Why is Lupito killed?

Basically, Lupito, a veteran, is killed because he murdered the town sheriff, who is also Chavez's brother.
In the book, Chavez relates to Gabriel, Antonio's father, that his brother had been drinking coffee at the bus depot cafe when he was shot by Lupito. To get revenge for his brother's death, Chavez and Gabriel join a posse to hunt down Lupito.
Meanwhile, Antonio decides to follow his father and Chavez to the scene of Lupito's execution. What Antonio sees, however, will forever be imprinted in his memory. Accordingly, a group of men are standing in wait on a bridge. Below them hides the crazed and desperate Lupito. The men have no inkling about Lupito's location, however, until Antonio chances upon the scene. Seeing Lupito so unexpectedly under the bridge gives Antonio a fright, and the latter cries out.
Antonio's scream alerts the men to Lupito's presence, and someone shines a light in the vicinity of his location. Eventually, Lupito lets out several unearthly screams, warning of approaching Japanese soldiers. By now, we understand that the experiences of war have turned Lupito into a tormented dysfunctional version of his former self. In the end, Lupito is shot dead by several of the men in the posse.

Where do we see Amir struggle with the conflicting Afghan and American cultures? Why does Amir seem to be reluctant to completely move on from his Afghan identity?

To answer the second question first, Amir is reluctant to move on from his Afgani identity because he finds he cannot escape his past in Afghanistan, even though he wishes to do so. As a child, Amir betrayed his friend and family servant Hassan. Later, when he and Baba move to America, Amir hopes it will be a fresh start, but he finds that he can never forget what he did to Hassan. It's also true that Amir grew up in Afghanistan and that this country will always in some way be his home. He does also have positive memories of his childhood there that he eventually wants to recall. When he returns to Afghanistan as an adult, he revisits the house where he and Baba once lived, and when Farid advises him to forget and move on, Amir tells him he doesn't "want to forget anymore."
Amir's struggles between America and Afghanistan have mostly to do with the memories of Hassan and Ali, whom he left behind in Afghanistan, and both are dead by the time he returns to his home country. Amir does not seem to have much trouble adjusting to life in America, unlike his father, who must take a low-paying job after having been a respected business man in Kabul. Amir graduates high school and later college and becomes a published author, as he always dreamed. He has a happy marriage with Soraya, though that is tempered some by their inability to have children. It is more difficult for Amir to go back to Afghanistan when Rahim Khan calls him to do so than it ever was for him to go to or live in America. When he returns to Afghanistan, it is a much different place than the land of his childhood, though the violence and turmoil began when he was young and he and Baba fled to Pakistan. He must face the criticism of Farid because he (Amir) had the means to leave and hasn't suffered through the worst the country has seen and felt. He must face the brutal reality of the Taliban's control and even has to fight Assef, now a Taliban leader, and deal with many obstacles on his way to adopt Hassan's son Sohrab and bring him back to the U.S. Then we see Sohrab's trouble adjusting to life in a new country after all the trauma he has experienced in his young life.

What is so important about the ceremony of twelve?

The Ceremony of Twelve is the annual ceremony that is held each December and marks the important transition from adolescence to adulthood in Jonas's highly structured community. During the Ceremony of Twelve, each adolescent in that age group is presented with their Assignment by the Chief Elder in front of the entire community. Jonas's community is founded on Sameness, and the Committee of Elders makes every significant decision in the community, including what occupation (Assignment) each citizen will have for the remainder of their adult life. After years of careful observation and analysis, the Committee of Elders chooses the ideal occupation for each Twelve and grants them their Assignment during the Ceremony of Twelve. It also the final ceremony that the adolescents participate in and one that Jonas is extremely anxious about at the beginning of the novel. Unlike the other adolescents in his age group, Jonas has no idea what Assignment he will be given. At the end of the Ceremony of Twelve, Jonas discovers that he has been selected to be the community's next Receiver of Memory, which is a revered, enigmatic position in the community.

The Ceremony of Twelve is an annual event which is held in December. It is considered the final ceremony and represents the transition of the children in the Community into adulthood. It is significant for that reason, but also because it marks the differences that exist between individuals in the Community by handing out their "Assignments"—the jobs they will perform for the remainder of their lives.
It is in the Ceremony of Twelve that Jonas's friend Asher is assigned to be the Assistant Director of Recreation due to his fun-loving nature. Jonas is thereafter informed that he will be the Receiver of Memory—a special position which requires that Jonas must possess courage, intelligence, wisdom, and integrity. This position is the only one in which an individual will experience pain.

True or False: Congress believed that the colonies could pay for war on their own.

I think it is mostly true that the Continental Congress thought that the colonies could pay for the Revolutionary War on their own. The reality ended up being that the colonies eventually paid all their war expenses, but those expenses included foreign loans from countries such as France and Spain. The economic war that Great Britain waged on its rebellious colonies had the Revolution on the brink of collapse before the victory at Yorktown, because the paper money that the Congress printed quickly became worthless due to its inability to collect taxes to back it, as well as rampant counterfeiting of the currency, and the states only contributed money and supplies when they could (and usually only to support their militia and not necessarily the army as a whole). However, the colonies paid for two-thirds of the war's expenses directly through printed and coined money, and only one-third of the war effort was paid for through the issuance of federal and state war bonds and foreign assistance. It took the enactment of the Constitution in 1787 to allow the now-United States the ability to raise the funds to pay back all its creditors, including the French.
https://allthingsliberty.com/2015/02/how-was-the-revolutionary-war-paid-for/

https://www.history.com/topics/american-revolution/the-continental-congress

Why does Holden become angry with Ackley?

If you were to ask the character Holden Caulfield why he was angry with Ackley in that particular moment, he would no doubt make a stab at Ackley's phoniness. However, the rage Holden feels in this particular moment is from many different sources and is, in many ways, aimless.
Holden rudely wakes Ackley up in the middle of the night and asks him about joining a monastery. He ends the thought by saying he'd probably join the wrong kind anyway, the kind with all the "stupid bastards." Ackley is angered by this attack on his religion, and his sudden display of annoyance sparks Holden's directionless angst.
In truth, Holden is angry with Stradlater, who just returned from a date with Jane. Holden had been on a double-date with Stradlater before, and was disturbed by his behavior. He could hear Stradlater attempting to coerce his date while she begged him to stop. His anger comes from imagining Jane in the same situation.

In Chapter 7 of The Catcher in the Rye, conflict ensues when Ackley refuses to allow Holden to sleep in Ely's bed. Since it is well-known that Ely typically returns to campus on Sunday evening, Ackley's claim about being unsure of when Ely will return is an obvious lie. Holden is offended by Ackley's refusal to tell the truth, as well as his lack of hospitality; they are indications of the phoniness Holden constantly denounces. Although he is annoyed by Ackley, his anger is primarily directed at Stradlater, who has just returned from a date with Jane. Since Stradlater's frequent sexual conquests and disrespect for women are well known, Holden fears that Jane's honor has been compromised; thus, he first directs his rage towards Stradlater, retreating to Ackley's room only after losing the physical confrontation. Ironically, after chastising his friend for displaying poor manners, Holden demonstrates his own typically inconsiderate behavior by insulting Ackley and interrupting his sleep multiple times.

Single Variable Calculus, Chapter 3, 3.1, Section 3.1, Problem 8

Determine the equation of the tangent line to the curve $\displaystyle y = \frac{2x}{(x + 1)^2} $ at the point (0, 0)

$\text{Using the definition (Slope of the tangent line)}$

$\displaystyle m = \lim\limits_{x \to a} \frac{f(x) - f(a)}{x - a}$

We have $a = 0$ and $\displaystyle f(x) = \frac{2x}{(x + 1)^2}$, so the slope is


$
\begin{equation}
\begin{aligned}

\displaystyle m =& \lim \limits_{x \to 0} \frac{f(x) - f(0)}{x - 0} && \\
\\
\displaystyle m =& \lim \limits_{x \to 0} \frac{\frac{2x}{(x + 1)^2} - \left[ \frac{2(0)}{(0 + 1)^2} \right]}{x}
&& \text{Substitute value of $a$ and $x$}\\
\\
\displaystyle m =& \lim \limits_{x \to 0} \frac{2\cancel{x}}{\cancel{x}(x + 1)^2}
&& \text{Cancel out like terms}\\
\\
\displaystyle m =& \lim \limits_{x \to 0} \frac{2}{(x + 1)^2} = \frac{2}{(0+1)^2}
&& \text{Evaluate the limit}\\
\\
m =& 2
&&
\end{aligned}
\end{equation}
$


Using point slope form


$
\begin{equation}
\begin{aligned}

y - y_1 &= m ( x - x_1) && \\
\\
y - 0 &= 2 ( x - 0 ) && \text{ Substitute value of $x, y$ and $m$ and simplify}\\
\\
y & = 2x

\end{aligned}
\end{equation}
$



Therefore,
The equation of the tangent line at (0,0) is $y = 2x$.

Explain the international events that contributed to the development of environmental education and education for sustainability.

A number of events in world history have contributed to the development of environmental education and sustainability education. Discussions about the environment, and more specifically, man’s impact on the environment, predate the modern period. For example, in his play Antigone, the ancient Greek playwright Sophocles lamented man’s increasing control over nature. In the early thirteenth century, Saint Francis of Assisi preached for equality among all creatures and against human arrogance and dominance over the environment. Scholars from the late Ming dynasty in China (1368–1644 BCE) railed against deforestation because of its adverse effects on stream flow and soil quality. In the early eighteenth century, observers of French and British colonialism on the Caribbean islands warned that rapid deforestation to expand sugar plantations was altering the regional climate. All of these anecdotes reveal that discussions about the environment and sustainability certainly predate the modern period.
However, environmental education as we know it today developed out of the Industrial Revolution and the advent of the use of fossil fuels such as coal and oil. In the nineteenth century, fossil fuels began to have enormous ecological effects on the planet. Much of environmental and sustainability education has revolved around grappling with these effects, their implications, and potential solutions. Some of the most important and oft-discussed effects include oil spills and air pollution from the drilling, transporting, refining, and burning of oil; the warming of the global atmosphere; and devastating climatic phenomena such as El Niño which have led to draught and famine in some of the poorest regions of the world. Much of contemporary environmental and sustainability education therefore revolves around grappling with the environmental crisis caused by the Industrial-era advent of the use of fossil fuels such as coal and oil.
http://www.nea.org/tools/lessons/63302.htm

https://www.eh-resources.org/

There are two key events that led to the shift in the culture of education towards environmental education and education for sustainability.
In 1972, the United Nations Conference on the Human Environment held in Stockholm covered international environmental issues and began to turn thoughts toward environmental politics. This conference led to the development of the Stockholm Declaration. This represented a look on the global human impact on the environment and allowed a basic common outlook to be developed--how to both preserve and enhance the human environment. Following this declaration, global awareness of environmental issues was increased.
In response to the Stockholm Declaration, the United National Environment Programme/United Nations Educational, Scientific and Cultural Organization project (UNESCO) was developed in 1975. Over the course of three fazes; a general awareness of the need for environmental education was developed ('75-'77), pilot projects, methodologies, concepts, and studies were initiated with a interdisciplinary approach ('78-'80), and efforts were developed for UNESCO member states to begin including environmental education into their respective educational programs.
These two events created a spark in education systems worldwide and continue to do so today. UNESCO continues to create cultural awareness for environmental education and education for sustainability.
Further Reading:
https://sustainabledevelopment.un.org/milestones/humanenvironment
https://uia.org/s/or/en/1100055846

When any activity is conceived, the first and foremost requirement is that the planned activity should be in line with the organiser's crystal clear vision about the aims and objectives. Then comes the planning, methodology to carry out the activity, followed by selecting the front line players, second line players etc. There after make the players too clear about the aims, objectives and the expected results combined with motivation. Explain the reasons for planning the activity and how it will be beneficial for individuals or the society. Once the players are satisfied, thought process of individual players will also start in that direction and whole heartily input can be expected. In such a positive atmosphere the results achieved can be beyond expectation.
Since it is a continuous process, unlike cricket game where a particular catch drop can be a game changer, it can not (at least I can not) be pointed out which specific activity is a game changer. All the activities, be it the conferences at different levels, spreading awareness through education and advertisements, organising quizzes etc. by UNEP, UNESCO, IEEP have contributed or rather I should say awakened even the common citizen(what I observe in my country, INDIA) towards the importance of pollution free environment. (I am a witness to some of the activities in INDIA).
The advertisements and publicity given to the latest theme i.e. for 2018 about the ill effects of plastic has definitely made a noticeable effect on the public in my country. Appointment of Brand Ambassador is another activity which is boosting connectivity to the cause.

Throughout the past century, there has been a number of international environmental education events and activities that have greatly impacted environmental policies and education on sustainability.One of the most notable events was in 1975, when the United Nations Environment Program (UN Environment) and the United Nations Educational Scientific and Cultural Organization (UNESCO) came together to create the International Environmental Education Programme (IEEP). IEEP has since carried out several significant activities with the involvement of over 150 countries. One of the most significant projects of IEEP was organizing the International Congress on Environmental Education and Training in 1987, which took place in Moscow. The International Congress on Environmental Education involved the work of international leaders discussing the best methods to educate universities, students, and members of the general public. These methods would eventually be carried out in the 1990s to educate more than 250,000 students and 12,000 teachers.
https://uia.org/s/or/en/1100055846

Though writers and philosophers as far back as the 1700s (such as Rousseau in his work Emile, or On Education) stressed the importance of nature in children's education, the movement for environmental education accelerated during the Cold War. Rachel Carson's Silent Spring, published in 1962, revealed the dangerous effects of pesticides on the environment and on humans.
The first Earth Day in 1970 involved people in communities across the United States and grew to involve countries across the world. In 1972, the United Nations Conference on the Human Environment held in Stockholm, Sweden, recognized the importance of environmental education in promoting environmental sustainability. This conference produced The Declaration of the United Nations Conference on the Human Environment, known as the Stockholm Declaration. In 1975, the Stockholm conference was followed up with the International Workshop on Environmental Education, which was held in Belgrade to define the goals, methods, and importance of environmental education. This education was not only to be emphasized for schools, but also for the general public. In the United States, the National Environmental Education Act of 1990 allowed the Environmental Protection Agency (EPA) to create federal-level programs in the area of environmental education. 

In 1972, the United Nations Conference on the Human Environment was held in Stockholm, Sweden.  This meeting led to the creation of the Stockholm Declaration, which clearly enumerated and defined twenty-six guiding principles that were purportedly essential to the sustainability of modern human society.  The nineteenth principle describes the important role youth education has in the development of responsible environmental practices.  This international collaboration in the creation of this document preceded, and perhaps inspired, the creation of environmental regulatory departments by several nations.  It can be challenging to precisely identify how the United Nation's influential role has directly contributed to the development of specific environmental education curricula.  Nonetheless, it is clear that the UN will continue to be a prominent international leader in developing in defining and refining important concepts relating to environmental and sustainability education.
 
 
http://www.un-documents.net/ocf-ov.htm

http://www.un-documents.net/wced-ocf.htm

How do you find the least common multiple between two numbers?

Hello!
Suppose that the two numbers are both >=2 (if one of the numbers is 1, the problem is trivial). Then both have its unique decomposition into prime factors. If we find this decomposition, which is not simple for large numbers, then LCM must contain the maximum degrees of all prime factors from both numbers.
Consider an example. Let a = 126, b = 108. Then a = 2^1*3^2*7, b = 2^2*3^3. The maximum degrees are 2 for 2, 3 for 3 and 1 for 7. Hence LCM(a,b) = 2^2*3^3*7 =756.
Another method is to find the greatest common divisor (for example, using Euclidean algorithm) and use the fact that a*b = LCM(a,b)*GCD(a,b).

What is cold fusion? Has cold fusion ever been achieved? If so, is it a viable source of nuclear energy? Explain.

There are two main forms of nuclear energy, fission, which involves splitting atoms apart, and fusion, which involves releasing energy when 2 atomic nuclei are forced close together and fuse into a single nucleus. Fusion, which is the method by which stars generate energy, is more efficient than fission and does not produce radioactive waste. This means that scientists have, for several decades, been trying to find a way to harness fusion as an energy source. Unfortunately, the amount of energy needed to create fusion reactions and the high temperatures and energy requirements for it, have meant that fusion has not been an economically viable source of power.
Cold fusion is a concept of using chemical reaction to create fusion at room temperatures. In 1989, Fleischmann and Pons claimed to have achieved this, but their claims were disproved in short order. As of 2016, a few scientists are continuing to work in this area, but their work is still exploratory and at this point there have been no experiments which demonstrate that cold fusion actually happens. Thus at this point, one can say that although cold fusion is an interesting concept, there is no evidence that it is actually possible with current technology much less a viable source of power. 
https://undsci.berkeley.edu/article/cold_fusion_01

College Algebra, Chapter 3, 3.5, Section 3.5, Problem 16

Sketch the graph of the function $f(x) = (x + 1)^2$, not by plotting points but by starting with the graph of a standard function and applying transformation.







The graph of $f(x) = (x + 1)^2$ is obtained by shifting the graph of $g(x) = x^2$ one unit to the left.

How did Native Americans resist westward expansion violently?

As Americans began to move westward, they wanted to take the land on which Native Americans lived. Some Native American tribes resisted violently. By 1790, many Native American tribes in the western areas had banded together. Many of these tribes supported the British in the Revolutionary War, and they feared what would happen as the Americans began to expand westward. The Americans defeated a group of Native American tribes in the Battle of Fallen Timbers in 1794. This led to the Treaty of Greenville in 1795, which required the Native American tribes to give up some of their western lands.
During the 1800s, more battles occurred. Tecumseh tried to organize the Native Americans into a confederation, as he feared what would happen as a result of continued westward expansion by the Americans. The Americans fought the Native Americans in the Battle of Tippecanoe while Tecumseh was away in 1811. The Americans won this battle, preventing any confederation from forming. In 1831–1832, the Sac and Fox tribes were defeated in Black Hawk’s War. These groups also were unsuccessful in stopping the westward expansion of the American people.
As Americans settled west of the Mississippi River after 1850, more conflicts occurred. The Native Americans were relocated to these lands that were west of the Mississippi River with the belief that the United States wouldn’t expand to these lands. When the Americans did move into these areas, battles were fought throughout the West. The Eastern Sioux attacked settlers in Minnesota, and the army defeated them. They were forced to move to the Dakotas. In Colorado, the Sand Creek Massacre occurred. Many Native Americans fighting with Black Kettle were killed in this massacre. In some cases, the Native Americans fought and defeated the United States Army. The Lakota tribe defeated General George Custer at the Battle of Little Bighorn. The Lakota Sioux and other tribes also inflicted a harsh blow when the American army was lured into a trap in what is known as Fetterman’s Massacre. Many American soldiers died here. However, in most cases, the United States Army fought and defeated the Native American tribes.
There were many battles fought between Native American tribes and the American army as the Americans moved westward.
https://www.history.com/this-day-in-history/indians-massacre-fetterman-and-eighty-soldiers

https://www.history.com/topics/native-american-history/american-indian-wars

College Algebra, Chapter 3, 3.7, Section 3.7, Problem 72

The function $f(x) = |x -3|$ is not one-to-one. Restrict its domain so that the resulting function is one-to-one. Find the inverse of the function with the restricted domain.







By using the property of absolute value, $f(x) = |x - 3| \to f(x) = \begin{array}{cc}
x - 3 & \text{for } x \geq 3 \\
-x + 3 & \text{for } x < 3
\end{array} $

If we restrict the domain for $x \geq 3$, the function is now one-to-one, to find its inverse, we set $y = f(x)$.


$
\begin{equation}
\begin{aligned}

y =& x - 3
&& \text{Solve for $x$; add } 3
\\
\\
x =& y + 3
&& \text{Interchange $x$ and $y$}
\\
\\
y =& x + 3
&&

\end{aligned}
\end{equation}
$



Thus, the inverse of $f(x) = |x - 3|$ for $x \geq 3$ is $f^{-1} (x) = x + 3$.

How do Claudia and Jamie complement each other? How do they balance each other?

Claudia and Jamie complement each other, because Claudia is a rational planner, and Jamie is creative and impulsive. When deciding to run away, Claudia carefully lays out exactly what they will do, where they will go, which sibling to bring with her, etc. Jamie is a gambler, both literally and figuratively. He wins money from his friend Bruce—by cheating—which is one of the reasons why Claudia selects him as the sibling to bring. Jamie is also willing to take risks in real life. His impetuous behavior in the museum allows the children to find out vital information about identifying the statue. Near the end of the book, we see that the two have helped each other grow, as Claudia makes the impulsive choice to buy train tickets to see Mrs. Frankweiler. Prior to her journey with Jamie, it would have been quite unlike Claudia to do so, but she has learned from him. The result is that Claudia is able to "come home different," as she had said she wanted to do, with the knowledge of the statue that she could not otherwise have gained. So Jamie's presence on the journey was essential for even more reasons than Claudia initially realized.

How does Australia's geography impact their culture?

Australia is a magnificently large continent and country, and the sheer size of the island body gives the continent a wide range of landscapes and levels of elevation. The landscapes span from tropical rainforests to mountain ranges to far reaches of dry, dry desert. 
The desert, otherwise known as the outback, makes up the largest portion of the country. If you take the population density of the entire country, it reads quite low; a misleading number, because next to no one lives in the bare stretches of outback that make up the majority of the island. Imagine an island where the edges are lush and green and beautiful, and the whole middle is dry and filled with dangerous creatures and infertile soil. That's Australia. 
Now that you understand the basics of Australian geography, you can begin to imagine the culture that might come hand-in-hand with such a strange body of land. People live in clusters of cities, mostly near the water, because those areas have fertile soil, beautiful views, and less of the venomous snakes and spiders and animals that populate the outback. As such, Australia's population is highly urbanized, meaning that many of the people in Australia live in cities, not out in rural towns. The effect of having such a high volume of people living in clustered spaces is a vibrant social life and a level of tolerance or respect for differences that might be less common in less highly populated areas. Australia's citizens are often highly educated, with a reported 99% literacy rate. That means that parents are ensuring that their children attend schools, and that also means that parents tend to live within range of schools. Many countries allow families in especially rural areas to exempt their children from the traditional education required of many urban/suburban families. Because Australia is not a primarily rural country, many students are in range of an education and therefore they are able to pursue higher education fields, giving Australia one of the highest post-graduation education rates in the world.
Many people argue that Australians or "Aussies" are some of the friendliest folks in the world; this concept likely stems from the sociability of the Australian people due to their frequently urban lifestyles. Many Australians partake in recreational activities such as sports, and there exists within the cities a bustling nightlife that allows men and women alike to go out, get drinks, and have fun.
While the friendly culture of Australians may seem unrelated to geography, it is not; imagine two towns. One town has all of the houses a miles apart from one another. The other town is close, with barely a yard in between each porch. When the children in the houses of the first town want to play, they can't go run a mile and get to the others, so they keep to themselves, and maybe play together. The parents probably won't let the kids go off on their own, and so an atmosphere of caution is created. On the other hand, the close-knit community involves interdependence. Children play together, run around unobserved, and maybe transition between households on who gets to supervise them for the day. Thus, connections are established between not only the children, but the adults as well. The first community is cautious and introverted, while the second community is friendly and interwoven. Relationships are easier to build in the close-by homes of the second, and that is how Australia has grown to be so amicable. With such excitement and community at one's doorstep, it is hard to ignore the bustling, friendly culture of Australia.

In Animal Farm by George Orwell, what is the meaning of the whip in the revolution?

A whip is deemed to be an instrument of dominance, torture, and persecution. Many expressions, such as "crack the whip" and "whip into shape" reflect this connotation. 
In Animal Farm, Mr. Jones and his men use whips to control, punish and torture the animals. It has become a symbol of man's abuse and exploitation and, as such, is a much-reviled object. It is one of the first things the animals destroy after the Rebellion. 

The reins, the halters, the blinkers, the degrading nosebags, were thrown on to the rubbish fire which was burning in the yard. So were the whips. All the animals capered with joy when they saw the whips going up in flames.

The animals are ecstatic because they believe that they would never have to endure the pain inflicted by this terrible instrument. Man's dominance has ceased, and they now have their destiny in their hands. There will, they believe, now ensue a period of equality and mutual respect between animals. They will be forever free. Their fear of torture is now something of the past.
The animals are shocked and dismayed, however, when they see Napoleon walk upright with a whip in his trotter in chapter ten. 

...out came Napoleon himself, majestically upright, casting haughty glances from side to side, and with his dogs gambolling round him.
He carried a whip in his trotter.
There was a deadly silence. Amazed, terrified, huddling together, the animals watched the long line of pigs march slowly round the yard. 

At this moment the animals know, in some way, that things have taken a dramatic change. Some of them who might want to protest are stifled before they even begin because all the sheep start repeatedly shouting: "Four legs good, two legs BETTER!" 
The final expression of the pigs' dominance and control is contained in a paradoxical new single commandment written on the side of the big barn. Benjamin reads the rule to Clover:

All animals are equal but some animals are more equal than others

Deep down the animals now realize that the pigs are their new masters. After this, they accept without question whatever the pigs do, even when it involves adopting human traits and purchasing luxuries and tools typically reserved for human consumption and use. 
Life on the farm has gone full circle and, in the closing paragraphs, the animals can no longer distinguish between pig and man. Their former abusers have been replaced by a new authority in the form of the pigs which, ironically, leaves them worse off than they have ever been.
The revolution has, for all intents and purposes, been a failure for the animals but a massive success for the pigs. 

In Chapter One of Animal Farm, the whip is a symbol of human oppression. It is first mentioned in the song, Beasts of England, which Old Major teaches the animals in Chapter One. This reference to the whip ("No more the whips shall crack") shows that humans use violence to maintain their power over animals.
In Chapter Two, the whip is used by Mr Jones and the farmhands to subdue the animals when they complain about not being fed:

The next moment he and his four men were in the store-shed with whips in their hands, lashing out in all directions.

It is this action which prompts the animals to rebel and to run Mr Jones and his men off the farm. In this respect, the whip changes its significance because it comes to symbolise the animals' revolution. When Mr Jones has gone, the animals throw the whips into a fire and this shows that the whip is a symbol of their new-found freedom.
Later, in Chapter Ten, Napoleon is seen carrying a whip. In this instance, the whip signifies his absolute power over the other animals and reinforces the idea that he is just as cruel as Mr Jones.

What are character analyses of Batman and the Joker in the movie The Dark Knight?

Under the direction of Christopher Nolan, the screenplay he and his brother Jonathan Nolan wrote, The Dark Knight, transcends the usual tropes of the superhero action film to deeply explore themes of law and order, justice, morality, and the forces of chaos.
The Dark Knight's Batman (portrayed by Christian Bale) approaches but does not quite become an anti-hero.  His outlook is darker, perhaps more ruthless, than other incarnations of Batman, but ultimately, he does not completely relinquish his morality in battling the Joker. This Batman occupies a no man's land outside law enforcement and the civil justice system; he uses torture on the mobster Maroni to elicit information he needs, but he is not a murderer and chooses not to kill the Joker when he has the chance.  Batman carries the deaths of Dent and Rachel as the consequences of his own failings.  He faces questions of guilt and responsibility when he chooses to save Gordon's son though it means that he can't save Dent.  It should be noted that Batman offers to sacrifice his hidden identity and his heroic reputation by casting himself as an outlaw vigilante so that the city of Gotham can continue to believe in the justice that the law provides.
The Joker (played by Heath Ledger to great acclaim) is emblematic of the forces of chaos.  He is not driven by greed, a desire for power, nor any form of ideology, and thus he cannot be thwarted using conventionally moral or orthodox methods.  In a confrontation with Batman, he tells him, "The only sensible way to live in this world is without rules."  The Joker is a freelance agent of destruction who has long since abandoned his humanity.  In Batman, he sees a doppelganger, and he tells him, "This is what happens when an unstoppable force meets an immovable object" and "I think you and I are destined to do this forever."  Indeed, because Batman will not cross the line and kill the Joker, and nothing short of death will stop the Joker, their animus has no foreseeable ending.
https://en.wikiquote.org/wiki/The_Dark_Knight_(film)

https://www.newyorker.com/magazine/2008/07/21/past-shock

https://www.nytimes.com/2008/07/18/movies/18knig.html

What evidence is there in "Ulysses" that the speaker does not wish for a life of adventure but instead wishes for death?

There is a fundamental tension throughout the poem between Ulysses's continuing taste for adventure and exploration, and a desire to face up to his old age and mortality. Ulysses (or Odysseus as he was known to the Greeks) was a great warrior, a noble explorer who undertook many dangerous, perilous journeys and voyages throughout the known world. It's not surprising, then, that Ulysses should still retain a strong sense of wanderlust.
But Ulysses is also mortal, so he's getting older. He's now confronted with the question of how to live out the rest of his days. Should he slip quietly into a stale, yet comfortable dotage? Or should he ignore death altogether and continue on with a life of adventure until his body finally gives up on him? As a dignified old warrior, with the blood of adventure coursing through his withered veins, there can only be one answer.
Then, what of death? I'd argue that there's no evidence in the poem to suggest that Ulysses longs for death as such. It would be more accurate to say that Ulysses seeks a new life in death, a new adventure in the afterlife, despite the fact that Ulysses is uncertain as to whether or not it even exists:

"It may be that the gulfs will wash us down: 
It may be we shall touch the Happy Isles, 
And see the great Achilles, whom we knew."

But no matter. Ulysses and his men are explorers, after all, and so there's always an element of risk involved in any voyage. Exploring the afterlife, if it does indeed exist, will be the ultimate adventure. But until the day of death finally arrives, we must all of us, brave explorers or not, in the meantime carry on our lives with vigor, purpose, and strength of will:


"One equal temper of heroic hearts, 
Made weak by time and fate, but strong in will 
To strive, to seek, to find, and not to yield."
https://www.poetryfoundation.org/poems/45392/ulysses

How would the story have been different with a third person narrator?

The use of the first-person narrative in Octavia Butler's Kindred achieves three main impacts: a contextual limit to the narrative itself, a deeper connection to the character, and, most importantly, an emphasis on personal importance and impact over large-scale cultural implications.
First-person narrative features the narrator as a character in the story, recounting first-hand experiences as they unfold in the eyes of that speaker. This limits the reader to what that speaker perceives and how they interpret those events, and it shapes the scope of the narrative in a way that forces the reader to walk in the speaker's shoes, so to speak.
With a first-person narrative, the reader is not afforded exposition, multiple perspectives, or any other element that hasn't been directly experienced by the narrator. In Kindred, the impact of this is best exemplified by the ways in which each flashback influences Dana's understanding, and subsequently the readers' understandings, of the history of slavery, how slavery developed as a social political institution, and how that development has and will continue to shape and influence American culture.
First-person narrative also creates a deep connection to the character itself. It transforms a report of events into a personal story, which serves to increase the emotional connection to the speaker that the reader feels. This effect can be likened to the feeling one gets seeing on the news that a building burned down and took the lives of 25 people vs the feeling one gets when hearing that story from a family member of one of the deceased. It creates pathways for a different kind of emotional response and a different set of contextual implications. In Kindred, this is best exemplified by the visceral accounts of violence, abuse, and oppression experienced during Dana's time travel and the growth Dana and Kevin experience as a result.
Because of the aforementioned effects, first-person narrative also serves to emphasize the personal impacts of a story or experience rather than the larger cultural implications. Within a story, when a narrator tells a story as though it happened to them vs. around them, it centers the story on the character and the event, which changes how the writer will discuss those things. Outside of the story, the first-person narrative changes how the reader will consider that story in a larger context. In Kindred, this is best exemplified by how the story is regarded culturally. Slavery is not an American secret, but the history of it is sugar-coated and white-washed to give American history a more heroic and freedom-centered vibe. By writing Kindred in the first person, Butler eliminates the ability of the reader to place the story in the social context. It forces the reader to think about and experience slavery from the perspective of an individual, rather than from the perspective of a present society reflecting on the poor choices of a past one. This serves to critique the American narrative of our own slavery-fueled past as well as reshape that narrative to better reflect the actual, visceral experiences black Americans have had.
Had Kindred been written as a third-person narrative, the reader would not so easily be able to synthesize each of the time-travel experiences into a story of personal growth and enlightenment but would instead see them as isolated events. The reader would not so easily be able to focus on the specific interpersonal dynamics, or the inherent causation and correlation that dynamic suggests, but would rather consider each event as unique and miss out on the historical interconnections. The reader would not so easily be able to escape the pre-existing social and political contexts associated with the history of slavery in America.

Kindred is told in first-person narration, which means that a particular character—in this case, Dana—uses "I" and her own experience to tell the story.
First-person narration can be beneficial because it allows the reader to fully enter into the mind of one of the primary characters. We know Dana's thoughts, feelings, and actions intimately, as well as those things she perceives about the people/characters around her.
However, this type of narration can also present limitations, as we are only given a one-sided view of what the other characters may be like. With third-person or even omniscient narration, you get more of a diverse range of direct and indirect characterizations of each of the other characters.
We might have more information on Rufus's thought processes, for instance, or those of Dana's husband, Kevin.
Sometimes, too, bias can be a problem that arises with a story narrated in the first person.

Kindred is told from the first person perspective. This means that the narrator is a character within the story. In this story, the narrator is Dana. The advantage of a first person narration is that readers really get to know the thoughts and emotions of Dana. Additionally, we learn as she learns, and we discover with her how her time-travel ability works. It makes the events of the story feel very personal to a reader. Unfortunately, the first person narration doesn't give readers good insights into what other characters are thinking or doing. Those characters have to say something or do something that Dana can see or hear for us to know about it. A third person narration would eliminate this aspect of the story, especially if the narration is omniscient. The reader could get more information from a third person narrator; however, a consequence would be that we would lose that close, emotional connection with Dana.

How is the rainforest damaged by people and industries?

There are many different causes of deforestation. One of the earliest problems to affect rainforests was "slash and burn" agriculture, in which farmers would cut down trees, burn them so that the ashes would fertilize the soil, and then farm the cleared land. There are two problems with this. The first is the initial destruction, and the second is that rain forest soils tend to be nutrient-poor, and thus the cleared land is only productive for a few years—then farmers repeat the process with new areas of forest.
In Malaysia and Indonesia, large companies are cutting down massive areas of rainforest to create vast plantations for cultivation of palms for palm oil. This is one of the major causes of deforestation in the world. Next, logging— especially of the illegal variety—contributes to deforestation.
Global climate change and population growth both have significant negative effects on forests as well.
https://www.nationalgeographic.com/environment/global-warming/deforestation/

I need help writing an introductory paragraph about William Shakespeare's depictions of women.

An introductory paragraph for a discussion of the depiction of women in the writings of William Shakespeare will certainly depend upon the size of the assignment and its content. In general, an introductory paragraph for an essay contains the following:
A motivator or "hook," the purpose of which is to intrigue readers and "motivate" them to read the writer's work.
A thesis statement that contains the main idea of the work. Such a statement contains the argument of the essay. In other words, it is the argument that the student will make and "prove" with points and supporting details. 
A "blueprint," or short list of the main points the writer will cover. These are contained in the thesis. Further, these main points will be developed into topic sentences for the paragraphs of the essay.
(If the assignment is for a paper rather than an essay, then the main points will be a little broader so that there can be more development of ideas.)
Without knowing the content of the work for which the introduction is written, no definitive directions can be given here. However, assuming that the student will write about both tragedies and comedies, then an opening to the student's work could mention that while the male roles in Shakespeare's plays are those of authority and power, many of his female characters exert considerable influence upon these male characters as well as the direction in which the action of the play goes. 
Consider, for instance, Lady Macbeth. She may be the most powerful of female characters because in the early acts she is more resolute than her husband, though she must call upon the spirits to "unsex me here" and fill her with "direst cruelty." In the comedies, Viola of Twelfth Night is also a powerful character as she controls much of the action; however, she must disguise herself as a man to do so. More subtle influence comes from Gertrude in Hamlet, who inadvertently influences her son's actions because of her previous act of marrying her brother-in-law. In addition to these characters, Hermia of A Midsummer Night's Dream and Olivia from Twelfth Night challenge the traditional gender roles by exerting subtle influence and seeking to direct their own destinies as well as those of male characters at times.
A thesis statement could examine the power struggle that Shakespeare's female characters experience. The introductory paragraph on William Shakespeare's depiction of women could, then, contain an initial statement about the traditionally secondary roles of the female characters but also include the idea that these roles of male-based authority and power are sometimes challenged by certain female characters.
http://www.articlemyriad.com/analysis-shakespeares-women/

College Algebra, Chapter 1, 1.6, Section 1.6, Problem 90

The equation $\displaystyle T = \frac{600,000}{x^2 + 300}$ represents the temperature in $^\circ C$ at a distance $x$ refers from the center of the fire in the vicinity of a bonfire. At what range of distance from the fire's center was the temperature less than $50^\circ C$

$
\begin{equation}
\begin{aligned}
\frac{600,000}{x^2 + 300} &< 500 && \text{model}\\
\\
\frac{600,000}{x^2 + 300} -500 &< 0 && \text{Subtract 500}\\
\\
\frac{600,000 - 500 x^2 - 150,000}{x^2 + 300} & < 0 && \text{Common Denominators}\\
\\
\frac{-500x^2 + 450,000}{x^2 + 300} & < 0 && \text{Simplify the numerator}\\
\\
\frac{-500(x^2 - 900)}{x^2 + 300} &< 0 && \text{Factor out -500}\\
\\
\frac{x^2 - 900}{x^2 + 300} & > 0 && \text{Divide both sides by -500}\\
\\
\frac{(x+30)(x-30)}{x^2 + 300} & > 0 && \text{Difference of squares}
\end{aligned}
\end{equation}
$


The real solution will be $x - 30 > 0$. It shows that if the distance of the man from the fire is greater than 30m, the temperature will be less than $500^\circ C$

What do the differing approaches of Booker T. Washington and W.E.B. Du Bois suggest about their views of American society?

Booker T. Washington believed that the best way for black people to do away with discrimination and be accepted as equals by the majority of Americans was to focus on themselves and gain material wealth through hard work. Washington believed that black people can be prosperous if they just focused on what they were good at. He believed in harnessing talents for financial gain.
W.E.B. Du Bois had a different view, believing in radicalism and calling on all black people to fight for their right to be free. Du Bois believed that the best way to end discrimination was through political action. He believed that black people could be liberated by college-educating a small number of black students, or 'the talented tenth' as he called them. The talented tenth would become black political leaders who would champion the rights of their community.
In conclusion, according to his views, Washington believed that the American society was fair, and it was only discriminating against them because they hadn't proven themselves. On the other hand, Du Bois believed that American society was not going to change unless someone stood up to those in power.
https://www.pbs.org/wgbh/frontline/article/debate-w-e-b-du-bois-and-booker-t-washington/

The approaches of Booker T. Washington and W.E.B. Du Bois suggest that they viewed American society quite differently. Booker T. Washington thought that African Americans should focus on getting a good vocational education and good jobs as their top priorities. He believed that if African Americans secured their place economically, this would impress white people and would facilitate the attainment of political rights. This suggests that Booker T. Washington had faith that the people in the American society would eventually help the status of African Americans.
W.E.B. Du Bois believed African Americans should get their economic and political rights at the same time. He felt that African Americans should not have to wait for these rights. This viewpoint suggests that W.E.B Du Bois had less faith that the white people of the American society would do the right thing for the advancement of African Americans.
Both men had different opinions about what steps African Americans should take to gain their rights.
https://www.pbs.org/wgbh/frontline/article/debate-w-e-b-du-bois-and-booker-t-washington/

Why was the Roman Empire was more centralized than classical Greece?

This is a somewhat tricky question to ask because it requires answering why Rome was so much more successful in expanding when compared to the fragmented Greeks. I'd note, first of all, that Roman expansion unfolded across a long span of time, and this theme was present even in its early history, with Rome first expanding into the territories of its immediate neighbors and then slowly extending across Italy.
It should be noted that one of the major advantages Rome had when compared to the individual Greek City States was its much larger population (thanks to a geography far more favorable to farming than what one can find on the Greek mainland). Indeed, when Pyrrhus of Epirus campaigned against Rome, Rome's superior population proved critical: despite Pyrrhus's victories, he was unable to endure his losses he sustained in gaining them (from this term, we get the word, Pyrrhic victory).
Furthermore, be aware that military expansion and conquest proved critical to Roman society, with yearly campaigning an essential feature of the Roman political order. In this way, Rome steadily expanded, initially within central Italy and later across the Mediterranean.
However, as the Republic expanded, it faced increased internal turmoil, which would be further destabilized by the impact of the Marian Reforms, which granted the landless poor access to service in the Roman army. These changes would culminate in the breakdown of the Republic, which is perhaps most vividly expressed in the career of Julius Caesar and his rise to absolute domination of the Roman State before being assassinated in the Senate. Augustus would later complete the transition and bring about a much more autocratic system of governance.
This describes how the Roman Empire gradually evolved, along with the power structures which shaped it. It was created very slowly, and that expansion created significant internal instability (and this instability was something which the transition to Empire could not fully eliminate, as can be observed in the bloody history of the Empire itself). At the same time, we should be aware of Rome's limitations, as far as it's being an imperial power is concerned. In the realm of military administration, for example, distant commanders held the potential to become existential threats to the Emperor (a weakness which left Rome militarily vulnerable as far as the provinces were concerned). Furthermore, be aware that a great deal of local autonomy was actually built into the Roman political structure, with local elites and governors given a great deal of responsibility for seeing to the task of governing themselves.

"Classical Greece" was really not a single nation or state in the modern sense. Instead, the Greek mainland and nearby islands were a series of independent city-states (poleis) inhabited by people speaking a common language, albeit with dialectal variations. One significant reason for this was geographical. Greece is mountainous, making land travel between different Greek cities quite slow and difficult, something that would have impeded both political unification and military conquest. We see a similar pattern in the history of Switzerland, also a country geographically divided by mountainous terrain. Greece was not actually unified in the classical period until conquered from the outside by Macedon. In a sense though, individual poleis such as Sparta and Athens were strongly centralized, with the city controlling the surrounding countryside; it is not that the ancient Greek city states were not centralized so much as that they remained small, centralized, tightly knit communities. The degree of independence of colonies was in part due to colonies being considered nascent independent states.
Italy itself was gradually unified mainly by the pressure of external conflicts. The Romans ran into conflicts with the Etruscans quite early, and later had a series of wars with the Carthaginians. As Rome almost accidentally developed an empire through success in various wars, it needed a way to administer that empire. In part due to the need to award land as an incentive for military service and in part due to the need for control over the Egyptian grain supply, Rome developed a more centralized imperial bureaucracy, although daily administration of its far flung colonies was often left to provincial aristocrats.

What is the first quote in To Kill a Mockingbird that mentions Mrs. Dubose?

In chapter 1, Scout gives a brief description of her small town of Maycomb, Alabama, and comments on her summertime boundaries as a child, which is the first time Mrs. Dubose's name is mentioned in the novel. Scout says,

When I was almost six and Jem was nearly ten, our summertime boundaries (within calling distance of Calpurnia) were Mrs. Henry Lafayette Dubose’s house two doors to the north of us and the Radley Place three doors to the south (Lee 6).

Later in the same paragraph, Scout refers to Mrs. Dubose as "plain hell." As the novel progresses, Scout describes Mrs. Dubose as the "meanest old woman who ever lived," and in chapter 11, the reader learns more information about Scout's mean-spirited neighbor.
In chapter 11, Mrs. Dubose is portrayed as an obnoxious, outspoken racist who goes out of her way to tell Jem and Scout that their father is "no better than the niggers and trash he works for!" (Lee 105). Mrs. Dubose's comment infuriates Jem, who ends up destroying her camellia bush. He is then forced to read to her as punishment. Mrs. Dubose ends up passing away, and Atticus explains to his children that she conquered her morphine addiction before she died. Atticus also describes Mrs. Dubose as the most courageous person he has ever met, and the children learn that even the most despicable racists have admirable character traits.

Mrs. Dubose's looming house was mentioned in the novel before the character herself was mentioned: "...our summertime boundaries (within calling distance of Calpurnia) were Mrs. Henry Lafayette Dubose's house two doors to the north of us, and the Radley Place three doors to the south"(To Kill a Mockingbird, Chapter 1).  In the same paragraph, Mrs. Dubose was mentioned in a very negative light.  According to Scout, "Mrs. Dubose was plain hell."  Scout found Mrs. Dubose to be a frightening figure in the neighborhood.  She was an elderly lady who frequently sat on her porch and shouted rude comments to Scout and Jem as they walked by.  They thought Mrs. Dubose was a very unkind person.
When Scout greeted Mrs. Dubose one afternoon, the woman angrily corrected her informal greeting.  She also called Scout ugly.  This was one of the reasons why Scout described Mrs. Dubose as being "plain hell."  Mrs. Dubose also insulted Atticus for defending Tom Robinson in court.  This enraged Jem, who took revenge on her by hacking the tops of her camellias off.

Who was Louis XVI?

Since there isn't anything specific that is being asked about Louis XVI, I will do my best to give you a rundown of important information regarding who he was and his legacy.
Louis XVI was born on August 23rd, 1754 and was the eventual successor to the French throne after his grandfather, Louis XV.  At the age of 16, he married Marie Antoinette, the daughter of the Austrian monarch, to finalize an alliance between the two monarchs.
Louis XVI had to endure financial crisis in France after being bankrupt from assisting the colonists during the American Revolution as well as many harsh growing seasons agriculturally.  He received harsh criticism for the lavish lifestyle he and his wife lived at the Palace of Versailles.
Louis XVI is best known for being the monarch during the French Revolution.  Louis tried to appease the Third Estate, (approximately 97% of the population where most were living in extreme poverty) by calling a meeting of the Estates General in 1789.  This meeting was a gathering of representatives of all three estates, but failed miserably when the angry third estate declared itself the National Assembly and created its own constitution.
Once word reached people in Paris, an angry mob of Parisians stormed the old armory that served as a prison known as the Bastille, killing the warden and releasing the prisoners.  This marked the beginning of the French Revolution and the beginning of the end of the rule of Louis XVI.
Outside forces from Austria and Prussia began to advance into France to restore control to Louis, which radicalized the newly appointed National Convention.  Under the charge of Maximilian Robespierre, Louis XVI was executed by the new killing machine known as the guillotine.  The National Convention declared that France was a republic and eventually Marie Antoinette was put to death as well.

What are the advantages of entertainment media?

One of the benefits of entertainment media is that it gives people amusement. Through consuming content for the purposes of entertainment, a person gets to unwind from a stressful day of work or school. Furthermore, entertainment media brings people together. For example, families can watch a television show together and friends can decide to meet up and go for a movie.
Another benefit of entertainment media is that it can be used to educate. Television programs, films, and books meant for entertainment can have a moral lesson at the end of the story. Moreover, there are video games that are used to educate children as they play them. Examples of such games include Gizmos & Gadgets, The ClueFinders, and The Magic School Bus.

The first issue here is definitional. All types of communication are media. One can imagine, for example, reading a play, seeing a live performance of a play, watching a film of a play in a movie theater, playing a DVD, or live streaming a play to a computer or tablet. All of these are media. 
Each type of medium has its own advantages. Print, for example, allows for quiet, reflexive concentration, deeply engaging with the content of a work. Live performance can be a deeply communal experience, with the interaction of performer and audience creating emotional depth. Large screens and surround sound can enhance the visual and aural aesthetics of certain films. Live streaming can be a cheap and convenient way of relaxing, although it does not allow for the sort of concentration necessary for appreciating complex works. 

College Algebra, Chapter 9, 9.6, Section 9.6, Problem 24

Evaluate the expression
$
\left(
\begin{array}{c}
5\\
0
\end{array}
\right)
-
\left(
\begin{array}{c}
5\\
1
\end{array}
\right)
+
\left(
\begin{array}{c}
5\\
2
\end{array}
\right)
-
\left(
\begin{array}{c}
5\\
3
\end{array}
\right)
+
\left(
\begin{array}{c}
5\\
4
\end{array}
\right)
-
\left(
\begin{array}{c}
5\\
5
\end{array}
\right)
$

Recall that the binomial coefficient is denoted by $\displaystyle \left( \frac{n}{r} \right)$ and is defined by
Notice that these are precisely the entries in the fifth row of Pascal's Triangle.

$
\begin{equation}
\begin{aligned}
\left(
\begin{array}{c}
5\\
0
\end{array}
\right)
&=
\frac{5!}{0!(5-0)!} = 1\\
\\

\left(
\begin{array}{c}
5\\
1
\end{array}
\right)
&=
\frac{5!}{1!(5-1)!} = 5\\
\\

\left(
\begin{array}{c}
5\\
2
\end{array}
\right)
&=
\frac{5!}{2!(5-2)!} = 10\\
\\

\left(
\begin{array}{c}
5\\
3
\end{array}
\right)
&=
\frac{5!}{3!(5-3)!} = 10\\
\\

\left(
\begin{array}{c}
5\\
4
\end{array}
\right)
&=
\frac{5!}{4!(5-4)!} = 5 \\
\\

\left(
\begin{array}{c}
5\\
5
\end{array}
\right)
&=
\frac{5!}{5!(5-5)!} = 1

\end{aligned}
\end{equation}
$

Thus,

$
\displaystyle
\left(
\begin{array}{c}
5\\
0
\end{array}
\right)
-
\left(
\begin{array}{c}
5\\
1
\end{array}
\right)
+
\left(
\begin{array}{c}
5\\
2
\end{array}
\right)
-
\left(
\begin{array}{c}
5\\
3
\end{array}
\right)
+
\left(
\begin{array}{c}
5\\
4
\end{array}
\right)
-
\left(
\begin{array}{c}
5\\
5
\end{array}
\right)
= 1 - 5 + 10 - 10 + 5 - 1 = 0
$

What does this Party slogan mean? "Who controls the present controls the past, who controls the past controls the future."

First, the party slogan in George Orwell's book 1984 is actually "Who controls the past controls the future: who controls the present controls the past," not "Who controls the present controls the past, who controls the past controls the future."
This slogan first appears early in the book, in passing. Later, it occurs in a more substantive discussion between O'Brien and Winston. In Winston's perception, the past has "never been altered," despite the fact there is unambiguous evidence that the Party has regularly engaged in historic revisionism. "All that was needed," Winston recalls, "was an unending series of victories over your own memory."
In other words, the slogan posits that actions of today determine the course of events tomorrow. It further posits that actions taken in the present are inspired by events that have occurred in the past. In order to inspire actions designed to advance the ideological cause of the party, therefore, the presentation of the past needs to be done in such a way as to usher the population along the right trajectory.

The slogan means, as O'Brien keeps impressing on Winston during his imprisonment, that power is more important than truth. To put it another way, whoever has power can insist that their version of reality is what passes as the "truth." The Party, having total power in society (or so O'Brien thinks), controls the discourse about the present and the past.
The Party constantly alters the story of the past to suit whatever happens to be its present circumstances. It controls the story of the present because nobody dares contest whatever version of the truth the Party is currently promulgating. Anyone who does so will be arrested by the Thought Police and forced to "disappear" as a warning to others. People learn to quickly believe whatever the Party says.
The last part of the statement, namely, he "who controls the past controls the future," means that, to the Party, truth is just a story and not an objective reality. Whoever controls the story or discourse of the past can make the future bend to their will. Tyrants from time immemorial have believed this idea: it usually does not end well for them because objective reality, despite Party ideology, has a way of interfering with words.

In the dystopian nation of Oceania, the Party rewrites and erases history in the Ministry of Truth in order to make all past documents and records coincide with the Party's current stance and political agenda. By rewriting and altering historical records, the Party appears never to be wrong. Since the Party controls the institutions and ministries that create propaganda, the government is able to alter historical records and essentially "control the past." Therefore, the citizens of Oceania cannot rely on historical records to contain true information because the Party controls the institutions that produce and alter past documents. Since there is no way of effectively countering the Party's stance and exposing them as liars, the citizens are unlikely to attain evidence that would motivate other dissidents to overthrow the ruling Party. Essentially, the Party's ability to erase and alter historical documents gives them the power to control the future.

int e^xarccos(e^x) dx Use integration tables to find the indefinite integral.

Indefinite integral are written in the form of int f(x) dx = F(x) +C
 where: f(x) as the integrand
           F(x) as the anti-derivative function 
           C  as the arbitrary constant known as constant of integration
For the given problem int e^xarccos(e^x) dx , it has a integrand in a form of  inverse cosine function. The integral resembles one of the formulas from the integration as :  int arccos (u/a)du = u*arccos(u/a) -sqrt(a^2-u^2) +C .
 For easier comparison, we may apply u-substitution by letting:
u = e^x then du = e^x dx .
Plug-in the values int e^xarccos(e^x) dx , we get:
int e^xarccos(e^x) dx =int arccos(e^x) * e^xdx
                                    = int arccos(u) * du   
                                 or int arccos(u/1) du
Applying the aforementioned formula from the integration table, we get:
int arccos(u/1) du =u*arccos(u/1) -sqrt(1^2-u^2) +C
                               =u*arccos(u) -sqrt(1-u^2) +C
Plug-in u =e^x on u*arccos(u) -sqrt(1-u^2) +C , we get the indefinite integral as:
int e^xarccos(e^x) dx =e^x*arccos(e^x) -sqrt(1-(e^x)^2) +C
                                    =e^x*arccos(e^x) -sqrt(1-e^(2x)) +C

What are 3 arguments as to why Macbeth is a tragic hero?

Let's look to Aristotle for some basic characteristics of a tragic hero.  
Characteristic #1 -- The tragic hero is of noble birth and seen as great by common people.  This is true of Macbeth.  He is not some common foot soldier.  He is a military leader with a great big castle/house of his own complete with servants.  Even King Duncan wants to come and see Macbeth and Macbeth's place. Kings don't do that for common plebeians.  
Characteristic #2 -- The tragic hero has some kind of character flaw.  This is often called "the tragic flaw."  It makes the character more relatable because while the character is of great and noble birth, he's also flawed like the "rest of us."  Macbeth's flaw is his ambition.  I have ambition too, so I understand Macbeth's desire to be greater than he already is.  Unfortunately for Macbeth, his ambition doesn't have an off switch.  It's completely unbridled ambition.  He is willing to kill to secure greater power, and he is willing to continue killing in order to keep his newly gotten power.  
Characteristic #3 -- The hero's downfall is only partially his fault.  This is also true of Macbeth, and it ties in with the tragic flaw.  Macbeth can't help himself, because of his tragic flaw.  He has unbridled ambition, which is much more dangerous than "normal" ambition.  Additionally, I often think that if Lady Macbeth were not present, Macbeth might have been able to keep his ambitions in check.  Unfortunately for Macbeth, his wife pushed her husband to the tipping point, and his desire for power took over from there.  

Discuss the class structure present in "Lay of the Were-Wolf" and if there are any gender influences on that structure. Are men treated differently from women? If so, in what way? How does this compare to the treatment of female characters in Beowulf?

In "Lay of the Were-Wolf," the king enjoys immense power and privilege. As a monarch, he presides over the medieval class structure. The king in the story is served by his barons and knights; all owe their allegiance to him, and he wields considerable power over their lives. In the story, the king is served by a wise counselor; this counselor is "cunning and crafty" and has the ear of his monarch.
When Bisclavaret attacks the knight and his wife, it is the counselor who advises the king to interrogate the knight's wife. So, while the king is the ultimate authority in Brittany, imperial counselors wield considerable influence at court. The king has the knight's wife tortured in order to obtain a confession. Eventually, of course, she admits her part in betraying her former husband (Bisclavaret). 
Within the Brittany class structure, the king represents the ultimate patriarchal authority. He can order the incarceration of any citizen and act unilaterally in his kingdom's best interest. The knights, lords, and barons (nobles) who are subordinate to his power represent the next level of patriarchal authority within the medieval social structure. The ruling class is predominantly male, as can be seen in the story. Bisclavaret, although part-beast, is portrayed as noble, dignified, and loyal. This contrasts with how Grendel's mother is portrayed in Beowulf.
Predominantly, women in "Lay of the Were-Wolf" are portrayed as subordinate and dependent upon the protection of men. The baron's wife transfers her love and loyalty to the knight once she discovers that her husband is part-beast and part-man. In the story, she betrays her husband, Bisclavaret, in order to preserve her physical safety. 
The women in "Lay of the Were-Wolf" and Beowulf are similar in that they play secondary roles in the public sphere. In Beowulf, Wealhtheow is a beautiful queen who plays hostess to her husband's warrior knights. She bequeaths the mead cup to each warrior guest and invites him to drink from it during gatherings at Heorot Hall. During one such gathering, Wealhtheow beseeches Beowulf to remember her sons and to protect their natural claims to the Danish throne. Wealhtheow also asks her husband, King Hrothgar, to refrain from making Beowulf his heir. Wealhtheow is similar to Bisclavaret's wife in that both must rely on the good graces of powerful men to protect their privileged positions in society. In Wealhtheow's case, the failure of her sons to take the throne would eventually lead to her own displacement as queen.
While women in "Lay of the Were-Wolf" and Beowulf are portrayed as subordinate to men, they are also characterized as synonymous with sin, betrayal, and temptation in the stories. For example, Grendel's mother is the ultimate mother-warrior; she is contrasted with Wealhtheow, the refined and generous queen-mother. In "Lay of the Werewolf," the baron's wife exemplifies feminine treachery when she reveals Bisclavaret's secret to the knight. Both Grendel's mother and the baron's wife are punished for subverting the prevailing feminine archetype. In Beowulf, Grendel's mother is killed by a magic sword wielded by Beowulf. The sword is a symbol of masculine authority and potency; its power to obliterate feminine monstrosity is absolute.
Likewise in "Lay of the Were-Wolf," the baron's wife and her lover are banished from the civilized realm of Brittany; her lover shares her fate because he fell into temptation on account of her influence. So, in both stories, women are portrayed as subordinate to male authority. Additionally, any woman who fails to live up to the feminine ideal is severely punished. 
 

What is the name of the first president of India?

The first President of the independent Republic of India was Rajendra Prasad. He first became president in 1950, and served in this position for twelve years, until a year before his death in 1963. He was re-elected in 1952, and again in 1957, an achievement that remains unsurpassed to this day.
Born in 1884 in Bihar province, Rajendra Prasad quickly established himself as a highly intelligent young boy. While still a student he became deeply involved in politics; at this time a growing Indian Nationalist movement was developing to challenge British imperial rule. After graduating, however, Prasad followed a more traditional career path, becoming first a Professor of English at a college, and then later a very successful lawyer.
It was while working as a lawyer that Prasad became more closely involved with the nascent Indian Nationalist movement. He met Gandhi, and was highly impressed both with his ideas and his demeanor. Indeed, Gandhi made such an impression on Prasad that he gave up his lucrative law practice to participate in the campaign of mass civil disobedience against British rule begun by the Mahatma. But Gandhi's influence on Prasad extended beyond mere politics. Prasad began to adopt the kind of ascetic lifestyle made famous by Gandhi, a far cry from his previous life as a member of India's educated elite.
Over the years, Prasad's involvement with politics deepened further. He was elected President of the Indian National Congress in 1934, and subsequently played a key role in Gandhi's anti-imperialist "Quit India" campaign. Not long before independence was finally granted, Prasad briefly served as a minister in the interim government of Jawaharlal Nehru, who would go on to become the first Prime Minister of the newly independent India.
Prasad was a leading figure in the framing of the Indian Constitution, a task he combined with his formal role as President of the Constituent Assembly. Then, in 1950, Rajendra Prasad became the first President of the Republic of India. The role was, and is, largely that of a non-partisan figurehead. The President of India does not have executive power in the same sense as the President of the United States, for example.
President Prasad became an ambassador for the newly independent state, touring the world and making important diplomatic connections with other countries. He was the public face of India, and his obvious intelligence, congeniality, and wisdom endeared him to many.
Rajendra Prasad passed away in 1963, not long after receiving the Bharat Ratna, India's highest civilian award and equivalent to the Presidential Medal of Freedom in the United States. The award of this great honor showed the enormous esteem in which Prasad was widely held, an esteem which still persists to the present day.
https://www.indiatoday.in/fyi/story/presidential-elections-rajendra-prasad-president-twice-congress-sarvepally-radhakrishnan-1022967-2017-07-07

What are the figures of speech in Christina Rossetti's "After Death"?

This poem is written from the perspective of a speaker who is, as the title implies, dead but still observing the world around "the bed on which [she] lay." There are several figures of speech of different types in the poem, all of which help create a sense that the speaker, while deceased, is not absent.
The word "slept" in this poem is used euphemistically. The unnamed "he" in the poem does not really think that the speaker is sleeping in a bodily sense. Rather, he thinks that her mind and soul are asleep in death. In fact, the speaker's death is a wakeful, watchful one. The poet uses repetition to emphasize the unnamed man's feelings of pity for the dead: "Poor child, poor child." We also see the use of anaphora—the repetition of a phrase—which lends cohesion to the poem in its descriptions of the man's action and inaction: "He did not touch the shroud. . . . He did not love me living."
Finally, in the last line of the poem, the speaker uses the words "warm and cold" in a dual sense. The fact that the speaker is as cold as the dead is in contrast to the man's living warmth, but given what comes before, we also understand that the speaker is pleased to detect an emotional, figurative warmth in the man who did not love her when she was alive but now pities her in death.

What is the difference between cultural proficiency and cultural competency?

Because our culture helps us function in and cope with the world around us, it takes effort to look beyond our own and understand the culture of others, which is referred to as cultural proficiency. Yet we know how important this is, especially in all aspects of American life, as we are “the great melting pot” now more than ever.  There is a continuum of cultural proficiency: destructiveness, incapacity, blindness, pre-competence, competence, and proficiency.  With the final two stages sounding so similar, one must distinguish the nuances between them in order to attain the most advanced stage of cultural understanding.
A definition of cultural competency from California State University is, “Acceptance and respect for difference, continuing self-assessment regarding culture, careful attention to the dynamics of difference, continuous expansion of cultural knowledge and resources, and a variety of adaptation to belief systems, policies, and practices.” Individuals at this stage of cultural awareness are adapting.  They accept and respect the variety of cultural beliefs and behaviors of others around them, whether it is their neighbors, coworkers, clients, students, or just those they encounter in public. They are are even willing to educate themselves about the cultural norms of others they encounter on a regular basis.  At this stage, although individuals may still see themselves as separate from those from other cultures, they are willing to function respectfully as a group.
California State University defines cultural proficiency as “Knowing how to learn and teach about different groups, having the capacity to teach and to learn about differences in ways that acknowledge and honor all the people and the groups they represent, holding culture in high esteem, and seeking to add to the knowledge base of culturally proficient practice by conducting research, developing new approaches based on culture, and increasing the knowledge of others about culture and the dynamics of difference.” Basically, it takes the attitudes of competency, steps them up a level, and puts them into action.  At the proficiency stage, people are seeking out new information and continually improving their interactions with others, not just for their own sake, but in order to strengthen the community as a whole. They speak of other cultures with respect, and use culturally inclusive language when talking in groups. They will take the time to provide verbal or written translations of important information, or perhaps facilitate a partnership or group composed of differing cultures in order to bring understanding.  And since cultures will blend and change over time, maintaining cultural proficiency requires ongoing self-assessment, active research, and personal interaction in order to bridge the cultural differences we experience every day. In this way, we can build on each other’s strengths with mutual high esteem.
https://ctb.ku.edu/en/table-of-contents/culture/cultural-competence/culturally-competent-organizations/main

https://site-closed.wikispaces.com/

Discuss the communication strategies. Be sure to comment on motivational interviewing and DBT.

Motivational Interviewing (MI) is a form of psychological intervention that involves the therapist's collaborating with the client to promote change. Rather than imposing change, the therapist works to help the client evoke his or her own motivations for change. The therapist also tries to evoke the client's sources of ambivalence and to roll with resistance rather than challenging it directly. The model involves collaboration rather than confrontation, and the idea is that the client has his or her own motivations that he or she can use to change psychologically. The client works towards self-actualization by identifying his or her own motivations for change.
DBT (Dialectical Behavioral Therapy) is a form of Cognitive Behavioral Therapy, originally developed to treat borderline personality disorder, in which clients learn to tolerate distress. MI can be used with DBT in a process that involves the therapist listening to and working with the client in an empathic way. The therapist does not work to confront the client, but instead helps the client identify his or her own forms of motivation to work toward change. The therapist works to move the client towards self-actualization.
Sources:




Miller, W. R., Rollnick, S. (2013). Motivational Interviewing: Helping People Change. New York: The Guilford Press.

According to Guns, Germs, and Steel, under what kinds of conditions does technology develop? How and why did technology development differ from one place to another?

For Jared Diamond in Guns, Germs, and Steel, there are several necessary preconditions for the development of technology. The single most important of these in an increase in food production by means of domestication of plants and animals. In settled communities that have undergone the neolithic transition one finds a virtuous cycle of food production increasing population and the population then increasing food production. 
Because agriculture is significantly more efficient than hunter and gathering, it creates a food surplus that allows people to engage in activities not directly related to food production such as developing various forms of technology. 
The final precondition for technological development is relatively easy access to raw materials. For example, easily accessible metal deposits allow for the development of metallurgy. Being located in areas where there are efficient trade routes allows cross-fertilization of ideas, something that also fosters technological development. 

"If government wishes to tax certain goods, it should tax goods that have inelastic rather than elastic demand." What is the rationale for this statement?

The rationale for this statement is fairly straightforward. "Elasticity" of demand refers to the extent to which demand will change along with price. For example, gasoline is fairly demand inelastic, because people and business need it. So the demand for gasoline will probably stay roughly the same even if its price goes up. Demand for some other goods that are not necessities, like designer clothing or electronics, will be affected by price increases. People will demand less of them if their price is too high.
Anytime a government taxes a good, the tax is passed on to the consumer in the form of price increases. In order for the tax to raise revenue, people have to keep purchasing the good. Therefore it could be self-defeating to place a tax on an item with a very elastic demand. People will just stop buying it. So it makes sense (at least fiscal sense) for governments to tax items that people have to buy. On the other hand, if a government is seen as responsible for significant price increases on necessary items, they may pay a political cost.
https://www.investopedia.com/terms/e/inelastic.asp

Goods that have inelastic demand are goods that consumers buy at the same rate whether the price is high or low. These goods tend to be items people need no matter what the cost—for example, gasoline or medical services. Demand varies depending on the price of items with elastic demand. These items typically have other competitors who pick up their buyers if their price goes too high. For example, soda could be considered an elastic demand good. If the price of soda skyrockets, consumers will purchase other beverage options such as water, juices, coffees, and so on.
Taxing a product will increase its cost. If you tax a product with inelastic demand, that product will continue to be bought at the same rate. However, if you tax an elastic demand product, the rise in cost will result in consumers moving their purchase to a different product. A reduction in sales will result in less tax revenue generated. To ensure maximum tax revenue, therefore, the government should tax inelastic demand items.

Why do most people like Jean Passepartout in Around the World in Eighty Days?

People like Passepartout for a variety of reasons. Mainly, he has so many likable traits that it is next to impossible not to like him. Even traits that might be slightly annoying tend to make him more likable. For example, Passepartout tends to emotionally react first before logically thinking about the situation. For instance, when he learns that the railroad isn't complete, he freaks out so quickly that he nearly punches the man delivering the news. The fact that Passepartout is so emotional and easy to read makes him likable. There's no real mystery to him. He is up for whatever Fogg throws his way, and Passepartout throws his entire self into making sure that he and Fogg are successful. Coinciding with that is the fact that Passepartout isn't afraid of trying things. He might mess up, but at least he tried, and Passepartout is always the type of person to apologize when he's in the wrong. He's loyal, trustworthy, and kind. Passepartout is also brave as demonstrated by his willingness to rescue Aouda. He's also incredibly gullible which also makes him well liked by those people looking to take advantage of him.

Jean Passepartout is a very versatile and fun character. When he introduces himself to Phileas Fogg, he says, "I have a natural aptness for going out of one business into another" (page 5). Passepartout has been a singer, a circus performer, a gymnastics teacher, and a firefighter, among other professions. Passepartout is described as "an honest fellow...soft-mannered and serviceable, with a good, round head, such as one likes to see on the shoulders of a friend" (page 6). He is honorable and friendly, and even though he wants to retire to a quiet life with Fogg, when Fogg asks him to pack his bags en route to a voyage around the world, Passepartout gamely agrees. In the end, it is Passepartout who reminds Fogg that he, Fogg, forgot about the time difference so that Fogg has won the bet and has completed his voyage in time. Passepartout is unfailingly loyal and devoted to Fogg; these are winning qualities that cause the reader to like him. 

Calculus: Early Transcendentals, Chapter 4, 4.3, Section 4.3, Problem 12

f(x) = x/(x^2+1)
(a) Take the derivative of the given function.
f'(x) = ((x^2+1)(1) - (x)(2x))/(x^2+1)^2= (x^2+1-2x^2)/(x^2+1)^2
f'(x)=(1-x^2)/(x^2+1)^2
Then, solve for the critical numbers by setting the derivative equal to zero.
0=(1-x^2)/(x^2+1)^2
0=1 - x^2
0=(1 - x)(1 + x)
x=-1
x=1
So the critical numbers are x=-1 and x=1. The intervals formed by these two critical numbers are
(-oo,-1) (-1,1) and (1,oo) .
Then, assign a test value for each interval and plug-in them to the first derivative.
f'(x)=(1-x^2)/(x^2+1)^2
If the resulting value of f'(x) is negative, the function is decreasing in that interval. If it is positive, the function is increasing.
For our first interval (-oo,-1) , let the test value be x=-2.
f'(-2) = (1-(-2)^2)/((-2)^2+1)^2=-3/25 (Decreasing)
For our second interval (-1,1), let the test value be x=0.
f'(0)=(1-0^2)/(0^2+1)^2=1 (Increasing)
And for our third interval, let the test value be x=2.
f(2)= (1-2^2)/(2^2+1)^2=-3/25 (Decreasing)
Therefore, the function is decreasing at (-oo, -1) uu (1, oo) . And it is increasing at the interval (-1,1) .
(b) Let's determine at what values of x do the local maximum and minimum occur. To do so, refer to the change of signs of f'(x) before and after the critical number.
Before and after the critical number x=-1, the f'(x) changes from negative values to positive values. So the function has a local minimum at x=-1. The local minimum value of f(x) is:
f(-1) = (-1)/((-1)^2+1)=-1/2
Also, before and after the critical number x=1, the f'(x) changes from positive to negative. So, the function has a local maximum at x=1. The local maximum value of f(x) is:
f(1)=1/(1^2+1)=1/2
Therefore, the local minimum is f(x) = -1/2 , which occurs at x=-1. And its local maximum is f(x)=1/2 , which occurs at x=1.
(c) To determine the concavity of the function, take the second derivative of the function.
f'(x) = (1 -x^2)/(x^2+1)^2
f''(x) = ((x^2+1)^2(-2x) - (1-x^2)(2)(x^2+1)(2x))/(x^2+1)^4
f''(x) = (2x(x^2+1)(-(x^2+1)-2(1-x^2)))/(x^2+1)^4
f''(x) = (2x(x^2+1)(-x^2-1-2+2x^2))/(x^2+1)^4
f''(x)=(2x(x^2+1)(x^2-3))/(x^2+1)^4
f''(x)= (2x(x^2-3))/(x^2+1)^3
Then, set the second derivative equal to zero.
0=2x(x^2-3)
Set each factor equal to zero and isolate the x.
For the first factor:
2x = 0
x=0
For the second factor:
x^2 - 3=0
x^2=3
x=+-sqrt3
Thus, the function changes concavity at x=-sqrt3 , x=0 and x=sqrt3 . So the different concavity occurs are
(-oo, -sqrt3) (-sqrt3,0) (0,sqrt3) and (sqrt3, oo) .
To determine at which interval is the function concave upward or downward, assign a test value. Plug-in them to the second derivative.
f''(x)= (2x(x^2-3))/(x^2+1)^3
If the resulting value of f''(x) is negative, the function is concave downward in that interval. If it is positive, the function is concave upward.
For the first interval (-oo, -sqrt3) , let the test value be x=-2.
f''(-2)=(2(-2)[(-2)^2-3])/[(-2)^2+1]^3 =-4/125 (Downward)
For the second interval (-sqrt3, 0) , let the test value be x=-1.
f''(-1)=(2(-1)[(-1)^2-3])/[(-1)^1+1]^3=1/2 (Upward)
For the third interval (0, sqrt3) , let the test value be x=1.
f''(1)=(2(1)(1^2-3))/(1^2+1)^3=-1/2 (Downward)
And for the fourth interval (sqrt3, oo) , let the test value be x=2.
f''(2)= (2(2)(2^2-3))/(2^2+1)^3=4/125 (Upward)
Therefore, the function is concave downward at (-oo,-sqrt3) uu (0,sqrt3 ). And it is concave upward at (-sqrt3,0) uu (sqrt3,oo) .
To get the inflection points, plug-in x=-sqrt3 , x=0 and x=sqrt3 to the original function.
f(x)=x/(x^2+1)
f(-sqrt3)=(-sqrt3)/((-sqrt3)^2+1)=-sqrt3/4
f(0)=0/(0^2+1)=0
f(sqrt3)=sqrt3/((sqrt3)^2+1)=sqrt3/4
Hence, the inflection points are (-sqrt3, -sqrt3/4) , (0,0) and (sqrt3,sqrt3/4) .

In 1984, what is a quote from pages 29-44 on the media? How can I analyze it deeply?

On page 36, Winston is watching the telescreen while his mind drifts. He begins to think about the way in which the Party has erased the past while the instructor on the telescreen is forcing him to do exercises. Then, the "shrewish voice" of the exercise instructor on the telescreen is directed at Winston. The instructor calls him "6079 Smith W" and tells him to "bend lower!" Then, there is the following description of Winston:

"A sudden hot sweat had broken out all over Winston's body. His face remained completely inscrutable. Never show dismay! Never show resentment! A single flicker of the eyes could give you away" (page 36). 

This quote is about the way in which the media, including telescreens, prevent everyone in Oceania from doing anything subversive. The media is part of the way in which Big Brother maintains total control. In fact, the control of the media is so pervasive that the performers on screen can see the audience (the people at home) and monitor what they are doing. The telescreen wakes Winston up, and he is forced to do exercises against his will. This type of media surveillance prevents people from having their own thoughts, as they are not allowed any private time. Just as Winston begins thinking about the way in which the Party controls what people remember about the past, the instructor on the telescreen notices that he is not doing his exercises correctly and tells him to bend lower.
In the quote above, Winston feels incredibly nervous and anxious because he knows he is being watched and that the instructor noticed he wasn't doing what he was supposed to have been doing. However, he keeps his face "inscrutable," meaning that no one can understand what he is thinking. He can't give any indication that he feels upset with the Party, as even one movement of his eyes could give away his resentment. Even a small indication of resentment would receive retribution from the Party, showing that there is no individual freedom in Oceania. 

What is Phillip afraid to do that Timothy would really like for him to do?

I believe that this question is asking about events in chapter 10.  In chapter 10, Timothy hints to Phillip that Phillip should climb some of the trees in order to harvest a few coconuts.  
The two characters are stranded on a small island.  Their diet has been meager and limited to things that the ocean can provide.  Timothy suggests that the coconuts would be a good variation in their diet.  Timothy is completely willing to climb the trees, but he is simply too old and weak to do it.  On the other hand, Phillip is young, energetic, and physically capable of doing the climb.  The problem is that Phillip is too scared to try.  The climb itself would be scary.  Those trees are tall, but Phillip's fears of the climb are deepened because he is currently blind.  
 

When Kim Jong Il died, many people in the world were confused by what happened to be a genuine outpouring of grief among North Korean citizens. Does Johnson's fiction help us understand how a nation of people so obviously oppressed by its totalitarian government nonetheless mourn the loss of the leader who abused them? Why or why not?

Johnson's The Orphan Master's Son helps the reader understand that while the former leader of North Korea, Kim Jong Il, was a dictator, his people were conditioned to believe he was a benevolent leader. Johnson shows that the media in North Korea only portrayed the better side of their leader. For example, in the introduction to the book, "Our Dear Leader Kim Jong Il was seen offering on-the-spot guidance to the engineers deepening the Taedong River Channel" (page 3). The media only portrays the leader as omniscient and benevolent, and the culture of the country reinforces people's reverence for their leader. For example, when Commander Ga (really Pak Jun Do) is in prison, he only gets off one day a year--Feburary 16, which is Kim Jong Il's birthday (page 191). The culture reinforces the idea that the leader is a kind of deity, and the culture worships him instead of worshipping religious figures.
Johnson's book also portrays the fear that compels North Koreans to obey their leader. For example, when the new Commander Ga and Sun Moon hear Kim Jong Il say that Pak Jun Do is the real Commander Ga, Pak Jun Do and Sun Moon are aware that the real Commander Ga is lost forever. Sun Moon thinks, "he had been replaced and she would never see him again" (page 258). Though she is crushed, she does not say anything, as everyone fears the leader and his power. This power helps us understand why people obey the North Korean leader, and some perhaps felt compelled to show grief over his death out of fear.

In his "I Have a Dream" speech, what does Dr. King advise the oppressed black Americans who became victims of unfair treatment to do?

Dr. King offers many pieces of advice to his followers in the quest for civil rights. One of the first is that his followers must not jeopardize their "rightful place" with "wrongful deeds."  Even if their opponents meet them with "physical force," they must respond with "soul force."  King believes that enough blood has been shed and lives have been taken and that the way forward is through nonviolent protest and peaceful insistence on equal rights.
Dr. King also advises his followers that it would be a mistake to "distrust all white people."  He understands that much of the power in America at this time rests in the hands of whites, and that many whites support integration and equality for all Americans; thus, they are allies.
In addition to reiterating his commitment to nonviolence and building alliances, Dr. King encourages his followers to remain committed to the cause until their aims are realized. He tells his audience literally and figuratively to keep the faith.

The main advice that Martin Luther King, Jr. gives to African Americans in this speech has to do with the idea of nonviolence for which King is famous.  He urges his people to make sure that they keep the moral high ground in their struggle for civil rights.
King is famous for having believed in the idea of nonviolent protest.  He thought that was the only kind of action that could actually gain African Americans the rights that they wanted and deserved.  He believed that nonviolent protest would convince white people that the people who wanted to keep blacks from having equal rights were on the wrong side of the argument.  Therefore, he urged African Americans to continue to use nonviolence. 
King tells African Americans that they “must not be guilty of wrongful deeds” in their attempt to gain their rights.  He said that they had to make sure that they did not let themselves give in to their anger over how whites had treated them. As he said:
We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow our creative protest to degenerate into physical violence. Again and again, we must rise to the majestic heights of meeting physical force with soul force.
Thus, we can see that King’s main advice to African Americans is that they need to continue to fight for civil rights, but that they need to adhere to the tenets of nonviolence so.
 

is death of a salesman a comedy

It wouldn't be completely accurate to describe Death Of A Salesman as a comedy. Although there are some isolated comedic moments , it would stretch the meaning of the word to describe the play as a full-blown comedy. Nevertheless, the few elements of humor that exist in the play do provide some light relief from the general air of gloom and despair. For instance, when Willy goes to Howard to ask him if he can work in New York instead of going out on the road, Howard is engrossed by his brand new toy: a wire recorder that he uses to play Willy recordings of his wife and daughter cheerfully yakking away. Additionally, Willy, though sadly deluded and doomed to failure, has a rather humorous way of speaking which does force the occasional smile.
At the same time, it is not entirely accurate to describe the play as a tragedy, either. For one thing, Willy Loman is certainly no conventional tragic hero. There is nothing remotely privileged about him; he doesn't enjoy high repute; and he definitely hasn't fallen from glory, as he never attained it in the first place. He has suffered in one way or another throughout his whole life. Also, he has not been undone by the wiles of fate; he is largely responsible for how badly things have turned out in his life. Specifically, he lies not just to himself, but to everyone around him.

How are Bruno and Shmuel alike?

The short and simple answer is that both Bruno and Shmuel are, in the end, just two little boys. The entire Nazi doctrine was built around the belief that they were somehow inherently different, but the friendship they build during the novel symbolizes, through a tragedy, that when it came down to it, they were quite interchangeable. The Nazi guards had absolutely no way of determining that Bruno didn't belong in the camp; the novel's bleak ending serves to show the absurdity of the Nazi worldview.
The truth of the matter is that, while Bruno and Shmuel became friends partly thanks to some external similarities, like their shared birthday, they both just needed a playmate, like any other child in the history of the world. Separated by an artificial fence—both literally and figuratively—and brought together by chance, Bruno and Shmuel are alike in many ways. They are both homesick, lonely, and bored, and they're quite confused by this strange place they can't entirely figure out (although Shmuel knows and guesses significantly more). Most of this sounds terrible to the reader, who probably knows more about Auschwitz than the boys combined, but Bruno and Shmuel are only children. They both understand that Bruno is privileged and enjoys more freedom, but despite Bruno's teacher's best attempts, neither boy really grasps the magnitude of the camp and what takes place there. So they do what every child would: they try to make sense of things as best they can and play games, happy and thankful to have company. Although there is a world of differences separating them, Bruno and Shmuel don't let this distract them from being as alike as any friends are.

There are a few similarities between the two boys. One of which includes both their birthdays being on April 15th 1934. Which served as a driving force behind their friendship. In addition to this, both boys craved more attention to take them away from the lives they were living, after both being forcibly plucked from their previous lifestyles. For Bruno, it was leaving his life behind in Berlin due to his fathers' role in the Nazi Regime at Auschwitz whereas, for Shmuel, he was taken as a prisoner of war from Poland and thrown into a concentration camp. Leading to both Bruno and Samuel being unhappy (for contrasting reasons) with their current situation.

We also know that while Shmuel will no longer reap the benefits of education (after being taught by husband mother who was a teacher), he still has some knowledge, just like Bruno who receives private lessons from Herr Liszt whose teachings were more indoctrination as opposed to your everyday lessons.

It could be argued that Boyne has created these similarities to show how two individuals who can be alike in so many ways are treated differently (one of them in a primitive manner) because of a simple label. It is the Innocence of their friendship as they walk hand in hand unknowingly to their deaths, that reminds us that they are just boys (no longer labelled) and that such atrocities could happen to anyone.

The most obvious similarity between the two boys is that they share the same birthday. Both boys have also been forced to move from their original homes, albeit for completely different reasons. Bruno grew up in Berlin and moves with his family to Poland after his father is appointed commandant of Auschwitz. Shmuel's own family upheaval is directly related to Bruno's; he's been forced to leave his hometown behind and is now imprisoned in the camp. Though still incredibly naive in the ways of the world, Bruno has received an education of sorts. However, his private tutor has been more keen to indoctrinate him with Nazi ideology instead of real knowledge. Shmuel has also had some education, one much broader and substantial than Bruno's. His mother is a teacher, and she's taught him foreign languages.