Give examples for how Mrs. Hayashi and Rosie live in a patriarchal household.

“Seventeen Syllables" is a short story written by Hisaye Yamamoto, whose parents immigrated to the United States from Japan. In the story, Rosie Hayashi is also the daughter of Japanese immigrants.
Rosie, her mother Tome, and her father live in a farming community. One way in which we see Rosie and Mrs. Hayashi living in a patriarchal household is that Mrs. Hayashi must do whatever Mr. Hayashi wants, no questions asked. When visiting the Hayanos, Rosie and Mrs. Hayashi have a good time talking with the family, but they must leave immediately when Mr. Hayashi abruptly decides he's had enough. Mr. Hayashi does not seem to want to let his wife enjoy anything, and cruelly destroys the poetry prize she wins. 
What puts Mrs. Hayashi most of all under control of a patriarchal household is the fact that she was forced by societal pressures to marry Mr. Hayashi. After she lost the child that she had with a man who could not marry her, she came to the United States for an arranged marriage with Mr. Hayashi. She is so unhappy living her life controlled by her husband that she begs Rosie never to get married. 

Precalculus, Chapter 6, 6.1, Section 6.1, Problem 15

Given: A=55^@, B=42^@, c=0.75
The Law of Sines: a/sin(A)=b/sin(B)=c/sin(C)

C=180-55-42=83^@

a/sin(55)=b/sin(42)=0.75/sin(83)

a/sin(55)=0.75/sin(83)
a=[0.75sin(55)]/sin(83)
a=.62

b/sin(42)=0.75/sin(83)
b=[0.75sin(42)]/sin(83)
b=.51

Why did the French girl pretend to be Aryan and speak no German?

The French girl pretended to be Aryan in order to escape certain death at the concentration camps. In addition to pretending to be Aryan, she also refrained from speaking German. In all, what she was trying to do was to disguise her Jewish heritage from the guards.
If the French girl had spoken German, she would have given away her lack of an authentic German accent. The guards would have suspected from her diction that she was Jewish. So, to be safe, she spoke French.
The only time the French girl spoke in German was after Elie was brutally beaten by Idek. According to Elie, the French girl tried to comfort him after the horrible abuse he suffered at Idek's hands. She gave Elie a crust of bread and stared at him for a long time before she spoke to him in almost perfect German.
Years later, Elie happened to come across the French girl in the Metro in France. She did not recognize Elie initially, but he reminded her about working in an electrical parts warehouse during the war. Upon hearing this, the French girl confessed to Elie what he already knew: that she was Jewish and that she took careful pains to portray herself as Aryan as a means of self-preservation.
The French girl also admitted that it was unwise of her to speak to Elie in German at the time. However, she did so because she sensed that he would never betray her.

Elie recalls working next to a French woman in a warehouse during the Holocaust. Elie mentions that he thought she looked Jewish but could pass as Aryan. One day, Idek severely beats Elie, and he ends up crawling into a corner, where the young French woman consoles him by encouraging him to bite his tongue and save his anger for another day. Years later, Elie runs into the French woman in Paris. Elie ends up inviting her to a cafe, and they spend the evening reminiscing. Before leaving, the French woman tells Elie that she is indeed Jewish and tried to pass as Aryan during the Occupation. She even had false papers to confirm that she was Aryan, which is why she was deported to a forced labor unit instead of a concentration camp.
The reason she pretended to be Aryan was to avoid being sent to the dangerous, inhumane concentration/death camps, which were reserved for the Jews. She also avoided speaking German, which would arouse suspicion and reveal that she was Jewish.

(0,0) , (8,15) Find the distance between the two points using integration.

 Given the equation of a line y = mx + b,
=> slope = dy/dx = m . Thus, the distance is:
L = int_a^b sqrt(1+(dy/dx)^2) dx  , a<=x<=b 
 
we know the two points (x_1,y_1)=(0,0)
(x_2,y_2)=(8,15)
m = (y_2- y_1)/(x_2-x_1) = (15-0)/(8-0) = 15/8
so now the length is L = int_0^8 sqrt(1+(15/8)^2) dx
 = int_0^8 sqrt(1+(225/64)) dx
 = int_0^8 sqrt((64+225)/64)) dx
= int_0^8 sqrt((289)/64)) dx
= int_0^8 (17/8) dx
= (17/8) int_0^8 1 dx  
= (17/8) |_0^8 x 
= (17/8 )[8-0]
= 17
so the distance between the two points = 17

Compare and contrast Gogol's "The Overcoat" with William Blake's poems. How is the afterlife important to both authors? What else do their works have common? Are their messages the same or different? Discuss their tones, language, styles, and themes.

Gogol’s story contrasts with Blake‘s poetry in many ways. The appearance of Akaky as a ghost at the end of the story is a product of Gogol’s satire, and Gogol’s notion of the “afterlife” is less spiritual than it is a device his story uses to level social classes. In death, the clerk becomes a kind of avenging spirit, stealing the overcoats of others until, finally, he is able to steal the coat of the “person of consequence” who refused to help him in life. Thus avenged, the spirit of the clerk apparently disappears.
Blake’s notion of the afterlife, and his visions of angels and demons, are more overtly religious than anything in Gogol's story. However, both writers viewed the afterlife as a kind of balance; for Blake, in The Marriage of Heaven and Hell, evil is not something that must be defeated by good, but rather part of a kind of divine or moral calculation, in which each is necessary for the existence of the other. There is a similar sense of justice in Gogol’s story, in which the powerlessness of the clerk in life is balanced by his power to steal overcoats from anyone, rich or poor, in death.

In Sarah's Key, how did Sarah react to the roundup?

In the novel Sarah's Key by Tatiana de Rosnay, the character of Sarah Starzynski is plagued by intense regret over the events of the roundup. When it becomes clear that police are coming to raid their home, Sarah locks her younger brother, Michel, into a cupboard in their bedroom. While Michel suggested the action, Sarah followed through and put the key to the closet in her pocket.
Sarah and her parents are taken by the police and ultimately locked up themselves in a refugee camp and, later, Auschwitz. Sarah is terrified of being taken away and vows to return to her brother to unlock him from the cupboard. While all of the occupants of the camp are desperate to escape, Sarah knows she has limited time and that if she cannot get away, her brother won't be safe. While she ultimately escapes and makes a harrowing journey home, she does not arrive in time, and she discovers her brother's body in the cupboard.
In the immediate aftermath of the raid, Sarah is regretful and afraid for both her life and, more importantly, Michel's. After she discovers his body, her remorse grows, and she begins to spiral into a lifetime of depression. Sarah ultimately takes her own life because she is unable to live with the pain and shame of her brother's death. She was just a child, faced with an impossible choice, but once she learns he has died, she knows she made the wrong decision, and that reality is too much for her to handle.

Describe in detail the reasons for, who participated in, what happened during, and the consequences of Bacon’s Rebellion. Discuss in detail at least TWO big themes that will continue to appear in U.S. History that were exhibited by this rebellion. Explain how one of those themes is demonstrated in the events that led to the American Revolution.

We'll start by addressing the first part of your question.
Bacon's Rebellion (1676–1677)
Participants: Nathaniel Bacon, Governor Sir William Berkeley, colonists loyal to Bacon, and colonists loyal to Sir William Berkeley.
Reasons:
The conflict between the working classes and the ruling elite in the Virginia colony stemmed from declining tobacco prices, higher taxes, and increased attacks from adversarial Native American groups.
Bacon and his men accused Sir William Berkeley and the Virginia gentry class of exempting themselves from the higher taxes levied upon Virginia's civilian population. The group also accused the governor of doing little to stem the tide of "invasions, robberies, and murders" committed by antagonistic Native American tribes.
Meanwhile, the Navigation Acts restricted the sale of tobacco to non-English merchants. Since Virginia farmers could only sell their tobacco to English merchants, the price of tobacco fell, leading to lower profits for the Virginian working classes.
Meanwhile, Berkeley defended his actions by arguing that not all Native American tribes were adversarial and that Bacon's actions were destabilizing to the colony. Berkeley worried that the tenuous relationship between the Virginian government and peaceful Native American tribes would splinter in the light of Bacon's demands and actions.  
What happened: Bacon and his men burned Jamestown and ransacked the homes belonging to Virginia's gentry class. They also attacked the Occoneechee, Tutelo, and Saponi Indian tribes, although these tribes were not responsible for the attacks on Virginian frontiersmen and their families.
Consequences: Bacon and his men lost the battle with Berkeley's forces. In the end, Bacon died from "bloody flux" (or bloody diarrhea), and Berkeley had leaders of Bacon's group executed.
Two themes concerning Bacon's rebellion that continued to appear in U.S. history:
Some examples are: the right of the working class to self-determination or personal agency, the right of the people to have representation in government, the right of the disenfranchised to petition the government for "a redress of grievances," the right to private property, and so on.
How one theme is demonstrated in the events that led up to the American Revolution:
Here, you can discuss the Boston Tea Party as the direct result of the Stamp Act and the Townshend Acts. Then, discuss the Intolerable Acts (Coercive Acts) and how these laws hardened the resolve of the colonists to fight for American independence. Please refer to my examples of themes to use with this section.
http://www.virginiaplaces.org/military/baconsrebellion.html

What rhetorical devices and strategies does Langston Hughes use in the short story "That Word Black"?

Hughes uses a variety of rhetorical devices in "That Word Black." Most obviously, Hughes uses repetition. First, he repeats the word black when listing the various words and phrases in which the word black creates a negative connotation.
Hughes then combines repetition and contrast when Simple repeats many of the terms from the black list but replaces the word black with the word white. The repetition functions both in the repeated list of terms and the word white itself, while replacing the word black with the word white provides contrast. This combination highlights the distinction between white and black while making the point that the word black's connotation is arbitrary.
Hughes again combines contrast with another rhetorical device, colloquialism, throughout the piece. The piece is structured as a conversation between Simple, a black man, and an unnamed white person ("where do you white folks get off," Simple asks). Langston Hughes famously used colloquialism, writing the way a character from a particular demographic would actually speak rather than using formal grammar, in his writing. Here, Simple speaks using the common slang of the time ("Now as I were saying," "white folks have done used that word," "no wonder there ain't no equal rights"). Hughes contrasts this with the white character's more formal grammar and erudite word choice ("All you say is true about the odium attached to the word black"). The contrast between the black character's colloquialism and the white character's more formal speech implies a gap in education and socioeconomic status. Thus, in utilizing these devices, Hughes makes his point not only through Simple's argument, but also through writing style.
Finally, the piece ends with a rhetorical question: "What is wrong with black?" Rhetorical questions are used both for emphasis and to subtly influence the audience by ostensibly asking their opinion but doing so in a way in which the correct answer is presumed. In ending with a rhetorical question, Hughes emphasizes his point that there is nothing wrong with black.

The first and most obvious device that the author use is repetition. This is obvious when the speaker, Simple, consistently uses the word 'black' as a reference to the point he wishes to make, as in the following extracts:

"...the word black,... I reckon it all started with a black cat meaning bad luck. Don't let one cross your path!
"Next, somebody got up a blacklist on which you get if you don't vote right. Then when lodges come into being, the folks they didn't want in them got blackballed. If you kept a skeleton in your closet, you might get blackmailed. And everything bad was black. When it came down to the unlucky ball on the pool table, the eight-rock, they made it the black ball. So no wonder there ain't no equal rights for the black man."

The text follows this trend throughout and repetition is similarly used in references to the word white. In this instance, though, the writer uses contrast in order to highlight its distinction to black. He alludes to the significant contrasts in connotation that the two words have. Whatever is bad is black, he suggests white people believe, and whatever is good is white.
He proposes that when his day comes - a common idiom suggesting a future time when he is in control or successful - he will turn things around and reverse the connotations that the two words have.
The irony throughout the text is patently obvious and is emphasized in the final paragraph when Simple says:

The earth is black and all kinds of good things comes out of the earth. Everything that grows comes out of the earth. Trees and flowers and fruit and sweet potatoes and corn and all that keeps mens alive comes right up out of the earth––good old black earth. Coal is black and it warms your house and cooks your food. The night is black, which has the moon, and a million stars, and is beautiful. Sleep is black, which gives you rest, so you wake up feeling good. I am black. I feel very good this evening.

It is evident that he believes that the connotations are quite meaningless and without context. The prejudice associated with words is based on a particular mindset informed by prejudice and a generally adopted and irrational stereotype. There is no foundation or evidence to prove that the connotation is, in fact, true.
The last line ends with a rhetorical question a device the author also uses throughout the story:

"What is wrong with black?"

The answer is obvious and easy. The reader's response, however, will be informed by his own subjective understanding of the word derived from what he has learnt or experienced and what he chooses to believe.

What does Princess Pea promise to Roscuro?

Princess Pea promises Roscuro to order the cook to make him some soup if he leads her, Mig, Botticelli, and Despereaux out of the dungeon and back into the light of the castle.
Roscuro had taken them to the dungeon to avenge the Princess, but he now realizes that, whatever he does, he will still feel the same loneliness and misery he has always felt. He begs Despereaux to kill him with a needle, and Despereax is about to do so when Princess Pea orders him to stop. The princess hates Roscuro for falling into her mother's soup and shocking her to death, but "to save her own heart," she has to stop punishing him for it. She says that, though she could never forgive him for what he did, she has to let all these bad feelings go and get on with living her life.

Princess Pea has graciously promised Roscuro some soup. This is to be his reward for leading her out of the confines of the dark, dank dungeon. Roscuro's actions represent something of a change of heart. Initially, he was profoundly hostile to the princess on account of her father's draconian edict concerning soup (he's outlawed it). Indeed, he went so far as to plan her kidnapping in revenge for the king's outrageous ban on the food he so deeply craves. Roscuro, more than anyone else, is responsible for the princess's imprisonment. But in the course of the story he has something of a moral epiphany, recognizing that he did a really bad thing in helping to kidnap and confine the princess.
He still wants some soup, though, and he's only too eager to let Princess Pea out of the dungeon after she promises him that she'll get Cook to make some for them. So Roscuro gladly grants the princess her freedom, and the princess makes good on her promise. The rat will get his soup.

College Algebra, Chapter 1, 1.3, Section 1.3, Problem 102

A $\displaystyle 19 \frac{1}{2}$ foot ladder leans against a building. The base of the ladder is $\displaystyle 7 \frac{1}{2} ft$ from the building. How high up the building does the ladder reach?









By using Pythagorean Theorem,


$
\begin{equation}
\begin{aligned}

\left( 7 \frac{1}{2} \right)^2 + h^2 =& \left( 19 \frac{1}{2} \right)^2
&&
\\
\\
\left( \frac{15}{2} \right)^2 + h^2 =& \left( \frac{39}{2} \right)^2
&&
\\
\\
\frac{225}{4} + h^2 =& \frac{1521}{4}
&& \text{Subtract } \frac{225}{4}
\\
\\
h^2 =& \frac{1521}{4} - \frac{225}{4}
&&
\\
\\
h^2 =& 324
&& \text{Take the square root}
\\
\\
h =& \pm \sqrt{324}
&& \text{Solve for } h
\\
\\
h =& 18 \text{ and } h = -18
&& \text{Choose } h > 0
\\
\\
h =& 18 ft
&&


\end{aligned}
\end{equation}
$

Does Wiesel ever finds out what happened to his mom and his sister? If so, does he ever see them again? If not, what happened to them?

In section 3 of Night Elie arrives with his family at Birkenau, the processing center for new arrivals at Auschwitz. The whole purpose of processing is to determine who's fit for work and who's going to be killed. Those deemed by the Nazis to be weak and therefore unable to work are to be sent to the gas chambers to die, after which their corpses will be burned in the camp's notorious crematory. Elie and his father both lie about their ages as they know that inmates considered too old or too young are liable to be sent immediately to the gas chambers. However, they are subsequently selected for work, and although Elie is understandably glad to be with his father, he also becomes separated from his mother and younger sister. He never sees them again, and we must presume that they were both murdered at Auschwitz along with so many others.

How can I write a thesis for an essay on "Hills Like White Elephants"?

To come up with a thesis for Hemmingway’s “Hills Like White Elephants,” you need to decide what specific aspect of the story you want to discuss. There is a lot going on in this story. In the story, a couple is waiting for a train heading to Madrid. While Hemmingway does not clearly articulate the specific conflict, we know that there is something going on between the couple. The reader can infer that it revolves around the woman’s pregnancy; the man wants her to get an abortion, and the woman is hesitant about it and how it may affect their relationship.
Your goal in creating a thesis statement is to pick a certain aspect of the work you want to write about. Remember, that a thesis statement is not a summary of the plot; it entails something specific about the story such as how the setting and theme work together or the symbolism in the story and what it means.
One theme of “Hills Like White Elephants” is talking versus actually communicating. You could focus on the vague talk of the couple and discuss what they say versus what they actually mean.
A symbol in the story are white elephants. What do white elephants imply and why do you think Hemmingway chose this title?
Explore some aspect of the story that you find interesting, whether it has to do with the theme, the setting, or symbols and design a thesis statement from there.
Here's an example thesis statement: Ernest Hemmingway shows the distinction between talking and communicating through the couple's dialogue in his short story, "Hills Like White Elephants."

In order to come up with a thesis for Hemingway's "Hills Like White Elephants," you first need to determine what the story is about and what message Hemingway is trying to convey.
The story is about a couple waiting for a train at a train station. They are talking about the woman's pregnancy. The man wants her to get an abortion. She does not want to. There are clues this conflict is putting a great strain on their relationship, and probably reflects strains that were already there before the pregnancy brought the relationship to a crisis point.
With Hemingway, however, the problem is that he offers no explanation of what is going on. For example, he uses very plain words, such as "said," which don't offer information about how the couple is speaking to each other. So how do we know the couple is under a great deal of strain, angry, and saying the opposite of what they mean?
One way is repetition. For example, does the man repeat variations of "I wouldn't have you do it if you didn't want to" so often that he starts to sounds insincere?
Another way is through the bitter responses they give to what each other is saying. For example, when the man says, "Oh, cut it out," or when the girl says, "Can't we maybe stop talking," we might sense hostility.
A third way is symbolism: is sitting in a train station going nowhere symbolic of the relationship going nowhere?
If these seem to you like three signs of a dysfunctional, strained relationship, a thesis could be encompass how Hemingway reveals the unhappiness in this relationship through repetition, diction, and symbolism.

How does Holling, the main character in The Wednesday Wars by Gary Schmidt, resolve his conflict?

One of the conflicts that the main character, Holling Hoodhood, faces is that he thinks Mrs. Baker, one of his teachers, hates him. When all the other students at Camillo Junior High attend Catechism at a Catholic church or Hebrew school on Wednesday afternoons, Holling, the lone Presbyterian, has to stay with Mrs. Baker. He says that she hated him "with heat whiter than the sun" (page 1). She gives him impossibly hard sentences to diagram, and then she makes him carry out boring chores. Finally, she decides that he will read Shakespeare on Wednesday afternoons, which Holling regards as torture. 
As time goes on, Holling resolves his conflict by realizing that Mrs. Baker is his friend and is trying to help him. He grows interested in the Shakespeare plays he is reading, such as The Tempest. Eventually, using the expressive and romantic language he learns by reading Romeo and Juliet, and asks out Meryl Lee, with whom he has had a long flirtation and who is also reading the play. Mrs. Baker also winds up filling the role that his parents should play, as his father, an architect, is always busy with work (and is a very controlling person) and his mother is largely absent. When his father doesn't show up to take Holling to a Yankees game because he is busy with work, Mrs. Baker takes him instead. Finally, Holling comes to have some empathy for Mrs. Baker, whose husband is serving in Vietnam. When her husband goes missing and is later found, Holling shares Mrs. Baker's suffering, and, by realizing that she is a caring person with troubles of her own, he resolves his conflict by learning to get along with her. 

Was International Covenant on Economic, Social and Culture Rights (ICESCR) a politically motivated response to the realities of the Cold War? Were there other motives involved dependent upon the signing countries?

Like most political and international organizations that were created around this time, the International Covenant on Economic, Social and Cultural Rights (ICESCR) was heavily influenced by the Cold War climate. The ICESCR was originally drafted as an extension of the Universal Declaration of Human Rights (1948), but it took so long to be ratified that the final document took on a noticeable Cold War tinge.
The ideological war happening between the United States and the Soviet Union led them to fund disputes in smaller countries in South American and Southeast Asia. Their interference in the internal affairs of other nations was viewed unfavorably by the international community. The ICESCR's main purpose was to ensure that all nations recognized the right of other nations to pursue self-determination. Whether the signatories of the agreement signed on as a buffer against Soviet and US aggression or because they sincerely believed in the agreement's ability to curb violations of human rights is unclear. It is likely that both humanitarian and political factors were at play in the creation of the ICESCR.

To some extent, the International Covenant on Economic, Social and Cultural Rights was a politically motivated response to the realities of the Cold War. Many countries in the world were caught up between the confrontations that raged between America and the Soviet Union at the height of the Cold War. The two powerful nations sought to influence the type of governments and administrative policies that would take root in the different countries caught up in the conflict.
The two countries funded armed conflict in different countries in trying to position their favorites to control the different governments. The ICESCR came into effect to ensure that all nations recognized the rights of other nations, especially those previously under colonial rule, to pursue self-determination. Thus, events of the Cold War were directly interfering with the different nations’ ability to organize their governments, forcing political intervention in the ensuing confrontation.
The push for self-determination was political; however, ICESCR also came into effect to address other social issues that continued to be a challenge on the global scene. The covenant recognized the right of people to work under safe and fair conditions, the right to universal social security, and the rights to education, food, shelter, and health care, among other rights. Thus, social, economic, and cultural motives were also reflected in the agreement and communicated to the signing countries.
https://www.aljazeera.com/indepth/features/2016/02/east-west-cold-war-legacy-africa-160214113015863.html

ICESCR was politically motivated. The realities of the cold war were a very difficult thing for all involved to handle. The signing of other countries were not a very big factor in the ICESCR because by time the signing and agreement s came along there was already so much damage done. 

The original concept of ICESCR itself may not necessarily have been a byproduct of the Cold War, but its subsequent drafting and ratification definitely were.
ICESCR has its origins in the Universal Declaration of Human Rights, adopted by the UN in 1948 as a reaction to the atrocities of World War II. After adoption of the UDHR, work began on drafting formal covenants to enforce its underlying principles and the overall framework became known as the International Bill of Human Rights). The drafting, adoption and ratification took decades, during which the Cold War became the overwhelmingly dominant force in geopolitics. In that atmosphere, the ICESCR could not help but become a sort of Cold War political football in nature, with arguments over its provisions stemming from various nations’ competing and sometimes contradictory perspectives.
Nations signed on with a variety of motivations. Some were sincere, while others ratified it as a sort of moral cover, not having any intention of abiding by its provisions but wanting to give their regimes the appearance of moral legitimacy. Still others, most notably the USA, saw ratification of the treaty fall victim to internal politics that had little to do with international geopolitical realities.

Who was Dame Kiteley?

Dame Kiteley has the gross misfortune to be married to an insanely jealous merchant. Kiteley has got it into his head that his wife's been cheating on him with a string of handsome young men brought to his house by his ne'er-do-well brother-in-law Wellbred. His jealousy makes him vulnerable to the devious wiles of Wellbred, who delights in making complete fools out of people.
Unfortunately, Dame Kiteley turns out to be every bit as jealous and gullible as her husband, and so she too falls victim to another of Wellbred's japes. He manages to convince his sister that her husband's been cheating on her. So the Dame goes off to spy on her husband; and as Kitely himself is also out of the house on a fool's errand, Wellbred has the ideal opportunity to arrange the marriage of Edward Knowell and Bridget. Thankfully, the Kiteleys are eventually reconciled, and realize that they had no reason to be jealous of one another. But not before the mischievous Wellbred has managed to put into effect his daring plan to get his friend Edward married to Bridget.

Every Man in His Humour is a play by Ben Jonson, and was first performed in the year 1598. There are a few different plot lines, but they all revolve around characters tricking each other, spying on each other, making mistakes, or letting their imaginations run wild. 
Dame Kitely is the older sister of Wellbred, as well as the the wife of a merchant named Kitely. Kitely becomes convinced that the Dame is cheating on him, and that both she and his younger sister Bridget could be having affairs with a group of men Wellbred invited to his house. In fact, at one point he specifically believes that Dame Kitely and the unmarried Bridget could be hiding Edward Knowell in his house, because Bridget is in love with him. Because of a suggestion from Wellbred, Dame Kitely also becomes suspicious that her husband may be unfaithful. 

Calculus: Early Transcendentals, Chapter 3, 3.9, Section 3.9, Problem 44

If you look at the image bellow you see that a represents distance traveled eastward and b represents distance traveled in northeast direction. Clearly the angle between is 45°. We can now apply law of cosine to our triangle to get distance d.
d^2=a^2+b^2-2ab cos45^circ
We can now write d as a function of time.
d(t)=sqrt(a^2+b^2-2ab sqrt2/2)=sqrt(a^2+b^2-sqrt2 ab)
If a man is walking at 3 mi/h, then after t hours he will have traveled 3t miles. Hence, a(t)=3t and b(t)=2t Now we plug that into equation for d.
d(t)=sqrt(9t^2+4t^2-sqrt2cdot3t cdot2t)=sqrt(13t^2-6sqrt2t^2)=t sqrt(13-6sqrt2)
To find rate of change we need to find derivation of d.
d'(t)=sqrt(13-6sqrt2)
As we can see the rate of change is constant at every point in time including t=0.25 (15 min is a quarter of an hour).
The distance between the people after 15 minutes is changing at the rate of sqrt(13-6sqrt2)m//s

What events in David Copperfield mirror events from Dickens's own life?

There are many autobiographical elements in David Copperfield. First of all, look at the protagonist's initials: "D.C." They are an inversion of Dickens's own initials.
As a small boy, poor David goes to work at the filthy, rat-infested warehouse of Murdstone & Grinby. His horrible experiences of child labor mirror those of Dickens himself when he had to toil away in a blacking factory. Young Dickens ended up working there after his spendthrift father was sent to a debtors' prison. The character of the improvident Mr. Micawber closely resembles that of Dickens's father, not least his boundless optimism that something will eventually turn up.
The headmaster of Salem House, the sadistic Mr. Creakle, is widely believed to be based upon the cruel head of Willington House Academy, which Dickens attended from the age of fifteen. With all of these elements of autobiography in the story, many of them deeply unpleasant, it's hardly surprising that one critic said that the pen that wrote David Copperfield was often dipped in Dickens's own blood. 

Why does Swift use exaggeration in "A Modest Proposal?"

Swift's essay, "A Modest Proposal," is a work of satire. The dictionary defines satire as:

the use of humour, irony, exaggeration, or ridicule to expose and criticise people's stupidity or vices, particularly in the context of contemporary politics and other topical issues.

Swift notes that the state of the Irish population is "melancholy." Poverty is endemic and there is no work to be had. The people are starving, and many are reduced to begging just to feed their families for another day. These facts were the topic of much discussion at the time, and many potential solutions were bandied about in the press and in Parliament. None of them had been put into action with any measure of success, and Swift states that

whoever could find out a fair, cheap, and easy method of making these children sound, useful members of the commonwealth, would deserve so well of the public as to have his statue set up for a preserver of the nation.

He then drops the bomb of his "solution": the Irish should sell their children to butchers, and eat the meat. This will put money in parents' pockets, ameliorating their chronic poverty, and put food on the tables of thousands of households, thus preventing starvation.
He says that his solution really ought to be tried, since no other "expedients" are even remotely realistic, e.g. taxing Irish expatriates to raise money, only buying Irish goods to stimulate the economy, stopping the infighting amongst the various factions of the Irish population, or "teaching landlords to have at least one degree of mercy towards their tenants." By contrast to these pie-in-the-sky notions, Swift argues, his own proposal is eminently sensible.
Swift's language is deliberately light and breezy to reflect the uncaring attitude the English public has towards the people of Ireland. His blasé style makes his "modest proposal" far more shocking than a more serious screed could have, because the tone of the essay does not prepare the reader for its message.

Was United States entry into World War I a wise decision? What were some of the arguments in favor of US entry? Opposed to US entry?

In my opinion, the decision by the Wilson administration to enter World War I was wise. The United States depended on trade with Britain and France, and the period just before the war saw the United States in a recession. From 1914–1918, the US economy did quite well as the nation produced war material. Farmers benefited as US grain exports increased. Germany rightfully claimed that US neutrality was a sham in that the US had more trade ties to the Entente than it did with the Central Powers. The United States entered the war in order to ensure that money loaned to the Allies was safe. Of course, that was not the reason given to the American people: this was to be a war to "make the world safe for democracy." However, democracy was never threatened in this war. When looked at in economic terms, the US entry into the war made perfect sense.
The arguments for US entry are many. The US needed to defend its right to trade, and Germany's use of unrestricted submarine warfare threatened that right. The US also needed to protect loans made to Britain and France. One could also argue that the US needed to show that it was willing to be a world power in order to be taken seriously; part of the reason behind the possible German–Mexican alliance in the Zimmerman note was that the German embassy did not take the United States' ability to project power seriously.
The arguments against US entry were many as well. Many European immigrants had split loyalties; many Irish did not want to help the British Empire and many who lived under the Russian Empire looked at the German army as a liberating force. There was concern that the war would distract from the Progressive domestic agenda, which it did. There were also concerns that the US would side with management over labor in order to ensure that the United States produced enough war materials. There was also the concern that the US military was unready to fight in European battles where sixty thousand casualties was considered normal. The last military conflict the US was in before this was the war against Emilio Aguinaldo after the Spanish–American War; World War I was on a larger scale. Finally, many said that the war was between squabbling European dynasties and that the US had no part to play in this. During the territorial battles of the Versailles Treaty negotiations, the arguments of the isolationists only grew louder.

What are the poet's feelings as he listens to the song?

The speaker is overwhelmed by the beauty of the woman's voice and her "melancholy" song as he passes by the field where she works. He compares her lovely voice to birds, suggesting that her singing is actually more beautiful than theirs:

No Nightingale did ever chauntMore welcome notes to weary bandsOf travellers in some shady haunt,Among Arabian sands:A voice so thrilling ne'er was heardIn spring-time from the Cuckoo-bird,Breaking the silence of the seasAmong the farthest Hebrides.

He claims that no nightingale's song was ever more welcome to weary travelers in faraway and foreign places than the Scottish girl's is to him. Further, he claims that no cuckoo's voice was ever more welcome to those on the open sea than hers is to him.
Her song has rendered him "motionless and still," as (though he cannot understand her language) it gives him an impression of "natural sorrow, loss, or pain" and "old, unhappy, far-off things." In fact, the sad-sounding mood of the song stays in his heart, affecting him quite deeply, even "Long after it was heard no more."

The poem's speaker is struck by the beauty of the young Scottish woman's melancholy songs as she works at cutting and binding grain. He urges the reader to either stop and savor it as he has or pass by quietly so as not to disturb her.
Her voice, in his estimation, is more beautiful than the voices of the nightingale and the cuckoo as they sing in obscure settings to appreciative audiences. He does not know what causes her to sing such sad songs, and he speculates that it could be due to distant, historical events or matters closer to home and the present day.
The speaker finds that after he has stopped and listened to the maiden's songs, he continues to carry their resonance in his heart and memory; they have touched his soul.

How does Katniss's early encounter with Peeta affect their relationship after they are chosen as tributes?

Katniss's childhood encounter with Peeta makes her more compassionate toward him than she would be otherwise. His kind act as a child also makes her more inclined to trust him, though she does question that impulse several times in The Hunger Games by Suzanne Collins. 
After Katniss's father dies in the mines, her family almost starves. One rainy night, she wanders by the bakery, and the bakery owner's wife screams at her to move on and threatens to call the Peacekeepers. As Katniss leaves, she notices Peeta hiding behind his mother. She's too worried and tired to go far; she sits down by an apple tree near the bakery.
Soon, she hears an uproar in the bakery and the sound of the baker's wife screaming. Katniss expects the woman to emerge to chase her away again. Instead, Peeta emerges and begins feeding a small amount of two loaves he slightly burned to the pig, at his mother's orders. Katniss watches as he checks to be sure his mother is gone, then throws Katniss the two loaves of bread. She says "it was good hearty bread, filled with raisins and nuts."
For his kindness, Peeta received a black eye and swollen cheek from his mother. 
When they're chosen as tributes for the Hunger Games, Katniss thinks that at least with 24 people competing, she won't have to be the one to kill Peeta. Someone else will. She's even worried when he reveals himself to be kind on the train. She thinks that "a kind Peeta Mellark is far more dangerous to me than an unkind one."
Even when they work together during training, Katniss doesn't entirely trust him. She continuously has to stop herself from trusting him because of their past and remind herself that he's playing a game where to win, he has to kill her. When he protects her from the Career pack early during the Games, however, she knows that his persona wasn't false; he really does want her to live. 
Still, Katniss is a pragmatist. She's unwilling to risk herself in a significant way for Peeta before the announcer says that two tributes from the same district can win the game together. Then she yells out his name and searches for him, finding him injured.
This is when their relationship really begins to bloom, and she slowly accepts that Peeta is the kind, generous boy who threw her bread that got her through the hardest time of her life. She battles the other players to get him medicine. She doesn't leave him behind even when doing so puts her in danger. Peeta isn't as skilled as Katniss at survival; however, their past and the popularity their relationship enjoys with the viewers of Panem are enough to keep her by his side.
Katniss tells herself that her feelings aren't real. She believes she's just play-acting for Panem so that they can get more gifts from sponsors enamored with their love story. Ultimately, though, Katniss comes to realize that some of the feelings she's been faking aren't entirely false. She thinks:

And while I was talking, the idea of actually losing Peeta hit me again and I realized how much I don’t want him to die. And it’s not about the sponsors. And it’s not about what will happen back home. And it’s not just that I don’t want to be alone. It’s him. I do not want to lose the boy with the bread.

Her feelings for him—both real and play-acted for Panem—contribute to both of them being allowed to win the Hunger Games, as well as what happens in the other two books in the trilogy. 
If Peeta had not helped Katniss when they were children, it's possible that she would never have trusted him or been willing to work with him as they trained. Without that foundation, their relationship would have never captured the viewers of the Hunger Games, and one of them may have died before the end of the Games.

In To Kill a Mockingbird, what were three ways the education system limited Scout's learning?

It could be argued that one of the main problems with the school system that makes it difficult for the young narrator of Harper Lee's To Kill a Mockingbird to learn is the endemic poverty in Maycomb County, Alabama. Lee's fictional county in the Deep South of Depression-era America is desperately poor, and Jean Louise "Scout" Finch's new teacher, Miss Caroline Fisher, is ill-prepared for the challenges such endemic poverty entails. As Scout suggests early in Chapter 2 regarding her fresh-out-of-college teacher's efforts at enlightening her students by reading to them,

"Miss Caroline seemed unaware that the ragged, denim-shirted and floursack-skirted first grade, most of whom had chopped cotton and fed hogs from the time they were able to walk, were immune to imaginative literature."

Lee's town lacks the resources to provide a quality education. This problem is compounded by Miss Caroline's inexperience as a teacher. She is not only unprepared for the challenges posed by the meager resources allocated to this school, but she is equally unprepared for the effects of endemic poverty on some students' families commitment to education. The principal example of this is the Ewell family. Burris Ewell is in Scout's class and rejects Miss Caroline's efforts at assimilating him into the classroom's structure and curriculum. While the most extreme case of poverty challenging the educational process, Burris is not the only such case for which the young teacher is ill-prepared. Walter Cunningham's lack of proper clothing also puzzles Miss Caroline, whose more upper-class background apparently insulated her from the characteristics of this level of poverty, evident when she is frightened by a mouse that runs across the classroom floor.
Another obstacle to Scout's learning, discussed early in Chapter 4, is the State of Alabama's "fruitless efforts" at teaching "Group Dynamics." Scout's brother Jem had earlier warned his younger sister that the Dewey Decimal System was being introduced into the school system and Scout later complains that she had "no chance to compare it to other teaching techniques," a considerable factor for a child already admonished by her teacher for learning to read ahead of the system (courtesy of Atticus's attention to his children's education). Scout's discussion of the school system's shortcomings focus greatly on her teacher's inability to accept that a student has already learned to read through an ad hoc process involving her natural curiosity and her father's educated background.
In conclusion, one could suggest that three obstacles within the school system to Scout's ability to learn are the socioeconomic status of the community, the new and narrow-minded teacher's lack of preparation and experience, and the school system's adoption of a new program (Group Dynamics and the Dewey Decimal System) that is very different from what came before.
 

According to Profiling and Serial Crime, what are the concepts of M.O. and Signature? How are they used? Can they ever be the same? What is their individual usefulness in an investigation?

The author of this book, Petherick, states that the signature of a crime is different from the M.O., or modus operandi of a crime. The M.O. refers to the behaviors needed to carry out the crime. On the other hand, Petherick defines the signature as "the expression of the underlying needs of the offender" (page 129). The signature can be a way to connect different crimes and to understand the psychology of the perpetrator. The M.O. can be a way to develop a profile of the offender. 
The M.O. and the signature can overlap at times. As the author states, quoting Turvey (1999), "signature and M.O. needs may be satisfied by the same behavior" (page 129). For example, the author gives the example of an offender wearing a mask. The wearing of the mask is both the M.O. and the signature for this crime, though which mask the offender wears may change for each crime. The author states that the signature remains constant, though signature behaviors may change over time, but that the M.O. changes for each crime.
The signature is used to connect perpetrators to different crimes. For example, the author provides the example of a cluster of M.O. behaviors that linked two crimes that might have been committed by the same person--one  crime in New Jersey and a later crime in Maine. In addition, the signature, or the ritualistic aspects of the two crimes were the same, including bites on the two victims in the same areas of their bodies. This evidence was ultimately not allowed in court, and the author states that this type of evidence can be useful in drawing connections between two cases in the investigative part of a crime but may not meet the threshold of being admissible evidence in a court of law (page 137).

What did Jakobson learn about speech through metaphoric and metonymic aphasia? What is it like to have problems in the metaphoric, metonymic, syntagmatic and paradigmatic axes?

Through his study of aphasia, Jakobsen was able to find evidence to support his theory that language involves two “modes of arrangement,” including combination and selection. In normal speech mechanics, both metaphoric selection and metonymic combination are used fluently. In aphasic speech, either metaphoric or metonymic are blocked. In some cases, an aphasic person may lack both metonymic and metaphoric abilities.
When someone suffers from metaphoric aphasia, or similarity disorder, as Jakobsen puts it, they are still able to create units of speech and continue to make use of metonymic links. However, the disorder becomes pronounced when the affected person attempts to make substitutions for similar phrases. Someone with metonymic aphasia might be unable to substitute synonymous words and terms. These aphasics tend to be incapable of identifying objects with names and instead describe their function. For example, a metaphoric aphasic might describe a knife as an object that is used to cut without being able to identify it with the word knife. Knife, as a concept, holds no inherent meaning to the metaphoric aphasic.
Metonymic aphasia, also known as a spectrum of contiguity disorders, presents itself in the form of an inability to combine smaller units of language into complex units. It is the opposite of metaphoric aphasia, but the two commonly present together. A person with metonymic aphasia does not have the ability to organize words into more complex structures, making it difficult for these aphasics to use words that depend strongly on the context of the surrounding sentence. For this reason, those with metonymic aphasia tend to use one-word phrases.
Syntagmatic aphasia is related to contiguities, while paradigmatic aphasia is related to similarities. Someone with paradigmatic aphasia has difficult replacing or substituting words and depends upon the literal definitions, while someone with syntagmatic aphasia has difficulty combining thoughts into larger phrases.
http://box362.bluehost.com/suspended.page/disabled.cgi/www.everydayarchive.org

http://www.moock.org/nostalgia/hyptext.html

College Algebra, Chapter 2, Review Exercises, Section Review Exercises, Problem 52

Find an equation of the line that passes through the point $(1,7)$ and is perpendicular to the line $x - 3y + 16 = 0$ in...
a.) Slope intercept form.
b.) General form.

If the line is perpendicular to $x - 3y + 16 = 0$, then their slopes must be the negative reciprocal of the other..

$
\begin{equation}
\begin{aligned}
x - 3y + 16 &= 0 && \text{Add } 3y\\
\\
3y &= x + 16 && \text{Divide both sides by } 3\\
\\
y &= \frac{x}{3} + \frac{16}{3}
\end{aligned}
\end{equation}
$


By observation, the slope is $\displaystyle \frac{1}{3}$, so the slope of the perpendicular line is $m = -3$

Thus,

$
\begin{equation}
\begin{aligned}
y &= mx + b \\
\\
y &= -3x + b
\end{aligned}
\end{equation}
$


Solving for $b$ at point $(1,7)$

$
\begin{equation}
\begin{aligned}
7 &= -3(1) + b\\
\\
b &= 10
\end{aligned}
\end{equation}
$


Therefore, the equation of the line is... $y = -3x + 10$

b.) In general form

$
\begin{equation}
\begin{aligned}
Ax + By + C &= 0 \\
\\
y &= -3x + 10 && \text{Add } 3x \text{ and subtract } 10\\
\\
3x + y -10 &= 0
\end{aligned}
\end{equation}
$

What is an example of a flashback in Beowulf?

One example of the use of flashback in Beowulf comes when Beowulf answers Unferth’s challenge about his swimming contest with Breca. In this part of the poem, Unferth questions the truth of Beowulf’s claims about defeating Breca, but Beowulf responds with a flashback in which he describes in some detail what the contest was like. For five nights, he says, they swam through the oceans wearing chain mail and with swords drawn to fend off whales and sea monsters. Beowulf slays nine of the monsters and claims that because of his valor, ships are no longer bothered by these creatures. Exhausted, he arrives on the coast of Finland.
The point of this flashback is twofold: to assert Beowulf’s superiority as a warrior and to challenge Unferth. Beowulf says that if Unferth had been as brave in reality as he is in his boasts, there would never have been a Grendel problem in the first place. He concludes his flashback by asserting that his purpose in coming to Heorat is to destroy Grendel and restore glory to Hrothgar—or die trying.

A flashback can be described as a past event that is inserted in literature and serves the purpose of taking the story back in time.
A challenge by Unferth on Beowulf’s ability to defeat Grendel introduces a flashback where Unferth tries to discredit Beowulf’s ability by referring to a previous swimming competition between Beowulf and Breca. According to Unferth, Breca won the competition after he emerged from the water first. 

Are you that Beowulf who with Breca strove, on the open sea over a swimming match, where you two out of pride tempted the floods

However, Beowulf informs him that he had to battle sea monsters, which delayed him. Beowulf adds that he successfully defeated those beasts and managed to emerge from the water. Beowulf goes ahead to defeat Grendel, and Unferth’s doubts are laid to rest. The flashback, in this case, serves to build the audiences’ perception of Beowulf as a valiant warrior.

What is the significance of this quote from "The Story of an Hour"? "She could see the open square before her house the top of the trees that were all aquiver with new spring life. The delicious breath of rain was in the air. In the street below a peddler was crying his wares. The notes of a distant song which some one was singing reached her faintly, and countless sparrows were twittering in the eaves."

This quotation is significant because Mrs. Mallard has just learned of her husband's death in a train accident.  He was young and the accident was tragic.  (Of course, we later learn that the accident never happened at all, but Mrs. Mallard is unaware of this and believes that her husband is, in fact, gone.)  One would expect a typical wife's response to be grief, shock, and terrible sorrow and sadness.  However, this quotation shows that these are not Mrs. Mallard's feelings at all -- she is atypical in a very significant way.  Instead of dwelling on death and sadness, Mrs. Mallard seems to notice only signs of "new spring life": the scent of rain that has just ended is "delicious" and she hears the little birds "twittering" all around.  Further, she takes note of someone singing as well as a peddler calling out the names of the things he has for sale. 
Moreover, spring is often associated with new life as a result of trees and flowers blooming again and new animals being born after winter: Mrs. Mallard seems to come alive upon learning of her husband's death rather than being brought low because of it.  Her response, as seen in this quotation, is quite the opposite of what one would anticipate, and so much of the story has to do with why this is so.  We learn that, although Mr. Mallard was a loving husband, Mrs. Mallard felt trapped, repressed by her marriage, it seems, as a result of society's expectations for married women: she whispers the word "Free!" over and over, as though in disbelief that she has been set free of these expectations by her husband's passing.  She acknowledges that he loved her but that she had to "bend her will" to his in their relationship.  The new spring life that she notices outside -- the uncaged birds and so forth -- seems to suggest that she can now conceive of herself as "free" when she could not before.

What were the mixed ways Orwell reacted to the hatred he received

As a young colonial police officer in Burma, Orwell loathes his job and is hated by the Burmese. On the one hand, he notes that in Burma he perceives what the British Empire is doing and is appalled by it. For example, he sees the scarred buttocks of natives who have been beaten with bamboos by the British and the "cowed" faces of the long-term prisoners. All of this makes him feel guilty about the British presence in that country. He is very much against imperialism, calling it an "evil thing." He says that he is "all for the Burmese" and against their British oppressors.
On the other hand, he reacts to the hatred the Burmese have for him by returning it. He dislikes the way the Burmese enjoy humiliating him and the way they shoot jeering insults at him when he is too far away to respond. He says he would like to kill one of the jeering Buddhist priests: "I thought that the greatest joy in the world would be to drive a bayonet into a Buddhist priest's guts."
Orwell says this reaction is "normal" for an imperial police officer. His point is that imperialism is a system that brings out the worst in all the participants and forces everyone involved to do inhumane, wasteful, and stupid things. His chief example is killing the elephant, who was harming no one.

How does Socrates use ethos, pathos, and logos in Plato’s Apology of Socrates?

Ethos, pathos, and logos are all examples of rhetoric, which is the art of persuasion. All three are ably deployed by Plato in his reconstruction of Socrates's defense speech in Apology. 
First, let us look at ethos. This is a way of appealing to an audience on ethical grounds to try and persuade them of the integrity of the orator's moral character. In making his speech, Socrates is keen to avoid the impression that he thinks himself superior to the members of the citizen jury. To do this, he starts by disavowing his reputation as a wise man. He recalls the time when the Delphic oracle pronounced him as the wisest man in the world. Socrates attempts to clarify what this means by saying that he is only wise insofar as he admits that he does not know everything—nor does he pretend to.
Socrates also uses ethos as a means of blackening the name of his accusers, calling them liars and sophists. He does not just want to defend his own good name, he also wants to attack the moral character of his accusers.
As Socrates is a philosopher, it is inevitable that he should use logos or logical argument in his speech. He uses this most effectively in his cross-examination of Meletus, who has accused Socrates of being an atheist and of corrupting the youth of Athens by introducing them to false gods. However, Socrates logically argues that if he is an atheist, how can he be guilty of introducing false gods at the same time?
Finally, we have pathos, an appeal to the audience's emotions. Socrates tries to claim that he is a loyal citizen of Athens and that his motivation in philosophizing has always been for the greater good of the city-state. His prime concern is for the moral health of Athens. Socrates's way of going about his business as a philosopher may not be in everyone's taste, but he employs his philosophical method to shake his fellow Athenians out of their complacency so that they too may reflect upon the big questions and lead more moral lives.

How does the title fit both Salva and Nya’s journeys?

The title “A Long Walk to Water: Based on a True Story” fits Nya’s journey as she and the whole of her village endure years of acute water shortages before a well is finally dug in the village. Before this, Nya had to make two trips to the pond daily in order to fetch water for her family. A single trip took up a half of a day so that Nya had little time for anything else for the rest of the day.
During the dry season, her family would move to a camp near the lake, where Nya and other women dug up water from the drying bed of the lake. Living conditions at the lake camp were difficult as there were no houses. Most people, Nya’s family included, had to live in crude shelters and hunt for their food. The little water that was dug up from the bed of the lake was not good for drinking and sometimes caused serious infections. The well that is built in Nya’s village thus comes after many years of suffering and is greatly welcomed by the whole village.
The title fits Salva’s journey as it takes him many years of suffering, perseverance, and hard work to finally be able to give back to his community in Southern Sudan. He has to walk for months, through rough and dangerous terrains to reach the first refugee camp at Itang. He walks another year and a half to reach the second refugee camp in the Northern part of Kenya. Throughout the journey, he suffers many challenges—marauding lions, Nuer looters, starvation, and near death. In spite of the many challenges that he faces, he does not give up the hope for a better life.
While at a refugee camp in Northern Kenya, he is lucky to be relocated to America where he is adopted by a caring family. Though his life changes for the better, he does not forget his homeland and works hard to come up with ways of impacting the lives of his people positively. Through the encouragement and support of friends, he starts the “Water for Sudan” project that drills wells for poor villages in Southern Sudan.

Precalculus, Chapter 7, 7.4, Section 7.4, Problem 34

(x+6)/(x^3-3x^2-4x+12)
To decompose this to partial fractions, factor the denominator.
x^3 - 3x^2-4x + 12
= (x^3-3x^2) + (-4x + 12)
= x^2(x-3) - 4(x -3)
=(x-3)(x^2-4)
=(x-3)(x-2)(x+2)
Then, write a fraction for each factor. Since the numerators are still unknown, assign a variable for each numerator.
A/(x-3) , B/(x-2) and C/(x+2)
Add these three fractions and set it equal to the given fraction.
(x+6)/((x-3)(x-2)(x+2)) = A/(x-3)+B/(x-2)+C/(x+2)
To solve for the values of A, B and C, eliminate the fractions in the equation. So, multiply both sides by the LCD.
(x-3)(x-2)(x+2) *(x+6)/((x-3)(x-2)(x+2)) = (A/(x-3)+B/(x-2)+C/(x+2))*(x-3)(x-2)(x+2)
x+6=A(x-2)(x+2) + B(x-3)(x+2) + C(x-3)(x-2)
Then, plug-in the roots of each factor.
For the factor (x-2), its root is x=2.
2+6 = A(2-2)(2+2)+B(2-3)(2+2)+C(2-3)(2-2)
8=A(0)(4)+B(-1)(4)+C(-1)(0)
8=-4B
8/(-4)=(-4B)/(-4)
-2=B
For the factor (x + 2), its root is x=-2.
-2+6= A(-2-2)(-2+2) + B(-2-3)(-2+2)+C(-2-3)(-2-2)
4=A(-4)(0)+B(-5)(0)+C(-5)(-4)
4=20C
4/20=(20C)/20
1/5=C
And for the factor (x-3), its root is x=3.
3+6=A(3-2)(3+2) + B(3-3)(3+2) + C(3-3)(3-2)
9=A(1)(5) + B(0)(5) + C(0)(1)
9=5A
9/5=(5A)/5
9/5=A
So the partial fraction decomposition of the given rational expression is:
(9/5)/(x-3) + (-2)/(x-2)+ (1/5)/(x+2)
And this simplifies to:
= 9/(5(x-3)) - 2/(x-2) +1/(5(x+2))

To check, express the three fractions with same denominators.
9/(5(x-3)) - 2/(x-2) +1/(5(x+2))
= 9/(5(x-3))*((x-2)(x+2))/((x-2)(x+2)) - 2/(x-2)*(5(x-3)(x+2))/(5(x-3)(x+2)) + 1/(5(x+2))*((x-3)(x-2))/((x-3)(x-2))
= (9(x-2)(x+2))/(5(x-3)(x-2)(x+2))- (10(x-3)(x+2))/(5(x-3)(x-2)(x+2))+((x-3)(x-2))/(5(x-3)(x-2)(x+2))
=(9(x^2-4))/(5(x-3)(x-2)(x+2)) - (10(x^2-x-6))/(5(x-3)(x-2)(x+2))+(x^2-5x+6)/(5(x-3)(x-2)(x+2))
Now that they have same denominators, proceed to add/subtract them.
= (9(x^2-4) - 10(x^2-x-6) + x^2-5x+6)/(5(x-3)(x-2)(x+2))
= (9x^2-36-10x^2+10x+60+x^2-5x+6)/(5(x-3)(x-2)(x+2))
=(5x+30)/(5(x-3)(x-2)(x+2))
= (5(x+6))/(5(x-3)(x-2)(x+2))
=(x+6)/((x-3)(x-2)(x+2))

Therefore, (x+6)/((x-3)(x-2)(x+2))=9/(5(x-3)) - 2/(x-2) +1/(5(x+2)) .

if you change the amplitude, of a sound wave, you change its ....

Q: If you change the amplitude of a sound wave, what do you change?
A: If you change the amplitude of a sound wave, you change its power and intensity. You also change its perceived loudness. In more general terms, you are changing the energy content of a sound wave when you change its amplitude. The amplitude of a sound is a measure of the change in pressure (force over a given area) that it exerts on the air through which it passes. 
The power of a sound is its amplitude over a given period of time. Power, like electrical power, is expressed in Watts, which is equal to 1 Newton of force per second. An increase in amplitude therefore causes a corresponding increase in power.
Sound is a 3D phenomenon. It radiates in a sphere from the source that creates it (like a speaker, human voice, airplane, or musical instrument). The power of a sound is the total force exerted by this sphere. Intensity is the power (as defined above) of the sound divided by a square unit area (usually per square meter). Intensity is usually measured in decibels (dB). This is a logarithmic measure because both power and intensity are proportional to the square of the sound's amplitude. That is, doubling the amplitude of a sound will actually quadruple the sound's power and intensity. Therefore, decibels, a logarithmic scale, are used to make the units on the measurement of intensity smaller and more tractable.
In psychological terms (that is, the way that we actually hear sound), changing the amplitude of a sound wave will also change its perceived loudness. Loudness is a function of a sound's intensity and is also measured in decibels (dB). Depending on the loudness of the sound as a function of this change in amplitude, it can vary from being impossible to hear to causing pain and, eventually, hearing loss.

Why does Shakespeare not reveal why the Witches want to meet with Macbeth?

Macbeth is a play that anticipates, as with elements throughout Shakespeare's oeuvre as a whole, many of the themes we associate with existential and absurdist literature of the modernist period three centuries later.
We are given no explanation for the appearance of the witches and their intention to bring Macbeth down, apart from the assumption that they are evil, that they symbolize the demonic forces operating on earth and attempting to wreak their usual havoc. Yet Shakespeare does not show us anything concrete to support the notion of satanic activity in the way religion conventionally accounts for it, as in, for instance, the book of Genesis and in Milton's Paradise Lost. We know little about Shakespeare's own religious beliefs, but as George Orwell wrote, "it is difficult to prove that he had any." In my view the witches in Macbeth are more a symbol of man's inner demons, in a figurative sense, than of any sort of literally "evil" power. Furthermore, they would appear to represent irrationality, the primal force that exists within all of us to do things that are perverse and self-defeating.
Macbeth knows from the start that he is on a self-destructive path. Though he presumably tries to resist it, telling Lady Macbeth, "we will proceed no further in this business," it takes about one minute for Macbeth to reverse course and go forward with the plan to murder Duncan. As is often noted, he seems to have had this aim in mind even before encountering the witches, given Banquo's observation of how Macbeth reacts with fear to the witches' prophecy, as it correlates to his own (thus far) unfulfilled ambition to become king.
If Shakespeare had revealed any rationale for the behavior of the witches, it would have created a rather simplistic explanation for the mystery at the heart of the play. That mystery is, as stated, the irrationality at the root of human behavior. Macbeth kills, while knowing that in doing so he is destroying his own life as well, and he continues killing because, in his famous lines

I am in blood
Stepped in so far that, should I wade no more,
Returning were as tedious as go o'er.

Though the witches are the ones who presumably have triggered the disaster he has brought upon himself, he is drawn to return to them, as if it is they who are now his conscience, a negative conscience, and now the only guide to steer him in a meaningless universe. The witches thus are emblematic of life being the "tale told by an idiot, full of sound and fury, signifying nothing," as Macbeth grimly observes before going to his death against Macduff.

Shakespeare cannot fully reveal why The Witches want to meet with Macbeth because doing so would spoil the action to come and undercut the psychological depth of the play. One could infer from the events in Act I Scene I that Macbeth has sought the counsel of The Witches in the past, as he is an ambitious individual and seeks power above all else. Indeed, if anything, Macbeth is obsessed with power. Also, in Act I Scene III, Macbeth and Banquo do not actively seek out The Witches, they appear to the two men to deliver a prophecy: Macbeth will become Thane of Cawdor and, in the future, king (the spot currently occupied by Duncan) while Banquo will father a generation of rulers but never be king himself. With this prophecy, The Witches plant the idea of becoming king firmly in Macbeth’s mind. Once they do, he becomes completely obsessed with the idea. One also could say they use him as a pawn in this respect.

What is the exposition in The River by Gary Paulsen?

Exposition is generally found at the beginning of any story. During the exposition, the author introduces the reader to the characters, setting, and central conflict. In The River, author Gary Paulsen's exposition extends through the first three chapters.Within these first three chapters, we meet Brian Robeson and learn he survived on his own while being stranded for nearly two months in the Canadian wilderness, a story Paulsen relays in the first book of the series, Hatchet. In the opening chapter, three men from what they call a "government survival school" come to Brian's home with a proposition. They believe Brian has a special gift that allowed him to become in tune with nature to the extent he did in order to survive. Since the men are teaching survival skills, they want Brian to, as they say, "do it again" so that they can learn from him, watch him think through the challenges he would face in order to survive a second time (p. 3). One of the men is the second central character in the second central character in the story, government psychologist Derek Holtzer.The central conflict is that neither Brian nor his parents really want him to go through the survival ordeal again. Yet, at the same time, Brian knows he grew so much from his experience and changed so much that he partially feels like he no longer fits in with his urban environment, especially because no one, not even his psychologist, can understand just how much he grew from the experience, how ultimately positive the experience was. Instead, everyone around him only sees his experience as traumatic. Brian feels driven to undertake the experience on more time to convince himself it truly was a beneficial experience and to teach others how to benefit from the same experience.
http://edtech2.boisestate.edu/weltys/502/conceptmap.html

1) Define and present the characteristics of distinctive organizational capabilities. 2) Outline the steps in the identification of distinctive organizational capabilities.

1) Define and present the characteristics of distinctive organizational capabilities.
The characteristics of distinctive organizational capabilities include resources, capabilities and core competencies. Each of these characteristics is essential in the structure and function of the organization.
Resources
Resources are assets a company possesses that allow it to carry out its work and any other goals it has as an organization. Resources are crucial to the realization of a business' definition, mission, goals and objectives.
Capabilities
Organizational capabilities are the output of its collective resources. Capabilities are complex and they determine how efficient a business is at turning resources into goods and services. These capabilities may be dynamic, which means that they are flexible and able to change according to the organization's needs.
Core Competencies
The core competencies of an organization are the value-creating capabilities that exist across more than one product line or line of services produced by the company. These competencies are different from capabilities because they are arrived at through an internal sharing process.
2) Outline the steps in the identification of distinctive organizational capabilities.
In phase I, there are five steps to identifying organizational capabilities. The first step is to prepare a current market profile that gives an overview of interactions between the customer and the organization. The second step is to identify which elements of the organization-customer interaction give the company a competitive advantage and which sources result in a disadvantage. The third step is to describe and define all organizational capabilities and competencies. In the fourth step, the organization must sort these capabilities and competencies in order of strategic importance. In the fifth and final step, the organization must agree on the identified key capabilities and competencies and come to a decision about resource allocation based on this information.
https://hbr.org/2004/06/capitalizing-on-capabilities

What’s the difference between an allele and a gene?

Genes control the general traits with which an organism is born, such as blood type and the color of the eyes and hair. An allele is a type of gene which defines the possible variations of those traits in that specific organism.
Children inherit two sets of chromosomes, one from each parent. These chromosomes are found in DNA strands: the double-helix spiral molecules that contain all the genetic information. DNA serves as a unique blueprint, or code, for the child’s development.
Genes are found in certain sections of the DNA strand. There’s a section for hair color, another for eye color, another for blood type, and so on. Each of these sections contains two alleles (one from each parent’s chromosome), and here’s where the variations occur: the gene in the eye-color section may have one allele for blue eyes and another for brown eyes.
How do the genes decide which allele to choose? Alleles can be dominant or recessive. Brown eyes are a dominant trait, so if even one brown-eyed allele is present, the child will always have brown eyes. Blue eyes are a recessive trait, so a child will have blue eyes only if both parents’ alleles contain that code.
So, your genes determine that you’ll have hair and blood and eyes. The alleles are specialized genes that determine the unique qualities of these body parts.

In what ways could Simon be considered a hero in the novel Lord of the Flies? In what ways would Simon not be considered a hero?

Simon could be considered a hero throughout the novel because he is a selfless character who helps others and is the only boy who understands the true identity of the "beast." Unlike the majority of the boys on the island, Simon goes out of his way to help the littluns and continually encourages Ralph. Simon is quick to lend Piggy a hand and even volunteers to travel back through the forest alone to tell Piggy where the group is located. Simon is the only character who does not succumb to savagery at some point in the story, and he is the only boy to discover that the "beast" is actually a dead paratrooper. His bravery, insight, and caring nature would qualify him as a hero.
One could not label Simon as a hero because he was never able to express himself during the assemblies and does not spread the message to the other boys about the true identity of the "beast." Simon is killed before he gets a chance to relay his message that the "beast" is man's inherent wickedness. Simon's inability to share his message results in the further decay of civilization which eventually leads to Piggy's death.

College Algebra, Chapter 9, 9.5, Section 9.5, Problem 12

Prove that the formula $\displaystyle \frac{1}{1 \cdot 2} + \frac{1}{2 \cdot 3} + \frac{1}{3 \cdot 4} + ... + \frac{1}{n (n + 1)} = \frac{n}{(n + 1)}$ is true for all natural numbers $n$.

By using mathematical induction,

Let $P(n)$ denote the statement $\displaystyle \frac{1}{1 \cdot 2} + \frac{1}{2 \cdot 3} + \frac{1}{3 \cdot 4} + ... + \frac{1}{n (n + 1)} = \frac{n}{(n + 1)}$.

Then, we need to show that $P(1)$ is true. So,


$
\begin{equation}
\begin{aligned}

\frac{1}{1 \cdot 2} =& \frac{1}{( 1 + 1)}
\\
\\
\frac{1}{2} =& \frac{1}{2}

\end{aligned}
\end{equation}
$


Thus, we prove the first principle of the mathematical induction. More over, assuming that $P(k)$ is true, then

$\displaystyle \frac{1}{1 \cdot 2} + \frac{1}{2 \cdot 3} + \frac{1}{3 \cdot 4} + ... + \frac{1}{k (k + 1)} = \frac{k}{(k + 1)}$

Now, by showing $P(k + 1)$, we have


$
\begin{equation}
\begin{aligned}

\frac{1}{1 \cdot 2} + \frac{1}{2 \cdot 3} + \frac{1}{3 \cdot 4} + ... + \frac{1}{k (k + 1)} + \frac{1}{(k + 1) [(k + 1) + 1]} =& \frac{k + 1}{[(k + 1) + 1]}
\\
\\
\frac{1}{1 \cdot 2} + \frac{1}{2 \cdot 3} + \frac{1}{3 \cdot 4} + ... + \frac{1}{k (k + 1)} + \frac{1}{(k + 1)(k + 2)} =& \frac{k + 1}{k + 2}

\end{aligned}
\end{equation}
$


We start with the left side and use the induction hypothesis to obtain the right side of the equation:


$
\begin{equation}
\begin{aligned}

=& \left[ \frac{1}{1 \cdot 2} + \frac{1}{2 \cdot 3} + \frac{1}{3 \cdot 4} + ... + \frac{1}{k (k + 1)} \right] + \left[ \frac{1}{(k + 1)(k + 2)} \right]
&& \text{Group the first $k$ terms}
\\
\\
=& \frac{k}{k + 1} + \frac{1}{(k + 1)(k + 2)}
&& \text{Induction hypothesis}
\\
\\
=& \frac{k (k + 2) + 1}{(k + 1)(k + 2)}
&& \text{Get the LCD}
\\
\\
=& \frac{k^2 + 2k + 1}{(k + 1)(k + 2)}
&& \text{Expand the numerator}
\\
\\
=& \frac{( k + 1)^2}{(k + 1)(k + 2)}
&& \text{Factor}
\\
\\
=& \frac{k + 1}{k + 2}
&& \text{Simplify}

\end{aligned}
\end{equation}
$


Therefore, $P(k+1)$ follows from $P(k)$, and this completes the induction step.

Who looks sad, dejected, and worried? What does Salerio say about Antonio's sadness?

In the opening scene of The Merchant of Venice, it's Antonio who's feeling depressed. What makes it worse is that he doesn't seem to know why. Salerio and Solanio try to help out by offering their own suggestions as to what may be bugging their friend. Salerio thinks that Antonio might be worried over his merchant ships. It's a hazardous business and ships and their valuable cargo are often lost at sea due to pirates, stormy weather, and all manner of unavoidable hazards. Salerio tries to reassure Antonio that, as his ships are so big, they will fly across the ocean, dwarfing the smaller ships and boats as they sail majestically past:

Your mind is tossing on the ocean, There, where your argosies with portly sail, Like signors and rich burghers on the flood—Or, as it were, the pageants of the sea—Do overpeer the petty traffickers That curtsy to them, do them reverence As they fly by them with their woven wings. (act 1, scene 1)

Salerio then tries a different approach. Instead of reassuring Antonio over the fate of his ships, he tries to empathize with what he thinks is his predicament. He tells Antonio that, if he were in his position, he'd never stop fretting. Whatever he did during the day would act as a reminder of what could happen to his ships at sea: blowing on his hot soup would make him think of his ships being buffeted by a storm; every time he looked at the sand in an hourglass he'd have terrible visions of ships being wrecked on sandbars; and he'd think of dangerous rocks when he went to church and saw the stone it was made out of.

In the opening scene of the play, Antonio tells Salerio that he is very depressed, worried, and tired. Salerio comments that Antonio is feeling upset because his merchant ships are out on the treacherous sea where he risks losing much of his wealth. However, Salerio doesn't blame Antonio for feeling depressed and dejected because he understands that if his precious ship Andrew were in similar danger, he would be reminded of his potential loss everywhere he went. Salerio mentions that he couldn't imagine the stress that Antonio is under and is sure that Antonio is lamenting about his merchant ships. Despite Salerio's sensible assumption as to why Antonio is depressed, Antonio reassures Salerio that he is not worried about his merchandise because his investments are not all on one ship.

What is depreciation and why is it included in GDP?

Depreciation is a way accountants try to create a monetary representation of the value of a tangible asset over time based on the way that one assumes the asset to have its value be consumed over time. 
Imagine, for example, that a city builds a bridge that improves transportation links and trade. This bridge makes a positive contribution to GDP. The bridge doesn't just remain in perfect shape forever, though. It has a fixed lifespan and requires ongoing repairs. Many tangible assets depreciate, including real estate, factories, tools, and IT equipment. Depreciation, therefore, acts as a form of net loss.
Unless one factors in depreciation, politicians and executives can make themselves look good by deferring maintenance and infrastructure work to inflate GDP or value artificially. A business using 10-year-old computers might have more cash on hand than a company that spent money to upgrade its computers, but realistically, a company using obsolete technology will need to upgrade, and the decline in value of the obsolete IT is actually a form of liability; depreciation is a way of measuring this.
http://staffwww.fullcoll.edu/fchan/macro/2gdp_computation.htm

https://www.investopedia.com/terms/d/depreciation.asp

What is the significance of the Kikongo word nommo and its attendant concepts of being and naming?

Adah explains that Nelson has taught her the Kikongo word nommo, meaning "word." It is the force that "makes things live as what they are" (page 209). Adah explains that this concept helps her understand herself and her twin sister, Leah. Though they came from the same egg and are identical, they are very different. The idea that a name creates one's existence helps her understand why she and her twin sister are so different. This concept also helps Adah understand why her father, Nathan Price, is a failure as a preacher in the Congo. She writes, "his failures are deficiencies with words" (page 213). He grows frustrated and speaks in what she refers to as "half-baked Kikongo," thereby alienating his audience because he doesn't understand that their names for things affect their conception of them and their reality. For example, in the Kikongo language, the word for "baptism" is very similar to the word for "terrify." Nathan has not concentrated on this difference, so he often gets it wrong. Therefore, the concept of naming is closely allied to the concept of being, and not understanding this concept means that Nathan will not understand the people he is preaching to.

In "A Walk on the Wild Side" by Nelson Algren, how did Kitty Twist turn into the "demented" Floralee? Are the two characters the same?

In the novel, the prostitutes who pretend to be virgins are supposed to cry and struggle a little before they succumb to Big Stingaree's "charms." Essentially, these prostitutes engage in play-acting to fulfill the perverted fantasies of Finnerty's male customers. For her part, Floralee flouts Finnerty's express orders on how to execute her role. When Big Stingaree tries to engage her in his role as chief "deflowerer," Floralee takes off every stitch of her clothing and begins to sing bawdy songs. It can be argued that Floralee is an uninhibited woman; however, her later actions show that her lifestyle has stripped her of dignity and hope. She is a broken woman, both mentally and spiritually.
Although the author contends that the trials of life can inspire personal growth, this isn't evident in Kitty Twist's and Floralee's cases. In the novel, Kitty Twist tries to get Finnerty to hire her as one of the "virgins." However, he refuses to do so, pointing out that Kitty has unsightly tattoos on her body. Kitty offers to keep her clothes on, but Finnerty's cynical response stops her in her tracks: "They’d want their money back...get down to the door where you’re supposed to be and don’t let me catch you off your post again."
Kitty Twist fails to understand on a psychological level the sort of deception she must engage in to qualify as a "virgin": "She did not perceive that had she only acted reluctant about performing, he would have appointed her to be deflowered upstairs instead of merely to stand guard below, hour upon dull hour." In other words, Kitty lives in a "twisted" world, where the line that separates reality from fantasy has been grossly blurred.
On the other hand, Floralee has existed in this world for so long that she can no longer differentiate between reality and fantasy. In the novel, we learn that she was initially Finnerty's lover before he became her pimp ("First he had made her his pleasure, then he had made her his trade"). Whenever she fails to live up to Finnerty's expectations of how a "virgin" should act, Finnerty beats her. Their relationship is dysfunctional on more than a physical level. Floralee's descent into madness is inevitable, and eventually Kitty Twist also displays a similar psychosis. Floralee believes that God has rejected her, while Kitty Twist wishes that death would claim her. Knowing that life has passed her by, Kitty Twist becomes apathetic:

She didn’t care for anything or anyone, least of all herself. Anything that happens has a right to happen, so what does it matter who it happens to? That was how Kitty felt.

It is obvious by the end of the novel that Kitty Twist is no different than the demented Floralee: the women's lifestyles have so degraded them that they no longer care to differentiate between reality and fantasy. 

You are right that Kitty Twist and Floralee are two different characters in the novel. Floralee is a deranged prostitute who works at Oliver Finnerty's brothel. Her main job is to pretend to be a virgin Dove (Big Stingaree) deflowers while men watch through peepholes. 
On the other hand, Kitty Twist is an old acquaintance of Dove's. They part ways earlier in the book and meet up again when Dove begins to work for Oliver Finnerty. Kitty Twist and Floralee are two different women; however, the degrading work they perform (both are prostitutes) negatively affects their mental and physical well-being. Through the two women, Algren highlights the elusiveness of the American Dream for those who exist on the margins of society.
 

When does Bob realize that the man to whom he is talking is not Jimmy Wells, and how does he react in "After Twenty Years"?

Bob realizes that the man with whom he talks is not Jimmy Wells after they walk under the brilliant electric lights of a drug store. He is startled that this man is a stranger, and he exclaims, "You're not Jimmy Wells!" Bob then points to the man's differences from his old friend.
In what once was the doorway of his and Jimmy's favorite restaurant, "Silky Bob" has waited twenty minutes for his old friend after having spoken to the beat patrolman. Then, he sees a man with his coat collar turned up approaching him. "Is that you, Bob?" the man asks. "Is that you, Jimmy Wells?" calls out Bob. After asking how the other is, Bob accompanies the taller man toward a place that is known to Jimmy; as they walk along arm-in-arm, Bob relates "the history of his success." But, when the bright lights of a drug store strike Jimmy's face, Bob suddenly stops, realizing he has been tricked.

"Twenty years is a long time, but not long enough to change a man's nose from a Roman to a pug.""It sometimes changes a good man into a bad one," said the tall man. "You've been under arrest for ten minutes, 'Silky Bob.' Chicago thinks you may have dropped over our way and wires us she wants to have a chat with you."

The plainclothes policeman informs Bob that Patrolman Wells has asked him to give Bob a note; also, he tells Bob that before they go to the police station, he may read the note under the bright lights. Bob's hands shake as he reads this message from his old friend, who could not make the arrest of "Silky Bob" at the time that he talked with him in the doorway.

How do realists explain the United States being a member of NATO?

A realist would explain the United States had to be a member of the North Atlantic Treaty Organization. After World War II, we were very concerned about the spread of communism. Communism had spread over much of Eastern Europe, and there were concerns it would spread to Western Europe. The United States didn’t want to take on this battle alone.
NATO was created to have a military alliance between the United States and many of the countries of Western Europe. The members of NATO were countries that didn’t have communism. By forming this military alliance, these noncommunist countries could work together, militarily if necessary, to stop the spread of communism. The creation of NATO was part of our policy of containment, which was designed to prevent communism from spreading. The fear of the spread of communism was real, which would prompt a realist to conclude that the United States had to be a part of NATO.

What are some comparisons between Mary Shelley's Frankenstein and Coleridge's "The Rime of the Ancient Mariner"?

Both the Mariner and Frankenstein bring suffering to themselves and others through their own hubris or pride: they both start out thinking they can do whatever they want and only later learn to repent of their actions.
The Mariner's ship is saved from an ice jam near Antartica by an albatross, but the Mariner carelessly assumes the right to kill it, despite its kind act. As the Mariner says:

With my cross-bow,I shot the albatross.

As a result of this killing, which shows contempt for God's creatures, the Mariner and his shipmates are cursed and led by spirits to a place where their ship is stranded by unmoving waters near the equator. The crew is parched with intense thirst;

Day after day, day after day,We stuck, nor breath nor motion;As idle as a painted shipUpon a painted ocean.Water, water, every where,And all the boards did shrink;Water, water, every where,Nor any drop to drink.

Eventually, the crew members meet Death and die, while the Mariner is cursed to lead life in death.
Likewise, Frankenstein shows hubris or pride. He violates nature by acting like God and creating life out of dead body parts. He is an ambitious young scientist, and he is so bent on success that he doesn't think through the moral implications of what he is doing. When the creature comes to life, Frankenstein is horrified by its ugliness. Instead of taking responsibility for what he has created, he abandons his creation. Like the Mariner, who lacked empathy for the albatross, so Frankenstein lacks empathy as he deserts his creation. All Frankenstein can do is think about himself:

Now all was blasted: instead of that serenity of conscience, which allowed me to look back upon the past with self-satisfaction, and from thence to gather promise of new hopes, I was seized by remorse and the sense of guilt, which hurried me away to a hell of intense tortures, such as no language can describe.

Because of Frankenstein's rejection of the creature, including refusing to follow through on a promise to build a mate for him, Frankenstein's friends and family suffer the curse of being killed by the creature. This is similar to the crew dying because of the Mariner's deed. The monster kills Frankenstein's brother William, his close friend Clerval, and Frankenstein's fiancee. Frankenstein also suffers the fate of a sort of "life-in-death," becoming starved and sick as he chases the creature to the arctic, determined to destroy it.
Both the Mariner and Frankenstein think they can do whatever they want. They both learn, however, to regret and repent of their thoughtless actions regarding God's creation.

List quotes based on the dog's point of view.

I would like to start by making it clear that this story is told from the third person omniscient point of view. At no point is the story told from the dog's perspective in the same way that London's book The Call of the Wild is written from Buck's point of view. With that said, because the narrator is a faceless, omniscient narrator, readers do get to know what the dog is thinking and feeling. The dog is not an unthinking and unfeeling character in the story. The dog is a developed character with thoughts and emotions, and this is why students typically feel that the dog is the smarter of the two characters. As the question suggests, there are key points in the story in which the narrator tells us what the dog is thinking. The story is not told from the dog's perspective, but we get to know what the dog's attitude and thoughts are based on a particular situation. For example, readers get the following quote early on in the story.

The animal was worried by the great cold. It knew that this was no time for traveling. Its own feeling was closer to the truth than the man’s judgment.
Its fear made it question eagerly every movement of the man as if expecting him to go into camp or to seek shelter somewhere and build a fire. The dog had learned about fire, and it wanted fire.

These two quotes immediately alert the reader to the extreme danger that the man is in. Up until this point, we only experience what the man is thinking. His general thoughts are akin to "Wow, it is colder than I thought, but I will be okay." When we finally get the dog's thoughts, we realize that the man is being naive about the danger of the cold. The dog's thoughts bring about an immediate sense of foreboding.
Near the end of the story, the man is trying to coax the dog toward him, but the dog will not come near him. The omniscient narrator is able to tell us why. We learn that the dog senses danger in the man's tone.

It had never known the man to speak in such a tone before. Something was wrong, and it sensed danger. It knew not what danger, but somewhere in its brain arose a fear of the man.

Beginning Algebra With Applications, Chapter 6, Review Exercises, Section Review Exercises, Problem 18

Solve by substitution: $
\begin{equation}
\begin{aligned}

9x+12y =& -1 \\
x-4y =& -1

\end{aligned}
\end{equation}
$


$
\begin{equation}
\begin{aligned}

9x+12y =& -1
&& \text{Solve equation 2 for } x
\\
\\
x =& 4y - 1
&&
\\
\\
9x + 12y =& -1
&& \text{Substitute $4y - 1$ for $x$ in equation 1}
\\
\\
9(4y-1) + 12y =& -1
&& \text{Solve for } y
\\
\\
36y-9 + 12y =& -1
&&
\\
\\
48y =& 8
&&
\\
\\
y =& \frac{8}{48}
&&
\\
\\
y =& \frac{1}{6}
&&

\end{aligned}
\end{equation}
$



$
\begin{equation}
\begin{aligned}

x =& 4 \left( \frac{1}{6} \right) -1
\qquad \text{Substitute the value of $y$ in equation 2}
\\
\\
x =& \frac{2}{3}-1
\\
\\
x =& \frac{-1}{3}

\end{aligned}
\end{equation}
$


The solution is $\displaystyle \left( \frac{-1}{3}, \frac{1}{6} \right)$.

In Gathering Blue, what is Kira’s fear?

In the novel Gathering Blue, Kira has several fears. At the beginning of the book, Kira finds herself alone after her mother has become ill and died. At this point, she fears the aloneness and the uncertainty that encompasses her in her present situation. Kira fears that she is a burden due to her crippled leg. Even though she works every day in the weaving shed, her value as a laborer is diminished because of her disability. In chapter 1 in particular, Kira fears being alone. The text states that after her mother dies, she has no family left. This loneliness leaves her questioning her capacity to provide fire, food, and water for herself. Although Kira has a gift for weaving and making colors, she questions her ability to finish the Singer's Robe. She also fears that she will not be able to make the colors and measure up to Council Edifice's standards. The power of her ability and magic scares her. The text states that Kira "sounded a little frightened when she talked about it" (p. 144). At various times throughout the book, Kira fears what will happen to other children. She shows kindness and compassion to characters such as Matty, Thomas, and Jo, who receive love and attention from Kira. She tries to comfort and protect them as much as she can.

How does Shakespeare present the character of Macbeth as a conflicted character in Act 1, scene 7?

In Macbeth's opening soliloquy, he lists the great many reasons he has not to go through with Duncan's murder: he is Duncan's host, his subject, his friend.  Further, killing Duncan doesn't necessarily mean he gets the throne; more action will be required to achieve this.  He also knows that Duncan is a good king and that Macbeth will compromise his soul by killing him.  However, he finishes with his one reason to go forward: his "Vaulting ambition" (1.7.27). 
Even his ambition, though, is not enough.  When his wife enters, he tells her, "We will proceed no further in this business" (1.7.31).  He has resolved not to kill the king as a result of the multitudinous points against it.  Then again, Lady Macbeth begins to work on him: cajoling, persuading, and insulting him.  She says that he won't be a man if he doesn't go through with the murder and how she'll count him as disloyal to her if he goes back on his word.  At last, she convinces him.  However, Macbeth's ambivalence is evident by the internal conflict he voiced during the soliloquy and by his resulting resolve to cancel their plans before flip-flopping and acquiescing to his wife's demands for loyalty.

What motivates Bernard and Helmholtz’s friendship?

Bernard and Helmholtz are very different characters, and they are motivated in this friendship by different things. Though he is an Alpha, Bernard does not have the finer things in life that Helmholtz has, like physical stature, lots of beautiful women, and the respect of his peers. Bernard, “wishes that he could have as many girls as Helmholtz did, and with as little trouble” (p. 72), and he wants to be friends with Helmholtz in hopes that some of Helmholtz’s glory will rub off on him. This is not quite hero-worship on the part of Bernard, but it is not far off.
Helmholtz, on the other hand, is bored with his success and the ease with which he accomplishes any goal. He takes pity on Bernard, in the way an older brother takes pity on a young sibling who is trying to emulate the older brother’s success. Also, Helmholtz sees Bernard’s dissatisfaction with the Director and their world in general, and Helmholtz appreciates this feeling. Bernard expresses his dissatisfaction through continuous comments in defense of Lenina’s sexuality, which he believes should be more highly valued. Helmholtz shares Bernard's disillusionment with the world, going so far as to write a series of rhymes that contradict the sleep-teaching to which everyone is subjected. This brings him into trouble with the Authority (p. 164). In this way, they see each other as mutual outcasts and are each seeking the comfort of a fellow rebel.

In Lee's To Kill a Mockingbird, why do Atticus and his children get such different reactions from Mrs. Dubose?

Atticus understands the generation from which Mrs. Dubose has come, and he also understands her underlying problem, whereas the children do not. Cleary, Mrs. Dubose does not approve of some of the things the children do and say, as well as their appearances, especially Scout's.
When the children pass by her house, Mrs. Dubose often sits in her wheelchair on her porch. Scout may say, "Hey, Mrs. Dubose." However, Mrs. Dubose does not return the greeting. Instead, she criticizes both her looks and her speech:

"Don't you say hey to me, you ugly girl! You say good afternoon, Mrs. Dubose!" (Ch.11)

When Jem refered to their father as Atticus, "her reaction was apoplectic." She considers Jem and Scout as "the sassiest, most disrespectful mutts who ever passed her way." And, like many "cranky, old people," Mrs. Dubose is suspicious of what Jem and Scout are doing. One Saturday she asks them what they are doing, all the while thinking the worst of them, and believing that the children are impudent.
But, when Atticus walks with the children and they approach Mrs. Dubose's house, Atticus takes his hat off with a grand gesture, and he waves "gallantly."

"Good evening, Mrs. Dubose! You look like a picture this evening." (Ch.11)

Then he replaces his hat and extends wishes that she will have a good day on the following day. It is at this point that Scout believes her father to be the "bravest man on earth."

What were some of the main disagreements over the meaning of the Constitution, such as the difference between John Adams and Thomas Jefferson in how they viewed the Constitution?

There were disagreements over the meaning of the Constitution. People like Thomas Jefferson believed in a strict interpretation of the Constitution. He believed that you can do only what is specifically mentioned in the Constitution. John Adams believed in a loose view of the Constitution. This meant that it is acceptable to interpret the meaning of the Constitution. With this view, it is acceptable to do anything unless the Constitution specifically says it can’t be done. A strict view could limit the power of the federal government while a loose view could increase its power.
One example to use to highlight these differences was the discussion about having a national bank. John Adams supported this idea while Thomas Jefferson opposed it. Jefferson felt it was not acceptable to create a national bank because the Constitution said nothing about having a national bank. John Adams believed it was acceptable to have a national bank because it wasn’t prohibited by the Constitution.
https://sites.google.com/a/ramapocentral.net/thomas-jefferson-lousiana-purchase/introduction/strict-vs-loose-interpretation

What does Bunk mean?

The word "bunk" is short for "bunkum," an old-fashioned way of saying "nonsense." Henry Ford, the famous car manufacturer and industrialist, coined the expression "history is bunk." What he meant by this was that we should ignore the past and look to the future. This is the perfect expression for the dystopian society in Brave New World. Ford's notorious phrase has become almost an article of faith in the setting of Brave New World as ignorance of the past—the pre-Fordian era—is imperative for the World State's continued control.
Mustapha Mond is one of the world's ten Regional Controllers; he is in charge of Western Europe. He is a dictator, referred to as "His Fordship," showing us once more how important Henry Ford's maxim is to this brave new world. For the Resident Controller it is essential that he is able to rewrite history to maintain his authority. If people are ignorant of the past, they cannot challenge the distorted vision presented to them by the state. Nor can they delve into history to find examples that will enable them to challenge the current social and political order. For the World State, control of the past is as important as control of the present and future.
In chapter 3, Mond gives a lecture in which he provides his audience with a very lurid and distorted view of pre-Fordian history, one that concentrates on war, violence, disease, and economic collapse. By giving such a heavily rewritten account of pre-Fordian existence, Mond is getting the people to accept that the Fordian world is the best possible world and that they should be immensely grateful and relieved to live in such a world without the horrors of the past.