Saturday, August 31, 2019

How is Jack elected chief?

Near the beginning of the novel, Jack and Ralph are both trying to be chosen as "chief" of the boys. Jack states that he should be chief because of his position in the choir:

“I ought to be chief,” said Jack with simple arrogance, “because I’m chapter chorister and head boy. I can sing C sharp.”

Ultimately, though, Ralph is the boy who is elected chief. This is most likely because he holds the conch shell, which the boys see as a symbol of power and leadership:

“Ralph! Ralph!”
“Let him be chief with the trumpet-thing.”

Jack is definitely not happy that he is not selected as chief, but Ralph does try to give Jack some leadership roles by putting Jack in charge of the hunters:

“Jack’s in charge of the choir. They can be—what do you want them to be?”
“Hunters.”

Despite that role, Jack is never quite satisfied with his position or Ralph's leadership, and Jack slowly begins to wear away at Ralph's power. Jack eventually becomes the leader that most of the boys follow; however, Jack is never officially elected as chief.


Jack is never elected chief. At the beginning of the novel, the boys decide to elect Ralph because he is holding the conch. As the novel progresses, Ralph proves to be an ineffective leader and the boys gradually begin to favor Jack. Jack proves to be a fearless hunter and natural leader. Although Jack's initial attempt to usurp power fails, the majority of the boys decide to join his tribe. The boys enjoy Jack's tribe because he takes them hunting, provides them with meat, and allows them to play. Unlike Ralph, Jack appeals to the boys' primitive instincts. Eventually, Jack turns out to be a tyrannical ruler who uses fear and punishment to control his band of savages. Although Jack is never technically elected chief, he ends up gaining power by appealing to the boys' savage nature and claiming that Ralph is an effective leader. 

Friday, August 30, 2019

What does the ring symbolize in A Doll's House?

I assume that you're referring to the Ibsen play A Doll's House rather than the Katherine Mansfield short story of the same name, as a ring is an important symbol in the play rather than the story. For Nora, her wedding ring is a symbol of a failing marriage and all that that entails. Like most women of the time, Nora has little freedom as a married woman. The wedding ring that she wears increasingly becomes a symbol of her subservience; that she's regarded by a male-dominated society as being little more than the property of her husband, Torvald. The ring becomes almost like a chain, manacling her to a man whose true selfishness and narcissism are gradually revealed.
But more than anything else, Nora's wedding ring is a perfect symbol of her marriage because it is superficially pretty, something to be shown off to the whole world, and yet which has no real substance to it. Her marriage, like the ring, is ultimately just a bright, shiny bauble of purely economic value.
 

What was Black Saturday?

Black Saturday refers to Saturday, September 7, 1940, during World War II. On that day, over three hundred German bombers and six hundred fighter planes attacked the city of London in a day-long raid. Over one thousand bombs and incendiary devices were dropped on London on this day. Most of the attack was focused on London's Docklands. While their targets may have been military ones, there was no concern taken for the hundreds of thousands of civilians in the area. This raid marked the beginning of the London Blitz. An estimated five hundred people were killed as a result of the raid that day.
The term Black Saturday may refer to the color of the sky, which was turned from blue to black as a result of the fires of burning London.
The Blitz marked a period in which the German high command decided to focus its strategy on bombing London and other English cities, in order to crush English morale. Previously, the German Luftwaffe had been battling the Royal Air Force for months, in order to achieve air superiority over England. This was to the prelude to a planned invasion of the country. However, by September, the Germans had made little progress and began turning their attention towards attacking cities. They opened up this new strategy with the Black Saturday attack. The attack caught most people in England by surprise, especially since a concentrated attack on cities had not occurred before. Instead of splitting up to bomb military targets, the German bombers stayed in tight formation and bombed London for hours.
The Blitz that started with Black Saturday lasted until the spring of 1941 when the Germans shifted their focus away from Great Britain and toward the invasion of the Soviet Union.
https://www.theatlantic.com/magazine/archive/2008/04/black-saturday/306706/

Describe the character traits of Okonkwo, Nwoye, Obierika.

Okonkwo: Okonkwo is an ambitious, tenacious, and flamboyant man. He revels in brute strength and is focused on projecting an image of male virility. Okonkwo is most afraid of mediocrity and poverty. To that end, he has worked tirelessly to avoid the scandal of failure in his life. Because of Okonkwo's accomplishments and reputation, he is chosen as an emissary to carry a message of war to Umuofia's enemies. Rather than fight against a ferocious warrior like Okonkwo, the village of Mbaino decides to offer up a virgin and a young boy (Ikemefuna) as peace offerings to Umuofia.
In the story, Okonkwo is inwardly very fond of Ikemefuna. However, Okonkwo is never openly affectionate, behavior he considers the very height of effeminacy. We can see that Okonkwo is obsessed with outward appearances. His fixation eventually leads to his rejection of Ikemefuna at the moment the boy most needs him. In fact, Okonkwo is the one who inflicts the killing wound on the defenseless Ikemefuna. Later, Okonkwo's unyielding pride leads him to commit suicide after his fellow villagers refuse to join him in an uprising against the white occupiers.
Nwoye: Nwoye is the total opposite of Okonkwo. He is gentle, compassionate, and solicitous of others. Nwoye's mild manner irritates his father (Okonkwo), and he receives many beatings for it. Nwoye's mild manner is interpreted as a sign of effeminacy, and he suffers self-esteem issues growing up under Okonkwo's ferocious tutelage. Yet, Nwoye flourishes in his friendship with Ikemefuna. He is accepting of others in ways Okonkwo is not. To placate his father, Nwoye wears a facade in Okonkwo's presence: he pretends to enjoy Okonkwo's bloody war stories so that Okonkwo will cease tormenting him. In private, Nwoye still cherishes his mother's stories from long ago.
Obierika: Obierika is Okonkwo's friend. He is wise, tolerant, and loyal. It is Obierika who warns Okonkwo against participating in Ikemefuna's killing. Later, when Okonkwo is exiled, it is Obierika who visits his beleaguered kinsman. Above all, Obierika is a practical man. When Okonkwo asks him why the people of Abame did not drive the white occupiers from their land, Obierika answers: "Our own men and our sons have joined the ranks of the stranger. They have joined his religion and they help to uphold his government." Obierika is a man who thinks carefully before he acts; he is prudent, perceptive, and vigilant.


DISCUSS FATE AS A MAIN THEME.


 
DESCRIBE OKONKWO AS A TRAGIC HERO.


Okonkwo is an insensitive, powerful individual who is attracted to violence. He is also a proud man who values titles and prestige throughout his tribe. Despite Okonkwo's achievements, he is ignorant and continually loses his temper. Okonkwo's anger stems from his insecurity. Okonkwo fears becoming like his father and deliberately represses his emotions in order to appear masculine. Okonkwo thrives off of emotion and struggles to communicate with others. His quick temper and stubbornness result in his downfall.
Nwoye is Okonkwo’s naive son. Throughout the novel, Nwoye does not understand Umuofia's culture and is confused about the fate of the twins and death of Ikemefuna. He is also sensitive and does not share Okonkwo's affinity for violence. Unlike Okonkwo, Nwoye is sympathetic and gentle. Nwoye eventually decides to join the Christian church in order to find a peaceful, structured life.
Obierika is Okonkwo's trustworthy, reasonable friend. Unlike Okonkwo, Obierika is thoughtful and intelligent. He is also compassionate and selfless. He tries his best to help his family, Okonkwo, and his tribe throughout the novel. Obierika gives Okonkwo advice and shares his wisdom, but Okonkwo rarely listens to him.

What is epiphenomenalism?

Epiphenomenalism is a philosophy based on the principle that mental activity—thought, consciousness, feeling, and so on—is an "epiphenomenon," or a byproduct, of physical activity. All the functions of the physical body, like muscles contracting and nerves firing, are carried out without any mental effort. Our perception of mental effort, decision-making, or consciousness is just an aftereffect of the physical body doing all the actual physical work.
For example, imagine a situation where you feel hungry and decide to eat. Your perception of this situation leads you to believe that your mental activity is determining the actions of your physical body: you mentally "feel" you are hungry and mentally "decide" to eat and mentally "tell" your body to get some food from the kitchen. According to epiphenomenalism, all this mental activity has no actual influence on what your physical body does in this situation. You could have no deliberate conscious thought and still feed yourself, driven only by physical reactions. Your perception of your consciousness "telling" your body to feed itself is not the real cause of your body eating food. Rather, this mental activity is an epiphenomenon—a kind of aftereffect of the regular functions of your physical body.

int (sqrt(x)/(sqrt(x) - 3)) dx Find the indefinite integral by u substitution. (let u be the denominator of the integral)

To apply u-substitution , we let u = sqrt(x)-3 .
Then   du = 1/(2sqrt(x) dx .
Rearrange  du = 1/(2sqrt(x)) dx into dx =2sqrt(x) du
Substituting dx=2sqrt(x) du and u =sqrt(x)-3 :
int sqrt(x)/(sqrt(x)-3)dx = int sqrt(x)/u*2sqrt(x) dx        
Simplify: sqrt(x)*sqrt(x) = x
int sqrt(x)/u *2sqrt(x) du = int (2x)/u du
Rearrange u=sqrt(x)-3 into sqrt(x)=u+3
Squaring both sides ofsqrt(x)=u+3 then
x=u^2+6u+9
int (2x)/u du = 2 int (u^2+6u+9)/u du
                   = 2 int (u^2/u + 6u/u + 9/u) du
                   = 2 int (u + 6 + 9/u) du
                   =2 *(u^2/2+6u+9lnabs|u|) +C
  Substitute u =sqrt(x)-3:
2 *(u^2/2+6u+9ln|u|)+C =2 *((sqrt(x)-3)^2/2+6(sqrt(x)-3)+9ln|(sqrt(x)-3)|)+C
                                    =(sqrt(x)-3)^2+12(sqrt(x)-3)+18ln|(sqrt(x)-3)| +C
                                    = x-6sqrt(x)+9+12sqrt(x)-36 +18ln|sqrt(x)-3|+C
                                  = x + 6sqrt(x)-27 +18ln|sqrt(x)-3|+C
 
 
 
 
 
 

How would I begin writing a literary analysis paper about Jay Gatsby?

To write a literary analysis paper about the character Jay Gatsby, you could go in several directions. First, you could ask what Fitzgerald, through Nick, is trying to say about Gatsby. What does Gatsby represent? On one level, he's just a criminal and grifter, making a vast amount of money by cheating people and selling alcohol illegally—and he's trying to steal another man's wife. Nevertheless, to Nick, he is a positive figure. To Nick, he represents the American Dream. How is this symbolized? Could it be, in part, through the color green? Where in the novel is Gatsby connected to the color green? Why is Gatsby always also connected to the color yellow/gold and why?  Could one color connect him to the idea of having a dream or desire? Could the other one link him to wealth? How are these two elements of the American dream (wanting something badly and money) portrayed through Gatsby?
Another route would be comparison/contrast. What traits in Gatsby's character become clearer when we compare him to Tom Buchanan? More specifically, how is it that Nick is always miserable around Tom? Why does he usually have a good time with Gatsby? Does Gatsby have a friendlier, kinder personality that focuses on other people and their needs? What places show this? Think about his interactions with Nick and how Nick feels about them. Think too about what Gatsby does when someone's dress is ruined at one of his parties. What does this show about him? What might Fitzgerald be saying is important in life? Is it coming from old money like Tom, with a string of polo ponies and racist theories about the superiority of "Nordics," or is it behaving with some element of kindness and generosity?
Best of luck, whichever way you might go!

"Imagine no heaven" by Salman Rushdie is about individuals struggling with a complex sets of external forces that regulate and define their lives. The external forces may be represented by laws, religion, tradition, and society. What are these external forces in Rushdie's work?

In "Imagine no heaven," Rushdie sees orthodox religion as an external force that regulates an individual's life.
Rushdie's letter is written to the six billionth person born on the planet. He offers advice on two critical levels to this little person: "How did we get here? And, now that we are here, how shall we live?" In answering these questions, Rushdie suggests that dogmatic religious structures represent an external force that regulates and defines people's lives.
Rushdie lays out his case to the six billionth person on the planet in several ways. Rushdie believes that religious dogma seeks to control people's lives because it requires "much more" of the individual. Rushdie argues that "rituals of worship that grow up around" people become a part of their lives. He tells the six billionth person that religion will eventually become "the heart of your culture, even of your individual identity." This construction suggests that religion all over the world has a profound effect on how people see and define themselves.
Religion's pretense for abuse is another way Rushdie sees its controlling nature. Rushdie argues that while its message might be universal harmony, people who hold a zealous view towards religion might embrace it as a form of "public oppression." They persecute others as they see themselves as "charioteers of the gods." Rushdie feels that these people do not have a problem with religion being the pretext for so much human suffering: "In the opinion of religious people, however, the private comfort that religion brings more than compensates for the evil done in its name." The wars that religion fuels represent regulation of human action:

The real wars of religion are the wars religions unleash against ordinary citizens within their "sphere of influence". They are wars of the godly against the largely defenceless—American fundamentalists against pro-choice doctors, Iranian mullahs against their country's Jewish minority, Hindu fundamentalists in Bombay against that city's increasingly fearful Muslims.

The destructive capacity of religion is where Rushdie's fears about its effect on individual identity are most pronounced.
Rather than present an entirely dark portrait of humanity being regulated by religion, Rushdie suggests that there can be a way for individuals, particularly the six billionth person born, to reassert control over their lives. Rushdie feels that openly questioning dogmatic notions of the good is one response to a potentially oppressive force: "The victors in that war must not be the closed-minded, marching into battle with, as ever, God on their side. To choose unbelief is to choose mind over dogma, to trust in our humanity instead of all these dangerous divinities." Rushdie believes that embracing thought is a viable response to religion's potential for control.
Rushdie wants people to embrace their ability to think. He believes that making conscious choices that represent complexity and nuance as opposed to reductive simplicity is a way for people to resist the controlling force that religion could be:

 Only you can decide if you want to be handed down the law by priests, and accept that good and evil are somehow external to ourselves. To my mind religion, even at its most sophisticated, essentially infantilises our ethical selves by setting infallible moral Arbiters and irredeemably immoral Tempters above us: the eternal parents, good and bad, light and dark, of the supernatural realm.

As Rushdie closes his letter, he believes that individuals do not have to succumb to the pressures of religion's propensity for control. He believes that reveling in our ability to think is something that "all six billion of us could do for ourselves." He believes that thinking for oneself is a way for individuals to participate in "the revolution in which each of us could play our small, six-billionth part: once and for all we could refuse to allow priests, and the fictions on whose behalf they claim to speak, to be the policemen of our liberties and behaviour." To see the world as "undogmatised and plain" is a way to repel the controlling aspect of religion. Rushdie believes this is the way out of the regulation and control intrinsic to religion.

Thursday, August 29, 2019

Single Variable Calculus, Chapter 3, 3.1, Section 3.1, Problem 52

Determine whether $f'(0)$ exists in the function
$
\displaystyle
f(x) = \left\{
\begin{array}{c}
x^2 \sin\left(\frac{1}{x}\right) & \text{if} & x \neq 0\\
0 & \text{if} & x = 0
\end{array}\right.
$



Based from the definition,



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



$
\begin{equation}
\begin{aligned}
f'(0) & = \lim\limits_{x \to 0} \frac{x^2 \sin \left( \frac{1}{x}\right) - f(0)}{x-0}\\
f'(0) & = \lim\limits_{x \to 0} \frac{x\cancel{^2}\sin \left( \frac{1}{x}\right)}{\cancel{x}}\\
f'(0) & = \lim\limits_{x \to 0} x \sin \left(\frac{1}{x}\right)
\end{aligned}
\end{equation}
$



Note that we cannot use $\displaystyle \lim\limits_{x \to 0} x \sin \left(\frac{1}{x}\right) =
\lim\limits_{x \to 0} x \cdot \lim\limits_{x \to 0} \sin \left(\frac{1}{x}\right)$



because $\displaystyle \lim\limits_{x \to 0} \sin \left(\frac{1}{x}\right)$ does not exist. However, since



$\quad\displaystyle -1 \leq \sin \left(\frac{1}{x}\right) \leq 1$



We have,



$\quad\displaystyle -x^2 \leq \sin \left(\frac{1}{x}\right) \leq x^2$



We know that,



$\quad\displaystyle \lim\limits_{x \to 0^-} (-x^2) = -0 = 0 \quad \text{ and } \quad \lim\limits_{x \to 0^+} x^2 = 0$



Taking $f(x) = -x^2$, $\displaystyle g(x) = x^2 \sin \left(\frac{1}{x}\right)$ and $h(x) = x^2$ in the squeeze theorem we obtain



$\quad\displaystyle \lim\limits_{x \to 0} x^2 \sin \left( \frac{1}{x}\right) = 0$



Therefore,



$\quad f'(0)$ exists and is equal to 0.

In Around the World in Eighty Days by Jules Verne, why is it doubted that Phileas Fogg is a Londoner?

Because he appeared to have no financial, social, and political interests in the city, it was doubted that Phileas Fogg was a Londoner.
For example, Phileas was never seen at the Royal Exchange or at the Bank of London. He appeared to be unemployed (he was not a "manufacturer, nor was he a merchant or a gentleman farmer"), had no ships in his name at the London docks, and was not a member of any of the Inns of Court in the city. Inns of Court were professional associations for barristers in London, and Phileas was never seen at any of them, whether it be the Temple, Lincoln's Inn, or Gray's Inn.
Additionally, since Phileas never graced the courts or government entities in London with his presence, one can assume that he was never involved in the political and fiscal aspects of the city. Accordingly, Phileas' voice never "resounded in the Court of Chancery, or in the Exchequer, or the Queen's Bench, or the Ecclesiastical Courts." By all indications, Phileas also belonged to no scientific, academic, or commercial associations in London: he took no part "in the sage deliberations of the Royal Institution or the London Institution, the Artisan's Association, or the Institution of Arts and Sciences."
The only organization Phileas was a member of was The Reform Club. At the time of the story, The Reform was a private gentleman's club which admitted no women. Thus, because of his sparse involvement in the political, social, and commercial aspects of London, it was doubted that Phileas was a true Londoner.

At the end of the story, the main character is arrested. What are some of the reasons or grounds that he has been arrested for?

I suppose that to be entirely accurate, Leonard Mead is not being arrested and taken to jail.  Mead is going to the "Psychiatric Center for Research on Regressive Tendencies."  Mead is being taken to a psychiatric ward to be studied and "fixed."  
The reason that Mead is going there is because he displays too many "regressive tendencies."  Basically Mead does things that the general population never does any more.  He is a complete outlier.  What's frustrating and great about his regressive tendencies is that they are completely innocent and harmless to the general population (at least by present standards).  Leonard Mead first draws the attention of law enforcement because he's out at night . . . alone.  In the police car's opinion, Mead must be up to no good.  The suspicion surrounding Mead only deepens with each question that the car asks.  Mead is asked about his profession.  Mead states that he is a writer, which the car interprets as being unemployed.  

"Business or profession?" "I guess you'd call me a writer."
"No profession," said the police car, as if talking to itself.

The car then asks why Mead is outside at night.  Mead tells the car that he is walking for the sake of walking, which the car can't fathom. The car even asks if Mead is walking because the air conditioning or TV is broken. Mead admits that he doesn't even have a viewing screen.  No wife either.  It's then that the police car decides that Mead must be some kind of crazy person and is either a danger to himself or the rest of the population.  Mead is promptly told to get in the car for transport to the psychiatric center. 

Frederick Douglass wrote, “When the true history of the antislavery cause shall be written, women will occupy a large space in its pages.” Explain the role women played in the abolitionist movement and how that experience influenced the feminist movement.

When studying American history, one must understand that for centuries only white males held certain rights, such as citizenship, voting, and property rights. Although the first colony of Virginia was founded in 1607, women, African-Americans, Native Americans, and other minority groups did not gain many of these same rights until after the Civil War in the late 1800's; by 1900, women and minority groups were still not considered nor treated as equals in many areas of America. Therefore, it is understandable and abundantly clear why women joined in and greatly influenced the abolitionist movement for hundreds of years before the formal Women's Rights Movement of the early 1900's: women fought for all people to be treated with dignity and respect. The organization of abolitionist groups, such as the American Antislavery Society, helped to pave the way for feminist movements, such as the National Women's Rights Convention.
As slavery had been abolished in Europe by the early 1800's, more and more attention and pressure arose to end the practice of slavery in America as well. Women such as Harriet Tubman, an ex-slave and strong abolitionist, advocated that all men and women, regardless of race or gender, should receive protection for the natural rights which John Locke espoused of life, liberty, and property. Other abolitionists, such as Lucretia Mott, Elizabeth Cady Stanton, and the Grimke sisters proclaimed the same message, calling for an end to unfair bias against any American who was not simply white and male. Martha Wright, Mary Livermore, and Julia Ward Howe, who were strong abolitionists, also helped many African American females fight for their specific rights as women, as well.
These women understood that a declaration of equality for African Americans also applied to people of both genders, as well as all races and ethnicities in America. The fight for recognition, fair treatment, equal opportunities, dignity, and respect for one group of people must be applied to all. Truly, this understanding is the basis for the totality of the word freedom. Women fought for the Preamble of the Declaration of Independence to be applied and relevant to all citizens: "We hold these truths to be self-evident, that all men are created equal, that they are endowed, by their Creator, with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness."


Women were avid supporters of the abolitionist movement and they also partitioned the Southerners to end the practice of slave ownership. Lucretia Mott, one of the earliest fighters for women's rights, and William Garrison founded the American Anti-Slavery Society in 1833. It was intended to end slavery and all forms of discrimination against women. Women also supported the emancipation of slaves; in 1863, during the first ever Women's National League Convention, the attendants, mostly women, led by Susan B. Anthony and Elizabeth Cady Stanton, signed a petition to end slavery—there were 400,000 signatures in total. Following the passing of the Thirteenth Amendment, the women saw that it was possible to also gain their freedom. In 1866, the National Women's Rights Convention joined forces with the American Antislavery Society and established the American Equal Rights Association with Elizabeth Cady Stanton at the forefront of this partnership. This organization later dissolved after the passing of the Fifteenth Amendment, which failed to mention women as equals to men. After that, Stanton and Anthony formed a new national organization that focused solely on women. It was called the National Woman Suffrage Association (NWSA). Hence the feminist movement began to gain ground.
https://courses.lumenlearning.com/suny-ushistory1ay/chapter/reconstruction-and-women-2/

https://www.nps.gov/wori/learn/historyculture/antislavery-connection.htm


Douglass was absolutely correct in his prediction, which is not surprising given that he was an early advocate of equality for women, attending, for example, the Seneca Falls Convention in 1848. The abolitionist movement provided a forum for women's political participation at a time when they were denied such a forum by law. Legally, women could not vote, and culturally, a "separate spheres" culture dictated that a woman's proper place was managing the household. But women could form clubs and other organizations that advocated against such societal ills as slavery, Indian removal, and alcohol abuse. Another reason that women played a major role in the abolitionist movement was that it revealed the inequalities that women faced. Women abolitionists found themselves closed out of antislavery meetings and organizations, and this angered them to the point that they began to openly advocate for their own rights, as Elizabeth Cady Stanton did at Seneca Falls. Many of the leaders we associate with the abolition movement were women, including Lucretia Mott, the Grimké sisters, Sojourner Truth, and Harriet Beecher Stowe. As for the debate between the Grimkés and Catherine Beecher, the latter argued that abolitionist demands for immediate abolition were inflaming the South and actually making it more likely that slavery would continue. She looked at the issue as a political matter, whereas the Grimke sisters saw it as a fundamentally moral question. They thought, like William Lloyd Garrison, that the republic could not persist in allowing slavery, which was a mortal sin. She believed in gradual emancipation, an approach that had once been shared by many, North and South, but became less viable as the sectional conflict over slavery worsened after 1837, when Beecher's letter criticizing immediate abolition was published. But overall, the prominent role played by women in the abolition movement remains one of its most remarkable aspects.
http://www.teachushistory.org/second-great-awakening-age-reform/resources/catharine-beecher-opposes-abolitionism

What argument against British rule did Thomas Paine make in Common Sense?

Although the colonies were fighting the British in January of 1776, when Paine published Common Sense, many colonists were still uncertain if independence from Britain was a good idea, thinking it might be better to remain a colony, only on more favorable terms. By making a cogent argument in simple, understandable language for why the United States should—and must—be independent, Paine helped galvanize support for the Revolution.
Paine first argued that hereditary monarchies and aristocracies are inherently tyrannous, placing too much of a burden on the rest of the people in a nation. The colonies, he said, had no reason to be part of such a cumbersome governmental system. He rejected John Locke's idea that a parliamentary government provided a sufficient check on monarchial power, asserting that monarchs were parasites who had nothing to do but wage wars that other people had to pay for. Paine's answer to this problem of parasitical tyranny was simple: dispense with the British monarchy.
Paine also raised the issue of why the colonies owed allegiance to Britain at all, given the number of colonists that were not of British descent and the number of people of British descent who had never been to Britain and had no direct ties to that country. He asserted, too, that the colonies had sufficient military resources to defeat the British.
Paine argued that a clean break would allow the colonies to establish a republic, with democratically elected officials, which would be less tyrannous and burdensome to the American people than staying part of Great Britain. He asserted that independence was the only way the Americans would prevent themselves from being endlessly plagued with interference from British rulers and aristocrats.


Common Sense is the best-selling American book of all-time. Thomas Paine used his persuasive writing to convince the colonists in Colonial America to fight for independence from Great Britain. This might not seem like a huge stretch by our modern eye - how hard could it have been for thirteen states to demand separation from a country across the Atlantic Ocean when telephones didn't even exist?
The problem existed not in the difficulty of separating, but rather in the difficulty of convincing the colonists that separating was the correct decision. Imagine what would have to happen in modern day politics for Hawaii or Alaska to separate from the United States! It would be next to impossible because you could not convince the residents of Hawaii or Alaska that fighting against a superpower (America) is worth their independence (because life for them isn't all that bad anyways). Now transition that to colonial times, when some of the colonists wanted to become independent of their superpower (Great Britain), but had to convince the colonists that their not-that-bad situation was actually really bad and worth starting a war over.
In came Thomas Paine. He wrote a pamphlet that was mass-produced and spread across the colonies and read in streets and at bars and in bedrooms by candlelight. Common Sense highlighted the issues that the colonies faced--issues that the colonists themselves might not have been aware of. Paine called out Britain on their tyrannical practices against the colonies, and he criticized the treatment of the colonies by the far-off, less than sympathetic King.
Paine then continued on to discuss the issue with calling someone a "King" because it placed them higher on the hierarchy of man, when in reality, he stated that all men are created equal. He suggested that by having a Parliament report to the King, the King overruled the Parliament at some point, and was thus overly powerful.
Thomas Paine struck the hearts of the colonists by examining the offenses that England made against the colonies, and argued that independence from Great Britain was the only solution to their problems. He outlined the idea for a congress with delegates from the different areas of the colonies and elected representatives chosen by congress to lead as president.
Paine also spent time explaining that the colonies possessed adequate power to fight the Royal Navy of England, which solidified the possibility that the colonies could succeed in succeeding from England. 
The practical tone that Paine wrote with worked to coerce colonists far and wide that becoming independent was not only possible, but necessary. Common Sense was one of the most impactful pieces of writing ever written, and because of its legacy, it is still in print today.

Why was the duke unhappy with his first wife? What does this reveal about the duke and what does the poem title suggest about his attitude toward women in general?

In the poem, the duke was unhappy with his wife for a number of reasons. First of all, in lines 14–15, the duke says that his wife often blushed at others. Specifically, this "spot of joy" on her face (a blush) was caused by things other than her "husband's presence." She might blush at a sunset, for example, or some "cherries" brought to her by a "fool."
In the next few lines, the duke argues that his wife was "too easily impressed" by the people around her. Moreover, she seemed to find happiness everywhere and in everything:

She liked whate'er she looked on, and her looks went everywhere.

Furthermore, the duchess did not distinguish between the gifts brought to her by her husband and those brought to her by servants and strangers. She treated everyone equally and did not elevate the gifts and conversations of her husband above those of others. An important example here is the "nine-hundred-years-old-name": the duke thinks that his wife should have been grateful to him for elevating her to such a high social status through marriage. But she did not reciprocate this feeling.
In other words, the duchess did not live up the duke's expectations. From these examples, we see that the duke wanted a wife who was totally dedicated to him, and him only. He wanted a wife who appreciated her social status and thanked him for it. Moreover, he wanted a wife who understood that her title of duchess made her socially superior to those around her.
The use of the word "my" in the title suggests that the duke feels a sense of ownership toward women, in particular his wife. In his mind, women are objects and ought to behave in a very specific way--a way that is constructed and sanctioned by men. In addition, the hint that the duke may have murdered his wife shows his inflated sense of superiority: he believes that he has the right to end her life because she is not as valuable or important as himself.

Wednesday, August 28, 2019

What is the meaning of Weick's sensemaking theory?

Very simply, Weick's sensemaking theory examines the cognitive processes that underlie the ways people make sense of ambiguous situations. Essentially, the theory asks, "how does somebody try to make sense of a situation?". 
According to Weick's original theory, sensemaking has 7 different properties: 
1. Identity: People's understanding of who they are influences how they make sense of things
2. Retrospect: People tend to make sense of things after the fact; that is, they put the pieces together in a meaningful way after the event or situation has occurred. 
3. Socialization: Somebody's life experience, including childhood experiences and social context, will determine how they make sense of situations. 
4. Enaction: People will enact new situations through stories (narratives) and conversations with others (dialogue). Shared stories help people understand and organize their own experiences. 
5. Ongoing nature: Sensemaking has an ongoing nature, because people will consider and reconsider situations over time, whilst simultaneously reacting to new situations. We are constantly trying to make sense of something. 
6. Extracted cues: People take cues from the context of the situation (i.e. the people and environment involved) and try to use that information to guide their interpretation of a situation. 
7. Plausibility: People will bring together all of the above elements and attempt to develop a plausible way to make sense of a situation, by taking into account their prior knowledge, situational cues, and context.

After you read Frankenstein, think about what things classify this book as a horror story. In fact, what classifies any scary story as a horror story? What characteristics do you see in Frankenstein that almost all horror stories possess? Write a 5-7 sentence paragraph explaining your thoughts on this topic. You may choose to begin your paragraph with, "In Frankenstein, as with almost all horror stories, there are several defining characteristics of the genre. To begin with..."

I can think of a few ways in which Frankenstein counts as a horror story, though two may be a bit cerebral. 
The "monster" itself—The creature has been built from the parts of corpses, literally stitched together. It is larger than most humans and horrible to look at. This fits with the themes you see in the horror genre because it is presenting us with something repulsive that is meant to disgust us—otherwise known as the "gross out."
The obsession—Dr. Frankenstein's obsession with his studies and research turn him into someone that cares less about the consequences of his actions than with meeting his obsessive goal. He is consumed with what he is doing. We see this "mad scientist" figure in all sorts of horror tales, from Andre Delambre in The Fly to the character of James Hollister in Firestarter.
Self-inflicted doom—Dr. Frankenstein works very hard to bring his dead conglomeration to life, but when he succeeds, he does not love or nurture it; instead, he rejects it and sends it out to fend for itself. The creature then decides to exact its revenge on its creator by making him suffer. We see this in lots of different tales of horror, from Freddy Kruger (burned to death by the parents of his victims, then coming back stronger as a kind of demon) to Jason Voorhees (who, in some incarnations, comes back for revenge on the camp counselors who let him drown). In the horror genre, the trauma inflicted on the characters is often a result of their own choices. 
The eternal beast—In many horror stories, the "creature" or "horrible element" outlives the main characters with the threat of coming back.
Those are just a few thoughts, though I am sure there are others you could use. 

Tuesday, August 27, 2019

Calculus of a Single Variable, Chapter 8, 8.6, Section 8.6, Problem 26

Indefinite integral are written in the form of int f(x) dx = F(x) +C
where: f(x) as the integrand
F(x) as the anti-derivative function
C as the arbitrary constant known as constant of integration
To evaluate the given integral problem: int 1/(t(1+(ln(t))^2)) dt , we may apply u-substitution by letting: u =ln(t) then du = 1/t dt .
Plug-in u =ln(t) and du= 1/tdt on int 1/(t(1+(ln(t))^2)) dt , the integral becomes:
int 1/(t(1+(ln(t))^2)) dt =int1/(1+(ln(t))^2) *1/t dt
=int1/(1+u^2) du
From the integration table, we have indefinite integration formula for rational function as: int 1/(1+x^2) dx=arctan(x) +C . The int 1/(1+x^2)dx resembles the format of int 1/(1+u^2) du where " u" corresponds to "x" .
This is our clue that we may apply the aforementioned formula for rational function.
We get: int1/(1+u^2) du= arctan(u) +C .
Plug-in u =ln(t) on arctan(u) +C , we get the indefinite integral as:
int 1/(t(1+(ln(t))^2)) dt= arctan(ln(t))+C

Single Variable Calculus, Chapter 5, 5.3, Section 5.3, Problem 28

Find the integral $\displaystyle \int^1_0 (3 + x \sqrt{x}) dx$

Using 2nd Fundamental Theorem of Calculus

$\displaystyle \int^b_a f(x) dx = F(b) - F(a)$, where $F$ is any anti-derivative of $f$.

Let $\displaystyle f(x) = 3 + x \sqrt{x}$ or $f(x) = 3 + (x)^{\frac{2}{3}}$, then


$
\begin{equation}
\begin{aligned}

F(x) =& 3 \left( \frac{x^{0 + 1}}{0 + 1} \right) + \left( \frac{x^{\frac{3}{2} + 1}}{\displaystyle \frac{3}{2} + 1} \right) + C
\\
\\
F(x) =& 3x + \frac{x^{\frac{5}{2}}}{\displaystyle \frac{5}{2}} + C
\\
\\
F(x) =& 3x + \frac{2x^{\frac{5}{2}}}{5} + C

\end{aligned}
\end{equation}
$



$
\begin{equation}
\begin{aligned}

& \int^1_0 (3 + x \sqrt{x}) dx = F(1) - F(0)
\\
\\
& \int^1_0 (3 + x \sqrt{x}) dx = 3(1) + \frac{2(1)^{\frac{5}{2}}}{5} + C - \left[ 3(0) + \frac{2(0)^{\frac{5}{2}}}{5} + C \right]
\\
\\
& \int^1_0 (3 + x \sqrt{x}) dx = 3 + \frac{2}{5} + C - 0 - 0 - C
\\
\\
& \int^1_0 (3 + x \sqrt{x}) dx = \frac{15 + 2}{5}
\\
\\
& \int^1_0 (3 + x \sqrt{x}) dx = \frac{17}{5}
\\
\\
& \text{ or }
\\
\\
& \int^1_0 (3 + x \sqrt{x}) dx = 3.4



\end{aligned}
\end{equation}
$

What does “I’ll tan you” mean?

In chapter 4, Atticus unexpectedly returns home from work and catches the children reenacting Boo Radley's life story in the front yard. When Atticus asks Jem what game he is playing, Jem responds suspiciously by saying, "Nothing" (Lee, 41). Atticus is aware that his son is lying to him and knows that they are playing a game that involves mimicking the life story of their reclusive neighbor. Atticus then asks Jem a series of questions regarding what he is doing with the scissors and why he is tearing up a newspaper. Atticus then tells his son, "If it’s today’s [newspaper] I’ll tan you" (Lee, 41). The expression "I'll tan you" means to spank someone. Atticus is essentially telling Jem that if he is tearing up today's newspaper, he is going to spank him. Jem turns red after his father threatens to spank him, and Atticus walks into the house. Despite Scout's protests to stop playing "One Man's Family," Jem and Dill continue to play the game.

At the beginning of act II, why does Elizabeth want John to go to Salem?

Towards the beginning of act two, Elizabeth tells John that there is a mighty court in town and four judges from Boston have arrived to conduct the witch trials. She goes on to tell John that the court officials view Abigail Williams as a saint and fourteen people have already been arrested and accused of witchcraft. Elizabeth's news regarding the witch trials astonishes John, who initially doubts that anyone will be hanged. After he refers to the proceedings as "black mischief," Elizabeth encourages her husband to travel to Salem and testify that Abigail is a fraud. Elizabeth insists that John expose Abigail and the girls as frauds because she understands the dangers attached to the witch trials. She fears that innocent citizens will hang and wishes for John to put a stop to the trials by exposing the truth. She believes that if her husband does not act, innocent people will eventually lose their lives. Elizabeth also despises Abigail and has absolutely no misgivings about exposing her as a malevolent liar.


At the beginning of Act II, Elizabeth Proctor wants her husband, John, to go to Salem to tell the courts what Abigail Williams, his former lover and the chief accuser in these trials, told him.  When they were alone momentarily during Act I, in Reverend Parris's house, Abigail told John that Betty was not bewitched, that the girls were just dancing in the forest and Betty got scared when her father jumped out of the trees.  Now, in Act II, people are being legally charged with the crime of witchcraft, while the girls make more accusations, and some of the accused are actually confessing in order to keep their necks from the noose.  Elizabeth wants John to tell the court what Abigail told him because it might help to prove that Abigail and the other girls are lying now, and then the accusations and trials could stop.

What were the strongest arguments for the extension of the right to vote in the 1830s? What were the arguments in the 1860s?

The growth of suffrage (the right to vote) was slow and unsteady in the United Kingdom. Two of the watershed moments in the expansion of the right to vote, though, came in the Reform Acts of 1832 and 1867. Both of them were backed by popular support that threatened to boil over if the right to vote was not expanded.
The arguments for expanding voting rights in England began in the 1600s after costly civil wars ended the absolute power of the monarchy. Voting, it was clear, was a better way of choosing leaders than fighting, and voting gave the public a greater say in the government above them. However, it was the French Revolution in the 1790s that spread the idea of suffrage still further, igniting public opinion in its favor.
In England, it was the death of King George IV in 1830—which dissolved Parliament and created a general election—that provided the much-needed opportunity to overhaul England’s election laws. The result was the Reform Act of 1832, which simplified the archaic way elections were held and also drastically reduced the amount of property that needed to be owned in order to be able to cast a vote. This spread the right to vote, placating the public’s demands.
The 1860s saw another surge in the public’s demand for the right to vote: the American Civil War ended with the abolition of slavery in the US, making citizens in England clamor for more rights of their own. At the time, despite the expansion of the right to vote from the 1832 Reform Act, only one in seven adult men could vote. Additionally, the industrial revolution had led lots of people to move from the countryside into the cities of England, changing how many people lived in certain counties and their proportional power in Parliament. The Reform Act of 1867 doubled the number of men who could vote in England by again lowering the amount of property they needed to own in order to vote and changed how many representatives certain areas could send, effectively redistributing seats among the country. This redistribution was intended to help the powerful Conservative Party.
In the end, then, the strongest arguments in favor of expanding the right to vote in England in the 1830s and 1860s were that the expansion of voting was needed to placate the public, build a nonviolent way of changing leadership, and solidify political power.

Monday, August 26, 2019

In the play The Lion and the Jewel, describe a situation in which one character portrays the idea of tradition and the other character portrays and promotes modernity.

In Wole Soyinka’s play, most of the characters embody aspects of both tradition and modernity at different times. The character who is most consistently associated with modernity is Lakunie, the school teacher. One place this is revealed is in his attitude toward marriage. Although he may be motivated primarily by financial concerns, he states his opposition to the tradition of paying the bride price. Sidi, the lovely young woman who is the "jewel" of the title, represents tradition in regards to this custom. While Lakunie is courting her, she does not accept Lakunie’s explanation that this tradition is outmoded. Instead, she sees that his attitude indicates that he does not value her. Sidi refuses to marry him unless he pays the bride price.


Throughout the scene entitled "Night," Sadiku argues with Lakunle about Sidi's decision to visit Baroka, and Lakunle discusses the future of their village. Sadiku promotes traditional African culture and mentions to Lakunle that he should work on a farm for one season like the other men in order to earn enough money to pay the bride-price. She then ridicules him for not being man enough to smell the wet soil before commenting on how he plans to convert the entire village so he can avoid paying the bride-price. Lakunle is a proponent of modernity and responds by telling Sadiku that in two years the entire village will change. Lakunle comments that women will one day be treated equally, roadways will be built, cars will replace horses, and Ilujinle will eventually become modern like the rest of the world. Lakunle then calls Sadiku simple and says that she should join his class of twelve-year-old children. Lakunle and Sadiku's conversation portrays two characters who have opposing views of traditional African culture and modernity.

Who sponsored an attempt to settle Virginia with English colonists in 1587?

The most likely answer to your question is Sir Walter Raleigh.  Raleigh was the man who recruited and sent a group of colonists to Virginia in 1587.  However, depending on what you mean by “sponsored,” the answer could be Queen Elizabeth I.
Queen Elizabeth was the ultimate sponsor of the colonization of Virginia.  In 1584, she gave Raleigh a charter giving him the right to colonize North America.  She stipulated that he had to establish a colony or lose the right to do so.  Raleigh sent some colonists out in 1585 to create such a colony.
By 1587, however, the colony was in bad shape.  Most of the colonists had returned to England.  At that point, Raleigh sent out another group of colonists.  These settled in an area that was then called Virginia, but which is now in North Carolina.  Raleigh was not able to send any further ships to contact the colony until 1590.  When the ship arrived, it found no one left in the former colony.  This colony has come to be known as the Lost Colony.
So, we can say that Sir Walter Raleigh sponsored this expedition as he was the man directly in charge of making it happen.  However, we could also say that Queen Elizabeth sponsored it as she gave Raleigh the right to send the expedition to Virginia.
https://www.history.com/news/archaeologists-find-new-clues-to-lost-colony-mystery

England underwent a period of instability and crises both at home and in the colonies during the 1700s. What might have happened in England and her North American colonies had the Glorious Revolution not taken place?

The Glorious Revolution of 1688 deposed King James II in favor of his daughter Mary and her husband, William. William and Mary were Protestants, whereas King James II was a Catholic and had just fathered a son that people feared would be raised Catholic. Further, James favored an authoritarian, absolutist vision of monarchy, much like that favored by Louis XIV in France. This was a model that the English people hated and rejected.
The Glorious Revolution led to an important document, the Bill of Rights of 1689. This document, based on the work of John Locke, gave more power to parliament and curtailed the power of the monarchy. Notably, it allowed citizens the right to dispose of an unjust monarch. The document became influential in ensuring Britain developed a constitutional monarchy, and it became a basis for the US Constitution. It also provided a rationale for the colonial revolt against King George III.
Without the Glorious Revolution, England could very well have gone in the direction of absolutist monarchies such as the Bourbons in France, concentrating power in the hands of the king. The 1689 Boston revolt against Edmund Andros, who was trying to curtail rights as well as impose the Church of England on the Puritans, probably would not have succeeded. Very likely, neither England nor the colonies would have developed the concepts of freedom and individual rights that led over time to prosperous and growing societies.
English society and the colonies would probably have looked more like France and Spain, with a tiny and wealthy class living in vast luxury while everyone else suffered. (There was some of this in England, but not to the degree of autocratic countries like France and Spain.) Rather than gradual evolution towards greater democracy and equality in Britain, when a revolt came, it would have most likely been a violent overthrow of the existing government, such as occurred in France, and the revolutionaries would have had few models for setting up democratic government.
One could argue that neither England nor her former American colonies would have become predominant world powers without the Glorious Revolution providing the pattern of a more representative, free, and equalitarian government. The Glorious Revolution did not usher in modern equalitarian government as we understand it all at once, but it was an important first step in that direction.

Which senses does the author appeal to with the description of the kitchen?

In his short story “A Christmas Memory,” Truman Capote appeals to the senses with his vivid, heartfelt descriptions. When Buddy and his cousin are in the kitchen shucking walnuts, Capote starts off by addressing the auditory sense, and progresses to addressing the sense of sight. We hear the sounds associated walnuts cracking, and see how the day is moving toward night as the pair works in the firelight.
The author uses onomatopoeia to appeal to the sense of sound with the word “Caarackle!” The reader can immediately hear the sound of the nuts cracking under pressure. As the pair works, the kitchen is filled with sounds of the nuts breaking open and the dog begging for a tasty morsel. While Buddy describes the scene, the reader can hear the crunching sound and feel the contentment the characters are experiencing.

A cheery crunch, scraps of miniature thunder sound as the shells collapse and the golden mound of sweet oily ivory meat mounts in the milk-glass bowl. Queenie begs to taste, and now and again my friend sneaks her a mite, though insisting we deprive ourselves.

As the paragraph progresses, Capote switches his emphasis from the sense of sound to the sense of sight. He describes how the kitchen looks as evening descends upon it. Outside the moon rises, while inside Buddy and his cousin can be seen in the reflections in the window. The pair continue their work by the glow of the fire until they finish shelling the final nut.

The kitchen is growing dark. Dusk turns the window into a mirror: our reflections mingle with the rising moon as we work by the fireside in the firelight. At last, when the moon is quite high, we toss the final hull into the fire and, with joined sighs, watch it catch flame.

Single Variable Calculus, Chapter 4, 4.1, Section 4.1, Problem 64

$ \displaystyle F = \frac{\mu W}{\mu \sin \theta + \cos \theta}; \quad 0 \leq \theta \leq \frac{\pi}{2}$ where $\mu$ is a positive constant called the coefficient of friction.
$W$ represents the weight of an object.
$\theta = $ angle
$F = $ force
Show that $F$ is minmized when $\tan \theta = \mu$.

Taking the derivative of the function,
$\displaystyle \frac{dF}{d\theta} = \mu W \cdot \frac{d}{d\theta} \left( \frac{1}{\mu \sin \theta + \cos \theta} \right)$

Using Quotient Rule,


$
\begin{equation}
\begin{aligned}
\frac{dF}{d \theta} &= \mu W \left[ \frac{\mu\sin\theta + \cos \theta \cdot \frac{d}{d\theta} (1) - 1 \cdot \frac{d}{d\theta}(\mu \sin \theta + \cos \theta) }{(\mu \sin \theta + \cos \theta)^2}\right]\\
\\
\frac{dF}{d \theta} &= \mu W \left[ \frac{0 - \left(\mu \cos \theta + (-\sin \theta) \right)}{(\mu \sin \theta + \cos \theta)^2} \right]\\
\\
\frac{dF}{d \theta} &= \frac{\mu W \left( \mu \cos \theta + (-\sin \theta) \right)}{(\mu \sin \theta + \cos \theta)^2}
\end{aligned}
\end{equation}
$


When $\displaystyle \frac{dF}{d\theta} = 0$,


$
\begin{equation}
\begin{aligned}
0 & = \frac{-\mu W (\mu \cos \theta - \sin \theta) }{(\mu \sin \theta + \cos \theta)^2}\\
\\
0 &= \mu \cos \theta - \sin \theta\\
\\
\frac{\sin \theta}{\cos \theta} &= \frac{\mu \cancel{\cos \theta}}{\cancel{\cos \theta}}
\\
\tan \theta &= \mu

\end{aligned}
\end{equation}
$


It shows that $F$ is minimized when $\tan \theta = \mu$

How is Manfred a Romantic hero?

Manfred typifies the Romantic mindset partly because he is, or sees himself, an outcast. Like Faust, he is dissatisfied with "life" in its mundane form and wishes to transcend it, to experience some ultimate transformation that will enable him to break free of the ordinary, banal world. A major theme of the Romantic movement was this striving after the impossible and the perception of man as a rebel, a god-like being with the potential to venture beyond the ordinary limits imposed upon him by the laws both of God and of men.
Manfred seeks "forgetfulness." It's almost an inverted form of the seemingly positive experiences that other Romantic heroes strive for. Faust seeks some ultimate moment in time so beautiful to him that he will wish it to linger—unlike all that he has experienced in his long life and with his great knowledge. But he must make a pact with the Devil in order to accomplish this. Frankenstein wishes to do what only God has done, to create life, and he does so, but the experiment backfires. Manfred similarly seeks the impossible, but it is a negation of life—the ability to erase memories so awful that he is being destroyed by them. In all these cases the Romantic hero wishes to transcend what others have been capable of and thus to become a kind of god himself.
The dissatisfaction and lack of fulfillment that motivates these figures is expressed throughout much of Romantic literature. It is as if even when man accomplishes something it's not enough, or it does not give him the feeling he expected. In The Prelude Wordsworth describes crossing the Alps, but in a way that indicates he and his fellow traveler are over the crest without even realizing it at first. This is a prototype of Romantic thought in which, in ordinary life, one misses the impact of achievement, and therefore must strive for something more, something out of bounds, as it were. Manfred's seeking "oblivion" is Byron's personal expression of this thought and this desire.


Manfred is a particular kind of Romantic hero, called a Byronic hero. This means he is dark and brooding, tortured inwardly by hidden guilt.
The Romantics had a particular self-concept which is reflected in Manfred's character. They believed strongly in the individual, and, particularly, in the individual genius who is set apart from other people because of the superiority of his vision. Manfred, for example, chooses to exile himself to a mountaintop (the perfect place to commune with gods and spirits), apart from other people, because he feels little kinship with ordinary humans. His is a suffering, artistic, and superior spirit.
The Byronic hero does not follow the normal social conventions. In Manfred's case, he is wracked with guilt over incest with Astarte. Manfred, like a good Romantic hero, also defies both the gods and the devil, choosing his own path, which is to embrace death.
A good example of a Manfred-like Romantic/Byronic hero is Heathcliff from Wuthering Heights.


Manfred is almost the epitome of a Byronic hero. He scorns society's rules, showing utter contempt for the mores and social codes that respectable people impose on individuals of great character like himself. Manfred lives by his own moral code, his own standards. And so he stands apart from society, leading a life of great loneliness, but one in which at least he can feel free. A Byronic hero like Manfred may not be the most likable person you will ever come across but he is clearly an intelligent, charismatic, and deeply fascinating personality.
But beneath the heroic self-image, Manfred, like his progenitor, is still human. Manfred broods extensively over his sister's death and the part he may have played in it due to his having an incestuous relationship with her. Beneath all the posturing bluster, he really does have a conscience after all. But what he does not yet have is the ability to take responsibility for his actions. So he tries to avoid his sins and their ruinous consequences by wandering desolate mountaintops, summoning spirits, and shutting himself off in his castle. He does not want to deal with his profound guilt; he wants to forget about it completely.
He ultimately comes to recognize the good within himself. But it is his own inner good, the product of his nature as a unique individual set apart by genius from others, not the outer good conferred upon him by the approbation of society. He dies on his own terms without the comfort of the church or the aid of any other human authority. This man bows before no power, earthly or supernatural. In other words, Manfred remains a true Byronic hero right to the very end.

I need a good hook for my essay on Animal Farm, my thesis is: "The utopia of Animal Farm fails because of Squealer's propaganda, fearful animals, and blind followers." Any suggestions

By definition, a "hook" is something that is meant to catch the reader and reel them in, as you would a fish.  What is the best way to go about doing that, in this case?  Do you believe that a utopian society is possible, or are they always doomed to fail, as in Orwell's novel?  Your thesis suggests the former.  You might begin with a description of your own idea of utopia — what basic rules would you install, and how would they differ from the ones set down by the pigs when they decided to create their "perfect world"?  Readers tend to be drawn in by a vivid sense of place; beginning with a few pertinent physical details about your utopia would be an entertaining way to start.  Further on, you could refer back to this introduction with points about how "Squealer's propaganda, fearful animals, and blind followers" might influence your own created world.  


A good hook draws in the reader and compels him or her to continue reading your essay. One way to attract the reader's attention is to include a short anecdote, or story, at the beginning of your essay. For example, you could begin this essay with a story about something or somewhere that seemed utopian or perfect until its flaws were exposed. For example, did you attend a camp that seemed great until you found out that the counselors were cruel and the food was spoiled? You can come up with such an anecdote using your personal experience. You could also begin by asking a broad question along the lines of "Are utopias possible?" or "What lies behind the perfect appearance of an apparent utopia?" Another option is to begin with a vivid description, such as what a utopia might look like. You could then contrast this type of utopia with Animal Farm. These are just some of the options for beginning your essay. The idea is to capture the reader's attention before you introduce the overview of the book and your thesis. 

Sunday, August 25, 2019

Compare "The Tell-Tale Heart" to "The Cask of Amontillado"?

Both Edgar Allan Poe stories “The Tell-Tale Heart” and “The Cask of Amontillado” are told in the first-person and both feature individuals with definite mental health issues, of which drove them to commit murder. In the case of “The Tell-Tale Heart,” the unnamed narrator makes a point early-on of professing his sanity (“You fancy me mad. Madmen know nothing. But you should have seen me”), while concurrently demonstrating that he is indeed mentally ill. The narrator of “The Cask of Amontillado,” in contrast, is not particularly concerned with questions of mental stability, but his actions definitely bespeak an individual who has problems coping with what he considers an adverse situation: The repeated insults he perceives he has suffered at the hands of his tormentor, Fortunato, have driven him to commit murder (“The thousand injuries of Fortunato I had borne as I best could, but when he ventured upon insult, I vowed revenge”). What both stories, then, have in common is a main protagonist who meticulously plans on murder, albeit for entirely different reasons. One commits murder because he has been driven insane (or, was already insane but reached a tipping point), while the other commits murder to avenge slights he believes he has received at the hands of another.
These are the main parallels between “The Tell-Tale Heart” and “The Cask of Amontillado.” Both protagonists plan and carry out a murder. Both stories are told by the individuals carrying out the murder. Where the two stories differ is in motive (the need to eliminate the old man and his vulture-like eye versus revenge for a history of insults) and in outcome. We know that the protagonist in “The Tell-Tale Heart” is caught by the police because he is convinced in the presence of the police that he hears his victim’s beating heart beneath the floorboards. We have no reason to believe that the protagonist in “The Cask of Amontillado” is ever suspected of a crime, as he concludes his narration by declaring that “for the half of a century” following the murder “no mortal has disturbed” his handiwork (i.e., the masonry concealing the remains of his victim). One can surmise that the narrator/murderer in “The Tell-Tale Heart” was driven by guilt to confess his sin; Montresor, the narrator/murderer in “The Task of Amontillado,” felt no such remorse.

Which will have greater inertia amongst three balls A, B and C filled with same volume of mercury, water and air respectively? Give reasons to support your answer.

Hello!
The mass is the measure of inertia and it is also the measure of gravitational attraction (it is the open question why and whether there are some conditions when this equivalence is broken, but for practical purposes it is absolutely true).
To determine the (gravitational) mass of those balls we need the notion of density. Each piece of a substance at a given pressure and temperature has the same ratio of the mass to the volume, called density.
If we denote the volume of each ball as V and the masses as m_A, m_B and m_C, then  rho_A = m_A/V,  rho_B = m_B/V,  rho_C = m_C/V. In other words, m_A = rho_A*V,  m_B = rho_B*V,  m_C = rho_C*V.
Because the density of mercury is much more then of water, and the density of water is much more then of air, we can infer that m_A is much greater than m_B and m_B is much greater than m_C.

What is this book's thesis?

Michael Pollan's introduction to this fascinating book describes the moment when he had the idea and insight for what the book would explore. He was planting fingerling potatoes, thinking of how they presented different challenges from growing other varieties of potatoes, and had the thought that plants force humans to do their bidding. He wondered: was this how plants actually evolve alongside humans, by convincing us to do the things they want? This made him think about how plants have evolved over the years via human intervention, to develop qualities that made them more desirable to humans, so that humans would engage in activities to help the plants propagate and survive. 
Pollen then chose four plants and one specific quality of each plant, and in four chapters then explores in detail the various ways in which that quality defines the plant's evolution and history of being cultivated by human beings. For example, the quality chosen for the apple is sweetness. Wild apples are not known for being sweet; and each wild apple tree is a blend of two different apple trees. Humans discovered how to graft branches and buds of sweeter and better quality apples onto existing trees, and were able to then produce many more apples to satisfy the desire for a sweeter tasting fruit. The book explores many fascinating aspects of history, folklore and science to answer this intriguing question.

Calculus: Early Transcendentals, Chapter 7, 7.4, Section 7.4, Problem 20

int(x^2-5x+16)/((2x+1)(x-2)^2)dx2
Let's first express the integrand as sum of proper rational expressions by applying partial fraction decomposition,
(x^2-5x+16)/((2x+1)(x-2)^2)=A/(2x+1)+B/(x-2)+C/(x-2)^2
=(A(x-2)^2+B(2x+1)(x-2)+C(2x+1))/((2x+1)(x-2)^2)
=(A(x^2-4x+4)+B(2x^2-4x+x-2)+C(2x+1))/((2x+1)(x-2)^2)
=(A(x^2-4x+4)+B(2x^2-3x-2)+C(2x+1))/((2x+1)(x-2)^2)
=(x^2(A+2B)+x(-4A-3B+2C)+4A-2B+C)/((2x+1)(x-2)^2)
Now equate the coefficients of the polynomial in the numerator on the both sides,
A+2B=1 --------------------------------(1)
-4A-3B+2C=-5 -----------------(2)
4A-2B+C=16 ----------------------(3)
Now let's solve the above three equations by the method of substitution,
From equation 1 :A=1-2B
Substitute the above value of A in equation 2 ,
-4(1-2B)-3B+2C=-5
-4+8B-3B+2C=-5
5B+2C=-5+4
5B+2C=-1 ------------------------ (4)
Now substitute the value of A in equation 3,
4(1-2B)-2B+C=16
4-8B-2B+C=16
4-10B+C=16
-10B+C=16-4
-10B+C=12 -----------------------(5)
Now solve the equations 4 and 5 by the method of elimination,
Multiply equation 4 by 2,
10B+4C=-2 ----------------------(6)
Now add the equations 5 and 6,
5C=12-2=10
C=10/5=2
Plug the value of C in equation 5.
-10B+2=12
-10B=12-2=10
B=10/-10=-1
Plug the value of B in equation 1.
A+2(-1)=1
A-2=1
A=1+2=3
:.int(x^2-5x+6)/((2x+1)(x-2)^2)dx=int(3/(2x+1)+(-1)/(x-2)+2/(x-2)^2)dx
=3int1/(2x+1)dx-int1/(x-2)dx+2int1/(x-2)^2dx
Now let's evaluate the above three integrals,
int1/(2x+1)dx
Let's apply the integral substitution:u=2x+1
du=2dx
=int1/(2u)du
=1/2ln|u|
Substitute back u=2x+1,
=1/2ln|2x+1|
Now let's evaluate int1/(x-2)dx
apply integral substitution: v=x-2
dv=dx
=int1/vdv
=ln|v|
substitute back v=x-2,
=ln|x-2|
Now let's evaluate integral int1/(x-2)^2dx
apply the integral substitution: t=x-2
dt=dx
int1/t^2dt
=intt^-2dt
=t^(-2+1)/(-2+1)
=-1/t
Substitute back t=x-2,
=-1/(x-2)
:.int(x^2-5x+16)/((2x+1)(x-2)^2)dx=3(1/2ln|2x+1|)-1ln|x-2|+2(-1/(x-2))
=3/2ln|2x+1|-ln|x-2|-2/(x-2)+C where C is a constant

In what ways is Dante's trip to hell an allegory?

Dante's Inferno is an allegory, which means it is a work that operates on both a literal and a symbolic level at once.
Take the first canto of Inferno, for example. Dante wakes to find himself in the "dark wood of error." His character is literally in a forest that has a path (the "straight path") and a hill in the distance. On the symbolic level, the forest represents a life of sin, while the path represents a path of redemption that takes the contrite and forgiven sinner to heaven (the hill). In this canto, Dante is also ambushed by three beasts, which represent temptations like greed, anger, and lust. He finds that he cannot continue on the path while those beasts are in his way; this symbolizes how Dante does not feel able to overcome his temptations yet. Luckily for him, Virgil appears and offers to take Dante on a journey through all of the circles of hell as an alternate way to purgatory and then to heaven.
During the journey, Dante witnesses the symbolic punishments of a variety of sinners. For example, the sinners who are in the second circle, for "the carnal," are swept up in a whirlwind for all eternity, like they were swept up in their emotions during their lives. Each circle of hell punishes the sinners therein in appropriate ways that reflect the sins for which they are being eternally damned. At the end of Inferno, Dante climbs onto Virgil's back and together they literally surmount Satan himself. The symbolism here is clear: Dante must overcome the most evil being of all to move away from a life of sin.

What does Scrooge feel when he sees his nephew Fred and his friends discussing him?

This scene comes during the time when the Ghost of Christmas Present is escorting Scrooge. At this time, Scrooge is just beginning to feel transformed by the experiences the  spirits show him, so as usual, he resents and dismisses what the guests at Fred's gathering have to say about him—at first. As we've seen in the beginning of the story, Scrooge constantly rebuffs his nephew's attempts to establish a warm relationship, partly because he sees Fred as frivolous, but also, very likely, because Fred's likeness to his mother, Scrooge's beloved sister Fan, brings up painful memories Scrooge does not want to confront.
But, during the course of his observation of the party, he so far forgets himself as to try and participate in the party games (which, of course, he can't, because no one can see either him or the spirit), and when he's revealed to be the butt of a joke answer, his feelings are not what he thought they would be. Suddenly, the fact that these people see him as a bitter, angry, unkind man evokes a different kind of reaction. He's not ready, yet, to acknowledge that he must change for his own spiritual salvation—but the seeds are being planted for that transformation.

Saturday, August 24, 2019

How would you explain the causes of sex trafficking and its rapid growth in the last few decades in certain countries? Please consider it in relation to poverty, failed states, corruption, organized crime, insufficient resources of police and government in source and destination countries, culture, sophisticated recruitment strategies, and/or high demand by men to exploit and abuse women.

Human sex trafficking has been an issue since the dawn of civilization, most often materializing in a migration from impoverished or less affluent nations, where flesh is one of few precious commodities, to wealthier, more affluent nations, where customers are willing and able to pay for such a commodity. The epidemic is often seen as a symptom of growing poverty conditions; however, the spread of Western-style capitalism throughout the nineteenth, twentieth and twenty-first-centuries has actually resulted in reduced levels of poverty globally and therefore cannot be honestly targeted on a macro-level as the primary culprit for the recent increase in sex trafficking.
Yet, on a micro-level, there is certainly evidence that poverty remains a contributing factor. This is especially prevalent when assessing the increased levels of trafficking from specific, isolated countries, where factors such sa totalitarianism, political corruption, organized crime, and anti-capitalistic economic controls have left greater numbers of their citizens impoverish than in past decades. Famine, disease, economic desperation, and other fears are strong inducements for otherwise rationally-minded citizens to allow themselves to be exploited through the sex trade.
In addition, there are often insufficient law enforcement resources in both the country of origin and the destination country, which sex traffickers can use to their advantage, especially when they see the situation as an opportunity to increase the size of their operations. Countries of origin already facing economic strife often have little to invest in hiring and properly training the personnel required to stem the flow of such operations, while low pay for the few personnel currently in those positions means pay-offs and bribery are far more rampant. In the destination countries, politicians use the issue (and the larger related issue of illegal immigration) as a chess piece for other political objectives, which often leads to far fewer resources being assigned to deal with the problem than an unbiased approach would warrant.
However, an even greater physical presence of law enforcement in destination countries alone would not be sufficient to stem the tide if those personnel were not adequately trained in the new techniques, technology, modes of transport, and communication methods traffickers are using today. The ever-evolving world of technology—especially the internet and the fact that it's now globally accessible—has allowed more traffickers to reach a much greater audience online and to do so through higher levels of anonymity.
According to a 2005 US Census Bureau survey, 24.5 million children were using the internet at that time and approximately 20% had received some sort of online sexual solicitation. Subsequent studies have shown these numbers have steadily risen since then. Law enforcement not only has more difficulty locating these traffickers but also pinning down eyewitnesses and hard evidence to be used in investigations. Online sex trafficking also increases the transitory nature of the cases, spreading them across multiple jurisdictions and making it less likely that different law enforcement groups will be able to coordinate their efforts.
Other factors have also contributed to the increase in trafficking over the last several decades. Traffickers have become more savvy in their recruitment methods through trial-and-error, creative propaganda that has perpetuated the myth of sex trafficking as a "victimless crime" (which can be disseminated widely and rapidly through online means nowadays), and greater understanding of psychological manipulation methods that leads victims to become willing participants. They have also learned to capitalize on major events in areas like sports and entertainment. According to Forbes, 10,000 prostitutes were brought to Miami for Super Bowl XLIV in 2010, and there were 133 underage arrests for prostitution at Super Bowl XLV in Dallas in 2011.
Trafficking in women is especially profitable—some suggest far more so than drugs or firearms since the same woman can sold over and over—and more outsized profits are being reaped as wealthy nations grow wealthier, with more disposable income to spend on such a commodity.
https://atlantadailyworld.com/2013/09/19/4-reasons-why-human-trafficking-is-on-the-rise/

https://www.huffpost.com/entry/human-trafficking-increasing_n_6425864

Who worked on the Union Pacific Railroad?

The building of the Union Pacific Railroad was a massive engineering project that required a regular supply of labor. As the work was temporary and situated in a distant location, it was difficult to attract skilled workers, so it became necessary to hire immigrant workers to make up the shortfall.
As with large-scale industrial and engineering projects in Great Britain, it was unskilled Irish workers who formed the bulk of the Union Pacific workforce. Many Civil War veterans also worked on the project, their military expertise coming in handy as the railroad made its way deep into Plains Indian territory. Workmen lived in what came to be known as "Hell on wheels" towns. These were temporary settlements, hastily constructed to provide shelter for those working on the railroads. As well as being places to sleep and eat, the "Hell on wheels" towns provided a wide range of amenities for the railroad workers, including saloons, hardware stores, and dentists' offices.

Intermediate Algebra, Chapter 1, 1.3, Section 1.3, Problem 92

Evaluate the expression $\displaystyle w - 6x + 5y - 3z$ for $w = 4, x = - \frac{3}{4}, y = \frac{1}{2}$ and $z = 1.25$.


$
\begin{equation}
\begin{aligned}

w - 6x + 5y - 3z =& 4 - 6 \left( - \frac{3}{4} \right) + 5 \left( \frac{1}{2} \right) - 3 (1.25)
&& \text{Substitute } w = 4, x = - \frac{3}{4}, y = \frac{1}{2} \text{ and } z = 1.25
\\
\\
=& 4 + \frac{9}{2} + 5 \left( \frac{1}{2} \right) - 3 (1.25)
&& \text{Multiply}
\\
\\
=& 4 + \frac{9}{2} + \frac{5}{2} - 3 (1.25)
&& \text{Multiply}
\\
\\
=& 4 + \frac{9}{2} + \frac{5}{2} - \frac{15}{4}
&& \text{Multiply}
\\
\\
=& \frac{16}{4} + \frac{18}{4} + \frac{10}{4} - \frac{15}{4}
&& \text{Get the LCD}
\\
\\
=& \frac{34}{4} + \frac{10}{4} - \frac{15}{4}
&& \text{Add}
\\
\\
=& \frac{44}{4} - \frac{15}{4}
&& \text{Add}
\\
\\
=& \frac{29}{4}
&& \text{Subtract}

\end{aligned}
\end{equation}
$

Why was Rosalind kept at the court after her father had been driven away?

Rosalind, the female lead in As You Like It, is the daughter of Duke Senior. He has been banished by the usurper Duke Frederick and now lives in the Forest of Arden. Yet Rosalind remains at court. Frederick has kept her there because she gets on so well with his daughter Celia, Rosalind's cousin. But as well as being incredibly bright, Rosalind's also a charismatic young lady, and it soon becomes clear to Duke Frederick that his impressionable daughter's falling under Rosalind's spell. So he decides to allow Rosalind to join her father by banishing her to the Forest of Arden. But if he thinks that this will be enough to break up Celia and Rosalind's blossoming friendship, then he's in for a nasty surprise, for Celia defies her controlling father and accompanies Rosalind on her journey to the forest.

How can the poem "War Is Kind" reflect universal themes in Civil War literature?

Over 600,000 American lives were lost in the Civil War, leaving countless families forever altered, to say nothing of the misery caused by the physical, emotional, and economic harm inherent in this four-year-long series of battles.
Stephen Crane's poem reflects universal themes found in Civil War literature; among them is a dark tone that questions the veracity of claiming that any war contains "glory" or that any man "was born to drill and die." The poem calls upon a young maiden who loses her lover, a woman who loses her son, and a baby who loses her father not to weep, a preposterous suggestion that anyone who has lost a loved one to battle would likely find offensive and unrealistic. The poem's situation suggests that even though the completion of the war reunified the opposing sides into a single nation and slavery came to its end, the costs were incalculable to the survivors.

What happened at the pageant in To Kill a Mockingbird?

In chapter 28, Mrs. Merriweather puts together a pageant entitled "Maycomb County Ad Astra Per Aspera," in which children dressed as various agricultural goods produced in Maycomb step out onto the stage in front of the community. Before Mrs. Merriweather begins calling the children onto the stage, she gives a brief history describing how Maycomb was founded and established. Scout also mentions that Mrs. Merriweather elaborates for thirty minutes on Colonel Maycomb’s exploits. As Mrs. Merriweather is discussing Colonel Maycomb's achievements, Scout accidentally falls asleep. Following the pageant, Scout learns that Mrs. Merriweather shouted "Pork!" several times to no avail. When Scout hears the band playing Dixie, she wakes up and runs onto the stage wearing her pork costume as Mrs. Merriweather triumphantly mounts the stage with the state flag. Scout's untimely entrance causes the entire audience to burst out laughing. Following the pageant, Mrs. Merriweather tells Scout that she ruined the evening, and Jem attempts to console his sister. The Finch children then wait until everyone leaves the auditorium before they begin walking home.


The action at the pageant is some of the most harrowing in To Kill a Mockingbird. The narrative starts innocuously enough; Jem accompanies Scout to her Halloween pageant. While backstage, Scout falls asleep in her costume, so she misses her cue to come on stage and arrives late. The director of the pageant is very angry at Scout for her error, and she accuses her of ruining the entire play. Scout is so ashamed that she refuses to leave the pageant until almost everyone has gone.
Jem and Scout walk home alone, and they begin to hear noises. They think it is their friend, Cecil, trying to scare them. Eventually, they can hear someone running after them, so they realize it is not Cecil. The pursuer, who we eventually learn is Bob Ewell, attacks them, but is killed by Boo Radley. The attack leaves Jem unconscious, so Boo picks him up and carries him home.

How does Balram believe that he is living like a man (I just need a few bullet points notes of what I should talk about in this intro and a quote to back it up). How is his behavior immoral (same thing)?

How does Balram believe that he is living like a man?
For Balram, "living like a man" means to live freely and be in control of one's own direction in life. This can be summarized by the following statement regarding his murder of Mr. Ashok:

Yet...even if they throw me in jail...I'll say it was all worthwhile to know, just for a day, just for an hour, just for a minute, what it means not to be a servant.


Balram's father—Vikram, Balram's father, is a poor rickshaw driver. His ambition for his son is that one day he will complete his education and live like a man. This is what first plants the idea in Balram's mind. As his father is not an example of somebody living like a man, Balram looks to Vijay, a bus driver and politician who began as a pig farmer's son. According to rumors, Vijay ascended socially after sleeping with another politician, but Balram doesn't care. This foreshadows Balram's own crime (murdering Mr. Ashok). He learns from Vijay's example that a person must do whatever is necessary to rise above what he or she was born into.

The Animals—The Animals are the four wealthy landlords who take advantage of Balram and his fellow villagers. They are personifications of everything preventing Balram from living like a man and controlling his own destiny. They harass the villagers and impose ridiculous taxes, serving as an example of Balram's notion of the "eat or be eaten" social context in India. With such cruel figures acting as gatekeepers to Balram's agency, it is almost inevitable that he will have to do something extreme to break free and take control of his own life.

Balram's nightmares—Interestingly, Balram does not experience guilty nightmares about his crime. Rather, his nightmares are that he never murdered Mr. Ashok at all. To him, the most terrifying thought is that he remained stuck in poverty his entire life, and was unable to "live like a man."
How is Balram's behavior immoral?
The difficulty with judging the morality of any action is that a moral baseline has to be established first. In most contexts, Balram's murder of Mr. Ashok would be considered immoral. Many societies judge murder among the most serious of crimes. Balram, however, does not necessarily view his action as immoral, and believes that it was necessary for him to live as his own master and take charge of his life. In order to understand this, it is necessary to understand the social context Balram experiences in India - both its historical caste system, which segregated people into thousands of categories and roles, and Balram's assertion that India has outgrown a traditional moral framework. 
According to Balram, the caste system organized India like a zoo; each caste had its own place, and movement among the castes was impossible. Everybody was locked in his or her own cage. The abolition of the caste system, he argued, did not accomplish much for equality. Rather, it turned India into a jungle, with predators and prey. Each participant in society either became a slave or enslaved others, as all prescribed roles had been taken away. In this context, an action like murder is almost a necessity in order to advance and break out of the place a person is born into.
Contrast Balram's understanding of his situation with his grandmother's - she is short-sighted, sending the family's children to work before they can complete school, which prevents them from ever breaking out of their social enslavement. Late in the story, Balram expresses his intention to open a school, so he obviously understands the importance of education. Unlike his grandmother, he understands that a good education could help somebody born in his social context to break free, even though he did not use education to liberate himself. 
Despite all of this, however, he does not regret murdering Mr. Ashok, stealing his money, and using those actions as the catalyst for his own escape from poverty. It's hard to judge whether or not Balram acted immorally. He murdered somebody opportunistically, but he isn't a "bad" person through and through. Regardless of the action's morality, it is soundly established that Balram does not regret what he did. 

Friday, August 23, 2019

Calculus of a Single Variable, Chapter 6, 6.1, Section 6.1, Problem 22

In order to check if the given function is solution of th given differential equation, we first need to find the derivative of the function.
y'=3x^2
Now we plug the into the equation.
x cdot 3x^2-2cdotx^3=3x^3-2x^3=x^3 ne x^3e^x
Since the left and the right hand side of the equation are not equal, the given function is not a solution to the given differential equation.

Please provide a summary and historical context for the following primary source. The Decision to Act Against Spain William McKinley https://www.tracy.k12.ca.us/sites/rlee/Shared%20Documents/History%20of%20the%20Americas%20II/US%20Latin%20American%20Relations/Sources/McKinley%20Spanish%20American%20War%20Speech.pdf

In the three centuries following Christopher Columbus's discovery of America, Spain had acquired control of vast swathes of territory, from the Caribbean to California and Argentina to the Philippines. By the early nineteenth century, that control was crumbling. The Spanish colonies broke away one by one, and by 1825, Spain's empire was reduced to only a handful of territories—among them, the island of Cuba.
Cuba began to fight for independence from Spain in the 1860s. A decade-long guerrilla war between the Cubans and the Spanish ended in 1878 with an uneasy truce. In 1892, the Cuban Revolutionary Party was founded, and the struggle for independence began anew. In 1895, armed conflict broke out.
The United States was interested in this situation for various reasons:


The US wanted to purchase Cuba from Spain and use the island to grow sugarcane.


Various US companies already owned large tracts of land in Cuba on which they were cultivating sugar. The conflict threatened the crops and consequently the profits of these companies.


Because Cuba was (owned by) a foreign country, the US sugar companies had to pay an import tariff to import their crops into the United States. If the US could purchase Cuba from Spain, Cuba would be a US territory, and the import tariff would no longer apply (meaning higher profits for the companies).


The conflict between Cuba and Spain destabilized the colonial government. The US government could intervene at an opportune moment and either persuade Cuba to join the United States or offer to take the island "off Spain's hands" (so to speak). Either way, the US would acquire Cuba, and the island's lucrative sugar industry.


The "profit-motive" behind US interest in the Cuban-Spanish conflict was insufficient for the US military to intervene, however. In 1895, President Cleveland had declared the US government neutral with regard to the conflict. In 1896, the Spanish governor of Cuba declared martial law on the island, and public sentiment in the United States began to swing in favour of military intervention, as it was now a matter of ethics (the liberation of the oppressed Cubans) rather than purely one of profit.
Into this context, in 1897, William McKinley was inaugurated President of the United States. The Cuban-Spanish conflict continued, and news from the island told horror stories of life under martial law. By 1898, the American public was strongly pressuring Congress to intervene, and when McKinley hesitated, two things happened in swift succession: first, a letter from the Spanish Foreign Minister was published in the New York Journal; it harshly criticized President McKinley and agitated strong anti-Spanish feeling in the United States. Second, the battleship U.S.S. Maine exploded and sank suddenly and mysteriously in Havana Harbour. These events occurred within days of each other. The prevailing theory about the Maine was that the Spanish had bombed it (a theory sensationalised by the national press), and this overtly hostile act was all the justification the US needed not only to intervene in the Cuban situation, but to declare war directly on Spain.
McKinley’s speech is his request to Congress for authorization to declare war. McKinley declares that the current crisis in Cuba is the culmination of decades of Cuban struggle against Spanish rule. He says that the “cruel, barbarous, and uncivilized practices” of the Spanish government have “offended the humane sympathies of our people.” He deplores “that strict neutrality which our laws enjoin,” which has led the United States to stand idle while the Cuban people suffer and their country goes to ruin.
McKinley makes it clear that he does not believe either the Cubans or the Spanish can, on their own, resolve this crisis and that only a war of total attrition could bring the conflict to a close. This is a hideous possibility to contemplate, and the United States has a moral duty to intervene in the conflict to prevent “such a protraction and conclusion of the present strife.”

The forcible intervention of the United States as a neutral to stop the war . . . is justifiable on rational grounds.

McKinley outlines the basis for intervention in four points:


To bring the conflict to a definite conclusion: the Cuban people are suffering horribly under Spanish martial law. They do not have sufficient resources to throw off the Spanish government on their own, and the Spanish do not have the wherewithal to put down the Cuban rebellion once and for all, so the conflict is likely to drag on for years unless some greater power intervenes. That power should be the United States because of its proximity to Cuba and its special interest in the fate of the island. “It is no answer to say this is all in another country, belonging to another nation, and is therefore none of our business. It is specially our duty, for it is right at our door.”


Humane reasons: the people of Cuba are struggling for independence from Spain. At present, they are not citizens of Spain and have no rights or protections from the Spanish crown; they are, in fact, being oppressed by the agents of that crown, and someone should defend them. America is uniquely able to empathize with Cuba’s struggle, having fought for her own independence just over a century before.


Economic reasons: the conflict in Cuba is disrupting all trade in the region and seriously impacting the US economy as a result.


Spain has already declared war on the US: this is evident from the destruction of the U.S.S. Maine, which the Spanish clearly destroyed to “warn” the US from intervening in the conflict. The United States therefore must respond with all appropriate military force.


McKinley concludes his request to Congress by asking that, in light of the facts above, they provide him with authorization to “use the military and naval forces of the United States as may be necessary” to end the conflict in Cuba, drive out the Spanish government there, and establish a stable Cuban government in its place.
The Library of Congress has an excellent overview of the Spanish-American War at this link, if you are interested:
https://www.loc.gov/rr/hispanic/1898/intro.html

In "Ozymandias," how does the quote "boundless and bare" show the power of nature?

The poem "Ozymandias" by Percy Bysshe Shelley ends with the following lines:

Round the decay
Of that colossal Wreck, boundless and bare
The lone and level sands stretch far away.

The poem describes a narrator meeting a traveler who recounts seeing the ruins of a statue of "Ozymandias," a name ancient Greek and nineteenth-century British writers used for the Egyptian pharaoh Ramesses II. The sculpture itself is a great and monumental work. Ramesses II was one of the most powerful and feared men of his period, ruling a great and prosperous kingdom, and renowned for his military conquests. Despite the statue being part of a magnificent temple in a wealthy and highly developed nation for its period, all that now remains of it are fallen fragments poking out from the sand.
The final lines of the poem, in describing the scene as "boundless and bare," suggest that nature, in the form of the desert sand, is so powerful that it has almost completely covered up evidence of this great and powerful civilization. This suggests that no matter how powerful a king or a kingdom, in the end, nature is even stronger and more powerful and eventually will, as it were, conquer the conquerors.

How does Ravi describe Raghu's legs?

This story is full of great descriptions of kids. The description of Raghu's legs is one of those fantastic descriptions. Ravi is a bit of a runt, and the other kids aren't afraid to let him know it. Once the game of hide-and-seek begins, Ravi attempts to hide from Raghu. Unfortunately, Ravi realizes that his initial hiding space is not good. He knows that he has to move and move quickly, but Ravi also knows that his own legs are short and no good at high speed running. This wouldn't be a problem if Raghu also had short legs; however, Raghu's legs are definitely capable of allowing him to run quickly. The narrator explains that Raghu's legs are the long and powerful legs of a good footballer. We are also told that they are hairy, but that doesn't make him faster. It just makes him more intimidating.

He could run around the garage if he heard Raghu come—around and around and around—but he hadn’t much faith in his short legs when matched against Raghu’s long, hefty, hairy footballer legs.

Describe the effects Columbus' voyages had on Spain.

Columbus’ exploratory voyages had several effects on Spain. Because of his exploration new foodstuffs were introduced, Spain became more powerful, and the Age of Exploration was enhanced. As exploration continued, Spain gained land and treasures from what are now Mexico and Peru, including rich silver mines. These riches brought new found, although temporary, power for Spain. As Spain’s influence grew, other countries expanded their explorations to the New World as they attempted to reap the benefits that new land and wealth bring.
Although, Columbus did not find a route to Asia, he did find land that was unfamiliar to Europeans.  These lands were inhabited by native people who introduced the voyagers to new vegetation such as corn, potatoes, and tomatoes. These foods were introduced in Spain and other European countries becoming mainstays in European diets.
Columbus indirectly changed the course of history for Spain by opening avenues for further exploration.

Thursday, August 22, 2019

Calculus of a Single Variable, Chapter 7, 7.4, Section 7.4, Problem 42

The function y = sqrt(9-x^2) is rotated about the x-axis and the surface area that is created in this way is a surface of revolution.
The area to be calculated is definite, since we consider only the region of the x-axis x in [0,3] , ie x between 0 and 3.
The formula for a surface of revolution A is given by
A = int_a^b (2pi y) sqrt(1 + (frac(dy)(dx))^2) dx
The circumference of the surface at each point along the x-axis is 2pi y and this is added up (integrated) along the x-axis by cutting the function into infinitessimal lengths of sqrt(1 + (frac(dy)(dx))^2) dx
ie, the arc length of the function in a segment of the x-axis dx in length, which is the hypotenuse of a tiny triangle with width dx , height dy . These lengths are then multiplied by the circumference of the surface at that point, 2pi y to give the surface area of rings around the x-axis that have tiny width dx yet have edges that slope towards or away from the x-axis. The tiny sloped rings are added up to give the full sloped surface area of revolution. In this case,
frac(dy)(dx) = -frac(x)(sqrt(9 -x^2))
and since the range over which to take the arc length is [-2,2] we have a = -2 and b=2 . Therefore, the area required, A, is given by
A= int_(-2)^2 2pi sqrt(9-x^2) sqrt(1 + frac(x^2)(9-x^2)) dx
which can be simplified to
A = int_(-2)^2 2pi sqrt(9-x^2 + x^2) dx = int_(-2)^2 6 pi dx
so that
A = 6pi x|_(-2)^2 = 6 pi (2 + 2) = 24pi

int_0^2 1/(x-1)^2 dx Explain why the integral is improper and determine whether it diverges or converges. Evaluate the integral if it converges

Integral is improper if we have to take limit in order to calculate it. This can happen if we have infinite values of integration or if the interval if integration contains point(s) where the function is not defined. The latter is the case here because the function we are integrating is not defined for x=1.
Because this point is within the interior of the interval of integration (not at the endpoint) we first must write this integral as a sum of two integrals.
int_0^2 1/(x-1)^2 dx=int_0^1 1/(x-1)^2dx+int_1^2 1/(x-1)^2dx=
Substitute u=x-1 => du=dx. Since u=x-1 all bounds of integration become lower by 1.
int_-1^0 1/u^2 du+int_0^1 1/u^2 du=-1/u|_-1^0-1/u|_0^1=
lim_(u to 0^-) -1/u+1/-1-1/1+lim_(u to 0^+) 1/u=
Notice the use of directional limits (from the left for the first and from the right for the second integral).
-(-infty)-2+infty=infty
As we can see the integral diverges.
The image below shows the graph of the function and area under it corresponding to the value of the integral. Asymptotes of the graph are x-axis and line x=1. The other image (the red one) shows the graph of the function f(u)=1/u. There we see why the two directional limits have different values. 
https://en.wikipedia.org/wiki/Improper_integral

What is an example of a misleading or bogus site or advertisement that involves phony journalism, phony degrees, or counterfeit websites?

The website at the following link:
http://www.rythospital.com
is a counterfeit website. It purports to be a website for RYT Hospital, Dwayne Medical Center, and it runs an ad for Rivitalex, which is not a real pharmaceutical. None of the links on the site work, either, as it's counterfeit. This site is just a parody, or spoof, and it does not sell products.
Another counterfeit site, mentioned on the A Secure Life site (see the link below), is a site that purported to be the Michael Kors site. It was actually www.newperfectstyle.com and featured the Michael Kors logo. This site sold counterfeit Michael Kors products. This site is now shut down, but there are several sites on the Internet that sell counterfeit goods. The story on ABC news (see the link below) reports on the prevalence of counterfeit websites that look as good—if not better—than the actual sites. Be sure that if you are on a website, it is the actual manufacturer's site, often bearing a padlock sign on your browser, instead of that of a counterfeit site. 
https://www.asecurelife.com/how-to-spot-a-fake-website/

What is a detailed analysis of the poem entitled "The Migrant" by A.L. Hendriks in terms of language, tone, structure, themes, imagery, and symbols?

A.L. Hendricks' "The Migrant" offers up themes of loneliness, lack of control, and acceptance. The migrant is not in control of her situation—as shown by her perceived plans to postpone her departure that weren't acted upon and her seemingly robotic movements toward the exit. She didn't stop to think about not moving, didn't pay attention to where she was going. She accepted that she was in transit, migrating alone (loneliness), and there was no home to go back to.
Hendricks utilizes the structure of this poem not only to tell a story but to show movement. This poem is free verse and in a prose poetry style. Each stanza is either a different action/thought or adds information to the previous action/thought that provides the reader with a sense of progression. Because of the way Hendricks separated the lines and the content into stanzas, we almost feel as if we're moving along with the narrator's thoughts, moving along with the migrant. We can easily see the connections between stanzas.
The language adds to that sense of story and fits in perfectly with the prose poetry style Hendricks used. The larger words, like "realization" and "piteous," make us feel as if we're reading a more advanced short story while the phrases help us clearly imagine the thoughts and the imagery. Hendricks' choice of words and style leaves little open for interpretation in this point—a trait that can be quite common in prose poetry, as there's often more description and less words/points omitted. The tone of this language is very matter-of-fact, suggesting that no points of the story can be argued with and that everything occurring is just how things are supposed to be for these characters.
The imagery is largely used to create the setting. We know that the migrant and narrator are traveling, in some kind of terminal or station, and waiting in line for a door that says "Embarking Passengers Only." Consider, though, the imagery that Hendricks doesn't include. We don't get a clear image of the migrant, not being able to put an identifiable face to a body. This tactic makes it a little bit more easier for us, in our minds, to see ourselves at the migrant and imagine what she's going through. There's no hair color or eye color or clothing described to make us stop from seeing ourselves in this story. We also don't get a clear image of what type of traveling she's doing, omitting from our minds the potential conditions that could lie ahead for it. It helps us focus on the present and the character in front of us.
The travel brochures the migrant reads are the main form of symbolism in this poem. They suggest a monotonous existence, with nothing better to do than succumb to what lies ahead and read about it in a small brochure. The name of the gate at the end, "Embarking Passengers Only," also symbolizes finality. Once the migrants step through the gate, there's no turning back.


The poem "The Migrant" by A. L. Hendriks is a poignant reflection on the migration of Jamaicans after WWII. 
Language: The language is formal, businesslike, and intellectual--a style that is unusual for poetry yet consistent with the bureaucratic feel of having to move to another country. Words like transit, realization, departure, appreciably, eventually, and considering are intellectual rather than emotional words.
Tone: This formal language produces a somewhat detached although sympathetic tone. The woman described is being observed from a distance by someone else who cannot fully read her emotions but knows her situation in a general sense. 
Structure: The poem is written in free verse without traditional rhyme, meter, or rhythm. It contains six stanzas, each of which could be considered simply a paragraph if this were written in prose. Lines usually begin with a new sentence or clause. The first five stanzas focus solely on the woman, the migrant; the final stanza reveals the narrator and that he or she is a fellow migrant.
Themes: Themes that the poem brings to mind are: 
Leaving a place you've lived all your life is incredibly hard.
For a Jamaican, this relocation experience brings up the generational wounds of slavery.
People-watching helps us process our own emotions as we project onto others what we ourselves are going through. 
Experiencing major life changes as a single person adds another layer of difficulty to a hard situation.
Imagery: The strongest imagery in the poem is of the travel brochures--we can picture them laid out in their glossy promise. The poem also creates imagery of slow forward movement--shuffling--throughout the whole poem as the woman reluctantly makes plans to move. This is fulfilled in the final stanza as the narrator shuffles forward in line. When the narrator and his family "finger our own documents," readers can imagine that sensation.
Symbols: The travel brochures are a symbol that the life the migrant faces will be disappointing. The fact that they are described as "gaudy, competitive, plentiful" makes us distrust them. The queue the migrant and the narrator are in represents the slow, unpleasant, and reluctant process of leaving one's home unwillingly. The gate marked "For Embarking Passengers Only" is a symbol of finality; the woman will not be returning to the place that all her life she has considered her home. 
In this poem A. L. Hendriks uses formal language, a detached but sympathetic tone, free verse structure, symbols, and imagery to reinforce the strong themes of loneliness and leaving home.
https://www.cieliterature.com/tag/the-migrant/

Why is the fact that the Americans are helping the Russians important?

In the late author Tom Clancy’s first novel, The Hunt for Red October, the assistance rendered to the Russians by the United States is impor...