What are some examples of U.S. imperialism?

Imperialism refers to when a country controls another country politically and economically, sometimes against its will. The United States became imperialistic in the late 1800s.
We manufactured a war against Spain in Cuba in 1898. American newspapers exaggerated the poor treatment of the Cubans by the Spanish. American public opinion turned against Spain. After the USS Maine exploded off the coast of Cuba, we declared war on Spain. As a result of the Spanish-American War, we gained controlled over Guam, Puerto Rico, and the Philippines. The people of the Philippines wanted their independence and weren’t pleased that we were controlling them.
The United States gained influence in Panama by helping Panama revolt against Colombia. We wanted to build a canal in the region of Colombia that is now the country of Panama. When Colombia refused our offer to build a canal, we encouraged and supported a revolution that led to Panama becoming independent. We offered Panama the same deal we offered Colombia, and they accepted it. We then built the Panama Canal and controlled it for the rest of the 20th century.
These are two examples of U.S. imperialism.
https://www.history.com/topics/early-20th-century-us/spanish-american-war

https://www.ushistory.org/us/44.asp

What is the theme of "There Will Come Soft Rains" by Ray Bradbury?

The theme of Ray Bradbury's short story "There Will Come Soft Rains" is an ironic commentary on the state of mankind in a post-atomic world. On one hand, humans have advanced to the point that they can create a house which has eliminated all of the drudgery of domestic life, including cooking, cleaning, and setting up furniture. Technology has advanced to a level where the house itself can provide entertainment, such as automatically programmed audio of the family's favorite poem and intricate video which emanates from the walls of the children's nursery. Had it not been for the bad luck of a tree limb crashing through a kitchen window, it might be presumed that the house could continue on with its daily routine far into a future devoid of humans. The house is truly a marvel of human ingenuity.
On the other hand, a culture which has advanced to the seeming pinnacle of technological invention is unable to control its lust for war. Despite major advancements in creativity and the machinery to make it a reality, humans are seemingly no different than they have been for centuries, always moving on to the next conflict that results in death and destruction. Unfortunately, a world which is willing to use nuclear weapons may be a world which, in the words of Sara Teasdale, will not mind "If mankind perished utterly."

In Lord of the Flies, what is the paradox of the boys' attitude toward the beast?

The boys' attitude is paradoxical in that the object of their fear does not exist in the outside world but, rather, within themselves. Their fear is perfectly justified, so there is indeed an underlying truth to this paradox. But instead of being afraid of some mythical beast, they ought to be afraid of what is inside themselves, their own innate capacity for barbarism.
Jack is not afraid of this inner savagery; on the contrary, he revels in it. But he cynically realizes the value of using the boys' fear of the beast as a means to consolidate his power over them. So long as the boys are fretting themselves sick over some nonexistent creature, they will be more likely to turn to Jack for protection. Furthermore, if the boys are mired in superstition, that means that they will be less amenable to going along with Ralph and his system of order.
In subjecting themselves to Jack's control, the boys are unleashing their own atavistic impulses, repressing their capacity to reason and think for themselves. They do not yet know it, but this will prove to be a far greater threat than any so-called beast could ever be.

In literature, a paradox is when two contradictory concepts or beliefs are juxtaposed to reveal a significant, underlying truth. In the novel Lord of the Flies, there is a paradox attached to the boys' attitude toward the beast. The beast does not exist, but the boys fear it nonetheless. Their attitude towards the fictional beast reveals their actual fear of the unknown. They try to rationalize their fears by discussing the identity and existence of the beast. While Ralph, Jack, and Piggy maintain that there is no such thing as the beast, the boys remain fearful. The underlying truth in this paradox is that the boys fear what they do not understand. Their fear of the beast represents their fear of the unknown, which is a significant trait shared by all humans. We as humans tend to fear the unknown, and Golding illuminates this common fear in the boys’ attitude towards the beast throughout the novel.

College Algebra, Chapter 8, 8.4, Section 8.4, Problem 22

Find an equation for the conic whose graph is shown.


The hyperbola $\displaystyle \frac{(x - h)^2}{a^2} + \frac{(y - k)^2}{b^2} = 1$ has center on $(h, k)$ and horizontal transverse axis. Based from the graph, the hyperbola has center on $(4, 0)$ since the vertex is equally distant from the center by $2$ units, this gives us $a = 2$. Also, we know that either of the points $(0, 4)$ and $(0, -4)$ satisfy the equation because the hyperbola passes through these points. Solving for $b$, we have


$
\begin{equation}
\begin{aligned}

\frac{(x - 4)^2}{2^2} - \frac{(y - 0)^2}{b^2} =& 1
\\
\\
\frac{(x - 4)^2}{4} - \frac{y^2}{b^2} =& 1
\\
\\
\frac{(x - 4)^2}{4} =& 1 + \frac{y^2}{b^2}
\\
\\
\frac{(x - 4)^2}{4} =& \frac{b^2 + y^2}{b^2}
\\
\\
b^2 (x - 4)^2 =& 4 (b^2 + y^2)

\end{aligned}
\end{equation}
$


By substituting the point $(0, 4)$,


$
\begin{equation}
\begin{aligned}

b^2 (0 - 4)^2 =& 4(b^2 + 4^2)
\\
\\
16b^2 =& 4b^2 + 64
\\
\\
12b^2 =& 64
\\
\\
b^2 =& \frac{16}{3}
\\
\\
b =& \frac{4}{\sqrt{3}}

\end{aligned}
\end{equation}
$


Therefore, the equation is..

$\displaystyle \frac{(x - 4)^2}{4} - \frac{3y^2}{16} = 1$

What are the factors of production that allowed the Industrial Revolution to begin?

The Industrial Revolution began because technology improved at an opportune time, taking advantage of the numerous factors of production available to it. Without these opportunities, the Industrial Revolution may have fallen short and faded or may have been significantly delayed, in spite of the vast technological advancements being made at the time.
Natural resources were one of the greatest factors that allowed industrialization to thrive. The widespread availability of coal, streams and lakes with usable water, and timber helped contribute to engine-powered machines, and far-flung colonies like America and India afforded England even more resources.
At the time, too, labor was cheap and widely available, as there was a sprawling lower class of impoverished people desperate for work, including young children. Thus, industries were able to take advantage of vast amounts of low-paid workers to produce their products.
Capital was another factor that was widely available at the time. Just before the Industrial Revolution, many people owned large swathes of land or were heavily involved in banking and investing, which gave the wealthy a great source of income to invest in these burgeoning businesses, making themselves and their businesses wealthier and wealthier.
Finally, talent and entrepreneurship was needed to start these industries, and this was in great supply as well. With the blossoming of industrial businesses, many people became greatly interested in the opportunities before them, so they gravitated toward industry and created many new businesses, knowing they had the other resources available to help them succeed.

The "four factors of production" in classical economics are land and natural resources, labor, capital, and entrepreneurship. Like much of classical economics, this concept was actually developed in the midst of the early stages of the Industrial Revolution in England, and it forms a handy explanation for the development of industry there. 
Britain was replete with the natural resources necessary for early industry. It had swift-moving streams to provide water power for early mills and transportation. It also had a large supply of coal in places like Wales that fired the engines of the industrial revolution. Great Britain also had far-reaching colonies that supplied natural resources, as well as the wealth to purchase cotton, for example, from the United States. As far as labor, Britain had a large class of farmers that were being driven from their lands by a process known as enclosure. This made it more difficult for small farmers to make a living, and made many of them into landless laborers. As such, they were mobile, flexible, and in need of work, an ideal labor force for the increasingly regimented sweatshops, cottage industries, and factory floors of the Industrial Revolution. Britain also had a large class of landowners with tremendous amounts of capital to invest in industry, and more important, they had a government with a centralized banking system. This enabled the creation of networks of credit that could finance the creation of heavily capital-intensive industries and the construction of infrastructure like railroads and canals. Finally, the political economy of Great Britain, which emphasized entrepreneurship in a relatively unregulated (but certainly not unsupported) environment encouraged capitalists to take risks by investing their money in industrial projects. 

Related to Chapter 11 of A People's History of the United States, what is a summary of Zinn's argument? What does Zinn think we should take away from his story about the economic growth of America in the late nineteenth century?

In Chapter 11 of A People's History of the United States, "Robber Barons and Rebels," Zinn's message is that starting in 1877, following Reconstruction, the government helped economic and political elites take control of the nation to create unprecedented economic growth. In the process, the elites and government took advantage of labor, including African-American, Chinese, and white labor. Immigrants in particular struggled while working under harsh conditions.
Zinn writes, for example, about the way in which the Presidents during this time did little to enact reforms to benefit most people, while they put into place policies to help business. In addition, the Supreme Court declared that corporations were "persons" and therefore entitled to protections under the due process clause of the 14th Amendment, while denying this protection to African-Americans. Zinn's message is that the government did and can collude with business interests to further the power of the elites while avoiding reforms to benefit the vast majority of Americans. 

What are the problems with Uganda's government?

Youth unemployment and corruption are two problems that face the Ugandan government.
Modern governments all over the world face many problems.  The two I identified are what I consider some of the most pressing that must be addressed.
Young people in Uganda are not finding steady and long term work.  Data from the Uganda Bureau of Statistics reveals "64% of the total unemployed persons were between the ages of 18-30."  There are different reasons for this condition.  Some believe that Ugandan youth are deficient in employable skills, while access to quality education is not widespread.  Others believe that an over-reliance on agriculture has prevented young people from participating as viable parts of the labor force. The Ugandan government needs to figure out how to reverse this trend.  Played out over the long term, it does not bode well that so many young people cannot find work. Unemployed young people can trend into older unemployed people.  It is difficult for a government to lead its nation into a steady and prosperous future when youth unemployment is a significant issue.
Another problem that the Ugandan government faces is corruption.  On both political and social levels, corruption is a significant issue in Uganda. According to Peter Wandera, the Executive Director of Transparency International Uganda, "the rate of corruption in institutions like police, lands, courts, health and private companies in Uganda is way above the average in Africa."  Corruption is seen on both small and large scales. In the most recent appointment of his cabinet, President Yoweri Museveni admitted that "patronage played a part in selection." Many Ugandans believe that corruption is a part of their daily lives.  They see it in the institutions that should be free from it.  The government has a problem when administering bribes and other examples of fraud are seen as a part of common experiences.  As with youth unemployment, Uganda will find it difficult to confidently walk into the future if corruption is such a systemic part of its existence.
https://www.brookings.edu/blog/africa-in-focus/2014/08/26/youth-unemployment-challenge-in-uganda-and-the-role-of-employment-policies-in-jobs-creation/

How did the Bill of Rights go from being (almost) insignificant to being a powerful set of civil liberties protections?

The Bill of Rights, comprised of the first 10 amendments to the Constitution, was proposed by states to impose limits on federal power and was ratified in 1791. The Bill of Rights became significant as the Supreme Court used these amendments and the protections they include to define the liberties that are enjoyed by Americans.
There are many landmark Supreme Court cases involving the Bill of Rights. For example, the Bill of Right's protections in criminal cases were involved in the Powell v. Alabama (1932) case in which the Supreme Court ruled that indigent clients in capital cases must be provided with counsel at the public's expense. In Mapp v. Ohio (1961), the court ruled that evidence gathered while violating the suspect's rights against unreasonable search and seizure could not be used in a trial (this is the basis of the "exclusionary rule"). In Miranda v. Arizona (1966), the court ruled that people taken into legal custody must be informed of their rights, which are called "Miranda rights." In other words, many Supreme Court cases established civil liberties that the police must grant to suspects in criminal cases and that courts must follow when trying alleged criminals.
Other Supreme Court cases established precedents that protect the right to assembly, granted in the First Amendment. For example, in Dejonge v. Oregon (1937), the Supreme Court granted federal protection of the right of peaceful assembly to the states. In NAACP v. Alabama (1958), the Supreme Court struck down an Alabama law that required organizations to publicly reveal who their members were. Other Supreme Court cases relate to freedom of the press, freedom of speech, freedom of petition, and personal liberties. It was the Supreme Court that over the centuries turned the Bill of Rights into a powerful protection of civil liberties. 
https://billofrightsinstitute.org/educate/educator-resources/landmark-cases/

Are the Sumerians and the Assyrians the same?

Although the Sumerian and Assyrian civilizations both originated in Mesopotamia in the Middle East, a region that encompasses modern-day Iraq and Kuwait, they are two separate civilizations.
Sumer was located in the Fertile Crescent in the southernmost part, situated between the Tigris and Euphrates rivers, often defined as the “cradle of civilization.” This is because Sumerians are often considered the creators of modern society, stemming from their innovations in areas such as language, government, and architecture. Inventions such as the wheel, writing, the sailboat, agricultural processes such as irrigation, and the idea of the city are attributed to them.Their presence in the area dates back to at least 4500 BCE (Before the Common Era), and possibly even earlier as per recent calculations by historians. They controlled the region for about 2,000 years, until the Babylonians took charge in 2004 BCE.
Assyria came later, about 1900 BCE and stretched from Mesopotamia to Asia Minor (where Turkey is today) and down through Egypt. Their civilization is generally thought to be divided into the periods of growth and downfall: The Old Kingdom, The Middle Empire and The Late Empire, although it is interesting to note that the history of Assyrians is still evolving, with Assyrians live and well throughout the Middle East and elsewhere, including Iran and Iraq.
https://www.ancient.eu/assyria/

https://www.ancient.eu/sumer/

https://www.history.com/topics/ancient-middle-east/sumer

As the other educators have noted, the Sumerians and the Assyrians were not the same people, although they both inhabited the same ancient country of Mesopotamia. The Sumerians were the first civilization to flourish in this area and the Assyrians came some centuries later.
In terms of further similarities, both civilizations are known for their contribution to literature. The Sumerians, for example, developed one of the first letter systems in history, called cuneiform, and gave us The Epic of Gilgamesh, a famous literary work which is still studied today.
Similarly, the Assyrians were also very interested in literature. They had their own libraries and developed their own written language, called Neo-Aramaic.
In addition, both the Sumerians and Assyrians had their empires destroyed by rival cultural groups. The Sumerian civilization was replaced by the Akkadians and the Assyrians by a force which included the Babylonians.

No, the Sumerians and Assyrians were not the same civilization (though they both inhabited Mesopotamia). The Sumerians were far earlier, dating back as early as 4000 BCE, and can themselves be subdivided into various city-states (which were often in conflict with one another).
The Assyrians arose much later, originating perhaps around 2000 BCE. The Assyrians reached the apex of their power between the ninth and seventh centuries BCE, when they conquered Mesopotamia, as well as large sections of the Middle East.
The thing to keep in mind is that Mesopotamia actually saw a number of civilizations rise to power in the region. For example, one can also point towards Sargon and the Akkadians (who conquered the Sumerian City States in around 2300 BCE, though that empire collapsed within about a century of Sargon's death), as well as the Babylonians, another major civilization and (at times) empire-builder in the region. One can additionally look towards conquests from outside Mesopotamia altogether, as seen by the examples of Persia, or (later) Alexander the Great.

Although the Assyrians and Sumerians both lived in ancient Mesopotamia, they are not the same.  The Sumerians lived in southern Mesopotamia beginning around 4000 BCE and were one of the first civilizations to create urban centers.  One of their cities, Uruk, was probably the largest city in the world during roughly 2800 BCE.  Some scholars believe there may have been as many as 60,000–80,000 inhabitants during this time. One of the greatest inventions of the Sumerians was the first written language, known as cuneiform. This wedge shaped form of writing was incised on wet clay tablets with an instrument known as a stylus.  In the beginning, it was used strictly for accounting and business purposes, but over time it allowed the Sumerians to record poetry, history, and law.
The Assyrians lived in northern Mesopotamia under the rule of the Akkadian empire until around 1900 BCE when they gained their independence.  During the period of roughly 911 BCE and 612 BCE, the Assyrians boasted the most powerful empire in the Middle East, stretching from what was then Persia to Egypt.  The capital city during the 800s BCE was Nimrud, and it was there that King Ashurnasirpal II created the first zoo. Later, they established the first known library at their capital city, Nineveh, during the reign of King Ashurbanipal from 668–621 BCE.  Interestingly, one of the major works of literature found in this library was the "Epic of Gilgamesh," a famous Sumerian poem.

What impact does Millie have on Montag when he comes home from responding to the fire?

Montag comes home badly shaken up from witnessing the woman at the book burning incinerating herself. However, rather than ask after him, Millie is simply impatient with Montag and wants him to go to sleep. She is so insensitive to his experience that she even asks if he is drunk. This shows she knows something is wrong, but is judging him as at fault for it.
He lies down across the bedroom from her and they are, to Montag's mind, "a winter island separated by an empty sea." She talks about her day to him, but he is too shocked to comprehend what she has to say. A communication gulf, already there, has widened between them. When he wakes up the next morning, he has a moment of epiphany or realization:

And suddenly she was so strange he couldn't believe he knew her at all.

He asks her how they met, but neither can remember, reinforcing Montag's knowledge that they have grown irreconcilably apart—though he will try again to reach her and communicate to her his interest in books.

At the beginning of the novel, Montag witnesses a woman commit suicide by lighting herself on fire while the firemen burn her books. The experience traumatizes Montag, who begins to contemplate the secrets that books must possess that would make a woman commit suicide rather than live without literature. When Montag returns home, Mildred is lying in bed blissfully listening to music on her Seashell radio. Initially, Montag does not know what to say to his wife, who does not pay attention to him. Montag then asks Millie if she remembers where they met. Unfortunately, Millie cannot remember where she met Montag, which reveals how distant the couple is from one another. Montag begins to get upset, and Mildred proceeds to take a few sleeping pills. Her indifference to Montag's presence and lack of concern for his mental state following his traumatic experience at work emphasizes her callous, superficial nature. Mildred's reaction influences Montag to make a drastic change in his life, and he begins by refusing to go to work the next day.

In what ways, specifically, is Miss Moore an outsider in her own community? Which of her beliefs, attitudes, and behaviors distance her from the children? From other adults in the community? Is she able to overcome these barriers to full communication with her students and with Sylvia in particular?

There are many reasons why Miss Moore stands out in the community. Right away, we see she has "nappy hair, and proper speech and no makeup," suggesting that other people in the neighborhood have quite the opposite. She is much more "proper" than others in the neighborhood, and the text tells us that she stands out as well because she is dark-skinned. She also has a college education and is concerned with the children's education, something not a lot of people in the community care about.
She is distanced from the kids because she isn't as poor as them and doesn't seem to understand what their life is like. She tells them that they live in slums. They can't relate to her appearance or success. The parents also feel distanced by this, because the feel they need to impress her by making the kids look better or by doing extra work on their appearance before they see her. She makes them feel that their everyday look isn't enough.
It's difficult to say whether or not Miss Moore was able to overcome the barriers and reach Sylvia. She tries to show them the "other side" and help them see that they are poor and help motivate them to want to change the systems of economic injustice. It's true that Sylvia is more determined by the end of the story, but she's still very bitter toward Miss Moore and doesn't seem to have accepted the older woman's ideas quite yet.

Miss Moore is considered an outsider in "The Lesson" due to her college degree and "proper" sense of decorum, which distinguish her from other inhabitants of the neighborhood. The first paragraph reveals that her "nappy hair and proper speech and no makeup" bring about the children's laughter and hatred. Her speech patterns and hospitality gestures, including gifts of "some sachet she’d sewed up or some gingerbread she’d made or some book," are seemingly unappreciated when shared on neighborly visits. Although the adults gossip about her behind closed doors, they nonetheless allow Miss Moore to enrich their children's experiences with outings and instruction, as she considers herself responsible for their education. The children are regularly required to dress up for and devote free time to Miss Moore's lessons, which they find particularly irritating.
On the day in which the story takes place, Miss Moore takes a group of children from their poor neighborhood to ritzy Fifth Avenue in Manhattan. Her talk on wealth distribution and inequality is initially met with ridicule, but the children better understand the concept after viewing extravagantly priced toys at FAO Schwarz, which they desire but could never afford. The following quote demonstrates the successful completion of the day's lesson, including Sylvia's inner turmoil at being disturbed by inequality, despite a desire to remain indifferent.

“Imagine for a minute what kind of society it is in which some people can spend on a toy what it would cost to feed a family of six or seven. What do you think?”
“I think,” say Sugar, pushing me off her feet like she never done before, cause I whip her ass in a minute, “that this is not much of a democracy if you ask me. Equal chance to pursue happiness means an equal crack at the dough, don’t it?”
Miss Moore is besides herself and I am disgusted with Sugar’s treachery. So I stand on her foot one more time to see if she’ll shove me. She shuts up, and Miss Moore looks at me, sorrowfully I’m thinkin. And somethin weird is goin on, I can feel it in my chest.

Sylvia ultimately declares that "ain’t nobody gonna beat me at nuthin," revealing newly acquired motivation and introspection as the story concludes.

What is the verse form of "Macavity the Mystery Cat"?

The fundamental elements of poetic form are line breaks, rhythm, metrical feet, and rhyme. T.S. Eliot's playful poem "Macavity The Mystery Cat" is part of his larger work Old Possum’s Book of Practical Cats. A modernist poet, Eliot preferred variations of nontraditional structure. In "Macavity," line breaks are not structured in traditional stanza form. Instead, the form is that of modern poetry paragraphs, or strophes. The poem's strophes all have different numbers of lines and different metrical lengths of each line.
Although the foundational meter is iambic octameter, Eliot doesn't hold himself to this form. Some lines have as few as three metrical feet, forming iambic trimeter (e.g., "his eyes / are sunk- / -en in"). Eliot uses other metrical devices that mark his poem as being of a uniquely modern form. For example, there occasionally appear extra weak syllables in opening feet as well as extra weak syllables at a line's end, illustrated by the following two examples.

"But I tell / you once / and once / a-gain" . . .
"His brow / is deep- / -ly lined / with thought, / his" . . .

Eliot's rhyme scheme is generally that of AABB couplets, although the playfulness of Macavity's misadventures breaks out in unexpected rhyme scheme variations. One variation is AA BB BCB, seen in Macavity/gravity, stare/there, air/again/there. Another is ABACD, seen in this poetic paragraph:

Macavity’s a ginger cat, he’s very tall and thin;You would know him if you saw him, forhis eyes are sunken in.His brow is deeply lined with thought, hishead is highly domed . . .
http://www.english-for-students.com/macavity-the-mystery-cat.html

https://modernism.courseresource.yale.edu/

"Macavity, the Mystery Cat" by T.S. Eliot is a comic poem. As is typical of comic verse, the poem uses occasional anapestic substitutions, which give an effect of speed and energy. This means that in scanning the poem, readers must be careful to mark correctly the extra weak syllables.
The overall meter of the poem is iambic octameter, meaning that the base pattern consists of eight iambs per line. An iamb is a pattern of a weak syllable followed by a strong syllable. An anapest is a pattern of two weak syllables followed by a strong syllable and an "anapestic substitution" means that one finds anapests in places one would normally expect iambs, but with an average of under one or two a line at most, so that the meter is not predominately anapestic. An example of this is (note strong syllables are bolded):
He's the bafflement of Scotland Yard, the Flying Squad's despair:
The rhyme scheme is couplets, i.e. AA BB CC DD. These couplets are arranged into stanzas of four, six, or eight lines.

The verse form for "Macavity, the Mystery Cat" is a conventional one for a lyric poem—it's mainly in iambic octameter. That means there are eight iambic feet to each line. For example:

Macavity, Macavity, there's no one like Macavity,

The rhyme scheme of the poem is a standard lyrical one: AABB. The meter and the rhyme scheme combine to give the poem a sing-song quality, making it easy to read, especially out loud. Eliot also uses a number of literary devices such as personification. This is where something that isn't human is given human qualities:

He's outwardly respectable. (They say he cheats at cards.)

Cats don't play cards, of course, but personification brings out Macavity's mysterious double nature.
Then we have repetition, used here, as is often the case, to emphasize a point. The point in question is Macavity's notorious elusiveness:

Macavity's not there!

A simile is a figure of speech in which two dissimilar things are compared using the words "like" or "as." Obvious examples would be "as strong as an ox," or "like a rolling stone." The following simile is especially good at capturing the essence of Macavity's sly, slithering nature:

He sways his head from side to side, with movements like a snake.
https://monologues.co.uk/Childrens_Favourites/Macavity.htm

What is the summary of Sadako and the Thousand Paper Cranes?

Eleanor Coerr’s novel is based on a true story about a girl stricken with radiation-induced leukemia and incorporates Japanese legend. The work illustrates how one child made the white crane a worldwide symbol of peace and healing. Sasaki, who was two when the bombing occurred in August of 1945, developed concerning symptoms by her twelfth birthday: swollen lymph nodes and discolorations of her lower extremities. Diagnosed with leukemia, her prognosis was grim: doctors believed Sasaki had only a year to live.
According to Japanese legend, if a sick person creates a thousand origami cranes, the gods will restore them to health. Bedridden and hoping for a miracle, Sasaki took up origami and began folding cranes. In Coerr’s fictionalized retelling, Sasaki only managed to create 644 cranes before her death on October 25, 1955. Friends and classmates finished the remainder, which were then buried with her.
Three years after her death, a memorial was erected in her honor in Hiroshima Peace Park. Many visitors still leave origami cranes near her statue, especially on the Japanese holiday, Obon Day, which is dedicated to honoring one’s ancestors.

What are some "American rules" that Waverly's family adopts?

The Waverley family also adopts other American rules such as giving the children American names.
For example, Waverley's mother names her daughter Waverley Place Jong, after the street the family lives on. Waverley uses this important name on official American documents. Her mother likely chose the name because it follows the American tradition of having first and middle names.
The family also adopts the way Americans calculate age. In the text, Waverley tells us that, when the Santa at the First Chinese Baptist Church asks her how old she is, she answers that she is "seven according to the American formula and eight by the Chinese calendar."
Waverley's family also adopts another important American "rule": the importance of discovering truth for oneself. This spirit of independence is greatly cherished by Waverley's mother. When Waverley complains that the rules of chess are confusing, her mother tells her to make sense of it for herself. So, Waverley makes her way to the Chinatown library and borrows some books about chess. Then, she sets out to learn the rules, strategies, and tactics of the game. By doing so, she becomes a national chess champion at nine years old.

Arguably the biggest "rule" that Waverly's family adopts within the story is that of the pursuit of the American Dream. This rule manifests as the firm belief that if an individual only works hard enough and persistently enough, she can achieve whatever she wants or be whoever she wants. It is a philosophy firmly rooted in the optimistic nature of Americans. We see this "rule" manifest when Waverly's mother insists that Waverly can be the best at anything and that she may even become a prodigy. 
On a more literal level, Waverly's family gives their children American names and makes large efforts to fit in with American customs, including attending church and celebrating Christmas. They also make room for a shift in gender dynamics, with Waverly's chores (a traditionally feminine duty) being passed along to her brothers in order to make more time for her chess practice. 

Waverly and her older brothers adopt American rules when they visit the First Chinese Baptist Church to receive Christmas gifts. When Santa asks Waverly if she believes in Jesus Christ, she says yes so she can receive her choice of the Christmas gift boxes the chuch is giving out. When Waverly's brother, Vincent, receives a used chess set with missing pieces, Waverly's mother tells him to throw it away. Instead, he disobeys, and the children keep the chess set. 
When Waverly begins to play in chess tournaments against strangers, she is following American rules, not Chinese rules. As Waverly says, "They would have American rules. If I lost, I would bring shame on my family." The idea of playing against strangers and possibly bringing shame to the family is American, but Waverly's mother relents and lets her daughter play in the tournaments. After Waverly becomes a chess prodigy, she violates many Chinese rules. She is allowed to practice chess all the time and not do work, which is contrary to the Chinese tradition of the daughters doing the work around the house. In the end, Waverly's chess playing starts her down a path of becoming far more independent than the traditional Chinese daughter and playing by American rules than traditional Chinese rules.

Give a character sketch of Mr. Otis and Mrs. Otis.

Mr. and Mrs. Otis are both robust, all-American figures. We learn that Mrs. Otis has a fine "constitution" and is the picture of health. Neither she nor Mr. Otis initially believe in ghosts and both have a practical, down-to-earth, can-do attitude towards life. Both come to believe in the ghost when they see Sir Simon, but they are not afraid of him. Mrs. Otis offers him medicine when she thinks he looks ill.
Both characters appreciate and represent the American lifestyle. Mrs. Otis organizes a clambake, a decidedly American event. Mr. Otis is pointedly not impressed with British aristocracy or British pageantry. He doesn't want Virginia to accept the jewels the ghost gives her for helping him to his final rest. He believes such luxurious baubles are contrary to the simple spirit of American democracy. Yet we are told he is a proud father when he walks Virginia up the aisle to marry the young duke.

Major events from 1820 to 1865.

There is some room for variation in this answer because I'm not sure whether the question is asking for major historical events within a certain country (like the United States) or if the answer can include world events. Additionally, there is some room for personal opinion to influence the answer. Some people are going to view certain events as more important and critical to that time period than other people.
As a general time period, those dates are during the Industrial Revolution. A lot of things happened during this time period, but in general it caused a shift from a rural, agrarian society to an urban, industrial society. Below I'll list some more specific events that occurred during that forty-five-year period:
1820: Maine becomes the twenty-third state.
1821: Napoleon dies.
1821: Missouri becomes the twenty-fourth state.
1823: The Monroe Doctrine instigated a United States policy that opposed European colonialism in the Americas.
1826 or 1827: The first photograph is taken by Joseph Nicéphore Niépce. The date is up for some interpretation.
1828: The Democratic Party is created.
1830: The Book of Mormon is published.
1836: The Battle of the Alamo. Also in this year, the Colt Revolver and John Deere Steel Plow are invented.
1844: Samuel Morse sends first electrical telegram.
1846–1848: The US and Mexican War.
1848: Gold is discovered in California and the Gold Rush is sparked.
1852: Uncle Tom's Cabin is published.
1860: Lincoln is elected President, and the Henry repeating rifle is invented.
1861–1865: The Civil War in the United States.
https://www.hrc.utexas.edu/exhibitions//

What is reed in "THE HAPPY PRINCE" BY OSCAR WILDE

In the story, the Swallow's love for the Reed keeps him from accompanying the other birds to Egypt. The Swallow courts the Reed all summer, despite the warnings he receives from the other birds about how "ridiculous" his attachment to her is, that she has "no money" as well as "far too many relations" (all of the other reeds down at the river).
The other birds turn the Swallow against the Reed, and then they depart for Egypt; the Swallow began to think of the Reed as a "coquette" because she "is always flirting with the wind." The Swallow wants to travel and see the world, and he decides that the Reed is too domestic for that life. When the Reed refuses to go away with the Swallow, he gets angry and flies away, and this is when he first sees the statue of the Happy Prince.
Of course, the Swallow fails to join his friends in Egypt once the Prince begins to ask the bird to stay and help him. Despite the cold, the Swallow says, he feels quite warm after helping one of the poor villagers who benefits from the Prince's generosity. The Swallow eventually decides never to leave him.
Perhaps, then, the Reed represents something other than this kind of generosity—when the Swallow gets to help people and make a difference in the lives of others, he is willing to sacrifice even his own life, something he was not willing to do before for the Reed. Maybe, then, the Reed represents more egotistical desires, and may imply that we must abandon these before we can really serve our fellows and make a difference in the world. In addition, the Reed refuses to leave her home, just as the Prince's home is of paramount importance to him, and the Swallow did not understand this when until he met the Happy Prince. Perhaps this is meant to illustrate, through the Swallow's behavior, the value and importance of home.

"The Happy Prince" is one of a collection of short stories for children written by Oscar Wilde.
In the narrative, the Happy Prince was once a real live human being, but is now a statue that is personified throughout the story. In the beginning, all the people who live in the city where the Happy Prince rests on his column admire him for his golden beauty and because they believe he is constantly happy, unlike them.
Other non-human things are personified as well. The Reed is an actual, literal reed, a tall plant growing near a river. A Swallow falls in love with the Reed after being "attracted by her slender waist" but eventually leaves the Reed behind, because she's not much of a conversationalist. The other Swallows say she has "no money, and far too many relations," because Reeds are growing all over the river.

Why was Velutha arrested?

Velutha (which, ironically intended by Roy, means "white" in Malayalam, Kerala's most widely spoken language) was accused for the drowning of the twins' young cousin, Sophie Mol. Sophie, being half Caucasian and half Indian, was always praised for her light skin and hair, opposed to Ammu's children, both dark-haired and dark-skinned. The true reason behind Velutha's arrest, however, is the very fact that, although an "untouchable", a pariah, an outcast who should never mingle with others but the members of his own caste, he dared to befriend Ammu and her children and later become even Ammu's lover. He crossed the limits set by a part of the Indian society which does not tolerate equality and was punished for that. 

The novel The God of Small Things is author Arundhati Roy's most well-known work, published in 1997. The story is centered on a Syrian family living in southern India from the 1960s to the 1990s. 
In the Indian caste system, Velutha is a paravan— an untouchable. He works for Mammachi's Paradise Pickles and Preserves factory as a repairman, and he and Ammu, who is above him in the caste system, eventually have a forbidden affair. When Velutha's father discovers the affair and tells everyone, Baby Kochamma and Mammachi trap Ammu in her room, and Mammachi fires Velutha. 
Velutha is beaten and arrested by the police because Baby Kochamma falsely reports to the police that Velutha tried to rape Ammu. Baby Kochamma also liess and says that Velutha kidnapped Rahel, Estha, and Sophie Mol, when in reality the 3 children ran away on their own. Tragically, Velutha dies at the police station because he was beaten so brutally.

What does it mean to have a “civic duty”?

A civic duty is something that a person does out of a sense of responsibility to society. It may or may not be punishable by law. For example, serving on a jury is part of civic duty. While it is illegal to ignore a jury summons, many people try to get out of it. By serving, one shows one's willingness to ensure that society functions. Voting is another civic duty. Legally, one is not punished if one does not vote; however, by voting, one demonstrates that he or she is willing to take part in a world outside of oneself and be an active participant in democracy.
The concept of civic duty goes back to an idea of "virtue" which was held during the Enlightenment. Having "virtue" meant that one took part in the civic life of a community without the expectation of a direct and immediate reward. One does not personally get anything for voting, but one's participation ensures that the government can hopefully best protect the rights of all.

Discuss the theme of the anguish of living in a world divided by relentless conflict based on one or more poems by Celan, Ryuichi, Amichai, Darwish, Szymborska or Harjo from our reading list. What is/are the represented conflict(s) and reaction(s) to the conditions of conflict? The poems are Paul Celan's “Death Fugue,” Tamura Ryuichi's “October Poem,” Yehuda Amichai's "Sort of an Apocalypse" and "God Has Pity on Kindergarten Children," Wislawa Szymborska's “The Terrorist, He Watches,” and Mahmoud Darwish's "Identity Card."

Celan's "Death Fugue" addresses the theme of anguish caused by conflict and division from a very personal point of view. Celan was a Romanian Jew who, during the Second World War, was compelled by the Nazis to endure a forced labor camp. In this poem, Celan uses repetition—"Black milk of morning we drink you at dusktime" and "we drink and drink"—to represent the relentless monotony of what he was forced to endure. The structure of the poem is at once cyclical and fragmentary, suggesting that existence felt confusing and surreal, almost dreamlike; the Jews in the poem are treated akin to animals, as the German "whistles his Jews" and commands them to dance. The image of the "black milk" occurs at all times of day, seeming to symbolize something rotten the Jews are forced to drink. Milk is so universally equated with whiteness that the image of "black milk" jars the reader, representing a world that is completely opposed to the way it should be. Similarly, the "snakes" cultivated by the unknown German man seem to have a demonic connotation, like the archetypal snake of Western cultural understanding. "Death is a gang-boss aus Deutschland" is a phrase repeated over and over: Death is something dealt upon the Jews by their German commanders for reasons they do not understand.
Their situation is confused and surreal, and Celan leaves us with the final image of "your golden hair Margareta / your ashen hair Shulamite." Shulamite is the protagonist in the Song of Solomon, or a person from Shula, while Margareta appears to be the German commandant's girlfriend at home. The juxtaposition of these two lines at the end of the poem underlines the ultimate confusion felt by the speaker, as the two women seem to be both equated and opposed (one is dark, and the other is fair). Both Jews and Germans are only people, but the German's woman is "golden," while the Jewish woman is "ashen," as if bound for the fire.
In Celan's poem, the most compelling aspect of the speaker's anguish is in its endlessness, its repetitiveness, and the fact that he cannot understand either his own situation or how he came to be in it. The behavior of the people involved in this conflict makes no sense to him; the sheer senselessness of being asked to "scoop out a grave in the clouds" gives the entire circumstance a sense of being in a bad dream.

Single Variable Calculus, Chapter 2, 2.5, Section 2.5, Problem 44

If a function $f$ is continuous on $[0, 1]$ except at $0.25$ and that $f(0) = 1$ and $f(1) = 3$. Let $N = 2$. Sketch two possible graphs of $f$, one showing that $f$ might not satisfy the conlusion of the Intermediate Value Theorem and one showing that $f$ might still satisfy the conclusion of the Intermediate Value Theorem.







The first graph does not satisfy the Intermediate Value Theorem since the function is discontinuous at the given interval $[0, 1]$ and $N= 2$ does not intersect the given function at any point.



Suppose that we add another function $f(0.25) = 2$ as shown in the graph below.








Therefore, the function is now continuous on the interval (0,1) and satisfies the Intermediate Value Theorem.

What are some themes for this book?

The general theme in Toni Morrison's novel Home is a combat soldier's difficulty adjusting after returning home from war. Morrison's narrative is explicit in describing the dehumanized state of Korean people, as witnessed by the novel's protagonist, Frank Money.
After witnessing such horrors, the expectation is that, once he returns home to the country that he served, he will be welcomed and comforted. However, because Frank is a black veteran, he is not met with warmth and gratitude.
His sense of "home" has always been tenuous. He is the son of sharecroppers who were forced out of Frank's first home by white supremacists, "both hooded and not." The choice was: leave Bandera County, Texas within twenty-four hours, or die. Thus, another important theme of the novel is how difficult it is for black people, particularly within the context of the virulently racist 1950s, to find a place to call home.
Frank's ravaged state of mind—the result of an inability to cope with trauma—could be a metaphor for a collective sense of being haunted by past torments. It could also refer to an inability to find ease or comfort within one's homeland—a place no less hostile than a war zone for black people.

I have some questions about an assignment concerning "The Oval Portrait" by Edgar Allan Poe. Who narrates this story? Is he a reliable narrator? Should we trust his version of events that evening? Who was Elizabeth Siddall? What impressions do the paintings of her and her story make upon you? In what ways might we connect Siddall with Poe’s story?

In Poe's short story entitled "The Oval Portrait," the unnamed narrator is in Italy where he is in a "desperately wounded condition." In order to get the narrator out of the damp air his valet has located an abandoned chateau in which they stay the night. Since the narrator is in a weakened condition his observations and impressions while he is there may be unreliable, especially since he admits to an "incipient delirium."
While the narrator rests in these small, richly furnished rooms he tries to rest by regarding the "very spirited modern paintings displayed on the walls." He also peruses a small book that contains descriptions and criticisms of these paintings. When he moves the candelabrum so that the light will fall more directly upon this book the narrator notices that a small niche which has been in the dark is now illuminated. Within this previously darkened niche there is a portrait of a beautiful woman. This portrait particularly arrests the narrator's attention because of the impression that the narrator receives as he looks at it:

Could it have been my fancy, shaken from its half-slumber, had mistaken the head for that of a living person?

The narrator is transfixed by this portrait. After he replaces the candelabrum to its original place and again darkens this niche, he turns to the volume which contains a discussion of the oval portrait.
It is with this description and its accompanying tale of the artist and his model, who was also his wife, that the allusion to Elizabeth Siddall comes into play. Elizabeth Siddall was a model for several Pre-Raphaelite painters. One of these artists was Dante Gabriel Rossetti who was so captivated by her beauty that he painted her obsessively and later married her after a tumultuous on and off romantic relationship that spanned a decade. When she gave birth to a stillborn daughter Elizabeth went into a deep depression. Her existing addiction to laudanum worsened and she died of an overdose two years later. 
According to the tale contained in the volume which the narrator peruses, the artist who married the beautiful young woman later insisted upon painting her. But, because his art was her rival for affection and love, the young wife did not wish to be a model for her beloved husband. Nevertheless she sat for him because she was "humble and obedient." However her husband, who was "passionate and wild and moody," did not notice that the wife's long hours spent sitting for him drained her of her strength and spirit. For in his artistic ardor he rarely turned from the painting to regard his wife who "pined visibly." Tragically the obsessive painter failed to realize that as he added colors to the portrait, he stole from his wife her "lifeblood." Much like Elizabeth Siddall, the lovely wife lost her will to live and, as he turned to her, the husband realized she was dead.

The anonymous narrator is a man who is traveling accompanied by his valet. The presence of a valet suggests that he is relatively wealthy and the language and sophistication of the impressions suggest that he is well educated. He also mentions that he was somehow wounded and may be delirious from his wounds. Thus he is not an entirely reliable narrator; while he has no motive for dishonesty, being tired and wounded means his perceptions may not be accurate. 
There is a second narrator as well, the anonymous writer of the volume of descriptions of the paintings. It is written in the third person and we are given no information in the story about the nature or identity of the writer. 
Elizabeth Siddall/Siddal was a model who was painted by members of the Pre-Raphaelite brotherhood including Dante Gabriel Rossetti (who married her), Millais, and Ruskin. She was generally frail and died at the age of 33, perhaps as a result of posing in icy water as Ophelia for Millais. Rossetti (who had been a rather neglectful and unfaithful husband) buried the only copy of many of his poems in her coffin. Since Siddal died in 1862 and Poe's story was written in 1850, the story is not about Siddal per se.

What is one criticism of ethical relativism?

Since you have placed this question in the Business section, I assume that you are asking with regard to business ethics.  I will therefore use an example from the world of business in this answer.
In general, the major criticism of ethical relativism is that it says that there are no actions that are inherently good or bad.  Ethical relativism holds that an action is only good or bad if the society we live in says that it is.  What this means is that an action that is good, for example, in the United States could be bad in China, or vice versa.  The major criticism of ethical relativism is that it means that there is no such thing as absolute wrong or right.
Let us look at an example from the world of business.  In some times and places, people have thought that it was ethical to sell defective products to consumers.  If the consumers could not tell that the product was defective, that was their problem.  Imagine that you come from a country where this sort of thing is considered unethical.  According to ethical realism, it would be fine for you to go and sell defective products in some other country as long as the people in that country felt such a thing was actually ethical. 
This sort of thing is a reason why people criticize ethical relativism.  They think that some actions are wrong no matter what the people in a given country believe.  They criticize ethical relativism because it denies that some actions are wrong in all places.
https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/ethical-relativism/

How does the Party control “matter” if, as Smith asks, it cannot control things like gravity or disease, or even O'Brien aging?

In response, O'Brien says that the Party does not need to control matter. It does not need to control gravity or other physical laws. Why? Because the Party controls people's minds. According to O'Brien, it is far more significant to control a person's mind than it is to control the physical world. The reason for this is simple: if you control a person's mind, then you are able to control the reality that they perceive. O'Brien uses an example to illustrate this idea:

I could float off this floor like a soap bubble if I wish to. I do not wish to, because the Party does not wish it.

In this example, O'Brien is not saying that he could actually float off the floor—that is against the laws of nature. However, by psychologically manipulating people into believing that he could do this, it would create the illusion of floating off the floor. He could, therefore, alter their perception of reality through manipulation.
The Party, therefore, does not need to control matter, like gravity or aging, because it has something far more powerful—that is, the ability to change how people perceive reality. As long as the Party can maintain its grip on people's minds, it will be able to control their understanding of the world.

Why did the Berlin Conference fail at its mission?

The Berlin Conference took place between November 15, 1884, and February 26, 1885. The organizer of the proceedings was Otto von Bismarck, the Chancellor of Germany. Although representatives of 14 nations were in attendance, the main participants were those who had interest in and the ability to colonize Africa. These included Belgium, Germany, France, Great Britain, and Portugal. The purpose of the conference was to formalize the scramble for territory in Africa that had begun among European colonizing powers.
The General Act of the Berlin Conference stipulated a number of points. Agreements reached during the conference included the abolition of slavery throughout Africa. Belgium would retain control of the territories in the Congo that it already occupied, but this area would be considered the private property of King Leopold of Belgium. Ship traffic could move freely on the Congo and Niger Rivers, and the Congo Basin was open for free trade for all of the 14 signatory powers. Regions were defined in which each of the powers in Africa had control. The powers argued over a principle of effective occupation, which meant that they could only retain control over colonial lands in Africa if they established physical occupation, flew their flag, undertook administration, and maintained treaties with local leaders. A compromise was reached on this point which effectively turned the colonization of the interior into a free-for-all.
The main reason that the Berlin Conference failed is that it did not take into account the needs of the African people. The European powers divided up Africa into territories as it suited them, completely disregarding local geographical factors, tribes, languages, and ethnicities. As a result, the arbitrary boundaries instituted at the Berlin Conference and afterwards are largely responsible for the strife and violence that has long plagued the African continent. Additionally, the decisions at the Berlin Conference brought about appalling colonial oppression of African peoples by European colonizers. Because of the colonial divisions that originated at the Berlin Conference, Africa also got caught up in the bloodshed of World War I and World War II.
https://historyplex.com/summary-significance-of-berlin-conference-of1884-85

https://www.oxfordreference.com/view/10.1093/acref/9780195337709.001.0001/acref-9780195337709-e-0467

https://www.sahistory.org.za/article/berlin-conference

The Berlin Conference was an attempt by Leopold II of Belgium to prevent any outbreak of aggression or hostility between France, Britain, and Germany when Germany began to expand into Africa. The Berlin Conference was meant as an opportunity for a dozen European countries and the United States of America to discuss and refine their policy towards Africa and come to an agreement that would be satisfactory for all parties concerned.
It did not altogether fail in its mission; it was agreed that all signatories would be able to trade freely through the disputed Congo Basin and that anyone attempting to possess a new part of Africa would have to notify the other signatories. However, the obvious difficulty here was that the conference still considered it "legal" to occupy parts of Africa provided that other European countries agreed to this. Furthermore, the wording of the Principle of Effective Occupation was vague and allowed the loophole that countries could occupy inland areas without obeying all the principles. This led to an argument between the French and the Germans about what the agreement actually entailed; British opinion was that because Germany had not long held any African territories, it was nitpicking over the terms of the agreement (knowing it could not gain any land) in an attempt to force France and Britain to surrender their own lands.
Ultimately, the conference did fail to set any strict guidance as to what responsibilities the European countries had in Africa and did not rigorously force any country to properly administer any land it conquered.

Who is Jacques Lacan and why are his theories significant?

Jaques Lacan was a French psychoanalyst who critiqued Freudianism and rose to prominence in the mid-to-late 20th century. He became controversial both for his theories and the way he conducted psychoanalysis, sometimes ending the standard 50-minute session very early and sometime letting it run very late. He thought for himself and was not prone to follow the rules.
Lacan became important to feminists because of his critique of Freud. He is famous for stating that Freudianism defines woman as a non-sequitur. Non-sequitur means "it does not follow." According to Lacan, Freud understands a woman as defined by lack—lack of a phallus. Lacan said this made no sense—a woman was never meant to have a phallus, so it doesn't follow that she "lacks" something she was never meant to have. This gave feminists an opportunity to define women in a more positive way, not merely as inferior versions of men.
Lacan was also important in emphasizing the symbolic over the literal. For example, he said men are not afraid of physical castration, as Freud argued, but that this castration anxiety symbolizes the more general fear of losing something important. He saw the unconscious as more about language and the imaginary than reality, which made him beloved both of post-structuralists (of which he was one) and literary types.
This doesn't begin to do justice to the depth and wide-ranging complexity of Lacan's work, but is a start.

What is ironic about Gulliver using his glasses as a shield in a military operation?

In chapter 5, Gulliver embarks on a military mission to capture the Blefuscudian fleet. As Gulliver begins to fasten each of his hooks into the Blefuscudian ships, he is attacked by the Blefuscudian army. The Blefuscudians begin shooting Gulliver with tiny arrows as he fastens their ships together, and Gulliver is forced to wear his glasses to protect his eyes from the flying arrows. Gulliver then successfully drags the Blefuscudian fleet away without being seriously injured. It is ironic that Gulliver uses his spectacles as a shield during the military operation, because glasses are typically used improve one's eyesight and help them see the world. Glasses are essentially open portals that allow a person to view the world around them in a higher resolution. However, Gulliver uses his glasses to block out the world and prevent the tiny arrows from hitting his eyes. Ironically, Gulliver's glasses act as protective walls rather than open portals that improve his vision.

In what ways, and to what extent, did contact among Native American Indians, Africans, and Europeans challenge the world-views of each group?

Africans and Europeans had already had some contact with one another for centuries, since it is possible to travel between the two continents by land or sea without crossing a whole ocean. In contrast, Native Americans were very isolated from Europe and Africa for thousands of years, as the landbridge that their ancestors traveled across flooded over and remained impassible. Still, many important differences between African and European cultures persisted into the era of European colonial expansion (and to some extent do still persist today).Once Europeans began to colonize North America, they came into contact with Native Americans for the first time. While both cultures had many commonalities---they spoke language, they wore clothing, they used agriculture, they traded with their neighbors---there were radical differences in worldview between the colonists and the natives. The colonists came from a society based on a mercantilist monetary economy, where one of the chief goals of entire countries was to extract and amass as much gold as possible. They also were predominantly believers in Christian religion, and sought to spread Christian religion wherever they landed.The natives, on the other hand, lived primarily in tribal societies or intertribal coalitions (such as the Iroquois Confederacy), and did not use a monetary system or place any special value on precious metals. Native religions were predominantly animist, based on the worship of nature, animals, and human ancestors. While many assume that this worship of nature must have led to better ecological sustainability, it's not clear how much this was actually true; while in some ways Native American societies were ecologically sustainable (their forestry management was excellent), in other ways they were not (they caused a number of major extinctions of large animals). African societies were in many ways similar to Native American societies in their structure, though they had much more extensive influences from Europe and Asia. Christianity and Islam were already influential in Africa by the 16th century, and African cultures were already somewhat accustomed to the trade of gold and gemstones. While Native Americans were primarily agricultural societies, a significant proportion of Africans were hunter-gatherers. Still, the basic tribal structure was typically quite similar, and the distinction between nomadic farmers and hunter-gatherers is not always very large.The Christian and mercantilist ideas of Europeans had large, prolonged influences on both African and Native American cultures. Infamously, Europeans introduced new institutions of slavery, applied to both Native Americans and Africans. While both Native American and African cultures had forms of slavery prior to contact with Europeans, it was the application of European markets that expanded slavery into the global institution it became. Previously slaves were largely prisoners of war, traded for diplomatic reasons; after Europeans arrived they were treated as capital assets to be bought and sold on an open market. Today we can see an almost total transformation of African and Native American worldviews effected by European ideas. Today, the majority of Native Americans and Africans are Christian. While some try to hold onto their ancient tribal structures, most African and Native American societies are now structured according to the European model of civil government and a money-based market. In the US we have become accustomed to Native American-owned casinos and banks---yet this could hardly be further from how Native Americans lived a thousand years ago.Conversely, Europeans were not as heavily influenced by Native American and African worldviews. Hardly any adopted Native American religions, and they maintained their same basic structure of government and money-based markets, which eventually evolved into modern industrial capitalism. However, they could hardly avoid being influenced altogether.  They learned many agricultural techniques from Native Americans, and restructured their diets to incorporate foods grown in North America such as corn and potatoes. Where Europeans brought the Native Americans alcohol, they received tobacco in return---and in both cases the new drug was thoroughly embraced.Another potential Native American influence on European ideas relates to the US Constitution. While the U.S. certainly borrowed greatly from European ideas of democracy, some historians argue that it is possible that an additional influence may have come from the Iroquois Confederacy and its federalized system of central authority with certain powers delegated to smaller, local authorities. 
http://nationalhumanitiescenter.org/tserve/nattrans/ntuseland/essays/threeworlds.htm

https://prezi.com/z6tc8rnbgmeq/similarities-and-differences-between-western-africans-and-native-americans-before-1550/

https://www.inquisitr.com/1207105/native-american-and-european-american-worldviews-collide/

What are two reversible errors that an appeals court might grant to someone convicted of a crime? Provide a hypothetical example of each.

Reversible errors in a criminal case that an appeals court may consider sufficient to overturn a conviction usually result from the denial of a defendant's constitutional rights, which in judicial parlance are called "structural errors."
An example of a structural error that deprives a defendant of their constitutional rights would be if the appeals court found racial discrimination in the selection of a grand jury that issued the indictment. The US Supreme Court found in United States vs. Gonzalez-Lopez (2006) that structural errors that increase "the likelihood of a trial outcome unfavorable to the defendant” must lead to the overturning of a conviction.
Ineffective assistance of counsel is another common structural error cited by defendants when appealing a conviction. An example when ineffective assistance of counsel would be not providing a defendant information about a potential conflict of interest—say, a prior working relationship with one of the prosecution witnesses.

What do we learn happens to the people when they die? How do Bernard and Lenina respond to this ?

In Brave New World, people are cremated after they die and then forgotten.
As Bernard and Lenina fly around in their helicopter, they see the four chimneys of the Slough Crematorium. It is lit up so helicopters don't crash into to it. It is described as "majestic" and also as a "landmark."
Bernard and Lenina have no fear of death or the crematorium. Bernard notes with approval that the crematorium is able to capture and recycle 98 percent of the phosphorus from a person's body. He says:

“Fine to think we can go on being socially useful even after we’re dead. Making plants grow.”

Lenina is similarly practical, but having been conditioned to feel that she, as a beta, is superior to the lower castes, she is surprised that their bodies produce as much phosphorus as upper caste bodies.
Bernard and Lenina's casual and pragmatic approach to death as a natural process is a result of their conditioning. We learn that:

Every tot spends two mornings a week in a Hospital for the Dying. All the best toys are kept there, and they get chocolate cream on death days. They learn to take dying as a matter of course.

This is a sharp contrast to John the Savage, who grieves deeply when his mother dies and doesn't understand why children are all around the hospital.

How does Telemachus take initiative in becoming mature throughout the book (use quotes)?

Homer's epic poem The Odyssey is really a story of two men's journeys. Most people know of Odysseus' journey home to Ithaca since he is the main character and the epic poem's namesake. But Odysseus' son, Telemachus, goes through his own journey to adulthood in the book. Throughout the story, readers see Telemachus transform from a worried boy into a brave man. A lot of Telemachus's journey is featured in the first four books of the epic poem, and these four books are often called the Telemachy for this reason. However, one must read the whole epic to see Telemachus's journey to complete maturity.
One instance of Telemachus's developing maturity occurs in the very first book of the epic when he decides to stand up to many unruly suitors who have taken over part of his family home. They are there to court his mother, Penelope, in hopes of marrying her and taking over the kingdom. Telemachus is "sitting among the suitors" (book 1, line 132) and watches them take over. He does nothing at first, as his "heart [is] obsessed with grief" (book 1, line 134). He is sad, he misses his father, and he appears hopeless. A bit later, Penelope attempts to push back against their advances. Telemachus decides to be brave and he tells his mother that he will handle them, saying: "Mother, go back to your quarters. . . . As for giving orders, men will see to that, but I most of all: I hold the reins of power in this house" (book 1, lines 408–414). He tells the suitors, "You must leave my palace! See to your feasting elsewhere" (book 1, lines 430–1).
Telemachus then becomes inspired to go out exploring to find news of his father, Odysseus. He travels from island to island and speaks with many of Odysseus's peers. When he speaks with a man named Menelaus, Menelaus tells Telemachus that he is becoming wise and brave. Menelaus says to him, "Not even an older man could speak and do as well. Your father's son you are" (book 4, lines 228–9). Comparing Telemachus to Odysseus says a lot about Menelaus's level of respect for Telemachus as a mature man; he is not a boy.When Odysseus finally returns home after twenty years away, Odysseus knows he must fight off the suitors who have been trying to take over his kingdom and marry his wife. Telemachus is ready to help him do this gruesome job, which shows Telemachus is braver and more mature than he was at the start of the epic poem. He no longer sits idly by. Instead, Telemachus is bold enough to criticize his father's plan and suggests other ways to fight the suitors. He says, "I'm hardly a flighty, weak-willed boy these days. . . . I think your last plan would gain us nothing. Reconsider, I urge you" (book 16, lines 343–7). The men go on to defeat the suitors and protect their reign over the kingdom of Ithaca.Telemachus's road to adulthood and full maturity is an interesting journey to follow.

Single Variable Calculus, Chapter 2, 2.4, Section 2.4, Problem 33

Show that the another possible value for $\delta$ that would satisfy the $\lim \limits_{x \to 3} x^2 = 9$ is $\delta = \text{ min } \left\{ 2, \frac{\varepsilon}{8}\right\}$


From the definition of the limit

if $0 < | x - 3 | < \delta$ then $|(x^2 ) -9 | < \varepsilon$

To associate $|x^2 - 9|$ to $|x - 3|$ we can factor and rewrite $|x^2 -9|$ to $|(x + 3 )(x - 3)|$ to obtain from the definition

if $0 < | x - 3| < \delta$ then $|(x + 3)(x -3)| < \varepsilon$

We must find a positive constant $C$ such that $|x + 3 | < C$, so $|x + 3| |x - 3| < C | x - 3|$

From the definition, we obtain

$C | x - 3 | < \varepsilon$

$|x - 3| < \frac{\varepsilon}{C}$

Again from the definition, we obtain

$\displaystyle \delta = \frac{\varepsilon}{C}$

Since we are interested only in values of $x$ that are close to $3$, we assume that $x$ is within a distance $2$ from $3$, that is, $|x - 3| < 2$. Then $1 < x < 5$, so $x+3 < 8$

Therefore, we have $| x + 3| < 8$ and from there we obtain the value of $C = 8$

But we have two restrictions on $|x - 3|$, namely

$\displaystyle |x - 3|< 2$ and $\displaystyle |x - 3| < \frac{\varepsilon}{C} = \frac{\varepsilon}{8}$

In order for both inequalities to be satisfied, we take $\delta$ to be smaller to $2$ and $\displaystyle \frac{\varepsilon}{8}$. The notation for this is $\displaystyle \delta = \text{ min } \left\{2, \frac{\varepsilon}{8}\right\}$

What themes are in Act III, Scene 1, of Romeo and Juliet?

Pride and honor are two themes of this scene. Tybalt wishes to fight Romeo in order to salvage his family's honor, which he believes to have been impugned by Romeo's appearance at the Capulets' party the night before. His pride compels him to confront Romeo over this slight. When Romeo refuses to be baited by Tybalt's insults, Mercutio steps in to fight in his place as a result of Mercutio's own pride. He considers Romeo's refusal to defend himself as a "Dishonorable, vile submission." After Mercutio's death, Romeo feels his own "reputation [has been] stained / With Tybalt's slander" and fights him out of pride as well.
Justice is another theme of this scene. After Tybalt kills Mercutio, Romeo tells Tybalt, "Either thou or I, or both, must go with him," because someone must accompany his soul to heaven. Romeo thinks it is unfair that Mercutio, who had nothing to do with their quarrel, should be forced to die alone; it is only just that one or both of them die, too.  When the prince arrives, Benvolio argues that Tybalt's death at Romeo's hands was just because death would have been his punishment anyway for having killed Mercutio. In the interest of justice, then, the prince condemns Romeo to be banished, not killed.

How can I discuss in depth one of the stories, films, or works of art from William Faulkner's "A Rose for Emily"? What aspects of the story did you enjoy?

Faulker's use of collective narration and complex literary elements creates a unique reading experience that I thoroughly enjoyed. Faulker incorporates various Gothic elements, motifs, and symbolism throughout his short story "A Rose for Emily" to represent the decline of the Old South. Both Emily's physical appearance, which resembles a corpse, and her decaying home symbolize the end of the Antebellum Period. Throughout the story, Faulker foreshadows Emily's necrophilia through her refusal to accept her father's death, her purchase of arsenic, Homer Barron's disappearance, and her reclusive behavior. Faulker also builds suspense by gradually revealing Emily's suspicious behavior and creating an ominous atmosphere surrounding her home. The awful smell permeating from her home suggests that something dead and rotting inside. Faulker's ability to create sympathy for a murderer by introducing Emily's controlling father is also interesting. His use of motifs such as Emily's watch, her father's portrait, dust, and death contribute to the development of the themes throughout the story. I also enjoyed Faulker's unique use of group narration, which enhanced the sense of ambiguity and significance associated with Emily Grierson's life. The entire town of Jefferson essentially witnesses Emily's declining health and well-being. This collective narration provides the reader with an unusual perspective. I also enjoyed Faulker's nonlinear plot structure that built suspense and created a shocking revelation at the end of the story. 

Single Variable Calculus, Chapter 3, 3.3, Section 3.3, Problem 59

Find the 1st and 2nd derivatives of $\displaystyle f(x) = \frac{x^2}{ 1 + 2x}$


$
\begin{equation}
\begin{aligned}

f'(x) =& \frac{\displaystyle (1 + 2x) \frac{d}{dx} (x^2) - \left[ (x^2) \frac{d}{dx} (1 + 2x) \right] }{(1 + 2x)^2}
&& \text{Using Quotient Rule}
\\
\\
f'(x) =& \frac{(1 + 2x)(2x) - (x^2)(2)}{(1 + 2x)^2}
&& \text{Simplify the equation}
\\
\\
f'(x) =& \frac{2x + 4x^2 - 2x^2}{(1 + 2x)^2}
&& \text{Combine like terms}
\\
\\
f'(x) =& \frac{2x^2 + 2x}{(1 + 2x)^2}
&& \text{1st derivative of $f(x)$}
\\
\\
\\
\\
\\
\\
\\
f''(x) =& \frac{\displaystyle (1 + 4x + 4x^2) \frac{d}{dx} (2x^2 + 2x) - \left[ (2x^2 + 2x) \frac{d}{dx} (1 + 4x + 4x^2) \right]}{[(1 + 2x)^2]^2}
&& \text{Using Quotient Rule}
\\
\\
f''(x) =& \frac{(1 + 4x + 4x^2) (4x + 2) - [(2x^2 + 2x)(0 + 4 + 8x)]}{(1 + 2x)^4}
&& \text{Simplify the equation}
\\
\\
f''(x) =& \frac{4x + \cancel{16x^2} + \cancel{16x^3} + 2 + \cancel{8x} + \cancel{8x^2} - \cancel{8x^2} - \cancel{16x^3} - \cancel{8x} - \cancel{16x^2}}{(1 + 2x)^4}
&& \text{Combine like terms}
\\
\\
f''(x) =& \frac{4x + 2}{(1 + 2x )^4}
&& \text{Simplify the equation}
\\
\\
f''(x) =& \frac{2 \cancel{(2x + 1)}}{\cancel{(2x + 1)}(2x + 1)^3}
&& \text{Factor the equation}
\\
\\
f''(x) =& \frac{2}{(2x + 1)^3}
&& \text{2nd derivative of $f(x)$}
\\
\\

\end{aligned}
\end{equation}
$

What does the author persuade his reader to think, feel, or do?

First, one should note that the author of Pride and Prejudice, Jane Austen, was a woman. The work itself is a novel, not a polemical tract, and thus is not really intended to persuade anyone of anything. Its purpose was primarily to entertain its readers and earn money for its author.
That being said, the narrative voice of the novel does have a fairly strong point of view, as does the protagonist Elizabeth Bennett. In this period, arranged marriages were considered normal among the gentry. While there is no indication that the narrator believes in marrying on a whim or rebelling against social conventions, as we see in the disaster of Lydia's impulsive behavior, nonetheless the narrator and Elizabeth both advocate mutual respect and friendship as essential parts of a married relationship, and thus justify Elizabeth's refusal to marry Mr. Collins, although both are eventually reconciled to Charlotte Lucas' rather different decision. 
Austen's narrator values intelligence, self-discipline, and taking time to develop genuine knowledge rather than acting on the basis of superficial prejudices. 

A positive cylindrical charge distribution of radius a and volume charge density rho is at the center of a thin grounded cylindrical conducting shell of radius b . What is the capacitance per unit length of this configuration?

The capacitance per unit length is C/L=Q/(VL) . So lets find the voltage of this configuration. In order to do that use Gausses' law to find E from the charge distribution. Make a Gaussian cylinder.
int int_A E*dr=Q_(enc)/epsilon_0
We know that we will enclose part of the charge distribution when 0ltrlta so make a Gaussian cylinder. Make a surface r between 0 and a.
E 2pi rL=(rho*pi r^2 L)/epsilon_0
E(r)=(rho r )/(2 epsilon_0)
0ltrlta.in the +r direction
Now we must find the field between altrltb . Make a cylindrical surface a distance r between a and b .
int int_A E*dr=Q_(enc)/epsilon_0
E (2pi r L)=(rho pi a^2 L)/epsilon_0
E(r)=(rho a^2)/(2epsilon_0 r)  in the +r direction for altrltb
Now since surface b is a grounded conductor it will take up an equal and opposite total charge. Therefore Gausses' law says that the E-field is zero for rgtb .
Since we now know E for all of space we can integrate for the potential of this system.
V=Delta V=V(b)-V(a)=-int_a^b E*dr=-int_0^a (rho r )/(2 epsilon_0)dr-int_a^b (rho a^2)/(2epsilon_0 r)dr
V=-(rho)/(4 epsilon_0 ) r^2|_0^a -(rho a^2)/(2 epsilon_0)ln(r)|_a^b
V=-[(rho)/(4 epsilon_0 )a^2+(rho a^2)/(2 epsilon_0)ln(b/a)]
V=[-(rho a^2)/(4epsilon_0)(2ln(b/a)+1)]
Although, V(b)ltV(a) here so for the purposes of this problem make V positive (can only have a positive C ).
V=Delta V=V(a)-V(b)=(rho a^2)/(4epsilon_0)(2ln(b/a)+1)
C/L=Q/(VL)=Q/((rho a^2)/(4epsilon_0)(2ln(b/a)+1)L)=Q/((Q a^2)/(pi a^2 L 4 epsilon_0)*(2ln(b/a)+1)L)
C/L=1/(4pi epsilon_0)(2ln(b/a)+1)^-1

Single Variable Calculus, Chapter 2, 2.4, Section 2.4, Problem 7

Find the values of $\delta$ that correspond to $\varepsilon = 1$ and $\varepsilon = 0.01$ for the $\lim \limits_{x \to 1} (4 + x - 3x^3) = 2$ to illustrate the definition of the precise limit.










From the definition,

if $\quad 0 < | x - 1 | < \delta \qquad \text{ then } \qquad |(4 + x - 3x^3) - 2| < \varepsilon$

For $\varepsilon = 1$

As shown in the graph, we must examine the region near the point $(1, 2)$. Notice that we can rewrite the inequality.

$| (4 + x - 3x^3) - 2 | < 1$

$1 < | 4 + x - 3x^3 | < 3$

So we need to determine the values of $x$ for which the curve $y = 4 + x - 3x^3 $ lies between the horizontal lines $y = 3$ and $y = 1$ as shown in the graph.
Then we estimate the $x$-coordinate by drawing a vertical line at the point of intersection of the curve and the line up to the $x$-axis to get its distance from where the limit approaches so that we form...

$0.76 < x < 1.18 \qquad$ then $\qquad 1 < 4 + x - 3x^3 < 3$

The interval of the $x$ coordinates $(0.76, 1.18)$ is not symmetric about $x = 1$, the distance of $x = 1$ to the left end point is $1 - 0.76 = 0.24$ while at the right is $1.18 - 1 = 0.18$.
Therefore, we can choose $\delta$ to be smaller to these numbers to ensure tha we're able to keep within the range of epsilon, let $\delta = 0.18$. Then we
can rewrite the inequalities as follows.

$|x - 1| < 0.18 \qquad$ then $ \qquad |( 4 + x - 3x^3) - 2 < 1$

$\fbox{Thus, if $x$ is within the distance of $0.18$ from $1$, we are able to keep $f(x)$ within a distance of $1$ from $2$.}$

For $\varepsilon = 0.01$,

If we change the value of epsilon $\varepsilon = 1$ to a smaller number $\varepsilon = 0.01$, then by using the same method above we find that

$|(4 + x - 3x^3) - 2| < 0.01$
$1.99 < | 4 + x - 3x^3 | < 2.01$

We can estimate the value of $x$ as

$0.9980 < x < 1.0020 \qquad$ then $\qquad 1.99 < 4 + x - 3x^3 < 2.01$

The value of $\delta$ from the right and left of $1$ is the same, $1-0.9980 = 0.002$ and $1.0020 - 1 = 0.002$

$\fbox{Thus, if $\delta$ is $0.002$, we are able to keep $f(x)$ within a distance of $1$ from $2$}$

What rhetoric organization is used in John F. Kennedy's inaugural address?

According to the great philosopher, Aristotle, a speaker persuades his or her audience based on three different ideals. First, they evaluate the personal character of the speaker. Next, the speaker tries to put the audience in a certain frame of mind, and finally, they use words in a particular pattern as proof of their claims. The Presidential Inaugural Address is no different. In fact, it an Inaugural Address has a very specific purpose and a very specific, twofold audience-the American public and the global community.
Still, every Presidential Inaugural Address has several distinguished commonalities. First, all of them reference our American past as a means of showing how far we have come and to acknowledge our ancestors and traditions. Also, they acknowledge the levity of the occasion, and lastly, they offer some level of hope for our future as a nation. President John F. Kennedy's inaugural address used a plethora of rhetorical devices to both inspire us to move forward and to allay our fears concerning the Cold War.
The most prevalent rhetorical strategy his speech employed was alliteration, which consists of a repetition of consonant sounds at the beginning of words. Beginning with the second paragraph, President Kennedy spoke of the "same solemn." In paragraph three, he stressed what "man holds in his mortal hands." He also powerfully emphasized "to friend and foe alike" that we could "Pay any price, bear any burden" for freedom. He continues this strategy to the very last paragraph where he charges the country to "Let us go forth to lead the land we love."
The address also used allusion, which is an indirect reference to a person, place, or event, usually from a literary work or the Bible that is recognized by the reader. Near the beginning of his speech, President Kennedy states, "I have sworn before you and Almighty God," a statement that both acknowledges the seriousness of his presidential responsibilities and the principles on which our country was founded. Also, in the eighth paragraph, the president a metaphorical allusion of "those who foolishly sought power by riding the back of the tiger ended up inside." This reference to Communism and a Communist government is a subtle, yet stark warning from President Kennedy about the danger of not taking these threats to our democracy seriously.
Perhaps the most powerful rhetorical strategies in the address revolve around the President's use of antithesis, a seemingly contrast of ideas using parallel structure to stress a point. For example, in the second paragraph, he states that "We observe today not a victory of party, but a celebration of freedom, a symbolic statement that offers a new beginning as well as positive change. These aforementioned rhetorical strategies are by no means exhaustive since the entire address, although brief by most inaugural address standards, are filled with powerful, strategic language that put both our citizens and the world on notice.

Arguably the most famous line in JFK's inaugural address is an example of what's called antimetabole. This is where a phrase or expression or phrase is repeated, but in a different order. For example:

And so, my fellow Americans: ask not what your country can do for you—ask what you can do for your country.

Anaphora is a rhetorical device that involves the repetition of one or more words at the beginning of consecutive phrases, clauses, or sentences. It's particularly useful for emphasizing a very important point, something that the speaker wants to stay in the audience's memory:

Let both sides explore what problems unite us instead of belaboring those problems which divide us. Let both sides, for the first time, formulate serious and precise proposals for the inspection and control of arms—and bring the absolute power to destroy other nations under the absolute control of all nations. Let both sides seek to invoke the wonders of science instead of its terrors. Together let us explore the stars, conquer the deserts, eradicate disease, tap the ocean depths and encourage the arts and commerce. Let both sides unite to heed in all corners of the earth the command of Isaiah—to "undo the heavy burdens . . . (and) let the oppressed go free."

Fans of the Star Wars movies will be familiar with anastrophe as it is often used by Yoda. What Yoda does is reverse the conventional order of words. When used in a speech it can give it a sense of age-old authority, as if timeless truths are being conveyed. So in JFK's inaugural speech we have the following:

We dare not forget today that we are the heirs of that first revolution.

Kennedy is seeking to establish a connection between himself and the Founding Fathers, emphasizing the continuity of the present-day political system with the heritage of the American Revolution.
Asyndeton involves the absence of conjunctions such as "and." It gives the sentences in which it's used a greater sense of immediacy; it makes them glide more smoothly:

[W]e shall pay any price, bear any burden, meet any hardship, support any friend, oppose any foe to assure the survival and the success of liberty.

Chiasmus is the reversal of grammatical order from one phrase to the next:

Let us never negotiate out of fear. But let us never fear to negotiate . . .
[A]sk not what your country can do for you—ask what you can do for your country.

Conduplication—the repetition of a key word (and not just the last word)—from a preceding phrase, clause, or sentence, at the beginning of the next:

[T]he instruments of war have far outpaced the instruments of peace.
To our sister republics south of our border, we offer a special pledge—to convert our good words into good deeds—in a new alliance for progress—to assist free men and free governments in casting off the chains of poverty.

Hyperbole is a common rhetorical device in speeches, especially when the speaker wishes to make an immediate impression upon his or her audience. Kennedy was the youngest elected president in American history and wanted to take the opportunity of his inaugural speech to emphasize his youthful vigor and reassert his commitment to tackling the enormous challenges ahead:

Let every nation know, whether it wishes us well or ill, that we shall pay any price, bear any burden, meet any hardship, support any friend, oppose any foe to assure the survival and the success of liberty.

Metanoia is the qualification of a certain statement either to diminish or strengthen its tone:

Now the trumpet summons us again—not as a call to bear arms, though arms we need—not as a call to battle, though embattled we are—but a call to bear the burden of a long twilight struggle

Kennedy is stating that the United States needs to be armed, not because it's about to go to war, but because it needs to be suitably prepared for the many challenges that lie ahead.
A paradox is a statement that appears to be contradictory but which on closer examination is found to be entirely logical and coherent. In the following example, Kennedy is arguing that it is only if the United States is sufficiently well-armed with nuclear weapons that it will never be in a position to use them:

Only when our arms are sufficient beyond doubt can we be certain beyond doubt that they will never be employed.

Personification is commonly used not just in speeches but also in poetry. It involves the attribution of human characteristics to things that aren't actually human:

With history the final judge of our deeds . . .

History isn't human; thus it cannot judge. But what Kennedy is attempting to do is to put the deeds of humankind in a historical perspective.
Earlier on, we looked at ansyndeton, which is the omission of conjunctions from sentences. Well, polysyndeton puts the conjunctions right back again. This gives the relevant phrase a certain grinding incantation, bringing home to the audience just how long and hard and difficult a particular plan of action is going to be:

[W]here the strong are just and the weak secure and the peace preserved . . .

Rhetorical questions are exceedingly common in speeches. They're not meant to be answered; they're meant to encourage and inspire, to make the audience reflect on what's being said:

Can we forge against these enemies a grand and global alliance, North and South, East and West, that can assure a more fruitful life for all mankind? Will you join in that historic effort?
https://www.jfklibrary.org/learn/about-jfk/historic-speeches/inaugural-address

Beginning Algebra With Applications, Chapter 5, 5.6, Section 5.6, Problem 12

Illustrate the solution set $\displaystyle x - y > - 3$


$
\begin{equation}
\begin{aligned}
x - y &> - 3
&& \text{Solve the inequality for } y\\
\\
-y &> -x - 3\\
\\
\frac{y}{-1} &< \frac{-x}{-1} - \frac{3}{-1}
&& \text{Remember that if you divide or multiply negative numbers ,the inequality symbol reverses}\\
\\
y &< x + 3
\end{aligned}
\end{equation}
$

To graph the inequality, we first find the intercepts of the line $\displaystyle y = x + 3$.
In this case, the $x$-intercept (set $y = 0$) is $\left( -3, 0 \right)$


$
\begin{equation}
\begin{aligned}
0 &= x + 3\\
\\
x &= -3
\end{aligned}
\end{equation}
$


And the $y$-intercept (set $x = 0$) is $(0, 3)$

$
\begin{equation}
\begin{aligned}
y &= 0 + 3\\
\\
y &= 3
\end{aligned}
\end{equation}
$

So the graph is


Graph is $y = x + 3 $ as a dashed line. Shade the lower half-plane.

Whose job is it to protect the rights of the people, according to the Declaration of Independence?

The significance in the Declaration of Independence lies largely in the fact that it laid the foundation for a country that thrived though the power of the people. The governed and the government empower each other, and it is this mutual commitment to empowerment that ensures protection for the nation’s citizens and guarantees their God-given rights. The founding fathers described a government created by the people and for the people. Thus, in a large sense, the people and the government are inseparable; they make up a larger entity—the nation—and it is a commitment to the nation as an entity that ensures its survival. This commitment—as well as the privileges it engenders—applies to civilians and to government officials alike. It is is up to the people” as a national group to determine what’s right for the country as a whole, to establish policy and create the laws, to obey the laws, and to ensure that the laws are upheld. Therefore, no one entity is responsible for protecting the rights of the people. It is the nation itself—a nation that can only survive and function as prescribed through the collaboration and involvement of the citizens.

The Declaration of Independence sets out a number of inalienable rights—life, liberty, and the pursuit of happiness. Though these rights are given to us by God, we still need to have political institutions in place that will protect and secure them. That's why government exists, according to the Declaration. But not just any old government; certainly not the kind of government that existed in Great Britain and from which the American colonists wanted to break free. it must be government that derives its consent from those it governs: We The People. And if government fails in its duty to preserve and secure Americans' God-given liberties, then the people themselves have a right to alter the system any way they choose—even abolishing it outright if necessary. What matters more than anything else is liberty, and government is simply a means to its preservation and protection.

Why are the Dirty 30s important to Canada and the U.S.?

The Dirty 30s are important to both the United States and Canada. One reason was because the Great Depression existed during this time. Each country was ravaged by the financial collapse and the subsequent loss of jobs. Many people went hungry and lost much of what they had. Both governments would have to deal with the effects of the Great Depression by becoming more involved with the economy.
This was also a time when dictators were coming to power in Europe and Asia. Japan was invading Manchuria in 1931 and parts of China in 1937. Italy and Germany also were taking over land as their leaders pursued an aggressive foreign policy. Italy took over Ethiopia in 1935 while Germany moved into the Rhineland in 1936 and took over Austria in 1938. Eventually, the United States and Canada would need to deal with these actions that led to the start of World War II. Both Canada and the United States fought on the side of the Allies during this war.
https://www.thecanadianencyclopedia.ca/en/article/great-depression

What is Ophelia's reaction to Hamlet's letter?

In his amorous pursuit of Ophelia, Hamlet has written her a number of love letters. In one particularly gushing epistle, he even tries his hand at some love poetry, with pretty execrable results:

Doubt thou the stars are fire, Doubt that the sun doth move, Doubt truth to be a liar, But never doubt I love. (act 2, scene 2).

On the face of it, these letters seem to express genuine emotion. Ophelia certainly seems to think so. But as well as being the object of Hamlet's affection, she's also a dutiful daughter. She betrays Hamlet by passing on his love letters to her father, Polonius. The letters are a valuable commodity to Polonius, as they will be used by him to determine the source of Hamlet's "antic disposition." Moreover, Polonius is keen to break off any incipient relationship that might be developing between his daughter and Hamlet for reasons of social propriety. Ophelia, though the daughter of a senior court functionary, is socially inferior to a prince of the blood.
Polonius shows the letter to Claudius and Gertrude, who are also keen to discover the reasons behind Hamlet's strange behavior. Neither they nor Polonius have any realization of the moral implications involved in getting Ophelia to betray Hamlet in this way. They're not genuinely concerned for Hamlet's welfare—or Ophelia's come to that; all they care about are the dictates of high politics. Ophelia will continue to play the dutiful daughter and allow herself to become ever more deeply embroiled in her father's cunning intrigues. The end result will be death for them both; tragic, in the case of Ophelia; somewhat less so in the case of Polonius.

What are reasons why a pen is wiser then a pencil?

First, one should note that this is an essay prompt intended to have you think creatively. On a literal level, neither a pen nor a pencil is wise, as both are inanimate objects. 
On the most literal level, again, whether one prefers pen or pencil is a matter of individual choice and circumstance. The main difference between the two is that pen is much harder to erase, but more durable and easier to read.
If you want to argue that the pen should be the emblem of wisdom, there are several key points you could make:
Antiquity: While pens dipped in ink were used for writing on papyrus in ancient Egypt, the pencil was only invented in the sixteenth century due to the discovery of graphite.
Permanence: One would desire words of wisdom to be written in a durable form, and thus the pen is more appropriate due to ink lasting longer.
Readability: Dark ink from a pen is more opaque and thus more readable than writing in pencil and less prone to accidental smudging (once it has dried).
Writing speed: Because it is difficult to erase writing from pens, you must think carefully before you write, whereas with pencil (or, even more so, computers), your ability to correct easily may encourage you to write quickly without careful thought.

Calculus of a Single Variable, Chapter 7, 7.3, Section 7.3, Problem 13

Using the shell method we can find the volume of the solid generated by the given curves,
y = e^(-x^2/2)/sqrt(2pi), y = 0 , x = 0 , x = 1

Using the shell method the volume is given as
V= 2*pi int _a^b p(x) h(x) dx
where p(x) is the function of the average radius =x
and
h(x) is the function of height = e^(-x^2/2)/sqrt(2pi)
and the range of x is given as 0 to 1
So the volume is = 2*pi int _a^b p(x) h(x) dx
= 2*pi int _0^1 (x) (e^(-x^2/2)/sqrt(2pi)) dx
=(2*pi)/(sqrt(2pi)) int _0^1 (x*e^(-x^2/2)) dx
=(2*pi)/(sqrt(2pi)) int _0^1 (x*e^(-x^2/2)) dx
let us first solve
int (x*e^(-x^2/2)) dx
let u = x^2/2
du = 2x/2 dx = xdx
so ,
int (x*e^(-x^2/2)) dx
= int (e^(-u)) du
= -e^(-u) = -e^(-x^2/2)

So, V=(2*pi)/(sqrt(2pi)) int _0^1 (x*e^(-x^2/2)) dx
=(2*pi)/(sqrt(2pi)) [-e^(-x^2/2)]_0^1
=(2*pi)/(sqrt(2pi)) [[-e^(-(1)^2/2)]-[-e^(-0^2/2)]]
=(2*pi)/(sqrt(2pi)) [[-e^(-1/2)]-[-e^(0)]]
=(sqrt(2pi)) [1-[e^(-1/2)]]
= 0.986
is the volume

What are some similarities and differences between Holden Caulfield in The Catcher in the Rye and Esther Greenwood in The Bell Jar?

Holden Caulfield in The Catcher in the Rye and Esther Greenwood in The Bell Jar are both miserable in the midst of academic privilege and material wealth. Esther Greenwood says at the beginning of the novel:





"I knew something was wrong with me that summer, because all I could think about was the Rosenbergs and how stupid I'd been to buy all those uncomfortable, expensive clothes, hanging limp as fish in my closet, and how all the little successes I'd totted up so happily at college fizzled to nothing outside the slick marble and plate-glass fronts along Madison Avenue. I was supposed to be having the time of my life."

Though she has won a scholarship to college, where she has been very successful, and she is working at a magazine in New York, she is desperately unhappy. Nothing from the outside world brings her joy, and she feels empty and miserable despite the fine clothes she has bought at Bloomingdale's.
Similarly, Holden begins his narrative talking about his misery while attending Pency Prep:




"Where I want to start telling is the day I left Pencey Prep. Pencey Prep is this school that's in Agerstown, Pennsylvania. You probably heard of it. You've probably seen the ads, anyway. They advertise in about a thousand magazines, always showing some hotshot guy on a horse jumping over a fence."

He, like Esther, is the beneficiary of a top-notch education that would make others envious, but he is miserable. He feels distanced and alienated, though he has, by outward appearances, every reason to be happy.
Like Esther, who is obsessed with the execution of the Rosenbergs (who were alleged spies), Holden has his obsessions. For example, he is obsessed with the ducks in Central Park. He says:




"I live in New York, and I was thinking about the lagoon in Central Park, down near Central Park South. I was wondering if it would be frozen over when I got home, and if it was, where did the ducks go. I was wondering where the ducks went when the lagoon got all icy and frozen over. I wondered if some guy came in a truck and took them away to a zoo or something. Or if they just flew away."

Esther is obsessed with the Rosenbergs, who she sees as innocent victims, and Holden's obsessions include the ducks in Central Park, who he sees as innocent and subject to removal or to freezing. Both Esther and Holden relate to innocent victims because they also are innocent but treated harshly by fate (Holden loses his brother to cancer, and Esther loses her father when she is nine).
Holden and Esther are different in that Holden sees others as phony and is critical of others without being critical of himself. For example, when Spencer describes Holden's parents as "grand," Holden thinks, "Grand. There's a word I really hate. It's a phony. I could puke every time I hear it." Holden sees everyone and everything around him as fake, but he doesn't ever note the falseness in himself. Unlike Holden, Esther is intensely self-critical. For example, she says, "I'm five feet ten in my stocking feet, and when I am with little men I stoop over a bit and slouch my hips, one up and one down, so I'll look shorter, and I feel gawky and morbid as somebody in a sideshow." She is self-reflective and finds herself constantly lacking, but Holden directs his animosity and criticism at others rather than at himself.