world is big and inviting, launching into a lengthy monologue of the horror he feels at being banished, comparing banishment to hell and death with extreme and passionate language. He would rather die than leave Juliet.

College Algebra, Chapter 9, 9.2, Section 9.2, Problem 42

Suppose the first term of an arithmetic sequence is $1$ and the common difference is $4$. Is $11,937$ a term of this sequence? If so, which term is it?

Here we have $a = 1$ and $d = 4$, so the nth term is

$a_n = 1 + 4(n-1)$

Solve for $n$, if $a_n = 11,937$. So,


$
\begin{equation}
\begin{aligned}

11,937 =& 1 + 4(n-1)
&& \text{Substitute } a_n = 11,937
\\
\\
11,937 =& 1+4n-4
&& \text{Distributive Property}
\\
\\
11,937 =& 4n-3
&& \text{Simplify}
\\
\\
4n =& 11,937 +3
&& \text{Add } 3
\\
\\
n =& \frac{11,940}{4}
&& \text{Divide by } 4
\\
\\
n =& 2,985
&&

\end{aligned}
\end{equation}
$


$11,937$ is the $2,985$th term of this sequence.

Did the painting of murals in US Post office pose controversy during the Great Depression?

The Great Depression was the worst economic disaster of the 20th century. In an effort to inject money into the economy, President Franklin Delano Roosevelt created the New Deal. This economic recovery plan created a variety of jobs across the nation. For the most part, the jobs generated much needed income for millions of American workers without any controversy. Occasionally, however, controversy did occur.
The massive building projects of the New Deal included construction of new postal facilities in thousands of cities and towns across the country. Artists were commissioned to paint 12' by 5' murals on the walls of these newly constructed buildings. These murals were to depict day to day life in the area served by the local post office in a traditional Americana setting.
Often, the artists hired to paint these murals came from out of state. This led to distrust among the local population of these outsiders. Sensitivities were particularly high in regard to stereotyping the local population, especially in the rural south. In places like my home state of Arkansas, where residents had long been represented as backwards and illiterate by most of the rest of the nation, the murals were subject to significant criticism. 
No region wants to have less attractive portions of its culture permanently on display as a constant reminder of those shortcomings. As a result, an unintentional controversy did ensue over the painting of murals on U.S. Postal Facilities during the Great Depression.
 

How did the American Revolution affect the colonists?

The American Revolution began in 1775 when the thirteen North American colonies desired freedom from Great Britain. The colonists were an ocean away from their motherland, and they felt they were being treated differently from other British citizens. Some of their concerns were taxation, lack of representation in the British government, and the presence of an army in the colonies without their consent.
Starting in 1765, disagreements turned violent and skirmishes began to break out. They only became more prevalent as time went on. On July 4th, 1776, the Declaration of Independence was officially adopted by the Continental Congress, the government set up by the colonists.
After six years of fighting, the removal of British troops from key locations in 1782 signaled the ending of the war. Negotiators drafted a peace treaty in November of 1782. During the month of September in 1783, the Treaty of Paris was signed, and Great Britain finally recognized the independence of the colonies.
The result of the American Revolution was the colonies receiving their independence and becoming their own nation. Colonists were now free to set up their own government and laws and live free of British rule.
However many colonists struggled during the American Revolution. Farms and homes were plundered by soldiers. When armies inhabited cities, families were forced to leave their homes and go to the countryside. Many shippers and merchants lost their jobs. Since many men went to fight, women had to step up and run farms and businesses.
https://www.history.com/topics/american-revolution/american-revolution-history

https://www.ushistory.org/us/11e.asp

What symbols best represent the idea of regret in "The Necklace"?

In symbolizing the life which Madame Loisel desires, there are several things that represent her regret that she does not possess the luxuries she desires.
Because she has no dowry, Mme. Loisel marries a minor clerk in the Ministry of Education. Disconsolate that she does not possess the finer things in life for which she feels herself deserving, she "grieves over the shabbiness of her apartment" and the chairs and the draperies that are worn and unattractive.

The sight of the little Breton girl who did her humble housework roused in her disconsolate regrets.... 

These regrets roused by the appearance of the meager servant are for luxurious material possessions. She regrets not owning
Oriental tapestries on the walls
large, overstuffed armchairs
stylish sitting rooms "just right for the four o'clock chat with friends"
"gleaming silverware" on a lovely dining table
"delicious dishes served on wonderful china"
evening clothes and jewels such as a diamond necklace
lovely wraps to throw over her dresses
Mme. Loisel no longer visits a well-to-do friend from her schooldays because she has always felt so "distressed" whenever she returns home. "And she would weep for days on end from vexation, regret, despair, and anguish."
Of course, the necklace is the greatest item of suffering and regret. For, it becomes the instrument of revenge that fate sets upon Mathilde Loisel for her pettiness, vanity, and hypocrisy as she has to cheat the grocer, do the heavy housework and cooking herself, and live in a garret apartment in order to repay the loan for the replacement of the necklace she has lost.
 

What impact did slavery have on African Americans, both free and enslaved, throughout the South?

Slavery in the American South proved to have a devastating impact on African Americans. 
Slaves who were forced to work as field hands began their day before dawn and did not finish until after sunset. Their only break was for a noon meal (which often consisted of barely suitable food). For six days a week, they operated under the constant supervision of their overseers, who would exact swift and painful punishment if they exhibited any behaviors that they did not like.
Families were often separated from each other when wives, husbands, and children were sold off to neighboring—or even very distant—plantations. Life on these plantations involved sleeping on a dirt floor in small slave shacks. 
Domestic slaves lived in slightly better conditions and received superior food, which marked them as higher up within the caste system of the community. However, women living in plantation households were often subject to sexual violence and rape from their white male slave owners. 
Slaves were faced with severe laws that limited their rights; they were not allowed to possess a gun, receive an education, assemble without a white individual present, or enter into a legally binding marriage. 
On top of these physical demands was the psychological and emotional burden of knowing that one belonged to another human being. For many African Americans, the ramifications of this social injustice have lasted until today.
Even free African American individuals were still forced to live under the shadow of slavery as they were subject to discriminatory laws. Despite these restrictions, they typically did their best to establish intellectual and religious autonomy and to speak out against the injustices of slavery.

How does Daisy affect other people?

Daisy is captivating and magnetic, and people want to be near her as a result of her charm and beauty. Nick says of her, at their first meeting after several years, that she has

[...] the kind of voice that the ear follows up and down, as if each speech is an arrangement of notes that will never be played again. Her face was sad and lovely with bright things in it, bright eyes and a bright passionate mouth, but there was an excitement in her voice that men who had cared for her found difficult to forget: a singing compulsion, a whispered "Listen," a promise that she had done gay, exciting things just a while since and that there were gay, exciting things hovering in the next hour.

She is attractive in almost every way; even her voice has a particular beautiful quality to it that draws people in. She seems to convey an excitement that inspires people to listen closely to her, to want to get closer to her. Her voice seems to suggest that she has been having fun quite recently and that she is going to be having fun again soon and that her hearers can partake of that fun themselves by remaining near her. Daisy even makes Nick feel as though he is the person she most wanted to speak to in these moments. She makes people feel like they can share in her good fortune and liveliness and vivacity.

Daisy is shown to be very alluring to the other characters. In the scene in which she is first introduced, she laughs "an absurd, charming little laugh, and I [Nick] laughed too." In this instance, Daisy is depicted as someone with an infectious charm, as evidenced by Nick's inclination to laugh with her despite the lack of dialogue between the two characters. Daisy's charms prove to be very alluring, for she is loved both by Gatsby and her husband, Tom Buchanan. While Tom did partake in an extramarital affair, he is shown to care for Daisy by his efforts to keep her away from Gatsby. And in Gatsby's case, the elaborate and expensive parties that he hosts are eventually explained to have been concocted solely for the purpose of coming into contact with Daisy after having been estranged for a number of years. Gatsby's rabid and enduring devotion to Daisy establishes her as a prize of sorts—a prize over which both Tom and Gatsby both compete throughout the novel. 

Precalculus, Chapter 1, Review Exercises, Section Review Exercises, Problem 38

Determine the slope and $y$-intercept of the line $3x + 4y = 12$. Graph the line, labeling any intercepts.

We write the equation $3x + 4y = 12$ in slope intercept form to find the slope. We get


$
\begin{equation}
\begin{aligned}

3x + 4y =& 12
&& \text{Given equation}
\\
4y =& -3x + 12
&& \text{Subtract } 3x
\\
y =& \frac{-3}{4}x + 3
&& \text{Divide by } 4

\end{aligned}
\end{equation}
$



The slope is $\displaystyle \frac{-3}{4}$. To find the $y$-intercept, we let $x = 0$ and solve for $y$. So we have


$
\begin{equation}
\begin{aligned}

y =& \frac{-3}{4} (0) + 3
\qquad x = 0
\\
y =& 3

\end{aligned}
\end{equation}
$


The $y$-intercept is $3$.

In the poem "Dream Variations" by Langston Hughes, why does the idea of whirling and dancing have power? What does it symbolize to Hughes?

There are, apparently, two variations on the same dream in this poem. In the first, the speaker dreams that he might:

. . . fling [his] arms wideIn some place of the sun,To whirl and to danceTill the white day is done.

There is something that seems restrictive about the day: first, he associates it with "white[ness]," and second, he can only dream of whirling and dancing during the daytime—implying that it is something not typically allowed him (perhaps because of his race). The idea of whirling and dancing seems to have power, because it is something he aspires to and dreams of doing; to do it would be fulfilling and empowering.
In the second variation on the dream, the speaker longs:

To fling [his] arms wideIn the face of the sun,Dance! Whirl! Whirl!Till the quick day is done.

Now, the day is "quick" rather than "white," and so perhaps this dream variation is a more advanced version of the first one. "White[ness]" is no longer privileged—unlike in the first variation, the night is "Black like me." Dancing and whirling seems like something equalizing, as though being able or allowed to dance and whirl would help to promote and maintain racial equality.

In Hughes's poem, he speaks about stretching his arms wide during the day. He writes, "To whirl and to dance / Till the white day is done. / Then rest at cool evening." This is a poem about dreams, and whirling and dancing are powerful ideas in this poem because they express his desire to be free and express himself fully. However, because Hughes is a black man, he does not have the ability to express himself fully during the day or expand his arms wide, literally and figuratively. His days are likely spent working, and he lives in a society that does not always allow him to whirl and dance. When he cries, "Dance! Whirl! Whirl!," he is expressing his dreams rather than reality. These actions symbolize what he feels a black man can't do in America--that is, to act with freedom, creativity, and abandon. 

Single Variable Calculus, Chapter 3, Review Exercises, Section Review Exercises, Problem 36

Find $y'$ of $y = x \tan y = y - 1$


$
\begin{equation}
\begin{aligned}
\frac{d}{dx} (x \tan y) &= \frac{d}{dx} (y) - \frac{d}{dx} (1)\\
\\
(x) \frac{d}{dx} (\tan y) + (\tan y) \frac{d}{dx} (x) &= \frac{dy}{dx} - 0 \\
\\
(x) (\sec^2y)\frac{dy}{dx} + (\tan y)(1) &= \frac{dy}{dx}\\
\\
x \sec^2 y \frac{dy}{dx} + \tan y &= \frac{dy}{dx}\\
\\
xy' \sec^2 y - y' + \tan y &= y'\\
\\
xy' \sec^2y-y' &= - \tan y\\
\\
y' \left( x \sec^2 y - 1 \right) &= -\tan y\\
\\
\frac{y' \cancel{\left( x \sec^2 y - 1 \right)} }{\cancel{ x \sec^2 y - 1 }} &= \frac{-\tan y}{ x \sec^2 y - 1 }\\
\\
y' &= \frac{-\tan y}{ x \sec^2 y - 1 } \qquad \text{or} \qquad y' = \frac{\tan y}{1- x \sec^2 y}
\end{aligned}
\end{equation}
$

Why would a cell go through the process of mitosis?

Mitosis is defined as nuclear division, meaning that at the end of the four phases of mitosis, there will be two nuclei and the cell will be preparing to divide into two by cytokinesis.
In unicellular organisms, mitosis is a type of asexual reproduction. Single parent cells use mitosis to reproduce, creating two daughter cells that have no genetic variability from the parent cell. In multicellular organisms, mitosis is used for growth and repair. For example, as you grow taller, your body makes more skin cells, muscle cells, bone cells, and so on through mitosis. In this case, mitosis is used to produce new tissue so that you can grow. Also, mitosis is used for repair of tissues. For example, when you get a small cut on your hand, skin cells are made via mitosis to repair that cut.
However, it's important to remember that mitosis is not the division of the whole cell. In order for the whole cell to divide, it must undergo cytokinesis, which is the division of the cytoplasm, after mitosis.

What are some quotes about the Dwarves' reaction to Bilbo's plan in chapter 9?

Bilbo did not have much time to explain his plan to the dwarves. He formed the plan on the spur of the moment, taking advantage of the opportunity that presented itself when the Elvish chief guard and butler drank themselves into a stupor. Bilbo stole the chief guard's keys. Then he let all the dwarves out of their cells and gathered them at Thorin's cell. So it was only when they had already trusted him enough to leave their cells, and were all gathered together in the dungeon passageway, that he explained to them that he intended to pack them into barrels.
They quickly went from being impressed at his resourcefulness to complaining about the plan.

[Bilbo's] fears were quite justified, for they did not like it one bit, and started grumbling loudly in spite of their danger.
"We shall be bruised and battered to pieces, and drowned too, for certain!" they muttered. "We though you had got some sensible notion, when you managed to get hold of the keys.  This is a mad idea!"
"Very well!" said Bilbo very downcast, and also rather annoyed. "Come along back to your nice cells, and I will lock you all in again, and you can sit there comfortably and think of a better plan -- but I don't suppose I shall ever got hold of the keys again, even if I feel inclined to try."
That was too much for them, and they calmed down.  In the end, of course, they had to just what Bilbo suggested ...

They complained again when Bilbo went to pack them in.

Thorin had given a lot of trouble, and turned and twisted in his tub and grumbled like a large dog in a small kennel; while Balin, who came last, made a great fuss about his air-holes and said he was stifling, even before the lid was on.

What was Adam Smith's purpose in writing The Wealth of Nations?

Adam Smith wrote The Wealth of Nations in 1776 to criticize mercantilism, which was the primary economic system at the time. Under mercantilism, it was believed that wealth was finite. Prosperity could be increased by keeping gold and precious metals and tariffing goods from other countries. Through mercantilism, a country attempts to become more prosperous through trade and exporting more than it is importing.
For over ten years, Smith observed conversations with top economists, analyzed notes and prior works, and developed what is still used today as one of the fundamental works for classical economics. The main idea throughout his book is that as humans, we have a natural tendency to put our own needs and interests first, so an economy in which people are able to freely produce and exchange goods through free trade will lead to more prosperity. Smith also advocated opening the markets for competition, both domestic and foreign, for increased prosperity.

At the time that Adam Smith wrote The Wealth of Nations, mercantilism was the predominant economic system in Europe. Mercantilism, a term that was popularized by Smith, was characterized by state control and regulation of the economy; a belief in the efficacy of stockpiling gold, silver and other precious metals; and a belief that a successful nation should maintain colonies as a source of raw materials and a market for finished products manufactured in the home nation. Proponents of mercantilism believed that trade was essential for wealth and looked at the economics of trade as a zero-sum game, meaning one nation could prosper only as a result of another nation losing out, and thus a successful nation must maintain a favorable trade balance. When Adam Smith wrote "An Inquiry into Nature Causes of the Wealth of Nations" in 1776, he intended it as an attack on the mercantilist system. Smith argued that there was a natural human tendency toward self-interest and that prosperity would naturally result if people were able to produce, sell, and trade goods as they pleased. In addition, he looked at trade economics more as a case of a rising tide raising all ships, than a zero-sum game, meaning that all nations engaged in trade could benefit from it. Smith argued that an "invisible hand" would guide free market economies if they were free from government regulation.

Adam Smith's purpose in writing The Wealth of Nations was to critique and offer an alternative to the mercantilist economic system, which he believed would eventually stifle countries' productivity. Under that system, the belief was that in order to protect the nation's wealth, wealth is defined by a country's gold or silver, and the country should endeavor to limit imports as much as possible, usually by imposing high tariffs.
Smith argued that instead of a finite store of precious metals, the nation's wealth was really reflected in the flow of goods and services it produced. People naturally worked to promote their own self-interest, Smith argued, and even if they didn't have bigger motives, an environment in which they were free to do so—with free markets and minimal government interference—would guide everyone's economic activities to contribute positively to the collective good of the nation. This was the "invisible hand" for which Smith and his landmark work are most famous.
Additional reading: Adam Smith, An Inquiry into the Nature and Causes of the Wealth of Nations, 1776 (Paperback published by Bantam Classics, 2003)
https://www.adamsmith.org/the-wealth-of-nations/

https://www.investopedia.com/updates/adam-smith-wealth-of-nations/

Calculus and Its Applications, Chapter 1, 1.2, Section 1.2, Problem 26

Determine the $\displaystyle \lim_{x \to -4^-} \sqrt{x^2 - 16}$ by using the Limit Principles.
If the limit does not exist, state the fact.


$
\begin{equation}
\begin{aligned}
\lim_{x \to -4^-} \sqrt{x^2 - 16} &= \sqrt{\lim_{x \to -4^-} (x^2 - 16)}
&& \text{The limit of a root is the root of the limit}\\
\\
&= \sqrt{\lim_{x \to -4^-} x^2 - \lim_{x \to -4^-} 16}
&& \text{The limit of a difference is the difference of the limits}\\
\\
&= \sqrt{\left(\lim_{x \to -4^-} x \right)^2 - \lim_{x \to -4^-} 16}
&& \text{The limit of a power is the power of the limit}\\
\\
&= \sqrt{\left(\lim_{x \to -4^-} x \right)^2 - 16}
&& \text{The limit of a constant is the constant}\\
\\
&= \sqrt{(-4)^2 -16}
&& \text{Substitute }-4\\
\\
&= \sqrt{16 - 16}\\
\\
&= 0
\end{aligned}
\end{equation}
$

In what 3 ways does Keneally portray Jimmie Blacksmith as a victim and not just as a heartless murderer in The Chant of Jimmie Blacksmith?

Keneally's main goal throughout this book is to show that Jimmie became a killer because he was a victim, tired of being exploited over and over again by white society. 
The story starts off in the year 1900, which was a heightened time of prejudice against the Aboriginal people of Australia, as well as any people of color. In fact, the group of laws known as the "White Australia" policy was enacted in 1901, restricting the number of non-white settlers who could come into the country. This racist societal atmosphere is the foundation for all the ways in which Jimmie is abused in his life. 
Jimmie is half-white, half-aborigine, raised by a white foster family. He's told that he should abandon aboriginal culture entirely, join white society, find a job, and marry a white woman. 
One way in which Jimmie is definitely a victim is that every time he is able to find work, he is cheated out of the money he is owed by the white men he works for. This is especially terrible when he works for the Constable, who sexually abuses non-white prisoners. 
He also faces prejudice when he marries Gilda, a white woman, and before the wedding can take place, he is forced by the minister's wife to chop a stack of wood. She says she'll have him arrested if he doesn't. Gilda is also pregnant with another man's child when he meets her, so Jimmie has to deal with judgement from others about that. 
Overall, Jimmie is a victim because he has been forced into alienation from both white and aboriginal society, leaving him without a way of life in which he has a chance at happiness.  

Why are Luke’s messages relevant for today?

The Gospel of Luke is known as the gospel of the Bible that focuses on the physical as well as the spiritual needs of humans, and it shows a particularly strong concern for social justice. For example, while one beatitude in the gospel of Matthew reads that those who hunger and thirst after righteousness will be filled, the similar beatitude in Luke says that those who literally hunger will be filled. Further, Luke adds "woes" to the beatitudes that Matthew does not include, such as:

Woe to you who are rich, for you have already received your comfort. / Woe to you who are well fed now, for you will go hungry.

Luke also includes the Magnificant, Mary's song of praise to God for blessing someone as humble as she is to be the mother of God. She calls herself "the lowliness of his handmaidens." She also praises God because

He hath put down the mighty from their seat: and hath exalted the humble and meek. / He hath filled the hungry with good things: and the rich he hath sent empty away.

This message is relevant for today because the world is still filled with poor and hungry people who are often oppressed by the rich. This gospel says God is concerned for them and wants justice for them.
Luke also promises an end to time as we know it, which is a teleological vision of salvation. The second coming of Christ to earth will usher in the kingdom of God on earth. The story of history will have a happy ending. This is relevant for today as it offers a strong message of hope in a world that often seems full of violence and despair.

int cos^2(3x) dx Find the indefinite integral

Recall  that indefinite integral follows int f(x) dx = F(x) +C where:
f(x) as the integrand function
F(x) as the antiderivative of f(x)
C as the constant of integration..
 For the given integral problem: int cos^2(3x) dx , we can evaluate this by using a trigonometric identity. Recall that:
cos^2(theta) = (1 + cos(2theta))/2 .
Applying the trigonometric identity, we get:
int cos^2(3x) dx = int (1 + cos(2* 3x))/2 dx
                              = int ( 1 + cos(6x))/2dx
                              =int ( 1/2 + cos(6x)/2)dx
                        
Apply the basic integration property: : int (u+v) dx = int (u) dx + int (v) dx .
int ( 1/2) + cos(6x)/2)dx =int ( 1/2) dx + int cos(6x)/2dx
For the first integral: int (1/2) dx , we may apply basic integration property: int c dx = cx .
int (1/2) dx = 1/2x or x/2
For the second integral:  int cos(6x)/2dx , we  may apply basic integration property: int c f(x) dx = c int f(x) dx .
1/2 int cos(6x) dx .
Apply u-substitution by letting u = 6x then du = 6 dx or (du)/6 = dx .
1/2 int cos(6x) dx = 1/2 int cos(u) * (du)/6
                               = 1/2*1/6 int cos(u) du
                               = 1/12 sin(u)  
Plug-in u = 6x on 1/12sin(u) , we get:
1/2 int cos(6x) dx = 1/12 sin(6x) or sin(6x)/12
Combining the results, we get the indefinite integral as:
int cos^2(3x) dx = x/2 + sin(6x)/12+C
 

Explain why Squeaky makes Raymond walk on the inside when they walk down Broadway.

In Toni Cade Bambara’s story “Raymond’s Run” Squeaky takes care of her older brother Raymond, who lives with developmental delays. This is her family contribution which allows her mother to care for their home. 
While caring for Raymond, she often takes him for walks in the city. Squeaky practices her breathing and high stepping with Raymond tagging along. Unfortunately, there are times when he pretends the curbing along the road is a tight rope, or he plays in the puddles. If he goes home with wet pants legs, Squeaky is disciplined for Raymond’s actions. There are times he runs into traffic and out onto the island in Broadway causing the pigeons to scatter. These actions upset the people who are eating lunch or just relaxing in the sun, and Squeaky must make amends. Therefore, Squeaky devised a system to have Raymond walk on the inside between her and the buildings. This system keeps Raymond safe and Squeaky in her parent’s good graces.

So I keep Raymond on the inside of me, and he plays like he’s driving a stage coach which is OK by me so long as he doesn’t run me over or interrupt my breathing exercises, which I have to do on account of I’m serious about my running, and I don’t care who knows it.

What are some ways to we can reduce aggression?

I am going to assume that the question is asking for healthy ways to reduce aggression. I am also going to assume that medication is not an option (although it can be effective).
Probably the best thing that a person can do to help curb his/her aggressive tendencies is to understand what triggers the anger and aggression in the first place. Once that trigger can be identified, the person can actively seek to avoid behaviors and interactions that would normally trigger the aggression. If game night gets too competitive, consider changing the type of games being played or completely changing the type of get together.
Another possible solution is to take a "time out." The result is that you are taking a break from the frustrating situation. You are allowing yourself time to calm down without any additional stressors being added to the situation.
Finally, a person can find constructive ways to release the pent up aggression. A great method of doing this is physical exercise. Go to the batting cages and hit the stitching off the pitches, or kick a soccer ball around. Going for a run is a good idea too. The benefits of exercise come in two forms. First, the exercise rids you of that energetic, aggressive energy. Second, the exercise releases "feel good" hormones like endorphins and dopamine. Both of these create a sense of euphoria.
http://web.csulb.edu/~tstevens/b-anger.htm

https://www.healthcentral.com/article/8-ways-to-decrease-your-childs-aggressive-behavior

https://www.webmd.com/depression/guide/exercise-depression

Chigurgh tells Carla Jean, "You didn't do anything. It was bad luck." He also offers her a coin toss. Are these gestures consistent with his worldview? If so, how? If not, how are these gestures inconsistent? Why then might he have made these gestures towards her? I believe him giving Carla Jean the coin is consistent with his view, but I need help with the how and why. I'm interested in the scenes with the gas station owner, Wells, the drug dealers, and finally Carla Jean.

Chigurh's behavior towards Carla Jean is certainly consistent with his worldview. Throughout the novel, Chigurh sees himself as a sort of messenger or personification of fate, and his offering each victim a coin toss before killing them further suggests this.
Back in the gas station passage, when Chigurh speaks to the attendant, he makes the connection between the coin tosses, himself, and his views on fate clear. "[The coin] has been traveling twenty-two years to get here and now it's here . . . you stand to win everything" (145). After the attendant calls it correctly, Chigurh spares his life and gives the attendant the coin, calling it his "lucky coin." 
Wells says of Chigurh in one passage, "These are not good odds. He’s a peculiar man. You could even say that he has principles. Principles that transcend money or drugs or anything like that." Wells believes that Chigurh operates solely on his principles and his belief that he is bringing fate to his victims.
Once again, when Chigurh speaks to Carla Jean, his idea that he himself is simply a messenger of fate becomes clear. He says, "When I came into your life your life was over. . . . You can say that things could have turned out differently. That there could have been some other way. . . . You're asking that I second say the world. Do you see?" (260). While many others (Wells, Moss, etc.) simply think Chigurh is insane, the novel never makes clear if he is delusional in his ideas.
Yet Chigurh is also a man who kills out of necessity to further his journey. When captured at the beginning of the novel, he murders a police officer to escape custody. He murders a passerby to steal his car. In the motel, he murders drug dealers who he believes has the money. Chigurh certainly is animalistic in a sense, killing to survive, and the police officer, the passerby, and the violent drug dealers are all threatening his survival.
Chigurh, then, operates as a messenger of fate, though he remains a character unafraid to kill for his own benefit.

Could someone please help me with a summary of the book Pyramid Response to Intervention by Buffum, Mattos, and Weber? I also need a personal reaction to Pyramid Response to Intervention. The full title is Pyramid Response to Intervention: RTI, Professional Learning Communities, and How to Respond When Kids Don't Learn; published by Solution Tree.

Beginning the book's discussion with the Response to Intervention (RTI) approach, Pyramid Response to Intervention explains that RTI shifts the burden of educating students who struggle to learn from Special Education professionals to the entire collective of the professional learning community (PLC). A distinctive feature of the Pyramid Model of RTI is its unified system that makes assessment of students' learning "universal, ongoing, and formative" and in which "fidelity" to intention and design must occur during implementation of the three tier pyramid of intervention (POI) strategies, whether implemented at the elementary, middle, or high school levels. First tier strategies--at all three school levels--are implemented through core curriculum with embedded universal "ongoing monitoring," with "universal" meaning for all students. Second tier strategies are aimed at students whose monitoring identifies them as "not learning"; these strategies are "immediate and powerful interventions systematically applied and monitored" in the student's learning environment in which parents play a significant role. Third tier strategies consist of "intensive interventions focused on closing the gap" between the student's potential and actual learning. As the pyramid of RTI strategies goes upward, interventions intensify and the number of students needing intervention decreases.The authors of Pyramid Response to Intervention: RTI, Professional Learning Communities, and How to Respond When Kids Don't Learn are experts in education: Austin Buffum Ed.D., a retired senior Superintendent of Orange County, CA; Mike Mattos M.S., a principal in Tustin, CA; Chris Weber Ed.D., teacher and District Administrator in Dana Point, CA. The purpose of the book written by these experts is explained in the Forward by Richard DuFour, teacher, author, and consultant. Since the purpose of an instructional book like this gives foundation to its contents, it is useful to include with the general summary above a condensed statement of the authors' purpose.
The legislated RTI initiative, when incorporated into schools' "existing, well-defined improvement processes," which are used "as a catalyst for enhancing both student and adult learning" through educators' collaborative work, provides another path for educators to "acknowledge and embrace a shared purpose of helping all students learn at high levels," and it fosters another avenue for educators to "take collective responsibility for achieving that shared purpose" of excellence in learning for all students. The conceptual difficulty to be overcome is that the work of the educator is often perceived as being done "in isolation," whereas RTI is a function of collaborative, collective effort among the professional learning community (PLC).
Part of the goal inherent in the implementation of RTI is to develop a collaborative, collective conceptualization of a teacher's role where such a conception doesn't yet exist. Once that is in place, RTI will "reinforce and strengthen the assumptions, commitments, and practices" that exist, and educators will work together to implement, assess, and improve the [RTI] model." Written as it is by educators who are leaders of schools where collaborative frameworks were already in place, Pyramid Response to Intervention models how to incorporate RTI into a school's existing PLC.
https://issuu.com/mm905/docs/prti_look_inside?e=5896725/3980520

https://www.solutiontree.com/products/product-topics/professional-learning-communities-at-work-trade/pyramid-response-to-intervention.html

y=(x-4)/(x^2-3x) Graph the function.

We are asked to graph the function y=(x-4)/(x^2-3x) :
Factoring the numerator and denominator yields:
y=(x-4)/(x(x-3))
There are vertical asymptotes at x=0 and x=3. The x-intercept is 4.
Since the degree of the numerator is less than the degree of the denominator, the horizontal asymptote is y=0.
The first derivative is y'=(-(x-6)(x-2))/((x^2-3x)^2) ; y'=0 when x=2 or x=6. The function is decreasing on x<0 and 06.
The graph:

int t / sqrt(1-t^4) dt Find the indefinite integral

Indefinite integral are written in the form of int f(x) dx = F(x) +C
 where: f(x) as the integrand
           F(x) as the anti-derivative function 
           C  as the arbitrary constant known as constant of integration
 
In the given problem: int t/sqrt(1-t^4)dt , we follow: int f(t)dt =F(t) +C.
The problem can be rewritten as:
int (t *dt)/sqrt(1^2-(t^2)^2)
 
This resembles the basic integration formula for inverse sine function:
int (du)/sqrt(a^2-u^2) = arcsin(u/a) +C
Using u-substitution, we let u = t^2 then du = 2t*dt or (du)/2= t*dt .
Note: a^2 = 1 then a = 1
The indefinite integral will be:
int (t *dt)/sqrt(1^2-(t^2)^2)=int ((du)/2)/sqrt(1^2-(u)^2)
Applying the basic property of integration: int c*f(x)dx = c int f(x) dx , we get:
(1/2) int (du)/sqrt(1^2-u^2)
Applying the basic integral formula for inverse sine function:
(1/2) int (du)/sqrt(1^2-u^2)=1/2arcsin(u/1) +C
                                    =1/2arcsin(u)+C
Plug-in  u=t^2  in 1/2arcsin(u) +C to express the indefinite intergral in terms of  int f(t)dt=F(t)+C :
int t/sqrt(1-t^4)dt =1/2arcsin(t^2) +C

Calculus: Early Transcendentals, Chapter 7, 7.2, Section 7.2, Problem 1

intsin^2x cos^3x dx=intsin^2x cos^2x cos xdx
Use Pythagorean trigonometric identity: sin^2x+cos^2x=1=>cos^2x=1-sin^2x
int sin^2x(1-sin^2x)cos xdx=
intsin^2x cos xdx-intsin^4x cosxdx
Make substitution: t=sin x=> dt=cos x dx
int t^2dt-intt^4 dt=t^3/3-t^5/5+C=
Return substitution to get the solution.
(sin^3x)/3-(sin^5x)/5+C

Why dates are important in history?

Dates are important, as they note when certain events happened. This is very important because history is recorded chronologically. It helps to know that one event happened before another event so that one can examine the relationship between events. Dates also serve to mark periods in history. While historians can disagree on exact starting and ending points for periods—for example, some historians do not put the exact starting date for the Middle Ages at 500 AD—these dates can be used as rough guidelines for looking at trends in history. The people who lived during those time periods did not say that they lived in a certain time period; no one living in Europe in 1922 would have called those the "interwar years," since no one knew that World War II was in the future. Historians use dates in order to signify eras.
Dates are also important for the cultural identity of a group of people. July 4 is a very important date in United States history, as it is considered to be the founding of the country. Other dates such as December 7 and September 11 are used in America to remember the sacrifices of those who died due to foreign attack.

We can think of history as a long chain of cause-and-effect. Even seemingly minor happenings can have lasting repercussions, leading to larger and more important events. Without knowing the dates of these events, we might never be able to trace the important ones back to their beginnings.
Dates serve as boundaries and markers for different periods in history. Knowing the dates of events allows us to place them in chronological order on a timeline—if we only knew what happened in the past, and not when, we would not be able to easily identify the progress of ideas or see the relationships between them.
The Gregorian calendar is the most prevalent in the world today. We mark years as BC (before Christ) or AD (anno domini, i.e., “after the death of Christ”). However, there are several other timekeeping systems, including Hebrew, Islamic, and Chinese—none of which having to do with the life of Christ. When keeping track of historical events, though, it doesn’t really matter which calendar you use, as long as you put them in the right order.
https://eclipse.gsfc.nasa.gov/SEhelp/calendars.html

What structural devices are there in Hamlet?

Shakespeare employs a number of important elements in his plays. In Hamlet, the existence of foils and the use of the soliloquy are both important devices that help develop Hamlet's character. The plot of Shakespeare's Hamlet, however, depends mostly upon two significant structural devices: the presence of the supernatural and the elective monarchy.
When the ghost makes his first appearance to the guards and then to Horatio, an eerie and foreboding mood is established. When Hamlet meets his father's ghost at the palace gates the meeting acts as the exciting force that sets the rest of the play into motion. Hamlet receives the order to avenge his father's murder. The ghost also serves a secondary function: to make Hamlet question whether or not the desire is real, and if indeed the ghost is his father or the devil assuming a pleasing shape. The use of the supernatural, then, is integral to the plot as it both gives Hamlet his purpose as well as his reason to question it.
The elective monarchy itself is another significant device. If the crown would follow the rules of primogeniture, King Hamlet's death would precipitate the rise of his son, young Prince Hamlet, to the throne. Because it is an elective monarchy in Denmark at the time and in the play, the system allows for Claudius's motive.
While there are a number of structural devices in the play, the use of the supernatural and the implementation of the elective monarchy are both interesting and impactful.

Calculus of a Single Variable, Chapter 9, 9.6, Section 9.6, Problem 31

To apply Root test on a series sum a_n , we determine the limit as:
lim_(n-gtoo) root(n)(|a_n|)= L
or
lim_(n-gtoo) |a_n|^(1/n)= L
Then, we follow the conditions:
a) Llt1 then the series is absolutely convergent.
b) Lgt1 then the series is divergent.
c) L=1 or does not exist then the test is inconclusive. The series may be divergent, conditionally convergent, or absolutely convergent.
In order to apply Root Test in determining the convergence or divergence of the series sum_(n=0)^oo 5^n/(2^n+1) , we let:
a_n =5^n/(2^n+1)
We set-up the limit as:
lim_(n-gtoo) |5^n/(2^n+1)|^(1/n)=lim_(n-gtoo) (5^n/(2^n+1))^(1/n)
Apply Law of Exponent: (x/y)^n = x^n/y^n and (x^n)^m = x^(n*m) .
lim_(n-gtoo) (5^n/(2^n+1))^(1/n)=lim_(n-gtoo) (5^n)^(1/n)/(2^n+1)^(1/n)
=lim_(n-gtoo) 5^(n/n)/(2^n+1)^(1/n)
=lim_(n-gtoo) 5^1/(2^n+1)^(1/n)
=lim_(n-gtoo) 5/(2^n+1)^(1/n)
Apply the limit property: lim_(x-gta)[(f(x))/(g(x))] =(lim_(x-gta) f(x))/(lim_(x-gta) g(x)) .
lim_(n-gtoo) 5/(2^n+1)^(1/n) =(lim_(n-gtoo) 5)/(lim_(n-gtoo) (2^n+1)^(1/n))
= 5 / 2
Note: Applying a^x =e^(xln(a)) , we may let: (2^n+1)^(1/n) = e^(1/nln(2^n+1))
lim_(n-gtoo)1/nln(2^n+1) =oo/oo
Apply L'Hospital's rule:
lim_(n-gtoo)1/nln(2^n+1)=lim_(n-gtoo) ((2^nln(2))/(2^n+1))/1
=lim_(n-gtoo) (2^nln(2))/(2^n+1)
=oo/oo
Apply again the L'Hospital's rule:
lim_(n-gtoo) (2^nln(2))/(2^n+1)=lim_(n-gtoo) (2^nln^2(2))/(2^nln(2))
=lim_(n-gtoo) (ln(2))
= ln(2)
Applying lim_(n-gtoo)1/nln(2^n+1)= ln(2) on e^(1/nln(2^n+1)) , we get:
lim_(n-gtoo) e^(1/nln(2^n+1)) = e^(ln(2)) = 2

The limit value L = 5/2 or 2.5 satisfies the condition: Lgt1 since 2.5gt1 .
Conclusion: The series sum_(n=0)^oo 5^n/(2^n+1) is divergent.

Single Variable Calculus, Chapter 2, 2.2, Section 2.2, Problem 19

Evaluate the function $\displaystyle \lim \limits_{x \to 0} \frac{\sin x}{x + \tan x} $ at the given
numbers $ x = \pm 1, \pm 0.5, \pm 0.2, \pm 0.1, \pm 0.05, \pm 0.01 $ and guess the value of the limit, if it exists.

Substitute the given values of $x$


$
\begin{equation}
\begin{aligned}

\begin{array}{|c|c|}
\hline\\
x & f(x) \\
\hline\\
1 & 0.329033 \\
0.5 & 0.458209 \\
0.2 & 0.493331 \\
0.1 & 0.498333 \\
0.05 & 0.499583 \\
0.01 & 0.499983 \\
-0.01 & 0.499983 \\
-0.05 & 0.499583 \\
-0.1 & 0.498333 \\
-0.2 & 0.493331 \\
-0.5 & 0.458209 \\
-1 & 0.329033\\
\hline

\end{array}


\end{aligned}
\end{equation}
$


The table shows that as $x$ approaches 0 from left and right, the limit approaches a value of $\displaystyle \frac{1}{2}$
.


$\displaystyle \lim \limits_{x \to 0} \frac{\sin x}{x + \tan x} = \frac{\sin (0.000001)}{0.000001 + \tan (0.000001)} = \frac{1}{2}$

In Fahrenheit 451, what is the meaning of snakes? Where else does this symbol appear?

In the opening scene of the novel, Bradbury likens a fire hose to a "great python" that is spitting "venomous kerosene" while Montag burns someone's illegal book collection. Later on, the image of an "orange snake" is sewn onto the sleeve of Captain Beatty's uniform. In both instances, snakes are associated with the destructive, malevolent fireman institution, which censors literature by burning books. Therefore, the snakes in both examples symbolically represent the destructive nature of the fireman institution in Bradbury's dystopian society, which is a debased, harmful organization on a sinister mission.
Montag also compares a "black cobra" to the machine that the two callous medical technicians use to pump Mildred's stomach. The image of a venomous snake symbolically represents the dangers of technology and relates to how advanced technologies completely consume the culture of Bradbury's dystopian society. The "black cobra" leaves Mildred's stomach empty and replaces the blood in her veins, which symbolically represents the dependence and overconsumption of technology by citizens living in the dystopian society.

In Fahrenheit 451, Bradbury uses the snake as a symbol of censorship and control because of its association with the firemen. Montag describes the firehose as a "spitting python," for example, and the image of a snake is sewn onto the sleeve of the fireman's uniform, as we see through the description of Captain Beatty.
The snake also appears as a symbol when Mildred overdoses in Part One. In this example, Montag likens the stomach pump to a "hungry" snake which feeds off of his wife. By using the symbol in this way, Bradbury changes its symbolic meaning. Now, it represents the potential dangers of our over-reliance on technology. The fact that it makes Mildred feel "empty," for example, suggests that the more technology we adopt in our daily lives, the emptier we will feel. We will also become increasingly dehumanized, just like the men who operate the stomach pump and appear to feel no empathy or compassion towards Mildred.

List difficult words from The Story of My Life by Helen Keller with their meanings.

Helen Keller's Story of My Life was published in 1903, and words that were commonplace at that time have become more obscure as the English language has inevitably morphed and shifted. No doubt in another century, word choices we find completely normal and understandable will seem strange and even incomprehensible to future readers. In fact, Keller does make every attempt to use simple words and convey her story in a natural way, but difficult vocabulary nevertheless creeps in. Some words from Keller's book that may seem difficult to us now include the following:
soughing: a moaning or whispering noise
multitudinous: a lot, numerous, very many
pinafore: a loose dress without sleeves, similar to a big apron but with a back, worn over clothes to protect them
allurement: attraction, temptation
verbatim: the same exact words
amenities: comforts, desirable features
augmented: increased, made larger
indignant: to be annoyed or to feel put upon
antediluvian: before the great flood described in the Bible
primeval: the earliest periods on the earth
foraminifera: a single-celled animal with a chalky shell
placid: calm 

Here are some vocabulary words that may be unfamiliar to some readers of The Story of My Life, though there may be other words as well:
poignancy: the quality of calling forth sadness.
untainted: not dirtied or sullied.
tyranny: an oppressive form of government.
retribution: punishment to avenge a wrongful deed.
oculist: an eye doctor or ophthalmologist or optometrist. 
langour: the state of feeling tired or exhausted. 
idioms: turns of phrase, popular ways of expressing a concept or idea (such as "raining cats and dogs").
vivid: having clear and lively images. 
wily: deceitful. 
portended: served as warning sign.
repose: a state of rest or to rest.
epigrams: short and clever sayings.
As you are reading through The Story of My Life, you should circle or otherwise note unfamiliar words and then look them up online or in a dictionary. This process not only helps you better understand the book, but it also helps you build your vocabulary.

Do you think leadership is more important or less important in today's flatter, team-based organizations?

The answer to this question is going to change depending on who answers it.  The support is the most critical part of the answer, since either answer can be potentially correct.  
Personally, I think having a good leader is just as important as it ever was.  Whether a company is structured around a "team" based concept or not, that team needs to be led.  That's why sports teams still have coaches and aren't run by the players deciding who is going to play when and where.  The coach has the big vision in place, and a good coach knows how to get the most out of each player for the benefit of the entire team.  Businesses and companies are the same way.  
Take Valve for example.  By all appearances, the company is as team structured as a company gets.  Employee desks all have wheels on them, so that employees can move from coworker space to coworker space in order to teamwork on whatever project that they feel like working on.  If somebody has a good idea, and other people want to help with the project, then they are free to do that.  The company doesn't track vacation days or sick leave either.  Each employee is expected to operate for the benefit of the company as a whole, but the company does have a leader.  Gabe Newell is the CEO and founder of the company, and he is considered one of the strongest leaders in the entire video game industry.  He is absolutely monitoring the progress of his company, and he steers it toward success as necessary.  His vision and leadership created his highly successful company, and his company falls apart if the other leaders in it aren't hiring the kind of employees that can operate within Valve's unique business model.  
Yes, absolutely, a leader is still crucial in today's team-based organizations.  

What difficulties and struggles did the men of the 60th face in organizing and fighting as soldiers? What does such opposition to their existence as soldiers tell us about white Northerners’ perceptions about black people in general? http://ir.uiowa.edu/cgi/viewcontent.cgi?article=1140&context=annals-of-iowa

The article details the many difficulties faced by the African American men of Iowa who offered their military service during the American Civil War. The situation for black people in Iowa in 1861 was highly restrictive in general: the ban against military service for blacks accompanied bans on black people voting, receiving a public education, holding a political office, or being lawyers. As such, the concept of a black soldier ran contrary to Iowan law in the first place. Whites in Iowa, as we can tell from their attitudes towards the black soldiers, generally did not believe black men were either capable or deserving of performing professional duties, and there was an underlying fear of arming them in large groups.
Although black soldiers saw their offer to fight as an offer to participate in the war for their own emancipation, Alexander Clark, on elevating the offer to raise black companies to Governor Samuel Kirkwood, was told that "your color would not be tolerated in one of our regiments." The campaign for black soldiers required the support of many newspapers and white allies, who eventually had to press not the humanitarian argument, but the idea that enlisting black soldiers would be useful for the war effort. By the time the idea of a black soldier was accepted, it was often on racist grounds, such as Senator James Grimes's statement that he "would see a negro shot down in battle rather than the son of a Dubuquer." That is to say, a black man could be used as a soldier because he, unlike whites, was expendable, but this did not mean he would be accorded equal recognition for his service.
Once black men in the field began to be commonplace, some blacks were effectively press-ganged into service, their personal agency unrecognized. Black soldiers received inferior rations, supplies, and medical care to white troops, with the result that they died at higher rates than their white compatriots. This reflects the general treatment of blacks in this era as dispensable and worthy of less attention in all arenas than whites.
The First Iowa Volunteers, or the 60th US Colored Infantry, suffered badly from these inferior conditions and were wracked with disease to the point that half of them were unfit for duty in the summer of '64. They performed uninteresting duties such as scouting, guard duty, fatigue work, and drilling at a higher rate than white soldiers, resulting in general discontent. Eventually, however, they appealed to the white voters of Iowa at a convention in Des Moines for their enfranchisement in recognition of their service.
Ultimately, Iowa did vote to extend the rights of suffrage to black men. There is a suggestion that the views motivating this were still, in many ways, racist. As the war went on and reports of black soldiers' excellent performance were spread, a connection began to be drawn between this martial skill and the idea of according black men political rights: they won their rights through their efforts rather than through any recognition of their inherent worth. However, it reflected a change in attitudes from 1861, when whites had been opposed to, and afraid of, arming black men.

Excluding discussion of criminal violations, discuss the civil liabilities involved in the scenario presented in the attached document.

I would absolutely not want to be the individual named "Ace" in the scenario provided, but the extent of his liability, if any, under the conditions specified is uncertain and would be highly dependent upon the rulings of a court or the deliberations of a jury. Tort Law is notoriously complicated. Unlike a criminal case in which a preponderance of physical and/or circumstantial evidence is the measurement by which a decision or verdict is made, civil cases are more tenuous. They rely on interpretations of laws and on sometimes nebulous connections drawn between the conduct of individual A and the injury to individual B.
Once upon a time, Ace would have borne little or no responsibility for the conduct of social guests who consumed excessive quantities of alcoholic beverages provided by the host (in this case, Ace). He certainly made alcohol available to adults but was not considered responsible for the conduct of other adults who consumed that alcohol. Today, as a result of the large number of alcohol-related deaths, especially drunk-driving-related fatalities, civil laws have changed to allow for lawsuits that charge the provider of the alcohol with responsibility for the conduct of the consumer of the alcohol. So-called "dram shop statutes" have been adopted that hold servers of alcohol, mainly restaurants and bars that serve alcohol, liable for the actions of customers who consume excess quantities of alcohol at these commercial establishments and then proceed to cause bodily harm to others, such as from driving under the influence of alcohol. While these statutes were targeted primarily at commercial establishments, they have been extended to include private individuals who serve alcohol to guests with similar adverse consequences.
In the scenario provided, Ace had established an environment in which the possibility of personal harm was definitely present. By placing a keg of beer on his deck "near the swimming pool," he almost invited disaster in the person of an inebriated guest falling into the pool and drowning. That did not occur, but it was possible given the party atmosphere Ace deliberately created. Additionally, while the fireworks that caused an injury to Frieda were brought by uninvited guests, Ace apparently did nothing to control the activities taking place on his property. And herein lies a big part of the problem. Ace had taken no steps to protect the individuals on his property from harm and did, in fact, facilitate the creation of an environment in which injury to guests was a distinct possibility. He could be liable for the injuries that occurred as a direct consequence of the environment he created.
Chuck is certainly liable for his actions. Being under the influence of alcohol is obviously no excuse for initiating a chain of events that led to the injury of a police officer. While the student's question states that criminal matters should not be addressed, Chuck would be arrested and charged with a crime under the scenario provided. The injured police officer could, additionally, file a civil suit against Chuck, as well as against Ace, on whose property a fire was started due to negligent behavior. Ace may not have read the warning label on the propane tank, but, as an adult, and as someone who owns and operates a gas grill, he would be presumed to be knowledgable regarding the fire hazards associated with using a gas grill, especially when that grill and its attached propane tank are in close proximity to fireworks. That's a notoriously bad combination--propane and fireworks--and Ace would be expected to be fully aware of the risks involved.
Could Ace argue before a judge and/or jury that his guests failed to use "due care" and were responsible for their own actions? Chuck, Paul, Frieda and the rest were all, presumably, adults. As such, they bear some measure of responsibility for their actions. Again, however, Ace hosted a party in which alcohol was freely and openly served to his guests. That entails a considerable measure of responsibility on the part of the host under current laws. The fact that his guests knowingly participated in the activities that took place on his property does not absolve Ace of responsibility for injuries that occurred and that were directly connected to his party. If anyone has a potential case here it is Frieda, who was injured by the propane tank explosion. It would be very difficult for Act, as a defendant in a civil case, to successfully argue that Frieda assumed responsibility for her injuries. She was invited to a party, but the individuals playing with the fireworks were uninvited. She was a victim of negligence on the part of the uninvited guests and could also be considered a victim of Ace's negligence, as Ace failed to control the environment on his property. The party was not inherently dangerous, despite the presence of alcohol, and she had no reason to fear for her safety as an invited guest. 
The issue of Paul's injury and the inoperable streetlights is the most legally complicated part of the scenario. Electric Company could be held liable for Paul's injuries. Presumably, Electric Company was directly responsible for installation and maintenance of the streetlights. When it assumed that responsibility, it both acknowledged that the streetlights were important for public safety and that it, the utility company, was responsible for the proper operation of those streetlights. Had the company been unaware of the broken streetlight, it might be able to argue that it bore no responsibility for Paul's injuries. If just one call had been made to the company, however, complaining about the inoperable light, then Electric Company could be held liable. Case law on this precise topic is voluminous and varies from state to state. Below are links to legal discussions and court cases specific to real-life cases involving injuries potentially attributable to improperly functioning streetlights. Case law is all over the map on this issue, and the duration of time that the streetlight was inoperable combined with whether or not complaints had been made with the utility company advising of the inoperable light(s) are all factors that would be considered.
Whether Paul is responsible for his own injury is another matter. Again, insufficient information is provided with respect to the chain of events leading to his injury. Was Paul under the influence of alcohol? Was the driver operating his or her vehicle at an unsafe speed? Should common sense--a tenuous proposition in the world of torts--have been a factor? After all, we teach children not to run into streets without watching for cars. The absence of a functional streetlight did not negate that expectation.
In the end, Ace is in a very precarious position regarding liability for injuries connected to his social gathering. Inviting people to such a gathering and serving alcoholic beverages, especially from a keg, the mere presence of which suggests a certain carelessness with regard to the host's ability to monitor guests for excess consumption, involves responsibility for the safety of the guests. Under virtually any formula, Ace appears negligent.
https://casetext.com/case/white-v-southern-cal-edison-co

https://www.floridasupremecourt.org/content/download/344351/3046515/01-1505_AmdIni.pdf

What would Hamilton likely say today about the judicial branch and its role in our government system?

If Alexander Hamilton viewed the modern judicial branch, I think that he would believe that what he articulated back then is being continued today.
Hamilton would see the modern judicial branch as similar to what he observed in the nation's earliest days.  He argued that the interpretative function of the judiciary made it predisposed to not harming the Constitution. In many respects, Hamilton saw it as the least powerful of the three branches:  

Whoever attentively considers the different departments of power must perceive, that, in a government in which they are separated from each other, the judiciary, from the nature of its functions, will always be the least dangerous to the political rights of the Constitution; because it will be least in a capacity to annoy or injure them.

Today's judicial branch, most notably in the form of the Supreme Court, is designed to not "annoy or injure" Constitutional ideas.  For example, when the Court announces its decisions, its majority and dissenting opinions are rooted in constitutional intent.  In this regard, Hamilton would believe that today's judicial branch is similar to what he envisioned. The separation of powers principle has been upheld to ensure that the judicial branch does not overstep its boundaries. It has not broken from its established tradition of examining the constitutionality of laws and actions.  In this way, I think that Hamilton would say that today's judicial branch resembles what he saw in his own mind regarding its power.
https://law.jrank.org/pages/6820/Federalist-Papers-Federalist-No-78-Power-Judiciary.html